tag:blogger.com,1999:blog-50570477896903939292024-03-13T21:47:04.485-07:00Education in movementrabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.comBlogger13125tag:blogger.com,1999:blog-5057047789690393929.post-78650352751172927282017-10-24T12:33:00.002-07:002017-11-01T06:36:40.555-07:0020 Reasons to teach Poetry, at all ages<br />
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In the English language there is a difference between the word "song" to the word "poem", which does not necessarily exists in other languages, such as Hebrew for example. In elementary school, we give a lot of room to rhymes and recitations at the lower grades, and later on, we discuss poems or songs while discussing a certain holiday/season/poet. Later on in junior high and high school, we analyze specific literary works.<br />
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Personally, I teach a big variety of songs and poems throughout the school year, for various reasons:<br />
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1. Exposure to the material and expending the vocabulary<br />
2. Exposure to different views and ideas<br />
3. The connection between a poet/writer to their works<br />
4. Word games<br />
5. Developing the Imagination<br />
6. Explaining and teaching grammar rules that apply only in poems and not in the daily language, Linguistic manipulation that exist only in poetry<br />
7. Development of listening skills<br />
8. Developing the ability for personal commentary<br />
9. Discussing emotions<br />
10. Developing a discussion<br />
11. Discussing the connection between lyrics and music<br />
12. Using art as a tool for expressing criticism - personal/expressional<br />
13. Developing curiosity<br />
14. Learning about a Historical period, general knowledge etc.<br />
15. Creating logical connection to relevant issues – the cycle of a year, famous figures, personal events etc.<br />
16. Developing a reflective, emotional and logical thinking<br />
17. Enabling the children to express their inner-world in the class<br />
18. Reading comprehension<br />
19. Developing the skills for poem writing<br />
20. Exposure to music tones, structures and mobility<br />
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I guess there are many more reasons to teach poetry and songs, and I want to present to you my way and to offer you a way to develop your own version. In my class the main goal of my teaching is to expose the children to a wide variety of songs and poems from different periods, different cultures and styles. The process is by reading-observations-understanding-discussing the poem/song. I sometimes add playing a related music from the same period/creator/subject/emotion before learning and discussing the relevant material.<br />
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I find the way in which the children draw the dots between the two works as very interesting, and I make it a point not to lead the discussion in the class, but to allow them to lead it on their own to the directions that seem relevant and important to them. I do sometimes try to add guiding questions or a summary of what was already said.<br />
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The sooner we will start to expose children to various poetry thus their abilities to discuss broader and deeper issues will grow.<br />
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<br />rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-65971363896177527302017-08-10T02:41:00.003-07:002017-08-10T02:41:55.231-07:00Using Movies for Learning<div class="separator" style="clear: both; text-align: center;">
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Children and people enjoy watching a movie or a series because it feels like entering a different visual world, which is understandable. All in all, movies/series enable us to identify with a character, identifying with values, with acts/actions, and also the reverse emotional range – disliking a character or it's values.<br />
In addition, we all know that children watch a lot of series and movies on a daily basis – did you ever wonder what do they take from them? Do they detect the nonsense? The sarcasm? The subtext or the emotional depths?<br />
We can teach the children to observe and deepen their understanding while using the movie as a platform for opening many issues, exercise and exposure.<br />
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<b><span style="color: orange;">Why?</span></b><br />
Built and structured content<br />
Focused<br />
Interesting<br />
Help as a supportive to knowledge<br />
Dynamic<br />
Producing emotions<br />
The ability to form associations<br />
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<b><span style="color: orange;">How?</span></b><br />
Using series/ documentary series and fiction movies - using guided viewing:<br />
Topics:<br />
Language tasks – character description, information miming<br />
Learning about an historical period<br />
Geography<br />
Religion – learning about different religious, discussion about religious issues<br />
Sports<br />
Emotional and social analysis- discussing a character layers, social situations, conflicts (personal and inter-personal), puberty, break-ups etc.<br />
Nature and the environment<br />
Biology<br />
Economics<br />
Law, ethics and morals etc.<br />
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<b><span style="color: orange;">An example – watching the movie "Clash of the Titans" – 6th to 12th grade</span></b><br />
Objectives:<br />
1. Getting to know figures from the Greek Mythology (History and Mythology)<br />
2. Improving viewing understanding and data mining (Language and viewing skills)<br />
3. Writing a phrase about a beloved character (language)<br />
4. A discussion about conflicts (emotional)<br />
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<b><span style="color: orange;">Viewing task:</span></b><br />
1. Trace all the mythological/ruling/philosophical characters in the movie<br />
2. Line down all the conflicts in the movie – personal and inter-personal<br />
3. List all the myths described in the movie.<br />
4. Sum-up the information about a beloved character.<br />
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<b><span style="color: #674ea7;">I'll be happy to answer any question, and will love hearing from you, Sharon</span></b></div>
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rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-43283831218313186402016-11-30T03:34:00.001-08:002017-08-09T10:51:59.416-07:00How to develop creativity <span style="color: magenta; font-size: large;"><b>Creativity</b></span>,<br />
Isn't it one of the most common words that people are using regarding education and business development? we really want to develop it since childhood, but research shows that it decreases from the point we are finishing pre school.<br />
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some will say that we need to create an environment that enable it, but it's too difficult to create it at home, school, afternoon classes etc. all together.<br />
we can develop creativity in different ways, and I want to introduce you to some <span style="color: orange;">effective tasks and games </span>we are doing on a daily basis in my class, and also in the teams I'm working with (when we are dealing with challenges and new designs).<br />
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You can use all those elements with any group/ class, define the difficulty levels, and most important- they are easy to use, and can take between 7 minutes to an hour.<br />
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1. <span style="color: orange;"><b>Riddles, logic quizzes, logic missions, challenge tasks</b></span><b><span style="color: orange;">:</span></b><br />
The element needed is thinking and creating multiple choices of solution while coping with the understanding that mistakes and trial and error are part of learning.<br />
you can ask logic question from age 4- example- :why do we pound a nail on the wall?<br />
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I love giving an assignment that require an imagination and coping uncertainty, for example (from my 6th grade class)-<br />
in groups of 4-<br />
you are a group of archaeologists. the year is 1910 (no internet, no mega information libraries on line...)<br />
you are working on ancient site in X<br />
you have experience in the middle east/ South America/ Africa<br />
Suddenly you see a written language you've never seen...<br />
what will you do?<br />
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The group have 45 minutes for raising ideas and possibilities, then 45 minutes looking for answers on line, and then a class on the topic with me (you can read on the <a href="http://educationinmovement.blogspot.co.il/2016/11/the-model-of-coping-with-uncertainty.html">uncertainty model here</a>)<br />
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2. <span style="color: orange;"><b>Completion stories:</b></span><br />
when we teach language skills we teach how to write a story (structure); I use movies, inventing stories I tell, video clips, pictures and more to start an idea and let the children continue the idea, write it and develop a conversation on it.<br />
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3. <span style="color: orange;"><b>Mazes, tracks and courses</b></span>- building them for children and letting children build their own courses is an practical challenge. you can use every thing you can climb on, pass trough and underneath.<br />
* you can use a rope or wool and create "spider net" in the room; ask the children to walk around the room while avoiding the net.<br />
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4. <span style="color: orange;"><b>Object what?</b></span><br />
give children / adults a practical object and ask them all the uses you can get from it- practical and imaginary.<br />
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5. <span style="color: orange;"><b>Association games:</b></span><br />
association games are amazing for improvement of response speed, creating contexts and increasing thinking speed.<br />
you can play free association.<br />
you can play association chain: every word lead to another that connected to it/ opposite/ parallel.<br />
you can play association of a single term/ word/ concept:love/ food/ happiness etc.<br />
you can play association regarding a question or a riddle that have up to 2 words answer.<br />
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I'm here for every question and every note, Sharon.<br />
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<div style="text-align: center;">
<span style="color: #222222; font-family: "arial" , sans-serif; font-size: 12.6667px; text-align: center;">All the posts and materials belongs to Sharon Michaeli- Ramon ©</span></div>
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rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-39929964317247373602016-11-30T03:29:00.003-08:002016-11-30T03:37:37.728-08:00The model of coping with uncertainty while solving problems, challenges and high volume tasksI've decided to create a <span style="color: orange;"><b>method of uncertainty </b></span>in my class after I've noticed that children (and adults) are having all kind of barriers when they need to cope a challenge- difficult article, new question, new area, thinking missions, solving a problem and more.<br />
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I've decided to develop a model to help them cope, and I'm using it mainly in language classes (you can read on it here) and in a weekly lesson of solving a challenges, that is connected to the syllabus, but it's wider and demand different way of thinking (<a href="http://educationinmovement.blogspot.co.il/2016/11/how-to-develop-creativity.html">you can read about it here</a>)<br />
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<b>The model is build from 5 steps:</b><br />
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1. Excepting the fact that I (the student) will not understand some of the reading material (or task)- and it's ok.<br />
2. brain storming all the ideas related to the question/ task.<br />
Read & summarize as we learned- high light difficult words/ expression, high light main sentence in a paragraph and summarize each paragraph/ idea.<br />
3. Trying in a group to build a logic flow of the article/ story/ task/ question- out of the box thinking, giving associations and answers (we work on the concept that assumptions in this stage can't be wrong).<br />
3a. sometimes I give access after stage 3 to use technologies and the net.<br />
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4. creating data base of all the ideas, answers and information on the board/ app/ other and making sense and order.</div>
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5. Giving the holistic order, Giving the answer/s and all the information needed.</div>
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Dialog on the subject.</div>
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<span style="color: #222222; font-family: "arial" , sans-serif;"><span style="font-size: 12.6667px; line-height: 19px;">All the posts and materials belongs to Sharon Michaeli- Ramon ©</span></span><br />
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rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-45735952462335608122016-10-05T05:10:00.002-07:002016-11-30T03:15:12.877-08:005 reasons why coping with difficulties is important in the class - reading comprehension In my class, sixth grade, I'm challenging my students every day. I've entered the public system four years ago, after managing different projects as an expert in creativity and being categorized as a "problem solver". when I entered the school I'm working in today I've noticed that the children are dealing great with reading comprehension we have in the text book, but can't understand higher articles.<br />
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I've decided to use a method of uncertainty in the class, which build from 3 steps:<br />
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1. Excepting the fact that I (the student) will not understand some of the reading material (or task)- and it's ok.<br />
2. Read & summarize as we learned- high light difficult words/ expression, high light main sentence in a paragraph and summarize each paragraph/ idea.<br />
3. Trying in a group to build a logic flow of the article/ story/ other.<br />
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when the children started they were upset, confused and even angry. we worked step by step solving the articles I've brought to class (I can't share them with you, because they are in Hebrew; but the criterion to choose them are: suitable from 9th grade, have current affairs link to the students life and have a pedagogical context).<br />
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After a month I can say that I have 5 great reasons to continue with this method, once a week, a two hours lesson:<br />
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1. The level of expectations raised and the students understand the benefits and the wide range of <br />
topics that are added to the class.<br />
2. Higher use of reading strategies in all the language fields (history, geography, etc)<br />
3. The level of the conversations changed and become broadly contexted to different areas, and I love <br />
connect areas of knowledge to subjects.<br />
Some students started to be herd in class.<br />
4. While coping with higher language the understanding, the vocabulary and the expression and <br />
developing.<br />
5. I'm revealing difficulties that I couldn't see in a class of 36 students before, for example- the <br />
difficulty of explaining a term with no examples- and working on it.<br />
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I'm here for any question, Sharon.<br />
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<span style="text-align: center;"> All the posts and materials belongs to Sharon Michaeli- Ramon ©</span><br />
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rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-24678010327846985512016-06-29T14:12:00.001-07:002016-11-30T03:29:21.915-08:00Four Activities for Starting a Relaxed Morning in the Class and Lowering Level of Stress and PressureSome classes need to go into a "silent learning zone", a kind of silence and tranquility that allows concentration, listening, work, collaboration and patience.<br />
Schools are full of stress factors – social, educational, emotional baggage each child carries with him/her, thoughts, fears etc. The latest security issues are also not easy and add more stress to the kids, and even serve as a deflection on a daily basis.<br />
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The educational-organizational-personal discourses make a lot of use in tools such as Meditation, Mind-folds, Guided Imaginations and others in order to succeed in being "here and now" in our overloaded world, and kids very much enjoy playing or being concentrated in various activities that allow them to drift away on one side from all the stress, and immediately concentrate afterwards on the other hand.<br />
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Here are <b>four simple activities that can be done with your class</b>. There is no need to be anxious or worried if during the first few times there will be some jiggles and some embarrassment:<br />
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1. While sitting on chairs or lying on the floor on their backs – slow breaths with eyes shut, inhaling air and ballooning the belly, exhaling the air for 3-4 seconds. In each exhale the body sinks more and more to the chair/floor; there is no stress in the shoulder, pelvis, hands, neck and head. After 507 minutes the kids can open their eyes and open the day. <br />
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2. Every child sits in front of an A4 empty page, while pleasant music is played in the background (classical, acoustic guitars, melody, world music) and the kids draw the music (Take a look in the "seeing music" post). When the music ends the children place the page in their backpacks and continue to the next assignment.<br />
*You can have a conversation of the drawings, how the music made them feel, thoughts etc.<br />
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3. Stand in a circle, and throw a ball while saying words that express fear/stress/anxiety/anger etc. Once each child has spoken, ask the children to say a trait or a personal ability to cope with different issues while throwing the ball to a friend. The friend in turn must remember what were the traits named before the ball was thrown to him/her, and after a sequence of 5-6 traits you start over.<br />
The goal is to create a positive chain that shows the power the class and the kids have.<br />
You can also play this game with naming good traits or behaviors in the class, such as listening, helping each other etc.<br />
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4. There are games in which the power of the group is of great importance, when after the game has ended you can discuss and analyze the subject projecting on any relevant issue, such as to our family, or to any specific personal or educational coping mechanism.<br />
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<b><span style="color: orange;">You can turn the method elected to a daily routine for a certain amount of time, thus entering the kids to a better zone of learning and listening for the rest of the day. </span></b><br />
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<span style="color: #222222; font-family: "arial" , sans-serif;"><span style="font-size: 12.6667px; line-height: 19px;">All the posts and materials belongs to Sharon Michaeli- Ramon ©</span></span></div>
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rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-59784190305862525432016-06-07T13:14:00.000-07:002016-06-07T13:14:01.966-07:00Game of Flags - A Social Mirror and a Social and Personal Working ToolI believe in the <b>power of a group</b> to <span style="color: purple;">create a change</span>, and in the power of the game. This year I am educating 5th graders for the first time, and I have met the pupils for the first time on September. In order to reach different goals I have placed for us, I am using various strategies, and currently I would like to present the Game of Flags, which is a strategic-physical-social game, from which you can learn a lot on the class/group, and work on various issues with them.<br />
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<span style="color: orange;">Game of Flags is an intensive game in which two groups play against each other in order to obtain the opponent's group flag. </span><br />
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You divide a court to two parts, one for each group, and place 2 different flags in each of its sides. Every team gathers and decides what will be her strategy, how to get to the opponents' flag, who is in defense and who is in offence, who will protect the flag, who will rescue team-mates etc.<br />
The middle of the playground is marked, and you can captive any of the other group members that enter your side. The "prisoner" must wait where he was caught until he is rescued by someone from his group by a "high-five".<br />
The game is a field for many interactions, and I, as the educator, stands on the side and observe. This is one game in which I only observe the teams, and I don't take an active part in it. Some of the things I take notes of are:<br />
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1/ the coherence of the group/class<br />
2/ the way each group plans strategically<br />
3/ the personal character of each pupil<br />
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4/ the way the pupils plan, their courage, patience etc. For example: pupil who try to save "captives" even at the risk of being caught themselves; pupils who will always be careful and stay at their group's territory, ambushing an opponent member when they enter this territory; a pupil who was caught but cheats and runs back into the court (and the reaction of their friends) etc.<br />
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5/It is supposed to be a fun time of the group/class. Are they having fun? Are there any frictions? Does anyone prefer not to participate?<br />
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Through the game I wish to develop : A class's coherence and cooperation; girls and boys cooperation; patience; a joint strategic planning and not just the emergence of the natural "sporty leaders"; personal abilities such as patience, thinking and planning etc.; a reflection ability and feedback – both personal and in the group; elevating class value.<br />
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<u>Work Stages:</u><br />
You go out with the class to play the game a few times, when I keep changing the group composition, in order to balance the boys/girls numbers, balance athletic kids with non-athletic ones etc, and also in order to gently break pre-existing sub-groups. <br />
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After each game (we play for about 25 minutes) we go back to class and have a discussion which includes their feedback and mine, compliments and points for improvement. It is important to discuss what requires improvement, difficulties and success etc.<br />
Sometimes serious issues are raised, either by the pupils or by me, and it is important to give them a place. For example: flexibility in front of a change; player's unfairness; injustice and other emotions rising from the game. <br />
Evident changes were obvious from each time we played this game, and I tried to have a span of at least 1 week from game to game. It is important to connect the issues discussed in regard to the game to other issues in the class, such as learning, patience, team-work etc.<br />
The game, merely by being a fun challenge shows us different sides of the pupil's personality, some are in coexistence with what we thought about the pupil, and some are surprising to us as their educators.<br />
From my experience, playing with classes; outdoor activities and leadership workshops with different groups influences a lot the coherence of the group.<br />
I'd be happy to answer any questions you might have.<br />
Now, go outside and play!<br />
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<br />rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-82555695740450185152016-06-05T08:49:00.006-07:002016-06-05T09:27:47.587-07:00Seeing rhythm and music<div class="MsoNormal" dir="LTR" style="direction: ltr; line-height: 150%; margin-bottom: 0.0001pt; unicode-bidi: embed;">
<span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">As
part of the work I'm doing with my class I try to stimulate all the senses, and
to interweave different kinds of experiences and study methods - Both from the
notion that every child has a different way of learning, and from knowing that
different experiences (thinking, moving, imagining etc.) contribute to the
cognitive-physical-emotional development.</span><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">The different
experiences are part of the study material, </span><span style="font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">all <span style="background: #F3F3F3;">intended </span><span style="color: #222222;">and
contributing to my main goal and labor as a teacher - building and reinforcing
the </span>children's<span style="color: blue;"> </span><span style="color: #222222;">self-esteem.<o:p></o:p></span></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">Every other week or
two we </span><span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;">hold<span style="color: blue;"> </span></span><span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">a rhythm session in class - drumming, playing by a certain
rhythm, playing, dancing etc. <o:p></o:p></span></div>
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<span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">Here,
for example, is a sequence of four sessions we did in class:<o:p></o:p></span></div>
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<span style="background: white; font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"><b><span style="color: orange;">Session
no. 1</span></b><span style="color: #222222;"> - <o:p></o:p></span></span></div>
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<span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">We
opened with this amazing video I found on </span><span style="background: white; color: #222222; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt; line-height: 150%;">alaxon.co.il </span><span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;"><o:p></o:p></span></div>
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<a href="http://vimeo.com/111593305" target="_blank"><span style="color: #888888; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt; line-height: 150%; text-decoration: none;">http://vimeo.com/111593305</span></a><span style="color: #222222; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt; line-height: 150%;"> </span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; line-height: 150%;">by<span style="color: blue;"> </span></span><a href="http://vimeo.com/user1852409" target="_blank"><span style="color: #888888; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt; line-height: 150%; text-decoration: none;">Nigel Stanford</span></a><span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">After watching the
video in which you see how music</span><span style="color: blue; font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"> </span><span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;">presents itself </span><span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">in different materials</span><span style="color: blue; font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"> </span><span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;">we discussed various ways</span><span style="font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;"> to
draw music. Is it possible? I asked the children how would they dra<span style="color: #222222;">w
different kinds of music. <o:p></o:p></span></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">I played a rather
melodic and calm song, and the children drew the music, The diversity was
immense: musical notes, letters, pictures, colors, textures, thoughts and
shapes.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">We </span><span style="font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">came to the conclusion <span style="color: #222222;">that music can be drawn in many different ways </span>and that <span style="color: #222222;">it involves not only listening, but feeling, movement,
thought, criticism etc.<o:p></o:p></span></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"><span style="color: orange;"><b>Session no. 2</b></span></span><span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;"> - <o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">I divided the class to
several groups of three, and each threesome </span><span style="font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">was guided <span style="color: #222222;">to show me some
sort of rhythm.<o:p></o:p></span></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">The originality blew
me away! <o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">Some took a paper,
placed it on a table, then drummed on the table causing the paper to bounce
according to the rhythm. Others used sticks to play. Another group waved their
sweatshirts in the air, creating sound and air-movement.<o:p></o:p></span></div>
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<span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;"><b>Session
no. 3</b> - <o:p></o:p></span></div>
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<span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">I
opened with this video </span><span style="background: white; color: #222222; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt; line-height: 150%;"> </span><a href="https://www.youtube.com/watch?v=LlvUepMa31o" target="_blank"><span style="background: white; color: #888888; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt; line-height: 150%; text-decoration: none;">https://www.youtube.com/watch?v=LlvUepMa31o</span></a><span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">And then we worked
with play dough and hand-colors. Each child received a big paper, and they
created whatever they felt like according to what the music stimulated in
them. <o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">Later on, each </span><span style="font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">child<span style="color: blue;"> </span><span style="color: #222222;">presented his </span>or her <span style="color: #222222;">creation to the class with movement, sound, or <o:p></o:p></span></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"><b><span style="color: orange;">Session no. 4</span></b><span style="color: #222222;">-<o:p></o:p></span></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">A mother arrived to
the class and gave a lecture on Kandinsky and "music in the arts".<o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"><span style="color: purple;"><b>Working with music and
combining it with unconventional demands encourages thinking, criticism, openness,
curiosity, interest and lots of fun.</b></span><span style="color: #222222;"><o:p></o:p></span></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;"><b>The children enjoy
creating, playing, thinking, and collaborating. The challenges increase the
experience and enhance it. Additional subjects also arise, such as musical
instruments, different kinds of art, physics, science, creativity etc. </b><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">Personally, I enjoy
getting to know the kids in unconventional ways, not just by strictly teaching
the formal materials, thus, enabling each and every one of them to express
different and new parts of themselves.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: arial, sans-serif;"><span style="font-size: 12.6667px; line-height: 19px;">All the posts and materials belongs to Sharon Michaeli- Ramon ©</span></span></div>
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rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-82404959263342262872015-11-06T09:22:00.000-08:002016-06-05T09:28:04.842-07:00What we learned in Haiti about psycho- social disaster assistance <div class="MsoNormal" style="background-color: white; color: #222222; direction: ltr; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 13.2px; line-height: 18.48px; unicode-bidi: embed;">
<b><span style="font-size: 12pt;">Introduction<o:p></o:p></span></b></div>
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<span style="font-size: 12pt;">I arrived to Haiti a week after a 7.0 earthquake struck Haiti in 2010. I was part of an Israeli aid group, FIRST & Israaid, specialized in medical and psycho-social support, and later continued to work with the local NGO PRODEV, while collaborating in one camp with JPHERO.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">As we started work in the first two camps in Port-au Prince, we immediately noticed that information given to children and adults was not received in a holistic way, for example, the use of the terminology "earthquake” referring to a geological phenomenon was problematic. The people of Haiti were processing the event in the context of their cultural and religious perceptions. Thus, we felt that they needed to hear the information we were presenting in their own language and with their own terminologies. Accordingly, we adjusted our response.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Our team designed a questionnaire based on proven psychological tools and anthropological fieldwork methodology. The overall aim of the questionnaire was to help us better understand the Haitian people’s perception of the disaster. I assumed that, if we understood the cultural perception of the people and their perceived needs, we would be able to provide them with information they could understand, which in turn would reduce their stress and feelings of uncertainty. For instance, we found that the people called the earthquake "gulu gulu", so we started using that word in addition to “earthquake” in our psycho-education sessions. We found that using local words and phrases helped us communicate better and build trust. Adding that we spoke about the universal phenomenon by giving examples that earth quake happen all over the world to all religions.<o:p></o:p></span></div>
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<b><span style="font-size: 12pt;">Key findings of our January 2010 survey<o:p></o:p></span></b></div>
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<span style="font-size: 12pt;">Over a two-day period in January 2010, we carried out a random survey based on the questionnaire we had designed of 100 volunteer participants in Petion Vile Club camp,<i><span style="color: red;"></span></i>consisting of a diverse camp population in terms of different age group, sex and socio-economic background. This resulted in the return of 73 completed questionnaires and the completion of six interviews. Among others, we found that 80% of the population believed that God had caused the earthquack and were surprised to learn that around 60% believed that another disaster would strike soon.</span><span style="font-size: 12pt;"><o:p></o:p></span></div>
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<span style="font-size: 12pt;">We also found that 95% of the survey participants had a wide range of physical symptoms, ranging from increased heart rates, to sleeping problems, nervousness and fear of noise (Figure 1).<o:p></o:p></span></div>
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<b><span style="font-size: 12pt;">Figure 1 Survey results: Types of physical symptoms experiences</span></b></div>
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<b><span style="font-size: 12pt;">Our cultural-based model for psycho-social disaster assistance<o:p></o:p></span></b></div>
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<span style="font-size: 12pt;">We integrated the findings of the survey into a modification of our program to better reflect the Haitian culture and belief system. We understood that if we wanted the community’s cooperation we needed to accept their basic perception of the world, their religion (both Christianity and voodoo, and triggers for reward or punishment). This new psycho-social approach respected the beliefs and knowledge of the community and, at the same time, facilitated the processing of universal and natural information, and also supported more appropriately self-coping and family-coping tools. The resulting model comprised of three-stage intervention model (Figure 2) that allowed us to reach different community groups. This structure also enabled us to "fade into" the rehabilitation phase, particularly in the education sector facilitating the rebuilding of communities around shared institutions.<o:p></o:p></span></div>
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<span style="font-size: 12pt;"> </span><span style="font-size: 12pt;">Figure 2</span><span style="font-size: 12pt;"> </span><span style="font-size: 12pt;">Three-stage psycho-social intervention model</span></div>
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<span style="font-size: 12pt;">The three-stage psycho-social intervention model comprised of activities that were designed to be built on top of each other, starting with activities for children, followed by work with parents and adults, and finally joint community activities.<o:p></o:p></span></div>
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<u><span style="font-size: 12pt;">First circle of intervention: Children<o:p></o:p></span></u></div>
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<span style="font-size: 12pt;">1.<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">Social games that emphasize cooperation, positive experience, a sense of success, group encouragement and building trust between group members;<o:p></o:p></span></div>
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<span style="font-size: 12pt;">2.<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">Games that incorporate local songs and dances and emphasize creating common ground, mutual creativity, and incorporating group members as leaders and participants;<o:p></o:p></span></div>
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<span style="font-size: 12pt;">3.<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">Drawing and providing a psycho-social explanation for earthquakes, common reactions to trauma and tips for further treatment;<o:p></o:p></span></div>
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<span style="font-size: 12pt;">4.<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">Intervention for younger children focusing on drawing scary/ happy images;<o:p></o:p></span></div>
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<span style="font-size: 12pt;">5.<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">Older children (from second grade onward) drawing with a wider set of instructions.<o:p></o:p></span></div>
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<u><span style="font-size: 12pt;">Second circle of intervention: Group psycho-education for adults and parents<o:p></o:p></span></u></div>
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<span style="font-size: 12pt;">1.<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">What is an earthquake? Universality and objective geological explanations, using cultural objectivity;<o:p></o:p></span></div>
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<span style="font-size: 12pt;">2.<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">Explanations on common reactions to trauma and stress;<o:p></o:p></span></div>
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<span style="font-size: 12pt;">3.<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">The parental role and its derivative complexity after disaster;<o:p></o:p></span></div>
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<span style="font-size: 12pt;">4.<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">Ways to deal with stress and uncertainty.<o:p></o:p></span></div>
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<u><span style="font-size: 12pt;">Third circle of intervention : Mass community activities<o:p></o:p></span></u></div>
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<span style="font-size: 12pt;">1.<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">Restoring hope, mainly for children but including the whole community;<o:p></o:p></span></div>
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<span style="font-size: 12pt;">2.<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">Mass sport, drama and music activities, which also involve parents in order to create activeness and joy within the community [restore hope].<o:p></o:p></span></div>
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<span style="font-size: 12pt;">We witnessed that this activity was becoming more popular every day. More and more members of the community took part as dancers, assistances and watchers.<o:p></o:p></span></div>
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<b><span style="font-size: 12pt;">The theory behind the model<o:p></o:p></span></b></div>
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<span style="font-size: 12pt;">Children after disasters need interventions that support the functional continuity of life (Klingman, 1992). The impact phase creates high emotional insecurity and may cause anxiety and physical changes. In recent years, interventions are implemented within the community settings, and for children, schools are the primary institute that can provide help (Leo and Rato Bario, 2010).<br />The usage of physical education is fundamental. Physical activities include many elements that can improve the lives of those affected at the physical and mental level, but also enable improvements in other aspects, such as: body image, social skills, self-confidence, persistence and more. Physical activity is a combined factor inside a group that can create inclusion and equality between the participants (Ley and Rato Barrrio, 2010).<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Siedentop (1994) has suggested sport education as a method of developing social skills and managing skills. Hellison (2003) has developed a focused model aimed at teaching responsibility through physical education. His model uses five levels, built of different levels of responsibility- from understanding to performing, in different circles - me, and others and transit it to real life. Eldar (2006) applied a wider model, using physical activity as "support context" for teaching and obtaining learning habits, social habits and emotional abilities.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Thus, physical education creates a "safe zone" for children and adults, while creating opportunities to determine a shared status and common goals . After playing together it is easier to raise common worries and needs.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">The psycho-social education component was based on giving information and creating a safe space for raising questions, observations and developing solutions. It was a mechanism, through which we were able to identify needs and refer people to other organizations for specific assistance.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">We wanted to implement a psycho-social interventions with a a different approach, that could offer an easy transition to rehabilitation:<o:p></o:p></span></div>
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<span style="font-family: "wingdings"; font-size: 12pt;">§<span style="font-family: "times new roman"; font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">We used local language phrases, because we believed that language is crucial for trust, understanding and perception of situations, feelings and action.<o:p></o:p></span></div>
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<span style="font-family: "wingdings"; font-size: 12pt;">§<span style="font-family: "times new roman"; font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">We built the intervention upon community characteristics.<o:p></o:p></span></div>
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<span style="font-family: "wingdings"; font-size: 12pt;">§<span style="font-family: "times new roman"; font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">We hired local educational staff members that implemented the program together with us from the fifth day, and continued on to lead the activities by themselves with us present 50% of the time after 15 days. We made arrangements so that they could continue for at least three months after our departure. Training the trainers was a main component of our program, so that local staff members would become proficient.<o:p></o:p></span></div>
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<span style="font-family: "wingdings"; font-size: 12pt;">§<span style="font-family: "times new roman"; font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">After a month, we opened schools in two camps as a focal institution and safe place for the children and the community. It was important to us that the program would have continuity for at least three months to help the community and identify children/ and adults, who needed more focused help.<o:p></o:p></span></div>
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<span style="font-family: "wingdings"; font-size: 12pt;">§<span style="font-family: "times new roman"; font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">We did substantial work through physical activities - an empowering intervention that matched the Haitian culture and the people’s perceptions and experiences they shared with us. The majority of those we interacted with said they were "feeling it in the body"- the fear, the stress, the memories from the quake. [Therefore, also working on improving physical well-being became a natural priority.?]<o:p></o:p></span></div>
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<span style="font-family: "wingdings"; font-size: 12pt;">§<span style="font-family: "times new roman"; font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">Consequently, using physical activity was a frame for the psycho-social program, and not a tool by itself. Although we knew that physical activity is an effective way to cope with stress, we knew that it could be much more useful in combination with other techniques.<o:p></o:p></span></div>
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<span style="font-size: 12pt;"> </span><b><span style="font-size: 12pt;"><br /></span></b><span style="font-size: 12pt;"><o:p></o:p></span></div>
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<b><span style="font-size: 12pt;">Implementation into the psycho-social program<o:p></o:p></span></b></div>
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<span style="font-size: 12pt;">-<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;">For the psycho-social program, we identified two areas – (1) religious beliefs and (2) physical stress - as the main important targets. We re-organized our psycho-social meetings accordingly:<br />1. The explanation of earthquakes was rebuilt as an international phenomenon that occur everywhere and in all religions.<br />2. We drew a map of the earth and provided scientific explanations for the occurrence of earthquakes.<br />3. We used balls to explain the aftershocks.<br />4. We collaborated with the physicians to offer a detailed explanation of the physical symptoms they experienced, as individuals and as parents.<br />5. We explained how the stress may influence the children and the family.<br />6. We empowered the family and the community as the primary responders by talking on the situation and reflect that the community shares same "basket" of problems, and teaching stress coping mechanisms on several subjects:<br />- Sleeping problems.<br />- Physical calming by breathing, easy physical activities.<br />- Children in stress and how we can help them as family.<br /> and more.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">-<span style="font-size: 7pt;"> </span></span><span dir="LTR"></span><span style="font-size: 12pt;"><br /><br />We aimed at transferring "control" back to the people through information and education, and away from rumors. We did not argue with the perception of the "act of God", but we provided information and taught skills to help them gain active behavior for their own well-being.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">The next steps were to train local community members to lead the psycho-social intervention and rebuild schools as core institutions for the children that would provide a safe place and give parents time for themselves to cope, work and start rebuilding their lives.<b><o:p></o:p></b></span></div>
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<span style="font-size: 12pt;">Concretely, we started looking for community members to replace us. We aimed at young educators or persons with therapeutic or community experience who knew English and were open [to learn?], so we could apply a two-directional learning process and would be able to give feedback to each other. We identified three community members and trained them, learned from them local games and songs and, after ten days, the mobilized groups took over and carried out the interventions with our guidance. <o:p></o:p></span></div>
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<span style="font-size: 12pt;">After three weeks, we decided to open a school in our main IDP camp (Petion Ville- club). At the time, we were collaborating with the local NGO, PRODEV, and the camp manager NGO- JP HERO, and agreed to open a school, which would also serve as a first community rehabilitation point.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">The school program was design together by an Haitian education expert and myself. We integrated the basic core subjects of the Haitian education system and our psycho-social program, art, music and sports. We developed a teacher’s training program and an administrative component. We gradually enlarged the school, added classes and opened a community center. Between February and April 2010, PRODEV opened 12 schools and 8 kindergartens in different camps and neighborhoods. All staff members were Haitian, to whom we provided intensive training and guidance, as the main leaders and resilience builders of the school.<o:p></o:p></span></div>
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<b><span style="font-size: 12pt;">Recommendations<o:p></o:p></span></b></div>
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<span style="font-size: 12pt;">Based on our experience in Haiti, I suggest a time line of psycho-social intervention post-disaster that includes four main components:<o:p></o:p></span></div>
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<span style="font-size: 12pt;">1. Fast intervention to reduce post trauma and stress symptoms.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">2. Reliance on local community members.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">3. Adaptive program to local needs and culture.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">4. Fast progression to the rehabilitation stage.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Suggested timelines:<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Day 1-5 after the disaster- entering the field: starting working with the community, mainly the children on "first aid" small interventions.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Day 3-10: cultural assessment and adjusting of programs accordingly.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Day 10-20: program implementation, connecting to local organization/NGO and the start of training local community members<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Day 25-30: the opening or delivery of knowledge to the education system and to professional therapeutic organizations.<o:p></o:p></span></div>
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<b><span style="font-size: 12pt;">Summery<o:p></o:p></span></b></div>
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<span style="font-size: 12pt;">The Haiti model taught us much about the implementation of psycho-social interventions based on a cultural understanding of the affected local community, that we believe re transferable to other disasters. I believe that the perception of the local community is the key factor in rebuilding community resilience. I found that building trust in the community by working with different age groups, relying on community members, advising the community and having a sound exit strategy were key elements in effective coping and the overall successes of the program. In Haiti, the main intent was to shift the weight from outside forces to internal individual forces, but in other cultures the main focus might be different. Integrating psycho-social interventions in the educational system offers the parents a safe place for their children, gives the community a new local center, and is the catalyst for building community resilience. The strength of this approach was the building of the intervention "language" while understanding the real needs of the community by working with them daily, and transferring the leading to them.<o:p></o:p></span></div>
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<span style="font-size: 12pt;"> </span><b><span style="font-size: 12pt;">References</span></b></div>
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<span style="font-size: 12pt;">Eldar, E. 2006. Educating through the physical- Procedures and implementation.<o:p></o:p></span></div>
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<span style="font-size: 12pt;"> <i>International Journal of Behavioral and Consulting Therapy</i>. <i>2</i>(3): 399-415.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Hellison, D. 2004. <i>Teaching Responsibility through Physical Education</i>. Human<o:p></o:p></span></div>
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<span style="font-size: 12pt;"> Kinetics.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Klingman, A. 1992. The contribution of mental health services to community- wide<o:p></o:p></span></div>
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<span style="font-size: 12pt;">emergency reorganization and management during the 1991 Gulf War. <i>Social Psychology International</i>, 13: 195-206.<o:p></o:p></span></div>
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<span lang="ES" style="font-size: 12pt;">Ley, C., & Rato Barrio, M. 2010. </span><span style="font-size: 12pt;">Movement, Games and Sport in Psychosocial<o:p></o:p></span></div>
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<span style="font-size: 12pt;">intervention: a Critical Discussion of it Potential and Limitations within Cooperation for Development. <i>Intervention</i>, <i>8</i>(2): 106-120.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Siedentop, D. 1994. <i>Sport Education; Quality PE trough Positive Sport Experience</i>.<o:p></o:p></span></div>
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<span style="font-size: 12pt;"> Human Kinetics.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Wolmer, l., Hamiel, S., & Laor, N. 2011. Preventing Children's Posttraumatic Stress<o:p></o:p></span></div>
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<span style="font-size: 12pt;">After Disasters with Teacher- Based Interventions: A Controlled Study. <i>Journal of the American Academy of Child & Adolescent Psychiatry</i>, <i>50</i>(4): 340-348.<o:p></o:p></span></div>
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<span style="font-size: 12pt;"> </span><span style="font-size: 12pt;"> </span></div>
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<span style="font-size: 12pt;"> </span><b><span style="font-size: 12pt;">About the Author (me):</span></b></div>
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<span style="font-size: 12pt;">B.A. in special Education<o:p></o:p></span></div>
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<span style="font-size: 12pt;">M.A. in Geography of Disaster Areas<o:p></o:p></span></div>
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<span style="font-size: 12pt;">M.A. in Anthropology<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Project manager of education in emergencies, community </span><span style="font-size: 12pt;">emergency preparedness and response,</span><span style="font-size: 12pt;"> and psycho- social intervention.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Haiti- January- October 2010 with </span><span style="font-size: 12pt;">FIRST & Israaid and PRODEV- project manager- psycho- social intervention and camp schools project.</span><span style="font-size: 12pt;"><o:p></o:p></span></div>
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<b>Published in Sharon's Hebrew Blog- Flexibleducation </b></div>
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<span style="color: #222222; font-family: arial, sans-serif;"><span style="font-size: 12.6667px; line-height: 19px;">All the posts and materials belongs to Sharon Michaeli- Ramon ©</span></span></div>
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rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-20629894182823512392015-04-10T08:54:00.000-07:002016-06-07T13:45:46.667-07:00releasing stress after disasters (and in the class, office, home)<br />
I have a wide experience of working with children in education, special education and disaster areas - mainly as a first aid responder and re building educational systems. I believe in the power that games and physical activity have in order to help reduce stress, build self-confidence and to help construct staffs and groups of children.<br />
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The four elements I'm presenting here can help children (and adults) to be calmer, feel better and rearrange their selves in disaster areas and in regular schools, where research has shown that there are high levels of stress *. <br />
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In different positions I have had in this area I have usually used different combinations of those elements (see pictures from Haiti) and realized how fast is the impact and how it can help the children and the second and third circles of the family and the entire community.<br />
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If you choose to use them, please remember that children that need more attention/ help then others must also see a professional help (psychologist/ consultant/ other)<br />
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1. Group activities that connect the group members to the same issues, simultaneity with coping with<br />
small challenges. Playing short ODT games, dancing together, playing short Sport activities like-<br />
chase, clapping games, "catch me" and more. The main objective is collaboration and trust<br />
building.<br />
we can use different methods like- playing, football, running and more.</div>
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2. Dancing- free dance and guided dancing.<br />
The guided dance needs to be with local/ familiar music and create a dialogue of emotions and <br />
movement. Our aim is to create a "safe space" that will encourage them to open up and talk, share<br />
and express emotions and letting their body talk, releasing dopamine and adrenalin while reducing<br />
stress.<br />
For and example: drama dancing in which we play- happiness, anger, surprise and more.</div>
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<a href="http://3.bp.blogspot.com/-UpR5FjxLP3E/VSlOI3QXiwI/AAAAAAAAaGU/gfWcVAmooKo/s1600/Drama%2Bdancing.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://3.bp.blogspot.com/-UpR5FjxLP3E/VSlOI3QXiwI/AAAAAAAAaGU/gfWcVAmooKo/s1600/Drama%2Bdancing.jpg" width="320" /></a></div>
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3. Music- music is a safe field for children and adults. We give the children a space to share the<br />
music they like on one hand and a free options to use music. We can ask them if they want to<br />
dance, listen, draw it, invent movements or talk about it. the purpose is providing relaxing time.<br />
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4. Talking- information and normalization; giving the group information about what happened, <br />
common coping/ problems etc., and an option to talk about everything.<br />
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<a href="http://2.bp.blogspot.com/-SmCtRkYd5IE/VSlOSggf4JI/AAAAAAAAaGc/QumciD-Ebw8/s1600/Dancing.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://2.bp.blogspot.com/-SmCtRkYd5IE/VSlOSggf4JI/AAAAAAAAaGc/QumciD-Ebw8/s1600/Dancing.jpg" width="320" /></a></div>
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<span style="background-color: white; color: #3e3e3e; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 16.5px; line-height: 23.1000003814697px;">Do you have questions? Comments?</span><br />
<span style="background-color: white; color: #3e3e3e; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 16.5px; line-height: 23.1000003814697px;">I will be happy to hear them and answer.</span><br />
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* we can also use this elements in different way to create equal environment, self-value and more in the class, or any given group.<br />
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<span style="color: #222222; font-family: "arial" , sans-serif;"><span style="font-size: 12.6667px; line-height: 19px;">All the posts and materials belongs to Sharon Michaeli- Ramon ©</span></span></div>
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rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-53170909601215812052015-03-30T06:06:00.001-07:002016-06-05T09:28:32.149-07:00Parent child play around age 2-3, more than just play<b>Learning</b>,<b> experimenting</b> and <b>adventure</b> go hand in hand with<b> developing skills</b>,<b> language</b>,<b> communication</b> with friends, <b>friendships</b>,<b> space comprehension</b> etc.<br />
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An ideal age to broaden children grasp of space, objects and people along with building their curiosity and thirst for broader experiences is 2 years +/-.<br />
The main areas are the home, the playground and a yard - with or without grass. In each of these areas you can play with or without accessories, while we as adults need to figure out how to enable a certain amount of freedom, while setting boundaries and rules.<br />
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Four possible directions:<br />
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1. <b><span style="color: purple;">A hoop</span></b><br />
a round object with a hole, colorful and very interesting, and there are lots of playing options with it.<br />
play in-out which can develop to land/sea as the child grows older; ; roll it forward and ask the child to roll it back or bring it back by hand; spin it on your hand or body and let the child try and spin it; run towards it and sit inside. If there are several children you can draw a start line and each child will run towards its hoop/ the only hoop in a short race. You can also free play or dance with it, with or without music.<br />
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2. <b><span style="color: purple;">The playground</span></b><br />
Usually we encourage the children to climb on ladders, slides, swing on the swings etc., or let them play by themselves.<br />
You can add an adventure and discovery aspect - climb all the first level of all the ladders; crawling and looking for a hidden ball or hoop; passing through unusual passages at the different playground's facilities; hanging from every rope, pole etc. - which is also great for the shoulder belt and for balance.<br />
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Improvising the way they swing or slide - back and forth, together, to the sides, walking up the slide etc.<br />
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This might seem a bit intimidating and scary to you parents - and yes, it does require us to allow them more independence than we are used to, but this will enhance their learning skills, and especially will strengthen the joy of joint experience and revelations.<br />
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3. <b><span style="color: purple;">The body</span></b><br />
the human body is a fascinating playground of its own for children. You can climb it, roll with it, make funny shapes and voices, balance with it, pull, jump etc.<br />
Children are great mimics, and they love it when you mimic them back. Allow yourselves to loosen up, free your mind and make goofier stuff with the kids. You will all enjoy this, and they will also benefit from a higher self-esteem, better body vision, and lots of metrical advantages.<br />
The main bonus is creating a closer bond based on mutual quality time while having a mutual fun activity.<br />
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4.<span style="color: purple;"> <b>Language</b></span><br />
Language is an excellent and important tool. I recommend talking to the children as much as possible - during games and playtime, a variety of word for each experience, important concepts, rhymes, word and songs games etc.<br />
Using more language variety and games will enrich their vocabulary and their ability to express themselves.<br />
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Enjoy<br />
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<div style="text-align: center;">
<span style="color: #222222; font-family: arial, sans-serif;"><span style="font-size: 12.6667px; line-height: 19px;">All the posts and materials belongs to Sharon Michaeli- Ramon ©</span></span></div>
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rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-27727808401602933522015-03-18T08:26:00.000-07:002016-06-05T09:28:54.962-07:00See music and rhythm<div class="MsoNormal" dir="LTR" style="direction: ltr; line-height: 150%; margin-bottom: 12pt; unicode-bidi: embed;">
<span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;">As
part of the work I'm doing with my class I try to stimulate all the senses, and
to interweave different kinds of experiences and study methods - Both from the
notion that every child has a different way of learning, and from knowing that
different experiences (thinking, moving, imagining etc.) contribute to the
cognitive-physical-emotional development.</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;">The different
experiences are part of the study material, </span><span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"><span style="background-color: white;">all intende</span><span style="background-color: white;">d <span style="color: #222222;">a</span></span><span style="background-color: white; color: #222222;">nd
contributing to my main goal and labor as a teacher - building and reinforcing
the </span><span style="background-color: white;">children's</span><span style="background-color: white; color: blue;"> </span><span style="background-color: white; color: #222222;">self-esteem.<o:p></o:p></span></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">Every other week or
two we </span><span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;">hold<span style="color: blue;"> </span></span><span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">a rhythm session in class - drumming, playing by a certain
rhythm, playing, dancing etc. <o:p></o:p></span></div>
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<span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">Here,
for example, is a sequence of four sessions we did in class:<o:p></o:p></span></div>
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<span style="background: white; font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"><b><span style="color: orange;">Session
no. 1 - <o:p></o:p></span></b></span></div>
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<span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">We
opened with this amazing video I found on </span><span style="background: white; color: #222222; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt; line-height: 150%;">alaxon.co.il </span><span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;"><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt; line-height: 150%;"><a href="https://vimeo.com/111593305">https://vimeo.com/111593305</a> </span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; line-height: 150%;">by<span style="color: blue;"> </span></span><a href="http://vimeo.com/user1852409" target="_blank"><span style="color: #888888; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt; line-height: 150%; text-decoration: none;">Nigel Stanford</span></a><span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">After watching the
video in which you see how music</span><span style="color: blue; font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"> </span><span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;">presents itself </span><span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">in different materials</span><span style="color: blue; font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"> </span><span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;">we discussed various ways</span><span style="font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;"> to
draw music. Is it possible? I asked the children how would they dra<span style="color: #222222;">w
different kinds of music. <o:p></o:p></span></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">I played a rather
melodic and calm song, and the children drew the music, The diversity was
immense: musical notes, letters, pictures, colors, textures, thoughts and
shapes.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">We </span><span style="font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">came to the conclusion <span style="color: #222222;">that music can be drawn in many different ways </span>and that <span style="color: #222222;">it involves not only listening, but feeling, movement,
thought, criticism etc.<o:p></o:p></span></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"><span style="color: orange;"><b>Session no. 2 - <o:p></o:p></b></span></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">I divided the class to
several groups of three, and each threesome </span><span style="font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">was guided <span style="color: #222222;">to show me some
sort of rhythm.<o:p></o:p></span></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">The originality blew
me away! <o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">Some took a paper,
placed it on a table, then drummed on the table causing the paper to bounce
according to the rhythm. Others used sticks to play. Another group waved their
sweatshirts in the air, creating sound and air-movement.<o:p></o:p></span></div>
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<br /></div>
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<span style="background: white; font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"><b><span style="color: orange;">Session
no. 3 - <o:p></o:p></span></b></span></div>
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<span style="background: white; color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">I
opened with this video </span><span style="background: white; color: #222222; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt; line-height: 150%;"> <a href="https://www.youtube.com/watch?v=LlvUepMa31o">https://www.youtube.com/watch?v=LlvUepMa31o</a></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">And then we worked
with play dough and hand-colors. Each child received a big paper, and they
created whatever they felt like according to what the music stimulated in
them. <o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">Later on, each </span><span style="font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">child<span style="color: blue;"> </span><span style="color: #222222;">presented his </span>or her <span style="color: #222222;">creation to the class with movement, sound, or <o:p></o:p></span></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"><span style="color: orange;"><b>Session no. 4-<o:p></o:p></b></span></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">A mother arrived to
the class and gave a lecture on Kandinsky and "music in the arts".<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">Working with music and
combining it with unconventional demands encourages thinking, criticism,
openness, curiosity, interest and lots of fun.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "arial" , "sans-serif"; font-size: 9.5pt; line-height: 150%;">The children enjoy
creating, playing, thinking, and collaborating. The challenges increase the
experience and enhance it. Additional subjects also arise, such as musical
instruments, different kinds of art, physics, science, creativity etc. <o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif; font-size: 9.5pt; line-height: 150%;"><span style="color: purple;">Personally</span></span><span style="color: #222222; font-family: "arial" , sans-serif;"><span style="font-size: 9.5pt; line-height: 150%;">, I enjoy
getting to know the kids in unconventional ways, not just by strictly teaching
the formal materials, thus, enabling each and every one of them to express
different and new parts of themselves; and above all I know that fun is a </span><span style="font-size: 12.6666669845581px; line-height: 19px;">crucial</span><span style="font-size: 9.5pt; line-height: 150%;"> element in class.<o:p></o:p></span></span></div>
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rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0tag:blogger.com,1999:blog-5057047789690393929.post-9893551531115621662015-02-23T06:14:00.001-08:002016-06-05T09:29:13.239-07:00working in groups independentlyHi, My name is Sharon, and educator, training developer, behavioral analysis professional and specialized in disaster response and precedence. I currently work as a first & second grades teacher a lecturer and in different projects.<br />
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I've decided to write the first post on "working in groups independently" because it's a skill with multiple sub- skills. I hope you'll find it useful.<br />
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rabimonhttp://www.blogger.com/profile/03407699947200274326noreply@blogger.com0