This document discusses approaches to inclusion, violence, and bullying at a school in Greece. It provides background on the teacher, including their experience and roles. It then describes the school, noting that it tries to be inclusive and that violence is rare. It discusses one serious incident of violence in the past. It also introduces the new role of School Life Advisor, whose responsibilities include advising and supporting students, communicating with teachers and parents, and connecting the school to society through social and pedagogical approaches.
The Alberti Center for Bullying Abuse Prevention is located within the Graduate School of Education at the University at Buffalo. The Center seeks to reduce bullying in schools through research-based tools and resources to change attitudes and behaviors around bullying. It provides information to educators, parents, students, and the wider community to further understanding and prevention of bullying abuse. The Center is directed by Dr. Amanda Nickerson and includes graduate assistants who compile research and resources on bullying prevention.
This article summarizes an eTwinning project called "Nutri Fit Cruise" carried out by schools in Catalonia, Greece, and Poland. The project involved students living aboard a virtual ship, learning about healthy habits as they visited different islands. Students improved their English, developed ICT skills, and learned about nutrition, physical activity, and respect for other cultures. The collaborative project was supported by various web tools and received several awards. It helped students develop key skills while having fun learning about health and working with peers in other countries.
Etwinning and Erasmus+ ka229 ``energy for life`` 2016 2019 (1)Loredana Messineo
The document outlines the goals, competencies, and impacts of the Erasmus+ KA229 "ENERGY FOR LIFE" project from 2016-2019. The project aimed to develop scientific, digital, linguistic, cultural, and learning competencies in students. It engaged students in hands-on scientific investigations and demonstrations to develop scientific skills and positive attitudes towards STEM. The project had impacts on students like improved scientific skills, teamwork, and cultural awareness. It also benefited teachers through new teaching methods and skills, and had schoolwide impacts like recognition and collaboration with other organizations.
The document discusses the training needs of teachers in the 21st century. It suggests that teacher training should focus on both content knowledge, such as effective language teaching methods, as well as pedagogical skills, like classroom management and motivating students. Teacher training needs to equip educators to develop students' life skills and "21st century skills", including digital literacy, collaboration, problem solving and global citizenship. While access to training varies, it is important for developing teachers' understanding of what and how to teach to meet current education needs.
The document reports on the Get Online Week 2013 campaign in Moldova organized by the Access to Information and Training Community Centres Alliance of Moldova (INFONET Alliance). The campaign aimed to reduce the digital divide and involve citizens in decision making. Key activities included launching crowdsourced maps, an e-learning course for community leaders, workshops on internet safety and origami, and awarding a prize for transparency. The INFONET Alliance collaborated with various organizations and launched several media products to promote inclusion and development through information technology.
This training aims to teach adult educators how to create and manage blogspots and use multimedia tools like Movie Maker to engage learners. Over 7 days, participants will learn skills like blogging, formatting text/images, creating videos from photos/clips, and sharing documents/presentations online. They will build personal blogs and a short video. The training will be conducted in English and provide opportunities for networking with other European educators. Upon completion, participants will receive a certificate of attendance describing the training content.
The TrEE project aims to develop a European network of environmental educators and recycling practitioners through transnational exchanges. It intends to provide training tools to establish good practices across countries and create a shared environmental education program. Each partner organization will research local policies and programs, identify best practices, and facilitate local activities like workshops. Students will produce artifacts on recycling and environmental topics that will be displayed at local exhibitions, which will collectively form a photo catalogue and video collection documenting the project's results and activities across partner nations.
The Alberti Center for Bullying Abuse Prevention is located within the Graduate School of Education at the University at Buffalo. The Center seeks to reduce bullying in schools through research-based tools and resources to change attitudes and behaviors around bullying. It provides information to educators, parents, students, and the wider community to further understanding and prevention of bullying abuse. The Center is directed by Dr. Amanda Nickerson and includes graduate assistants who compile research and resources on bullying prevention.
This article summarizes an eTwinning project called "Nutri Fit Cruise" carried out by schools in Catalonia, Greece, and Poland. The project involved students living aboard a virtual ship, learning about healthy habits as they visited different islands. Students improved their English, developed ICT skills, and learned about nutrition, physical activity, and respect for other cultures. The collaborative project was supported by various web tools and received several awards. It helped students develop key skills while having fun learning about health and working with peers in other countries.
Etwinning and Erasmus+ ka229 ``energy for life`` 2016 2019 (1)Loredana Messineo
The document outlines the goals, competencies, and impacts of the Erasmus+ KA229 "ENERGY FOR LIFE" project from 2016-2019. The project aimed to develop scientific, digital, linguistic, cultural, and learning competencies in students. It engaged students in hands-on scientific investigations and demonstrations to develop scientific skills and positive attitudes towards STEM. The project had impacts on students like improved scientific skills, teamwork, and cultural awareness. It also benefited teachers through new teaching methods and skills, and had schoolwide impacts like recognition and collaboration with other organizations.
The document discusses the training needs of teachers in the 21st century. It suggests that teacher training should focus on both content knowledge, such as effective language teaching methods, as well as pedagogical skills, like classroom management and motivating students. Teacher training needs to equip educators to develop students' life skills and "21st century skills", including digital literacy, collaboration, problem solving and global citizenship. While access to training varies, it is important for developing teachers' understanding of what and how to teach to meet current education needs.
The document reports on the Get Online Week 2013 campaign in Moldova organized by the Access to Information and Training Community Centres Alliance of Moldova (INFONET Alliance). The campaign aimed to reduce the digital divide and involve citizens in decision making. Key activities included launching crowdsourced maps, an e-learning course for community leaders, workshops on internet safety and origami, and awarding a prize for transparency. The INFONET Alliance collaborated with various organizations and launched several media products to promote inclusion and development through information technology.
This training aims to teach adult educators how to create and manage blogspots and use multimedia tools like Movie Maker to engage learners. Over 7 days, participants will learn skills like blogging, formatting text/images, creating videos from photos/clips, and sharing documents/presentations online. They will build personal blogs and a short video. The training will be conducted in English and provide opportunities for networking with other European educators. Upon completion, participants will receive a certificate of attendance describing the training content.
The TrEE project aims to develop a European network of environmental educators and recycling practitioners through transnational exchanges. It intends to provide training tools to establish good practices across countries and create a shared environmental education program. Each partner organization will research local policies and programs, identify best practices, and facilitate local activities like workshops. Students will produce artifacts on recycling and environmental topics that will be displayed at local exhibitions, which will collectively form a photo catalogue and video collection documenting the project's results and activities across partner nations.
This document discusses why schools should use free and open source GIS software (FOSS4G). It begins by introducing the presenter from Porto, Portugal and their involvement in the Portuguese OSGeo Education Workgroup. The presenter then outlines the key points to be covered, including the benefits of teaching with software, advantages of free over closed software for education, the Education Workgroup's initiatives and case studies, and future plans. Some of the main advantages highlighted for FOSS4G in schools are no licensing costs, freedom to access and modify source code, and learning open source principles. The document also describes the Education Workgroup's projects to promote FOSS4G adoption in Portuguese schools.
This document discusses current trends and challenges in quality assurance for open online learning and e-learning. It notes that quality assurance agencies will need to shift from norm-based accreditation to process-based enhancement as open online learning becomes more mainstream and diverse. Key areas of quality discussed include learner interaction, purpose, autonomy, and openness. Stakeholders in quality assurance span various levels from individual learners and academics to international organizations. Quality is defined as multifaceted, dynamic, and representative of multiple perspectives.
The TrEE project aims to develop a European network of environmental educators and recycling practitioners to improve environmental education programs. It will provide training tools and facilitate an exchange of experiences and practices between partner countries. Activities will include researching policies and programs, identifying best practices, and organizing local exhibitions of artifacts produced through workshops. The results will be documented in instructional videos and a photo catalogue to spread awareness of recycling methods and promote sustainable development.
The Asia Society Partnership for Global Learning uses technology to connect K-12 students worldwide through interactive videoconferencing, streaming video, social networking, and participatory filmmaking. The Global Nomads Group aims to foster dialogue and understanding among youth by bridging cultural boundaries and instilling appreciation for different cultures. Their programs assist teachers with innovative lesson plans using interactive technologies and address educational standards through globally focused learning opportunities.
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
The document provides an overview of EU funding opportunities in education, culture, and youth. It describes several programmes that support activities like student and teacher exchanges, apprenticeships, professional development, and youth initiatives. The programmes aim to broaden knowledge of other EU countries, support international partnerships and projects, and promote mobility. Contact information is provided for national agencies that can provide more details on participating in specific programmes.
This document outlines Marie-Helene Fasquel's environmental education project that uses digital tools and international collaboration. The project aims to engage students through creative writing, logo design, online discussions, and competitions. Students work together to publish an e-book on the environment and exchange ideas with partners in Turkey and Italy. The project promotes creativity, autonomy, and recognition of students' work. It has received awards nationally and internationally for its innovative approach.
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
This document discusses inclusion in early childhood education. It provides strategies for creating inclusive classrooms and schools that embrace diversity and meet the individual needs of all students. The strategies focus on examining assumptions, using inclusive language, providing multiple examples, establishing respectful interaction rules, ensuring curriculum represents diverse perspectives, avoiding asking students to speak for entire groups, and providing accommodations for students with disabilities. Creating inclusive schools requires tailoring learning to each student, encouraging collaboration, involving families and communities, maintaining high expectations, and promoting inclusive values.
Presentation by Jennifer D. Klein at GlobalEdCon2011. Explores some of the best ideas out there about why and how to globalize the curriculum, looking at a variety of excellent examples of global projects across the K-12 curriculum.
This presentation gives a small taste of the material offered by Jennifer through her TIGed Professional Development e-Courses, as well as through live in-service presentations and teacher coaching in schools.
It presents the birth of Service Learning in Europe and the European Centers that currently are working in service-learning (education levels are not specified). Enjoy!
This presentation by Jennifer D. Klein explores the importance of global education and educational strategies and pedagogy for transformative student experiences. Presented as part of the LearnCentral webinar series on August 31, 2011. See more about Jennifer's work at www.principledlearning.org.
The use of children’' literature for implementing intercultural projects is not so diffused in Europe. Besides, there is not an European network on pupils' literature, though several countries are active in this field. A fairy tale or a fable can enhance the intercultural approach as an active and creative processes...
This document describes a project that uses gamification to motivate students and improve English language learning. The project combines the use of ICT, fun activities, international collaboration, and competitions. Students work in teams to create educational games about various topics for their partner schools in other countries. Playing the games helps students learn while developing 21st century skills like creativity, communication, and digital literacy. Initial results found that gamification improved student motivation and engagement with the material. The project highlighted both benefits and challenges of international collaborative work.
Raluca Maria Mihaila participated in a project called Erasmus+ Funding Opportunities for Youth, which was a Massive Open Online Course (MOOC) that took place from April 5th to June 1st 2015 in Brussels, Belgium. The project aimed to teach participants about the Erasmus+ Youth in Action program, youth exchanges, European Voluntary Service, and how to develop youth and youth worker mobility projects. Over 3,700 people from over 50 countries worldwide participated in the online course.
Marta Bilska participated in a year-long European Voluntary Service project in Opatija, Croatia from February 2015 to February 2016. She contributed to the Association Žmergo's mission of environmental preservation by managing social media, organizing ecological events, and assisting with other promotional activities. Through this experience, Marta developed skills in foreign languages, digital competence, social and civic engagement, and cultural awareness by living and working with an international team. She gained valuable experience in project management, teamwork, and community involvement.
IES SALiS presentation at Final Conference, Tibilisi, August 27-31, 2012Olga Morozan
The presentation the SALiS team from The Institute of Educational Sciences from Moldova presented at the SALiS Final Conference held in Tibilisi, 27-31 August, 2012
Fostering multilingualism for inclusion in education and societyChristina Parmionova
International Mother Language Day 2021 focuses on fostering multilingualism for inclusion in education and society. The COVID-19 pandemic has exacerbated inequalities in education. UNESCO calls for multilingual education and inclusion to advance education recovery and leave no one behind. The webinar aims to enhance inclusion through multilingual policies and practices, promote comprehensive early childhood education through multilingualism, and develop inclusive societies with multilingualism. It will address rethinking inclusive teaching and learning in multilingual contexts, and enhancing inclusion in early childhood education through multilingualism and sign language.
This document provides information about Elementary School "Marjan" in Split, Croatia. It summarizes that the school has 490 students and 48 teachers. It also outlines four projects the school is involved in: 1) A UNICEF project to create a safe and stimulating environment in schools, 2) A UNICEF campaign against cyberbullying, 3) A project to promote a culture of respectful communication, and 4) A project to increase tolerance for diversity. The school aims to improve social skills and respect among students through these international cooperation projects.
CCTG - California Campus Teachers Group - programsmarcela.arango.b
Presentación sobre los programas de voluntariado de CCTG (California Campus Teachers Group) en África, Ecuador y Belice
Information about CCTG (Campus California TG) Volunteer Projects in Africa, Ecuador y Central America.
The document discusses fostering inclusion versus exclusion in Spain. It describes how the Institut Maria Aurelia Capmany works to avoid social exclusion through academic support like language classes and graduation programs for struggling students, as well as social programs like constant family contact, coexistence cards to promote good behavior, and mediation for resolving student conflicts. The goal is to prevent students from social disadvantages facing exclusion from school and society.
This document discusses why schools should use free and open source GIS software (FOSS4G). It begins by introducing the presenter from Porto, Portugal and their involvement in the Portuguese OSGeo Education Workgroup. The presenter then outlines the key points to be covered, including the benefits of teaching with software, advantages of free over closed software for education, the Education Workgroup's initiatives and case studies, and future plans. Some of the main advantages highlighted for FOSS4G in schools are no licensing costs, freedom to access and modify source code, and learning open source principles. The document also describes the Education Workgroup's projects to promote FOSS4G adoption in Portuguese schools.
This document discusses current trends and challenges in quality assurance for open online learning and e-learning. It notes that quality assurance agencies will need to shift from norm-based accreditation to process-based enhancement as open online learning becomes more mainstream and diverse. Key areas of quality discussed include learner interaction, purpose, autonomy, and openness. Stakeholders in quality assurance span various levels from individual learners and academics to international organizations. Quality is defined as multifaceted, dynamic, and representative of multiple perspectives.
The TrEE project aims to develop a European network of environmental educators and recycling practitioners to improve environmental education programs. It will provide training tools and facilitate an exchange of experiences and practices between partner countries. Activities will include researching policies and programs, identifying best practices, and organizing local exhibitions of artifacts produced through workshops. The results will be documented in instructional videos and a photo catalogue to spread awareness of recycling methods and promote sustainable development.
The Asia Society Partnership for Global Learning uses technology to connect K-12 students worldwide through interactive videoconferencing, streaming video, social networking, and participatory filmmaking. The Global Nomads Group aims to foster dialogue and understanding among youth by bridging cultural boundaries and instilling appreciation for different cultures. Their programs assist teachers with innovative lesson plans using interactive technologies and address educational standards through globally focused learning opportunities.
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
The document provides an overview of EU funding opportunities in education, culture, and youth. It describes several programmes that support activities like student and teacher exchanges, apprenticeships, professional development, and youth initiatives. The programmes aim to broaden knowledge of other EU countries, support international partnerships and projects, and promote mobility. Contact information is provided for national agencies that can provide more details on participating in specific programmes.
This document outlines Marie-Helene Fasquel's environmental education project that uses digital tools and international collaboration. The project aims to engage students through creative writing, logo design, online discussions, and competitions. Students work together to publish an e-book on the environment and exchange ideas with partners in Turkey and Italy. The project promotes creativity, autonomy, and recognition of students' work. It has received awards nationally and internationally for its innovative approach.
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
This document discusses inclusion in early childhood education. It provides strategies for creating inclusive classrooms and schools that embrace diversity and meet the individual needs of all students. The strategies focus on examining assumptions, using inclusive language, providing multiple examples, establishing respectful interaction rules, ensuring curriculum represents diverse perspectives, avoiding asking students to speak for entire groups, and providing accommodations for students with disabilities. Creating inclusive schools requires tailoring learning to each student, encouraging collaboration, involving families and communities, maintaining high expectations, and promoting inclusive values.
Presentation by Jennifer D. Klein at GlobalEdCon2011. Explores some of the best ideas out there about why and how to globalize the curriculum, looking at a variety of excellent examples of global projects across the K-12 curriculum.
This presentation gives a small taste of the material offered by Jennifer through her TIGed Professional Development e-Courses, as well as through live in-service presentations and teacher coaching in schools.
It presents the birth of Service Learning in Europe and the European Centers that currently are working in service-learning (education levels are not specified). Enjoy!
This presentation by Jennifer D. Klein explores the importance of global education and educational strategies and pedagogy for transformative student experiences. Presented as part of the LearnCentral webinar series on August 31, 2011. See more about Jennifer's work at www.principledlearning.org.
The use of children’' literature for implementing intercultural projects is not so diffused in Europe. Besides, there is not an European network on pupils' literature, though several countries are active in this field. A fairy tale or a fable can enhance the intercultural approach as an active and creative processes...
This document describes a project that uses gamification to motivate students and improve English language learning. The project combines the use of ICT, fun activities, international collaboration, and competitions. Students work in teams to create educational games about various topics for their partner schools in other countries. Playing the games helps students learn while developing 21st century skills like creativity, communication, and digital literacy. Initial results found that gamification improved student motivation and engagement with the material. The project highlighted both benefits and challenges of international collaborative work.
Raluca Maria Mihaila participated in a project called Erasmus+ Funding Opportunities for Youth, which was a Massive Open Online Course (MOOC) that took place from April 5th to June 1st 2015 in Brussels, Belgium. The project aimed to teach participants about the Erasmus+ Youth in Action program, youth exchanges, European Voluntary Service, and how to develop youth and youth worker mobility projects. Over 3,700 people from over 50 countries worldwide participated in the online course.
Marta Bilska participated in a year-long European Voluntary Service project in Opatija, Croatia from February 2015 to February 2016. She contributed to the Association Žmergo's mission of environmental preservation by managing social media, organizing ecological events, and assisting with other promotional activities. Through this experience, Marta developed skills in foreign languages, digital competence, social and civic engagement, and cultural awareness by living and working with an international team. She gained valuable experience in project management, teamwork, and community involvement.
IES SALiS presentation at Final Conference, Tibilisi, August 27-31, 2012Olga Morozan
The presentation the SALiS team from The Institute of Educational Sciences from Moldova presented at the SALiS Final Conference held in Tibilisi, 27-31 August, 2012
Fostering multilingualism for inclusion in education and societyChristina Parmionova
International Mother Language Day 2021 focuses on fostering multilingualism for inclusion in education and society. The COVID-19 pandemic has exacerbated inequalities in education. UNESCO calls for multilingual education and inclusion to advance education recovery and leave no one behind. The webinar aims to enhance inclusion through multilingual policies and practices, promote comprehensive early childhood education through multilingualism, and develop inclusive societies with multilingualism. It will address rethinking inclusive teaching and learning in multilingual contexts, and enhancing inclusion in early childhood education through multilingualism and sign language.
This document provides information about Elementary School "Marjan" in Split, Croatia. It summarizes that the school has 490 students and 48 teachers. It also outlines four projects the school is involved in: 1) A UNICEF project to create a safe and stimulating environment in schools, 2) A UNICEF campaign against cyberbullying, 3) A project to promote a culture of respectful communication, and 4) A project to increase tolerance for diversity. The school aims to improve social skills and respect among students through these international cooperation projects.
CCTG - California Campus Teachers Group - programsmarcela.arango.b
Presentación sobre los programas de voluntariado de CCTG (California Campus Teachers Group) en África, Ecuador y Belice
Information about CCTG (Campus California TG) Volunteer Projects in Africa, Ecuador y Central America.
The document discusses fostering inclusion versus exclusion in Spain. It describes how the Institut Maria Aurelia Capmany works to avoid social exclusion through academic support like language classes and graduation programs for struggling students, as well as social programs like constant family contact, coexistence cards to promote good behavior, and mediation for resolving student conflicts. The goal is to prevent students from social disadvantages facing exclusion from school and society.
This document provides an overview of dyslexia from various perspectives based on research. It defines dyslexia as a difficulty learning to read despite adequate intelligence, opportunity, and conventional instruction that stems from underlying cognitive issues. Research has found dyslexia is linked to weaknesses in visual and auditory processing, memory, phonological awareness, and neurological differences in brain structure and function that can impact language processing. Dyslexia is also genetic and can worsen with factors like bilingualism or instability in education systems when families are mobile. The document aims to give parents and teachers a well-rounded understanding of dyslexia from multiple research angles.
The document summarizes a newsletter about the "Learning Positive Discipline" partnership project funded by the European Commission. The project involves 11 partner institutions and aims to encourage adults to analyze their relationships with children and use positive discipline techniques rather than punishment. It will include workshops and seminars over two years. The end product will be a guide on positive discipline tools and techniques. The newsletter introduces the partner institutions involved in the project from various European countries.
This document provides information about a project aimed at reducing early school leaving and dropout rates across Europe. The project involved high schools from different European countries collaborating to analyze the problem of early school leaving and improve education environments. Activities included exchanging information and best practices, comparing approaches, and adapting strategies to local contexts. Students participated in workshops to create logos, posters, and films representing the issues. They discussed educational problems and proposed solutions. The goal was to increase student motivation and engagement through a supportive school community to help more students complete their education.
The document summarizes the work of the European Agency for Development in Special Needs Education, which works to promote inclusive education across European countries. The Agency collects and shares information on inclusive education practices, brings together stakeholders through conferences and seminars, and ensures countries' education policies are aligned with international agreements on inclusion. While inclusion has progressed in recent decades, challenges remain around academic outcomes, teacher training, funding models, and ensuring all learners have access to inclusive, quality education.
Cooperative learning is defined as 'a method of instruction that encourages students to work in small groups, learning material, then presenting what they have learned to other small groups. In doing so, they take responsibility for their own learning as well as their classmates’. In other words, cooperative learning is a system in which students become both motivated and motivators. By shifting responsibility for learning from teachers to students, cooperative learning takes away the “us vs. them” mentality that the typical school organization naturally tends to encourage and creates in its place a new dynamic environment where students feel empowered and eager to succeed on their own terms and not only to please their teacher
The document contains a curriculum vitae for Blessing Mudungu Mapepa, a Mozambican national seeking a position in the development sector working with marginalized groups. Mudungu has a Bachelor's degree in Disaster Management and Refugee Studies, experience coordinating projects and working for NGOs on issues like HIV/AIDS prevention and disaster risk reduction, and skills operating heavy machinery. References and contact information are provided.
Challenges of education in the elementary school 2014private practice
This document summarizes the challenges of education in elementary schools from the perspective of Zdenkica Stanec, a teacher with over 28 years of experience in the Croatian education system. She discusses her experience individualizing learning for students with disabilities. In the early 2000s, she led a pilot virtual school project and received recognition for her work developing online learning and innovation in education. The document outlines cultural changes in education, including a culture of participation, creation, sharing, conversation, and information. It advocates for real change in education, including individualized and innovative learning focused on students and teachers. Modern education should support 21st century skills and introduce changes to content and teaching methods to better prepare students for lifelong learning.
This presentation was delivered by UK National Agency Senior Project Manager, Corrina Hickman, during the widening participation workshop of the December 2015 Learning Networks event held in Cardiff.
A handbook with activities that have been designed, restructured or chosen by the teachers taking part in the Erasmus+ project Odysseu- Migration and its Influence on Teenagers (OMIT); a sum of five different teachers, 5 different countries and 5 different ways of approaching the immigration phenomenon, from 5 different socio-historical perspectives.
I am not scared & Stay@school presentation fundatia euro_edAndreeaCleminte
Fundatia EuroEd (www.euroed.ro) aduce in atentia celor interesati 2 dintre proiectele pe care le desfasoara:
Proiectul I am not scared (511645-LLP-1-2010-1-IT-KA1-KA1SCR ) - prevenirea violentei scolare
Proiectul Stay@School (2011-1-IT1-LEO05-01961) - prevenirea abandonului scolar
Proiectele sunt finanţate cu sprijinul Comisiei Europene. Această publicaţie (comunicare) reflectă numai punctul de vedere al autorului şi Comisia nu este responsabilă pentru eventuala utilizare a informaţiilor pe care le conţine.
This document provides information about an Erasmus+ training course on reducing early school leaving and encouraging youth to complete their education. The 5-day course in Thessaloniki, Greece costs €1290 total and includes accommodations, meals, and cultural activities. Teachers and other educational staff from EU countries can apply for Erasmus+ funding to participate. The objective is to explore best practices for preventing early school leaving through collaboration between schools and regional education centers. The course will include presentations, group discussions, school visits and cultural events to share experiences across Europe.
My presentation atContemplations to the IOURS22 conference on Towards Next Normal for a Smart Future – Directions and Dimensions new social contract for education for well-being, inclusion, equity, and a smart futures for individuals and the planet
Sri Lanka 10-11 November 2022
The document outlines the agenda for an Ambassadors Meeting, including discussions on the 2023 annual theme and upcoming eTwinning community activities and events. Key agenda items include two eTwinning communication campaigns in spring 2023 and the eTwinning Weeks, as well as the eTwinning Annual Conference in 2023. The document also announces two upcoming webinars on neuroscience and language and cross-curricular teaching in vocational education through eTwinning projects. Finally, it shares a survey from the House of European History seeking teacher input to develop new learning materials and provides a link to a recording of the European School Education platform webinar.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
4. STEAM - for a better community 24 iulie 2021.pptxAlis Popa
David Gules from Romania presents two successful STEAM projects from their high school that integrated various disciplines. The first project was called "Climate Volunteers" and won first place in its category in the European Erasmus+ eTwinning competition. The second was a digital academy project that took a STEAM approach. Both projects incorporated science, technology, engineering, art, and math disciplines. They engaged students in research, use of IT tools, recycling and agriculture technologies, art of communication and design, and calculating environmental impacts. The "Climate Volunteers" project focused on climate change and involved collaborative work, pandemic-era communication, public awareness videos and materials, and was evaluated.
This document summarizes the work of the "Climate Volunteers" eTwinning project led by Alina Mirela Popa of Romania. The project engaged students in communication and collaboration around increasing awareness of climate change and COVID-19 during the pandemic period through activities like creating a project website, a video to promote climate change awareness, a COVID awareness video, and an e-magazine about climate change. For their efforts, the Climate Volunteers project was awarded the top prize in the 16-19 category of the European eTwinning competition.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
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.
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.
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
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
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. About me
Georgia Maneta, Teacher of English, Greece
20+ years of Teaching Experience
Lover of Web Tools
eTwinning addict
eTwinning Ambassador
Certified Global Peace Educator
Enjoys meeting new people
Mother of 3 children
Wife to a great, super-supportive husband
4. A few words about them...
Kala Nera is a village (350 people) next to the sea and the foot of Mountain
Pilion. It gets a lot of tourists in summer and quite a few foreigners have
decided to come and live there permanently.
My school was built in 2015. 70 students (50% Greeks, 50% Albanians).
Classrooms, all with a projector and a PC, Computer lab, Music Room, Library,
multi-purpose hall.
5. “Bullying” and “Inclusion” in our school
- No cases of bullying
- Most students feel included and members of the
group/class/school
- Cases with “stronger”, more “selfish” students may create
minor problems…… However in our school...
6. 2010-2013: Programme on Education of immigrants and
repatriate students (diapolis.auth.gr)
-Support of the reception classes
- Enhancement of the knowledge of the Greek Language
- Enhnacement of the intercultural communication at school level
- Teachers’ specialization and Distance Training
- Strengthening of the mother tongue
- Psychosocial support
- Connection between school and immigrant community
- Networking schools
7. 19 students attended the Reception Classes for two years…
And Summer School for 3 weeks, 3 hours every day with lots of other
activities (trips, celebrations and parents’ involvement).
13. Alina Mirela Popa - Satu Mare, Romania
● Food Industry Engineer- Licence 1995
● Food Processing Technology Teacher in school - since 1999
● Master Degree 2007 - “Food Safety. Food Quality”
● Final Educational Grade I - in 2009
● Member of Leonardo da Vinci VET Programe - Lisbon-Portugal 2007
● Etwinner since 2009 and Etwinning Portofolio - 11 Quality Labels and 4 National Awards
● Etwinning Ambasador - 2020
● Teacher and Trainer Nominee (European Vocational Skills Week - Berlin 2020 )
● Coordinator of Erasmus+/Etwinning KA229 project in school “Anti-Bullying
Campaign” 2019-2022
● Coordinator of Etwinning School Title 2019-2020, 2021-2022
● Etwinning European Prise I - 16-19 Age Category Project- “Climate Volunteers”
I like travelling, walking, hiking, sports, reading travelling and adventure books.
● I walked the whole Camino de Santiago/French Way, Spain 2017 (500 miles)
● I`m mother of an university student son
14. Country Romania - City Satu Mare
Border City
- 13 km from Hungary - West
- 27 km from Ukraine - North
Population: 102.441 inhabitants
Area:150.3 km2
(58.0 sq mi)
Plain City crossed by “Someș” River
Famous traditional area called “Maramureș”.
My School
LICEUL TEHNOLOGIC DE INDUSTRIE ALIMENTARA
“GEORGE EMIL PALADE”
Food Industries and Analysis /Authomatic profile
● theoretic and vocational classes
● 532 students (259 romanians/242
hungarians/31 rroms)
● 35 teachers, 1 counseleur, no psychologist
● 1 nurse
● 10 administrative employees
15. Anti-Bullying Activities in School
1. Prevention
- Programs in community, in collaboration with Local
Education Inspectorate and other Educational
Organisations ( direct or remotely ).
- Local Police Collaboration - Proximity Police that is
assigned for our school ( when necessary or twice a year) .
- Center of Anti-Drugs Prevention, Evaluation, and
Counseling (frecquent programs and campaigns for
schools)
- Trainings for teachers PD provided by Inspectorate
- Extracurricular Volunteer activities for children - Caritas
Association or various other NGOs (“A hot meal for poors
/ We give to become better/ Fruit and vegetable Week
Campaign” etc etc).
- Anti-Bullying National Law Nr. 221/2019
- No SEL programms in my school
2. Solving cases
- Class Council Teachers - Discussions
- School`s Staff Meeting - discussing the cases
- Parents Committee and discussions, taking decisions about bullying
parts involved
- Teachers' Council and Decision Making to remedy and / or punish
the parties involved in the act of bullying
16. “Anti Bullying Campaign” Erasmus+ European Programme
2019-1-DE03-KA229-060178_2
3. Practically
Since 2019, basically we have implemented “Anti Bullying
Campaign” Erasmus+ project which is promoted in
community, national and on social media. We are working
focused with selected group of students on Etwinning
platform and during the international mobilities.
All students in the school are involved through diverse
activities. Bullying is an unwanted, aggressive behavior
among pupils involving real or perceived power imbalance
and has 5 types: Verbal, Physical, Cyberbullying, Sexual
and Social Bullying.
Bullies have disturbing behaviours in adaptation to school,
sometimes leading ESL.
We aim to:
* Open education and innovative practices for healthy
environment in school
* Decrease the rate of early school leaving and disadvantage
*Provide Inclusion – Equity, tolerance, empathy, friendship,
acceptance, multiculturalism and diversity
* Raise awareness about bullying-forms, causes, effects, impact
in community
*Change the situations fuelling the issues at schools,
*Contribute to EUROPEAN CITIZENSHIP by teaching basic
humanistic skills
*Breakdown the prejudices and promote tolerance in and
beyond Europe
*Bring pupils in working with people from different cultural
skills
*Carry out the whole process with Etwinning to work in
discipline and reach wider communities
17.
18. ANTI-BULLYING Resources:
Bullying
Bulying Perspectives
Digital Rights for children
Diana-Antibullying
What is bullying
Help guide bullying
Teacher Academy Resource
Human Rights and bullying
Beat Bullying
INSAFE/INHOPE ( betterinternet for kids)
WEBWISE
LEARNING ENVIRONMENT
SEL
HATE SPEECH
ENABLE ORG
CHILDREN GUIDANCE
ERASMUS+ Projects` Resources :
https://twinspace.etwinning.net/95431/home
https://www.youtube.com/playlist?app=desktop&list=PLWD2UApvF2IsfpI8uLMkGwyxWm9W1bCaU
https://www.youtube.com/channel/UC8xvIG472UEzh4EMgULILUg
http://www.informatia-zilei.ro/sm/liceul-palade-a-lansat-programul-erasmus-anti-bullying-campaign-abc/
http://www.informatia-zilei.ro/sm/cinci-elevi-si-doua-cadre-didactice-de-la-liceul-emil-palade-din-nou-in-
mobilitate-erasmus-in-proiectul-anti-bullying-campaign-abc/
https://www.erasmusdays.eu/event/anti-bullying-campaign-continues/
https://view.genial.ly/5efc7d6e9c69170d798c6559/guide-action-plan-alina-popa
https://view.genial.ly/5ed53466bbf8c40d7e863cb8/video-presentation-innocent-children-day-2020
https://issuu.com/alispopa/docs/anti_bullying_campaign_9b_2020
https://wakelet.com/wake/4f14e63b-99bb-4c4d-9ceb-21ea30370ce3
https://wakelet.com/wake/K-RU34acuhZ4tDvHEwLCW
https://wakelet.com/wake/LfIoQiXVR8bnx16z10zTb
https://teachwitheuropeana.eun.org/learning-scenarios/spiritual-camino-de-santiago-french-way-
unesco-heritage-en-cur-386/
19. About Me
-Special Education Teacher in Richmond, CA
-Lives in Mill Valley, CA which is 11 miles from the Pacific Ocean
-Teaching for 5 years after receiving my Masters in Special
Education and a BA in Psychology
-Special Education Teacher at Richmond High School
for almost 1 year.
-Soccer player in Golden Gate Woman’s League
-Parent of a 16 year old daughter
-Proud owner of two 50 lb Huskies
20. Richmond High School between Richmond and San Pablo
in California and an Aerial View of Richmond Harbor
21. Richmond, California is surrounded by
the water of the bay near San
Francisco and sits next to a Chevron
refinery. There are 1,567 students and
76.43% are Hispanic or Latinx and
study Engineering, Health, Law and
Multi-Media with 556 (37.2%) students
who’s first language is Spanish,while
other first languages are 4 speak
Arabic, 8 who speak Philipino (Pilopino
or Tagalag) and 5 speak Mien (Yao)
(2019-2020, edData.org).
In 2018-19 there were 112
suspensions due to behavior without
violence and 18 with injury while 12%
were white students, 22% African
American students, 3% Asian and 8%
Hispanic.
22. Positive Behavior Supports
Post the Anti-Bullying Policy (Seth’s Law,
"If school personnel witness an act of
discrimination, harassment, intimidation,
or bullying, he or she shall take immediate
steps to intervene when safe to do so."
(Education Code Section 234.1(b)(1)) and
Reinforce It, Report It and Request Conflict
Mediation and Health Center Support, if
there is no solution then request COST
form for a Home Visit.
RHS PBIS Tier 1,2, & 3
Tier I Interventions
Tiered Intervention Checklist
Intervention Sorting Rubric
Academy Intervention
Tier 3 Community Based Organizations
(CBO's) like Bay Area Peace Keepers,
counseling in our Health Center, or Catholic
Charity groups to assist students.
Inclusive Classroom
School mission and vision is to collaborate inclusively.
Greet your students daily, pay attention to their social emotional health and provide SEL.
Get to know your students and see them as individuals.
Have high expectations and connect their background and their perspective and yours to the local environment.
Teach Black Lives Matter principles using critical thinking daily in Homeroom. Teach Principles of Black Lives Matter:
23. About me
Vlora Dushi, Teacher of English, Kosovo
2o+ years of Teaching Experience
Middle School Teacher; 6-9 graders
KETNET (Kosovo English Teachers’ Network)
member and branch president in my town
Peace Corps Kosovo - host teacher and consultant
Enjoys: travelling, listening to music and gardening
Mother of four children
27. Several fights and
bullying cases
reported
● We decided to do
something as a school
● Ketnet supported with
resources (posters,
pencils, markers,and
other materials needed
for the workshops)
● Four pre-service teachers
were appointed to help
for the whole week
28.
29. Campaign in our
school ● First day- 90 min awareness
session with 30 students (6&7
graders)
● Second day- 90 min awareness
session with another group of
30 students( 8&9) graders)
● Third day- two groups together;
divided tasks preparing for the
fair
● Fourth day- preparing for the
fair
● Fifth day- The fair
30. Some more activities within the week
● Wall of comments
● Bookmarks
● Bingo game- picture and words
● A song created and performed by a group of students
● A short drama prepared and performed by a group of students
● Making the badges
● Video interviewing
● Creating a facebook group and logo
35. After the
campaign
● All subject teachers should
find ways to work on this
issue
● We agreed to share tips on
how we helped in certain
situation/s
● We agreed to involve
parents in case we need to
37. My profile
published poet and physicist, is awarded as International Beat Poet Laureate 2017-18 and As
Greece Beat Poet Laureate Lifetime in 2019 by the National Beat Poetry Foundation, Inc. in
America.
teacher of Science at the 6th General Lyceum of Larissa and co-owner of the social enterprise
"Edu-Europe" for non-formal education
has been the recipient of the National Hellenic Prize for Innovation and Excellence in Education in 2011
during 2020-21, in addition to her earlier achievements, she works at the university of Thessaly to launch original
scientific research for the Pedagogical Department and the National Research Center
was Technical Director online and/or a featured poet at many online festivals all over the world
participated among other important anthologies in the work "From the Ancestors: Songs and Prayers for Future
Generations"
has 3 personal poetry books the last published in Long Island, publisher and translator of 2 textbooks on forum
theatre and clown theatre pedagogical methods
is an elected district Councilor, for three electoral terms, in the city of Larissa, where she has always lived and
works, married and mother of 3 adult sons and a 15 years old daughter
38. My
school
The 6th General High School of Larissa is an inclusive school
We try to work with our students on different topics and projects although the official curriculum keeps putting
us more and more obstacles
The group of teachers are very experienced and qualified, they already “saw everything”, so they can help a
newcomer student or teacher in a friendly environment
I think our students see their school as a family and they keep coming after they graduate or to play in the
afternoon
Violence is rare, but it happened sometimes.The last time I remember something very serious was a stabbing in
the yard.
From then on, I personally changed my teaching. I made a big reform. I included the arts and the humor in my
teaching. I try to be more open on social media with my students so they find me and talk to me whenever they
need it. I am in search of their hidden talents and I try to include them in my teaching.
I have no problem with that. On the contrary my opening and my sincere love for my science that the children
feel attract them near and I see people who are not talented in science to approach it, see it from their point of
view, and use it, to sing, to dance, to play theatre, to draw
39. The new institution of the School Life
Advisor, and the qualifications of his choice
● The School Life Advisor advises, guides and informs
students, parents and guardians on pedagogical
issues in areas of concern to the school unit, I am one
of them , the only one in my school
40. The new
institution of
the School Life
Advisor, and the
qualifications of
his choice
carries out his/her tasks
and operates complementary and
supportive to the existing institutions
of support for school units
is in direct and continuous
communication with his students of
responsibility, the teachers' team and
other educational staff, as well as
parents and guardians
41. The new
institution of
the School Life
Advisor, and the
qualifications of
his choice
- The School Life Counsellor connects the
school community with the society,
through organized social and pedagogical
approaches
- Counselling, informing and supporting
pupils, parents and guardians in pedagogical
matters
42. Selecting
School
Life
Advisors
A School Life Advisor shall be designated for a school year
as a permanent teacher who should belong to the teachers'
team of the school unit concerned at the beginning of the
school year
In filling the positions of School Life Advisor, account shall
be taken of the pedagogical knowledge and competence of
the teacher certified by his degree Master's or doctoral
degree in Pedagogy or Social Pedagogy or Education
Sciences
School Life Advisors are exempt from on-call services
throughout the school year and in big schools there are at
the most two advisors
43. 2012
the Observatory for
the Prevention of
SchoolViolence and
Bullying has been
established, under the
supervision of the
Ministry of Education
The aim of the Observatory is to plan and implement actions to prevent
SchoolViolence and Bullying, to record, study and channel to certified
bodies incidents of school violence and bullying
The Action Coordinator in each area cooperates with the Education
Directors and School Advisors, as well as with the Principals of the school
units, in order to implement the prevention actions
The Regional Director in cooperation with the Action Coordinator will
inform the Observatory, which is based at the Ministry of Education, on a
monthly basis by sending statistics on the evolution of the phenomenon, and
exceptionally when circumstances so require and will draw up an annual
report for all school units in its Region
Sorry to refer the Observatory has been put in pause after the elections of
a new governmental party lately,This was always a problem in Greek politics
for education.There is no stability and common plan, Every minister
introduces his own plans...
44. KESY
are Educational and Counselling Centers, former Centers for Differential
Diagnosis, Diagnosis and Support (KEDDY) which are under the Ministry of
Education.
provide a diagnosis on learning difficulties of each student that apply to
them, they suggest the school framework in which it is preferable for the
student to attend and an Educational Personalized Program for his teachers,
specifying the objectives for the most effective support of the student
the evaluation is carried out by a five-member interdisciplinary team
the interdisciplinary team may also include specialized teachers and
doctors, on the recommendation of the Head of the relevant KESY
45. KESY
● KESY services are provided free of
charge and the student's file is
confidential and accessible only to
the parents, principal and teachers
of the school involved in the
student's education
46. MENTAL
HEALTH
CENTRES
Mental Health Centers are decentralized mental health
service providers
They have been operating since 1994 as open community
services within the national health system
Objective of Mental Health Centers
intervention in the community through child psychiatric,
psychological, psychosocial and pedagogical services
pediatric psychiatric department with diagnostic and
therapeutic work for children 0-18 years old and their
families
47. OKANA
Prevention
Centers
OKANA is an Anti-Drugs Agency established by Law 2161/1993
and is a self-governed legal entity under the supervision of the
Ministry of Health and Social Solidarity
It cares for the establishment and effective operation of
prevention centers, treatment units and social and vocational
reintegration centers
OKANA implemented the first systematic effort for a
prevention policy in the country
OKANA has developed in collaboration with Local
Government, a network of Centers for the Prevention of
Addictions and the Promotion of Psychosocial Health
throughout the territory
48. OKANA
Prevention
Centers
● In this context, it currently
scientifically supervises and
evaluates the programs and
actions implemented at the 75
Centers for the Prevention of
Addictions and the Promotion of
Psychosocial Health
50. Advisory
Station of
the
Municipality
of Larissa
It provides counselling, psychological, social support, mediation, and information
At the same time, it develops actions aimed at preventing and addressing social
problems
It carries out Social Policy through integrated and multifaceted intervention aims
to remove social inequalities and exclude socially vulnerable groups, as well as to
ensure social balance, serving vulnerable groups of citizens equally, while
respecting the specificity and diversity of each individual
Its anthropocentric action focuses on the creation of a social security network,
access to basic social care services and emergency response services
51. Advisory
Station of
the
Municipality
of Larissa
● It cooperates and interconnects
with social care institutions and
services, mental health centers,
hospitality hostels, rehabilitation
units, hospitals and other social
services
53. Directorate-
General for
Public
Health and
Social Care
Region of
Thessaly
is responsible for coordinating and monitoring
the operation of all the organic units within it,
ensuring their proper functioning and
addressing their problems and cases of
competence of social care and solidarity
services
is in continuous cooperation with the relevant
Ministries in order to better address their
problems and cases of competence
54. Directorate-General for Public Health
and Social Care Region of Thessaly
● It shall cooperate with the Directorate-General for
Development Planning, Environment and Infrastructure
in the design, processing, implementation and
evaluation of projects and actions in the field of its
thematic subject matter
55. Deputy
Mayor of
Social Policy
and
Educational
Actions of the
Municipality
of Larissa
Within the framework of
its responsibilities, he has the
General Supervision of the Social
Policies sector of the Municipality
Directorate of Welfare
56. There are
NO PSYCHOLOGISTS
OR SOCIAL WORKERS
IN EACH SCHOOL
ALTHOUGH THE
EDUCATIONAL LAW
PROVIDES IT!
● AN ACCOMPANYING TEACHER
IS PROVIDED FOR ANY
HANDICAPPED STUDENT WHO
NEEDS ASSISTANCE. IT IS ALSO
PROVIDED GRATUATE PRIVATE
AT HOME TEACHING EVEN FOR
PHYCHOLOGICAL REASONS IF
KESY SUGGESTS IT AFTER THE
EXAMINATION OF THE
STUDENT. BUT PARENTS MUST
STRUGGLE WITH BUROCRACY
TO SUCCEED THE LAST TWO
57. Yehuda Silverman - Peacebuilding Pracademic
From Toronto, Canada
Currently in North Miami Beach, Florida
Ph.D. in Conflict Analysis and Resolution;
concentration in International Peace
Chabad-Lubavitch, Chasidic branch of Judaism
F
aculty Diversity Postdoctoral Fellow
at Ursuline College in Pepper Pike, Ohio
Teach Intrapersonal Peace & Conflict Prevention
Previously taught English online to people
affected by conflict; at-risk youth locally and
globally - to be continued!
58. Ursuline College Resources
Counseling Services
Intake
1 Main Psychologist, 1 Main Counselor
About 1,200 students at Ursuline
Bullying
Associate Dean of Student Affairs
Actions taken on individual basis
Inclusion
Office of Diversity
59. Peace Education in the USA & Where Do We Go From Here?
Pilot Peace Pal Program
https://tinyurl.com/peacepaldissertation
Peace Education
https://www.youthpeaceaction.org/
800+ Schools/Organizations
35,000 Students: Peace Education Online
500 Peace Projects; 500 Teacher Training
60. Hello!
I am Roxanne Binaso
● I am a middle school English Language Arts teacher in Queens,
New York. I have been a teacher for the past ten years.
● Certified New York City Department of Education Mentor.
● Native New Yorker
● I am passionate about weaving social justice and tolerance into
my ELA curriculum.
● Awarded a Fulbright Distinguished Award in Teaching and Fund
For Teachers Awards for international research
● You can find me at @ rbinaso@gmail.com
60
62. Bullying Trends in NYC
● Education faculty identified a record-high 5,875 incidents of harassment,
discrimination and bullying during the 2017-2018 academic year, which is up
more than 300 percent since 2013-2014.
● In my school:
How many students think bullying happens most or all of the time at this
school? (31% at East-West; 44%- city average)
62
64. “Respect For All” Week: Fostering Anti-Bullying Practices
Themes:
● Friday, February 5, 2021 - Kick-Off with
National No One Eats Alone Day
● Celebrating Kindness/Be an Ally
● Anti-Bullying/ Cyberbullying
● Respect for Diversity, Disability, Religious
Acceptance and Racial Diversity
● Gender Identity, Sexual Orientation and
LGBTQ pride and acceptance
64
67. This Is
East-West
You are a valued
member of our safe,
inclusive, and
multicultural learning
community!!
Remember who we
are and what we do!!
We Learn We March
We Protest
We Walk
We Celebrate
We Honor
We Welcome
68. EWSIS
Combating Anti-Asian Hate & Empowering Our Students
East-West hosted a
synchronous, schoolwide
period to combat anti-Asian
hate and show support for
the Asian community. It
included messages of
support from administrators
and teachers
68
70. Teaching Inclusion Through Literature
70
1) Who is perceived as “the other” in our society?
2) Why do people bully and discriminate against
others?
3) How can we foster inclusion in our classroom
and communities?