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3o PRIMARY SCHOOL OF AGIOS DIMITRIOS ATHENS

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Hello everyone! My name is Ioanna. I'm primary school teacher. I teach Greek language, history and mathematics. Happy to meet you!!!!

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Hello, I'm Virginia, a bilingual teacher in a primary school in Burgos. With eight years of teaching experience, I'm passionate about fostering a dynamic and engaging learning environment for my students. My commitment to bilingual education is driven by a belief in empowering young minds through language proficiency and cultural awareness. I strive to create inclusive and inspiring lessons that cater to diverse learning styles, ensuring every student's academic growth and success.In addition to my eight years of teaching experience, I spent three years working in the USA, further enriching my understanding of diverse educational approaches and cultural perspectives. This international experience has significantly influenced my teaching style, allowing me to bring a global perspective to the classroom in Burgos.

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Hi, I'm Malvina, a Primary school teacher, in the middle of Italy, in a rural school. I teach English in two small towns, in the Majella National park, from the first class to the fifth. In one school there are only 37 children, and in a class only 3 children. So some of my classes are multiclasses. I think this course is useful, and I would like to share my experience with all of you.

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Hello! My name is Jelena. I'm an English teacher. I work in primary school. Our school is rural school.

This couse is a challenge for me because I want to learn something new.

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Hi! This is Pablo Diaz, I teach english, science and art in a bilingual rural school in the province of León (northern Spain). We have ka120 Erasmus accreditation and we are also active on etwinning projects. We are looking for the internationalization of our school. I find this course interesting because I am sure that all of us have similar challenges that we can face better if we learn from others.

Greetings from León!

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Hello, my name is Florinda Elias. I'm a kindergarten teacher and I work in a rural kindergarten in the central interior of Portugal, Trancoso, Cogula. This school year I find myself working with only 4 children, which shows the reality of the dehumanization of this place. I decided to join the course because I want, through etwinning, to show these children and the community what exists beyond its physical borders. This is my first course and the first time I've joined etwinning. Here I know I'm not alone!!!!! Kisses to everyone.

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Hallo! My name is Tajana and I am a German language teacher in a rural school. We are active in eTwinning projects and we conect with schools and students from all over Europe. In eTwinning projects students meet other students and communicate in foreign language.

I decided to join this course because I want to learn something new, see good practices and bring innovation in my classroom.

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Hi, my name is Enes. I've been teaching English for 5 years in Ordu, Turkey at Kabataş Anatolian High School. We are in a small rural school in Black sea region in Turkey. We take part in various etwinning projects and we are an eTwinning school and we take place in european projects. we are looking for better opportunies for ourselves and students.

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My name is Ioana. I teach Computer Science in a middle school in Bucharest Romania. We have 649 students from 6 to 14 years old.

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Hello!My name is Iakova and I teach maths in an upper secondary school in Heraclion Crete.Although I don't teach in a small school, we have about 430 pupils, I found this course very interesting and a good opportunity to learn new things and good practices.

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Hello, I am the headteacher of a small primary school (50 students). The school is located in the hinterland of the prefecture of Heraklion and has been hit by the earthquake of September 27, 2021. We teach in prefabricated small classrooms.Our students do not have many opportunities for interesting activities in their villages, but there are several teachers who cover quite a wide range of subjects in the school such as music, traditional instruments, foreign languages. For this reason the school is the heart of the community.

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Hello, I am the headteacher of a small primary school (50 students). The school is located in the hinterland of the prefecture of Heraklion and has been hit by the earthquake of September 27, 2021. We teach in prefabricated small classrooms.Our students do not have many opportunities for interesting activities in their villages, but there are several teachers who cover quite a wide range of subjects in the school such as music, traditional instruments, foreign languages. For this reason the school is the heart of the community.

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Hello, I'm the teacher of mathematics in a really small secondary and upper secondary school located at Lampeia Elias, in the region of Peloponnese. We only have 19 students and the building of our school is 110 years old!! Almost all the teachers, we are driving 3 hours a day to reach the school and back to our home city. This is my first attempt to an etwinning project, and I am glad to exchange similar experiences with international colleagues.

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Το Γυμνάσιο με Λυκειακές Τάξεις Λαμπείας

Για τοπωνύμια με την ονομασία Δίβρη, δείτε: Δίβρη

Λάμπεια, γενική άποψη του χωριού.

Λάμπεια, μερική άποψη του χωριού.

Λάμπεια, μερική άποψη του χωριού.

Το δημοτικό σχολείο Λάμπειας (Δίβρης), κτισμένο το 1907 με δωρεά του Ανδρέα Συγγρού.

Η κοινοτική βρύση Μοριός στη Λάμπεια Ηλείας.

Η Λάμπεια, γνωστή και ως Λαμπεία ή ακόμα περισσότερο με την παλαιότερή της ονομασία Δίβρη, είναι ιστορικό κεφαλοχώρι της Ηλείας. Διοικητικά ανήκει στον Δήμο Αρχαίας Ολυμπίας ενώ παλαιότερα αποτελούσε την έδρα του Καποδιστριακού Δήμου Λάμπειας. Στην απογραφή του 2001 είχε 506 μόνιμους κατοίκους και η ομώνυμη κοινότητα συνολικά 578. Στην απογραφή του 2011 βρέθηκε να έχει 468 μόνιμους κάτοικους ενώ η Τοπική Κοινότητα Λάμπειας είχε 529.

Στο κέντρο του χωριού υπάρχουν ξενοδοχείο, ξενώνας, ενοικιαζόμενα δωμάτια, παραδοσιακά και σύγχρονα καφενεία, εστιατόρια, και εμπορικά καταστήματα.

Το όνομα "Λάμπεια" δόθηκε στο χωριό λόγω της τοποθεσίας στην οποία είναι χτισμένο, στα Λάμπεια Όρη του Ερυμάνθου. Το όνομα "Δίβρη", με το οποίο το χωριό είναι γνωστό στους ντόπιους και τους κατοίκους των γύρω περιοχών, έχει αρκετές και πολλές φορές αντικρουόμενες εκδοχές ως προς τη σημασία του. Η παλιά ονομασία Δίβρη αντικαταστάθηκε την περίοδο 1928-1929 σε Πρινόφυτον προτού αλλάξει ξανά σε Λάμπεια με το ΦΕΚ 164Α της 03/05/1929.

Η Λάμπεια βρίσκεται στα σύνορα των νομών Ηλείας, Αχαΐας και Αρκαδίας, ανήκει ωστόσο στον Νομό Ηλείας. Είναι χτισμένη περίπου σε υψόμετρο 900μ. στα Λάμπεια Όρη, που αποτελούν κομμάτι του Ερυμάνθου. Συνορεύει με τους Νομούς Αχαΐας και Αρκαδίας, καθώς και με τους Δήμους Φολόης και Λασιώνος του Νομού Ηλείας. Βρίσκεται περίπου στα μισά της Εθνικής οδού Πατρών - Τρίπολης "111", απέχοντας 86χλμ. από την Τρίπολη και 84χλμ. από την Πάτρα.

Για την Λάμπεια στην αρχαιότητα δεν έχουμε επαρκείς πληροφορίες, καθώς δεν σώζονται ιδιαίτερα αρχαιολογικά ευρήματα. Η γραπτή περιγραφή του Παυσανία ωστόσο πως:

" Εν Λαμπεία είχε τας πηγάς ο ποταμός Ερύμανθος, ήν δε το όρος τούτο ιερόν του Πανός και μοίρα του όρους Ερυμάνθου "

καθώς και σημαντικότατα αρχαιολογικά ευρήματα σε όμορους Δήμους, καταμαρτυρούν ότι στην ευρύτερη περιοχή υπήρχαν αξιόλογοι οικισμοί οι οποίοι προκαλούσαν το ενδιαφέρον περιηγητών.

Λόγω του δύσβατου της περιοχής και της ορεινής τοποθεσίας της, στη Λαμπεία δεν υπήρξε ποτέ έντονη παρουσία κατακτητών, συμπεριλαμβανομένων και των Τούρκων, οι οποίοι προτιμούσαν για στρατηγικούς λόγους να στρατοπεδεύουν στα πεδινά του νομού. Αυτό είχε ως αποτέλεσμα η περιοχή να μπορέσει να ανθίσει τόσο οικονομικά όσο και πνευματικά καθώς και να προσφέρει κατα καιρούς αγωνιστές στον αγώνα για την απελευθέρωση του Έθνους. Ξεχωριστή αναφορά θα πρέπει να γίνει για τη μονή Ζωοδόχου Πηγής στην οποία λειτουργούσε και κρυφό σχολειό, το οποίο είναι σήμερα ανοιχτό για τους επισκέπτες.

Μετά την απελευθέρωση από τους Τούρκους, η Λάμπεια αξιοποίησε στο έπακρο την ευνοϊκή θέση της καθώς και τη μικρή της απόσταση από μεγάλες πόλεις της Πελοποννήσου ( Πάτρα, Πύργος, Τρίπολη) και εξελίχθηκε σε σημαντικό οικονομικό, εμπορικό και πολιτισμικό κέντρο για τα γύρω χωριά και την ευρύτερη περιοχή. Χαρακτηριστικό είναι το γεγονός ότι στη Δίβρη λειτούργησε το πρώτο σχολείο στην Ηλεία μετά την απελευθέρωση από τους Τούρκους το 1821 ενώ αποτελεί γενέτειρα πολλών πολιτικών οικογενειών, όπως είναι οι οικογένειες Πετραλιά, Στεφανόπουλου, Παναγούλη, Ζαφειρόπουλου κ.ά.

Το κύμα εσωτερικής μετανάστευσης που εμφανίστηκε στην Ελλάδα κατά τη δεκαετία του '50 δε θα μπορούσε να αφήσει ανεπηρέαστη και την Λάμπεια. Πολλοί κάτοικοί της μετανάστευσαν σε μεγάλες πόλεις (κυρίως στον Πύργο, στην Πάτρα και στην Αθήνα), κατάσταση που συνεχίζεται ακόμα και στις μέρες μας.

Οι πεντακόσιοι περίπου μόνιμοι κάτοικοί της (απογραφή 2011) ασχολούνται κυρίως με το εμπόριο και την κτηνοτροφία. Το καλοκαίρι ωστόσο ο πληθυσμός αυξάνεται σημαντικά καθώς οι μετανάστες από τις γειτονικές μεγάλες πόλεις επιστρέφουν για μεγάλα διαστήματα.

Ο πληθυσμός της Λαμπείας γνώρισε σημαντική αύξηση την περίοδο 1861 - 1879 και απο τότε έχει μειωθεί δραματικά. Απο τους 2.017 κατοίκους του 1879 έχει φτάσει τους 468 μόνιμους κατοίκους το 2011, ακολουθόντας την τάση μεγάλης πληθυσμιακής συρρίκνωσης των ορεινών οικισμών της χώρας εξαιτίας της αστυφιλίας.

Η Λάμπεια περιβάλλεται από φυσική ομορφιά, ενώ οι συνοικισμοί της έχουν διατηρήσει σε πολύ μεγάλο βαθμό την παραδοσιακή πελοποννησιακή αρχιτεκτονική. Αξιοθέατα του χωριού αποτελούν η βυζαντινή εκκλησία του 12 ου αιώνα, το κρυφό σχολειό, η Μονή Ζωοδόχου Πηγής ή Μονή Άνω Δίβρης, που χρονολογείται από τον 15 ο αιώνα, οι βρύσες της κ.ά.

Στην περιφέρεια της Λάμπειας βρίσκεται και το γεφύρι της "Κλομποκής", κτισμένο μάλλον τον 19ο αιώνα αποτελώντας σημαντικό κόμβο επικοινωνίας του παρελθόντος, που γεφυρώνει τον ομώνυμο χείμαρρο ή "Διβριώτικο ποτάμι" και αποτελεί, μαζί με τα υπόλοιπα γεφύρια της περιοχής, υπέροχο δείγμα παραδοσιακής λαϊκής τεχνικής.

Στη Λάμπεια υπάρχει το Πνευματικό Κέντρο Δίβρης στο οποίο διοργανώνονται κοινωνικές, μορφωτικές, πολιτιστικές εκδηλώσεις και δραστηριότητες, όπως λ.χ. το "Φεστιβάλ του Βουνού". Το "Χορευτικό Σεργιάνι" στις 20 Ιουνίου και το "Αντάμωμα στα Έλατα" στις 27 Ιουλίου είναι επίσης αξιοσημείωτες εκδηλώσεις της περιοχής. Τη Λάμπεια έχουν ως αναφορά η Πανελλήνια Εκπολιτιστική Ένωση Λαμπειέων (Διβριωτών) και ο Σύλλογος Διβριωτών Αθηναίων ενώ στην Λάμπεια έχει έδρα η τοπική εφημερίδα "Εντός" καθώς και το περιοδικό "Δίβρη". Σύλλογος Διβριωτών υπάρχει και στην Πάτρα.

Γιώργος Βασιλακόπουλος, πρώην καλαθοσφαιριστής, πολιτικός, επιχειρηματίας και επί χρόνια σημαντικός αθλητικός παράγοντας του μπάσκετ

Τάσης Καζάζης, πολιτικός, δήμαρχος Πύργου

Παύλος Μάτεσις, θεατρικός συγγραφέας και μεταφραστής

Φάνη Πάλλη-Πετραλιά, πολιτικός

Αλέξανδρος Παναγούλης, πολιτικός και ποιητής

Στάθης Παναγούλης, πολιτικός

Άγγελος Πετραλιάς, πολιτικός

Αντώνιος Αγγ. Πετραλιάς, πολιτικός, δήμαρχος Δίβρης

Αντώνιος Ν. Πετραλιάς, πολιτικός

Επαμεινώνδας Πετραλιάς, αθλητής σε πολλά αθλήματα, αθλητικός παράγοντας και ιδρυτής πολλών συλλόγων στην Ελλάδα

Θάνος Πετραλιάς, πολιτικός, δήμαρχος Δίβρης

Στέφανος Πετραλιάς, πολιτικός

Βάσος Στεφανόπουλος, πολιτικός,

Στέφανος Β. Στεφανόπουλος, πολιτικός, πανεπιστημιακός

Στέφανος Χ. Στεφανόπουλος, πολιτικός, πρώην πρωθυπουργός

Χρήστος Στεφανόπουλος, πολιτικός, δήμαρχος Δίβρης

Ηλίας Τσεριώνης, πολιτικός

1. Ε.Ε.Τ.Α.Α. - Διοικητικές μεταβολές Κοινότητας Λάμπειας Ηλείας. eetaa.gr. Ανακτήθηκε: 09/04/2018.

2. Ε.Σ.Υ.Ε. - Μόνιμος Πληθυσμός της Ελλάδος. Απογραφή 2001

3. ΕΛ.ΣΤΑΤ. - Μόνιμος πληθυσμός της Ελλάδος. Απογραφή 2011

4. 8 παραδοσιακά χωριά που ξεχωρίζουν Αρχειοθετήθηκε 2016-05-01 στο Wayback Machine.. κείμενο - φωτογραφίες: Θοδωρής Αθανασιάδης. ethnos.gr. Ανακτήθηκε: 08/09/2016.

5. Ανάρτηση στο ιστολόγιο: "Αρχείο Γεφυριών Πελοποννήσου", 17 Ιανουαρίου 2013. Ανακτήθηκε: 08/09/2016.

6. Κώστας Ν. Τριανταφύλλου, Ιστορικόν λεξικόν των Πατρών, Τυπογραφείο Πέτρου Χρ. Κούλη, Τόμος Α΄, Πάτρα 1995, Τρίτη Έκδοση, λήμμα Δίβρη.

Νίκος Β. Αναστόπουλος, Η Δίβρη Ηλείας στο διάβα των αιώνων, Αθήνα 1994.

Πολιτιστικός Αναπτυξιακός Σύνδεσμος "ΕΠΙΚΟΙΝΩΝΙΑ", Τα χωριά νότια του Ερυμάνθου, Εκδόσεις Κόμβος, Αθήνα 2001.

Μητροπολίτης πρώην Ηλείας Αντώνιος, "Η Δίβρη", Πελοποννησιακή Πρωτοχρονιά 1961, σελ. 29-42.

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Λάμπεια Ηλείας - Βικιπαίδεια

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Για τοπωνύμια με την ονομασία Δίβρη, δείτε: Δίβρη Η Λάμπεια, γνωστή και ως Λαμπεία ή ακόμα περισσότερο με την παλαιότερή της ονομασία Δίβρη, είναι ιστορικό κεφαλοχώρι της Ηλείας. Διοικητικά ανήκει στον Δήμο Αρχαίας Ολυμπίας ενώ παλαιότερα αποτελούσε την έδρα του Καποδιστριακού Δήμου Λάμπειας. Στην απογραφή του 2001 είχε 506 μόνιμους κατοίκους και η ομώνυμη κοινότητα συνολικά 578.

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Hello everyone! I'm a primary school teacher working in a rural school in Cervera del Maestre, in the North of the Valencian Community, Spain. It's a group of three schools in three different towns close to each other. It's my fourth year in the rural school and this year I'm teaching English to 3-12 year old students as well as Art and Science in one of the three schools with only 15 students in total. I joined this course in order to share experiences and learn other ways to teach in rural schools.

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Hello! I am teaching English in a high school in the North of Greece. Our school is "the centre" of the area, since students from almost ten villages attend classes here. The amazing scenery and breathtaking nature don't reduce the feeling of isolation that teachers and students share. Most students plan to eventually find a job in a city and just come visiting their parents during the various holidays. This is my first year in this school and I've started working on an etwinning project so as to make my students more aware of the opportunities that ICT offers. I am really interested in this course because I want to help them transform their perception of their situtaion, appreciate what they alredy have and enhance their experiences with the rest of the world.

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Hello! I am Kostas from Greece. I work in a Primary rural school near Chalkida, Greece. I am looking forward to learning new things to empower my students.

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Hello! I am an English language teacher in a primary school in the suburbs of Chalkida, Greece, and more specifically in Drosia, a small rural area. I am willing to share my experiences with you.

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Hello everybody,

I am Yvonne and I work as a PE and French teacher in the south of lower Saxony in the middle of Germany. Our school is a Gymnasium (secondary school) and our pupils are aged from 11-19 years. We have 800 pupils so our school seems to be big compared with the most of yours. We are situated in a very rural region. Nevertheless we have pupils from all over the world. Many pupils don't speak German or English very well, so they have difficulties to follow the lessons. We have a beautiful landscape but the infrastructure is not very well developped, so some pupils from the villages around our city take up to one hour to come to school and they arrive often 1 hour before the lessons begin. So they are very tired during the morning.

I work with eTwinning since 2021 and it's a great opportunity for our pupils. It's very difficult for us to find reliable partners because most of them are interested to work with partners of the bigger cities like Berlin, Munich or Hamburg.

I joined this course to learn how I can change our challenges into opportunities and to learn more about best-practice ideas.

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Hello from Portugal!

My name is Ângela. I teach English in a Rural school near Vila do Conde, a city in the north of Portugal. I am willing to share my experiences and I am ready and opened to learn other colleagues' experiences. Last year I was awarded the national quality label with an eTwinning project with a Turkish school. It was an amazing experience! And now I am starting a new project!

See you!

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Hello everyone!

I am the headteacher of a small rural school in the North of Greece,near Serres. There are 78 students in all school, ranging from 6-12 years old. We have 11 teachers,me included,who teach permanently in our school and 8 teachers who only visit the school once a week,making this an important problem.

I am happy to be part of this team and I hope to share and get valuable experience!

Thanks!

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Hello, I am a pe teacher in a small island. this year i am a headteacher of a primary school. Although we are close to mainland I would consider it rural, because we are still come accross to the main problems of lack of digital skills by teachers and children, lack of facilitites needed for better education and little expierience to project in and out of the classroom.

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Hi! I'm teacher Jelena. I work in rural school over 18 years. In this moment I have 8 students in first, second, third and fourth grade (age 7-10). I, also, have ande three prescool kids. Our school located in rural area near town Prokuplje on South Serbia, under mountain Jastrebac. I am the only teacher in that school. An English teacher also comes to the school once a week. Regardless we have beautiful cooperation, we are very we are very active and participating in eTwinning projects, many other projects, participations etc. I am very successful in my work, and I have many prizes. Some of my dearest prize is "The best teacher of Serbia".

I'm very happy to be here and change experience with other teachers.

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Образовање је најмоћније оружје којим можемо променити свет

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Hi, my name is Agata and teach English and Polish language at a small rural school in south-east part of Poland in the middle of scenic national landscape park. Our school is located far from urban aglomerations. We take part in Etwinning projects and always look for better opportunities for ourselves and for our students.

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Hi! I am Miriam, a Geography and History teacher in a Secondary school. I worked in remote areas during more than 10 years and incredible time that I will never forget. The sense of community and the opportunities that local areas and environment offer us is a real advantange when teaching.

So, let's try to focus on this aspect!

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Hello dear colleagues,

I teach French as a foreign language in primary schools on a Greek island in the south Aegean. Because schools are relatively small to complement my schedule, I move to five schools during the week. Most teachers of specialties (music, theater, education, visual arts..) we are doing the same so that schools and students have truly equal opportunities. Insularity is an obstacle since it has several negative elements (especially in winter) and therefore it is not a first choice for many fellow teachers.. The island where I live and teach has two sides: in summer it attracts a large number of tourists and visitors where everything (shops, attractions...) is open and in winter there is a limit to what we can see and visit. Of course,we participate in various projects(local and european) but there are difficulties,most important of which is the transportation.. Nevertheless, living here(with the beautiful scenery, the sun and the sea) is great!

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Hi everyone!

My name is Rosa. I am a Primary teacher in a rural school in the North West of Spain. In my school there are about 300 students from 3 to 12 years old. Some of them come from other towns around. I teach to 9-10 years old students.

I grew up in a village and I went to rural school when I was a child too. I was working in schools in the city too but I love working in a rural school: students have more contact with the Nature!

I am very interested in this course because it’s great to meet other realities in the rural areas from Europe in order to build a new European reality together in our schools and to be stronger, transfroming our weaknessess into strenghts. So...thank you very much for the opportunity!!

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Hello! I am an English teacher in Junior High School of Lefkonas, located in Northern Greece. There are approximately 100 students in our school and 17 teachers most of who teach in two or more schools. We run multiple projects in our school including etwinning projects but the truth is that we face many obstacles such as poor  IT equipment, high cost of school trips, increased workload for teachers because of lack of secretarial help etc. Nevertheless, relationships between students and teachers are really good. The comparatively small number of the students allows us to get to know them well enough so we can deal with behavioural problems quite effectively. So, turning a weakness into strength is possible!

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Hello. I am the deputy at school which is situated in a rural place. There 242 students in our school. We work with students, who we have to work hard with in order to motivate and engage them. It is the reason why we participate in different international projects - to make them feel self-confident, to show that there are different paths outside their villages too. Our work isn't worthless. Our students participate in different olympiads, contests and win awards. Now we are working on the idea that school leaders can influence and teach the potential followers. In this way we want to increase the number of leaders at school, who will be an example for others.

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Hello everyone!

I am a kindergarden Teacher in a small village in central Greece. My school is very small, I have only 5 pupils 4 and 5 y.o. I would like to find ways to help my students get the most from their experience in the classroom. That's why I am here

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Hello, I am a German teacher in a small town in Uşak, Türkiye. I work in high school (age 14-18). The town I work in is 1 hour away from the city center. Since it is far from the city center, social opportunities are unfortunately far from our students. Public transportation is available every hour, sometimes every 2-3 hours, and some parents take their children to attend some courses at their own car. But unfortunately, most students cannot realize their potential because they are far away. We still try to plan as many events as we can for our students. For example, we planned ErasmusDays events with our students who could not even imagine going abroad. Now they can imagine abroad and the world outside. As an advantage, I can say that we have approximately 140 very hard-working and enthusiastic students, and when the number of students in the class is small, the lesson is taught more efficiently and there is time to include each student in learning activities. Me and some of my teacher friends commute from the center to school and we try to do the best for our students. That's why I joined this course

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Hello everyone. I am the headteacher and the English teacher of a small rural school in the North of Greece. There are 87 students in all ranging from 12-15 years old, 5 permanent teachers and 11 teachers who teach four to ten hours once or twice a week. It is a general comprehensive school that belongs to lower compulsory secondary education. People in the area are mainly farmers as it is a very fertile land full of fruit bearing trees like peaches, cherries, kiwis, apples. I am new to the school as I used to teach in a town nearby.

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Hello. My name is Tihana and I teach English as a foreign language in a small rural school. My school was one of the interviewed schools for this project (Primary School Tordinci). We have less than 100 pupils in our school. we have our struggles but try to be positive and do as much as possible for our students. We are International Eco-School for over 15 years. We are also an eTwinning school, and we have Erasmus accreditation until 2027. All you need is a good team and a lot of enthusiasm.

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Hello! My name is Gaëlle and I teach ESL in a rural area in the West of France, in a middle school so my students are aged 11-15.

There are 295 students in this school which is in a village of 2500 inhabitants. My students come to school by bus as they live in the 12 neighbouring villages. We are located on the Atlantic Coast, so in the Summer there are plenty of services, people and activities, but once September starts there is nothing. All the shops and restaurants close until May. The closest town (9000 inhabitants) is 20 minutes away but there is no public transport to go there.

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Hello! My name is Mirela and I am a romanian teacher. My students are aged 14-18 and most of them have never experoenced international projects but they learn fast.

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Hi everyone! I’m Valentina and I’m an English teacher in a lower secondary school in Palagonia, a village in a rural area, about 50 km far from Catania, in Sicily. My students are aged 10-14 and most of them have never experienced international projects nor been abroad. They are very tied to their little reality and need to expand their knowledge of what the world could offer them. I decided joining this course because I’ve always taught in metropolitan areas, so I would like to offer my students new perspectives and new opportunities.

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Hello, I hope you are all safe and sound =)

I am a secondary school ESL teacher. I am currently teaching English in Lerma, Burgos, northern Spain. In my Highschool we are working together to give an international dimension to our curricular project. We work mainly with 12-18 students.

I would like to find partners to develop the following etwinning project:

https://school-education.ec.europa.eu/en/networking/partner-finding/ai-narratives-esl-enhancement-through-ai-storytelling

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DALL·E 2023-11-08 13.35.06 - A full-body portrait of a smiling man standing in the mountains. The man is wearing a casual black t-shirt with a simple yellow arrow graphic on it, j

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Hello! My name is Marija and I am from Croatia. I am primary school teacher. My school is small rural school. The school is located in a small village. There are 7 students in my class. They are 8 and 9 years old. My students and I participate in eTwinning projects. They are very happy about it. Me too. I am glad to participate in this course.

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Hello everyone!

I am a teacher of English at a small rural school on a border island.The total number of students is 70, 12-15 years old and the permanent teachers are ten.Attracting teachers to rural areas is a tough task, so sometimes we struggle to find staff.

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Hi!

My name is Abdelkarim Hmida.I am an IT teacher at a high school . I have been teaching computer science for 14 years The teachers here and the students suffer from many shortcomings, which is why I am happy to follow these course

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I am Türkan. From Türkiye. I am technology and design teacher. I am teaching stem lessons. Me and my students work for solve the real problem. My students ages are 11-13.

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I'm Ana, an EFL primary teacher. Right now I'm teaching in different primary schools in Covilhã, but my previous experience involved remote rural primary schools. I always felt something had to be done to overcome several challenges these schools face and I'm willing to share experiences and learn from you all.

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Hello! I am Daniela and I am a primary school teacher in a rural school which has almost 200 students, from 6 to 14 years old. The main reason that I joined to this course is to improve my skills and find ideas of improving school challenges.

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Hello, I'm a Physics and Chemistry teacher in a small school in a rural part of a big city Coimbra. We have a total of 160 students.

I would like to exchange experiences to motivate my students.

Thank you for this opportunity!!

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I work as a school librarian in two small rural schools in Croatia. Both schools have less than 200 students. They are located in a mountainous area, so in winter there are sometimes problems with getting to school. Despite this, schools have potential and modern teaching processes and projects take place in them.

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Hello,

My name is Marta Garcia. I teach in a secondary school in Cuellar (in the centre of Spain).

My school is a 15th century castle, so it's quite amazing to get to school everyday.

We have 458 students (350 from secondary and high school, 158 from VET).

We receive student from around the area (about 20km radius).

I'm Biology and Geology teacher. I'm glad to have a beautiful landscape so students can learn about nature close to their homes. I used to teach in Madrid and I can tell you that I won't change my rural school now.

We have started two years ago with Erasmus projects. We have visited Romania and this accademic year we will travel to Bulgaria.

We have hosted 3 Chech teachers from a small rural school in a job-shadowing and it was really interesting.

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Hello! My name is Ana, and I work as an itinerant teacher in a rural school. It's in the North of the Valencian Community, Spain. I teach English to 6-12 year old students.

I decided to join this course because I want to learn good practices to bring innovation to my classroom, transform the challenges of teaching in a rural area into opportunities and find partners from other rural schools.

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Hello, my name is Maura. I teach in the primary School of Saint Christophe in Aosta Valley that is the smallest region of Italy. The territory is completely mountainous so there are many small schools here. For this reason I am very interested in finding out how to transform weaknesses into strengths. Happy to meet you all!

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Hello, my name is Irma. I work in a rural kindergarten and teach children aged 4 to 6. Our kindergarten has 5 age groups. In total, there are about 89 students in the kindergarten. Our kindergarten educates children who come from the surrounding very small villages. Many children come and go to kindergarten by school bus because there is no public transport. I joined this course in order to improve my skills and use the acquired knowledge in practice at my workplace.

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Gretings from Moldova. I am Ala Mihailov and I teach English to 13-16 year old students. I work in a small school, it is a gymnasium, there are about one hundred students in it. The village I live in is also a small one, about 1400 people, but a great part of our villagers are working abroad. I have joined this course in order to refresh my teaching experience and to learn from teachers worldwide.

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Gretings from Moldova. I am Ala Mihailov and I teach English to 13-16 year old students. I work in a small school, it is a gymnasium, there are about one hundred students in it. The village I live in is also a small one, about 1400 people, but a great part of our villagers are working abroad. I have joined this course in order to refresh my teaching experience and to learn from teachers worldwide.

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Hello! My name is Dulce Helena and I am a kindergarten teacher in a small village at the interior center of Portugal. This kindergarten has two classrooms and is attended by 30 children. There are two classrooms, each with 15 children. The colleague who works with me and I share, and co-plan together and it's very common for us to work directly with the children from both classrooms.

We involve families and the rest of the community a lot. It doesn't make sense otherwise.

I am happy to be here to learn and share my reality with whom has the same reality as I do.

Best regards to all.

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Hello!

My name is Christos, and I teach History, the Greek language, and Latin at an upper secondary school in Tychero, Evros, Greece. My school is located in a rural area in northeastern Greece, near the Greek-Turkish border, at a significant distance from the urban centers of my country. It has only 31 students and a small number of teachers who are obliged to teach in neighboring schools as well. My colleagues and I are working to overcome the disadvantages related to the school's geographical isolation, and we have already participated in several eTwinning and Erasmus+ projects. I joined this course to expand my knowledge of the eTwinning platform, find partners from other rural schools all over Europe, and, of course, offer my students new educational experiences.

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Hi , I am a teacher in a middle school and as far as I can see here, it is not as small as your schools, but we live in a small village and our pupils come from several small villages in this area (near Fano, Marche). We have around 80 new pupils every year.

I teach German, so please don't mind about my mistakes in English.

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Hello! My name is Patricia. I teach English in a rural highschool in southwestern Romania. I decided to take part in this course because I want to transform the challenges of teaching in a rural area into opportunities.

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Hi everyone! My name is Diana and I teach at a small rural school from Bihor county, Romania (north-west). Our school delivers education for about 230 pupils aged 3-14 years old. I teach to pupils between 6 to 14.

Until last year we had more primary school classes in structures from each village where we had 2 or 3 simultaneous classes at one teacher...it was very difficult, but since last year all the pupils are at the parent school and we have normal classes from 12 to 25 pupils and it is better. Unfortunately the school population the is decreasing because young people choose to go to the city. I joined this course to learn from my peers and to find new strategies for my personal and professional development. Thank you!

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Hello! My name is Ionelia. I teach in a rural area in southeastern Romania. I joined this course to learn and bring innovation to my classroom. So, thanks for the opportunity!

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Hello! My name is Ionelia. I teach in a rural area in southeastern Romania. I joined this course to learn and bring innovation to my classroom. So, thanks for the opportunity!

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Hi everyone, my name is Enrica I teach in a rural area in the north west of Italy. I've got 33 kids age 6 to 12. I have got two colleagues and we teach different subjects. We use open classes which means that we don't always have the same group of children together for example we can have secon and third grade students on one day and first and second grader on another day, sometimes we are able to split the classes, but sometimes we have to work with a group of 19 children from seven to twelve and it's not easy.

Morover our children don't have the possibility to make many extracurricular experiences: public transport is almost non existent so only the kids whose parents have the possibilities can do other activities in the afternoon.

I joined this course to share my experience and to learn from yours; my goal is to improve my skills to give my children various and better learning chances.

Thanks

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Hello partners. I am Salva, the moderator of your course where we are going to take a journey from our own reality, the current situation in which we find ourselves in our school, until we design our own eTwinning collaboration project that allows the inclusion or collaboration of our rural educational community. During this tour we will reflect on innovation in education and learn from some examples of good practices to bring innovation to our classrooms. To receive your certification you must complete all activities labeled as mandatory, including the final peer evaluation, which involves presenting your work and being evaluated by 3 of your peers. Don't forget to pay attention to the activity deadlines. Take a look to the forum and answer the following question: What are your expectation from this course?

Thank you! Enjoy :)