The reasoning behind this project is: School violence is just one of the manifestations of daily violence. Debates on the relationship between the concept of "right to safety" and the school environment have gained a steady and constant development in Europe, with country-to-country differences, becoming officially a political issue following an expert meeting organized by the European Commission in Utrecht , in 1997. Because violence is a global problem in schools, the project includes various activities, methods, tools and tips for the education departments. The target group is primary school, gymnasium and high school teachers and students as a first step. This is because we want to analyze and see the broad picture of aggression in the school of different ages and different needs. At the next step we aim to attract families into the project. Our goal is to keep family awareness on this subject. The proposed objectives are: - Teacher training through the exchange of experience in the 4 LTTs within the project (96 teachers will participate) - to develop an innovative methodology to reduce the violence phenomenon in educational establishments by 5% - increasing the use of active-participatory methods of school teachers; - to teach students to recognize aggression; - minimize aggression and early school leaving. - teach students how to deal with different social situations. -A total of 46 students (with 22 teachers) will participate directly in the two LTT activities within the project. The project is aimed at a number of 2000 pupils, of which 200 pupils with "CES" and a number of 170 teachers from the 6 countries. In order to achieve our goals, we will use the methods below: - workshops - for teachers - Short-term professional development training; - Seminar Round Table: - constructive learning - good practice for pupils - research - experiment – observation - questions - interview - chestnuts - Collaboration - Teamwork Some of our teaching-learning-training activities will be; - seminars, workshops; - flyer, calendar, magazines, e-book, book; - Drawings, poems, theater. Expected results and potential long-term and short-term benefits, - Long-term opportunities to develop new contacts with partner schools in order to establish future partnerships - Obtaining skills to manage international projects - The ability to grow new, more tolerant and understanding generations - Raising awareness of violence and its consequences. - Teachers will be able to implement new learned methods and techniques; - raising the level of intercultural knowledge of participation - a better knowledge of EU values - dissemination of good practice - learning between different types of schools involved in education - Using "TIC" and enriching the knowledge of English lb.
The reasoning of this project was: We started from the fact that school violence is just one of the manifestations of everyday violence. Debates over the relationship between the concept of the "right to safety" and the school environment have developed continuously and steadily in Europe, with differences from country to country, officially becoming a political issue following an expert meeting organized by the European Commission in Utrecht. , in 1997. Because bullying is a global problem in schools, the project included various activities, methods, tools and advice for education departments. The target group of the project was teachers and students in primary, secondary and high school, as a first step. This is due to the fact that we wanted to analyze and see the broad picture of aggression in schools of different ages and different needs. In the next step, we set out to attract families to the project. Our goal was to keep families aware of this issue. The objectives proposed by us were: - teacher training through the exchange of experience in the three LTTs within the project (we proposed to participate a number of 60 teachers and at the end of the project participated a number of 99 teachers); - we have developed an innovative methodology to reduce by 5% the phenomenon of violence in schools; - we have increased the degree of use of active-participatory methods of school teachers; - we taught students to recognize aggression; - we reduced by a small percentage the aggression and early school leaving; - we taught students how to deal with different social situations; - we proposed to participate a number of 18 students to participate directly in the LTT activity within the project and actually at the end of the project participated a number of 71 students directly. The project addressed a number of 2000 students, of which 200 students were with CES and a number of 170 teachers from the 6 countries, and actually directly participated 99 teachers plus a number of 12 online teachers total = 111 staff teachers in turn trained a number of 100 teachers from the 6 partner countries so at the end of the project 211 teachers were trained, this target was reached 100%. In order to achieve our goals, we used the following methods: - workshops - for teachers; - Short-term professional development training; - Seminar - round table; - constructive learning - exchange of good practices for students; - research - experiment – observation; -questions - interview- questioning; - collaboration – teamwork; Some of our teaching-learning-training activities were; - seminars, work-shop; - flyer, calendar, magazines, e-book, book; - drawings, poems, theater. Expected results and potential long-term and short-term benefits: - Long-term opportunities to develop new contacts with partner schools, in order to establish future partnerships, this was also achieved through a new Erasmus plus project where out of the 6 partner countries 3 countries we managed to have another partnership ( Erasmus plus project 2020-2023) - Gaining skills to manage international projects; - The ability to raise new generations more tolerant and understanding; - Raising awareness of violence and its consequences; - Teachers are now able to implement new methods and techniques learned; - We have increased the level of intercultural knowledge of participation; - A better understanding of EU values; - Dissemination of good practices; - Knowledge between the different types of schools that are involved in education; - Use of CIT and enrichment of English language skills.