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  2. THE CHEST OF SECRETS Benefits for schools, teachers, parents

  3. We wroteThe Chest of Secrets because… Most of small children talk using single words or build very shortsentences. If they make attempts to tell a story, their speech is rarely coherent. Some children are afraid of reading, they learn short texts by heart, ormake guesses. In situations of conflict they tell on each other, fight, offend eachother and cry. In a conflict situation, while looking for solutions, they can't see any or find only one solution. Working in a group is difficult for children. Some children can't even work in pairs.

  4. We wroteThe Chest of Secrets because… We want children to speak using simple sentences and not single words to speak in a logical and coherent way not to be afraid of reading to be able to predict consequences of their and other people's behavior to look for several solutions while facing a conflict situation to be able to work in pairs and small groups to be brave and self-reliant

  5. Benefits Child’s activity Development of key competences Learning relevant to everyday life Parent’s activity– cooperation with school Learning through playing 

  6. Why The Chest of Secrets? • Five stories with introduction in which children meet the main character called Julka. • Magnifier • Drawing • Button • Card • Glass • The stories are specially prepared to work with the use of three tools: branch, cloud, tree. By using the TOC tools, teacher only moderates a situation. It is the first package (proposal), that teaches step by step how to use the tools (even a teacher with a little experience in using TOC tools can feel safe).

  7. Why do the stories with card, glass, children? Objects which are related to the stories, seemingly meaningless for adults, have tremendous value for children. Children unlike adults, are not pragmatic. When they become like that, it means they grow up.

  8. Why do the stories with card, glass, children? • The real ‘problems of children’: • taking other people’s things without asking, • mess in the room, • fear of a dangerous dog, • collecting things and envy, • dissagreements with peers and adults.

  9. Children learn about the tools structure

  10. Encoding and Decoding Children learn to decode (read) the story from pictures and pictograms.

  11. Encoding and Decoding By introduction of wordless writing (pictograms, schematic drawings, emoticons) children obtain the ability to read single words and sentences more quickly.

  12. Why pictograms?

  13. Why pictograms?

  14. Why pictograms?

  15. Why emoticons? Children identify emotions of the characters in the story. Children identify and name their own emotions. If I take somebody’s thing. If the fact I took somebody’s thing is revealed. If somebody takes my thing.

  16. Why emoticons?

  17. Why emoticons?

  18. How to distinguish demand from need ? • Children analyze the conflict. They think what emotions occur in the first phase of the conflict. They present the mood with an emoticon and a dark blue cloud. • Children talk to each other. They talk about their needs and assign a prop to the situation (a bright blue cloud and an emoticon).

  19. How to distinguishdemandfromneed ?

  20. How to distinguishdemandfromneed ?

  21. Picture analysis of the conflict

  22. What can do a note? At first, children work in pairs, and later on they start working in larger groups.

  23. Creative proposals of the solutions. By using the sun of solutions, children notice that each problem has a few possible solutions.

  24. Can one see thinking? Thanks to a graphic presentation of the tools, children ”see” their thoughts (consequences).

  25. Can one see thinking?

  26. Can one see thinking?

  27. Creative proposals of the solutions.

  28. Creative argumentation They justify their choices in a logical and clear way.

  29. Small children– Great planning With the help of the ambitious target tree they can plan and join up to help organizing a Christmas party, a trip or a museum outing…

  30. The Chest of Secrets - parents Thanks to a practical application of the TOC tools children become ”tutors” for their parents, teaching them how to use the tools in adult life. Parent’s cards Children’s cards

  31. Education Through Movement

  32. Worksheets = instructions Thanks to a graphic presentation of the tools, children ”see” their thoughts (consequences). e.g. If I see a dangerous dog, then…

  33. Before children start writing, they should speak fluently

  34. Box for school

  35. The Chest of Secrets Teacher’s materials

  36. The Chest of Secrets Teaching materials Clear methodological framework teacher’s book

  37. Children discipline adults Children make adults perceive problems from their perspective. The degree of difficulty is reflected (from simple games and activities to more complex ones). When we get a chance to take the role of the teacher, we build self-esteem, develop self-reliance and willingness to take initiative and act. This lets YOU "see" our thinking.

  38. 5 scenarios – the teacher’s text is on the other side

  39. Story cards – 5-6 pictures for each text

  40. Resources cards for teacher (100)

  41. Twomatsineachschool set

  42. One boxineachschool set

  43. Children’s set box – eachchildhas his own one

  44. Cardsfromchildren’s set

  45. I feel satisfaction with my work If a teacher usues The Chest of Secrets Children learn faster and behave better I run qualitative and substantial classes I know how to implement TOC while working with children I have ready-made lesson plans and resources If I have the Chest of Secretsss

  46. If a child uses The Chest of Secrets...

  47. The Chest of Secrets

  48. more information….

  49. How to distinguish demand from need ?