”Sharing experiences and  good practices in the  educational process”          Revistă de specialitate la nivel internatio...
Coordonatorii revistei:         Prof. Georgeta Manafu-coordonator proiect         Prof. Popescu Oana© 2012 Editura Sitech ...
ARGUMENT       Această revistă reuneşte lucrările in limba engleza prezentate de participantii dinRomania, Austria, Spania...
INTERNATIONAL GRUNDTVIG PROJECT "NO MORE TEARS"                                                            Teacher coordin...
The programme of the activities at the meeting included: the presentation of each       participating institution, a visit...
The working environment was very cooperative and flexible despite the international,multicultural and multilingual nature ...
3. During the county conference – School and family violence, a social issue. Case studies’’       we have achieved the fo...
The legal aspects of the prevention of family violence;        The identification of the influence of prejudices and stere...
SECTIUNEA 1                                              MOODLE                                                           ...
use a computer and the Internet. Cultural contents from around the world can be found in digitalformat and they are availa...
THE EDUCATIONAL SOFTWARE                                                                               Prof. Voicu Mirela ...
university level, is very suitable for study different languages, regions, different levels of study andtypes of organizat...
E-LEARNING THE LESSONS OF ROMANIAN LANGUAGE AND                           LITERATURE                                      ...
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN                      ASTRONOMY LESSONS                                 ...
Traditional educational systems have a key character – the teacher. E-learning doesn’tdiminish the role of the teacher inc...
approaches in education replaced the old ones, students are now at the center of education andcomputers and computer learn...
THE USE OF THE NEW INFORMATION TECHNOLOGIES IN PHYSICAL                    EDUCATION AND SPORT                            ...
students with tutors/instructors, integrating students who cannot participate in courses within thetraditional system, enh...
Bibliography:       Arvunescu Dana Dumitru Cristina, Junea Sanda, Rodica Pintea - Baccalaureate Training Guide, Informatic...
E-LEARNING FOR REFRESHING TEACHERS                                                                      Teacher Popa Danie...
out of date. The audio resources found on the CD provide needed samples of voices other than theteachers.       Adolescent...
the simulation of processes difficult or impossible to access directly; stimulates the childs activeinvolvement in learnin...
being viruses or hacking, etc.     However, distance education is open to a promising start, with time it may grow by prov...
can be done from home, students have less clothing and driving expenses than with traditionallearning.                    ...
DISTANCE EDUCATION DIGITAL MEDIA ONLINE RESOURCES                                                                         ...
E-LEARNING IN EDUCATIONAL PROCESS                                                                        Tch. Claudya Mari...
Using new technologies and ICT tools to improve teaching are needed to develop supplycapacity with modern training methods...
SECTIUNEA 2                 PREVENTING AND FIGHTING SCHOOL VIOLENCE.                 TYPES OF VIOLENCE AND GENERATING AFCT...
by the school and the initiatives coming from the parents or local factors is necessary. An activecooperation between scho...
STUDY ON THE VIOLENCE IN ROMANIAN SCHOOLS                                                                        Prof. Mec...
harassment), damage to the school furniture, physical violence between students, school refusalduties, injuries, insults, ...
become healthy, productive citizens. Communities in turn have a responsibility to join with schoolsand families in support...
TOGETHER WE SUCCEED-SCHOOL, FAMILY, COMMUNITY                                                                             ...
otice how they will not disregard their hygiene, but also their wish to become the person who saveslives- the doctor.     ...
and permanent collaboration between school, family, specialized services, and economic agents, themedia, professional orga...
mediation is to solve the conflict and to mould the handling of future conflicting situations. Theparticipation in mediati...
Violence in schools is a grave issue that is often analyzed in terms of individuals tendencies towarddestructive behavior....
• To measure how these appear;      • To know who are the main actors involved into the violence (from inside and outside ...
CONFLICT RESOLUTION STRATEGIES IN TEACHER-STUDENT                         RELATIONSHIP                                    ...
Improving the school-family-community relationship is a priority for the Romanianeducation. According the conditions that ...
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  1. 1. ”Sharing experiences and good practices in the educational process” Revistă de specialitate la nivel international pentru toate ariile curriculare, dedicată cadrelor didactice din învăţământul preuniversitar, elevilor din învăţământul liceal şi părinţilor elevilor Editura SITECH Craiova, 2012 1
  2. 2. Coordonatorii revistei: Prof. Georgeta Manafu-coordonator proiect Prof. Popescu Oana© 2012 Editura Sitech CraiovaToate drepturile asupra acestei ediţii sunt rezervate editurii. Orice reproducere integrală sau parţială, prin oriceprocedeu, a unor pagini din această lucrare, efectuate fără autorizaţia editorului este ilicită şi constituie o contrafacere.Sunt acceptate reproduceri strict rezervate utilizării sau citării justificate de interes ştiinţific, cu specificarea respectiveicitări.© 2012 Editura Sitech CraiovaAll rights reserved. This book is protected by copyright. No part of this book may be reproduced in any form or by anymeans, including photocopying or utilised any information storage and retrieval system without written permision fromthe copyright owner.Editura SITECH din Craiova este acreditată de C.N.C.S.I.S. din cadrul Ministerului Educaţiei şi Cercetării pentrueditare de carte ştiinţifică.Editura SITECH Craiova, RomâniaAleea Teatrului, nr. 2, Bloc T1, parterTel/fax: 0251/414003E-mail: sitech@rdslink.ro 2
  3. 3. ARGUMENT Această revistă reuneşte lucrările in limba engleza prezentate de participantii dinRomania, Austria, Spania si Turcia, în cadrul Simpozionului Internaţional ”Sharingexperiences and good practices in the educational process” , organizat în data de19.03.2012 la Liceul Teoretic “Tudor Arghezi”, în cadrul Parteneriatului Internaţionalpentru Învăţare Grundtvig “NO MORE TEARS” , având numărul GRU-10-P-LP-25-DJ-TR. Obiectivul general al simpozionului este schimbul de opinii, experienta şi bune practicidin procesul instructiv-educativ între ţările participante la proiect: Romania, Spania, Turciaşi Austria. Lucrările din revista au fost prezentate la secţiunile: • eLearning, Software educaţional, prezentări multimedia utilizate în procesul instructiv-educativ • Relaţia dintre şcoală, părinţi şi comunitatea locală. Exemple de bună practică pentru prevenirea şi combaterea violenţei. • Educatia permanentă în societatea cunoaşterii. Diseminări de proiecte şi cursuri L.L.P. • Creativitate si inovatie in procesul instructiv-educativ (exemple de bună practică) Revista se adresează, în principal, cadrelor didactice din învăţământul preuniversitar,elevilor din învăţământul liceal şi părinţilor elevilor. Coordonator Proiect Grundtvig “No more tears”, prof. Georgeta Manafu 3
  4. 4. INTERNATIONAL GRUNDTVIG PROJECT "NO MORE TEARS" Teacher coordinator Georgeta Manafu High School "Tudor Arghezi" An internal decision has been issued appointing Ms. Georgeta Manafu as the nationalcoordinating teacher of the project on behalf of the “Tudor Arghezi” Theoretical Highschool. Sheestablished 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 aftereach 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 mentionedin the application form:• Each institution has designed a project information board;• The members of the implementation teams have been appointed according to differentcriteria which have been previously agreed upon by the four participants;• Each partner has conceived and applied questionnaires in order to determine the level ofviolence 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/ 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. 4
  5. 5. The programme of the activities at the meeting included: the presentation of each participating institution, a visit to the Seyhan School Inspectorate and to a state-funded faculty, multicultural soirées, and workshops related to the reduction of school and family violence. Each partner has been assigned different tasks between November and February;• We have disseminated the first transnational meeting in Adana – Turkey;• At a local level we have organised the following activities: o On the 20th of January – the Inter-county Symposium “Initiation in the ABC of democracy. Social responsibility.” o On the 17th of February 2011- the County debate “The influence of IT and the media on adults’ education”• Between the 21st and the 28th of February we attended the second transnational meeting inViena, Austria, where we discussed about the following presentations designed by the members ofthe Romanian group: • Peer mediation training sessions and a presentation of the standard mediation system, along with its steps and the monitoring and control activities which have been undertaken so far; • School and family violence; • The activities we had held between November and February: the symposium, the debate, and the training and monitoring of the peer mediators; • Tolerance – a European value; • Measures that can be taken for the reducation of school violence; The transnational activity was organised by IFMIC, Viena, Austria and was attended byrepresentatives of all four participating institutions. The Romanian team consisted of three staffmembers and two learners. Each partner presented the activities held between October and February, we assigneddifferent tasks to be fulfilled between March and September 2011, we attended different workshopsrelated to the reduction of school and family violence, and had the chance to get an insight of theAustrian culture. The activities the hosts organised were of an interactive nature. The workatmosphere was open and intercultural. Each partner school shared its difficulties in reducing schooland family violence and the measures they have taken in order to achieve this goal. We talked aboutways of posting multimedia presentations, articles and the involvment of the learners on the projectblogspot. During our common activities, each partner has had the opportunity to learn about theculture and civilisation of the other three partners. 5
  6. 6. The working environment was very cooperative and flexible despite the international,multicultural and multilingual nature of the team. Thus the participants have had the opportunity todevelop their personal, cultural, social and civil skills.• The transnational meeting in Viena was disseminated in March and April;• Between April and June we have organized the following activities: • The county conference – School and family violence, a social issue. Case studies, held on the 7th of April 2011 • The county workshop – Useful techniques for conflict mediation, held on the 12th of May 2011 • The round table - Tolerance, a European value, held on the 2nd of June 2011 • The county workshop -“ Violence versus tolerance! ”All activities have been approved by the Teachers’ Body and assessed according to certain qualityquestionnaires. Within our activities we have achieved the following goals: 1. During the inter-county symposium “Initiation in the ABC of democracy. Social responsibility” we have fulfilled the following objectives: The acknowledgement of the importance of human and cultural diversity; The promotion of examples of good practice in diveristy, democracy and social responsibility; The acquisition and materialisation of various methods and techniques that can be used in order to improve the quality of all out-of-school activities related to diversity, democracy and social responsibility; 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. 6
  7. 7. 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) ; 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; 7
  8. 8. The legal aspects of the prevention of family violence; The identification of the influence of prejudices and stereotypes in intolerant behaviour; The development of social abilities. The project was disseminated in all four issues of the “No more tears” magazine, during theteachers’ meetings, on the http://miedolj.forums-free.com/ website,http://tudorarghezicv.blogspot.com/ and on the grundtvigers@yahoogroups.com chat group. The project partners used their emails and yahoo messenger ids in order to communicatebetween themselves, as well as their own mobile phones before the transnational meetings. In order to ensure transparency we posted on the blogspot pictures taken from the activitieswe have held, as well as different presentations designed by our learners. Due to the activities we have been undertaking we have managed to reduce school violencethis school year. We have designed a newsletter after each transnational activity. We therefore have twonewsletters, the first one issued in November, and the latter in March. We have also put togetherpresentation movies, describing the partnership and the activities that have been undertaken till thedate. The beneficiaries of this partnership are the 50 learners at Tudor Arghezi TheoreticalHighschool and the partner schools. An internal decision has been issued to appoint them aslearners. All activities involved teachers, students and parents, both from our school and from theother partner institutions. During the activities we have shared examples of good practice in the reudcation of schooland family violence 8
  9. 9. SECTIUNEA 1 MOODLE Prof. Florea Mihaela Grupul Scolar „George Bibescu”, Craiova This platform addresses: graduate environmental,academic, business and government. Implementation of e-learningplatform is undergraduate level: post lessons, bibliography,homework, assessment and self-knowledge, creation of virtualclassrooms for collaboration between schools, organization of competitions; common virtualclassroom courses, training for high school, challenges between schools, communication andsocialization, development of projects between schools, access to financing from national orEuropean funds. E-learning platform Moodle Romania provides an environment for socializationand communication, training and evaluation electronics and enables students to learn together.Implicitly defined five levels of access within the application: • Administrator: full rights on the application • Trainer: the right to manage resources and activities for the course youre a trainer • Tutor: right to enter and modify classes. • Student: rights to participate in a course. • Guest: user with limited rights.References:• http://www.moodle.ro/mod/resource/view.php?r=229• http://ro.wikipedia.org/wiki/Moodle NEW METHODS OF TEACHING – RESUME Prof. Cojocaru Sorina Virginia Colegiul “Ștefan Odobleja”, Craiova Information and Communications Technologies, a subject matter studied by our high schoolstudents thru ninth to twelve degree, helps them using the information to obtain success in theirwork. Since citizens across the World live in an informational society, everyone must know how to 9
  10. 10. use a computer and the Internet. Cultural contents from around the world can be found in digitalformat and they are available to anyone, anywhere and anytime. Computers allow students to acknowledge information in various forms using multimediaprograms, text processors, data bases, etc. Learning becomes easier when you see or hearinformation. Online courses are recommended for all who want to improve their existence, and todevelop personal capacities of learning. Oracle Academy is one option in e-learning. Designed forhigh schools, technical schools, colleges and universities, Oracle Academy provides software,training and resources for students from 86 countries, preparing them for success regardless of theirfuture field of expertise. “Participating students develop technical, analytical, and business skills that support thepursuit of professional careers and advanced study.” https://academy.oracle.com/ TEACHING AND LEARNING BY USING EDUCATIONAL SOFTWARE Prof. Adina Demetrian Colegiul “Ştefan Odobleja”, Craiova Prof. Mia Bouleanu Şcoala Nr. 29 “N. Romanescu”, Craiova Traditionally, teachers were at the centre of learning with students assuming a receptive rolein their education. With research showing how people learn, traditional curriculum approaches toinstruction where teachers were at the centre gave way to new ways of teaching and learning. Keyamongst these changes is the idea that students actively construct their own learning. Student-centered learning is focused on the students needs, abilities, interests, and learning styles with theteacher as a facilitator of learning. Integrating media in the teaching process raises many aspects that need to be taken intoaccount, including technical support, training the teachers and, most of all, teachers’s attitudetowards modern means and methods. When traditional teaching methods fail to attract the students’ participation and interesttowards a certain topic, we can always rely on modern technology to keep the students involved.They can do individual research, formulate questions and provide possible answers and, mostly, thestudents may take part in solving problems and completing rasks. 10
  11. 11. THE EDUCATIONAL SOFTWARE Prof. Voicu Mirela Prof. Predoi Adina Grupul Şcolar Industrial Transporturi „Căi Ferate”, Craiova Since, currently, the computer is an important means of recreation, but also a vast means ofinformation that can be processed interactively and quickly, it may serve education througheducational software. Because the fields of education today are very different, the softwarededicated to each discipline varies. The educational software is a set of computer programs developed in order to facilitate thetransmission and assimilation of knowledge. For effective teaching, learning and assessmentprograms we meet the following software: interactive programs, software programs, practisingprograms, educational games, software for testing knowledge. The classification above reflects the variety of activities in which the use of computers as ameans of education is useful and necessary. Although this kind of software has many advantages, itis understood that it comes within certain limits. Yet, limits are normal because such a program isnot intended to replace the teacher, but it comes rather as a supplement supporting the education ofan individual. AEL ELEARNING SOLUTION Prof. SĂNDOI CRISTINA Colegiul “Ştefan Odobleja Craiova, Judeţul Dolj Use platform AEL is marked by a vast expansion of coverage specific to the field ofeducation: AEL offers such an operating system that is regularly upgraded, modular interactivelessons dealing with various topics in the curriculum or test and evaluate students, making anintelligent monitoring depending on the preparedness of each, unlimited access to information viathe Internet or their own databases (such as dictionaries, which displays a simple definition of aword selection), but AEL achieved and resource management class / school contributing point andeffective global organization of schooling. AEL is an integrated teaching / learning and content management, designed to supportteachers / tutors, learners, content developers and others participated in the educational learningprocess. Although originally designed for university / distance education, AEL is now used for pre- 11
  12. 12. university level, is very suitable for study different languages, regions, different levels of study andtypes of organizations with educational potential. AEL is a complex and integrated eLearning solution that provides facilities management andpresentation of various types of educational content and interactive multimedia material, interactiveguides, exercises, simulations and tests. ELearning solutions developed by SIVECO Romania covers a very broad: from the creationof interactive educational content, the development of eLearning and online learning platforms andtargets a very diverse audience: students, teachers, students, employees, factors decision of theeducation system, etc.. E-EDUCATION AND E-CAREER IN THE CONTEMPORARY WORLD OF MULTIPLE INTELLIGENCES Prof. Dr.Ec. Doina Buzuloiu C.N.E. “Gheorghe Chitu” Craiova A socio-technical phenomenon much publicized at the end of the millennium, the Internet andany other use of electronic networks are open and have a major impact on society and its future.Here are some changes on the Internet to promote the company - features and effects:* Simplification of work processes and communication; * Access to impressive sources ofinformation; * Working in groups, collective creativity; * The Internet is a set of features desired bydifferent research communities and especially useful open exchange digitized data via e-mail, filetransfer and distributed computer (and research) information on a global canvas of Web sites;* Establish links worldwide;* Reducing costs.Competitiveness in institutions-institutions which today equips on electronicnetworks and systematically using the Internet will have a real competitive advantage: increasedefficiency; -- -- Stimulate research, knowledge development, research progresses in directproportion ideas and projects on which political consensus today, but are not always practicalthinker realizing technical, administrative or purely human. Interestingly undeniable effect of theInternet for sustainable development (Sustainable Development) - Developing an Information or Info-culture; There is a lack of knowledge of the possibilitiesoffered by electronic networks, awareness and training for the richness they offer. It requirespreparation of a development plan information culture. Intelligent agents, bots or search engines areable to almost instantly browse millions of documents.This means awareness and training from theyoungest age to university. 12
  13. 13. E-LEARNING THE LESSONS OF ROMANIAN LANGUAGE AND LITERATURE Prof.Munteanu Doina Venera GRUPUL ȘCOLAR TRAIAN DEMETRESCU E-learning is the convergence of the web and learning on all levels, whether it be elementaryschool, college or business. Today, knowledge is considered a competitive advantage and acompany’s most important asset. E-learning is made up of several methods of learning, which areenhanced or facilitated by information and communication technology. Also, online learning islikely to be the fastest-growing method for delivering education and training. The trends in theseareas such as demographics, technology, globalization, branding, consolidation/privatization andoutsourcing will greatly affect the way we learn. E-LEARNING – MODERN TECHNOLOGIES IN EDUCATION AND RESEARCH Prof. Cepăreanu Adriana Grupul Scolar „George Bibescu”, Craiova New technologies in education and research involve a large number of promoters toimplement and use it. The specialists in eLearning and all authorities have considered promotingand integrating new technologies in education and long-term training as well as adapting theRomanian educational system to the new requests of the European Strategy . In order to use e-Learning one needs certain skills, such as observation, attention,manipulation and problem solving. Although it seems the best way to learn, the methods andtechniques should still be carefully chosen when it addresses to adults. They use e-Learning forspecific purpose as well as to acquire certain information. Different learning styles and strategiesshould also have to be considered when implementing e-Learning, not to mention different levels ofage and education. In Romania, the most used e-Learning platform is MOODLE. It is a course managementsystem that allows teachers to teach students and keep track of their learning outcomes. Moodle canbe used with any browser and operating system that supports PHP and the information is recordedin one large database that can be accessed to analyse different activities that students perform. 13
  14. 14. USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN ASTRONOMY LESSONS Prof. Popescu Cristiana Liceul Teoretic „Traian Vuia” Craiova Prof. Bălună Daniela Elena Liceul Teoretic „Traian Vuia” Craiova Computer Aided Training is one way of learning for individual students, through computerprograms (called educational software), which guides student step by step from lack of knowledge toknowledge. Methodological guidelines on use of Information and Communication Technology in differentsubjects, are part of the need confirmed by many teachers and education specialists in determining thebenefits and limits the use of new technology applications in the classroom curriculum. Information andCommunication Technology can help improve access to education and attractiveness of education bycompleting and diversifying existing resources. The understanding Universe is one of the most fascinating and inspiring areas of human knowledge.Astronomy gives man a global view of the world they live in, it opens your eyes and mind on thecomposition of the universe, it helps to understand the place Earth occupies in the Solar System. The study of Astronomy involves the comprehension of objects from school curriculum, such as:Mathematics, Physics, Computer Science, Geography, Chemistry. Due to the interdisciplinary nature ofAstronomy and the growing interest of students for understanding the mysteries of the Universe, it is usefulthat some of their questions to find a response in organized school framework, such as setting circles ofstudents, or within CDS hours. We will present an educational software that could be used in teachingconcepts related to solar system components, structure of the Sun, planets and their satellites, astronomicalphenomenon and galactic context to which we belong. ABOUT ELEARNING Prof. Agapie Minodora Luciea Colegiul “Ștefan Odobleja” Craiova In today’s world, a new level of commitment is required în order to educate the younggeneration and e-learning perhaps emerges as an important tool of imparting knowledge andinformation. The challenge, however, is to provide a suitable means to disseminate disparateinformation în a dynamic, open and distributed e-learning environment. 14
  15. 15. Traditional educational systems have a key character – the teacher. E-learning doesn’tdiminish the role of the teacher increasing however the importance of other persons involved in theeducational process. An efficient e-learning program needs a sustained team effort and every bit of knowledgeacquired is important. The student has the freedom to establish his own learning journey and to usethe course material at his disposal. Learning participation— an integrated part of e-learning— must be user-friendly and easilyaccessible . The subject content must be clear with detailed descriptions that can be understoodwithout difficulty. It should contain updated activities, assignments and assessment data. Includinga help desk and technical support will enhance the user benefit of the system (White & Weight,2000). APPLICATIONS OF THE SYSTEM E-LEARNING Prof. PrundeanuLavinia Stefan Odobleja College , Craiova A type of teaching, as name of teaching software, or eLearning tools and resources for awide range of electronic materials (in digital / multimedia support) are developed to support theeducation process: maps, dictionaries, encyclopedias, educational videos, presentations in variousdigital formats, electronic books (e-books), tests, tutorials, simulations, software forming skills,practice software, educational games etc.. Computer and electronic materials / media are used tosupport teaching, learning, assessment or as a means communications/learning distance, which isgaining ground every day, is the education via the Internet. Actual performance of learners, learn with such means , will be dependent on how thetechnology will be seen and used (eg. www) or as a simple information system, or as a learning MEANS OF TEACHING ENGLISH BY USING THE COMPUTER SUM UP Prof. Paula Maria Constantinescu Colegiul “Ștefan Odobleja” Nowadays computers have become an indispensable tool for everyone no matter if they aredoctors, nurses or teachers. The use of computers have become a must in education since schoolneeds to prepare future employees that keep pace with what is new and what is required today. New 15
  16. 16. approaches in education replaced the old ones, students are now at the center of education andcomputers and computer learning tasks rely on this principle a lot. This type of education hasseveral advantages including the reduction of costs for hand-outs, immediate feedback since studetsare corrected not only by their teacher but also by various programmes intended to do so and notleast this hepls students with good visual memory learn easier. A method that I used durind my class was to have a presentation using the video projectorregarding vitamins and minerals found in fruits and vegetable and subsequently to ask my studentsto fill in a table that I realized in order to synthesize the whole information presented before. Theyall enjoyed it especially due to the fact that is something new and also because it involves usingcomputers. I also tried as much as possible to use computers in my activites at school because mystudents need to learn how to use them and they can use it better by learning english. E-LEARNING EXPERIENCES Prof. Troanţă Nicoleta Grupul Scolar ,, Traian Demetrescu”Craiova Until a year ago the eLearning term was unknown to me. When I heard about it I tried to find outmore and I discovered that it is a distance learning system or virtual education and it is a planned experienceteaching-learning , organized by an institution which provides material mediated in sequential order andlogic to be assimilated by students in their own way, without forcing attendance or synchronicity. An educational software which we used it is iTeach. iTeach propose and implement two views on thecurrent training activity: 1. Training of teachers is not confined to attending courses, but is a collegial process that includesexchange of experience, participation in projects, study visits, collaborative activities, teaching and researchin the field of specialization, experience and reflection on own work teaching, personal work of synthesisand recovery experience by publishing articles and teaching materials. 2. Socio-professional online networks can be used successfully as learning communities and thetransfer of ideas, information, resources, values,practices and attitudes. On this platform we have covered a range of courses such as: ,, Introduction to eTwinning” ,,eTwinning: international collaborative educational projects” ,,Collaboration in digital class” Bibliografie: 1. www.iteach.ro 16
  17. 17. THE USE OF THE NEW INFORMATION TECHNOLOGIES IN PHYSICAL EDUCATION AND SPORT Pelea Mircea Cristian Şcoala cu Clasele I-VIII Nr. 2 Pieleşti, Dolj The use of the computer in physical education and sport was made dependent of some of itsfeatures. The richness and diversity of the information contained in contemporary physicaleducation and sports training, the data from multiple investigations, the testing and specific controlhave caused changes in the programming and planning strategies pertaining to the motor sportsactivities. One can find many ways to use the computer in this area including the main highlight:learning and assessment of theoretical knowledge of students in the educational process. Wehighlight the following directions: - Statistical and graphical analysis of the data obtained; - Learning and assessment of theoretical knowledge of students in the educational process; - Assessment of physical and sports training; - Preparation and processing of the results in different sports competitions; - Control and optimization of the techniques in the sporting activities; - Evaluation of the research subjects physical capacity. E-LEARNING - O ALTERNATIVĂ DE ÎNVĂŢARE Prof. Andreea Lucia Georgescu Prof. Doina Rotaru Colegiul Naţional “Nicolae Titulescu”, Craiova The concept of e-learning refers to all education methods using the new information andcommunication technologies. In time, one witnessed a growth in the primary sense of the concept,of instruction through electronic devices, reaching to define a multitude of teaching-learning-evaluation techniques, which can be accomplished with the computer. The subsequent paper aims atpresenting the nature of the concept of e-learning, discussing the major advantages this type ofinstruction has to offer to its beneficiaries, as well as the limitations it presents. The advantages ofusing e-learning in adults’ education can be synthesised as follows: reduced costs, flexibility,ubiquity, integration of a variety of education media, access to a variety of materials, connecting 17
  18. 18. students with tutors/instructors, integrating students who cannot participate in courses within thetraditional system, enhancing learning in ones own rhythm, in a personal style. Moreover, e-learning technologies are interactive, allowing a total feedback, in real time, as well as permittingevaluations by the most qualified evaluators. The limitations of e-learning consist in high costs withimplementing the system, increased efforts in maintaining the system, the required experience ofusing a computer, lack of interpersonal relations, limited interactions etc. However, we considerthat the most important failures of e-learning are a result of the difficulties inherent to itsimplementation, rather than of some major innate flaws of e-learning per se. On the other hand, itseems that instruction is more efficient when one combines e-learning with traditional methods ofeducation, as research has shown that e-learning used alone produces a modest advantage thanconventional classroom education. GRAPH THEORY Prof. Florentina Hermina POPA Prof. Mihaela Elena PAPA Colegiul „Ştefan Odobleja”, Craiova The software described is primarily addressed to students of 11 grades, mathematics-informatics. Developed software accelerates learning of introductory concepts of graph theory.After completing the lesson, the student is able to assess the knowledge gained by following a quizto test possible responses. Hardware requirements Necessary software: Flash Player (version 8 or higher) or Internet ExplorerHow to use it: 1 2 3 4 5 6 The software is provided with a control bar that will take the following effects (1) Rewind (Rewind), (2) Play (start), (3) Back (previous page), (4) Forward (next page), (5) sound (sound / mute) and (6) exit (exit). To switch from one page to another willalso use the Forward button.Besides the control bar, quiz has 3 buttons Delete the checked answer Skip to the next question Submit the answer 18
  19. 19. Bibliography: Arvunescu Dana Dumitru Cristina, Junea Sanda, Rodica Pintea - Baccalaureate Training Guide, Informatics - Intensive, Sigma Publishing, 2008 http://www.graf.go.ro/index1.html G. Streinu-Cercel, N. Simionescu - Elements of Graph Theory (cls. IX, XII-a), Sigma Publishing, 2008 Anastasiu Doru Popescu, Eugen Andrei Ionita - Combinatorics and Graph Theory, Ed Rhabon, LISTS Prof. Vişan Dimitriu Daniel Colegiul Ştefan Odobleja Prof. Procop Marciana Colegiul Naţional Carol I The list is a data structure that consists of a succession of elements. Each element has asuccessor (except the last one) and a predecessor (except the first one). There are two methods ofallocating a linear list: the sequential allocation (static) and the linked allocation (dynamic) The static implementation of a list implies retaining the elements of the list in a vector.Elementary operations are reduced to operations applied to the elements of a vector. The dynamic implementation of a list implies approaching lists as data structures whoseelements are dynamically allocated. New elements may appear or existent elements may beremoved from the list without alterating the respective structure. The dynamic allocaton usespointers. A pointer retains the address of a variable. The elements of a dynamic data structurecontain, beside the proper information, the conjunctive information. The linear lists can be: General lists: the simply-linked list, the double-linked list and the circular list. Restrictive lists: the stack and the queue.An advantage of the dynamic allocation is represented by the fact that it uses as much memory as itneeds. When an element is deleted, the memory area where the respective element was storedbecomes free, and may store, where appropriate, another element in that area, the items not beingstored in successive locations of memory as in the case of the static allocation. Another benefit isthat at the insertion of a new element, or the deletion of an element, there is no need of displacingthe other elements for providing space for the new element, or covering the space that the deletedelement left. The lists are usually used when it is necessary to organize in a sequential form anassembly of information. Bibliography: Popescu E.. Viţelaru S., Codreş M., Metode de programare, structuri dinamice de date şi grafuri, Editura Else, Craiova 2006; Tudor Sorin, Tehnici de programare- Manual pentru clasa a XI-a, Editura L&S Infomat 1996; 19
  20. 20. E-LEARNING FOR REFRESHING TEACHERS Teacher Popa Daniela Maria High School „Ştefan Odobleja” The refreshing of teachers is a very important activity in our educational system because thedevelopment of autonomy of the school is according with the interdependence with local resources.Therefore, there are many universities, like S.N.S.P.A. Bucharest, which offers by theirs 3programms on line of master degree, various ways in: projects manager, bussiness managementand educational management and institutional communications, e-learning baseboard representingan optimal solution for residential course. The e-learning baseboard is presented by personal experience, like graduated of the educationalmanagement and institutional communications in 2009. It is structured in a screen with 2 popupmenus left-right with differents options: brief presentation of profiles, the vision, the message, theparteners, students. Each teacher become student on-line entering the site www.comunicare.ro bypersonal account and password with facilities for downloads for courses and tutorials. Also, theright popup menu contents an area of type scrollbar with interesting news and questions currentlyupdated. The seminars are workshops on line, with messaging in the editing windows and theanswers are visualised by the others students. The feedback is very active and the modernity ofmark consist in delivering a paper, a project manager, a catalogue, a curriculum adapted for aspecific type of school. RESUME TEACHING ENGLISHUSING INTERNET TECHNOLOGIES ENGLISH ADDICTS – A DYNAMIC TEAM & A FOUNDER WITH VISION CRISTIANA COSOVEANU DANIEL LEOTESCU Colegiul National “Carol I” – Craiova 1. Books & CDs versus Internet technologies All of us are familiar with the teaching materials developed for students who are eitherstudying in further or higher education, taking company training or working on their Englishautonomously. References to events, technological devices or procedures manuals quickly become 20
  21. 21. out of date. The audio resources found on the CD provide needed samples of voices other than theteachers. Adolescents are generally curious about whats happening in the world today, whether it bepolitics and society or feature articles dealing with science and interesting people. Many youngsterswish they had more time to read magazines or listen to radio or TV reports. Internet is, of course, what makes it possible. Most students have a broadband connectionand enjoy surfing on the Net, choosing content according to their mood at the moment. They canexercise their reading skills, look up words in a dictionary, practice listening with or withoutreading along, and draft and submit prose on a forum. With a multi-media e-learning tool, they cando all of the above and even record their voice and take part in an improvised dialogue. 2. English Addicts English Addictsis an e-learning programme, designed to display corrections and commentsfor every item and even provides hints if the learner is unsure of the answer. If you need to developall four skills: reading, writing, speaking and listening, English Addicts is a complete package,which can help you. English Addicts can be accessed via the Web and also on mobile phones using a 3G+smartphone equipped with Windows mobile 6.0.A personal computer, a high-speed internetconnection, loudspeakers or a headset are enough. A multi-media room or space – schools oftenhave IT equipped rooms for student research and study. Headsets are necessary in this context. Bibliography: http://www.englishaddicts.com/ The role of educational software in learning process Prof. Ungureanu Mihaela Grădiniţa nr.40 Prof. Vlădulescu Mihaela Gradinita nr. 51 Computer aided learning (IAC) is a way of training students through individual computerprograms (called educational software), which guides step by step the student journey fromignorance to knowledge through theirs own efforts and the pace of learning. Educational software has several compelling advantages: provides a large amount of data;provides individualized instruction; favors completion of complex training sequences by smallsteps, adapted to individual learning progress; facilitates the rapid and effective feedback; enables 21
  22. 22. the simulation of processes difficult or impossible to access directly; stimulates the childs activeinvolvement in learning. Using educational software in the activities will be developed: logical thinking, spirit ofobservation, visual memory, voluntary attention, pre-mathematics intellectual operations, workingwith computer skills, ability to use information received expanded via educational software. E-LEARNING CHARACTERISTICS prof. Marinescu Cornelia Mariana Cluster Highschool ,,Traian Demetrescu”Craiova Why is the E-learning form of school so useful and what could be the reasons for someone tojoin this kind of learning? Distance education is a learning process based on multimedia resources and allowing one ormore persons to form from their home computer.E-Learning is distinguished from other modes oftraining, we try to highlight some of the advantages and disadvantages compared to traditionaleducation. Advantages: access to information and their handling is done remotely withoutrestriction, regardless of their level of training, age, socio-professional category, race, etc., facilitatelocal training, which promotes travel without a successful time, a financial ecomnomie training andoptimal conditions (at home) especially for people with disabilities, a trainer may apply to a largenumber of students while ensuring an individualized relationship with each of them, allowsreduction in costs (travel, payment of trainers, etc.,), students can benefit from knowledge andexperience of trainers of international renown, the student is the focus and not the trainer, studentitinerary can be customized and does not generalize the whole group, it is based on interactivemultimedia solutions that highlight the student, encouraging them and interpretation capabilities andexhort him to concentrate and absorb quickly through the observation and capture, imulations, self-assessment tests, messaging, creates an interactivity that puts the student, the training center, in anactive state garantees the effficiency of training, supports creating a sense of freedom andconfidence in himself (embarrassment to colleagues or trainer, if a mistake is dissipates), eliminatesproblem of the lack of educational institutions, quality and quantity of information is evolving veryquickly, which does not allow access to their traditional means all. Disadvantages of distance learning may be: lack of student physical, emotional cargo,authority and human expression, technical problems related to training systems: computer failure,disruption of communication network, terminal or server failure, attacks on electronic documents 22
  23. 23. being viruses or hacking, etc. However, distance education is open to a promising start, with time it may grow by providingthose who wish to find the best information, compiled by the highest information compiled by thehighest international standards, şi scopuri objectives defined structured so that student to orintezewithout difficulty and be able to self-assess. E- LEARNING IN ADULT EDUCATION Apostolache Amalia Mihaela Şcoala cu clasele I-VIII Pleşoi Bâlteanu Dana Veronica Şcoala cu clasele I-VIII Scaieşti Moto: The man without education is like a body without soul. To define or describe eLearning, it is best to first define learning. Learning is the act ofdeveloping skills or obtaining knowledge. So eLearning just means that you develop skills andobtain knowledge using electronic means, hence the "e" in "eLearning!"You may have heard termssuch as distance learning, distance education, online learning, or a variety of other terms used todescribe methods of learning outside the traditional classroom-based method.Distance learningrefers to any education that is conducted outside of a traditional classroom setting. Generallyspeaking, distance learning follows one of two models: the correspondence course or the onlinecourse.Correspondence course students receive and submit their class materials physically, throughpostal delivery. Online students receive their materials electronically, via the Internet.eLearning is atype of distance learning. The term eLearning is used to mean distance learning delivered through informationtechnology, especially the Internet. Distance learning has become a popular method of teaching andlearning.Online learning has become the most common and popular delivery method of distancelearning. Convenience is one of the major advantages of e-learning. It allows students to work and learn attheir own pace without the unyielding time restrictions of traditional learning. Because e-learningprovides access to learning materials at any time, students have the flexibility to schedule aroundfamilies, jobs and other activities. Another major benefit of e-learning is the accessibility itprovides. Students can learn from anywhere in the world. This is an especially importantconsideration for students who wish to study in a different country. In addition, because e-learning 23
  24. 24. can be done from home, students have less clothing and driving expenses than with traditionallearning. CAMTASIA STUDIO Teacher Georgeta Manafu High School Tudor Arghezi Camtasia Studio records any screen motion in real time, and turns it into an animated videorecording. The user will thus benefit from high quality recordings associated with small-sized files. Installing the application: 1. Click on the link below: http://www.techsmith.com/download/camtasiatrial.asp 2. Enter a valid email address: 3. Click on the Start Windows Download button 4. Double click, run and initialize installation. Installation is simple, all it takes is to click on Next and choose the corresponding settings in the dialogue boxes. Camtasia Studio can be used for: - Recording on-screen motions by using Record the screen; - Registering and publishing PowerPoint presentations- Record Power Point; - Voice recordings - Record voice narration - Importing multimedia files - Import media In order to record on-screen motion we must take the following steps: 1. Click on Record the screen. 2. The following box will open and we must press rec. 3. Recording starts and the box below will stay open : 4. We stop the record by pressing the stop button or the F10 key. 5. We save the file with Save and Edit. 24
  25. 25. DISTANCE EDUCATION DIGITAL MEDIA ONLINE RESOURCES Prof. Viorica Cârstea School Group Traian Demetrescu "Craiova During January-February 2011, the project FORCAD - "Teacher training debut for asuccessful career in secondary education" SOP HRD 17/1.3/G/21201, run by the Teacher TrainingDolj in partnership with River and Teachers learning activities took place online over 40 hours,beneficiaries are a group of junior teachers coming from schools in the county of Olt, teachers withqualifications in various specialties. As guardian of a group of teachers newcomers, Olt county whose specialty is mechanical,after first meeting them, I posted on a so-called e-learning platform educational material specificdesign documents consisting of the teaching process is: planning calendar, unit design, design ofseveral types of lessons, evaluation of samples containing all items, project guidance andcounseling, and designing a local curriculum development or the school. Teachers in the target group entered a specialized website, signed up with personallyidentifiable data, access is being accomplished using a username and password own. They searchedthe Internet, e-mail, receive and send attachments, writing the main way of communication.Through her writing and thoughts expressed, and shared their ideas and asked questions. Whenonline student needed help in understanding a concept, it could ask questions or guardian virtualclassmates. As in a traditional school, online student had to reserve adequate time for study. Whileonline courses provide maximum flexibility centered on the user (student), it requires self-discipline and willingness to work independently of the learner. 25
  26. 26. E-LEARNING IN EDUCATIONAL PROCESS Tch. Claudya Maria Neacşa National Vocational College ”Nicolae Titulescu”- Slatina,Olt In the modern society, e-Learning comprises all forms of electronically supported learningand teaching. The information and communication systems, serve as specific media to implementthe learning process. E-learning applications and processes include Web-based learning, virtualeducation opportunities and digital collaboration.Moodle-Modular Object Oriented Dynamic Learning Environment is an online CourseManagement System, a software package designed using pedagogical principles made by teachersfor teachers, a flexible environment for learning communities. It is also designed to support a socialconstructionist framework of education, an open source, freely available which can easily beinstalled on Windows, Mac, Linux servers.Moodle Supports: small and large communities, e-learning in schools, different learning andteaching styles, delivery of learning activities and publishing resources, collaboration andcommunication, compatibility with different standards and tools, easy customization for users withdifferent needs. References: http://docs.moodle.org/20/en/Moodle_in_education http://moodle.org/about/ http://www.elearning-forum.ro/resurse/al-elearning.html http://www.cniv.ro/2009/elearning http://euractiv.ro http://www.elearning.ro MODERN TOOLS FOR DOCUMENTATION AND EVALUATION OF STUDENT ACQUISITIONS Prof.Goanta Constantina COLEGIUL”STEFAN ODOBLEJA Today, training methods clots in the more innovative strategies to make every class a way toaccess the methods and tools of knowledge. Integrating new technologies in training make methodsand techniques of work with students change. 26
  27. 27. Using new technologies and ICT tools to improve teaching are needed to develop supplycapacity with modern training methods and evaluation of students, to use digital tools in teachingeffective classroom and standardized assessment of student knowledge. E-learning is an organized system of education / training, it includes components of ateaching approach that is: specific content, methodology, interaction, support, evaluation. The"Location" where the learning occurs is the so-called "virtual classroom". Using Web resources teachers can trigger development of activities / applications. Applicationslike eXe learning and Hot Potatoes are highly useful, easy to use for making interactive lessons,customized by teachers without requiring advanced knowledge of web programming.The computer becomes a reliable friend for the participants in technical disciplines lessons(industrial design, technology, etc.). Thus, the lessons taught by a computer : - You can prepare sketches, diagrams, individual or group worksheets for students, these materials can stored as files, can be regularly updated, can be printed to the printer and then multiplied for all school students; - With the help of the computer you can designe tests involving grid view question, the response alternatives (perhaps the text is accompanied by suggestive images). The advantage consists in the interaction between the computer and the student for the answer selected (visual and auditory) can be displayed on its own score, the response given the current and accumulated up to that point. 27
  28. 28. SECTIUNEA 2 PREVENTING AND FIGHTING SCHOOL VIOLENCE. TYPES OF VIOLENCE AND GENERATING AFCTORS prof. Nica Augustina ” Tudor Arghezi” Theoretical Highschool,Craiova School violence seems to be an insufficiently acknowledged issue of the Romanianeducational system or simply an uncomfortable topic. School violence can occur in a number of forms, which must be known, addressed andsolved. Subjective versus objective violence Many students are tempted to refer to violence rather in its objective aspects, especiallyobvious aggressivity (physical, verbal or non-verbal) than in its subjective aspects, related to values,relationships or culture. However, what is significant is the fact that over one third of the studentssee school as a safeless environment, where they don’t feel protected against violence coming fromtheir colleagues, their teachers or people from out of school. Teachers and even students themselves feel there is such phenomenon as school violence.Generally speaking, teachers think that boys are more violent than girls. Also, there is a genderdifference regarding the forms violence takes: girls are considered to commit ordinary, tolerableacts of violence (especially verbal violence), while boys are thought to commit more serious acts ofviolence (including physical aggression). RELATIONSHIP BETWEEN SCHOOL AND PARENTS AND THE LOCAL COMMUNITY PAPER ABSTRACT Prof. înv. primar Popescu-Vieru Manuela Şc. Nr. 29 ”N.Romanescu” Craiova In child’s education, the school-family-community relationship has gained new valences, atthe same time with the appearance of the notion of quality assurance in education. Quality increasein education is a major objective of the efforts for making efficient the compulsory connectionsbetween school, local community and students’ family, these being direct beneficiaries of theschool effort in this respect. A redefinition of the educational balance between the decisions taken 28
  29. 29. by the school and the initiatives coming from the parents or local factors is necessary. An activecooperation between school and professors and the other educational factors, family, localcommunity, mass-media, church, non-governmental organizations, should lead to the achievementof some viable partnerships, able to approach positively the diverse problems of young students. Within the school-family-community relationship there must be relations of respect, mutualacceptance, reciprocal sympathy and admiration, and not of suspicion, perplexity or annoyance andprovocation. The relations between school, students, their families and community should be basedon understanding and collaboration, on information transmission and presentation of some states ofthings, positive influences on students’ behavior, reciprocal feelings and emotions under differentmanifestations. For reaching a high quality level in increasing the efficiency of the school-student-community relationship, a performant management of quality education in any school unit isnecessary. THREE FRIENDS: SCHOOL, PARENTS AND THE LOCAL COMMUNITY Teacher Voica Mihaela „Henri Coandă” Highschool, Craiova Key words: student, school, parents, local community. The family and the school are the most important educational factors. The students’performance in learning depends on their attitude towards learning. The key of seeing, feeling and understanding the students’ relationships to others must besought first in the family. The child’s feelings of security and insecurity, his/her happiness, thechild’s intellectual and emotional capacity depend on the atmosphere in the family. Having in mind life-long learning, the relation between school and family is characterizedby the complementarity of these two main sources necessary to the development and the educationof human personality. A partnership has a lot of advantages because it creates relations of cooperation, clarifiesvarious educational problems, offers a new framework for the development of the student’spersonality. Initiating new educational partnership projects are beneficial both for students and forall the other factors involved: school, family, local community. In the programmes aimed at school support, the parents were invited to get involved in thecooperation and the support given to some school partnership projects. 29
  30. 30. STUDY ON THE VIOLENCE IN ROMANIAN SCHOOLS Prof. Meche Alina Mihaela Grupul Scolar „Traian Demetrescu” Human violence is a complex phenomenon, with psychological, social, cultural andeconomic determinations. School violence is only one manifestation of daily violence. School is notan isolated entity anymore, an autonomous social space, unaffected by the complexities anddifficulties facing the society. Being an open space to the outside world, it should be seen as a space of causing violence.In Romanian society, violence in schools was identified as being related with adult violence againstchildren, making the association between the dysfunctional family and the violent behavior of thechildren from this type of family. There was always violence in schools. Those who believe that school violence is a recentphenomenon must be reminded that, historically speaking, school has always been associated withviolence. School violence has a great influence on social perception and values of the present,contributing to the erosion of traditional and positive image of the school as safe and secureinstitution. Even if the violence among students was recognized as a general phenomenon present in allschools, the intensity and forms in which it occurs varies from school to school, being determinedby a complex of factors: school climate and school culture, type of school management, quality ofeducation activity, area of origin of the students, economic conditions, violence image in the media. SAY NO!VIOLENCE IN YOUR SCHOOL Teacher Radu Adriana Laura School Special ,,Sf.Mina’’Craiova Motto:’’Violence is the last refuge of the incompetent man!,, (Isaac Asimov) It is obvious but not reassuring enough for us, teachers, the school that violence is anexpression of violence in society, but when violence occurs in school, it reduces the chances ofstudents to fully develop their personality and to acquire an education quality, in accordance withtheir fundamental right to education. In order to study in depth the phenomena of school violence we applied a questionnaire onviolence in school, a representative group of 40 pupils from secondary school (out of 104 students).The first task of the students was to tick on a scale from very often the FCC never noticed them inschool behavior: verbal and psychological violence among students (insults, insults, nicknaming, 30
  31. 31. harassment), damage to the school furniture, physical violence between students, school refusalduties, injuries, insults, threatening words for teachers, inscriptions, paintings on the walls of theschool or school furniture, drugs, theft among students, noise, lack of discipline in class, smoking. Applying this questionnaire, we achieved the following objectives: to assess the dimensionsof the phenomenon of violence in our school, identify the situations of school violence and developa typology of the phenomenon, identifying the generating causes of violence in school, developing aset of recommendations, for students, teachers and parents, in order to improve the phenomenon ofviolence in school. After processing student responses, we first identified the main actors in schoolviolence: violence between students, student violence in front of teachers, teachers violence instudents, parents - actors of domestic violence and, indirectly, school, close to school violence(others: neighbors, entourage of students, etc..) In the face of strategic interventions, keep in mind: awareness campaigns in the localcommunity, a system for monitoring school violence phenomena cooperation with other schools inproximity, youth associations, the Association of parents and other representatives of civil society ,continuing the regular and the research on violence in school. References: Debarbieux, E., Violence en milieu scolaire On, vol I, ESF, Paris, 1996 ACTION STEPS FOR IMPLEMENTING FAMILY AND COMMUNITY INVOLVEMENT IN SCHOOL HEALTH Prof. Uta Livia C.N.E. Gheorghe Chitu Family and community partnerships with schools have become central. Supportive familiesand social support within communities contribute to students’ success. When children feel valuedthey are more likely to develop healthy skills, avoid risky behaviors and remain in school. Whenparents are involved, students achieve more, regardless of socio-economic status, ethnic/racialbackground, or the parents’ education level. The more extensive the parent involvement, the higherthe student achievement. Negative student behaviors, such as alcohol and substance abuse,violence, and antisocial behavior decrease as parent involvement increases. Students are less likelyto succeed when communities are economically deprived, disorganized, and lack opportunities foremployment or youth involvement; when families do not set clear expectations, monitor children’sbehavior, or model appropriate behaviors; and when schools present a negative climate and do notinvolve students and their families. School-community partnerships have contributed to the success of coordinated school healthprograms across the country. Communities expect schools and families to prepare students to 31
  32. 32. become healthy, productive citizens. Communities in turn have a responsibility to join with schoolsand families in support of efforts that can help achieve this goal. To be successful, school andcommunity partnerships must: have clear, concise responsibilities and expectations for eachparticipant; allow for flexibility in organization and implementation; acknowledge that partnershipsrequire a time commitment and that initial gains may be small; and provide appropriate training forteachers, administrators, and community members. ROLE OF EDUCATIONAL FACTORS IN PREVENTING AND COMBATING DOMESTIC VIOLENCE AND SCHOOL Prof. Ștefan Maria Grupul Școlar ͈ Traian Demetrescu ̎ Prof. Ștefan Nicolae Școala cu clasele I – VIII nr. 2 ͈ Traian ̎ Violence has become an alarming problem facing society today. There are domesticviolence, school violence, violence on the street. Mass-media, official statistics report a worryingincrease in violence in recent years worldwide, so establish a greater involvement of educationalfactors in preventing and combating violence in the family and school and society. The main sources of violence are: - Family reasons ( socio-emotional climate, low education level of parents, family economic conditions ). - In school ( difficulties of communication between students and teachers, overloaded curricula, origin from different social backgrounds, the desire to be more popular ). - Social environment ( entourage, the media, by presentation of reality as a commonplace fact by exposing acts of violence, both in news programs, movies ).Due to the extent that violence was a phenomenon among young people and not only certainmeasures to be taken top revent and combat violence: - Early identification of potentially violent students and centering to avoid excessive punishment. - Identify potential sources of violence. - Improving communication teacher-student relationship. - A better management of the educational factors in relations in the family. 32
  33. 33. TOGETHER WE SUCCEED-SCHOOL, FAMILY, COMMUNITY Prof. Cuna Liliana Sc. Nr.29 N. Romanescu Besides school, which provides the greatest communication between generations, family andcommunity play a significant part in developing a child’s personality. Each human being is bornwith a certain genetic inheritance, and afterwards, thanks to the emotional atmosphere in the family,children become aware of the world around them by means of a constant dialogue with the adults,start to learn and love, communicate and look up to role models, imitate different actions until theyshape their own values, their own principles about the world, about life. The active cooperation between school and teachers and the other educational factors-family,local community, mass-media, the church, non-profit entities- must lead to the accomplishment of someviable partnerships, which ensure a positive outlook on the various issues of young learners. School must find the best way so that those involved in the educational process can managehuman resources, acquire psychological and pedagogical knowledge and adapt to the fast changesin our society. However, school is essential, as well as teachers, who through their activities caninstill in their students, rules and moral values, in the current European context.In this regard, school may take part and interact with the student’s families, may initiate usefulactivities, both in school and outside it, support the students so that they get to know themselves andunderstand moral and civic values, improve the quality of their lives and their performances, shapetheir critical and independent thinking. Family represents the key factor in helping children interactwith other classmates and counsels students concerning extracurricular activities. Lessons should have a strong practical content, should be insightful and urge students to getinvolved and unleash their mental and spiritual energy. Children will feel like talking more easilyand the joys of their accomplishments will be obvious. By presenting role models, as much as possible in a community, you will notice theimprovement of school performances and children will become better human beings. It’s one thingto talk about the most important authorities in a community (the mayor, the priest, the policeman)and another to give students the chance to talk to them in person. It’s no use talking about customs and traditions to your students if you don’t take part withthem in fairs, workshops and festivals. You will see how proud they will be of their success.We teach children not to steal, not to hurt, not to lie, but we have never taken them to a policestation to become aware of the consequences of misbehaving. We have told them how to stayhealthy, but we have never shown them a hospital and how painful is to be sick. Not only will you 33
  34. 34. otice how they will not disregard their hygiene, but also their wish to become the person who saveslives- the doctor. TO LIVE TOGETHER HARMONY! Prof. Jana Popa Technical College "Dorin Pavel", Alba Iulia Undoubtedly, we live in a complicated world, generating aggression and violence that wecreate conditions of insecurity, fear, anguish, we vulnerabilizează. We live in multiple socialthreats: conflicts, economic crises and political tensions generated by uncertainty in the workplace,the incompleteness of work, failure of personal and family life. Willy-nilly we refer directly(through their own experiences) and indirectly (through the experiences of others) to aggression andviolence. Since prevention of violence is largely a matter of education, that teachers should getinvolved in creating and maintaining institutional environment favorable to learning performance,understanding and cooperation. Violence in schools is a form of everyday violence, so that it can not be addressed separatelyonly to express a fact of life. School violence has a great influence on social perception and valuesof this, contribute to the erosion of traditional positive image of school as a safe and secureinstitution. Educators controls increasingly difficult impact that school violence has on school climateand traditional educational praxis is not enough to practice professional role of teachers, forcedincreasingly to assimilate more information on conflict management and use strategies solving theproblems raised in the school space. Times we live strongly ask us, we ask for courage, wisdom and especially ask us, to our firstreport and then to ourselves and our neighbors, and help them to understand that humanrelationships must be based on mutual respect for peace and tolerance. FACTORS INVOLVED IN THE PROCESS OF COUNSELING AND GUIDANCE EDUCATIONAL AND VOCATIONAL Prof. Mateescu Claudia Ileana, G.S. ,,Traian Demetrescu ", Craiova, DoljThe efficiency of educational and vocational counseling and guidance depends on a tight interaction 34
  35. 35. and permanent collaboration between school, family, specialized services, and economic agents, themedia, professional organizations. School is fit to meet the students psychological and social needs, to ensure the optimalcondition well, to reduce and prevent disorders of adaptation, especially in conditions where there isan alarming increase in the number of failures and school dropouts, the delinquent behaviors,emotional disorders. School can and should do more in the direction of prevention and solving problemsfaced!Regarding the career orientation, are taken into account certain categories of skills thatschools need to develop a good level and are required by the labor market.Family - family plays anessential role, along with school, in developing and maintaining wellness, that the bio-psycho-socialbalance so necessary to human beings. In most cases, the family is the major part in shaping a career option for some children.Parents are childrens primary and most powerful source of learning, emotional support andsecurity. A particularly important role, often even decisive, family plays in terms of youngprofessional decision.Conclusion: is that in Romania, counseling and guidance services can beoffered in schools, universities work individually or in groups. Specifically, the places whereactivities and provides counseling and educational and vocational guidance are: Centers and OfficesInter / School Assistance psycho houses Teachers, School Inspectorate, Employment and TrainingAgencies, Commissions Medical school orientation and Professional, complex examinationcommittees, business advice centers, ministries (transport, military), large industrial enterprises andinstitutions. Who benefits from these services? Students, graduates, employees, unemployed, teachers, parents etc... PEER MEDIATION – MEDIATION OF CONFLICTS AMONG PUPILS BY PUPILS Prof.pt.înv.primar Cruceru Lavinia Şcoala cu Clasele I-VIII Nr. 36 “Gheorghe Bibescu” Craiova Mediation is a process in which neutral persons (mediators) assist those in conflict in orderto handle the arisen problems. Often the mediation process is exactly the opposite of regularinteractions among pupils or between pupils and teachers. In traditional schools the settlement ofthe conflict is done on the basis of the approach centered on the stimulation of guilt feeling.Problems are judged by external factors, without allowing those in conflict to talk to each other in astructured environment that promotes the finding of a solution agreed by both parties. The goal of 35
  36. 36. mediation is to solve the conflict and to mould the handling of future conflicting situations. Theparticipation in mediation is voluntary and if those in conflict do not want to take part, they willtake the consequences in conformity with school regulations. The mediation of conflicts among pupils by pupils has two principles as a basis: the schoolwhich offers the pupils a way of handling the conflicts stimulates pupil’s success in variousfields; the pupils formed in the mediation of conflicts help their colleagues better than adults. There are several modalities to design a mediation program of school conflicts. 10-25 pupils are formed and they become mediators. These pupils need to form abilities tofacilitate the communication. Pupils – mediators benefit by a supervisor (usually the one whoformed them) who offers them support or feedback. In order to be successful, the mediation ofconflicts must be voluntary and involves the abidance of confidentiality. Stages of the mediation process: presentation, definition of the problem, establishmentof needs, establishment of an understanding, realization of a written understanding,monitoring of the mediation. Bibliography: Jigău, M. (coord.), Prevention and combating of school violence – A practical guide for headmasters and teachers”, Institute of Education Sciences, Alpha MDN Publishing House, Buzău, 2006; Peer mediation – The manual of the student – A training course for beginners, http://www.scribd.com/doc/34052178/Peer-Mediation-student-Manual VIOLENCE IN SCHOOLS -SCIENTIFIC STUDY- Prof. Hoancă Liliana Colegiul Tehnic Energetic Craiova Prof. Constantinescu Oana Colegiul Tehnic Energetic School is the most important space for socializing young people. It is the space whereindividuals learn to communicate effectively with others to emulate ,working in teams or being in aconstant competition with others. The school is therefore an appropiate environment for teaching students to cope withconflict and to fiind optimal solutions for the benefits of all.Work presented shows that learning toresolve conflicts creatively can be integrated in many areas of life of our students.Physical violence is a topical issue among both teachers and among students who learn in Romaniaschools .School conflict mediation is a process that consists in solving disputes through 36
  37. 37. Violence in schools is a grave issue that is often analyzed in terms of individuals tendencies towarddestructive behavior. While this path of analysis is important, in this article, the authorcontextualizes violence within a cultural milieu that alienates students from their fundamentalyearning for significance.It is argued that violence is a failed epiphany, that is, a heightened moment of awareness emergingout of the everyday flow of experience that seeks to overcome alienation. Violence fails because itcannot create a world of sustainable meaning. The nature of productive epiphanies and the worldsof sustainable meaning that they evoke are discussed in terms of their implication for education andovercoming violence in schools.. Explanations about the causes of school violence tended toward psychological anddevelopmental explanations about why school-age children become violent and social controltheory about the lack of attachment and involvement by youth in conventional culture.Corresponding policies to deal with the problem focused on better detection, preemptiveintervention, closer supervision, zero tolerance, and peer mediation. This narrow micro analyticalframing of the issue failed to consider the multiple causal components of this complex problem,which includes the interrelated role of teachers, school administrators, educational practices andeffective pedagogy, school district policy, cultural framing, gendered educational expectations, andthe changing state of family and community relations in a postmodern “heartless” society. COLLECTING THE RELEVANT INFORMATION ABOUT SCHOOL VIOLENCE PHENOMENA prof. Dresca Rodica Grupul Scolar Traian Vuia Craiova One of the most important phenomena among the high school students is the violence.How can we systematically collect reliable, verifiable and extended information about violence?There are a lot of ways, but we can choose some of them, like the following: questionnaire forstudents, individual or group interview, documents analysis;The student questionnaire(survey) could contain not only the visible forms of violence, also thehidden forms like daunts, teasing, verbal abuse...This way (Student survey) coul help theManagement Team of your school : • To identify the real forms of violence from your school; • To measure the frequency of different violence situations; 37
  38. 38. • To measure how these appear; • To know who are the main actors involved into the violence (from inside and outside of the school); • To find the students opinion/thinking about the situations;Note: It is very important to have short and clearly questions and a dedicated item for their freecomments. VIOLENCE IN THE SCHOOL ENVIRONMENT prof.Căluţoiu Gabriela Colegiul "Ştefan Odobleja" , Craiova Violence is one of the major problems of the contemporary world. Print or audiovisual workshall at all times on the various manifestations of this phenomenon. The most aggressive shapes,such as wars or terrifying crimes, beatings, rapes, thefts, destruction of property, and the leastshocking such as verbal violence, all supported by an abundance of violent images, presented dailybefore our eyes. In this context, the emergence of various forms of violence in the schoolenvironment seems almost a fatality and often becomes commonplace, even without the coexistfellows to seize more danger. A form of extremely widespread violence in the school environment is verbal violence. Verbalviolence is not perceived in the same way for students and teachers. Such students a decreases whilethe teachers a supraevaluează. The causes of violence in the school environment School violence is generally associated with urban areas difficult to the outskirts, wherepoverty is at her home. So when you talk about violence in school are known as external factorsfavorizante sources: school, family environment, social environment and factors related to theindividual, his personality. Family environment are the most important source of disadvantaged students.In an unstable family environment, instability, conflicts can represent for school student a secondchance. Not always the teacher manages to solve the problems of the students behavior, situations ofconflict in the classroom through the media should be presented and then work in teams whichinclude teaching more people: the teacher of the class teacher, teachers, parents, school physician,psychologists and teachers. Violent families originate from the ranks of most children illiterate or dropout. 38
  39. 39. CONFLICT RESOLUTION STRATEGIES IN TEACHER-STUDENT RELATIONSHIP Prof. Veghea Adela Colegiul "Ştefan Odobleja" Conflicts between students Productive use of the conflict or resolving its creative is an essential approach of educationalprocess management. Teacher faces in with all kinds of conflicts. He must be a "peacekeeper" thatuses, however, constructive conflict in order to achieve the educational goals set. Therefore, hemust be, first and foremost, the causes of the conflict appeared complete. These can be:• competitive Atmosphere. Students have been accustomed to work individually on the basis ofcompetition, depriving them of a pattern of work in group, confidence in colleagues and teachers.They do not want than victory over others, and if you dont get, lose their self-esteem.• the competition appears at all times, even in those in which it is unproductive.• poor Communication. This represents the most fertile soil for conflict. Conflicts between teachers and students To avoid this type of conflict, the teacher must not use a discretionary power, in order to highlightthe lack of power of the students. The teacher must manifest a constructive dialogue by creating aconducive learning environment by maintaining law and order and of what is best in the students. Self-monitoring does not mean suppressing emotions, but a positive way to express them. Asummarization of the main options that are necessary and useful to an optimal management ofconflicting situations. SUMMARY Prof. Popescu Carmen Oana Clubul Sportiv Scolar, Craiova “ For us, parents or adults who live with a child or accompanied him throughout life, thechallenge is to permit him to act out the most painful way for everyone, to grow and be different.We permit him to leave, to divide, to depart, to meet the risk and the wonders of life. "(JacquesSalome) 39
  40. 40. Improving the school-family-community relationship is a priority for the Romanianeducation. According the conditions that school education is the main pawn for young generation,but not enough, family education is necessary. Family can be a risk factor or a protective one,depending on skills they developed, educational and emotional climate. The agreement of family for school, means finding a solution that combines children,families, school and society interests. The way they are presented, discussed, argued, theinformation from the parents, affect the opinions and the attitudes of the children. SCHOOL VIOLENCE, ARTIFICIAL CREATION OR REALITY OF A SOCIAL PARADIGM? Teacher Bulubaşa Cezar Theoretical High School ,,Henri Coandă”, Craiova Mass-media, official and statistical research report a spectacular developing of the phenomenon in the last three decades in several countries of the world, so that overcoming violence in schools has become the most notable evolution of formal education. If early phases of school education involved frequent violence of teachers over students, education democratization has induced a shift of violence towards students, channelling it from students to teachers. School violence is very often non-fatal, but can cause serious prejudices to personal development. There are two types of school violence: a. objective violence of legal nature (murders and crimes) implying frontal intervention; b. subjective violence, subtle, attitude violence which affect school climate. These include disdain, humiliation, defiance, discourtesy, absenteeism. There are three explanatory theories of aggressive behaviour: - aggressiveness is innate. According to Freud, people are born with an aggressiveinstinct and nature. - aggressiveness is an answer to frustration. Those who sustain this assertion are convinced that aggressiveness is determined by exterior factors. - aggressiveness is a socially learnt behaviour. According to this theory, aggressive behaviour can be learnt in several ways: directly by re-compensating or punishing certain behaviours; by observing other models of behaviour, especially that of adults. 40

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