{"id":574,"date":"2020-05-04T14:49:32","date_gmt":"2020-05-04T18:49:32","guid":{"rendered":"https:\/\/smho-smso.ca\/emhc\/?page_id=574"},"modified":"2021-08-15T15:48:25","modified_gmt":"2021-08-15T19:48:25","slug":"rayez-le-de-la-liste","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhc\/pensee-critique-et-creative-fonctions-executives\/la-prise-de-decisions\/rayez-le-de-la-liste\/","title":{"rendered":"Rayez-le de la liste"},"content":{"rendered":"\n<div class='accordion md-accordion' id='accordion0' role='tablist' aria-multiselectable='true'><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='true' aria-controls='collapseOneInstructions-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Instructions<\/h3><\/a><\/div><div id='collapseOneInstructions-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><p><strong>Remue-m\u00e9ninges\u00a0:<\/strong><\/p>\n<ul>\n<li>Quelles sont les activit\u00e9s, responsabilit\u00e9s et engagements typiques pour les \u00e9l\u00e8ves de votre classe (p. ex., devoirs, projets, activit\u00e9s scolaires, sports, sorties avec des amis, etc.)?<\/li>\n<\/ul>\n<p><strong>Discutez\u00a0:<\/strong><\/p>\n<ul>\n<li>Comment g\u00e8rent-ils toutes leurs activit\u00e9s?<\/li>\n<li>Comment priorisent-ils leurs diff\u00e9rentes responsabilit\u00e9s?<\/li>\n<li>Utilisent-ils des listes de contr\u00f4le pour organiser leur temps\/engagements\/responsabilit\u00e9s?\n<ul>\n<li>Si oui, comment vous sentez-vous lorsque vous rayez des \u00e9l\u00e9ments de la liste?<\/li>\n<\/ul>\n<\/li>\n<li>Finalement, puisqu\u2019\u00eatre organis\u00e9 est une comp\u00e9tence qui s\u2019apprend, d\u00e9terminez comment cette strat\u00e9gie sera utilis\u00e9e en classe :\n<ul>\n<li>Y aura-t-il une liste de contr\u00f4le qui r\u00e9sume les responsabilit\u00e9s de la classe?<\/li>\n<li>Les \u00e9l\u00e8ves auront-ils l\u2019occasion de cr\u00e9er leur propre liste de contr\u00f4le?<\/li>\n<li>Sera-t-il possible de combiner ces deux options?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Donnes-probantes-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneDonnes-probantes-0' aria-expanded='false' aria-controls='collapseOneDonnes-probantes-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Donn\u00e9es probantes<\/h3><\/a><\/div><div id='collapseOneDonnes-probantes-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneDonnes-probantes-0' data-parent='#accordion0'><div class='card-body'><p>Les \u00e9l\u00e8ves de tous les \u00e2ges devraient constamment am\u00e9liorer leurs capacit\u00e9s en mati\u00e8re d\u2019organisation et d\u2019autogestion, pour \u00eatre capables de s\u2019adapter en fonction des exigences li\u00e9es \u00e0 leur niveau d\u00e9veloppemental et \u00e0 l\u2019environnement. Cela devient particuli\u00e8rement \u00e9vident lorsque les \u00e9l\u00e8ves atteignent le secondaire et qu\u2019ils doivent alors g\u00e9rer leur propre temps. Les enseignants de tous les niveaux peuvent offrir \u00e0 leurs \u00e9l\u00e8ves un excellent service en ajoutant ces comp\u00e9tences \u00e0 leur planification. Les \u00e9l\u00e8ves ayant de solides comp\u00e9tences seront en mesure de faire leurs devoirs \u00e0 temps, saisir les occasions d\u2019obtenir de l\u2019aide suppl\u00e9mentaire en cas de besoin, et pourront donner le meilleur d\u2019eux-m\u00eames \u00e0 l\u2019\u00e9cole et ailleurs (Boller, 2008). Ces comp\u00e9tences contribuent \u00e0 la sant\u00e9 mentale continue!<\/p>\n<p>\u00ab L\u2019organisation et la gestion du temps efficaces sont les premiers pas vers l\u2019\u00e9volution de l\u2019apprenant ind\u00e9pendant, mais les \u00e9l\u00e8ves doivent \u00e9galement d\u00e9velopper et utiliser les comp\u00e9tences en mati\u00e8re d\u2019autogestion, y compris l\u2019auto-surveillance, l\u2019auto-\u00e9valuation et l\u2019auto-renforcement, au besoin. \u00bb Paulsen &amp; Sayeski (2013)<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Rfrences-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneRfrences-0' aria-expanded='false' aria-controls='collapseOneRfrences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> R\u00e9f\u00e9rences<\/h3><\/a><\/div><div id='collapseOneRfrences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneRfrences-0' data-parent='#accordion0'><div class='card-body'><p>Boller, B. (2008). Teaching organizational skills in middle school: Moving toward independence. <em>The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81<\/em>(4), 169-171.<\/p>\n<p>Paulsen, K., &amp; Sayeski, K. L. (2013). Using study skills to become independent learners in secondary content classes. <em>Intervention in School and Clinic, 49<\/em>(1), 39-45.<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Aider les \u00e9l\u00e8ves \u00e0 planifier une utilisation efficace et \u00e9quilibr\u00e9e de leur temps<\/p>\n","protected":false},"author":2,"featured_media":1261,"parent":569,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[93,241,69,233],"tags":[],"class_list":["post-574","page","type-page","status-publish","has-post-thumbnail","hentry","category-intermediaire","category-option-virtuelle","category-pensee-critique-et-creative-fonction-executive","category-promouvoir"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/574","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/comments?post=574"}],"version-history":[{"count":5,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/574\/revisions"}],"predecessor-version":[{"id":2972,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/574\/revisions\/2972"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/569"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media\/1261"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media?parent=574"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/categories?post=574"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/tags?post=574"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}