Clase de Bullying Constructivo en HIVEED [ENG-ESP]

in Holos&Lotuslast year

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As I already told you in this post the last HIVEED class was about positive teasing (jokes in word format). I call it "Constructive Bullying" although I avoided this term so as not to have to edit the video too much, due to the censorship of Tik Tok, where I plan to upload excerpts.

The students enjoyed the activity which was first theoretical and at the end a practical one where everyone participated. I was impressed that they mentioned so many objectives, before giving them the explanation. It is as if they had already seen my video.

Something that also caught my attention is that I was able to observe a mild case of destructive challahing. This is something I need to pay attention to and resolve. It seems to me that it has been going on for a long time.

I know the class impacted them. They are getting a lot of valuable information for their development as individuals. This makes it easier for them to do the assignment I sent them last week. You are to make 10 memes to a classmate. These should be with real pictures and focus on their temperament. With this activity they are going to make their debut in Liketu. I am waiting impatiently to see them....


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Como ya les adelanté en este post la clase pasada de HIVEED fue del chalequeo positivo (bromas en formato de palabras). Yo le llama "Bullying Constructivo" aunque evité este término para no tener que editar mucho el video, debido a la censura de Tik Tok, donde pienso subir extractos.

Los estudiantes disfrutaron la actividad que primero fue teórica y al final una práctica donde todos participaron. Me impresionó que mencionaran tantos objetivos, antes de darles la explicación. Es como si ya hubieran visto mi video.

Algo que también llamó mi atención es que pude observar un caso leve de chalequeo destructivo. Es algo en lo que tengo que prestar atención y resolverlo. Me parece que lleva mucho tiempo sucediendo.

Sé que la clase los impactó. Están recibiendo mucha información valiosa para su desarrollo como personas. Esto les facilita la tarea que les mandé la semana pasada. Deben realizar 10 memes a un compañero. Estos deben ser con fotografías reales y enfocados en su temperamento. Con esta actividad se van a estrenar en Liketu. Espero impaciente para verlos...


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One important way to learn is practicalizing whatever one has learnt the theory.

Es bueno abordar esos temas de esa manera cuando el individuo aprenda a reír de si mismo el bullying se acaba

Eso es clave, reírse de uno mismo y aprenderlo en la adolescencia cambia la vida

Totalmente

hahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahaha

Por lo general, uno puede dar rienda suelta a la creatividad al chalequeo cuando se está en confian....

Yo soy malo, malo contando chistes, tan malo qué cuando lanzé un chiste en primaria, solo dos personas se rieron (literalmente) xD por lo general, con el paso del tiempo, he sabido aprender aceptar buenas bromas y humor, y he tenido panas con quienes nos chalequeamos duramente.....

Aun así, el rey del humor es Emilio Lovera xD

Aún así, es cuestión de darse cuenta con la reacción de las personas y saber cuando parary cambiar el repertorio... una cosa es chalequear de buena manera y hacer reir y otra cosa es rayar en la burla... ahí es donde se falta el respeto.... que las burlas quede en contra de los políticos xD

The author teaches the last lesson of HIVEED, which is about positive teasing. The students are impressed that they mention so many objectives before giving them an explanation. They get a lot of useful information for their development as a person. This makes it easier for them to complete the assignment that the author has given them. They have to make 10 memes to their classmate. These memes should be with real pictures and focus on their temperament. With this activity, they make their debut in Liketu. Overall, this text is a valuable resource for teachers and parents who want to learn more about how to support young people in their academic and personal lives.

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