Presentación sobre convivencia. IES Afonso X O Sabio

1. INITIATIVES TO IMPROVE THE SHCOOL
ENVIRONMENT IN IES “AFONSO X O
SABIO” (CAMBRE).
Conflict ResolUtion for better ScHool
management
Xosé Ramos, 2

2. 1. Changes in education. Conflict analysis.
2. Brief presentation of the experience and situation in IES
Afonso X O Sabio.
3. Mediation as a tool to tackle some conflicts.
a.Principles of action and team work.
b. The assistant, first step.
c. The role of a mediator.
4. The process of mediation..
5. Example of mediation protocol.
INDEX
Xosé Ramos, 2017

3. 1.- HOW SCHOOL ENVIRONMENT IS SEEN FROM SECONDARY SCHOOLS
40% of teachers take benefit of the 60% or less of the
time of their lessons. Research on the school times.
Social alarm=>Now “bullying”, “fights”.
Profesional alarm=> Now we are “authority”.
Conflicts are negative.
Violence is created by other people.
We have misgivings about discipline: take it
up again.
The same old story about if we are educators or
not.
Xosé Ramos, 2017

4. Conceptualisation of conflicts
4
53
37
5
70
13
5
65
8
0
10
20
30
40
50
60
70
Alumnos Profesores Cargos dir
Positivo/hab
Hab negat
Sempr neg
Xosé Ramos, 2013

5. Xosé Ramos, 2013

6. Imputados dos menores por romper 21 ventanas del instituto de Cambre
02 de marzo del 2005
Los adolescentes provocaron destrozos valorados en más de 1.500 euros
Hasta 21 cristales dobles se convirtieron en añicos después de que dos muchachos de Cambre,
de 15 años de edad, decidiesen ensañarse con ellos. Las ventanas pertenecían al instituto de A
Barcala, en Cambre, y los hechos tuvieron lugar los pasados días 10 y 24 de enero.
Al parecer, durante el primer ataque, los jóvenes se dedicaron a romper 16 cristales, y dejaron
5 para la segunda embestida. Los responsables del centro educativo cambrés, que cifraron los
destrozos ocasionados en 1.500 euros, interpusieron la correspondiente denuncia en el cuartel
de la Guardia Civil, donde enseguida se inició la investigación.
Después de realizar varias pesquisas durante las últimas semanas, los agentes del instituto
armado identificaron a los dos autores de la rotura intencionada de los cristales. La Guardia
Civil entregó a los menores bajo la custodia de sus padres, aunque, en todo caso, se hallan a
disposición de la autoridad judicial.

7. A good number of students shows theA good number of students shows the
common problems of every suburban area:common problems of every suburban area:
lack of roots,
they live within families in difficulty ,
problems to reconcile working and family
life,
lack of alternatives for youths…
Xosé Ramos, 2017

8. But also :But also :
A significant nº of students can be describedA significant nº of students can be described
as “disruptive”, they accumulate a great dealas “disruptive”, they accumulate a great deal
of reports on misbehaviourof reports on misbehaviour
between 15-20% of students showbetween 15-20% of students show
special educational needs (SEN),(SEN),
between 14-17% of students come frombetween 14-17% of students come from
abroad. They come from 20 differentabroad. They come from 20 different
countries.countries.
Xosé Ramos, 2017

9. Measures of the particular experience:
a. Information also matters in school environment . Transition
programme.
b. Collective work. Permanent Commission of School Environment
c. Rules are neccessary. Classroom rules.
d. Non-fulfilment must be corrected. Disruption protocol.
e. Personalising and giving opportunities. “Aula de reflexión”.
f. Mediation as a tool tackle some conflicts.
g. Students are sensitive to problems. “Alumnado axudante”
h. Evaluation. Assessment of behaviour. Anual questionaries.
i. In progress or waiting: occupation of spaces, tutoring, awards
(positive cheques, certifications) ...
Xosé Ramos, 2017

10. B.-INFORMATION ALSO MATTERS…! TRANSITION PROGRAMME
• Facilitating the adaptation or integration process of the new students.
• Fostering the knowledge of the school and its organization on the
part of the students and their families.
• Establising a good relation and a suitable collaboration among the
school, the students and their families.
• Facilitating the transition from the last grade of primary to the first
one of secondary school with coherence and knowing the features of
the period they are beginning as well as the new high school.
• Knowing the characteristics, problems and potentialities of the these
young students.
• Externalising and showing emotions related to the school change.
• Acts: Meetings with families and students, open house for future
students.
Xosé Ramos, 2017

11. C.- TEAM WORK.
GROUP WORK AND PERMANENT SEMINARS
SCHOOL ENVIRONMENT COMMISSION
Within the School Environment Plan of our school there is a Permanent Commission of School
Environment which is formed by:
•Headmaster
•Head of Studies
•Guidance counsellor
•Mediation coordinator
•School environment tutor/mentor
It has a weekly meeting, which is recorded in a report and deals with:
•Conflicts of the week and overall progress of the school environment.
•It gives advice about penalties
•It refers students to “aula de reflexión”
•It can refer to mediation
•It has the support of work groups, much wider, to reflect deeply and develop protocols and
documents.
Xosé Ramos, 2017

12. D.- RULES ARE NECCESSARY . CLASSROOM RULES
To ensure that there is a democratic discipline, the classroom
rules should be felt as a process where the students are involved, not
as something imposed. It will be needed a process of reflection and
the elaboration of a document for the internal running of the
group/classroom which help the students have a better relation
among them and internalise that the non-fulfiment of the rules not
only infringes the school or teachers welfare, but also it produces
basically a damage to the group which they belong to. Therefore,
with this project will pursue the following aims:
-Knowing and valuing the school rules.
-Getting independence of mind with respect for others.
-Encouraging freedom with responsability.
-Agreeing on the classroom rules, to solve conflicts within it.
-Getting to know the group: their relationship, who are the
leaders and the group dynamic.Xosé Ramos, 2017

13. E.- NON-FULFILMENT MUST BE CORRECTED. DISRUPTION PROTOCOL
• A protocol difficult to fulfil due to the
immediacy.
• Reports on misbehaviour as the most used
aspect.
• Communication to the management team as an
habitual resource.
• Positive cheques as an instrument to reinforce
and to improve self-esteem.
• Weekly information as a resource to know and
not to trivialise.
• “Aula de convivencia” as a convenient resource ,Xosé Ramos, 201

14. Xosé Ramos, 2014

15. Evolution of misbehaviour reports

16. F.- PERSONALISING AND GIVING OPPORTUNITIES. “AULA DE REFLEXIÓN”
The “aula de reflexión” is an alternative to the “aula de convivencia” to those students who,
from our point of view, have expectations and intentions to change their behaviour and it
will work with the following conditions:
•The teacher in charge of it will be voluntary.
•The teacher-tutor will reflect and write down with the students, following the model of
Anex I
•The Commission of School Environment will decide the cases to refer there, trying to find
suitable people.
•There will be a specific place and this action will take place during breaks.
•Students will only be referred to this classroom by the Commission of School
Environment and, if it isn’t possible, by the Head of Studies or the Headmaster
•As a general rule, only one student will be attended to by each tutor/mentor.
•To begin the “reflection”, the tutor/mentor will have to receive the documents of the case
which, at least, will consist of a report from the Guidance Department with: Reference
report, if needed, summary of the misbehaviour reports of the academic year,
Commission’s reasons for the referral, aim of the “reflection”.
Xosé Ramos, 2017

17. ACTION PRINCIPLES
Conflicts as something natural within organizations:
Need to tackle it and not avoid it.
Considering it as an opportunity.
Trasmitting the idea of solving it peacefully.
The action will seek to be collegiate and public.
Theory of walls. (Juan Vaello)
There should be a resource hierarchy , on the part of the teachers and the
school.
Teachers: setting limits, warning, reach a compromise, punishing,
diverting.
School: classroom rules-penalties, school penalties (teacher, tutor, Head of
studies, Headmaster, externalising).
They should be known and followed, except in exceptional cases.
Xosé Ramos, 2017

18. « It takes a village to raise a
child.»
African proverb
THANK YOU VERY MUCHTHANK YOU VERY MUCH
FOR YOUR ATTENTIONFOR YOUR ATTENTION
Xosé Ramos, 2017