Mentoraat 28.09.22 pestbingo

• Mentorles
• Middelbare school
• havo
• Leerjaar 1

Menu van vandaag

1. meldingen

2. pestenbingo

3. pesten/plagen

4. tips

30sec stillte

FIN - THE END!

2. woord van onze vertegenwoordiger?

1. meldingen

Survey IB leerling

Menu van vandaag

1. meldingen

2. Grenzen & pestenbingo

3. pesten/plagen klasgesprek

4. tips

30sec stillte

FIN - THE END!

Menu van vandaag

1. meldingen

2. Grenzen & pestenbingo

3. pesten/plagen klasgesprek

4. tips

30sec stillte

FIN - THE END!

Wat zijn de verschillende rollen in pesten?

1. iemand die wordt gepest

2. iemand die pest

3. iemand die niet zelf pest maar het toelaat

4. iemand die ook iets doet tegen pesten

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Wat zou je doen
als je ziet dat iemand
gepest wordt?

Een pester pest omdat hij of zij zelf bang is om gepest te worden.

1. Eens
2. Oneens

Is online pesten net zo erg
als pesten in de klas?

ja

nee

Ik ben bang iets te missen of buitengesloten te worden als ik niet op Social Media zit

ja

nee

Docenten op school zijn zich er bewust van hoeveel er gepest wordt

ja

nee

Welk cijfer geef je het groepsgevoel in de klas?

010

Bespreek in je groepje                volgende vragen:

1. Welk verhaal heeft je het meest geraakt?

2. Vind je dat een leraar iets moet doen?

3. Wat kan deze dan doen volgens jou?

4. Wat kan je zelf doen om buitensluiten in de klas te voorkomen?

5. Heb jij wel eens zoiets meegemaakt zoals deze kinderen vertelden?

6. Hoe gaan we met elkaar zorgen dat iedereen in onze klas erbij hoort?

Menu van vandaag

1. meldingen

2. Grenzen & pestenbingo

3. pesten/plagen klasgesprek

4. tips 5min

30sec stillte

FIN - THE END!

Menu van vandaag

1. meldingen

2. Grenzen & pestenbingo

3. pesten/plagen klasgesprek

4. tips 5min

30sec stillte

FIN - THE END!

How well did your team communicate?

  What were the differences between being in a leadership role versus being in the team? Which role did you enjoy more?

   What challenges did you encounter as a leader and as a team player?

   What was the process of giving feedback as a team member like? Did you feel as though the leader took your feedback on board?

   What did you learn from the activity?

1. What made the team successful?

2. What process, if any, did you use to “design” the bridge?

3. Who emerged as the group leader(s)? What characteristics did the leader(s) display?

4. Did everyone participate? If not, why not?

5. How did individual team members help each other?

6. What would you have done differently?

7. How might you apply these lessons to our team’s work?

1.The tube’s starting position is at chest level of tallest student

2.Both index fingers must be placed below the stick and only the index fingers may be used

3. Nothing else is allowed to touch the stick

4. No one may loose contact with the stick at any time

4. If any guidelines are broken, the group must begin again

Helium stick: Instructies

f/u questions helium stick

How did you feel when you first tried to lower the tube?

What was one of the challenges of doing this activity?

What advice would you give to another group working on this activity?

How can you apply what you just learned to other challenges you face?

What surprised you about this activity?

2. electric fence

cross over the top of the "electric fence."

Teams: position on one side of the rope.

To get from one side to the other, members must go over, not under, one at a time. They also must be touching another member of the group with at least one hand at all times. Participants should not make any contact with the electric fence at anytime. If they violate a rule, they must start the exercise all over again.

 

f/u questions electric fence

Follow Up Questions:

• What was your biggest challenge crossing the fence?
• What did the group have to do or believe to be   successful?
• What was one positive thing you learned about your teammates in the course of this exercise? 
• What would you do differently next time?

KAHOOT

Wat weet je over de andere leerlingen?

Groepsactiviteit

Skill: actief luisteren: 

wat weet je over... 

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