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Psihologinja Azenić održala je radionicu "Sociodrama kao neformalna metoda poučavanja" za razrednike II.gimnazije Osijek. U radionici je opisala svoj način rada s učenicima na početku srednjoškolskog obrazovanja u Osijeku i Tallinnu, pravila, ciljeve i aktivnosti koje primjenjuje u radu, ali i načine evaluacije aktivnosti u svrhu daljnjeg prilagođavanja rada potrebama učenika. Nastavnici su kroz osobno iskustvo u aktivnostima učili kako ih primijeniti aktivnosti, te u sigurnoj atmosferi dijelili potencijalne probleme koje vide u vlastitoj primjeni istih aktivnosti.

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Predstavljanje aktivnosti podučavanja na Nastavničkom vijeću

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Predstavljanje aktivnosti podučavanja na Nastavničkom vijeću

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Psihologinja Azenić predstavila je aktivnost podučavanja u sklopu Empower through nonformal Erasmus+ projekta. Profesorica Azenić provela je 3 mjeseca poučavajući u Audentes međunarodnoj školi, u kojoj se učenici obrazuju po IB programu.

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Profesorice Merčep i Pavličević svoja su stečena znanja primjenjivale i u suradnji s Učeničkim vijećem, koji se uključio u eTwinning projekt CTRL-ALT-DEL. Kroz timski rad učenici su identificirali probleme i moguća rješenja s kojima se učenici suočavaju u školi.

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Profesorica Šarić pripremila je radionicu "Neformalno učenje" za rad s 3.razrednima.

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Profesorica Merčep naučeno tijekom projekta primijenila je u provedenoj i testiranoj radionici za razrednike s naslovom: Stvaranje tima.

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Materijal nedostupan.Za pristup materijalu trebate biti prijavljeni u Edutorij.

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Edutorij koristi kolačiće (cookies). Neki od tih kolačića nužni su za ispravno funkcioniranje stranice, dok se drugi koriste za praćenje korištenja stranice radi poboljšanja korisničkog iskustva. Klikom na Postavke kolačića možete postaviti njihova ograničenja. Nastavkom korištenja stranica suglasni ste s primanjem kolačića.

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Profesorica Pavličević svoje je iskustvo primijenila u pripremi radionice za razrednike "Aktivno slušanje".

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Aktivno slušanje - radionica za sat razrednika

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Edutorij koristi kolačiće (cookies). Neki od tih kolačića nužni su za ispravno funkcioniranje stranice, dok se drugi koriste za praćenje korištenja stranice radi poboljšanja korisničkog iskustva. Klikom na Postavke kolačića možete postaviti njihova ograničenja. Nastavkom korištenja stranica suglasni ste s primanjem kolačića.

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Program radionica za razrednike u 1.razredu srednje škole

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Program radionica za razrednike u 1.razredu srednje škole

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Psihologinja Azenić pripremila je set radionica za razrednike usmjerene ka međupredmetnoj temi Osobnog i socijalnog razvoja. Njene ideje možete vidjeti u programu u linku.

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Materijal nedostupan.Za pristup materijalu trebate biti prijavljeni u Edutorij.

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Edutorij koristi kolačiće (cookies). Neki od tih kolačića nužni su za ispravno funkcioniranje stranice, dok se drugi koriste za praćenje korištenja stranice radi poboljšanja korisničkog iskustva. Klikom na Postavke kolačića možete postaviti njihova ograničenja. Nastavkom korištenja stranica suglasni ste s primanjem kolačića.

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Profesorica Tomas Grđan naučeno je znanje i iskustvo primijenila u izvedbi radionice za upoznavanje učenika na početku srednjoškolskog obrazovanja.

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Profesorica Kurtović svoje je stečeno znanje i iskustvo primijenila u pripremi sata razrednika na temu odabira zanimanja. Preporučamo ovu radionicu za učenike u 3.razredu.

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Neformalno učenje na satu razrednika - moje buduće zanimanje

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Zanima vas kako koristiti Dixit s mladima? Nastavnik Čuraj daje vam svoj primjer uporabe ove igre na satima razrednika.

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Gejmifikacija nastave - primjena igre Dixit© na satu razrednog odjela

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U ovoj ćete pripremi pronaći ideju kako koristiti bajke za rad s mladima.

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Pedagoška radionica "Obrada bajke Mala vila"

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Projekt je sufinancirala Europska unija iz Europskog fonda za regionalni razvoj. Više informacija o EU fondovima možete naći na mrežnim stranicama Ministarstva regionalnoga razvoja i fondova Europske unije: www.strukturnifondovi.hr Sadržaj ove mrežne stranice isključiva je odgovornost Hrvatske akademske i istraživačke mreže - CARNET.

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Jedan od rezultata projekta je i brošura koju su nastavnici razrednici pripremili za svoje kolege s ciljem stvaranja ideja za malo drugačije sate razrednika. Cilj nam je pokazati da i jedan malo korak otvara potpuno drugačiju perspektivu za rad s razredom. Odvažite se!

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Učeničko vijeće sudjelovalo je u eTwinning projektu usmjerenom na stvaranje pozitivne školske klime i aktivnog doprinosa učenika rješavanju problema u školi.

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Profesorice Aleksandra Pavličević i Nives Merčep na sjednici Nastavničkog vijeća predstavile su što su naučile na svojoj edukaciji The Collaborative Classroom: Teachers as Coaches, Classrooms as Teams koja se održala 7. do 12. kolovoza 2023. godine u Helsinkiju.

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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Učenici i nastavnici sudjelovali su u 3 različita eTwinning projekta u kojima su primijenili znanja koja su usvojili na raznim tečajevima tijekom trajanja projekta. U projektima "Harmony in learning",

"Control yourself, Alter

your thinking, Delete negativity” (CTRL-ALT-DEL) , "Dreaming about future in the light of common elements in our farytales" nastavnici su zajedno s učenicima radili na poboljšanju zajedništva , pozitivnog mišljenja te naučili nešto novo o sebi i drugima kroz igru.

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The knowledge we gained will be used to work better with our students in regular classes and extracurricular activities. We would also like to share our knowledge with the other teachers through workshops.

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On the fourth day the participants were asked to discuss about the extra benefits of using non-formal methods in a multicultural environment. The teachers learned how to strengthen teamwork and effective cooperation. They practiced non-formal activities in outdoor education.

The very last day teachers were sharing what they learned and liked about the course, they gave feedback to the tutor and to each other and planned how they would apply the acquired knowledge.

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On the third day the teachers learned how to foster motivation, participation and creativity of the students through non-formal activities.

In the afternoon teachers had a guided tour in El Teide, Garachico and Icod de los Vinos.

El Teide or Mount Teide is a volcano in Tenerife, its summit is the highest point in Spain and the highest point above sea level in the islands of Atlantic.

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The historic centre of La Orotava was declared Conjucto histórico in 1976 and is included in the Inventory of the European Cultural Heritage Protection and Monumental.

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In the afternoon teachers had a guided tour in La Orotava – a town and municipality in the northern part of Tenerife.

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On the second day teachers worked in groups, and they learned basic concepts about non-formal education. To integrate non-formal education in the classroom, they introduced activities like Matching Crosswords, the Battleship game, Times Charades, the Six Thinking Hats method, and role-playing games.

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On the first day the participants presented their school and shared their expectations from the course. Most of the participants teach in secondary schools. Teachers were expected to learn differences between formal, non-formal and informal education. They compared formal and non-formal learning and they practiced and designed non-formal activities and tools.

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There were 3 main topics of the course: 1st - Formal, Non-formal or Informal education, 2nd - Assessment tools and 3rd - The wide world of non-formal education. In addition to the main topics teachers learned a lot about different educational systems.

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The course lasted for 5 days and the classes were held each day, in the morning or in the afternoon.

The goal of this course is to guide participants through the possibilities offered by the emerging trend of integrating non-formal working methods in formal education pathways. The general aim of this course is to foster excellence in education by equipping teachers and school managers with the needed knowledge and competence to effectively apply non-formal working methods in school settings and to exchange the best practices, aswell as share experiences with participants coming from various parts of Europe.

There were 3 main approaches in this course: Basic concepts about non-formal education, Practicing and designing non-formal activities and Cultural exchange, where the participants were expected to be open to learn from other experiences and to create their own, to embrace the diversity and to discover new cultures.

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Teachers Mirna Kurtović and Romina Tomas Grđan participated in the course: Non-formal education teaching methods and strategies held from 21st to 25th April 2024 in Santa Cruz de Tenerife.

There were 8 teachers from various European countries: Croatia, Czech Republic, Estonia, France and Slovenia. The trainer was Aleksandar Dragutinović from Serbia (Teaching experience: Italy, Serbia and Spain).

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Učenica Nora Vukojevič, 2.a razred je održala predstavljanje mobilnosti u svom razredu.

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Učenice i nastavnice zadovoljne su se vratile u Osijek, obogaćene jednim lijepim iskustvom, novim znanjima i prijateljstvima.

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Izuzetno srdačni i gostoljubivi domaćini organizirali su niz aktivnosti kojima je za cilj bilo upoznavanje najvažnijih znamenitosti Lisabona: posjetile su kulturno-povijesne spomenike starog dijela grada, zatim Oceanarij, jedan od najvećih u Europi, Muzej voda, poznatu četvrt Belem gdje su probale najpoznatiji lisabonski desert Pasteis de Belem. Posljednji dan boravka u Portugalu provele su u Sintri, gradu poznatom po prirodnim ljepotama i brojnim palačama i dvorcima.

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Upoznale su se s portugalskim obrazovnim sustavom i različitim aktivnostima neformalnog učenja te uočile razlike u organizaciji rada naše i tamošnjih škola.

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Naše učenice sudjelovale su u nastavi likovne kulture te engleskoga i španjolskoga jezika. U sklopu praktične nastave iz biologije proučavale su floru i faunu na rijeci Tejo koja se nalazi u blizini škole. Sudjelovale su u radionici iz pružanja prve pomoći te u nekoliko izvannastavnih aktivnosti koje škola nudi učenicima: sportske aktivnosti (badminton, odbojka), glazbena i dramska skupina te znanstveni klub.

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Predstavnice učenika 2. razreda Mia, Nika, Ema, Dea i Nora, u pratnji profesorica Tamare Meščić i Vlaste Zdravčević-Vrkić, boravile su u Portugalu od 14. do 21. travnja 2024. godine u sklopu Erasmus+ projekta Empower through nonformal. Posjetile su školu Agrupamento de Escolas Povoa de Santa Iria koja se nalazi u gradu Povoa de Santa Iria, nedaleko od Lisabona. To je velika skupina od 8 škola, 2 osnovne i 2 srednje škole, s oko 3500 učenika. 

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Predstavljanje učenica koje su bile na mobilnosti u Müllheimu, Njemačka

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Predstavljanje mobilnosti u Njemačkoj i Luksemburgu na Vijeću učenika i u svojim razredima

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Predstavljanje mobilnosti u Njemačkoj i Luksemburgu na Vijeću učenika i u svojim razredima

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Peti dan, nakon zagrijavanja, u potpunosti posvećujemo videoigri Minecraft. U našem slučaju

Education Edition. Nakon kraćeg upoznavanja s mogućnostima kojih je bezbroj, gradimo vlastitu

kuću. Nekima je teže, nekima lakše. Postoji mogućnost 3D printanja i izrada modela u stvarnom

obliku. Morat ćemo se ovaj put zadovoljiti digitalnom formom. Građenje je zahtjevno i razvija

kreativnost, pa i prostornu percepciju, idealno za buduće arhitekte. Zaključak edukacije uključuje i

pregled dostupnih igara i preporuke za primjenu sadržaja edukacije u svakodnevnom radu.

Rastajemo se osnaženi i osviješteni raznolikim mogućnostima gemificiranja nastavnog procesa kao

načina unaprjeđenja nastave.

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Četvrtog dana smo ponovno pravi nastavnici. Radimo pripravu za nastavu. Pomaže nam Nearpod,

platforma za izradu nastavnih jedinica na način da se digitalni materijali izravno mogu koristiti kao

nastavno sredstvo za učenike. Pod pretpostavkom da smo svi umreženi i komuniciramo. Naša je

nastavna tema Michelangelo i Importuno. Imamo sve; ledolomca o grafitima s problemskim

pitanjem, video isječak s pričom o Importunu, tekst s osnovnim informacijama, aktivnost za učenike s

crtanjem- make your own Importuno! Nearpod je stvarno didaktičan. Omogućava multimedijski

način učenja uz jasno vođenje kroz aktivnosti. I kombinaciju digitalnog i izravnog komuniciranja. A

onda opet kratak presjek s kvizom. Genialy. I mala šetnja muzejom kao u labirintu pitanja i

nedostajućih eksponata. Zanimljivo i opuštajuće. Završetak dana predviđen je za animaciju. Stop

motion studio. Aplikacija omogućava stvaranje kratkih filmova na zadanu temu. A tema je i ovaj put

iznenađenje: Firenca. Naša grupa odlučuje se za kratku šetnju znamenitostima Firenze, od crkve

Santa Croche, preko Palazzo Vecchio i crkve Santa Maria del Fiore do Ponte Vecchia, kratki rezovi i

film od desetak, petnaestak sekundi. Vrlo zabavno, ali i kreativno. I naravno, poučno.

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I treći smo dan započeli igrom ( kao uostalom svaki ) Ali ovaj put geografija. Kako smo pokrili značajan

dio kontinenta, logično, raširili smo se po Europi. Geo Guessr je način kombiniranja satelitskih prikaza

lokacija i platforme za igranje u kojoj se pogađa lokalitet, točnije država, na temelju stvarnog prikaza.

Potrebno je bilo pogoditi državu, ali satelitski su prikazi totalno neutralni. Ovdje je potrebno znati

svašta, tip gradnje, reljefna i geografska obilježja, nekad jezik, pa i vegetaciju. Sve može pomoći, a

ponekad ništa. Bilo je čistih pogodaka, ali i teških promašaja. Što si bliže traženoj državi na karti,

dobivaš više bodova… Nakon toga ponovno kviz. Let&#39;s get with Slido! Ovaj put Riccardo nas stavlja u

grupe. Kako smo iz različitih država, pitanja moramo vezati uz njih; gastronomija, sport, jezici…

Svejedno, mi se zovemo Ponte Vecchio. I igra je jako zanimljiva, najviše kod sastavljanja pitanja. Na

kraju smo još malo crtali na Skribblu. Ne treba isticati da je bilo sjajnih uradaka, ali i vrlo slabih

izvedbi, ipak je to crtanje mišem. Crtanje na zadanu temu, sa zadanim likom, nije to lako…

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Drugoga dana sudionici edukacije zajedno s Riccardom zaigrali su kvizove. Živimo u vremenu prave

kvizomanije, pa zašto onda ne i u školi?! Prvo je na red došla ponuda od Quizalize pomoću koje se

mogu kreirati različite vrste kvizova, od onih vrlo kratkih za lagani break od težih i slojevitih oblika

učenja, do onih složenijih koji bi se mogli koristiti u svrhu vrednovanja postignuća učenika. Quizalize

je zanimljiva platforma, nudi različite opcije, a moguća je i upotreba AI. Sudionici edukacije su

usmjereni na chat GPT kao pomoćnika u sastavljanju pitanja prema zadanoj temi. Naravno, kreator

kviza je odgovaran za temu, ali i tip pitanja, a važno je istaknuti da je uz zabavu prisutan i element

praćenja aktivnosti učenika. Chat GPT je moguće koristiti kao pomoć, nikako kao glavni izvor

sastavljanja kviza. U nastavku dana igrali smo Plickers. I opet je riječ o kvizu, ali ovdje imamo karte.

Na njima su točni odgovori, često i netočni, ovisi o tome kako ih okrenete prema skeneru na

mobitelu. A voditelj aktivnosti vas motri i na zaslonu su vaša postignuća. Zgodan način za presjek i

odmor od zahtjevnih zadataka na nastavi. Drugog smo dana baš imali prigodu provjeriti neka svoja

znanja…

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Nastavnici srednjih škola iz Španjolske, Danske, Portugala, Bugarske, Poljske, Austrije i Hrvatske na

početku seminara upoznali su se na vrlo zanimljiv način. Svatko je morao reći dvije istine i jednu laž o

sebi i tu je, očekivano, bilo puno promašaja jer se većina sudionika, uključujući i voditelja seminara

Riccarda Mannija, susreće prvi put. Prva saznanja o mogućnostima koje je ponudila ova edukacija

krenula su od platforme Miro. Riječ je o platformi koja omogućava prezentiranje unosom različitih

sadržaja poput naljepnica, različitih tekstualnih oblika, slika ili umnih mapa s ciljem umrežavanja i

povezivanja. U nastavku prvoga dana sudionici su tijekom interaktivnog predavanja upoznati s

osnovnim teorijskim postavkama gemifikacije kao nastavne metode, te njezinog odmaka od nastave

koja je u cijelosti temeljena na igri kao nastavnoj strategiji. Otvorena se i neka važna pitanja koji su

kognitivni, afektivni, pa čak i odgojni dometi ovakvog pristupa učenju i poučavanju, te koje su

prednosti, a koji nedostatci primjene gemifikacije u nastavi i izvannastavnim aktivnostima.

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Edukacija u okviru Erasumus + projekta pod nazivom „Empower through nonformal“ održana u

Firenci u razdoblju od 9. do 14.listopada 2024. ispunila je očekivanja. Kako je i cilj cijelog projekta

potaknuti učenike da kroz neformalne oblike što je moguće više sudjeluju u radu škole, sudionici su

mogli osvijestiti kako se nekim elementima uvođenja igre u nastavne i izvannastavne aktivnosti može

povećati takva participacija učenika u školi. Naziv edukacije „Game based learning and Gamification“

upravo upućuje na smjer u kojem se išlo u stjecanju novih znanja i vještina na ovom usavršavanju.

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Nonformal!

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Improvizacija, prilagođavanje, izlazak iz formalnih/zadanih okvira samo su djelić onoga što smo prošli, probali, naučili i pokušat ćemo prenijeti i u naše razrede.

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Soundscapes, Tableaux, Teacher-in-Role tehnike su i načini koje tek trebamo ponuditi učenicima i vidjeti koliko su spremni za nove načine rada.

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Puno smo radili, otkrili nove sadržaje, usvojili tehnike, glumili, vježbali i zadovoljne s puno novih iskustava vratile se kući s ciljem korištenja većine onoga što smo prošli ili barem dijela korisnih ideja. Neke tehnike već godinama provodimo i koristimo u razredu, ali neke nove poput: Role-on-the-Wall

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Profesorice Mirela Šarić i Valerija Karačić, u Firenci su skupljale nova iskustva na tečaju Drama Techniques u sklopu projekta  Erasmus+   Empower through nonformal. Razvijanje komunikacije, samoizražavanje i socijalne vještine samo su neke od vještina koje je u grupi od 14 ljudi iz Poljske, Austrije, Njemačke, Bugarske, Mađarske, Latvije trebalo iznijeti i/ili naučiti. Puno smo radili, otkrili nove sadržaje, usvojili tehnike, glumili, vježbali i zadovoljne s puno novih iskustava vratile se kući s ciljem korištenja većine onoga što smo prošli ili barem dijela korisnih ideja. Neke tehnike već godinama provodimo i koristimo u razredu, ali neke nove poput: Role-on-the-Wall, Soundscapes, Tableaux, Teacher-in-Role i mnogih drugih, tek trebamo ponuditi učenicima i vidjeti koliko su spremni za nove načine rada. Predivna Italija i predivni ljudi uz vodstvo Irkinje Miriam Stewart pružilo nam je priliku upoznavanja i prihvaćanja granica do kojih možemo ići.

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We thought about what should our later activities be focused on. The students stressed these issues to focus on: kindness to others, respect and loneliness.

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All of the students loved the drawing of others as animals activity. It is art, reflection, peer feedback and fun all in one. This is how a student viewed me, as a Pikachu: cute, friendly, polite, childish, kind, in my own world. All true.

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We need to withdraw, but also to be in contact. Because through contact we see differently, change and grow. I see the value of a peer group in socioemotional learning, but exactly through personal sharing. The students are so rarely invited to speak about themselves.

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In this workshop we created our own angry monsters, and tried to talk to them. Our society prevents our anger, and we are rarely tought the value of anger. It is hard for the students to see this value, because we mistake violance for anger.

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In this excercise the students draw all of the people that they know on a sheet of paper. It is a great excercise for a new perspective on our relationships. "I have so many dear people", or "There are only a few I can trust", or "I know so many bad people". It got me thinking, do the people we leave out, really not influence us?

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It is hard to hold a class with a visualization. But, it actually only takes practice for them to be able to do so. We did the visualisation on a safe place, and each of the students reported that they were able to imaginge a place. It is harder to share in the beginning of the group work, but they are very keen to explore their own mental images.

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Our brain is wired to notice all the risks and bad things happening in our surroundings. On the other hand, it is said: Always look on the bright side of life. We can not force positivity, happiness and joy. But it is actually pretty easy to tap into gratitude. The students usually think about their family members, the energy drops, and tenderness fills the room.

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This a simple and easy activity to see how the class is at this moment, and for the teacher to teach awarness.

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A warm up is an activity that puts the focus of the students on other ways of expression. They usually see it as silly activities, like a baloon fight, but a good warm up sets the tone of the whole workshop. Usually students tend to say they were funny and easy, and they enjoy them. For some, it is too silly to play in this way..

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We usually use sociometry to evaluate the status quo of a group. But in sociodrama, sociometry is an active method to sense the processes of the group and to visually understand the conncections. We can start by simply asking: put a hand on a shoulder of the person you know best in this group.

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I am going with a full heart! But the flowers I am leaving behind :)

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It was so nice to be a part of your team in these 3 months! Thank you for accepting me and sharing this part of the road with me.

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So this is my class, the ones who set to teach me as much as they can. We laughed, fell, got up and got sad together. They reminded me not to judge the book by it's cover, and that we all have so many layers. Thank you PreIB class of 2023/2024!

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Individual feedback in Character Development class:

"..made me think I want to improve myself."

"I learned a lot about my classmates, who were complete strangers to me. I made closer friendships..."

"I engaged fully and found her classes to be quite fascinating.."

"these lessons were always interesting and fun, although sometimes I had to fight my embarrassment or modesty"

"It helps a lot (learning about others) to understand and respect the feelings of each other"

"My favorite lesson was about anger, where we tried to express it and draw it as a monster... I will remember this moment forever."

"I came to some realizations about my personality, and not all of them are positive"

"...friendly environment helps me do my job better at school. Since we got to know each other better with each lesson, I became more comfortable in the classroom."

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At our last InBetween project class, we took a look back to all of the workshops that we did, and talked about emotions and competences that they developed during these three months. Looking at this, I would say we have reached our aim: to bring them closer together, to be supported, and to understand yourself better. Interestingly, sense of benefit and gratitude came from both groups, the one I felt was enjoying through whole of the process, and the group that was in resistance.

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This was my group cofacilitator and principal, Anneliis Kõiv. She greated me with open hands and sent me off with a sense of acknowledgement and warmth. Anneliis has run this school since 2018, and the school has improved both in results and number of students since then. I felt the support and authonomy with which she treats all of her coworkers. Thank you Anneliis!

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A big thanks to the DP2 students too, who made me dig deep in my study days and remember some themes long forgotten.

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My mentor is going for parental leave too, so we had our last day in school together. Jente, you were a ray of sun!

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Time to say goodbye to new friends, collegues and students. We gathered during the lunch break, and made promises we will not be able to keep. See you again next September :)

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Still managed to catch some Christmas joys on the last day! Tallinn's Christmas Market is famous, and we are sorry to miss it. Still, all our wishes were fulfilled, long summer, dry autumn, Aurora Borealis, a lot of snow and the lighting of the Christmas tree a day earlier. It is said that the first public Chrismas tree was decorated in Tallinn in 1441 by the Brotherhood of Blackheads. Thank you Tallinn!

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Goodbye Tallinn <3

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Time for snow! This beautiful city shines with snowflakes and ice.

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Baltic sea can freeze, so earlier in the days of Soviet Union people would cross to other countries walking on ice.

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The students returned motivated and full of ideas on how to improve the work of the Student Council, extracurricular activities and student participation in the work of our school in general. They have already started spreading knowledge and ideas in their classes.

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In our spare time we explored the charming city of Luxembourg, often accompanied by rain. But it's an authentic experience of Luxembourg in autumn so we didn't mind.

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The teachers attended Geography (Inja) and French language classes (Vesna), as well as Headroom classes and tutorships, where they gathered ideas of good practice and compared the school systems of Luxembourg and Croatia.

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The most interesting and productive part of our stay was observing the work of the Student Council of our host school. Our students noticed how their Student Council functions: how they make decisions, how they communicate, how they implement ideas, and so on.

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Last day of our stay in Luxembourg was the last day before autumn vacation, and the students of the school were marking Halloween by wearing masks and participating in voting for the best mask. Karla, Marta, Ernest, Marko, and Mate weren't wearing masks, but they participated in preparation of delicious cookies.

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The week we spent in our host school was the Solidarity Week. The students could do at least five good deeds in the week and note them down on paper. All the papers were put on the letters "Be kind". Our students happily engaged in participating in the activity.

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The Repair Shop is an extracurricular activity where students can bring in their broken items, such as their iPad or bike, and attempt to fix them with the assistance of mentors.

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Among the extra-curricular activities our students enjoyed beekeeping the most. They inspected the beehives outside and then examined the bees under a microscope in the classroom.

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Every student had a buddy who took him to classes, lunch and other activities. Everyone's favorite buddy and the best host was Vladimir.

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Our host at school was Elisa Mura, who is a Youth Worker and head of Jugendtreff (a cozy place to hang out and take part in some fun activities such as playing table soccer, darts or board games, produce movies, use a laser cutting machine, a sewing machine, a 3D printer and a lot more). She drew up a schedule for classes and extracurricular activities and showed us around the school.

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Lycée Michel Lucius is a state-funded secondary school, located in the heart of Luxembourg’s capital and has been providing a high quality education to secondary-school aged students for over fifty years. English language international stream was established in 2011 which has since grown into a diverse and high quality International School that serves over 400 students, representing more than 70 nationalities.

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Karla, Marta, Mate, Marko and Ernest, 3rd grade students and representativrs of the Student Council, arrived in Luxembourg at the International School Michel Lucius on October 23, 2023, where they spent five days in classes and extracurricular activities. They were accompanied by their teachers Vesna Poljak and Inja Dorić Horvat.

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During the workshops in the "InBetween" project, we have used both creative expression through cards and drawing, and sociodrama. Both of them take some time for the students to adopt to, but most importantly, their willingness to commit to the task. Based on this experience I would generally say that a good functioning group can use both methods, but in other groups, individual and pair tasks take the lead. Still, an experineced leader can do more.

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Big part of our sessions is the sharing process at the beggining and the end of each lesson. While "i'm fine, nothing new" is the most common answer, this part of the session teaches us that the way we feel is important, affects how we will be able to particapate, and to show respect for the others through listening. The most skillful group facilitators will be able to adapt to the needs of the group.

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Mental health in Caracter Development class

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Mental health in Caracter Development class

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In this part of the class, teachers Rodrigo and Ivana try to find complimentary, different ways to break the misconceptions on mental health and stigma of needing help.

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Creativity Activity and Service with Sakina Zeynalli

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Creativity Activity and Service with Sakina Zeynalli

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CAS is a part of a IB core, aimed at developing holisticly. During the 2 years of IB programe, the students choose different activities in accordance to their personal interests to demonstrate openness and participation in community. Students bake, paint, make poetry, practice a new skill or volunteer in a shelter, and Sakina tracks their progress and their reflection. The InBetween project has the same aim, only in the younger group: to self-reflect and self-direct your own learning.

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It is usual for students in Estonia to thank their teachers for a lesson after the class. This affects the student-teacher relationship, and thus the school climate in general. They intentionally take the time to make contact and acknowledge the effort of the teacher.

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Teacher Rodrigo in Caracter Development uses leading skills and group reading in delivering his class. He uses spontineity and his knowledge to adapt to ever changing situations in the group. From the perspective of this subject, I see how individual approach and steadfastness are important for building a supportive community.