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  2. 2. 2st Newsletter of the Grundtvig Partnership “NO MORE TEARS” 2010-2012YEAR 2011 N 3 OCTOBER PROJECT DESCRIPTION The Grundtvig Project „No more tears” is a learning partnership aimed at adults, which is being implemented at a European level by four institutions: The Seyhan School Inspectorate- Adana, Turkey • The Adult Centre of Monterroso – Monterroso, Spania • The „Tudor Arghezi” Theoretical High school- Craiova, România • Institut für die Förderung von Mehrsprachigkeit, Interkulturellen • Kompetenzen und Gleichbehandlung IFMIK- Viena, Austria. The Grundtvig Partnership „No more tears” has the national ID GRU-10-P-LP-25-DJ-TR, and its number as a Lifelong LearningCONTENTS Programme is LLP- Project 2010-1-TR1-GRU06-16423 21.THE GRUNDTVIGPROJECT“NO MORE TEARS” PROJECT ACTIVITIES2.PROJECTACTIVITIES3.THE CONFERENCE In March and April we disseminated the transnational meeting in4.THE WORHSHOP Wien, Austria. We organised 4 countywide activities approved by the5. THE WORK VISIT Teachers’ Committee of Dolj and attended by project learners and6. THE ROUND Dolj teachers.TABLE In September we attended the third transnational meeting in7. THE WORKSHOP Monterosso, Spain.8. ARTICLES The keywords of the project are: quality, responsibility, dedication, high standards, planning, assumption, inclusion, volunteering and enthusiasm. This project is a successful one, because it is organised at a European, national, county and local level. We also share our experience with different European institutions (a high school, an educational centre within a penitenciary, the school inspectorate in Seyhan and an NGO in Wien). 2
  3. 3. The county conference ” School and family violence. A social issue. Case studies.”-the 8th of April 2011 The aim of the activity was to enable participants to exchange opinions, experienceand examples of good practice concerning the best ways to reduce school and family violence. The conference was organised by the members of the implementing committee, whowere also moderators of the following three sections: 1.School and family violence. Case studies. 2.The influence of the Internet and the media in violent behaviour in adults. Casestudies. 3.Examples of good practice in adults’ education.The activity was attended by project learners and Dolj tachers. The specific objectives of the activity were: • The identification of the main factors that lead to a violent behaviour • The analysis of the social consequences that violent behaviour determine, by means of case studies. • The promotion of a set of measures that can be taken in order to reduce school and family violence. • The consolidation of the relationship between parents, school and the local community. The articles that were presented during this activity were published in the fourth issue of the “No more tears” magazine. The county Workshop- “Conflict mediation techniques” The 5th of May 2011 The objectives of this workshop were: - the promotion of mediation as a means of prevention and peaceful solution of conflicts; - the enhancement of the civic spirit, of the co-operation and of a responsible, non-aggressive behaviour in family, school and society; - the identification of different means of mediating conflicts, with emphasis on theimportance of training peer mediators; - the familiarization with such techniques by means of role plays. This workshop was attended by the learners involved in the” No more tears” Grundtvigproject. After the participants introduced themselves, they helped define conflicts, theyidentified some possible causes for the occurence of conflicts, and briefly classified them. The workshop continued with the identification of the means of turning conflicts intosomething positive, considering the fact that they cannot be utterly eliminated from people’slives. Another aspect which was addressed during this workshop was the difference betweena conflict and violence, with emphasis on the fact that violence can sometimes be the meansby which some conflicts are solved. The participants put together a list of means of solvingconflicts, including negotiation and mediation, and explained the difference between them. 3
  4. 4. In the second part of the workshop the participants talked about the role of peermediation in solving conflicts. They identified the advantages of implementing the peermediation system in our school. The moderators presented the steps of implementing this type of system, and usedtheir own school as an example. They talked about the possible problems that theimplementation of the mediation system might arise and stressed the role of the constantassessment of the way in which peer mediation works in their school. At the end of theactivity the participants offered feedback related to the workshop. Work visit on ’’ The prevention of school violence” The 24th of May 2011 Our school was included in a Lifelong Learning Programme activity, organized by theCounty Centre for Educational Resources and Assistance. It involved nine European citizensfrom seven countries, who visited ’’ Tudor Arghezi” in order to study the implementation ofcounselling activities and peer mediation as means to prevent school violence. The programme of the activity included a general presentation of the Tudor ArgheziTheoretical Highschool, with emphasis on its security characteristics, counselling activities,peer mediation system, internal regulations and out-of-school activities. The aim of this visit was to enable an exchange of experiences related to theprevention of school violence, because after the presentations the participants talked aboutthe measures that have been taken in their own institutions in order to prevent violence. The final, most practical activity of this visit was meeting some of the studentsinvolved in peer mediation. They answered some of the questions the visitors had about theway in which the peer mediation system was implemented in our school and shared somepersonal experiences related to their status of peer mediators. They also mentioned the factthat they benefit from full support from the school staff in solving conflicts in a peacefulway and in not being bullied for being peer mediators. County Round Table “Tolerance, a European value”- the 2nd of June 2011- The aim of the activity was to enable the participants to share their opinions, theirexperience and different examples of good practice related to the main types of tolerance,but also to cultural diversity and to the importance of developing an active Europeancitizenship, based on common values. The articles of this round table were divided in three sections:• Tolerance, a European value• Parents – school – community, influential factors in the development of tolerantbehaviour• Examples of good practice used in adults’ education in order to promote tolerance. 4
  5. 5. The specific objectives of this activity were: • The identification of the main types of tolerance (religious, political, racial, etc) • The concept of Freedom of opinion; • The promotion of intercultural dialogue as a tool which would prove useful in helping people acquire a set of skills and knowledge and create a more complex, more open context; • The acknowledgement of the importance of approaching cultural diversity in formal and nonformal education within the new international context; • The realization of the fact that European citizens need to develop an active citizenship, based on common values while respecting cultural diversity. The articles presented during this activity were published in the fourth issue of the„No more tears” magazine. The County Workshop “Violence versus tolerance! ” -the 2nd of June 2011- This workshop was the sixth activity organized within the framework of the ”No more tears” Grundtvig project. It was approved by the Dolj teachers’ committee and implemented in eight institutions/highschools/schools in the Dolj county. The specific objectives of this activity were: - the identification of the effects of a violent kind of behaviour in school, family and thesociety; - the promotion of tolerance, diversity, assertiveness; - the familiarization with the formal regulations related to the prevention of family violence; - the identification of the influence of stereotypes and preconceptions on intolerantbehaviour;- the development of social skills. The aim of this activity was to identify the main factors which lead to school andfamily violence and to promote tolerance, diversity and an assertive type of behaviour. Mediation Procedures There is a standard procedure in meeting the victim of the aggression, which is made of sixstages:1. Presentation (Example: Hello! My name is Ion Ion, I am peer mediator, and he is mycolleague, Andrei Popescu. He will not say anything; he will only make some notes.)2. Exposition of the facts (Example: I understand that yesterday you were involved in aconflict. What happened, exactly? - Description of the events)3. Evaluation of the emotional impact on the victim (Example: How did you feel at thatmoment?)4. Evaluation of the emotional impact on close people (Example: How did your mother reactwhen she saw you in that state?)5. Identification of mediation solutions (Example: What should your colleague do in order foryou to forgive him?) If the victim cannot or does not accept mediation solutions, peermediators turn to the school staff authorized in this matter.6. Setting up of a meeting with the aggressor for the actual mediation 5
  6. 6. The meeting with the aggressor student includes more stages:1. Presentation (as in the previous example)2. Explanation of the cause (Example: What prompted you to do this?)3. Evaluation of the emotional impact on the victim (Example: Your mate said that he felt bad)4. Evaluation of the emotional impact on close people (Example: When your colleague camehome last night …)5. Presentation of the mediation solutions (Example: Your mate has agreed to be reconciled,provided that…) If the abuser refuses the solutions or the actions required by the victim orthe peer mediators, they report the situation to the authorized staff.6. Setting up of a meeting with the victim for the actual mediation.The meditation meeting occurs after they establish a good moment. This meeting is attendedby the peer mediator, the victim and the aggressor. If the aggressor or the victim want aparent/teacher (an adult) to be there, a member of the staff will also attend the discussion,because the students cannot deal with adults themselves.Normally the meditation meeting ends with reconciliation, provided that this doesn’t happenagain. The student who committed the act of violence is no longer allowed to repeat it neithertowards the victim nor towards his classmates. The assigned peer mediators will ask their parents to sign a contract with the school, bywhich they will express their agreement to be a peer mediator, to co-operate with theauthorized staff and have a proper social and school behaviour. They will receive personalizedbadges, so that they may be easily identified and asked for help if a peer mediator from thevictims class is not around when the incident happens. The five keys. Activity sheet for students It is very difficult, even impossible to open a locked door (if you are not really, reallystrong). But if you have a key to put in the look, you twist it and the door will open.Sometimes, when friends are fighting, they are like locked doors: they do not listen to anyoneand they do not open. If you have the key of your friends’ thoughts, you can help them solvetheir problems. Fortunately, there are keys which can help you help your friends. You can’ttouch them, but you can learn how to use them. They are very important because they makefriends and colleagues talk openly about their conflicts. The five keys are: Do not judge. Peer mediators are impartial, even if they think that one of the partsis right or wrong. Do not give advice. Sometimes peer mediators can think of solutions, but they mustnot suggest anything to those involved, it is their conflict and they have to solve itthemselves the way they want to. This is the only way to make them feel responsible. Be equally empathic. An empathetic mediator tries to understand the people who wereinvolved in the conflict putting himself into their respective place. Avoid taking sides, but tryto understand the way in which both of them think and see things. Keep the confidentiality. People feel better when they talk about their feelings andproblems, if they know that the peer mediators will not tell the story to anyone. 6
  7. 7. Show that you care. Within the mediation process, the mediators also take peopleinto account. They do everything they can in order to help the others reconcile and solvetheir conflicts. If the mediators respect the mediation process, the others will trust thatusing it will help them solve their problem. Tolerance Tolerance is a social, ethical and religious concept that may be applied to a community orto every individual. It means respect for the other people, their freedom, their thoughts,their behaviour, or their different opinions. The 16th of November in annully celebrated as the International Tolerance Day byorganizing special programmes and activities in order to convey the message of toleranceamong students. It is an occasion for educational, as well as governmental institutions andNGOs to co-operate with the media in order to promote this value. Tolerance is seen as an attitude, put into practice by being tolerant. They both ensure thepeaceful co-habitation of historically, culturally and politically different groups of people. The difference between tolerance and recognition is made by the two complementarytendencies: democratic inclusion and the right to be different. The characeristics of tolerance are:  Respect for the others, however different they may be;  Respect for the freedom of choice;  Solidarity;  Social dialogue;  responsibility 7