"ENRICO PESTALOZZI“ Torvajanica - Italia 2013 - 2015

The Relaxation as a method to improve learning STEP 1: questionnaire to reflect on their own emotions, on the mood on self conceptualization Step 2: individual reading of a book , listening in the background, a piece of classical music STEP 3: relaxation exercises done in class or at the gym STEP 4: Courses will start on STEP 5: at the end of the day relaxation exercises and questionnaire’s completion

before the relaxation exercises Details of information collected on emotions, moods and conceptualization of the self before the relaxation exercises Classe 5ª B Classe 5ª A Classe 5ª C Classe 5ª D

Classe 5ª A Classe 5ª B Classe 5ª C Classe 5ª D

Classe 5ª B Classe 5ª A Classe 5ª C Classe 5ª D

... I immediately discouraged ... I get angry often ...I tell lies ... I’m insicure! ... I don’t read well! ... I quarrel . . . I can’t shut up! ... I’m not always responsible! I don’t like me because ... ... I’m misunderstood ... I forget things! ... I acted during interrogations! ...I’m fat ...I feel lonely even when I’m surrounded by people! Other1 9%

I tell myself something positive… It will be a beautiful day ! Beyond the fears and obstacles and you will be rewarded .... ! I will overcome this great day ! I’m nice and friendly ! I have a special life I'm good but I have to be even more … I’ll become a better person ! I have to be able ! you're strong, you can do it ! I can read very well I’m very good to play football ! I have more confidence in myself! Luck will be on my side ! I am proud of myself ! The day can’t get any worse! Think before you act !

Analysis of the data collected at the end of the activities proposed relaxation’s efficacy in a collaborative learning environment and inclusive Classe 5ª A Classe 5ª B Classe 5ª C Classe 5ª D

Classe 5ª B Classe 5ª A Classe 5ª D Classe 5ª C

Overall data

Activities of the Secondary school In the secondary school were carried out the following projects: “…..Learn to listen…to be open to creativity”. 2. The ABC of the emotions! 3. The relax as a teaching method. Each project has provided these phases: Beginning : Distibution of the test to reflect on their own emotions, on the mood on the conceptualization of the self.. The end: After a day relaxation exercises and completion of a test.

“…..Learn to listen…to be open to creativity”. Objectives : Preparing for the theatrical activity. Students: mixed group of students from I-II-III class (31 students). Synthesis : The students lie down in a supine position with eyes closed, and listen to their body "that speaks and breathes" with the help of the music that sensitizes them towards an "inner space.“ 2. Lie down comfortably with your eyes closed. They think to parts of their own body, they are aware. They perceive the left side of the body, then the right side and then from time to time other parts: hands, arms, shoulders, neck, back, face, chest, belly, butt, thighs , legs, feet. They perceive their body in its whole complex deeply. You slowly stretch, breathe deeply and open their eyes. 3. Once they stand up, they do the raft exercise to learn how to manage their own body in the space and in relation to other people. 4. After that, there is a brief but intense sharing of this experience where teachers ask questions linked to this experience.

The ABC of the emotions! Objectives : The correct management of their own emotions . Students : I A class ( 22 students) Synthesis : The Rational Emotive Education explains the process that leads to emotional reactions through the ABC model of emotion : - The point A refers to any event or situation; - The point B contains all of the thoughts about what is happening at point A; - The point C is the emotional reaction and the resulting behavior. According to this model it isn’t A (the event) to cause C (emotion), but it is the element B (thoughts) that determine the type of emotional reaction and behavior. The Rational Emotive Education considers "harmful" the thoughts that lead us overly to have negative emotional reactions in relation to a particular situation.

The characteristics of these harmful thoughts are essentially these : Title: The ABC of the emotions! The characteristics of these harmful thoughts are essentially these : – they don’t describe the facts realistically but with a distortion; – thoughts are exaggerated and absolutist; – they do not help to achieve their goals; – they lead to emotional reactions overly intense and prolonged.   The Thoughts useful instead give a more realistic and often positive vision of reality, which resizes the emotional impact of certain events and facilitates the achievement of their own purposes. The main harmful thoughts considered by Rational Education are these : Absolute claims; Catastrophic thought Intolerance Global devaluation of the self or the others Indispensability, absolute needs. Generalize

Title: The ABC of the emotions! Some examples of useful questions to "attack" the own irrational and counterproductive thoughts are: – What is true in what I think, what facts could I have ignored? –  Is there any exaggeration in my way of thinking? –  Does this way of thinking help me feeling better? _ Are these thoughts useful for me to be able to get what I want? –  -What is the worst thing that could happen in this situation? - How much is presumable that this would happen? If this would happen, would it be terrible or unbearable?

The relax as a teaching method Objectives : Improving the quality of listening, encouraging greater participation and predispose to an increasing of receptivity. Students: IB –I A - II G – IIB classes (100 students). Work phases : STEP 1: questionnaire to reflect on their own emotions, on the mood on self conceptualization; Step 2: individual reading of a book , listening in the background, a piece of classical music; STEP 3: relaxation exercises done in class or at the gym; STEP 4: Courses will start on; STEP 5: at the end of the day relaxation exercises and questionnaire’s completion.

Results on a sample of 100 students Secondary school Results on a sample of 100 students

Many positive effects expressed in the reports Secondary school Many positive effects expressed in the reports

Important phrases gleaned from the reports. I felt part of the story which I was reading…I was in it! I felt like reading a film! …anxiety that I usually have at school desappeared! ..at the end of the lesson I felt rested even though I had worked! I felt pleasure doing an activity [reading] that I usually dont’t like!

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