Once we meet at school Again

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Once we meet at school Again

Document Once We Meet at School Again – The Crisis Plan (PDF) is intended to guide Kindergartens, Primary and Secondary Schools during the periods of children returning back to schools after isolation, currently after the Covid-19 pandemic isolation. The document was created in collaboration with Bambíno Nursery and Square Primary School, supported by Vigvam Counseling, under the auspices of the Professional Community for the Prevention of Risk Behavior, OSPRCH, z.s., the Czech Society for Inclusive Education ČOSIV, z.s., the Czech Montessori Association, the Association of Small Innovative Schools and the Fair School.

“The intention was to create material that will support teachers in responding to the possible low spirits of children and students on their return to schools. It is important to advise teachers when to expect negative changes in behavior and feelings of children and their own during next school year and help them to respond adequately and attempt to prevent such changes where possible. The document describes common chronological sequence of changes in feelings and behavior based on our experiences from crisis work. If teachers take these variables into account in advance and prepare an explicit plan for what to do and not to do, it can contribute to increasing the feeling of security and faster adaptation to the situation. The document contains significant time periods with a description of their characteristics, emphasizing what to focus on when working with the class, and suggestions for possible activities for these periods. The specifics of the school year and the passage of time with regard to the holidays are also taken into account. The suggestions for activities in the document are broken down by individual age groups. Each age group to which the document relates has its own important “theme” in development, which comes to the fore with the closure of schools more than in other groups. Kindergarten children cannot be assumed to have been in virtual contact with each other or with adults, which may result in their return being a completely new adaptation. For primary and secondary school pupils, it can be assumed that mutual contact in the virtual world could have provided them with even narrower and closer form of contact compared to regular contact in schools. At the same time, the burden associated with school results, with regard to school graduation, entering exams, etc., appears significantly in the second mentioned groups.

The document contains both theoretical and practical information. It was created so that its parts were suitable for printing, adding written notes and for its practical use. It was not our goal to create an academic or study material. “

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