Emotional intelligence: conflict resolution in 11-12 years old
The school is the best place to educate the children on how to respect others. It is the place to learn how to manage conflict in a peaceful way. We are very happy to use the traffic light technique when we find a problem, we can stop, think and go ahead with the best choice.
All together we can achieve it!
POSITIONS TO STRENGTHEN THEIR OWN EMPOWERMENT
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In this activity the students have carried out a mindfulness activity where they practice postures that try to generate greater confidence and security . To strength their self-esteem and empowerment with these positions generating positive thoughts so that they are able to overcome any adversity. For a few days we have performed different postures that have been freely chosen, practiced and tested to reinforce their self-esteem, self-perception, self-imag. If the student is able to visualize or perform any of the super postures , these will generate positive feelings, empowerment to be able to face resolution of any conflict.
Year 3 and 4
We introduce a video explaining how to control anger:
- Explain what self-control is. - Draw a volcano and write what happens when they get angry. - Decide what you can do when you start to feel the heat in your stomach, like a volcano eruption. Rather than lose control you can:
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Take a deep breath and count to 10.
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Go to the sink and wet your face.
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Talk with someone that you trust
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Do a calming activity such as drawing, walking, breathing...
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If someone provoke you, stay calm
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When you calme down look for a solution.
- Finally, invent a «recipe for friendship» together.
The gallery of gratitude
The Gallery of gratitude was created by the artist of CEIP La Xara to give thanks to all.
Friendship puzzle
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BREATHING STICKS
We fold the pipe cleaner at one end, in the shape of a small circle, so that the beads do not fall out. - We thread 8 beads on each pipe cleaner, placing them in the order and color that each one wishes. - When we have it finished, we fold the other side, in the shape of a heart or circle, so that the beads do not fall out. - We move all the beads to one end of the pipe cleaner. - We sit with our backs straight and our shoulders relaxed, we take the pipe cleaner in our hands, close our eyes or relax our gaze and begin our relaxation. - We gently slide a bead towards the opposite end of the pipe cleaner, while inhaling deeply, until it reaches the end. Next, we exhale slowly, moving another account, until we take it to the other end, together with the previous one. - Like this, repeatedly, breathing deeply, until we have used all the beads, moving them one by one. - We repeat the process until we feel calm and relaxed
TALE OF THE SCARF Process -
They look and listen to the story of the scarf. We ask questions about the story and stage the story. After, They paint the two children and pieces of scarf by uniting the boy and the girl through the scarf.
Results: They have understood the value of friendship and have reflected on what happens when two friends get angry. As a result students have dialogued, respecting the opinions of others.
Dialogical gatherings
At first session is held where one reflects on the 7 principles of dialogic gatherings (equality of differences, instrumental dimension, solidarity, community participation, egalitarian dialogue, transformation and creation of meaning). -A work is proposed (painting, sculpture, song, dance, video clip, advertisement, short film, photograph, monument...) along with a file with questions that they answer at home regarding the proposal. -The following week the dialogic gathering is held. They take turns explaining what they answered at home and the others can discuss the interventions, always keeping in mind that there are no wrong answers in social gatherings.
GLASS OF WATER (CONFLICT RESOLUTION)
In the first session, a brief description of the activity is given to the class. In the second session the activity is launched. It is convenient to carry it out in a quiet and spacious place (in this case the library was chosen) as far as possible from ambient noise. You can put on relaxing and calm background music to enhance abstraction and concentration. The activity begins with the simplest variant. The students are arranged in a circle and the cup is filled with enough water so that the activity is not too simple. The goal is for them to pass the cup between them trying to spill as little water as possible. Subsequently, the level of difficulty is increased by adding some variants to the game. For example, students can do it with their eyes closed. In addition, we can also try to pass the cup to a certain student, for which they will have to have made a mental map of the group circle previously. Another variant could be to pass the cup sitting in a circle with your eyes open/closed. We could also vary the temperature of the water (very cold or very hot water) and apply any variant mentioned above. The activity is open to any different variant that is considered appropriate.
MEDITATIVE DANCE
This activity is carried out outdoors. We get in a circle and then the teacher explains the activity. In the first moment, the students observe the teacher's steps and they, with their classmates, imitate the movements. Being very repetitive and soft movements, dance invites reflection and concentration.
MUSICAL BASKETS
Keeping the rhythm requires a certain degree of concentration, for this reason this activity is ideal for working on attention and concentration. The activity consists of keeping the rhythm with three different melodies. Boys and girls must be able to listen and play the corresponding rhythm keeping time and listening to the other classmates.
MUSICOGRAM THE SYNCOPATED CLOCK.
The teacher briefly explained the activity and without the musicogram sheet they followed the pulsation of the music with their fingers. Becoming aware of the beat requires a high degree of concentration to be able to keep up with the music. With this activity, students must be able to follow the beat with the help of some drawings and symbols. This activity helps the class to listen to music consciously and consider silence as an essential part of being able to listen to music.
