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    Newsletter4 5 (1)-1 Newsletter4 5 (1)-1 Document Transcript

    • TUDOR ARGHEZI THEORETICAL HIGHSCHOOL, CRAIOVA, DOLJ 4-5RD Newsletter of the Grundtvig 4-5RD Newsletter of the Grundtvig Partnership Partnership “NO MORE TEARS” 2011-2012YEAR 2012YEAR 2012 N 4-5 N 4-5 NOVEMBER March to June NOVEMBER March to June NEWSLETTER COORDINATORS: TEACHERS: MANAFU GEORGETA-PROJECT COORDINATOR POPESCU OANA-LEARNER STUDENT: GOLBAN CRISTINA-LEARNER SCHOOL YEAR 2011-2012 1
    • 4-5st Newsletter of the Grundtvig Partnership 4-5st Newsletter of the Grundtvig Partnership “NO MORE TEARS” 2010-2012YEAR 2012YEAR 2012 N 4-5 N 4-5 NOVEMBER March to June NOVEMBER March to June International Grundtvig project "No More Tears"CONTENTS Teacher coordinator Georgeta Manafu1.THE1.THE GRUNDTVIG GRUNDTVIGPROJECTPROJECT“NO MORE TEARS”“NO MORE TEARS” High School "Tudor Arghezi"2.PROJECT2.PROJECTACTIVITIESACTIVITIES An internal decision has been issued appointing Ms. Georgeta3. Conflicts3. Conflicts Manafu as the national coordinating teacher of the project on behalf of4. PEER MEDIATION4. PEER MEDIATION the “Tudor Arghezi” Theoretical Highschool. She established a set of criteria in order to start the implementation team: the staff and the learners’ group. Each member of the implementation team has been given certain assignments. We have worked with the project partners to determine how it can be disseminated after each project meeting and during the activities we have held at a departmental level. The project activities we have held until now have been in accordance with those mentioned in the application form: • Each institution has designed a project information board; • The members of the implementation teams have been appointed according to different criteria which have been previously agreed upon by the four participants; • Each partner has conceived and applied questionnaires in order to determine the level of violence in their region and interpreted the results; • The participants have made PowerPoint and ProShow slide shows to present their activities, as well as the traditions, customs and culture of their respective region or country; • Ms. Georgeta Manafu deisgned the project blogspot: http://grundtvigprojectnomoretears.blogspot.com/ 2
    • • We have attended the first transnational meeting in Turkey, organised courtesy of Seyhan Ilce Milli Egitim Mudurlugu. The Romanian team, consisting of three staff members and a learner, presented the following inputs: • The project blogspot designed by Ms. Georgeta Manafu and teh way slide shows can be posted there; • Multimedia presentations of the „Tudor Arghezi” Theoretical Highschool, Craiova, Romania, our customs and traditions and our educational system; • The results of the questionnaires applied to students, teachers and parents related to the level of violence in the department of Dolj; • The activities we have held between August and October. Each of the four participating institutions has sent its own representatives. • The programme of the activities at the meeting included: the presentation of each participating institution, a visit to the Seyhan School Inspectorate and to a state-funded faculty, multicultural soirées, and workshops related to the reduction of school and family violence. • Each partner has been assigned different tasks between November and February;• We have disseminated the first transnational meeting in Adana – Turkey;• At a local level we have organised the following activities: o On the 20th of January – the Inter-county Symposium “Initiation in the ABC of democracy. Social responsibility.” o On the 17th of February 2011- the County debate “The influence of IT and the media on adults’ education”• Between the 21st and the 28th of February we attended the second transnational meeting inViena, Austria, where we discussed about the following presentations designed by the members ofthe Romanian group: • Peer mediation training sessions and a presentation of the standard mediation system, along with its steps and the monitoring and control activities which have been undertaken so far; • School and family violence; • The activities we had held between November and February: the symposium, the debate, and the training and monitoring of the peer mediators; • Tolerance – a European value; • Measures that can be taken for the reduction of school violence; 3
    • The transnational activity was organised by IFMIC, Vienna, Austria and was attended byrepresentatives of all four participating institutions. The Romanian team consisted of three staffmembers and two learners. Each partner presented the activities held between October and February, we assigneddifferent tasks to be fulfilled between March and September 2011, we attended different workshopsrelated to the reduction of school and family violence, and had the chance to get an insight of theAustrian culture. The activities the hosts organised were of an interactive nature. The workatmosphere was open and intercultural. Each partner school shared its difficulties in reducingschool and family violence and the measures they have taken in order to achieve this goal. Wetalked about ways of posting multimedia presentations, articles and the involvment of the learnerson the project blogspot. During our common activities, each partner has had the opportunity to learnabout the culture and civilisation of the other three partners. The working environment was very cooperative and flexible despite the international,multicultural and multilingual nature of the team. Thus the participants have had the opportunity todevelop their personal, cultural, social and civil skills.• The transnational meeting in Viena was disseminated in March and April;• Between April and June we have organized the following activities: • The county conference – School and family violence, a social issue. Case studies, held on the 7th of April 2011 • The county workshop – Useful techniques for conflict mediation, held on the 12th of May 2011 • The round table - Tolerance, a European value, held on the 2nd of June 2011 • The county workshop -“ Violence versus tolerance! ”All activities have been approved by the Teachers’ Body and assessed according to certain qualityquestionnaires. Within our activities we have achieved the following goals: 1. During the inter-county symposium “Initiation in the ABC of democracy. Social responsibility” we have fulfilled the following objectives: • The acknowledgement of the importance of human and cultural diversity; • The promotion of examples of good practice in diveristy, democracy and social responsibility; • The acquisition and materialisation of various methods and techniques that can be used in order to improve the quality of all out-of-school activities related to diversity, democracy and social responsibility; 4
    • • The identification of ways in which schools can relate to communities in order to ensure successful schooling.The result of this symposium was the first issue of the “No more tears” magazine.2. During the county debate “ The influence of IT and the media on adults’ education” we have achieved the following goals:• Examples of how the activities which have been included in the national curriculum can relate to those which have not;• The acknowledgement of the importance of IT and the media in adults’ education;• The presentation of new teaching, learning and evaluation methods based on IT which can be used in adults’ education;• The emphasis on the role of E-learning in adults’ education;The result of this debate was the second issue of the “No more tears” magazine.3. During the county conference – School and family violence, a social issue. Case studies’’ we have achieved the following goals:• The identification of the main factors which lead to violent behaviour;• The analysis of the social consequences of a violent kind of behaviour• The promotion of a set of measures that can be taken in order to prevent school and family violence• The consolidation of the relationship between the school, the parents and the local community The result of the conference was the third issue of the “No more tears” magazine4. During the County Workshop - Useful techniques for conflict mediation we have achieved the following goals:• The promotion of the mediation system as a means of preventing and solving conflicts in an amicable way• The stimulation of the civic spirit, of the cooperation and of the responsible, non-aggressive behaviour within human relationships in school as well as at home.• The identification of various mediation techniques and the emphasis on the training of peer mediators• Role plays to illustrate these techniques5. During the County Round Table - Tolerance, a European value we have achieved thefollowing goals:• The identification of the main types of tolerance (religious, political, racial, etc) ; 5
    • • The understanding of the concept of ‘’freedom of opinion’’; • The promotion of intercultural communication in order to help us develop as European citizens, and acquire a set of knowledge and skills so as to be able to act within an ever more open, complex environment; • The acknowledgement of the importance of the intercultural approach within the framework of formal and nonformal education in nowadays’ international context; • The acknowledgement of the necessity of developing an active European citizenship, based on the respect of cultural diveristy and on common values.The result of the round table was the fourth issue of the “No more tears” magazine. 6. During the County Workshop -“ Violence versus tolerance! ” we have achieved the following goals: • The identification of the effects of a violent type of behaviour in school, family and the society as a whole; • The promotion of tolerance, diversity and assertiveness; • The legal aspects of the prevention of family violence; • The identification of the influence of prejudices and stereotypes in intolerant behaviour; • The development of social abilities. The project was disseminated in all four issues of the “No more tears” magazine, during theteachers’ meetings, on the http://miedolj.forums-free.com/ website,http://tudorarghezicv.blogspot.com/ and on the grundtvigers@yahoogroups.com chat group. The project partners used their emails and yahoo messenger ids in order to communicatebetween themselves, as well as their own mobile phones before the transnational meetings. In order to ensure transparency we posted on the blogspot pictures taken from the activitieswe have held, as well as different presentations designed by our learners. Due to the activities we have been undertaking we have managed to reduce school violencethis school year. We have designed a newsletter after each transnational activity. We therefore havetwo newsletters, the first one issued in November, and the latter in March. We have also puttogether presentation movies, describing the partnership and the activities that have beenundertaken till the date. The beneficiaries of this partnership are the 50 learners at Tudor ArgheziTheoretical Highschool and the partner schools. An internal decision has been issued toappoint them as learners. 6
    • All activities involved teachers, students and parents, both from our school and fromthe other partner institutions. During the activities we have shared examples of good practice in the reudcation ofschool and family violence Activities which took place between September 2011 and June 2012 Between the 21st and the 28th of September 2011 we attended the third transnationalmeeting in Monterosso, Spain. The schedule of the meeting included a visit to the AdultCentre of Monterroso, a discussion about the multimedia presentations made by the learnersof this project, a presentation of the project newsletters, of the peer mediation systemimplemented at the “Tudor Arghezi” Theoretical Highschool and of the activities each of thefour partners held between March and September, talks with the inmates, as well as acultural programme. The participants were able to see how the Adult Centre of Monterrosowas organized, and the way the staff worked and related to the inmates. We also talkedabout the details of the following meetings in Romania (March - 2012) and Turkey (June -2012) during which the partners will organize a contest and an international symposium, drawthe final report and analyse the finite products of the project, the way in which each partnerhas contributed to the finite products of the project and their impact on the beneficiaries. Activities which took place between October aand February: we wrote the curricula and the training materials for the mediators’ training course“No more tears”; we designed the project for the approval of the ITC and Civil Education contest“Multimedia presentations Say NO to violence” , which was eventually approved by theRomanian Ministry of Education, Research, Youth and Sports;we designed the project for the approval of the International Symposium ”Sharingexperiences and good practices in the educational process”, which was eventually approved bythe Teachers’ Body of the Dolj county;we held the “No more tears” training course in order to train peer mediators (October -November) and their parents (December - February);we organised and held the following activities:1.The workshop called - "Assertiveness. Social skills"2.The round table called - "Examples of good practices in reducing school and family violencein the EU"3.The ITC and Civil Education contest “Multimedia presentations Say NO to violence- thelocal stage on the 3rd of February 2012, the county stage on the 28th of February 2012 andthe cross-county stage on the 19th of March 2012. Between the 18th and the 21st of March the fourth project meeting within the “No moretears” Grundtvig Learning Partnership was held at the “Tudor Arghezi” TheoreticalHighschool in Craiova, Romania. The meeting was attended by representatives of Spain, Austria and Turkey. 7
    • The schedule of the meeting included: a visit of the “Tudor Arghezi” TheoreticalHighschool, a discussion on the multimedia presentations made by the learners in eachpartner institution, an artistic programme coordinated by teachers at the “Tudor Arghezi”Theoretical Highschool involving highschool students of 16 years old and more, a cross-countyITC and Civil Education contest “Multimedia presentations- Say NO to violence” consisting ofthe following sections: posters, Power Point presentations, spots and educational projects,another activity held at the Maximum Security Penitentiary , which included a tour of thepenitentiary, a movie session including short movies made by students at the “Tudor Arghezi”Theoretical Highschool to promote non-violence, and talks with the inmates. We also visitedthe Craiova City Hall, the Metropolitan Cathedral, the central churches, we held theInternational Symposium”Sharing experiences and good practices in the educational process”, as well as a cultural programme. The main objective of the symposium was to exchange opinions, experience and examplesof good practices in the educational systems in the participating countries: Romania, Spain,Turkey and Austria. The results of the project are: the project blog, the project website, multimediapresentations for the trnsnational meetings and for the dissemination of the project, newsletters, the brochure called "Examples of good practices in reducing school and familyviolence in the EU", the six "No more tears" magazines, which are guides to promoting thereduction of school and family violence, diversity, democracy and social responsability, andthe English magazine promoting international exchange ”Sharing experiences and goodpractices in the educational process”. Between March and April 2012 the third “No more tears” training course for peermediators was held at the “Tudor Arghezi” Theoretical Highschool. The fifth meeting in the “No more tears” Grundtvig Learning Partnership was held inAdana, Turkey, between the 6th and the 8th of June 2012. At this meeting each partnerpresented the activities held by their respective institutions between September 2010 andJune 2012, their results, the impact of the project on the learners’ group and there havebeen discussions about the final report. The project in financially supported by the European Committee through the NationalAgency of Community Programmes in the Field of Education and Professional Formation –Grundtvig Sector Programme – Lifelong Learning Programme. The information given above is the sole responsabilty of the project team, the NA andthe European Committee cannot be held responsible for the use and contents of thisinformation. 8
    • Conflicts Teacher Georgeta Manafu High School Tudor Arghezi Teacher Marinela Calangiu C.C.D. Dolj PEACE is a process by means of which we respond to conflicts and diversity withtolerance, imagination and flexibility; WAR is a product of our intention to crush diversityand intensify conflicts by abandoning the peace process. (George E. Lyon) The aggravation of aggressiveness and violence is one of the most serious problems intoday’s society. In order to prevent school violence we need to take a set of measures so asto prevent, monitor and fight it. Our reactions towards conflicts can be divided into three categories: • Delicate reactions: stepping back, ignoring or denying • Harsh reactions: threatening, aggressiveness or anger • Principle-based reactions: understanding, respecting or solving When choosing a way to solve the conflict it is very important to identify its origins. Its origins can be: • Limited resources: time, money or assets • Unfulfilled basic needs: sense of belonging, power, freedom or good mood • Contrasting values: convictions, priorities, principles or beliefs Mediation is a communication process by means of which a group of people findthemselves in a situation of peacefully solving their own conflict, by and with the help of athird, neutral party. This neutral person is the mediator. When a conflict is solved within theschool area, by another student, the latter is called a peer mediator. It is very difficult, even impossible to open a locked door (if you are not really, reallystrong). But if you have a key to put in the look, you twist it and the door will open.Sometimes, when friends are fighting, they are like locked doors: they do not listen toanyone and they do not open. If you have the key of your friends’ thoughts, you can help themsolve their problems. Fortunately, there are keys which can help you help your friends. Youcan’t touch them, but you can learn how to use them. They are very important because theymake friends and colleagues talk openly about their conflicts. The five keys are: Do not judge. Peer mediators are impartial, even if they think that one of the partsis right or wrong. Do not give advice. Sometimes peer mediators can think of solutions, but they mustnot suggest anything to those involved, it is their conflict and they have to solve itthemselves the way they want to. This is the only way to make them feel responsible. Be equally empathic. An empathetic mediator tries to understand the people whowere involved in the conflict putting himself into their respective place. Avoid taking sides,but try to understand the way in which both of them think and see things. Keep the confidentiality. People feel better when they talk about their feelings andproblems, if they know that the peer mediators will not tell the story to anyone. 9
    • Show that you care. Within the mediation process, the mediators also take peopleinto account. They do everything they can in order to help the others reconcile and solvetheir conflicts. If the mediators respect the mediation process, the others will trust thatusing it will help them solve their problem. PEER MEDIATION Prof. Popescu Oana Liceul Teoretic Tudor Arghezi, Craiova Prof. Avram Florenţa Liceul Teoretic Tudor Arghezi, Craiova Acknowledging the fact that violence is, unfortunately, present in our day-to-day life, our school is trying to implement a system of peer mediation. It basicly means students solving problems between themselves. When there is aconflict between two students, the peer mediators (always in a team) meet the victim of theaggression (either physical or verbal), then the alleged aggressor, then both sides of theconflict and try to make it end peacefully. There is a standard procedure when meeting the victim, consisting of six steps: 1. Introduction (E.g. Hello. My name is ..., I’m a peer mediator, and this is my colleague, .... he’s not going to say anything, only make some notes.) 2. Describing the facts (E.g. From what I’ve heard, you were involved in a coflict yesterday. What happened exactly?) 3. Determining the emotional impact on the victim (E.g. How did this make you feel?) 4. Determining the emotional impact on people close to the victim (E.g. How did this make your mother feel?) 5. Finding a solution (E.g. What should your colleague do for you to forgive him?* if the victim cannot or will not suggest a solution, the peer mediators will appeal to the authorised school staff) 6. Making an appointment with both sides to actually mediate their conflict. Meeting the aggressor also consists of several stages: 1. Introduction (the same as when meeting the victim). 2. Understanding the cause (E.g. What made you do it?) 3. Detailing the emotional impact on the victim (E.g. Your colleague told me he felt.......) 10
    • 4. Detailing the emotional impact on people close to the victim (E.g. When your colleague got home last night, his mother.......) 5. Presenting the victim’s suggestions (E.g. Your colleague agrees to make peace with you, provided that you... * If the aggressor refuses the solutions presented to him on behalf of the victim, the peer mediators report it to the authorises school staff and let them solve the case) 6. Making an appointment with both sides to actually mediate their conflict. The restaurative meeting takes place after determining a convenient moment forboth sides. It is attended by the peer mediators and by those involved in the conflict. Shouldthe victim or the aggressor require the presence of a parent/ teacher (an adult), anauthorised member of the school staff will also attend the meeting, since students are notallowed to deal with adults directly. This meeting normally ends in a reconciliation, provided that the aggression should nothappen again. The perpetrator is not supposed to have display the same negative attitudetowards either of his colleagues, not only towards the current victim. After a certain numberof bad occurences which are only known by the peer mediators, the student is registered in apermanently updated database, and is subject to gradual sanctions, depending on the gravityand repeatedness of their aggressions. Such sanctions range from getting them involved inextra curricular activities, to spending an extra amount of time in school, or to having themexpelled for a given number of days. 11