International Prophylactic Programme
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International Prophylactic Programme International Prophylactic Programme Document Transcript

  • 2009-2011International Prophylactic Programme 1|P age
  • CONTENTSINTRODUCTION......................................................................................................................... 3TOLERANCE ALPHABET ........................................................................................................... 4AGGRESSION QUESTIONNAIRE RESULTS................................................................................ 5 Bulgaria ......................................................................................................................... 5 Poland ............................................................................................................................ 6 Romania......................................................................................................................... 7 Slovakia ......................................................................................................................... 8 Spain ............................................................................................................................ 10 Turkey…………………………………………………………………………..…... 12LESSON PLANS ........................................................................................................................ 13 Bulgaria ....................................................................................................................... 13 Romania....................................................................................................................... 16 Slovakia ....................................................................................................................... 43 Poland .......................................................................................................................... 47 Turkey………………………………………………………………………………. 61 Spain……………………………………………………………………………...…. 64PSYCHOLOGICAL WORKSHOPS PLANS ................................................................................ 71 Workshop 1 ................................................................................................................. 71 Workshop 2 ................................................................................................................. 76 Workshop 3 ................................................................................................................. 81 Workshop 4 ................................................................................................................. 83 Workshop 5 ................................................................................................................. 88Prophylactic Ideas .................................................................................................................. 90 2|P age
  • INTRODUCTIONPedagogical Dictionary describes prophylactic actions as “all of the actions against unwantedphenomena in development and behaviour of people.” It is very important especially amongyoung people who approach the age of adolescence – the most important developmental stagefor creating personality and proper self-esteem. Much potentially dangerous behaviour isformed during this period. Reacting to those is critical in forming good patterns of behaviourand preventing pathological states. Responsibility for those actions is held not only by parentsbut also by schools. That is why our Comenius project “To live in agreement. Togetheragainst violence and conflicts” tried to deal with the problem of aggression. The mostimportant part of this project was implementing prophylactic programmes that are going toprevent students from aggressive behaviours. Our International Prophylactic Programme wasthe response to the increasing problem of aggression in our schools (especially psychologicalone). Our programme consists of lesson plans and workshops scripts but also contains otherprophylactic ideas for actions during a school year. It was designed to be a practical tool thatcould be used not only in our schools but also in all European countries. 3|P age
  • TOLERANCE ALPHABET A – All together can raise the world B – Big problems, big solutions. C – Coz you wouldn‟t like to do it to your sons D – Discrimination doesn‟t drive us anywhere E – Eyes should be open, so let‟s be open - minded F – Find everybody the same G – Give the chance H – Humiliation is bad I – It‟s OK to be gay J – Just love everybody K – Key to better relations with each other is tolerance L – Love is all you need M – Make love, not war N – No discriminationO – Organise projects and actions protecting us from violence P – Patience is a key R – React S – Support T – Thinking U – Unity W – World Z – Zero aggression 4|P age
  • AGGRESSION QUESTIONNAIRE RESULTS Bulgaria Even though in most schools there is an appointed commission working with casesof violence among students, the results from the survey and interviews indicate the needfor a more active involvement of the pedagogical advisor. The latter has been taken int oaccount and for that reason from the current year there are two pedagogical advisers –one for the pre-secondary stage and one for the secondary stage. This has not led to aconsiderable decrease of aggressive acts so far but definitely has improved the work ofthe pedagogical advisors with students and we are sure the corresponding results will beobserved very soon. The work of the pedagogical advisor can also be facilitated byengaging students who can be quite helpful in coping with problems their classmatesmight be experiencing - appointing students as mediators in dealing with conflicts. Another aspect that has been indicated by the interviews with teachers and parentsis the need for parents‟ involvement. Parents admit and teachers testify about it –children are different at school from what they are at home. Therefore, frequent meetingswith parents and parents‟ involvement in school activities could be a step to the rightdirection. Integrating the topic of violence and aggression in the regular curriculum byexploring its definition, causes, factors and consequences in different subjects andperspectives can also prove to be useful for coping with the problem. We should also mention the importance of physical activities – not only practicingpopular sports (there are various exercises specially designed to release stress – e.g.forms of martial arts, Paneurhythmy). Last but not least, involving students in creative extracurricular activities is a verypositive way of engaging their attention and energy and at the same time teaching themto work together. Although it‟s a world spread practice, Bulgarian schools, for example,still show a certain lack of many extracurricular activities. Thus creating clubs ofinterests – arts, music, cinema, literature, sports could be beneficial. 5|P age
  • Poland According to the survey held in Paderewski Private Grammar School in Lublinaggressive behaviours are quite rare. 66% of participants said that they had neverexperienced conflicts with colleagues and 89% had never used force against somebodyelse. Starting the project, we did not expect that 85% of students would consider violenceas the most important issue in the today‟s world. That means that our students are awareof violence and aggression as important factors in nowadays relations. Media areshowing multiple reports about terrorists‟ attacks, religious conflicts and other violentcrimes. It makes propagating tolerance and peace among youths even more important.After analysis of those results, we had even more motivation to work TOGETHERAGAINST VIOLENCE. Students of Paderewski Private Grammar School are aware of and appreciate theactions undertaken by the school staff to prevent violence as 65% of students said thatschool is dealing with aggression in a very good way. Our students are also very happyabout different aspects of their lives. The participants of the Comenius project pointedout that they appreciate safety at school and are very glad about the relations they havewith their school colleagues and families. It means that they do not suffer from violentacts in our school. The most common form of aggression present is psychological one –especially insulting others and gossiping. 6|P age
  • RomaniaAfter having analyzed the results of the survey, which we carried out among our studentslast October 2010, we have drawn the following conclusions: Most of our students like going to school and find real friends in the school. Some of them claim that they get bored in the school. More than 50% of the students say they had a disagreement with a collegue once or twice during this school year The most common form of aggresion is gossiping and verbal aggression although physical aggression also happens. About 37% od students agreed that violence is a serious problem in pur school 29% of students admitted that drugs are a serious problem in our school and 28% of students admitted that alcohol use is also a serious problem. 45% of students considered smoking a problem in our school Almost 40% of students agreed that our school copes quite well with the problem of aggression but as many said that it‟s not going well Most of the students admitted that they are quite happy or very happy with their lives although they are not very keen on our country‟s politics 7|P age
  • Slovakia After having analyzed the results of the survey, which we carried out among ourstudents last October 2010, we have drawn the following conclusions: Only one fifth of students like going to school, one tenth dislike. Almost a third of students have real friends in school. Teachers should think of the fact that a quarter of students are afraid of some lessons and one fifth is bored at school. 40% of students have already had a conflict with a teacher, more often older students. Almost a half of students have had a misunderstanding or conflict with a classmate, more often younger students. More than 70% of students have experienced slender. Only one tenth of students have already had experience with other forms of violence , what is good. Younger students indicate more conflicts with teachers. A lot of students aged 13-15 feel criticism as an insult. Most often students have become witnesses of gossip (the half of older ones, but up to 90% of the youngsters). A quarter of them have seen how their friend hit somebody or he was hit by someone else. Younger students write that they have more conflicts with teachers – it‟s because of their age, when they have problem to respect adults. Almost 86 % of students claim that they have not hit anybody this year. Two thirds of students say that they have not offended anyone. A quarter admitted that they have done this once or twice. Many of younger students don‟t realize that their words can hurt somebody. Two thirds of students don‟t consider the violence in our school as a serious problem, but for one third of younger students it seems to be a problem because they cannot solve problems without violence. According to two thirds of students the drugs in our school are not a serious problem. Students take part in several school actions aimed at fight against drugs every schools year – for example lectures with doctors or psychologists, discussions with people who are helped to get over drug addiction, meetings with the police coming to school 8|P age
  • with trained dogs that are searching for drugs in the school etc. Some younger students can consider this preventive actions as solutions of the problems which have already occurred in our school. Students don´t bring alcohol to school, but very often they try to bring it during a school trip. Sale of alcohol to persons under 18 is prohibited by the law in Slovakia. Nevertheless, many young people (and apparently younger than 18 years old) get drunk at a disco. Older friends buy alcohol for them. Alcohol Many people don´t consider alcohol to be a drug. In Slovakia the laws supress smoking in schools (even in the school yard, trips, etc.). Teachers can´t smoke in the school , too. Students-smokers, however, found a hidden place - under the class windows of younger students. Some parents prefer to give their children money for cigarettes to get on well with them. Almost three quarters of pupils think that school deals with violence very well. It is a good mark for school. This project has also contributed to it. Two thirds of students speak highly of the work of the Student Parliament. It is praise for parliament and a challenge to work even better. More than 95% (altogether) of our students experience in their family more happiness than unhappiness. Almost 95% of students are satisfied with their health – it´s natural at their age. One fifth of students aren´t satisfied with their success at school. More than two thirds of pupils are dissatisfied with policy in their country. Many of them are probably more unhappy of politicians, than the policy. 9|P age
  • Spain After having analyzed the results of the survey, which we carried out among ourstudents last October 2010, we have drawn the following conclusions:A: Following is a summary of the results of the survey. 1. Most of our students assure that they have real friends at school and that they have not had any problems with their partners during the school year. 2. Most of them look worried about rumours about them at school but they have not suffered from physical violence. 3. Most of our students‟ problems are related to insults and gossip behind their backs. 4. 70% of our students have never used physical violence at school. 5. 40% of them manifest that violence can be a serious problem at school. 6. 44% of them think that the school deals with the problems of violence and aggression effectively. 7. Our students look happy with the environment where they live. 8. 45% think they cannot trust one another.B: Conclusions. 1. Ours students are pleased with the relationship with their partners at school. 2. There are some problems of violence and aggression but related to rumours and minor insults. To avoid it, our students tend to ignore them. They follow the premise that “he, who angers you, controls you” and they want to be free. 10 | P a g e
  • 3. They trust the school rules and the teachers‟ intervention to prevent violence.4. Our students hardly ever use violence and aggression to solve their problems.5. There is a lack of reliability among students at school. They think they can be betrayed at any moment.6. They try to solve their problems by sharing them with their closest friends so that they can intercede. 11 | P a g e
  • TurkeyAfter having analyzed the results of the survey, which we carried out among our studentslast October 2010, we have drawn the following conclusions:  Most of our students like coming to school as they have to work in the summer. School is not only a place for education but also a place for relaxing for them.  65% of students are badly affected from the media ; news ,cinema exc.  Most of the students admitted that the violence and aggression events which takes place in Turkey is affecting their daily life negatively. When asking “ What are these violence and aggressive events?”, they firstly said PKK Terrorist Organisation, and secondly domestic violence.  70% of students believe that necessary measurements are taken and some good actions are done to prevent violence in our school.  Although our school is formed of students from different cultures and most of them are poor, 80% of students think that violence behaviours are not common in the school.  90% of the students believe that they have learned how to deal with aggression and cope with it. After the Project finished, the teachers observe that the violence and aggression behaviours among students become rare.  After conducting a survey, the most common types of violence in our school are verbal aggression and psychological violence. 12 | P a g e
  • LESSON PLANS BULGARIASCHOOL: Hristo Botev Secondary SchoolSUBJECT: LiteratureTEACHER: Iliana Todorova (teacher of Bulgarian Language and Literature)CLASS: XITIME : 40 minutesTHEME: Crime and Punishment by F. M. DostoevskyTYPE OF LESSON: discussionOBJECTIVE: to study the psychological aspects of violence and prove that everyexperiment set with the wrong theses can lead from good to evil and that a division into„superior‟ and „inferior‟ people leads to self-destruction.MATERIALS: A copy of Crime and Punishment, hand-outs with set questions, referencematerials about current crimes local or worldPROCEDURE: 1. The teacher introduces the issues in the novel and the main concepts necessary for the students to set their strategy in order to prove their points 2. The students are free to relate the characters‟ behaviour to reality 3. The motives for the crime should be approached as general for any crime – personal discontent and a feeling of non-punishability 4. Main arguments: - the most dreadful and strict judgment comes from the conscience - a man is not born a criminal but becomes one - everyone can change from evil to good - to believe in the good is not naïve, because only the good can end the vicious circle 13 | P a g e
  • EVALUATION: The students may be asked to respond to the discussion by writing an essayon one of the draw conclusionsSCHOOL: Hristo Botev Secondary SchoolSUBJECT: History and Civilization, Geography and Economics, PhilosophyTEACHERS: Maya Antova (teacher of History and Civilization), Daniela Bogdanova(teacher of Geography and Economics), Tatyana Angelova (teacher of Philosophy)CLASSES: IX – XI (specialized classes in History and Civilization, Geography andEconomics)TIME: 50 minutesTHEME: VIOLENCE THROUGHOUT HISTORYTYPE OF LESSON: discussionOBJECTIVE: Exchange of opinions on preset key questions on the topicPROCEDURE:A group of students (4-5) from each class does their research on the topic before thediscussion and presents their arguments.The actual discussion is also hosted by students and can be attended by younger studentsregardless of the fact they have not been introduced with the topic in class. The aim is toinvolve as many students as possible and raise interest and awareness while taking thestudents out of the classrooms and making them active participants in a learning process.The preparation requires guidance from teachers of History, Geography and Philosophy.The main points are as follows: 1. Acts of violence during the given historical ages: - Primitive men killed for food - Political interests provoke violence against other people 14 | P a g e
  • - During the Middle Ages violence is equalled to a feat (war is a day-to-day event and the motives are religious, political, social); attitude towards the “other” - The New Age doesn‟t limit violence; it is a tool for distributing the world (Imperialism, Colonialism) - The Modern Age doesn‟t make us more humane; the world wars are a result of the civilized progress (they are the most brutal and wide-spread form of violence)2. Hot spots in the modern world which provoke violence - Geopolitical factors - The Near East - North America - World terrorism3. Philosophical aspects of the problem - Violence as a biologically conditioned process - Physical and psychological violence - Dealing with conflicts 15 | P a g e
  • ROMANIASCHOOL: “George Baritiu” CollegeSUBJECT: EnglishTEACHERS: Claudia StainerCLASSES: XITIME: 50 minutesTOPIC: ViolenceOBJECTIVES: 1. to provide key topic vocabulary 2. to introduce the idea of appropriate language and connotation 3. to read for specific information 4. to practise giving opinions and agreeing and disagreeing about ideasMATERIALS: textbooks, computer, handoutsACTIVITY 1: warm up Time: 3‟AIM: introduce the topic of the lesson: ViolenceProcedure: brainstormingThe teacher tells the students that they are going to talk about violence. The students willhave to show their ideas about what violence means and give examplesACTIVITY 2: Speaking Time: 10‟Aim: to encourage the students to speak and improve the skillProcedure: the students will watch a fragment from the film “Freedom writers” and willmake notes on the types of violence identified.They will discuss about the film and will answer some questions: 1. Did you see the film? 2. Did you enjoy it? 3. What impressed you the most? 4. Have you ever witnessed any type of violence? Describe your experience 16 | P a g e
  • ACTIVITY 3: WRITING Time: 10‟Aim: to improve the students‟ writing skillsProcedure: individually the students will compose a poem by completing some lines withpersonal information (worksheet 1). They will post the poems so that everybody can see them.ACTIVITY 4: vocabulary: crime and punishment Time: 10‟Aim: to focus on some words connected with crime and punishmentProcedure: the students will work in groups and will divide the words given into threecategories: criminals, law courts, sentences and punishments; when they have finished theywill give the definition of a word and the others will have to guess what word is beingdefined.ACTIVITY 5: speaking Time: 15‟Procedure: The students will work in groups. They will be given worksheets describingdifferent situations. They will decide on the punishment for their case, will present it to theclassmates and discuss about their decisions. (worksheet 2)ACTIVITY 6: homework Time :2‟The students will work on 10 sentences which contain mistakes related to the vocabularypracticed in Activity 4. They will have to identify the mistakes and correct them. (thesentences are ten incorrect definitions of the words: mugger, arsonist, hijacker, blackmailer,judge, lawyer, prosecution, defendant, suspended sentence, capital punishment. 17 | P a g e
  • WORKSHEET 1 CHANGEI was _________________________________________________________________________.(a description of who you were)I remember______________________________________________________________________________.(describe a sad memory from your past)I heard______________________________________________________________________________.(something you wish you didn‟t hear)I saw______________________________________________________________________________.(something you weren‟t supposed to see)I worried______________________________________________________________________________.(something that troubled you)I thought______________________________________________________________________________.(a description of where your life was headed)But, I want to change.I am__________________________________________________________________________.(an accurate characteristic of who you are)I think______________________________________________________________________________.(how you perceive the world)I need______________________________________________________________________________.(a goal you wish to fulfil)I try______________________________________________________________________________.(something that will help you improve yourself )I feel______________________________________________________________________________.(describe an emotion)I forgive______________________________________________________________________________.(someone or something that caused you pain)Now I can change.I will _________________________________________________________________________.(a positive prediction of who you will be)I choose______________________________________________________________________________.(something you want to do differently)I dream______________________________________________________________________________.(something you dare to dream about)I hope______________________________________________________________________________.(something positive you strive for)I predict______________________________________________________________________________.(how you see yourself in the future)I know________________________________________________________________________.(a description of your future self )I will change 18 | P a g e
  • WORKSHEET 2 for Activity 5 1. David Smith, 34, of New Jersey, created the Melissa computer virus – the first major virus spread by email. The virus caused more than US $80 million in damage. 2. Army Major Charles Ingram went on a TV quiz programme called „Who wants to be a millionaire?‟ He arranged for his wife and a friend to cough during the quiz to help him get the correct answers. He won a million pounds. 3. Twelve young men were involved in fights and damage to property in the centre of Coventry after a football match. 4. 20-year-old Richard Ure, driving on his own, took part in a high-speed car chase with another car with 4 teenagers. The teenagers‟ car crashed and all the four were killed. Richard survived.SCHOOL: “George Baritiu” CollegeSUBJECT: MathsTEACHERS: Pop Anca-ElenaCLASSES: XTIME: 50 minutesTOPIC: Gathering and classification of statistic dataGeneral Competences:1. To identify data and mathematical relationships and to correlate them according to the context in which they were defined.2. Processing the data- as quantity, quality, structure, and context, within the mathematical enunciation.3. Using algorithms and mathematical concepts for a local and global characterisation of a concrete situation.4. Expressing mathematical characteristics, both quantitative and qualitative, of a concrete situation, and the algorithms to process them.5. To analyze and interpret mathematical characteristics of a problem- situation.6. Making a mathematical model of different problematic contexts, by integrating knowledge from different fields. 19 | P a g e
  • Specific competences: 1. Recognizing statistic data regarding the school violence in concrete situations. 2. Basic interpretation of statistic data using financial computing, graphics and charts. 3. Using algorithms specific to financial computing, and statistics to analyse a situation. 4. Transforming practical problems about violence in schools in mathematical language through statistic means. 5. Analysing and interpreting practical situations with the help of statistic concepts.Values and attitudes:1. To develop an open and creative thinking, independent thinking and action.2. Showing initiative, availability to take on different tasks, conversation, perseverance and ability to focus.3. To develop an aesthetic and critical sense of willingness to appreciate rigor, order and elegance in the architecture of problem solving or building a theory.4. Developing the custom of using mathematical concepts and means to approach a usual situation or to solve a practical problem.5. To develop the motivation to study mathematics as a relevant field for social and professional life.DIDACTIC MEANS: Means and procedures: euristichal conversation , exercise, problematisation, individual work, guided discovery Way to organize the classroom: frontal, individual Means to evaluate: analysing the answers; to analyse and compare the pupils results; to appreciate the correctness of problem solving of the applications (verbal / giving grades for the pupils activity).RESOURCES: manual, problem charts, backboard, chuck 20 | P a g e
  • STATISTIC DATA: GATHERING AND CLASSIFYING THE DATA THE ACTIVITIESNo. The Teacher’s Activity Students’ Activity instructional moment1 The The teacher checks if the pupils have with them the They prepare for the organization book, notebook, pen, chalk, sponge. lesson moment2 Enouncing The teacher announces the 5 specific competences. They listen to what specific the teacher presents competences to them3 Actualisation 1. What lesson did you prepare for today? 1. Financial of computing elements: knowledge percentages, acquired in 2. What homework? interests, TVA previous lessons 2. Five problems about percentages, 3. Checking the homework interests, TVA, and personal budget for a month. 4. Four students are chosen to solve a problem on the 3. The students blackboard. present the notebook for homework. 4. Some students are chosen to solve the homework on the blackboard, and the others fallow in their notebooks the correct procedure to solving it.5 Presenting We will solve the following problems : The chosen students the content will solve the and the new 1. The number of events having violent problems on the consequences was 54 last year in the whole learning blackboard, and the county with 11% less than the previous year. tasks How many events took place two years ago? rest in their Of the 800 students in one school, 2% acted notebooks. violently in the last school year. How many students are there? 21 | P a g e
  • 6 Directing the The teacher follows the solving of the problems on the The students solve learning blackboard and in the notebooks, corrects the each problem process and mistakes, and makes remarks to help solve the individually and evaluation problems rapidly. correct the mistakes in their homework, when the teacher makes the correction.7 Preparing Next, I would like to underline the connection The students pay the new between mathematics and preventing violence. As attention to what the lesson you know, we discussed in the past about how teacher says mathematics helps us develop a logical and rational way of thinking Rational thinking helps us make the correct decisions, in every day life, and to control the impulses that might sometimes lead to violence of all kinds: verbal, non-verbal or even physical. Any conflict can be solved by communication We continue to study practical lessons and today we will talk about statistical data. The title of the lesson is “GATHERING AND CLASSIFYING STATISTIC DATA”8 Intensifying Our every day life gives us many experiments that can The students watch the be repeated. By statistic data, we understand values the lesson in the AEL retention of physical or economical measures, obtained by programme. and transfer measuring. To make this information useful, statistic of data are processed by statistic means that refer to information gathering, classifying, processing ad interpreting them. Definition: We have an experiment E and X the measure referring to the E experiment. Any finite series of values of X, noticed or measured, not necessarily different ones, is called series (or a series or selection) of statistic data, of the volume n. Any subseries of those are called an sample. A sample is thought to be representative according t the context. Statistic analyses is done in many cases. As an example, with polls regarding elections, the statistic population is represented by all people that have the right to vote, but, with the polls, the interviewed citizens are only a small part of this population. We present a few terms specific to the vocabulary of statistics: a) Any statistic study is made upon a certain 22 | P a g e
  • mass called a statistical population. b) The elements of the population are called statistic units. c) Statistic analyse has as object a propriety of the statistic units called characteristic, that can be quantitative (expressed through a number) or qualitative. d) The values characteristics are called statistic data Grouping statistic data by classes of variation of the numeric characteristic X, with witch you make the statistical analyse is useful for quantitative The students watch characteristics, which take a great number of values the lesson in the AEL programme. There are 3 main methods to gather the data : 1) Retroactive data extracted from archives or statistic yearbook 2) Direct observation. 3) Planned experiment, determining the evolution of some processes or phenomena. Graphic representation of statistic data: A. Circular diagram B. Diagram through strips and columns C. Diagram through bars9. Feed-back Independent work : 1. Make a statistic of verbal violence at the students that are present in your class. 2. Make a statistic of the citizens of your city that were victims to domestic violence in 2010 3. Homework: problems 1,3,5,7,page 96 from the textbook.10. Evaluation at The students that participated in the lesson are given the end of grades. the lesson 23 | P a g e
  • SCHOOL: „George Bariţiu” Technical College Baia MareSUBJECT: ReligionTEACHER: PROF. Haiduc MarcelaCLASS: IX-thTIME: 50 minutesTHEME: Living the Christian doctrine. The role of youth in defence of life (fightingviolence, suicide, euthanasia, the degradation of human dignity)SPECIFIC COMPETENCES:At the end of the lesson, students will demonstrate the following competencies:C1 - identification and definitions of suicide, euthanasia, violence, degradation of dignity,C2 - support the argument of our Church‟s teachings on these issues,C3 - the use of moral knowledge - religious and analysis data solving situations;C4 - comparison point of view of the Christian Church with other points of view aboutviolence, suicide, euthanasia,C5 - making personal views, arguingTEACHING STRATEGY:1. Methods and procedures: explanation, explanatory, questioning, debate, religious reading,conversation,,2. Public education: Sacred Scripture, worksheet3. Forms of organization of work of students: Frontal and activity groups, individual.RESOURCES:Official: curriculum for the discipline of religion, class XI. Indicative timing. Unit Design:Christian Ethics 24 | P a g e
  • Nr. Lesson Time Methods and The teacher’s activity The student’s activity crt. moment (min) procedure Prayer Prayer Organisation Writing the absents 1. 2‟ moment Preparing the lesson Preparing to begin the lesson Organize the class in two teams for the debate: - one that supports civil law - the other supports the religious law - The teams express their opinions Checking 2. 6‟ - leaders of the debate for and against the civic/ religious Debate knowledge - Conclusion. Religious law is superior to civil law laws because the church respects the right of life of all people. God made the world good and all the things in perfect harmony (F. Ap. 17, 24). Thus, we find out They listen carefully and ask from the biblical fragment that after each stage of questions order such as the existential categories, God, saw that what he had done is very good; what he had done was it an anthropomorphic form of conversation expression by that just shows the goodness of the created state. Moreover, after the 6th and last stage of creation when man is brought to life, it is stated Capturing3. 12‟ that God looked at everything that he had done their attention and all were very good Gen. 1, 31) .- This serious form of deterioration of interpersonal relationships occurred even within the first family, the murder of Abel by his own brother, who was Cain (Gen. 4.8 U.S.). From the beginning to the end of the Scripture condemns the sin of violence. Another word even more suggestive illustrative that the Saviour is this: Heard you that it was said of old Do not kill, and kill him that is worthy of 25 | P a g e
  • Nr. Lesson Time Methods and The teacher’s activity The student’s activity crt. moment (min) procedure trial. But I say: Anyone who is angry with his brother will be worthy of trial, and he who says to his brother Netrebnicule!, Will be worthy of the Sanhedrin trial, and at what he would say fool!, They listen carefully and ask Will be worthy hell fire (Matt. 5, 22). questions Communicati It is written on the board announces new lesson They write down the date and title ng the lesson title: of the lesson. title and the 4. 2‟ The Role of Christians in promoting religious They listen carefully to what the Explanation competences values & quota; It presents lessons derived teacher tells them. that will be powers. They remember the competences developed The sequence of teaching moments: - Introduce students to our Church teaching on Christian values (see Worksheet) using the following plan: Introduction: 1. Faith Communicati The students listen carefully and5. 2. Hope Exposure ng the new 15‟ talk to the teacher, using the lesson 3. Love Conversation information scheme and their notebooks 4. Justice 5. Freedom 6. Peace 7. Holiness 8. Faith and moral teachings note: being deeply human values, we help our moral perfection, they 26 | P a g e
  • Nr. Lesson Time Methods and The teacher’s activity The student’s activity crt. moment (min) procedure must be promoted, primarily by example. 7‟ Ask students: They identify Christian values and a) Identify and define Christian values and moral define them: virtues of the proposed text into the worksheet, then list the ways of acquiring and fulfilment in their personal life. Conversation, 1. (I. Cor. 13.13) 1., hope and love working with the 2. “Peace is a treasure... ” (St. Augustine) 2. ... peace ... Holly Bible Fixing and 3. St. John Chrysostom 3. ... liberty ... 6. systematic 4. (I. Ptr. 1.15) 4. ... holiness ... knowledge b) to read the parable of life (see the chart) to identify Christian values and how they can and They listen carefully Conversation should be harnessed, addressing this question: They answer to the teachers - judge how he managed to reconcile justice, requests which is the value that must enforce it, with love, which he owes his friend? ... by evaluating both values correctly. Addresses the following questions: They answer to the teachers 1. Instead of the two which you want to be? requests: 2. Have you ever been put in such situations? How 1. ... Association have you coped? 2. ...7. and 4‟ Association 3. Have you seen other situations in which generalising Christian values have not been promoted or have been replaced with others, or have been 3. ... misunderstood? 27 | P a g e
  • Nr. Lesson Time Methods and The teacher’s activity The student’s activity crt. moment (min) procedure Note: learning Christian values lead to human perfection, the relationship between people, but must be promoted by personal example. - Makes general and individual feedback on students; participation and involvement in the 8. Evaluation 1‟ lesson - listen to the evaluations - Evaluate students who participated actively and effectively The prayer The prayer 9. Ending 1‟TEACHER: engineer Pîrlog PăuniţaSUBJECT: Assuring the Quality (Technology)SCHOOL: Technical College „George Bariţiu” Baia MareCLASS: 12thTIME: 50 minutesTOPIC: Controlling the quality of the educational activities that take place in a school unit. 28 | P a g e
  • GENERAL COMPETENCES:  To practice management activities of activities in different environments, organisations, economical units, or school units.SPECIFIC COMPETENCES : 1. To specify certain competences of „quality control” ; 2. To make logic connexions between components of quantity control and those specific to school environment; 3. The students must recognise inappropriate behaviours, offending, aggressive and forms of violence (verbal or non-verbal); 4. To understand the negative consequences of violence against others; 5. to fight back violence by involving students in community actions, as future decisive factors;OPERATIONAL OBJECTIVE : O1 : To define the concept and the components of assuring quality and controlling thequality; O2 : To identify weak points in the organisation Q.A. and Q.C. of activities, that can lead to aggressive attitudes and circumstances and violent behaviour (verbal or non- verbal); O3 : To see a difference between behaviours in frustrating situations, that may cause anger or violence (verbal or non-verbal); O4 : To know the consequences of violent behaviours upon others; O5 : To combat any act of violence or intention of violent action.MEANS OF TEACHING-LEARNING: conversation; explanations; group work,role playMATERIAL RESOURCES: worksheets, markers, video projector, laptop, flipchartpaper 29 | P a g e
  • Nr. Durat Didactic strategiescrt. Lesson moment Objecti The content of the activity ion Teaching and Means material ves The teacher‟s activity The student‟s activity assessment resources methods1. Arrangements Making the presence of the Students will be grouped into five teams, according to 2‟ Conversation - School Catalogue collective the multiple intelligences identified in the class: - 5 cards with  Group I – Spatial Intelligence / Visual: multiple types of Organization of teaching Represent schematic drawing situations pro / cons intelligences material and students. that are / not in school provides AC and DC. identified in the  Group II – predominantly linguistic classroom. intelligence: Identify the most common acts of - Documentary misconduct, misbehaviour in school, among pupils, sheets 1, 2 students, teachers, etc.  Group III – Logical-mathematical intelligence: Establish measures to prevent / combat violent acts of verbal, nonverbal identified in school.  Group IV – Body and kinaesthetic intelligence: Make a sketch, movie, ppt, etc., to highlight a conflict situation encountered in school. Group V – Intrapersonal intelligence: Apply questionnaire classmates by which to assess what types of violence seen in school and is the frequency with which these events take place.2. Capturing the Distribution of student Students / groups will receive the worksheet with the 3‟ Conversation Notebook, attention worksheets and explanation group task. (See Annex 1). Exercise Work sheets 1, 2, 3, tasks. 4, 53. Announcing the Announcing the lesson theme Students will be asked to respond to questions from 5‟ Conversation lesson theme and „Quality control of educational teacher. Notebook, objectives activities conducted in a school Documentary unit” and the objectives as the sheets following questions: Work sheets • How do we define Q.A. and Q.C. • What are the components Q.C. • How to provide Q.A. and Q.C. in our school ? • How you can participate in improving the safety climate in the school? 30 | P a g e
  •  What methods of control of aggressive, violent you take you if you were the school principal for a day? O1 How do we define violence? Students / groups will address the workload specified Conversation Annex 14. Directed learning in the worksheet. (See Work sheet 1). 15‟ Case study Work sheets O2 What are the weaknesses / Students / groups will address the workload specified Learning by proposals for improvement in in the worksheet. (See Work sheet 2). discovery Internet sites the organization of Q.A. and indicated in the Q.C. in school? Problem solving bibliography O3 What are the consequences of Students / groups will address the workload specified Guided dialogue violence on children’s in the worksheet. (See Work sheet 3). Role play development? Simulation of O4 Know the consequences of Students / groups will address the workload specified problematic violent activities over others? in the worksheet. (See Work sheet 4). situations O5 Methods to combat acts of Students / groups will address the workload specified Explanatory violence or violent intent. in the worksheet (See Work sheet 5). Exposure5. Evaluation / self- It appears from the work of - - Each group presents / submits theme that has 10‟ The groups of Slide shows, evaluation groups of students been assigned to resolve. students support drawings, - - To make additions, comments, appreciations their ideas by questionnaires to of the solutions presented. presenting the tasks identify the they had solved. violence phenomena in school6. Fixing knowledge O1 Distribute to the students Annex • Students will be divided into three groups. 15‟ Team work - Worksheet 2: O2 2: A MOMENT‟S IMPULSE - • Each team member has a role: (narrator, designer, -Worksheet 3, 4: O3 impulse, and the following tasks theorist, representing the team) Learning by The consequences O4 are given: • The representative of each team will present the cooperation of violence O5 • Each team expresses its poster in front of the group. - flipchart opinion: who and how they were Study case affected by violent offense, giving the landmark Annex 3 WHO / HOW?; • Each team will develop a poster to represent the people affected and the effects of violence on them. 31 | P a g e
  • ANNEX 1 How we define violence? How can we define abuse and what are its forms? What are the consequences of violence on children’s development?"...respecting human rights must be part of the global The main purpose of abuse is to get power and control The main function of the family, raising children, is distortededucation and human dignity, and all the aspects of physical or ( Ganley,1996). There are 5 types of abuse that can by large and dramatic consequences in the future. Disruptionmental violence against any person is a violation of his rights " appear in a relationship based on violence: physical, of this function usually occurs as a chronic condition thatEuropean Parliament, Resolution, 11th of June, 1986 emotional, economical, psychological, and sexual. worsens in times of violent events. Trauma research shows that children who grow up in an atmosphere of violence,From a clinical point of view, a widely accepted definition of In physical abuse, a person tries to cause an even if they are not direct victims, is more intense and moreviolence is that of Stark and Flitcraft: injury to another person, through shouting, stabbing, profound impact and lasting only if co pushing, hurting by using blunt objects, legs,”Domestic violence is a threat or the infliction of a physical Children who grow up in violent families develop behavioursinjury, present or a past one, in the context of a relationship In emotional abuse, a person tries to undermine and a physical condition that makes them easily recognizable.between social partners, regardless of their legal status . The the personality of another person, through critics, They have:physic or sexual assault may be accompanied by intimidation insults that cause an inferiority feeling and the ability toor verbal abuses; the destruction of property belonging to the manipulate. - physical problems, unexplained illnesses, exposure tovictim; isolating from friends, family or other potential sources accidents in the house and outside the home, slower physicalof support; threats made to other significant persons for the In economic abuse, the abuser takes the victim developmentvictim, such as children; theft; controlling the victim‟s money, in a financial dependent position (Chez, 1994). The - emotional and mental problems: increased anxiety, feelingpersonal belongings, food, journeys, telephone or other abuser is the one who decides how money will be of guilt, fear of abandonment, isolation, anger, fear of injurysources of care and protection”. spent, which can involve different financial knowledge, and death or it can intersect with certain economic levels. - psychological problems: diffidence, depression, comparison Examples of maintaining financial control are those with peers happier life Any harming action, physical or emotional, that takes where the victim is not allowed to work, strict records - behaviour problems: aggression or passive aggression ofplace between the members of a family, is called ”domestic on each dollar spent are kept or the abuser does not others, sleeping problems, enuresis, fighting, running awayviolence” The abuse within a family can have many forms: accept for the other person to get employed from home, young pregnancies, relationships to escape fromverbal abuse, economic abuse, isolation from friends andfamily, threats or assaults that can cause the death of one of home, mutilation, drug and alcohol consumption, defensivethe partners. The experts who study this problem agree that Through the fact that it leads to the installation of behaviour with error fear, psychological abuse, is a way to ensure that the - school Problems - confidence, elimination, sudden changesthis is the most commonly met with type of violence, because abuse dominates the victim. The threat of violence can in school performance, lack of concentration, lack of socialsome of these facts are not reported to the police or to be channelled directly to the victim or can become a mannershospitals. threat of suicide. Intimidation can be directed both to - Identification with negative heroes property, a loved one or pet. 32 | P a g e
  • ANNEX 2 THE MOMENT’S IMPULSE A 40 years old woman is robbed one evening by four young people, who werereturning home from a club. The police investigation reveals that the woman was pregnant, had 3 more childrenat home, two bank credits that had to be paid from the pay check that was stolen from herand that the physical injuries caused by the young people needed 12 days in the hospital. From the declarations of the young men, they were 12th grade students, they wereunaware of the woman’s problems and regretted what they did. All that they can remember from that night was that they were a little drunk and theyneeded some money to continue their fun time in the club. They did not expect for the woman to fight back and they had to hit her. But ithappened and now they regret it. One of them was caught a week later, when he was placing in the woman’s postal boxthe papers discovered in the stolen purse , convinced that it is the least he can do to fix it. 33 | P a g e
  • ANNEX 3 WHO? /HOW? (WHO WILL BE AFFECTED?) (WHAT WILL THE EFFECT BE?) Who: THE VICTIM Who: THE AGGRESSORS How? How? Incapable to forget  They can face a legal trial Frighten  They will ha have a criminal record The injuries need hospitalization  They can get a fine Depression, shock  They can be sent to a re-education Difficulties to do some of the things she centre usually did (to go to work, to take care of  They can get to prison her children)  They can be labelled, stigmatized Nightmares, insomnia  The feeling of guilt, shame Incapable to recover what she lost  Loosing their friends Incapable to pay her debt  They will have to lie to hide their past  They will have problems at school Who: FAMILY Who: SCHOOL (the aggressor in school) How? How? reproaches from the parents  The other students will reject them fights, everybody blames everybody  Bad reputation making some already existing problems  Missing school even more serious  Missing school while executing the the family will feel ashamed punishment being ignored, feeling contempt from the  A low grade for the behaviour in neighbours school the family is divided into camps  being expelled the child is ignored by the parents  being labelled: “felon” interdictions, severe restrictions  every time a crime occurs in school, they will be the first that are suspected 34 | P a g e
  • ANNEX 4 CONSEQUENCES OF VIOLENCE Using the information from the work chart WHO/ HOW?, make a poster to represent all thepersons affected by the crime presented in the Study case A MOMENT’S IMPULSE and completethe free lines with the effects you think the crime might have upon those persons. Chose one person to present the final product of your team in front of the classroom. The person: Effects: The person: The person: Effects: Effects: The person: The person: Effects: Effects: The person: The person: Effects: Effects: 35 | P a g e
  • Documentary sheet 1 THE CONCEPT OF QUALITY ASSURANCE QUALITY ASSURANCE Assembly seeking preventive activities in a systematic way to ensure fairness and effectiveness of:Planning Controlling Organization Coordination Training With the purpose to secure quality outcomes 36 | P a g e
  • Documentary sheet 2 THE CONCEPT OF QUALITY CONTROL Quality surveillance is ongoing monitoring and verification of the status of an entity to ensure that specified requirements are met. Quality assessment is the systematic examination, carried out to determine whether an entity is able to meet the specified requirements.QUALITY CONTROL Quality inspections represent activities in which one or more characteristics of an entity are measured, examine, tried and the result is compared with the specified requirements in order to determine the conformity of those characteristics The quality check is the confirmation of compliance with the requirements specified by examining and bringing tangible evidence. 37 | P a g e
  • WORKSHEET 1 THE CONCEPT OF QUALITY CONTROLDraw a scheme, and pro and cons situations through which one ensures theQ.A. and Q.C. in your school. You may use this Quality control plan.  In the figure you can see a workstation monitoring, inspection / verification / inspection.  Fill in the boxes following the words missing from the list of words at their disposal Systematic examination monitoring check try measure examen Confirming the conformityBy quality monitoring we understand the and ofthe state of an entity, to ensure that specified requirements are met.Quality evaluation represents the , made in order todetermine the measure in which an entity is able to comply the specifiedrequirements.The inspection of quality represents the activities through which , one or more characteristics of anentity and the results are compared with the specified requirements, eiththe purpose to determin the conformity of these characteristics.To verify the quality represents with therequirements or with the specified requirements, by examining and givingtangible evidences. 38 | P a g e
  • WORKSHEET 2 Weak points/ improvement possibilities in organising the Q.A., Q.C. in school Identify the most frequent acts of indiscipline, inadequate behaviour in school, between students, students- teachers, etc. You can use the following work plan: each student in the working group will refer to one of the issues outlined below and in the end will be a ppt with results. 1) Violence in school • violence between students • violent acts from students towards teachers • violent acts of teachers towards students • parents- their part in school violence • violence near the school 2) When and where does violence between students appear? 3) Who is being violent towards whom? 4) What inadequate behaviour do teachers have towards students? 5) What are the forms of violence of students towards teachers?6) Is there any form of violence from the parents in the school ?7) Is there any violence around the school? 39 | P a g e
  • WORKSHEET 3 Establish measures to prevent / combat violent acts of verbal, nonverbal identified in school. Identify the most common acts of misconduct, misbehaviour in school, among pupils, students, teachers, etc, and propose measures to prevent / control. You can use information from the studies presented below, on which you build and other proposals in this regard:a). Opinions on the sources of violence in schoolsHEAD MASTERS AND TEACHERS SCHOOL COUNCELORS- Student programs loaded induce stress, fatigue - Student-teacher communication is poor- disadvantageous schedule - a subjective evaluation of the students- working with too many students in the classroom - Students have a negative influence of problem- difficulty to use the same methods to different - Teachers do not have adequate pedagogicalstudents (some difficult) training- poor school infrastructure - In the competitiveness of the school climate is- lack of extracurricular activities; predominantly OPINIONS ON THE SOURCES OF VIOLENCE IN SCHOOLS- lack of school souncelors. PARENTS STUDENTS - Differences in socioeconomic status (student- - Poor communication between teachers and student, professor-student), the diminished authority students of teachers. - Subjective assessment of the teacher - The teachers lack of interest in the pupils - Poor protection measures - Evaluation bias - School lax regulation (lack of evidence identifying the students) - teaching unattractive - This dangerous elevilorproblemă - competitive climate - Reduce teacher authority. - verbal abuse of teachers (rarely physically) - Sanctions unwarranted.b) Tips to identify monitor and prevent inappropriate behaviour by teachers againststudents: 40 | P a g e
  • - Identification: Questionnaires for students, teachers and parents.In order to identify possible sources of violence, you can use questionnaires for students,teachers and parents. The answers to these questions will provide an insight into situations ofviolence and sources of teachers in your school.- Monitoring: Criteria and indicators to help identify sources of tension.Include in the observation sheet for the work of teachers, criteria and indicators to helpidentify sources of tension in the school. It can develop a series of indicators based on thefollowing criteria:- The manifestation of physical aggression against students- Manifestation of verbal and nonverbal aggression- The degree of transparency in evaluation- The degree of implication of pupils in the assessment process- Adequacy of sanctions- Discriminatory attitudes- The attractiveness of the content of the lesson- The degree of participation of the students in the learning process- Differential treatment of students- The degree to encourage individual initiatives degree students in learning- The degree to encourage communication and cooperation between student- Preventing (check): "Urn of students"The creation of a special place in school where students feel safe with the possibility toinform about any inappropriate behaviour in school. Proposals from the Students Council toidentify school through debate and other original and effective ways, the situations faced bystudents in school. Their feedback are important resources for establishing the school‟s futuredevelopment strategies. 41 | P a g e
  • WORKSHEET 4Make a sketch, movie, Power Point Presentation, which highlights a conflict situationencountered in school.Identify the most common acts of misconduct, misbehaviour in school, among pupils,students, teachers, etc., then highlight the conflict situation by assuming the roles established. WORKSHEET 5 Make and than apply a questionnaire to your classmates, to assess what types of violence re seen in school and what is the frequency with which these events take place. Identify the most common acts of misconduct, misbehaviour in school, among pupils, students, teachers, etc, then create a questionnaire, apply it to your colleagues in class and develop some conclusions that emerge from the study conducted by you. 42 | P a g e
  • SLOVAKIA EnglishClass/Level: upperintermediate 10 – 15 students in the class The scene of the crimeTopic: Students read a short crime articles, and relate the event as if they had just witnessed itLanguage: Structure: the past tense, the past perfect Function: narrating dramatic eventsObjectives: Students will beable to recognize the forms andtypes of crime and violence at Learners will develop:home or in public, support the - all language communicative skills, particularly speakingfight against crime and through a role-play task and a discussionviolence , be aware of possible - knowledge about crime and violencepunishments for committing a - how to prevent and fight against crime and violencecrime, giving useful punishments, solving conflicts in astudents should search the peaceful way,solutions how to prevent crime taking compromise, being tolerant towards others withand violence in narrating different points of view on lifedramatic events and a groupand a class discussion Textbook, workbook, dictionary, photocopies of the short, dramatic articles(vandalism, blackmailing, shoplifting,Teaching aids: theft, smuggling, burglary, robbery, terrorism, kidnapping, murder, home-violence), photographs of a burglary, a bank robbery, home-violence, etc.Procedure: Timing Steps If students have any stories, they can tell of a crime that they may have witnessed. If they 10 are reticent, you should provide a story from your own experience. The stories can be true, hearsay, or well-known events The class is divided into pairs (A and B), or a group of three, if there is an odd number. The stories are distributed, and the students are 10 asked to read one of the articles silently. Make sure that each member of the pair or group reads a different story. Ask each student, in turn, to recount the story he or she has just read to the other member(s) of the pair or group, as if the event has just 10 happened. Tell them that they may ask each other questions, and may invent details if they wish to. 43 | P a g e
  • Students individually or in pairs or groups, work out the exercise, in which their task is to complete the gaps in the sentences with the names of the punishments. Then they prepare for discussion of possible ways how to punish the crime and how to fight against it and 10 prevent it. Sum up the vocabulary items of the crimes, criminals and punishments, giving their definitions, and then the students guess them. Give the students homework: 5 “Criminals seem to be getting younger and younger.” They should write a report on the increase in the number of young offenders, and suggest suitable ways of punishing them and preventing them from offending again. The main aim of this lesson is to encourage the students to point out at the crime and violence in our society and toNotes: prevent it, using the information, they have read in short articles and expressed in a class discussion.Author: Renata RabanskáSubject ChemistryGrade (Age 16 – Second17)Topic Hydrocarbon Derivatives: AlkaloidsTeaching formsand methods group work, work with textbook, IT work, discussionProcedure Timing Steps 5 Short discussion about drug abused people 5 Presentation Chemical structure of alkaloids 10 Watching a short film aimed at the impact of alkaloids on living beings. Students express their opinions and feelings of that phenomenon Students read the text about abusing the substances on 5 the base of ergotic alkaloids 10 Group work 1st group: students will discuss an impact of taking drugs on our health. They will concentrate on frame of mind, state of health and emotions. 44 | P a g e
  • 2nd group: students will discuss a withdrawal syndrome – a necessity to get another dose and what consequences it can have 3rd group: students will discuss the society and drug addiction, how it can influence human existence 10 Students will present the results of their group work and discuss them with the other groupsNotes The main aim of this lesson is to give students information about alkaloids and their dangerous influence on living beings.Author: Mgr. Dagmar ČernákováSubject German languageTopic Relationships in the company, origin of the conflict and its settlementAge 18 - 19 Students can solve a conflict from their personalObjectives experience Students will learn to solve problems in the class in a positive and non-violent wayTeaching aids questionnaire, German language dictionary, PC, projectorProcedure A/ Collecting information from students – 1.what problems They have to face in the class, 2. in what way they would solve them B/Problem setting – through the text and Picture on the projector C/ group work – two groups, each in the group has his own task - 2 students – involved into the fight – they are describing their own vision of the situation - 2 students – observers of the fight will prepare the description of the situation from their point of view - 2 students – they will get a form (protocol) and ask questions to the participants and observers of the fight and make notes in the protocol, they are searching for the fight reasons and finally they will have to find an optimal solution. D/ presentation of the work in the groupsAuthor: Mgr. Marica Pavlovičová 45 | P a g e
  • Subject HistoryGrade (Age 17 – Third18)Topic Forms of totalitarian powerTeaching formsand methods group work, work with textbook, discussionProcedure Timing Steps 5 Teacher‟s explanation of totalitarian attributes 20 Work with textbook Students study the chart of totalitarian systems. They underline typical totalitarian attributes. In teacher-driven dialogue, they compare the totalitarian attributes with the forms of democracy. Self-driven work: 10 Each student works with the chart of totalitarian systems they choose those ones, which cut down civil and human rights.Notes 5 Conclusion should confirm students in conviction that these systems are violent and cut down human rights.Author: RNDr. Mája OboňováSubject PhysicsGrade (Age 17 – Third18)Topic Nuclear physics: nuclear chain reactionTeaching formsand methods watching a short film, group work, work with textbook, discussionProcedure Timing Steps 5 Short discussion about nuclear fission – use of previous students‟ knowledge 15 Teacher‟s presentation aimed at nuclear chain reaction 10 Watching a short film aimed at nuclear reaction consequences Students express their opinions and feelings of that disaster Group work: 10 students are divided into 4 groups and they are discussing about the positives and negatives of nuclear energy students present their ideas to the classConclusion 5 Teacher – driven dialogue aimed at new knowledge obtained during the lessonAuthor: Mgr. Mária Olejková 46 | P a g e
  • POLANDTeacher: Katarzyna DzieciuchSubject area: BiologyGrade level: second class, middle schoolTime: 45 minutesLesson title: “You are what you eat“- The influence of a diet on aggressive behaviour.General objectives / goals:  Consolidation of knowledge about the phenomenon of aggression  Raise awareness of the impact of a diet on aggressive behaviour  Building the responsibility for our own health according to an idea “You are what you eat”Specific objectives:  students know 3 groups of nutrition products  students know what the functions of proteins, carbohydrates, fats are  students can list products enriched with 3-omega acids  students can list products increasing and decreasing the level of aggression  students describe the influence of a diet on the mood  students present their own one–day menu including “healthy products”/ decreasing the level of aggression /Methods:  working with the text / scientific articles/  brainstorming  presentation  posterMaterials and resources:  4 scientific articles  paper for notes  markers and paper for making a poster  magnets 47 | P a g e
  • Procedures: Introduction1) Teacher asks students to recall the three main groups of nutrient products. Main activity / Development1) Teacher writes down on the blackboard the statement- “You are what you eat.”2) Teacher divides the class into 4 groups.3) Each group has a task to write down on a piece of paper pros and cons of the philosophy,“You are what you eat.”4) All the class discusses the arguments.5) Each group gets the scientific article to read and discuss. Group I- Products that can decrease and increase the level of aggression /source material nr 1/ Group II- How to deal with aggression? /source material nr 2/ Group III- Brain diet /source material nr 3/ Group IV- Eat fish! /source material nr 4/6) The leader of each group presents the results of their work, giving a short description7) The results are written on the blackboard.How to deal with aggression? Dialogue Lowering the tone of your voice If you feel approaching a “strike " – count to 10, take a breath and then react wisely Proper diet TherapyThere is a correlation between eating certain food and maintaining the level of aggression inhumans. 48 | P a g e
  • The ones that lower the level of aggression: low sugar products products containing chromium /yeast, potatoes, vegetables/ healthy food, bio products – they have no additives Vitamin B – yeast , legumes, sprouts of cereals whole grains, fruits , vegetablesThe ones that raise the level of aggression: sugar – sweets, desserts, cakes white bread products with artificial dyes and preservatives – note especially the E- ones too much coffee and tea alcohol drugsThe results of scientific experiments: 1. Food rich in sugars, fats and chemicals, can cause drowsiness, irritability and even aggression 2. Lack of serotonin can lead to irritation, discontent, and even aggression. 3. Unsaturated fatty acids decrease in aggressive behaviour by 37%. Closure / Conclusion / Evaluation1) Teacher gives students paper for making a poster (one piece for each group).2) Students divide their papers into 2 columns- on the left they present their everyday menu,on the right, healthy products according to the list of products given during the lesson (thatcould be used instead of their unhealthy ones).3) Each group presents their own proposal for a healthy meal.4) Students choose the best option.5) All the posters are displayed in the school hall.Summary: You have a great influence on your behaviour! 49 | P a g e
  • ADDITIONAL MATERIALS EAT FISH! - article for group IVOur diet has more in common with us than we think. My better half often laughs at me that Iwould buy everything where on the label, among the components, it is written "Omega 3".Indeed, I happened to buy even an exotic juice with the acids in its ingredients. In addition, Ifrequently take Omega-3 fatty acids, given in the form of fish oil tablets. Why am I so muchcrazy about omega? Because it serves well the two most important human organs. In addition,it appears that it may also cure crime ...Polyunsaturated fatty acids ω-3, simply called omega-3, have a salutary effect on our body. Itsimpact on the heart was summed up well by the recently deceased Professor Zbigniew Religawith the words "Fish fat is the best prevention of heart disease." The acids reduce bloodclotting by lowering blood pressure at the same time and they lower triglycerides in blood,protecting against heart attack or sudden cardiac death. The main source of this essential dietcomponent is marine fish - mainly mackerel and salmon. Today, however, we need not walkaround with a fishing rod and look for the most nutritious and wildly living fish – you can gettheir essence in every pharmacy in tablets or liquid. However, the treatment of heart and themain sources of omega-3 are not what I would like to focus on today.The old adage that “we are what we eat” works in new circumstances. Children in this case,are what their mother ate during pregnancy. A diet rich in red meat and low in vegetables and,importantly, the fish used in the case of pregnant women makes children born have a higherrisk of neurological and psychiatric diseases. The study by Child & Family Research Institutein Vancouver, clearly indicate that the development of networks of fast food will not do usany good. The combination of what we eat with our state of the brain, however, is fortunatelynoticed by more people - hence the action like "Change your diet, change your mind"conducted by the organization Sustein in the UK. Actually, there are very interesting studiescarried out on omega 3 and prisoners.Professor Bernard Gesch chose the prison in Aylesbury as his goal of research. 231 prisonerswere divided into two groups. He diversified meals to all prisoners, but one group got aplacebo as their diet supplement, while the other one unsaturated fatty acids. Prison guardsnoted in the "fish" group a decrease of aggressive behaviour by 37%. "Placebo team" stillfought hard with each other. The results are also confirmed by the very end of the experiment- the return to the old diet resulted in a rapid restoration of the argument of force in everydayconversation."Poor diet causes bad behaviour, and prevents good one" - these words, by the prisoninspector David Ramsbothama, perfectly convey the sense of research on prisoners, which theU.S. government have commissioned the National Institute on Alcohol Abuse and Alcoholismto carry out. For three weeks, a group of 80 respondents was taking 2 grams of omega-3. Theresults? "I do not recognize myself" - said one of the volunteers, who became famous for thefact that he once threw himself on his wife with a knife just because she cut off his television.Another seasoned in combat bar gentleman proudly announced that for 5 years he had neverhad such long abstinence from aggression - the entire 3 months. But mackerel and salmon canhelp not only aggression. 50 | P a g e
  • BRAIN DIET- Article for group IIIJapanese scientists have shown that improper food, rich in sugars, fats and chemicals, cancause drowsiness, irritability, and even aggression.A similar view is shared by Elizabeth Somer, author of "The impact of food on mood."Balance of all nutrients is the foundation of wellbeing.Some products may have positive effects on memory (e.g. carrot, lemon, pineapple, soy, nuts,and bananas), increase vital energy (vegetables, fruits) or reduce the appetite (mineral water).When we are stressed, we often do not have the inclination or the time for proper nutrition,and that is when the body needs are increased. Poor diet only aggravates fatigue anddepression. By changing the diet, we can overcome a bad mood, and increase immunity. Weall know that diet affects our health and affects the way we feel, think, act, and sleep,especially when we are under stress. An upset person sometimes ignores the diet and cannotcontrol the desire to eat. Stress is accompanied by increased appetite for certain products ordishes. Meanwhile, what we eat has a big impact on the activity of the neurotransmitterserotonin. It is responsible for controlling emotions, motivation, and nutritional requirements.It regulates mood, appetite, sleep, and inhibits aggression. Studies in experimental animalshave shown that blocking the synthesis of serotonin causes aggression. Also in humans,improper nutrition and lack of serotonin can lead to irritation, discontent, and evenaggression.In addition to physical hunger, there is also psychological hunger, caused by the need to enjoythe well-being and peace. It can be satisfied only by supplementing deficiency of serotonin.Carbohydrates through chemical reactions in the brain stimulate the production of serotonin.Anti-stress defence system starts to work and reduces emotional tension and, consequently,the desire to overeat.You should eat food rich in complex carbohydrates - bread, pancakes, rice, or pasta. Betweenmeals, we eat fruits or vegetables rich in carbohydrates, which are preferably also added toevery meal. Protein-rich foods, such as fish, veal, lean chicken or legumes eaten along withvegetables and products of whole grains cause an increase in brain tyrosine levels. Scientificstudies have shown that tyrosine increases the life energy and improves concentration.Author: Magdalena Suska 51 | P a g e
  • How to deal with aggression? – article for group IIAlcohol triggers aggressionPsychological MethodsAggression comes from stress, frustration, general dissatisfaction with life. It is easy to losecontrol of emotions.How to deal with aggression? Dialogue – try mediation and consider another person‟s situation. If you try to understand their motives and expectations, you will more easily engage in a dialogue leading to understanding. Easing the tension will facilitate communication. Lower your tone of voice – try to calm down the moment you are close to shouting – just start talking slowly and quietly. Then there is a chance for a constructive dialogue. Do not react to aggression with aggression – it only leads to increased conflict. If you feel that the tension is approaching – count to 10, take a breath and then react Relax, a sport, a healthy diet, and ... sex –they all alleviate negative emotions. Therapy – when you cannot cope with the level of your aggression, join a therapy. Your health and well-being are worth it, for example art therapy brings good results. 52 | P a g e
  • Sport and aggressionHow to get rid of aggression? The best way is to get your negative emotion off your chest, forexample, engaging in sport. In this way, you get to know people, you learn certain rules,discipline, and you do something for your body and soul. What sports you choose depends onyou and your condition.Sports recommended for women: dance – Latin dances, social dances, belly dancing , zumba ... aerobics – step aerobics, aqua aerobics, body styling, body forming... play, Pilates swimming skiing, rollerbladingSports recommended for men: football, hockey, basketball, tennis martial arts bodybuilding golf snowboard, skiing ping-pong swimming, water polo extreme sportsEach type of sport that makes you enjoy it is good to get a negative energy off chest.Therefore, if the long-standing dream of dancing lessons or improving swimming techniquescome to your mind, do not hesitate, and sign up for classes. 53 | P a g e
  • DIET AND AGGRESSION- article for group I There is a correlation between eating certain food and maintaining the level of aggression in humans.Which lower the level of aggression? products low in processed sugar products containing chromium – has an effect on blood glucose levels healthy food, bio products – do not contain artificial additives Vitamin B – yeast , legumes, sprouts of cereals whole grains, fruits, vegetablesWhich raise the level of aggression? sugar – sweets, desserts , cakes white bread products with artificial dyes and preservatives – note especially the E- ones too much coffee and tea alcohol drugs 54 | P a g e
  • Teacher: Barbara Gondek-BłaszkówSubject area: EnglishGrade level: first class, secondary schoolTime: 45 minutesLesson title: Brat Camp – Aggression in the family and the actions takenGeneral objectives / goals:  getting to know the vocabulary connected with violence  using the vocabulary for discussionSpecific objectives:Student:  knows the notion of aggression and its forms  understands the vocabulary for defining various forms of violence  understands the vocabulary expressing the actions directed to help teenagers  uses adjectives expressing personality features, expressions concerning family relationships, idioms describing them  compares the use of modal verbs  uses the vocabulary while speakingMethods:  describing photos  discussing  presenting arguments, discussing in pairsForms:  pair work  discussionMaterials and resources:  the article Brat Camp  the Internet 55 | P a g e
  • Procedures: Introduction1) Students describe actions showing some forms of aggression presented in the photos, theydiscuss the reasons for violence and ways of stopping aggression Main activity / Development1) Students read the text ad do exercises dealing with vocabulary, tricky questions2) Students need to find arguments for or against the thesis that brat camps are the best way tohelp teenagers who break all the rules, they have to exchange arguments for 5 minutes3) Students listen to the recording concerning peer pressure4) Students need to find arguments for or against the thesis that it is easy to object to peerpressure, they have to exchange arguments for 5 minutes Closure / Conclusion / Evaluation1) Students try to answer the question what violence is taking into account a group ofteenagersTeacher: Marlena DeckertSubject area: French, A2+Grade level: first class, secondary schoolTime: 90 minutes (2 lessons)Lesson title:General objectives / goals:  to learn about results of military conflicts In Africa  to talk about the destiny of children involved in the warSpecific objectives:Students:  knows the vocabulary connected with military conflicts  understands a literary text (a literary report)  is able to reintroduce the vocabulary in a different context  is able to explain results of military conflicts 56 | P a g e
  • Methods:  class  groups  individualForms:  discussion  reading  writing (a letter)Materials and resources:  The extract from Ryszard Kapuścinki‟s novel Heban  Political map of AfricaProcedures: Introduction1) Do you know the Polish journalist and writer Ryszard Kapuściński, the author of Heban?2) How do you understand the title of the book? What is the continent it is connected with andwhy?3) What do you know about local conflicts in Africa? In which countries it takes place andwhy?4) Read the beginning of the text. What are two countries touched by the war? Show them onthe map. Dans les zones où les combats Durant depuis des décennies, comme en Angola ou auSoudan, la majorité des adultes a péri depuis longtemps sur les champs de bataille ou asuccombé à la faim et aux épidémies. Il ne reste plus que les enfants, et ce sont eux qui font laguerre. Le chaos sanglant qui règne dans différents pays d’Afrique a vu l’apparition dedizaines de milliers d’orphelins affamés et sans domicile. Ils cherchent un adulte susceptiblede les nourrir, de leur offrir un asile. Pour ce qui est de la nourriture, le mieux, c’est d ;allerlà où l’armée prend ses quartiers : les soldats sont en effet généralement nourris. Dans cespays, les armes ne servent pas seulement à se battre, elles sont aussi un instrument de survie,parfois le seul. 57 | P a g e
  • Les enfants abandonnés et solitaires traînent là où se trouve l’armée, ses casernes, ses camps,ses cantonnements. Là ils rendent des services, travaillent et s’intègrent, devenant des « filsdu régiment ». Ils se procurent une arme et passe le baptême du feu. Leurs aînés – qui sontaussi des enfants ! – sont parfois paresseux, et quand un combat éclate, ils envoient cesgosses au front, en premirre ligne. Ces escarmouches sont particulièrement acharnées etsanglantes, car l’enfant est dénué de tout instinct de conservation, il ne sent pas et necomprend pas le danger de la mort. (...) Comme l’enfant ne peut se servir que d’armesmanuelles à courte portee (...), les escarmouches dans les guerres d’enfants prennent la formede collisions directes, presque physiques, les gosses se tirent dessus à un pas de distance. Lamoisson de ces affrontements est généralement effroyable. Car ceux qui sont tués sur place nesont pas les seules victimes. Vu les conditions dans lesquelles se déroulent ces guerres, lesblessés meurent aussi : d’hémorragie, d’infection, par manque de soins. Ryszard Kapuściński, Ébène. Aventures africaines. Plon 2000. Trad. du polonais par Véronique Patte Main activity / Development1) Read the text silently. Find the words or expressions connected with the followingdefinitions: Exercice 1 1. Les combats ont commencé il y a des dizaines d‟années : ... 2. Beaucoup de gens ont été tués pendant les combats : ... 3. Ils sont morts à cause du manque de la nourriture et à cause des maladies : ... 4. Ils participent aux conflits : ... 5. Les enfants qui n‟ont plus de parents : ... 6. Les enfants qui ont faim et qui n‟ont pas de maison: ... 7. Ils cherchent quelqu‟un qui peut leur donner à manger : ... 8. Les enfants dont personne ne s‟occupe : ... 9. Les enfants aident l‟armée : ... 10. Ils deviennent membres de l‟armée : ... 11. Ils reçoivent une arme : ... 12. Ils prennent part à leur premier combat : ... 13. Le combat commence : ... 14. Les petits engagements entre les personnes armées : ... 58 | P a g e
  • 15. Les guerres entre enfants sont particulièrement cruelles : ... 16. Ces guerres font couler beaucoup de sang : ... 17. Les enfants-soldats ne pensent pas du tout aux conséquences des combats auxquels ils prennent part : 1) ... 2) ... 3) ...2) Read the text again. Answer the following questions. Use the vocabulary found in theexercise 1. Exercice 2 1. Pourquoi ce sont les enfants qui font la guerre en Angola et au Soudan ? ... 2. Pourquoi ne sont-ils pas surveillés par leur parents ? ... 3. Pour quelle raison ces enfants rerjoignent l‟armée ? ... 4. Pourquoi les enfants n‟ont pas peur d‟aller se battre ? ... 5. Pourquoi les conséquences des batailles entre les enfants sont-elles particulirrement graves et les victimes sont très nombreuses? ...3) Complete the text with the vocabulary below. Choose the right word for each gap. Les associations humainitaires sont souvent impuissantes face aux conflits _1_ danscertains pays africains comme, par exemple, l‟Angola et le Soudan où les enfants, aussi bienque les adultes, _2_ la guerre qui _3_ depuis de nombreuses années. Les enfants deviennenttrès tôt _4_ car leurs parents _5_ vite dans les combats. Abandonnés à eux-mêmes, les enfantssont _6_ et cherchent quelqu‟un qui soit _7_ de les nourrir. Ils trouvent un asile dans l‟arméequi devient leur famille adoptive. Là-bas, ils _8_ une arme et passent bientôt le baptême dufeu dans leur première bataille. Les escarmouches entre les enfants qui sont _9_ de toutinstinct de conservation sont particulièrement _10_ . Puisque les enfants _11_ dessus à un pasde distance, il y a toujours beaucoup de victimes. Ceux qui sont blessés _12_ vite auxinfections et à l‟hémorragie.Pouvons-nous espérer que ces _13_ effroyables entre les enfants s‟arrêteront un jour ? Touteassociation humanitaire doit désormais répondre à la question de savoir si elle veut _14_ lesenfants-soldats ou les _15_ de l‟enfer pour leur faire connaître de nouveaux horizons. a. orphelins c. gosses b. sanglants d. durent 59 | P a g e
  • e. susceptible l. dénués f. font m. affamés g. passent n. abandonner h. périssent o. acharnées i. sortir p. se tirent j. participent q. affrontement k. se procurent 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Closure / Conclusion / Evaluation1) As a member of a humanitarian association helping children in need, you write a letter tovolunteers ready to help the African children involved in the war to change their lives. Youdescribe their situation: how and where they live, what happened with their parents, how istheir day. You explain the importance of the human aid for the children-soldiers.Teacher: Anna KucharskaSubject area: FrenchGrade level: second classTime: 90 minutes (2 lessons)Lesson title: The better futureGeneral objectives / goals:  to learn the vocabulary of contemporary press, concerning expressions invoking wars and other conflicts  the students analyse the text of the song and create their own wishes about the futureSpecific objectives:Student:  enumerates words and expressions regarding wars and other conflicts 60 | P a g e
  •  understands a simple press text about a war or other conflict  can express their wishes concerning a better futureMethods:  reading comprehension  listening comprehension  discussionForms:  in groups  individualMaterials and resources:  press articles  a song „Tout le bonheur du monde” of a group SinsemiliaProcedures:Introduction1) Students read press articles and try to understand general information2) Students underline and study the vocabulary that regards problems of violenceMain activity / Development1) Students listen to the song and try to put down all the words that concern the subject of thelesson2) Students try to explain the ideas of the song3) Students complete the song text4) Students proceed to read for a gistClosure / Conclusion / Evaluation1) Students try to formulate their wishes regarding a better future using new vocabulary andthe Future Simple Tense 61 | P a g e
  • TURKEYSCHOOL: Tarsus IMKB Teknik ve Endüstri Meslek LisesiSUBJECT: EnglishTEACHERS: Coşkun HÜNKARCLASSES: XTIME: 40 minutesTOPIC: Violence in storiesOBJECTIVES:  Focusing on the means of violence themed in stories.  Cmparing the good and the bad characters  Analysising the effects of the stories on pupilsSPECIFIC OBJECTIVES:Students:Make students aware of the violence of the storiesMETHODS:  Reading  Speaking  Drama MATERIALS AND RESOURCES:  Student Book  Theatre Essays  Short Films 62 | P a g e
  • II PROCEDURES:Introduction 1) Students determine the main idea 2) Students read the story 3) Students act out the story and discuss about it 4) Talk about the means of violence takes place in the storyClosure / Conclusion / Evaluation1) Students can learn that lots of violence take place in stories and they have got itunconsciously2) Their reading ability and understanding skills improveSCHOOL: Tarsus IMKB Teknik ve Endüstri Meslek LisesiSUBJECT: PhilosophyTEACHERS: Taner TanrıseverCLASSES: IXTIME: 40 minutesTOPIC: Effects of the violence on PeopleGENERAL OBJECTIVES / GOALS:• Negative effects of violence in one‟s whole life• Types of violence; domestic violence,violence against women and children• The reasons of violent behaviours• The methods to overcome violence 63 | P a g e
  • METHODS:• Audio-visiual method• Drama• ReadingMATERIALS AND RESOURCES:• Student Book• Short Films• Drama Essays• SurveysINTRODUCTION1) Warm the students up to the topic.2) General idea and knowledge is given to the students3) Students watch dramas about the topic and evaluating them4) Giving information via presentation5) Making students find resolutionsCLOSURE / CONCLUSION / EVALUATION1) Discussion on the results of the survey2) Write the discussion‟s conclusions on the paperboard. 64 | P a g e
  • SPAINSCHOOL: IES Villa de Alguazas, SpainSUBJECT: EnglishTEACHERS: Pablo TornelCLASSES: 4º ESO (16-17 years old)TIME: 2x 40 minutesTOPIC: Can I be in my friends` shoes?GENERAL OBJECTIVES / GOALS:• Grammar point: use of 2nd conditional• Empathising with others‟ feelings• Talking about how to avoid violence• discussion about violent reactions at school.SPECIFIC OBJECTIVES:Students will be able to:• Make use of the second conditional in different contexts.• Understand reading texts about the topic under consideration• Express their own ideas using the productive skills (writing/speaking)• Respect their classmates` contributions.• Reflect on their own behaviour at schoolMATERIALS AND RESOURCES:• Photocopies.• Newspaper articles.• Radio cassette player• CamcorderII PROCEDURES:Period 11) Students are presented the grammar point in an inductive way. 20‟ 65 | P a g e
  • They are presented with different everyday situations at school where violence is involved.Ex. “what would you do if you saw a classmate vandalizing a class table?”In pairs, they give answers.2) Students are given an article newspaper which is about students` aggressions toteachers.20‟Read it individually.Check answers in pairs.Students write a short paragraph about their feelings after the reading.Period 2.1) We read the students` answers about the previous day‟ s text.2) Role Play. Students are divided into pairs. They are given a card with the role they have toplay. They are allowed some time to prepare it and each pair represents it in front of the class.Students are recorded in video.3) video watch of the different outputs.The whole class comment on each pair`s performance, checking both pronunciation andcontent.The teachers raises the question: “what would you do if you were in his/her shoes?”Students make their contributions and reflect on the topic. They are recorded and then welisten to them, paying special attention on pronunciation.4) Final task:Students, in groups of 4, list the things they would do if they were on their classmates‟ shoeswhen they were being bullied or they were involved in any form of violence.Posters are hung in class 66 | P a g e
  • SCHOOL: IES Villa de Alguazas, SpainSUBJECT: HistoryTEACHERS: AbelCLASSES: 3º ESO (14-15 years old)TIME: 2x 40 minutesTOPIC: Using violence to fight against violence.GENERAL OBJECTIVES / GOALS:• Reflection on the convenience of using violence to eradicate violence• Historical background.• Alternative ways to fight against violence and aggression.• Be able to use different sources to find information about the topic.• Final task: making a summary of historical moments in which violence was used tofight against violence and if the goal was achieved.• Be able to draw information in other languages apart from Spanish..SPECIFIC OBJECTIVES:Students will be able to:• Read and understand information taken from a wide range of resources.• Share their ideas with others• Draw conclusions about the topic under consideration.• Respect their classmates` contributions.• Reflect on different violent acts and behaviours along historyMATERIALS AND RESOURCES:• Photocopies.• Newspaper articles.• Internet• Students book 67 | P a g e
  • II PROCEDURES:Period 11) Students are presented the topic and are given some hints to find information about it. Theyare taken to the computers‟ room to surf the net.Ex: Irak‟ s invasion by the USA. Spanish war of independence against FranceWar World I and II etc.2) Students write their conclusions individually and then share them in small groups.3) Each group write a list of pros and cons about the use of violence to fight against violence.After that, they draw the final conclusion, giving historical reasons.Period 2 1) Debate about the final conclusions drawn by the different group 2) Writing of a final conclusion by consensus.SCHOOL: IES Villa de Alguazas, SpainSUBJECT: BiologyTEACHERS: Juana GarcíaCLASSES: 1º BACH (16-17 years old)TIME: 2x 40 minutesTOPIC: Don`t use violence against yourself!GENERAL OBJECTIVES / GOALS:• Reflecting on the advantages of a healthy diet.• Respecting oneself and others.• Getting used to good social habits.• Be able to use different sources to find information about the topic. 68 | P a g e
  • • Final task: making a summary of the best eating and drinking habits for people of their age.• Be able to draw information in other languages apart from Spanish..SPECIFIC OBJECTIVES:Students will be able to:• Read and understand information taken from a wide range of resources.• Share their ideas with others• Draw conclusions about the topic under consideration.• Respect their classmates` contributions.• Taking care of oneself• Reflect on different methods in order to avoid: Smoking Drugs AlcoholMATERIALS AND RESOURCES:• Photocopies.• Newspaper articles.• Internet• Students bookII PROCEDURES:Period 11) Students are presented the topic and are presented the topic under consideration. Theyare taken to the computers‟ room to surf the net and find information about good eating anddrinking habits. In pairs, students make a list of them.2) Still In the computers` room, students search for ways of keeping away of bad habitssuch as smoking, alcohol and doing drugs. 69 | P a g e
  • 3) Students write their conclusions individually and then share them in small groups.They order them from the most dangerous to the least dangerous for human beings.4) Each group prepare a brief presentation on how to prevent violence against oneself orothers by avoiding certain bad habits in everyday life.Period 2.1)Each group make a short speech about the conclusions they reached. They debate aboutthem.2) writing of a final conclusion by consensus.3)Students` resolutions to lead good habits. 70 | P a g e
  • PSYCHOLOGICAL WORKSHOPS PLANS WORKSHOP 1 Part 1 – the integration of the participants IAIM: Integration of the groups, getting to know each otherTIME: 60 minutesPLACE: Big classroom with tables and chairsNO OF PARTICIPANTS: 40THINGS NEEDED: crayons, A4 sheets of paper, markersWORK SCHEME:Introduction Greeting, introduction to the workshopsMain part 1. Creating portraits of the students‟ groups from all the countries present Every group (from each country) is given one sheet of paper. Students draw their own portraits. These are portraits, which are to depict students, their traits, interests or hobbies- students invoke symbols which characterize a given person or the whole group. 2. Presentation Each group presents their pictures, which display their characteristics. First, they introduce themselves and the country they are from and then they present the portraits explaining their content.Ending Students are making the gallery from their portraits.
  • IIAIM: Integration of the group, defining the goal of the projectTIME: 20 minutesPLACE: Big classroom with tables and chairsNO OF PARTICIPANTS: 40THINGS NEEDED: A0 or A1 sheets of paper, markersWORK SCHEME:Introduction Introduction to the workshops – What are we doing here? Why are we here?a)Main part 1. Group work Brainstorming. Students in a country group write answers to the following questions: “What am I doing here? What am I going to do about the project? Why did I come here?” Students write all their ideas. The whole group writes as many ideas as possible. 2. Presentation All groups read their ideas. A leader writes all suggestions on the board and next to each idea, which is repeated, puts “plus”. Thus, the leader makes the ranking of the most popular ideas.Ending Discussion about the most popular ideas and about the expectations of the project.b) in smaller groups – 10-20 peopleMain part 1. Works Brainstorming. Students individually write answers to the following questions: “What am I doing here? What am I going to do about the project? Why did I come here?” Students write down all ideas on several sheets of paper. One idea per on one card. 72 | P a g e
  • When everybody finishes, a leader collects all suggestions and shuffles them. Then, each person gets 4-5 cards with ideas. The whole group will work together. Participants exchange cards freely. The goal of this exercise is that each person should have 3 cards with the most important ideas for this person. 2. Presentation Every person presents their ideas.Ending Discussion about the most popular ideas about the project and its aims. Part 2 – main workshops IAIM: Auction of our values, identification of personal values, self-awarenessTIME: 40 minutesPLACE: Big classroom with tables and chairsNO OF PARTICIPANTS: 40THINGS NEEDED: card with values (appendix 1)WORK SCHEME:Introduction Greeting, introduction to the workshops.Main part 1. Students should sit forming a circle. 2. The leader gives each person credits - 100 points. This is the pool of credits. Everybody must buy the most important values for them at an auction. They can buy as many as they need, but they cannot exceed the credit. 73 | P a g e
  • Ending Discussion about:  the values they buy, why they buy those values  the most expensive value  values they didn‟t buyAppendix 1The values we can use: beauty, money, family, faith, health, tradition, fan, love, wisdom, joy,acceptance, happiness, equality, peace, be fashionable, competence, development,recognition, loyalty, patriotism, freedom, tolerance, success, popularity, wealth, free time,pleasure, fitness, justice, friends, trust, truth, humour. IIAIM: Magic chest for the next generationTIME: 40 minutesPLACE: Big classroom with tables and chairsNO OF PARTICIPANTS: 40THINGS NEEDED: crayons, sheets of paper of different sizes, markers, a big carton boxWORK SCHEME:Introduction Greeting, introduction to the workshops.Main part 1. Dividing into groups. The teacher is dividing students into pairs by giving them multi-colour beads or threads (we need as many colours as the half of the number of people participating in the workshops). 2. Our message. The leader gives each pair some sheet of paper, pencils, marks, pens. All groups make a “peace box for the next generation”. They work collaboratively. Students write or draw the most important, for them, ideas against violence and aggression. They may 74 | P a g e
  • assume the form of pictures, essays, poems, letters, cartoons, short diaries or anti- violence slogans- any form they wish to choose.Ending Students present their works and put them into a carton box. When everybody finishes, the leader seals the box. In addition, students can make the gallery of the things before putting them in the box. 75 | P a g e
  • WORKSHOP 2 PART 1AIM: Integration of the group, getting to know students‟ namesTIME: 60 minutesPLACE: Big classroom with tables and chairsNO OF PARTICIPANTS: 30THINGS NEEDED: crayons, A4 sheets of paper, markersWORK SCHEME:Introduction Greeting, introduction to the workshopsMain part 1. Creating coats-of-arms All students are given one sheet of paper. They are asked to draw an outline of the coat- of-arms and divide it into 4 parts. On the top of the page, they write their names. In the top left part of the coat-of-arms, they draw or write something they are good at. In the top right part, they draw or write what is the key value in their life. In the bottom left part, they draw or write something connected to their personality. In the last part they draw or write who they want to become (job-wise). 2. Exchanging coats-of-arms with an unknown student All students are asked to pick one person they know nothing about and exchange their coat of arms with this student, chatting about their passions, plans, and personality characteristics. 76 | P a g e
  • 3. Remembering names All students one after another are asked to say their names and one thing that starts with the first letter of their name. The next student has to repeat all the previous names and things. The text is the example: My name is Barbara and I brought bananas to the market place.EndingWriting a common story about Comenius project in 7-person groups – each person adds a newsentence without seeing a previous one. They answer questions: who?, with whom?, did?,what?, where?, how?, how did it happen?, what was the result? PART 2AIM: Defining aggressionTIME: 60 minutesPLACE: Big classroom with tables and chairsNO OF PARTICIPANTS: 30THINGS NEEDED: crayons, A0 or A1 sheets of paper, markersWORK SCHEME:Introduction Greeting, introduction to the workshopsMain part 1. Dividing into groups The teacher divides students into equal groups by giving them multi-colour sweets. 2. Information Window Students work in groups creating an information window. Each group gets one big sheet of paper and divides it as a window into four parts. They work collaboratively. In the top left part they write their own definition of aggression, in the bottom left part 77 | P a g e
  • they write metaphors (aggression is like...) and explain them. In the top right part, they write an equation (math formula) for aggression and in the bottom right part, they draw a picture showing what aggression is.Ending Students make the gallery of their posters. PART 3Aim: Knowing the difference between anger, aggression and violenceTime: 60 minutesPlace: Big classroom with tables and chairsNo of participants: 30Things needed: big sheets of paper (6 pieces), markers, small yellow sticker papersWORK SCHEME:Introduction Greeting, introduction to the workshopsMain part 3. 1-2-4-8-16-32 All students are given one sheet of paper with different situations (Appendix 1). They are asked to say which one is anger, aggression and violence. Then they consult it in pairs. Next, pairs are joined and they keep on discussing in groups of four and so on. After discussion with the whole group, students are supposed to create a definition of anger, aggression, and violence and write them on the big sheets of paper.Info for a teacher:Anger is an emotion/feeling. It is connected with energy accumulating when we meet anyobstacles in the way to our aim. It is common for everyone and we cannot help it coming. It isnot good or bad but we have an influence on what we do when we feel it. 78 | P a g e
  • Aggression is defined as a conscious, planned behaviour aimed to cause harm to somebody(either physical or psychological or material). It is characterized by using physical or mentalforce against somebody who is equal when it comes to strength or opportunities to defendthemselves. Aggression is a way of manifesting anger. In special circumstances, it can causeviolence.Violence is using your strength against somebody who is weaker. We are dealing withviolence if a person (victim) is a subject of negative behaviours of another person or a groupof people over a longer period. 4. Forms of aggression All students are asked to name one form of aggression present in their school. All forms are written on the big sheet of paper in the form of a sun. You can ask students how they think it comes to such situations.Info for a teacher:There are several forms of aggression:  Direct physical violence - beating, kicking, spitting, pushing, extortion of money, stealing, destruction of property, laughing at somebody  Direct violence, verbal and non-verbal - teasing, mocking, insulting, ridiculing, threatening, spreading gossip and slanders (including text messages and the Internet), showing obscene gestures  Indirect forms of violence - instigating others to physical or verbal attacks, stigma, exclusion and isolation from the group 5. Fighting aggression and violence Students are divided into 2 groups – the first one thinks of actions from their school that help dealing with symptoms of aggression and violence; the second one thinks of actions that help performing aggressive and violent acts. Both groups write their ideas on big sheets of paper. Discussion with the whole group. 79 | P a g e
  • Appendix 1Decide which of those is anger, aggression, or violence. The whole class laughed at Maggie. Two colleagues from the same class are fighting during the break. A little boy cries and stomps his feet, as his mother did not want to buy him a toy. Older boys selling things in the school shop give too little change to smaller kids. Groups of people send a nasty text message to Renate. Chris intentionally destroyed his colleague‟s backpack. Colleagues do not allow Jared to hang his jacket in the locker room, saying that it stinks. Hannah was so upset that she hit her fist on the table several times. Colleagues have long been ignoring Martha, pretending not to hear what she says. Martin showed his colleague the offensive gesture. Anna got a bad grade and she was so upset she felt sick. Raphael makes a photo of his colleague when he changed his clothes before PE lesson and puts them on the Internet. Al offended his girlfriend, saying unkind things about her parents. 80 | P a g e
  • WORKSHOP 3AIM: Integration of the group, knowing namesTIME: 120 minutesPLACE: Big classroom no tables or chairsNO OF PARTICIPANTS: 30THINGS NEEDED: crayons, A4 sheets of paper, markers, musicWORK SCHEME:Introduction Greeting, introduction to the workshopsMain part 1. Knowing each other All students are asked to stand in pairs and form two circles. The inner circle moves to the left, the outer to the right. When the music stops, students are given an instruction – for example – to greet each other like Eskimos, to talk about favourite music, to hug etc. 2. People to people All students are asked to stand in pairs again. The music is played. When the music stops the leaders gives the instruction of how to dance further, for example: cheek to cheek, knee to knee, forehead to forehead etc. 3. Cob-web All students are asked to gather tightly and close their eyes. Then they should reach as far as the can to pick one hand with their hand. This way they are forming a cobweb. Their task is to untie themselves without letting their hands go. 81 | P a g e
  • 4. TrainEach student is drawing a train in which each wagon symbolizes different aspects of theirlife: themselves, dreams, fears and values. They are asked to find a person they knowleast and exchange their pictures and talk about themselves. Then, each person is asked tosay something about a person they talked to.5. Map of lifeEach student is asked to draw a map of their life from the birth until nowadays. They aresupposed to mark all the obstacles and helps, good things and bad things on their maps.Make a gallery and comment on works.6. 1-2-4We talk a lot about reasons of being violent or angry. Students think about their own waysof dealing with aggression and anger. They write them down on a piece of paper. Thenthey are asked to form a group of twos and find common ways of dealing with anger. Thesame in fours. Each group picks three most common ways and puts them on a big sheet ofpaper together with other groups. Each group is asked about their choices.7. Ways to deal with angerEach student completes the sentence: My way of dealing with anger is ....EndingRelaxOne of the ways of dealing with anger is relaxation. Students are asked to lie on the matsthat were prepared earlier. The instructor plays the relaxation instructions (for example: ) 82 | P a g e
  • WORKSHOP 4 Part 1 - integration IAIM: Integration of the group, getting to know each otherTIME: 20 minutesPLACE: Big classroomNO OF PARTICIPANTS: -THINGS NEEDED: small sheets of paper, markers or pensWORK SCHEME:IntroductionGreeting, introduction to the workshopsMain part1. What colour are you today?Every student writes the name of a colour on a piece of paper. That colour symbolizes themood a student is in at the moment. After that, the students form groups according to thecolour they have chosen and discuss why they feel in that particular way.2. PresentationOne person from each group presents symbol of their colour: we are (colour) todaybecause………………… 83 | P a g e
  • IIAIM: Integration of the groupTIME: 20 - 60 minutesPLACE: Big classroom with chairsNO OF PARTICIPANTS: Even number of participantsTHINGS NEEDED: NoneWORK SCHEME:IntroductionGreeting, introduction to the workshops.Main part1. Dividing into groups (we need even number of students)We divide the group into two subgroups by counting to 2.“Ones” sit in a circle (either on chairs or on the floor); facing the outside of the circle,“twos” create a circle outside- so that every person has a pair. Students turn to each otherand sit face-to-face.Their task is to hold a conversation with their partner about the topic given by the leader.Each pair has a minute for discussing the topic and after the command of the leader, theymove over, one seats to the right. The leader introduces a new subject and after a minute,the next change of seats takes place and so on and so forth, until the person comes back totheir initial seat.Conversation topics - examples:  My first impression when I saw you  About our country 84 | P a g e
  •  My biggest success  Football  My favourite music  My hobby, interest  My the biggest failure  What would you do if you win 1 mln dollars?  What features of character do you like the most?  What features of character don‟t you like?  What makes you angry?  What do you think about your school?  Who would you like to be in the future?  My first love  What was the most interesting in the Comenius project?  What is freedom for you?  What is the most important for you?  My favourite film  Books  Friends  What would you like to change in the world?Conversation topics are to be chosen freely according to the requirements and goals of theworkshop. 85 | P a g e
  • Part 2 – main workshops IAIM: How to get aware of our anger?TIME: 20 minutesPLACE: Big classroom with tables and chairsNO OF PARTICIPANTS: -THINGS NEEDED: A4 sheets of paper, markersWORK SCHEME:IntroductionGreeting, introduction to the workshops.Main part1. Students write their name on a sheet of paper - letter by letter vertically (from top to the bottom).2. To each letter students write what makes them angry. Students should start from each letter of their name. They write as many things as they have letters in their name.EndingDiscussion about:  What makes you angry - presentation  What things are the most popular 86 | P a g e
  • IIAIM: My own countryTIME: 30 - 60 minutesPLACE: Big classroomNO OF PARTICIPANTS: -THINGS NEEDED: crayons, big sheets of paper (depending on the groups‟ number), markersWORK SCHEME:IntroductionGreeting, introduction to the workshops.Main partWe look for volunteers that will be in charge of leading the activity (the number ofvolunteers depends on the size of the group- 1 person per 10 participants, but not fewerthan 2).We explain the rules of the task to the volunteers, the others have a short break atthat time.Volunteers have to create their new state. They have to invent the main idea the state willbe based on. The task of the volunteers is to present the idea of the state and canvasscitizens from the group. Every leader shows the idea of the country through pantomimeand then the participating students choose the country they wish to belong to.The next step of the activity in the created groups:- Every state has to create its constitution- at least 10 rules (every inhabitant shouldsign the constitution)- The citizens of each state have to show how the life in their country looks like ( day).EndingLeaders present their constitution 87 | P a g e
  • WORKSHOP 5 Part 1AIM: Integration of the group, knowing namesTIME: 60 minutesPLACE: Big classroom with chairsNO OF PARTICIPANTS: 30-50THINGS NEEDED: crayons, A4 sheets of paper, markers, sticky papersWORK SCHEME:Introduction Greeting, introduction to the workshopsMain part 1. Gossip Card All students are asked to draw their own portraits illustrating a hobby or favourite food on an A4 sheet of paper. They are not supposed to sign the paper. Then, they approach a person, exchange their cards and gossip about themselves a bit. Then, they repeat it several times. Next, they sit in a circle and each person is asked to introduce a person whose card they got starting with a name of a nationality. This person in then given their proper ID card. 2. Curtain The instructor divides students into 2 groups. They will be competing with each other. Two people hold a curtain in the middle. Each team is supposed to chose one person at a time to stand next to the curtain. When the curtain drops down, they are supposed to say the name of the person on the opposite side as soon as possible. The winning team might get a prize. 88 | P a g e
  • 3. Fruit saladAll students are asked to sit in a circle again. The instructor standing in the middle dividesthem into groups of 3-5 and names them with fruit names (apples, bananas, etc.). Then heor she says 2-3 fruit names. People who are those fruits are supposed to change seats.When he or she says fruit salad, all the people are supposed to change seats and he or sheis supposed to sit somewhere too. We end up with a new instructor (there are not enoughchairs for 1 person to seat!).4. HeadlineThe instructor divides the student into groups and gives them a piece of paper. Their taskis to write what they are going to remember about the project as a newspaper headline.Then we make a gallery and let everyone to read it.Ending5. Something niceEach student is given the A4 sheet of paper. They write their names at the very top andstick it (with help) on their back. Everyone is supposed to approach each person and towrite something nice on his or her papers (about personality, smile or way of dressingetc.). 89 | P a g e
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