<![CDATA[iTeach: Blog-urile colegilor]]> https://iteach.ro:443/pg/blog/florentina.vartosutoma/friends/?offset=60 https://iteach.ro/pg/blog/alexandra.bercea/read/179481/farm-wild-sea-animals-clasa-pregatitoare Tue, 04 Feb 2025 11:28:25 +0200 https://iteach.ro/pg/blog/alexandra.bercea/read/179481/farm-wild-sea-animals-clasa-pregatitoare <![CDATA[Farm/ wild/ sea animals - clasa pregatitoare]]>

]]> Alexandra Naghi https://iteach.ro/pg/blog/alexandra.bercea/read/178720/chain-dialogue-for-all-levels Sat, 25 Jan 2025 16:04:35 +0200 https://iteach.ro/pg/blog/alexandra.bercea/read/178720/chain-dialogue-for-all-levels <![CDATA[Chain dialogue - for all levels]]> Name of activity: Chain dialogue
Teacher's task: Writes down an example of a mini-dialogue ( question-answer)on the whiteboard/blackboard and explains to students that he/she is going to pick one of them, randomly and ask a question (related to the lesson theme) and that the student will have to answer and then pick a colleague and ask another question ( from a given list). The chain of questions and answers continues, until the last question is addressed to the teacher and he/ she answers, thus closing the chain.
Students task: pay attention to the explanations and do on the spot dialogues.
Time: 10 min.
Appropriate for all levels and for vocabulary and grammar practising with speaking.

]]> Alexandra Naghi https://iteach.ro/pg/blog/alexandra.bercea/read/178717/video-watching-with-no-sound-on-lower-intermediate Sat, 25 Jan 2025 15:57:02 +0200 https://iteach.ro/pg/blog/alexandra.bercea/read/178717/video-watching-with-no-sound-on-lower-intermediate <![CDATA[Video watching with no sound on - lower-intermediate]]> Activity: Watching videos with no sound on to guess the type of music
Teacher's task: Gives the students a list of music types, for e.g. rock, pop, country, etc. and explains to them that they are going to watch parts of some videos with no sound on and that they have to choose the type of music for each video, according to the images they see.
Student's task: Watch the videos and guess the types of music.
Time: 10 min.
Type of activity: Individual and frontal work
Appropriate for ice breaking or feedback.

]]> Alexandra Naghi https://iteach.ro/pg/blog/alexandra.bercea/read/178205/common-literary-words-in-english Wed, 15 Jan 2025 20:20:04 +0200 https://iteach.ro/pg/blog/alexandra.bercea/read/178205/common-literary-words-in-english <![CDATA[Common literary words in English]]> The common literary words are mainly used in writing and in polished speech and they stand in opposition to colloquial units. For example: infant (kid), associate (chap), retire (get out), proceed (go one), commence (go ahead). Although literary words show less emotion that colloquial ones, both styles have their high and low aspects, the latter one approaching in both cases, the neutral layer.

]]> Alexandra Naghi https://iteach.ro/pg/blog/alexandra.bercea/read/178204/common-colloquial-vocabulary Wed, 15 Jan 2025 20:18:10 +0200 https://iteach.ro/pg/blog/alexandra.bercea/read/178204/common-colloquial-vocabulary <![CDATA[Common colloquial vocabulary]]> Common colloquial vocabulary is part of the Standard English vocabulary, situated between the neutral and the special colloquial vocabulary. Words belonging to this group, are not homogenous and some are close to the non-standard colloquial groups such as jargonisms, professionalism.

]]> Alexandra Naghi https://iteach.ro/pg/blog/alexandra.bercea/read/178203/what-are-barbarisms Wed, 15 Jan 2025 20:17:05 +0200 https://iteach.ro/pg/blog/alexandra.bercea/read/178203/what-are-barbarisms <![CDATA[What are Barbarisms?]]> Barbarisms are words that seem borrowed from other languages and that are not entirely assimilated into English, such as: chic (stylish) or ad infinitum (to infinity). But they are not to be confused with foreign words, which are not part of English and which cannot be found in dictionaries.

]]> Alexandra Naghi https://iteach.ro/pg/blog/alexandra.bercea/read/178052/english-words-with-french-origins Mon, 13 Jan 2025 20:49:53 +0200 https://iteach.ro/pg/blog/alexandra.bercea/read/178052/english-words-with-french-origins <![CDATA[English words with French origins]]> English words with French origins comprise: official and legal terms: president, legislature, congress, constitution, parliament; residence related words: city, village, mansion, residence, domicile; cooking verbs and nouns: boil, fry, roast, toast, dinner, supper; names of jobs: carpenter, plumber, tailor, painter; terms related to: politics, diplomacy, fashion, literature, art, ballet.

]]> Alexandra Naghi https://iteach.ro/pg/blog/alexandra.bercea/read/178051/english-words-with-scandinavian-origins Mon, 13 Jan 2025 20:49:20 +0200 https://iteach.ro/pg/blog/alexandra.bercea/read/178051/english-words-with-scandinavian-origins <![CDATA[English words with Scandinavian origins]]> English words with Scandinavian origins are: common nouns: mother, brother, man, wife, grass, summer, winter, band, birth, bloom, race, root; verbs: bring, come, get, hear, meet, call, die, rid, scare, sprint, want; adjectives: happy, ill, ugly, weak; name of colours: grey, green and white; possessives: mine and thine; cardinal points: North and West.

]]> Alexandra Naghi https://iteach.ro/pg/blog/alexandra.bercea/read/178050/english-words-originating-in-old-english Mon, 13 Jan 2025 20:48:38 +0200 https://iteach.ro/pg/blog/alexandra.bercea/read/178050/english-words-originating-in-old-english <![CDATA[English words originating in Old English]]> English words originating in Old English include: basic concepts and things: life/death, love/hate, day/night, heath/cold, etc; cardinal numerals; ordinal numerals – except second- word of Latin origin (secundus); personal pronouns – except they, their, them – Scandinavian origin; auxiliary verbs – except used – French origin; most simple prepositions; all conjunctions.

]]> Alexandra Naghi https://iteach.ro/pg/blog/nicoleta.risnoveanu/read/177870/cum-sprijinim-copilul-sa-depaseasca-traumele Sat, 11 Jan 2025 23:30:20 +0200 https://iteach.ro/pg/blog/nicoleta.risnoveanu/read/177870/cum-sprijinim-copilul-sa-depaseasca-traumele <![CDATA[Cum sprijinim copilul să depășească traumele?]]>
Cum sprijinim copilul să depășească traumele?

  Prof.preșc.RîșnoveanNicoleta
 

Trauma este o parte integrantă din viețile noastre, ale tuturor. Trauma la copii este o experiență cu impact negativ asupra dezvoltării fizice, emoționale și cognitive a copilului;
Simptomele traumei la copii pot varia în funcție de vârstă, tipul și severitatea traumei, dar pot include: anxietate, frică, retragere socială, iritabilitate, agresivitate, dificultăți de concentrare, coșmaruri, regresie comportamentală sau somatică;
Transformarea traumei promovează integrarea sănătoasă a gândurilor și a sentimentelor;
Trauma vine din limba greacă și înseamnă „vătămare” sau „rană”.
Trauma este un răspuns emoțional la un eveniment negativ sau șocant care poate avea efecte pe termen lung asupra sănătății mintale și fizice a unei persoane.
Trauma nu este o slăbiciune sau o vină, ci o reacție normală a organismului și a minții la situații considerate anormale sau amenințătoare.
Evenimente cu risc traumatic:
Certuri violente/ violență domestică, manifestată asupra copilului sau asupra altor membri ai familiei;
Abuzarea sexuală a copilului;
Separarea sau divorțul părinților;
Situația materială precară, la limita subzistenței;
Boala fizică sau psihică severă a unuia dintre părinți;
Abuzul emoțional asupra copilului: respingerea afectivității, inconsecvența în educație, critica extremă, amenințarea cu abandonul.
Criticarea extremă a copilului;
Lipsa de atenție, izolarea;
Ridiculizarea copilului;
Bătaia cu palma, bățul;
Punerea la colț a copilului sau izolarea acestuia.
Simptomele traumei la copii 0-7 ani
agitație neurovegetativă (tremor, tresăriri), tresăriri la sunete puternice, neobișnuite;
hiperactivitate motorie sau dimpotrivă, pasivitate, lipsa explorării;
lipsa responsivității perceptive (nu aude, nu vede, nu simte tactil);
tulburări de atenție, dificultate de concentrare;
enurezis, encoprezis, neliniște, plâns excesiv, neobișnuit, frică generalizată;
tulburări de somn, dificultăți de adormire/trezire și/sau coșmaruri fără amintire precisă;
tulburări ale comportamentului alimentar –refuză mâncarea, este foarte selectiv cu privire la aceasta;
refuzul/evitarea activităților noi sau a locurilor noi, refuzul frecventării grădiniței
tantrumuri, crize de nervi numeroase.

Ce înseamnă vindecare?
Validare 
Iubire
Normare a timpului
Disciplinare pozitivă
Empatie
Conectare
Acceptare
Restructurare cognitivă (rescrierea scenariului)
Energie/entuziasm

„FIECARE COPIL ARE NEVOIE ȘI MERITĂ UN ADULT GRIJULIU ȘI SENSIBIL, ÎN FIECARE ZI” 

Bibliografie
“Proiectului Consolidarea sistemului național al programelor de educație parentală pentru dezvoltarea timpurie a copilului prin Play Learning and Parenting Hub și alte hub-uri educaționale implementat de către Asociația HoltIS cu sprijinul financiar și tehnic al UNICEF și în parteneriat cu Centrul Step by Step”

]]> Nicoleta Rîșnoveanu