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educative/informative
Modelul
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WXOEXUULSVLKLFH
a. Evaluare
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HLXQHLFDWHJRULL
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FRPSRUWDPHQWXOXLRSR]DQW
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foarte frecvent sau are intensitate mare
- instrumente: KID- SCID
b. Obiective
- HOLPLQDUHDVLPSWRPHORUUHVSHFWLYHLWXOEXUUL

Modelul comportamentului asertiv - FRPSRUWDPHQWXO YLROHQW FD L FRPSRUWDPHQW

DJUHVLYRSXVFRPSRUWDPHQWXOXLDVHUWLYLSDVLY
a. Evaluare - poate fi evDOXDWIUHFYHQ DUHODWLYDFRPSRUWDPHQWXOXLDJUHVLYSDVLYL
asertiv;
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2010 12
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b. Obiective
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empatiei)
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2010 13
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NUMELE ELEVULUI :
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/ ora Contextul pe termen
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(locul) scurt
prezente lung
(imediate)

2010 14
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2010 15
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2010 16
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_________________________________________________

2010 19
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Chestionar pentru CADRE DIDACTICE

9DUXJDPVDPHQ LRQD Lmarcnd FXXQ[ODUXEULFDFRUHVSXQ]toare - formele de conduita

DJUHVLYDVLIUHFYHQWDFXFDUHD i observat ca se manifesta n coala dvs.:
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Nici o rareori uneori deseori Foarte

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mbrncirea
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profesori
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2. In contextul psiho-social ac ioneaz o serie de factori care favorizeaz conduitele agresive
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)DPLOLDVWLOXOHGXFD ional al prin ilor
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Nivelul de educa ie
Mass-media
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Personalitatea dificila a elevului
Agresivitatea observata la al ii
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6WUHVXOcolar SULQRUDUXOSUHOXQJLWVXSUDvQFrcarea programei etc
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3 Pentru mine, sursele de conflict cu elevii sunt (ncercui i):

indisciplina elevilor la ore
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neimplicarea SrLQ LORUOLSVDGHHGXFD ie in familie
SUREOHPHSHUVRQDOHFHQX in de elevi

2010 20
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VXSHUILFLDOLWDWHDHOHYLORUvQDFWLYLW ile colare

nu exista surse de conflict
altele......

4. Ca si profesor, consider ca-PLSRWVWpni clasa prin (ncercui i):

dialog, exemplu personal, comportament coreFWIDWDGHWR i elevii,
ore motivante, atractive
negociere
ridicnd vocea
DPHQLQ ri cu ascultarea
un sistem de reguli conceput mpreun cu elevii
DOWHPHWRGH

5. ) FkQGDSHOODH[SHULHQ a dvs, care este clasa/nivelul de vrsta la care se nregistreaz mai

frecvent cRPSRUWDPHQWHDJUHVLYHvQFHUFXL i)
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'XS prerea dvs, ce masuri ar trebui sLDcoDODSHQWUXGLPLQXDUHDDJUHVLYLW ii / violentei

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amenda, munca in folosul scolii, organizarea careului scolii,etc)
Consecventa tuturor cadrelor didactice in aplicarea masurilor preventive si coercitive
&RODERUDUHDPDLVWUkQVFRDO- familie
$ERUGDUHDGLIHUHQ iat a elevilor (n func ie de personalitate )
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unei muzici de buna calitate etc
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&RODERUDUHDFX3ROL ia de proximitate
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Altele.........................

9D PXO umim pentru colaborare !

2010 21
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Chestionar pentru elevi

n ultima vreme, n spHFLDOSULQFRQWULEX LDPDVV-PHGLDPDLPXOWHDFWHGHYLROHQ GLQ

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VRULOR la elevi la profesori
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SU
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distrugerea de
obiecte
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elevilor de la ore
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de a-L ndeplini
sarcinile
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ore

2010 22
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ndreptate mpotriva ta:
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Nici 1- 3- 6- 11- Peste Nici 1- 3- 6- 11- Peste
o 2 5 10 20 20 o 2 5 10 20 20
dDW ori ori ori ori GDW ori ori ori ori
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HWLFKHWUL
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sarcinile
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ore

2010 23
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Nici 1- 3- 6- 11- Peste Nici 1- 3- 6- 11- Peste
o 2 5 10 20 20 o 2 5 10 20 20
GDW ori ori ori ori GDW ori ori ori ori
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cuvinte obscene
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ore

2010 24
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

Chestionar SHQWUX SULQ L:

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PXOWVLWXD LHLGXPQHDYRDVWU

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Total Intr-o mai Nici acord 8RUGH Total de

dezacord PLF nici acord acord
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dezacord
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agresivitatea pentru a
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RE LQXWHVWHvQIDYRDUHD
ta, atunci utilizarea
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$JUHVLYLW LLWUHEXLHV-i
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mi arat clar aprecierea
cnd copilul meu face
ceva pentru mine
sunt multe conflicte
vQWUHFRSLOXOPHXL
mine pe care nu le pot
rezolva

2010 25
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

Adeseori sunt
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meu
Eu sunt foarte mndra
de copilul meu
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meu
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cnd i explic ceva
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]LFXFRSLOXOPHXP
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ntotdeauna frumos
mi laud, complimentez
copilul atunci cnd a
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mi fac timp sa-mi
ascult copilul meu
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DYHPSUHULGLIHULWHvPL
impun punctul de vedere
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bine pentru el
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este un semn de
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mine
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aproape deloc regulile
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meu
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pe mine n rezolvarea
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LvPLIac treaba mai
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0GHUDQMHD]FkQGDO L
oameni sunt mai buni
dect mine

2010 26
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

Fericirea mea depinde

foarte mult de fericirea
celor din jurul meu
De obicei mi sacrific
interesul propriu in
favoarea altora
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Total Intr-o mai Nici acord 8RUGH Total de

dezacord PLF nici acord acord
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dezacord
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vPLIDFHSOFHUHV
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care implica
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colaboratorilor mei
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pentru mine
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sacrific propriul
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petrecerea timpului
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SOFHULL

2010 27
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

Membrii familiei ar
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XQL LLQGLIHUHQWFH
sacrificii sunt cerute
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face lucruri mai bine
dect mine, devin
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0VLPWELQHFkQG
cooperez cu DO LL

2010 28
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

3 ODQ GH DFWLYLWDWH HGXFDWLY

Clasa: a IV- a
Modulul II: &RPXQLFDUHLDELOLW LVRFLDOH
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L IRUPDUeade
LQWHUDF LXQHVRFLDO
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VGLVWLQJvQWUHWLSXULOHGHFRPXQLFDUHDJUHVLYLQRQYLROHQW
-
-V-LIRUPH]HGHSULQGHULGHFRPXQLFDUHQRQYLROHQW
Resurse- de timp: 50 minute
materiale:
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'HVI XUDUHD DFWLYLW LL

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EDWWRXOVSUHVWkQJDHOHYLL
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GH
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WR L
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FDSWDUHDDWHQ LHLHOHYLORU

Activitatea propriu-]LV

/DFHUHUHDvQY
OH SUHIHU WRUXOXLHOHY
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WUHEXLH
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V DQLPDOHOHGLQ LPDJLQL L VVSXQFH WLX GHVSUHHOHL SHFDUHGLQWUH
DQLPDOHvOFRQVLGHUEXQSHFDUHvOFRQVLGHUUXLGHFH$VWIHOvQY
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DVRFLH]H
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DJUHVLYFRUHVSXQ]WRUHYDOXULORUHWLFKHWHORU3HQWUXDVHDVLJXUDFDXvQ HOHVvQY
WRUXORIHUXQ
exemplu elevilor:
9RUELQGGHVSUHOXFUDUHDXQXLFROHJGHFODV
/LPEDMGHJLUDI/XFUDUHDWDDUHSHWHLJXULREVHUYDUHGHVFULHUH
/LPEDMGHDFDO/XFUDUHDWDHVWHPL]HUDELOHYDOXDUHHWLFKHWDUH
QDFHVWPRPHQWDOOHF LHLvQY WRUXOOHVSXQHHOHYLORUFXUPHD]XQMRF3HUHFKLGH
GHWHFWLYL)LHFDUHYDDOHJHXQELOH HOGLQWU-XQFRXOH SHFDUHHVWHQRWDWRSURSR]L
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HO
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SURSR]L LH GHVFULH XQ FRPSRUWDPHQW vO FDXW SH FHO D FUXL SURSR]L LH HYDOXHD] DFHODL
FRPSRUWDPHQW L LQYHUV &kQG V-DX JVLW FHL GRL GHWHFWLYL YLQ vQ ID D FODVHL vQ
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3 D IL PDL DQWUHQDQW MRFXO vQY WRUXO SRDWH FHUH HOHYLORU V UHDOL]H]H
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repede, premiind
FkW PDL primele perechi de detectivi.
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HVWHOLSLWSHRFRDODOE$3HFRDOV-DQRWDWvQSUHDODELOWLWOXOILHFUHLFRORDQHGHELOH
HOH FDUHXUPHD]DILOLSLWH2EVHUYD LH'HVFULHUH- Evaluare/Etichetare.

2010 29
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

/D VIkULWXO MRFXOXLVH SRDUWRGLVFX LH SULYLQG OLPEDMXOSHFDUHvOSUHIHU D ILIRORVLW

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VXQWvQFXUDMD LVIRORVHDVFOLPEDMXOGHJLUDIFkWPDLGHV

(YDOXDUHD DFWLYLW LL

Elevii sunt rXJD LVFRPSOHWH]HXUPWRDUHOHSURSR]L LL

QDFWLYLWDWHDGHD]LDPvQY DW

2FXORDUHSRWULYLWSHQWUXOHF LDGHD]LHVWHSHQWUXF

Bibliografie:
S. Hart & V.K.Hodson (2004)- Ora de comunicare nonviolent, Elena Francisc Publishing

2010 30
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

$1(;

PERECHI DE DETECTIVI

2%6(59$,( '(6&5,(5( EVALUARE/ ETICHETARE

Ea mi-DGDWRSUMLWXU (DHVWHJHQHURDV

8OWLPDGDW FkQG QH-am jucat Tu joci prea dur.

vPSUHXQDPVIkULWSULQDPUQL

El mi-DFHUXWVLQWUXvQMRF El este prietenos.

Nu ai rezolvat problema. (WLSURVW

El i-D VSXV vQY WRUXOXL F O-am
El este un prcios.
jignit.
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ntrebe.
Nu mi-DSOFXWILOPXODFHVWD A fost un film ngrozitor.

7H PLWL vQDLQWH L vQDSRL SH

(WLIRDUWHDJLWDW
VFDXQ
iar acesta se ncOLQ
(OEDWHFXSXPQXOvQPDV El este foarte furios.

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rnd.
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DPHQLQ
El m-a mpins n afara rndului. El este agresiv.

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PDWHPDWLF
I-D VSXV PDPHL F QX HO D VSDUW
Este un mincinos.
JHDPXOGHLHXO-DPY]XWFkQGO-a
spart.

2010 31
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

Conflicte ca-n filme

CLASA: V - VIII
TEMA: 0DQDJHPHQWXOVLWXD iilor conflictuale
DURATA: 50 minute
OBIECTIV GENERAL: ,GHQWLILFDUHD VLWXD LLORU FRQIOLFWXDOH
L D SRVLELOHORU
PRGDOLW i de rezolvare a lor

OBIECTIVE SPECIFICE:

6D GHILQHDVF QR iunea de conflict

UHFXQRDVF
6 IDSWXO F H[LVW PDL PXOWH VLWXD ii conflictuDOH VL PRGDOLW L GH D UH]ROYD
un conflict
6GH]YROWHXQHOHVWUDWHJLLGHUH]ROYDUHDFRQIOLFWXOXL
METODE: EUDLQVWRUPLQJGLVFX LLvQ grupul mare, munca in echipa
RESURSE: ILDGHOXFUX- &RQIOLFWH FD-Q ILOPH;
EVALUARE: mini-portofoliu cu tema 0HWRGH GH PDQDJHPHQW DO FRQIOLFWHORU
'(6)85$5($
&HUH LHOHYLORUVDGHILQHDVFQR iunea de conflict si sa dea cat mai multe exemple
de situa ii conflictuDOHGLQGLYHUVHVXUVHILOPHFr i, de exemplu cr ile sau filmele
GLQVHULD+DUU\3RWWHU]LDUHUHYLste, stiri de televiziune etc.)
Spune i elevilor ca vor avea sarcina de a completa iQ ILVD GH OXFUX VLWXD ii
conflictuale intre personajele filmului/ romanuluL VDX DOH XQHL SRYHVWLUL SXWH i
viziona filmul in clasa)
&HUH L HOHYLORU V DQDOL]H]H vPSUHXQ cu colegul de banca situa iile conflictuale
descrise si strategiile utilizate pentru rezolvarea conflictelor (din roman, povestire
sau film).
Solicita i elevilor sa dea exemple de strategii eficiente de rezolvare a conflictelor
Discuta i cu elevii exemple din experieQ D SHUVRQDO VL GHVSUH PRGDOLW ile de
rezolvare a conflictului pe care lHSRWXWLOL]DLQVLWXD iile cu care se confrunta ei.
3XUWD LRGLVFX LHFXHOHYLLSHED]DvQWUHEULORU
De ce apar conflictele?
Rezolvarea conflictelor e dificila, pentru ca FHL LPSOLFD L LQWU-un conflict
vQFHDUF V vi impun propriul punct de vedere, nelund in considerare
opinia celuilalt.

2IHUL LHOHYLORUFkWHYDPRGDOLW LGHUH]ROYDUHHILFLHQWDDFRQIOLFWHORU
Utilizarea mesajelor la persoana I pentru a descrie problema

2010 32
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

([HPSOX&kQGDMXQJLODFRDOWkrziu, dupFHRUDDvQFHSXWHXPvngrijorez pentru ca nu

tiu ce LV-a ntPSODW
ReflHFWDUHD VHQWLPHQWHORU SHQWUX D vQ elege si clarifica ceea ce simte
FHDODOW persoana
([HPSOX(ti supUDW
0LVHSDUHFD VLP L
Generarea a FDWPDLPXOWHVROX LLSRVLELOHvPSUHXQ
([HPSOX&DUHFUH]LFDVXQWOXFUXULOHSHFDUHOHSXWHPIDFH"
Analiza alternativelor si alegerea variantei pozitive
([HPSOX&DUHFUH]LWXFDHVWHFHDPDLEXQD"
2E inerea unui angajament (in fata clasei sau a ctorva colegi)
([HPSOX&kQGYRPIDFHDVWD"
Planificarea datei la care se face evaluarea (este foarte importanta
reevaluarea deciziei luate, pentru a vedea daca persoanele implicate in
conflict si-au respectat partea lor de angajament)
([HPSOX3HQWUXFDWWLPSYRPIDFHDVWD"
&QGYRPGLVFXWDGLQQRXGHVSUHDVWD"
) LD GH OXFUX Conflicte ca-n filme

Un conflict intre personajele

filmului/ romanului sau
povestirii
Ce a determinat acest conflict?

$XUH]ROYDWQHvQ elegerile?
Daca da, cum?
Daca nu, ce ar fi putut face
pentru a le rezolva?

Bibliografie

1. /HPHQL*0LFOHD0FRRUG&RQVLOLHUHL2ULHQWDUH *KLGGHHGXFD LH
SHQWUXFDULHU(GLWXUD$6&5
2. /HPHQL * 3RUXPE 0 FRRUG $FWLYLW L SHntru clasele V-VIII.
&RQVLOLHUHL2ULHQWDUH *KLGGHHGXFD LHSHQWUXFDULHU(GLWXUD$6&5

2010 33
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

5('8&(5($ 9,2/(1(, 1 0(',8/ &2/$5

Plan de activitate

Nivel de vrsta: cl. IX-XII

ScopUHGXFHUHDPDQLIHVWULORUYLROHQWHvQPHGLXOFRODU
Obiective:
IdentificareDXQRUIRUPHGLIHULWHGHYLROHQ vQPHGLXOFRODU

$ERUGDUHDLUH]ROYDUHDXQRUVLWXD LL-SUREOHPDVXPkQGX-LGLIHULWHUROXUL

'H]YROWDUHDDELOLW LORUGHFRPXQLFDUHLQWHUSHUVRQDOLUH]ROYDUHDXQRUFRQIOLFWH
Identificarea unor strategii de prevenLUHLFRPEDWHUHDYLROHQ HLvQPHGLXOFRODU
Durata: 50-60 min
'HVI XUDUH-metode/ strategii:

- 6SDUJHUHD JKH LL LGHQWLILFDUHD SUREOHPHL :

&HUH LHOHYLORUVUVSXQGvQVFULVSULQGDVDXQXODvQWUHEULOHSHFDUHOHYH LFLWLGYV
&LWL LUDUOLVWDGHmai jos:
- LV-DvQWkPSODWVILLSRUHFOLWVDXMLJQLWGHFROHJLLGHFRDOFODV"
- $LDVLVWDWYUHRGDWODvPEUkQFLULVDXEWLvQWUHFROHJLLGHFRDOFODV"
S-DvQWkPSODWVILLDPHQLQ
- DWGHFROHJLLGHFODVFRDOVDXDLDPHQLQ DWFKLDUWXSH
DO LL"
- Ai SOPXLWFLXSLWVDXORYLWLQWHQ LRQDWSHFLQHYDGLQOLFHX"
- $LUHIX]DWYUHRGDWVUHDOL]H]LVDUFLQLOHLPSXVHGHSURIHVRUL"
- $LIRVWYUHRGDWGHSRVHGDWGHRELHFWHOHSHUVRQDOH"
- Colegi din clasa ta au deterLRUDWVWULFDWEXQXULGLQGRWDUHDFROLL"
S-a
- ntmplaWFDSURIHVRULLVVWULJHODWLQHVDXODFROHJLLWLVDXVYDPHQLQ HvQ
vreun fel?

&HLFDUHDXUVSXQVPFDURGDW'$ODDFHVWHvQWUHEULVVHULGLFHvQSLFLRDUH
3UREDELOQXPUXOHOHYLORUFDUHV-au ridicat n picioare va fi mare, motiv pentru a introduce n
GLVFX LHWHPDSURSXV9,2/(1$10(',8/&2/$5

- Activitatea propriu-]LV
Clasa se mparte pe grupe a cte 4-HOHYL)LHFDUHJUXSYDSULPLXQELOH HOSHFDUHHVWH
VFULVRVLWXD ie-SUREOHPDFWHYLROHQWHFDUHDXORFvQPHGLXOFRODU- vezi Anexa1 sau se
SRWDOHJHDOWHFD]XUL6DUFLQDORUHVWHGHDUH]ROYDVLWXD
asumndu-LXQDQXPLWUROH[SULQWHGLULJLQWDGLUHFWRUXOFROLLFROHJ)LHFDUHHOHYvQ
LDUHVSHFWLYILHFDUHHOHYGLQJUXS
IXQF LHGHUROXOSULPLWDVXPDWvQJUXSYDWUHEXLVvLVSXQSUHUHDVXV LQkQG-o cu
DUJXPHQWHDVWIHOvQFkWVDMXWHODUH]ROYDUHDVLWXD
PVXULGHVROXLHLUHVSHFWLYHLODDGRSWDUHDXQRU
LRQDUHLSUHYHQLUHDXQRUSRVLELOHLQFLGHQWHGHJHQXOFHOXLDQDOL]DWGH
ntregul grup. n final,fiecare grup LYDDOHJHXQUHSUH]HQWDQWFDUHVSUH]LQWHFD]XOL
VROX LLOHDGRSWDWHSHQWUXUH]ROYDUHDVLWXD
LHLSUHFXPLVWUDWHJLLOHGHSUHYHQLUHSURSXV
&RQFOX]LLOHILHFUXLJUXSSRWILvQVFULVHvQWU-RILGHOXFUX- vezi Anexa2.
H
- Evaluarea
HUHDOL]HD]SULQREVHUYDUHDFRPSRUWDPHQWXOXLHOHYLORUSULQDQDOL]DUVSXQVXULORUL
6
DUJXPHQWHORUDFHVWRUDvQDERUGDUHDVLWXD LLORU-SUREOHP

2010 34
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

ANEXA 1

([HPSOH GH VLWXD ii-SUREOHP

3 elevi, clasa a XI-DvQDLQWHDRUHLGHGHVHQLQWUvQVDODGHFODVLVHMRDFORvind cu

SLFLRDUHOHvQGXODSXOGLQFODV'XODSXOVHVSDUJHLWRDWHSODQHOHFXGHVHQHLDOWHREL
HFWH materiale didactice depozitate aici se risipesc pe jos fiLQGFOFDWHvQSLFLRDUHLGHWHUiorate de
cei 3 elevi.

(OHYFODVDD;-DHIDFODVHLvQILHFDUHSDX]vLWULPLWHFROHJHOHVvLFXPSHUHPkQFDUHVXF
FKLDU LJULGHODPDJD]LQXOGLQDSURSLHUHDFROLLXQHRULFKLDUFHUkQGX-OHVSOWHDVFHOH
FXPSUWXULOH&ROHJHOHIDFFHOLVHFHUHQHDYkQGFXUDMXOGHDQX-i UHVSHFWDGRULQ
HOHQLFLGHD
spune dirigintei despre aceastVLWXD LHGHRDUHFHVXQWDPHQLQ DWHvQSHUPDQHQ
FYRUILXUPULWHLEWXWHGHSULHWHQLLHLGXSRUH

Elevi, clasa a X-a se ntlnesc pentru a discuta despre organizarea Balului Bobocilor.
'HRDUHFHQXDMXQJODvQ
vQMXUHXQXOGLQWUHELH
HOHJHUHSULYLQGORFXO LORYLQG-o chiar pe una din colegele prezente. 3HQWUXDVHU]EXQDIDWD
GHGHVIXUDUHDEDOXO
RvPEUkQFHWHSHSULHWHQDDJUHVRUXOXLWUkQWLQG-RODSPkQW
XLvQFHSVVHFHUWHVVH

ANEXA 2

Grupa nr.____________
0HPEULLJUXSXOXLQXPHLSUHQXPHLUROXODGRSWDWLQJUXS
1.
2.
3.
4.
5.
6ROX LH

-PVXULDGRSWDWHGHJUXSSHQWUXUH]ROYDUHDUHVSHFWLYHLVLWXD LL-SUREOHP

- VWUDWHJLLGHSUHYHQ ie

2010 35
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Plan de activitate $JUHVLYLWDWH VDX DVHUWLYLWDWH "

CLASA: a IX-a XII-a

MODUL&2081,&$5($,$%,/,7,/(62&,$/(
TEMA: ) RUPHGHFRPXQLFDUHHILFLHQW$6(57,9,7$7($
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GH]YROWUii personale
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&RQWLHQWL]DUHDXQRUPRGDOLW LGHFRPXQLFDUHSDVLYDVHUWLYDJUHVLYLDFRQVHFLQ
HORU acestora
WDELOLUHD
6 GLIHUHQ HORU GLQWUH DWLWXGLQHD SDVLY DJUHVLYLWDWH GLUHFW VDX
LQGLUHFW
asertivitate
L

RESURSE:
ILDGHOXFUXSHQWUXSURIHVRU- VLWXD LD SUREOHP
PDQXDOHVDXSOLDQWHSHWHPD$6(57,9,7,,
SUGESTII METODOLOGICE :
(YDOXDUHDXQHLVLWXD LLSUREOHPDWLFH
&RQYHUVD LDGHJUXSGH]EDWHULDUJXPHQWUL
Jocul de rol (facultativ)

'(6)85$5(
Profesorul expune VLWXD LD SUREOHP:

Un elev n clasa a IX-D 0LKDL D vQFKHLDW FX VXFFHV R ]L GH FRDO LDU DFXP PHUJH vQ SDUF
V vL vQWkOQHDVF SULHWHQLL 'LQ EDQLL GH EX]XQDU vL FXPS U XQ SDFKHW GH QDSROLWDQH
VXF
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a).Patru elevi LQWHUSUHWHD] MRF GH URO diferitele atitudini posibile ale lui Mihai, vQDFHDVW
VLWXD LH
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Elevul 2VHHQHUYHD]YL]LELOVWULJODSULHWHQLLVLVvOODVHvQSDFHDUXQFSDFKHWXOSHMRV
njurnd, lovind pachetul cu piciorul, etc.
Elevul 3IUVVSXQQLPLFOHODVSULHWHQLORUVXFXOLQDSROLWDQHOHDSRLvLLJQRUDVWIHOvQFkW
HLVVLPWFV-DVXSUDWIRDUWHWDUH
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comportamentul lor-
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nevoiaULHWHQLLPHLG
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EPSUHXQFXJUXSXOVH GLVFXW n ce constau FHOH SDWUX PRGDOLW L GH UVSXQV:

PASIV - DF LRQkQGFDYLFWLPHFUH]kQGFFHLODO LLDXvQWRWGHDXQDFHHPDLEXQVLP LQGX-se

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ASERTIV - v L H[SULPL GLUHFW VHQWLPHQWHOH ILLQG DWHQW L OD VHQWLPHQWHOH FHORU
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F/HF LDVH poate ncheia cu GLVFX LL SH PDUJLQHD XQRU vQWUHEUL de tipul:

&UHGH LFHGLILFLOVILLDVHUWLYIHUPvQVSHFLDOFXSULHWHQLL"
(ULVFDQWVDXQXVv LH[SULPLVHQWLPHQWHOHQHJDWLYH"'HFHGD"'HFHQX"
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68* (67,( SHQWUX FRRUGRQDWRUXO DFWLYLW LL

DFFHQWXD LLGHHDFRQVHFLQ HORUHPR LRQDOHQHJDWLYHLGLVIXQF
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VDX LQGLUHFWH L FHOH SDVLYH PDL DOHV VHQWLPHQWHOH Ge inferioritate),
contrastnd puternic cu beneficiile unei atitudini asertive.

EVALUARE:
2EVHUYD- LDUVSXQVXULOHLSUHVWD LLOHHOHYLORUHYHQWXDODXWRHYDOXDUHD- printr- un
chestionar de asertivitate aplicat elevilor n colaborare cu consilierul psihopedagogic.

2010 37
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

Plan de activitate

'LVFLSOLQD&RQVLOLHUHLRULHQWDUH
3URSXQWRU6DYD/RUHQD
1LYHOGHYkUVWFODVHOH,;-XII
7LSXOOHF LHLGH]EDWHUH
FRSRSWLPL]DUHDVWULLGLVFLSOLQDUHLDFRPSRUWDPHQWXOXLvQFRDOLvQVRFLHWDWHVWL
6
HV VHDSHUHGHWHQWD LLOHODFDUHvLVXSXQHYLD
DLVFXQRDVFSUHYHGHULOHOHJLORUGLQ5RPkQL
2ELHFWLYHGHUHIHULQ
D 6H[SOLFHVHQVXOQR LXQLLGHYLROHQ
6FRQWLHQWL]H]HXUPULOHLDVSHFWHOHQHJDWLYHDOHDJUHVLYLW LLXPDQH
6UHFXQRDVFIRUPHOHGHPDQLIHVWDUHDDJUHVLYLW LLLDIDFWRULORUGHULVF
6PDQLIHVWHvQFRPSRUWDPHQWDWLWXGLQHGHUHVSHFWID GHFHLODO L
6-LIRUPH]HGHSULQGHULGHLQWHUYHQ LHDGHFYDWHvQFD]XULGHYLROHQ
0HWRGHLSURFHGHHFRQYHUVD LDH[SXQHUHDVWXGLL de caz, problematizarea, lucru pe grupe,
brainstorming
Forme de activitate: individual, colectiv, pe grupe
0LMORDFH GH vQY PkQW ILH GH OXFUX IOLS-chart, videoproiector- prezentare Power- Point,
markere, articole din ziar

Scenariu

1. 3 UHJ WLUHD SVLKRORJLF D FODVHL

0RWLYDUHD HOHYLORU VWkUQLUHD FXULR]LW LL L LQWHUHVXOXL SULQ H[SOLFDUHD
QHFHVLW
dezbate laLL
orele
GHdeDconsiliere temele legate de devierile comportamentale.
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3 DQXQ WHPD RUHL GH FRQVLOLHUH L RULHQWDUH (O SRDWH GLVWULEXL
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XQHOH D
3. 'HVI XUDUHD DFWLYLW LL
'XSDFHVWPRPHQWRFSURIHVRUXOYDDGUHVDHOHYLORUXUPWRDUHOHvQWUHEUL
Ce fel de reviste sunt acestea? Ce rHSUH]LQWHOH"&HSUHUHDYH LGHVSUHHOH"&LWL LDFHVWJHQ
GH DUWLFROH" 'H FH" ( ELQH F VRFLHWDWHD SHUPLWH DSDUL LD ORU" &DUH VXQW HIHFWHOH
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toleraQW FX DJUHVLYLWDWHD
LDHVWHGL GLQ PDVV-PHGLD" 1X VXQW RDUH WUDQVIRUPD L vQ LGROL XQLL
DQWLHURLDJUHVLYLGLQILOPH"&HVROX
HURL VDX ULMDWSUL LLDPSXWHDDGRSWDSHQWUXVWRSDUHDDJUHVLYLW LL"
Profesorul
QvQWUHEU scrie pe coala de flip-FKDUW FXYkQWXO YLROHQ L FHUH FkW PDL PXOWH
GHILQL LLDOHDFHVWHLDIUDFULWLFDLHYDOXDGHILQL
LOHSUREO LLOHFROHJLORU&HHVWHYLROHQ
GHILQLD"'HFHGLIHU
LLOHSHFDUHRDPHQLLOHGDXYLROHQ
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SXWHDILJVLWHSHQWUXDIDFHID
WH1XHVWH
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XH[HPSOHGHFRQIOLFWHvQFRD
implicate
HWDWHDS
etc.
&XPO DU DUWD
UHD VRFLHWDWHD QRDVWU GDF QX DU H[LVWD YLROHQ " &DUH HVWH UROXO
IDPLOLHL
LGHQWLILFDUHDLHOLPLQDUHDIDFWRULORUGHULVFH[LVWHQ
vQ
SUHYGSHGHSVHOHSULYLQGVYkULUHDLQIUDF
LvQIDPLOLH"6HYRUFLWLFkWHYDDUWLFROHFDUH LXQLORUGHIXUWYWPDUHFRUSRUDOYLRO
URIHVRUXO
3 GLVWULEXLH PDWHULDOXO UHIHULWRU OD IRUPHOH DJUHVLYLW LL FXP SXWHP
agresivitDWHD
FRPEDWH 'XS DFHDVWD SURIHVRUXO OH FHUH HOHYLORU V FRPHQWH]H V SXQ vQWUHEUL
UHIHULWRDUHODPDWHULDOXOSULPLW&HSUHUHDYH LGHVSUHEkUIH"1LV-
VILPLURQLFLFXFHLGLQMXU"&HUHHOHYLORUVSRYHVWHDVFvQWkPSOULGLQYLD
DvQWkPSODWRDUHVEkUILP
SULPHMGXLWDUPRQLDFROHFWLYXOXLLFXPDXIRVWUH]ROYDWHDFHVWHFRQIOLFWH
DFODVHLFDUHDX

2010 38
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

PSDUWH HOHYLORU ILD &XP V UHFXQRDWHP YLROHQ D"DQH[D FHUkQG V FRPSOHWH]H FX

VLWXD LLGHYLROHQ ODFRDODFDVOD79HWF&kWHDVWIHOGHDFWHYLROHQWHD
LREVHUYDW"'HFH
FUHGH LFHVWHDWkWDYLROHQ vQMXUXOQRVWUX"
)RWEDOXOER[XOVXQWDJUHVLYHVDXYLROHQWH"
Li se propune elevilor ntrebarea: Care din problemele enumerate la flip-chart sunt
frecvent ntlnite n comportamentul elevilor: minciuna FDSULFLXO vQFS kQDUHD OLPEDMXO
YXOJDUDJUHVLXQHDIL]LFDJUHVLYLWDWHDSULQJHVWXULIXUWXULYDQGDOLVPXOFRODUIXJDG
HODRUH" 6HDFRUGSXQFWDMH- FHOPDLIUHFYHQW
'HFHDMXQJXQLLHOHYLODFHDUWVDXEWDLH"8QGHVHVIkUHWHMRDFDPRELOLWDWHDLXQGH
vQFHSH DJUHVLXQHD YLROHQ D" 7R L HOHYLL VXQW SUHGLVSXL V VYkUHDVF DVWIHO GH
IDSWH"
DWLWXGLQHWUHEXLHVDYHPID
&H GHDFHWLD"
4. Evaluare
HGLVWULEXLHHOHYLORUVWXGLLOHGHFD]DQH[FROLOHGHIOLS-chart,
6 markere, cerndu-OHV
noteze:
1. &DX]HOHFDUHDXGXVODvQWkPSODUHDUHODWDW
2. &RQVHFLQ HDOHDFWXOXLDJUHVLY
3. &HPVXULPRGDOLW LGHSUHYHQLUHFUHGH LFWUHEXLHOXDWH
HVWUkQJFROLOHGHODILHFDUHJUXSLVHOLSHVFSHWDEOLDUOLGHUXOJUXSHLYLQHvQID
6
DFODVHL
pentru a prezenta aILUPD LLOHUHVSHFWLYH6HGHVSULQGFRQFOX]LL
HQWUXDOLVHvQWLSULPDLELQHvQPHPRULHFDX]HOHDJUHVLXQLORUVHYRUDILDFkWHYDSODQH
3
FDUHDXIRVWvQSUHDODELOSUHJWLWHGLQFDUHVUHLDVDFHVWHFDUHQ HDQH[D
5. Concluzii
Profesorul trage conclu]LLFXHOHYLLVLLQRWHD]ILHFDUHRLGHHSHFDUHDXUH LQXW-o din
DFWLYLWDWH 6H IDF DSUHFLHUL GH FWUH SURIHVRU vQ IXQF LH GH PRGXO GH LPSOLFDUH LGHL
VROX LL EXQHLQGLYLGXDOLvQHFKLS LQkQGVHDPDGHSUHULOHHOHYLORU

Bibliografie:
1. %ROR ' 6OJHDQ ' *KLG GH HGXFD LH FLYLF L DQWLLQIUDF LRQDO (G
Eurodidact, Cluj Napoca, 2003
2. 0UJLQHDQ X'3HWURPDQ&&RQVLOLHUHLGLULJHQ LH- FRQVXOWD LLYRO, FRRUG
,6-7LPL(G(XURELW7LPL RDUD

2010 39
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ANEXA 1
) 250 ( $/( $*5(6,9,7,I UMANE
A. ) L]LF
3 ULYLUHD IL[ GXU DPHQLQ WRDUH
$PHQLQ DUHD LQGLUHFW VDX I L
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&LXSLWXO ]JkULDWXO WUDVXO GH S U
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5 ]ERLXO- IRUP DEHUDQW SDWRORJLF DWRWGLVWUXJ WRDUH

B. 9 HUEDO
Batjocura
Jignirea
Cuvinte grosolane
Ironia
Brfa, intriga, calomnia
Ponegrirea cuiva
ntinderea de curse
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/XDUHD vQ UkV D FHORU VODEL QHDMXWRUD L QHvQGHPkQDWLFL

$7(1,(! $JUHVLYLWDWHD vQYD

VH ! $JUHVLYLWDWHD SURYRDF
VXIHULQ L HVWH
GLVWUXJ WRDUH!
CUM PUTEM COMBATE AGRESIVITATEA
6HPQDOH GH OLQLWLUH GH FDOPDUH WUDQVPLVH SULQ PLPLF JHVWLF
Un zmbet prietenos
8Q VWUkQV GH PkQ R PkQJkLHUH
Cadourile, florile
Cultura: lectura, muzica, pictura etc.
Sportul
Prietenia
,03257$17! )L L EOkQ]L WROHUDQ L!

2010 40
 &(1758/-8'(($1'(5(6856(,$6,67(1('8&$,21$/ CLUJ

&XP V UHFXQRDWHP YLROHQ D"

,QGLFD LL1RWD LvQFRORDQDLQWLWXODW9LROHQ D REVHUYDW VLWXD

la LLYLROHQWHDFDVODFRDO
televizor, OD ORFXO GH MRDF VDX vQ RULFDUH DOW SDUWH Q FRORDQD LQWLWXODW
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LD" ID VLWXD LHL"

2010 41
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ANEXA 2

CAZUL 1
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URXLVXIODGHSDUFDWXQFLDUILVRVLWGLQWU-RFXUVGHDOHUJDUH
- Ce s-a ntmplat? am ntrebat.
- 'HPDLPXOWYUHPHPL-a spus C. murdar de snge, P. mi spune /XQJDQX. Face acest
OXFUXQXQXPDLFkQGVXQWHPvQWUHQRLFROHJLLGHFODVFLLvQFXUWHDFROLL n pauze,
vQFkWDXDX]LWLFRSLLLGLQDOWHFODVHLvQFHSVPLVHDGUHVH]HFX/XQJDQX L-am rugat
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- Dar clasa n-a intervenit?
- Ba da! Mi-DXUVSXQVPDLPXO LHOHYL'DFQXLQWHUYHQHDPVHEWHDXPDLUX

CAZUL 2
Elevul Mihai din clasa a X a face parte dintr-RIDPLOLHRUJDQL]DWFXRVLWXD LHPRGHVW(O
PHUJHODFRDOvQ HOHJHVLWXD LDPDWHULDODIDPLOLHLVDOHLGRUHWHV-
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matematica, pe PRWLYXO F SURIHVRUXO vO SHUVHFXW 3URIHVRUXO REVHUY L vO vQWUHDE FH VH
vQWkPSOFXHO
- Ce-OLQWHUHVHD]SHHO"(SUREOHPDPHDWLXHXFkQGVvQY
ntr-R]LWDWOVXvOvQWUHDEFXPPDLPHUJHFXFRDOD%LDWXOvLUVSXQGH
- %LQHWDWELQH
n ziOHOHXUPWRDUHDHYLWDWRUDGHPDWHPDWLFLDUSHOkQJHDLSHDOWHOH3OHFDvQILHFDUH
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De unde le ai?
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3KRLQUHDXFK LJULOHQWU-R]LYkQ]WRUXO
uneiLXOHDXLIX
tarabe l-DSULQVSHSULHWHQEJkQGREULFKHWvQEX]XQDU$VWULJDWODHOIFkQGX-OKR
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L VUL vQ DMXWRUXO SULHWHQXOXL 6WULJ OD UkQGXO VX vO IFX PLQFLQRV SH
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WUH LQSHSULHWHQ6HDGXQPXOWOXPH
DSUXL3ROL LDFDUHOXPVXULOHQHFHVDUH

CAZUL 3
'HFkWHYDVSWPkQL9DQ'DPPHun elev din clasa a X a care se mndrea cu porecla ce-o
DYHDGDWRULWPXFKLORUSHFDUHL-LH[SXQHDQHvQFHWDWFKLQXLDXQHOHYPLFLVOEX
D,;DLSXQHDSLHGLFvOvQJKLRQWHDvOXUPUHDvQWU-XQORFUHWUDVGLQFXUWHDFROLLL-i
GLQFODVD lua
ghiozdDQXO $FHVWD QX vQGU]QHD V VSXQ QLPLF L QLPQXL GH WHDPD EWLL SURPLVH GH
ILHFDUHGDW3kQvQWU-R]LFkQGXQFROHJDOYHGHWHLvLDWUDJHDWHQ LDFQXDDWUHEXLHVVH
poarte cu un coleg de-DOOXLLFvOYDVSXQHGLUHFWRUXOXLGDFQXvQFHWHD]. Acesta a fost
PRWLYXOSHQWUXFDUHDvQFHSXWEWDLD/XD LODvQWUHEULGHGLULJLQWH9DQ'DPPHUVSXQGH
orgolios:
- 'DFQXVHXLWODILOPHLQXWLHVVHEDWGHFHQX-L LQHJXUD"

2010 42