{"id":8520,"date":"2024-04-25T17:30:50","date_gmt":"2024-04-25T15:30:50","guid":{"rendered":"https:\/\/agora.xtec.cat\/ieangeldetobies\/?p=8520"},"modified":"2025-02-18T12:48:07","modified_gmt":"2025-02-18T11:48:07","slug":"diari-de-mobilitat-dia-4-benvinguts-a-los-rudes","status":"publish","type":"post","link":"https:\/\/agora.xtec.cat\/ieangeldetobies\/general\/diari-de-mobilitat-dia-4-benvinguts-a-los-rudes\/","title":{"rendered":"Diari de mobilitat: Dia 4- Benvinguts a l’OS Rudes"},"content":{"rendered":"

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Today, April 25, we were received at the Osnovna Skola Rudes school on the outskirts of Zagreb, where Sanja was waiting for us to introduce us to the school principal, and to accompany us during the morning.<\/p>\n

We were greeted with a large mural at the entrance of the school with the welcome message in Croatian, the sign and a “Bienvenidos”.<\/p>\n

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Avui 25 d\u2019abril hem estat rebuts a l\u2019escola Osnovna Skola Rudes als afores de Zagreb, on ens esperava la Sanja per presentar-nos a la directora de l\u2019escola, i fer-nos l\u2019acompanyament durant el mat\u00ed.<\/span><\/p>\n

Ens han rebut amb un gran mural a l’entrada de l’escola amb el missatge de benvinguda en croat, la senyera i un “Bienvenidos”.<\/span><\/p>\n

We met with a group of teachers, including the teacher in charge of the radio project. In this first meeting, we resolved doubts regarding the organization of the cloister, school hours, where students come from, number of students… What has caught our attention the most is the fact that although we have seen a very large school with large spaces, the schedule followed by the students is divided into 2 slots: students with odd-numbered courses this week come in the morning, while those taking even-numbered courses have an afternoon schedule. Next week they will alternate the order. The morning schedule starts at approximately 8am (although they have extracurricular activities from 7.15am) and ends around 1.10pm. The afternoon schedule starts at 1:15 p.m. and ends at 6:20 p.m. (with an after-school hour until 7:10 p.m.).<\/p>\n

Ens hem reunit amb un grup de mestres, entre les que hi havia la mestra encarregada del projecte de r\u00e0dio. En aquesta primera reuni\u00f3 hem resolt dubtes a nivell d\u2019organitzaci\u00f3 dels claustre, horari de l\u2019escola, proced\u00e8ncia dels alumnes, nombre d\u2019alumnes… El que ens ha cridat m\u00e9s l\u2019atenci\u00f3 \u00e9s el fet que tot i que hem vist una escola molt gran i amb grans espais, l\u2019horari que segueixen els alumnes el tenen dividit en 2 franges: els alumnes amb cursos senars aquesta setmana venen al mat\u00ed, mentre que els que fan cursos parells fan horari de tarda. La setmana vinent alternaran l\u2019ordre. L\u2019horari de mat\u00ed comen\u00e7a aproximadament a les 8 del mat\u00ed (tot i que a partir de les 7.15 tenen activitats extraescolars) i acaba cap a les 13.10. L\u2019horari de tarda comen\u00e7a a les 13.15 i acaba a les 18.20 (amb una hora d\u2019extraescolars fins a les 19.10).<\/span><\/p>\n

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The students have 3 meals at school, breakfast is fully subsidized by the state, most also have lunch at school and around 1.30pm they have a small meal of fruit and a chocolate snack. They have 2 types of fruit at the entrance to the dining room that they can eat whenever they want.<\/p>\n

Els alumnes fan 3 \u00e0pats a l\u2019escola, l\u2019esmorzar el tenen totalment subvencionat per l\u2019estat, la majoria tamb\u00e9 dinen a l\u2019escola i cap a les 13.30 fan un petit \u00e0pat de fruita i un snack de xocolata. Disposen de 2 tipus de fruita a l’entrada del menjador que poden consumir sempre que vulguin.<\/p>\n

Despite being a primary school, the students from 5th to 8th grade do not have a single reference classroom but go from one classroom to another and it is the teacher who is always there same classroom We were surprised by the large number of books they have and carry in their backpacks. They don’t work with mobile devices, computers or tablets, and the teacher collects the mobiles in a box so the class starts.<\/p>\n

Tot i ser una escola de prim\u00e0ria, l\u2019alumnat a partir de 5\u00e8<\/sup> i fins a 8\u00e8<\/sup>, no disposa d\u2019una \u00fanica aula de refer\u00e8ncia sin\u00f3 que van d\u2019una aula a l\u2019altra i es la mestra la que sempre est\u00e0 a la mateixa aula. Ens ha sorpr\u00e8s la gran quantitat de llibres que tenen i que porten a les motxilles. No treballen amb dispositius m\u00f2bils, ni ordinadors ni tauletes, i la mestra recull els m\u00f2bils en una caixa aix\u00ed que comen\u00e7a la classe.<\/span><\/p>\n

Today we know a school radio that has been in operation for more than 20 years. After the first visit to the center’s classrooms, we headed to a small space located on the center’s first floor. In this space, a dozen students were waiting for us, ready to record their radio program. The teacher responsible for this task explained to us that they mix students of different ages and the older ones are in charge of tutoring the younger children. These older students take the opportunity to give advice on how to use the tools correctly and, if necessary, give the necessary corrections. If necessary, the teacher will also make the appropriate corrections.<\/p>\n

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Avui coneixem una r\u00e0dio escolar que porta m\u00e9s de 20 anys en funcionament. Despr\u00e9s de la primera visita a les aules del centre, ens hem dirigit a un petit espai situat a la primera planta del centre. En aquest espai ens esperaven una dotzena d\u2019alumnes preparats per fer la gravaci\u00f3 del seu programa de r\u00e0dio. La docent responsable d\u2019aquesta tasca ens explicat que barregen alumnes de diferents edats i els m\u00e9s grans s\u00f3n els encarregats de tutoritzar els infants m\u00e9s petits. Aquests alumnes m\u00e9s grans aprofiten per donar consells de com utilitzar correctament les eines i si cal donar les correccions indicacions necess\u00e0ries. En cas que fos necessari, la docent tamb\u00e9 realitzar les correccions que pertoquin<\/span>.<\/p>\n

Once the interview was done with some sixth grade classmates, it was our turn. The students invited us to sit in the chairs of the interviewees and asked us a series of questions related to our stay in their country. Most of the interview was conducted in English but we were also asked if we could speak in Catalan or Spanish.<\/p>\n

Un cop realitzada l\u2019entrevista a unes companyes de sis\u00e8, ha sigut el nostre torn. Les alumnes ens han convidat a seure a la cadira dels entrevistats i ens han realitzat un seguit de preguntes relacionades amb la nostra estada al seu pa\u00eds. La majoria de l\u2019entrevista s\u2019ha dut a terme en angl\u00e8s per\u00f2 tamb\u00e9 ens han demanat si pod\u00edem parlar en Catal\u00e0 o en castell\u00e0.<\/span><\/p>\n

At the end of the interview, they showed us all the resources they use: microphone, editing program, computer,…<\/p>\n

In addition, they also showed us the first video they created for their TV show 20 years ago, which won a national award.<\/p>\n

En acabar l\u2019entrevista, ens han ensenyat tots els recursos que fan servir: micr\u00f2fon, programa d\u2019edici\u00f3, ordinador,\u2026<\/span><\/p>\n

A m\u00e9s tamb\u00e9 ens han ensenyat el primer v\u00eddeo que van crear el seu programa de televisi\u00f3 ara fa 20 anys i que va aconseguir un premi a nivell nacional.<\/span><\/p>\n

After such diverse and interesting activities as the radio session or the classes on Cyberbullying, and having enjoyed a traditional Croatian lunch at the school, to give a final touch to the day we attended a class at La Meri Farac, language teacher. This time the topic was quite appropriate for teenage students: video games, entertainment or addiction?<\/p>\n

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Despr\u00e9s d’activitats tan diverses i interessants com la sessi\u00f3 de r\u00e0dio o les classes sobre el Ciberassetjament, i havent gaudit d’un dinar tradicional croat a l’escola, per donar un toc final a la jornada hem assistit a una classe de la Meri Farac, professora de lleng\u00fces. En aquesta ocasi\u00f3 el tema era for\u00e7a escaient per alumnes adolescents: els v\u00eddeojocs, entreteniment o addicci\u00f3?<\/span><\/p>\n

The aim of this session was to get the students to reflect on the relationship they have with new technologies and more specifically, with video games.<\/p>\n

The first interaction in the classroom was a discussion led by the teacher, in which the students presented positive and negative aspects of video games. The teacher has started to ask them questions to show the real relationship of the young people with the video games and their influence on their day to day life and on their development. He asked them how many hours they spent playing the games and most spent at least two hours a day; he also asked them about the types of games and the most mentioned was fighting or war.<\/p>\n

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L’objectiu d’aquesta sessi\u00f3 ha estat aconseguir que l’alumnat reflexioni al voltant de la relaci\u00f3 que tenen amb les noves tecnologies i m\u00e9s concretament, amb els v\u00eddeojocs.<\/span><\/p>\n

La primera interacci\u00f3 a l’aula ha estat un col\u00b7loqui dirigit per la professora, en el qual els i les alumnes han exposat aspectes positius i negatius dels v\u00eddeojocs.\u00a0La professora els ha comen\u00e7at a fer preguntes per evidenciar la relaci\u00f3 real dels joves amb els v\u00eddeojocs i la seva influ\u00e8ncia en el seu dia a dia i en el seu desenvolupament. Els ha preguntat quantes hores passaven amb els jocs i la majoria se n’estava m\u00ednim dues hores al dia; tamb\u00e9 els ha preguntat els tipus de joc i el m\u00e9s nombrat ha estat el de lluita o guerra.<\/span><\/p>\n

The repercussions that this type of behavior can bring are explained below. Spending many hours playing video games can cause changes in behavior, health conditions, lower results, fatigue, demotivation in the academic field, not doing the work, sociability problems, withdrawal…<\/p>\n

Seguidament s’han explicat les repercussions que pot comportar aquest tipus de comportament. Passar moltes hores jugant amb v\u00eddeojocs pot provocar canvis en el comportament, afeccions en la salut, abaixar els resultats, cansament, desmotivaci\u00f3 en l’\u00e0mbit acad\u00e8mic, no fer les feines, problemes de sociabilitat, tancament…<\/span><\/p>\n

The last activity of the session was quite interesting. It was about writing a letter to a known friend or relative who had an addiction to video games. In this letter they had to empathize with him\/her and offer guidelines or advice to succeed in combating video game addiction.<\/p>\n

It’s fun to see how they get involved in those topics that interest them, topics that are close and meaningful and that, in addition, can be used to make people think and to correct inappropriate behavior.<\/p>\n

A very complete and profitable day!<\/p>\n

La darrera activitat de la sessi\u00f3 ha estat for\u00e7a interessant. Es tractava de fer una carta a algun amic o familiar conegut que tingu\u00e9s addicci\u00f3 als v\u00eddeojocs. En aquesta carta havien d’empatitzar amb ell\/a i oferir pautes o consells per aconseguir combatre la depend\u00e8ncia als v\u00eddeojocs.<\/span><\/p>\n

Fa goig observar com s’impliquen en aquells temes del seu inter\u00e8s, temes propers i amb significaci\u00f3 i que, a m\u00e9s a m\u00e9s, poden servir per fer reflexionar i per corregir conductes inadequades.<\/span><\/p>\n

Un dia molt complet i profit\u00f3s!<\/span><\/p>\n

\"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

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