A Practice Aiming to Balance the Development of Everyday School Education with Emotional Support for Students During a Time of Disaster Recovery : From the Viewpoint of Classroom Management(<Special Issue>Disaster and Education/Educational Studies)

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  • 被災復旧時における通常の学校教育の展開と児童生徒たちの心のケアの両立を目指した取組 : 学級経営の視点から(<特集>災害と教育/教育学)
  • 被災復旧時における通常の学校教育の展開と児童生徒たちの心のケアの両立を目指した取組 : 学級経営の視点から
  • ヒサイ フッキュウジ ニ オケル ツウジョウ ノ ガッコウ キョウイク ノ テンカイ ト ジドウ セイト タチ ノ ココロ ノ ケア ノ リョウリツ オ メザシタ トリクミ : ガッキュウ ケイエイ ノ シテン カラ

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Abstract

A school in the area struck by the Tohoku Earthquake set out to determine how to provide emotional care for affected students while developing everyday school education. Its support policy had 2 facets : (1) to enrich classroom management so that the classroom could be a "secure environment" in the students' total support system, and (2) to determine and provide appropriate assistance for the students in a class through periodic survey assessments. The results indicate that students' stress levels reduced in a class that was in a good state. This implies that life/activity experience in a Japanese classroom group has an effect similar to that of a group approach.

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