The project will be carried out by the following partners: secundary schools from Italy, Romania and Spain as leading coordinator. These schools have been chosen for two main reasons: they all share an interest and a need to cope with this issue in their school contexts and some of these countries are famous for having developed anti-bullying programmes with excellent results. The needs analysis was made in the three schools. In the case of the coordinator, it took place two years ago proving that, although bullying is still not a serious problem, it is certainly a real issue in our society. After the results of this analysis, a teacher training course “seminario permanente” on the topic of bullying started in 2016. It recognizes that prevention has to be our first step to face this social problem which has been increasingly worrying, not only social agents, but also parents, and teachers who are aware of the role of education in preventing any kind of harassment towards our students. The title of the project:TRIC- Bullying and Cyberbullying, summarizes our main concern: to make students aware of the good use of the new technologies, considering them not only as a technological device but also as a source of relationships that arise from the continuous interaction of our pupils with social networks. Therefore, our objective is to use the Spanish acronym for Communication, Information and Relation technologies, TRIC ( and not only CIT), because our students need to understand how to “treat” and “be treated” well when dealing with the new technologies and in their interpersonal relations. As a consequence, our project will focus on the following objectives, which will be accomplished through a series of activities done by all the partners in their individual context, among them through eTwinning, and put together during the short-time meetings of students and teachers which will be carried out over a two-year period: a)To educate the school community (parents, students and teachers) in Communication, Information and Relation Technologies by involving the whole community in training courses. b)To learn to discern and identify positive from negative use in the social networks, through activities such as: “Decalogue of good behaviours on the net”, a “Forum Theatre” where students perform a play on the topic of school bullying, and an activity called “Say NO to bullying”. c) To compare and reviewing the different school policies on bullying and cyberbullying through the analysis of surveys addressed to students, parents and teachers at the beginning and at the end of the project and the observation and analysis of anti-bullying programmes in the different countries in order to come up with a series of good practice activities to be used at school in the long term in the different subjects in the curricula. Carrying out these activities will lead to some outcomes, among which we wish to highlight the following: A project website, including all the outcomes of the project, a logo and a slogan to identify the project, videos showing the plays, a rap song, glogsters (digital posters), leaflets, including our logo and the decalogue of good practices, implementation reports, graphics showing statistical analysis, a catalogue of good practice activities, eTwinning project activities and a training plan for all the school community based on prevention. All the activities must be carried out by all the partners in the project. Each partner will coordinate a different aspect of it in accordance with their expertise, as well as the coordination of the meetings celebrated in their own country. Spain will be the leading partner, coordinating most actions but with a balanced participation of all the three partners: in organising teachers’ meetings, students’ meetings, the project dissemination plan and the project evaluation plan through all the lifetime of the project. To conclude, we would like to highlight the importance of spreading the outcomes of this project, during and after its lifetime. We want the activities to be accessible to the whole community, not only to our school community, but also to other schools and to make it transferible to any place in Europe. Activities will become transversal, beneficial for the whole members of our society, enduring and transferable to different contexts, accessible and user-friendly for the main social agents( councils, educative administrations, teacher training centres and media). We, as teachers, cannot fight against bullying and cyberbullying on our own: we are aware that, as we have in our schools' International Development Plans, we can enrich our learnings much more through an international partnership to find common solutions to prevent these situations and have a bigger impact for everybody because our project: TRIC-Bullying and Cyberbullying seeks to make a real impact not only on the school community but on society as a whole.
This project was born as a response to a social need shared by the three schools: Fight bullying and cyberbullying. Our main goal is to develop the ability to understand other points of view, regulate negative emotions, improve social interaction skills and see conflict as an opportunity for learning. TRICs have given access to plurality and diversity but families, students or teachers were not aware of the conflict they can carry with them and they were not prepared to face it either. Training to be able to work on it was another of the main goals of the project: We have developed prevention and intervention protocols as a guide for our students in this sphere so they can solve their own conflicts and become mediators in other people’s. Working together has helped us improve our skills in foreign languages. It has enriched our school communities and enabled the contact among the different parts that form them. They were initially aimed at 4th year of Secondary Education students and A-level students, but many activities have been carried in every level, so the scope has been broadened. We can group them in two main categories: 1) Transnational activities: - How we address bullying in our schools: Ellaboration, presentation and commenting on the video of the Fandiño Ricart sisters (a well-known example of bullying). Statistical analysis on how we perceive bullying and managing living together and sharing spaces between the three countries. - Cine-forum and Digital Resources: Identifying and analysing the agents that take part in bullying. Development of the campaign “SAY NO TO BULLYING”. Creating digital resources (videos, video-poems, posters/pannels) - Enhancing our antibullying skills: Promoting positive values against bullying. Song composition and analysis. Drama and theatre focused on preventing bullying. - Decalogue of good practice in bullying and cyberbullying and project evaluation: Ellaboration/creation and analysis of the surveys carried in social media. Presenting new proposals and voting the final decalogue. Asessment. 2) Local activities - Initial training activities (students and teaching staff): Work groups, seminars, conferences and debates. - Implementation activities: Meetings, questionnaires, surveys, presentations, theatre plays, videos, posters, facilities, video-poems, songs, slogans. - Outreach activities: Meetings, stickers, leaflets, signs, bulletin boards, bookmarks, school diaries’ covers, hopscotch, posters, presentations, articles and press releases, radio interviews, public events with local and regional authorities, social media publications, webpage, eTwinning. The variety of tools used has allowed the participants to increase their digital competences. The most used have been: Microsoft Office, Libre Office, Adobe Acrobat Reader, Publisher, Canva, Wordle, Slide, Youtube, Genially, Padlet, Google Forms, Inkscape, HandBrake, Movie Maker, Pinnacle Studio, Cisco Webex. Etwinning has been a crucial way to share our experience with other schools. It has allowed us to discover new tools and materials created by teachers that have made an impact in our training and teaching practice. Bullying and cyberbullying are a shared problem amongst most of the younger generations. All of our results will be available and will serve as a guide for years: - The results of each of the meetings, published in our web, can be reused for new experiences in the future. - The final decalogue has been included in the students’ school diary for next schoolyear and in a big hopscotch located at the entrance of our schools. This decalogue will also be included in bookmarks that will be distributed outside the schools. - The surveys carried out in social media are ready to be downloaded and adapted to other initiatives. - The videos and plays made by the students will serve as a starting point in the tutorial sessions, cineforum activities or debates around the issue. - The triptych leaflets that include Maruxa and Coralia F. Ricart’s usual route that have been translated into 8 languages by the associate schools will be distributed through the Tourism Office by Santiago’s Council, that will also design a touristic route based on this particular walk. - We will also organise a travelling exhibition around the schools of the area with the posters created whenever the sanitary conditions allow us to do so. - The video titled “Mediador@s” includes an example of inclusion in shared spaces in schools from a coeducative perspective. It is representative of the own expansiveness of the project. This experience is transferable to other school communities and represents our most relevant non-tangible result: educating students to become active agents on the issue of helping, mediating and improving coliving and sharing spaces in school. The structure created has functioned in a satisfying way and it is a steady and solid part of how we organize coliving and sharing spaces in our own shcools.