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Testimonials: innovative educational projects around emotions

“Emotions In Motion”

Nathalie Bordes, English teacher at Jules-Ferry college, in Vichy (Allier)

“In my priority education college, we noticed that our working methods no longer worked and that something had to be done to gain student support. The social context generates tensions within families, tensions which are reflected in the children. The objective of our project was therefore to take into account the emotional state of the students in order to adapt the educational content but also to bring our young people to become aware of their emotions to help them better understand and overcome them.

→ INVESTIGATION. Educating about emotions, the school’s new mission

We have been carrying out this experiment for three years, accompanied by the academic research and innovation unit. Before each class, we give students a grid to fill in with emoticons to indicate how they are feeling. If the class is not doing well, we do exercises before class starts to make the students emotionally and intellectually available. I show them for example an excerpt from the film Vice versa, which deals with emotions. It also makes it possible to work on English.

Concretely, the project comprises seven phases: defining the emotions; spot them; understand them; express them; live with their emotions; live with the emotions of others and cultivate happiness at school. It is a multidisciplinary project that uses very simple tools such as the box and the emotional scale. (read the tracks) or sophrology. The pupils do not adhere to everything but the diversity of the proposals makes it possible to reach many. “

“Teach me to cooperate”

Marie Leclercq, director of the Barbanègre school, in Paris

“As in many establishments, whether or not they are in priority education like us, we have been confronted with a deterioration in the school climate. We told ourselves that we had to take emotions into account to ease tensions. Hosting an Ulis class (localized unit for inclusive education), with students who have language and learning disabilities, forced us to ask ourselves different questions.

“Let’s be responsible for our emotions”

In 2017, we therefore launched a project around emotions, while remaining in the teacher’s posture. And we found that it was enough to tell the students I see that it does not go so that they change their attitude. We then worked on the vocabulary to allow them to express their feelings, in particular by organizing verbal games. Then we wanted to go further by putting in place simple and clear rules of good conduct, capable of eliciting the support of all. We have set up a notebook where all the teaching and animation teams write down the incidents.

The objective is to limit as much as possible the subjectivity of adults and to avoid punishment as the only lever in the face of incivility. This year, we have also created reflection and repair workshops for those students who have the most difficulty following the rules. “


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