Stress management Stress management workshopsworkshops

Based on the Comenius course Based on the Comenius course ““Stress Management at School” Stress Management at School”

at Cap d’ Ail, Franceat Cap d’ Ail, France2 – 10 November 20082 – 10 November 2008

Maria Zarpetea Ioannou, teacher of Maria Zarpetea Ioannou, teacher of EnglishEnglish

Mediterranean Centre, Cap d’ AilMediterranean Centre, Cap d’ Ail

The seminar room and the groupThe seminar room and the group

Types of activitiesTypes of activities Getting to know each other exercisesGetting to know each other exercises Team spirit activitiesTeam spirit activities Stress awareness activitiesStress awareness activities Relaxation exercisesRelaxation exercises Safety exercisesSafety exercises Silence exercisesSilence exercises Mission, roles and goals exercisesMission, roles and goals exercises Reflection exercisesReflection exercises Beginner’s mind exercisesBeginner’s mind exercises Conflict resolution / Problem solving / Emotional Conflict resolution / Problem solving / Emotional

Intelligence exercisesIntelligence exercises Communication activitiesCommunication activities Guided visualizationGuided visualization Positive feedback exercisesPositive feedback exercises

Safety exercisesSafety exercises

Safety exercisesSafety exercises

Group massageGroup massage

Group activities on being aware of Group activities on being aware of and expressing feelingsand expressing feelings

Drama activitiesDrama activities

Drama activitiesDrama activities

Creative expression exerciseCreative expression exercise

Positive feedback exercisePositive feedback exercise

1) Getting to know each other1) Getting to know each other a)Favourite relaxation positiona)Favourite relaxation position b)Teacher – Parents groupsb)Teacher – Parents groups

Chairs in a circle, personal questions, memories – Chairs in a circle, personal questions, memories – simple questions – people feel comfortablesimple questions – people feel comfortable

These activities must be followed by reflection: These activities must be followed by reflection: How did you feel at the beginning before the session How did you feel at the beginning before the session

started? How started? How did you feel when we started the exercises? What did you feel when we started the exercises? What about the last discussion (teacher-parents group)? about the last discussion (teacher-parents group)?

Lots of games and exercises – choose ones that fit Lots of games and exercises – choose ones that fit into your educational setting – the three most into your educational setting – the three most important factors: important factors: no competition in themno competition in them – – not not humiliatinghumiliating – – funfun – you need exercises that give – you need exercises that give hope – laugh together with somebody, not at hope – laugh together with somebody, not at somebodysomebody

2) Team spirit activities2) Team spirit activities Group activities – each group has to do a series of activities Group activities – each group has to do a series of activities

(table, net, hands and feet, field, puzzle)(table, net, hands and feet, field, puzzle) CompanyCompany Reflection on group work (handout)Reflection on group work (handout) Coming closerComing closer A challengeA challenge Being aware of possible negative/difficult feelings Being aware of possible negative/difficult feelings Being reflective (how did you feel, talk about hurtful Being reflective (how did you feel, talk about hurtful

feelings as well)feelings as well) Active learning – pupils participate in the process of Active learning – pupils participate in the process of

learninglearning In controlled learning situations the teacher’s role is very In controlled learning situations the teacher’s role is very

stressful – to keep students silent and paying attentionstressful – to keep students silent and paying attention There is a need to vary methods, release tension – action There is a need to vary methods, release tension – action

releases tensionreleases tension We learn through the entire body, our sensations, our We learn through the entire body, our sensations, our

emotions emotions Problem solving exercises – the skills used are appropriate Problem solving exercises – the skills used are appropriate

for many lessons (communication practices in language for many lessons (communication practices in language lessons, for example) lessons, for example)

3) Stress awareness activity3) Stress awareness activity 4) Safety exercises4) Safety exercises: :

a) Heat walking a) Heat walking b) In the hands of the b) In the hands of the groupgroup

Reflection on safety exercises, The Reflection on safety exercises, The safety increases in the group, When safety increases in the group, When using the safety exercises (handout)using the safety exercises (handout)

5) Beginner’s mind5) Beginner’s mind

With the mind of a beginner you look With the mind of a beginner you look againagain

FreedomFreedom Critical mind: Is this really right?Critical mind: Is this really right? Living each moment to the fullLiving each moment to the full Wholistic experienceWholistic experience

6) Conflict resolution / Problem 6) Conflict resolution / Problem solving / Emotional Intelligencesolving / Emotional Intelligence

a) Dice gamea) Dice game b) Expressing feelings through b) Expressing feelings through

pantomime and drama – guessingpantomime and drama – guessing Handout on Emotional “intelligence”/ Handout on Emotional “intelligence”/

emotional sensitivityemotional sensitivity

7) Communication styles7) Communication styles Walking exerciseWalking exercise Each style different – in each individual Each style different – in each individual

situation you need to be one of these situation you need to be one of these Me and the OtherMe and the Other Aggressive communication: only meAggressive communication: only me Passive mode: the other runs you over – Passive mode: the other runs you over –

defeatdefeat Balanced communication style: You respect Balanced communication style: You respect

the other’s communication style and feel the other’s communication style and feel your being and their being togetheryour being and their being together

Doing the right thing on the right spot – when Doing the right thing on the right spot – when you have a fixed mind, you always do the you have a fixed mind, you always do the same thing – but when you have an open same thing – but when you have an open mind, you change in accordance to the mind, you change in accordance to the circumstances of your life circumstances of your life

8) Being capable of saying “no”8) Being capable of saying “no” Simple questions and possible answersSimple questions and possible answers How do you feel about each answer?How do you feel about each answer? If you always have to give the same answer, have If you always have to give the same answer, have

a look at your attitude, your feelingsa look at your attitude, your feelings Another option: Give me some time to think about Another option: Give me some time to think about

it.it. Sometimes saying “no” to somebody else is Sometimes saying “no” to somebody else is

saying “yes” to yourselfsaying “yes” to yourself People feel guilty when they take time for People feel guilty when they take time for

themselves – some people are always ready to themselves – some people are always ready to serve others, wanting to be good persons, to serve others, wanting to be good persons, to please, so that everybody will love them – these please, so that everybody will love them – these attitudes are caused by not being able to say “no”attitudes are caused by not being able to say “no”

When you take care of yourself first, then your When you take care of yourself first, then your presence is radiating (oxygen mask on aeroplane)presence is radiating (oxygen mask on aeroplane)

9) Guided 9) Guided visualizationvisualization

10) Mission / 10) Mission / values / roles values / roles exercise: The exercise: The Funeral (handout)Funeral (handout)

11) Positive 11) Positive feedback exercisefeedback exercise