The classroom environment, the social climate, the emotional and the physical aspects of the classroom shaped by the relationships between teachers and students, as well as among students themselves. The way the teacher organizes the classroom influence students socioemotional and academic growth and the student’s behavior affects peer interaction.
Published in Chapter:
The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities
Sanja Skočić Mihić (University of Rijeka, Croatia), Kimberly Maich (Memorial University, Canada), Christina Belcher (Redeemer University College, Canada), Susan Perrow (Independent Researcher, Australia), Ana Barišić (Catholic Elementary School “Josip Pavlišić”, Croatia), and Nadia Novak Ramić (Elementary School “Rikard Katarinić Jeretov”, Croatia)
Copyright: © 2017
|Pages: 24
DOI: 10.4018/978-1-5225-2520-2.ch016
Abstract
This chapter reviews the literature of using the bibliotherapy as a strategy to provide empathy and understanding for diverse behaviors and emotions. Since diverse learners may have difficulties in developing social skills and emotional regulation, the development of a positive and respectful social climate is critical in encouraging all students to be more accepting of individual differences and challenges. Using the Lessac bio-dynamic approach and verbal intonation and dynamic articulation of the text, enriches students' experience and allows students with difficulties to recognize the intention of the character and to interactively participate with movements. The unique model of therapeutic storytelling with Lessac Kinestetis is presented as a teaching strategy for the development of the skills of diverse learners, as well all students in the inclusive classroom.