Comenius reflection Poland 4


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Comenius reflection Poland 4

  1. 1. Monika Firych Comenius project This school year I decided to sign up as a member of Comenius group in Paderewski Private Grammar School because I thought that it could be a truly amazing and developmental experience. Fortunately, I was right. I started my work from helping in preparations for the Comenius visit in our school. We were supposed to host students from three countries (Italy, Turkey, Czech Republic) and provide them with suitable attractions, entertainment and organize theme workshops. I was responsible for planning and conducting integration games in order to allow students to get to know each other better. These included playing charades, working in pairs or groups of five people, throwing balls and presenting small theatre scenes. In the end, I was positively surprised with the final outcome of our mutual work because I could already notice some apparently random students talking to each other and basically it has been our goal. Apart from working at school, we organized also a few trips – Lublin and neighboring cities, as well as the capital city of Poland – Warsaw. Basically, I believe that this part of Comenius visit is particularly important because sightseeing enables to acquaint foreign students with local culture, customs, landmarks and people. In my opinion, the trips, which we organized, were conducted in a very good way and I guess that all Comenius students enjoyed them a lot. After the visit in Poland, we started working on the next Comenius module – “Eurokid is an entrepreneur”. Our tasks involved creating a fictional tourist agency offering services suitable to the market needs, working on marketing plan and offers of trips to Turkey, setting up a website and preparing some forms of advertisement. The group chose me to be their leader, therefore my main tasks were supervising the entire work, introducing corrections where necessary and being responsible for presenting the results of our work within the time. I think that my only mistake during our collaboration was not involving all members of the group in the project. Obviously, it was partly their choice but I am aware that I could find some way to motivate them and oblige to completing their tasks on time. Nevertheless, the final effect of our work satisfies me a lot and I reckon that it has been prepared on a very good level. Thanks to my and Agnieszka’s constant work on the module, we were rewarded with a trip to Istanbul with five other students from our school and our teachers. This visit was a very entertaining, absorbing and instructive one. I am particularly pleased that I got to know Turkish culture and customs better. Moreover, learning belly dance and Turkish song, as well as presenting them to other students, was a great and unforgettable experience. One more thing that I truly enjoy as a part of every Comenius visit is hosting foreign students by the families of the students from a hosting school. I feel that such an experience enables to acquaint with local traditions and integrate even more.
  2. 2. After the visit in Istanbul our last task was to work on the module connected with volunteering. Therefore, my group was supposed to prepare a social campaign concerning a subject chosen through conducting a survey among our school’s students. The result occurred to be addiction to caffeine, which is present in coffee, tea, as well as energetic and fizzy drinks. We decided to prepare a few posters presenting the amount of caffeine in particular drinks and some facts about this addiction. Apart from that, we searched for some curiosities concerning the problem worldwide and hang them out in the school. The final result of the campaign was very positive, I could notice a lot of students reading the posters and I think that we managed to make them realize some important facts about caffeinism.