IC KING
CLASS IIA (2009/2010)
LABORATORY TO BULLYING PREVENTION
-FINAL REPORT (Head: ALICE, Agnes)
Last year the class had already been included in project activities Play It Again, Sam and it was deemed necessary because a new intervention in group persisted a climate of tension, especially due to the aggressive attitudes of some pupils.
The workshop began in December with activities for drama (Theatre of the Oppressed) alternating with gym games (games of theatrical animation, motion games and team), the need of children to resolve conflicts and tensions that are perpetuated in part from 'last year, then we have preferred to give more space for debate and confrontation. Given the good results, from March onwards, has continued in the gym with games and group activities.
Even if the class has always maintained a correct attitude, we noticed a remarkable year nell'affiatamento improvement and increased maturity of the individual, then it is not considered necessary to intervene in the coming year, but we assumed to involve some of the students as "helpers" for activities in the first and second classes.
ACTIVITIES:
Drama:
Using the techniques of Theatre of the Oppressed, we have done some small groups to dramatize probable episodes of bullying, it is proposed to be invented by us boys.
Pupils stage had full freedom of action and at the end of each performance was discussed and proposed solutions on the possibility of finding other ways out, then repeated the scene by reversing the characters or replaced from time to time with fellow proposing new solutions, so that every idea was tested by producing new effects on the whole context. The direct involvement of children and the exchange of roles have allowed a process of identification and better understanding of the situations.
Often the solutions proposed by the students included an aggressive response in response to abuses of the bully, there is then focused on finding an alternative to violence and the role that adults can have in times of greatest difficulty. Good participation by all.
We also made use of mime in the game to dramatize the most beautiful and the ugliest that every boy believed to have lived and wanted to share with the group. During this activity, we found a good level of knowledge among peers, but limited to groups of friends, they could easily guess the mimed episodes.
This game has also triggered a series of discussions on issues very personally.
DEBATE:
To create a climate of sharing, we are often left to the boys space to talk about freely and to discuss the problems of the group.
From the discussions it was concluded that many of the tensions derived from the little mutual respect: they all make fun of each other, often going beyond the limits. An attempt was then to reason with the class on the different individual sensitivities and the fine line between a joke and insult. The boys are busy making more careful with your words.
addition to the internal quarrels of the class, have also dealt with very personal: how it is perceived and handled anger, difficulty in apologizing, the relations of friendship, as is the separation of their parents lived
... The boys have faced all topics with seriousness and respect and have listened to without prejudice: their sharing of many experiences, both positive and negative has meant that, even if only for an hour, the students drop the mask. Interesting was their attempt self definition: "we are no longer children, but neither have kids, then kids ...!" They acknowledged that they have so many more children's attitudes, but also the maturity to discuss the problems and take responsibility.
GAMES AND ACTIVITIES IN GYM GROUP:
The activity was held in the gym with games to play animation (Gordian knot chair on his knees, hypnosis Colombian King of silence, caterpillar, surfing ...) motion games (balloon bomb amphorae, hunters and prey ...) and team games (dodgeball, base ball, capture the flag, hawk).
Some of the games of trust and animation theater had been proposed last year, but with poor results. This year, the class, thanks to increased confidence and a heightened sense of team was able to complete satisfactorily the proposed activities, notwithstanding the difficulties encountered in obtaining now the right level of concentration.
games of movement, as well as those of the team, allowed us to observe good group dynamics: children collaborating with each other, laugh at mistakes and are participatory. On some occasions, however, is the class proved to be too restless and unwilling to respect the rules, and had to stop the activity. How
teamwork has been proposed the creation of a poster to celebrate the arrival of spring. Despite the lack of interest, all the boys have participated in the work which is run autonomously and demonstrating a spirit of cooperation.
At the conclusion of the workshop we wanted to reward the group, planning a small party of class!
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