Focusing-creativity and NVC in the classroom

 In this paper I want to write about what it means for me to be a Focusing schoolteacher – a person who is an ordinary teacher at a secondary school and also a person who has found Focusing. I want to write about what it means to cherish the implicit, about the things that have become easier for me and about those that have become more difficult. This is a personal account of my struggles and my successes. It is not meant as a guide for other people on how to do things. 

 In this paper I want to write about what it means for me to be a Focusing schoolteacher – a person who is an ordinary teacher at a secondary school and also a person who has found Focusing. I want to write about what it means to cherish the implicit, about the things that have become easier for me and about those that have become more difficult. This is a personal account of my struggles and my successes. It is not meant as a guide for other people on how to do things. 

 COMMUNICATION AND CREATIVITY SKILLS: NON-VIOLENT COMMUNICATION (NVC) AND THINKING AT THE EDGE (TAE), TWO METHODICAL APPROACHES

Nikolaos Kypriotakis, 1st Junior High School of Markopoulo, Greece

“Proceedings of European Workshop”

Project number: No. 528005-LLP-1-2012-1-GR-COMENIUS-CMP - TRANSIt

 Published by Ellinogermaniki Agogi

Editor: Katerina Riviou

Copyright 2014 by Ellinogermaniki Agogi

 COMMUNICATION AND CREATIVITY SKILLS: NON-VIOLENT COMMUNICATION (NVC) AND THINKING AT THE EDGE (TAE), TWO METHODICAL APPROACHES

Nikolaos Kypriotakis, 1st Junior High School of Markopoulo, Greece

“Proceedings of European Workshop”

Project number: No. 528005-LLP-1-2012-1-GR-COMENIUS-CMP - TRANSIt

 Published by Ellinogermaniki Agogi

Editor: Katerina Riviou

Copyright 2014 by Ellinogermaniki Agogi

ABSTRACT

Both Focusing and Nonviolent Communication (NVC) are based on the idea that people get insights and their inner processes get carried forward when some of their words are reflected. Reflection enhances connection both with oneself and with the companion. And reflection brings deeper implications, as implied aspects come into existence and become conscious.

... From then on we took Elevator Rides whenever children saw the need. They enjoyed them. They still remember Dr. Gendlin's reminder to adults, "inside ourselves we know how it should have been." The children saw a need whenever they were tired of "thinking," when they felt blocked at creative writing time, or when one of their classmates was sad, or hyper or closed. They exhibited growing empathy to each other's needs. Sometimes a child would ask to stay in with me over recess to do an Elevator Ride. It was often evident a very hurtful place was being addressed. ...

From an early age children are attracted to the captivating power of a good story. At any age, this intrinsic mysterious quality of Story holds us and touches places deep inside, where we connect to what it is that makes us human. It is not difficult for children to make the transition from stories in the outer dimension of their lives to the ones that live inside their bodies.

The Giraffe Juice Workbook was created to offer a fun and entertaining way for parents and teachers to share

Nonviolent Communication (NVC) with young people (we had the ages 8-12 in mind). It can be enjoyed at

home or in the classroom as the companion workbook to Giraffe Juice: The Magic of Making Life Wonderful.

Either book can be read first as a complement to the other.

Abstract

This study explores Grade Seven students’ experiences of doubt and certainty in mathematics. During nine months of (bi-monthly) sessions, students responded to several mathematical prompts; their interactions with each other and with the teacherresearcher were video-taped, transcribed, and coded for learners’ evolving perceptions of what was

Abstract

This study explores Grade Seven students’ experiences of doubt and certainty in mathematics. During nine months of (bi-monthly) sessions, students responded to several mathematical prompts; their interactions with each other and with the teacherresearcher were video-taped, transcribed, and coded for learners’ evolving perceptions of what was

Abstract

This study explores Grade Seven students’ experiences of doubt and certainty in mathematics. During nine months of (bi-monthly) sessions, students responded to several mathematical prompts; their interactions with each other and with the teacherresearcher were video-taped, transcribed, and coded for learners’ evolving perceptions of what was

Μια βασική κατηγοριοποίηση του φάσματος των αναγκών μας, σύμφωνα με το μοντέλο του NVC ... Ουσιαστικά, κάτω από τις σχετικές κατηγορίες αναγκών, τα παιδιά και εμείς ανακαλύπτουμε τη δική μας γλώσσα, το δικό μας τρόπο να ονομάζουμε τις ανάγκες μας ... Ωστόσο, στο NVC, έχει σημασία και αξία να είμαστε ενήμεροι και για τους γενικότερους/ευρύτερους ... κοινούς ... τρόπους ονομασίας των παγκόσμιων/πανανθρώπινων αυτών αναγκών ...

Μια βασική απλή (στη δυαδικότητά της) κατηγοριοποίηση των συναισθημάτων που νιώθουμε γενικά στην περίπτωση που οι ανάγκες μας καλύπτονται/ικανοποιούνται και στην περίπτωση που δεν ικανοποιούνται ... Μπορεί, ασφαλώς, πέρα από αυτή τη βασική διάσταση (για το NVC) να υπάρξει και άλλη επιμέρους κατηγοριοποίηση σε σχέση με την ένταση των συναισθημάτων κλπ.

Μερικές Οδηγίες για Συνοδούς

Simon Kilner

Μετάφραση στα ελληνικά: Αριάδνη Λαμπράκη 

Μερικές Οδηγίες για Συνοδούς

Simon Kilner

Μετάφραση στα ελληνικά: Αριάδνη Λαμπράκη 

ΣΗΜΕΙΩΣΕΙΣ ΓΙΑ ΤΟ ΣΕΜΙΝΑΡΙΟ

ΕΠΙΚΟΙΝΩΝΙΑ ΔΙΧΩΣ ΒΙΑ ΓΙΑ ΣΧΟΛΕΙΑ

ΔΙΧΩΣ ΒΙΑ

Μέθοδος: ΕΠΙΚΟΙΝΩΝΙΑ ΔΙΧΩΣ ΒΙΑ κατά Marshall Rosenberg

Ας σταματήσουμε να παίζουμε το παιχνίδι "Ποιός έχει δίκιο".

Ας παίξουμε ένα παιχνίδι όπου θα ανακαλύψουμε και θα ικανοποιήσουμε τις ανάγκες μας και τις ανάγκες των άλλων.

M. Rosenberg

Εκπαιδεύτρια: Μαρία Ζάννη