The aim of the course is to give experience on and basic information on
group dynamics and social skills, give tools to observe group process and also
how to create better school and classroom climate and to discuss how to use
this knowledge in the classroom.
Providing basic knowledge of group dynamics includes: phases of group development, emotions (feeling, naming and understanding
the sources), roles in a group, communication, leadership, norms and conflicts
and cohesiveness
Observing the group dynamics in the classroom includes: observing verbal communication, observing hidden meanings of
communication and learning to analyse the social context: positions of group
members, climate, resources and the weaknesses of the group
Providing tools to make positive interventions to the group dynamics
includes: starting the group, supporting the
partnership in a group, creating norms of a group, creating goal oriented group
and finishing the group process.
Providing basic knowledge of social skills includes: intrapersonal skills, interpersonal skills, group skills and
organisational skills.
Objectives
Providing tools to create classroom climate which support learning
social skills includes: creating safety and
trust in a group, creating openness in a group, creating cohesiveness and
tackling with conflict
Providing adequate methods to teach social skills includes: co-operation, discussions, giving positive and constructive feedback,
games, playing, role playing and situational analysis
Learn to recognise our own power and weakness as a group leader
includes: being aware and evaluating of own
behaviour and its influence to the group, being aware and processing of own
emotions and feelings in a group and being aware of those areas as a group
leader one should develop.
Background
School forms one of the longest consecutive phases in the life of
children and young people. School years cover the very important and intensive
periods of neurobiological development, personality development and development
of social skills and group behaviour. School can provide a lot of support to
the positive growth in all these aspects.
So far, school has focused more on
academic achievements than the social competence and firm self-esteem. Because
of the many structural and cultural changes taking place in our countries the
need for supporting the development of social skills and competence are
increasing in order to support the healthy development and prevent the
marginalisation.
When speaking about the social skills it
is much to do with interpersonal skills and emotional intelligence. Emotional
intelligence (EI) refers to the ability to identify, express and understand
emotions, to assimilate emotions into thought and to regulate both positive and
negative emotions in oneself and others. EI includes also self-awareness and
impulse control, persistence, zeal and motivation, empathy and social deftness.
Program
ArrivalOpening and Welcoming
Getting to Know Each Other
Group Dynamic Exercises + reflection
Monday
Safety in the group – exercises, reflection
Lesson and exercises: Developing
Emotional Skills in the classroom,
US
Workshop: Intercultural Dialogue
and
Group Dynamics in the Classroom,
exercises and lesson
Walking in the area
Tuesday
Workshop on Communication with Creation and Playing
Lesson on Social Skills
Presentation on Italian School System and the observation task
Participants presentations
Wednesday
School
visitsReflection on School visitThe European Food Party (country entertainment)
Thursday
Excursion
Dublin
Friday
Drama
workshop
Presentation
on Active Learning EnvironmentsReflection exercise
Saturday Exercise
based on the reflection diariesEnding exercise, certifications and evaluationFarewell
dinner
Sunday Departure
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