2009-2011International Prophylactic Programme                                 1|P age
CONTENTSINTRODUCTION.........................................................................................................
INTRODUCTIONPedagogical Dictionary describes prophylactic actions as “all of the actions against unwantedphenomena in deve...
TOLERANCE ALPHABET            A – All together can raise the world              B – Big problems, big solutions.       C –...
AGGRESSION QUESTIONNAIRE RESULTS                                         Bulgaria       Even though in most schools there ...
Poland       According to the survey held in Paderewski Private Grammar School in Lublinaggressive behaviours are quite ra...
RomaniaAfter having analyzed the results of the survey, which we carried out among our studentslast October 2010, we have ...
Slovakia        After having analyzed the results of the survey, which we carried out among ourstudents last October 2010,...
with trained dogs that are searching for drugs in the school etc. Some younger    students can consider this preventive ac...
Spain      After having analyzed the results of the survey, which we carried out among ourstudents last October 2010, we h...
3. They trust the school rules and the teachers‟ intervention to prevent violence.4. Our students hardly ever use violence...
TurkeyAfter having analyzed the results of the survey, which we carried out among our studentslast October 2010, we have d...
LESSON PLANS                                           BULGARIASCHOOL: Hristo Botev Secondary SchoolSUBJECT: LiteratureTEA...
EVALUATION: The students may be asked to respond to the discussion by writing an essayon one of the draw conclusionsSCHOOL...
-   During the Middle Ages violence is equalled to a feat (war is a day-to-day event       and the motives are religious, ...
ROMANIASCHOOL: “George Baritiu” CollegeSUBJECT: EnglishTEACHERS: Claudia StainerCLASSES: XITIME: 50 minutesTOPIC: Violence...
ACTIVITY 3: WRITING                                                           Time: 10‟Aim: to improve the students‟ writi...
WORKSHEET 1                                   CHANGEI was ________________________________________________________________...
WORKSHEET 2 for Activity 5   1. David Smith, 34, of New Jersey, created the Melissa computer virus – the first major      ...
Specific competences:    1. Recognizing statistic data regarding the school violence in concrete situations.    2. Basic i...
STATISTIC DATA: GATHERING AND CLASSIFYING THE DATA                                           THE ACTIVITIESNo.   The      ...
6   Directing the   The teacher follows the solving of the problems on the         The students solve    learning        b...
mass called a statistical population.                          b) The elements of the population are called               ...
SCHOOL: „George Bariţiu” Technical College Baia MareSUBJECT: ReligionTEACHER: PROF. Haiduc MarcelaCLASS: IX-thTIME: 50 min...
Nr.         Lesson         Time                                                                                           ...
Nr.        Lesson        Time                                                                                             ...
Nr.        Lesson       Time                                                                                              ...
Nr.        Lesson         Time                                                                                           M...
GENERAL COMPETENCES:       To practice management activities of activities in different environments,        organisation...
Nr.                                                                                                                       ...
 What methods of control of                                aggressive, violent you take you                              ...
ANNEX 1                   How we define violence?                           How can we define abuse and what are its forms...
ANNEX 2                                                       THE MOMENT’S                                                ...
ANNEX 3                               WHO? /HOW?                                                     (WHO WILL BE AFFECTED...
ANNEX 4                   CONSEQUENCES OF VIOLENCE        Using the information from the work chart WHO/ HOW?, make a post...
Documentary sheet 1           THE CONCEPT OF QUALITY ASSURANCE                         QUALITY ASSURANCE                As...
Documentary sheet 2                  THE CONCEPT OF QUALITY CONTROL                          Quality surveillance is ongoi...
WORKSHEET 1                    THE CONCEPT OF QUALITY CONTROLDraw a scheme, and pro and cons situations through which one ...
WORKSHEET 2       Weak points/ improvement possibilities in organising the Q.A., Q.C. in school Identify the most frequent...
WORKSHEET 3 Establish measures to prevent / combat violent acts of verbal, nonverbal identified in school.    Identify the...
-   Identification:                      Questionnaires for students, teachers and parents.In order to identify possible s...
WORKSHEET 4Make a sketch, movie, Power Point Presentation, which highlights a conflict situationencountered in school.Iden...
SLOVAKIA                                         EnglishClass/Level: upperintermediate                                  10...
Students individually or in pairs or groups,                                          work out the exercise, in which thei...
2nd group:                                   students will discuss a withdrawal syndrome –                                ...
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
International Prophylactic Programme
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International Prophylactic Programme

  1. 1. 2009-2011International Prophylactic Programme 1|P age
  2. 2. 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
  3. 3. 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
  4. 4. 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
  5. 5. 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
  6. 6. 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
  7. 7. 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
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. 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
  13. 13. 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
  14. 14. 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
  15. 15. - 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
  16. 16. 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
  17. 17. 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
  18. 18. 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
  19. 19. 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
  20. 20. 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
  21. 21. 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
  22. 22. 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
  23. 23. 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
  24. 24. 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
  25. 25. 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
  26. 26. 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
  27. 27. 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. ...faith, 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
  28. 28. 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
  29. 29. 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
  30. 30. 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
  31. 31.  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
  32. 32. 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
  33. 33. 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
  34. 34. 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
  35. 35. 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
  36. 36. 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
  37. 37. 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
  38. 38. 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
  39. 39. 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
  40. 40. 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
  41. 41. - 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
  42. 42. 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
  43. 43. 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
  44. 44. 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
  45. 45. 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

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