This document outlines activities from an educational health program implemented at the 12th Primary School of Helioupolis for the 2012-2013 school year. It includes activities for grades 3 through 6 focused on feelings, relationships, bullying and violence prevention. For third grade, activities help students understand and express feelings, recognize emotions in others, and manage anger. Fifth grade activities raise awareness of bullying and teach ways to handle difficult situations. Sixth grade activities include creating slogans about friendship and composing a song together. The document provides objectives, descriptions and examples for each grade level.
The document reflects on using games to teach English to children and describes a successful lesson the author taught using a game to review vocabulary about parts of the body and healthy/unhealthy habits. The author found that games kept the students engaged and motivated, and saw their English skills improve over the course of the practicum experience.
The document describes 14 different "worst experiences" students had with teachers making mistakes. Some of the mistakes include a teacher taping a student's mouth for talking, beating a student with a paddle, publicly humiliating and ridiculing students, showing clear favoritism towards certain students, making inappropriate physical contact and comments towards students, engaging in inappropriate relationships with students, deliberately mistreating a student due to a personal grudge, isolating and discriminating against a student for not speaking English, humiliating a student for a pronunciation, being rude and inflexible about a make-up test, denying a student's request to use the bathroom resulting in an accident, and being unprepared and using inappropriate strategies to teach physics. Many
This document discusses literacy and its importance across various subject areas. It begins by defining literacy as the ability to read, write, do math, use technology, and solve problems at a level needed to be successful. It then explores how literacy relates specifically to different subjects like science, social studies, physical education, art, and music. Throughout, it provides examples of how teachers can incorporate reading, writing, numeracy, and problem-solving into their lessons. The document advocates teaching critical thinking skills and collaborating with other teachers to support literacy objectives across the curriculum.
This document contains a program of health education for students in the 1st and 5th grades at the 12th Primary School of Ilioupoli.
For 1st grade students, activities are designed to teach feelings vocabulary and help students identify and express their own feelings. Activities include using flashcards, drawing faces, and coloring petals on a flower.
For 5th grade students, activities aim to improve emotional understanding, non-verbal communication skills, perspective-taking, and awareness of rights and responsibilities. Activities include marking a body diagram with feelings, discussing scenarios that elicit emotions, analyzing a conflict story, and suggesting ways to feel safe at school. Students from different classes also collaborated to create an original
This document outlines a lesson plan for teaching tolerance to middle school students. The lesson defines tolerance and discusses how students need to tolerate differences and respect alternative views while sharing school spaces. Students first define tolerance and discuss how people are different in safe topics before exploring more serious topics like religion and ethnicity. The lesson emphasizes that students don't need to agree with or like everyone, but they must tolerate each other and complete school assignments together effectively. To demonstrate differences, students decorate paper hands representing themselves, recognizing no two are exactly alike but all must be tolerated.
This document discusses strategies for dealing with common classroom challenges, including dominant learners, learners speaking in their native language, mixed-level classes, resistant learners, shy learners, and noisy classes. Suggested strategies include carefully grouping students, giving individualized tasks, competitive activities, and close monitoring by the teacher.
Arroyo tpd 2018- kindergarten -lesson plan 4 - passedRoxaana Arroyo
This document provides a lesson plan for a kindergarten English class focusing on summer clothes. The 30-minute lesson plan includes aims to review colors and names of summer clothes. Activities include singing greeting songs, watching a video about summer, naming clothes on flashcards, hanging clothes on a line while naming colors, and solving clothes puzzles. Assessment involves identifying real clothes from flashcards. The plan follows a communicative approach using a variety of visual and auditory resources to engage young learners.
This document is a lesson plan for a 90 minute English class for 6 year old students focusing on food vocabulary. The plan includes 4 main activities: 1) Revising food vocabulary using flashcards and introducing "healthy" and "unhealthy"; 2) A flashcard game to review vocabulary; 3) Creating a poster on healthy and unhealthy food by cutting out images; 4) Drawing healthy foods in an envelope "lunchbox". The plan provides the purpose, timing, instructions, and scaffolding for each activity, as well as transitions between activities. The teacher aims to consolidate vocabulary, develop creativity and interpersonal skills, and have fun while learning.
The document reflects on using games to teach English to children and describes a successful lesson the author taught using a game to review vocabulary about parts of the body and healthy/unhealthy habits. The author found that games kept the students engaged and motivated, and saw their English skills improve over the course of the practicum experience.
The document describes 14 different "worst experiences" students had with teachers making mistakes. Some of the mistakes include a teacher taping a student's mouth for talking, beating a student with a paddle, publicly humiliating and ridiculing students, showing clear favoritism towards certain students, making inappropriate physical contact and comments towards students, engaging in inappropriate relationships with students, deliberately mistreating a student due to a personal grudge, isolating and discriminating against a student for not speaking English, humiliating a student for a pronunciation, being rude and inflexible about a make-up test, denying a student's request to use the bathroom resulting in an accident, and being unprepared and using inappropriate strategies to teach physics. Many
This document discusses literacy and its importance across various subject areas. It begins by defining literacy as the ability to read, write, do math, use technology, and solve problems at a level needed to be successful. It then explores how literacy relates specifically to different subjects like science, social studies, physical education, art, and music. Throughout, it provides examples of how teachers can incorporate reading, writing, numeracy, and problem-solving into their lessons. The document advocates teaching critical thinking skills and collaborating with other teachers to support literacy objectives across the curriculum.
This document contains a program of health education for students in the 1st and 5th grades at the 12th Primary School of Ilioupoli.
For 1st grade students, activities are designed to teach feelings vocabulary and help students identify and express their own feelings. Activities include using flashcards, drawing faces, and coloring petals on a flower.
For 5th grade students, activities aim to improve emotional understanding, non-verbal communication skills, perspective-taking, and awareness of rights and responsibilities. Activities include marking a body diagram with feelings, discussing scenarios that elicit emotions, analyzing a conflict story, and suggesting ways to feel safe at school. Students from different classes also collaborated to create an original
This document outlines a lesson plan for teaching tolerance to middle school students. The lesson defines tolerance and discusses how students need to tolerate differences and respect alternative views while sharing school spaces. Students first define tolerance and discuss how people are different in safe topics before exploring more serious topics like religion and ethnicity. The lesson emphasizes that students don't need to agree with or like everyone, but they must tolerate each other and complete school assignments together effectively. To demonstrate differences, students decorate paper hands representing themselves, recognizing no two are exactly alike but all must be tolerated.
This document discusses strategies for dealing with common classroom challenges, including dominant learners, learners speaking in their native language, mixed-level classes, resistant learners, shy learners, and noisy classes. Suggested strategies include carefully grouping students, giving individualized tasks, competitive activities, and close monitoring by the teacher.
Arroyo tpd 2018- kindergarten -lesson plan 4 - passedRoxaana Arroyo
This document provides a lesson plan for a kindergarten English class focusing on summer clothes. The 30-minute lesson plan includes aims to review colors and names of summer clothes. Activities include singing greeting songs, watching a video about summer, naming clothes on flashcards, hanging clothes on a line while naming colors, and solving clothes puzzles. Assessment involves identifying real clothes from flashcards. The plan follows a communicative approach using a variety of visual and auditory resources to engage young learners.
This document is a lesson plan for a 90 minute English class for 6 year old students focusing on food vocabulary. The plan includes 4 main activities: 1) Revising food vocabulary using flashcards and introducing "healthy" and "unhealthy"; 2) A flashcard game to review vocabulary; 3) Creating a poster on healthy and unhealthy food by cutting out images; 4) Drawing healthy foods in an envelope "lunchbox". The plan provides the purpose, timing, instructions, and scaffolding for each activity, as well as transitions between activities. The teacher aims to consolidate vocabulary, develop creativity and interpersonal skills, and have fun while learning.
The document provides guidance for observing learners' characteristics across different developmental domains, including physical, social, emotional, and cognitive. It includes sample indicators and questions to consider for each domain for preschool, elementary, and high school levels. The purpose is to record observations of learners' development in different areas to understand their needs at various stages. Educators are encouraged to add their own observations to the matrix as well.
The document describes a project called "I Am My Brother's Keeper" at Tilden Middle School. The project pairs 8th grade students with 5th grade students to help them academically and socially. Students participate in activities together like sharing favorites, struggles, and taking care of decorated eggs. The goal is for older students to support and encourage younger students, while also gaining responsibility and maturity. The author believes the project helped strengthen relationships between older and younger students and hopes it will encourage community among students.
Waldo, an adolescent student, is being bullied by his teacher Miss Secundina, who does not allow students to comment or express themselves. This stressful environment is affecting Waldo's behavior and mood. His mother Rosemary is worried and brings the issue to a TV show called "Letty sin censura" to discuss Miss Secundina's teaching methods. In the play, Miss Secundina's authoritarian behaviorism approach is criticized, and she is advised to change to a more interactive student-centered method that considers students' learning styles and needs to reduce stress and engage them.
The children "N" and "A" were engaged in pretend play in the dramatic play area. "N" told "A" that she had to be the child while "N" was the mom. When "A" tried to serve her own pretend food, "N" removed it from the table and said only her food was allowed. This upset "A" and she started crying. The context of the problem was that "N" often tries to dominate other children during play.
This document is a lesson plan written by a student teacher, Yanina Paola Servetto, for her practicum teaching placement. The 40-minute lesson is for a 4th year secondary class of 31 students at a school in La Pampa, Argentina. The lesson aims to revise vocabulary, tenses, expressions and other content from the "Heroes" unit through checking homework, comparing answers, and potentially completing a progress check worksheet. Speaking and listening skills will be developed through student participation and peer feedback. The teaching approach uses CLT and PPP models.
This document summarizes artifacts related to Wisconsin Teaching Standards 1-8. It includes photos and videos showing students engaged in various math, language, and technology lessons. The lessons demonstrate skills like collaboration, concentration, motivation, adapting to student needs, using technology, peer teaching, and assessing student progress. Overall, the artifacts provide examples of how the teacher meets standards for having strong subject knowledge, organizing effective lessons, differentiating instruction, integrating technology, understanding child development, communicating well, and testing student growth.
Mrs. Doloisio's kindergarten class played a learning game on a Smartboard where students answered questions in teams for candy prizes. The observer noted the game reinforced concepts naturally without seeming like direct instruction. Mrs. Doloisio then taught the frog life cycle using Bloom's Taxonomy by asking simple questions and explaining transformations. The experience helped the observer realize they were better suited to teach first grade due to kindergartners' difficulties with rules and kindness. Multiple intelligences like interpersonal and intrapersonal styles were observed in a second grade class, informing balanced teaching methods. The main purposes of school are to enhance one's mind for challenges and help students discover their strengths and identities.
- The document describes the experience of an anti-bullying coordinator in a Belgian middle school between 2010-2014 who implemented an integrated approach to addressing school bullying.
- The integrated approach included prevention efforts like annual anti-bullying presentations, campaigns to build self-esteem and inclusion, and poster competitions. It also included clear intervention protocols using approaches like the "No Blame Approach" and "Proactive Circles" to address reported bullying incidents.
- This structured and systematic approach, involving all stakeholders, aimed to educate students on identifying and addressing bullying, promote positive behavior, and have plans in place to swiftly and appropriately respond to incidents, in contrast to an unplanned, reactive approach.
This document discusses various developmental theories and their application in education. It provides a matrix comparing the key aspects of theories by Piaget, Vygotsky, Erikson, Kohlberg, Bandura and Bowlby. For each theorist, it gives a brief overview of their theory and an example of how it can inform classroom practices. It also presents a case study of a student named Tonya and how understanding child development helped her teacher, Mary, support Tonya's needs. The document emphasizes that learning theories can help teachers identify student strengths, needs, and effective teaching strategies to reach all learners.
This document discusses various developmental theories and their application in education. It provides a matrix comparing the key aspects of theories by Piaget, Vygotsky, Erikson, Kohlberg, Bandura and Bowlby. For each theorist, it gives a brief overview of their theory and an example of how it can inform classroom practices. It also presents a case study of a student named Tonya and how understanding child development helped her teacher, Mary, support Tonya's needs. The document emphasizes that learning theories can help teachers identify student strengths, needs, and effective teaching strategies to reach all learners.
TCHE2560 – TASK 2 –
INTEGRATED CURRICULUM
PLANNER
Anurag Tiwari – s3803386
Part 1: Learning Story
Video Title: Counting flowers
Date:20/05/2020
Observer: Anurag Tiwari
Children’s Name: Jas (girl with hat); Pam (girl wearing white t-shirt); Nas (boy with orange t-
shirt)
Focus A Learning Story
Taking an interest
Finding an interest here – a topic, an
activity a role. Recognising the familiar,
enjoying the unfamiliar, coping with change
Jas is playing outdoors under the tank
where she is picking up flowers one by one
from the lawn. Jas then answers the 1st
educator’s question, ‘Where is the vase?’
by replying, ‘It is inside’. Then she goes
inside the classroom to wash the flowers
and starts counting them simultaneously
while putting the flowers in the vase. She
ends the count at 34 and showed the
awareness that petals are important to call
it a flower and refused to put the leftover
stem in her flower vase. She then along
with the 2nd educator finds a suitable spot
to fit her vase of flowers. Jas, Pam and Nas
then became curious when the 2nd
educator gave the idea of putting the
number 34 in front of the vase. They
understood quickly that they need to use 4
but Jas was unable to figure out what
number needs to be put besides 4. Upon a
small suggestion from the 2nd educator
when she hinted what number starts from
the sound ‘th-e’ and upon revising the
count together Jas discovered that three
starts with ‘th-e’ and three is needed to
complete the number ‘34’ which represents
the number of flowers in the vase.
Being involved
Paying attention for a sustained period,
feeling safe, trusting others. Being playful
with others and / or materials
Persisting with difficulty
Setting and choosing difficult tasks. Using a
range of strategies to solve problems when
‘stuck’
Expressing an idea or a feeling
In a range of ways eg. Oral language,
gesture, music, art, writing etc.
Taking responsibility
Responding to others, to stories, and
imagined events, ensuring that things are
fair, self-evaluating, helping others,
contributing to program
Short term Review
What learning do I think went on here?
(Main learning in story)
What next?
How might we encourage this learning
(interest / ability/ strategy / disposition) to
be:
In order to count set of items and things it
is necessary to develop practice of counting
and through numerical development during
early years (Hannula, et al., 2007). The
above learning story involves mathematical
concepts such as counting, total number of
flowers, also developing effective
communication and problem solving using
Intentional teaching strategies was a part of
the learning.
Further, we can use leaves to understand
photosynthesis which will explain how
plants breathe and will explain to them that
plants and trees are living beings as well.
This can further be linked to Steiner’s
theory that prov.
Unit of Work - The Eye of the Sheep (Sophie Laguna)Paige Zavaglia
The document outlines a 6-week unit of work for a Stage 5 mixed-ability English class that will explore Sofie Laguna's novel "Eye of the Sheep" through lessons examining characters, themes of trauma and relationships, and culminating in students creating assessment portfolios responding to the novel and related texts. The unit is grounded in pedagogies of student-centered learning, differentiated instruction, and creativity, with the overarching goals of developing students' analytical skills and bringing awareness to the issue of domestic violence.
The document outlines the vision and guidelines for teaching social skills and addressing relationships and sexuality to students in Training Level 1 (TL1) at the Sint-Janshof school. It discusses components like communication, self-reliance, and meaningful free time. It provides guidance on maintaining appropriate physical distance, addressing teachers, expressing affection, gym class, toilet use, puberty, relationships, independence, sex education, procreation, masturbation, homosexuality, and out-of-school activities. Examples are given of addressing social interaction issues and promoting positive behavior through individualized reinforcement systems.
Bullying affects not just the perpetrator and the victim, but the entire school community. Alison Thomas finds out about a structured programme that encourages pupils to look after each other.
Stopping Bullying in our Schools Mid Term Project costa martin van beeverhaydendog
This document discusses strategies for educators to address bullying in schools. It begins by defining bullying as unwanted, deliberate, and persistent behavior that creates a power imbalance. Victims are often targeted for their appearance, intelligence, or disabilities. While bullies and victims are commonly stereotyped, research shows anyone can be a target or perpetrator. The most common types of bullying are verbal, physical, emotional, and electronic. When addressing bullying, educators should consider legal issues but also focus on prevention through modeling positive behavior, conflict resolution skills, and awareness activities with students. Overall, the goal is to help both bullies and victims in creating a safe, supportive environment.
Assessment for Learning Essay
The Learning Process Essay
Concept of Learning Essays
Learning Behavior Essays
Learning Languages Essay
Essay on Lifelong Learning
Essay on English Language Learner
Different Learning Styles Essay
Essay on Action Learning
What Is Learning Essay
Essay on My Learning Journey so Far
psychology and learning Essay
E- Learning Essay
Cool Tools Volunteer Training Slides for Parents ttieu2016
Roosevelt Elementary School
Presented by: Debbie Stern
Cool Tools is designed to help build, maintain & repair relationships. It also helps children learn how to handle conflict with a community common language.
The document provides guidance for observing learners' characteristics across different developmental domains, including physical, social, emotional, and cognitive. It includes sample indicators and questions to consider for each domain for preschool, elementary, and high school levels. The purpose is to record observations of learners' development in different areas to understand their needs at various stages. Educators are encouraged to add their own observations to the matrix as well.
The document describes a project called "I Am My Brother's Keeper" at Tilden Middle School. The project pairs 8th grade students with 5th grade students to help them academically and socially. Students participate in activities together like sharing favorites, struggles, and taking care of decorated eggs. The goal is for older students to support and encourage younger students, while also gaining responsibility and maturity. The author believes the project helped strengthen relationships between older and younger students and hopes it will encourage community among students.
Waldo, an adolescent student, is being bullied by his teacher Miss Secundina, who does not allow students to comment or express themselves. This stressful environment is affecting Waldo's behavior and mood. His mother Rosemary is worried and brings the issue to a TV show called "Letty sin censura" to discuss Miss Secundina's teaching methods. In the play, Miss Secundina's authoritarian behaviorism approach is criticized, and she is advised to change to a more interactive student-centered method that considers students' learning styles and needs to reduce stress and engage them.
The children "N" and "A" were engaged in pretend play in the dramatic play area. "N" told "A" that she had to be the child while "N" was the mom. When "A" tried to serve her own pretend food, "N" removed it from the table and said only her food was allowed. This upset "A" and she started crying. The context of the problem was that "N" often tries to dominate other children during play.
This document is a lesson plan written by a student teacher, Yanina Paola Servetto, for her practicum teaching placement. The 40-minute lesson is for a 4th year secondary class of 31 students at a school in La Pampa, Argentina. The lesson aims to revise vocabulary, tenses, expressions and other content from the "Heroes" unit through checking homework, comparing answers, and potentially completing a progress check worksheet. Speaking and listening skills will be developed through student participation and peer feedback. The teaching approach uses CLT and PPP models.
This document summarizes artifacts related to Wisconsin Teaching Standards 1-8. It includes photos and videos showing students engaged in various math, language, and technology lessons. The lessons demonstrate skills like collaboration, concentration, motivation, adapting to student needs, using technology, peer teaching, and assessing student progress. Overall, the artifacts provide examples of how the teacher meets standards for having strong subject knowledge, organizing effective lessons, differentiating instruction, integrating technology, understanding child development, communicating well, and testing student growth.
Mrs. Doloisio's kindergarten class played a learning game on a Smartboard where students answered questions in teams for candy prizes. The observer noted the game reinforced concepts naturally without seeming like direct instruction. Mrs. Doloisio then taught the frog life cycle using Bloom's Taxonomy by asking simple questions and explaining transformations. The experience helped the observer realize they were better suited to teach first grade due to kindergartners' difficulties with rules and kindness. Multiple intelligences like interpersonal and intrapersonal styles were observed in a second grade class, informing balanced teaching methods. The main purposes of school are to enhance one's mind for challenges and help students discover their strengths and identities.
- The document describes the experience of an anti-bullying coordinator in a Belgian middle school between 2010-2014 who implemented an integrated approach to addressing school bullying.
- The integrated approach included prevention efforts like annual anti-bullying presentations, campaigns to build self-esteem and inclusion, and poster competitions. It also included clear intervention protocols using approaches like the "No Blame Approach" and "Proactive Circles" to address reported bullying incidents.
- This structured and systematic approach, involving all stakeholders, aimed to educate students on identifying and addressing bullying, promote positive behavior, and have plans in place to swiftly and appropriately respond to incidents, in contrast to an unplanned, reactive approach.
This document discusses various developmental theories and their application in education. It provides a matrix comparing the key aspects of theories by Piaget, Vygotsky, Erikson, Kohlberg, Bandura and Bowlby. For each theorist, it gives a brief overview of their theory and an example of how it can inform classroom practices. It also presents a case study of a student named Tonya and how understanding child development helped her teacher, Mary, support Tonya's needs. The document emphasizes that learning theories can help teachers identify student strengths, needs, and effective teaching strategies to reach all learners.
This document discusses various developmental theories and their application in education. It provides a matrix comparing the key aspects of theories by Piaget, Vygotsky, Erikson, Kohlberg, Bandura and Bowlby. For each theorist, it gives a brief overview of their theory and an example of how it can inform classroom practices. It also presents a case study of a student named Tonya and how understanding child development helped her teacher, Mary, support Tonya's needs. The document emphasizes that learning theories can help teachers identify student strengths, needs, and effective teaching strategies to reach all learners.
TCHE2560 – TASK 2 –
INTEGRATED CURRICULUM
PLANNER
Anurag Tiwari – s3803386
Part 1: Learning Story
Video Title: Counting flowers
Date:20/05/2020
Observer: Anurag Tiwari
Children’s Name: Jas (girl with hat); Pam (girl wearing white t-shirt); Nas (boy with orange t-
shirt)
Focus A Learning Story
Taking an interest
Finding an interest here – a topic, an
activity a role. Recognising the familiar,
enjoying the unfamiliar, coping with change
Jas is playing outdoors under the tank
where she is picking up flowers one by one
from the lawn. Jas then answers the 1st
educator’s question, ‘Where is the vase?’
by replying, ‘It is inside’. Then she goes
inside the classroom to wash the flowers
and starts counting them simultaneously
while putting the flowers in the vase. She
ends the count at 34 and showed the
awareness that petals are important to call
it a flower and refused to put the leftover
stem in her flower vase. She then along
with the 2nd educator finds a suitable spot
to fit her vase of flowers. Jas, Pam and Nas
then became curious when the 2nd
educator gave the idea of putting the
number 34 in front of the vase. They
understood quickly that they need to use 4
but Jas was unable to figure out what
number needs to be put besides 4. Upon a
small suggestion from the 2nd educator
when she hinted what number starts from
the sound ‘th-e’ and upon revising the
count together Jas discovered that three
starts with ‘th-e’ and three is needed to
complete the number ‘34’ which represents
the number of flowers in the vase.
Being involved
Paying attention for a sustained period,
feeling safe, trusting others. Being playful
with others and / or materials
Persisting with difficulty
Setting and choosing difficult tasks. Using a
range of strategies to solve problems when
‘stuck’
Expressing an idea or a feeling
In a range of ways eg. Oral language,
gesture, music, art, writing etc.
Taking responsibility
Responding to others, to stories, and
imagined events, ensuring that things are
fair, self-evaluating, helping others,
contributing to program
Short term Review
What learning do I think went on here?
(Main learning in story)
What next?
How might we encourage this learning
(interest / ability/ strategy / disposition) to
be:
In order to count set of items and things it
is necessary to develop practice of counting
and through numerical development during
early years (Hannula, et al., 2007). The
above learning story involves mathematical
concepts such as counting, total number of
flowers, also developing effective
communication and problem solving using
Intentional teaching strategies was a part of
the learning.
Further, we can use leaves to understand
photosynthesis which will explain how
plants breathe and will explain to them that
plants and trees are living beings as well.
This can further be linked to Steiner’s
theory that prov.
Unit of Work - The Eye of the Sheep (Sophie Laguna)Paige Zavaglia
The document outlines a 6-week unit of work for a Stage 5 mixed-ability English class that will explore Sofie Laguna's novel "Eye of the Sheep" through lessons examining characters, themes of trauma and relationships, and culminating in students creating assessment portfolios responding to the novel and related texts. The unit is grounded in pedagogies of student-centered learning, differentiated instruction, and creativity, with the overarching goals of developing students' analytical skills and bringing awareness to the issue of domestic violence.
The document outlines the vision and guidelines for teaching social skills and addressing relationships and sexuality to students in Training Level 1 (TL1) at the Sint-Janshof school. It discusses components like communication, self-reliance, and meaningful free time. It provides guidance on maintaining appropriate physical distance, addressing teachers, expressing affection, gym class, toilet use, puberty, relationships, independence, sex education, procreation, masturbation, homosexuality, and out-of-school activities. Examples are given of addressing social interaction issues and promoting positive behavior through individualized reinforcement systems.
Bullying affects not just the perpetrator and the victim, but the entire school community. Alison Thomas finds out about a structured programme that encourages pupils to look after each other.
Stopping Bullying in our Schools Mid Term Project costa martin van beeverhaydendog
This document discusses strategies for educators to address bullying in schools. It begins by defining bullying as unwanted, deliberate, and persistent behavior that creates a power imbalance. Victims are often targeted for their appearance, intelligence, or disabilities. While bullies and victims are commonly stereotyped, research shows anyone can be a target or perpetrator. The most common types of bullying are verbal, physical, emotional, and electronic. When addressing bullying, educators should consider legal issues but also focus on prevention through modeling positive behavior, conflict resolution skills, and awareness activities with students. Overall, the goal is to help both bullies and victims in creating a safe, supportive environment.
Assessment for Learning Essay
The Learning Process Essay
Concept of Learning Essays
Learning Behavior Essays
Learning Languages Essay
Essay on Lifelong Learning
Essay on English Language Learner
Different Learning Styles Essay
Essay on Action Learning
What Is Learning Essay
Essay on My Learning Journey so Far
psychology and learning Essay
E- Learning Essay
Cool Tools Volunteer Training Slides for Parents ttieu2016
Roosevelt Elementary School
Presented by: Debbie Stern
Cool Tools is designed to help build, maintain & repair relationships. It also helps children learn how to handle conflict with a community common language.
This document discusses heutagogy, or self-determined learning, as an educational approach for primary school children. It begins by defining heutagogy and explaining how it differs from pedagogy and andragogy in focusing on learner agency rather than being teacher-led or group-focused. It then provides examples of how heutagogy has been implemented in classrooms, including encouraging self-directed learning, storytelling, and project-based activities. Requirements for implementing heutagogy like a digital classroom, library, and activity areas are outlined. The document argues that heutagogy cultivates lifelong, self-directed learners and global citizens through a more hands-on, experimental approach compared to
This document provides an overview of a field study conducted by Janelle Remollo. It includes details about the learning episode such as observing how differences in gender, culture, religion, etc. affect student interaction. It outlines the learning outcomes, performance criteria, and steps taken. Key parts of the observation and analysis are summarized, noting the diversity of the class and how the teacher promotes inclusion and cooperation. Reflections note a sense of unity among students and their comfort with the teacher.
This document discusses positive discipline and provides examples of how to implement it when dealing with common classroom situations. Positive discipline involves showing warmth, providing structure, considering long-term goals, and responding to misbehavior in a supportive rather than punitive manner. The document outlines five steps to take - understanding reasons for the behavior, remembering long-term goals, showing warmth, providing structure, and responding positively. Specific strategies are provided for situations like a student failing classes, students cutting classes, frequent student absences, and discovering students vandalizing school property.
This document provides a daily lesson log for a Grade 2 class. The objectives of the reading lesson were to develop students' reading comprehension and expression skills. Students read the stories "A Mark on the Wall" in English and "Ang Ibon" in Filipino. After reading, the teacher led discussion questions to check comprehension and have students make connections. Other lessons focused on developing compassion, promoting healthy habits, and teaching peace education through songs, games and reflection activities. The teacher provided feedback on student performance and ways the principal could support improving instruction.
This document summarizes lessons and activities used to teach the 7 Habits to students. The most successful lessons involved applying the habits to real-life situations that arose in class. Students seem engaged with learning the habits and often use the common language in their interactions. Reinforcing the habits on a daily basis and keeping previous materials visible helps students continually learn and practice the habits. School-wide activities are suggested to further promote learning and examples of the habits, such as student teams documenting examples and contests/skits about the habits.
Tony is a boy who loves football but gets angry when his team loses. He treats his classmates badly by shouting at them, pushing them, and stealing food. His classmates get upset with his behavior and refuse to talk to or play with him. Tony realizes he has hurt his friends and is sorry for his actions. During recess, his classmates forgive Tony and invite him to play with them again so they can be friends.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. 1
ΠΡΟΓΡΑΜΜΑΤΑ ΑΓ ΓΗΣ ΥΓΕΙΑΣ
Ο γίγαντας που έσπειρε αγκάθια στην αυλή
του σχολείου
Σχολική παραβατικότητα – αντισχολική
συµπεριφορά. Προληπτικές και παρεµβατικές
πρακτικές για την αντιµετώπισή της
12ο
∆ηµοτικό Σχολείο Ηλιούπολης
Κρέτση Γεωργία – Καθηγήτρια Αγγλικών
2. 2
Το παρόν σχέδιο εργασίας αποτελεί µέρος του εκπαιδευτικού προγράµµατος µε
τίτλο «Ο γίγαντας που έσπειρε αγκάθια στην αυλή του σχολείου» (Α,Β,Γ τάξεις )
και «Σχολική παραβατικότητα – Αντισχολική συµπεριφορά. Προληπτικές και
παρεµβατικέs πρακτικές για την αντιµετώπισή της» (∆,Ε,ΣΤ τάξεις) που
εκπονήθηκε από τους εκπαιδευτικούς του 12ου
∆ηµοτικού Σχολείου Ηλιούπολης το
σχολικό έτος 2012-2013 στο πλαίσιο του προγράµµατος Αγωγής Υγείας.
Οι µαθητές των τάξεων Γ2 και Ε1 στο πλαίσιο του µαθήµατος των Αγγλικών
συµµετείχαν µε δραστηριότητες που ανταποκρίνονται στους ευρύτερους στόχους
του προγράµµατος και σχεδιάστηκαν µε βάση το γνωστικό επίπεδο των µαθητών
στην Αγγλική γλώσσα.
Στο πρόγραµµα επίσης συµµετείχαν (στο µάθηµα των Αγγλικών) µε 2
δραστηριότητες και οι µαθητές της ΣΤ τάξης (ΣΤ2,ΣΤ3).
3. 3
Table of Contents
3rd Grade
Objectives
Activities assigned to the students
Appendix
5th Grade
Objectives
Activities assigned to the students
A story
Appendix
6th
Grade
Activity- Song
4. 4
3rd Grade
Duration: 5 teaching hours
Number of students: 22
Language level: A1
Objectives
i. To create a friendly and supportive atmosphere in class and provide a
safe learning environment so as the students feel comfortable to express
their own thoughts and feelings in simple English freely and without
shyness or hesitation.
ii. To help students understand the meaning of the word «feelings» such as
love, happiness, anger etc.
iii. To present vocabulary related to feelings.
iv. To recognize and identify feelings as well as nonverbal ways by which
people show their feelings (facial expressions, gestures, body
movements).
v. To make students understand how to use «feeling words» such as happy,
sad, angry in order to express themselves, to talk about their reactions
or response to things that happen to them. All of course in simple words
as they’re not using their mother tongue here.
vi. To involve them in group and pair work.
vii. When pupils find themselves in a difficult situation such as a conflict or
an incident of anger and bad behaviour, to be able to manage their anger
and resolve the conflict in an appropriate and peaceful way.
5. 5
Activities assigned to the students
Activity 1
Students are given a photocopy with the circle of emotions drawn on it and are
asked to colour the positive (pleasant) emotions using a colour they think it
matches best. They are also asked to do the same with the negative emotions.
Then they have to choose an emotion they like most and present it to their
classmates (one-by-one or in pairs) without words using gestures, facial
expressions etc.
See Appendix I
Activity 2
Students are asked to write down in which cases they feel happy, sad, angry or
calm (using very simple English). They write about the things or the situations
that make them feel happy, sad, angry or calm and are encouraged to reflect
their views freely.
Then they are formed in groups of 4 and each group is given a piece of
cardboard with the name of a feeling written on it. Each pupil has to draw a
face with the characteristics of this feeling shown on it and write their name
underneath.
See Appendix II
Activity 3
Students are asked to draw 4 persons they love (their mother, father, brother,
friend or classmate) and explain in simple words the reasons they love them. A
conversation follows where pupils say what love means to them, how they sense
this emotion and reveal it to the others.
See Appendix III
6. 6
Activity 4
Students formed in groups are given a photocopy with an incident that took
place at school between 2 close friends. The two friends had quarreled and they
didn’t talk to each other anymore. Students have to guess what had happened
and how the two friends can love each other again.
Through this activity children can learn how to react and manage their fury
during a conflict or some other hard situation.
See Appendix IV
Activity 5
Students read two short stories about violence in schools written by
schoolchildren for children and not only. The stories are: ‘Τα µπαλόνια της
φιλίας’ and ‘Η Mόνα σε καινούργιο σχολείο’. A discussion follows about disunity,
isolation of pupils in school and unfriendly behaviour. Every pupil conveys his
ideas and thoughts on those issues using simple language and their mother
tongue where necessary.
See Appendix V
Activity 6
Students draw balloons and write some slogans on them about friendship and
love. They call them «our balloons of friendship»and put them up on the wall of
their classroom.
See Appendix VI
7. 7
Appendix I
The circle of emotions
JOY
ΧΑΡΑ
LOVE
ΑΓΑΠΗ
PEACE
ΕΙΡΗΝΗ
FEAR
ΦΟΒΟΣ
SADNESS
ΛΥΠΗ
HATE
ΜΙΣΟΣ
ANGER
ΘΥΜΟΣ
CURIOSITY
ΠΕΡΙΕΡΓEΙΑ
Colour the pleasant (positive) emotions using a colour you think it matches
best.
Then colour the sad (negative) emotions using another colour that also you
think it matches best
Choose an emotion you like and present it to your classmates without words
(using gestures, facial expressions etc)
15. 15
Appendix IV
An incident at school
Jason and Dinos are very good friends.
Today they quarreled at school and they are feeling sad all day.
Think what happened and how the two friends can love each other again.
The problem:
The solution:
20. 20
5th Grade
Duration: 8 teaching hours
Number of students: 20
Language level: A2
Objectives:
i. To promote an atmosphere of respect and civility in the classroom. Explaining
the importance of saying things like «please», «thank you», «may I?» to one
another may seem like a minor detail, but the more the students are respectful
of one another in little ways, the more likely they are to show the same respect
when handling larger issues.
ii. To make students aware of the phenomenon of violence and bullying in school
(and elsewhere) and make them feel comfortable to express their feelings and
thoughts.
iii. To reinforce students’ solidarity, empathy and understanding. Sharing their
feelings in class allows them to see how their actions affect others and that
words can be just as hurtful as physically harming someone.
iv. To foster psychological safety and focus on self-esteem building and positive
peer relationships.
v. To encourage students to accept the fact that some people are different but all
the people are equal.
vi. To make students realize the negative consequences of bullying and identify
tactics and symptoms related to it.
vii. To make them think of the characteristics of the victim, the victimizer and the
observer and the role of the observers in particular in a bullying incident.
viii.To help students learn how to handle themselves effectively in a bullying
situation and where to go for assistance when finding themselves in such a
situation. To emphasize to students that if they observe or fear violence they
should report it to a teacher or the headmaster immediately without being
afraid that this is a kind of «squealing».
ix. Finally, to create a supportive, encouraging and friendly environment that
lessens school violence and promotes friendship and love among students.
21. 21
Activities assigned to the students
Activity 1
Students are given a photocopy with some short scenarios written on it and are
asked to write down which of those scenarios are examples of a daily conflict or
of a bullying incident in school. They have to justify their answers and in this
activity they work individually.
See Appendix I
Activity 2
The teacher gives the students a photocopy with a story about a new pupil in
school named Sonia and the problems she faces in her effort to find friends
and be accepted by the other students. Questions on the story are also given
and the students have to answer them and report their thoughts on the
situation.
See Appendix II
Activity 3
Through this activity students learn empathy. Students in pairs or small groups
of 3-4 (if there are observers, too) perform short skits. One says something
hurtful to the other. The students think of themselves as actors here and not
as classmates. The student who receives the hurtful comment should then react
in the way he / she thinks is the most appropriate one. If he does so
inappropriately, the class brainstorm about what he could have done to manage
his feelings in a peaceful way.
See Appendix III
22. 22
Activity 4
Students are asked to write about a time when they were really angry in school
whether their anger was directed at a fellow student, a friend or something
else. They are asked to share with the class how they handled their anger at
that time. They can also write about something that happened to their friend or
a relative or about an incident where they were just witnesses. Then the
teacher asks them to remember –think-imagine how the victim, the victimizer
or the observers (if there were any) might have felt or reacted.
See Appendix IV
Activity 5
In this activity pupils work in pairs. Each pair is given a piece of colourful
cardboard and is asked to draw a foot on it, to cut it, write a piece of advice on
it for the victim of a bullying incident about the ways he can handle this
problem.
Then the students place all the ‘steps for handling the problem of bullying’ on a
big cardboard and put it up on the wall of the classroom.
See Appendix V
Activity 6
Team work: Students work on the alphabet of anger and violence. They find out
relevant words (using a dictionary, searching the net etc.) beginning with the
letters of the English alphabet. They write down as many as they can find or
think of.
See Appendix VI
Activity 7
Students draw a flower and they write short sentences about what friendship
means to them on its petals. They also create a short poem about it. They put
them up on the wall of their classroom.
See Appendix VII
23. 23
Activity 8
As a last activity, students of the 5th Grade (both E1 & E2) work together and
they create a story. They also draw and colour some pictures (scenes of the
story) which they embody in it. The outcome is really wonderful!
Read the story in Appendix VIII
6th Grade
Activity
Students of the 6th grade prepare some slogans about violence and friendship
which they write on the leaves of the ‘tree of friendship’. This tree was drawn
and painted by the teacher of Art on a wall in the entrance of the school (See
Appendix IX). They also compose a song about friendship and love with the help
of the teacher of Music. ( See Appendix X ).
24. 24
Appendix I
SCENARIOS
Say which of these short scenarios are examples of a daily conflict or of a
bullying incident in school.
a. Nick and John are playing basketball. Nick is throwing the ball but
unfortunately it hits Thomas, who is watching the game, on the head.
b. Jimmy follows Marinos during the break and asks for his pocket money.
He threatens him and calls him bad names.
c. Little Mary finds an insect in her bag and starts crying. Two of her
classmates have put it there as a joke not realizing she’s very afraid of
insects.
d. Georgia sits behind Antonia in the classroom. She likes teasing her and
she often throws little pieces of rubber and other things on her back.
e. Angela and Samantha are not fond of each other. One day Samantha
flung Helen’s favourite ruler out of the classroom window and threatened
her that if she tells it the teacher she will beat her up.
26. 26
Appendix II
A STORY
Read the story about a school girl named Sonia. Then answer the following
questions.
The story
Sonia is a new pupil in the class who still doesn’t have any friends. She is very
shy and not very talkative .She’s very much eager to make friends but the other
students don’t seem to understand it. They often talk behind her back and they
laugh at her .During the breaks she’s always alone and no one wants to play with
her .This makes her feel miserable and at home her mother keeps her asking
why she looks so unhappy the last days. She answers that everything is OK. as
she prefers not to talk to her parents or her teacher yet. She wants to find a
solution to the problem by herself.
Questions
How does Sonia feel?
What does she think of herself?
Why do you think the other pupils make fun of her?
Has she got friends at school who can help her?
Has her behaviour changed?
Does she ask for help from her parents or her teachers?
How do you think she can deal with this problem?
35. 35
Appendix VIII
A story written in English by the 5th Grade students of our
school
Teachers: Kretsi Georgia – Faki Kleanthi
36. 36
Tony is an eleven year old boy who lives in Athens with his parents and his
younger sister. Every morning he goes to school in his father’s car. He is a quite
good student and he really loves P.E.
When he plays football with his classmates he gives instructions to his team all
the time because he hates being a loser, as he says.
That’s exactly what he did the other day when his class played against 6th
Grade. He shouted again and again but Andrew ignored him and soon after the
opponents scored a goal. So when the match finished he felt furious.
37. 37
‘What’s the matter with you? Why didn’t you do as I told you?’ he shouted at
Andrew.
‘Because I didn’t want to. I don’t take orders from you’ his classmate replied.
‘Well, you should because you are an idiot!’ Tony answered and kicked him as
hard as he could. Then he turned around and left Andrew crying. Of course his
teacher scolded him but he didn’t really care.
Neither did he care when he pushed Helen as he was trying to get out of the
classroom first when the bell rang. She fell down and hit her arm but he said it
was her fault as she was standing in his way. Once again his teacher tried to
make him understand that he should respect his classmates but he still believed
he was right.
38. 38
As for Peter, his thin, short classmate, he should blame himself for what
happened during the break. Tony was hungry because he had left his sandwich
at home. Then he saw Peter holding that delicious piece of cheese pie so he
asked him or rather ordered him to give it to him. Peter refused so he decided
to teach him a lesson. He took the cheese pie and threw it on the floor. This
time he ended up in the headmaster’s office where he spent the rest of the
break, even though he couldn’t understand the reason why. He just wanted to
eat something and Peter didn’t want to share his food, so it wasn’t his fault!
39. 39
Anyway, this Monday morning Tony is very excited. He can’t wait to go to school
and tell everybody about his fantastic trip at the zoo. He feels so proud and
brave! He touched a really big snake and he fed a monkey! As soon as he gets to
school, he looks for John and Paul. When he sees them, he calls them. They
don’t seem to hear him so he gets closer.
‘You won’t believe what I’ll tell you’ he starts but they don’t even look at him.
Instead, they talk to each other. He feels surprised and he turns to Helen and
Irene. The girls give him an unfriendly look and go away. Tony is really confused
now. Later, when they go into the classroom, he discovers he hasn’t got a pencil,
so he asks George if he can lend him one. ‘No I can’t! In fact, I don’t want you to
talk to me at all’.
‘Why not?’
‘Because of the way you treat us’ answers Kate who sits next to George.
‘What are you talking about?’ Tony raises his voice.
‘None of us will talk to you again if you don’t stop behaving like that!’ they reply.
‘Fine! I don’t need any of you!’ Tony cries out and remains silent for the rest of
the lesson.
40. 40
At break time, he watches his classmates play and have fun. He feels so angry!
He can’t understand them. He is not the one to blame, or is he? He feels jealous
as he sees them having fun.
Ok, maybe he was a bit responsible but he will never apologize to them. He’ll
just stay there on his own. He is still alone when they have their last break, but
now he feels sorry. He has hurt a lot of children and they are right to hate him,
but what can he do now? How can he make things right? He is too scared to
make the first move but he knows no one can spend his whole life without
friends. It is awful and he wants to cry. He hides his face because he doesn’t
want anyone to see his tears.
Then he hears a familiar voice saying to him:
‘Come on, don’t be sad, play with us!’ As he wipes his tears he sees all his
classmates around him.
‘You mean you want me to be your friend again? Aren’t you still mad with me?’
41. 41
‘No we aren’t. We just wanted you to understand that what you did was wrong,
and we think you know now’ Peter said.
‘Yes, I know I was wrong and I promise not to do anything to hurt you again.’
Andrew interrupts him and pulls him by his arm.
‘Come on, let’s play football. We don’t have much time left!’
As the children are running, Tony feels free and happy. Having friends is the
most precious thing in the world and he is determined to be the best friend
ever!
44. 44
Appendix X
SONG
Don’t laugh at me
Don’t call me names
I’m one of you
We’re all the same.
Come play with me
Don’t turn your back
I need you here
Just show me love.
Anger does not help
Violence does not count
Don’t make me cry
That’s all I shout.
Let’s all be friends
Let’s make a start
Let’s sing out loud
Let’s make the world smile!