Study Visit – SUMMARY (information Taken From The Group

study visit – summary (information taken from the group report of the activity) title action anti-bullying city/period ploiest

Study visit – SUMMARY (information taken from the group report of the
activity)
Title
Action Anti-Bullying
City/period
Ploiesti, Romania
DATE
16-20TH OCTOBER 2017
1.
Three most important things you learned during the visit.
a.
How important is cooperation between local authorities, school
educators and parents. This topic must be worked along the whole
educational pathway of the children. We´ve seen how educators, the
families and even the community have to join efforts and to
develop different kind of activities in order to involve in a more
efficient way, all the principal actors, not only in different
educational institutions we have visited, but in all the
information sharing among all the participants. In kindergarten, a
special experience has been to see how generous could be a person,
offering his free time, and a part of his incomes to help children
and to see how the sport activities can help preventing violence
among peers. Children are also teach about respect, patience and
self- control.
b.
It was an opportunity to remind us how the issues connected to
bullying are the same throughout our countries, to enrich each
other about how to deal with this problem in our countries and to
get familiar with different approaches and practices from other
educational systems. An opportunity for all participants to be
aware of the emergency of the anti-bullying policy. The group
discussions we had were both interesting and rewarding experience.
We have learned about many new approaches. It was an opportunity
to be aware how important is social and emotional learning for
parents, educators, and pupils. The lecture on the project “Action
Anti-Bullying” by Chris Gittins from Northampton Centre for
Learning Behaviour (U.K.), was truly inspiring.
c.
The study visit was interesting based on the particular
practically didactic elements, as well. We have seen the
implementation of the art approaches (socio drama, paintings,
sculpting), sport (karate), emotional intelligence, posters, role
practices, freezing flash mob etc., all efficient to prevent
violence in the educational institution.
2.
One of the objectives of the study visits programmes is exchange
of good practices among the hosts and participants. Romanian
National Agency will select examples of good practices and
disseminate them to a wider public, including potential partners
for future projects.
Describe each of the good practices you learn about during the visit
(both from the hosts and from each other) indicating the following:
title of the project/programme/initiative/...
name of the institution that implements it (website)
contact person (if possible), who presented the programme to the group
what features of the project/programme/initiative make it an example
of good practice
Chill out room for pupils in the school
Manuš primary school, Split, Croatia
Davor Špoljar, Agency for Mobility and EU Programmes, Zagreb, Croatia
It makes pupils feel better in the school during breaks or free time
Social drama and discussion
Ploiestiori Comprehensive School Blejoi, Romania
Ms. Raluca Radu, School Director, Romania
It makes pupils feel how a bullier or a victim could feel, as they are
asked to act as those roles. Social emotional learning/
Individual and reflexive work.
Romanian traditional clothing, school ethnographic collection
Magurele Elementary School, Magurele, Romania
School Director, Magurele, Romania
Socialization of pupils through traditional music, dances and
handcrafts
Martial arts and sport
Mish-Mash Kindergarden, Baicoi
Dr. Mihaela Ionescu, Director of the kindergarten; Romania Karate
expert- a police officer from local community and kindergarten
teachers (for arm modelling)
Teaching of self-control and respect for mates and rivals
Arms as a symbol of cooperation and friendship
Freezing flash mob
“Aurel Vlaicu” HighSchool, Breaza, Romania
Director of the High School, Breaza, Romania
Amazing collaboration of the whole school in one project. Everybody
feels connected. Easy to organize.
Anti-bullying posters
“Aurel Vlaicu” HighSchool, Breaza
Director of the High School, Breaza, Romania
Encourage students to reflect and be creative about bullying
Social and Emotional Learning
Northampton Center for Learning Behavior
Chris Gittins co-director, U.K.
Speech to the participants given by some experts with a lot of
experience
Mute dramatization with bubbles
Mish-Mash Kindergarden, Baicoi
Dr. Mihaela Ionescu, Director of the kindergarten, Romania
Allows little kids to express without words what bullying is and how
they should behave
Police, school and kindergarten cooperation on bullying prevention
Croatian Police Forces
Ivana Canjuga, 6h elementary school Varaždin, Croatia
Police officers involving in school work on prevention
“Confidence post inbox”
Psychologist and pedagogue in Croatian schools
Zlatica Kozjak Mikić, Zagreb Health School, Croatia
Pupils may anonymously put some information which helps to see whole
situation in school better
Anti-Bullying software
Psychologists in French schools
Marie Helene Gross, Assistant Director, France
A computer software for reporting the cases of bullying
Assistance for the pupils with difficulties
Professionalists from Murcia, Spain
Juana Guillen Caballero, Director, Molina de Segura, Murcia, Spain
Providing assistance for the pupils with difficulties from different
schools
Project “Teachers as leaders”
Teacher coaches from Pedagogisk Inspiration Malmo, Sweden
Linda Sikstrom, Daniel Prša, Pedagogisk Inspiration Malmo, Sweden
Providing instructions for teachers from different schools to improve
their work with pupils
3.
The study visit aims to promote and facilitate cooperation among
the relevant stakeholders in the field of education and training
reason for whom you are invited to describe your findings
concerning the following:
1.
Common approaches in Bullying
Awareness of bullying issues in all countries, especially increasing
proportion of cyber bullying. Awareness that we need to work with ”how
to” instead of just talking about the problem, and that it is possible
to use different non-formal activities to improve social and emotional
skills, such as arts or sports.
Families of children who bully other children often don’t accept the
facts and blame the teachers or the school. So it is important to help
them to manage the situation, especially to have experts to ask for
help if some case is more serious.
Work with social and emotional learning (SEL) is necessary for all
participants to implement an effective anti-bullying policy.
2.
Common challenges that are faced by all or some countries
(both host and participants’) in their effort to implement
policies related to the theme of the visit:
a.
Some teachers don´t want to change their daily practices and are
stuck in a traditional vision of the education (don´t accept the
idea of including emotional intelligence) and this is a problem.
It’s quite difficult to change the practices and the teachers’
points of view (some of them think that teaching is their job, not
educating). Value-based work needs to encompass the entire school
staff and not just to cover those who are interested. Everyone
needs to work for the same value base, regardless to the job
position in the educational institution (e.g. a teacher, a cleaner
or a principal, etc.).
b.
Lack of human resources to manage with a wide problem, that
requires activities to prevent, activities to intervene in
different fields (curricula, extra school activities,
communication …) and with different target groups (families,
teachers, other staff, pupils…).
c.
Increasing of cyber bullying which is very difficult to control.
d.
Left behind children, and inclusion of migrants children in
schools.
3.
Effective solutions you have identified that the countries
(both host and participants’) apply to meet the challenges you
mentioned in question 3.2:
a.
When a value-based work succeeds, all staff at a school work for
the same value base and the students are well-acquainted with the
value base and know the consequences of breaking it.
b.
To qualify teachers to manage with pupils in classrooms and to
cope better with violent situations and bullying.
c.
Evaluation of the teachers and regular mentoring during the SEAL’s
program
d.
To increase the number of experts in schools. Each school has to
have, at least few days per week, the presence of an expert in
emotional intelligence, psychologist or some similar expert. In
some Croatian schools there is so, and in some French schools too,
backward one year.
e.
To help the children to become aware of what bullying is and how
it can affect to their mates is a main objective- so, it´s
necessary that teachers change the vision of what is Education.
Change attitudes, methodology, introducing emotional intelligence
on a daily basis.
f.
To provide workshops for parents, teachers, pupils, adapted to
their features and needs. It is necesary to grow awareness of this
topic on each level, raising awareness, giving information,
training for each member of the educative community.
4.
Policies and practices that can be further explored and
possibly transferred to other countries:
a.
In Sweden they have a good system in the initial training of
teachers. This makes that teachers have the good attitude and
start working with the right concept of education, and they use a
large kind of innovative practices into the teaching-learning
process. Pupils councils have meetings every week and are truly
involved in the school life.
b.
Having a pupil in charge, as responsible of each floor. This
shared responsibility with teachers help the pupils to feel that
they are important and that they can contribute and increase the
motivation to behave well. We saw them in High school Aurel Vlaicu
in Breaza, which we have visited.
c.
Cooperative learning helps pupils to know each other better and to
improve their social skills.
d.
School without violence- UNICEF project in Croatia
e.
SEAL program in UK (presentation by Chris Gittins)
4.
Creating networks of experts, building partnerships for future
projects is another important objective of the study visit
programme.
Please state whether ideas for future cooperation have evolved during
meetings and discussions.
KA101 Erasmus+ project which includes job shadowing- teaching pupils
with difficulties in Spain, cooperative learning in Sweden
KA101 Erasmus+ project which includes structural courses about anti-
bullying
An idea from Sweden: KA201 Erasmus project that involves social skills
and value based work with the intellectual outputs (anti- bullying
topic)
An idea from Spain: KA201 Erasmus+ project with the aim of prevent and
intervene in cyber-bullying.
To create materials (even a platform with resources) for parents,
teachers and students, even for advisers with strategies: to prevent
violence in the different steps of the schooling process: materials
different for kindergarten, Primary and Secondary school; materials
for families, for teachers… firstly to prevent, protocols for
developing a good intervention: first steps, activities with the
parents of the bullier, with the parents of the victims, and with the
“passive” or not passive students, when a teacher needs help of the
expert, good questionnaires (and other ways to evaluate the needs) for
each school (and that could be used with all the actors); courses for
teachers, workshops for parents and curricula with emotional
intelligence activities to develop with the pupils. A library with
useful materials in several languages and, a list of resources that
people who face with this problem can accede (associations, experts
centres…) in a local, regional and, if possible, national level.
An idea from France: SEAL’s development- to invite a member of SEAL in
France to form a team of teachers and psychologists in the primary
school.
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