Strategies of optimizing the interindiid!a" re"ations of primar# "ee" st!dents thro!gh
e$tra%!rri%!"ar a%tiities The present dissertation paper is divided in six chapters. In the first chapter I approached problems related to the role of extracurricular activities in developing group cohesion. I described the class of students as a school group, the relations of the individuals within the group and the groups cohesion, the role of extracurricular activities for the optimization of the interindividual relations, the extracurricular activities from The Different Wee! period " all designed as part of the school curriculum. I further concluded the following# students will alwa$s cherish those relations that have developed as a result of their common effort to achieve a purpose. The common effort achieved through confrontation of ideas, acceptance of different opinions, exchanges of messages, and all mae children open up towards developing relations and favours their adaptation to various situations. This is the reason wh$ the common effort needs man$ opportunities to tae place, not onl$ in the school classroom activities but also at extracurricular level. In the second chapter I described the organisation and the way in which the didactic research took place, research entitled# %trategies of optimizing the interindividual relations of primar$ level students through extracurricular activities!. I established the purpose and the aims of the research, the woring h$pothesis, the research variables, I carried out the sampling of the content and of the sub&ects and I described the methods of conducting the research. I organised and described the research following it through all the stages# the pre'experimental stage, the experimental stage and the post experimental stage. The purpose of the research is the following# identif$ing the optimization strategies of the interindividual relations for the ( st grade students through the extracurricular activities begun in period of The Different Wee# To now more, to be the best)!, and continued throughout the second semester as well. The research hypothesis was formulated as follows# the s$stematic use of strategies specific for the extracurricular activities leads, in the case of the ( st grade students, to the development of interrelating abilities and attitudes of acceptance, cooperation and tolerance. The independent variable is represented b$ the s$stematic use of strategies specific for the extracurricular activities with ( st grade students. The dependent variable is represented b$ the interrelating level in the attitudes of acceptance, cooperation and tolerance of the ( st grade students. In the third chapter I presented, anal$sed and interpreted the obtained results. In the fourth chapter I concluded and highlighted a few educational implications# the students benefited from the opportunit$ of guided interrelations through the activities in which the$ communicated, the$ perceived themselves better, the$ helped each other, the$ became closer to one another, thus creating emotional bridges with strong motivational impulses to collaborate and live together in a well'developed group. *hapter five contains the appendages. The present paper ends with the bibliograph$.
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms