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Tackling Discipline Issues in the Classroom – Erasmus Course

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Preventing and addressing problems, developing rules and routines: discover how to establish a positive teacher-student relationship.

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Environmental Stewardship: How to Reconnect With Nature

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Learn how to help your students to develop a sense of personal responsibility for environmental preservation through a series of hands-on activities.

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Course description, Florence 17-22 Mar 2025

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Course description, Florence 17-22 Mar 2025

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Description

Concept by Alenka Miljević

Targeted to B2 speakers or above. Read more "

At the B2 CEFR level, learners understand complex texts, both concrete and abstract, and engage in fluent and spontaneous interactions with native speakers. They can produce detailed texts, presenting viewpoints on a wide range of subjects and considering different options.

Intermediate Computer Proficiency required. Read more "

Intermediate computer proficiency courses are designed for individuals who already have good understanding of technology. Participants will build upon their skills by learning how to use a variety of resources, including learning apps, Microsoft 365 apps, and photo and video editing platforms.

Are you struggling to choose the right AI tool for effective use in the classroom, without spending countless hours signing up, and registering, only to realize they don't meet your needs?

This course has been developed to equip language teachers with the knowledge to effectively integrate AI tools into their everyday work.

It will enable them to choose and utilize AI tools that streamline administrative tasks, allowing for more time to make their lesson ideas come true. Furthermore, participants will learn how to utilize AI tools to enhance students' language skills, foster creativity, and develop critical thinking competencies.

Throughout the course, participants will learn how to provide clear prompts to AI tools to develop curriculums, lesson plans, and exams together with formative and summative assessment documents.

AI tools can be used to develop original and differentiated materials, which will help teachers personalize their teaching and give students the support to realize their full potential regardless of their language level.

By the end of the course, participants will have taken part in engaging and practical tasks and activities that will allow them to understand fully the benefits of AI for both teachers and students.

This will empower them to bring their own ideas to live according to their individual working environment.

Learning outcomes

The course will help participants to:

Understand the basics of AI;

Use AI for administration;

Use AI for feedback and assessment;

Develop original lesson materials;

Develop differentiated lesson materials;

Use AI to engage students in the active use of language.

Tentative schedule

Day 1 - Introduction to the course

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Presentations of the participants' schools.

Basics of AI

History of AI;

Why does AI matter? - discussion

Day 2 - AI and administration

How to write effective prompts to create:

Curriculums, lesson plans, and exams;

Rubrics for formative and summative assessment.

Evaluation tools supported by AI:

Feedback and grading;

Independent learning.

Day 3 - Creating original and differentiated lesson materials

How to use AI tools to develop:

Listening comprehension;

Reading comprehension texts and tasks;

Speaking;

Writing;

Projects.

Day 4 - AI in the classroom - fostering students engagement

Developing lesson activities to foster students:

Creativity;

Communication;

Collaboration;

Critical thinking.

Day 5 - Interdisciplinary approach with AI

Interdisciplinary tasks that include language and:

Project presentation and discussion.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Please note

Certificate: Participants who attend at least 80% of the course will receive a Certificate of Attendance either on Friday or Saturday.

Schedule: Classes take place in the morning or afternoon, at the provider's discretion. The schedule outlines may differ significantly depending on participants' requests and on the trainer, who has discretion over any changes. If you want to discuss a specific topic, you should indicate it at least 4 weeks in advance as the definitive schedule will be sent 2 weeks before the course.

Cultural activities: The majority of cultural activities are planned for Saturday. However, if these activities include tickets to museums, city cards, or visits organized with an external tour operator, you may choose to use these earlier in the week. Please note that if you decide to use these options before Saturday, there will be no additional activities. We recommend checking the webpage of the location you are choosing for more details.

Equipment: Depending on the course, you may be required to bring your own laptop.

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AI Tools for Language Teachers > Course by Teacher Academy

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Are you struggling to choose an AI tool for use in the classroom, without spending countless hours registering, only to realize they don't meet your needs?

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School presentation in Canva (open and click "Present")

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School presentation in Canva (open and click "Present")

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Course description, 28.04-3.05.2025 Valencia 

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Course description, 28.04-3.05.2025 Valencia 

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Description

Concept by Petar Drumev

Teachers face increasing stress and challenges that can disrupt their personal well-being and professional effectiveness.

There is a growing need for educators to find balance and inner peace to not only enhance their own lives but also to create more supportive and productive learning environments for their students.

This course will introduce participants to effective strategies for achieving inner harmony, utilizing a mix of individual, paired, and group exercises tailored to educators.

During the course, participants will engage in a variety of activities designed to promote inner harmony and enhance their teaching effectiveness.

These include self-reflection exercises such as journaling and meditation, which help in cultivating self-awareness and emotional regulation.

Collaborative exercises will allow teachers to work in pairs or groups, building a sense of community and shared learning through role-playing, peer mentoring, and problem-solving workshops.

Additionally, the course incorporates physical activities like aikido and tai chi, aimed at improving physical health and mental stamina, thereby enhancing overall resilience in their professional and personal lives.

By the end of the program, participants will have developed the skills to manage stress, improve their mental well-being, and foster a positive educational atmosphere that benefits both themselves and their students.

Furthermore, participants will have mastered a toolkit of practices and strategies to maintain inner harmony amidst the demands of their teaching roles.

They will be equipped with skills in emotional regulation, stress management, and community building within their professional circles.

These competencies enable educators to not only improve their own mental and physical well-being but also to develop a supportive and engaging classroom environment that nurtures the holistic development of their students.

Learning outcomes

The course will help the participants to:

Master emotional self-regulation through mindfulness and reflective practices;

Manage stress effectively, using specific techniques tailored for educators;

Forge and strengthen professional networks, enhancing collaborative problem-solving;

Integrate mindfulness into teaching, promoting a focused and calm classroom environment;

Improve physical health with activities like aikido and tai chi;

Create a supportive and positive classroom atmosphere, improving student engagement and learning outcomes.

Tentative schedule

Day 1 - Introduction to the course

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Presentations of the participants' schools;

Meditation integration for the classroom.

Day 2 - Aikido principles and Tai Chi

Introduction to Aikido principles;

Mobility and flexibility workshop;

Tai Chi for emotional regulation and inner balance.

Day 3 - ChiGong

ChiGong morning start;

Aikido for conflict resolution.

Day 4 - Meditation practices

Mobility enhancement techniques;

Meditation for groups;

Zen and professional reflection.

Day 5 - Aikido and Tai Chi synergy

Aikido and Tai Chi synergy for focused classroom;

ChiGung integration for educators;

Managing restless students.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Dates and locations

You can register for any date, even if it's not yet confirmed, especially if you're interested in courses several weeks away. Once we have a few more enrollments, we will confirm the date. If we are unable to confirm it, we will offer you alternative options.
Cultural Activities

*A 60 € late registration fee will be applied if you register less than 8 weeks before the course start date.
All prices are VAT included or not due.

Please note

Certificate: Participants who attend at least 80% of the course will receive a Certificate of Attendance either on Friday or Saturday.

Schedule: Classes take place in the morning or afternoon, at the provider's discretion. The schedule outlines may differ significantly depending on participants' requests and on the trainer, who has discretion over any changes. If you want to discuss a specific topic, you should indicate it at least 4 weeks in advance as the definitive schedule will be sent 2 weeks before the course.

Cultural activities: The majority of cultural activities are planned for Saturday. However, if these activities include tickets to museums, city cards, or visits organized with an external tour operator, you may choose to use these earlier in the week. Please note that if you decide to use these options before Saturday, there will be no additional activities. We recommend checking the webpage of the location you are choosing for more details.

Equipment: Depending on the course, you may be required to bring your own laptop.

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Teachers wellbeing: Aikido, Tai Chi, and meditation Erasmus course

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Acquire skills in stress management and emotional regulation through activities such as meditation, and physical exercises like aikido and tai chi

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There are ten participants on this course. Teachers are from Poland, Luxembourg, Germany, Italy and Estonia. First of all, we introduced our schools, shared our school systems and explained why we needed such course.

Some interesting facts from participants: in Poland, most of the students are not interested in learning foreign languages. In Luxembourg, students start learning English at the age of 11 and at 12 they decide where to study next. Alexander from Germany teaches 4 subjects at school.

Ice breaker: count to 5 in a new language (it was German) with some movements both ways.

Then, we discussed what is AI nowadays for teachers. Admitted that AI is evolving and teachers should be encouraged to evolve too.

Worked a lot in groups or in pairs.

At the end, there was a debate on teachers', student's and parents' perspectives of AI integration.

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Free website to use!

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PZ’s Thinking Routines Toolbox | Project Zero

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Day 1

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An interesting pilot project in China about using AI.

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How China Is Using Artificial Intelligence in Classrooms | WSJ

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A different AI approach.

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AI education tools are helping students learn, grow and gain confidence

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Teaching academy!

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Working process.

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Ice breaker of the morning: sheep scale - 9 pictures of sheep and each participant starts asking others which sheep he or she today+ 1 general question to get to know each other better.

Activity 1 - we were shown a picture, then we were supposed to describe it according to what we SEE, THINK or WONDER.

Activity 2 - we had to create a prompt we would like to ask AI about. Then, we built it using LEGO and our imagination. Next, we discussed it in pairs. In the end, we had to ask about our initial prompt 4 AI tools: DEEP SEEK, GEMINI, COPILOT and CHAT GPT. Results were different.

Activity 3 - we were introduced 6 different AI tools used in TEACHING. Padlet, Gamma, Twee, Diffit, Edgaide and Magic School. Then, we practiced to create some activities using them and discussed our experience at the end.

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‎Gemini - chat to supercharge your ideas

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Bard is now Gemini. Get help with writing, planning, learning, and more from Google AI.

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It's LEGO time!

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Description

To keep pace with complex societies and jobs, educational environments should provide students with learning opportunities that integrate a variety of disciplines and skills. There has been an increased investment in multidisciplinary initiatives in schools, but those activities are not often planned properly, or sometimes they just focus on scientific subjects. In addition, teachers sometimes feel they lack tools to organize their teaching so that learners can actually access contents from broader, multidisciplinary perspectives.

This course aims to tackle the need for more complete multidisciplinary learning activities and for the acquisition of 21st-century skills by introducing the participants to STEAM education.

Participants will learn how to involve students in useful and stimulating learning activities in which Science, Technology, Engineering and Mathematics (the basic components of STEM education) connect with the Arts in a broader sense. Through STEAM, students can explore and experience the relationships between school subjects and real life, as well as have more chances for cross-disciplinary dialogue, inquiry, and problem-solving.

In this course, participants will acquire a practical understanding of what STEAM really is, how it differs from STEM, and how their own learning environments could incorporate STEAM activities effectively. Participants will explore STEAM-style exercises, and will collaborate to develop both "hard" and "soft" skills at the intersection between STEM subjects and Arts & Design.

By the end of this course, participants will have developed their own novel strategies and activities to incorporate STEAM learning into their classrooms.

Concept by: Alessandro Pumpo

Learning outcomes

The course will help the participants to:

Identify the key features of STEM and STEAM;

Define learning objectives that integrate STEM and Art & Design subjects to increase student engagement in learning;

Connect and relate different subjects through creative STEAM activities, based on real-life and concrete experiences;

Build an authentic STEAM lesson;

Trust the importance of play, fun, and engagement in learning;

Incorporate art and design-related skills into the general learning environment and curriculum.

Tentative schedule

Day 1 - Course introduction & improving your teaching

Course introduction

Introduction to the course, the school, and the external week activities;

Icebreaker activities.

Improving your teaching

Introduction to STE(A)M. * How to improve teaching;

Teacher as trainer;

Presentations of the participants' schools.

Day 2 - Staring a STEAM PROGRAM

How to start a STEAM PROGRAM in your class;

Individual and group practical activities;

Cases presentation.

Day 3 - Practical activities

Practical exercises, DIGITAL STORYTELLING, CREATING AND DESIGNING;

Visit to bridge(s) in Barcelona.

Day 4 - Individual and group work

COMMUNICATION AND COLLABORATION in STE(A)M;

Individual and group practical activities

Day 5 - Study visit

Study visit to DES-HUB Museum of Art, Design and Technology and Work session: preparation of Masterpiece.

Day 6 - Course Closure & Excursion

Course evaluation: round up of acquired competences, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Please note:
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.

If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer's discretion.

The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.

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STEAM Education > Training Course for Teachers

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To keep pace with complex societies and jobs, educational environments should provide students with learning opportunities that integrate a variety of disciplines and skills. There has been an increased investment in multidisciplinary initiatives in schools, but those activities are not often planned properly, or sometimes they just focus on scientific subjects.

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Sharing an idea!

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Group work!

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We started an activity without ice breaker this time.

Activity 1. The topic is a student centered classroom.

First, we were asked to write our own names with a left hand ( or right one if the person is lefthanded). Then, we had to ask AI about the meaning of our names and tell about it to the person next to us. Next, we told our stories of why we were named like this and that. Story behind so to speak. After that we picked our favourite words from our languages and asked participants to read it. This activities can be presented in the class with our students. Just to make them speak. I chose the word jäääär:).

Students have to decide on how/what they will learn. Teachers provide students with the choices so they can choose.

Activity 2

Worked with Google Lens. Made some pictures the other day and tried to find out what/where it was using Google Lens.

Activity 3

Worked in pairs. The 1st one had to describe a picture and the other one tried to imagine it. Then, with Google Lens we trto find information about the picture. This activity involved Reading, Listening, Speaking and Writing.

Activity 4

We created pictures with the help of Adobe Firefly.

Activity 5

First, we had to create a text of a song with the help of ChatGPT. Then, we pasted it to the app SUNO. It helped to create a real song.

Activity 6

We created videos in INVIDEO.AI

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Create stunning original music for free in seconds using our AI generator. Make your own masterpieces, share with friends, and discover music from artists worldwide.

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Generate AI videos with just a text using invideo’s AI video generator. It generates the script and adds video clips, subtitles, background music, and transitions automatically.

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My created song!

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Song Title: “United by AI” by @echoingoriginalband611 | Suno

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bgm song. Listen and make your own with Suno.

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Ice breaker: 2 rows of people standing opposite each other. The 1st row turns around, the other one changes or adds something in their appearance. Then, we try to guess the changes.

The topic for today - 4C's: Critical thinking, Collaboration, Creativity and Communication. Most of the problems in lack of communication.

Activity 1 Work in 2 groups. Each group comes up with real life examples of using 4C's.

Activity 2 Watched a 9 minute video of a lesson at school. From PBL works. Then discussed it.

Came up with a lesson plan. WBS - work breakdown Structure. Intro > Driving questions>Send the paper.

Activity 3 Started doing the final project - make a lesson plan using AI tools.

Interesting fact from Polish participants: starting from this school year it's not obligatory to give homework to students in all schools of Poland.

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Today, we only presented our Projects. We had to choose any topic we liked and we could use any tools we have learned.

Conclusion: In teaching it's not all about AI all the time. It's just a tool.

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On the first day, we were informed that our teacher was sick and wouldn't be able to make it. So we were given the option to participate in one of two other workshops: art therapy or environment. I decided to join the art therapy workshop.

At the beginning, we talked a bit about art therapy and its purpose. Then we had to write some random facts about ourselves and introduce ourselves. After that,we introduced our schools. Half of the group is from Greece, the other half from Portugal, and there is also one person from the Czech Republic.

Today was mainly about introductions and not much about the course itself, probably because it was just a temporary solution. Hopefully, our teacher will be fine tomorrow, and we can start with our original course.

After the workshop, we went on a city tour organized by the school. It was very nice, and we learned some interesting facts about Amsterdam and its history.

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Today, we had a new teacher, not the one who was supposed to teach us, but still. At the beginning, it was all about introductions and some icebreaking games. Then, we went straight to the part about active listening: https://youtu.be/cSohjlYQI2A?si=59Bzrydy_zqLgNAD.

After that, we did some exercises that I can definitely use in my class to "wake up" active listening. I really liked one where we had to sit back-to-back, draw some objects on paper, and explain to our partner what we had drawn so they could replicate it.

We discussed how to encourage kids to be creative, how to overcome the fear of a blank page, etc. We used random objects to create meaningful stories. In our team, we used leaves and some peanuts to represent the circle of life, so to speak.

Briefly, we talked about how to engage students and support (motivate) them. We discussed how short kids' attention spans are and how this is a challenge worldwide. The main focus was on how to engage students without losing their attention.

Additionally, we explored some AI tools for creating presentations. The gamma.app is really good for this and should definitely be used in schools. Teachers and students alike could benefit from it—for example, for creative projects: https://gamma.app.

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A really good challenge is to describe a picture. Every day, there's a new image, and you can use only 100 characters to describe it. Then, you generate a picture, and it shows how accurate your description was.

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At the beginning, we talked about generations and how nowadays kids use AI as therapy. We also discussed how rapidly AI is changing. Just a few years ago, it was merely a chatbot, and now people are getting married to AI boyfriends and girlfriends. The most important part of this discussion was that we don’t have to fully accept this reality, but we do need to understand it as teachers, because we are working with kids who probably don’t even know that there was a time without AI. For them, this is just their reality.

Then, the presenter showed us a variety of AI tools that we can use in our classes. For example, Character.ai, Hume.ai, and Pi.ai these are useful for emotional support and therapy. We had the opportunity to try these tools ourselves.

We also talked about virtual humans like IMMA and how they affect children. The most shocking example for me was an AI Jesus in Switzerland, where you can talk to him and even confess.

Additionally, we discussed ways to increase children's attention spans by playing different memory games, which we also tried ourselves. One of these tools is memozore, an online memory game.

Finally, we talked about presentations and tested Diffit.me as a tool for creating presentations and tests for specific tasks.

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Day 4 started with a discussion about different approaches, such as multidisciplinary, interdisciplinary, and transdisciplinary learning. We explored their differences, when to use them, and how to apply them effectively.

Next, we moved on to the topic of STEAM education and how to integrate this method into teaching. The additional letter A in STEAM stands for Arts, meaning we need to incorporate an artistic approach into studies. For example, origami and math (geometry) can be easily combined to enhance learning. Another example is music lessons, where students learn about music history, and with the help of AI, they can create their own music during class.

We were then introduced to new AI tools that can be used in schools. Some useful tools for math include WolframAlpha, Symbolab, and Solvely, while Desmos is great for technical drawing.

After that, we discussed The Six Thinking Hats method by Edward de Bono, which helps improve problem-solving by allowing students to examine situations from different perspectives. Each "hat" represents a unique way of thinking.

Another powerful tool we explored was MagicSchool.ai, which assists in various school-related tasks, such as generating tests from videos and more.

We also talked about the 3-2-1 Bridge routine, a visible thinking strategy that helps students connect their prior knowledge to new learning and deepen their understanding of a concept.

Finally, we discussed the flipped learning approach. In this method, students learn new content at home through videos, readings, or interactive lessons, while classroom time is used for discussions, problem-solving, and hands-on activities. This reverses the traditional model, where teachers lecture in class and assign homework afterward. Flipped learning was my favorite topic of the day—though it requires significant preparation, I would love to try it in my classroom!

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Day One

The first day went really well — in a positive and friendly atmosphere. There are only nine participants in our group and all of them are from different countries: from Latvia, Croatia, Greece, Bulgaria, Hungary and Germany.

We spent most of the day getting to know each other. Participants gave presentations about their schools, shared stories about their countries, their cities, and their professional backgrounds. Most of them are teachers and many are English language teachers.

We also discovered several useful tools that can be helpful when traveling abroad. For example, Google Lens was a real discovery for me and for other participants. In Portugal, this tool is especially needed, because a lot of signs, café menus, and descriptions  are only written in Portuguese, without English translations. With Google Lens, you can simply scan something you're curious about, and it instantly shows you what it is, with all the explanations.

One of the most interesting aspects of the day that our group is multicultural. This was my first experience communicating with people from different countries all speaking English. It's  an amazing opportunity to improve language skills. I’m really impressed and very happy that I came here.

Starting tomorrow, we’ll begin working on the main topic of our course — classroom discipline and methods for managing it effectively.

Because of the two-hour time difference with Estonia, our day ended fairly late — 9 PM Estonian time, which was 7 PM local time — so we still had some time to explore and enjoy the sights of Lisbon.

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Partisipants from Bulgary

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Latvia

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Croatia

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Irregular verbs Song and Dance. From Bulgarian partisipants

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Day 2

Today, as a warm-up activity at the beginning of our day, we were introduced to a tool called the Frienn Diagram. It helps participants get to know each other and build good connections. In groups, we used it to identify what we have in common and how we are different.

In school, the Friend Diagram helps children discover shared interests and get to know one another better. It reduces conflicts, strengthens understanding and encourages respectful relationships. When the classroom atmosphere is warm and friendly, discipline improves naturally—because students feel comfortable and part of a team.

A main topic of this day was Digital Tools for Classroom Management, which optimize organization and enhance student participation. These tools included:

· Group Maker for fair and efficient student groupings.

· Timer to manage classroom time effectively.

· Random Selector for equal participation opportunities.

· Noise Regulator to maintain an optimal learning environment.

And other tools available on https://classroomscreen.com/ that provide free resources for teachers.

Similar, but more advanced free digital tools to support teaching and learning—both in-person and online—can also be found on the following websites:

https://ladigitale.dev/digiscreen/

https://ladigitale.dev/

Additionally, we talked about  SWOT Analysis in the Learning Process. SWOT is a strategic planning tool used to assess the educational environment from four key perspectives:

S (Strengths) — internal advantages: effective teaching methods, motivated students, access to digital resources, etc.

W (Weaknesses) — internal limitations: lack of equipment, insufficient training, low motivation, and so on.

O (Opportunities) — external factors that can support improvement: new educational technologies, support programs, online courses, etc.

T (Threats) — external risks: teacher overload, unstable internet connection, changes in education policy, and others.

SWOT analysis helps identify areas for development, strengthen strong points, and minimize weaknesses and risks.

We explored passive, agressive and assertive styles of communication.

In general, the day gave useful ideas on how to manage a classroom by using technology and rewards to make learning more organized and interesting.

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Day 3

This day covered three practices that are essential for respectful and effective communication in the school environment:

Active Listening – a communication approach where the teacher or student truly hears the other person: they don’t interrupt, they ask clarifying questions, and they paraphrase to show understanding. This builds trust and helps reduce conflict in the classroom. https://www.youtube.com/watch?v=aDMtx5ivKK0

Empathy Mapping – a tool that allows us to see a situation through another person's eyes (a student, a parent, or a colleague). It’s especially useful in lesson planning, as it helps consider what students think and feel, as well as their fears, motivations, and interests.

Nonviolent Communication (NVC) – a method that helps express feelings and needs without blame or judgment. In schools, it’s a powerful way to resolve conflicts peacefully, make respectful requests, and support students’ emotional development.

Gamification in education is not only fun, but also meaningful and beneficial for learning. For this goal we used a GooseChase. It is an app used to organize interactive quests. https://goosechase.com/

GooseChase is a platform that allows  to create and run engaging team-based games, challenges, and quests in real time. Participants (usually through a mobile app) complete different tasks — these can be photo, video, or text-based missions related to location, creativity or knowledge. Points are awarded for each completed task and teams compete with each other.

It's great for school because

It develops teamwork and creativity.

It makes learning more active and fun.

It can be adapted to any subject or topic

Teachers can monitor task completion in real time.

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The Art of Active Listening | The Harvard Business Review Guide

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Day 4

Today  we explored what conflict is and discussed different methods of conflict resolving. Effective approaches are assertive communication and Nonviolent Communication (NVC).

Assertive Communication:

This is a way of expressing our thoughts, feelings, and needs openly, honestly, and respectfully—both toward yourself and others. An assertive person is neither aggressive nor passive, but communicates clearly and confidently.

Nonviolent Communication (NVC):

Developed by Marshall Rosenberg, this method aims to foster empathy and understanding between people, especially in conflict situations.

NVC is based on 4 main components:

Observation:
Describing what happened without judgment or interpretation.
Example: “When you didn’t reply to my message yesterday...”

Feelings:
Expressing how you felt in that moment.
“...I felt anxious and frustrated...”

Needs:
Identifying which of your needs were not met.
“...because I value engagement and feedback.”

Request:
Making a clear and specific request.
“Could you let me know if you’re unable to respond right away?”

At the end of this day, we practiced to resolve conflicts using real-life situations shared by participants.

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Day 5

Main topics of this day are positive psychology and social and emotional learning.

Positive psychology helps both students and teachers. It develops each person's strengths. An atmosphere of support and trust is created. Students learn to cope with difficulties. The focus is on successes, not mistakes.

Social and emotional learning (SEL) helps students understand and manage their emotions. It teaches skills for building positive relationships. SEL encourages self-awareness and self-regulation. It also focuses on responsible decision-making. This approach supports empathy and social skills. Teachers play a key role in guiding students through these processes. SEL helps students cope with challenges and communicate effectively. It creates a positive and supportive school environment.

We had an interesting  practice with the "Trash Talkers and Treasure Talkers" exercise. As teachers, we learned not to take negative words to heart, but to replace them with supportive and positive ones. This exercise showed us how important it is to focus on words that inspire and motivate, rather than those that discourage.

At the end of the day, we received our certificates of completion for the course.

The training was truly amazing, and it was really hard to say goodbye to everyone. We had all grown so close during this time. It’s such a special feeling — when you meet wonderful people who become close to your heart, and then you have to part ways too soon. But the good thing is that we have all exchanged contacts, and knowing that we can stay in touch makes it a little easier. The memories and the connection we built will stay with us for a long time.

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Social and emotional learning/SEL

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Model of wellbeing

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Live at your best

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Strengths of Character

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Trash/Treasure talkers

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Trash/Treasure talkers. Practice.

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Certificate of attendance

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A few photos from the training

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Arutleme keskkonnaprobleemide üle kolleegidega Iirimaalt ja Rumeeniast