{"id":493,"date":"2021-02-04T09:42:06","date_gmt":"2021-02-04T14:42:06","guid":{"rendered":"https:\/\/smho-smso.ca\/emhcsecondary\/?page_id=493"},"modified":"2022-02-09T14:58:48","modified_gmt":"2022-02-09T19:58:48","slug":"graffiti-inspirant","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhcsecondary\/motivation-positive-et-perseverance\/pratiquer-loptimisme\/graffiti-inspirant\/","title":{"rendered":"Graffiti inspirant"},"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>Pr\u00e9parez cette pratique en choisissant des messages et images qui repr\u00e9sentent la diversit\u00e9 et sont inclusifs de mani\u00e8re \u00e0 ce que tous les \u00e9l\u00e8ves puissent se sentir inclus, bienvenus et repr\u00e9sent\u00e9s.<\/p>\n<ul>\n<li>R\u00e9fl\u00e9chissez \u00e0 l\u2019endroit et \u00e0 la fa\u00e7on de pr\u00e9senter l\u2019art ou les affirmations (papier mural, collage, cabines des toilettes, cages d\u2019escalier).<\/li>\n<li>Fournissez le contexte de la pratique (voir la section \u00ab Donn\u00e9es probantes \u00bb).<\/li>\n<li>Le th\u00e8me du graffiti peut \u00eatre choisi avant l\u2019activit\u00e9 ou avec les \u00e9l\u00e8ves. Il peut se rapporter \u00e0 des affirmations positives ou \u00e0 un domaine, un int\u00e9r\u00eat ou un besoin particulier.<\/li>\n<li>Les \u00e9l\u00e8ves r\u00e9fl\u00e9chissent \u00e0 la raison pour laquelle les affirmations sont importantes et proposent quelques exemples.<\/li>\n<li>Les \u00e9l\u00e8ves choisissent des affirmations ou des messages positifs susceptibles d\u2019inspirer les autres.<\/li>\n<li>Les \u00e9l\u00e8ves choisiront la m\u00e9thode par laquelle ils exprimeront visuellement leurs affirmations.<\/li>\n<li>Une fois que les affirmations ont \u00e9t\u00e9 v\u00e9rifi\u00e9es par l\u2019enseignant, les \u00e9l\u00e8ves peuvent les publier.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Adaptations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneAdaptations-0' aria-expanded='false' aria-controls='collapseOneAdaptations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Adaptations<\/h3><\/a><\/div><div id='collapseOneAdaptations-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneAdaptations-0' data-parent='#accordion0'><div class='card-body'><p>Pourrait \u00eatre pratiqu\u00e9e pendant les p\u00e9riodes de stress \u00e9lev\u00e9.<\/p>\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>Avoir une attitude positive et \u00e9changer des messages positifs peut mener \u00e0 des \u00e9motions positives qui sont un indicateur de bien-\u00eatre optimal (Fredrickson, 2004). Cette activit\u00e9 relie les facteurs de protection des \u00e9motions positives, l\u2019appartenance \u00e0 l\u2019\u00e9cole ou l\u2019importance de l\u2019\u00e9cole et les avantages de l\u2019expression par les arts. Des activit\u00e9s comme celles-ci am\u00e9liorent les comp\u00e9tences des \u00e9l\u00e8ves en mati\u00e8re de prise de d\u00e9cisions et stimulent leur cr\u00e9ativit\u00e9, ce qui contribue \u00e0 \u00e9tablir des relations sociales (Roorda, et al., 2011; R\u00f6nkk\u00f6 et Lepist\u00f6, 2016).<\/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>Fredrickson B. L. (2004). The broaden-and-build theory of positive emotions. Philosophical transactions of the Royal Society of London. <em>Series B,<\/em> <em>Biological sciences, 359<\/em>(1449), 1367-1378. doi:10.1098\/rstb.2004.1512<\/p>\n<p>R\u00f6nkk\u00f6, M. L., &amp; Lepist\u00f6, J. (2016). The craft process developing student decision making. <em>Techne Series-Research in Sloyd Education and Craft Science A, 23<\/em>(1).<\/p>\n<p>Roorda, D. L., Koomen, H. M., Spilt, J. L., &amp; Oort, F. J. (2011). The influence of affective teacher\u2013student relationships on students\u2019 school engagement and achievement: A meta-analytic approach. <em>Review of educational research, 81<\/em>(4), 493-529.<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Fournir aux \u00e9l\u00e8ves un espace cr\u00e9atif pour inspirer les autres avec des images et des messages positifs<\/p>\n","protected":false},"author":2,"featured_media":705,"parent":415,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[122,98,132,112,124,100],"tags":[],"class_list":["post-493","page","type-page","status-publish","has-post-thumbnail","hentry","category-enseignants-suppleants","category-inclure","category-mensuelle","category-motivation-positive-et-perseverance","category-peut-se-faire-a-lexterieur","category-promouvoir"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/493","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=493"}],"version-history":[{"count":5,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/493\/revisions"}],"predecessor-version":[{"id":1312,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/493\/revisions\/1312"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/415"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media\/705"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media?parent=493"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/categories?post=493"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/tags?post=493"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}