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Activity : Stop Bullying Now Campaign

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Reducing violence in schools is a major concern of educators, parents, and legislators. Violence manifests itself in numerous ways, and there is growing evidence that low-level or underlying forms of violence have a profound effect on the learning environment of the school. Bullying is the most prevalent form of low-level violence in schools today and, if left unchecked, can lead to more serious forms of violence. Consequently, an essential aspect of school violence prevention is the identification and implementation of interventions and strategies designed to prevent or reduce bullying in schools. The authors discuss various forms of bullying in schools, prevalence rates, and the consequences of bu1lying for the bully, the victim, and the school community. Practical bullying prevention strategies that target multiple levels (that is, individual, classroom, and school) are provided, and best practices guidelines for implementing bullying prevention programs in schools are discussed.

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PORTUGAL
Pedro Lançós <jplancos@gmail.com>

Feb 6 at 5:30 PM

Dear Recep,Please find below my suggestions to our project's activities:Bullying PreventionQuestionnaire (anonymous) aiming to asess if kids were already or still feel bullied at school;Workshops for students on "How to prevent Bullying and Cyberbullying"; Lectures with real testimonies of victims that overcome the phenomenon (we've did it...and it was very interesting).To name "guardian angel" students that will take care of the newcomers but also survey and report bulliers.To provide Workshops for teachers with a specialist aiming to prevent the phenomenon.These activities are a handful but we can think of some more...Best Regards
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Objective: To reduce negative emotions in school Playing drums is a form of arttherapy, which heals and develops through music. It is a sound therapy that has a positive impact on the human being: it reduces stress, lowers blood pressure, increases immunity and balance, as well as stimulates various areas of the brain, helping to improve the ability to learn and increase creativity.Playing on drums allows you to unleash frustration and remove negative emotions. It gives relaxation, strengthens concentration and self-awareness, develops musical sensitivity and provides aesthetic experiences. Activities: Cyclical group meetings of students for 30 minutes of therapeutic sessions during which the teacher arranges musical therapy using any percussion instruments.  The ability to play is easy to master, which allows you to unleash the participants' creativity in a short period of time. It is easy to notice a negative attitude towards the surrounding reality, which is common among young people - by practicing this art, we build a positive attitude through satisfaction and educate the ability to work together in a team.

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4 th High school of Heraklion Crete Greece

Bullying

A very current and prevalent topic in the news is that of bullying in our schools and amongst our children’s peer groups.   In fact, bullying has reached the point of being a public health and education crisis in our  schools.

What does this have to do with our role as teachers? Quite a lot in fact!    Many children  whether in the school or private practice setting, are targets of bullying due to their communication deficits.  They may be teased because they “talk funny,” or because they have difficulty reading or because they stutter or because they do not know how to read social cues of others or because they wear a hearing aid.      According to some  article, teachers only see approximately 1 in every 25 episodes of bullying.   If the children  trust us and share personal information about what they have faced, we have the obligation to listen to them, to empathize with them, and to support them as they go about reporting the incidents to the principal or teacher.

Bullying, according to some  articles, can take the form of physical (e.g., pushing, shoving), verbal (joking, ridiculing), relational (spreading rumors, being ostracized) and cyberbullying (sending malicious texts or postings about a person on the internet or social media).    Regardless of what type of bullying occurs, it is considered bullying if there is actual harm, threat of harm, or intention to do harm; if there is a power imbalance between the two parties; and if it is a repeated event over time.   Who is most vulnerable to bullying? Many of the children  are vulnerable due to their various disabilities and impairments.   As responsible adults in these children’s’ lives, whether we are at school or whether we see them , our responsibility to them is to listen, to offer them support, to let them know that they have done nothing wrong, and to let them know that we will try to help them.

Every child needs to feel safe in all settings.   Teach intervention strategies to students, adults, personnel, and parents to intervene in these situations; and to continue to work with children with social-language difficulties to identify these instances and report them appropriately.

What we could do at 4 th General High School  of Heraklion Crete…

1. to create child support groups that accept bullying in school or at their homes

2. to create posters with anti bullying icons on the walls of the school

3. to organize lectures on literary lessons on bullying

4. to invite special therapists to discuss with our  students about bullying  at home or at school.

5. to organize special seminars for our school teachers in relation to bullying

6. to have open days in school with that theme

7. to organize lectures for parents who would like to have more information about this subject

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Primary School of Edmund Bojanowski in Lubsko Poland

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Primary School of Edmund Bojanowski in Lubsko Poland

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Since September 2017 there has been Polish education reform. So far, primary education lasted 6 years. After primary school students went to gymnasium. Currently, there is no gymnasium. There is 8 year primary school in which children and youth learn between the age of 7-16.
90 pupils are taught in primary school. 25 highly qualified teachers are employed.

There is a Design Office at school to implement projects. Our school is a non-public institution. It belongs to composition of a larger group of non-public schools: high school , IT and logistic IT, vocational school with mechanical-locksmiths specialities. As part of these schools, we implemented a lot of projects under the programs: Comenius, Youth, Leonardo da Vinci, Erasmus +, Polish- Lithuanian Youth Exchange, Polish-German Youth Cooperation.
Description of town
http://lubsko.pl/

We come from Lubsko, Lubuskie province, Poland.
The town is located approx. 25km from the Polish-German border.
There are 4 public primary schools, 2 private primary schools and three secondary schools. There are also some companies.
Both the town and its surroundings are full of sights.
Lubsko is located next to Zielona Góra, which is a local cultural and industrial center.
Access to Lubsko:
1) by train to Zielona góra, then by bus to Lubsko (approx. 50km)
2) by plane to Babimost (Zielona Góra airport) via Warsaw Chopin Airport
About our school

Contact People:
Renata Jasińska – headmistress
Stefan Ciężkowski – project coordinator
stifc@poczta.onet.pl

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PORTUGAL Escola Profissional Amar Terra Verde

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PORTUGAL Escola Profissional Amar Terra Verde

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Escola Profissional Amar Terra Verde (EPATV) is a vocational school of about 750 students, 70 teachers and 29 non-teaching staff. It is located in Vila Verde, a mainly rural area, with unqualified populations suffering of severe socio-economic problems.

EPATV was born from a tripartite partnership between three townhalls of the municipalities of Amares, Terras de Bouro and Vila Verde. Actually is a private institution under the Ministry of Education supervision.

The institution objective is to prepare students so that they can be integrated in the labor market with success, to qualify youth and, consequently, the regional human resources improving the living conditions of the communities.
We’ve been involved in several regional and national level projects and initiatives on the Bullying theme – workshops, seminars, sensibilization campaigns, among others. We inform all the school community on the bullying signals and how to fight it.

Our school was partner in a KA2 Erasmus+ project on the Dropout theme and in some cases bullying fear was the reason that could lead students to quit school.

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MACEDONIA Community vocational secondary school “Mosha Pijade” 

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MACEDONIA Community vocational secondary school “Mosha Pijade” 

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Following the needs of the labor market, the school has transformed into a modern centre offering profiles in several vocations including the following:

· Professions and profiles

- MECHANICAL PROFESSION:  Mechanical technician for production; Auto mechanic

- TRAFFIC PROFESSION:  Technician for road traffic / Technician for transport and freight forwarding

- AGRICULTURAL-VET PROFESSION: Technician for agriculture/ Technician for farmer production/ Vet technician

- CATERER-TOURISTIC PROFESSION:  Hotel touristic technician /  Cook-waiter

- FORESTRY-WOOD MANUFACTURING PROFESSION: Technician for forestry/ Technician for landscape architecture

- ELECTRICAL ENGINEERING PROFESSION: Technician for computers and automatic

- CONSTRUCTION GEODET PROFESSION:  Building technician.
- SPORT GYMNASIUM; Footbal and basketball.

1264 students are attending at this school starting from the age of 14 until age of 18. Teaching is performed in Macedonian and Albanian language. Beside Macedonians and Albanians, the school is also attended by Turks, Roma, Macedonians with Muslim relligion, etc. The school is a regional center  as well in which students from the city of Tetovo and surrounding villages are attending the lectures and educational process in general.

Total number of employees in the school is 213 of which bigger part  refers to teaching personnel.

The school has two school buildings of which, 42 classrooms, cabinets, workshops,  library, yard, mechanical department, mini dairy capacity, cows and pigs farm and  sports grounds.

The teaching staff

∙ Higher educated

∙ High professionally trained

∙ Open for accepting and realizing news in the teaching, creative, flexible and professionally expertise through: obligatory membership on seminars; internal training; using of professional literature; cooperation with colleagues of similar schools; cooperation with the Biro for development of the education.

The self-evaluation also showed that the employees have great expectancies and equally support the academic achievements of every student. The teachers use diverse teaching methods and approaches and permanently tend to have a professional development on behalf of the students progress

Every year the school with its representatives-students takes part in a lot of contests on Republic level.

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PERMACULTURA CANTABRIA. A more concrete proposal for the IO:

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PERMACULTURA CANTABRIA. A more concrete proposal for the IO:

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We could lead the collaborative writing of a guide of best practices to tackle bullying.

As the leading organisation:

*we will help partners to standardise a small research at national level, providing a common system for references and bibliography.

* we will help partners to standardise the compilation of good practices among public schools in their countries

*we will create a common sheet that each partner will translate into their native language and spread among public schools that were already implementing a successful project to deal with bullying problems in their centres.

*we will gather the research and best practices from each partner and make the main writing of the IO, that will be reviewed by the other partners.

The guide will have different parts:

*An introduction with a research at European and national levels.

*Some interviews with experts from each country. The interviews can be also available in audio format, to share in the blog/website of the project.

*A compilation of best practices to tackle bullying carried out in 10 schools per country.

Different members of my team has published articles and books already. I’m the author of two publications about inclusive education (sorry, they are in Spanish):
https://goo.gl/4Fj3b5

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Objective: To reduce negative emotions in school Playing drums is a form of arttherapy, which heals and develops through music. It is a sound therapy that has a positive impact on the human being: it reduces stress, lowers blood pressure, increases immunity and balance, as well as stimulates various areas of the brain, helping to improve the ability to learn and increase creativity.Playing on drums allows you to unleash frustration and remove negative emotions. It gives relaxation, strengthens concentration and self-awareness, develops musical sensitivity and provides aesthetic experiences. Activities: Cyclical group meetings of students for 30 minutes of therapeutic sessions during which the teacher arranges musical therapy using any percussion instruments.  The ability to play is easy to master, which allows you to unleash the participants' creativity in a short period of time. It is easy to notice a negative attitude towards the surrounding reality, which is common among young people - by practicing this art, we build a positive attitude through satisfaction and educate the ability to work together in a team.

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Objective: To reduce negative emotions in school Playing drums is a form of arttherapy, which heals and develops through music. It is a sound therapy that has a positive impact on the human being: it reduces stress, lowers blood pressure, increases immunity and balance, as well as stimulates various areas of the brain, helping to improve the ability to learn and increase creativity.Playing on drums allows you to unleash frustration and remove negative emotions. It gives relaxation, strengthens concentration and self-awareness, develops musical sensitivity and provides aesthetic experiences. Activities: Cyclical group meetings of students for 30 minutes of therapeutic sessions during which the teacher arranges musical therapy using any percussion instruments.  The ability to play is easy to master, which allows you to unleash the participants' creativity in a short period of time. It is easy to notice a negative attitude towards the surrounding reality, which is common among young people - by practicing this art, we build a positive attitude through satisfaction and educate the ability to work together in a team.

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Werbliści z Bojana- I Jarmark Świąteczny w Lubsku

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W ramach Pierwszego Bożenarodzeniowego Jarmarku w Lubsku, w części inauguracyjnej wystąpił KORPUS WERBLISTÓW ze szkoły im. Edmunda Bojanowskiego w Lubsku. Na te okoliczność została przygotowana etiuda perkusyjna na która składały się różne 4 -taktowe perkusyjne riffy. W podstawowym składzie wystąpili: Adrian Hulko, Nikodem Bobryk, Nela Cwalińska, Martin Hekkert, Amelia Waluś i Wiktoria Sosnowska.

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We suggest for this K201, to include two learning activities, of 10 days each, in the north coast of Spain, for educational staff (teachers, managers, decision makers...), since we already have experience doing so.

One could be, at the beginning of the project, about Dragon Dreaming, a methodology to create and design sustainable projects, in a collaborative way. With this methodology we could create, jointly, a well-designed project or next steps for the project,  focusing in sustainable strategies to tackle bullying.

The other learning activity could be about emotional management. To learn how to understand and deal with emotions of children-young people, that leads them to bully others or tools to deal with feelings and traumas of children-young people who were bullied.

We also suggest, there should be a multiplier event for the dissemination or the project's results.

Regarding Intellectual Outputs, we suggest to include a guide of good practices, where each country should explain different projects carried out about how to fight bullying, in different schools of their countries.

We could contribute to this task in two ways:

- We could select best practices of Spanish schools, in terms of fighting bullying.
-We could write a chapter about emotional management and its application in fighting bullying.

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Dear colleague,

We found your interest in finding partners for your project “Stop Bullying”, in Facebook.

Our entity is called Permacultura Cantabria and we are based in the north coast of Spain. We work together with the government of our region and different local schools and youth organizations, implementing alternatives for education, especially about emotional management, inclusion and youth participation.

As you can see in our PIF, we have a great experience coordinating and participating in projects, both in Youth work and in education.

We have a great experience analysing youth’s situation, creating tools adapted to their needs and tackling emotional difficulties.

I attach a program of what could be our contribution to your project about bullying, although we can adapt to your needs or your partners' needs. The program pdf is written for adult trainers, but it can be adapted to school teachers.

A little Summary:

- Promoting a better understanding of emotions and offering the proper knowledge and tools for their management.
- Exchanging good practices about the emotional management for education staff.

- We try to improve the staff's capacity to identify feelings and emotions, and their ability to manage them, and help others to do so, when working with children. That will lead to an easier communication, to a better psychosocial well-being, and will make them multipliers of that knowledge. The emotional management is a special effective tool in preventing social exclusion of disadvantaged groups. But it is also a transversal tool, that can be applied in any kind of project and can benefit to all the collectives which use it (children, young people, etc), to a regional, national and international levels.

We would be very glad to be part of this initiative, and create a beneficial partnership.

If you are interested in our collaboration, it would be a good idea to set up an appointment and get to know each other via Skype. My Skype contact: rhodophyta2008

Carmen Solla.

International Area Coordinator

Permacultura Cantabria.

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PARTNERS:
1.BURSA MEM (Gov.Body)
recepbatur@yahoo.com
2.DEMİRTAŞ BUCAGI (A Nursery)
beytullahboy@gmail.com
3.SPAIN NGO pERMACULTURA
permaculturalcantabria@gmail.com
4.MACEDONIA VET

5.PORTUGAL VET

6.CZECH UNIVERSITY

7.POLAND Primary School of Edmund Bojanowski
8.Greece
4 th High school of Heraklion
9.IRELAND

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Projenin Türü: KA201 – Karma Okul Eğitimi Stratejik Ortaklık

Projenin Amacı: Akran zorbalığı konusunda öğretmenlerin farkındalıklarını artırmak, öğrencilerin okula istekle gelmelerini sağlamak, öğrencilerin zorbalıkla baş etme konusunda farklı yollar bulmalarının sağlamak, okul ortamında riskleri azaltmak, akranlar arasında köprüler kurmak ve pozitif okul ruhu oluşturmaktır.

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Halo. How can we help you with project preparation?

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Halo. How can we help you with project preparation?

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Lubsko-Poland

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SİNEMA GÜNLERİ
RESİM YARIŞMASI
PAYLAŞIM HAFTASI
SPORTİF ETKİNLİKLER
SPOR MÜSABAKALARI
SOSYAL ETKİNLİKLERDE BERABERLİK
DANS GÖSTERİLERİ
ŞARKI SÖYLEME

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Objective : 1  -being aware of the bad sides of bullying a mate from the same class, the beginning of empathy.

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Objective : 1  -being aware of the bad sides of bullying a mate from the same class, the beginning of empathy.

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ACTIVITY: 1
to encourage critical thinking, we invite students to reflect on why some kids bully, why others stand by and watch and, most importantly, what defenders can do.

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Objective : 2-learning the value of living in harmony. Good way to stand out against bullying behavior is to establish a sense of family in the classroom.                                          

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Objective : 2-learning the value of living in harmony. Good way to stand out against bullying behavior is to establish a sense of family in the classroom.                                          

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Activity : 2 -Working with a partner to create a project poster and painting for school exhibition on bullying