{"id":467,"date":"2021-02-03T19:36:17","date_gmt":"2021-02-04T00:36:17","guid":{"rendered":"https:\/\/smho-smso.ca\/emhcsecondary\/?page_id=467"},"modified":"2022-02-09T10:14:49","modified_gmt":"2022-02-09T15:14:49","slug":"ballon-thumball-moi-aussi","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhcsecondary\/relations-saines\/lempathie\/ballon-thumball-moi-aussi\/","title":{"rendered":"Ballon thumball \u00ab moi aussi \u00bb"},"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'><ul>\n<li>Les thumballs sont de petites balles (genre soccer \u2013 de 4 \u00e0 6\u201d) sur lesquelles sont appos\u00e9es des questions li\u00e9es aux th\u00e8mes suivants\u00a0: apprendre \u00e0 se conna\u00eetre, les liens avec vos \u00e9tudes, b\u00eatises\/faits amusants, l\u2019inclusion et les relations.<\/li>\n<li>Les balles circulent dans un cercle form\u00e9 par les \u00e9l\u00e8ves ou sont lanc\u00e9es dans la salle de classe. Lorsqu\u2019un \u00e9l\u00e8ve attrape la balle, il peut lire la question qui est sous son pouce ou choisir n\u2019importe quelle autre question qu\u2019il voit. Il peut aussi passer son tour.<\/li>\n<li>Une fois qu\u2019une question est lue \u00e0 haute voix, l\u2019\u00e9l\u00e8ve peut choisir de r\u00e9pondre ou de passer son tour.<\/li>\n<li>Souvenez-vous que TOUTE question pourrait \u00eatre d\u00e9licate, d\u00e9pendamment du v\u00e9cu de la personne.<\/li>\n<li>Une fois que l\u2019\u00e9l\u00e8ve r\u00e9pond \u00e0 la question, les camarades de classe qui ont la m\u00eame r\u00e9ponse que lui se l\u00e8vent et restent debout jusqu\u2019\u00e0 la fin de l\u2019activit\u00e9.<\/li>\n<li>La balle continue de circuler ou d\u2019\u00eatre lanc\u00e9e en l\u2019air jusqu\u2019\u00e0 ce que tous les \u00e9l\u00e8ves soient debout <span style=\"text-decoration: underline\">(peut \u00eatre modifi\u00e9 pour r\u00e9pondre aux besoins des \u00e9l\u00e8ves de votre classe)<\/span>.<\/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>Comprendre nos diff\u00e9rences et les perspectives uniques que les autres apportent aux situations est \u00e9troitement li\u00e9 \u00e0 l\u2019empathie et \u00e0 la qualit\u00e9 des relations avec les pairs (Caputi, et al., 2012). Les \u00e9l\u00e8ves qui apprennent \u00e0 s\u2019occuper de ces diff\u00e9rences et \u00e0 les valoriser sont plus en mesure de g\u00e9rer leurs propres actions et \u00e9motions, de sorte qu\u2019ils peuvent r\u00e9pondre \u00e0 leurs pairs avec compassion et empathie (Barnett, et al., 2008; Diamond, 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>Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., &amp; Burns, S. (2008). Educational effects of the Tools of the Mind curriculum: A randomized trial. <em>Early Childhood Research Quarterly, 23<\/em>(3), 299-313. doi:10.1016\/j.ecresq.2008.03.001<\/p>\n<p>Caputi, M., Lecce, S., Pagnin, A., &amp; Banerjee, R. (2012). Longitudinal effects of theory of mind on later peer relations: The role of prosocial behavior. <em>Developmental Psychology, 48<\/em>(1), 257.<\/p>\n<p>Diamond, A. (2013). Executive functions. <em>Annual review of psychology, 64<\/em>, 135-168.<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Aider \u00e0 reconna\u00eetre les similitudes avec les autres, \u00e0 am\u00e9liorer la coh\u00e9sion du groupe et \u00e0 d\u00e9velopper un sentiment de communaut\u00e9 au sein de la salle de classe<\/p>\n","protected":false},"author":2,"featured_media":721,"parent":401,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[102,136,100,108],"tags":[],"class_list":["post-467","page","type-page","status-publish","has-post-thumbnail","hentry","category-comprendre","category-hebdomadaire","category-promouvoir","category-relations-saines"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/467","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/comments?post=467"}],"version-history":[{"count":5,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/467\/revisions"}],"predecessor-version":[{"id":1284,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/467\/revisions\/1284"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/401"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media\/721"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media?parent=467"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/categories?post=467"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/tags?post=467"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}