Project background

interpersonal intelligence and derive from the ability to perceive and understand our emotions and to recognize them in others. Certainly, they are part of the innate personal characteristics, but they can be learned and developed through appropriate education. The first instance called to the fulfilment of this task is certainly the family, where moral values and socio-cultural criteria are transmitted. For a healthy growth of an individual’s socio-emotional skills it has been observed how important is the type of education received. Among the various educational styles studied, in fact, it emerges clearly how directional or authoritative education is the best pedagogical method for the development of such skills.

PHASES OF DESIGN • presentation assembly (about us, what we want to do); • division of the main roles (coordinator of activities, minutes, moderator/conductor); • formation of working groups - selection of group leaders - definition of the tasks of the groups: who takes care of that ( es: group definition itinerary; group gathering participants; group formulation invitations-posters; group survey of needs and commitments to be taken for each type of group class ,es: number of students to accompany, presence of pupils with special needs , how many accompanying children are needed per class...); • reports to the coordinator of the working hypotheses elaborated by the groups; • discussion and review of group proposals in the assembly; • presentation of the project to the participating teachers and classes ( by the group leaders).

STAGES OF IMPLEMENTATION • formation of accompanying groups, at the place of departure; 15 • assignment of the participating classes to the accompanying persons; • realization of the march to the place of arrival; (During this last phase, the observers will note the activation of those pro-social actions mentioned above, especially with regard to pupils particularly in need of care, support and enhancement).

OSSERVAZIONE E VALUTAZIONE 

The observers will be the teachers, one for each working group. The tools for evaluating skills can be: 

 - a checklist of descriptors already prepared taking notes, processing them and then returning the data to a grid filling a grid (e.g. see grid arranged by the Continuity/ Orientation group);

 - questioner of evaluation created by the students