Year after year, relationships between young people are increasingly difficult, influenced to a large extent by the use of new technologies that have modified the way we communicate. From our centers we want to prevent the lack of control of emotions and cases of bullying in schools. This is the reason, this team will write a guide of strategies, techniques and activities that can be used by other education professionals. At the same time activities will be carried out that develop values such as respect, tolerance, solidarity, help, active listening that improve the type of society we want for the future. All this will be recorded in the school diary and in the digital magazine. The project will be extended over time, since the idea is to lay the foundations for a new way of working that generates a better work climate in schools. The improvement of the climate in the classroom will result in an improvement of the academic results and consequently in a reduction of the school failure rates. Happy learning child loves to learn.
At the beginning of the project, the partner members assessed, by observation, the climate of the schools and came to the conclusion that a good school climate leads to good academic results. This was verified with questionnaires and surveys that both teachers and students filled out. These questionnaires offered us very valuable information that was our starting point for work.This improvement in the atmosphere of coexistence within our schools has been the main objective of our project. But not the only one, since the inclusion of those students with more difficulties, the development of linguistic and digital competences in our students and the teaching staff, as well as the knowledge of other cultures, traditions and ways of life have also structured development. of our project. Based on the four values that are the pillars of our project: relationships, tolerance, society, and respect, various activities were developed that invited members of our educational community to reflect on our environment and our way of acting with other people. indifferent situations. These values have also been the axes and justification of the mobilities proposed for the project. The mobilities were fundamental in a project in which social relations were fundamental to show that tolerance, that respect, that knowledge of society, etc. During the mobilities, the students, in addition to sharing a coexistence with students from other centers and their families, participated in activities that involved local organizations and associations. In this way, spreading the ideology of our project and the essence of European projects. Unfortunately, and due to the pandemic that we have experienced, the last physical mobility to Cyprus could not be carried out. However, we did not want to leave a gap in our work and, as far as possible, it was replaced by three-day virtual mobility in which we involved a greater number of students, ensuring that the impact on our schools was greater. Once we have put the antecedents of the life of our project, we will say that the tangible products of our project are: a digital magazine and the etwinning space. The digital magazine has been the voice of our work, the space in which we have made visible the activities, events, etc. that each school separately and in the mobilities together, have carried out. The etwinning space has been the brain of our organization, a space to share, debate and organize each and every one of the activities that have been carried out. The celebration of commemorative days that we have considered essential for our work has also been fruitful, since it has been the starting point for research on this event, why it was celebrated, what is usually done, what our emotions tell us that we can do . And so it has been transferred in the activities carried out. Through theater, music, writing, the body and the word, our students have been able to express what they felt and channel those emotions in a positive way. During these three years, our schools have participated and collaborated in different social activities to support entities that helped and gave support to the less fortunate. Solidarity concerts, food collection, toy collection, work support in organizations, accompaniment of the elderly, etc. are some of the activities we have developed. We have given voice to colleagues with difficulties, people with disabilities, people in social, economic and intellectual disadvantage through interviews, visits, articles, etc. Coexistence improvement techniques have been developed that have been positive and their assessment has reflected that the objectives have been achieved. These work dynamics inside and outside the classroom in our schools will be maintained over time as a tool to improve the school climate and will be evaluated and modified as necessary. The good collaboration between our schools has sown the seed for future collaborations.