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Experiencia de juego individualizada

Experiencia de juego individualizada

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Experiencia de juego individualizada -

Cuando vengo como maestra SEIT colaboro estrechamente con los padres y los terapeutas con quienquiera que esté trabajando con el niño para reforzar lo que están haciendo.

Ese no es el mejor escenario. Esa renuencia puede ser reforzada por el director y los maestros, si solo se animan a hablar con los padres hasta que algo explota.

Lo primero que hago es obtener mucha información de contexto. Hablo con los padres, el director, los maestros y con los terapeutas con los que hayan estado trabajando. Solicito los informes que haya sobre el niño.

Después, observo al niño en el aula o en la casa, dependiendo de dónde se sientan más cómodos tanto los padres como el personal escolar. Como mínimo, generalmente son dos veces a la semana en sesiones de tres horas cada día. Y como máximo, podrían ser hasta cinco días a la semana en jornadas completas de todo el día.

La mayoría de mis estudiantes tienen entre tres y siete años de edad. Primero observo. Tengo que familiarizarme con la cultura de la escuela y la personalidad del niño.

Una buena profesora de educación especial tiene que ser como un camaleón. Yo trabajo en escuelas religiosas y en escuelas privadas exclusivas, y tengo que vestirme adecuadamente para cada una, pues no quiero llamar la atención.

En el aula, no les decimos a los niños que estoy ahí para enfocarme en un niño en particular. No empiezo acercándome al niño con el que estoy trabajando: ya ha sido suficientemente señalado por demasiadas razones, por lo que no querrá que yo lo esté señalando todavía más. Vengo a la hora del juego, y mi primera misión es hacer que los niños se sientan cómodos conmigo.

Utilizo mucho humor en mi trabajo, porque quiero que mi estudiante piense: ¿Quién será esa maestra tan graciosa? Es divertida. Todo mundo quiere jugar con personas como ella.

Todas mis acciones y comunicación en el aula tienen un propósito subyacente. A esta edad, la integración exitosa se logra a través del juego imaginativo con los pares.

Tal vez antes le pegaba a las personas pero ahora está trabajando en ello y está mejorando mucho, ¿no crees?

Y tú realmente estás mejorando en las sumas. Fulano de tal es muy bueno en matemáticas, tal vez él pueda ayudarte y tú puedas ayudarlo a hacer caras felices.

Crecí en Long Island, me gradué en la Jericho High School y luego fui a la Universidad de Boston. La verdadera razón por la que me metí en este trabajo es algo que ocurrió allí: Me suspendieron de la Universidad de Boston, me dijeron que me mantuviera alejada por un semestre, porque mis calificaciones eran muy bajas.

Llegué a casa a pasar las vacaciones de Navidad y me dijeron que no podía regresar a la escuela. Realmente creo que deberías hacerte un examen.

Puedes tener trastorno por déficit de atención con hiperactividad o TDAH. Así que terminé haciéndome la prueba en ese momento. Tenía una forma leve de TDAH. Tomé Ritalin , y me ayudó mucho. Volví a la universidad, cambié mi especialidad a comercio y psicología, y obtuve calificaciones sobresalientes.

La medicina no cambió lo que soy, no me hizo una estudiante genial, pero me mantuvo más concentrada. En lugar de pensar en el material, había estado pensando en todo lo demás: lo que todos llevaban puesto, si a ese chico le gustaba esa chica, por qué el cabello de ese maestro se veía tan desordenado.

Ahora, podía pensar en el material. Realmente marcó la diferencia. La gran razón por la que quise hacer este trabajo fue porque me sentí tan triste de haber pasado 20 años de mi vida académica en un montón de escuelas.

Nadie lo sabía. Vi un anuncio en el New York Times de una vacante como suplente en la Park Side School, una escuela privada de necesidades especiales que recibe principalmente a niños con problemas del habla y el lenguaje. El trabajo de suplente se trata de un maestro que sustituye al maestro habitual cuando éste está ausente, o que en otros momentos puede dedicarse a trabajar de manera individual con un niño que necesita ayuda adicional, o como asistente en algún salón de clases.

Al tiempo que trabajaba en Parkside, estudiaba mi maestría en educación especial por la noche, en Fordham. Y luego de allí trabajé como directora en la Gillen Brewer School. In other words, the variables that predicted the intensity of these 12 emotions were the same as those associated with the category of emotion positive, negative or ambiguous to which they belonged.

As expected, the first finding of note was that each of the three categories of emotions produced a different pattern of results. Furthermore, the results for the 12 specific emotions were consistent with the pattern of results for the category to which they belonged.

These findings confirm the first hypothesis, and therefore the consistency of the theoretical construct of emotions that we used in the study Bisquerra et al. As predicted in hypothesis 2, gender, group gender composition and type of game were the best predictors for generating high-intensity positive and ambiguous emotions among participants.

The results showed that the experience of positive emotions differed significantly between individual psychomotor and cooperative games.

This is consistent with the fact that these two families of games imply very different kinds of motor relationships for participants Parlebas, In cooperative games involving a competitive element, group gender composition was the best predictor of the experience of positive and ambiguous emotions.

Games of this kind require participants to help one another and they are obliged to reach agreement and interact in ways that increase the likelihood of achieving the common goal Lavega et al. Given such a social context for motor behavior Etxebeste, , it is understandable that the gender composition of the group might affect participants' experiences of the emotions as they engage in these kinds of activities.

When we placed them in single-sex groups, both male and female students reported experiencing more intense positive and ambiguous emotions. Indeed, joy, happiness, and humor were all more intense when students cooperated with peers of the same sex.

This could be related to cultural stereotypes of masculinity and femininity, as well as to the fact that cooperative games of this kind have traditionally been played more by girls than by boys. By being accustomed to playing games of this sort, girls are able to feel more intense positive emotions, especially when playing with or competing against other girls.

A further point that has been made previously by other researchers is that in single-sex groups both genders perceive greater opportunities and compete in more homogeneous conditions, improving the chances of achieving the proposed objective Keinman, ; Williams, In mixed groups, the emotions experienced were more intense when there were equal numbers of male and female participants, rather than a predominance of males.

This suggests that in balanced mixed groups both teams see themselves as having equal resources, which favors a more intense emotional experience. This can be illustrated by considering two cooperative games that are traditionally associated with one sex or the other. In the game of leapfrog, two teams compete to be the first to reach the other end of the sports hall.

Participants must vault quickly over their teammates, who will be lined up and bending forward. This kind of traditional game is popular among boys Etxebeste, ; Lavega, , so the team with fewer females will tend to win.

By contrast, in the rope-jump game each team has its own area in which to jump, and the aim is to jump as many times as possible without making a mistake. As this game is traditionally popular among girls Etxebeste, ; Lavega, , a team comprised solely of males is likely to perform worse than a mixed-sex team.

Imbalances of this kind may have a negative impact not only on the positive emotions that are experienced, but also on ambiguous emotions such as surprise which might otherwise have been felt when winning or hope when losing despite having expected to win.

Overall, these findings illustrate how, in cooperative games, motor intelligence is linked to both social intelligence and emotional intelligence. Individual games do not involve any motor interaction among participants; rather, success or failure depends solely on the individual, as nobody else can help or hinder him or her.

Consequently, in these games, social variables such as gender or group gender composition do not act as predictors of the experience of positive or ambiguous emotions. It is worth noting, however, that both positive and ambiguous emotions are experienced more intensely when a competitive element is introduced.

As authors such as Navarro and Trigueros , Etxebeste , and Lavega et al. repeatedly throwing a bowling bowl at a set of skittles. Gender of Participants as a Main Predictor of Negative Emotions. As predicted by hypothesis 3, gender and gender group composition were the main predictors of negative emotions.

In contrast to what we observed for positive and ambiguous emotions, the variables that explained the experience of negative emotions were all related to factors external to the game itself e.

gender or group gender composition. This means that an emotional appraisal of this kind depends primarily on the characteristics of those taking part. In this regard, we need to be aware that the gender of participants is the best predictor of emotions such as anger, rejection and anxiety, with males reporting more intense experiences in this regard.

The finding that the second factor to consider in relation to these emotions was sporting experience is not surprising, given that the majority of these students More specifically, those students - male and female - with a sporting background experienced more intense negative emotions than did their peers with no such background.

Consequently, students with a sporting background are more affected by winning or losing than are students without previous experience of competitive sport. A further point is that the two groups of students will probably have internalized different stereotypes into their sense of self during the socialization process Chalabaev et al.

The findings derived from the classification trees highlight the importance of PE teachers being aware that certain variables may influence students' emotional experiences. Among these variables, particular attention should be paid to the gender of participants and the group gender composition, since they are predictor variables for the three types of emotions.

This study is limited by the fact that the sample comprised solely undergraduates, most of whom had previous experience of competitive sport. This aspect needs to be addressed in future studies. The study was conducted within the context of an experience designed to raise prospective PE teachers' awareness of the importance of emotional intelligence.

In a second phase, we intend to extend the analysis to primary and secondary school students. Given the topic of this study emotions , another limitation is that emotional issues such as self-esteem and self-efficacy have not been addressed, so this will also need to be done in future studies.

Indeed, the results highlight the need to consider individual gender and group gender composition as predictors of emotional experience during sport games. One dilemma that arises as a result of this is whether to organize single-sex groups so that students feel more positive emotions or to encourage interpersonal relationships between male and female participants at the expense of less intense emotional experiences.

A further point that PE teachers need to be aware of is that, in both individual psychomotor and cooperative games, males are more likely than females to experience negative emotions. It is important to highlight that this study contributes to understanding gender relations in Spain from the perspective of PE.

In Spain today, gender relations are being transformed. In addition to the hegemonic gender cultures that already exist, in which male and female gender roles are highly stereotyped, new cultures are emerging in which gender identities are more blurred and less subject to traditional rules in society.

Sport reflects these transformations, with these two hegemonic gender cultures male and female coexisting. The results of our research, however, have shown no break away from traditional gender stereotypes; the emotional experiences and intensities of male and female participants were in line with those stereotypes.

PE teachers are therefore faced with a major challenge, since in addition to introducing activities to improve students' emotional education, they must also seek to use activities that will create gender identities that are more in line with each student's wishes, rather than with the stereotypical understanding that some sectors of society have of what a man or woman should be.

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Please Coaching Personal para Emprendedores indivldualizada Microsoft Coaching Personal para EmprendedoresGoogle Inddividualizadaor Juebo. Escriba Experiencix email para descargar el documento y recibir noticias e información en su bandeja de Ruleta Parlay Apostas. Un maestro itinerante de educación especial SEIT, por sus siglas en inglés comparte sus experiencias de trabajo con niños. Escrito por: Editorial Team. Esta es una entrevista con Jamie Levine, MS Ed, quien trabaja como maestra itinerante de educación especial SEIT, por sus siglas en inglésy quien además ha creado una agencia para maestros SEIT llamada Team Esteem página en inglés. Emotional dw in individual and cooperative traditional undividualizada. A gender perspective. Experiencia Coaching Personal para Emprendedores en juegos tradicionales Experiemcia y cooperativos. Una perspectiva de género. Pere Lavega 1Unai Saez de Ocáriz 2Francisco Lagardera 1Jaume March y Nuria Puig 2. The authors would like to thank Oscar Farms INEFC-Lleida for his help with the use of new technology to gather and process the data.

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4 thoughts on “Experiencia de juego individualizada

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