Downloaded 25 times
![The Convention on the Rights of the Child of 1989 defines more precisely the term “child”:
“[...] a child is any human being below the age of eighteen years, unless under the law applicable to
the child, majority is attained earlier”
The idea, through this definition and all the texts concerning child welfare, is that the child
is a human being with rights and dignity.
What characterizes the child; it is his youth and vulnerability. Indeed, the child is growing, a
future adult, who has no means to protect himself.
So, the child has to be the object of a particular interest and a specific protection. In this
perspective, texts proclaiming the protection of the child and his rights were adopted.
Definition of the rights of the child
The recognition of the rights of the children
Children’s rights were recognised after the 1st World war, with the adoption of the
Declaration of Geneva, in 1924. The process of recognition of children’s rights continued thanks to
the UN, with the adoption of the Declaration of children’s rights in 1959.
The recognition of the child’s interest and his rights becomes real on 20 November 1989
with the adoption of the International Convention on the Rights of the Child which is the first
international legally binding text recognizing all the fundamental rights of the child.
Children’s rights: human rights
Children’s rights are human rights. They protect the child as a human being. As human rights,
children’s rights are constituted by fundamental guarantees and essential human rights:
Children’s rights recognize fundamental guarantees to all human beings : the right to life,
the non-discrimination principle, the right to dignity through the protection of physical and
mental integrity (protection against slavery, torture and bad treatments, etc.)
Children’s rights are civil and political rights, such as the right to identity, the right to a
nationality, etc.
Children’s rights are economic, social and cultural rights, such as the right to education, the
right to a decent standard of living, the right to health, etc.
Children’s rights include individual rights : the right to live with his parents, the right to
education, the right to benefit from a protection, etc.
Children’s rights include collective rights : rights of refugee and disabled children’s, of
minority children or from autochthonous groups.
Children’s rights: rights adapted to children
Children’s rights are human rights specifically adapted to the child because they take into
account his fragility, specificities and age-appropriate needs.
78](https://image.slidesharecdn.com/sharegoodexperience-120319063234-phpapp02/85/Share-good-experience-78-320.jpg)
![context and not content [and] […] they operate at the intersection of technology, teaching and
creativity”.
This implies the emergence of what some names the “hidden curriculum of new media
literacies”, which is not yet considered relevant enough by formal education though it is made of
the key competences and skills for the knowledge society.
If the attention of policy makers is already high in the field of prior and informal learning
recognition, a further effort is required in monitoring, analysing and recognising the value of social
tools for learning and in supporting their use in formal education for the acquisition of critical and
networking skills by young generations.
HARVESTING THE CREATIVITY OF PUPILS
WITHIN THE NATURE SCIENCE CLASSES
MARIANA BĂRBOI
School No. 29 N. Romanescu, Craiova
The favouring, recognization and exploitation of learning by your social environment
consists facts which influence the pupils’ and teachers’ aptitudes atitudes behaviors in didactical
situations, mostly.
Here are some methods which can stimulate the pupils creativity within the animal science
class:
Didactical game creates the organization frame in which pupils’ curiousity and interest
evolve for the studied material, the invastigation spirit forms the pupils ability to use the learn
knowledge spontainiously, it’s purpose is to vigor train and motivate pupils
The using of problematization in studying this class, besides the pupils thinking
dezvoltation, contributes by giving pupils interest and curiozity for knowing things about the living
world and a motivation for learning
The creating exercises demand creative reproduction of some models, made by pupils of
some aplicative exercises, the execution of some actions with investigation character like when
studying cultural plants. Pupils can be put under the guidance of the teacher in the situation of
applying fertilizer to plants and then to watch the growth of the plants.
Modeling represents didactical orientation through which the pupils thinking is led to
discovering the truth with the help of some models with rational and analogical training. Using
models contributes to the dezvoltation of the pupils mind through initiating theese by using
analogical ration which accustoms them with the ideea that objects and fenomenas can be modeled
and this leads them along with studying to discover some properties and relationships and finding
158](https://image.slidesharecdn.com/sharegoodexperience-120319063234-phpapp02/85/Share-good-experience-158-320.jpg)
Uploaded byGeorgeta Manafu
Share good experience
This document summarizes an international journal focused on sharing experiences and best practices in education. The journal is published in English and targets teachers, high school students, and parents from Romania, Austria, Spain, and Turkey. It contains articles presented at an international symposium on educational experiences and practices. The articles are divided into sections such as eLearning tools, the relationship between school and community, lifelong learning projects, and innovation in education. The journal is coordinated by Georgeta Manafu and Oana Popescu and aims to facilitate an exchange of views and examples of good practices between the participating countries.
More Related Content
More from Georgeta Manafu
Share good experience
- 1. ”Sharing experiences and good practices in the educational process” Revistă de specialitate la nivel international pentru toate ariile curriculare, dedicată cadrelor didactice din învăţământul preuniversitar, elevilor din învăţământul liceal şi părinţilor elevilor Editura SITECH Craiova, 2012 1
- 2. Coordonatorii revistei: Prof. Georgeta Manafu-coordonator proiect Prof. Popescu Oana © 2012 Editura Sitech Craiova Toate drepturile asupra acestei ediţii sunt rezervate editurii. Orice reproducere integrală sau parţială, prin orice procedeu, a unor pagini din această lucrare, efectuate fără autorizaţia editorului este ilicită şi constituie o contrafacere. Sunt acceptate reproduceri strict rezervate utilizării sau citării justificate de interes ştiinţific, cu specificarea respectivei citări. © 2012 Editura Sitech Craiova All rights reserved. This book is protected by copyright. No part of this book may be reproduced in any form or by any means, including photocopying or utilised any information storage and retrieval system without written permision from the copyright owner. Editura SITECH din Craiova este acreditată de C.N.C.S.I.S. din cadrul Ministerului Educaţiei şi Cercetării pentru editare de carte ştiinţifică. Editura SITECH Craiova, România Aleea Teatrului, nr. 2, Bloc T1, parter Tel/fax: 0251/414003 E-mail: sitech@rdslink.ro 2
- 3. ARGUMENT Această revistă reuneşte lucrările in limba engleza prezentate de participantii din Romania, Austria, Spania si Turcia, în cadrul Simpozionului Internaţional ”Sharing experiences and good practices in the educational process” , organizat în data de 19.03.2012 la Liceul Teoretic “Tudor Arghezi”, în cadrul Parteneriatului Internaţional pentru Învăţare Grundtvig “NO MORE TEARS” , având numărul GRU-10-P-LP-25-DJ-TR. Obiectivul general al simpozionului este schimbul de opinii, experienta şi bune practici din procesul instructiv-educativ între ţările participante la proiect: Romania, Spania, Turcia şi Austria. Lucrările din revista au fost prezentate la secţiunile: • eLearning, Software educaţional, prezentări multimedia utilizate în procesul instructiv-educativ • Relaţia dintre şcoală, părinţi şi comunitatea locală. Exemple de bună practică pentru prevenirea şi combaterea violenţei. • Educatia permanentă în societatea cunoaşterii. Diseminări de proiecte şi cursuri L.L.P. • Creativitate si inovatie in procesul instructiv-educativ (exemple de bună practică) Revista se adresează, în principal, cadrelor didactice din învăţământul preuniversitar, elevilor din învăţământul liceal şi părinţilor elevilor. Coordonator Proiect Grundtvig “No more tears”, prof. Georgeta Manafu 3
- 4. INTERNATIONAL GRUNDTVIG PROJECT"NO MORE TEARS" Teacher coordinator Georgeta Manafu High School "Tudor Arghezi" An internal decision has been issued appointing Ms. Georgeta Manafu as the national coordinating teacher of the project on behalf of the “Tudor Arghezi” Theoretical Highschool. She established a set of criteria in order to start the implementation team: the staff and the learners’ group. Each member of the implementation team has been given certain assignments. We have worked with the project partners to determine how it can be disseminated after each project meeting and during the activities we have held at a departmental level. The project activities we have held until now have been in accordance with those mentioned in the application form: • Each institution has designed a project information board; • The members of the implementation teams have been appointed according to different criteria which have been previously agreed upon by the four participants; • Each partner has conceived and applied questionnaires in order to determine the level of violence in their region and interpreted the results; • The participants have made PowerPoint and ProShow slide shows to present their activities, as well as the traditions, customs and culture of their respective region or country; • Ms. Georgeta Manafu deisgned the project blogspot: http://grundtvigprojectnomoretears.blogspot.com/ We have attended the first transnational meeting in Turkey, organised courtesy of Seyhan Ilce Milli Egitim Mudurlugu. The Romanian team, consisting of three staff members and a learner, presented the following inputs: • The project blogspot designed by Ms. Georgeta Manafu and teh way slide shows can be posted there; • Multimedia presentations of the „Tudor Arghezi” Theoretical Highschool, Craiova, Romania, our customs and traditions and our educational system; • The results of the questionnaires applied to students, teachers and parents related to the level of violence in the department of Dolj; • The activities we have held between August and October. Each of the four participating institutions has sent its own representatives. 4
- 5. The programme ofthe activities at the meeting included: the presentation of each participating institution, a visit to the Seyhan School Inspectorate and to a state-funded faculty, multicultural soirées, and workshops related to the reduction of school and family violence. Each partner has been assigned different tasks between November and February; • We have disseminated the first transnational meeting in Adana – Turkey; • At a local level we have organised the following activities: o On the 20th of January – the Inter-county Symposium “Initiation in the ABC of democracy. Social responsibility.” o On the 17th of February 2011- the County debate “The influence of IT and the media on adults’ education” • Between the 21st and the 28th of February we attended the second transnational meeting in Viena, Austria, where we discussed about the following presentations designed by the members of the Romanian group: • Peer mediation training sessions and a presentation of the standard mediation system, along with its steps and the monitoring and control activities which have been undertaken so far; • School and family violence; • The activities we had held between November and February: the symposium, the debate, and the training and monitoring of the peer mediators; • Tolerance – a European value; • Measures that can be taken for the reducation of school violence; The transnational activity was organised by IFMIC, Viena, Austria and was attended by representatives of all four participating institutions. The Romanian team consisted of three staff members and two learners. Each partner presented the activities held between October and February, we assigned different tasks to be fulfilled between March and September 2011, we attended different workshops related to the reduction of school and family violence, and had the chance to get an insight of the Austrian culture. The activities the hosts organised were of an interactive nature. The work atmosphere was open and intercultural. Each partner school shared its difficulties in reducing school and family violence and the measures they have taken in order to achieve this goal. We talked about ways of posting multimedia presentations, articles and the involvment of the learners on the project blogspot. During our common activities, each partner has had the opportunity to learn about the culture and civilisation of the other three partners. 5
- 6. The working environmentwas very cooperative and flexible despite the international, multicultural and multilingual nature of the team. Thus the participants have had the opportunity to develop their personal, cultural, social and civil skills. • The transnational meeting in Viena was disseminated in March and April; • Between April and June we have organized the following activities: • The county conference – School and family violence, a social issue. Case studies, held on the 7th of April 2011 • The county workshop – Useful techniques for conflict mediation, held on the 12th of May 2011 • The round table - Tolerance, a European value, held on the 2nd of June 2011 • The county workshop -“ Violence versus tolerance! ” All activities have been approved by the Teachers’ Body and assessed according to certain quality questionnaires. Within our activities we have achieved the following goals: 1. During the inter-county symposium “Initiation in the ABC of democracy. Social responsibility” we have fulfilled the following objectives: The acknowledgement of the importance of human and cultural diversity; The promotion of examples of good practice in diveristy, democracy and social responsibility; The acquisition and materialisation of various methods and techniques that can be used in order to improve the quality of all out-of-school activities related to diversity, democracy and social responsibility; The identification of ways in which schools can relate to communities in order to ensure successful schooling. The result of this symposium was the first issue of the “No more tears” magazine. 2. During the county debate “ The influence of IT and the media on adults’ education” we have achieved the following goals: Examples of how the activities which have been included in the national curriculum can relate to those which have not; The acknowledgement of the importance of IT and the media in adults’ education; The presentation of new teaching, learning and evaluation methods based on IT which can be used in adults’ education; The emphasis on the role of E-learning in adults’ education; The result of this debate was the second issue of the “No more tears” magazine. 6
- 7. 3. During thecounty conference – School and family violence, a social issue. Case studies’’ we have achieved the following goals: The identification of the main factors which lead to violent behaviour; The analysis of the social consequences of a violent kind of behaviour The promotion of a set of measures that can be taken in order to prevent school and family violence The consolidation of the relationship between the school, the parents and the local community The result of the conference was the third issue of the “No more tears” magazine 4. During the County Workshop - Useful techniques for conflict mediation we have achieved the following goals: The promotion of the mediation system as a means of preventing and solving conflicts in an amicable way The stimulation of the civic spirit, of the cooperation and of the responsible, non-aggressive behaviour within human relationships in school as well as at home. The identification of various mediation techniques and the emphasis on the training of peer mediators Role plays to illustrate these techniques 5. During the County Round Table - Tolerance, a European value we have achieved the following goals: The identification of the main types of tolerance (religious, political, racial, etc) ; The understanding of the concept of ‘’freedom of opinion’’; The promotion of intercultural communication in order to help us develop as European citizens, and acquire a set of knowledge and skills so as to be able to act within an ever more open, complex environment; The acknowledgement of the importance of the intercultural approach within the framework of formal and nonformal education in nowadays’ international context; The acknowledgement of the necessity of developing an active European citizenship, based on the respect of cultural diveristy and on common values. The result of the round table was the fourth issue of the “No more tears” magazine. 6. During the County Workshop -“ Violence versus tolerance! ” we have achieved the following goals: The identification of the effects of a violent type of behaviour in school, family and the society as a whole; The promotion of tolerance, diversity and assertiveness; 7
- 8. The legal aspectsof the prevention of family violence; The identification of the influence of prejudices and stereotypes in intolerant behaviour; The development of social abilities. The project was disseminated in all four issues of the “No more tears” magazine, during the teachers’ meetings, on the http://miedolj.forums-free.com/ website, http://tudorarghezicv.blogspot.com/ and on the grundtvigers@yahoogroups.com chat group. The project partners used their emails and yahoo messenger ids in order to communicate between themselves, as well as their own mobile phones before the transnational meetings. In order to ensure transparency we posted on the blogspot pictures taken from the activities we have held, as well as different presentations designed by our learners. Due to the activities we have been undertaking we have managed to reduce school violence this school year. We have designed a newsletter after each transnational activity. We therefore have two newsletters, the first one issued in November, and the latter in March. We have also put together presentation movies, describing the partnership and the activities that have been undertaken till the date. The beneficiaries of this partnership are the 50 learners at Tudor Arghezi Theoretical Highschool and the partner schools. An internal decision has been issued to appoint them as learners. All activities involved teachers, students and parents, both from our school and from the other partner institutions. During the activities we have shared examples of good practice in the reudcation of school and family violence 8
- 9. SECTIUNEA 1 MOODLE Prof. Florea Mihaela Grupul Scolar „George Bibescu”, Craiova This platform addresses: graduate environmental, academic, business and government. Implementation of e-learning platform is undergraduate level: post lessons, bibliography, homework, assessment and self-knowledge, creation of virtual classrooms for collaboration between schools, organization of competitions; common virtual classroom courses, training for high school, challenges between schools, communication and socialization, development of projects between schools, access to financing from national or European funds. E-learning platform Moodle Romania provides an environment for socialization and communication, training and evaluation electronics and enables students to learn together. Implicitly defined five levels of access within the application: • Administrator: full rights on the application • Trainer: the right to manage resources and activities for the course you're a trainer • Tutor: right to enter and modify classes. • Student: rights to participate in a course. • Guest: user with limited rights. References: • http://www.moodle.ro/mod/resource/view.php?r=229 • http://ro.wikipedia.org/wiki/Moodle NEW METHODS OF TEACHING – RESUME Prof. Cojocaru Sorina Virginia Colegiul “Ștefan Odobleja”, Craiova Information and Communications Technologies, a subject matter studied by our high school students thru ninth to twelve degree, helps them using the information to obtain success in their work. Since citizens across the World live in an informational society, everyone must know how to 9
- 10. use a computerand the Internet. Cultural contents from around the world can be found in digital format and they are available to anyone, anywhere and anytime. Computers allow students to acknowledge information in various forms using multimedia programs, text processors, data bases, etc. Learning becomes easier when you see or hear information. Online courses are recommended for all who want to improve their existence, and to develop personal capacities of learning. Oracle Academy is one option in e-learning. Designed for high schools, technical schools, colleges and universities, Oracle Academy provides software, training and resources for students from 86 countries, preparing them for success regardless of their future field of expertise. “Participating students develop technical, analytical, and business skills that support the pursuit of professional careers and advanced study.” https://academy.oracle.com/ TEACHING AND LEARNING BY USING EDUCATIONAL SOFTWARE Prof. Adina Demetrian Colegiul “Ştefan Odobleja”, Craiova Prof. Mia Bouleanu Şcoala Nr. 29 “N. Romanescu”, Craiova Traditionally, teachers were at the centre of learning with students assuming a receptive role in their education. With research showing how people learn, traditional curriculum approaches to instruction where teachers were at the centre gave way to new ways of teaching and learning. Key amongst these changes is the idea that students actively construct their own learning. Student- centered learning is focused on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. Integrating media in the teaching process raises many aspects that need to be taken into account, including technical support, training the teachers and, most of all, teachers’s attitude towards modern means and methods. When traditional teaching methods fail to attract the students’ participation and interest towards a certain topic, we can always rely on modern technology to keep the students involved. They can do individual research, formulate questions and provide possible answers and, mostly, the students may take part in solving problems and completing rasks. 10
- 11. THE EDUCATIONAL SOFTWARE Prof. Voicu Mirela Prof. Predoi Adina Grupul Şcolar Industrial Transporturi „Căi Ferate”, Craiova Since, currently, the computer is an important means of recreation, but also a vast means of information that can be processed interactively and quickly, it may serve education through educational software. Because the fields of education today are very different, the software dedicated to each discipline varies. The educational software is a set of computer programs developed in order to facilitate the transmission and assimilation of knowledge. For effective teaching, learning and assessment programs we meet the following software: interactive programs, software programs, practising programs, educational games, software for testing knowledge. The classification above reflects the variety of activities in which the use of computers as a means of education is useful and necessary. Although this kind of software has many advantages, it is understood that it comes within certain limits. Yet, limits are normal because such a program is not intended to replace the teacher, but it comes rather as a supplement supporting the education of an individual. AEL ELEARNING SOLUTION Prof. SĂNDOI CRISTINA Colegiul “Ştefan Odobleja Craiova, Judeţul Dolj Use platform AEL is marked by a vast expansion of coverage specific to the field of education: AEL offers such an operating system that is regularly upgraded, modular interactive lessons dealing with various topics in the curriculum or test and evaluate students, making an intelligent monitoring depending on the preparedness of each, unlimited access to information via the Internet or their own databases (such as dictionaries, which displays a simple definition of a word selection), but AEL achieved and resource management class / school contributing point and effective global organization of schooling. AEL is an integrated teaching / learning and content management, designed to support teachers / tutors, learners, content developers and others participated in the educational learning process. Although originally designed for university / distance education, AEL is now used for pre- 11
- 12. university level, isvery suitable for study different languages, regions, different levels of study and types of organizations with educational potential. AEL is a complex and integrated eLearning solution that provides facilities management and presentation of various types of educational content and interactive multimedia material, interactive guides, exercises, simulations and tests. ELearning solutions developed by SIVECO Romania covers a very broad: from the creation of interactive educational content, the development of eLearning and online learning platforms and targets a very diverse audience: students, teachers, students, employees, factors decision of the education system, etc.. E-EDUCATION AND E-CAREER IN THE CONTEMPORARY WORLD OF MULTIPLE INTELLIGENCES Prof. Dr.Ec. Doina Buzuloiu C.N.E. “Gheorghe Chitu” Craiova A socio-technical phenomenon much publicized at the end of the millennium, the Internet and any other use of electronic networks are open and have a major impact on society and its future. Here are some changes on the Internet to promote the company - features and effects: * Simplification of work processes and communication; * Access to impressive sources of information; * Working in groups, collective creativity; * The Internet is a set of features desired by different research communities and especially useful open exchange digitized data via e-mail, file transfer and distributed computer (and research) information on a global canvas of Web sites; * Establish links worldwide; * Reducing costs.Competitiveness in institutions-institutions which today equips on electronic networks and systematically using the Internet will have a real competitive advantage: increased efficiency; -- -- Stimulate research, knowledge development, research progresses in direct proportion ideas and projects on which political consensus today, but are not always practical thinker realizing technical, administrative or purely human. Interestingly undeniable effect of the Internet for sustainable development (Sustainable Development) - Developing an Information or Info-culture; There is a lack of knowledge of the possibilities offered by electronic networks, awareness and training for the richness they offer. It requires preparation of a development plan information culture. Intelligent agents, bots or search engines are able to almost instantly browse millions of documents.This means awareness and training from the youngest age to university. 12
- 13. E-LEARNING THE LESSONSOF ROMANIAN LANGUAGE AND LITERATURE Prof.Munteanu Doina Venera GRUPUL ȘCOLAR TRAIAN DEMETRESCU E-learning is the convergence of the web and learning on all levels, whether it be elementary school, college or business. Today, knowledge is considered a competitive advantage and a company’s most important asset. E-learning is made up of several methods of learning, which are enhanced or facilitated by information and communication technology. Also, online learning is likely to be the fastest-growing method for delivering education and training. The trends in these areas such as demographics, technology, globalization, branding, consolidation/privatization and outsourcing will greatly affect the way we learn. E-LEARNING – MODERN TECHNOLOGIES IN EDUCATION AND RESEARCH Prof. Cepăreanu Adriana Grupul Scolar „George Bibescu”, Craiova New technologies in education and research involve a large number of promoters to implement and use it. The specialists in eLearning and all authorities have considered promoting and integrating new technologies in education and long-term training as well as adapting the Romanian educational system to the new requests of the European Strategy . In order to use e-Learning one needs certain skills, such as observation, attention, manipulation and problem solving. Although it seems the best way to learn, the methods and techniques should still be carefully chosen when it addresses to adults. They use e-Learning for specific purpose as well as to acquire certain information. Different learning styles and strategies should also have to be considered when implementing e-Learning, not to mention different levels of age and education. In Romania, the most used e-Learning platform is MOODLE. It is a course management system that allows teachers to teach students and keep track of their learning outcomes. Moodle can be used with any browser and operating system that supports PHP and the information is recorded in one large database that can be accessed to analyse different activities that students perform. 13
- 14. USE OF INFORMATIONAND COMMUNICATION TECHNOLOGY IN ASTRONOMY LESSONS Prof. Popescu Cristiana Liceul Teoretic „Traian Vuia” Craiova Prof. Bălună Daniela Elena Liceul Teoretic „Traian Vuia” Craiova Computer Aided Training is one way of learning for individual students, through computer programs (called educational software), which guides student step by step from lack of knowledge to knowledge. Methodological guidelines on use of Information and Communication Technology in different subjects, are part of the need confirmed by many teachers and education specialists in determining the benefits and limits the use of new technology applications in the classroom curriculum. Information and Communication Technology can help improve access to education and attractiveness of education by completing and diversifying existing resources. The understanding Universe is one of the most fascinating and inspiring areas of human knowledge. Astronomy gives man a global view of the world they live in, it opens your eyes and mind on the composition of the universe, it helps to understand the place Earth occupies in the Solar System. The study of Astronomy involves the comprehension of objects from school curriculum, such as: Mathematics, Physics, Computer Science, Geography, Chemistry. Due to the interdisciplinary nature of Astronomy and the growing interest of students for understanding the mysteries of the Universe, it is useful that some of their questions to find a response in organized school framework, such as setting circles of students, or within CDS hours. We will present an educational software that could be used in teaching concepts related to solar system components, structure of the Sun, planets and their satellites, astronomical phenomenon and galactic context to which we belong. ABOUT ELEARNING Prof. Agapie Minodora Luciea Colegiul “Ștefan Odobleja” Craiova In today’s world, a new level of commitment is required în order to educate the young generation and e-learning perhaps emerges as an important tool of imparting knowledge and information. The challenge, however, is to provide a suitable means to disseminate disparate information în a dynamic, open and distributed e-learning environment. 14
- 15. Traditional educational systemshave a key character – the teacher. E-learning doesn’t diminish the role of the teacher increasing however the importance of other persons involved in the educational process. An efficient e-learning program needs a sustained team effort and every bit of knowledge acquired is important. The student has the freedom to establish his own learning journey and to use the course material at his disposal. Learning participation— an integrated part of e-learning— must be user-friendly and easily accessible . The subject content must be clear with detailed descriptions that can be understood without difficulty. It should contain updated activities, assignments and assessment data. Including a help desk and technical support will enhance the user benefit of the system (White & Weight, 2000). APPLICATIONS OF THE SYSTEM E-LEARNING Prof. PrundeanuLavinia Stefan Odobleja College , Craiova A type of teaching, as name of '' teaching software'', or eLearning tools and resources for a wide range of electronic materials (in digital / multimedia support) are developed to support the education process: maps, dictionaries, encyclopedias, educational videos, presentations in various digital formats, electronic books (e-books), tests, tutorials, simulations, software forming skills, practice software, educational games etc.. Computer and electronic materials / media are used to support teaching, learning, assessment or as a means communications/learning distance, which is gaining ground every day, is the education via the Internet. Actual performance of learners, learn with such means , will be dependent on how the technology will be seen and used (eg. www) or as a simple information system, or as a learning MEANS OF TEACHING ENGLISH BY USING THE COMPUTER SUM UP Prof. Paula Maria Constantinescu Colegiul “Ștefan Odobleja” Nowadays computers have become an indispensable tool for everyone no matter if they are doctors, nurses or teachers. The use of computers have become a must in education since school needs to prepare future employees that keep pace with what is new and what is required today. New 15
- 16. approaches in educationreplaced the old ones, students are now at the center of education and computers and computer learning tasks rely on this principle a lot. This type of education has several advantages including the reduction of costs for hand-outs, immediate feedback since studets are corrected not only by their teacher but also by various programmes intended to do so and not least this hepls students with good visual memory learn easier. A method that I used durind my class was to have a presentation using the video projector regarding vitamins and minerals found in fruits and vegetable and subsequently to ask my students to fill in a table that I realized in order to synthesize the whole information presented before. They all enjoyed it especially due to the fact that is something new and also because it involves using computers. I also tried as much as possible to use computers in my activites at school because my students need to learn how to use them and they can use it better by learning english. E-LEARNING EXPERIENCES Prof. Troanţă Nicoleta Grupul Scolar ,, Traian Demetrescu”Craiova Until a year ago the eLearning term was unknown to me. When I heard about it I tried to find out more and I discovered that it is a distance learning system or virtual education and it is a planned experience teaching-learning , organized by an institution which provides material mediated in sequential order and logic to be assimilated by students in their own way, without forcing attendance or synchronicity. An educational software which we used it is iTeach. iTeach propose and implement two views on the current training activity: 1. Training of teachers is not confined to attending courses, but is a collegial process that includes exchange of experience, participation in projects, study visits, collaborative activities, teaching and research in the field of specialization, experience and reflection on own work teaching, personal work of synthesis and recovery experience by publishing articles and teaching materials. 2. Socio-professional online networks can be used successfully as learning communities and the transfer of ideas, information, resources, values,practices and attitudes. On this platform we have covered a range of courses such as: ,, Introduction to eTwinning” ,,eTwinning: international collaborative educational projects” ,,Collaboration in digital class” Bibliografie: 1. www.iteach.ro 16
- 17. THE USE OFTHE NEW INFORMATION TECHNOLOGIES IN PHYSICAL EDUCATION AND SPORT Pelea Mircea Cristian Şcoala cu Clasele I-VIII Nr. 2 Pieleşti, Dolj The use of the computer in physical education and sport was made dependent of some of its features. The richness and diversity of the information contained in contemporary physical education and sports training, the data from multiple investigations, the testing and specific control have caused changes in the programming and planning strategies pertaining to the motor sports activities. One can find many ways to use the computer in this area including the main highlight: learning and assessment of theoretical knowledge of students in the educational process. We highlight the following directions: - Statistical and graphical analysis of the data obtained; - Learning and assessment of theoretical knowledge of students in the educational process; - Assessment of physical and sports training; - Preparation and processing of the results in different sports competitions; - Control and optimization of the techniques in the sporting activities; - Evaluation of the research subjects' physical capacity. E-LEARNING - O ALTERNATIVĂ DE ÎNVĂŢARE Prof. Andreea Lucia Georgescu Prof. Doina Rotaru Colegiul Naţional “Nicolae Titulescu”, Craiova The concept of e-learning refers to all education methods using the new information and communication technologies. In time, one witnessed a growth in the primary sense of the concept, of instruction through electronic devices, reaching to define a multitude of teaching-learning- evaluation techniques, which can be accomplished with the computer. The subsequent paper aims at presenting the nature of the concept of e-learning, discussing the major advantages this type of instruction has to offer to its beneficiaries, as well as the limitations it presents. The advantages of using e-learning in adults’ education can be synthesised as follows: reduced costs, flexibility, ubiquity, integration of a variety of education media, access to a variety of materials, connecting 17
- 18. students with tutors/instructors,integrating students who cannot participate in courses within the traditional system, enhancing learning in ones own rhythm, in a personal style. Moreover, e- learning technologies are interactive, allowing a total feedback, in real time, as well as permitting evaluations by the most qualified evaluators. The limitations of e-learning consist in high costs with implementing the system, increased efforts in maintaining the system, the required experience of using a computer, lack of interpersonal relations, limited interactions etc. However, we consider that the most important failures of e-learning are a result of the difficulties inherent to its implementation, rather than of some major innate flaws of e-learning per se. On the other hand, it seems that instruction is more efficient when one combines e-learning with traditional methods of education, as research has shown that e-learning used alone produces a modest advantage than conventional classroom education. GRAPH THEORY Prof. Florentina Hermina POPA Prof. Mihaela Elena PAPA Colegiul „Ştefan Odobleja”, Craiova The software described is primarily addressed to students of 11 grades, mathematics- informatics. Developed software accelerates learning of introductory concepts of graph theory. After completing the lesson, the student is able to assess the knowledge gained by following a quiz to test possible responses. Hardware requirements Necessary software: Flash Player (version 8 or higher) or Internet Explorer How to use it: 1 2 3 4 5 6 The software is provided with a control bar that will take the following effects (1) Rewind (Rewind), (2) Play (start), (3) Back (previous page), (4) Forward (next page), (5) sound (sound / mute) and (6) exit (exit). To switch from one page to another will also use the Forward button. Besides the control bar, quiz has 3 buttons Delete the checked answer Skip to the next question Submit the answer 18
- 19. Bibliography: Arvunescu Dana Dumitru Cristina, Junea Sanda, Rodica Pintea - Baccalaureate Training Guide, Informatics - Intensive, Sigma Publishing, 2008 http://www.graf.go.ro/index1.html G. Streinu-Cercel, N. Simionescu - Elements of Graph Theory (cls. IX, XII-a), Sigma Publishing, 2008 Anastasiu Doru Popescu, Eugen Andrei Ionita - Combinatorics and Graph Theory, Ed Rhabon, LISTS Prof. Vişan Dimitriu Daniel Colegiul Ştefan Odobleja Prof. Procop Marciana Colegiul Naţional Carol I The list is a data structure that consists of a succession of elements. Each element has a successor (except the last one) and a predecessor (except the first one). There are two methods of allocating a linear list: the sequential allocation (static) and the linked allocation (dynamic) The static implementation of a list implies retaining the elements of the list in a vector. Elementary operations are reduced to operations applied to the elements of a vector. The dynamic implementation of a list implies approaching lists as data structures whose elements are dynamically allocated. New elements may appear or existent elements may be removed from the list without alterating the respective structure. The dynamic allocaton uses pointers. A pointer retains the address of a variable. The elements of a dynamic data structure contain, beside the proper information, the conjunctive information. The linear lists can be: General lists: the simply-linked list, the double-linked list and the circular list. Restrictive lists: the stack and the queue. An advantage of the dynamic allocation is represented by the fact that it uses as much memory as it needs. When an element is deleted, the memory area where the respective element was stored becomes free, and may store, where appropriate, another element in that area, the items not being stored in successive locations of memory as in the case of the static allocation. Another benefit is that at the insertion of a new element, or the deletion of an element, there is no need of displacing the other elements for providing space for the new element, or covering the space that the deleted element left. The lists are usually used when it is necessary to organize in a sequential form an assembly of information. Bibliography: Popescu E.. Viţelaru S., Codreş M., Metode de programare, structuri dinamice de date şi grafuri, Editura Else, Craiova 2006; Tudor Sorin, Tehnici de programare- Manual pentru clasa a XI-a, Editura L&S Infomat 1996; 19
- 20. E-LEARNING FOR REFRESHINGTEACHERS Teacher Popa Daniela Maria High School „Ştefan Odobleja” The refreshing of teachers is a very important activity in our educational system because the development of autonomy of the school is according with the interdependence with local resources. Therefore, there are many universities, like S.N.S.P.A. Bucharest, which offers by theirs 3 programms on line of master degree, various ways in: projects manager, bussiness management and educational management and institutional communications, e-learning baseboard representing an optimal solution for residential course. The e-learning baseboard is presented by personal experience, like graduated of the educational management and institutional communications in 2009. It is structured in a screen with 2 popup menus left-right with differents options: brief presentation of profiles, the vision, the message, the parteners, students. Each teacher become student on-line entering the site www.comunicare.ro by personal account and password with facilities for downloads for courses and tutorials. Also, the right popup menu contents an area of type scrollbar with interesting news and questions currently updated. The seminars are workshops on line, with messaging in the editing windows and the answers are visualised by the others students. The feedback is very active and the modernity of mark consist in delivering a paper, a project manager, a catalogue, a curriculum adapted for a specific type of school. RESUME TEACHING ENGLISHUSING INTERNET TECHNOLOGIES ENGLISH ADDICTS – A DYNAMIC TEAM & A FOUNDER WITH VISION CRISTIANA COSOVEANU DANIEL LEOTESCU Colegiul National “Carol I” – Craiova 1. Books & CDs versus Internet technologies All of us are familiar with the teaching materials developed for students who are either studying in further or higher education, taking company training or working on their English autonomously. References to events, technological devices or procedures manuals quickly become 20
- 21. out of date.The audio resources found on the CD provide needed samples of voices other than the teacher's. Adolescents are generally curious about what's happening in the world today, whether it be politics and society or feature articles dealing with science and interesting people. Many youngsters wish they had more time to read magazines or listen to radio or TV reports. Internet is, of course, what makes it possible. Most students have a broadband connection and enjoy surfing on the Net, choosing content according to their mood at the moment. They can exercise their reading skills, look up words in a dictionary, practice listening with or without reading along, and draft and submit prose on a forum. With a multi-media e-learning tool, they can do all of the above and even record their voice and take part in an improvised dialogue. 2. English Addicts English Addictsis an e-learning programme, designed to display corrections and comments for every item and even provides hints if the learner is unsure of the answer. If you need to develop all four skills: reading, writing, speaking and listening, English Addicts is a complete package, which can help you. English Addicts can be accessed via the Web and also on mobile phones using a 3G+ smartphone equipped with Windows mobile 6.0.A personal computer, a high-speed internet connection, loudspeakers or a headset are enough. A multi-media room or space – schools often have IT equipped rooms for student research and study. Headsets are necessary in this context. Bibliography: http://www.englishaddicts.com/ The role of educational software in learning process Prof. Ungureanu Mihaela Grădiniţa nr.40 Prof. Vlădulescu Mihaela Gradinita nr. 51 Computer aided learning (IAC) is a way of training students through individual computer programs (called educational software), which guides step by step the student journey from ignorance to knowledge through theirs own efforts and the pace of learning. Educational software has several compelling advantages: provides a large amount of data; provides individualized instruction; favors completion of complex training sequences by small steps, adapted to individual learning progress; facilitates the rapid and effective feedback; enables 21
- 22. the simulation ofprocesses difficult or impossible to access directly; stimulates the child's active involvement in learning. Using educational software in the activities will be developed: logical thinking, spirit of observation, visual memory, voluntary attention, pre-mathematics intellectual operations, working with computer skills, ability to use information received expanded via educational software. E-LEARNING CHARACTERISTICS prof. Marinescu Cornelia Mariana Cluster Highschool ,,Traian Demetrescu”Craiova Why is the E-learning form of school so useful and what could be the reasons for someone to join this kind of learning? Distance education is a learning process based on multimedia resources and allowing one or more persons to form from their home computer.E-Learning is distinguished from other modes of training, we try to highlight some of the advantages and disadvantages compared to traditional education. Advantages: access to information and their handling is done remotely without restriction, regardless of their level of training, age, socio-professional category, race, etc., facilitate local training, which promotes travel without a successful time, a financial ecomnomie training and optimal conditions (at home) especially for people with disabilities, a trainer may apply to a large number of students while ensuring an individualized relationship with each of them, allows reduction in costs (travel, payment of trainers, etc.,), students can benefit from knowledge and experience of trainers of international renown, the student is the focus and not the trainer, student itinerary can be customized and does not generalize the whole group, it is based on interactive multimedia solutions that highlight the student, encouraging them and interpretation capabilities and exhort him to concentrate and absorb quickly through the observation and capture, imulations, self- assessment tests, messaging, creates an interactivity that puts the student, the training center, in an active state garantees the effficiency of training, supports creating a sense of freedom and confidence in himself (embarrassment to colleagues or trainer, if a mistake is dissipates), eliminates problem of the lack of educational institutions, quality and quantity of information is evolving very quickly, which does not allow access to their traditional means all. Disadvantages of distance learning may be: lack of student physical, emotional cargo, authority and human expression, technical problems related to training systems: computer failure, disruption of communication network, terminal or server failure, attacks on electronic documents 22
- 23. being viruses orhacking, etc. However, distance education is open to a promising start, with time it may grow by providing those who wish to find the best information, compiled by the highest information compiled by the highest international standards, şi scopuri objectives defined structured so that student to orinteze without difficulty and be able to self-assess. E- LEARNING IN ADULT EDUCATION Apostolache Amalia Mihaela Şcoala cu clasele I-VIII Pleşoi Bâlteanu Dana Veronica Şcoala cu clasele I-VIII Scaieşti Moto: The man without education is like a body without soul. To define or describe eLearning, it is best to first define learning. Learning is the act of developing skills or obtaining knowledge. So eLearning just means that you develop skills and obtain knowledge using electronic means, hence the "e" in "eLearning!"You may have heard terms such as distance learning, distance education, online learning, or a variety of other terms used to describe methods of learning outside the traditional classroom-based method.Distance learning refers to any education that is conducted outside of a traditional classroom setting. Generally speaking, distance learning follows one of two models: the correspondence course or the online course.Correspondence course students receive and submit their class materials physically, through postal delivery. Online students receive their materials electronically, via the Internet.eLearning is a type of distance learning. The term eLearning is used to mean distance learning delivered through information technology, especially the Internet. Distance learning has become a popular method of teaching and learning.Online learning has become the most common and popular delivery method of distance learning. Convenience is one of the major advantages of e-learning. It allows students to work and learn at their own pace without the unyielding time restrictions of traditional learning. Because e-learning provides access to learning materials at any time, students have the flexibility to schedule around families, jobs and other activities. Another major benefit of e-learning is the accessibility it provides. Students can learn from anywhere in the world. This is an especially important consideration for students who wish to study in a different country. In addition, because e-learning 23
- 24. can be donefrom home, students have less clothing and driving expenses than with traditional learning. CAMTASIA STUDIO Teacher Georgeta Manafu High School Tudor Arghezi Camtasia Studio records any screen motion in real time, and turns it into an animated video recording. The user will thus benefit from high quality recordings associated with small-sized files. Installing the application: 1. Click on the link below: http://www.techsmith.com/download/camtasiatrial.asp 2. Enter a valid email address: 3. Click on the Start Windows Download button 4. Double click, run and initialize installation. Installation is simple, all it takes is to click on Next and choose the corresponding settings in the dialogue boxes. Camtasia Studio can be used for: - Recording on-screen motions by using Record the screen; - Registering and publishing PowerPoint presentations- Record Power Point; - Voice recordings - Record voice narration - Importing multimedia files - Import media In order to record on-screen motion we must take the following steps: 1. Click on Record the screen. 2. The following box will open and we must press rec. 3. Recording starts and the box below will stay open : 4. We stop the record by pressing the stop button or the F10 key. 5. We save the file with Save and Edit. 24
- 25. DISTANCE EDUCATION DIGITALMEDIA ONLINE RESOURCES Prof. Viorica Cârstea School Group 'Traian Demetrescu "Craiova During January-February 2011, the project FORCAD - "Teacher training debut for a successful career in secondary education" SOP HRD 17/1.3/G/21201, run by the Teacher Training Dolj in partnership with River and Teachers learning activities took place online over 40 hours, beneficiaries are a group of junior teachers coming from schools in the county of Olt, teachers with qualifications in various specialties. As guardian of a group of teachers newcomers, Olt county whose specialty is mechanical, after first meeting them, I posted on a so-called e-learning platform educational material specific design documents consisting of the teaching process is: planning calendar, unit design, design of several types of lessons, evaluation of samples containing all items, project guidance and counseling, and designing a local curriculum development or the school. Teachers in the target group entered a specialized website, signed up with personally identifiable data, access is being accomplished using a username and password own. They searched the Internet, e-mail, receive and send attachments, writing the main way of communication. Through her writing and thoughts expressed, and shared their ideas and asked questions. When online student needed help in understanding a concept, it could ask questions or guardian virtual classmates. As in a traditional school, online student had to reserve adequate time for study. While online courses provide maximum flexibility centered on the user (student), it requires self- discipline and willingness to work independently of the learner. 25
- 26. E-LEARNING IN EDUCATIONALPROCESS Tch. Claudya Maria Neacşa National Vocational College ”Nicolae Titulescu”- Slatina,Olt In the modern society, e-Learning comprises all forms of electronically supported learning and teaching. The information and communication systems, serve as specific media to implement the learning process. E-learning applications and processes include Web-based learning, virtual education opportunities and digital collaboration. Moodle-Modular Object Oriented Dynamic Learning Environment is an online Course Management System, a software package designed using pedagogical principles made by teachers for teachers, a flexible environment for learning communities. It is also designed to support a social constructionist framework of education, an open source, freely available which can easily be installed on Windows, Mac, Linux servers. Moodle Supports: small and large communities, e-learning in schools, different learning and teaching styles, delivery of learning activities and publishing resources, collaboration and communication, compatibility with different standards and tools, easy customization for users with different needs. References: http://docs.moodle.org/20/en/Moodle_in_education http://moodle.org/about/ http://www.elearning-forum.ro/resurse/al-elearning.html http://www.cniv.ro/2009/elearning http://euractiv.ro http://www.elearning.ro MODERN TOOLS FOR DOCUMENTATION AND EVALUATION OF STUDENT ACQUISITIONS Prof.Goanta Constantina COLEGIUL”STEFAN ODOBLEJA Today, training methods clots in the more innovative strategies to make every class a way to access the methods and tools of knowledge. Integrating new technologies in training make methods and techniques of work with students change. 26
- 27. Using new technologiesand ICT tools to improve teaching are needed to develop supply capacity with modern training methods and evaluation of students, to use digital tools in teaching effective classroom and standardized assessment of student knowledge. E-learning is an organized system of education / training, it includes components of a teaching approach that is: specific content, methodology, interaction, support, evaluation. The "Location" where the learning occurs is the so-called "virtual classroom". Using Web resources teachers can trigger development of activities / applications. Applications like eXe learning and Hot Potatoes are highly useful, easy to use for making interactive lessons, customized by teachers without requiring advanced knowledge of web programming. The computer becomes a reliable friend for the participants in technical disciplines lessons (industrial design, technology, etc.). Thus, the lessons taught by a computer : - You can prepare sketches, diagrams, individual or group worksheets for students, these materials can stored as files, can be regularly updated, can be printed to the printer and then multiplied for all school students; - With the help of the computer you can designe tests involving grid view question, the response alternatives (perhaps the text is accompanied by suggestive images). The advantage consists in the interaction between the computer and the student for the answer selected (visual and auditory) can be displayed on its own score, the response given the current and accumulated up to that point. 27
- 28. SECTIUNEA 2 PREVENTING AND FIGHTING SCHOOL VIOLENCE. TYPES OF VIOLENCE AND GENERATING AFCTORS prof. Nica Augustina ” Tudor Arghezi” Theoretical Highschool,Craiova School violence seems to be an insufficiently acknowledged issue of the Romanian educational system or simply an uncomfortable topic. School violence can occur in a number of forms, which must be known, addressed and solved. Subjective versus objective violence Many students are tempted to refer to violence rather in its objective aspects, especially obvious aggressivity (physical, verbal or non-verbal) than in its subjective aspects, related to values, relationships or culture. However, what is significant is the fact that over one third of the students see school as a safeless environment, where they don’t feel protected against violence coming from their colleagues, their teachers or people from out of school. Teachers and even students themselves feel there is such phenomenon as school violence. Generally speaking, teachers think that boys are more violent than girls. Also, there is a gender difference regarding the forms violence takes: girls are considered to commit ordinary, tolerable acts of violence (especially verbal violence), while boys are thought to commit more serious acts of violence (including physical aggression). RELATIONSHIP BETWEEN SCHOOL AND PARENTS AND THE LOCAL COMMUNITY PAPER ABSTRACT Prof. înv. primar Popescu-Vieru Manuela Şc. Nr. 29 ”N.Romanescu” Craiova In child’s education, the school-family-community relationship has gained new valences, at the same time with the appearance of the notion of quality assurance in education. Quality increase in education is a major objective of the efforts for making efficient the compulsory connections between school, local community and students’ family, these being direct beneficiaries of the school effort in this respect. A redefinition of the educational balance between the decisions taken 28
- 29. by the schooland the initiatives coming from the parents or local factors is necessary. An active cooperation between school and professors and the other educational factors, family, local community, mass-media, church, non-governmental organizations, should lead to the achievement of some viable partnerships, able to approach positively the diverse problems of young students. Within the school-family-community relationship there must be relations of respect, mutual acceptance, reciprocal sympathy and admiration, and not of suspicion, perplexity or annoyance and provocation. The relations between school, students, their families and community should be based on understanding and collaboration, on information transmission and presentation of some states of things, positive influences on students’ behavior, reciprocal feelings and emotions under different manifestations. For reaching a high quality level in increasing the efficiency of the school-student- community relationship, a performant management of quality education in any school unit is necessary. THREE FRIENDS: SCHOOL, PARENTS AND THE LOCAL COMMUNITY Teacher Voica Mihaela „Henri Coandă” Highschool, Craiova Key words: student, school, parents, local community. The family and the school are the most important educational factors. The students’ performance in learning depends on their attitude towards learning. The key of seeing, feeling and understanding the students’ relationships to others must be sought first in the family. The child’s feelings of security and insecurity, his/her happiness, the child’s intellectual and emotional capacity depend on the atmosphere in the family. Having in mind life-long learning, the relation between school and family is characterized by the complementarity of these two main sources necessary to the development and the education of human personality. A partnership has a lot of advantages because it creates relations of cooperation, clarifies various educational problems, offers a new framework for the development of the student’s personality. Initiating new educational partnership projects are beneficial both for students and for all the other factors involved: school, family, local community. In the programmes aimed at school support, the parents were invited to get involved in the cooperation and the support given to some school partnership projects. 29
- 30. STUDY ON THEVIOLENCE IN ROMANIAN SCHOOLS Prof. Meche Alina Mihaela Grupul Scolar „Traian Demetrescu” Human violence is a complex phenomenon, with psychological, social, cultural and economic determinations. School violence is only one manifestation of daily violence. School is not an isolated entity anymore, an autonomous social space, unaffected by the complexities and difficulties facing the society. Being an open space to the outside world, it should be seen as a space of causing violence. In Romanian society, violence in schools was identified as being related with adult violence against children, making the association between the dysfunctional family and the violent behavior of the children from this type of family. There was always violence in schools. Those who believe that school violence is a recent phenomenon must be reminded that, historically speaking, school has always been associated with violence. School violence has a great influence on social perception and values of the present, contributing to the erosion of traditional and positive image of the school as safe and secure institution. Even if the violence among students was recognized as a general phenomenon present in all schools, the intensity and forms in which it occurs varies from school to school, being determined by a complex of factors: school climate and school culture, type of school management, quality of education activity, area of origin of the students, economic conditions, violence image in the media. SAY NO!VIOLENCE IN YOUR SCHOOL Teacher Radu Adriana Laura School Special ,,Sf.Mina’’Craiova Motto:’’Violence is the last refuge of the incompetent man!,, (Isaac Asimov) It is obvious but not reassuring enough for us, teachers, the school that violence is an expression of violence in society, but when violence occurs in school, it reduces the chances of students to fully develop their personality and to acquire an education quality, in accordance with their fundamental right to education. In order to study in depth the phenomena of school violence we applied a questionnaire on violence in school, a representative group of 40 pupils from secondary school (out of 104 students). The first task of the students was to tick on a scale from very often the FCC never noticed them in school behavior: verbal and psychological violence among students (insults, insults, nicknaming, 30
- 31. harassment), damage tothe school furniture, physical violence between students, school refusal duties, injuries, insults, threatening words for teachers, inscriptions, paintings on the walls of the school or school furniture, drugs, theft among students, noise, lack of discipline in class, smoking. Applying this questionnaire, we achieved the following objectives: to assess the dimensions of the phenomenon of violence in our school, identify the situations of school violence and develop a typology of the phenomenon, identifying the generating causes of violence in school, developing a set of recommendations, for students, teachers and parents, in order to improve the phenomenon of violence in school. After processing student responses, we first identified the main actors in school violence: violence between students, student violence in front of teachers, teachers' violence in students, parents - actors of domestic violence and, indirectly, school, close to school violence (others: neighbors, entourage of students, etc..) In the face of strategic interventions, keep in mind: awareness campaigns in the local community, a system for monitoring school violence phenomena cooperation with other schools in proximity, youth associations, the Association of parents and other representatives of civil society , continuing the regular and the research on violence in school. References: Debarbieux, E., Violence en milieu scolaire On, vol I, ESF, Paris, 1996 ACTION STEPS FOR IMPLEMENTING FAMILY AND COMMUNITY INVOLVEMENT IN SCHOOL HEALTH Prof. Uta Livia C.N.E. Gheorghe Chitu Family and community partnerships with schools have become central. Supportive families and social support within communities contribute to students’ success. When children feel valued they are more likely to develop healthy skills, avoid risky behaviors and remain in school. When parents are involved, students achieve more, regardless of socio-economic status, ethnic/racial background, or the parents’ education level. The more extensive the parent involvement, the higher the student achievement. Negative student behaviors, such as alcohol and substance abuse, violence, and antisocial behavior decrease as parent involvement increases. Students are less likely to succeed when communities are economically deprived, disorganized, and lack opportunities for employment or youth involvement; when families do not set clear expectations, monitor children’s behavior, or model appropriate behaviors; and when schools present a negative climate and do not involve students and their families. School-community partnerships have contributed to the success of coordinated school health programs across the country. Communities expect schools and families to prepare students to 31
- 32. become healthy, productivecitizens. Communities in turn have a responsibility to join with schools and families in support of efforts that can help achieve this goal. To be successful, school and community partnerships must: have clear, concise responsibilities and expectations for each participant; allow for flexibility in organization and implementation; acknowledge that partnerships require a time commitment and that initial gains may be small; and provide appropriate training for teachers, administrators, and community members. ROLE OF EDUCATIONAL FACTORS IN PREVENTING AND COMBATING DOMESTIC VIOLENCE AND SCHOOL Prof. Ștefan Maria Grupul Școlar ͈ Traian Demetrescu ̎ Prof. Ștefan Nicolae Școala cu clasele I – VIII nr. 2 ͈ Traian ̎ Violence has become an alarming problem facing society today. There are domestic violence, school violence, violence on the street. Mass-media, official statistics report a worrying increase in violence in recent years worldwide, so establish a greater involvement of educational factors in preventing and combating violence in the family and school and society. The main sources of violence are: - Family reasons ( socio-emotional climate, low education level of parents, family economic conditions ). - In school ( difficulties of communication between students and teachers, overloaded curricula, origin from different social backgrounds, the desire to be more popular ). - Social environment ( entourage, the media, by presentation of reality as a commonplace fact by exposing acts of violence, both in news programs, movies ). Due to the extent that violence was a phenomenon among young people and not only certain measures to be taken top revent and combat violence: - Early identification of potentially violent students and centering to avoid excessive punishment. - Identify potential sources of violence. - Improving communication teacher-student relationship. - A better management of the educational factors in relations in the family. 32
- 33. TOGETHER WE SUCCEED-SCHOOL,FAMILY, COMMUNITY Prof. Cuna Liliana Sc. Nr.29 N. Romanescu Besides school, which provides the greatest communication between generations, family and community play a significant part in developing a child’s personality. Each human being is born with a certain genetic inheritance, and afterwards, thanks to the emotional atmosphere in the family, children become aware of the world around them by means of a constant dialogue with the adults, start to learn and love, communicate and look up to role models, imitate different actions until they shape their own values, their own principles about the world, about life. The active cooperation between school and teachers and the other educational factors-family, local community, mass-media, the church, non-profit entities- must lead to the accomplishment of some viable partnerships, which ensure a positive outlook on the various issues of young learners. School must find the best way so that those involved in the educational process can manage human resources, acquire psychological and pedagogical knowledge and adapt to the fast changes in our society. However, school is essential, as well as teachers, who through their activities can instill in their students, rules and moral values, in the current European context. In this regard, school may take part and interact with the student’s families, may initiate useful activities, both in school and outside it, support the students so that they get to know themselves and understand moral and civic values, improve the quality of their lives and their performances, shape their critical and independent thinking. Family represents the key factor in helping children interact with other classmates and counsels students concerning extracurricular activities. Lessons should have a strong practical content, should be insightful and urge students to get involved and unleash their mental and spiritual energy. Children will feel like talking more easily and the joys of their accomplishments will be obvious. By presenting role models, as much as possible in a community, you will notice the improvement of school performances and children will become better human beings. It’s one thing to talk about the most important authorities in a community (the mayor, the priest, the policeman) and another to give students the chance to talk to them in person. It’s no use talking about customs and traditions to your students if you don’t take part with them in fairs, workshops and festivals. You will see how proud they will be of their success. We teach children not to steal, not to hurt, not to lie, but we have never taken them to a police station to become aware of the consequences of misbehaving. We have told them how to stay healthy, but we have never shown them a hospital and how painful is to be sick. Not only will you 33
- 34. otice how theywill not disregard their hygiene, but also their wish to become the person who saves lives- the doctor. TO LIVE TOGETHER HARMONY! Prof. Jana Popa Technical College "Dorin Pavel", Alba Iulia Undoubtedly, we live in a complicated world, generating aggression and violence that we create conditions of insecurity, fear, anguish, we vulnerabilizează. We live in multiple social threats: conflicts, economic crises and political tensions generated by uncertainty in the workplace, the incompleteness of work, failure of personal and family life. Willy-nilly we refer directly (through their own experiences) and indirectly (through the experiences of others) to aggression and violence. Since prevention of violence is largely a matter of education, that teachers should get involved in creating and maintaining institutional environment favorable to learning performance, understanding and cooperation. Violence in schools is a form of everyday violence, so that it can not be addressed separately only to express a fact of life. School violence has a great influence on social perception and values of this, contribute to the erosion of traditional positive image of school as a safe and secure institution. Educators controls increasingly difficult impact that school violence has on school climate and traditional educational praxis is not enough to practice professional role of teachers, forced increasingly to assimilate more information on conflict management and use strategies solving the problems raised in the school space. Times we live strongly ask us, we ask for courage, wisdom and especially ask us, to our first report and then to ourselves and our neighbors, and help them to understand that human relationships must be based on mutual respect for peace and tolerance. FACTORS INVOLVED IN THE PROCESS OF COUNSELING AND GUIDANCE EDUCATIONAL AND VOCATIONAL Prof. Mateescu Claudia Ileana, G.S. ,,Traian Demetrescu ", Craiova, Dolj The efficiency of educational and vocational counseling and guidance depends on a tight interaction 34
- 35. and permanent collaborationbetween school, family, specialized services, and economic agents, the media, professional organizations. School is fit to meet the student's psychological and social needs, to ensure the optimal condition well, to reduce and prevent disorders of adaptation, especially in conditions where there is an alarming increase in the number of failures and school dropouts, the delinquent behaviors, emotional disorders. School can and should do more in the direction of prevention and solving problems faced!Regarding the career orientation, are taken into account certain categories of skills that schools need to develop a good level and are required by the labor market.Family - family plays an essential role, along with school, in developing and maintaining wellness, that the bio-psycho-social balance so necessary to human beings. In most cases, the family is the major part in shaping a career option for some children. Parents are children's primary and most powerful source of learning, emotional support and security. A particularly important role, often even decisive, family plays in terms of young professional decision.Conclusion: is that in Romania, counseling and guidance services can be offered in schools, universities work individually or in groups. Specifically, the places where activities and provides counseling and educational and vocational guidance are: Centers and Offices Inter / School Assistance psycho houses Teachers, School Inspectorate, Employment and Training Agencies, Commissions Medical school orientation and Professional, complex examination committees, business advice centers, ministries (transport, military), large industrial enterprises and institutions. Who benefits from these services? Students, graduates, employees, unemployed, teachers, parents etc... PEER MEDIATION – MEDIATION OF CONFLICTS AMONG PUPILS BY PUPILS Prof.pt.înv.primar Cruceru Lavinia Şcoala cu Clasele I-VIII Nr. 36 “Gheorghe Bibescu” Craiova Mediation is a process in which neutral persons (mediators) assist those in conflict in order to handle the arisen problems. Often the mediation process is exactly the opposite of regular interactions among pupils or between pupils and teachers. In traditional schools the settlement of the conflict is done on the basis of the approach centered on the stimulation of guilt feeling. Problems are judged by external factors, without allowing those in conflict to talk to each other in a structured environment that promotes the finding of a solution agreed by both parties. The goal of 35
- 36. mediation is tosolve the conflict and to mould the handling of future conflicting situations. The participation in mediation is voluntary and if those in conflict do not want to take part, they will take the consequences in conformity with school regulations. The mediation of conflicts among pupils by pupils has two principles as a basis: the school which offers the pupils a way of handling the conflicts stimulates pupil’s success in various fields; the pupils formed in the mediation of conflicts help their colleagues better than adults. There are several modalities to design a mediation program of school conflicts. 10-25 pupils are formed and they become mediators. These pupils need to form abilities to facilitate the communication. Pupils – mediators benefit by a supervisor (usually the one who formed them) who offers them support or feedback. In order to be successful, the mediation of conflicts must be voluntary and involves the abidance of confidentiality. Stages of the mediation process: presentation, definition of the problem, establishment of needs, establishment of an understanding, realization of a written understanding, monitoring of the mediation. Bibliography: Jigău, M. (coord.), Prevention and combating of school violence – A practical guide for headmasters and teachers”, Institute of Education Sciences, Alpha MDN Publishing House, Buzău, 2006; Peer mediation – The manual of the student – A training course for beginners, http://www.scribd.com/doc/34052178/Peer-Mediation-student-Manual VIOLENCE IN SCHOOLS -SCIENTIFIC STUDY- Prof. Hoancă Liliana Colegiul Tehnic Energetic Craiova Prof. Constantinescu Oana Colegiul Tehnic Energetic School is the most important space for socializing young people. It is the space where individuals learn to communicate effectively with others to emulate ,working in teams or being in a constant competition with others. The school is therefore an appropiate environment for teaching students to cope with conflict and to fiind optimal solutions for the benefits of all.Work presented shows that learning to resolve conflicts creatively can be integrated in many areas of life of our students. Physical violence is a topical issue among both teachers and among students who learn in Romania schools .School conflict mediation is a process that consists in solving disputes through 36
- 37. Violence in schoolsis a grave issue that is often analyzed in terms of individuals' tendencies toward destructive behavior. While this path of analysis is important, in this article, the author contextualizes violence within a cultural milieu that alienates students from their fundamental yearning for significance. It is argued that violence is a failed epiphany, that is, a heightened moment of awareness emerging out of the everyday flow of experience that seeks to overcome alienation. Violence fails because it cannot create a world of sustainable meaning. The nature of productive epiphanies and the worlds of sustainable meaning that they evoke are discussed in terms of their implication for education and overcoming violence in schools. . Explanations about the causes of school violence tended toward psychological and developmental explanations about why school-age children become violent and social control theory about the lack of attachment and involvement by youth in conventional culture. Corresponding policies to deal with the problem focused on better detection, preemptive intervention, closer supervision, zero tolerance, and peer mediation. This narrow micro analytical framing of the issue failed to consider the multiple causal components of this complex problem, which includes the interrelated role of teachers, school administrators, educational practices and effective pedagogy, school district policy, cultural framing, gendered educational expectations, and the changing state of family and community relations in a postmodern “heartless” society. COLLECTING THE RELEVANT INFORMATION ABOUT SCHOOL VIOLENCE PHENOMENA prof. Dresca Rodica Grupul Scolar Traian Vuia Craiova One of the most important phenomena among the high school students is the violence. How can we systematically collect reliable, verifiable and extended information about violence? There are a lot of ways, but we can choose some of them, like the following: questionnaire for students, individual or group interview, documents analysis; The student questionnaire(survey) could contain not only the visible forms of violence, also the hidden forms like daunts, teasing, verbal abuse...This way (Student survey) coul help the Management Team of your school : • To identify the real forms of violence from your school; • To measure the frequency of different violence situations; 37
- 38. • To measurehow these appear; • To know who are the main actors involved into the violence (from inside and outside of the school); • To find the students opinion/thinking about the situations; Note: It is very important to have short and clearly questions and a dedicated item for their free comments. VIOLENCE IN THE SCHOOL ENVIRONMENT prof.Căluţoiu Gabriela Colegiul "Ştefan Odobleja" , Craiova Violence is one of the major problems of the contemporary world. Print or audiovisual work shall at all times on the various manifestations of this phenomenon. The most aggressive shapes, such as wars or terrifying crimes, beatings, rapes, thefts, destruction of property, and the least shocking such as verbal violence, all supported by an abundance of violent images, presented daily before our eyes. In this context, the emergence of various forms of violence in the school environment seems almost a fatality and often becomes commonplace, even without the coexist fellows to seize more danger. A form of extremely widespread violence in the school environment is verbal violence. Verbal violence is not perceived in the same way for students and teachers. Such students a decreases while the teachers a supraevaluează. The causes of violence in the school environment School violence is generally associated with urban areas difficult to the outskirts, where poverty is at her home. So when you talk about violence in school are known as external factors favorizante sources: school, family environment, social environment and factors related to the individual, his personality. Family environment are the most important source of disadvantaged students. In an unstable family environment, instability, conflicts can represent for school student a second chance. Not always the teacher manages to solve the problems of the students behavior, situations of conflict in the classroom through the media should be presented and then work in teams which include teaching more people: the teacher of the class teacher, teachers, parents, school physician, psychologists and teachers. Violent families originate from the ranks of most children illiterate or dropout. 38
- 39. CONFLICT RESOLUTION STRATEGIESIN TEACHER-STUDENT RELATIONSHIP Prof. Veghea Adela Colegiul "Ştefan Odobleja" Conflicts between students Productive use of the conflict or resolving its creative is an essential approach of educational process management. Teacher faces in with all kinds of conflicts. He must be a "peacekeeper" that uses, however, constructive conflict in order to achieve the educational goals set. Therefore, he must be, first and foremost, the causes of the conflict appeared complete. These can be: • competitive Atmosphere. Students have been accustomed to work individually on the basis of competition, depriving them of a pattern of work in group, confidence in colleagues and teachers. They do not want than victory over others, and if you don't get, lose their self-esteem. • the competition appears at all times, even in those in which it is unproductive. • poor Communication. This represents the most fertile soil for conflict. Conflicts between teachers and students To avoid this type of conflict, the teacher must not use a discretionary power, in order to highlight the lack of power of the students. The teacher must manifest a constructive dialogue by creating a conducive learning environment by maintaining law and order and of what is best in the students. Self-monitoring does not mean suppressing emotions, but a positive way to express them. A summarization of the main options that are necessary and useful to an optimal management of conflicting situations. SUMMARY Prof. Popescu Carmen Oana Clubul Sportiv Scolar, Craiova “ For us, parents or adults who live with a child or accompanied him throughout life, the challenge is to permit him to act out the most painful way for everyone, to grow and be different. We permit him to leave, to divide, to depart, to meet the risk and the wonders of life. "(Jacques Salome) 39
- 40. Improving the school-family-communityrelationship is a priority for the Romanian education. According the conditions that school education is the main pawn for young generation, but not enough, family education is necessary. Family can be a risk factor or a protective one, depending on skills they developed, educational and emotional climate. The agreement of family for school, means finding a solution that combines children, families, school and society interests. The way they are presented, discussed, argued, the information from the parents, affect the opinions and the attitudes of the children. SCHOOL VIOLENCE, ARTIFICIAL CREATION OR REALITY OF A SOCIAL PARADIGM? Teacher Bulubaşa Cezar Theoretical High School ,,Henri Coandă”, Craiova Mass-media, official and statistical research report a spectacular developing of the phenomenon in the last three decades in several countries of the world, so that overcoming violence in schools has become the most notable evolution of formal education. If early phases of school education involved frequent violence of teachers over students, education democratization has induced a shift of violence towards students, channelling it from students to teachers. School violence is very often non-fatal, but can cause serious prejudices to personal development. There are two types of school violence: a. objective violence of legal nature (murders and crimes) implying frontal intervention; b. subjective violence, subtle, attitude violence which affect school climate. These include disdain, humiliation, defiance, discourtesy, absenteeism. There are three explanatory theories of aggressive behaviour: - aggressiveness is innate. According to Freud, people are born with an aggressive instinct and nature. - aggressiveness is an answer to frustration. Those who sustain this assertion are convinced that aggressiveness is determined by exterior factors. - aggressiveness is a socially learnt behaviour. According to this theory, aggressive behaviour can be learnt in several ways: directly by re-compensating or punishing certain behaviours; by observing other models of behaviour, especially that of adults. 40
- 41. When dealing withschool violence, there are certain favouring sources such as external school factors – the familial factor, the social factor, the individual factor, and an internal school factor – school as a source of violence. School violence is an expression of society violence; when violence takes place in schools, it implies other consequences as well: along with prejudices, victimization, school violence reduces students’ chances to fully develop their personality and acquiring a good education. OPTIMISE THE RELATIONSHIP ARISE-FAMILY-COMMUNITY Teacher Nică Cristina Colegiul “Ştefan Odobleja” Craiova It is known that education as social action organized, involves many factors: family, school and community. School and family are the two pillars of strength of education, and between them and the community, environment and extra-school education, baby swings, extrafamilial object and subject of education. If these educational media is filled in and claim they provide in a largely smooth integration of the child into the work of the school and social life in general. The school must have contacts with all social institutions concerned direct or tangential to the education of school age child and to establish relations of cooperation and collaboration. It helps to spread cultural heritage and facilitates individual and collective learning. School counseling is one of the methods adopted by the educational establishment through which needs specific answers and not only teenagers, she is earning or parents and teachers. METHODS TO COMBAT VIOLENCE IN SCHOOL Prof. Rosca Camelia Aida LICEUL TEORETIC "TUDOR ARGHEZI" Democratization of education has train a shift of violence among students. There are several types of violence to which children are subjected: emotional violence, vulgarity of language ,physical violence, parents aggression, the criticism and sanctions exaggerated of the teachers, street violence, rape, sexual perversion, pornography. Teachers are also exposed to different attitudes and 41
- 42. coarse language, nonverbalaggression, defiant attitude, displaying opulent family, rudeness and insults. There are various measures to combat street violence: -strict adherence to School Rules, and the Rules of Internal Order; -strengthening guard and order in schools; -the improve of educational life; - strengthening bond with school, family and local community. WAYS TO RESOLVE CONFLICTS Professor Paicu Mihaela Livia School Nr. 29 “Nicolae Romanescu” Craiova Professor Cotelin Constanţa School Nr. 29 “Nicolae Romanescu” Craiova Conflict is often a misunderstanding overwhelming, confusing and unmanageable, both for those involved but also for poteţial involved. However, they often feel as inevitable in our lives. As a social process, conflict occurs when individuals or groups via contact and mutual perceptându their interests, believes that some interests will prejudice the interests of others and can trigger the desire to eliminate, obedience, assimilation of the strongest to weakest. All that is "different" in some circumstances can lead to uncertainty. Conflict is also a result of human feeling self, avoiding uncertainty. Extreme uncertainty can lead to violence. For conflict resolution must always pay attention to the context in which it occurs and the stage is in terms of escalation. The project "Involving students in conflict mediation" have worked "in search of peaceful change". Work order was: understanding the importance of its role conflict and often destructive ways of resolving ownership disputes. 42
- 43. ONLINE TRAINING INTHE CARE VICTIMS OF TRAFFICKING IN PERSONS Professor Cercelaru Margareta School no.29 “Nicolae Romanescu” Craiova The phenomenon of human trafficking is a transnational problem, with dramatic implications for individuals and society. Events that occurred in the last 15 years in Central and Eastern Europe, and the fall of communism, poverty and the Balkan wars, which had to adapt to a market economy, have clearly helped the supply of trafficking people. Romania is a country of origin of trafficking in persons. Animanova project, developed with partners in Italy, aims to establish a transnational framework Peter Transfer of knowledge, promote innovation and improve transnational cooperation between public authorities and social partners on labor market and social inclusion measures victim. Transnational exchanges and cooperation are aimed at creating a common perspective on the creation and implementation of innovative and effective measures in terms of the social dimension of human trafficking. In a community of practice, eLearning platform designed to create a common design and implementation of innovative and effective measures to address the social dimension of human trafficking in Romania. SCHOOL VIOLENCE-GENERATING FACTORS INDIVIDUAL, FAMILY, SOCIAL ENVIRONMENT Prof. Înv. Primar, Drăniceanu ELENA Dorina Şcoala nr. 37 “ Mihai Eminescu “ Craiova Prof. înv. primar, Cîrstea Georgeta Şcoala cu clasele I- VIII Işalniţa Media, research and official statistics report a dramatic increase in violence in the last three decades in several countries, such asescalating violence in schools has become the most visible developments in the field of education. There are many definitions of violence. Eric Debarbieux, specializing in issues of violence in schools, offers a definition that capturesall the violence: "Violence is brutal and continuing disruption of a personal system, or social group and that translates into a loss ofintegrity, which can be physical, material or mental. This disorganization may operate by aggression, the use of force, consciously orunconsciously, but violence can exist only in terms of the victim, without the aggressor to have intended to harm " 43
- 44. All these featurescan be interpreted as individual ways of reporting environmental challenges students to school environment thatbrings frustration, imposing a certain kind of discipline, poor valuation of the real potential of students, their specific individuality, witheffects the image of themselves and their feelings. Moreover, the tendency of some teachers, but also of parents, to identify individual psychological causes for violent behavior which, in fact, is often, response strategies students to frustrationand school environmental. HOW DOES VIOLENCE AFFECT CHILDREN? Primary school teacher: Ioana Ion Şcoala Nr. 39 „Nicolae Bălcescu”, Craiova Soceanu Gabriela Şcoala Nr. 39 „Nicolae Bălcescu”, Craiova Violence affects the lives of all those who witness. In children, violence produces psychological and emotional effects and influences their development. Of all the victims of domestic violence, children are the ones who cannot defend themselves, both physically and emotional. When we talk about violence we not only refer to the physical one, but also to the verbal one, which sometimes affects children more deeply than a slap or a piece of paper torn from their notebook. We can fight against violence in the following ways: a) by offering a good example; b) by using non-violent discipline; c) by limiting exposure to violence; d) by using some clear rules adapted to the children s ages; e) by offering the child a lot of attention and love. A child whose life is surrounded by love and attention from the port of the grown-ups, who know the effects of violence and how to offer stability and peace, has got great chances to grow up a healthy and happy person. 44
- 45. SCHOOL, PARENTS, STUDENTS, TOGETHER ON THE WAY OF KNOWLEDGE Prof. MARIA NĂPRUIU C.N.Şt.Velovan, Craiova Prof. MIRELA POPESCU Şc. Leşile, Şimnicu de Sus, Dolj This cooperation is very important because the responsability for the education of the new generation is focused on the relationship between parents ant theachers. The values of social, politic, ideology, economic and technological phenomenas took, take and will take us in front of new problems regarding the person and their education. In actual life conditions the collaboration between the professors and parents is very important. This collaboration is useful because the parents don’t spend enough time with their children. In many situations the parents don’t know their children possibilities so the espected requirements are very high. This will result in an overstress for the children and into a school failure. The meeting with the parents is the solution through this problems could be solved efficient. Through this solution professor has the possibility to address in the same time to all participants. The professor begins to analyse the behavior models and educational mistakes which determinated it. The parents must realise the negative influence of violence. In vision of modern pedagogy, the educational relation is considered to have a great complexity, which involves a permanent cooperation and engage all personality factors. Investment in to an education based on knowledge is the most atractive form, with individual and social benefit. CO-OPERATION BETWEEN SCHOOL AND FAMILY PARTNERSHIP IN EDUCATION: FAMILY-SCHOOL-COMMUNITY Teacher Şarpe Stela Arts and Crafts Technical College „Constantin Brancusi” Craiova Education does not mean only school instruction, but it can be understood as a continuous stream of modeling and changing influences on the long term for the individuals. Those changes build model and transform the personality according to the individual needs and requirements. 45
- 46. Education becomes efficientwhen is considering the child in its centre as an active and motivating part of his own becoming. School is the first and foremost an important factor, but it is not the whole, it needs the family, the community and the entire society to support the becoming grown-up. Still the role of the family must not be diminished; it is the social cradle of the child and his support almost all his life. The partnerships school-family-community lean on the basic idea that teachers, pupils, parents and the other members of the community are partners in education. These partnerships play an essential role in the instruction process of the pupils. The co-operation between school and family play an important decisive part in the instruction of pupils for integration in the society. Unfortunately, we have seen lately a break-up of the family away from school. Solutions must be found for families that should be an important factor implicated in the instruction process. Partnerships must be seen as an essential component in schools, groups and grades organization. They are not considered simply and optional activity or a human resources issue. Researches proved that schools, families and communities working together as partners, all become beneficiaries. PREVENT ACTS OF VIOLENCE IN SPORT Prof. Constantinescu A.Romeo Liceul Teoretic „Tudor Arghezi” Since 2007 the number and intensity of violence that occur on sports and beyond. increased unprecedented. In this respect, the Government Decision nr.791/2004, was adopted, the decision that offers the measures to prevent and punish the acts of violence and uncontrolled behavior of the sports events. The outcomes of this bill were not as expected, recorded the violence and events have no connection with the sport soccer, hockey and even basketball. Night games are a great example of how sport can be used to prevent youth violence. It is also a method that fits only certain groups of young people. Midnight matches became a symbol of how sport can be used to prevent violence and crime. They occur in many forms: basketball, volleyball, football, etc.. U.S. and Germany offers an excellent example in this field. The local municipalities deal with these matches together with sports clubs, gendarmerie, police, media. Their aim is to tackle problems of youth aggression during sports competitions. Even if they can not fully solve this problem, it can contribute measurably to solve these violents. 46
- 47. Their work isvoluntary, the service integrates young children and young people in community norms and values, they can exert stabilizing influences and contribute to stabilizing and positive development of youth personality. Why I wrote this article about violence and intolerance in sport? Because this particular phenomen indicates the status of current cultural society and anything that happens before our eyes do not remain unanswered, and the effects will be seen as if they would not take appropriate action. PREVENTING AND COMBATING VIOLENCE IN SCHOOLS Prof. Dragan Georgiana Colegiul " Stefan Odobleja " The most common forms of student-student violence in the field of verbal violence: arguments, name-calling offensive, negative epithets, insults. These forms of inappropriate behavior were mentioned in most of the schools included in our investigation, the events included in "normal", the "hidden violence" tolerated in schools. Perhaps that is why both teachers and parents appreciate that students are not aware of such events and the consequences of their behavior on other students and school climate. For teachers, how students talk to each other is almost always an expression of violence that they no longer even perceive. Another type of violent behavior that manifests between insults aimed at students with reference to physical or mental characteristics of colleagues (offenses related to different rates of physical development) or socio-economic situation of their families (expressed directly - sărăntocule – or indirectly - insulting words to parents, their professions, they proved to be more rare in the context of violence between students). Often, the school acts of physical violence occur, those with higher weights in schools located in the periphery and those with many school population - ethnic. Causes of physical aggression as they emerged from the research mentioned are consequences of immobility students in class during teaching period (hence the need to move energy discharge during recreation, which may cause physical aggression among students), lack of "culture game", which makes the game to turn into physical aggression: our children know not to play, are not taught how to do this (school counselor), age-specific traits (need for freedom and manifestation of their individuality, the tax in a group, including physical violence), the emergence of "gang", as a manifestation of school subcultures, coming from different socio-cultural family and so very different or unfavorable. 47
- 48. PARTNERS IN EDUCATION– SCHOOL, FAMILY, SOCIETY Prof. Pîrvu Simona-Elena Grupul Şcolar „Matei Basarab”, Craiova The school and the family are the two pillons of education, which complete and sustain each other, ensuring a good integration of the student in school activity and generally in social life. The main objective of education is the formation of the child᾽s personality which is persued both by the family and by school. That᾽s why school and family tasks in education and instruction support each othet. In the contemporany approach of the educational phenomenon it is important to involve teachers in relations of colaboration with the students᾽parents and with other social factors interested in education. The role of teachers does not involve only educating students in the classroom. It also involves a special relation with the pupils and their families implying a work of development, of control and guidance. An efficient relation between teachers and parents supposes, among other things, an active listening, involving the family in the aut-of-school pupil᾽s activities, cultivating and practicing tolerance to different points of wiev. Education is an action to which school, family and the entire society take part. The colaboration between school and family is compulsory. Parents can᾽t entirely know their child᾽s psychology, if they don᾽t know their behaviour in school conditions. Home activity is a continuation of the pedagogic activity in school and the other way round - the activity in school is a continuation of home activity. CONFLICT AND CRISIS SITUATIONS IN THE CLASSROOM Prof. inv. Primar Fugaciu Victoria -Tasi LICEUL CU PROGRAM SPORTIV “PETRACHE TRIŞCU”, CRAIOVA In any classroom can be conflicts consisting of tense situations that can be installed at different levels. By failing to resolve a conflict can escalate into crisis, the unexpected event involving an unplanned, effect of pressure accumulation, generating stress and danger in relation to the 48
- 49. educational climate ofthe classroom, but even with the physical or mental the actors of education. It requires not only resolve these crises, and, especially, prevention. Specific methodological management, combined with those of moral education, the teacher can support successful approach to preventing and resolving conflict. In education there is almost an axiom which holds that it is easier to prevent conflict than to disarm it later. Therefore attention is given to techniques for preventing conflict situations in the classroom. Develop strategies, school violence prevention projects involve taking into account all factors (temperamental, social, family) that can cause violent behavior of children. School plays an important role in preventing violence, not only while the sources of aggression are in school but where sources are outside the school boundaries. THE RELATION BETWEEN SCHOOL-PARENTS-LOCAL COMMUNITY Prof. Loredana Neagoe Prof. Nicoleta Stoe Liceul Teoretic „Tudor Arghezi” The school represents the specialized institution to develop the education activity according pedagogical objectives of education process, established at political level of education. In harmoniously growth of children there is a series of factors like: family, school and environment. These must collaborate because they help every student to become an independent member of community in which they want to integrate actively. Nowadays, the whole Romanian educational system is experiencing an attempt of redefinition of social role of education, in the context of a partnership for education, an open dialog, permanent and responsible between all educational factors: family, school, local community and church. Society proves in 21st century that isolated action of family or only the school, unfortunately, can’t resolve in a satisfying way children education: family, school and the society as a whole, are capable to finalize what fails to realize each one. The school and the family will pay attention all the time that future citizens can build their personality that they can be proud of, proving that they will find their way in life, being always ready for the changes that life offers. 49
- 50. THE PARTNERSHIPS BETWEENTHE SCHOOL, PARENTS AND LOCAL COMMUNITY Prof.Gheorghita Camelia-Daiana Gr.SC.”Traian Demetrescu”, Craiova It’s known that the education, as an organized and social action, supposes a lots of elements. The democratization of the education makes to be necessary the removal of the importance from the imposed knowledge on the objectives, from the abstract programmes on the students’ current necessities. The activity in a partnership has a lots of advantages, because it creates the cooperated relationships, solves the different education problems. The American specialists identify the following kinds of the parents’ activity: 1.The communication. 2.The voluntary actions. 3.The parents’ cooperation in the decision process of the school level. 4.The cooperation with the local community. 5.The transmition of the knowledge to the parents about the way in wich the students can be useful in the effectuation of the students’ jobs. Bibliografie: Băran- Pescaru, A., ,,Parteneriat în educaţie”, Editura Aramis Print, Bucuresti, 2004. Vrăşmaş, E., A., ,,Consilierea şi educaţia părinţilor”, Editura Aramis, Bucuresti, 2002. Popescu, M., ,,Implicarea comunităţii în procesul de educaţie”, Centrul Educaţia 2000+, Corint, Bucureşti, 2000. 50
- 51. SCHOOL ROLE INPREVENTION AND AGAINST DOMESTIC VIOLENCE SUMMARY Professor Carmen Oanţă College "Ştefan Odobleja" Craiova Domestic violence is a phenomenon that largely is not yet acknowledged by society as extremely serious. Maybe that's why many prefer not to intervence, even though something is happening in their immediate vicinity, the families acquaintances or relatives. Violence borns violent. A child raised in an environment where the beatings are part of daily routine, we learn that "as is" and will apply the same treatment of their families. Few are those who suffered because of aggression decide to avoid violence of any form in which it formed families once they mature. What the school does in preventing and combating domestic violence? School can be an important partner for government and nongovernmental organizations dealing with this serious problem, an effective partner if he has perfect people in this field and willing to engage in an issue which sometimes is not evident in the educational process, is recognized as a cause of school failure, deviant behavior etc.. The role of teacher and school psychologist teacher is important in prevention of violence and mitigation of family violence on children. The teacher can observe inappropriate behavior, may inquire why a child is too withdrawn and he might be interested in what is with that person. But sometimes he goes carelessly, he noticed nothing unusual and this indifference is also a violence, a subtle violence for which the teacher must realize before his own conscience. Of course, first the teacher earns respect by what he knows and is able to send to students the subject taught, but he must engage in social education, not only in the transmission of knowledge. And this is not assessed by the end of cycle examinations, but through the young man's behavior at home and later, in his family. 51
- 52. SCHOOL AND FAMILY–EDUCATIONAL PARTNERS FOR AN EUROPEAN SOCIETY -SUMMARY- Prof. Hinoveanu Iuliana, Şcoala cu Clasele I-VIII Nr.33 Craiova Prof. Sugman Călina-Andrada, Şcoala cu Clasele I-VIII Nr.32 Craiova The partnership school-family is very important in our society and also in the european society. Every school should have a formal group in order to keep a close bound between school and family.Schools must respond to parents’needs and give them all the support they need.On the other hand parents must give a higher importance to their children’s education.They must be a model for their children. A successful partnership must be build on what works best for students and school management, by identifying strengths, interests and needs of families and by developing strategies to address them. Communication is the cornerstone and the flexibility and diversity is the key of an effective partnership A positive communication style provides a constructive tone in relations with the school family and facilitates joint action of the partners working in child’s benefit. Keeping a "diary" family-school planning meetings with parents, home visits provides opportunities for everyone involved in sharing specific information about the child. THE VIOLENCE-MAJOR TRAUMA IN CHILD DEVELOPMENT Prof.Vasile Natalia Şc.cu cls.I-VIII Sălcuţa Prof. Cîrligeanu Adriana Şc.cu cls. I-VIII Vîrvoru de Jos Violence is the adults’ incapacity of controlling their own behaviour, frustrations and conflits; but it is also a reflection of a precarious knowledge regarding alternative educational methods which exclude phisical punishments. The data were collected using various methods among which the following are to be mentioned: questionnaires regarding pupils’ lives and family life, training with pupils aged from 8 to 12 years, discussions and debates with pupils’ tutors and parents. 52
- 53. This paper includespupils’ and parents’ answers regarding violence and its harmful consequences.Their answers are very useful data for our research, helping educators to understand both pupils’ and parents’ attitudes toward this common problem. Starting from the collected data, educators designed and applied a large gamut of methods used to prevent and exclude violence at home and in the classroom.As it has been proven, children phisically abused, either at home or at school, become agitated, nervous and less interested in studying. Their intellectual effort considerably decreases and they show a growing incapacity of integrating into the collectivity.Not only cognitive processes are hindered, but also affective processes and motivation.Abused children lack internal and external motivation, display a weaker ability to focus on learning tasks,find difficulty in making their own decisions or efficiently organizing informative, material and temporal resorses during the teaching- learning process. In order to facilitate the social integration of these pupils, our school designed and implemented an educational project.This project relied on various strategies: the implementation of constant school tutoring, psychological guidance for pupils’ parents, pedagogical guidance on the level of individual intellectual evolution for all the pupils with problems, acknowledging the community regarding the emergence of a vulnerable social group, training parents in effective communicative methods in order to improve their relationship with the children. The results of these activities are positive, as they have brought a significant contribution to limit aggressiveness and develop children’s communicative abilities.Teachers designed programmes which alloweded parents to focus more on the neeeds of their children, to understand those needs and to satisfy them through communication, positive affection, close guidance and good advice.As a consequence, children involved in the project began to integrate much easier in the social group and to use more efficiently different learning methods. SCHOOL - FAMILY – COMMUNITY A PARTNERSHIP FOR THE BENEFIT OF STUDENTS Prof. Chiurtu Georgeta, Grupul Şcolar „Matei Basarab”, Craiova In the educational process, the partnership represents a materialisation of “renovation” in education. It appears as an alternative which can allow the speeding of the changes in the educational process for a better colaboration between those involved in the development of the students. At the same time the partnership in education creates the premiss for performance . The relation between school – family – community in the students’education has got new meanings because of the notion of quality in education. The active cooperation between school and 53
- 54. teachers and othereducational factors such as family, local community, mass-media, church, non- government organisations, must lead to real partnerships meant to allow a positive approach of the young student’s problems. The main reason for creating such partnerships is the wish of helping pupils be successful in school and later in life. When parents, students and other members of the community consider each other partners in education it creates a support for children. School – family – community relation must be based on respect, mutual acceptance, sympathy and admiration, not on suspicion, irritation or provocation. The value of education grows in a world where the changes take place very quickly, in a society of multiple individual and social options. The fact that the purposes of an education cannot be touched without the support and participation of the family and the local community is a reality. Thus, the social involvement is considered as being one of the resources of quality in education. SUMMARY Vladu Ionela Vicuţa Gr. Nr. 50 Sfânta Lucia The lifelong learning perspective, the relationship between school, family and community is characterized by complementarity of three main sources for development and education of human personality. School is to coordinate educational factors working because she is only qualified for such action, and the company comes as the fulcrum. How parents and teachers interrelate their mark on education and training child. Numerous studies have shown that a good relationship between the two institutions is the benefit of child development education for all ages. To develop complete and balanced personality, child needs parental affection. A balanced family environment, netensionat, healthy ensures the harmonious development of all aspects of child personality: emotionality, will, character. Family is the first community that has an impact on human nature and at the same time, the first school which lays the foundation of the future personalities. Partnership with family and community means a reconsideration of teacher attitudes towards them: more transparency, promotion of suggestions on educational goals and priorities, and accurate information are operative's chief duties to children and families in the community. Only through close cooperation, supported the family and the school can implement the child's education, children can form only so calm in a troubled life, happy children in a changing society. 54
- 55. SUMMARY Trană Adelina Lidia Gr. Nr. 50 Sfânta Lucia More than ever, is observed to increase in intensity preschoolers manifestations of violence and aggression, especially expressed through physical action, verbal, by refusing to collaborate or cooperate with colleagues, the destruction of toys or adopting a hostile behaviour . Forms of manifestation of the children in such situations are different: clap feet, gestures of hands, burst into tears nervous and can not communicate with adults in May, do anything to attract attention of others, believing that this will succeed question. Only by doing so, these manifestations of evil child will be short term, it will evolve, especially, will not degenerate into other feelings. At this age, any manifestation of juvenile aggression and violence is the effect of deficiencies of education on children. Role they have family and educators in combating such events is huge. These behaviors of preschool children leave deep scars in the psyche infantile and uncorrected, it takes one form: evil. They say that love is the best teacher. Love for children, family and teacher should establish a code of actions leading to aggression and delinquency control THE ENVIRONMENT- EVERYBODY’S ISSUE Professor: MARIANA LILI BADEA ,,IULIA HASDEU” National College IDENTIFYING AND DESCRIBING THE TARGET GROUP According to a needs analysis conducted as ninthgrade’s class master, I found out that at the beginning of the school year students are not able to assume team roles, they do not cooperate in carrying out activities, they do not have the ability to integrate into a new group and they are rejected by collectivity reaching isolation. Such situations are encountered when students come from different schools. So they come with different education levels and with different leadership qualities. TARGET GROUP: 32 students of class IX B having the following characteristics: a) age: 14-16 years; b) physical and psyhological changes; c)psychological changes (they want to amaze, to be noticed, to become leader); d) they have limited knowledge regarding environmental and natural resource management; e) they come from families with varied budget; f) 55
- 56. they are inconflict with parents and/or other students; g) they want freedom in order to develop their potential; Most students (of the class) are not able to integrate into a group. To achieve and develop this ability we need the following: -to pay homage to others; - to have confidence in the ability to overcome obstacles; conflictual situations management; - communication skills; -interdependence, risk-taking; - to take interest in the proper functioning of the team. The project aims to develop teamwork through environmental activities, essays, questionnaires, evaluation forms, writing projects and building portofolios. The project was adapted to the age of 14-16 years and aimed at community environment projects, combining many practical activities, involving teamwork using various means of communication. One environmental education project was "Spring’s Schools", an informational campaign on the dangers which citizens are exposed to by improper disposal of waste, aesthetic appearance to diseases that can be caused by rubbish and sanctions that people can receive when throwing trash in other places (streets, parks, etc.) except arranged ones. Information materials prepared by the volunteers were spread within the community into a street campaign. VIOLENCE IN SCHOOLS Văruicu Marian, Colegiul “Ștefan Odobleja”, Craiova Violence is a worrying phenomenon worldwide and eradicating it needs educational projects for acknowledging the danger it represents. Every day we find in our newspapers or on TV news of wars, crime, different aggressions, thefts, etc. Conflicts due to poverty and lack of education generates in people a way of life where violence is accepted and tolerated. Thus, the emergence of various forms of violence in schools seems almost inevitable. More and more cases of schools violence are reported by teachers or seen on movies from the Internet. School has an important role in preventing violence by carefully observing the behavior of students for better understanding of the causes of violence; development of means of communication with students and establish trusting relationships; developing school-family partnership and collaboration with specialists. Research shows that the trauma children growing up in an atmosphere of violence, even if they are not direct victims, is more intense and far-reaching deeper and longer lasting than for children who are direct victims of abuse and neglect by parents. 56
- 57. The classroom isa micro-society whose functioning requires the establishment of clear rules that should be respected by all members. School rules may be required of teachers, agreed with pupils. There are rules of civility that consider the language used, methods of addressing respect for each other, maintaining school property, tolerance , solidarity, etc. THE RELATIONSHIP BETWEEN SCHOOL, FAMILY AND LOCAL COMMUNITY. IDENTIFY AND VIOLENCE AGAINST SCHOOL AND ABANDONMENT Profesor: Alina Serban Grupul Şcolar de Transporturi Auto Craiova This paper aims to address one of the most important topics in education, namely, communion between school, parents and the local community and to identify and combat violence and school dropout. We all know that with school and local community, family is one of the main factors that are continuously child's education. It is the main core of our society, one that has an impact on the character of the child and at the same time, the first school which lays the foundation of his future personality. Predisposing factors in early school: students come from broken families or from families where parents have more than eight classes involve students in activities that are at the limit law (networks begging, prostitution, street gangs), entry labor market, parents and pupils circular migration, the confidence low educated, insufficient integration class team. School dropout prevention can be achieved by: integrating students in an educational system to support students develop creativity, increase accountability of teachers, their reintegration class team, increase flexible curricula "Second Chance", increasing proactive involvement of teachers in combating early school leaving, permanent monitoring of the situation of students who are international migration flows circulation, boosting the relationship school-family, so that the student does not provide both school and family support necessary to develop the optimal conditions learning it. The creation of constructive, positive between family, school and local community leading to unify the system of values and relative requirements of the child. 57
- 58. SUMMARY Prof. Neamţu Adina Patricia– Grup Şcolar “Matei Basarab”, Craiova The issue of communication in children-parents relationship is a complex and important problem. Although it seems simple at first glance, the Act of communication between parent and child is very difficult and requires knowledge by parents of some conditions to be met in order to achieve an effective communications. Of course, all parents communicate more or less with their children, and the way you do it is very varied, but not everybody knows that if you do not comply with the conditions of basic communication is ineffective and will not give expected results. In communicating with their own children is assumed to be the father of their child knows best, knowing the peculiarities and level of physical and mental development and knows how to act in his education to find the best way to effective communication. I believe that through effective communication must understand that communication has positive effect on the child, both ascending in educational and developmental traits of his personality and attitude. Parents just have to master the techniques of observation of the child and to readapteze communication mode based on the observed reactions. To do this they must be familiar with a few essential conditions are the starting points on the way to effective communication with a child. SUMMARY Dănănău Cristina Gr. Nr. 50 Sfânta Lucia Today education is a social phenomenon of transmitting the experience of generations of adult life and culture by generations of children and young people, in order to prepare them for integration in society. Institutional factors are the school of education, the family, the Church, the army. Between them they occupy first place parents and educators. The school is a social institution in which organized education of young generation. It is the decisive factor for the formation of a man apt to contribute to the development of the society, to take active part in life, ready to work. Education is the process of giving a decisive role in the formation of the school. The school's mission is to contribute to the achievement of the ideal educational requirements imposed by social life. The family have a deep influence on children bitterly. A large part of the knowledge of nature, society, hygienic skills, behavior, there are no student is owed by the education received in the family. Role of the family is very important in the development of the child physically, 58
- 59. intellectually, morally aesthetic.As a prime factor in educational, family child care offers, about 90% of common knowledge, the family is that which would be to develop the spirit of observation, memory, and thinking of the childre All in the family are the most important habits of behavior: respect, politeness, honesty, sincerity, decency in speech and attitudes, policy, thrift, concern for some things tasks. All these are in fact illustrate the well-known expression “to have seven years from home” EXAMPLES OF GOOD PRACTICE FOR PREVENTING AND COMBATING VIOLENCE Prof.Cheita Mirela Secondary School ,, St. Mina,,Craiova School violence is something that concerns the entire community. School is a place where students train and learn, but also a place to establish relationships, to promote models, values, conditions are created for the development of cognitive, emotional and moral child. Components of teacher attitudes towards students may generate violent conflict situations or behaviors of students. Some teachers adopt an attitude of contemptuous disregard for the students. Indifference of teachers is the most important manifestation of contempt for students. There are many students who suffer from such negative judgments of the teacher, because they come to strengthen their own sense of doubt, of discouragement, lack of self confidence. School can play an important role in preventing school violence. And not just violence given that sources are in the school environment. We must recognize that both the initial training, and the continuous formation, attention is focused on working with classroom "without problems". We can not passively wait for problems to solve by itself. SUMMARY ABOUT VIOLENCE IN SCHOOL Prof. Tereujanu Eugenia C.T.I.A Craiova Prof. Tereujanu Mircea C.N Elena Cuza You might not know the full impact of school violence unless you are a regular viewer of the news channels. No matter your socio-political status, you cannot but grow worried when you hear from the station, the spate of killings, rape attempts, injuring or cyber bullying. These are just 59
- 60. but few ofinhumanity some groups of hooliganisms who called themselves students subject his/her fellow human beings. What then is the root cause and what makes it grow at an alarming rate daily? Firstly, students are the product of their environment. You will agree with me that students are not living in another planet nor living in isolation. But for clarity sake; be reminded that students are living where parents, teachers and friends live. Even though students are the major actors in all school violence but the truth is that the environment contributes largely through the promotion of ethical films and games. It is not all films that are watch-able even to the grown ups, acting contrary therefore can be injurious. When students watch horror film, war films and many more immoral films, the spirit of same overpower them and the resultant effects are seeing in the school violence. Secondly, to maintain at least a minimum standard of living, both parents engage in different jobs to make their livelihood. In most cases, these jobs could be so demanding that taking care of children becomes secondary. It is therefore loneliness that prompts most children to crime. Rather than sharing their curiosity, ignorance and fears with parents, they end up sharing it with “the enemies”. To stop school violence, the parents should stop playing kite with the future of their children. They should rearrange their priority and give the kids welfare much more attention. COMUNICAREA ASERTIVĂ ÎNTRE PĂRINŢI ŞI COPII Prof. Dumitru Daciana Grup Şcolar “Matei Basarab”, Craiova Assertive communication is a prerequisite to effective communication between parents and children because, communicating assertively, both parents and children will express their feelings in certain situations. Assertiveness is the ability to communicate in direct communication, open and honest, which gives us confidence in us and earn the respect of others, to express emotions and thoughts in a way that would satisfy our needs and desires, without disturbing them those of the speaker, to initiate, maintain and end a conversation in a pleasant way, to share opinions and experiences with others, to express negative emotions without feeling embarrassed or attack the other, to require the application or refuse requests, the expression of positive emotions (joy, pride, affinity to someone, attraction); to compliment and to accept, to say no without feeling guilty or embarrassed, is how students develop self-esteem and self-esteem, is how teenagers can cope with pressure group and openly express personal opinions, is acknowledgment of responsibility towards others, is respect for others. Assertive communication involves messages centered on the "I", giving up the posts focused on "you". The child has the opportunity to know the facts and feelings towards the parent's behavior and to think of a way of straightening. 60
- 61. VIOLENCE IN SCHOOLS- PREVENTION AND CONTROL Profesor Inv. Primar:Voinicu Mioara G.S.” Al. Macedonski” Melinesti, Judetul Dolj Profesor Invatamant Primar: Tirziu Diana Scoala Generala Cruset, Judetul Gorj Violence in schools is a reality that we can’t deny or neglect. The most important thing is to find a efficient methods to prevent violence, of any nature, because this phenomenon will be hard to control in today’s society. Aggressions met in school are swearing, pushing, intimidations, vulgarity, etc. Conflicts usually have a minor justification. Another problem is the one about protection taxes demanded by older students or people outside the school. Security measures are requiered to maintain safety, such as hiring a security firm or maintaing a better collaboration with the police, or installing video surveillence systems in the school campus and on the halls. Also we must take in consideration how can children and adults learn to admit their responsability of having a clear atitude about the violence, to practice peacefull ways to stop a conflict, to react against violence. Violence can also be prevented by strenghtning the civil courage. In and out of schooll there are two objectives: clarifing the notion of civil courage and training it. Religion can play an important role. Giving up the religios dimensions isn’t good .In the center of learning about endurence without violence must be love. Treating hate with hate will only make this chain of suffering continue. Everyone must have the power to break this chain. This is how we can stop the violence, through understanding, compasion and tolerence. In the proces of training, personal responsability is very important. Violence must not be allowed but prevented as much as possible. 61
- 62. SUMMARY Prof. Biţă Flori Grădiniţa Nr. 51, Craiova Raising the quality of education is a major goal of efforts to streamline the necessary link between school, local community and pupils' families, who are direct beneficiaries of the effort made by the Romanian school in this sens. Active cooperation of schools and teachers with other educational factors - family, local community, media, church, ONG - should lead to the development of sustainable partnerships, which would allow a positive approach to various problems of young students. OVERVIEW OF HUMAN VIOLENCE Dobrogeanu Mădălina Grupul Şcolar „Ştefan Anghel”Băileşti ŢibreanuCristian Grupul Şcolar „Ştefan Anghel”Băileşti Human violence - a current issue of concern society as a whole. Deopinie leaders, experts in various fields, politicians and the media make constant frequency in the general public violence. Various forms of violence are on the political agenda of national and international institutions. Council of Europe launched in 2002 a project on violence daily, consisting of modules on different types of violence currently taking place in contemporary societies. There is violence in public, private, institutions, including schools, that institutionalized public space, occupies a privileged place. The need for awareness campaigns, social, and educational programs aimed at both developing a culture of non-violence as the manifestation of violence and improve human relations is present on the agenda of state institutions, NGOs and mass mediei. Violence own human nature is a reality - but also the animal that has continuity in human history. Human nature in its structure includes violence. Therefore, the term "eradication of violence" is inadequate and trying to change attitudes towards violence. Its gradual devaluation by raising awareness of its negative consequences, nedezirabile and thus increase violence - individual or collective, and structuring an answer: not violence! 62
- 63. THE INCREASING OFSCHOLAR EFFICIENCY BY MEANS OF A TEACHER- FAMILY- STUDENT PARTNERSHIP Teacher STANCU MARIA Kindergarten Number 2 LEU The society’s evolution and the development of science have already imposed the necessary changes in the curriculum’s content and also in applied methods. We refer to teaching- learning- assessment methods, teacher- student relation, student- student relation or teacher- family/teacher- student- family relation. The process of learning is the main tool to build a character, especially young generation with all its aspects. The quality of the learning process is due to the student’s achievements inside school and outside it. These results depend on the ability of each teacher and each school to combine the whole types of necessary activities in order to fulfill and improve all the goals specific in any case. From the point of the themes presented above, the development of unified and efficient educational process and the insurance of a real partnership between teacher- family- student are decisive. The family is regarded as an equal partner in the character/personality training. The parental caring, love and cultural comportamental models assure the child’s psyhic/mental healthy development. On the other hand the neglecting attitude of parents-especially in the unstable, disorganised families is followed by different psyhic abnormalities. Parents must know that the adaptability period when the preschool child enters the scholar atmosphere doesn’t happen the same for all children. Some of them pass normally to a new step, some of them are shy or curious but some are afraid of this new situation. The family has a decisive role in the agreement student-school. The adults have to interact with children as long as they are working, playing or colaborating to extra-curricular activities. 63
- 64. SCHOOL, FAMILY, LOCALCOMMUNITY – PARTNERS IN SCHOOL VIOLENCE PREVENTION AND CONTROL Teachers, ELENA CIMPOERU Sc. Nr 37 ,,Mihai Eminescu” Craiova IONICA LUNGU Sc. Nr 37 ,,Mihai Eminescu” Craiova Education can play an important role in preventing school violence. This does not apply only when the sources of violence are within school, but also when the are outside the school. For the school to assume this role of prevention and control of violence, the first step to take is teachers training. In order to do so, School No. 37, Mihai Eminescu " from Craiova organized and developed two events during the past academic year: the National Symposium on “Violence, a nowadays reality” and the exhibition-contest “No violence in my school”, actions we have initiated and coordinated personally and which benefited from an impressive number of participants and interesting exhibitions. The two events were conducted in collaboration with “Juveniles and Youth Prison” from Craiova and its “School of Arts and Crafts”. The objectives of the symposium focused on the development of teachers’ capacity to act in terms of the interests of the child (upon protection against any form of abuse or violence) and preparing teachers to become the main agent in changing the attitude towards the child and family educational practices. Taking different shapes from debates, pps presentations, case studies, examples of best practices, partnerships, and presenting different cases of violence as well as the effectiveness of the solutions, the activity was interactive and showed a general concern for solving this problem. Violence prevention strategy proposes medium and short term activities as well as short term emergency actions with the goal of obtaining responsive reactions from the public opinion, and building a stable environment in which the child can develop a harmonious personality Thereby, there were established intervention programs aiming at: • Forming debate groups on monthly, involving school teachers and possibly an external consultant (pedagogue, lawyer, policeman) in which to discussed the difficulties of training the young generation. The issues exposed by one or more participants are taken over by the group and therefore discussed. • Iintroduction in the curricula of special topics covering social skills, training pro-social behavior, personal development, means of negotiation for conflict solving. • The detection, publicize and debate of school violence. 64
- 65. • Involving students in violence prevention. • Establish a closer collaboration with students through family involvement in various extracurricular activities. • Setting up a consulting center for students and parents in school. • The organization of appropriate assistance for the victims of violence in the school environment in collaboration with school psychologists and pedagogical assistance centers. For contemporary school the initiation and development of educational activities focused on violence and aggression must be a priority. SUMMARY MEDIATION AMONG STUDENTS- AN EFFICENT WAY OF UNDERMINING CONFLICTS Prof. Mădălina Săndoi Liceul Teoretic Tudor Arghezi, Craiova Education in the spirit of tolerance represents nowadays an important issue, which has to be seriously taken into consideration. Lately, beside an efficient relation school-family-community, it has been underlined another essential aspect, concerning the undermining of the conflicts- the changing of the student from ’’the object” to ’’the subject” of the education. Chosing different students in the role of mediators appears as an efficient method, as they are able of a better understanding of the traits of their peers. Although the domain of mediation among students is at its beginnings , this practice has already revealed its advantages, in the sense of raising the students’ self-estime and eliminating the effects of an aggressive behaviour. 65
- 66. SCHOOL AND FAMILYTOGETHER FOR PERFECTION CHILD EDUCATION Prof. Ghimiș Maria L. T. “Tudor Arghezi” Craiova Prof. Ghimiș Ion Șc. “Gheorghe Enescu“ Tîmna, Mehedinți School and family are two important factors of moral and civic education of students, and between them lies and out of school or extrafamilial. In the center of all baby swings, object and subject of education, complex process that begins at infancy. School has had a leading role in working with parents to ensure their education. Education is an action to lend him their school, family, local community, society and cooperation between them is absolutely necessary. Position of parents who believe that once children enter school their role is over, or position of that school teachers can do it all without resorting to support parents, is wrong. Of course, in the process of collaboration, it is school leadership. It can guide the family to perform his tasks, to ensure a unity of view and action. Family, as many worthy and valuable concerns would be about educating children, not obţime positive results, unless acting with the school. The collaboration is necessary - both factors act on the same person, pursuing the same objective (obviously with specific means) and therefore, any inconsistency, any discrepancies can cause deficiencies in the development of young generation. AGGRESIVENESS, VIOLENCE - A REFLECTION THEME PROF. CRUCERU ŞTEFAN LICEUL TEORETIC,,TUDOR ARGHEZI Violence is one of the biggest problems of the contemporary world. The notion of violence is frequently associated with that of aggressiveness. Many studies sustain the idea that aggressiveness is closer to instinct whereas violence depends on the level of culture, education, circumstances. School can play an important role in preventing school violence, regardless of the circumstances that create the sources of violence: the school environment or the exterior surroundings. When we work with students we must take into account the following: 66
- 67. • a careful observation of the students’ conduct may lead to a better understanding of the causes that create the acts of violence • A better communication with the students and the establishment of reliable relations • Developing the school- family partnership • Collaborating with specialists within the school (psychologists, etc.) A classroom is a micro society and, in order to be functional a clear set of rules must be specified and obeyed as a condition of socialization. The school regulations refer to outfit, homework, class attendance, but there are also civilisation rules regarding language, means of communication, the respect shown to the others, the preservation of the school assets, tolerance. School is a place where democracy is learned and students should be involved in the establishment of the school civilisation regulations in order to respect them. The problem of violence in school can and must become a reflection theme for all those involved in the educational process PARTNERSHIP - SCHOOL, FAMILY, LOCAL AUTHORITIES Prof. Mocioi Mariana GRUPUL Scolar Traian Vuia School and community are two aspects that equally concern teachers, sociologists, psychologists, philosophers, anthropologists, etc.., each trying to capture the aspects that contribute to the operating mechanisms of those two, agents involved and their involvement degree in promoting education . We are witnessing today the development of a truly social trend that is centered around community and its development. School is one of the central institutions of the community, has specific roles but it cannot work and can not be developed without taking into account the specific of the community in which it operates. School is on the one hand an institution that provides a social service, which is directly influenced by what happens in the social environment, conveys knowledge, develops skills, rules, socialy recognized and accepted values; on the other hand has an internal development logic, reproduces its own rules and values, has its own organizational system. From another point of view, the school is an institution that works in a community made up of several educational factors: family, authorities, governmental and nongovernmental 67
- 68. organizations, businesses, etc..which in their turn have an explicit and/or implicit educational offer. Family involvement in school partnership is conditioned by the family’s degree of interest in the school. This is increased if families have children attending school. Regarding the relationship with family and parents the most common forms of organization of this relationship are: *parents meetings, * individual discussions between teachers and parents, * organizing meetings with parents * involvement of parents in the school's cultural events and recreational activities * volunteering * parent associations In the community, the police is an institution of reference for its inhabitants. Police roles in education can be divided into two big categories:-preventive; -intervention in special situations. The partnership between school and police is based on common objectives. In the community, we meet partnership practices that differ from school to school. In essence, the areas where we meet school – police partnership are: * ensuring the personal safety of students, teachers, community residents in general * prevention of juvenile delinquency and crime * domestic, street, at school violence; * prevention of consumption, trafficking of drugs. INTERACURTURAL EDUCATION FILIP AMELIA “Matei Basarab” School Group, Craiova, Romania CIOPONEA OVIDIU “Henri Coandă” High Shcool, Craiova, Romania Contemporary society is characterized by a rapid and an unpredictable evolution of science and technique, leading to a huge movement of ideas, inventions and discoveries, an exponential growth of information and high technologies. All these have as a consequence a computerized society, the restructuring and renewal of epistemological and multidisciplinary approaches from all the social fields. Moreover, the growth of the school efficiency can also be realized through new types of education, also stated in the UNESCO Program, as follows: the economical and entrepreneurial education; education for democracy and involvement; ecological education; peace and cooperation education; education for communication and spare time; education for health and intercultural 68
- 69. education which promotesthe acknowledgement and the respect for culture, for the traditions and the specific lifestyle of the ethnic communities by all the inhabitants of the specific country. Intercultural education can be, and is, close through many aspects; C. Cucos points out that, globally, as intercultural education, it stresses a pedagogical approach to cultural differences, a strategy that takes into consideration spiritual or gender specifications, avoiding, as far as possible, the risks that comes up together with unequal changes between cultures or, worse, the tendency to atomize the cultures. In Romania there have been significant steps in dealing with the intercultural education, theoretically, through further studies of intercultural and its specific inclusive education, and also through the turning of these generous perspectives into school practice. Activities like “Together for a No Discriminating World”, “The Diversity Calendar”, “Intercultural Week”, “Special Persons of the Week”, “Cultural Education Portfolio”, “The Tolerance Tombola”, “The Tolerance Dictionary” which already take part in our school, become real starting and sustaining elements of the didactic creativity of those interested in the important domain of the intercultural education. INTERVENTION STRATEGIES IN EDUCATIONAL CRISIS IN THE CLASSROOM Prof.înv.primar CARMEN POPA Titina School. 22 Mircea Eliade CRAIOVA The teacher is faced with some seemingly unsolvable situations that affect the obstaculare, smooth running of classroom activities. The crisis can be defined as a complex event or unexpected events, unexpected and unplanned generating threat to climate, health or safety of that class and its members. The definition should be supplemented by a series of related elements such as, on the one hand, specifying the degree of danger, real or false perception of it, and on the other, the degree of probability of the event studied. Mechanisms to provide, delineate, define, control and resolve a crisis requiring a great effort, intervention strategies firm but cautious, nervous energy consumption and increased physical, with consequences likely to result in difficult to assess in terms of psychic balance the persons involved. Trauma can be significant as "tentacles" crisis tend to seize and related components, apparently not involved in generating situation. . Extension crisis intervention is favored by clumsy or even the teacher unprepared and neabilitatnonintervenţiile speaking for such ongoing event-management. Usually the crisis is recognized only in times of old, though fragments of it have been previously identified, limiting the maximum chances of prompt settlement 69
- 70. THE IMPACT OFEDUCATION ON DIFFICULT PERSONALITIES STRATEGIES TO PREVENT AND COMBAT VIOLENCE Prof. Costache Simona Luiza Liceul Teoretic ”Tudor Arghezi” By carrying out educational programs seeks viable foundation of social inclusion of the people living behind bars. Join in efforts to combat violence are organized within the prison for reintegration of inmates. Strategies to prevent and combat violence must be a priority of any teacher who advises a prison classroom. Abusive models of behavior will be replaced with friendly ways to interaction, pro-social, such as: interpersonal communication, anger management, mediation, and negotiation, active listening. Interpersonal and negotiating skills can be developed using techniques such as role playing, coaching, presentation of pro-social models. I noticed that an importance role in the appearance of the violent behavior are environmental factors, cultural and social ( poverty, lack of opportunities for intellectual stimulation, lack of education, lack of role models in family and society, a hostile medium for the development of positive thinking about himself and others). Tracing out the causes of violence we can act more effectively to prevent future acts of violence. School education is an important step contributing along with other activities to social reintegration of the inmates. EDUCATION WITHOUT LOVE AND COMPETENCE TURNING TO,, VIOLENCE'' Vaduvoiu Maria Laura C.N „Elena Cuza” Tudosie Roxana C.N. „Carol I” If in traditional pedagogy education was reduced to a matter of communication, transmission of information by the teacher and their uptake by the student, in modern pedagogy education gaims wider meanings and richer content. 70
- 71. Without underestimating theimportance of communication, education centers now on child's work, becoming a systematic set of actions and operations undertaken by the teacher to organize and conduct child`s activity. Consequently, today education is increasingly seen as a matter of organization and management of learning processes and involves a set of functions and, accordingly, guidance and control, communication and motivation, control and evaluation, decision making and optimization. All these issues raised call in other words the idea of competence and increase educational requirements to practice the profession. They also highlight the role of education in the planned optimization of development, provided that teachers have the proper skills to achieve this task. If love ennobles the soul, and high competence of development, true education must maintain in an optimal balance these realities. In fact competence and love are two additional conditions and also two essential dimensions of true education. SCHOOL VIOLENCE Prof. Emilia Burlan National College, Elena Cuza ", Craiova Violence is an issue that occurs more often when talking about children and about their education.Parents and educators are sometimes confronted with aggressive behavior of both the school and students in the classroom and on the street and community. Traditional institutions: family, school, community, church, etc.., They are becoming increasingly mediate values, their place being taken by public opinion shaped by media, which propagates the values: money, success and power. In the family the foundations of basic skills and habits of moral behavior, but they do shift the formation of representations, concepts, moral values, beliefs expressing the child's attitude towards himself, towards others and to the community in which states. One way of improving aggressive behavior is a sense of competence and self confidence and values.Achieving optimal communication between educators, students and community, and between parents and children, is a necessary condition for achievement of educational, minimizing and even eliminating bullying at school age. Alternative measures to reduce the phenomenon of school maladjustment: children problem solving. 71
- 72. References: Ambrus, Z., moral and civic culture in schools in the context of globalization and transition ", Ed Press Cluj University, Cluj-Napoca, 2004. Cucos, C., Education. Cultural and intercultural dimensions ", Ed Polirom, Iasi, 2000. Neacsu, I., Motivation and Learning ", EDP, Bucureşti. 1978. Preda, V., Juvenile Delinquency ", Ed Cluj University Press, Cluj-Napoca, 1981. SUMMARY Prof. Deaconu Adrian Alexandru Colegiului Naţional ,, Nicolae Titulescu ” Prof. Niţu Veronica Camelia Colegiului Naţional ,, Nicolae Titulescu ” Effectiveness depends on how education is done, the collaboration of all educational factors, and family is, with school, the main factor preventing and fighting behavior deviations. In educating young people need to consider and circle of friends that he spends his free time attending as when at home. Our college level to prevent and combat school violence have been made partnerships between schools, police and community, have been organized sports competitions and other activities on the subject, social skills, training pro-social behavior, personal development, etc.. Sporting activities enables students to develop the spirit of friendship, will, discipline, organizational skills, contributing to the expansion of theoretical knowledge, completes the educational process - education of teaching. In March of last year students of our college participated in a friendly tournament ,, Sport and friendship " in the town of Vratsa in Bulgaria. Participation in volleyball tournament invitation made by the organizers of this event, and students wish to travel and spend free time together, developing sports, educational and recreational entertainment. OPTIMIZING THE RELATIONSHIP BETWEEN EDUCATIONAL FACTORS IN ORDER TO IMPROVE EDUCATION OR: THE RELATIONSHIP BETWEEN SCHOOLS, FAMILIES AND COMMUNITIES Prof. Petrescu Anghel Colegiul Tehnic Energetic Craiova Prof. Petrescu Valerica C.N.E. „Gheorghe Chițu” Craiova Education is a social subsystem which is functional dependency compared with the other subsystems (econimic, political, administrative, legal, medical). The instrument carries out its 72
- 73. functions of education,which can be considered the largest enterprise producing the workforce of a country. Defined as social action and process, education consists of a set of influences, exercised planned in schools, through a system of objectives, principles, methods and forms of organization, used to form the human personality, able to actively integrate the dynamics of social life. Education is thus a complex process of human socialization and individualization of his way to humanity. Educational ideal is to form a creative personality, responsive and adaptable to change, full and harmonious developed their own training students. Educational influences are exerted on a person in formal, non formal and informal, which shows the three dimensions of education. Formal, institutionalized place in an organized and planned with available curricula, programs and textbooks, educational required by specialized teachers. Non-formal education or extracurricular takes place outside the classroom or in the socio- professional or socio-cultural in the theaters, museums, public libraries, cultural and artistic events, trips, sports clubs, circles the objects, conferences, etc. Informal learning works by the media: radio, television, computers, information, tapes and CDs and audio-visual media. However, work by the influences of family, urban or rural civilization and social groups as a result of life experiences lived. In terms of contemporary society is imperative that the area of education to include non- formal and informal education, which offer students opportunities for selection, organization, interpretation and use of information obtained. Due to these considerations, the school has the task to optimize and streamline cooperation relationship with family education act, but also with the local community through a new approach to educational forms and methods. SCHOOL VIOLENCE : BULLYING prof. Popescu Daniela Irina Grup Şcolar Traian Vuia prof. Boagiu Horaţiu Grup Şcolar Traian Vuia School violence is widely held to have become a serious problem recently in our country. As a manifestation of violence, bullying is basically a form of intimidation or domination toward someone who is perceived as being weaker. Bullying is a common occurrence in most schools and can be a very traumatic experience for any student, causing physical and emotional harm. Students who bully may witness physical and verbal violence at home. They have a positive view of this behavior, and they act aggressively toward other people, including adults. They are often physically 73
- 74. strong, they wantto be popular and show little concern for the feelings of others. Children who are bullied tend to be: sensitive, socially withdrawn, insecure, anxious and passive. They often let other people be in control and do not stand up for themselves. Bullying can be physical, verbal and emotional. There are several strategies which help reduce bullying ; they must involve everyone: school, parents and the students themselves . Schools should have and enforce zero-tolerance programs that make it clear that bullying won't be tolerated; they must create a climate that encourages a caring community and simultaneously they need to institute systems to report bully incidents and enforce consistent and immediate consequences for aggressive behaviors. The parent’s roles include: modelling assertive behavior, providing trust and openness and encouraging positive social relations. SCHOOL, FAMILY, LOCAL COMMUNITY - PARTNERS IN SCHOOL VIOLENCE PREVENTION AND CONTROL Teachers, ELENA CIMPOERU - Sc. Nr 37 ,,Mihai Eminescu” Craiova IONICA LUNGU Sc. Nr 37 ,,Mihai Eminescu” Craiova Education can play an important role in preventing school violence. This does not apply only when the sources of violence are within school, but also when the are outside the school. For the school to assume this role of prevention and control of violence, the first step to take is teachers training. In order to do so, School No. 37, Mihai Eminescu " from Craiova organized and developed two events during the past academic year: the National Symposium on “Violence, a nowadays reality” and the exhibition-contest “No violence in my school”, actions we have initiated and coordinated personally and which benefited from an impressive number of participants and interesting exhibitions. The two events were conducted in collaboration with “Juveniles and Youth Prison” from Craiova and its “School of Arts and Crafts”. The objectives of the symposium focused on the development of teachers’ capacity to act in terms of the interests of the child (upon protection against any form of abuse or violence) and preparing teachers to become the main agent in changing the attitude towards the child and family educational practices. 74
- 75. Taking different shapesfrom debates, pps presentations, case studies, examples of best practices, partnerships, and presenting different cases of violence as well as the effectiveness of the solutions, the activity was interactive and showed a general concern for solving this problem. Violence prevention strategy proposes medium and short term activities as well as short term emergency actions with the goal of obtaining responsive reactions from the public opinion, and building a stable environment in which the child can develop a harmonious personality Thereby, there were established intervention programs aiming at: • Forming debate groups on monthly, involving school teachers and possibly an external consultant (pedagogue, lawyer, policeman) in which to discussed the difficulties of training the young generation. The issues exposed by one or more participants are taken over by the group and therefore discussed. • Iintroduction in the curricula of special topics covering social skills, training pro-social behavior, personal development, means of negotiation for conflict solving. • The detection, publicize and debate of school violence. • Involving students in violence prevention. • Establish a closer collaboration with students through family involvement in various extracurricular activities. • Setting up a consulting center for students and parents in school. • The organization of appropriate assistance for the victims of violence in the school environment in collaboration with school psychologists and pedagogical assistance centers. For contemporary school the initiation and development of educational activities focused on violence and aggression must be a priority. SCHOOL AND FAMILY- TWO MAJOR ELEMENTS IN THE PREVENTION OF NEGATIVE BEHAVIOR Primary school teacher STANCU CĂTĂLINA- School ,,N.B. Locusteanu” Leu School and family are the two rezistent poles of education which contribute by specific instruments to the character training. 75
- 76. Family is thefirst child's school. It represents the social nucleus or the society's cell. Family is that who is responsible for the elementary needs of a child and his protection. It has such a great and deep influence that it will be branded forever into the moral and spiritual profile. The bigger the child is the more needs and wishes he will have. The teacher always takes an interest in the student’s integration in the scholar environment but he offers the student the privilege to find out new facts about the environment by means of trips, tours and walks. Meanwhile the teacher can notice what are the children’s behaviour like inside and outside school. The parents must know about this atmosphere and try to extend this in their family. The child is highly influenced by family and education subordinating to these requirements. He feels the necessity to be defended and loved by his parents. During the childhood nothing can separate children by parents or students by their teachers. The little misunderstandings between the child and the adult must be solved by the parent’s exigency and authority, based on the respect and love that child shows. From the point of a teacher view, I advised parents to action calmly and cautiously when the child has a specific problem because the parent carries out the role of a therapist whem it is the case. If conflicts appear, the parents will have to make efforts to manage the situation and solve it calmly, asking the children for respect while giving them the same. PRACTICES IN PREVENTING AND COMBATING VIOLENCE AT SCHOOL Profesor, Nanu George Colegiul Tehnic Energetic Craiova Violence is not a recent phenomenon in schools in Romania. Undoubtedly, violence in schools is not a contemporary invention. It has existed since ancient times in all education systems, but the forms and intensity with which it happened have changed throughout history, ranging from one course of culture and society to another, but according pedagogical theory and practice shared at some point. Ironies, teasing and even violence between students in schools have always existed, issues psychosocial including group life undoubtedly conflict, resulting in physical or verbal violence. True, violence in schools by teachers seems to be more recent, the teacher is, traditionally, implicit and undisputed. 76
- 77. Unconditional recognition ofauthority is a result of teacher pedagogical practices based on magistrocentrism, deeply rooted and persistent long education system in Romania. From I. Creanga, I.L. Caragiale or E. Ionescu until today, times, and school, have undergone important. The social and political changes have had echoes in the way people looked at the importance of education, the views that the school saw a sure way to social success, to those whose education is a prerequisite for successful social model. Developments in learning psychology, and modern views on education have redefined the school as an area of social life, democratic and open to other systems. Such modern views on education were hit in the Romanian communist regime a number of barriers, such as ideology in education, censorship, limited access to information sources, barriers that have, in itself, the internal tensions of the education system. After 90 years, Romania has opted for the democratization of economic and social systems, the school is one of the major pillars for change. Broad access to the media, the introduction of a relative autonomy in relation to school education provision, expansion of participation in decisions concerning education bycontributing all educational stakeholders (parents, local authorities, church, civilsociety) are just some of the changes that have led to transforming the school culture after 90 years. However, accumulating social tensions inherent in periods of economic change and political transformation of the landscape brought socialspace in which the phenomena of violence and their presence was felt most acutely, and spreading to other social institutions, including family, school anddeals an important place. RIGHTS OF THE CHILD IN AUSTRIA Zsuzsanna Antóni IFMIK, AUSTRIA The meaning of the child and the rights of the children “Humanity has to do its best for the child.” Declaration of Geneva. Definition of the child Etymologically, the term “child” comes from the Latin infants which mean” the one who does not speak “. For the Roman, this term designates the child from its birth, up to the age of 7 years. This notion evolved a lot through centuries and cultures to finally designate human being from birth until adulthood. But this conception of the child was wide and the age of the majority varied from a culture to another. 77
- 78. The Convention onthe Rights of the Child of 1989 defines more precisely the term “child”: “[...] a child is any human being below the age of eighteen years, unless under the law applicable to the child, majority is attained earlier” The idea, through this definition and all the texts concerning child welfare, is that the child is a human being with rights and dignity. What characterizes the child; it is his youth and vulnerability. Indeed, the child is growing, a future adult, who has no means to protect himself. So, the child has to be the object of a particular interest and a specific protection. In this perspective, texts proclaiming the protection of the child and his rights were adopted. Definition of the rights of the child The recognition of the rights of the children Children’s rights were recognised after the 1st World war, with the adoption of the Declaration of Geneva, in 1924. The process of recognition of children’s rights continued thanks to the UN, with the adoption of the Declaration of children’s rights in 1959. The recognition of the child’s interest and his rights becomes real on 20 November 1989 with the adoption of the International Convention on the Rights of the Child which is the first international legally binding text recognizing all the fundamental rights of the child. Children’s rights: human rights Children’s rights are human rights. They protect the child as a human being. As human rights, children’s rights are constituted by fundamental guarantees and essential human rights: Children’s rights recognize fundamental guarantees to all human beings : the right to life, the non-discrimination principle, the right to dignity through the protection of physical and mental integrity (protection against slavery, torture and bad treatments, etc.) Children’s rights are civil and political rights, such as the right to identity, the right to a nationality, etc. Children’s rights are economic, social and cultural rights, such as the right to education, the right to a decent standard of living, the right to health, etc. Children’s rights include individual rights : the right to live with his parents, the right to education, the right to benefit from a protection, etc. Children’s rights include collective rights : rights of refugee and disabled children’s, of minority children or from autochthonous groups. Children’s rights: rights adapted to children Children’s rights are human rights specifically adapted to the child because they take into account his fragility, specificities and age-appropriate needs. 78
- 79. Children’s rights takeinto account the necessity of development of the child. The children thus have the right to live and to develop suitably physically and intellectually. Children’s rights plan to satisfy the essential needs for a good development of the child, such as the access to an appropriate alimentation, to necessary care, to education, etc. Children’s rights consider the vulnerable character of the child. They imply the necessity to protect them. It means to grant a particular assistance to them, and to give a protection adapted to their age and to their degree of maturity. So, the children have to be helped and supported and must be protected against labor exploitation, kidnapping, and ill-treatment, etc. Bibliography: http://childrensrightsportal.org/child-rights/ CHILDREN’S RIGHTS IN AUSTRIA Attila Bajnáczky IFMIK, AUSTRIA The law provides for the protection of children's rights, and the government was committed to children's rights and welfare. Each state government and the federal Ministry for Social Welfare, Generations, and Consumer Protection has an ombudsman for children and adolescents whose main function is to resolve complaints about violations of children's rights. The ombudsman provides free legal counseling to children, adolescents, and parents on a wide range of problems, including child abuse, child custody, and domestic violence. Nine years of education is mandatory for all children beginning at age six. The government also provided free education through secondary school and subsidized technical, vocational, or university education. According to the Ministry of Education, 99.8 percent of children between the ages of six and 15 attended school. The government provided comprehensive medical care for children. Child abuse was a problem, and the government continued its efforts to monitor abuse and prosecute offenders. The Ministry for Social Welfare, Generations, and Consumer Protection estimated that 90 percent of child abuse cases occurred within families or was committed by close family members or family friends. Law enforcement officials noted a growing readiness to report abuse cases. According to authorities, approximately 20,000 abuse incidents are reported annually in the country. In a child abduction case that attracted international media attention, 18-year-old Natascha Kampusch escaped her abductor in September after eight years in captivity; Wolfgang Priklopil, the suspect in the case, subsequently committed suicide. There were occasional cases of suspected child marriage, primarily in the Muslim and Romani communities. However, such cases were undocumented. Some male immigrants entered into a marriage with a teenage girl in their home country, and then returned to the country with her. The law provides that adults having sexual intercourse with a child under 14 may be punished with a prison sentence of up to 10 years. If the victim is impregnated, the sentence may be extended to 15 years. In 2005 the Interior Ministry reported 1,314 cases of child abuse, most involving intercourse with a minor, while the Justice Ministry reported 322convictions. The law provides for criminal punishment for the possession, trading, and private viewing of child pornography. Exchanging pornographic videos of children is illegal. Bibliography: http://en.wikipedia.org/wiki/Human_rights_in_Austria 79
- 80. MAIN PROBLEMS FACEDBY CHILDREN IN AUSTRIA Éva Dabis IFMIK, AUSTRIA Poverty In Austria, around one in ten children come from a poor background and the most affected are the ones who are coming from monoparental, or large families. According to certain NGOs active in this field, the solution for this problem would be an increase in the state budget for welfare benefits. The State should also create support structures which would facilitate a better integration of children coming from under privileged families. Child trafficking Each year, thousands of children from the East fall victim to unscrupulous child traffickers. They _ sell the child victims to the highest bidder. Austria, situated right in the centre of Europe, is known for being a famous transit country and is therefore a target destination for human trafficking. For this reason the government of Austria has recently initiated_an agreement with its neighboring countries in order to coordinate their efforts to combat the hideous crime of human trafficking. The government measures that have been taken for the control and the prevention of sexual exploitation of children should be indeed highlighted. As matter of fact, a flourishing child pornography market exists in Austria. In the year 2004, the Austrian government ratified the optional Protocol on the sale of children, child prostitution and child pornography and modified its penal code in order to severely punish those who commit the offences brought forward by the protocol. Today Austria needs practical measures that could effectively enforce the protocol. Child abuse Certain reports show that, in Austria, even to this day, education is often connected to violence and this tendency being common among the immigrant families: 25% of the children who were questioned had stated that they have been beaten by their parents . Austria has modified its penal code in order to severely punish those who subject children to violence, however there is much progress to be accomplished when it comes to the prevention of abuse, the protection of children and the reinsertion of the young victim. Child refugees Austria hosts a considerable amount of child refugees and most often they are children orphaned by war. These children face a lot of difficulties in seeking an asylum: problems arising due to language barriers, the complicated seearch for an asylum and the unpredictable delays are some of the many difficulties they come across… There is a dire lack of infrastructure as well as a lack of qualified personnel to take over the tasks of welcoming these child refugees and providing them appropriate support. The NGOs active in this field specially criticize the act of keeping entire families in custody during the process after which they would be sent back to their respective countries. A couple of years back, a national Task Force was_created specially, in order to solve the problems connected to child refugees. Juvenile Justice In the year 2005, the Child Rights Committee declared their concern for the great number of imprisoned children in Austria and the committee was particularly shocked by the number of foreign children among them. The other worrying factor was that the children under custody were not separated from_adult criminals. The committee recalled that the imprisonment of young delinquents should remain an exception and should not to be applied except in gravest cases of extreme culpability. The adaptation of the Convention on the Rights of the Child in the national level Since the last few years, the Austrian NGOs demand an amendment of the national Constitution which would include all the key principles highlighted by the Convention. The main intention of this demand 80
- 81. is to improvethe protection of children. In fact, only a scattered number of standards regarding child rights are to be found within the framework of Austrian law. According to the NGOs, this flaw in the adaptation of the Convention is followed by contrary results which obviously violate the Convention; especially when it comes to the context of child refugees. On 20th January 2011, the Government voted in favour of the adoption of a national law on child rights. Today, organisations concerned seem to have a lot of hope in this newly intiated project. Bibliography: http://childrensrightsportal.org/austria/ VIOLENCE AGAINST WOMEN IN AUSTRIA Andrea Király IFMIK, AUSTRIA Prevention and support victims by the state and Chancellery of Austria Violence against women is perpetrated in various forms on the physical, sexual, psychological, economic or social level. We need to distinguish between personal violence, practiced directly by an acting perpetrator, and structural violence, which does not originate from an individual but, is an integral part of a social system and manifests itself in an imbalance of power with accordingly unequal opportunities of women and men. Personal and structural violence are mutually dependent and complementary. Hence any effective fight against violence requires policies that address the perpetrator and support the victim while attempting to change the social inequalities between the sexes. Domestic violence is the most frequent form of violence affecting women. According to police estimates, 90% of all violent acts take place within the family and the social surroundings. The number of unreported cases of domestic violence is very high. Research findings indicate that every fifth woman has experienced violence within a relationship. Stop domestic violence against women At the Warsaw Summit in May 2005, the heads of state and government passed an Action Plan specifying the European Council's main goals for the years to come. This Plan provides for the European Council to take measures to combat violence against women - including domestic violence -, appoint a task force and carry out a pan-European campaign on this issue. The Task Force appointed under this Action Plan, made up of eight international experts including one Austrian, and developed a blueprint that was adopted by the Ministerial Committee in June 2006. This campaign was designed to condemn domestic violence as a violation of human rights, encourage public debate in Europe and promote the implementation of effective policies for the protection of women against domestic violence. Specifically, significant progress was envisaged for the implementation of the recommendation Rec (2002) 5, adopted by the Ministerial Committee on 30 April 2002. The campaign was launched on 27 November 2006 with a kick-off event organized by the European Council, which also set up a website with information about the campaign. In the course of the campaign, member states took action in various fields and reported to the European Council. A concluding conference attended by high-ranking representatives took place from 10 - 11 June 2008 in Strasbourg. The conference evaluated the results of the first European campaign and presented an analysis of the measures and actions taken by the member states. Recommendations were submitted for future activities both of the European Council and its member states with regard to preventing and combating violence. Task Force recommendations to the European Council • develop a comprehensive European human rights convention for preventing and combating violence against women • appoint a special rapporteur on violence against women • prompt measures against the murder of women by their (ex)husbands, partners or relatives, and 81
- 82. • specific data collections and case analyses in this field Task Force recommendations to the member states: • develop a comprehensive and coordinated strategy to combat violence against women based on research and data • provide adequate means for an effective implementation, monitoring and evaluation of the strategy • provide funds for preventive work, protection of victims, prosecution of offenders and support offers • build a consistent legal system designed for the protection of victims • provide a network of support and care services • carry out research and data collection as required for strategy development • build awareness by means of public relations, education at school and (advanced) training of all relevant professional groups • integrate men in the process of violence reduction Aid facilities, contacts, guidebooks and other publications Contact points for help in violence situations Women who are victims of violence can turn to a large network of facilities offering legal and practical help. In addition to women experts providing support around the clock on the free women’s helpline (tel.: 0800/222 555), women’s emergency help lines are available in the event of rape, and Violence Protection Centers/ Intervention Centers have been set up to provide help in violence situations occurring in families and/or the social environment. Women’s shelters provide safe accommodation for women and their children who are at risk of or affected by violence. Women who are victims of human trafficking or cross-border prostitution trade are given support at the Intervention Centre for Victims of Women Trafficking. A number of counseling centers cater to migrant women who do not speak German or are not sufficiently fluent. The women’s helpline 0800 222 555 offers advice in various languages and refers callers to the nearest specialized facility. Many Violence Protection Centers/Intervention Centers, women’s shelters and emergency help lines will offer counseling in the victims‘native languages or will use interpreters where necessary. The brochure ″Frauen haben Recht(e)“ (in German) lists the options available to women seeking protection and trying to assert their rights, summaries the major procedures and offers an insight into the collaboration between police, judicial authorities and aid facilities. To enable women to access any kind of help available, the following descriptions give an overview of the aid facilities that focus on the protection of victims. Women’s helpline against violence 0800/222 555 (free of charge within Austria) counseling: 24/7, anonymous and free of charge, 365 days a year. A team of women experts offer help seekers first advice and crisis counseling and refer them to regional protection and counseling facilities for women. Moreover, they inform about legal and social issues and provide quick help in emergency situations. Foreign-language counseling is offered in Arabic, English, Bosnian-Croatian-Serbian, Romanian, Spanish and Turkish. For detailed information please see Helpline for women Help lines for rape victims Women’s help lines are psychosocial facilities offering specifically targeted assistance for women and adolescent girls who have experienced sexual violence. Help lines provide the following services: • Crisis intervention • Psychosocial counseling • Psychotherapy (referral on request and if required) • Traumatotherapy (referral on request and if required) • Psychosocial and legal assistance during court proceedings • Counseling for attachment figures • Events (for multiplicators, attachment figures, interested persons) • If required, use of interpreters The federal states of Upper Austria, Salzburg, Styria, Tyrol and Vienna have set up autonomous help lines that provide professional assistance during operating hours. Outside these hours, and for affected persons from other federal states, the women’s helpline 0800/222 555 (free of charge within Austria), offers first advice and crisis counseling regardless of the caller’s residence. If necessary, callers will be referred to the appropriate facility of the respective federal state. 82
- 83. For detailed informationplease see the joint homepage of autonomous helpline (in German) Operating 24/7, 365 days a year, the 24-hour Women’s Emergency Helpline of the City of Vienna (+43 1 71 71 9) is available anonymously and free of charge for women and girls from age 14 who are affected by sexual, physical or mental violence. For more information please see Women’s Emergency Helpline of the City of Vienna (in German) Violence Protection Centers / Intervention Centers against Domestic Violence Violence Protection Centers/Intervention Centers offer active help and support for affected persons, free of charge and confidentially – in particular after police interventions in the event of domestic violence and stalking. Their primary task is to protect the victims and enhance their safety. These victims’ aid facilities serve as hubs for all institutions involved (e.g. security authorities, courts, youth welfare authorities, women’s shelters). Violence Protection Centers/Intervention Centers provide a wide range of services: • Help with improving protection and safety for women and their children • Information and support especially after an eviction, the filing of a complaint or arrest of a perpetrator, or after a dispute settlement by the police • Assistance with the phrasing and filing of applications with a court and help with contacting authorities • Assistance during police questioning and court proceedings • If necessary, referral to other facilities (women’s shelters, counseling centers for women and families, child protection facilities, psychotherapists etc.) • If necessary, counseling in the native language of affected persons or use of interpreters Each federal state has its own Violence Protection Centre/Intervention Centre. Some federal states also have regional centers. Addresses oft Violence Protection Centres / Intervention Centers (in German) Information about the Violence Protection Centers in Burgenland, Carinthia, Lower Austria, Upper Austria, Styria, Tyrol and Vorarlberg is provided on their joint homepage Violence Protection Centers (in German) Women’s shelters in Austria Women’s shelters offer immediate help, without any red tape, for endangered or abused women and their children, including protection, accommodation/safe living quarters, meals and counseling. Women’s shelter workers counsel, accompany and support affected persons in dealings with authorities, alimony and custody matters, divorce issues, finding a job and a place to live. Advice is provided regardless of nationality, religious belief or income. Women’s shelters provide a wide range of services: • Emergency aid • Protection and accommodation • Crisis intervention • Psychosocial counseling • Legal advice • Guidance • Help with filing applications • Follow-up care • Referral • On-call service around the clock • Care and advice for children and adolescents • If necessary, native-language counseling or interpreting service Addresses of women’s shelters (in German) Information Centre Against Violence of the Association of Austrian Autonomous Women’s Shelters The Information Centre was created with the goal of preventing domestic violence against women and children and ensuring effective cooperation of all societal institutions. The Information Centre carries out projects for the prevention of violence against women/domestic violence. The services provided by the Information Centre target the media, police, courts, medical workers, students, educational institutions etc., and include: • Producing and supplying information material • Information provided by telephone or in person, referral to aid facilities • Information for various target groups: media, police, courts, medical workers, students, educational institutions etc. 83
- 84. • Preparingand holding seminars for training/advanced training • Providing women experts and instructors for events • Advice and support with the launching of initiatives to combat violence against women For more information please see AÖF (in German) Intervention Centre for Persons Affected by Women Trafficking (IBF) A team of multi-lingual female experts support women migrants who - having been forced to work as prostitutes or lured to Austria by means of marriage trade or trade in domestic servants - are reduced to living in conditions of blatant exploitation. IBF closely cooperates with government authorities and private institutions and also maintains contacts with non-governmental organizations abroad, with the aim of informing female migrants in their home countries about violence prevention and coordinating service options for affected women and girls in the countries of origin, transit and destination countries. IBF offers the following services: • Temporary emergency accommodation with native-language care and counseling • Visiting women in custody pending deportation if there is grounds for suspicion that they are victims of women trafficking • Health advice, psychological and social counseling, psychotherapy and life counseling • Counseling and intervention related to residence and labor laws • Assistance during police questioning • Assistance for victims during court proceedings, legal representation • Support with obtaining documents (documents required under aliens’ laws, registration form, duplicates of travel documents, certificates for the journey home) • German language courses and other options for advanced training • Other options for promoting integration • or preparing for return in cooperation with NGOs in the countries of origin as well as other organizations Bibliography: http://www.bka.gv.at/site/6845/default.aspx SAINT JACQUES WAY AS AN INTERCULTURAL COEXISTENCE Cantero Soto F. Pedro Lahna Díaz Ali Centro Público E.P.A. Monterroso, Spain Students of Adult Centre of Monterroso are insiders in the prison of Monterroso. Mainly, they are no Spanish, but immigrants from a wide range of different nationalities, about 50 different countries, cultures, religions, customs, etc., sometimes conflicting. Its because coexistence in prison is not always easy. The different conditions of the insiders can cause stressful situations and even violence. So, one of the priorities of our Adult Centre as a mainly objective is to promote coexistence between the students and to get and individual and collective respect to their different personalities. Among the different activities realized to achieve this goal, we consider as an example of good practice in preventing violence and promoting respect and tolerance, the activity we did during the 2009-2010 academic year traveling the Saint Jacques Way (Camino de Santiago) in Galicia. 84
- 85. The Camino has been during thousand years one of the best examples of coexistence and cultural, social and religion diversity trough the history. Today, thousands of pilgrims from different nationalities and ideologies coexist and walk together for many kilometers with a common destiny: Santiago’s cathedral. So, we believed that walking together this road would be a good way to promote coexistence, respect and in order to promote ties between the group, not only among students but also among students and those who accompany them. To organize this kind of activity in a prison is a very complicated task. We can’t forget that they are inmates in a Penitentiary Centre and it’s not easy to get the necessary authorizations. But in order to get these permits, we always had the full cooperation of the management of the Prison and many of its workers. But the Director of the Prison himself, as well as other workers, they wanted to walk with us and with our students, and finally we were at the gates of the prison with a group or our students and plenty of enthusiasm but, at the same time, with a little fear about the unknown. However, those fears were quickly disappearing with every step we walked together and perhaps the spirit of solidarity of the road itself entered soon in all of us creating an atmosphere of cohesion in the group growing when the miles progressed. Every walker was concerned with their companions: fatigue, foot injuries, thirst…. And we all tried that others were always fine, forgetting our own problems, day to day, until we got the finish line. But in addition, our students not only traveled the road but took notes of each one of these experiences in order to put them and write them together in the classroom. So the book “To Santiago from my cell” born with all these experiences reflected and accompanied by photographs made along the way. The publication and presentation of the book was one of the most special moments of our activity. All teachers, students, workers of the Centre, we share the same illusion of seeing, rewarded in these pages, each of our efforts along the road. And all the hours before and after its completion that we used to prepare and to write these experiences we could see now joined in a very special book. Solidarity, respect, tolerance… were words which appeared on every page and they reflected that coexistence is possible between people of such diverse cultures and nationalities: China, Liberia, Venezuela, Morocco, France, Colombia, Spain, Algerian, Ireland, Argentina, Germany and Romania. All of them so different and so united for the magic of the Way and the feelings of belonging to the same group, forgetting the difference of our origins or our cultural diversity. 85
- 86. Perhaps, activities such as we realized show that people are not so different even with different origins but people who lead them can encourage one of other way to coexistence between them. EDUCATION - INDIVIDUAL PSYCHO DETERMINANT OF DEVELOPMENT AND TO COMBAT VIOLENCE (SUMMARY) Daniela Stoian, teacher Energetic Technical College, Craiova Adrian Bǎrbulescu, teacher Energetic Technical College, Craiova The problem of education is becoming a major problem and it becomes clear that human evolution, a rational being and community participation and communication means between individuals. "New education" were formed and were imposed in a very short time, given that they meet some needs in order childcare increasingly well defined to prevent and combat violence. Education for peace and cooperation, aims to prepare people to participate in building a fairer and a social order in which direct or structural violence is kept to. Parents, school and community have moral obligation to prevent critical situations the attitude of students. If they show the negative aspects of behavior, school and society have an obligation to intervene with skill and to remove elements that lead to violence. SCHOOL ENVIRONMENT – BASIS AND MODEL IN PREVENTING AND COMBATING VIOLENCE Theacher : ROBU DENISA School with grades I-VIII Calopăr Teacher: DOBRE MARIA-CRISTINA - High School “Tudor Arghezi”Craiova There is an inherent level of indiscipline in school as a resultat of the students are at an age when they are tempted to go over rules, and this misconduct can lead to violent behavior. At school, the students must learn to recognize their responsibility to have a cleare attitude towards violence, to exercise peaceful forms of conflict off, remove the violence in their way and 86
- 87. act against violence.The role of violence prevention: strengthening personality, tolerance, promote creativity and support individual development. Violence is preventable and strengthening civil courage. Children, by civil courage, need to understand: someone to intervene, even if it would be easier to pass this thing and go to; to be prepared to take into account the possible disadvantages related to intervention; is not intimidated; need help; to express opinion; to make announcements; ask for help. In the training emphasis is on the role of personal responsibility. Attitude should not be promoted to tolerate violence, but to take action, if possible, against violence. THE IMPACT OF EDUCATION ON DIFFICULT PERSONALITIES STRATEGIES TO PREVENT AND COMBAT VIOLENCE Profesor: Costache Simona Luiza Liceul Teoretic: „Tudor Arghezi” Craiova By carrying out educational programs seeks viable foundation of social inclusion of the people living behind bars. Join in efforts to combat violence are organized within the prison for reintegration of inmates. Strategies to prevent and combat violence must be a priority of any teacher who advises a prison classroom. Abusive models of behavior will be replaced with friendly ways to interaction, pro-social, such as: interpersonal communication, anger management, mediation, and negotiation, active listening. Interpersonal and negotiating skills can be developed using techniques such as role playing, coaching, presentation of pro-social models. I noticed that an importance role in the appearance of the violent behavior are environmental factors, cultural and social ( poverty, lack of opportunities for intellectual stimulation, lack of education, lack of role models in family and society, a hostile medium for the development of positive thinking about himself and others). Tracing out the causes of violence we can act more effectively to prevent future acts of violence. School education is an important step contributing along with other activities to social reintegration of the inmates. 87
- 88. AGAINST DOMESTIC VIOLENCE Prof. Vasile Luminita National College "Elena Cuza", Craiova Prof. Vasile Roxana Cristina School Gymnasium "Lascar Catargiu", Craiova Sociological research on domestic violence have led some experts to conclusions eloquent and relevant research about aggression events in family life. "Increasing awareness and awareness of the harmful implications of violent behavior in the family warned authorities and led them from taking official action in terms of regulating behavior in family space. Thus, a series of reforms introduced in the legal system, medical system, the institutions capable of operating to intervene in cases of family crisis or to prevent these cases. " The first step to reducing domestic violence is a social definition of violent behavior (in any form would show it) as a problem that requires correction. On the one hand, tolerance towards forms of domestic violence creates an environment for their manifestation. On the other hand, the environmental effects and measurement level of corruption: it is not underestimated because people would be afraid or ashamed to talk about what is happening in their families, or only for those reasons, but and because people do not define certain violent as facts in the investigation can be considered abuse, crime. RELATIILE DINTRE SCOALA, PARINTI SI COMUNITATEA LOCALA Institutor Balan Gabriela Scoala cu clasele I-VIII Lesile The activity in partnership have many advantages because it create collaborating, clarify various educational problems, offer a new development framework of student personality. The initiation of different project of educational partnership are beneficial both for students and for all stakeholders: school, family, community. In education, the partnership is present like a materialization of “renovation” action of education. It appear like an alternative that may allow acceleration of changing at land of education towards a deeper collaboration between factors involved in directing the development of student personality. 88
- 89. Meanwhile partnership relationshipin education crate premises of educational performance, perfectly in line with society growth. We can organize meetings with students from other schools (partnership), but in other way: distribution of badges, stickers, posters, photos, organise and particip at sportive champinship between students, support and participate in school celebrations, trips of children in the area etc. SCHOOL-FAMILY RELATIONSHIP IN PRIMARY Prof. Şişoe Dana Mihaela Şcoala nr. 24 Craiova Primary education is an important and responsible step in the education system. It is the foundation of hard work including child and ordered a community of peers, which is ever changing and competitive means. School teaches children to be among others, to get used to certain standards and social realities. But family education is the first school of the child, the most important part of his preparation for social and productive life. Family should be the first social institution that takes care of the necessary conditions for normal development of the child. School and family are the two poles of resistance of education, which contributes to the formation of young people through specific. Relations between teacher and class are polarized, in general sympathy, mutual trust, or, conversely, of dislike, distrust, hostility. The lack of direct contact between teacher and pupil unaffected lead to insufficient knowledge of the child's personality, an assessment inaccurate, negative. The student must be convinced that his teacher cherishes it, as he appreciates: May drooping or left-deep or shallow, with good or poor memory. 89
- 90. FAMILY - SCHOOL- COMMUNITY EDUCATION IN PARTNERSHIP RELATIONSHIP Prof. Butoi Mirela Rodica Liceul Teoretic “Tudor Arghezi” Educational ideal is the formation and full development of personality in terms of cultural requirements, axiological, social, economic, scientific and democratic political society to assume a set of values required their development, personal fulfillment and social and professional integration in a knowledge society in the context of European and universal human values. Achieving this goal can not be done without a strong link between the three pillars which underpin lifelong learning quality. These pillars are: school, family, community - three main sources for development and education of human personality. A specific role in establishing relations of cooperation has the manager of the school to ensure an active involvement in launching educational partnership projects aimed at strengthening relations between parents, students, teachers and community, contributing to increased involvement of all educational factors . As manager of the institution that has managed to build a relationship of communication, networking, cooperation between the parties depends on the educational success of the partnership school- family-community. Collaboration between school and home in a favored local community will achieve the proposed learning through a relationship of equivalence between the school community and the school community. DOMESTIC VIOLENCE Prof. DRAGANESCU DELIA Prof. RAESCU LIANA Colegiul National Carol I Domestic violence, also known as domestic abuse, spousal abuse, battering, family violence, and intimate partner violence (IPV), is defined as a pattern of abusive behaviors by one partner against another in an intimate relationship such as marriage, dating, family, or cohabitation. Domestic violence, so defined, has many forms, including physical aggression or assault (hitting, kicking, biting, shoving, restraining, slapping, throwing objects), or threats thereof; sexual abuse; emotional abuse; controlling or domineering; intimidation; stalking; passive/covert abuse (e.g., neglect); and economic deprivation. Alcohol consumption and mental illness can be co-morbid with abuse, and present additional challenges in eliminating domestic violence. Awareness, perception, definition and documentation of domestic violence differ widely from country to country, and from era to era. Domestic violence and abuse is not limited to obvious physical violence. Domestic violence can also mean endangerment, criminal coercion, kidnapping, unlawful imprisonment, trespassing, harassment, and stalking I. What Is Domestic Violence? 90
- 91. In the pasttwo decades, there has been growing recognition of the prevalence of domestic violence in our society. Moreover, it has become apparent that some individuals are at greater risk for victimization than others. Domestic violence has adverse effects on individuals, families, and society in general. Domestic violence includes physical abuse, sexual abuse, psychological abuse, and abuse to property and pets. Exposure to this form of violence has considerable potential to be perceived as life-threatening by those victimized and can leave them with a sense of vulnerability, helplessness, and in extreme cases, horror. II. Prevalence of Domestic Violence Domestic violence is widespread and occurs among all socioeconomic groups. In a national survey of over 6,000 American families, it was estimated that between 53% and 70% of male batterers also frequently abused their children. Other research suggests that women who have been hit by their husbands were twice as likely as other women to abuse a child. Children from homes where domestic violence occurs are physically or sexually abused and/or seriously neglected at a rate 15 times the national average. Studies of the incidence of physical and sexual violence in the lives of children suggest that this form of violence can be viewed as a serious public health problem. III. Domestic Violence as a Cause of Traumatic Stress As the incidence of interpersonal violence grows in our society, so does the need for investigation of the cognitive, emotional and behavioral consequences produced by exposure to domestic violence, especially in children. Traumatic stress is produced by exposure to events that are so extreme or severe and threatening, that they demand extraordinary coping efforts. Such events are often unpredicted and uncontrollable. They overwhelm a person's sense of safety and security. IV. Possible Signs and Symptoms of Domestic Violence in Children and Adolescents More than half of the school-age children in domestic violence shelters show clinical levels of anxiety or posttraumatic stress disorder. Without treatment, these children are at significant risk for delinquency, substance abuse, school drop-out, and difficulties in their own relationships. Children may exhibit a wide range of reactions to exposure to violence in their home. Kindergarten children oftentimes, do not understand the meaning of the abuse they observe and tend to believe that they "must have done something wrong." Self-blame can precipitate feelings of guilt, worry, and anxiety. It is important to consider that children, especially younger children, typically do not have the ability to adequately express their feelings verbally. Consequently, the manifestation of these emotions are often behavioral. Children may become withdrawn, non-verbal, and exhibit regressed behaviors such as clinging and whining. Eating and sleeping difficulty, concentration problems, generalized anxiety, and physical complaints are all common. Unlike younger children, the pre-adolescent child typically has greater ability to express negative emotions. In addition to symptoms commonly seen with childhood anxiety (e.g., sleep problems, eating disturbance, nightmares), victims within this age group may show a loss of interest in social activities, low self-concept, withdrawal or avoidance of peer relations, rebelliousness and oppositional-defiant behavior in the school setting. It is also common to observe temper tantrums, irritability, frequent fighting at school or between siblings, lashing out at objects, treating pets cruelly or abusively, threatening of peers or siblings with violence, and attempts to gain attention through hitting, kicking, or choking peers and/or family members. Incidentally, girls are more likely to exhibit withdrawal and unfortunately, run the risk of being "missed" as a child in need of support. Adolescents are at risk of academic failure, school drop-out, delinquency, and substance abuse. Some investigators have suggested that a history of family violence or abuse is the most significant difference between delinquent and non delinquent youth. An estimated 1/5 to 1/3 of all teenagers who are involved in dating relationships are regularly abusing or being abused by their partners verbally, mentally, emotionally, sexually, and/or physically. V. Helping Children and Adolescents Exposed to Domestic Violence For some children and adolescents, questions about home life may be difficult to answer, especially if the individual has been "warned" or threatened by a family member to refrain from "talking to strangers" about events that have taken place in the family. Referrals to the appropriate school personnel could be the first step in assisting the child or teen in need of support. If the child expresses a desire to talk, provide them with an opportunity to express their thoughts and feelings. In addition to talking, they may be also encouraged to write in a journal, draw, or paint; these are all viable means for facilitating expression in younger children. Adolescents are typically more abstract in their thinking and generally have better developed verbal abilities than younger children. It could be helpful for adults who work with teenagers to encourage them to talk about their concerns without insisting on this 91
- 92. expression. Listening ina warm, non-judgmental, and genuine manner is often comforting for victims and may be an important first step in their seeking further support. RELATIONSHIPS BETWEEN PARENTS AND SCHOOLS NARCISA DUŢĂ ŞCOALA NR.22 „M. ELIADE” CRAIOVA MIRELA DEACONU ŞCOALA SPECIALĂ „SF. MINA” CRAIOVA Families send children to school, where they hope their children will become learners with the tools they need to succeed in life. Schools take children from and send them back to their families, where they assume the families will provide the support that children need to grow and learn. This circle, in which home and school share the resource of children, is one that has been the focus of development, debate, and data collection. The attention to the topic is even framed legislatively with a national education goal whose focus is partnerships: "By the year 2000, every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children." (National Education Goals Panel, 1995). The connections are called by various names--parent involvement, partnerships, home-school relations--but they all represent a deeply held conviction that children will be better off if the adults in their two care settings communicate and collaborate. Using interviews and classroom observations, the research revealed how some black parents, deeply concerned about the historical legacy of discrimination against blacks in schooling, approach the school with open criticisms. Since educators seek a positive and deferential role for parents in schooling, race appears to play an independent role in parents' ability to comply with educators' requests (although social class also mediates the ways in which black parents express their concerns). The results highlight the difference between possession and activation of capital and the value accorded displays of capital in particular settings. Taken together, the findings suggest the importance of focusing on moments of inclusion and exclusion in examining how individuals activate social and cultural capital. Major insights on educational inequality is that students with more valuable social and cultural capital fare better in school than do their otherwise- comparable peers with less valuable social and cultural capital. The social reproduction perspective has proved especially useful in attempts to gain a better understanding of how race and class influence the transmission of educational inequality. However, a key dilemma that confronts those who seek to understand how the reproduction of inequality occurs in schools has been where to focus the debate. Much of the literature has identified important class differences in parents’ and students’ attitude or behaviors toward schools and has shown that these class differences affect children’s progress in school. These theories do not always attend to individual interactions and interventions that more accurately characterize the students’, teachers’ and parents’ interactions in schools. References: Bakhtin, M. M. (1990b). Author and hero in aesthetic activity. In M. Holquist & V. Liapunov (Eds.), Art and answerability. Early philosophical essays by M.M. Bakhtin. Ausin, TX: University of Texas Press. Epstein, J. L. (1994). Theory to practice: School and family partnerships lead to school improvement and student success. In C. L. Fagnano & B. Z. Werber (Eds.), School, family and community interaction: A view from the firing line. Boulder, CO: Westview Press. 92
- 93. BEHIND CLOSED DOORS CONSTANTIN CRISTINA COLEGIUL NATIONAL ECONOMIC “GH. CHITU” Domestic violence is the use of physical force within a home in any form of abuse. Many battered spouses rationalize their decision to stay with their abusers for “the good of the children.” They believe that their children are better off emotionally and financially if the parents stay together, even if one of the parents is abusive. However, researchers have found that children exposed to domestic violence often suffer physical and psychological trauma as a result. Being exposed to domestic violence may also cause behavioral and emotional problems in some children. Researchers who have studied the effects of domestic violence on children have found that it tends to make them aggressive and antisocial. Children who witness parental violence frequently act out against their younger or weaker siblings and classmates, and sometimes even against their mothers. Children in violent homes are also susceptible to feelings of low self-esteem, shame, guilt, and high levels of stress due to their beliefs that the violence is their fault, that they should be able to stop the beatings, and that they must keep the beatings a secret. Experts agree that the less violence a child sees and experiences, and the younger the child is, the less likely it is that he or she will develop problems later in life or continue the cycle of violence as an adult. RELATIONSHIP BETWEEN SCHOOL, PARENTS AND THE LOCAL Învățător- DINU IONELA-ADELA ȘCOALA CU CLASELE I-VIII VELA In relation to school - family - community factors interrelate with each other. Collaboration between school and home involves not only mutual information on everything related to the orientation of the child but also arming parents with all the problems posed by this action. At the heart of this relationship is, of course, the child-student as beneficiary of education promoted by three factors equally: school - family - community. The question is whether parents have the ability and skills students to become true partners of the school management process. Parents should be educated and empowered about their children's future, their role and the training school of the future. Education programs for parents can remove many of their active participation within the educational process and eliminate their distrust in the education process. School work and family may take the form of a methodological experiment in social pedagogy, designed to help organize 93
- 94. and analyze theactivity, checking objectives, methods and procedures used by the reader for parents, parent meetings, the consultations and talks in the permanent links between school (learning process) and family. Finally, education of children requires a special effort from all and be done with principled and perseverance. EDUCAŢIA PERMANENTĂ – O CERINŢĂ A SOCIETĂŢII MODERNE Popescu Andusa Cristiana Grupul Scolar ”Traian Vuia”, Craiova Education should not (can not) to stick to what the school offers all levels, however it may be elevated. Education must continue while school educational exerted by other factors (family, media) and after leaving school and college, and to continue throughout life. This is to protect man enough, the limits of training and development of his personality. Lifelong learning is an educational system open, composed of objectives, content, forms and educational techniques that provide maintenance and further development potential cognitive, affective and personality of the act, of abilities and skills of self-education, training for independent and creative personalities. Permanent education is directly related to diagnosis and prognosis of education, innovative programming and long term education. We watch the continuing education of early aging and brain terms psychosocial, spiritual maintain our youth. Japanese scientist Matsuzawa said to think actively, continuously and intensively stop brain aging because (of course, for a time) and get performance, to the creation of value and efficiency. Continuing education to be valuable and effective, must be based on education, which requires education to prepare youth for self-education student (John Bontas). Lifelong learning has become a hope of contemporary school, school specialist subject too- narrow perspective. It also requires, as a guiding idea of the elaborate forms of education aadultilor. Therefore, analysis of current research in the field of lifelong learning is an objective necessity to promote pedagogical thinking and action. First, because the actions in the spirit of lifelong learning allows a synthesis of educational degrees and profiles, academic institutions, based on logic and developed educational processes in a system consisting of integrated functional units. The concept of permanent education system and provides answers to many problems of teaching-learning relationship. "The most widely accepted continuing education within its social expression, as trends and perspectives of contemporary life education: " Education is always education to all people throughout their lives ". 94
- 95. SECTIUNEA 3 BEFARMEX Manager de proiect: prof. Camelia Buzatu Şc. Nr. 21 Craiova The National Agency for EU Programmes and Training Association decided to award a grant to „Gheorghe Ţiţeica" Association in the Grundtvig Sectorial Programme „Lifelong Learning". BEGINNING FARMERS EXTENSION-BEFARMEX is the project name, the reference number is GRU-10-P-LP-34-DJ-TR and it is an EU funded project worth EUR 20,000. This project involves six countries: Turkey-project coordinator, Greece, Hungary, Italy, Spain and Romania. The project main objective is the exchange of experience between these countries on agricultural methods and those used by farmers. The partnership is able to provide education and information for beginner farmers. Our overall goal is to exchange and compare methodologies and practices in education of young farmers, taking advantage of the exchange of experiences, the exchange of ideas, analysis of various training programmes for farmers, the development of common tools that can be used in training at local, regional, national and European level, through meetings and publications. THE PROGRAM OF LEARNING THROUGHOUT LIFE IN OUR SCHOOL Teacher Cheiţă Mirela School Number 36”Gh.Bibescu”Craiova Teacher Stanciu Eugenia School Number 36”Gh.Bibescu”Craiova Today I will stop on my first experience in eTwinning-A PUZZLE OF EUROPE- the most relevant example of fulfilling the mission teachers, to make the fence to be the unifier of the two neighbors. Collaboration in this project began in October 2009. At first - hard, but soon I realized that a reality to be seized. The first project was to exchange e-mails and addresses from partners(students and teachers). The second action "Map of Europe" has resulted in mapping of Europe, using different colors for each country. 95
- 96. The third action"postcard" brought an unprecedented burden students- sending postcards to a partner from another country involved in the project. Fourth Action "puzzle of Europe", sticking cards drawn on the map, so the composition of a puzzle of Europe. The fifth action "decoding" the role of teachers involved is you will be charged to help students to decode the information gathered and charge differences and similarities between places, landscapes, lifestyles. They can also use this information in the composition of essays, drawings, PowerPoint presentations, videos, posters, and partners that will be sent post. Last Action Experience the puzzle of Europe "is the exchange of impressions between partners, work sharing procedure, exchange of photos, brochures, power point presentations during their activities, dissemination lived experience. LIFELONG LEARNING - A CONTEMPORARY NECESSITY ABSTRACT Prof. Mariana Lulache, Technical Energetic College Craiova Lifelong learning system is defined as all learning experiences offered by the society throughout the life of individuals, including initial education, adult education (education that includes all processes that continue or replace initial education) and diffuse education ("diffuse learning environments"), and it refers to the ensemble of cultural and social environments having intrinsic educational facets without resorting to specific educational programs. The lifelong learning system can be analyzed by the learning activities it implies and in this respect it refers to formal education ("formal education"), non-formal education, informal education ("informal education"), incidental learning (“incidental learning"). Personally, I think that the main prerequisites for lifelong learning are: opportunity, motivation and educability. The main reasons of learning may be: personal development, curiosity, the need to relate, the need for social affirmation, the need to adapt to change, social and /or economic success, the need to broaden spiritual need for novelty, the need for exchange of experience, professional growth, professional interests, the desire not to disappoint the family, friends, the superiors, the preparation for possible opportunities of career advancement and the need to carry out useful activities for the community. 96
- 97. Personally, I conceived a questionnaire to establish the adult learning motivation. The National Agency for Community Programmes in Education and Training actively promotes adult education in the section LLP Lifelong Learning Programme, especially through Grundtvig Sectorial Programme. I had the chance to participate in various Grundtvig activities and each of them were a spiritually and professionally enriching experience. In the summer of 2011 I attended a continuous education course (Grundtvig grant) with reference number: GRU-11-MOF-103-AG-IT "EURODIDAWEB - PEDAGOGICAL USE OF INTERNET AND MULTIMEDIA TOOLS", held in Rome, Italy. The training Comenius / Grundtvig was organized by FC "Europaclub", "La Sapienza" University - Rome. Throughout the training, but also before and after this experience, we beneficiated from some outstanding European trainers: Alberto Pigliacelli - President of the FC "Europaclub" and Stefano Lariccia - a famous professor at the Italian Institute of Higher Education "La Sapienza" University - Rome. In addition to the knowledge and skills gained at this stage of training, I realized once again that ICT is a means of ensuring the equality of chances and to respect every citizen’s right to quality education. EDUCATION FOR THE FUTURE- ADAPTING TO THE KNOWLEDGE-SOCIETY Porf. Ceuca Monica Colegiul “Stefan Odobleja”, Craiova Major changes in our lifestyle and customs, due to various cultural, social and technological influences, reflect in our education and training methods. Therefore, people today have changed the parameters of personal education, subsequent to the belief “I am what I learn and how I learn”. Education in the knowledge-society is an Intel-Education project, which develops competences and skills within a new system of approach, teaching and implementation. The teacher must plan the teaching activity so that all students can acquire the concepts and notions in the educational curriculum. This can be achieved by integrating all the students in a project, depending on their individual abilities, and by having them study the theme subject to their attention. The teacher formulates the key teaching objectives taking into account Bloom’s taxonomy and Gardner’s intellectual ability classification. Teaching through projects offers the advantage of addressing the individual students, according to their unique way of thinking. 97
- 98. The internet canbe a valuable teaching and learning tool. The students can access information by means of a blog or a wiki. Continuous assessment also leads to successful learning. It implies identifying the students’ needs and following their progress throughout the process. In conclusion, schools today serve and shape a world in which there can be great economic opportunity and improvement if people can learn to work flexibly, reskill or relocate themselves as the economy shifts around them. DIGITAL MEDIA IN INTERCULTURAL EDUCATION Teacher: Adriana Calinoiu Romania I participated at the course DIGITAL MEDIA IN INTERCULTURAL EDUCATION Number PT – 2011-059-001, organized by the Teacher Training Centre CFAE SEIXAL from 19th to the 25th September 2011 in Amora Secondary School. That course combine useful things who the trainers teaching us in class with the pleasure to view the magnificent places around the Lisbon and good practice about integration. The term “interculturality” refers to any aspect of any interaction between any cultures and it also refers to the existence of a dialogue between them and the interaction and influence they receive each other. So at the course participated 7 people from 6 different country: Romania, Turkey, Italy, Poland, Bulgaria and Latvia (2 teacher). The trainer invited to participate at the course also 15 teacher from different school of Lisbon. Each of us learn from the experience to another. The portuguese teachers are more experience in integration different culture, different people because in Portugal the integration is a need. For example the trainers told us that: in Amora Secondary School are children from 28 different culture. Each teacher from that 6 county has there point of view about integrated people and culture. Intercultural education represents the support of a peaceful social integration of minority groups without being necessary to give up their own identity. Referring the concept of cultural mosaic, we have to accept the idea that any socio- cultural community can enrich the life inside it, not only by changing the proper elements, but also implying the ideal of multiculturalism. In class we studies how to use the Moodle platform, Windows Media Player, DropBox and Photo Story. We needed to study that informatics platform because the course combine the photo technique with experiences and with modern computer technique. The Windows Media Player is useful to modify the photo, DropBox is a platform from working together, store the documents, 98
- 99. photo, music, etcand share with the group and Photo Story needs because organize the photo who we takes in a movies. So the computes and the photography was a tool in teaching and learning. LANGUAGE AND PRACTICAL METHODOLOGY: CREATIVITY IN THE CLASSROOM SUMMARY Prof. Iulia Cosma Palatul Copiilor Craiova Material de diseminare a cursului de formare “Language and Practical Methodology: Creativity in the Classroom”, Colchester 07-15 mai 2011. Am participat la acest stagiu în urma unei finanţări acordate în cadrul Programului de Învăţare pe Parcursul Întregi Vieţi, din fonduri primite de la Comisia Europeană şi FSE- POSDRU prin proiectul „Schema de susţinere complementară a mobilităţilor europene a cadrelor didactice din învăţământul preuniversitar. Acest material reprezintă responsabilitatea exclusivă a autorului. ANPCDEFP, Comisia Naţională, OI POSDRU şi AMPOSDRU nu sunt responsabile pentru modul în care conţinutul acestui material va fi folosit. During the 7-15th of May 2011, the course “Language and Practical Methodology: Creativity in the Classroom”, was held in Colchester, United Kingdom. As far as I am concerned I was able to attend this event thanks to the financial support conceded to me by ANPCDEFP and FSE, by means of the Lifelong Learning Programme of the European Commision. The course aimed to provide non-native teachers of English at primary level with a range of new ideas, practical classroom skills and materials for teaching English to young learners. It also offered the participants a chance to acquire language for the primary classroom and exchange ideas with teachers from primary schools in other European countries. Practical Methodology Workshops on teaching English as a foreign language at primary language were conducted by expert trainers with many years of experience and included aspects of children’s lives in Britain, as well as classroom language comprising vocabulary, expressions, role play and language for storytelling. The emphasis of the activities was on encouraging children to communicate in English and feel comfortable in class. “Tell me and I will forget. Show me and I may remember. Involve me and I will understand.” –Chinese proverb. Actions will help children to learn the language. Since the main purpose of education is so that our students will be able to use the language in real situations, we must at some stage provide the opportunities for appropriate practice. The earlier we introduce realistic practice the better. But as we know, we can’t completely remove our support and scaffolding, as language learning is not a simple linear process and involves ongoing skills development. To compensate for the limits 99
- 100. of classroom timeand to boost the chances for successful language learning and acquisition, students need to be encouraged to develop their own learning strategies so that as far as possible, they become autonomous learners. SUMMARY Prof. Anton Cristina Grupul Școlar”Traian Demetrescu” Craiova As a feature of training in adults found that adults have different rhythm, other interests and other priorities in learning compared to children and adolescents. For this reason the subject is treated as a stand-alone. What differentiates adults from children in this regard, the experience with that passed and motivation. Training is the desire to improve the quality of life. Reporting to the surrounding reality, rapidly evolving scientific technical lead us to choose to learn, we train, we develop. The training courses to acquire new knowledge, skills and attitudes necessary for an employee to effectively perform their specific job duties of a present or future. Education involves knowledge, skills, general attitudes and development is long-term outcome of learning actions. Learning is a permanent change of understanding and thinking resulting from experience and influence behavior. In general need for training is a goal, a gap between the current and desirable one. UNDERSTANDING OUR ENVIRONMENT Prof. SILVIA CÂRŢU, COORDONATOR PROIECT SCOALA NR.37"MIHAI EMINESCU", CRAIOVA Secondary School Number 37 ”Mihai Eminescu” from Craiova, Romania is part of the multilateral project ”Understanding Our Environment”,which was part of the Comenius Programme. This project lasted two years, between 2010 and 2011. The partnership established connections between the participant countries: Spain, Turkey, England, Poland, Lithuania, Greece and Romania. The students and the teachers from partner 100
- 101. schools had toshow that they respected and knew the nearby environment and that together we contributed to forming a new European conscience. The project meeting was very important for the school, the students, the teachers and the parents because it contributed to forming a new European conscience, it increased the meaning of one’s self-assessment as member of one’s own community, as well as member of a larger community – Europe. The students exchange helped strengthen the cooperation and find out more, recognize and appreciate the cultural diversity of other participants. The project’s activities were popularized all the time in the local newspapers, radio stations, television and in the ”Luceafărul” magazine, in order to keep the school populace informed about the school development, to keep them up to date with the activities, expected results and the benefits that came out of the project, benefits that could prove useful in the future. Being directly involved in the activities of that week, every student, parent and teacher felt that he or she was part of the project. THE PECULIARITY OF THE ADULTS EDUCATION Prof.pt.înv.primar Georgescu Amalia, Şcoala cu Clasele I-VIII Nr. 36 “Gheorghe Bibescu” Craiova The major requirement of our epoch: to learn, to think, to feel and to work in a new, creative way. In a wider context, the effort of education, of learning for an adult, correlated with his other efforts, aims for the construction of a personal way in life by the adult, the finding of happiness in the activity he develops. From another perspective, the judgement of knowledge and appreciation, the feelings and will of social action play an important role because they ensure both the acquisition of new knowledge about life and work, the new working model of human relationships, and the interiorization of what is precious in the relationships between man-nature and society, in work, in daily life. An important role in educating adults is played by the attachment at institutional means of cultural participation revealing the affiliation to the given community and the perception of the conflict between the values of the group and their opposite. The education of adults is identified also with the effort of socialization, development of a cultural world, starting with the specific experiences in given situations. It also represents a way of communication with the members of the group to which they belong. Therefore, the formal and informal rules that govern these relationships 101
- 102. of the groupwill lead to different developments depending on the cohesiveness, the organization and the orientation of the group. Through its organizing rules, the adult acquires the determination of the new notions. From this point of view, any strategy of educating the adults is required to include such a desideratum in its starting and action points. CHILDREN WITH SPECIAL NEEDS: INTEGRATION OF DISABILITIES IN CLASSROOM Prof. Oana Loredana Radut Prof. Iulia Giorgiana Stancu Scoala Speciala „Sf. Mina” Craiova In May 2011, we attended the Comenius mobility “Children with special needs: integration of disabilities in classroom” that took place in Italy, with another four countries: Sweeden, Spain, Bulgaria and Germany. The mobility was possible thanks to the European Comission funding founds through the Lifelong Learning Program - Comenius program and European Social Fund through SOP HRD 2007-2013. The goals of the course were: knowledge of the educational system in different European countries, the full integration of persons with disabilities, flexible organization and teamwork between the community, state and parents, volunteer work. We visited special therapy cabinets, where it was presented how the monitoring of the child with special needs and of his family takes place, with many psychologists, in the same time. During our visits in school centers where are integrated children with special needs, the teachers have informed us about the steps that are followed for the integration and how to work with a classroom where those children are integrated in. After numerous visits to schools, in preschool, primary and secondary school, we were deeply impressed by the extraordinary results of a flexible organization and teamwork between the community, state and parents. The permanent research in the area of integrating children with disabilities and the correlation between theory and practice (integration experimental projects) is a source of inspiration for anyone who has contact with them. We urge all teachers to apply confidently for Comenius mobility training, to have the chance to practice quality education in Europe. 102
- 103. THE FORMATION OFTHE YOUNG’S PERSONALITY IN THE SPIRIT OF THE EUROPEAN’S VALUES SUMMARY Teacher Parici Irina High School ,,Henri Coandă” - Craiova Teacher Drăgan Otilia High School ,,Henri Coandă”- Craiova First of all, analyzing the concept of “education”, we can find a formal way to identify this with the school and the educational process of learning. On the other hand, we can find an informal way to define it, represented by the family education, also by the mass-media news, church or other social institutions. The European space of the education is the reflection of a reality which exerts pressures, a fact that influences us to take measures to support the young and show them solutions for the contemporary world challenges. In the high school “Henri Coanda”, from Craiova, was developed the school project Comenius “Hands on Europe”, which is a partnership project between 6 schools from different distant geographic points, with different levels of socioeconomic development. The purpose of this project is to provide students activities of cros-curriculare learning which can contribute to the multilateral development, favoring the discovery of its own language, culture, but also the participating countries. The rich topic of the project led to the achievement of some final, quality projects, having an international application, being able to attract the educational interests of students, developing their initiative and also creating the premises of a personality without social complexes, with a respectable attitude to the European values. The reason that led the initiation of this project was that the educational process transcends today the boundaries of traditional education, because of the society development in terms of social and international. This fact can cause a permanent implication of the teachers in finding the best and also the most effective solutions in educating the young generation. The analysis of the obtained results during the project revealed the change of the young’s attitude regarding the access to virtual environments of communication and information, the awareness of rights and obligations related to new uses, also risks and potential criminal liability, the promotion of the interests of the student and the promotion of respect for human dignity. 103
- 104. THE IMPORTANCE OFTRAINING SESSIONS FOR TEACHERS OF MATHEMATICS IN EUROPE Prof. Nicolae Elena Middle School. 37 "Mihai Eminescu" Craiova From May 26 to June 1, 2011 we participated in the program "Lifelong Learning" training courses - Comenius individual training at "MATHEU-Identification, Motivation and Support of Mathematical Talents in European Schools" SESSION ID33335 in CYPRU-Protaras. For me it was the first European experience training. The course has helped to strengthen my ability to identify talent and motivation of their training, was an opportunity to use successful techniques, to encourage the deepening of mathematics and its discovery learning skills, encouraged me to adopt an approach more reflective of how I teach and fulfill my duties as teacher, gave me a wider range of approaches / methods / techniques / teaching materials from which to choose, encouraged me to read more about the latest research in field of teaching mathematics and enriched my knowledge. This course improved my foreign language skills, I updated knowledge about other countries, cultures, educational systems, encouraged me to participate in other activities Comenius / Grundtvig / LLP, helped to bring in foreign education systems (Czech, Greek, Swedish) those attributes that are missing from the Romanian school performance and that may boost young talent in mathematics to be involved in interesting work with students from other European countries, students as passionate as they. My participation in this training was the institution where I work unfold and get a new value to Europe. By purchasing teaching materials that I received the tools to motivate and support students with special skills in mathematics, my school has gained notoriety in Europe by creating a cultural space where students share the passion for mathematics. 104
- 105. SUMMARY Prof. Bărboianu Dana Şcoala cu clasele I-VIII Bucovăţ, Dolj Profesor Ghita Neluţa Colegiul Naţional Al.D.Ghica, Alexandria The course MATHEU-IDENTIFICATION MOTIVATION AND SUPPORT OF MATHEMATICAL TALENTS IN EUROPEAN SCHOOLS held in Cyprus and intended to teachers who received a Comenius grant was held between July 21st and July 27th 2011. The main objective of the course was presentation of European Coursebook MATHEU, which contains methods and instruments for motivating and supporting the students talented in Math. The first way to identify the talented students is lay standardised tests, interviews and studies. MATHEU course book helps identify and develop skills at the school level.The tests are more and more complex organised in ladders. The progress the students have made on the ladder reflects the improvement of Math Skills.The ladder is a sequence of Maths problems, explanations and questions of self assasement ,graded on levels of difficulty well-deviced ladders can motivate students for studying Maths. The ladders are made so that the level of difficulty should increase progresively. MATHEU provides methods and educational instruments that help teachers identify and motivate the talented students and support them in their development inside the European Union without discrimination. European countries have as a main goal identification.motivation and support for Math tallented students, creating the best conditions for promoting them. SUMMARY Prof. Mirela Mircea Colegiul Naţional ”Al. D. Ghica”, Alexandria Individual mobilities in Comenius programme are in permanent development and this has positive effect both on the teachers involved and on the schools they comefrom.Thus,between October 4th and 9th October 2010. I attended a training course „Europeen Educational Systems” which was held in Bordeaux organised by the Europeean Association of Education Aquitaine(AEDEA). Its goal was to openly stimulate students’s mobilities on short term contributing to the consolidation of European citizenship and its qualification by means of other 105
- 106. educational systems fromEurope. As far as teachers are concerned, AEDEA offers them the possibility of getting to know other methods of learning so that they acquire a better knowledge of European educational systems. This seminar was attended by teachers coming from France, Italy, Romania(11), Germany, Luxembourg, Spain, university professors, inspectors with a lot of experience in developing mobility programmes experts in education.The objectives of the course were as follow:a better knowledge of European educational Systems leading to the improvement of teachers’ activity facilitating the exchange of professional practice in promoting inovation; development of European citizenship due to sharing educational and pedagogical objectives stimulation of pupils’ and teachers’ mobility. The programme included conferences, visits to schools (Jaquest Ellul Vocational School Jaques Brel, The Sea Highschool, G Eiffel Highschool). The opportunity of gathering teachers from different countries of discovering new pedagogical initiatives led to a better knowledge of the European educational systems. COMENIUS / GRUNDTVIG TEACHER REFRESHER COURSES AT RICHARD LANGUAGE COLLEGE Pelea Maria – Magdalena Colegiul “Ştefan Odobleja”, Craiova, Dolj In the round of 15 September 2009 I had the chance to obtain funding for a Comenius training course in Bournemouth, England conducted in spring 2010. The title of the course was Teacher Refresher Course: Methodology and Language, weeks 1 & 2 and I found the course in the Comenius course catalogue at the link: http://ec.europa.eu/education/trainingdatabase/search.cfmm, the course provider being Richard Language College, 43-45 Wimborne Road, Bournemouth BH3 7AB England, e-mail: enquiry@rlc.co.uk, web-site: http://www.rlc.co.uk/. This course provides appropriate language practice, covers some of the essential techniques of teaching English as a foreign language and provides peer group opportunities for foreign teachers of English to learn to use these strategies and techniques themselves. The methodological element is combined with opportunities to observe the techniques being put into practice in actual Richard Language College classses across the full range of levels. We made full use of the College resource base during the course and we were given the opportunity to study the range of materials available. 106
- 107. The activities werewell structured, their deployment being achieved in optimal conditions. The initial planning was followed, the group proved to be punctual, available to cooperation, open to dialogue. HOW DO ADULTS LEARN? Hermina POPA, Mihaela PAPA “Stefan Odobleja” College Lifelong learning, also known as LLL, is the "lifelong, life wide, voluntary, and self- motivated" pursuit of knowledge for either personal or professional reasons. As such, it not only enhances social inclusion, active citizenship and personal development, but also competitiveness and employability. Each target group will have their own special needs and probably expect different outcomes from undertaking your training program. Common themes you can prepare for are: Why are you here? – no -one readily admits to not knowing something fundamental that may impact on their life chances. Tell me more - A successful program introduction will focus on where the learners will go rather than dwell too much on where they may have been. What do you know? - Gauge the likely capabilities of your target groups. What will I be able to do? –Let them know right at the beginning that they will be able to do things that will be of great benefit to them, not just know more. Testing! –Make sure they understand that what they are in is a life skills program and no-one can ‘fail’ as such. Special needs. You need to consider learners with special needs. Reasonable adjustment should be made depending on each individual learner’s particular needs and abilities. Bibliography 1. James Robbins Kidd, How do adults learn, Ed:Didactica si pedagogica, Bucureşti, 1981 2. Bruner, S. Jerome, Procesul educaţiei intelectuale, Ed. Ştiinţifică, Bucureşti 3. Milaret, Gaston, Pedagogie generale, PUF, Paris 4. Council for Adult and Experiential Learning, Building the Future through Learning 5. European Association for the Education of Adults, Nordic Network for Adult Learning, Riga, December 2007 107
- 108. EDUCATION AND COMPETENCESIN THE PROFESSIONAL AND TECHNICAL SYSTEM OF EDUCATION THROUGH EUROPEAN PROJECTS Prof. Dinu Cristiana Victoria Prof. Tănasie Ion, Colegiul “Ștefan Odobleja”, Craiova The latest technological development, as well as the globalization phenomenon determined specialists and institutions all over the world to look for the competences any citizen needs to successfully integrate in the social life. This research was started on the European Continent as well. European programmes for lifelong learning – The European Committee gathered its initiatives concerning education and training under one name - European programme for lifelong learning. This program has the following sections: Comenius (Preuniversitary Educational System), Erasmus (Universitary Educational System), Leonardo da Vinci (Professional Education and Training). • Example of Good Practice: LdV/IVT72009/RO/044 – Project proposed by the Industrial School Group of Machines Constructions No. 2. Craiova • Title: “Euroqualification – The way to Quality and Efficiency” (ECCE). • Description of the project: Within the project Euroqualification there has been involved a group of 21 pupils of the school: 11 were prepared for worker qualification in electronics, automation and 10 students for the field engineer, both with the level 1 qualification. • Aim of the project: the use of European instruments, allowing, at the level of the institution, the implementation of the professional training through mobility, the only one that opens perspectives for the European labor market. This project aimed to support the group participation at the professional training activities, knowledge activities, to develop skills and qualifications meant to facilitate the personal development and professional insertion. • The training period: March 08th 2010 – April 04th 2010; Location: country: Poland, town: Wroclaw • In think that one of the most important results of the project is represented by the impact on our pupils, the improvement of their personal and professional skills being our main results. • In order to make our project known we elaborated the following activities: round tables, meetings, debates, examples of good practice between participants and teachers, pupils within the school teaching board, the pupils’ board, the specialty commission. 108
- 109. HOW TO MANAGETENSIONS AND CONFLICTS ARISING IN CLASSROOM prof. Vulpe Veronica Lavinia C. N. „Fraţii Buzeşti” Craiova Education is not just teaching-learning-assessment process, but also training and relating with students, influencing their behavior, directing their general development. In any community, there are conflicts due to different states, which are manifested in latent and active forms with progressive or regressive, short or long effects.These effects can be immediate or delayed, partially resolved or totally canceled, directly resolved or through a complex of methods and factors . Achieving open conflict in the classroom is already late and shows gaps in classroom management. The conflicts installs itself when tension latent state is not resolved, does not respond to "negotiations", and it is not used a system of methods and solutions. I can mention some resolution strategies that we implemented in the classroom: - listening, receiving all the views expressed by those in conflict, calling for an understanding and empathy as close to reality, identifying the real reason that generates the conflicting state; the comparative analysis with objectivity and rigor of the variants exhibited, individual discussions with each student to complete causal information, putting in varied communication situations to be "open" to listen to others, involving parties in resolving conflict in joint projects, identification of common positive points for use as starting points in building solutions. Encourage good behavior in children, be positive and give ideas! SUMMARY Profesor Diana – Elena SANDU Scoala cu clasele I-VIII Beloţ, Dolj Education does not imply going to school only, people may learn throughout their lives starting from kindergarten all through college. It has two components: formal and informal education, planned and accidental. The entire community, social groups and the environment play an important part in the process of educating the individual. Permanent education is universal and democratic. It represents an open system destined to allow each and every individual to develop one’s personality 0by means of a complex system of opportunities which must correspond to the person’s 109
- 110. aspirations and needs.Permanent education is a system comprising objectives, topics, educational forms and techniques which insures the continual development of a person’s cognitive and affective potential. It is organically linked to the education diagnose and prognose, to the long term programming and innovation in the field of the educational system. From my personal experience I must share the wonderful opportunity I had as part of a training programme, special for teachers of English as a foreign language. This training course took place at THE ENGLISH SCHOOL,Chelsea Centre.London starting from April the 3rd until the 15th. The teaching aspects, the new methods and methodologies we learned from this 2- weeks course were presented with other occasions emphasizing the modern means and techniques employed during each and every class. SUMMARY Pip. Luigi Cristian Lazăr Pip. Mihaela Lazăr Scoala Nr. 1, Dăbuleni, Dolj I am a teacher for primary school and I am a member of the local network of European information multipliers of ISJ Dolj. This offered me a unique chance to visit a foreign country as a teacher. I aplied for a scholarship for training continue through Lifelong Learning Programme. In November 2009 I went to Southampton, a nice city located in the southern part of the United Kingdom at a training course with the theme ,,School Improvement and Quality Evaluation”. The course has given me the opportunity to understand how runs educational act in United Kingdom. I saw how they teach and how they evaluate the children and the schools. We took part to very interesting presentations about educational system in UK, about the way they evaluate the schools and how they really manage to do that. Every school does an agreement with a partner (School Improvement Partner) who visit the school few times a year. This partner aims to help the school team to get the best results when they are being evaluated by Ofsted (Office for Standards in Education). The children less than five years old goes at nurseries, playgroups and reception classes. The National Curriculum has four stages: Stage 1: from 5 years old until 7 years old (years 1 and 2) Stage 2: from 7 years until 11 years (years 3, 4, 5 and 6) Stage 3: from 11years until 14 years (years 7, 8 and 9) Stage 4: from 14 years to 16 years (years 10 and 11). 110
- 111. The schedule ofthis trening course included visits of two public schools. On this occasion I could observe the special conditions created for students, the incouraging and relaxed atmosphere for learning. Safety in school is very important. The course that I took part offered me the possibility of knowledge teachers and inspectors from Germany. From them I learned many interesting things about the german educational system. It was an unforgettable experience. INTERACTIVE MEDIA FOR "INTERACTIVE" TEACHING AND LEARNING Dracea Maria Şcoala Nr. 32 “Alexandru Macedonski” Between 10th -15th of June 2011 I took part in the course Interactive Media for "Interactive" Teaching and Learning held in Cyprus. The main objectives of this course were: developing students’ motivation for life long education, stimulating their interest in using technology, developing their autonomy. Therefore, due to these aspects, interactive methods using media and sites of evaluating students’ activities and progress were presented to the participants, such as: Moodle, Notebook, Second Life and Webquest project. Webquest project is a method using internet in selecting information by groups of students following a certain task given by the teacher. The method focuses not only on selecting information, but also on using it according to the given task. The method has five steps: offering general information about the task and establishing the groups, giving the sites on internet and the criteria of evaluating the groups, making the project and, finally, evaluation. SUMMARY Belu Adriana Colegiul National Al.D.Ghica Outdoor Environmental education-Learning different subjects in the context of the outdoors The course took place in Prague and Ovcin (The Chech Republic )between September 11th and September18th 2010 , as part of the Comenius Programme .The course was thematic and interdisciplinary with a few lectures ,many workshops and activities where we experinced teaching and learning out of doors .The methods during the week showed how yhe learning in school can be moved into the outdoos combined with how we can raise awarenwss of the environment . Along the week we learnt by „reflect upon the action” from the two perspectives ,the teaching and the 111
- 112. learning proces .Eachparticipant experienced and learnt about outdoor education in the three perspectives :personal and social development ,environmental education and outdoor activities .The course also encouraged international exchange as well as future co-operation between participants/European schools. Philosophy informs the practice of education out-of-doors and sets the parameters. People, place and activity outside the classroomare important. The model adopted to show the fundamental importance of the relationships between these is that of three interlocking circles comprising ‘activity outdoors’,‘environmental literacy’ and ‘personal social education’. The model also defines this educational endeavour as taking place within a framework of safe and professsional practice. Evaluation of the contemporary views of the outdoor educational learning process reveals agreement that an experiential student centred approach encourages curiosity and reflection which the teacher may use to create enthusiasm for the subject matter.This gives room for the students to learn according to the style which best suits them,to construct their own knowledge, and for the teacher to deploy appropriate strategies to help them to do so. Sensory and aesthetic perception represent an essential means of understanding different aspects of the world. This understanding is further extended through experiences within that world. This process is normally holistic, with a focus on the relationship between people, place and knowledge. ICT FOR COLLABORATIVE, PROJECT-BASED, TEACHING AND LEARNING Prof. Trandafir Ileana Gr. Şc. “Matei Basarab” Craiova Between 24 and 30 July 2011 I had the opportunity to attend the training course: ICT for Collaborative, Project-Based, Teaching and Learning organized by Smart Solutions Malta, along with 26 other colleagues, teachers from: Spain, Poland, Romania, Portugal, Italy, United Kingdom, Estonia, Sweden, Norway, Slovakia. The programme was designed to help teachers realise the potential of innovative technologies in everyday classroom practice and to investigate the added value of a collaborative, project-based approach such as eTwinning. The activities in which I participated pursued enrichment of knowledge referring to: podcasting, concept mapping and digital storytelling, deciphering the mysteries of software such as Audacity (for audio recording), PhotoStory3 (for the development of presentations using digital photos), Cmap ("conceptual maps"), and familiarizing with online platforms: Blogs, Wikis (web 112
- 113. pages presenting informationas files, pictures or links to other sites) and Prezi (for presentations as a friendly and interactive alternative to PowerPoint). In these courses were presented new and interesting ways to integrate ICT resources in activities with students and they helped us to familiarize ourselves with very useful platform for online collaboration, project development and sharing results. SUMMARY PROMOTING THE AUTONOMY OF THE HUMAN CUB! Prof. înv. pre-primar : Barbu Melinda Lavinia Grădiniţa Nr. 32, Craiova Prof. inv. pre-primar : Dumitriu Denisa Gradinita Nr. 40 , Craiova The child is a sensitive human being and he is a result of adults contribution and also environment contribution . The Comenius course : ” Child ecosystem - the ethological method to the service of the man cub ” helps to have a different look obout children activity . The course promotes Montessori method ad also the ethological method in the human cub activity. From the ethological method point of view , human cub and animal cub both learn in the same way . There are no big differences between the child from our days and the child from the past . As a teacher and as a adult is important to promote the autonomy of the children through the observation of his play behavior. In this way the adult learns to change his own behavior, he learns to modify child environment , putting into a selection of materials suitable for the development of child creativity and will. The Montessori method helps adult to understand the basic principles of infant self growth in the period from 0 to 6 years , from a biological , physical and neuropsychological point of view . A Montessori child will be a happy child and there are some famous answers given by some Montessori children : “Don’ t do that for me ! Help me to do it by myself ! ” 113
- 114. SUMMARY Profesor limba franceza: CAMELIA GHEORGHE Colegiul National “Elena Cuza”Craiova It was between the 9th and the 21st of May 2010 that I participated for the first time at a European Workshop in Geneva, Switzerland. This European Workshop was funded by the European Council and the participants were 25 European teachers of History and Languages. From the beginning I was impressed by the professionalism of trainers and the good preparation of the workshops and conferences, of the debates there; the questions and answers I found there led me to a reflection on environmental history, climate, the connection between history and science, the food crisis, the negative impact of human activities on nature. The theme of the seminar was very interesting; I had the chance to find out about the latest developments in historical research on food practices, to observe the factors that had changed the feeding practices existing before globalization, to notice the supply constraints and excesses as well as the food regulations. The activities on Swiss authentic documents of the 18th and 19th century encouraged me to co-work with the History colleagues and to raise students' interest in these new approaches involving historical knowledge, educating students to respect cultural diversity at the same time. I believe that these workshops are beneficial for teachers because by knowing about the diverse education systems of Europe we can open our hearts and minds, we find identity in diversity as a source of mutual improvement and encouragement. PEER MEDIATION Prof. Popescu Oana Liceul Teoretic Tudor Arghezi, Craiova Prof. Avram Florenţa Liceul Teoretic Tudor Arghezi, Craiova Acknowledging the fact that violence is, unfortunately, present in our day-to-day life, our school is trying to implement a system of peer mediation. It basicly means students solving problems between themselves. When there is a conflict between two students, the peer mediators (always in a team) meet the victim of the aggression (either physical or verbal), then the alleged aggressor, then both sides of the conflict and try to make it end peacefully. There is a standard procedure when meeting the victim, consisting of six steps: 114
- 115. 1. Introduction (E.g.Hello. My name is ..., I’m a peer mediator, and this is my colleague, .... he’s not going to say anything, only make some notes.) 2. Describing the facts (E.g. From what I’ve heard, you were involved in a coflict yesterday. What happened exactly?) 3. Determining the emotional impact on the victim (E.g. How did this make you feel?) 4. Determining the emotional impact on people close to the victim (E.g. How did this make your mother feel?) 5. Finding a solution (E.g. What should your colleague do for you to forgive him?* if the victim cannot or will not suggest a solution, the peer mediators will appeal to the authorised school staff) 6. Making an appointment with both sides to actually mediate their conflict. Meeting the aggressor also consists of several stages: 1. Introduction (the same as when meeting the victim). 2. Understanding the cause (E.g. What made you do it?) 3. Detailing the emotional impact on the victim (E.g. Your colleague told me he felt.......) 4. Detailing the emotional impact on people close to the victim (E.g. When your colleague got home last night, his mother.......) 5. Presenting the victim’s suggestions (E.g. Your colleague agrees to make peace with you, provided that you... * If the aggressor refuses the solutions presented to him on behalf of the victim, the peer mediators report it to the authorises school staff and let them solve the case) 6. Making an appointment with both sides to actually mediate their conflict. The restaurative meeting takes place after determining a convenient moment for both sides. It is attended by the peer mediators and by those involved in the conflict. Should the victim or the aggressor require the presence of a parent/ teacher (an adult), an authorised member of the school staff will also attend the meeting, since students are not allowed to deal with adults directly. This meeting normally ends in a reconciliation, provided that the aggression should not happen again. The perpetrator is not supposed to have display the same negative attitude towards either of his colleagues, not only towards the current victim. After a certain number of bad occurences which are only known by the peer mediators, the student is registered in a permanently updated database, and is subject to gradual sanctions, depending on the gravity and repeatedness of 115
- 116. their aggressions. Suchsanctions range from getting them involved in extra curricular activities, to spending an extra amount of time in school, or to having them expelled for a given number of days. CONFLICTS Teacher Georgeta Manafu High School Tudor Arghezi Teacher Marinela Calangiu C.C.D. Dolj PEACE is a process by means of which we respond to conflicts and diversity with tolerance, imagination and flexibility;war is a product of our intention to crush diversity and intensify conflicts by abandoning the peace process. (George E. Lyon) The aggravation of aggressiveness and violence is one of the most serious problems in today’s society. In order to prevent school violence we need to take a set of measures so as to prevent, monitor and fight it. Our reactions towards conflicts can be divided into three categories: • Delicate reactions: stepping back, ignoring or denying • Harsh reactions: threatening, aggressiveness or anger • Principle-based reactions: understanding, respecting or solving When choosing a way to solve the conflict it is very important to identify its origins. Its origins can be: • Limited resources: time, money or assets • Unfulfilled basic needs: sense of belonging, power, freedom or good mood • Contrasting values: convictions, priorities, principles or beliefs Mediation is a communication process by means of which a group of people find themselves in a situation of peacefully solving their own conflict, by and with the help of a third, neutral party. This neutral person is the mediator. When a conflict is solved within the school area, by another student, the latter is called a peer mediator. It is very difficult, even impossible to open a locked door (if you are not really, really strong). But if you have a key to put in the look, you twist it and the door will open. Sometimes, when friends are fighting, they are like locked doors: they do not listen to anyone and they do not open. If you have the key of your friends’ thoughts, you can help them solve their problems. Fortunately, there are keys which can help you help your friends. You can’t touch them, but you can learn how to use them. They are very important because they make friends and colleagues talk openly about their conflicts. The five keys are: Do not judge. Peer mediators are impartial, even if they think that one of the parts is right or wrong. Do not give advice. Sometimes peer mediators can think of solutions, but they must not suggest anything to those involved, it is their conflict and they have to solve it themselves the way they want to. This is the only way to make them feel responsible. 116
- 117. Be equally empathic.An empathetic mediator tries to understand the people who were involved in the conflict putting himself into their respective place. Avoid taking sides, but try to understand the way in which both of them think and see things. Keep the confidentiality. People feel better when they talk about their feelings and problems, if they know that the peer mediators will not tell the story to anyone. Show that you care. Within the mediation process, the mediators also take people into account. They do everything they can in order to help the others reconcile and solve their conflicts. If the mediators respect the mediation process, the others will trust that using it will help them solve their problem. DIMENSIUNEA INTERCULTURALĂ ÎN EDUCAŢIE Prof. Popescu Adina Grup Şcolar Traian Vuia, Craiova SUMMARY This paper aims at approaching the topic of the intercultural dimension of education, seen as a source of motivation and autonomy for today’s students, who will be tomorrow’s European citizens. The promotion of educational interculturality is done within existing European priorities related to the development of the knowledge and comprehension of cultural diversity among young people. A stronger relationship between school, families and the local community within a multicultural context is a reality in today’s United Europe. Interculturality is that “tool” that we can use within school and outside it in order to promote respect for different aspects of life. While this is a good thing, we cannot only rely on this tool in order to learn how to live together in harmony. Teachers are bound to be warrants of this happening. While we are all members of the European Union, with a common, 21st century culture, we do have our own. It is made of our own traditions, customs, religion, ethnicity, families, social, or political values that we share. We are therefore both united and divided, but our potential is the same whoever we are. 117
- 118. THE „LIFELONG LEARNING”-ZURŰCK IN DIE ZUKUNFT Moiş Dorina (project Coordinator) Urda–Cimpean Rodica Colegiul Tehnic „Edmond-Nicolau” Cluj-Napoca The Learning Partnership "Back to the Future" focused on improving access to andragogy in order to increase the participation rate of adults from disadvantaged groups. Taking part in the project were educational providers and vocational schools from Germany, Hungary and Romania. The coordinating institution was the international Federation GmbH(IB). The aim was to find the means and to discuss how to reinstate adults which, due to various obstacles and problems did not or could not be integrated into an education. The reasons were the unequal access to education in the existing structures of adult education and the lack of motivation of citizens who, based on their age, on lack of basic education, on social or ethnic exclusion manifested difficulties in entering the educational sector. The Learning Partnership had set itself the target to find ways of facilitating common methods for motivating the citizens and to improve access to education, despite the difference in the initial situation of the individual and the different structures in each country. In doing so, the focus was on examining the consulting service and testing innovative, creative methods of competence assessment for the improvement of learning motivation. Therefore, the cooperation of all formal, non-formal and informal local stakeholders was needed. Important stakeholders were the employers of the various regions, professional associations and political representatives. A total of six joint meetings were conducted during the projects runtime and in each participating institution a working group was created. The Project was divided into two major work phases. In the first phase, an analysis was conducted of the actual situation. Thereby the particular systems of adult education were explained, interviews conducted, as well as a survey on various training provider and relevant state institutions. These results were summarized. During the course of the partnership would already existing positive experiences of each individual partner be brought together and supplemented by other proven methods. Together, an entry module to improve motivation, which could be tested in Hungary and Romania, has been developed. All results were summarized and the work steps documented. A CD with all information was created. During the course of the partnership would already existing positive experiences of each individual partner be brought together and supplemented by other proven methods. Together, an entry module to improve motivation, which could be tested in Hungary and Romania, has been developed. All results were summarized and the work steps documented. A CD with all information was created. 118
- 119. SUMMARY Prof. Marilena Ionescu Colegiului Naţional ,, Nicolae Titulescu ” Prof. Cristina Deaconu Colegiului Naţional ,, Nicolae Titulescu ” In the period that 15 to 19 October 2010, Association of National College ,, Nicolae Titulescu " Craiova hosted the first meeting of Grundtvig project with reference number GRU-10-P- LP-121-ES DJ title, Conciliation for Equality in the XXI century - Coffee ". International coordinator of this project is Technologic Centre Forestal de Catalunya - Spain, and partners are: Associazione Culturale no-profit SCARABEUS, Italia ; Centro de Assitĕncia Social à Terceira Idade e Infância de Sanguêdo, Portugalia; Club for Unesco of the Department of Piraeus and Islands, Grecia; Asociaţia Colegiului Naţional „Nicolae Titulescu” Craiova, România. The project deals with the role and position of women in society in partner countries about the rights of females, equal opportunities, opportunities, successful women, changing cultural attitudes through training, information and awareness programs. MALTA BETWEEN TRADITION AND PROMOTING THE ENTREPRENEURIAL CULTURE Prof. Romulus Lucian Dodenciu Special School „Sf. Mina”, Craiova, Prof. Dr. Mariana Mirela Dodenciu Grup Scolar "Matei Basarab, Craiova. Not long after we were the beneficiaries of the second individual mobility grants for training under the programme, Comenius Sectoral learning throughout life (Lifelong Learning) in Malta, a beautiful island in the Mediterranean, which since 2004 is a member of the European Union. Placements have been possible thanks to the National Agency for Community programmes, COMENIUS Sectoral Programme and the European Social Fund, where we received the amounts needed to these exchanges, the POSDRU 2007-2013. Training took place between 23. 09. 2010-01-29. 09. 2010 and 08. 08. 2011-12. 08. 2011. and were named: "Family, Folklore and Traditions”, being organized by non- governmental institutions: "Sans Frontiers of Europe", of Attard, Foundation for Women 119
- 120. Entrepreneurs" in Hamrun,the second stage is calling: "Promoting the Culture of Entrepreneurship". Therefore, everything was very nice and interesting, but never forget this beautiful country, the Maltese nights, impressions, thoughts that make us understand better that is very important to preserve the traditions, customs and folklorul as a legacy of the Romanian people over many centuries, developing at the same time, entrepreneurial culture in the pace of socio-economic factors at the level of the European Union, as an integral part of a United Europe. TEACHING AND LEARNING BASED ON NEW TECHNOLOGY IN EDUCATION Teacher DENISA PASARE “HENRI COANDA” THEORETICAL HIGHSCHOOL, CRAIOVA DOLJ The integrating problems of the new technologies in education has been long discussed and analysed. There have been checked in significant progresses: the provide of the schools with information technology, the internet connection, the education software development, the development of the support materials and the providing training for teachers. Many programs and projects aimed to promote new technologies in education. One example is the eTwinning action- part of the Program lifelong learning European Commission. eTwinning aims to facilitate partnerships between institutions of school education in Europe. Currently, the platform has become a community etwinning.net schools in Europe, bringing more than 65,000 teachers. The main goal of eTwinning action is to facilitate the communication and the collaboration between schools from European Union countries, involving teachers and students in learning new tasks: the creation of various educational products which involves the use of new technologies and the developing in cooperation with teams from other countries. In a smaller proportion of innovative activities occur such as involving of the students from several countries to develop together a presentation of their countries from the common elements and differentiating elements, analysis of decisions we are taking life day-to- days and discussing them in groups, taking into account the specific cultural elements, carrying scientific experiments and observations discussed with colleagues from other countries which have participated in these projects etc. These activities bring them into the situation to become acquainted with new teaching strategies through practical examples and concrete, that emphasize also the learning process, not just its results.By participating in eTwinning projects, students can communicate with colleagues 120
- 121. from Europe, tofind specific items of particular cultural or education in partner countries and to learn using new technologies to improve their communication skills in foreign languages.It is needed a pedagogical culture of collaboration. The participating teachers in school partnerships stated that they use the technology itself has made the most problems, but the collaboration with other teachers, the communication in a foreign language with other teachers, students involvment in group activities, their integration of their project into the curriculum project school site, etc.The teachers with experience in the deplay of interschool partnerships based on new technologies colleagues recommend to their colleagues at the beginning that, according to existing resources in school to work in small groups of pupils so that each to contribute to the project fulfilment. SUMMARY Prof. Croitoru Silvia Colegiul National ,,Elena Cuza”,Craiova,Dolj Prof. Croitoru Marin –Mitica Colegiul Transporturi Auto ,,Traian Vuia”, Tg. Jiu, Gorj School projects have an important role in helping the students form their skills and attitudes. The promotion of the ecological tourism, the abidance of its principles, making the participants responsibile are the items that can be created and developed during the school projects, implying not only students and teachers, but also the agencies and institutions included in this kind of activities. SUMMARY Prof. Irimia Teodora Liceul Teoretic “Tudor Arghezi” Prof. Tudoran Ștefania Grădinița cu program prelungit Nr.24 The formation of man’s personality is the result of a compex process in which the society’s actions and influences, of institutions, of social groups, are blended with the person’s own efforts to self – improve. Life long learning is a set of means for man to improve throughout his entire life, aiming to insure his efficient participation to the progress of the society he lives in. “Learning how to learn” and “be able to become” do not represent the single means of life long learning. They are joined by becoming “the master and author of his own destiny”, proving, according to the nowadays 121
- 122. requests, not onlythe ability to continuously adjust to change, openness towards the new, ability and desire to continuous improvement, but also the ability to create and innovate in his effort to self – improve. School is only a first step of life long learning. It needs to prepare students to be able to fulfill this aim. Thus, school has to pass on to the student the basis and the methods of self – improvement. Life long learning has to massively contribute to man’s formation in order for him to be able to actively participate in the social and political life, and also to understand the great issues of the national and international collectivities in which he lives. CREATIVE METHODOLOGY IN TEACHING ENGLISH -DISSEMINATION- Beneficiary: prof. BARBU NICOLETA LIVIA Gradinita Nr. 44 Craiova In November 2010, from 1st until 12th, I was a student at Oxford House College, in London, UK, taking part in the course “Creative Methodology”, as a beneficiary of a Comenius grant for individual mobility. The course had 50 hours and the participants came from many European countries such as France, Italy, Spain, Turkey, Netherlands, Holland, Cyprus, Hungary, Bulgaria and Romania. The first week of the stage was devoted to methodological approaches accompanied by practical activities in order to stimulate the pupils’ creativity and imagination. Also, new and interesting ways of teaching grammar structures were presented through the use of motivating activities for the students. The theoretical approach had a significant lower weight than the practical exemples. The second week of the course consisted in studying methods and techniques for educating and developing the students’ reading, writing, speaking, listening, pronunciation skills. After taking part in this course I can highly say that the objectives of the programme were fully achieved and the new knowledge and practical examples integrated in the course will conduct to improved teaching strategies and more attractive classes which will also increase the students’ interest in learning the English language. 122
- 123. L.L.P. COURSES ANDA NEW DIMENSION IN EUROPEAN EDUCATION IN A KNOWLEDGE SOCIETY Professor Emanuela Lazarescu School 29 Nicholae Romanescu- Craiova It is known that equality of opportunity, unity in diversity, innovation, performance, creativity, lifelong learning are principles governing the European education sector programs: Comenius for schools, Erasmus for universities, vocational training Leonardo, Grundtvig for adult education and program cross. Key activities aimed at profitable investment, transfer results by: Strategic cooperation and innovation, language learning, content development by ITC, dissemination and exploitation. In 2010 I applied for a training course for teachers of French in Nice, France. All stages followed over time have been very useful, but it gave me new perspectives on teaching approaches and the novelty FLE authentic documents proposed to support the teaching approaches that were part of French and Francophone heritage. The notion of task is in the heart of this building: "The execution of tasks by an individual data requires demonstration of competence to complete a series of actions in a certain area with a defined purpose and a particular product." Putting the burden of student looking to change his work and its progress in relation to the language studied. Objectives formulated in terms of tasks are reflected in classroom activities. There are different evaluation approaches. Evaluation is a source of motivation. Students are involved in communication activities in the foreign language support with authentic and diverse elements. This variety is the key to sustain attention and student interest. These supports must be very different depending on the proposed activity: texts, images, websites, menus, tourist brochures, indicator panels, weather reports, letters or videos. References: www.francophonie.org www.woldnet.fr www.lexiquedufle.free.fr www.tv5.org 123
- 124. SUMMARY - ‘OVERSEASTEACHERS OF ENGLISH - CREATIVE METHODOLOGY (WEEKS 1 AND 2) ” Prof. Maria-Luiza Vasile, Colegiul Naţional Economic “Gheorghe Chitu”, Craiova, judeţul Dolj Last year, from 4 to 15 July 2011 I attended the training activity entitled 'Overseas Teachers of English – Creative Methodology (Weeks 1 and 2) "which took place at Oxford House College, London, U.K. The activity was included in the catalog Comenius / Grundtvig and consisted of 10 days of practical and theoretical training. The activities of the course were varied and exciting, emphasized the integration of the newest methods with the traditional ones in order to improve our teaching. The participants were encouraged to think creatively. The activities encouraged th creative thinking and writing and the importance of working in groups and pairs. Most of the activities can be successfully used in class. All sessions of the course focused on developing skills such as reading, listening, writting, speaking..This activity was attended by 19 teachers from EU member countries such as: Romania, Turkey, Italy, Spain, Germany, France, Czech Republic. This activity help me improve my language skills and teaching methods; it offered me a unique direct contact with the British civilization and culture. “ ŞCOALÃ- PATRIMONIU- INITIATIVÃ TURISTICÃ- EUROPA” Prof. Oprea Alina Grupul Şcolar Traian Vuia-coordonator proiect Prof. Panait Gabriela Grupul Şcolar Traian Vuia- membru echipa de proiect This project -E.P.E.I.T.E- School-cultural and touristic heritage-A European Initiative is based on the theme of cultural heritage and aims at training, information and mobility, elements undeniably useful to train our students . This two years programme is composed of a partnership of 6 countries : Italy, France, Spain, Poland, Portugal, Romania, Turkey. The project is based on the simulation of a travel agency wich will allow students to learn about their partners and to imagine to true courses and travels in the territoiries belonging to the project partners : route choosing , hotel 124
- 125. booking, cultural aimsand the discovery of the cultural heritage . The project will enable 14 to19 year students to put their creativity at the service of education , while they are working in interdisciplinary environnement (history, geography, foreign languages, language, tourism, ICT). We will therefore follow several principles that represent the heart of the European base and build awareness of the leadership needed to be engage in society and to succed in the world work. We think that’s schools are not really engaged in doing so good. Our project will allow them: to have methods of work in order to solve problem, to memorize, to think in a logical and exact way. Perseverance and good attitudes will be developed through the interactive method of learning both by doing and following a course and in exchange action. It will be carried out via e- mail, a blog, and other ICT related media. 6 virtual tours, brochures, DVD, films will from their work to bring important aspects of the participating countries out. EDUCATION IN THE KNOWLEDGE SOCIETY Professor Iancu Vergica School Nr. 29 “Nicolae Romanescu” Craiova Education has a vital role in sustainable socio-economic developpment in the long run. The importance of education is demonstrated at all times and in all areas of social and personal life. Thus, the fate of each individual, group and individual societies as a whole, depends on the quality of education. Socialization through education involves the transmission, acquisition and application of values (scientific, technological, cultural, artistic, philosophical, ethical, religious, political, economic and others). Depending on the degree of organization, we can talk about formal education, non-formal and informal. Sustainable developpment is closely linked to education, the impact of new information and communication technologies on education systems will be reported and therefore supported by policy makers and especially by the government. We note, however, that these decision makers often resort to manipulation or retention of information, along with the lack of real interest for education and information prevents the development of the field in real time. Sociological approach to the education system led to the consecration of specialized disciplines as sociology of education. 125
- 126. MINI GUIDE FORUSING E-LEARNING PLATFORM EICU Prof. Dorina Goiceanu Colegiul Tehnic de Industrie Alimentara Craiova Prof. Sandu Goiceanu Grupul Scolar “Traian Vuia” Craiova Project: “English and ICT Competences for the Unemployed“ Romanian Coordinator: PROMAS- Project Management Association ROMANIA Program: GRUNDTVIG Lifelong Learning 08-GRU-P-LP-136- DJ-IT The project aims at developing an innovative training course in English, increasing intercultural knowledge between participants and improving team work. The project results are for unemployed people willing to enhance their skills. The programme also aims to activate participants, valorize experiences in creating COPs (Community of practice) and networks of people. The structure of the course should be based on a modular concept, meaning that the section and units of the course can be used independently. The partners of the project will have the opportunity to build their own course and plan it based on the specific characteristics of the target group. Also in the development of the course we should take into consideration another aspect that might be different for the training domain: the “training modules” content will be available on an online web-platform and the training organizers will not only have the possibility to choose the specific sections needed but also the methodology of delivering the training. This means the units of learning can be made available on paper version, electronic version on CD-ROM and on e-learning platform depending on the methodology adopted. The training providers will be able to choose Alegeti cursul “English for Puteti incepe unemployed “ lucrulpe module different types of delivery for the entire training or for different “training modules” according to each session or group of trainees ( blended learning = face to face, e-learning). 126
- 127. In formations canbe found on the project’s website: http://www.eicu.eu, section E-learning, To login on the e-learning platform, please click on: http://lnx.training2000.it/moodle/course/view.php?id=4 Insert your “username” and “Password” which has been sent to you previously. PERMANENT EDUCATION, SELF-EDUCATION AND “SOCIETY OF KNOWLEDGE” Prof. Înv. Primar Ana Grigore Sc.Nr.29 N.Romanescu Craiova Permanent education is not limited to continous education or to continous proffesional instruction. Permanent education includes the whole aspects and dimensions of education; the resulting part being more than the sum of component parts. Permanent education is not a system, nor an educativ domaine, it is the principle which the global educational system is based on. Constant education principle underlines how important is to include into the educational process the individual integrity and all type of education. EUROPEAN EXPERIENCE Beneficiari: Prof. Marilena Ciontescu Colegiul Stefan Odobleja Prof. Ecaterina Predescu The Lifelong Learning Programme (LLP) is the successor to the Socrates, Leonardo da Vinci and ICT / Open & Distance Learning (2000-2006) . It supports learning opportunities from childhood to old age in every single life situation. The European Commission’s Lifelong Learning Programme enables people at all stages of their lives to take part in stimulating learning experiences, as well as helping to develop the education and training sector across Europe. The sectorial sub programmes focus on different stages of education and training and continuing previous programmes: Comenius for schools and Grundtvig for adult education. This paper presents European experiences of Marilena Ciontescu and Ecaterina Predescu, developed during their participation at two in-service trainnings: Grundtvig "Learning and facilitating techniques in professional life for teachers and trainers – learnshop on learning by 127
- 128. doing/doing by learning"GRU-11-MOF-265-DJ-ES (Genova, Italy) and Comenius "Creativity and learning" SE-2011-135-001 (Sliema, Malta). "Learning and facilitating techniques in professional life for teachers and trainers – learnshop on learning by doing/doing by learning" was aimed at empowering the participants’ skills in moderating and coordinating formal and informal groups to be carried out with ‘action learning methods’.This action learning is an intervention method based on the assumption that people learn most effectively when working on real problems occurring in their own settings. The AL method helped participants in communication skills based on moderating workgroups and debates and fixing final results, helping people in solving problems and achieving results, reinforcing the decision-making process in work groups and supporting people in own learning process on how to learn better. The objective of the course “Creativity and learning ” was to - by combining theory and hands-on practice - introduce and stimulate creativity and innovation both at the course and to be transferred into classroom and school practice “back home”. The course programme was based on modules such as Personal Creativity Point of Departure; Mental Models; Concepts of Creativity; Thinking Outside the Box (techniques for creativity); Creative Classroom (tools for pupils); Idea Generation; Creativity and Learning; Multiple Intelligences; How to Discover Own Talents; Creative Learning Environments; Experimental Science; Measuring Creativity; Opportunities for European Collaboration; and How to develop creativity back home. « LUTTER CONTRE L’ECHEC SCOLAIRE DANS LES BANLIEURES FRAGILES » « FIGHT AGAINST SCHOOL FAILURE IN FRAGILE ENVIRONMENTS » Teacher Ianovici Marijana Camelia The No.43 Kindergarten from Craiova The Transversal Program- The Key Action 1.1 The study visit was organized by The committee of helping international project from Bassin Marseille Littoral Nord represented by mr.Duperray Dominique,headmaster assistant to Technological and Vocational High School “L’Estaque” from Marseille. This committee deal with the implementation of international projects in many education units of all levels from Bassin de Marseille-Nord-Littoral.In this area are living socially disadvantaged people especially immigrants and among students it comes out a lack of motivation 128
- 129. for school attendance.In the region are implemented several innovative programs to prevent early school leaving (Ambition reussite,Zone d’education prioritaire-ZEP,s.al ). In those five days, representatives from Marseille involved in this study visit showed the French education system, "priority education program" in public schools receiving a multicultural and socially disadvantaged and the basin strategy to motivate students and to bring them back in education units. We visited schools from Bassin(Colleges Versailles, College Arenc Bachas,College Jean Moulin SEGPA,LPTR L’Estaque ,LPTR la Calade , LGT Victor Hugo) where there were audiences to classes and workshops during which we analyzed, discussed and evaluated the devices. Organizers fructified efficiently the time to transmit as much information to participants to the study visit and tried to make the exchange of ideas to be as good as possible. “EDUCATION FOR THE ENVIRONMENT, EDUCATION FOR FUTURE” Prof. Toader Elena Prof. Ungureanu Florina Colegiul Tehnic “Costin D. Nenitescu” Craiova The project “Education for the Environment, education for future” addressed to XI-th grade students from Technical College “C.D.Nenitescu”, Craiova who in 2009-2010 school year learned in Natural Resources and Environment Protection area. This project was for professional formation in the “Environment Protection” field. 15 students were involved, from the third level of qualification, Technical profile having the specialization: Natural Resources and Environment Protection, and the qualification was Ecologist Technician and the protection of environment quality. The students were accompanied in this mobility by two teachers from our school. The mobility took place in Lisbon, Portugal during 01.11.2010-28.11.2010. As a partner from Portugal was DNA Europe and as stage unities were three specialized companies: SMAS Loures, AMARSUL and IRRADIARE. The mobility has only one cycle of students and has purpose the improvement of the transfer from school to job place. 129
- 130. SECTIUNEA 4 PSYCHOLOGY OF CREATIVITY Prof. Caramavrov Maria Daniela Liceul Teoretic „Tudor Arghezi”, Craiova, Dolj Creativity is a complex ability that makes possible the creation of products, real or purely mental, constituting an improvement in the socially plan. It has long been considered a privilege of a restricted minority. Any normal person can improve her activity and this is why she must be helped in this way. The school has a crucial role in broadening the horizon of knowledge of each person. Researches have shown the incredible importance of the ability of falling in love "with something", with an idea or with an image of the future. This image or idea is a goal that seems required "for granted". And if it persists in years, then it ensures the development of creative structures of personality. Image of the future can act as a magnetic force that orders our actions, gives us energy and courage to take initiative, provide solutions and leads to success. The ability of designing yourself in the future, dreaming and making plans, being curious and wondering are several important qualities of the human being. These projections in the future work like sets of necessities which guide and select the individual actions. The evolution of societies has always been dependent on a minority of creative people, on the image that they have had on future . History warns that the companies that do not have a clear picture of the future will disappear. Certainly we need new positive images about the future of the world, images of the targets to which we are heading. FORMATION OF AUTONOMOUS AND CREATIVE PERSONALITY Prof. Elena Neacă Gr. Şc. „George Bibescu”, Craiova Educational ideal of contemporary society requires the free, full and harmonious development of students, the formation of an autonomous and creative personality. In today's society, with rapid and immediate effects, education and teaching should be renewed, supplemented and adapted, so we are constantly talking about innovation and creativity in teaching. 130
- 131. Through well-chosen methods,the teacher can educate students with confidence that each one can be creative, he can eliminate the fear of making mistakes and can inculcate confidence that barriers to creative thinking can be reduced through learning new techniques. Consequently, the creative learning is necessary to inventive people to develop decisions and to solve life problems by action. This learning type does not preclude traditional school learning, but it is a new quality of it, by the objectives pursued regarding the formation of human personality. It focuses on research and discovery learning, on the learning by own effort, independent or guided, on thinking and creative imagination. LEARNING MODELS - EFFECTIVE METHOD OF TRAINING prof. Tatiana Bălăşoiu College "Ştefan Odobleja" Craiova Modeling is an active method used in the formative-educational, that helps the teacher to seek and engage students to thinking, because technical models represent objects and phenomena simplified, reduced to essential issues, easily understood by students. Modeling is based on the analogy of the relationship built the original system model he is. Modeling teaching involves „action model". Practical training in object oriented modeling provides students with the transition from a model built on the essential properties of the original, the concrete reality through their training together creative development process that require students to practice skills (motor, sensory, intellectual) and to apply new knowledge. Modeling the similarity of conditions of practical using technical models faithfully reproduce the original system (control panel and apparatus attached to it) for any product, device model is equipped with terminals respectively positioned as they are in reality (position relative to the plate height, etc..) and the power is fixed to the plate. The student has the opportunity to train and develop skills for effective execution circuits (conductor measuring, cutting, stripping, training plates, modeling the way, fixing, checking), without damaging the real devices. Finally, after developing those skills, the student working with real equipment. The advantages of the method are: Savings on materials Individualization of instruction (at your own place, own workstation) Effective training in conditions identical to those real 131
- 132. Using an alternativemethod of training Formative and objective assessment (student card for the next class should not be removed). JOURNAL OF PRACTICE ON ECONOMIC AGENTS - CURRICULUM SUPPORT FOR MASSED PRACTICE Professor Doiniţa Bălăşoiu College "Stefan Odobleja" Craiova Vocational and technical education, practical training is organized and conducted pooled as part of training, learning to work. Internship is designed for practicing (student practice performing merges the trader) to acquire professional skills that are specified in Annex teaching the "Framework Convention on practical business training in the internship to students undertaking VET "and comply professional training standards for those qualifications. Ways of running / conducting practical training can be: Work under a contract, the two partners (practitioner and practice partner-operator) can benefit from the Law no. 27/2007; In a project, possibly financed by European Social Fund; Outside of an employment contract. While the practical training, together with the teacher tutor responsible for monitoring the course of practical training practitioner continually evaluates, based on anecdotal observation/ evaluation. The review will examine the degree of technical skills training and behavior and how to integrate the practitioner in the business (discipline, punctuality, responsibility in problem solving, respect the rules of procedure, etc..). For evaluation will compile a portfolio of defined structure. As a complementary assessment tool, the portfolio is characterized by transparency and relevance and may facilitate uniform assessment of learning outcomes and the progress achieved by each student. Portfolio can be assessed both as a final product and the process (composition): this will be determined by the teacher and communicated to the student, from the beginning of the practical training. 132
- 133. DEVELOPING CREATIVITY ANDEFFICIENCY IN TEACHING MATHEMATICS BY NON-STANDARD PROBLEMS AND WORKSHEETS Professor Camelia Macsut School Group 'Traian Demetrescu "Craiova Mathematics is one of the disciplines that contribute substantially to the formation and development of logical thinking, reasoning, memory, a style of intellectual work and life. Students do not learn it easy and for some it is not at all a delight. Mathematics teacher must start from the idea that all students can learn. Through modern interactive methods combined with traditional methods of teaching and learning, by integrating modern techniques into teaching, making PowerPoint lessons, using educational software, teachers can build the path between what students know and what they can do. Interactive methods for teaching mathematics: cooperative learning, problematization, I know - I want to know - I learned and others are less known and used by all our teachers. Nonstandard, recreational, rebus-like, perspicacity problems, game issues etc., are avoided by most teachers of mathematics. From personal experience, by introducing these types of problems in the lesson, I can say that they became a way to attract students to math class. It determined them to try to solve these problems, and thus they remembered more notions than by classical solving. Using worksheets with varying degrees of difficulty, according to what the student, for whom the worksheet was designated, already knew, or containing a single problem but which requires solving through various methods, was another way to achieve the intended goals: effective teaching and learning mathematics and pupils' creative development. There has been a more active participation of all students to discover and learn methods of solving a type of problem and also theoretical knowledge required. The teacher is the one who contributes decisively to develop pupils' creativity, being itself creative when designing the process of teaching and learning. 133
- 134. SUMMARY Prof. Moldoveanu Anca Ştefana, Gr. Şc. Industrial de Transp. Căi Ferate Craiova This paper wants to show that students’ involvement in various projects is the best way to develop their personality and achieve their goals. The activities developed within three partnership projects taught the students valuable life lessons, healthy habits and skills useful in their life. Through the three partnerships, made with Marin Sorescu National Theatre of Craiova, Elena Teodorini Lyric Theatre of Craiova, and the Theatre Department of the University of Craiova, I tried to give students the opportunity to develop their ability for interpretation of different roles, to develop a taste for watching plays and understand their messages, to improve the sense of beauty, to enhance trust in their talent, their skills of performing choreography using their personal vision, their ability to develop creative imagination, as well as their courage to cultivate talent for future jobs, and develop leadership and organizational skills. For this training I asked for a room in the school, which finally resulted in establishing the Talents Club, where I pursued: the development of their abilities to express themselves clearly in writing and also to present the original creations, encouraging poetic and narrative expression. I encouraged talented students to participate to creative writing contests of poetry and essays, to develop their abilities for interpretation of roles and their taste for watching plays and understanding their messages. The results of this type of approach did not fail to appear, as many of our students who participated in writing essay and poetry contests, won important prizes, making school a place of self-achievement free of constraints. CREATIVITY AND INNOVATION IN THE CLASSROOM. TEACHING DRAMA. Prof. Cioc Florentina-Ramona Sc. Nr. 32 „Al. Macedonski” Craiova Teachers have the power to unlock the creative and innovative potential of the young by using creative learning and innovative teaching. Creative learning can be seen as a form of learning that favours understanding over memorization. Drama can be used to encourage pupils to learn actively and interactively. Children are encouraged to move, speak and respond to one another. Students, who are challenged by reading 134
- 135. and writing inEnglish, often respond more positively to the imaginative learning offered by drama. In particular, drama develops literacy skills –supporting speaking and listening, extending vocabulary and encouraging pupils to understand and express different points of view. Moreover, dramatic activities motivate children to write for a range of purposes. Drama also gives children opportunities to discuss and work together. It enables them to explore their past and present cultural values. It encourages them to think and act creatively, developing critical thinking and problem-solving skills. Most importantly, drama activities are fun. Teachers can take a more permissive approach, concentrating on the process of learning by encouraging, cherishing students’ ideas, encouraging risk-taking and rewarding creativity. SUMMARY USING MULTIMEDIA IN TEACHING ENGLISH Teacher : Puenea Nicoleta Liceul cu Program Sportiv Slatina The purpose of this paper is to evaluate the importance of using modern technology in teaching English as a more interesting and attractive way to teach English to students. Multimedia, is the combination of various digital media types such as text, images, audio and video, into an integrated multi-sensory interactive application or presentation to convey information to an audience. Traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such , in our contemporary society many educational institutions are moving towards modern approaches like communicative approach , problem based learning as a solution to producing graduates who are creative , think critically and analytically, to solve problems. In this paper , I focus on using multimedia technology as an innovative teaching and learning strategy by giving the students some multimedia projects to train them in different language skill sets. 135
- 136. CREATIVITY AND INNOVATIONIN THE TRAINING AND EDUCATIONAL PROCESS Înv.BUIA MARIANA Şcoala cu clasele I-VIII „N.B.Locusteanu” Leu The role of school in shaping the creative behavior is very important because it remains the main tool that society used to increase the creativity at its young members, school-aged members. The methodological approach, the relation teacher- student(cooperative and democratic one), the attitude of grown-ups regarding students are essential and very important in education of creativity. The creative spirit must be developed by methods taken to give free space for ideas. So, there are traditional and special methods.The first category included methods that are already known and frequently used by teachers. The special techniques are taken to stimulate the creative capacity like: brainstorming, multiple- choise testsand other techniques in order to let the genuine ideas free. The atmosphere in schools should be changed because the teaching methods must involve the participation and implication of students in clases. These significant changes imply automatically changes into the mentality of teachers and also in the traing and educational system. ABSTRACT PROFESOR VUCU IRIMIA - DOREL ŞCOALA CU CLASELE I-IV CÂMPIA, JUDEŢUL CARAŞ-SEVERIN In this century hurried (Gr. Vieru), almost powerless system in a real mess of values. Through literature we are able to edcate a generation to fulfill her life. Textual interpretationis the point of inner human labyrint pornirespre. The school aims to awaken their children the desire to climb the heights of spirit. ANIMATING READING PIP Dan Antoanela Silvia G.S.A. Carcea A reading club can help students develop their taste and interest for reading. Students may develop their own personality in a reading club by means of a puppet theatre. Thus, reading-based 136
- 137. theatre greatly exceedsthe text matter and reveals the emotions and personal thoughts of the student-reader. More precisely, the bunny-character initiated the discussions of the first meetings. The Bunny is one of the characters in many student reading texts. I have chosen “The Fox and the Bunny” by Alexandru Mitru. We had puppets for the fox, the rabbit and the bear. The appetite for this was achieved by means of the author’s explanatory title: “He that reckons without his host must reckon twice”, which was followed by questions such as “What did you like most and why?”, “What didn’t you like? Why?” The dialogue took place between the 3rd -4th grade students and 1st-2nd grade students. Thus, we decided to stage the story “The Fox and The Bunny”. We followed the necessary steps from the written text to theatre. The older students assumed the roles of the author, the fox, the bunny and the bear; they read in front of the audience, they help their colleagues with the puppets behind the scene. The younger students are the spectators and the first to validate the success of this endeavour by reading the emotions on their faces. The effort of reading and exercises of expressive reading is rewarded by the happiness that is offered and the admiration they inspire to the “audience”. SUMMARY P.I.P. Dinu Simona G.S.A. Cârcea Initial evaluation for the 1st grade students has to be done by systematic and indirect observation of the students in order to appreciate the level of their skills necessary for school age. The purpose of this paper is to offer a type of activity which allows global evaluation, both discreet and precise – a project which implies creating an album with images and texts. A puppet/marionette/toy is introduced – the main character of the album (I have chosen a child-clown whom the children have named Istetila/ Smarty). The teacher connects the previously introduced character to the theme (e.g. Istetila/Smarty has never been to the Zoo. Let’s take him to a wonderful zoo). The pages of the album are created by using drawings, collages, pictures, photos etc; the teacher distributes paper to the students/ groups of students, gives them patterns and takes part in arranging/displaying things on the page, helps the students. In this friendly environment, the teacher asks each student questions that would evaluate: presence/absence of skills necessary in order to learn reading and writing, numbers, calculus etc, the final stage being binding the pages of the album together and presenting the whole album to the class by those students who wish to do so. 137
- 138. CREATIVITY IN LEARNINGMATHEMATICS Prof. Mageri Vali Angela C.N.E. „GH. CHITU” The solving by the student of some problems at a certain subject is considered to be creative if it is achieved in an independent way. If intelligence is a superior organizing and equilibrium form of cognitive structures and if understanding and inventing are its main functions (Piaget) then we cannot speak of any creative process without the participation of intelligence. Creativity is grown on the conflictual field of the problematizing situation and constitutes its inherent result. The thinking productivity, its fecundity, probably depends mostly on the degree to which man is able to judge a problematic situation in different contexts and reporting himself to them, to see in a new light not only the different parts of a problem but the whole problem or problematic situation. The problematizing enhances a positive attitude towards knowledge and favors the formation of a higher motivation. We can conclude that this extremely complex psychical and intellectual feature which is not found in the same degree in every person has an important function in the progress of mankind. TEACHING PRONUNCIATION. USEFUL TIPS Prof. BĂLMAU ELENA ALINA GR. SC. TRAIAN DEMETRESCU When teachers decide to focus on pronunciation practice many of them make the mistake of trying to teach pronunciation along with introducing vocabulary. This can work with students who have a "good ear," or who perhaps speak a related language. However it can be hit and miss with students whose mother tongue has no relation to the target language. Thus the first lessons in pronunciation should involve your students listening and identifying, rather than speaking, so just by following three very important steps you should have great results with your students. 1.Start with Phonemes 2.From Recognition of Phonemes to Practice 3.Moving on to Pronunciation of Words 138
- 139. DIFFERENTIATED INSTRUCTION ANDROMANIAN CLASS Profesor- Drăguţ Melania Clara Colegiul ,, Ştefan Odobleja”, Craiova Inteligence is defined as tehe ability to solve problems and/or create products that are valued at one point to certain cultures. Human cognitive capacity is well described by Gardner with a set of skills, talents and mintal skills that normal children have intelligence. He calls each of these intelligences to some extent. What distinguishes them is their degree of development and the unique nature of their combination. In student - centered school, both evaluation methods and curriculum promotes different profiles of intelligences of students. Accepting intellect multiple intelligences we considered selection: linquistic, logical- mathematical, musical- rhythmic, visual spatial, naturalistic, kinesthetic, interperonal and intrapersonal. The method we applied it to a lesson summative evaluation, the story unit in the tenth grade and gave students the opportunity to display their skills, aspirations, skills attitudes. Results/products students have been marked. Strengths of an experiment are multiple demands of the National Curriculum for active learning and creative development. Finally, literature is no longer seen as an object of knowledge, but as a mediator of knowledge( allows understanding of worldviews). The report creation/text / reader, student/ reader is privileged and development of individual capacites development and trening is reflexive, critical and creative development, not least, emotional maturity. EDUCATION – AN ESSENTIAL ELEMENT IN DEFINING A STUDENT’S ACTIVE PERSONALITY Teacher Dragomir Carmen Marinela School No. 18 “Sf. Dumitru” Craiova In a century in which information re-dimensions its volume, an individual permanently learns to permanently adapt oneself to a dynamic reality, but the rhythm in which he takes in and manages the knowledge determines a clash between reality and his representations. By realizing this problem, one is determined to identify the specific ways which someone uses to learn quickly and 139
- 140. correctly and atthe same time identify the strategies and the means that we can use in order to determine the others to learn. It is not possible to elaborate a modern predominantly formative education, closely related to life without bravely promoting the new within the didactic process in content and forms of achievement, teaching, learning and evaluation strategies, in perfecting developing conditions. The present phase requires reflection upon selecting, dosing and structuring content according to scientific progress and social life, as well as contemporary pedagogical tendencies. Thus, the following criteria and principles should be taken into consideration: o the effort used in selecting the informational content, establishing the system of key-concepts of a study objective, that would identify the explanatory assistance of the factual material; o the logical order of characteristics during the years of study, beginning with the primary level, concentrically resuming certain knowledge, but avoiding useless repetitions; o the value of the educational potential of school subjects, implying not only classical tasks, which involve a new solution, but also the nature-society relationship, national and universal values, and the contemporary world’s matter of doubt regarding man’s part in protecting the environment, moral and civic education, in achieving democracy, understanding and cooperation between nations; o a just scientifically-based relationship between theory and practice, in order to emphasize experiments, practical applications, illustrate certain phenomena and process, and also use teaching resources of practical and ludic activities; o cultivating certain social-volitive, civic and humanistic characteristics, attitudes and behaviours proper of work ethics; o setting an integrative, interdisciplinary vision of the world. Nowadays, the educational process is oriented towards developing an autonomous, dynamic and creative personality, anchored in the social realities. In order to achieve this, school has to assume certain formative objectives that help the individual to rapidly and efficiently integrate in the social field. The teacher’s role is to motivate students according to their aspirations, encourage their spontaneity and creativity. In developing a student’s personality, one needs action, confrontation, communication. Teaching and learning should involve challenging students in independent actions, asserting them as educational subjects, who no longer passively acquire knowledge. Students should be stimulated to acquire knowledge during personal research, using fundamental strategies of voluntary effort during a research, a re-discovery attempt. 140
- 141. SUMMARY Prof. Ani Draghici Grupul Scolar “Traian Vuia”, Craiova '' Consider the student a candle to be light up so that later it can light with its own light .'' (Plutarh) The pedagogical creativity defines the patterns of the necessary qualities that a teacher needs to design and to accomplish some efficient activities by capitalizing of its permanent renewal capacities of the specific actions that are involved at the level of the educational process and system . The educational field develops a pedagogical time and space that is opened to creativity , individually ( the teacher’s creativity, the student’s creativity, ) collectively ( the creativity of the group of teachers , the creativity of the class , the creativity of the micro groups of students ) and socially ( the creativity of the school organization , the creativity of the educational community , national, territorial , local . The creative process of pedagogical type is involved at the level of didactical / educational design which involves the capitalization of the preparation - incubation – enlightenment- verification stages of the way a lesson , a conciliation class is hold , in a formative manner . The training of the teachers at the level of required pedagogical creativity involves the stimulation of their curricular capacity to design and develop the educational / instruction activity that can be achieved in the scholar and extra scholar environment . This implies ( Cahiers pedagogiques, nr.17/20005, .-): a) the institutionalization of new training structures , with intensive courses accomplished through two to four years at the level of some open and complementary modules that provide basic information with superior methodological value in the field of :psychology ( educational sociology ) , didactics ,didactic / educational , practice , curricula theory , educational management ; b) developing new methods of pedagogical speech , through the orientation of fundamental and applicable knowledge , ( re) updated and complete , to solve some problems or problematical situations , designed and developed in curricula way , following , in the same time the science of ,, administrating the unpredictability which can not be programmed ,, with ,, the art ,, of exploiting the openings of the educational process engaged in functional-structural level and in the context of specific teaching-learning-assessment activities ; 141
- 142. Making operative someprofessional teaching devices trough redefining objectives ( the importance of the "expected effects" related to "personal satisfaction" for the results achieved in management promotion , the reorganization of structures (in the methodological context specific to continuing education and adult pedagogy) and diversification of "written offers" (courses, modules, themes and bibliographic summaries, etc..) , achieved by the ethics of "well done", which stimulates creative self-reflection, innovative learning, social engagement, management decision. CREATIVITY AND EFICIENCY DURING ENTREPRENEURIAL CLASSE Prof. Chivu Dumitra GR. ŞC. „TRAIAN DEMETRESCU” In the teaching process of entrepreneurial classes the methods used are interactive and innovative. Otherwise entrepreneurial itself is based on creativity and innovation. To teach „The Profile of the successful contractor” I used the creative metod called „The Stellar Explosion”. This is a method which puts the main theme in the centre of attenţion (represented by a big star) and continues with questions such as: what, who, how, why, which just like a stellar explosion. Each question represents a lettlestar. In this way the student is stimulated to get involved in developing the theme, to easily identifying the qualites and characteristics of a succesful contractor and to build his profile. At the end of the lesson, the students are shown a text and are asked to use all the information they have already received and draw the personality type encountered the text. THE USE OF COMPUTERS IN TEACHING FOREIGN LANGUAGES Prof. Păloiu Mădălina Luiza Prof. Zaharie Oana Lavinia GRUP ŞCOLAR TRAIAN DEMETRESCU, CRAIOVA The learning process assisted by computers give both to the student and the teacher a varied area of activities that carefully planned as a compulsory part of the pedagogic process, will help the student to learn a foreign language The use of the computer and the Internet allow a better understanding of the subjects in a short period of time. The time needed to work the experimental data in favour of some learning 142
- 143. activities which involvesuperior cognitive processes, is a lot reduced; the students make some soft and didactic materials needed for study. Thus, the students’ creativity develops. They learn to ask questions, to search and discuss scientific issues which can affect their own lives. The computer soft can become an important support for an efficient teaching. Learning foreign languages with the help of computers has improved a lot in the field of communication based on the use of texts, audio or video ways. A great importance in learning foreign languages have had on-line conversations and electronic portfolios. Computer evaluation eliminates subjectivity, the student being evaluated according to strict rules. INTERDISCIPLINARITY – AN INNOVATIVE METHOD FOR STUDENTS` PERSONALITY DEVELOPMENT Teacher Constantina Ciurlin Grup Scolar „Traian Demetrescu”, Craiova Extracurricular activities represent an ideal solution for interdisciplinary approach. These activities are, once again, a challenge both for every student and every teacher/initiator who ellaborates contents, strategies, according to students’ expectations, local specific, students’ need to prove what they are capable of, each of them in their own field. Anyone can ask: Why are students implied in such activities? The answer is simple and plain: To get answers to their specific problems, to their ethic and intellectual orientation. Theatre, as an addition to literature studied during language classes, may contribute to enrich students’ culture, to develop their taste for authentic art, to form their ability to understand the beauty, depth and subtleties of great writers’ works. It can also influence students to make judgements, to develop their group spirit, initiative, responsibility and civic spirit. Furthermore, the students manifest and develop certain skills, become more confident in their opportunities, and with the help of theatre they may be known for their personality that can be developed and fulfilled. By attracting teenagers to theatre, we will train the public of tomorrow who, being endowed with an aesthetic culture, will enjoy theatre and will make it live. Interdisciplinarity contributes to the optimization of educational process and the consequences for the intellectual development of students, of their learning ability are obvious. 143
- 144. COMPUTER ASSISTED LANGUAGELEARNING A SOCIALIZING AND SCHOOL PROGRESS TOOL Teacher Mirea Ileana Dora Liceul de Arta “Marin Sorescu”, Craiova, Romania Computer-assisted language learning studies the applications of the computer in language teaching and learning. The purpose of a well organized computer based language learning is bound to start from a well organized pedagogical framework considering the teacher’s own needs, goals, students, and classrooms, rather than the external pressure. As a part of this process, it is important to develop and entertain key questions to decide how, when, and whether to change an activity, lesson, or unit by incorporating technology. No sooner had the questions been asked than I found the right context to use computers in the language classroom through implementing a research program in our school. English Profile is a research program designed by the University of Cambridge meant to involve students at different levels of language learning to submit their essays, letters or compositions in order to be analyzed by exploring the way learners of English progress through the levels of the Common European Framework of Reference. The program was an important tool used to monitor students’ progress. It meant a change in the traditional way of assessing students’ works, which was met with enthusiasm and the novelty of the challenge ensured the success of implementing the program.Through its new technological and linguistic perspective it called for a multitude of organizational skills on the part of the teacher and the students, following steps, deadlines and understanding terms and conditions as presented in English that accounted for the dedication and enthusiasm that animated the students. The whole program activated our communicative skills and proved that computer can be a friend capable of creating strong bonds between people, as we found ourselves “entangled” into a valuable network based on the principle of the communication continuum activated within learning communities. Not only did it create an intense need to socialize but it also contributed to forming the community spirit that we have always strived for in our institution. The whole project proved to be a work of value which helped the participating students grow as individuals. HEART IDIOMS IN ENGLISH AND ROMANIAN SUMMARY Prof. DAN Antonina-Violeta Colegiul National Nicolae Titulescu According to the cognitive perspective most idioms are products of our conceptual system and not only a matter of language. An idiom is not just an expression that has a meaning somehow 144
- 145. special in relationto the meanings of its constituent parts, but it arises from our more general knowledge of the world embodied in our conceptual system. English and Romanian have much in common concerning their phraseological potential. The three languages also have a considerable degree of correspondence regarding heart idioms. Heart idioms share in English and Romanian the same figurative meaning, as well as the same fundamental conceptual strategies. The paper is based on the cognitive hypothesis according to which idioms are motivated by conceptual structures: conventional knowledge, conceptual metonymies and metaphors. THE NON VERBAL COMMUNICATION - ANOTHER TYPE OF COMMUNICATION IN MATHEMATICS TEACHING THE SUMMARY PROFESSOR: RADU SIMONA „GH.CHIŢU” NATIONAL ECONOMICAL COLLEGE-CRAIOVA DID YOU KNOW THAT? - The non verbal communication doesn’t lie, the verbal one does. - The transmission of knowledge and message assumes: 7 % words, 38% paralanguage (mainly the intonation and the inflexion of the voice), 55 % other elements of the non verbal language (mainly the face expression, the gestures and the body’s position). Only 7 % of the communication takes place through words, the rest is by a non verbal communication. - We also communicate through: the face’s expression – a smile, a knit; the gestures- the movement of the hands and the body to explain or to stress the verbal message; the body’s position- the way in which we stand or sit down; the orientation- if we stay facing or behind the speaker; the proximity- the distance at which we stand towards the speaker, standing or sitting down; the visual contact- whether we look at the speaker or not and also for how long we keep looking at him; the bodily contact- a slight tap on the back, or the grabbing of the shoulders; the movements of the body- to indicate the approval /disapproval or to encourage the speaker to continue; the exterior appearance- the exterior look or the choice for the clothing 145
- 146. the non verbalaspects of the speech- the variations of the height of the sounds, their strength and rapidity, the quality and the tone of the voice (sometimes called paralanguage); the non verbal aspects of the writing- the handwriting, the placement, organization, the accuracy and the general visual aspect; The members of the American „white collars” (the intellectual society) show that seven out of ten minutes these people are engaged into one way of communicating (N. Stanton, 1995). DEZVOLTAREA CREATIVITĂŢII ÎN ȘCOALĂ Prof. Diță Elena Colegiul Tehnic de Industrie Alimentară Craiova Creativity is possible to create real or purely mental products, representing a breakthrough in social plan. The main component of creativity is the imagination, but real value creation also requires motivation, desire to do something new, something different. And as novelty is not easily obtained, another part of the will, perseverance in doing many tests and checks. Role of schools to form creative behavior is very important, it remains the main tool that society uses to cultivate creativity of its members young school age. In conclusion, it can be done to educate the creative spirit in the school. But it sees the need to change rather than thinking and style in the classroom, crystallized centuries of traditional education, too little concerned about this aspect of student's personality, which today receives an increasing amount of significant. As long creation was considered a privilege of a minority become hereditary, the school did not deal specifically with this issue, although it also created special classes for gifted. First of all, climate change, to remove cultural and emotional blockages, strong school in the past. The sky exploded relationship, democratic, between students and teachers. Then, the teaching should be required to share the initiative by using methods students. Finally, fantasy must also be properly appreciated, along with the merits of knowledge, rigorous reasoning and critical thinking. 146
- 147. CREATIVITY AND INNOVATIONIN THE EDUCATIONAL PROCESS Teacher: Sovoiu Virginia Kindergarden no. 21 Teacher: Onescu Marilena Kindergarden no. 21 Pedagogical creativity defines the model of qualities necessary for the educator / teacher to design and carry out effective activities by building the capacity to permanently renew the specific actions involved in the educational system and process. Education develops both space and time open for creativity of the individual (teacher creativity, pupil creativity), collective (teaching team creativity, classroom creativity, and creativity of student micro-groups) and social (school organization creativity, education community creativity, national, regional, local). The teaching creative product resides in the inventiveness that reflects the ability of educators, teachers, teacher trainers, to “produce” new educational and instructional correlations. Our creativity has resulted in educational partnership projects which we considered to be particularly important in deepening and completing the educational process, in developing children’s talents and skills, in flexibly and enjoyably organizing the leisure time. All activities were illustrated on the group blog: http://grupaistetilor.blogspot.com/ and over 3000 visitors show the interest of parents, partners and teachers towards our work. CREATIVITATE ȘI TRADIȚIONALISM ÎN ÎNVĂȚĂMÂNTUL ROMÂNESC Prof. Crișu Lavinia Gr. Șc. Ind. Transp. Căi Ferate, Craiova The article focuses on the importance of being creative when teaching. Creativity prooves to be essential for the development of human genius. After all, it was creativity that gave us Eminescu, Enescu and other Romanian men of genius. So, it is fair to say that creativity is the essence of life, the evolution of unconsciousness, of nature and of matter. The Romanian teaching system which can be chactertized as traditional needs to change in order to respond to the needs of our present students. During the past ten years the society has 147
- 148. metamorphosed itself: moreand more occidental values have been imported by our children through means of mass-media. The educational system must keep up with the development of the society and the transition from traditional to modern. Thus, teching ways must change as well and become more flexible as it must serve as the given context of our society. Even though there can be no program, no system of training for creativity, it is proven that the correct use of knowledge and skills can be thought and thus create a background fou further creativity. Teachers must help pupils to unleash their creativity, for when it is blocked, the mind becomes terribly frustrated. It may become angry, violent, destructive, or it may become dull and depressed. ESSENTIAL PRINCIPLES IN THE DEVELOPMENT OF THE ECONOMICAL FACTOR-SCHOOL PARTNERSHIP Prof. Raicea Cătălin LICEUL TEHNOLOGIC “TRAIAN DEMETRESCU”, CRAIOVA The economical factor- school relationship always represented an important factor in the formation of abilities, especially among pupils who study in technical sections and jobs. The partnership is the modality in which two or more parts decide to act together for acheiving a common goal or solving a problem. The dialogue and the co-operation facilitate the exchange of ideas between parts, emphasizing the most important aspects of a problem. Personally, I am the coordinator of an educational partnership realised between „Traian Demetrescu” Technological High School and S.C.Simode Impex SRL- concessionnaire of Peugeot on Oltenia aria. This partnership began in 2006, being planned ,initially, for a schoolyear and, as a consequence of the good results, it was renewed, so, it turned 5 years of good co-operation last year. 148
- 149. SUMMARY Prof. Simona Venera Mărgineanu C.N. „Ştefan Velovan” Poetry has been characterized as deviating from the norms of language. It has been argued that poetry frequently brakes the rules of language, but by doing so it communicates with us in a fresh, original way. For the language teacher this poses two questions. Firstly, in order to make sense of what is a new, original use of language the student needs some familiarity with the norms or rules from which this use deviates. Teachers may feel that the knowledge of normsor correct language is not yet sufficently well estabilished for them to appreciate when the norms are being streched. Secondly, teachers might worry that exposing students to more creative uses of language could, in fact, legitimise the use of deviant or incorrect language in the classroom. When using poetry in the classroom, we could terefore exploit the more deviant or unusual use of language we find in it as a basis for expanding the student’s language awareness and interpretative abilities. For examle, if a poem contains unusual syntax the students could be asked to pinpoint in what way it is unusual and to contrast this with more commonly accepted uses. In doing so they would be reaching some kind of conclusion about the stylistic effect conveyed by the language, and hence the meaning of the poem. If a poem is rich in words coined by the poet, students could be asked to guess which words in the poem are neologisms, to check by using a dictionary if this is indeed the case, and to then comment on the way in which these coinages contribute to the overall meaning of the poem. SUMMARY Prof. Andreea Mirela Popescu C.N. Ştefan Velovan Teaching English has lately become synonymous with applying the newest techniques and one of these techniques is the use of poems in order to help students develor their skills and subskills. The reasons for using poetry are similar to those for using songs and many activities that you do with songs can be adapted to poetry. Any authentic material exposes students to some ‘real English’ and can be very motivating for students, provided they are supported throughout the task. The other great thing about poems is for students to have the opportunity to see the language work 149
- 150. creatively and freely.Poems can be used in many different ways and the more they are used, the more uses the teacher and the students will find for them. But teachers have to make sure that they choose the right poem for their class. The first thing to consider when selecting a poem is the level of language. If the teacher ends up having to explain every single word then the poem may well lose its spark. On the other hand, students won’t need to understand every word to get the general idea of most poems so teachers shouldn’t be put off if they think the language level is slightly above what the students would normally be able to handle. As with songs, if the students are supported throughout and are pre-taught some of the vocabulary, or given some visual aids to help them, they will be able to tackle even much more challenging texts than they are used to. SUMMARY Prof. Ioaniţoiu Carmen Dana Şcoala cu cls. I-VIII Predeşti Prof. Ioaniţoiu Cristina Livia C.T.A.M. C. Brâncuşi Craiova Identification of children who are over-gifted is not easy for parents and teachers. It must start at early ages by observation, psychological testing of children at least 10 years of age. The role of the teacher is huge and challenging, sometimes a difficult process which will help the child to expose his personality and qualities making him or her confident and easy-going in revealing those qualities that lies underneath undiscovered. Teachers should be patient, empathic and supportive with this kind of pupils, encourage creative behaviour, supplementary readings, contests and competitions, artistic works and manifestations. The instructional process must be friendly and encouraging for over-gifted children. The learning must be formulated differently; the quantity of information must be rearranged vertically and horizontally. Schools should involve these children in extracurricular and supplementary activities. The present regulations and rules allow them to accelerate the years of study from 2 to 1, learning in special grades and groups of studies should be more encouraged. The disadvantages of working into a multi-level classroom environment and the poor equipment are still challenges for teachers. 150
- 151. TEACHING ENGLISH USINGA CREATIVITY STIMULATING APPROACH, COMMUNICATIVE AND IT MEANS Prof. CHIVA ANA – IULIA ŞCOALA GIMNAZIALĂ ELENA FARAGO, CRAIOVA Although many say that the creativity stimulating exercises are designed for consolidating grammar and vocabulary material, not for teaching it, pupils need such activities for understanding and speaking the language properly. In my experience, I found that the communicative approach can also be very effective when teaching a new topic. As I am a keen user of communicative methods without underestimating the efficacy of using classical ones along the process of teaching, I tend to use more communicative methods to make the students get involved and actually elicit language from them. Thus I’ve noticed they assimilate the language I teach more easily. Here are some examples I’ve successfully used (good practics). Comics as Creative Writing Practice in teaching English. Comic strips promote reading and writing in the ESL Classroom. Pictures, cartoons and comic strips contain elements that please the eye, relax the body, boost conversation, and stimulate writing production in language lessons. Such an example is a site (www.grammarmancomic.com) made by a teacher who created superheroes of the language living in Verbo City. Students can CREATE THEIR OWN COMIC at www.superherosquad.marvel.com. Another kind of success activity is the use of GAMES from www.eslgamesworld.com. In my own experience, pupils think of innovative methods as the most attractive ways of learning the foreign language as they are revealing the language without the students’ even being aware of the process of learning. THE INTERDISCIPLINARITY OF TEACHING THE SPECIAL THEORY OF RELATIVITY Popoi Liviu Mihai Grupul Școlar Industrial „Traian Demetrescu” Craiova Șerban Oana Colegiul Național „Frații Buzești” Craiova With this idea, the paper has the purpose to underline some modalities of teaching lessons specific to the relativistic physics which would elucidate at the level of the students’ thinking the typology and behavior of these phenomena and would introduce a new modality of approaching physics: the mathematical-philosophical approach, eliminating at the same time the “mechanical” vision to which it was accustomed in the study of physics in the previous years. Taking into account the analytical programme of the XII-th grade in physics, it proposes for study a totally different theme from the previous years and the modality of scientific discovery and the laws of governing 151
- 152. are mathematical (unlikethe empirical methods so far) the first notions of mathematics (mathematical study) must be introduce to students descriptively especially that the content units that will follow to be studied are based on the same type of approach. STUDENTS CREATIVITY IN EDUCATION Prof. Constantin Daniela Colegiul "Stefan Odobleja" The right to education is one of the fundamental human rights. Creativity, targeted education, must be identified, encouraged, nurtured and developed in all participants of educational process in all areas of their training. The educational process is an act of socialization, literacy, training and developing an autonomous and creative personalities. A special place to achieve unity between knowledge and action occupy professional education. It aims to prepare younger generations for meaningful activity in any area of social and economic life. Society with its demands, the incentive environment in which man lives and grows, not least, quality of education being put on it have their special importance in the development of creative potential. Given these facts it is necessary that educational activity is driven deliberately stimulate the creative nature activities to stimulate potential. Well-chosen methods, teacher education students' confidence that each one can be creative, can eliminate the fear of making mistakes and can inculcate confidence that barriers to creative thinking can be reduced by acquiring new thinking techniques. Consequently, creative learning is necessary to create inventive man, a builder of ideas that do not remain suspended in the system or suicidal, but he used to develop life decisions and solve problems by doing. This learning does not preclude traditional school learning, but it is a new quality of the objectives pursued by the formation of human personality. It lays emphasis on research and discovery learning, the learning by own effort, independent or guided the thinking and creative imagination. 152
- 153. EDUCATIONAL PARTNERSHIP "THELITTLE PHYSICISTS'' Teacher: Carmen Bejenaru School No. 39 „ Nicolae Bălcescu” Teacher: Tuţuleasa Daniela School No. 21 „Gheorghe Țițeica” Motto: "... I was like a boy playing on the seashore and find a smoother pebble or a shell more special than the other while the whole ocean of truth stretched before me. " Isaac Newton Isaac Newton (Abstract) The material that we want to present relates to the partnership "The Little Physicists" that we have been conducting for three years. We want to show the results of our work to our colleagues, and the proof are the diplomas obtained in competitions, contests, symposiums. Our goal was to increase student interest to study physics since students have no motivation to study this object now. We believe that we have succeeded, because students are excited to participate in competitions on topics of physical contests and symposiums, as shown by awards obtained. In conclusion, what attracts most children to Physics are the experiments. If we manage to create the necessary conditions and provide motivation for them to ask questions to the nature and get the answers themselves through experiments, then our goal has been reached. SUMMARY THE EFICIENCY OF THE INTERACTIVE METHODS IN THE TEACHING PROCESS-THE THINKING HATS METHOD Prof. Andreea Săndoi Liceul Teoretic Tudor Arghezi, Craiova The results of the teaching process depend mostly on the methods chosen by the teacher. That is the reason why using interactive strategies is indicated in teaching. These methods lead to 153
- 154. the changing ofthe student from “the object” to “the subject” of education, able to develop different skills, competences and values which are compulsory in nowadays society. Proposed by Edward Bono, The Thinking Hats method implies that the students take the role of a certain hat (each hat having different colors and interpretations). We have considered appropriate to use this method during a literature class, more exactly for characterizing Marin Preda’s hero, Ilie Moromete from the novel Moromeţii. The students will be divided into six groups, each of them representing one hat (with its peculiar aspects). The students will be given different tasks, composed in such a way, as to reflect different perspectives upon the character under discussion. In the end, each team will inform the class as far as the results of the cooperation are concerned. This method can be successfully exploited especially during literature classes, leading to a critical approach. THE PEDAGOGICAL EXPERIMENT- A USEFUL WAY OF IDENTIFYING THE MOST EFFICIENT STRATEGIES TO DEVELOP THE READING ABILITIES OF THE STUDENTS Corina Andriescu - a teacher of Romanian and Inspector - The School Inspectorate of the Dolj County Alina Vilceanu – a teacher of Romanian – “Tudor Arghezi” Theoretical High School, Craiova Motivation for the project André Malraux once said that the 21st century would either be a century of religion, or it wouldn’t be at all. Malraux was definitely right and we, the teachers, in general and the teachers of Romanian in particular, have come to know and understand this truth best, because we are those who confront ourselves with a new and special kind of religion, a religion of the latest high-tech, and in this kind of environment, our students, overwhelmed by the more or less accurate and more or less complete information, must be supported to rediscover the beauty and the satisfaction of reading, acknowledging – why not - the fact that each book can be regarded as The Book of Sand which Borges used to allure its readers with. We have the duty to teach our students to love, use and wholly appreciate the book, not just as an object, but also, through and thanks to its contents, to find the best ways to gain general knowledge, which leads to social and personal fulfillment. The current project doesn’t aim at “re-discovering a new America”, it only wants to pinpoint some new and efficient ways to stimulate the students to discover the wonderful world of books and 154
- 155. of reading becausewe strongly believe that if students cannot or don’t want to become proficient readers, they can at least become passionate readers. LE TABLEAU BLANC INTERACTIF Professeur Oprea Alina, Le Groupe Scolaire ‘’Traian Vuia’’, Craiova Le tableau blanc interactif est un écran blanc tactile associé à un ordinateur et un vidéoprojecteur.L’utilisateur intervient sur l'écran avec un stylet électronique ou par simple toucher, selon les modèles. L'écran transmet les diverses informations à l'ordinateur. Le vidéoprojecteur se charge d'afficher l'écran de l'ordinateur sur le tableau blanc. Il est donc possible d'effectuer sur l'écran projeté au mur tout ce qu'on peut réaliser avec une souris.Apports pédagogiques du TBI: l’interactivité, un outil d’éducation quotidienne aux TICE, la facilitation du travail collectif, le gain de temps, la mémoire de la classe. Limites du TBI: le prix, un investissement lourd pour le professeur. TECHNIQUES NOUVELLES EN CLASSE DE FLE Prof. COJOCAR EUGENIA Lycée Théorique “TUDOR ARGHEZI” Craiova The Romanian education, being in a process of reform, defines the education policy directions, under the EU policy. It is not about a new interdisciplinary approach, proving its effectiveness in France and America. This is language teaching, using training techniques used in the theater class. This new form of education is related to the theories of active learning and emphasizes the importance of theatrical elements in language training courses: games, gestures, para-linguistic phenomena. But the originality of this method is a direct transposition of the learning activity characteristic to a field (training as actor) was another field apparently very different (the language teaching). A professor of French, following this teaching approach, uses the same training exercises as those used by a drama teacher in France, but ensuring that the work fits perfectly at the class level. 155
- 156. The dramatic techniquesare meant to contribute to the individual, in language use, representing a critical factor to the overall success. This activity, integrated pedagogy, provides significant support for oral expression, development of artistic skills, spatial organization and means of expression. Therefore, the primary objective of using the dramatic techniques during the French class is to create a bridge between education and culture. THE PSYCHOLOGICAL DIMENSION OF MUSIC ABSTRACT Prof. Vasilcoiu Mihaela Magdalena Colegiul Naţional Carol I Musical education represents a basic component of artistic education in school, unfolding multiple valences and triggering all the arches and aspects of human personality, both affective and intellectual. The didactic and pedagogic experience I have gained throughout the past years has led me to reach this conclusion as I have encountered students belonging to different social and familial environments and had the chance of analysing the effects of music on their personality and behaviour. Music is definitely the instrument which can be used either in educational purpose or in psychological rehabilitation (it reduces the students’ tension, improves their behavior inducing relaxation, stimulates the students’ positive features – imagination and creativity, develops their ability to express themselves, being at the same time an aspect of anti-stress prophylaxis.) The main items of music which depicts the basis of psycho-pedagogical activity are wonderfully combined with play, dance and rhythmic movement, drawing and musical drama.Making a comparison between melody and rhythm we can easily realize that rhythm is tightly connected to our physiologic life and actions whereas melody stimulates our affective life and sensitivity. In conclusion, we can notice that music is clearly efficient in school education despite the fact that the students can neither play a musical instrument nor sing a certain song at high musical standards. Music helps them to aquire and develop communication abilities, to become more sensitive, more emotionally balanced, succeeding in understanding the esthetic meaning of music. 156
- 157. PROIECT DE ACTIVITATE CHIŢA CARMEN MARIANA GSA MALU MARE – Structura PREAJBA Theme: To respect and be respected! Operational objectives: - To properly understand the notion of "respect"; - Know how to express respect; - Identify disrespectful attitudes. In the context of contemporary society, place great emphasis on accumulating as much information from various industries, the development of social skills, adjustment to life in the community depends largely on these purchases. This activity aims to inform inmates of their rights that people have generally aware of these aspects of social life have an important role in raising awareness and developing a sense of belonging to the great "family" of society. The object of education is moral behavior and civic behavior. There is a tendency to join or overlap the moral education of civic and democratic. What is important is that values and norms that are their social behavior define two variables: the type of moral behavior and type of civic behavior, the relationship citizen - state, civil society and interpersonal relationships are only a moral phenomenon constitutive the moral or civic. The subject matter of these activities meet the needs of information / learning students in an interactive pedagogical manner. NEW ‘LEARNING’ TOOLS FOR KNOWLEDGE SOCIETY SKILLS PROF.DRAGOMIR GEORGETA SC. GEN. NR.30”MIHAI VITEAZUL” CRAIOVA PROF.MIHAI AURELIA COLEGIUL TEHNIC”ENERGETIC” CRAIOVA Online social networking and social tools such as wikis and online games are already used for learning purposes but yet not regarded as serious learning. As some researchers suggested: “In the medium term we can expect to see social tools being used to help develop critical skills such as networking, search and assimilation of new topics, sense making, pattern recognition, and decision making as well as in the development of shared values. These tools are about connections and 157
- 158. context and notcontent [and] […] they operate at the intersection of technology, teaching and creativity”. This implies the emergence of what some names the “hidden curriculum of new media literacies”, which is not yet considered relevant enough by formal education though it is made of the key competences and skills for the knowledge society. If the attention of policy makers is already high in the field of prior and informal learning recognition, a further effort is required in monitoring, analysing and recognising the value of social tools for learning and in supporting their use in formal education for the acquisition of critical and networking skills by young generations. HARVESTING THE CREATIVITY OF PUPILS WITHIN THE NATURE SCIENCE CLASSES MARIANA BĂRBOI School No. 29 N. Romanescu, Craiova The favouring, recognization and exploitation of learning by your social environment consists facts which influence the pupils’ and teachers’ aptitudes atitudes behaviors in didactical situations, mostly. Here are some methods which can stimulate the pupils creativity within the animal science class: Didactical game creates the organization frame in which pupils’ curiousity and interest evolve for the studied material, the invastigation spirit forms the pupils ability to use the learn knowledge spontainiously, it’s purpose is to vigor train and motivate pupils The using of problematization in studying this class, besides the pupils thinking dezvoltation, contributes by giving pupils interest and curiozity for knowing things about the living world and a motivation for learning The creating exercises demand creative reproduction of some models, made by pupils of some aplicative exercises, the execution of some actions with investigation character like when studying cultural plants. Pupils can be put under the guidance of the teacher in the situation of applying fertilizer to plants and then to watch the growth of the plants. Modeling represents didactical orientation through which the pupils thinking is led to discovering the truth with the help of some models with rational and analogical training. Using models contributes to the dezvoltation of the pupils mind through initiating theese by using analogical ration which accustoms them with the ideea that objects and fenomenas can be modeled and this leads them along with studying to discover some properties and relationships and finding 158
- 159. out of somerealities. Nevertheless, the model mediates with the purpose to understand some fenomenas and processes unaccesibels to pupils. The heuristic conversation consists in a succesion of questions who follows stimulating thoughts and creativity of pupils in discovering caracteristic and common notes of a group of living being. For example in the case of forest plants and animals it is followed to descifer relationships caused from trees which determinate conditions created, the appearance of some sort of plats (tulips) with a period of vegetation fast and short alike the existance of some sort of animals (birds, vegi animals and meat animals) conditionated by possibilities of feeding and life ofered by this environment. The pupils creativity can be stimulated by using drawing which use simetry (try to remake and colour), of pictures from nature in which we find unwanted things (flowers and fruits in a tree, yellow christmas tree, fish on the land or in the sky), by handmaking some work from recycle materials, making a list of rules and laws for protecting the enviorement, list of nominalizing some certain actions. CREATIVE TEACHER ROLE IN DESIGNING EDUCATIONAL SITES Prof. Crăciunoiu Ștefania Liliana College “Ștefan Odobleja” Craiova Professor of today is not who "directs" the creative act without preparation "work". Each phase of completion of a lesson, regarded as the defining core of the whole process of education requires the active involvement and creative producer of principal training, teacher. Preparation stage, creating premises activity, including education and training means necessary, integrated teaching strategy proposed. Computer equipment is one of the most modern resources and the reach of any teacher. The explosion of information technology was beneficial in terms of providing the means to reach modern and creative teachers who want to fulfill their role successfully. I remember success lessons they have integrated AEL, software education learning, tutorials, free textbooks distributed through the Internet and that the teacher can easily find and use creative print ... but without it nothing can succeed! Thus, it may be auspicious product integration lesson "own creation" of teachers as they pursue their vision on the teacher can teach aspects, emphasizing each stage of learning, synthesizing scientific issues in an attractive form and modern. Informatics teachers have for creating more advanced educational software, the most successful "creative" because they possess the three qualities required: specialized scientific training, methodical preparation, scientific training in designing websites and educational software . 159
- 160. In conclusion Iwould like to suggestions to the innovative spirit of each teacher is dependent on the evolution of society and science, and everyone has a duty modernizing its mechanisms of creativity. STIMULATING CREATIVITY: TEAMWORK Prof. Mocanu Carmen Gr. Sc. “Traian Vuia” Teamwork is defined as "a learning activity, limited in time, where two or more people learn to perform, overall and in an interactive way, one or more tasks more or less structured, to achieve caused objectives ", according to researcher Jean Prolux field. A team is made up of several "building blocks": elemental pilot, group of teammates, purpose, the action Team dynamics is based on various fundamentals: teammates motivations, stakes action, unity dosage and diversity, power. Three factors stimulates people to work togethe: • Stimulation caused by action, each individual attraction for others and a team as a model identification. The presence of others stimulate, mobilize, enhance the action of learning; • Mutual influence of human and operational processes. The first level is an objective process, verifiable, measurable: the action itself and its product. The second level is aimed at the group and individuals that compose it, is a subjective process involving emotional aspects of interaction • Conjugation of three logics of collective function requires the team works strictly and flexibly in the same time, dividing tasks and roles, covering the entire issue, defining rules and respecting them THE PROJECT - ALTERNATIVE AND MODERN METHOD OF ASSESSMENT IN TEACHING OF FRENCH AS A FOREIGN LANGUAGE Prof. Eugenia Păun "Ştefan Odobleja" College – Craiova Among the modern methods of evaluation, we must remember the project, the portfolio and the investigation. The evaluation by project shows its effectiveness in all activities that are centered on the students and offers him/her the chance to speak, act and think freely. The project represents 160
- 161. an individual activityand / or group that require students to do research, to carry out the project (a thematic file, pamphlets, newspapers, billboards). Thus, the project involves several steps: I. Choose the project topic; II. Plan the project objectives; III. Choose the topic within the theme of the project for each student / group IV. Distribute the responsibilities of each student V. Identify the sources of information (manuals, books, anthologies, newspapers, etc.) VI. The research; VII. Create the materials; VIII. The presentation of the research results; IX. The evaluation. To conclude, we can say that any assessment must be based on a very specific purpose. Certainly, it consists of a control, gives a judgment or a note as other assessments, but the test should be constructed so that the learner can benefit from something new to complete his/her apprenticeship. It also allows teachers to evaluate their work. ABSTRACT Prof. Purcărescu Oana-Angela Grupul Şcolar de Transporturi Auto, Craiova Computer aided foreign languages learning is often considered a method of teaching languages, although is not always so. Traditional teaching based on computer aided programmes was based on the input and the feedback made by computer. In modern teaching based on computer programmes, the emphasis is put on communication and on activities that must be fulfilled or on tasks that are to be executed. Computer aided learning provides the student/the pupil and the teacher of foreign languages an entire range of activities that, when carefully planned, will help the pupil/the student learn the language. We shortly present some activities that can be made with the help of a computer: adventure games on computer, on-line conversations, cloze tests, texts, essays, comment and correct exercises, cross-words, pattern exercises, electronic dictionaries and portfolios, fill-in exercises, find the answer, grammar exercises, key words, matching words/phrases, simulations, e-mails, finding web pages, etc. In conclusion, we might say that computer aided teaching modern languages is a benefic method to both the pupil/student and to the teacher. 161
- 162. INTERACTIVE MATH’S LEARNING SUMMARY Prof. Bărboianu Dana Şcoala cu clasele I-VIII Bucovăţ ”A student is not a dish you need to fill it, but a flame that must be a light …” Teacher's role in shaping the human is the most important. Placing their pupil’s in various learning situations, it change’s school ”in a temple and a laboratory”(M.Eliade). All situations and not only actual active methods where students are placed and removed from situation of the object of training and turn them into active subjects, co-participant’s in their training, are forms of active learning. It is true that the one who learn’s must build his own knowledge thru understanding and nobody else can do it in place. But the fact remains that this construction is enhanced by personal interaction with others who, in turn, teach. In other words, if student’s construct their own knowledge, doesn’t mean that they do this alone, isolated. Let’s not forget that man is a fundamentally social being. Promoting active learning involves development of learning partnerships. In fact, real learning, one that allows the transfer of procurement in new contexts, is not only simple active (active individual) but interactive. Group and tasks in which group members depend on each other to achieve the intended result shows that: * Once involved, pupil’s have the desire to share what other’s experience, and this leads to new connections to support understanding; * pupil’s accede to deeper understanding when they have opportunities to explain and even teach other colleague’s what they've learned. Active methods require careful preparation: they are not effective without respect for rules of the game. The major advantage of using these methods comes from the fact that they canmotivate students who are falling behind at math. 162
- 163. MATERIALS MADE INTHE EUROPEAN PARTNERSHIPS - AS USEFUL AUXILIARY CURRICULAR FOR STUDENTS AND TEACHERS Dorina Goiceanu Colegiul Tehnic de Industrie Alimentara Craiova Sandu Goiceanu Grupul Scolar “Traian Vuia” Craiova „In_Food Quality” (Project nº : 2008-1-PT1-LEO05-00412 – IN_ Food Quality), is a transnational project Leonardo da Vinci - Lifelong Learning Programme – Transfer of Innovation, supported by the European Commission for the years 2008-2010, by ProMAs Romania. In Romania, the envisaged knowledge transfer process of the diverse IN_Food Quality materials is being coordinated and facilitated by ProMAs Romania with the help of University of Craiova – The Faculty of Horticulture & The Public Health Body/ D.S.V.S.A. Dolj. Within ProMAs Romania, the project has been initiated and immersed by Mrs. Dorina Goiceanu, project manager, who attended the transnational meetings and organized the second project meeting in Craiova Romania. Transfer process of the products, methodologies, practices and know-how meant: • Training Courses - an Interactive Methodology in Adult Education –Training for Leaders and Entrepreneurs • FHS – Pedagogical Kit • Guide for the Implementation of the Pedagogical Kit • Training manuals on FHS for leaders and for collaborators (food handlers) • Training courses - interactive methodology in adult education All the information’s are available on http://www.epralima.com/infoodquality/ PHYSICS - SCIENCE THAT CONTRIBUTE TO THE CREATIVE CAPACITY OF STUDENTS Professor Tuţuleasa Eugen School No. 29 „Nicolae Romanescu” Craiova Professor Tuţuleasa Valentin School Dioşti, Dolj The ability to create represents the ability to understand the necessity and possibility to create something new, the capacity to enunciate the problem, to mobilize the necessary knowledge 163
- 164. to forth thehypothesis, the ability to theoretically argument or infirm it. It is the capacity to search and find the solution to the proposed problem and, as a result, to create an original product (scientific discovery, innovation, invention, etc). In the process of creation the theoretical thinking and the representative thinking are intertwined, also the depth and the width of thinking, the independence and the critical aspects of thought. Apart from the analysis, the synthesis, the generalization and the abstraction, intense work and duration of logical thinking, in the creation process intervenes the imagination, which is specific to this process. To creativity all processes contribute, starting with the sensations and perceptions and ending with affectivity and will. The creative capacities are developed during activities as are all other capacities. As a consequence, the teacher must try, during the teaching – learning process of physics, to use methods, means and forms of organization of the creative activity of students. EDUCAŢIA ELEVILOR PRIN PROGRAMUL ECO-ŞCOALA Prof. Boldişor Viorica Şcoala Gimnazială ,,Nicolae Romanescu’’ Craiova Prof. Chiripuș Traudia Maria Şcoala Gimnazială ,,Nicolae Romanescu’’ Craiova At the students, environmental education is mainly carried out at emotional, especially by emphasizing the aspects of emotional ties. Theoretical concepts about ecology, ecosystem, pollution can become dull, but through various activities, such as customizing the Earth, animals, by using metaphors, design and nature trips, students can easily be aware of environmental issues. Students may be asked to seek informations and present them in an original way, on different themes: alternative energy, water and its importance, endangered animals, urban development and its effects on the environment, in addition to known environmental pollution issue. To achieve environmental objectives can organize various activities: essays "Talking to the Earth", drawings, photographic exhibitions themed contests, planting seedlings, watching films that have themes of nature, the collection of waste, making waste clothing creations, environmental patrols, meetings with experts, green holiday calendar, nature trips, visits to museums. 164
- 165. EFFICIENT WAYS INTEACHING MORAL EDUCATION – PRIMARY CICLE PROF. GABRIELA MARCU PROF. NICU MARCU School No. 29 N. Romanescu, Craiova The childs activism, his needs, motivation, natural dispositions must be stimulated for exercising its civic duties, proffesional in seeking asimilation of the school reglematation like a code of duties for pupils. Although they are different the ways demand gaining some common skills, confidence, abnegation spirit, unselfish, helping others, probity, punctuality, which are morat virtues and civic as well. Another posible tehnique through which pupils feel pleasure to participate in activities like coming up with a scenary on a given problem and imagening a solution with good results Stories in literature for kids, those told by parents or grandparents and those made up by children will always remain in their memory if the characters have good moral behavior. There should be atractive stories chosen with nice characters with many positive aspects. Role playing during co-op bounderings are enstablished and friendships between pupils remembering that differences are accepted and natural and there are analogies as well. Debating and problem solving some conflicts starting from the childs stimulation is determinated to think about the problem, to find a solution and reminding that every problem can be solved. The game offers advantages bigger than simple amusement – living theese experiences and respecting some rules you can learn to tolerate, cooperate and create. For some children art – music poetry dance theatre – can have terapeutic effects being as a language for them. Activities as games, answering quizzes, interpreting lectures and love of every child can be good ways which the teacer can use to wake up the interest for learning and wanting the cooperate more and more. 165
- 166. CREATIVITY AND RESEARCHIN SCHOOL Prof. Petrescu Nicolae Daniel Grup Școlar ”Matei Basarab” Craiova Prof. Petrescu Mariana C.N.E. ”Gheorghe Chițu” Craiova Teachers have defined creativity as the capacity or ability to do something new, original. Creative act is but a process of making the invention or discovery, the creative imagination, an idea, theory or new, original, the social value and applicable in different fields. Some specialist explained by the creation of logical thought process, others reveal the influence of personality factors (motivation, attitudes), while the third down or even deny the importance of intelligence attributing decisive role imagination. No one can speak of a creative process without the participation of intelligence, but neither can be said that a person is necessarily creative intelligence. Knowing each student result in a individualized learning so that each fully develop creative abilities and skills through the educational process. Creative intelligence is a superior organization of creative which requires, first of all, sensitivity to problems, and fluency of thought, flexibility and ability to redefine. Sensitivity to problems or sensitivity to the new creation is the starting point of manifesting in scientific curiosity and interrogative attitude in its ability to easily refer to key issues and unusual to see causal or functional dependence relationships, contradictions, with the spirit of observation. Creative imagination is a fundamental factor of creativity, information fusion as performed in new structures by merging, transformation and change images, ideas, objects and phenomena in a new significance. In conclusion, teaching reform, education should aim at a differentiated, individualized and even make creative learning. 166
- 167. LANGUAGE TEACHER EDUCATIONPOLICY PROMOTING LINGUISTIC DIVERSITY AND INTERCULTURAL EDUCATION Prof. Duţescu Laura Alina Colegiul Tehnic de Industrie Alimentară, Craiova, Romania Prof. Bîrsan Sorin Grup Scolar « Charles Laugier », Craiova, Romania Languages are the key to knowing other people. Proficiency in languages helps to build up the feeling of being European with all its cultural wealth and diversity and of understanding between the citizens of Europe. The knowledge of languages is one of the basic skills which each citizen needs to acquire in order to take part effectively in the European knowledge society and therefore facilitates both integration into society and social cohesion. From the societal point of view, plurilingual and intercultural education is not a revolution. It takes into account above all what already exists and this presupposes that certain data relative to the sociolinguistic and sociocultural environment are taken into consideration and that the role of social representations which may sometimes undermine innovation, is not neglected. This can also lead to a more satisfactory language education in functional terms, for example with respect to the individual and his/her future professional activity. These are however secondary benefits even if they are immediate and more visible for public opinion and the media than the personal development of individuals. Plurilingual and intercultural education is not, either, intended for the privileged elite which has always been able to make itself distinctive through the mastery of languages for example. It is fundamentally inclusive and can be implemented in all sectors of education, including vocational training, all too often confined to purely practical objectives. From the point of view of teaching methodology, plurilingual and intercultural education is not to be thought of as a new methodology for the teaching of languages. It is rather a change in perspective, characterized by the fact that it involves not only foreign languages but that languages in proximity, the languages of the repertoires of learners, the language(s) of schooling and of all subjects, are integral to it. Plurilingual and intercultural education needs to be conceived as a global language education, across all languages of the school and in all disciplinary domains, which provides a basis for an identity open to linguistic and cultural plurality and diversity. All disciplines contribute to this language education through the contents which they carry and the ways in which they are taught. Referinte: 167
- 168. « Learning incyberspace », Financial Times, Londra, 8 mars 1998, Gérard de Sélys, « L’école, grand marché du XXIe siècle », Le Monde diplomatique, iunie, 1998. Merrill Lynch, The Knowledge Web, 23 mai 2000. Inge Kaul, « Biens publics globaux, un concept révolutionnaire », Le Monde diplomatique, iunie 2000. Investirea in cunoastere. Integrarea tehnologiei in educatia europeana, Bruxelles, februarie,1997. Documente ale Consiliului Uniunii europene si a Comisiei Comunitatilor europene, e – Europa. O societate a informatiei pentru toti, Planul de actiune, Bruxelles, iunie 2000. OCDE, Education at a Glance : OECD Indicators 1998, Paris, 1998. Kevin Watkins, Educatia pentru toti, Oxfam International, Londra, 1999. MEANS OF STIMULATING STUDENTS’ INTEREST IN READING PETCU SIMONA School No. 29 N. Romanescu, Craiova Lecturing books can give the satisfaction for thirst of investigation, being specific for children. They need action to enlarge their spiritual world, to fullfill the thirst for knowledge to offer them the oportunity to become strong and form new ideas about lecture. There any many ways of stimulating the interest of pupils for lecture: going to the school library and public libraries, educational partnerships, educational projects with extrabuget finance, optional class Literature for kids, school fairs, dramas, artistic films, well known movies made after famous books along with animated movies from universal literature, contests on literature themes, theme projects etc. Stimulating the interest for lecture and forming passionate readers troughout the pupils can be realized by presentating some books so that the pupils can be ambitionated in buying them by telling them the story and stop at a crucial moment, giving details about some characters, tempting them to search by themselves, by telling the whole story, detailing where action takes place, the characters relationships. With a various number of exercises, pupils gain the skills of understanding the story, the use of it, new words, the characters, the ability to say an own opinion and many more. EFFICIENT WAYS IN TEACHING MORAL EDUCATION – PRIMARY CICLE GABRIELA MARCU School No. 29 N. Romanescu, Craiova The childs activism, his needs, motivation, natural dispositions must be stimulated for exercising its civic duties, proffesional in seeking asimilation of the school reglematation like a 168
- 169. code of dutiesfor pupils. Although they are different the ways demand gaining some common skills, confidence, abnegation spirit, unselfish, helping others, probity, punctuality, which are morat virtues and civic as well. Another posible tehnique through which pupils feel pleasure to participate in activities like coming up with a scenary on a given problem and imagening a solution with good results Stories in literature for kids, those told by parents or grandparents and those made up by children will always remain in their memory if the characters have good moral behavior. There should be atractive stories chosen with nice characters with many positive aspects. Role playing during co-op bounderings are enstablished and friendships between pupils remembering that differences are accepted and natural and there are analogies as well. Debating and problem solving some conflicts starting from the childs stimulation is determinated to think about the problem, to find a solution and reminding that every problem can be solved. The game offers advantages bigger than simple amusement – living theese experiences and respecting some rules you can learn to tolerate, cooperate and create. For some children art – music poetry dance theatre – can have terapeutic effects being as a language for them. Activities as games, answering quizzes, interpreting lectures and love of every child can be good ways which the teacer can use to wake up the interest for learning and wanting the cooperate more and more. KEY FACTORS IN THE EDUCATIONAL PROCESS Inv. Duina Janina Marina Scoala cu clasele I- VIII „ I. Ghe. Plesa” Almaj, Dolj Educational ideal of contemporary society requires the free, full and harmonious development of students, formation of an autonomous and creative personalities. The overall objective is to promote creativity as a key in personal progress through lifelong learning and to find modern strategies used for providing quality education. For students , the school of the future should promote quality education and focus on values that students believe, in which to retrieve, meeting , from their point of view , two fundamental conditions: school of the future must be efficient and nice. I believe that the development of capacities like to putting issues and building hypotheses, exploring things and phenomena around the world, independently investigate , inventing and testing 169
- 170. , observing andexplaining, handling objects are much more useful than to assimilate knowledge or to reach ready-made solutions offered. Educational process must be designed and held that to learn and accustom students to show independence and originality in responses to problem situations, to take risks and responsibilities in its approach to intellectual training. METHODS OF ACTIVISING THE PUPILS IN CIVIC EDUCATION ACTIVITIES SUMMARY Prof. Popa Olimpia – Aluniţa “Marin Sorescu” Art High School Craiova Developing the moral profile of the personality is a time consuming process, whose origin is within the family environment and which continues during the entire schooling process, consolidating throughout the entire human development. When enter the school system, the child has already gained some life experience that can be exploited, but this is definitely not enough. The primary school teacher should raise the pupils’ awareness as far as the moral principles are concerned, should make them understand their significance and importance, help them gain the capacity to distinguish and single out what is beautiful, good and true. Modern didactics emphasizes the active and semi active strategies. The pupils do not only acquire new information, but actively participate in the education process. Out of the active-participative methods that can be successfully used during the Civic Education classes, we mention in this article the problem solving approach, the case study and the role play. By using these methods, we observed an improvement in the behavior of our pupils, in their willingness to be involved in problem solving situations and in their accountability. 170
- 171. DEVELOPING CREATIVITY USINGCRAFTS AND PAINTINGS By Ciocsan Alexandra Nartea Elena Sorina Grădiniţa P.P.Nr.53 Craiova There are multiple possibilities for developing creativity, but for smalll children the most effective and the most attractive are crafts and paintings. Crafts offer the possibility of using very different materials and techniques in order to complete a task. For example the children can be asked to decorate a Christmas tree using paper, fabrics, glass, scissors, glue-they cut the materials in different shapes and they glue them in different possitions on a paper tree. During another activity the children use leaves to create trees, flowers, bugs, animals, people. We can also encourage the children to use different techniques with the same materials: cutting, origami, quilling to realise a given theme-for example a snowman (1. cutting circles and eyes, nose,hat; 2 origami snowman; 3 quilled snowman)-and the resulting works are displayed at the end. With paintings we can also use different materials such as paper, fabrics, glass and different techniques : painting with a brush, blowing with a straw, stamping with carrots, potatoes, painting on glass and them adding a paper and so on. These activities are loved by children and contribute to the development of a creative personality. LANGUAGE ACTIVITIES FOR DEVELOPING VERBAL CREATIVITY By Alexandru Irina Maria Grădiniţa P.P.Nr.53 Craiova As they learn to speak children should also develop their verbal creativity. This goal can be achieved by numerous activities. We can ask them to introduce the new words in different contexts or to select the appropiate word for a given context. Every time that we ask children to represent in a drawing a poem or a story they impress us with their imagination, with their way of representing the characters or objects in the story and the colours they use. We can also encourage children to create small poems or stories using prompts, questions, images, dolls. In other cases we can ask the children to invent a different ending to a story that we read or to create an end for a story that is not completed. All these activites encourage children to speak up and stimulate their imagination . 171
- 172. CREATIVITY AND THEHOME ECONOMICS CLASSES - A PRACTICAL APPROACH AND THE THINKING HATS METHOD Prof. Inv.primar CIMPOERU LIDIA Sc. Nr.14 Craiova Prof. Inv.primar BUTOI DOMNICA Sc. Nr.14 Craiova Motto: „If a child is asked to work, he becomes interested in what he does and thus is given the precious impulse of the plesant feelings that accompany the action and rewards and crowns the striving. Alfred Binet An educational system based only on acquiring knowledge on top of knowledge, on prefabricated models, has no chances of modelling well trainned individuals, who are able to be in charge of their own thinking and to use all the energies they are endowed with. The educational system should make allowance to the methodology of creativity and thus give wings to the child to search the unknown, novelty being no longer an obstacle, but a challange, while creativity offers the individual a chance to communicate to himself and with the whole world at the same time. I consider that stimulating the creativity potential existing inside the students represents one of the main priorities of education, as it is in our country. I think that is necessary to develop the creativity of each individual. That given process stimulates a person’s imagination and curiosity, his/ her initiative and confidence in his/ her own strength, encouraging at the same time the independence in finding solutions – attitudes, that are so asked of nowadays. The Home Economics classes give an opportunity to make practical applications. These practical activities should be thus organized so that the children can express their own feelings, attitudes, finding their own way of representation, of using their abilities in handling and choosing their own necessary tools and materials. One of the ways in which diversity and versatility can be introduced in a team is that of taking into consideration each individual’s unique way of thinking. The various ways of thinking and their specific advantages are clearly illustarted by Edward de Bono with his Six Thinking Hats. The participants should thoroughly know the meaning of each colour and should represent each hat, thinking from that point of view. It is not the hat that matters, but what it stands for, what its colour induces. The hat can be individually worn – and than the students does his/ her role – or several students can answer under the same hat. If this is the case, the group of students play the part of a 172
- 173. thinking hat, cooperatingin their effort to give the best interpretations. They can each wear a hat of a colour, being aware that: • The Blue Hat → clarifies • The White Hat → informs • The Green Hat → generates new ideas, in a creative way • The Yellow Hat → brings benefits • The Black Hat → identifies mistakes • The Red Hat → expresses feelings The advantages that come out of using the “Thinking Hats” − it stimulates the creativity of the students involved, and stimulates both the collective and the individual thinking; − it develops the social abilities of those who take part in the activity, it develops the intercommunication abilities and tollerance, it develops respect for another person’s opinion; − it encourages and exercise the communicative abilities of the thinkers; Each thinking hat represents a way of thinking, offering a bird-eye’s view on the information, feelings, judging, positive attitudes, creativity and self-control. SUMMARY: prof. Ceoroianu Mariana Liceul Teoretic Bechet In my presentation, I thought of teaching from several perspectives. I chose to share one of the special experiences I had not long ago. It is about a workshop I attended in Bucharest. All the activities were based on psychodrama. The main idea is that you can learn by acting, playing and having fun. I realized that teaching is more effective when you interfere with the students at many levels. Along with learning and teaching, there comes the discovery of ourselves, of our fellows and the horizon inlarges. The activity consisted of two children sharing an important event of their childhood described in details to each other and then the “listener”/confident has to speak about he was told in front of the classroom. This way, an important grammar issue-the reported speech-is very nicely and easily taught and at the same time the deep problems of our minds and souls can be solved. It is nice when we can achieve several thing at a time, this helps us improve at many levels. 173
- 174. CREATIVITY BY USINGTHE INTERNET IN THE TRAINING EDUCATION Prof. Stoineac Mariana Gr. Sc. Traian Vuia One of the methods that can be used by teachers in the educational process, is the use of computers and the internet. The teacher can create a blog and communicates with students very easily. We can create a blog in www.wordpress.com. Through this blog students will receive information about reports or projects in which they can participate. To create documents we can use Google an online tool to create the collaborative documents, spreadsheets, presentations, questionnaires. Documents are stored online and can be accessed from anywhere there is access t They can be posted or published as a blog page can be accessed easily web. Using social networks is one of the modern way to work in the school . The most successful network is Facebook which has millions of users in Romania. Before you can use Facebook users must create an account, this being made free. To achieve this requires an email address. About all high school students have Facebook accounts. Network allows you to create groups with common interests: for example members of a class of students or high school students. They can communicate easily with each other, the teacher can transmit information of interest in school, school issues, topics for homework’s. The teacher can post important information that can be read by all students that class, and others interested. THE PORTFOLIO – A MEANS OF ALTERNATIVE EVALUATION Teacher Minodora Decă “Tudor Arghezi” High-school There are two kinds of methods of evaluation: traditional methods and alternative methods or complementary methods. Portfolio is an alternative evaluation method representing an instrument of complex evaluation, it's the visit card of the student. The most used are two kinds of portfolios for student: for work and evaluation. The evaluation through a portfolio is not stressful for the student, it is motivating. The portfolio is synthesizing the activity of a student on a certain period of time. Constantin Cucoş identifies three kinds of portfolio: the portfolio is a learning source, a way of presentation and a file of evaluation. 174
- 175. The portfolio hassome advantages, but also has some disadvantages. It takes the functions of other evaluating instruments, a fact wich gives it instructive and formative value. LITERATURE TEACHING VERSUS TECHNOLOGY Prof. Corina Vasile Liceul Teoretic “Henri Coandă” Craiova, Dolj Teachers need to adapt to the new age and integrate the new advances in technology in the teaching process so as to attract the pupils towards literature and studying English generally in order to be able to communicate while moving within the European borders. By teaching literature with the help of technology, the TV-set or the PC and the DVD-player or the VCR, the teacher can increase the students’ interest and involvement. Studying literature through Mass Media will exploit the students’ love for technology and films and will add extra features such as the visual and listening support. The final purpose is to attract the students towards studying literature while enjoying themselves in becoming proficient English users while enriching their knowledge about the English culture and civilization. The teacher’s role is to find the best ways and methods of teaching literature with the help of mass media, making the literature teaching process more interesting for students so that they will want to learn more. 175
- 176. CUPRINS Argument ______________________________________________________________________ 3 InternationalGrundtvig project "No More Tears" ______________________________________ 4 Teacher coordinator Georgeta Manafu ____________________________________________________ 4 High School "Tudor Arghezi" ____________________________________________________________________4 Moodle ________________________________________________________________________ 9 Prof. Florea Mihaela ___________________________________________________________________ 9 Grupul Scolar „George Bibescu”, Craiova __________________________________________________________9 New methods of teaching – Resume ________________________________________________ 9 Prof. Cojocaru Sorina Virginia ____________________________________________________________ 9 Colegiul “Ștefan Odobleja”, Craiova ______________________________________________________________9 TEACHING AND LEARNING BY USING EDUCATIONAL SOFTWARE_________________________ 10 Prof. Adina Demetrian ________________________________________________________________ 10 Colegiul “Ştefan Odobleja”, Craiova _____________________________________________________________10 Prof. Mia Bouleanu ___________________________________________________________________ 10 Şcoala Nr. 29 “N. Romanescu”, Craiova __________________________________________________________10 The educational software ________________________________________________________ 11 Prof. Voicu Mirela ____________________________________________________________________ 11 Prof. Predoi Adina ____________________________________________________________________ 11 Grupul Şcolar Industrial Transporturi „Căi Ferate”, Craiova __________________________________________11 AEL eLearning solution __________________________________________________________ 11 Prof. SĂNDOI CRISTINA ________________________________________________________________ 11 Colegiul “Ştefan Odobleja Craiova, Judeţul Dolj ____________________________________________________11 E-Education and e-career in the contemporary world of multiple intelligences _____________ 12 Prof. Dr.Ec. Doina Buzuloiu _____________________________________________________________ 12 C.N.E. “Gheorghe Chitu” Craiova _______________________________________________________________12 E-LEARNING THE LESSONS OF ROMANIAN LANGUAGE AND LITERATURE __________________ 13 Prof.Munteanu Doina Venera __________________________________________________________ 13 GRUPUL ȘCOLAR TRAIAN DEMETRESCU _________________________________________________________13 E-learning – Modern technologies _________________________________________________ 13 in education and research ________________________________________________________ 13 Prof. Cepăreanu Adriana_______________________________________________________________ 13 Grupul Scolar „George Bibescu”, Craiova ________________________________________________________13 Use of Information and Communication Technology in Astronomy lessons ________________ 14 Prof. Popescu Cristiana ________________________________________________________________ 14 176
- 177. Liceul Teoretic „TraianVuia” Craiova ____________________________________________________________14 Prof. Bălună Daniela Elena _____________________________________________________________ 14 Liceul Teoretic „Traian Vuia” Craiova ____________________________________________________________14 About eLearning _______________________________________________________________ 14 Prof. Agapie Minodora Luciea __________________________________________________________ 14 Colegiul “Ștefan Odobleja” Craiova _____________________________________________________________14 Applications of the system E-LEARNING _______________________________________ 15 Prof. PrundeanuLavinia ____________________________________________________________ 15 Stefan Odobleja College , Craiova ___________________________________________________________15 Means of teaching english by using the computer ____________________________________ 15 Sum up _______________________________________________________________________ 15 Prof. Paula Maria Constantinescu _______________________________________________________ 15 Colegiul “Ștefan Odobleja” ____________________________________________________________________15 E-Learning experiences __________________________________________________________ 16 Prof. Troanţă Nicoleta _________________________________________________________________ 16 Grupul Scolar ,, Traian Demetrescu”Craiova ______________________________________________________16 THE USE OF THE NEW INFORMATION TECHNOLOGIES IN PHYSICAL EDUCATION AND SPORT __ 17 Pelea Mircea Cristian _________________________________________________________________ 17 Şcoala cu Clasele I-VIII Nr. 2 Pieleşti, Dolj _________________________________________________________17 E-learning - o alternativă de învăţare ______________________________________________ 17 Prof. Andreea Lucia Georgescu__________________________________________________________ 17 Prof. Doina Rotaru____________________________________________________________________ 17 Colegiul Naţional “Nicolae Titulescu”, Craiova _____________________________________________________17 GRAPH THEORY ________________________________________________________________ 18 Prof. Florentina Hermina POPA _________________________________________________________ 18 Prof. Mihaela Elena PAPA ______________________________________________________________ 18 Colegiul „Ştefan Odobleja”, Craiova _____________________________________________________________18 Lists _________________________________________________________________________ 19 Prof. Vişan Dimitriu Daniel _____________________________________________________________ 19 Colegiul Ştefan Odobleja ______________________________________________________________________19 Prof. Procop Marciana ________________________________________________________________ 19 Colegiul Naţional Carol I ______________________________________________________________________19 e-learning for refreshing teachers _________________________________________________ 20 Teacher Popa Daniela Maria____________________________________________________________ 20 High School „Ştefan Odobleja” _________________________________________________________________20 RESUME ______________________________________________________________________ 20 TEACHING ENGLISHUSING INTERNET TECHNOLOGIES __________________________________ 20 177
- 178. ENGLISH ADDICTS –A DYNAMIC TEAM & A FOUNDER WITH VISION ______________________ 20 CRISTIANA COSOVEANU _______________________________________________________________ 20 DANIEL LEOTESCU ____________________________________________________________________ 20 Colegiul National “Carol I” – Craiova ____________________________________________________________20 Prof. Ungureanu Mihaela ______________________________________________________________ 21 Grădiniţa nr.40 _____________________________________________________________________________21 Prof. Vlădulescu Mihaela ______________________________________________________________ 21 Gradinita nr. 51 _____________________________________________________________________________21 E-LEARNING CHARACTERISTICS ___________________________________________________ 22 prof. Marinescu Cornelia Mariana _______________________________________________________ 22 Cluster Highschool ,,Traian Demetrescu”Craiova ___________________________________________________22 E- learning in adult education _____________________________________________________ 23 Apostolache Amalia Mihaela ___________________________________________________________ 23 Şcoala cu clasele I-VIII Pleşoi ___________________________________________________________________23 Bâlteanu Dana Veronica _______________________________________________________________ 23 Şcoala cu clasele I-VIII Scaieşti _________________________________________________________________23 Camtasia Studio________________________________________________________________ 24 Teacher Georgeta Manafu _____________________________________________________________ 24 High School Tudor Arghezi ____________________________________________________________________24 Distance Education DIGITAL MEDIA ONLINE RESOURCES _______________________________ 25 Prof. Viorica Cârstea __________________________________________________________________ 25 School Group 'Traian Demetrescu "Craiova _______________________________________________________25 E-learning in educational process __________________________________________________ 26 Tch. Claudya Maria Neacşa _____________________________________________________________ 26 National Vocational College ”Nicolae Titulescu”- Slatina,Olt __________________________________________26 Modern tools for documentation and evaluation of student acquisitions __________________ 26 Prof.Goanta Constantina ______________________________________________________________ 26 COLEGIUL”STEFAN ODOBLEJA _________________________________________________________________26 Preventing and fighting school violence. ____________________________________________ 28 Types of violence and generating afctors ___________________________________________ 28 prof. Nica Augustina __________________________________________________________________ 28 ” Tudor Arghezi” Theoretical Highschool,Craiova __________________________________________________28 RELATIONSHIP BETWEEN SCHOOL AND PARENTS _____________________________________ 28 AND THE LOCAL COMMUNITY ____________________________________________________ 28 PAPER ABSTRACT_______________________________________________________________ 28 Prof. înv. primar Popescu-Vieru Manuela _________________________________________________ 28 Şc. Nr. 29 ”N.Romanescu” Craiova ______________________________________________________________28 178
- 179. THREE FRIENDS: SCHOOL,PARENTS AND THE LOCAL COMMUNITY _____________________ 29 Teacher Voica Mihaela ________________________________________________________________ 29 „Henri Coandă” Highschool, Craiova ____________________________________________________________29 Study on the violence in Romanian schools __________________________________________ 30 Prof. Meche Alina Mihaela _____________________________________________________________ 30 Grupul Scolar „Traian Demetrescu” _____________________________________________________________30 SAY NO!VIOLENCE IN YOUR SCHOOL _______________________________________________ 30 Teacher Radu Adriana Laura ____________________________________________________________ 30 School Special ,,Sf.Mina’’Craiova _______________________________________________________________30 Action Steps for Implementing Family and Community Involvement in School Health ________ 31 Prof. Uta Livia _______________________________________________________________________ 31 C.N.E. Gheorghe Chitu________________________________________________________________________31 Role of educational factors in preventing and combating domestic violence and school ______ 32 Prof. Ștefan Maria ____________________________________________________________________ 32 Grupul Școlar ͈ Traian Demetrescu ̎ ______________________________________________________________32 Prof. Ștefan Nicolae __________________________________________________________________ 32 Școala cu clasele I – VIII nr. 2 ͈ Traian ̎ ____________________________________________________________32 Together we succeed-School, family, community _____________________________________ 33 Prof. Cuna Liliana_____________________________________________________________________ 33 Sc. Nr.29 N. Romanescu ______________________________________________________________________33 TO LIVE TOGETHER HARMONY! ___________________________________________________ 34 Prof. Jana Popa Technical ______________________________________________________________ 34 College "Dorin Pavel", Alba Iulia ________________________________________________________________34 FACTORS INVOLVED IN THE PROCESS OF COUNSELING AND GUIDANCE Educational and vocational ____________________________________________________________________ 34 Prof. Mateescu Claudia Ileana, __________________________________________________________ 34 G.S. ,,Traian Demetrescu ", Craiova, Dolj _________________________________________________________34 Peer mediation – Mediation of conflicts ____________________________________________ 35 among pupils by pupils __________________________________________________________ 35 Prof.pt.înv.primar Cruceru Lavinia _______________________________________________________ 35 Şcoala cu Clasele I-VIII Nr. 36 “Gheorghe Bibescu” Craiova ___________________________________________35 VIOLENCE IN SCHOOLS __________________________________________________________ 36 -scientific study- ________________________________________________________________ 36 Prof. Hoancă Liliana __________________________________________________________________ 36 Colegiul Tehnic Energetic Craiova ______________________________________________________________36 Prof. Constantinescu Oana _____________________________________________________________ 36 Colegiul Tehnic Energetic _____________________________________________________________________36 179
- 180. Collecting the relevantinformation about school violence phenomena ___________________ 37 prof. Dresca Rodica __________________________________________________________________ 37 Grupul Scolar Traian Vuia Craiova ______________________________________________________________37 prof.Căluţoiu Gabriela_________________________________________________________________ 38 Colegiul "Ştefan Odobleja" , Craiova_____________________________________________________________38 Conflict resolution strategies in teacher-student relationship ___________________________ 39 Prof. Veghea Adela ___________________________________________________________________ 39 Colegiul "Ştefan Odobleja" ____________________________________________________________________39 SUMMARY ____________________________________________________________________ 39 Prof. Popescu Carmen Oana ____________________________________________________________ 39 Clubul Sportiv Scolar, Craiova __________________________________________________________________39 SCHOOL VIOLENCE, ARTIFICIAL CREATION OR REALITY _________________________________ 40 OF A SOCIAL PARADIGM? ________________________________________________________ 40 Teacher Bulubaşa Cezar _______________________________________________________________ 40 Theoretical High School ,,Henri Coandă”, Craiova __________________________________________________40 Optimise the relationship arise-family-community ____________________________________ 41 Teacher Nică Cristina__________________________________________________________________ 41 Colegiul “Ştefan Odobleja” Craiova _____________________________________________________________41 Methods to combat violence in school ______________________________________________ 41 Prof. Rosca Camelia Aida ______________________________________________________________ 41 LICEUL TEORETIC "TUDOR ARGHEZI" ____________________________________________________________41 Ways to resolve conflicts _________________________________________________________ 42 Professor Paicu Mihaela Livia ___________________________________________________________ 42 School Nr. 29 “Nicolae Romanescu” Craiova ______________________________________________________42 Professor Cotelin Constanţa ___________________________________________________________ 42 School Nr. 29 “Nicolae Romanescu” Craiova ______________________________________________________42 Online training in the care victims of trafficking in persons _____________________________ 43 Professor Cercelaru Margareta _________________________________________________________ 43 School no.29 “Nicolae Romanescu” Craiova ______________________________________________________43 School Violence-generating factors individual, family, social environment _________________ 43 Prof. Înv. Primar, Drăniceanu ELENA Dorina _______________________________________________ 43 Şcoala nr. 37 “ Mihai Eminescu “ Craiova ________________________________________________________43 Prof. înv. primar, Cîrstea Georgeta ______________________________________________________ 43 Şcoala cu clasele I- VIII Işalniţa _________________________________________________________________43 How does violence affect children? ________________________________________________ 44 Primary school teacher: _______________________________________________________________ 44 Ioana Ion ___________________________________________________________________________ 44 180
- 181. Şcoala Nr. 39„Nicolae Bălcescu”, Craiova ________________________________________________________44 Soceanu Gabriela_____________________________________________________________________ 44 Şcoala Nr. 39 „Nicolae Bălcescu”, Craiova ________________________________________________________44 SCHOOL, PARENTS, STUDENTS,____________________________________________________ 45 TOGETHER ON THE WAY OF KNOWLEDGE ___________________________________________ 45 Prof. MARIA NĂPRUIU ________________________________________________________________ 45 C.N.Şt.Velovan, Craiova_______________________________________________________________________45 Prof. MIRELA POPESCU ________________________________________________________________ 45 Şc. Leşile, Şimnicu de Sus, Dolj _________________________________________________________________45 CO-OPERATION BETWEEN SCHOOL AND FAMILY _____________________________________ 45 PARTNERSHIP IN EDUCATION: FAMILY-SCHOOL-COMMUNITY __________________________ 45 Teacher Şarpe Stela ___________________________________________________________________ 45 Arts and Crafts Technical College „Constantin Brancusi” Craiova ______________________________________45 PREVENT ACTS OF VIOLENCE IN SPORT _____________________________________________ 46 Prof. Constantinescu A.Romeo __________________________________________________________ 46 Liceul Teoretic „Tudor Arghezi” ________________________________________________________________46 Preventing and combating violence in schools _______________________________________ 47 Prof. Dragan Georgiana________________________________________________________________ 47 Colegiul " Stefan Odobleja " ___________________________________________________________________47 Partners in education – school, family, society _______________________________________ 48 Prof. Pîrvu Simona-Elena ______________________________________________________________ 48 Grupul Şcolar „Matei Basarab”, Craiova __________________________________________________________48 CONFLICT AND CRISIS SITUATIONS IN THE CLASSROOM ________________________________ 48 Prof. inv. Primar Fugaciu Victoria -Tasi ___________________________________________________ 48 LICEUL CU PROGRAM SPORTIV “PETRACHE TRIŞCU”, CRAIOVA _______________________________________48 The relation between school-parents-local community ________________________________ 49 Prof. Loredana Neagoe ________________________________________________________________ 49 Prof. Nicoleta Stoe ___________________________________________________________________ 49 Liceul Teoretic „Tudor Arghezi” ________________________________________________________________49 The partnerships between the school, ______________________________________________ 50 parents and local community _____________________________________________________ 50 Prof.Gheorghita Camelia-Daiana ________________________________________________________ 50 Gr.SC.”Traian Demetrescu”, Craiova ____________________________________________________________50 SCHOOL ROLE IN PREVENTION AND AGAINST DOMESTIC VIOLENCE ______________________ 51 Summary _____________________________________________________________________ 51 Professor Carmen Oanţă _______________________________________________________________ 51 College "Ştefan Odobleja" Craiova ______________________________________________________________51 181
- 182. School and family–educational partners ___________________________________________ 52 for an european society _________________________________________________________ 52 -summary- ____________________________________________________________________ 52 Prof. Hinoveanu Iuliana, _______________________________________________________________ 52 Şcoala cu Clasele I-VIII Nr.33 Craiova ____________________________________________________________52 Prof. Sugman Călina-Andrada, __________________________________________________________ 52 Şcoala cu Clasele I-VIII Nr.32 Craiova ____________________________________________________________52 THE VIOLENCE-MAJOR TRAUMA IN CHILD DEVELOPMENT ______________________________ 52 Prof.Vasile Natalia ____________________________________________________________________ 52 Şc.cu cls.I-VIII Sălcuţa ________________________________________________________________________52 Prof. Cîrligeanu Adriana _______________________________________________________________ 52 Şc.cu cls. I-VIII Vîrvoru de Jos __________________________________________________________________52 School - Family – Community A Partnership For The Benefit Of Students __________________ 53 Prof. Chiurtu Georgeta, ________________________________________________________________ 53 Grupul Şcolar „Matei Basarab”, Craiova __________________________________________________________53 SUMMARY ____________________________________________________________________ 54 Vladu Ionela Vicuţa ___________________________________________________________________ 54 Gr. Nr. 50 Sfânta Lucia________________________________________________________________________54 SUMMARY ____________________________________________________________________ 55 Trană Adelina Lidia ___________________________________________________________________ 55 Gr. Nr. 50 Sfânta Lucia________________________________________________________________________55 The Environment- Everybody’s Issue _______________________________________________ 55 Professor: MARIANA LILI BADEA ________________________________________________________ 55 ,,IULIA HASDEU” National College ______________________________________________________________55 Violence in Schools _____________________________________________________________ 56 Văruicu Marian, ______________________________________________________________________ 56 Colegiul “Ștefan Odobleja”, Craiova _____________________________________________________________56 THE RELATIONSHIP BETWEEN SCHOOL, FAMILY ______________________________________ 57 AND LOCAL COMMUNITY.________________________________________________________ 57 IDENTIFY AND VIOLENCE AGAINST SCHOOL AND ABANDONMENT_______________________ 57 Profesor: Alina Serban ________________________________________________________________ 57 Grupul Şcolar de Transporturi Auto Craiova ______________________________________________________57 SUMMARY ____________________________________________________________________ 58 Prof. Neamţu Adina Patricia– ___________________________________________________________ 58 Grup Şcolar “Matei Basarab”, Craiova ___________________________________________________________58 SUMMARY ____________________________________________________________________ 58 Dănănău Cristina _____________________________________________________________________ 58 182
- 183. Gr. Nr. 50Sfânta Lucia________________________________________________________________________58 Examples of good practice for preventing and combating violence _______________________ 59 Prof.Cheita Mirela ____________________________________________________________________ 59 Secondary School ,, St. Mina,,Craiova ___________________________________________________________59 Summary about violence in school _________________________________________________ 59 Prof. Tereujanu Eugenia _______________________________________________________________ 59 C.T.I.A Craiova ______________________________________________________________________________59 Prof. Tereujanu Mircea _______________________________________________________________ 59 C.N Elena Cuza ______________________________________________________________________________59 COMUNICAREA ASERTIVĂ ÎNTRE PĂRINŢI ŞI COPII ____________________________________ 60 Prof. Dumitru Daciana ________________________________________________________________ 60 Grup Şcolar “Matei Basarab”, Craiova ___________________________________________________________60 Violence in schools - Prevention and Control _________________________________________ 61 Profesor Inv. Primar:Voinicu Mioara _____________________________________________________ 61 G.S.” Al. Macedonski” Melinesti, Judetul Dolj _____________________________________________________61 Profesor Invatamant Primar: Tirziu Diana _________________________________________________ 61 Scoala Generala Cruset, Judetul Gorj ____________________________________________________________61 SUMMARY ____________________________________________________________________ 62 Prof. Biţă Flori _______________________________________________________________________ 62 Grădiniţa Nr. 51, Craiova ______________________________________________________________________62 Overview of human violence______________________________________________________ 62 Dobrogeanu Mădălina ________________________________________________________________ 62 Grupul Şcolar „Ştefan Anghel”Băileşti ___________________________________________________________62 ŢibreanuCristian _____________________________________________________________________ 62 Grupul Şcolar „Ştefan Anghel”Băileşti ___________________________________________________________62 THE INCREASING OF SCHOLAR EFFICIENCY BY MEANS OF A TEACHER- FAMILY- STUDENT PARTNERSHIP _________________________________________________________________ 63 Teacher STANCU MARIA _______________________________________________________________ 63 Kindergarten Number 2 LEU ___________________________________________________________________63 SCHOOL, FAMILY, LOCAL COMMUNITY – ____________________________________________ 64 PARTNERS IN SCHOOL VIOLENCE PREVENTION AND CONTROL __________________________ 64 Teachers, ELENA CIMPOERU ____________________________________________________________ 64 Sc. Nr 37 ,,Mihai Eminescu” Craiova _____________________________________________________________64 IONICA LUNGU_______________________________________________________________________ 64 Sc. Nr 37 ,,Mihai Eminescu” Craiova _____________________________________________________________64 Summary _____________________________________________________________________ 65 Mediation among Students- ______________________________________________________ 65 183
- 184. an Efficent Wayof Undermining Conflicts __________________________________________ 65 Prof. Mădălina Săndoi _________________________________________________________________ 65 Liceul Teoretic Tudor Arghezi, Craiova ___________________________________________________________65 School and family together for perfection child education ______________________________ 66 Prof. Ghimiș Maria ___________________________________________________________________ 66 L. T. “Tudor Arghezi” Craiova __________________________________________________________________66 Prof. Ghimiș Ion ______________________________________________________________________ 66 Șc. “Gheorghe Enescu“ Tîmna, Mehedinți ________________________________________________________66 Aggresiveness, violence - a reflection theme _________________________________________ 66 PROF. CRUCERU ŞTEFAN _______________________________________________________________ 66 LICEUL TEORETIC,,TUDOR ARGHEZI _____________________________________________________________66 PARTNERSHIP - school, family, local authorities ______________________________________ 67 Prof. Mocioi Mariana _________________________________________________________________ 67 GRUPUL Scolar Traian Vuia ___________________________________________________________________67 INTERACURTURAL EDUCATION____________________________________________________ 68 FILIP AMELIA ________________________________________________________________________ 68 “Matei Basarab” School Group, Craiova, Romania__________________________________________________68 CIOPONEA OVIDIU ___________________________________________________________________ 68 “Henri Coandă” High Shcool, Craiova, Romania ____________________________________________________68 Intervention strategies in educational crisis in the classroom ___________________________ 69 Prof.înv.primar CARMEN POPA Titina ____________________________________________________ 69 School. 22 Mircea Eliade CRAIOVA ______________________________________________________________69 The impact of education on difficult personalities_____________________________________ 70 Strategies to prevent and combat violence __________________________________________ 70 Prof. Costache Simona Luiza ____________________________________________________________ 70 Liceul Teoretic ”Tudor Arghezi” ________________________________________________________________70 EDUCATION WITHOUT LOVE AND COMPETENCE TURNING TO,, VIOLENCE'' ________________ 70 Vaduvoiu Maria Laura _________________________________________________________________ 70 C.N „Elena Cuza” ____________________________________________________________________________70 Tudosie Roxana ______________________________________________________________________ 70 C.N. „Carol I” _______________________________________________________________________________70 SCHOOL VIOLENCE ______________________________________________________________ 71 Prof. Emilia Burlan ____________________________________________________________________ 71 National College, Elena Cuza ", Craiova __________________________________________________________71 Summary _____________________________________________________________________ 72 Prof. Deaconu Adrian Alexandru ________________________________________________________ 72 Colegiului Naţional ,, Nicolae Titulescu ” _________________________________________________________72 184
- 185. Prof. Niţu VeronicaCamelia ____________________________________________________________ 72 Colegiului Naţional ,, Nicolae Titulescu ” _________________________________________________________72 Optimizing the relationship between educational factors in order to improve education or: __ 72 The relationship between schools, families and communities ___________________________ 72 Prof. Petrescu Anghel _________________________________________________________________ 72 Colegiul Tehnic Energetic Craiova _______________________________________________________________72 Prof. Petrescu Valerica ________________________________________________________________ 72 C.N.E. „Gheorghe Chițu” Craiova _______________________________________________________________72 School Violence : Bullying ________________________________________________________ 73 prof. Popescu Daniela Irina_____________________________________________________________ 73 Grup Şcolar Traian Vuia _______________________________________________________________________73 prof. Boagiu Horaţiu __________________________________________________________________ 73 Grup Şcolar Traian Vuia _______________________________________________________________________73 SCHOOL, FAMILY, LOCAL COMMUNITY _____________________________________________ 74 - PARTNERS IN SCHOOL VIOLENCE PREVENTION AND CONTROL _________________________ 74 Teachers, ELENA CIMPOERU ____________________________________________________________ 74 - Sc. Nr 37 ,,Mihai Eminescu” Craiova ____________________________________________________________74 IONICA LUNGU_______________________________________________________________________ 74 Sc. Nr 37 ,,Mihai Eminescu” Craiova _____________________________________________________________74 SCHOOL AND FAMILY- TWO MAJOR ELEMENTS ______________________________________ 75 IN THE PREVENTION OF NEGATIVE BEHAVIOR _______________________________________ 75 Primary school teacher STANCU CĂTĂLINA- _______________________________________________ 75 School ,,N.B. Locusteanu” Leu _________________________________________________________________75 Practices in preventing and combating violence at school ______________________________ 76 Profesor, Nanu George ________________________________________________________________ 76 Colegiul Tehnic Energetic Craiova _______________________________________________________________76 Rights of the Child in Austria _____________________________________________________ 77 Zsuzsanna Antóni ____________________________________________________________________ 77 IFMIK, AUSTRIA _____________________________________________________________________________77 Children’s rights in Austria _______________________________________________________ 79 Attila Bajnáczky ______________________________________________________________________ 79 IFMIK, AUSTRIA _____________________________________________________________________________79 Main problems faced by children in Austria _________________________________________ 80 Éva Dabis ___________________________________________________________________________ 80 IFMIK, AUSTRIA _____________________________________________________________________________80 Violence against women in Austria ________________________________________________ 81 Andrea Király ________________________________________________________________________ 81 185
- 186. IFMIK, AUSTRIA _____________________________________________________________________________81 SaintJacques Way as an intercultural coexistence ____________________________________ 84 Cantero Soto F. Pedro _________________________________________________________________ 84 Lahna Díaz Ali _______________________________________________________________________ 84 Centro Público E.P.A. Monterroso, Spain _________________________________________________________84 Education - individual psycho determinant __________________________________________ 86 of development and to combat violence (summary) ___________________________________ 86 Daniela Stoian, teacher ________________________________________________________________ 86 Energetic Technical College, Craiova ____________________________________________________________86 Adrian Bǎrbulescu, teacher ____________________________________________________________ 86 Energetic Technical College, Craiova ____________________________________________________________86 SCHOOL ENVIRONMENT – BASIS AND MODEL IN PREVENTING __________________________ 86 AND COMBATING VIOLENCE ______________________________________________________ 86 Theacher : ROBU DENISA ______________________________________________________________ 86 School with grades I-VIII Calopăr _______________________________________________________________86 Teacher: DOBRE MARIA-CRISTINA _______________________________________________________ 86 - High School “Tudor Arghezi”Craiova ___________________________________________________________86 The impact of education on difficult personalities_____________________________________ 87 Strategies to prevent and combat violence __________________________________________ 87 Profesor: Costache Simona Luiza ________________________________________________________ 87 Liceul Teoretic: „Tudor Arghezi” Craiova _________________________________________________________87 AGAINST DOMESTIC VIOLENCE ____________________________________________________ 88 Prof. Vasile Luminita __________________________________________________________________ 88 National College "Elena Cuza", Craiova __________________________________________________________88 Prof. Vasile Roxana Cristina ____________________________________________________________ 88 School Gymnasium "Lascar Catargiu", Craiova _____________________________________________________88 Relatiile dintre scoala, parinti si ___________________________________________________ 88 comunitatea locala _____________________________________________________________ 88 Institutor Balan Gabriela_______________________________________________________________ 88 Scoala cu clasele I-VIII Lesile ___________________________________________________________________88 SCHOOL-FAMILY RELATIONSHIP IN PRIMARY ________________________________________ 89 Prof. Şişoe Dana Mihaela ______________________________________________________________ 89 Şcoala nr. 24 Craiova _________________________________________________________________________89 FAMILY - SCHOOL - COMMUNITY EDUCATION IN PARTNERSHIP RELATIONSHIP _____________ 90 Prof. Butoi Mirela Rodica ______________________________________________________________ 90 Liceul Teoretic “Tudor Arghezi” ________________________________________________________________90 Domestic Violence ______________________________________________________________ 90 186
- 187. Prof. DRAGANESCU DELIA______________________________________________________________90 Prof. RAESCU LIANA __________________________________________________________________ 90 Colegiul National Carol I ______________________________________________________________________90 RELATIONSHIPS BETWEEN PARENTS AND SCHOOLS ___________________________________ 92 NARCISA DUŢĂ ______________________________________________________________________ 92 ŞCOALA NR.22 „M. ELIADE” CRAIOVA ___________________________________________________________92 MIRELA DEACONU ____________________________________________________________________ 92 ŞCOALA SPECIALĂ „SF. MINA” CRAIOVA__________________________________________________________92 BEHIND CLOSED DOORS _________________________________________________________ 93 CONSTANTIN CRISTINA ________________________________________________________________ 93 COLEGIUL NATIONAL ECONOMIC “GH. CHITU” ____________________________________________________93 RELATIONSHIP BETWEEN SCHOOL, PARENTS AND THE LOCAL ___________________________ 93 Învățător- DINU IONELA-ADELA _________________________________________________________ 93 ȘCOALA CU CLASELE I-VIII VELA ________________________________________________________________93 EDUCAŢIA PERMANENTĂ – O CERINŢĂ A SOCIETĂŢII MODERNE _________________________ 94 Popescu Andusa Cristiana ______________________________________________________________ 94 Grupul Scolar ”Traian Vuia”, Craiova ____________________________________________________________94 Manager de proiect: prof. Camelia Buzatu ________________________________________________ 95 Şc. Nr. 21 Craiova ___________________________________________________________________________95 The program of learning throughout life in our school _________________________________ 95 Teacher Cheiţă Mirela _________________________________________________________________ 95 School Number 36”Gh.Bibescu”Craiova __________________________________________________________95 Teacher Stanciu Eugenia _______________________________________________________________ 95 School Number 36”Gh.Bibescu”Craiova __________________________________________________________95 Lifelong learning - a contemporary necessity Abstract _________________________________ 96 Prof. Mariana Lulache, ________________________________________________________________ 96 Technical Energetic College Craiova____________________________________________________________96 EDUCATION FOR THE FUTURE- ____________________________________________________ 97 ADAPTING TO THE KNOWLEDGE-SOCIETY ___________________________________________ 97 Porf. Ceuca Monica ___________________________________________________________________ 97 Colegiul “Stefan Odobleja”, Craiova _____________________________________________________________97 DIGITAL MEDIA IN INTERCULTURAL EDUCATION _____________________________________ 98 Teacher: Adriana Calinoiu ______________________________________________________________ 98 Romania___________________________________________________________________________________98 Language and Practical Methodology: _____________________________________________ 99 Creativity in the Classroom _______________________________________________________ 99 Summary _____________________________________________________________________ 99 187
- 188. Prof. Iulia Cosma_____________________________________________________________________ 99 Palatul Copiilor Craiova _______________________________________________________________________99 Summary ____________________________________________________________________ 100 Prof. Anton Cristina __________________________________________________________________ 100 Grupul Școlar”Traian Demetrescu” Craiova ______________________________________________________100 Understanding Our Environment _________________________________________________ 100 Prof. SILVIA CÂRŢU, COORDONATOR PROIECT ____________________________________________ 100 SCOALA NR.37"MIHAI EMINESCU", CRAIOVA ____________________________________________________100 THE PECULIARITY OF THE ADULTS EDUCATION ______________________________________ 101 Prof.pt.înv.primar Georgescu Amalia, ___________________________________________________ 101 Şcoala cu Clasele I-VIII Nr. 36 “Gheorghe Bibescu” Craiova __________________________________________101 Children with special needs: _____________________________________________________ 102 integration of disabilities in classroom ____________________________________________ 102 Prof. Oana Loredana Radut ___________________________________________________________ 102 Prof. Iulia Giorgiana Stancu ___________________________________________________________ 102 Scoala Speciala „Sf. Mina” Craiova _____________________________________________________________102 The formation of the young’s personality in ________________________________________ 103 the spirit of the European’s values ________________________________________________ 103 Summary ____________________________________________________________________ 103 Teacher Parici Irina __________________________________________________________________ 103 High School ,,Henri Coandă” - Craiova __________________________________________________________103 Teacher Drăgan Otilia ________________________________________________________________ 103 High School ,,Henri Coandă”- Craiova___________________________________________________________103 The importance of training sessions for teachers of mathematics in Europe _______________ 104 Prof. Nicolae Elena __________________________________________________________________ 104 Middle School. 37 "Mihai Eminescu" Craiova ____________________________________________________104 Summary ____________________________________________________________________ 105 Prof. Bărboianu Dana ________________________________________________________________ 105 Şcoala cu clasele I-VIII Bucovăţ, Dolj ____________________________________________________________105 Profesor Ghita Neluţa ________________________________________________________________ 105 Colegiul Naţional Al.D.Ghica, Alexandria ________________________________________________________105 Summary ____________________________________________________________________ 105 Prof. Mirela Mircea __________________________________________________________________ 105 Colegiul Naţional ”Al. D. Ghica”, Alexandria ______________________________________________________105 COMENIUS / GRUNDTVIG TEACHER REFRESHER COURSES AT RICHARD LANGUAGE COLLEGE _ 106 Pelea Maria – Magdalena _____________________________________________________________ 106 Colegiul “Ştefan Odobleja”, Craiova, Dolj ________________________________________________________106 188
- 189. HOW DO ADULTSLEARN? _______________________________________________________ 107 Hermina POPA, Mihaela PAPA _________________________________________________________ 107 “Stefan Odobleja” College ___________________________________________________________________107 EDUCATION AND COMPETENCES IN THE PROFESSIONAL AND TECHNICAL SYSTEM OF EDUCATION THROUGH EUROPEAN PROJECTS _________________________________________________ 108 Prof. Dinu Cristiana Victoria ___________________________________________________________ 108 Prof. Tănasie Ion, ___________________________________________________________________ 108 Colegiul “Ștefan Odobleja”, Craiova ____________________________________________________________108 How to manage tensions and conflicts arising in classroom ____________________________ 109 prof. Vulpe Veronica Lavinia___________________________________________________________ 109 C. N. „Fraţii Buzeşti” Craiova __________________________________________________________________109 Summary ____________________________________________________________________ 109 Profesor Diana – Elena SANDU _________________________________________________________ 109 Scoala cu clasele I-VIII Beloţ, Dolj ______________________________________________________________109 Summary ____________________________________________________________________ 110 Pip. Luigi Cristian Lazăr _______________________________________________________________ 110 Pip. Mihaela Lazăr ___________________________________________________________________ 110 Scoala Nr. 1, Dăbuleni, Dolj ___________________________________________________________________110 Interactive Media for "Interactive" Teaching and Learning ____________________________ 111 Dracea Maria _______________________________________________________________________ 111 Şcoala Nr. 32 “Alexandru Macedonski” _________________________________________________________111 Summary ____________________________________________________________________ 111 Belu Adriana _______________________________________________________________________ 111 Colegiul National Al.D.Ghica __________________________________________________________________111 ICT for Collaborative, Project-Based, ______________________________________________ 112 Teaching and Learning _________________________________________________________ 112 Prof. Trandafir Ileana ________________________________________________________________ 112 Gr. Şc. “Matei Basarab” Craiova _______________________________________________________________112 SUMMARY ___________________________________________________________________ 113 PROMOTING THE AUTONOMY OF THE HUMAN CUB! ______________________________ 113 Prof. înv. pre-primar : Barbu Melinda Lavinia ____________________________________________ 113 Grădiniţa Nr. 32, Craiova _____________________________________________________________________113 Prof. inv. pre-primar : Dumitriu Denisa__________________________________________________ 113 Gradinita Nr. 40 , Craiova ____________________________________________________________________113 SUMMARY ___________________________________________________________________ 114 Profesor limba franceza: CAMELIA GHEORGHE ___________________________________________ 114 Colegiul National “Elena Cuza”Craiova __________________________________________________________114 189
- 190. Peer mediation _______________________________________________________________114 Prof. Popescu Oana __________________________________________________________________ 114 Liceul Teoretic Tudor Arghezi, Craiova __________________________________________________________114 Prof. Avram Florenţa _________________________________________________________________ 114 Liceul Teoretic Tudor Arghezi, Craiova __________________________________________________________114 Conflicts _____________________________________________________________________ 116 Teacher Georgeta Manafu ____________________________________________________________ 116 High School Tudor Arghezi ___________________________________________________________________116 Teacher Marinela Calangiu ____________________________________________________________ 116 C.C.D. Dolj ________________________________________________________________________________116 Dimensiunea interculturală în educaţie ____________________________________________ 117 Prof. Popescu Adina _________________________________________________________________ 117 Grup Şcolar Traian Vuia, Craiova ______________________________________________________________117 The „Lifelong Learning”- Zurűck in die Zukunft ______________________________________ 118 Moiş Dorina (project Coordinator) ______________________________________________________ 118 Urda–Cimpean Rodica________________________________________________________________ 118 Colegiul Tehnic „Edmond-Nicolau” Cluj-Napoca __________________________________________________118 SUMMARY ___________________________________________________________________ 119 Prof. Marilena Ionescu _______________________________________________________________ 119 Colegiului Naţional ,, Nicolae Titulescu ” ________________________________________________________119 Prof. Cristina Deaconu _______________________________________________________________ 119 Colegiului Naţional ,, Nicolae Titulescu ” ________________________________________________________119 MALTA BETWEEN TRADITION AND PROMOTING ____________________________________ 119 THE ENTREPRENEURIAL CULTURE ________________________________________________ 119 Prof. Romulus Lucian Dodenciu ________________________________________________________ 119 Special School „Sf. Mina”, Craiova, _____________________________________________________________119 Prof. Dr. Mariana Mirela Dodenciu _____________________________________________________ 119 Grup Scolar "Matei Basarab, Craiova. ___________________________________________________________119 TEACHING AND LEARNING BASED ON NEW TECHNOLOGY IN EDUCATION ____ 120 Teacher DENISA PASARE ______________________________________________________________ 120 “HENRI COANDA” THEORETICAL HIGHSCHOOL, CRAIOVA DOLJ ______________________________________120 SUMMARY ___________________________________________________________________ 121 Prof. Croitoru Silvia __________________________________________________________________ 121 Colegiul National ,,Elena Cuza”,Craiova,Dolj _____________________________________________________121 Prof. Croitoru Marin –Mitica __________________________________________________________ 121 Colegiul Transporturi Auto ,,Traian Vuia”, Tg. Jiu, Gorj _____________________________________________121 SUMMARY ___________________________________________________________________ 121 Prof. Irimia Teodora _________________________________________________________________ 121 190
- 191. Liceul Teoretic “TudorArghezi” _______________________________________________________________121 Prof. Tudoran Ștefania _______________________________________________________________ 121 Grădinița cu program prelungit Nr.24 __________________________________________________________121 Creative Methodology in teaching English _________________________________________ 122 -dissemination- _______________________________________________________________ 122 Beneficiary: prof. BARBU NICOLETA LIVIA ________________________________________________ 122 Gradinita Nr. 44 Craiova _____________________________________________________________________122 L.L.P. COURSES AND A NEW DIMENSION IN EUROPEAN EDUCATION IN A KNOWLEDGE SOCIETY ____________________________________________________________________________ 123 Professor Emanuela Lazarescu _________________________________________________________ 123 School 29 Nicholae Romanescu- Craiova ________________________________________________________123 Summary - ‘Overseas Teachers of English - Creative Methodology (Weeks 1 and 2) ” _______ 124 Prof. Maria-Luiza Vasile, ______________________________________________________________ 124 Colegiul Naţional Economic “Gheorghe Chitu”, Craiova, judeţul Dolj __________________________________124 “ Şcoalã- Patrimoniu- Iniţiativã turisticã- Europa” ___________________________________ 124 Prof. Oprea Alina ____________________________________________________________________ 124 Grupul Şcolar Traian Vuia-coordonator proiect ___________________________________________________124 Prof. Panait Gabriela _________________________________________________________________ 124 Grupul Şcolar Traian Vuia- membru echipa de proiect _____________________________________________124 Education in the knowledge society _______________________________________________ 125 Professor Iancu Vergica_______________________________________________________________ 125 School Nr. 29 “Nicolae Romanescu” Craiova _____________________________________________________125 Mini Guide for using e-learning Platform EICU ______________________________________ 126 Prof. Dorina Goiceanu ________________________________________________________________ 126 Colegiul Tehnic de Industrie Alimentara Craiova __________________________________________________126 Prof. Sandu Goiceanu ________________________________________________________________ 126 Grupul Scolar “Traian Vuia” Craiova ____________________________________________________________126 Permanent education, self-education and “society of knowledge” ______________________ 127 Prof. Înv. Primar Ana Grigore __________________________________________________________ 127 Sc.Nr.29 N.Romanescu Craiova ________________________________________________________________127 European Experience ___________________________________________________________ 127 Beneficiari: Prof. Marilena Ciontescu____________________________________________________ 127 Colegiul Stefan Odobleja _____________________________________________________________________127 Prof. Ecaterina Predescu ______________________________________________________________ 127 « Lutter contre l’echec scolaire dans les banlieures fragiles » __________________________ 128 « Fight against school failure in fragile environments » _______________________________ 128 Teacher Ianovici Marijana Camelia _____________________________________________________ 128 191
- 192. The No.43 Kindergartenfrom Craiova __________________________________________________________128 “Education for the Environment, _________________________________________________ 129 education for future”___________________________________________________________ 129 Prof. Toader Elena ___________________________________________________________________ 129 Prof. Ungureanu Florina ______________________________________________________________ 129 Colegiul Tehnic “Costin D. Nenitescu” Craiova ____________________________________________________129 Psychology of creativity ________________________________________________________ 130 Prof. Caramavrov Maria Daniela _______________________________________________________ 130 Liceul Teoretic „Tudor Arghezi”, Craiova, Dolj ____________________________________________________130 Formation of autonomous and creative personality __________________________________ 130 Prof. Elena Neacă ___________________________________________________________________ 130 Gr. Şc. „George Bibescu”, Craiova______________________________________________________________130 LEARNING MODELS - EFFECTIVE METHOD OF TRAINING ______________________________ 131 prof. Tatiana Bălăşoiu ________________________________________________________________ 131 College "Ştefan Odobleja" Craiova _____________________________________________________________131 JOURNAL OF PRACTICE ON ECONOMIC AGENTS - CURRICULUM SUPPORT FOR MASSED PRACTICE ____________________________________________________________________________ 132 Professor Doiniţa Bălăşoiu ____________________________________________________________ 132 College "Stefan Odobleja" Craiova _____________________________________________________________132 Developing creativity and efficiency ______________________________________________ 133 in teaching mathematics by non-standard problems and worksheets ____________________ 133 Professor Camelia Macsut ____________________________________________________________ 133 School Group 'Traian Demetrescu "Craiova ______________________________________________________133 SUMMARY ___________________________________________________________________ 134 Prof. Moldoveanu Anca Ştefana, _______________________________________________________ 134 Gr. Şc. Industrial de Transp. Căi Ferate Craiova ___________________________________________________134 Creativity and innovation in the classroom. ________________________________________ 134 Teaching Drama. ______________________________________________________________ 134 Prof. Cioc Florentina-Ramona__________________________________________________________ 134 Sc. Nr. 32 „Al. Macedonski” Craiova ____________________________________________________________134 Summary ____________________________________________________________________ 135 Using Multimedia in Teaching English _____________________________________________ 135 Teacher : Puenea Nicoleta ____________________________________________________________ 135 Liceul cu Program Sportiv Slatina ______________________________________________________________135 CREATIVITY AND INNOVATION IN ________________________________________________ 136 THE TRAINING AND EDUCATIONAL PROCESS________________________________________ 136 192
- 193. Înv.BUIA MARIANA __________________________________________________________________136 Şcoala cu clasele I-VIII „N.B.Locusteanu” Leu _____________________________________________________136 Abstract _____________________________________________________________________ 136 PROFESOR VUCU IRIMIA - DOREL_______________________________________________________ 136 ŞCOALA CU CLASELE I-IV CÂMPIA, JUDEŢUL CARAŞ-SEVERIN ________________________________________136 Animating reading ____________________________________________________________ 136 PIP Dan Antoanela Silvia _____________________________________________________________ 136 G.S.A. Carcea ______________________________________________________________________________136 SUMMARY ___________________________________________________________________ 137 P.I.P. Dinu Simona ___________________________________________________________________ 137 G.S.A. Cârcea ______________________________________________________________________________137 Creativity in learning mathematics _______________________________________________ 138 Prof. Mageri Vali Angela ______________________________________________________________ 138 C.N.E. „GH. CHITU” _________________________________________________________________________138 Teaching Pronunciation. Useful tips _______________________________________________ 138 Prof. BĂLMAU ELENA ALINA ___________________________________________________________ 138 GR. SC. TRAIAN DEMETRESCU_________________________________________________________________138 Differentiated instruction and Romanian class ______________________________________ 139 Profesor- Drăguţ Melania Clara ________________________________________________________ 139 Colegiul ,, Ştefan Odobleja”, Craiova ___________________________________________________________139 EDUCATION – AN ESSENTIAL ELEMENT IN DEFINING _________________________________ 139 A STUDENT’S ACTIVE PERSONALITY _______________________________________________ 139 Teacher Dragomir Carmen Marinela ____________________________________________________ 139 School No. 18 “Sf. Dumitru” Craiova____________________________________________________________139 SUMMARY ___________________________________________________________________ 141 Prof. Ani Draghici____________________________________________________________________ 141 Grupul Scolar “Traian Vuia”, Craiova ___________________________________________________________141 CREATIVITY AND EFICIENCY DURING ENTREPRENEURIAL CLASSE _______________________ 142 Prof. Chivu Dumitra __________________________________________________________________ 142 GR. ŞC. „TRAIAN DEMETRESCU” _______________________________________________________________142 THE USE OF COMPUTERS IN TEACHING FOREIGN LANGUAGES _________________________ 142 Prof. Păloiu Mădălina Luiza ___________________________________________________________ 142 Prof. Zaharie Oana Lavinia ____________________________________________________________ 142 GRUP ŞCOLAR TRAIAN DEMETRESCU, CRAIOVA __________________________________________________142 Interdisciplinarity – an innovative method for students` personality development _________ 143 Teacher Constantina Ciurlin ___________________________________________________________ 143 Grup Scolar „Traian Demetrescu”, Craiova_______________________________________________________143 193
- 194. COMPUTER ASSISTED LANGUAGELEARNING _______________________________________ 144 A SOCIALIZING AND SCHOOL PROGRESS TOOL ______________________________________ 144 Teacher Mirea Ileana Dora ____________________________________________________________ 144 Liceul de Arta “Marin Sorescu”, Craiova, Romania ________________________________________________144 HEART IDIOMS IN ENGLISH AND ROMANIAN _______________________________________ 144 SUMMARY ___________________________________________________________________ 144 Prof. DAN Antonina-Violeta ___________________________________________________________ 144 Colegiul National Nicolae Titulescu_____________________________________________________________144 THE NON VERBAL COMMUNICATION - ANOTHER TYPE OF COMMUNICATION IN MATHEMATICS TEACHING ___________________________________________________________________ 145 THE SUMMARY _______________________________________________________________ 145 PROFESSOR: RADU SIMONA ___________________________________________________________ 145 „GH.CHIŢU” NATIONAL ECONOMICAL COLLEGE-CRAIOVA __________________________________________145 DEZVOLTAREA CREATIVITĂŢII ÎN ȘCOALĂ __________________________________________ 146 Prof. Diță Elena _____________________________________________________________________ 146 Colegiul Tehnic de Industrie Alimentară Craiova __________________________________________________146 Creativity and innovation in the educational process _________________________________ 147 Teacher: Sovoiu Virginia ______________________________________________________________ 147 Kindergarden no. 21 ________________________________________________________________________147 Teacher: Onescu Marilena ____________________________________________________________ 147 Kindergarden no. 21 ________________________________________________________________________147 Creativitate și tradiționalism în învățământul românesc ______________________________ 147 Prof. Crișu Lavinia ___________________________________________________________________ 147 Gr. Șc. Ind. Transp. Căi Ferate, Craiova __________________________________________________________147 Essential principles in the development of the economical factor-school partnership _______ 148 Prof. Raicea Cătălin _________________________________________________________________ 148 LICEUL TEHNOLOGIC “TRAIAN DEMETRESCU”, CRAIOVA ___________________________________________148 SUMMARY ___________________________________________________________________ 149 Prof. Simona Venera Mărgineanu ______________________________________________________ 149 C.N. „Ştefan Velovan” _______________________________________________________________________149 SUMMARY ___________________________________________________________________ 149 Prof. Andreea Mirela Popescu _________________________________________________________ 149 C.N. Ştefan Velovan _________________________________________________________________________149 Summary ____________________________________________________________________ 150 Prof. Ioaniţoiu Carmen Dana __________________________________________________________ 150 Şcoala cu cls. I-VIII Predeşti ___________________________________________________________________150 Prof. Ioaniţoiu Cristina Livia ___________________________________________________________ 150 194
- 195. C.T.A.M. C. BrâncuşiCraiova __________________________________________________________________150 TEACHING ENGLISH USING A CREATIVITY STIMULATING APPROACH, COMMUNICATIVE AND IT MEANS ______________________________________________________________________ 151 Prof. CHIVA ANA – IULIA ______________________________________________________________ 151 ŞCOALA GIMNAZIALĂ ELENA FARAGO, CRAIOVA __________________________________________________151 The interdisciplinarity of teaching the Special Theory of Relativity ______________________ 151 Popoi Liviu Mihai ____________________________________________________________________ 151 Grupul Școlar Industrial „Traian Demetrescu” Craiova _____________________________________________151 Șerban Oana _______________________________________________________________________ 151 Colegiul Național „Frații Buzești” Craiova________________________________________________________151 STUDENTS CREATIVITY IN EDUCATION _____________________________________________ 152 Prof. Constantin Daniela ______________________________________________________________ 152 Colegiul "Stefan Odobleja" ___________________________________________________________________152 Educational Partnership "The Little physicists'' ______________________________________ 153 Teacher: Carmen Bejenaru ____________________________________________________________ 153 School No. 39 „ Nicolae Bălcescu” _____________________________________________________________153 Teacher: Tuţuleasa Daniela ___________________________________________________________ 153 School No. 21 „Gheorghe Țițeica” _____________________________________________________________153 Summary ____________________________________________________________________ 153 The Eficiency of the Interactive Methods ___________________________________________ 153 in the Teaching Process-The Thinking Hats Method __________________________________ 153 Prof. Andreea Săndoi ________________________________________________________________ 153 Liceul Teoretic Tudor Arghezi, Craiova __________________________________________________________153 The Pedagogical Experiment- A Useful Way of Identifying the Most Efficient Strategies to Develop the Reading Abilities of the Students _______________________________________ 154 Corina Andriescu - a teacher of Romanian and Inspector - __________________________________ 154 The School Inspectorate of the Dolj County ______________________________________________________154 Alina Vilceanu – a teacher of Romanian – ________________________________________________ 154 “Tudor Arghezi” Theoretical High School, Craiova _________________________________________________154 Le Tableau Blanc Interactif ______________________________________________________ 155 Professeur Oprea Alina, ______________________________________________________________ 155 Le Groupe Scolaire ‘’Traian Vuia’’, Craiova _______________________________________________________155 TECHNIQUES NOUVELLES EN CLASSE DE FLE ________________________________________ 155 Prof. COJOCAR EUGENIA ______________________________________________________________ 155 Lycée Théorique “TUDOR ARGHEZI” Craiova _____________________________________________________155 The Psychological Dimension of Music _____________________________________________ 156 Abstract _____________________________________________________________________ 156 195
- 196. Prof. Vasilcoiu MihaelaMagdalena _____________________________________________________ 156 Colegiul Naţional Carol I _____________________________________________________________________156 PROIECT DE ACTIVITATE ________________________________________________________ 157 CHIŢA CARMEN MARIANA ____________________________________________________________ 157 GSA MALU MARE – Structura PREAJBA _________________________________________________________157 New ‘Learning’ Tools for Knowledge Society Skills ___________________________________ 157 PROF.DRAGOMIR GEORGETA __________________________________________________________ 157 SC. GEN. NR.30”MIHAI VITEAZUL” CRAIOVA _____________________________________________________157 PROF.MIHAI AURELIA ________________________________________________________________ 157 COLEGIUL TEHNIC”ENERGETIC” CRAIOVA _______________________________________________________157 HARVESTING THE CREATIVITY OF PUPILS ___________________________________________ 158 WITHIN THE NATURE SCIENCE CLASSES ____________________________________________ 158 MARIANA BĂRBOI ___________________________________________________________________ 158 School No. 29 N. Romanescu, Craiova __________________________________________________________158 CREATIVE TEACHER ROLE IN DESIGNING EDUCATIONAL SITES __________________________ 159 Prof. Crăciunoiu Ștefania Liliana _______________________________________________________ 159 College “Ștefan Odobleja” Craiova _____________________________________________________________159 Stimulating Creativity: teamwork ________________________________________________ 160 Prof. Mocanu Carmen ________________________________________________________________ 160 Gr. Sc. “Traian Vuia” ________________________________________________________________________160 THE PROJECT - ALTERNATIVE AND MODERN METHOD OF ASSESSMENT IN TEACHING OF FRENCH AS A FOREIGN LANGUAGE ______________________________________________________ 160 Prof. Eugenia Păun __________________________________________________________________ 160 "Ştefan Odobleja" College – Craiova____________________________________________________________160 Abstract _____________________________________________________________________ 161 Prof. Purcărescu Oana-Angela _________________________________________________________ 161 Grupul Şcolar de Transporturi Auto, Craiova _____________________________________________________161 Interactive math’s learning _____________________________________________________ 162 Summary ____________________________________________________________________ 162 Prof. Bărboianu Dana ________________________________________________________________ 162 Şcoala cu clasele I-VIII Bucovăţ ________________________________________________________________162 Materials made in the European Partnerships - _____________________________________ 163 as useful auxiliary curricular for students and teachers _______________________________ 163 Dorina Goiceanu ____________________________________________________________________ 163 Colegiul Tehnic de Industrie Alimentara Craiova __________________________________________________163 Sandu Goiceanu _____________________________________________________________________ 163 Grupul Scolar “Traian Vuia” Craiova ____________________________________________________________163 196
- 197. Physics - Sciencethat contribute _________________________________________________ 163 to the creative capacity of students _______________________________________________ 163 Professor Tuţuleasa Eugen ____________________________________________________________ 163 School No. 29 „Nicolae Romanescu” Craiova _____________________________________________________163 Professor Tuţuleasa Valentin __________________________________________________________ 163 School Dioşti, Dolj __________________________________________________________________________163 EDUCAŢIA ELEVILOR ___________________________________________________________ 164 PRIN PROGRAMUL ECO-ŞCOALA__________________________________________________ 164 Prof. Boldişor Viorica ________________________________________________________________ 164 Şcoala Gimnazială ,,Nicolae Romanescu’’ Craiova _________________________________________________164 Prof. Chiripuș Traudia Maria___________________________________________________________ 164 Şcoala Gimnazială ,,Nicolae Romanescu’’ Craiova _________________________________________________164 EFFICIENT WAYS IN TEACHING MORAL EDUCATION – PRIMARY CICLE ___________________ 165 PROF. GABRIELA MARCU _____________________________________________________________ 165 PROF. NICU MARCU _________________________________________________________________ 165 School No. 29 N. Romanescu, Craiova __________________________________________________________165 Creativity and research in school _________________________________________________ 166 Prof. Petrescu Nicolae Daniel __________________________________________________________ 166 Grup Școlar ”Matei Basarab” Craiova ___________________________________________________________166 Prof. Petrescu Mariana _______________________________________________________________ 166 C.N.E. ”Gheorghe Chițu” Craiova ______________________________________________________________166 Language teacher education policy promoting linguistic diversity and intercultural education 167 Prof. Duţescu Laura Alina _____________________________________________________________ 167 Colegiul Tehnic de Industrie Alimentară, Craiova, Romania _________________________________________167 Prof. Bîrsan Sorin ____________________________________________________________________ 167 Grup Scolar « Charles Laugier », Craiova, Romania ________________________________________________167 MEANS OF STIMULATING STUDENTS’ INTEREST IN READING ___________________________ 168 PETCU SIMONA _____________________________________________________________________ 168 School No. 29 N. Romanescu, Craiova __________________________________________________________168 EFFICIENT WAYS IN TEACHING MORAL EDUCATION – PRIMARY CICLE ___________________ 168 GABRIELA MARCU ___________________________________________________________________ 168 School No. 29 N. Romanescu, Craiova __________________________________________________________168 KEY FACTORS IN THE EDUCATIONAL PROCESS ______________________________________ 169 Inv. Duina Janina Marina _____________________________________________________________ 169 Scoala cu clasele I- VIII „ I. Ghe. Plesa” Almaj, Dolj_________________________________________________169 METHODS OF ACTIVISING THE PUPILS _____________________________________________ 170 IN CIVIC EDUCATION ACTIVITIES __________________________________________________ 170 197
- 198. Prof. Popa Olimpia– Aluniţa __________________________________________________________ 170 “Marin Sorescu” Art High School Craiova ________________________________________________________170 Developing creativity using crafts and paintings_____________________________________ 171 By Ciocsan Alexandra ________________________________________________________________ 171 Nartea Elena Sorina __________________________________________________________________ 171 Grădiniţa P.P.Nr.53 Craiova __________________________________________________________________171 Language activities for developing verbal creativity __________________________________ 171 By Alexandru Irina Maria _____________________________________________________________ 171 Grădiniţa P.P.Nr.53 Craiova __________________________________________________________________171 CREATIVITY AND THE HOME ECONOMICS CLASSES - A PRACTICAL APPROACH AND THE THINKING HATS METHOD _______________________________________________________ 172 Prof. Inv.primar CIMPOERU LIDIA ______________________________________________________ 172 Sc. Nr.14 Craiova ___________________________________________________________________________172 Prof. Inv.primar BUTOI DOMNICA ______________________________________________________ 172 Sc. Nr.14 Craiova ___________________________________________________________________________172 Summary: ____________________________________________________________________ 173 prof. Ceoroianu Mariana _____________________________________________________________ 173 Liceul Teoretic Bechet _______________________________________________________________________173 Creativity by using the Internet in the training education _____________________________ 174 Prof. Stoineac Mariana _______________________________________________________________ 174 Gr. Sc. Traian Vuia __________________________________________________________________________174 The portfolio – a means of alternative evaluation ___________________________________ 174 Teacher Minodora Decă ______________________________________________________________ 174 “Tudor Arghezi” High-school__________________________________________________________________174 literature TEACHING vERSUS technology ___________________________________________ 175 Prof. Corina Vasile ___________________________________________________________________ 175 Liceul Teoretic “Henri Coandă” ________________________________________________________________175 Craiova, Dolj ______________________________________________________________________________175 198