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