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“Mandala”, means“circle”, “community”, “connection”, “wholeness”. It is the representative image for our project, because it is our hope that connecting with each other and “working with emotions” will help our students evolve in complete personalities, making use of their full emotional potential.

WORKING WITH EMOTIONS: DELETING “I” AND BECOMING “WE”


•Subject: Foreign Language (English) •Duration: 22 weeks •Group size: One class (4th grade) •Setting: Classroom •Teacher: Thalia Hadzigiannoglou •School Year: 2008-2009


Founding Schools •7th Primary School of Agii Anargiri (Ms Thalia Hadzigiannoglou) GREECE. •Panayot Volov School Caspichan (Ms Victoria Radeva) BULGARIA.

Partner Schools • 7th Primary School of Agii Anargiri (Ms Alexia Artemaki & Ms Vaya Moka) GREECE. •1st Special Education School of Kavala (Mr Ioannis Bantikos), GREECE •Scoala Cu Cls. I-VIII NR.3 Dimitrie Cantemir Fetesti, (Ms Ionela Chirita) ROMANIA •Scoala Cu Clasele I-VIII G.P.N. Deveselu Comanca (Ms Ramona Oltiţa Urîtu) ROMANIA. • Madre Teresa, Cucciago (Ms Guglielmina Carugati) ITALY • Szkoła Podstawowa nr 3 (Ms Joanna Mazurek) POLAND •Zer Montsia, Masdenverge (Ms Imma Cruelles) SPAIN


Goal This project aims at helping Primary School children develop their Emotional Intelligence (EQ), defined as a union of: a) Intrapersonal intelligence (self smart) which is the ability to understand oneself, to know who you are, your strengths and weaknesses, your feelings and motivations. b) Interpersonal intelligence which is the ability to understand others, interpret their behaviour, assess their emotions, motivations, desires and intentions and interact with them.


Objectives (Bloom’s Taxonomy) The project’s objectives are defined into three categories, according to Bloom’s taxonomy: Cognitive Students will be able to: •Name, describe and write basic emotions in English (Knowledge). •Distinguish, compare and discuss basic emotions in English (Comprehension). •Examine and classify emotions into negative and positive in English (Application). •Analyse and identify specific emotions in English (Analysis). •Formulate sentences expressing specific emotions in English (Synthesis). •Decide which emotions represent them in certain cases (Evaluation). Affective Students will be able to: •Comprehend their own emotions and the emotions of others. •Value their uniqueness. •Recognise and promote their positive emotions. •Develop their interpersonal skills. •Learn how to solve conflicts. •Become tolerant to individual differences. •Develop a positive stance towards the introduction of the European dimension within the school setting. Psychomotor Students will be able to: •Draw and paint pictures reflecting specific emotions (Artistic skills). •Learn how to construct a book (contents, page numbering, cover etc.) •Learn how to use the PC to draw and paint pictures of emotions and make Powerpoint presentations (ICT


Methodology The methodology comprised activities that aimed at developing students’ intrapersonal (self awareness) and interpersonal (communicating) skills. Materials •PC •Camera •Worksheets •CD player


Outcomes •A scrap book containing activities aiming at developing students’ intrapersonal intelligence. •Scrap books containing activities aiming at developing students’ interpersonal intelligence (Book of my friendly actions/Book of friendliness).

Evaluation The project evaluation will be based on Kirkpatrick’s model. Students will be given a questionnaire aiming at providing answers to the following questions: •Did they like the project? (Reactions) •What did they learn? (Learning) •Will they use what they learnt? (Transfer of knowledge) •Will they change? What is the impact to the school setting? (Result) •ROI (Return on Investment). How will the school benefit from the students’ involvement in the project?


INTRAPERSONAL INTELLIGENCE ACTIVITIES


The Contents Page


Our Alphabet of Emotions Our Alphabet of Emotions


Our Alphabet of Emotions


Students with their Mandalas


Students wrote sentences starting with “One day I will...�


Students put on the hats and describe situations they felt like the word on the hat


Students wrote sentences starting with “I can..�


INTERPERSONAL INTELLIGENCE ACTIVITIES


The Tree of Friendliness


Instructions for the book of Friendly Actions


The Book of my Friendly Actions


The book of friendly acts


Students with their books of friendly acts


Students with their books of friendly acts


Students with their books of friendly acts


Students with their books of friendly acts


Students with their books of friendly acts


Students with their books of friendly acts


Students with their books of friendliness


The books of friendliness


Students with their books of friendliness


Students with their books of friendliness


Students with their books of friendliness


Students with their books of friendliness


Students with their books of friendliness


Interpersonal Intelligence Evaluation Quiz


WORKING WITH EMOTIONS: PROJECT PRESENTATION