Student councils
•Download as PPTX, PDF•
0 likes•69 views
Student councils in Greek secondary schools and the last three years of primary school are elected each year to introduce students to democracy. There are elections for a 5-member class council and 15-member school council. The councils address practical classroom and school issues to serve as a link between teachers and students. They may provide input on disciplinary actions and help organize school activities. It is their duty to ensure new students are welcomed and integrated into the school community.
Report
Share
Report
Share
Recommended
Who is accountable for education
The document discusses who is accountable for education according to different perspectives. It explores the roles of schools, teachers, families, and communities in ensuring children receive a quality education. While some argue schools should be held primarily accountable through standards and testing, others believe a shared approach is best with local involvement from all stakeholders. Ultimately, the document examines how accountability for education can vary between countries and regions based on differing cultural views.
Social Justice Conference Slides
This presentation discusses social justice and secondary education in Ireland. It explores how social class differences impact educational experiences and outcomes for Irish youth. The presenter, Eoin ó Seanachián, has a background in community and family studies and youth work. He conducted case study research using qualitative and quantitative methods like questionnaires and focus groups. The presentation findings suggest that social class affects gender perceptions and educational pathways. Youth from working class backgrounds may have different experiences than those from upper-middle or upper classes. The presentation proposes solutions like investing in marginalized communities, alternative education models, and long-term strategic planning for secondary education.
Schools as Community Hubs Nov 09
The document discusses barriers and solutions to developing school hubs that integrate education and community. It proposes a new joint local governance structure called a School Facilities Board (SFB) composed of representatives from school boards and municipal councils. The SFB would be responsible for maintaining school sites, developing hubs, and have funding from provincial grants and local taxes to support facilities and community use of schools. This would help address barriers between schools and communities and facilitate full integration of education and community development.
Co education presentation
This document discusses co-education, which is defined as the education of boys and girls together in the same institute or class. It was first introduced in Switzerland. Supporters of co-education cite two main factors - the economical benefit of using existing infrastructure for both genders rather than building separate facilities, and the sociological benefit of training young people to interact naturally with both genders in the wider community. While co-education provides equal opportunities and a realistic social training, some disadvantages mentioned include potential immoral relations, overcrowding, and reluctance from some parents or due to religious beliefs.
Co education
The document discusses co-education, which is defined as the education of two genders in the same school, college or university. It was first introduced in Switzerland and has become popular in Europe and America, with Asian countries now also adopting this system. Supporters of co-education cite economical and sociological factors, arguing that it eliminates gender discrimination, allows open expression of views, and reduces costs compared to maintaining separate boys' and girls' schools. However, some criticize co-education as being against tradition and fear it could lead to immoral relationships. The document also discusses perspectives on co-education from Islam and quotes from a Greek philosopher in its favor.
Schoolandcommunityrelations2
The document discusses the importance of partnership between parents, teachers, and the community in educating children. It states that parents are the primary teachers of values and habits, while teachers enrich these lessons in school. The community also plays a role through participation in school activities. Challenges children face like academic or behavioral issues are best solved through respectful communication between parents and teachers. When the school and community collaborate through organizations and civic activities, it fosters a spirit of cooperation and shared responsibility for community well-being.
Paet 4101 sociology of schooling - The Relationship Between School & Communit...
This document discusses the relationship between schools, community structure, and socioeconomic status. It defines a community and explains why educators may dislike community engagement. However, research shows that greater community involvement can improve teaching and learning. The document also explores how the community can formally and informally participate in schools. Finally, it examines how socioeconomic status can impact student preparation and academic performance, and what schools and governments can do to help students from low-SES families.
School and Community Relations
This document outlines the importance of collaborative relationships between schools, parents, teachers, and the local community. It discusses how strong alliances can foster positive academic and civic practices. Parents are the first teachers and responsible for developing students' values, while teachers enrich what is taught at home. Involving community members in school activities uplifts the community. Challenges like attendance, study habits, and behaviors require encouragement and consideration of past experiences. Recognizing exemplary student traits is also important. Special talents noticed in youth should be supported. Collaborative relationships between schools and communities can strengthen participation in civic activities and celebrations.
Recommended
Who is accountable for education
The document discusses who is accountable for education according to different perspectives. It explores the roles of schools, teachers, families, and communities in ensuring children receive a quality education. While some argue schools should be held primarily accountable through standards and testing, others believe a shared approach is best with local involvement from all stakeholders. Ultimately, the document examines how accountability for education can vary between countries and regions based on differing cultural views.
Social Justice Conference Slides
This presentation discusses social justice and secondary education in Ireland. It explores how social class differences impact educational experiences and outcomes for Irish youth. The presenter, Eoin ó Seanachián, has a background in community and family studies and youth work. He conducted case study research using qualitative and quantitative methods like questionnaires and focus groups. The presentation findings suggest that social class affects gender perceptions and educational pathways. Youth from working class backgrounds may have different experiences than those from upper-middle or upper classes. The presentation proposes solutions like investing in marginalized communities, alternative education models, and long-term strategic planning for secondary education.
Schools as Community Hubs Nov 09
The document discusses barriers and solutions to developing school hubs that integrate education and community. It proposes a new joint local governance structure called a School Facilities Board (SFB) composed of representatives from school boards and municipal councils. The SFB would be responsible for maintaining school sites, developing hubs, and have funding from provincial grants and local taxes to support facilities and community use of schools. This would help address barriers between schools and communities and facilitate full integration of education and community development.
Co education presentation
This document discusses co-education, which is defined as the education of boys and girls together in the same institute or class. It was first introduced in Switzerland. Supporters of co-education cite two main factors - the economical benefit of using existing infrastructure for both genders rather than building separate facilities, and the sociological benefit of training young people to interact naturally with both genders in the wider community. While co-education provides equal opportunities and a realistic social training, some disadvantages mentioned include potential immoral relations, overcrowding, and reluctance from some parents or due to religious beliefs.
Co education
The document discusses co-education, which is defined as the education of two genders in the same school, college or university. It was first introduced in Switzerland and has become popular in Europe and America, with Asian countries now also adopting this system. Supporters of co-education cite economical and sociological factors, arguing that it eliminates gender discrimination, allows open expression of views, and reduces costs compared to maintaining separate boys' and girls' schools. However, some criticize co-education as being against tradition and fear it could lead to immoral relationships. The document also discusses perspectives on co-education from Islam and quotes from a Greek philosopher in its favor.
Schoolandcommunityrelations2
The document discusses the importance of partnership between parents, teachers, and the community in educating children. It states that parents are the primary teachers of values and habits, while teachers enrich these lessons in school. The community also plays a role through participation in school activities. Challenges children face like academic or behavioral issues are best solved through respectful communication between parents and teachers. When the school and community collaborate through organizations and civic activities, it fosters a spirit of cooperation and shared responsibility for community well-being.
Paet 4101 sociology of schooling - The Relationship Between School & Communit...
This document discusses the relationship between schools, community structure, and socioeconomic status. It defines a community and explains why educators may dislike community engagement. However, research shows that greater community involvement can improve teaching and learning. The document also explores how the community can formally and informally participate in schools. Finally, it examines how socioeconomic status can impact student preparation and academic performance, and what schools and governments can do to help students from low-SES families.
School and Community Relations
This document outlines the importance of collaborative relationships between schools, parents, teachers, and the local community. It discusses how strong alliances can foster positive academic and civic practices. Parents are the first teachers and responsible for developing students' values, while teachers enrich what is taught at home. Involving community members in school activities uplifts the community. Challenges like attendance, study habits, and behaviors require encouragement and consideration of past experiences. Recognizing exemplary student traits is also important. Special talents noticed in youth should be supported. Collaborative relationships between schools and communities can strengthen participation in civic activities and celebrations.
School as a hub for community services
Schools can serve as hubs for their surrounding communities by providing resources and services. A community school is both a place for learning and a partnership between the school and other organizations that provides academics, health, social services, youth programs, and community engagement. This leads to improved student outcomes as well as stronger families and communities. The vision is for schools to be more accessible and shared community spaces that enhance education, wellbeing, and lifelong learning by building connections between children, families, teachers, and community members.
Inclusive school in Kazakhstan
The document discusses the development of an inclusive education framework in Kazakhstan. It defines inclusive education as involving students of all backgrounds, physical abilities, and socioeconomic statuses. The principles of inclusive education include valuing diversity and communication. Inclusive education helps with social and psychological adaptation by providing optimal interactions. Kazakhstan's 2011-2020 education development program includes measures to legally mandate inclusive education based on research. However, problems remain regarding accessibility, attitudes towards disabled students, teacher training, and parental advocacy. Inclusive education is needed to give special attention and individualized methodologies to disabled children while teaching concepts like human rights and decreasing discrimination. The results will include developing student abilities and social relationships as well as compensation, support systems, participation, and self-
Coeducation concept(In Brief)
Co-education means educating boys and girls together in the same institution, imparting the same education without distinction of sex. It was first introduced in Switzerland and is now popular in countries like the US, UK, and Germany. Advocates argue it enhances social skills through cooperation and competition, while critics argue it could encourage immoral relationships and spoil children by being against some traditions. Overall, co-education can be effective if implemented carefully and with an understanding of both sexes.
Impact of home-school-community collaboration
This document discusses the impact of collaboration between home, school, and community on student achievement. It outlines that active parent participation is a significant factor in student development. Home-school collaboration can result in higher academic achievement, improved behaviors, and increased graduation rates and college attendance. Effective collaboration between home, school, and community is important to create a holistic learning environment for students. Schools need community support through volunteers and funding to help meet students' social, economic, and family needs in addition to academic needs. Collaboration requires flexibility, compromise, trust, respect, and sharing. Barriers to collaboration include professional differences, pragmatic issues like scheduling, and conceptual or attitudinal differences developed over time.
Parents involvement in school
The document discusses the legal bases and importance of parental involvement in schools according to Philippine law. It outlines the duties and rights of parents based on Batas Pambansa 232, including helping achieve educational objectives, enabling children to obtain education, and cooperating with school programs. The importance of parental involvement is to improve academic achievement, create a positive school culture, and teach lifelong learning. Parental involvement includes supporting education and showing interest in children. Effective involvement requires participation in school events, meetings, and home learning activities.
Relationship between school and community: political- local self government, ...
Relationship between school and community: political- local self government, institutions, gramasabha legislative assembly.
Community centered concept of education
The document outlines the key principles of community education. It states that community education aims to serve the entire community by meeting the educational needs of all its members. It seeks to bridge the gap between school and life by developing personality and character through utilizing community resources and activities. The goal is to make the local community a better place to live and promote democracy through all school and community activities.
Social barriers in inclusive education
Sections Included:
1. Introduction to Social Barriers
2. Effects and Results
3. History
4. Remedies
5. Movies Showing Behaviour of Society Towards Disabled People
6. Strategies For Teachers and Schools
7. Chapters Showing Behaviour of Society Towards Disabled People
8. Lesson Plan
9. Awareness Day
10. Initiative by PM during Lockdown
Current problems of Indian Education
This document discusses the current problems facing Indian education at the primary, secondary, and higher levels. At the primary level, key issues include apathy of parents, overpopulation, lack of resources, and wastage/stagnation of students. Secondary education struggles with heavy curriculum, rigid timetables, high costs, and an exam-oriented approach. For higher education, the document notes problems like expensive and inefficient colleges, low student effort, low graduation rates, potential issues with online education, campus violence, teaching quality, financing, and educated unemployment. Suggested remedies include improving teacher training, curriculum, examinations, parental attitudes, and providing preferential treatment and vocational options.
Co edu
This document discusses co-education and compares it to international practices. It begins by defining co-education as educating males and females together. It notes co-education began in ancient Greece and is now common worldwide. The document then discusses the role and importance of co-education in students' lives by exposing them to both male and female role models. It also notes co-education is more economical for poorer countries that cannot afford separate schools. While it has advantages like developing mutual respect, it also has potential disadvantages like increased distraction and chances for unethical activities.
School community partnership
helpful tips in creating an effective and sustainable school community partnership. a ppt created for the the teachers' INSET (Oct 2014)
Community School Eudcation
The document discusses community school education, which aims to involve the entire community in the learning process. It defines community schools as being located within communities and utilizing local resources to make education relevant to students' lives. Community schools are described as educational centers that also provide neighborhood activities, social services, and help address community issues. They integrate education for both children and adults to improve the home and community. The goal is for schools to be owned by the local community and for residents of all ages to participate in democratic problem-solving.
Home based education
1. The document discusses a proposed amendment to the Right of Children to Free and Compulsory Education Act 2009 in India that would make home-based education a legal option for children with severe and multiple disabilities.
2. Critics argue this would violate children's right to quality education and foster isolation, while supporters see it as an accommodation for children who cannot attend regular schools.
3. The document makes the case that all children, including those with severe disabilities, should have the right to school-based education with appropriate supports.
School and Community Relations
The document discusses the relationship between schools and their surrounding communities. It describes how schools and communities rely on each other and can work together effectively. The school provides education for students and participates in community projects. The community supports the school through involvement of parents and local officials, who help fund schools and participate in school activities. Strong collaboration between schools and communities allows both to thrive and helps develop important values in students.
School and Community Relations
A community school is both a place and a partnership between the school and community resources. This partnership involves collaboration in various areas such as planning, policy making, communication, problem solving, and program and financial development. There are two main types of participation - collaborative relationships and organized associations. Collaborative relationships include projects like literacy assistance and civic participation. Organized associations include groups like the Parent-Teacher Association which provides a forum for discussion and ensures parental cooperation and support of the school.
teaching all children (inclusive education)
1. Inclusive early childhood education has been influenced by various disciplines and shaped by societal trends and legislation over time.
2. Creating a positive social-emotional climate is important for all children's learning and development. Teachers must be aware of factors influencing children's behavior and implement strategies at multiple levels.
3. Developing cultural competence allows teachers to better support diverse children and collaborate with families.
Co-Education
This document discusses co-education, which is the education of boys and girls together in the same institute. It provides definitions and outlines the history of co-education, which was first introduced in Switzerland but is now popular worldwide. The document also discusses the impacts of co-education on youth, such as building confidence and cooperation skills. Additionally, it notes that while co-education is common in Pakistan, most parents there do not support it according to surveys. Finally, it states that Islam is not against co-education if Islamic values like hijab and limits on interaction are observed.
School community relationships
School-community relationships aim to be mutually helpful between schools and the local community to benefit students. The purposes of these relationships are to improve student learning and community living, as well as gain community support for public education. Developing good relationships involves providing opportunities for parent involvement, community input on issues, making the school a community center, and keeping open communication between the school and community through various organizations and home visits. Principles like leadership, cooperation, participation, coordination, friendliness, objectivity, and evaluation are key to fostering close school-community relations.
Home - School Relations: Building Collaborative Relationships
This document discusses building school partnerships with families and community groups. It outlines topics that will be covered, including levels of involvement, components of successful change, program models, and features of successful collaborations. It then goes on to describe in detail minimum, associative, and decision-making levels of involvement. It also explains the planning, implementation, and assessment processes that are components of successful change. Several program models are outlined, including Head Start, Comer's School Development Program, Reggio Emilia, and National Network of Partnership Schools. Features of successful collaborations are listed, and achieving partnerships is briefly discussed.
Education
Public education in Pakistan is less common and is funded by various levels of government. Teachers in public schools receive training from the state. Private education generates its own funding through tuition, fundraising, alumni donations, and other sources. Admission to private schools is selective and involves testing, while public schools accept all children. Teachers in private schools tend to be more qualified with specialized degrees in their subjects.
Project
(1) The document discusses ways to strengthen the relationship between schools and their surrounding communities. It proposes having schools serve as community centers by hosting celebrations, adult education programs, and opening their libraries for public use. (2) Bringing community members into schools through guest speakers, parent-teacher associations, and career conferences allows students to learn from others' experiences. (3) Strong school-community relationships where both support each other's activities can improve students' learning outcomes and prepare them to be active community members.
Introductio1 (1) aiswarya (4)
This document discusses inclusive education and outlines its key principles. It defines inclusive education as students with and without disabilities attending and participating together in regular neighborhood schools and classrooms. The benefits of inclusion are discussed, such as developing individual strengths and fostering acceptance of diversity. Creating an inclusive classroom requires adequate supports, individualized education plans, collaboration between teachers, and a commitment to inclusion.
More Related Content
What's hot
School as a hub for community services
Schools can serve as hubs for their surrounding communities by providing resources and services. A community school is both a place for learning and a partnership between the school and other organizations that provides academics, health, social services, youth programs, and community engagement. This leads to improved student outcomes as well as stronger families and communities. The vision is for schools to be more accessible and shared community spaces that enhance education, wellbeing, and lifelong learning by building connections between children, families, teachers, and community members.
Inclusive school in Kazakhstan
The document discusses the development of an inclusive education framework in Kazakhstan. It defines inclusive education as involving students of all backgrounds, physical abilities, and socioeconomic statuses. The principles of inclusive education include valuing diversity and communication. Inclusive education helps with social and psychological adaptation by providing optimal interactions. Kazakhstan's 2011-2020 education development program includes measures to legally mandate inclusive education based on research. However, problems remain regarding accessibility, attitudes towards disabled students, teacher training, and parental advocacy. Inclusive education is needed to give special attention and individualized methodologies to disabled children while teaching concepts like human rights and decreasing discrimination. The results will include developing student abilities and social relationships as well as compensation, support systems, participation, and self-
Coeducation concept(In Brief)
Co-education means educating boys and girls together in the same institution, imparting the same education without distinction of sex. It was first introduced in Switzerland and is now popular in countries like the US, UK, and Germany. Advocates argue it enhances social skills through cooperation and competition, while critics argue it could encourage immoral relationships and spoil children by being against some traditions. Overall, co-education can be effective if implemented carefully and with an understanding of both sexes.
Impact of home-school-community collaboration
This document discusses the impact of collaboration between home, school, and community on student achievement. It outlines that active parent participation is a significant factor in student development. Home-school collaboration can result in higher academic achievement, improved behaviors, and increased graduation rates and college attendance. Effective collaboration between home, school, and community is important to create a holistic learning environment for students. Schools need community support through volunteers and funding to help meet students' social, economic, and family needs in addition to academic needs. Collaboration requires flexibility, compromise, trust, respect, and sharing. Barriers to collaboration include professional differences, pragmatic issues like scheduling, and conceptual or attitudinal differences developed over time.
Parents involvement in school
The document discusses the legal bases and importance of parental involvement in schools according to Philippine law. It outlines the duties and rights of parents based on Batas Pambansa 232, including helping achieve educational objectives, enabling children to obtain education, and cooperating with school programs. The importance of parental involvement is to improve academic achievement, create a positive school culture, and teach lifelong learning. Parental involvement includes supporting education and showing interest in children. Effective involvement requires participation in school events, meetings, and home learning activities.
Relationship between school and community: political- local self government, ...
Relationship between school and community: political- local self government, institutions, gramasabha legislative assembly.
Community centered concept of education
The document outlines the key principles of community education. It states that community education aims to serve the entire community by meeting the educational needs of all its members. It seeks to bridge the gap between school and life by developing personality and character through utilizing community resources and activities. The goal is to make the local community a better place to live and promote democracy through all school and community activities.
Social barriers in inclusive education
Sections Included:
1. Introduction to Social Barriers
2. Effects and Results
3. History
4. Remedies
5. Movies Showing Behaviour of Society Towards Disabled People
6. Strategies For Teachers and Schools
7. Chapters Showing Behaviour of Society Towards Disabled People
8. Lesson Plan
9. Awareness Day
10. Initiative by PM during Lockdown
Current problems of Indian Education
This document discusses the current problems facing Indian education at the primary, secondary, and higher levels. At the primary level, key issues include apathy of parents, overpopulation, lack of resources, and wastage/stagnation of students. Secondary education struggles with heavy curriculum, rigid timetables, high costs, and an exam-oriented approach. For higher education, the document notes problems like expensive and inefficient colleges, low student effort, low graduation rates, potential issues with online education, campus violence, teaching quality, financing, and educated unemployment. Suggested remedies include improving teacher training, curriculum, examinations, parental attitudes, and providing preferential treatment and vocational options.
Co edu
This document discusses co-education and compares it to international practices. It begins by defining co-education as educating males and females together. It notes co-education began in ancient Greece and is now common worldwide. The document then discusses the role and importance of co-education in students' lives by exposing them to both male and female role models. It also notes co-education is more economical for poorer countries that cannot afford separate schools. While it has advantages like developing mutual respect, it also has potential disadvantages like increased distraction and chances for unethical activities.
School community partnership
helpful tips in creating an effective and sustainable school community partnership. a ppt created for the the teachers' INSET (Oct 2014)
Community School Eudcation
The document discusses community school education, which aims to involve the entire community in the learning process. It defines community schools as being located within communities and utilizing local resources to make education relevant to students' lives. Community schools are described as educational centers that also provide neighborhood activities, social services, and help address community issues. They integrate education for both children and adults to improve the home and community. The goal is for schools to be owned by the local community and for residents of all ages to participate in democratic problem-solving.
Home based education
1. The document discusses a proposed amendment to the Right of Children to Free and Compulsory Education Act 2009 in India that would make home-based education a legal option for children with severe and multiple disabilities.
2. Critics argue this would violate children's right to quality education and foster isolation, while supporters see it as an accommodation for children who cannot attend regular schools.
3. The document makes the case that all children, including those with severe disabilities, should have the right to school-based education with appropriate supports.
School and Community Relations
The document discusses the relationship between schools and their surrounding communities. It describes how schools and communities rely on each other and can work together effectively. The school provides education for students and participates in community projects. The community supports the school through involvement of parents and local officials, who help fund schools and participate in school activities. Strong collaboration between schools and communities allows both to thrive and helps develop important values in students.
School and Community Relations
A community school is both a place and a partnership between the school and community resources. This partnership involves collaboration in various areas such as planning, policy making, communication, problem solving, and program and financial development. There are two main types of participation - collaborative relationships and organized associations. Collaborative relationships include projects like literacy assistance and civic participation. Organized associations include groups like the Parent-Teacher Association which provides a forum for discussion and ensures parental cooperation and support of the school.
teaching all children (inclusive education)
1. Inclusive early childhood education has been influenced by various disciplines and shaped by societal trends and legislation over time.
2. Creating a positive social-emotional climate is important for all children's learning and development. Teachers must be aware of factors influencing children's behavior and implement strategies at multiple levels.
3. Developing cultural competence allows teachers to better support diverse children and collaborate with families.
Co-Education
This document discusses co-education, which is the education of boys and girls together in the same institute. It provides definitions and outlines the history of co-education, which was first introduced in Switzerland but is now popular worldwide. The document also discusses the impacts of co-education on youth, such as building confidence and cooperation skills. Additionally, it notes that while co-education is common in Pakistan, most parents there do not support it according to surveys. Finally, it states that Islam is not against co-education if Islamic values like hijab and limits on interaction are observed.
School community relationships
School-community relationships aim to be mutually helpful between schools and the local community to benefit students. The purposes of these relationships are to improve student learning and community living, as well as gain community support for public education. Developing good relationships involves providing opportunities for parent involvement, community input on issues, making the school a community center, and keeping open communication between the school and community through various organizations and home visits. Principles like leadership, cooperation, participation, coordination, friendliness, objectivity, and evaluation are key to fostering close school-community relations.
Home - School Relations: Building Collaborative Relationships
This document discusses building school partnerships with families and community groups. It outlines topics that will be covered, including levels of involvement, components of successful change, program models, and features of successful collaborations. It then goes on to describe in detail minimum, associative, and decision-making levels of involvement. It also explains the planning, implementation, and assessment processes that are components of successful change. Several program models are outlined, including Head Start, Comer's School Development Program, Reggio Emilia, and National Network of Partnership Schools. Features of successful collaborations are listed, and achieving partnerships is briefly discussed.
Education
Public education in Pakistan is less common and is funded by various levels of government. Teachers in public schools receive training from the state. Private education generates its own funding through tuition, fundraising, alumni donations, and other sources. Admission to private schools is selective and involves testing, while public schools accept all children. Teachers in private schools tend to be more qualified with specialized degrees in their subjects.
What's hot (20)
Relationship between school and community: political- local self government, ...
Relationship between school and community: political- local self government, ...
Home - School Relations: Building Collaborative Relationships
Home - School Relations: Building Collaborative Relationships
Similar to Student councils
Project
(1) The document discusses ways to strengthen the relationship between schools and their surrounding communities. It proposes having schools serve as community centers by hosting celebrations, adult education programs, and opening their libraries for public use. (2) Bringing community members into schools through guest speakers, parent-teacher associations, and career conferences allows students to learn from others' experiences. (3) Strong school-community relationships where both support each other's activities can improve students' learning outcomes and prepare them to be active community members.
Introductio1 (1) aiswarya (4)
This document discusses inclusive education and outlines its key principles. It defines inclusive education as students with and without disabilities attending and participating together in regular neighborhood schools and classrooms. The benefits of inclusion are discussed, such as developing individual strengths and fostering acceptance of diversity. Creating an inclusive classroom requires adequate supports, individualized education plans, collaboration between teachers, and a commitment to inclusion.
How to Make Elementary School Effective from within - Appraoch of LOKMITRA, 2012
Lokmitra has evolved and activity system to transform the school from within. This practice has evolved over last six years. Recent improvisation has been inspired by the work of Prof Manbo Sato of Tokyo University. His work was introduced to Lokmitra by Prof B K Passi, who also did a workshop of DIalogue in Education with Lokmitra staff and teachers in 20011.
BEST MODEL OF EDUCATION.docx
This document provides an analysis of the education systems in Hong Kong, Finland, and South Korea by summarizing expert opinions on their key characteristics. Hong Kong emphasizes diligence, focuses heavily on key exam subjects like English, math, and Chinese, and uses a traditional pedagogy. Finland values highly qualified teachers, local control of schools, and small class sizes. South Korea's curriculum and pedagogy are driven by standardized exams that determine social mobility, and a culture of diligence and parental pressure is common.
Experiencia pedagógica wessex school (1)
- The school has around 20 students per classroom from ages 2 to 17 years old. It aims to provide a holistic education through various extracurricular activities and emphasis on both academic and personal growth.
- Students have high English proficiency but struggled on Spanish language tests due to being taught most subjects in English from a young age. Support has been added to improve Spanish skills.
- Three key factors for designing quality education are implementing support for students with learning difficulties, determining an updated curriculum, and ongoing teacher training. Challenges include gaining agreement on support plans and determining curriculum approach. Strengths include a collaborative teaching team.
- To effectively plan lessons, more observation of different age groups and subjects is needed to fully
Primary School: "CEIP San Juan Bautista" in the town of Zaidín
The document summarizes the organization and management of a school in Spain. It describes the criteria for grouping students, the schedules for teachers, students, and family attention. It also discusses the roles of families, teachers, students, and the administration in managing the school. Extracurricular activities, training opportunities, and relationships with local institutions and organizations are also addressed.
The main principles of education by Jessica Salguero
The document discusses the functions and principles of Ecuador's educational system. It outlines five main functions: transmitting accumulated knowledge to new generations; promoting social cohesion; providing social mobility; enabling social adjustment; and supporting democratic reconstruction through an educated populace. Some key principles mentioned are autonomy, participation, pluralism, and freedom of teaching. The document also discusses the importance of family, student, and teacher participation for a high quality educational system.
Research report mapengo 2013
This document provides a summary of a research report conducted in Tandika ward, Temeke assessing the role of guidance and counseling for students in public secondary schools. The report includes 5 chapters that cover an introduction and background, literature review on guidance and counseling, the research methodology used, an analysis of the findings, and conclusions and recommendations. The research was conducted to understand the factors influencing guidance and counseling for students, challenges faced, and the role it plays in helping students with issues like career choices, personal development, and social adjustment. The study found that while traditional African communities provided informal guidance, there is now a recognized need for more formal counseling programs in schools to support students' well-being and development.
Research report of hashimu mapengo 2013
This document provides a summary of a research report conducted in Tandika ward, Temeke assessing the role of guidance and counseling for students in public secondary schools. The report includes 5 chapters that discuss the background, methodology, analysis of findings, and conclusions. It acknowledges those who contributed to the research and declares the work as the student's original research conducted to fulfill the requirements for a Bachelor's degree in Social Work. Globally, guidance and counseling has historically played an important role in education systems, though practices vary between countries. In Africa traditionally, communities provided guidance and counseling through extended families and initiation ceremonies to socialize youth. Now many African countries recognize the importance of formal guidance in schools.
The italian education_system_arion (1)
The Italian education system has recently undergone changes including granting schools more autonomy over teaching, organization, and experimentation. It has also gradually extended compulsory education to age 18 and shifted from a bifurcated system to a more unitary one. The system includes pre-primary, primary, lower secondary, and upper secondary education, as well as vocational and university pathways. Schools have autonomy over curriculum, organization, and research, and are managed by heads and councils consisting of teachers, parents, and students. Initial teacher training is provided through university degree programs.
Week 5 Discussion question 1Social Foundations of Curriculum.docx
Week 5 Discussion question 1
"Social Foundations of Curriculum"
Please respond to the following:
·
Debate It: Take a position for or against this statement: The U.S. should establish a moral education curriculum that must be implemented by all K-12 schools. Provide reasons and examples to support your response.
·
From the first e-Activity, consider the needs of all learners in the school district where you work or one with which you are familiar. Identify barriers in existing curricula, and examine whether Universal Design guidelines would enhance student representation, engagement, and / or expression.
Week 5 eActivity
·
Review the Website for
Universal Design for Learning
. Be prepared to discuss.
·
Research the Internet or the Strayer Library, or both, to locate a recent article on the integration of multiculturalism in schools and other public institutions by several governments in Western Europe (i.e., France, Germany, and Great Britain). Be prepared to discuss.
Week 5 Discussion 2
COLLAPSE
Top of Form
·
4
·
5
"Required Reading and Multiculturalism"
Please respond to the following:
·
Debate It: Take a position for or against this statement: All students should be required to read the “25 recommended works to be read by 8th grade” listed in Table 5.1, Chapter 5. Provide the titles of at least three works you would include in this or another recommended list. Provide reasons and examples to support your response.
·
From the e-Activity, review the impact of multiculturalism on schools in Western Europe. Provide a rationale for either expanding or rejecting multiculturalism in your local school district. Provide the Website(s) you referenced in your discussion, using APA format.
Curriculum Tips
5.1
Principles for Improving Schools
A number of important principles result in school effectiveness and excellence. Based on recent efforts to improve schools and reform education, school leaders and teachers can adapt many of the following principles for improving their own schools and the education of students.
1.
The school has a clearly stated mission or set of goals.
2.
School achievement is closely monitored.
3.
Provisions are made for
all
students, including tutoring for low achievers and enrichment programs for the gifted.
4.
Teachers and administrators agree on what is good teaching and learning; a general and agreed-upon psychology of learning prevails.
5.
Emphasis on cognition is balanced with concerns for students’ personal, social, and moral growth; students are taught to be responsible for their behavior.
6.
Teachers and administrators expect students to learn, and they convey these expectations to students and parents.
7.
The school day and school year are increased approximately 10 percent (or about 35 to 40 minutes per day and 15 to 20 days per year). This amounts to 1½ to 1¾ additional years of schooling over a 12-year period.
8.
Additional remedial reading and math classes, with reduced teacher–student r.
Guided Response Review at least two other classmates’ initial p
Guided Response:
Review at least two other classmates’ initial posts. Compare the examples they used from the High Tech High presentation with your own. Did they align with the same characteristics of culturally relevant instruction or creativity as yours? Ask questions if the relationship they suggest is not clear to you. As with previous discussions, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. This will further the conversation and provide you with opportunities to clarify your own understanding of the material analyzed.
Megan Martin
Triangle of Support
After viewing the video, I believe that it shows that the schools reinforce the students’ cultural competence through letting them show their culture in the school. They have programs at the schools that support the students and their cultural backgrounds. Children seem to learn better when they are physically involved in the activity. I never heard of the Blue Man Group until this discussion. The students were able to get a little bit of freedom to learn what interested them. Parents can help the students from home by helping them study, take them to the library, and use the community for resources.
Jaclyn Greene
It’s often-said peer learning is the best learning. This school has captured that concept and run with it. They allow the children the freedom to express their cultural competence and the ability to do so with others all while learning. With a wide variety of programs, the children get to engage in a host of projects and class assignments where they get to pair off in groups and work together independently. Its my personal opinion that by doing this they build their confidence, self-wealth, awareness of their cultural competence as well as that of those around them and enhances their learning experience, as well as spark their creativity. Each major has its own advisory committee made up of students, parents, and other professionals, It also enhances their independence by allowing students to choose between a wide variety of vocational courses. To me this is great for if you choose it it’s because you’re interested in it. Which means you will probably stick with it and do well with it. I addition to all this wonderfulness they also keep their ears to the streets to assure they are keeping up with what students need to succeed in the modern world.
THIS MY WORK Below SO YOU CAN COMPARE (follow the guided)
High Tech High Vocational and Academic Model
The school offers a unique experience in addressing each learners’ cultural competence. This is achieved via the cleverly diversified which include performing arts and music. The opportunity for learners to participate in musical activities and other expressive arts enables them to demonstrate, develop and appreciate their cultural diversities. Students are actively ...
Final printable portfolio in st
This portfolio discusses inclusive education and its importance for teachers in managing diverse learners. It defines inclusive education as responding to the needs of all students through changes in philosophy, curriculum, teaching strategies, and school structure. The benefits of inclusion are described, such as reducing fear of differences and improving self-concept. The portfolio also outlines the phases of implementing inclusion and the group's process of creating the portfolio, including conducting research, organizing information, and presenting a symposium on inclusive education.
Observation stage
Colegio San Vicente is a private school located in Valparaiso, Chile that was founded in 1982 and provides education from preschool through secondary school. The school's philosophy focuses on person-centered education with an emphasis on humanism, autonomy, creativity, environmentalism, and social responsibility. Classrooms are spacious but have few resources, though a computer lab helps mitigate this. Students are engaged during lessons which involve presentations, readings, and worksheets, with the teacher providing instruction and clarification. While students are motivated by meaningful activities, the school does not assign homework, expecting students to learn independently with teacher assistance. Students are encouraged to participate in extracurricular activities for rewards and recognition. The English levels vary, with
ANNEX 2AChild Friendly School.docx
The document discusses the characteristics of a child-friendly school. It defines a child-friendly school as inclusive, gender-sensitive, and non-discriminatory, with a curriculum and teaching methods suited to children's needs and abilities. It also describes a child-friendly school as one that promotes children's health, safety, and quality learning, involves families and the community, and encourages children's participation. The document then presents goals for assessing how child-friendly a school is and lists actions taken for each goal at Mahongkog Elementary School.
EADM Policy Paper (2)
This document discusses the inclusion of students with special needs in mainstream classrooms. It explores both the benefits and challenges of inclusion. Research has shown inclusion has positive impacts on both the academic achievement and social development of students with special needs. Studies also indicate inclusion does not negatively impact students without special needs. While some students may initially feel uncomfortable around students with disabilities, inclusion fosters understanding and respect among all students. Overall, the document argues inclusion aligns with Canada's values of equality and is beneficial for students of all abilities.
9 education and social change bed honors
This document discusses the role of education as an agent of social change. It states that education can initiate social changes by changing people's outlooks and attitudes, as well as social relationships. Traditionally, education aimed to transmit a specific way of life, but modern education focuses more on imparting knowledge. The document also discusses how education enables individuals to effectively participate in society and contribute to its progress. It explores how social, economic, and technological changes in wider society impact education. Education is seen as a tool that can be used to empower individuals and foster social transformation.
Shengyao Kang (Evan Kan)11102015EDUC 140 Dr. PotterCu.docx
Shengyao Kang (Evan Kan)
11/10/2015
EDUC 140: Dr. Potter
Culture in my fieldwork community and classroom
A. Students will acquire a deeper understanding of the culture of the community of their fieldwork site.
1. Research the school’s website and report on the demographics of the student population.
My filed work school is the Aspire Langston Hughes Academy, And I work in single subject math with the Mr.Chan. I research some information about the Aspire Langston Hughes Academy from school’s website.
• # of students with Free and Reduced Lunch
There are one information about free and reduced lunch, on the website I found it reduced 79%.
• Ethnic groups reported at the school
Ethnicity: Hispanic: 53% African-American: 26% Pacific Islander: 1% Asian-American: 7% Caucasian: 7%.
• ELs
Student Information: English learners: 5%
• Special education
Student Information: Special education within past two years: 8%
• Gender
Student Information: Total Students: 609 Female:316 (52%) Male:293 (48%)
• Other
Student Information:Reclassified as English proficient: 22% Eligible for free/reduced price lunch: 88%
2. Write a two-paragraph reflection about what you’ve learned about the culture of the community and the school.
With the progress of era, the development of the society, the establishment of market economy, internal quality and external quality is good or bad, will directly related to people's development and success in society, strengthen the civilized behavior nurturance education is not only we need to carry forward the traditional virtues, the physical and mental development of students.
Schools in the community culture are also an important factor of the school culture. Community influence school education culture in two ways: one is the community environment affect the students. Which school culture; the other is a community environment affect the choice of the school education measures, thus affecting students' achievement and behavior. Student community is composed of molecules, the community formed by the values influences them and behavior will bring people affect the nature of the school culture in school. Not only that, in the school as a community organization, its education policy, and education content, education style are vulnerable to the influence of community environment. In fact, the relationship between community and school is a kind of complicated relationships. Community, community structure and community to the size of the economic status and other factors may directly affect students' achievement and behavior.
3. Reflect on the findings from the school website in a two-paragraph statement.
From my research, I found the Hispanic students account for the school’s demographics 55%, it’s the most people in this school. And the school is the private school it teaching grades 6-12 students. I found something different between private school and public school. Such as System of different, Student management in a different w.
Similar to Student councils (18)
How to Make Elementary School Effective from within - Appraoch of LOKMITRA, 2012
How to Make Elementary School Effective from within - Appraoch of LOKMITRA, 2012
Primary School: "CEIP San Juan Bautista" in the town of Zaidín
Primary School: "CEIP San Juan Bautista" in the town of Zaidín
The main principles of education by Jessica Salguero
The main principles of education by Jessica Salguero
Week 5 Discussion question 1Social Foundations of Curriculum.docx
Week 5 Discussion question 1Social Foundations of Curriculum.docx
Guided Response Review at least two other classmates’ initial p
Guided Response Review at least two other classmates’ initial p
Shengyao Kang (Evan Kan)11102015EDUC 140 Dr. PotterCu.docx
Shengyao Kang (Evan Kan)11102015EDUC 140 Dr. PotterCu.docx
More from AGGELIKI KARANASIOU
EDUCATION SYSTEM TURKEY.ppt
The document discusses Turkey's educational system from preschool through secondary school. It notes that preschool is available from ages 0-6 through both private and public institutions, with enrollment beginning in June. Primary education starts at age 5 and can begin at age 3 through private preschool programs. Secondary education involves students taking exams after primary school to be placed in their preferred high school types like Anatolian, Science, or Vocational schools. Student achievement is evaluated through exams, course activities, and individualized programs for some students. The school year typically runs from August to June but was adjusted for COVID-19.
TRADITIONAL DANCES IN GREECE.pptx
Dance has played an important role in Greek culture since ancient times. Traditional Greek dances are diverse, varying between regions and villages due to different climates, lifestyles, and historical events. Some of the most well-known pan-Hellenic dances include the Syrtos, Tsamikos, and Balos. Music also varies regionally in Greece, with instruments like the bouzouki, baglamas, outi, and lyra accompanying traditional dances. Dance is used to transmit culture, history, and emotions and bring people together for important occasions.
Greek Cuisine.pdf
Greeks approach food and meals as a social experience rather than just sustenance. Meals are leisurely affairs that can last for hours. A typical Greek meal starts with mezedes, which are small plates of appetizers to share family style. The cuisine emphasizes fresh, local ingredients like olive oil, bread, tomatoes, cheese, seafood and herbs rather than heavy sauces or exotic spices. While traditional Greek cuisine has evolved over time, it still focuses on simple preparations that allow the natural flavors to shine through. Modern Greek chefs now experiment with traditional recipes and ingredients to develop new fusion styles of cooking.
FOOD IN GREECE.pdf
Greek food culture revolves around sharing meals with others. It is an important part of bonding and socializing. Two staples of Greek cuisine are olive oil and feta cheese, which are used extensively in cooking and considered essential ingredients. Greek meals typically include several small dishes that are shared by all, consisting of fresh vegetables, pulses, nuts, yogurt, cheeses, grains, fish and small amounts of meat. Dining out is a social event where meals last for hours, reflecting the ancient Greek tradition of symposia gatherings. While meals are usually late, sometimes not until after 9pm, Greeks may have a snack in the morning and lunch around 2pm.
Targu mures
Targu Mures, Romania is known as the city of roses and enjoys both Romanian and Hungarian culture. It has been inhabited since Neolithic times and was first documented in 1322. In the 16th century, it became an important cultural and education center, with the first school appearing in 1492. Today, its central Roses Square is lined with cafes, churches, and monuments, and its top attraction is the Culture Palace museum.
Ltt meeting erasmus programma
The document outlines the itinerary for a LTT meeting between schools in Messina, Italy from December 8-13, 2021. The schedule includes: icebreaking activities upon arrival on the 8th; a trek up Mount Etna and visit to Taormina on the 10th; walking in the local woods and visiting cultural sites on the 11th; visiting museums and historic towers on the 12th; and concluding with a certificate ceremony, theater exhibition, and guided town visit on the 13th before departures. The meeting brings together delegations from different schools for cultural exchange through a variety of educational outdoor and indoor activities showcasing Italian culture and history in Messina.
Meeting in lublin newsletter
The document summarizes an online Erasmus+ project held from April 16-20, 2021 between schools in Poland, Germany, Greece, and Italy due to the coronavirus pandemic. Each day consisted of activities like introductions, school presentations, interviews, tours of Lublin and Kazimierz Dolny in Poland, group tasks, quizzes, exercise ideas, and a live music concert on the last day. Participants engaged with each other through online integration on Facebook and contributed to making the virtual intercultural exchange a positive experience despite the challenges of the pandemic.
Meeting in poland agreement
The document outlines plans for an upcoming virtual project meeting to be hosted by Poland from April 16-20, 2021. Key details include:
- The meeting will focus on physical fitness programs and keeping healthy. Students from each country prepared presentations on this topic.
- Poland has organized various activities and presentations from experts to be held during the meeting.
- Previous and upcoming project meetings and host countries are listed. Responsibilities for implementing and documenting project tasks and activities are assigned to each participating country.
- Requirements and procedures for certificates of attendance and Europass mobility certificates are explained.
Agreement completed ponand
The document outlines plans for an upcoming virtual project meeting to be hosted by Poland from April 16-20, 2021. Key details include:
- The meeting will focus on physical fitness programs and keeping healthy. Students from each country prepared presentations on this topic.
- Poland has organized several activities and presentations for the meeting, including sports activities, cultural tours, and a workshop with a dietitian.
- Each country provided an update on their project activities since the last meeting in France, including publications, student preparations, and coordination efforts.
- Meeting logistics like documents, evaluations, and certificates were discussed. The host country Poland will coordinate the meeting and distribute attendance certificates.
More from AGGELIKI KARANASIOU (20)
Recently uploaded
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneTemple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpBossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Recently uploaded (20)
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Student councils
- 1. How student councils work in Greece. 4th EPAL KAVALAS
- 2. In Greek Secondary Education, it is by law compulsory to have elections each year for nominating student councils. This is also the case for the last three years of Primary Education, just for the purpose of introducing pupils from a very early age in the basic principles of Democracy.
- 3. There are two different elections for: A. The five member class council. B. The fifteen member school council
- 4. The five member class council consists of : The president The vice president The secretary The treasurer The member
- 5. Similar are the roles of the fifteen member school council. They represent not only their own class, but also the entire school community.
- 6. Both councils’ main function is to address everyday practical issues of the class and the school respectfully. They are, so to speak, the link between the teachers and the demands of the students in supplies, repairs, schedule or class adjustments and so on.
- 7. Sometimes, the fifteen member council, can have a say when it comes to the teachers board discussing some disciplinary action against students who have committed an offence of school rules. Their opinion is taken very seriously into consideration.
- 8. The student councils will also be consulted when it comes to organizing various school activities, such as national day celebrations, field trips, music or sports activities.
- 9. It is one of the duties of the student council to keep track of how new students are welcome and accepted in the school community, their inclusion in the various groups and activities, and their overall integration in the new environment.
- 10. Apart from the student councils, the whole school as an institution manages in various ways the matter of student integration. Namely, in the curriculum there are subjects that require teamwork, in which everyone can find their place according to their character and abilities
- 11. Apart from the appointed psychologists whose subject matter is counseling the students, there are groups organised by the school where students, in regular times, can talk to an appointed teacher about any matter that troubles them.
- 12. But one thing that is deemed the most helpful and is completely informal, is that pupils from an early age learn respect and acceptance, the inner need of a person to make newcomers feel at home, as part of a greater cultural framework.
- 13. THANK YOU