Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
‫ﺗﺼﻤﻴﻢ‬                  ‫ﺗﺪﻗﻴﻖ ﻟﻐﻮﻱ‬                       ‫ﺗﺮﲨﺔ‬                     ‫ﺇﻋﺪﺍﺩ ﻭﺇﺷﺮﺍﻑ‬                     ...
‫ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﺒﺎﻟﻐﲔ‬                                                                                              ‫ﺍﻟﻌﻤﻞ ﻣﻊ ...
‫ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﺒﺎﻟﻐﲔ‬    ‫*ﻫﻞ ﺍﻟﺮﻭﺗﲔ ﻭﺍﺿﺢ ، ﻫﻞ ﻳﻔﻬﻢ ﺍﻷﻃﻔﺎﻝ ﺑﻨﺎء ﺍﻟﻌﻤﻞ‬            ‫ﺑﻌﻴﻨﺔ ﻳﻌﻤﻞ ﻣﻊ ﳎﻤﻮﻋﺔ ﺻﻐﲑﺓ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ﺍﶈﺪﺩﻳﻦ‬...
‫ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﺒﺎﻟﻐﲔ‬                                          ‫ﺍﻟﺮﻭﺗﲔ :‬              ‫ﻣﻬﺘﻤﲔ ﻭ ﻣﻨﺸﻐﻠﲔ ﺑﺎﳌﻬﻤﺔ ﻓﺈﻥ ﺍﳌﻌﻠﻢ ﺳﻴﻘﻀﻲ...
‫ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﺒﺎﻟﻐﲔ‬              ‫ّ‬    ‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻔﻌﻞ ﺑﻬﺬﺍ ﺍﳋﺼﻮﺹ. ﻃﺒﻖ ﻭ ﺭﺍﺟﻊ .‬                   ‫"ﺍﻧﻄﻠﻖ" ﻭ ﺍﻟﱪﺗﻘﺎﱄ "ﺍﺳﺄ...
العمل مع البالغين
Upcoming SlideShare
Loading in …5
×

العمل مع البالغين

332 views

Published on

  • Be the first to comment

  • Be the first to like this

العمل مع البالغين

  1. 1. ‫ﺗﺼﻤﻴﻢ‬ ‫ﺗﺪﻗﻴﻖ ﻟﻐﻮﻱ‬ ‫ﺗﺮﲨﺔ‬ ‫ﺇﻋﺪﺍﺩ ﻭﺇﺷﺮﺍﻑ‬ ‫ّ‬‫ﻭﺟﺪﺍﻥ ﺍﶈﺴﻦ‬ ‫ﺇﳝﺎﻥ ﺍﻟﺴﻌﻴﺪ‬ ‫ﻣﻨﺎﻝ ﺍﻟﺪﻳﺮﻱ‬ ‫ﺇﻗﺒﺎﻝ ﺍﻟﺸﻬﻴﻞ‬ ‫ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ ﻟﻠﱰﲨﺔ ﺑﺎﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﱰﺑﻴﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﺒﻨﺎﺕ ﺑﺎﻷﺣﺴﺎء ﻋﺎﻡ 0102ﻡ‬
  2. 2. ‫ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﺒﺎﻟﻐﲔ‬ ‫ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﺒﺎﻟﻐﲔ‬ ‫ّ‬ ‫ﻳﻜﻮﻥ ﺍﳌﻌﻠﻢ ﻗﺪﻭﺓ. ﻭﺻﻒ ﺍﻟﻌﻤﻞ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻭﺛﻴﻘﺔ‬ ‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﻟﻐﲔ ﺑﺸﻜﻞ ﻓﻌﺎﻝ ﻟﻴﺪﻋﻤﻮﺍ ﺗﻌﻠﻢ ﺍﻷﻃﻔﺎﻝ‬ ‫ﻋﻤﻞ ﺗﺘﻄﻮﺭ ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﻮﻗﺖ، ﻻ ﺃﻥ ﻳﻠﻘﻰ ﻋﻠﻴﻬﺎ ﻧﻈﺮﺓ‬ ‫ﺑﺄﻓﻀﻞ ﻃﺮﻳﻘﺔ ﳑﻜﻨﺔ، ﺑﻴﻨﻤﺎ ﻳﺘﺎﺡ ﻟﻚ ﺍ‪‬ﺎﻝ ﻟﻘﻀﺎء‬ ‫ﻭﺍﺣﺪﺓ ﺛﻢ ﲢﻔﻆ ﰲ ﻣﻠﻒ.‬ ‫ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻮﻗﺖ ﰲ ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻷﻃﻔﺎﻝ ﻭ ﺗﻨﻈﻴﻢ‬ ‫ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ.‬ ‫*ﺍﻟﻮﺍﻟﺪﻳﻦ - ﻣﺎ ﻫﻲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ ﳝﻠﻜﻬﺎ ﺍﻟﻮﺍﻟﺪﻳﻦ؟‬‫- ﺭﲟﺎ ﻳﺴﺘﻄﻴﻌﻮﻥ‬ ‫ﻳﻘﻮﻣﻮﻥ ﺑﺈﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﺑﺄﻧﻔﺴﻬﻢ‬ ‫*ﻗﻢ ﲟﺎ ﻫﻮ ﻣﺴﺆﻭﻟﻴﺘﻚ ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﻟﻜﻦ ﻻ ﺗﻘﻢ ﺑﺄﻋﻤﺎﻝ‬ ‫ﺍﻟﻘﺪﻭﻡ ﻭﻗﻀﺎء ﺑﻌﺾ ﺍﻟﻮﻗﺖ ﰲ ﺗﻌﻠﻴﻢ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻵﺧﺮﻳﻦ- ﲢﻤﻞ ﺍﻟﻘﺮﺩﺓ ﻋﻠﻰ ﻇﻬﺮﻙ.)ﺑﻼﻧﺸﺎﺭﺩ ﻳﻜﺘﺐ‬‫‪‬ﻤﻮﻋﺎﺕ ﺻﻐﲑﺓ ﻣﻦ ﺍﻷﻃﻔﺎﻝ. ﺇﻥ ﺗﺸﺠﻴﻊ ﺍﳌﻌﻠﻤﺔ ﺍﻵﺑﺎء‬ ‫ﻋﻦ ﺃﺷﺨﺎﺹ ﳛﻤﻠﻮﻥ ﻗﺮﺩﺓ ﻋﻠﻰ ﻇﻬﻮﺭﻫﻢ ،ﻣﺸﺎﻛﻞ ﻋﻠﻰ‬ ‫ﺍﳌﺴﺎﻋﺪﻳﻦ ﳍﻮ ﺃﻣﺮ ﻣﻬﻢ - ﻛﻴﻒ ﻳﺴﺘﻐﻠﻮﻥ ﰲ ﺍﻟﻔﺼﻞ‬ ‫ﻇﻬﻮﺭﻫﻢ. ﺇﺫﺍ ﲪﻞ ﺃﺷﺨﺎﺹ ﻗﺮﺩﺓ ﺍﻵﺧﺮﻳﻦ ﻓﺈﻧﻬﻢ‬ ‫ّ‬‫ﺑﺸﻜﻞ ﻓﻌﺎﻝ - ﺇﻥ ﺫﻟﻚ ﻳﻔﺴﺢ ﺍ‪‬ﺎﻝ ﻟﻠﻤﻌﻠﻢ ﻟﻴﻌﻤﻞ ﻣﻊ‬ ‫ﺳﻴﻜﻮﻧﻮﻥ ﻗﺪ ﲪﻠﻮﺍ ﺃﻋﺒﺎء ﻣﻀﺎﻋﻔﺔ ﻣﻊ ﺃﻋﺒﺎﺋﻬﻢ. ﺍﳍﺪﻑ‬ ‫ﺍﻷﻓﺮﺍﺩ ﺍﳌﺴﺘﻬﺪﻓﲔ ﻭ ﺇﻧﻬﺎء ﺍﻟﺘﻘﻴﻴﻢ ﻭﻣﺎ ﺷﺎﺑﻪ...‬ ‫ﻣﻦ ﺍﻹﺩﺍﺭﺓ ﺍﳉﻴﺪﺓ ﻭﺑﺎﻟﺘﺎﱄ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻭﻗﺖ ﺇﺿﺎﰲ‬ ‫ﺃﻛﺜﺮ ﻫﻮ ﺃﻥ ﺗﺘﻌﻠﻢ ﺃﻻ ﲢﻤﻞ ﺃﻋﺒﺎء ﺍﻵﺧﺮﻳﻦ.‬‫*ﻛﻤﻌﻠﻢ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻚ ﺧﻄﺔ ﺑﺪﻳﻠﺔ ﰲ ﺣﺎﻝ ﺃﻧﻪ‬‫- ﻣﺎﺫﺍ‬ ‫ﰲ ﺍﻟﻠﺤﻈﺔ ﺍﻷﺧﲑﺓ ﱂ ﻳﺄﺕ ﺍﻟﻮﺍﻟﺪ ﻟﻠﻤﺴﺎﻋﺪﺓ‬ ‫*ﺃﻥ ﺗﺮﻱ ﺍﻟﻨﺎﺱ ﻛﻴﻒ ﻳﻘﻮﻣﻮﻥ ﺑﺎﻷﺷﻴﺎء ،ﻻ ﺗﺴﺘﺴﻠﻢ‬ ‫ﺳﻴﻔﻌﻞ ﺍﻷﻃﻔﺎﻝ؟‬ ‫ﻟﻺﻏﺮﺍء ﺑﺄﻥ ﺗﻘﻮﻡ ﺑﺎﻷﺷﻴﺎء ﺑﻨﻔﺴﻚ.‬ ‫*ﺍﻟﻄﻼﺏ - ﺳﺘﺤﺘﺎﺝ ﺃﻥ ﺗﻘﻀﻲ ﺑﻌﺾ ﺍﻟﻮﻗﺖ ﰲ ﺩﻋﻢ‬ ‫*ﺍﺳﺘﺜﻤﺮ ﺍﻟﻮﻗﺖ )ﺗﻌﻠﻴﻢ ﺍﻷﻃﻔﺎﻝ ﻭ ﺍﻟﺒﺎﻟﻐﲔ ﻛﻴﻒ‬ ‫ﺍﻟﻄﻼﺏ، ﻭﺑﺈﻋﻄﺎﺋﻬﻢ ﺍﻟﺜﻘﺔ ﻭ ﺍﻟﺪﻋﻢ ﺳﻴﺼﺒﺤﻮﻥ ﻗﺎﺩﺭﻳﻦ‬ ‫ﻳﻘﻮﻣﻮﻥ ﺑﺎﻷﺷﻴﺎء ﻭ ﻳﻘﺪﻣﻮﻥ ﺃﻧﻈﻤﺔ ﻭ ﻳﻨﻈﻤﻮﻥ..ﻭ ﻫﻜﺬﺍ‬ ‫ﻋﻠﻰ ﲢﻤﻞ ﻣﺴﺆﻭﻟﻴﺎﺕ ﺃﻛﺜﺮ ﰲ ﺍﻟﻔﺼﻞ ﳑﺎ ﺳﻴﻌﻄﻴﻚ‬ ‫ﻟﺘﺤﺎﻓﻆ ﻋﻠﻰ ﺍﻟﻮﻗﺖ.‬‫ﺍﳊﺮﻳﺔ ﻟﺘﻌﻤﻞ ﻣﻊ ﺃﻃﻔﺎﻝ ﻣﻌﻴﻨﲔ ﻭ ﺇﻧﻬﺎء ﺍﻟﺘﻘﻴﻴﻢ ...ﻭ‬ ‫*ﺗﺄﻛﺪ ﻣﻦ ﺃﻥ ﻓﺮﻳﻘﻚ ﳝﻠﻚ ﻭﺻﻔﺎ ﻭﺍﺿﺤﺎ ﻟﻠﻌﻤﻞ ﻭ ﺇﺫﺍ‬ ‫ﻫﻜﺬﺍ..‬ ‫ﻛﻨﺖ ﻗﺎﺋﺪﺍ ﻟﻠﻔﺮﻳﻖ ﺃﻭ ﻣﻌﻠﻤﺎ ﺗﺄﻛﺪ ﻣﻦ ﺃﻧﻚ ﺑﻴﻨﻤﺎ ﺗﺮﻋﻰ‬ ‫ﻣﻼﺣﻈﺔ : ﻛﻞ ﺟﻠﺴﺎﺕ ﺍﻟﺴﻨﻮﺍﺕ ﺍﳌﺒﻜﺮﺓ ﻟﺪﻳﻬﻢ ﺷﺨﺺ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﻔﺮﻳﻖ ﻓﺈﻧﻚ ﺗﻔﻮﺽ ﺑﺸﻜﻞ ﻣﻼﺋﻢ. ﻳﻨﺒﻐﻲ ﺃﻥ‬ ‫ﻗﺮﺍءﺍﺕ ﻣﻦ ﺍﺳﻄﻮﺍﻧﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﺍﻟﱰﲨﺔ ﺑﺎﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﱰﺑﻴﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﺒﻨﺎﺕ ﺑﺎﻷﺣﺴﺎء 0102ﻡ‬
  3. 3. ‫ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﺒﺎﻟﻐﲔ‬ ‫*ﻫﻞ ﺍﻟﺮﻭﺗﲔ ﻭﺍﺿﺢ ، ﻫﻞ ﻳﻔﻬﻢ ﺍﻷﻃﻔﺎﻝ ﺑﻨﺎء ﺍﻟﻌﻤﻞ‬ ‫ﺑﻌﻴﻨﺔ ﻳﻌﻤﻞ ﻣﻊ ﳎﻤﻮﻋﺔ ﺻﻐﲑﺓ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ﺍﶈﺪﺩﻳﻦ‬ ‫ﻟﻠﻴﻮﻡ ، ﻫﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻣﺮﻧﺎ ﻭﻭﺍﺿﺤﺎ؟‬ ‫ﺿﻤﻦ ﻓﺼﻞ ﺃﻭ ﺟﻠﺴﺔ.‬ ‫*ﺃﻳﻦ ﳚﺪﻭﻥ ﺍﻷﺷﻴﺎء؟‬ ‫ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﻟﺘﻌﺮﻳﻔﻴﺔ :‬ ‫ﻣﻼﺣﻈﺔ : ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﻲ ﺗﻨﻤﻴﻬﺎ ﺍﳌﻌﻠﻤﺔ ﻣﻊ ﺍﻷﻃﻔﺎﻝ ﻭ‬ ‫-‬ ‫ﺑﺎﻟﻐﲔ ﺁﺧﺮﻳﻦ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻘﻮﻳﻬﻢ ﺃﻭ ﺗﻀﻌﻔﻬﻢ‬ ‫*ﺃﺩﺍﺓ ﻫﺎﻣﺔ ﺟﺪﺍ ﻟﻴﻌﺮﻑ ﺍﻷﻃﻔﺎﻝ ﺃﻳﻦ ﻳﻀﻌﻮﻥ ﺍﻷﺷﻴﺎء.‬ ‫ﻋﻨﺪﻣﺎ ﺗﻘﻮﻳﻬﻢ ﻓﺈﻧﻪ ﻣﻦ ﺍﶈﺘﻤﻞ ﺟﺪﺍ ﺃﻥ ﻳﺼﺒﺤﻮﺍ ﺃﻛﺜﺮ‬ ‫ﻋﻠﻰ ﺣﺴﺐ ﻋﻤﺮ ﺍﻷﻃﻔﺎﻝ ﻓﺈﻥ ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﻟﺘﻌﺮﻳﻔﻴﺔ‬ ‫ﺍﺳﺘﻘﻼﻟﻴﺔ ﻭ ﻗﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭ ﺍﻹﻗﺪﺍﻡ ﻋﻠﻰ‬ ‫ﺳﺘﺤﺘﺎﺝ ﺇﱃ ﺻﻮﺭﺓ ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﻜﻠﻤﺔ ،ﻣﺜﻼ "ﺃﻗﻼﻡ‬ ‫ﺗﻨﻔﻴﺬﻫﺎ ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﻟﻠﺴﺆﺍﻝ ﺍﳌﺘﻜﺮﺭ ﳑﺎ ﻳﻮﻓﺮ ﻭﻗﺖ‬‫ﺍﻟﺮﺻﺎﺹ". ﺍﻷﺭﻓﻒ ﺍﳌﻔﺘﻮﺣﺔ ﺗﻌﻤﻞ ﺑﺸﻜﻞ ﳑﺘﺎﺯ ﻟﺘﺨﺰﻳﻦ‬ ‫ﺍﳌﻌﻠﻢ.‬ ‫ﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﻲ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻷﻃﻔﺎﻝ ﻭ ﻳﻌﻴﺪﻭﻧﻬﺎ. ﻣﺜﻼ‬‫ﺻﻮﺭ ﺩﻭﺍﺋﺮ ﳍﺎ ﻧﻔﺲ ﺣﺠﻢ ﺣﺎﻓﻈﺔ ﺃﻗﻼﻡ ﺍﻟﺮﺻﺎﺹ ﺗﺴﺎﻋﺪ‬ ‫ﺍﻷﻃﻔﺎﻝ ﺍﻷﺻﻐﺮ ﺳﻨﺎ ﻟﻴﻌﻴﺪﻭﺍ ﺣﺎﻓﻈﺔ ﺍﻷﻗﻼﻡ ﺇﱃ ﻣﻜﺎﻧﻬﺎ‬ ‫ﲡﻬﻴﺰ ﺍﻟﻐﺮﻓﺔ/ ﺗﻬﻴﺌﺔ ﺍﻟﺒﻴﺌﺔ :‬ ‫ﺍﻟﺼﺤﻴﺢ ﻋﻠﻰ ﺍﻟﺮﻑ ﺑﻨﺠﺎﺡ. ﺇﻧﻪ ﻣﻔﻴﺪ ﺟﺪﺍ ﻣﻊ ﺍﻷﻃﻔﺎﻝ‬‫ﺍﻷﺻﻐﺮ ﺳﻨﺎ ﺃﻳﻀﺎ، ﺑﻴﻨﻤﺎ ﻳﺘﻄﻮﺭ ﺍﻷﻃﻔﺎﻝ ﻓﺈﻧﻬﻢ ﳛﺘﺎﺟﻮﻥ‬ ‫*ﻫﻞ ﻳﻨﻤﻲ ﺍﺳﺘﻘﻼﻝ ﺍﻷﻃﻔﺎﻝ - ﳑﺎ ﻳﻌﻄﻲ ﺍﳌﻌﻠﻢ ﺍﳌﺰﻳﺪ‬ ‫ﺇﱃ ﺩﻻﺋﻞ ﺃﻗﻞ ﻟﺘﺴﺎﻋﺪﻫﻢ ﰲ ﺍﻟﱰﺗﻴﺐ ﺑﻨﺠﺎﺡ.‬ ‫ﻣﻦ ﺍﻟﻮﻗﺖ؟‬‫*ﲡﻨﺐ ﺍﻟﻔﻮﺿﻰ ﻭ ﺍﺑﻖ ﻓﺼﻠﻚ ﻣﻨﻈﻤﺎ - ﻓﻜﺮ ﰲ ﺳﺒﺐ‬ ‫*ﻫﻞ ﻳﻌﻠﻢ ﺍﻷﻃﻔﺎﻝ ﻣﺎ ﻫﻮ ﺍﳌﺘﻮﻗﻊ ﻣﻨﻬﻢ - ﻣﺎ ﻳﺴﺘﻄﻴﻌﻮﻥ‬‫ﻭﺟﻮﺩ ﻛﻞ ﺷﻲء ﰲ ﻓﺼﻠﻚ - ﻫﻞ ﻫﻮ ﺿﺮﻭﺭﻱ ﺃﻭ ﻳﺴﺎﻋﺪ‬ ‫ﻭﻣﺎﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﻓﻌﻠﻪ؟‬ ‫ﰲ ﺧﻠﻖ ﺭﻭﺡ ﺍﳉﻤﺎﻋﺔ. ﻛﻴﻒ ﻳﺒﺪﻭ ﻓﺼﻠﻚ ﻣﻦ ﻭﺟﻬﺔ‬ ‫*ﻫﻞ ﻳﻌﻠﻢ ﺍﻷﻃﻔﺎﻝ ﻣﺎﺫﺍ ﻳﻔﻌﻠﻮﻥ ﻋﻨﺪﻣﺎ ﻳﻘﻌﻮﻥ ﰲ ﻣﺄﺯﻕ ﺃﻭ‬ ‫ﻧﻈﺮ ﻃﻔﻞ؟‬ ‫ﻳﻨﺘﻬﻮﻥ ﻣﺒﻜﺮﺍ ..ﻭ ﻫﻜﺬﺍ..‬ ‫- ﺣﻴﻨﻤﺎ ﻳﻜﻮﻥ ﺍﻷﻃﻔﺎﻝ‬ ‫*ﺣﻔﺰ ﺍﻷﻃﻔﺎﻝ ﻟﻴﺘﻌﻠﻤﻮﺍ‬ ‫*ﻫﻞ ﺻﻤﻤﺖ ﻗﻮﺍﻧﲔ ﺍﻟﻔﺼﻞ ﻟﺘﻨﻤﻲ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ؟‬ ‫ﻗﺮﺍءﺍﺕ ﻣﻦ ﺍﺳﻄﻮﺍﻧﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﺍﻟﱰﲨﺔ ﺑﺎﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﱰﺑﻴﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﺒﻨﺎﺕ ﺑﺎﻷﺣﺴﺎء 0102ﻡ‬
  4. 4. ‫ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﺒﺎﻟﻐﲔ‬ ‫ﺍﻟﺮﻭﺗﲔ :‬ ‫ﻣﻬﺘﻤﲔ ﻭ ﻣﻨﺸﻐﻠﲔ ﺑﺎﳌﻬﻤﺔ ﻓﺈﻥ ﺍﳌﻌﻠﻢ ﺳﻴﻘﻀﻲ‬ ‫ﻭﻗﺘﺎ ﺃﻗﻞ ﰲ ﳏﺎﻭﻟﺔ ﺇﺑﻘﺎﺋﻬﻢ ﻣﻠﺘﺰﻣﲔ ﺑﻬﺎ. ﳚﺐ ﺃﻥ‬ ‫*ﺍﻟﺘﺴﺠﻴﻞ : ﺍﻟﺘﺴﺠﻴﻞ ﺍﻟﺸﺨﺼﻲ ) ﻣﻊ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺇﻥ‬ ‫ﻳﻀﻤﻦ ﺍﳌﻌﻠﻢ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﻤﻞ ﻣﺘﺼﻼ ﻭ ﻣﺜﲑﺍ ﻭ ﻗﺎﺋﻤﺎ‬ ‫ﻛﺎﻥ ﺻﻐﲑﺍ(‬ ‫ﻋﻠﻰ ﲡﺎﺭﺏ ﺍﻷﻃﻔﺎﻝ ﻭ ﺍﻫﺘﻤﺎﻣﺎﺗﻬﻢ. ﳚﺐ ﺃﻥ ﳝﺜﻞ‬ ‫* ﱂ ﻻ ﺗﻔﻌﻞ ﺫﻟﻚ ﻣﻊ ﺃﻃﻔﺎﻝ ﺃﻛﱪ ﺳﻨﺎ ، ﺛﻢ ﺍﻃﻠﺐ‬ ‫ﲢﺪﻳﺎ ﻭﻟﻜﻦ ﳝﻜﻦ ﺇﳒﺎﺯﻩ.‬ ‫ﺷﻴﺌﺎ ﻟﻴﻤﻀﻮﺍ ﻗﺪﻣﺎ ﺑﻪ. ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺷﻴﺌﺎ ﻳﻌﺮﻓﻪ‬ ‫*ﺃﻋﺪ ﺑﻴﺎﻧﺎ ﻟﱰﺍﻗﺐ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺗﻘﻀﻴﻪ ﰲ ﺍﻻﺳﺘﺠﺎﺑﺔ‬ ‫ﺍﻷﻃﻔﺎﻝ ﻭﻻ ﳛﺘﺎﺟﻮﻥ ﻓﻴﻪ ﺇﱃ ﺍﳌﺴﺎﻋﺪﺓ. ﳑﺎ ﻳﻮﻓﺮ ﻭﻗﺘﺎ‬ ‫ﻟﻄﻠﺒﺎﺕ ﺍﻷﻃﻔﺎﻝ)2 - 3 ﺃﻳﺎﻡ ( ﺣﻠﻞ:‬ ‫ﻟﺘﻌﻠﻢ ﺍﻷﻃﻔﺎﻝ ﻭ ﻳﺴﻤﺢ ﻟﻠﻤﻌﻠﻢ ﺑﺎﻟﺘﺤﺪﺙ ﺇﱃ‬ ‫ﺍﻟﻮﺍﻟﺪﻳﻦ..ﻭ ﻫﻜﺬﺍ..‬ ‫* ﻫﻞ ﺍﻟﻄﻠﺒﺎﺕ ؟:‬‫51‬ ‫* ﰲ ﺍﳊﻀﺎﻧﺔ : ﻓﻜﺮ ﰲ ﺯﻣﻦ ﺍﳊﻀﻮﺭ ﻭ ﺍﺗﺮﻙ ﳓﻮ‬ ‫* ﺇﺟﺮﺍﺋﻴﺔ‬ ‫ﺩﻗﻴﻘﺔ ﺇﺿﺎﻓﻴﺔ،ﻣﺜﻼ 54:8 -00:9.‬ ‫* ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ‬ ‫*ﺑﺬﻟﻚ ﺗﻀﻤﻦ ﺃﻻ ﻳﺼﻞ ﻛﻞ ﺍﻷﻃﻔﺎﻝ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻭ‬ ‫* ﻟﻠﺘﻬﺮﺏ ﻣﻦ ﺍﻟﻌﻤﻞ / ﺍﻷﻃﻔﺎﻝ ﻳﻘﻮﻣﻮﻥ ﲝﻴﻠﺔ ﻣﺎ.‬ ‫ﲢﺼﻞ ﻋﻠﻰ ﺍﻟﻮﻗﺖ ﺍﻟﻼﺯﻡ ﻟﺘﺘﻌﺎﻣﻞ ﻣﻊ ﺍﺳﺘﻔﺴﺎﺭﺍﺕ‬ ‫ﺍﻟﻮﺍﻟﺪﻳﻦ ﳑﺎ ﻳﻘﻴﻚ ﻣﻦ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﻻﺣﻘﺎ ﺃﺛﻨﺎء‬ ‫*ﻣﺎ ﻫﻮ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﲢﺘﺎﺝ ﻟﺘﻘﻠﻞ ﺍﳌﺪﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﺘﻲ‬ ‫ﺍﻟﻴﻮﻡ ﻋﻨﺪﻣﺎ ﻻ ﻳﻜﻮﻥ ﻟﺪﻳﻚ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﰲ.‬ ‫- ﺑﺎﻻﺭﺗﺒﺎﻁ ﻣﻊ‬ ‫ﻳﻘﻀﻴﻬﺎ ﺍﻷﻃﻔﺎﻝ ﰲ ﺗﻮﺟﻴﻪ ﺍﻟﻄﻠﺒﺎﺕ‬ ‫ﺍﻷﻧﻈﻤﺔ ﺍﻟﺘﻲ ﺗﺸﺠﻊ ﺍﻻﺳﺘﻘﻼﻝ؟ ﺣﺎﳌﺎ ﻳﻄﺒﻖ ﻓﺈﻧﻪ‬ ‫*ﻋﻨﺪ ﺍﻟﻮﺻﻮﻝ : ﻫﻞ ﻳﺘﺪﺍﻓﻊ ﺍﻷﻃﻔﺎﻝ؟ ﻓﻜﺮ ﰲ ﺃﻥ ﺗﺪﻉ‬ ‫ﺳﻴﻮﻓﺮ ﻭﻗﺘﺎ ﺃﻛﺜﺮ ﻷﺷﻴﺎء ﺫﺍﺕ ﻣﺴﺘﻮﻯ ﺃﻋﻠﻰ.‬ ‫ﺍﻟﻮﺍﻟﺪﻳﻦ ﻳﺪﺧﻠﻮﻥ ﻭ ﻳﺴﺎﻋﺪﻭﻧﻚ.‬ ‫*ﻣﺎﺫﺍ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺴﺘﺨﻠﺼﻪ ﺍﻷﻃﻔﺎﻝ؟ ﺃﻃﺒﺎﻕ ﻣﺸﻔﺮﺓ‬‫ﺑﺎﻷﻟﻮﺍﻥ ﻟﻴﻌﺮﻑ ﺍﻷﻃﻔﺎﻝ ﻣﺎ ﻫﻲ ﺍﻟﻘﺎﻋﺪﺓ، ﻣﺜﻼ : ﺍﻷﺧﻀﺮ‬ ‫ﻗﺮﺍءﺍﺕ ﻣﻦ ﺍﺳﻄﻮﺍﻧﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﺍﻟﱰﲨﺔ ﺑﺎﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﱰﺑﻴﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﺒﻨﺎﺕ ﺑﺎﻷﺣﺴﺎء 0102ﻡ‬
  5. 5. ‫ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﺒﺎﻟﻐﲔ‬ ‫ّ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻔﻌﻞ ﺑﻬﺬﺍ ﺍﳋﺼﻮﺹ. ﻃﺒﻖ ﻭ ﺭﺍﺟﻊ .‬ ‫"ﺍﻧﻄﻠﻖ" ﻭ ﺍﻟﱪﺗﻘﺎﱄ "ﺍﺳﺄﻝ" ﻭ ﺍﻷﲪﺮ " ﻟﻠﺒﺎﻟﻐﲔ ﻓﻘﻂ".‬ ‫ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻟﻮﺍﻟﺪﻳﻦ :‬ ‫* ﻭﻗﺖ ﺍﻟﱰﺗﻴﺐ : ﺍﲪﻞ ﺍﻷﻃﻔﺎﻝ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ.‬ ‫ﺃﻋﻄﻲ ﻛﻞ ﳎﻤﻮﻋﺔ ﻣﻨﻄﻘﺔ ﻳﻜﻮﻧﻮﻥ ﻣﺴﺆﻭﻟﲔ ﻋﻨﻬﺎ‬ ‫ﺍﻧﻌﺪﺍﻡ ﺍﻟﺘﻮﺍﺻﻞ ﻳﻌﻨﻲ ﺑﻌﺾ ﺍﶈﺎﺩﺛﺎﺕ ﻏﲑ ﺍﻟﻀﺮﻭﺭﻳﺔ‬ ‫ﻃﻮﺍﻝ ﺍﻟﺴﻨﺔ. ﺑﺬﻟﻚ ﺳﻴﻌﺮﻓﻮﻥ ﺃﻳﻦ ﻳﻮﺿﻊ ﻛﻞ ﺷﺊ‬‫ﺍﻟﺘﻲ ﲡﺮﻱ ﺑﻴﻨﻤﺎ ﺍﳌﻌﻠﻢ ﳛﺎﻭﻝ ﺍﻟﺒﺪء ﺑﺎﻟﻴﻮﻡ ﺍﻟﺪﺭﺍﺳﻲ.‬ ‫ّ‬ ‫ﻭﺳﻴﻜﻮﻧﻮﻥ ﻓﻌﺎﻟﲔ ﻭ ﻧﺎﺟﺤﲔ ﳑﺎ ﻳﻌﻄﻴﻬﻢ ﺍﻹﺣﺴﺎﺱ‬ ‫*ﻟﻮﺣﺔ ﻣﻼﺣﻈﺎﺕ ﺍﻟﻮﺍﻟﺪﻳﻦ- ﻣﺮﺋﻴﺔ ﺑﺸﻜﻞ ﻭﺍﺿﺢ ﻭ‬ ‫ﺑﺎﻟﻔﺨﺮ ﻭ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ. ﻋﻠﻢ ﺍﻷﻃﻔﺎﻝ "ﺃﻧﺸﻮﺩﺓ ﺍﻟﱰﺗﻴﺐ")‬ ‫ّ‬ ‫ﲢﺪﺙ ﻭ ﳛﺎﻓﻆ ﻋﻠﻴﻬﺎ ﺑﺎﻧﺘﻈﺎﻡ - ﺇﺫﺍ ﺗﺮﻙ ﺷﺊ ﻗﺪﻳﻢ‬ ‫ﺳﺎﻋﺪﻫﻢ ﻟﻴﺨﱰﻋﻮﺍ ﺃﻧﺸﻮﺩﺓ ﻣﺸﺎﺑﻬﺔ ﻟﻮﺍﺣﺪﺓ ﻳﻌﺮﻓﻮﻧﻬﺎ‬ ‫ﻋﻠﻴﻬﺎ ﻓﺈﻥ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺳﻴﺘﻮﻗﻔﻮﻥ ﻹﻟﻘﺎء ﻧﻈﺮﺓ ﻋﻠﻴﻪ. ﻫﻞ‬ ‫ﺃﻭ ﳊﻦ ﻳﻌﺮﻓﻮﻧﻪ ﻣﻦ ﺍﳊﻀﺎﻧﺔ(ﺃﻭ ﺍﺳﺘﺨﺪﻡ ﳊﻨﺎ ﻣﺒﻨﻴﺎ‬ ‫ﺍﺳﺘﺨﺪﻡ ﻓﻴﻬﺎ ﻟﻐﺎﺕ ﺃﺧﺮﻯ ﻋﻨﺪ ﺍﳊﺎﺟﺔ؟‬ ‫ﻋﻠﻰ ﺍﳋﻄﻮﺍﺕ. ﻗﺒﻞ ﻣﻀﻲ ﻭﻗﺖ ﻃﻮﻳﻞ ﺳﻴﺒﺪﺃ ﺍﻷﻃﻔﺎﻝ‬ ‫*ﰲ ﺑﺪﺍﻳﺔ ﻛﻞ ﻣﻨﺘﺼﻒ ﻓﺼﻞ ﺩﺭﺍﺳﻲ ﺍﻛﺘﺐ ﻣﻮﺟﺰﺍ ﳌﺎ‬ ‫ﰲ ﺍﻟﱰﺗﻴﺐ ﲟﺠﺮﺩ ﺃﻥ ﻳﺴﻤﻌﻮﺍ ﺍﻷﻧﺸﻮﺩﺓ ﺣﱴ ﺩﻭﻥ ﺃﻥ‬ ‫ﺳﻴﻔﻌﻠﻪ ﺍﻷﻃﻔﺎﻝ ﻓﻴﻪ ﻭ ﻛﻴﻒ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻮﺍﻟﺪﻳﻦ‬ ‫ﻳﻄﻠﺐ ﻣﻨﻬﻢ.‬ ‫ﺍﳌﺴﺎﻋﺪﺓ. ﺿﻢ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺇﱃ ﻓﺮﻳﻘﻚ، ﻓﻤﻦ ﺍﳌﺮﺟﺢ ﺃﻥ‬ ‫*ﻭﻗﺖ ﺍﻟﻮﺟﺒﺔ ﺍﳋﻔﻴﻔﺔ : ﺍﺧﺪﻡ ﻧﻔﺴﻚ ﺩﻉ ﺍﻷﻃﻔﺎﻝ‬ ‫ﻳﺴﺎﻋﺪﻭﺍ ﰲ ﺍﻟﻘﺮﺍءﺓ ﻭ ﺃﻱ ﻭﺍﺟﺐ ﻣﻨﺰﱄ ﺃﻭ ﺃﻱ ﻣﺸﺮﻭﻉ‬ ‫ﻳﺴﻜﺒﻮﻥ ﻣﺸﺮﻭﺑﺎﺗﻬﻢ ﺑﺄﻧﻔﺴﻬﻢ ﻭ ﻳﻘﻮﻣﻮﻥ ﺑﺎﻟﺘﻨﻈﻴﻒ.‬ ‫* ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﱰﻭﻧﻲ ﻣﻔﻴﺪﺍ ﻟﻶﺑﺎء‬ ‫- ﺍﻓﻌﻞ‬ ‫*ﺍﻟﻮﻗﻮﻑ ﰲ ﺻﻒ : ﻗﺪ ﻳﻜﻮﻥ ﻣﻀﻴﻌﺔ ﻟﻠﻮﻗﺖ‬ ‫ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﻟﻜﻦ ﻳﻨﺒﻐﻲ ﺗﺪﺑﺮ ﻫﺬﺍ ﺍﻷﻣﺮ ﻭ ﻭﺿﻊ‬ ‫ﺷﻴﺌﺎ ﻣﻔﻴﺪﺍ ﻛﺒﻌﺾ ﺍﻷﻟﻌﺎﺏ ﺍﻟﺬﻫﻨﻴﺔ ﺃﻭ ﺃﳊﺎﻥ ﺑﺎﻷﺻﺎﺑﻊ.‬ ‫ﺃﺻﻮﻝ ﻭ ﺗﻘﺎﻟﻴﺪ ﻣﻨﺎﺳﺒﺔ ﻟﻪ.‬ ‫- ﳚﺐ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﻛﺠﺰء ﻣﻦ‬ ‫*ﺍﻟﺘﻘﻴﻴﻢ ﻭ ﺣﻔﻆ ﺍﳌﻠﻔﺎﺕ‬ ‫ﺍﻟﻌﻤﻞ ﺍﻟﻴﻮﻣﻲ. ﳛﺘﺎﺝ ﻷﻥ ﻳﻜﻮﻥ ﻣﻜﻤﻼ ﻟﻠﺘﻌﻠﻴﻢ ﻭ‬ ‫ﺍﻟﺘﻌﻠﻢ ﺍﳌﺨﻄﻂ ﻟﻪ.‬ ‫- ﻓﻴﻤﺎ ﺃﻫﺪﺭ؟ ﻣﺎﺫﺍ‬ ‫*ﺑﻴﺎﻥ ﺑﺎﳌﻌﻴﻘﺎﺕ / ﺑﻴﺎﻥ ﺑﺎﻟﻮﻗﺖ‬ ‫ﻗﺮﺍءﺍﺕ ﻣﻦ ﺍﺳﻄﻮﺍﻧﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﺍﻟﱰﲨﺔ ﺑﺎﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﱰﺑﻴﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﺒﻨﺎﺕ ﺑﺎﻷﺣﺴﺎء 0102ﻡ‬

×