”Observe!” activity is about emotional competences that work on with our students by improving the aspects of emotional self-awareness, managing emotions and reading emotions using empathy. The final product will be a dictionary about emotions, with drawings came from all schools.
1. Famous phrases about inclusion, acceptance and empathy
1. Wall Painting – Emotions
2. Express emotions by drawings
3. Visit the Alzheimer Center in Torrevieja – have been able to enjoy the team activities they have done with the elderly who attend the center.
4. Cinema, values and education – education in values thru the emotions.
5. Speaking about emotions
6. Reading about emotions and values – HERE
7. “NGO ACTION AGAINST HUNGER” – Preparing the RACE AGAINST HUNGER Refugee Camp
8. Education in values
1. Day Care Center for Children with Disabilities – A group of students from our school visited a day center for work with children with disabilities from our town. Together all children took part in the activity – they made “martenitsas” on the occasion of the upcoming holiday in our country.
2. Description and classification of emotions
3. School gives wings! – HERE
1. Description and classification of emotions – using the cube method
2. Lived emotions – role play: pantomime
3. The eyes are the mirror of the soul – reading emotions through empathy. The purpose of this activity was to create a bridge between worlds, people, dreams and ideals at an age where we still discover us and discover the ones next to us.
4. Migration and its effects – making the landscape with “emotions” expressing students’ mood; parents` migration, presentation about the positive and negative effects of migration; paper planes – messages sent to parents working abroad; questionnaire.
5. Let’s discover the feelings – students learn the feelings, how to control them; feelings are positive and which are negative and when they occur, what triggers them.
6. Art, a way of transmitting emotions – discovering and exposing feelings transmitted through art; develop aesthetic sense.
In the first case, one student took over the role of a teacher. He had to act as an empathic teacher, meaning he had to feel the emotions of “his” pupils very well (joy, sorrow, suffering, anger …). In the second case, the other two students should praise the child when the first “sparks” are observed, the first signs of empathy. We agreed to make a correlation with the art culture where by drawing or painting we made our watch more creative and complete.