Activity (1.3): A Whole-School Approach to ensure school success for all by EUN Partnership aisbl

My School uses its autonomy to adapt to the needs of the students and teachers. The school offers different forms of Learner support, guidance and counselling. In my teaching I try to support a positive climate

susanna_santarelli — 2017-10-30 13:27:19 UTC

Magdalena, Poland

magdalena_janiak — 2017-10-30 14:12:04 UTC

My school draws attention to the cooperation of teachers, staff with parents and students. Teachers work in teams where they exchange experience, knowledge. They solve problems together. The school principal is a member of such a team but is not a leader. The problem team is always headed by one of the teachers. Teachers meet with our pupils' parents to develop a plan for their school year. Students have an impact on the school community. They organize events, competitions, show their talents at the school and at city events.
When a student feels bad in a school community, he or she is surrounded by care. He talks to a class teacher and a school psychologist. At workshops with peers he may try to solve the problem. My school is particularly committed to making pupils feel good and involved.
Teachers take part in training and in lessons use new teaching methods (which they have learned). Students take part in international projects, have practice in various companies and take part in competitions to improve their skills.

A whole-school approach

2017-10-30 14:17:57 UTC

At my school teachers cooperate with students, staff, parents , community as well.
These collaboration bring everyone experience, knowledge, acceptance, respect...
School aims is that everybody has the same opportunnities, is equal and respect the differences for each other.
Rubina

In my school the headmaster and the teachers cooperate with the students and their families and the community. teachers work in teams and they solve any problems together. The headmaster is usually just a member in these teams but not the leader.

apostolidou_a — 2017-10-30 14:33:59 UTC

Anthi

A Whole-School Approach in my school

dileomariaf — 2017-10-30 14:56:24 UTC

In my opinion, the Whole-School approach is the KEY to get the educational success of students and teachers in the teaching -learning process, with the real contribution of the other stakeholders such as families, takecares. administration office. This system works above all if the headmaster leads the school and supports all the activities and projects in progress. In my personal experience about Erasmus+, as coordinator school, I'm trying to get all the community involved, feeling the project as belonging to all of us.
Maria

A Whole-School Approach in my school

2017-10-30 14:59:22 UTC

It is my second year in this school. My school underlines the importance of focusing on the responsabilities of every single member of the school community, ncluding all school staff, starting from headmaster and going to, teachers and students, parents/carers and professionals for SEN. Everyone is involved in the learning – teaching process. Everyone works to ensure that all students have the same opportunities, to maximise their learning experience. The school aims to be fully inclusive of all children and young people whatever their abilities or learning needs it is.

A whole school approach

2017-10-30 15:10:16 UTC

I think that the whole school approach represent the basic element for the school success the cooperation with the team teachers the headmaster the family and all the community around the school permits to give the students a complete education
Antonella

In my opinion the whole school approach should be the key way of running everyday school life. All involved people: teachers, students, parents, heads and local authorities and other locals should work together for better school work. In my school we used to work alone, when we used to be led by the previous headteacher. It was very difficult to achieve our goals and we used to have lots of problems. Now we have completely different situation. The new head is open, ready for cooperation with all educational subjects, so our school becomes the centre of our local community.

ogrodniczka65 — 2017-10-30 15:24:56 UTC

Katarzyna

Rita and Susanna, Italy

2017-10-30 15:25:49 UTC

Thanks to school autonomy granted to Italian schools by our Ministry of Education, our school focuses on the students’ needs and offers each student different forms of support, learning and guidance. Great attention is given to students with special needs involving cooperation among several stakeholders, such as parents, teachers, headmaster and the community,
in orderto grant school success.

A whole school approach would be desirable, but maybe a bit unrealistic in the Italian school situation. It would be the right way to work at school, but in my experience it is very difficult to collaborate even with parents, who are the main educational agency in children's lives, because they very often see teacher as enemies instead of partners. In my school teachers try to work together, in particular teacher of the same subject, but a lot has still to be done. One of the project we try to carry on is improving English competences in good students by working on different levels. For instance, while lower levels students are revising grammar points with one teacher, the good level ones work with the upper classes in communicative activities.

2017-10-30 15:30:23 UTC

I would like in my school a whole school approach but often it is very difficult to realise. Probably because orf there lots of different projects with different objectives. Sometimes it should be necessary choose just one aspect to improve and not many of them.

rominatanzi — 2017-10-30 15:45:07 UTC

Christina, Greece

crest_lou — 2017-10-30 16:03:07 UTC

I think that 'whole school approach' application is quite difficult because it demands the willingness among all members/stakeholders. Hope to increase our collaborative skills!

Stefano Italy

2017-10-30 16:04:51 UTC

A whole school approach is a good practice also in the Italian school. It would be the right way to work at school, in my experience the relevant issues are the limited budget and the little time for planning the project.

stefano

Isabel, Spain

isabelpalencia — 2017-10-30 16:07:13 UTC

It sounds fantastic, but unfortunately, not easy.
Maybe because there are many projects, programmes being carried out separately in our schools. Teaching staffs should learn a lot about team work and cooperation. In my school things are changing at a very slow pace, but there's been a move over the last two years. Parents are involved in many activities, they are welcome to collaborate in their children's learning process, the school promotes dissemination of many activities we do... But even those who are leading the changes don't know how to work in the same group as the others who don't want to leave their comfort zone.
It's complicated...

Ramona, Romania

nadejderamona — 2017-10-30 16:14:32 UTC

The whole school approach sounds good, unfortunately we still have a long road until will reach it.

A whole school approach- the key to success. Unfortunately, we haven't achieved it yet,but we are trying.

2017-10-30 16:15:05 UTC

Marcela, Italy

2017-10-30 16:27:27 UTC

I was always convinced that only a whole school approach could succeed in an Erasmus+ project and it could improve all the community practice. You need a great leader to approach and convince that this is the right way to pursue in Education of the 21st century and not all of us could find one: "Leaders must be close enough to relate to others, but far enough ahead to motivate them."

Donatella, Italy

2017-10-30 16:32:28 UTC

Why a whole school approach is so difficult to reach and what can we do to achieve it? This would be a good theme to invastigate in a specific forum.

Francesca, Italy

francesca_barile50 — 2017-10-30 16:33:12 UTC

A whole-school approach would be what each of us desires! Who wouldn't like more support for school leadership, a positive school culture and climate and a more increased parental involvement? But school is sometimes different and far from your feelings. We are fighting to have a school, destroyed by the earthquake , but I'm here to try to learn more and more! How do you call all this?

Massimiliano, Italy

2017-10-30 16:36:22 UTC

It looks great, but reality is something else. WHOLE is THE word. Most of the times your colleagues are rather reluctant in joining you in such projects. Most of the times you re left alone in carrying on an Erasmus + project. We tried once and we failed; but we wanto to re-try.

Catarina, Portugal

m_catarina_silva — 2017-10-30 16:42:27 UTC

Is not easy to use this approach: students curriculum is very extensive, teachers have many bureaucratic work...The projects are built and develop with "voluntary" work in schools, always involving parents and local community, it's true but always as an "extra" and not a central point on learning process.

Ksenija from Serbia

ksenijalaisicmiletic — 2017-10-30 17:06:54 UTC

A whole school approach is really the key to success. My school is on its half way to achieve that. For the time being, parents are included in school management and in all events that school organises. Local government is also included in the same work as parents. But it is not enough. Our students have very extensive curriculum, we, as teachers have a lot of birocratic work. When I do some eTwinning project with my students, there is not much understanding from all. When my students succeed, I am the only one who is proud of them, the others are not so.

It is very difficult to build a whole school approach. It is due to lack of money,lack of time and space. But in my school we are trying to build a strenght connection with parents,they are our power as we have no money from governament. We share ideas and we try to cooperate with external agency in order to include foreign students and disabled pupils.To make projects is one of the first step towards this aim.

2017-10-30 17:09:06 UTC

Teresa, Italy

2017-10-30 17:16:19 UTC

Our school struggles to achieve a whole school approach and a European plan integrating our PTOF. we have been making efforts in this direction and have projects in this fields. unfortunately we face very concrete and basic problems in our effort, mainly the lack of time and resources to support teachers and staff who want to dedicate to the creation and implementation of these projects

Vasilica,Romania

2017-10-30 17:21:46 UTC

This whole school approach is a complex process involving many human resources, time and financial materials. It is very difficult to produce a change in an unproductive and non-productive national educational system that is not in the student's interest.In fact, European cooperation projects are making a change only at the school level because both school inspectorates and the Education ministry are not really interested in what you want to promote or multiply as educational policy.

TRAISTARU MARIA

traistarumaria — 2017-10-30 17:21:52 UTC

School success is the recognition of the ability to express, through ... School failure, with all its forms of manifestation, represents the whole ...

Lukj ITA

2017-10-30 17:25:49 UTC

school is chanching very slowely. this approache is coming but fights with a lot of things, money, individualism, interests. in my country teachers are not motivated because are not well reconized by government for their work. I work as support teacher in a school where there are a lot of pupils coming from different country ad many with specifical needs. I try to work in team every day for the best of everyone but i would like to be also socially recognized for my work and with a better salary.

Ambra, Italy

2017-10-30 17:34:22 UTC

The idea of a whole-school approach is great! I think it is difficult to achieve in my school and generally in Italy. Firstly because of the school system or recruiting teachers and then for the lack of trust people have in this institution. But I'm here because I - and i hope some other collegues too- believe we can change things, obviously we have to make an effort. Our students need it and deserve it!

It is hard to find a way to collaborate with teachers,schoolheads,the local community and services.It is hard but it can be achieved if there is a strong will and determination.

evaggeliasariggoli — 2017-10-30 17:36:54 UTC

Vassiliki Boltsi, Greece

phoebe1_gallika — 2017-10-30 17:45:30 UTC

The economic crisis had a great impact on the priority in education overall. The arrival of thousands of refugees as well. I think it is a great opportunity to turn the page and change, to accept the differences and overcome the difficulties. We have to battle with all our efforts. We should not lose faith in us, the teachers, our colleagues and our pupils-kids. Despite the misery, my school is determined to fight against all odds!

GEA (ITA)

2017-10-30 17:47:08 UTC

The idea of a whole-school approach seems brilliant and appealing, in other words a dream!
It is often difficult to involve parents who, in my school, are rather indifferent to the school life. As for school leader they are always so busy with the bulk of burocracy they have to cope with

Claudia from Romania

claudiaraicu81 — 2017-10-30 17:47:42 UTC

This whole school idea is ideal and I hope that one day it will be possible in Romania as well. Unfortunately, our system is not designed for learning to be centered on the pupil and his desire to know. It is an outdated system in which teachers struggle hard to change something. Decisions at the political level are based on interests and are designed in such a way that the competition between the teachers and the students is constructive. European projects help build a system that takes into account the quality of education and I hope that teachers, along with students, will be able to change something.

Antonella

2017-10-30 17:48:27 UTC

Our school community feels the responsability of improving the learning experiences of all students and it is engaged in a cohesive and collaborative action

Giovanna Italy

giovanna_festa — 2017-10-30 17:50:43 UTC

I teach in a small village and the idea of whole school approach seems possible

Alessandra A. from Italy

alessandra_abate — 2017-10-30 17:55:35 UTC

The whole school project is awsome howvere quite difficult to inplement especially in High Schools. Differently, in vocational schools, where there is a close relationships with companies, stakeholders ouside the school is defenitley easier.

Cristina from Italy

annovi1 — 2017-10-30 17:55:42 UTC

I really like this idea of the whole-school approach but I'm afraid we still have to work hard to achieve it.

Roberto, Italy

ginisari — 2017-10-30 17:55:56 UTC

In my daily experience, I can say that the school is responsible to all children, so improving the learning experiences of all students is a commitment and a collaborative action for inclusion ...

Maria Carmela, Italy

2017-10-30 17:56:24 UTC

In my work experience I support that the school feels responsible for improving the learning experiences of all pupils and engages daily to make a constant commitment and a cohesive and collaborative action to be included.

Maria Luisa Cusumano, Italy

righiteacherluisa — 2017-10-30 17:59:35 UTC

I used to be a school leader for Comenius projects and now I'd like to start an Erasms K1 and K2 My present school has some experience of K1 but I could see that the erasmus project team planned everything according to the needs of the members of the group without involving the whole school community. The project wasn't approved, of course.
The whole school approach is the starting point for a real commitment in order to address the educational needs of both teachers and pupils who are the final beneficiaries of all our actions.
Working on task - based projets means henancing collaboration among teachers and making learning more enjoyable and effective for students. We have been working on it thanks to the support of an open minded Head of School

Francesca, Italy

2017-10-30 18:06:58 UTC

The key for a successful school is a whole-school approach. As a lot of italian collegues have already written, it isn't so easy to achieve in Italy. There is collaboration among teachers, and we meet in the Consigli di Classe / dipartimento to organize and discuss about the program and problems of each class and student, but the external authorities and institutions often don't carry for the real needs of school.

Piero from Palermo

2017-10-30 18:08:09 UTC

I like the idea of whole-school approach, in my school we have to work hard to improve this aspect but I think it’s possible!

Adriana, Romania

adrianamaris201 — 2017-10-30 18:09:20 UTC

The whole school approach is a good strategy. In some cases, we, the teachers, the school staff and the school leaders act as a whole in the benefit of the students, but not always we have a choice.

Aneta Popiołek, Poland

2017-10-30 18:24:49 UTC

The whole-school approach is really challenging task. Sometimes is difficult to engage the parents into the school activities.

Emanuela from Rome

2017-10-30 18:26:42 UTC

Cinzia, Italy

2017-10-30 18:29:35 UTC

The whole school approach has to be improved in my school as soon as possible!

2017-10-30 18:32:02 UTC

Silvana, Italy
A whole-school approach is hard to reach, but we are doing some efforts in this field, by using social media, teaching platforms involving parents, recently an app to keep in touch with them, but only some of them are collaborative.

Gabriela - Romania

2017-10-30 18:42:15 UTC

It is very difficult to have such an approach in our schools because it implies a lot of factors that have to co-work together.

Mariella, Italy

2017-10-30 18:49:39 UTC

The whole-school approach is difficult in my school more because of an individualist behaviour of teachers that do not like to work in team, share best practices and above all do not want to follow the changings overcoming in education.

Barbara , Greece

varzantrav — 2017-10-30 19:13:17 UTC

A whole -School approach is difficult to be implemented in Greek schools. we are striving ,nevertheles, all those who are keen on the policies of teachers - pupils mobilities abd have seen the actual benefits from them in the past with Comnius projects and now the challenge of Erasmus +! we are looking forward to getting more knowlegde in the field out of this course !!!

Eleonora, Italy

2017-10-30 19:18:45 UTC

A whole-School approach seems a utopia, but actually it's possible .In our small school realities, you have to struggle if you want to achieve something like this.

Katerina, Greece

katkos2010 — 2017-10-30 19:29:54 UTC

A whole-school approach would be an ideal situation, but it seems to be a bit difficult to me. Lack of training and willingness are the two main reasons for this. Also the headmaster should fully support such attempts.

Gligomat

gligomat448 — 2017-10-30 19:38:23 UTC

A whole -school approach is the key to success, but it seems to be difficult to me. It implies a lot of factors that have to work together!

HALE.TURKEY

2017-10-30 19:45:45 UTC

Whole school approach is a bit difficult to apply in vocational high schools but the idea is wonderful.It is need to full of volunteer teachers:((it is too diffucult to emphazise them ;collaboration enables success!!!

Aida-Albania

aidabeqiri85 — 2017-10-30 19:50:48 UTC

A whole-school it great idea and I hope that one day it will be possible in Albania as well.

Ljubica Ruzhinska, Macedonia

rljubica_78 — 2017-10-30 20:00:29 UTC

A whole-school approach in my school
I can happily say that we try our best to insure we implement this approach in my school, since it's the only way forward if we want to ensure progress in the future. Just a little background: I work in a primary school in Skopje, Macedonia. We have around 1400 students and around 80+ teachers. In the last 2 years, we have had 1 KA1 project that finished last year, one ongoing KA1 project for this year, and one KA2 project that started last year and we are finishing it up this year.
In order to be successful and provide an opportunity for all parties involved in the education system, cooperation and partnerships need to be establish between all parties (in school and outside as well).
This is why we have several different teams working on different aspects in the school (team for Erasmus+ projects, team for professional development, team for inclusion, team for early development of literacy and math skills, ICT team and so on). All the teams cooperate and work together in accordance to to school development plan which is reviewed every 3 years after a full self-assessment is preformed.
But in order for all this to be possible some key elements need to be in place:

school leadership which recognizes the importance of cooperation, development and team work and offers support to their staff members;
a group of well motivated teachers who are willing to "put in" the extra work load in order to implement all the activities, and share good practices and knowledge gained inside and outside of school;
motivated parents and local community which care for the well-being of the "next generation of leaders" (the students)
public authorities who can "see the bigger picture" and support the involved parties in the education process.

Daniela L. - Italy

daria_roni — 2017-10-30 20:04:37 UTC

A whole-school approach is inclusive of all school staff, students and education partners and touches all aspects of school life. It should promote positive mental health and academic achievement - and includes social-emotional learning in school practices, policies and partnerships.

Serenella Silenzi, Macerata Ital

2017-10-30 20:04:54 UTC

My school has been focusing on internationalization since the end of 1990ies because we soon realized that collaboration with other schools, institutions, agencies and firms could amplify our chances of learning and building up culture. European projects promoted and funded by the European Commission, but also partnerships with other non-European countries, have always been included into our educational mission, enhancing the use of modern languages and ICT, but also creativity, critical thinking and sustainable development. All our students and teachers have always participated with great enthusiasm and have learnt a lot both from personal and cultural point of view. We have really believed in the European motto: In varietate Concordia.

Malgorzata Poland

2017-10-30 20:19:46 UTC

A whole-school approach in my school has been implemented and gradually permeated to the school structure via IB programme and its philosophy. In order to arrive at a desired IB learner profile the whole comunity, including parents and other stakeholders are employed .

Assunta, Italy

boscarinouk — 2017-10-30 20:27:24 UTC

The whole school approach in my school is difficult to achieve even if for the last 5 years the new headmaster has been trying to modify the general approach to teaching and cooperating. Families have been encouraged to take part to school activities even if mainly as “end-users” of students’ projects. Some of their representatives participate via institutional bodies to important decision making but we are still far from having the school as the centre of the universe. What is difficult especially in Sicily is the lack of economic resources and sometimes teacher are so disillusioned that they do not think their effort worth doing. We are struggling to enhance a whole school approach but the goal is still far away

Isabel Quirino, Portugal

2017-10-30 20:36:50 UTC

I don´t think there is a whole school approach in my school in this moment, for diverse reasons, but that´s probabily the way we are going to pursuive in the future (we must!). In some particulary projects*, we are trying to implement this approach, but we have yet a lot to learn.

* Ex: In carrer development programs in secondary school, it is easy to envolve students, teachers, parents, and the community in general.

Cettina

2017-10-30 20:56:38 UTC

Alma Salihodžić, Bosnia and Herzegovina

2017-10-30 20:59:34 UTC

The whole-school approach in my school is very difficult but in some projects we are trying to implement this approach but lots of things must be covered in the future so it could be done.Our principle is trying to engaged activities which will involved parents but only 50% is active in it.

Maria Sousa - Portugal

2017-10-30 21:07:41 UTC

In my school we are still at the beginning of launching a whoe school approach

Françoise Romano, Italy

2017-10-30 21:16:56 UTC

The whole- school approach in my school is difficult to achieve in this moment. But it's not difficult the way to implement this approach, for exemple through some projects: collaboration with other schools could amplify the learning and building with other culture. It would be fantastic.

Feruze İlkatmış-Turkey

2017-10-30 21:24:14 UTC

In my school our headmaster, my workmates and parents try to implement the whole school approach by collaborative actions for every student.
In my teaching practice, the students should be in the centre and I try to enable activities for them to gain experiences of learning.

Đurđica, Croatia

2017-10-30 21:28:14 UTC

The Whole-School Approach is certainly the most accurate approach to achieving the primary role of each school, but in the area in which my school works, it is necessary to make considerable efforts to accomplish that approach. First of all, I think it is necessary to influence the changing relationship between parents and school. We teachers should be the main factor of that change.

Beate,Germany

2017-10-30 21:43:50 UTC

In our school there are smaller teams dedicated to one particular aspect of school life, voluntary participants discuss how to improve certain things, yet there is hardly any orchestrated plan with a clear vision to achieve a certain goal, the groups work alongside one another more so than together

Anca, Romania

2017-10-30 21:46:45 UTC

I'm thinking that activities for all ages, looking at why working together is very important. Thats why i'm thinking that the whole school community (students, staff, parents, governors and community partners) need to bee invited to take part in policy development, physical, social and cultural activity and to support each other's learning.

Cettina

2017-10-30 21:47:04 UTC

Anaida

anaida_p — 2017-10-30 21:48:56 UTC

The Whole -School Approch open new opportonities for students and teachers . We are on the way.

Cettina

2017-10-30 21:49:44 UTC

2017-10-30 21:53:54 UTC

In my school the ap

2017-10-30 21:57:13 UTC

In my school the approach

Cettina

2017-10-30 21:59:33 UTC

In my school the approach for success is alone,even tough we are all collaboratives with the headmaster and we try to emprove the teaching activity of everyone by consulting us

Ci

2017-10-30 22:05:44 UTC

Citizenship skills

2017-10-30 22:05:45 UTC

The whole school approach manifests when school head, teachers, parents meet and develop together citizenship skills.

Meg, Italy A whole-school approach involves the members of the school community (school staff, parents and students) building a positive culture where everyone feels a sense of belonging. This means the school should assure interactive and inclusive teaching and build partnerships with families.

2017-10-30 22:09:20 UTC

Sabrina Rita Bagnulo - Italy

2017-10-30 22:53:15 UTC

In my school there is a whole-school approach because school heads and teachers often meet parents and families in order to involve them into a series of projects. Such projects are in collaboration with local cultural organizations, health services, municipal police. They deal with legality, health, environment, training for students as little policemen/women during the summer, literary competitions, and so on.

GENOVEFFA,FORMIA

2017-10-30 23:06:21 UTC

The whole school approach is, on my opinion, the first goal to ensure success for all the partecipants in it.The websites of all italian schools seam to be the biggest effort in this sense. All the community is in this way involved in all the informations and communications in real time.

Paola, Italy

parduletta2 — 2017-10-30 23:15:24 UTC

In my opinion, the whole school approach is a good idea

Margarida, Portugal

2017-10-31 00:06:25 UTC

My school tends to facilitate the whole school approach by applying strategies that lead to students success. Headteacher, teachers, parents and the whole school community work together in order to achieve the best results and to develop XXI century skills in students through a whole range of activities inside and outside the classroom.

Maria, Greece

2017-10-31 02:37:25 UTC

A whole school approach in my school is a very difficult yet desirablev achievement as it would involve a lot of stakeholders in complex inter-relations and time-consuming tasks.

Mari Rosaria Grasso-Italy

mariarosaria_grasso1 — 2017-10-31 04:06:37 UTC

In my school trying to apply a whole-school approach since 2011. In fact, since that date, our school has started its internationalization programme trough eTwinning, Comenius and Erasmus Plus projects. This helped us to reach a whole school approach: teachers, headmaster, parents, local institutions, stakeholders (such as UNESCO local office, local factories etc…) are an important part of our planning, organizing and implementing our international projects.

Olivia Nicolae-Romania

2017-10-31 05:05:22 UTC

In my school, this approach is based on national actions and internationally the cooperation addresses students mainly.

Nilüfer Lafcı

2017-10-31 06:36:57 UTC

Gelibolu/Turkey
At our school, the school family association, parents and teachers work together for the students.
We are signing protocols to cooperate with the chamber of commerce and non-governmental organizations.
Internships are provided to students in new sectors.

Rosanna Gaudio - ITALY

gaudiorosanna66 — 2017-10-31 08:17:59 UTC

The "whole school approach" is a wonderful idea though very difficult to realize. Nevertheless in my school there is the idea to collaborate and to involve all the school community, the local authorities and also foreign partners with whom we organize projects. We strongly believe in the internationalisation process, pushing our students to take part to various exchange programs..from very simple ones (eTwinning.)..to more complex..(Erasmus + programs, Intercultura, etc).
We strongly believe that broaden our students'horizons can be POSITIVE for the whole community

Renata -Poland

2017-10-31 08:21:42 UTC

A whole school approach is definitely a good idea, but it's not easy to proceed. In my school we have problems with teacher-parent communication.

Begoña-Spain

begcastillo — 2017-10-31 08:26:44 UTC

The whole-school approach is the best one if you want to optimise the teaching-learning proces. It is not always easy, but it is worth at least trying to involve as many stakeholders as possible.

Dominique Leemans -BELGIUM

dominique_leemans1 — 2017-10-31 08:39:27 UTC

Like for any other project, we need examples to show that it a whole-school approach works.
At our school (Institut de la Sainte Famille d'Helmet), pupils, parents, teachers, directors and decision takers come regularly together to improve life at our school.
It's a challenge, yes, but it works......

I think a whole - school approach is still at the first stage in my school. It needs a well working cooperation among school staff, parents, students and local authorities and I sometimes feel there isn't the right harmony and cooperation among them. Nevertheless we are starting to propose E-twinning projects in our secondary school, in order to approach an opening to other European realities and make students aware of the broadness of Europe but at the same time of its closeness to them.

2017-10-31 08:51:16 UTC

Maria Mastropierro - Italy

Stella - Frosinone

2017-10-31 09:15:18 UTC

A whole-school approach thinks about a school as a multidimensional and interactive system that can learn and change. My school is organizing it through collaborative actions and initiatives but how you know it’s difficult to carry on with this mission. Our staff will try to improve it.

Christiane Eichel (Germany)

lancelot24847 — 2017-10-31 09:27:39 UTC

Our schools already meets lots of the details given in the image about policy messages. But when it comes to collaboration between the teachers there is still a long way to go.

Anita, Croatia

anita_dre — 2017-10-31 10:02:21 UTC

The idea of a whole-school approach is a great idea and it is the key to success. We are on its half way to achieve that. Cooperation between teachers, principal and parents exists, but needs to be improved.

Cinzia, Italy

attasonitabas — 2017-10-31 10:07:29 UTC

I think that every school should follow a Whole-School Approach if it wants to support its students to be succeful in everyday life . Cooperation/collaboration/ interactions should support the school vision and mission!

Maria Beatrice, Italy

macminero — 2017-10-31 10:33:29 UTC

A whole-school approach is not easy to achieve. W
e are doing our best through some kind of projects such as e-twinning, or other platforms where we can share and get in touch with parents.
I definitely agree with
Cinzia that cooperation/collaboration/interactions should support the school vision and mission

Cooperation and collaboration is crucial ,for sure. We do etwinning projects every year at our school. Last year I organized a videoconferencing session with other country. It was based on cooperation.

2017-10-31 10:45:46 UTC

AnnalisaA

isaese77 — 2017-10-31 10:50:39 UTC

My school is envolved in a new Erasmus plus project that promotes the whole-school approach, all members of our school community take part to the different activities and tasks, activating themselves to support students, in collaboration with the other partners.

Jasna/Croatia

jasna_sojer — 2017-10-31 10:57:55 UTC

As etwinning coordinator in my school I try to involve as much taechers as I can as well as principal, educators in boarding school etc. Each of them take part in different activities supporting projects, as well as students.

Odilija

2017-10-31 11:02:53 UTC

We run the Ka2 project with the whole community of pupils, teachers, school staff, parents, and the city's cultural center. We took part in diferent project activities- workshops, Erasmus garden creating, Recipe Book filminga and others.

Eleni Tsapatori, Greece

2017-10-31 11:03:12 UTC

I'm involved in etwinning projects since six years as a coordinator or a member. A whole-school approach even though is not easy to work it is necessary .

Vilija, Lithuania

vilija_rakstiene — 2017-10-31 12:42:43 UTC

We don't have the whole school approach in my school at the moment, but I hope we will start implementing this program one day.

Adrian, Romania

2017-10-31 13:23:41 UTC

I have been involved in several eTwinning projects and I have noticed that it would very difficult to work without the school's managing team support and also without the understanding and involvement of my fellow teachers. Each project requires careful planning, they are all inter-disciplinary and without the organization's involvement and support they would be faliures.

Dana, RO

2017-10-31 13:26:01 UTC

School is never alone in the community. Getting support from different members of the community is not always easy. Inside our school there have been efforts to achieve some of the elements tackled above, like professional development or distributed leadership. Still there are points where we still have to work.

2017-10-31 13:32:29 UTC

Raffaella
In my school we partecipated to eTwinning projects and now we are interested in Erasmus projects

Marco Robert, Veroli2 (FR-ITALY)

2017-10-31 13:42:30 UTC

the whole school approach has still to be implemented in my school. there are some areas where there is a strong collaboration between teachers, staff, and families, but it cannot be considered a whole school approach. I hope to attain it soon

Cristina Rebecchi

2017-10-31 13:53:23 UTC

Piacenza(Italy)
Surely collaboration and sharing within schools but also provincial school offices is an approach that leads to good results, but still a lot to do. Certainly, the Erasmus programs help to move towards this direction.

Aly Atkinson Sunderland England

2017-10-31 14:03:05 UTC

I have been involved with E twinning and Erasmus + projects in the past. It is important that the whole school supports me in these projects. It would be very difficult to work without the whole team, from leaders to support staff and the wider local community. Without the understanding and support of these, the projects would not have been implemented or completed.

ioanna greece

iokaripi — 2017-10-31 14:34:21 UTC

The whole school approach is an optimistic one for schools in Greece. Nevertheless, our school is willing in implementing strategies that will improve its status and will give it an international profil. Therefore, we have been involved with E-twinning projects and our priority is to be involved in a Erasmus + project KA1 staff mobility

Maria João Couto - Portugal

2017-10-31 14:42:34 UTC

In our school we are seriously committed to transforming our practices in order to embrace the whole-school approach. There is still a long way to go but I am sure that it will be chieved gradually. The ideas that guide my professional performance and that I seek to disseminate in school are: stimulate communication among all stakeholders, promote communication and its channels, to value collaborative work and to disseminate good practices, as well as stimulating interdisciplinary projects.

Ilaria - (Moliterno PZ)Italy

navarra_ilaria — 2017-10-31 15:04:17 UTC

Schools in Italy have the opportunity to work toward a whole-school approach as the Italian Law gives schools precise guidelines to involve parents, local authorities and local community in the learning process. Unfortunately we keep blaming others for things that don't work properly, forgetting we have the chance and tools to act.

Utopia

2017-10-31 15:07:19 UTC

I read that all my italian colleagues are encountering difficulties in building a whole school approach. My school is no exception. I think this is due to a surpassed way of thinking of italian teachers and headmasters

Isabel Nunes Pico, azores

isabelmiguel — 2017-10-31 15:21:17 UTC

Since teachers still look at their classroom as if it belongs to them, the idea of a whole-school approach is very difficult. In this way european projects can be very usefull to develop that idea.

Maria Pia, Italy

2017-10-31 15:24:39 UTC

We dreamed of realizing a new type of school in our location already seven years ago but then it was impossible. Now we begin to see some possibilities to have a changemaker school but it is necessary for the state to provide a greater support for the growth of the school system, especially in the South Italy.

Cinzia from Italy

2017-10-31 15:25:03 UTC

I think it is a great idea to plan a lesson in this way but because of I teach in a Lyceum I'm always interested in training my students for their final exam.
I organise my lesson on students, they are the centre of all my school project but there is a moment in which I'm obliged to give importance to the syllabus. It's a pity, I try to change but even institutions have to change

Angela, Italy

2017-10-31 15:30:42 UTC

Interaction and sharing is essential to promote educational success. Therefore building a whole school approach is really very important to face and solve problems.

Dorota, Poland

2017-10-31 15:32:20 UTC

I think the whole-school approach is a great idea, but my school has to learm a lot about it. We are moving small steps. Every year our school staffs, parents, students organize a day for local community, when students present their projects. We organize competition, prepare barbecue, talk and spend time together. In this way we can share our work, present our school. This is also an opportunity to look for new supporters. Students feel that their parents are involved and that create positive school climate. We have also possibility to talk and cooperate with parents in nice atmosphere

Giuseppe (Prizzi, PA) Italy

2017-10-31 15:32:22 UTC

Our school includes four branch schools and one head school. Each is located in a different town, each having a number of stakeholders, some in common others different. Based on the school autonomy, we ave tried to work towards a whole school approach, adopting different activities and strategies that involve the different institutions present in the school territory that includes not only those in each town where each school is located but also the other 15 towns from where the students come from. We have developed a good relationship especially with the local administrations, with the local health department and few local voluntary, social and sport associations. Together with these, we have promoted a few projects where students’ needs have been the focus. However, a big problem for us has been involving in the learning and educational school process the local enterprises, businesses and craftsmen. Even within a school-working methodology, it is difficult to bring these firms to school and have them interact with students. Another problem, seems to be the interaction between families and school. Most families, though we have tried different ways to involve them, are not familiar with what is going on at school and do not want to participate in school projects.

In recent years, there has been a great interest in networking the different schools present in our territory: so, especially in teacher training, there has been a great interest in linking different schools’ interest and needs and have them focus on common issues.

Flavio Fusiello

flavio_fusiello — 2017-10-31 15:56:15 UTC

Naples - Italy
The Italian school system has been developing relevant changes over the last years through national training courses for teachers in using digital tools and online learning platforms. In our school we are starting to use this teaching approach with our students along with cooperative-learning and skills- teaching methodology. So, I believe, we have a good teaching organization with an effective coordination from the school head and teamwork to teachers. The students as well, seem to be interested in these studying practices. We also have contacts with local firms to carry out some apprenticeship experiences. What really misses for a real whole-school approach is the involvement of learners' parents in identifying students' special possible , vocational and emotional needs.
Then, we should also enhance the collaboration with the local organizations providing social services and employment.

Maria Rosaria (Italy)

2017-10-31 16:03:00 UTC

A whole school approach should be a golden aim to reach if we just had all the stakeholdings ready to be an active part in it. I fear school is getting more and more responsibility and at the same time is getting less and less power to act and react to the big troubles it is going into

Marco, Italy

2017-10-31 16:10:50 UTC

At the moment the whole-school approach is not actually implemented in my school. The different components of the school activity, such as school leaders, middle management staff, theachers, learners and parents are not working alongside. I would rather define it as a juxtaposition.
My aim as school coordinator of Erasmus + project is also to develop such an approach, which I judge as really helpful and effective.

"Whole School Approach" - Olivia, Italy

2017-10-31 16:30:29 UTC

The school where I work at tackles the whole school approach by disseminating through a network platform, to which parents and students can access, the daily in class activities performed. Moreover, the institute promotes effective practices to ensure educational success by inviting professionals to talk about inclusive didactic approaches. Recently, the third year edition of an activity called “Libriamoci” was held. The entire school is invited to participate in this project which lasts three days. During this event, students are called to represent a chosen reading.

As for myself, I try to use a student centered approach in my teaching/learning methodology. My teaching/learning approaches are adapted to the needs of the students while using a variety of teaching methods and techniques.

Josefina

jsfgspr — 2017-10-31 16:37:18 UTC

I have been working in eTwinning projects since I started in my school. I thought it would help develop a whole school aproach to start by developing eTwinning teams who work together in new methodologgies and then go on with Erasmus+. Still the whole school approach needs to be improved by going ahead with Erasmus + projects. At the moment the idea of a whole school approach ha fuelled as the best way to tackle schools dayto day challenges.

Maria Grazia Italy

mgnatalizia — 2017-10-31 16:41:36 UTC

I believe that building a whole-school approach is a fantastic idea but my school has to learn more. We are doing small steps a bit at a time . Interation and sharing is essential to promote educational success.

Maria Vasilopoulou, Greece

mbasilopoulou — 2017-10-31 16:43:53 UTC

Teachers ,school heads ,parents and families have been collaborating quite well I must admit and I feel really nice about it. Of course there is a very dynamic parents group who are really interested in supporting our work and we are very lucky they care about the school. It's true that only with the " Whole School Approach" we can accomplish our goals successfully

Erzsébet

2017-10-31 16:49:37 UTC

I think 'whole school approach' is very good but it's quite hard to make it work in schools. In my previous school where I taught it was easier, as it was a small school. So it was quite easy to involve parents and other partners, too. We took part in a Comenius project which was really the project of the whole school.
On the other hand, the school where I teach now is really big, so it's not so easy. Of course, we organize activities/events in which we can involve parents or other partners.
Fortunately, the teachers are willing to work together on different projects or tasks.
Still the whole school approach needs to be improved.
This year I've started an eTwinning project and we are interested in Erasmus+, too.

Rossella, Italy

2017-10-31 16:56:54 UTC

The whole-school approach is the best one if you want to optimise the teaching-learning proces. It is not always easy, but it is worth at least trying to involve as many people as possible. In my school there is the idea to collaborate and to involve all the school community becouse we strongly believe that broaden our students' horizons can be good for the whole community

Valentina, Italy

yggrasyl — 2017-10-31 16:57:05 UTC

A whole-school approach is useful for the circularity of the learning process, which involves teachers, students, parents and everyody who works at school, creating a virtual and virtuous learning environment

Jurate, Lithuania

jurateorloviene — 2017-10-31 16:57:35 UTC

Achievement of the implementation whole–school approach in my practice would be best result I wish. However, the involvement whole school and its surrounding community, particularly parents, is still complicated in our school.

Laura Guercio, Italy

laura_guercio72 — 2017-10-31 16:58:49 UTC

A whole-school approach is involving and collaborative. It allows school community to identify common needs and priorities, to tailor student-based projects and / or activities, whose impact is simply surprising. The whole community shares the same goal and wants to reach the same achievements. Having experienced the great chance given by European projects (Leonardo, Comenius, Erasmus +) and eTwinning projects, I know well how they can promote a positive attitude even in low-motivated students. Its benefits will have a positive impact on the whole school community

Dorina, Croatia

DorinaB — 2017-10-31 17:25:50 UTC

A whole school approach requires a change in the national curriculum that often makes it hard or even impossible to achieve this whole- school approach due to lack of time and too much content that needs to be carried out. However, it is a desired approach in many schools since it is aimed at developing skills, not just mere learning of facts or content.

Magalie, France

2017-10-31 17:31:28 UTC

In my school, we trie to develop a whole-school approach but it is sometimes difficult to include parents in process.

We have relationships with a lots of actors of education: some parents, associations, mayor,...

Francisco R. Spain

2017-10-31 17:35:57 UTC

The most relevant Whole-school Approach item in our school is offered during our Cultural week. We work a topic which envolves not only the school but also the village. The children work through this topici different areas and subject. After school time families receive workshops, films, theatres, conferences... about the same topic; worked, performanced or brought by the teacher staff.

Gabriella, Italy

gabriellaricci — 2017-10-31 17:36:23 UTC

In my school we trie to develope a whole school approach, for example in some activities as "the day of Science" or some other activities regarding charity

Joanna, Poland

2017-10-31 17:49:27 UTC

A whole-school approach is a valuable goal to achieve. With a permanent lack of time and overloaded curricula in our schools. Anyway, it`s worth trying. We do it during our European Language Days, Health Days and Science Festival, which attract a lot of students, graduates and future students.

Regina, Italy

regina_marrazzo — 2017-10-31 17:50:29 UTC

A whole school approach means a deep cooperation of all the actors engaged in the learning- teaching process. In my school, since we are aware the only way to succeed is to involve more and more the parents to collaborate and cooperate to the everyday school life, we organize many inclusives activities or events. And even if we see how difficult it can be, we do believe it is worthwhile on a long term basis.

In my experience a whole school approach

2017-10-31 18:15:48 UTC

Kleri Vasilakou (Greece) The greek education system is very centralized concerning the organization and administration. There is a national curriculum, uniform school timetable and the same books for all students in the same grades. In this context teachers have developed for years a culture that is charactirized by isolation and lack of cooperation. the implemantation of whole -school approach in my school is far from the practical example of school in Germany that we watched in video. In my school we implement whole-school approaches which involve the collaboration of cumminity partners in cases such as: a)Representatives of local authorities, members of the administrative Council o Parent's Assosiation and the headteacher and all teachers of school participate in School Council in order to support school and find solutions to address the needs of school. b) Some individual parents cooperate with a teacher in case of a ceremony or a concrete action (for example help students to paint the walls of school building). I try to implement whole - school approach by participating in enviromental or cultural actions which under the supervision of responsible department of Ministry of Education and collaborating with other teachers and student's upon this.

k_leri_v — 2017-10-31 18:20:34 UTC

Daniela, Italy

2017-10-31 18:41:18 UTC

Thanks to some eTwinning projects and other similar kind of projects, in my school a whole-school approach is now coming true. Families and other local institutions are also a fundamental part of our school life

Angela Italy

2017-10-31 18:54:57 UTC

A whole school approch is perfect to improve the institution; principals should be strongly carismatic to gather teachers

Martha, Greece

2017-10-31 18:58:36 UTC

In my school we have to work a lot to achieve the whole-school approach

Idália, Portugal

2017-10-31 19:50:15 UTC

A whole-school approach has been improving in my school with its recent participation in two Erasmus+ projects.

Olga, Portugal

olga_trabulo — 2017-10-31 19:57:22 UTC

Yes, a whole school approach is the ideal way to run a school. Luckily, my school has a forward-looking director and assistants who are working hard to making our school more inclusive and international. To that end, we are currently participating in a KA1 programme and looking to prepare a KA2. So, I believe we're on the right track. In addition, my school offers different forms of learner support, guidance and counselling. As for me, I know that my participation in the Erasmus+ programmes will allow for changes both in my teaching and in my students' learning motivation and therefore, results. Finally, I'm really looking forward to these new teaching / learning experiences

Ela, Poland

2017-10-31 20:07:18 UTC

It is very important to achieve a whole school approach but this is difficult nowadays.( A lot of changes related to education reform in Poland). In my school we try to do it through implementation of many projects. (Socrates, Comenius, eTwinning, Erasmus+) We have a lot experience in working with forein schools and we always try to get involved different local institutions, for example centers for children with special educational needs or regional cultural places.

Despoina Amarantidou, Greece

damarant — 2017-10-31 20:19:43 UTC

Whole-school approach manifests collaboration, exchange of ideas and integration. Erasmus (KA1 and KA2) and eTwinning are ways of achieving all the above.

Nikos Greece

nickefthymiou — 2017-10-31 20:21:59 UTC

As the school are not independent and autonomous, a whole school approach requires changes in legislation and curriculum. That is a big issue and prerequisite to achieve it.

Damjana, Slovenia

damjana_nanut — 2017-10-31 20:42:19 UTC

In our school is a small group of teachers is trying to share interest . We are the beginers and we hope that we will have each year more participants.

Antonella, Italia

antonelladilorenzo — 2017-10-31 20:53:12 UTC

The whole school approach is very difficult to realize in my school. We are working for this purpose.

Chiara (Rome - Italy)

carusochiara — 2017-10-31 21:25:35 UTC

In my school a whole – approach means involvement and cooperation among the different stakeholders: Head Master and Teachers, students, families and local organizations.

Although it is difficult to reach a fully “whole – approach” it is increasing throughout all those project and activities that my school tries to promote and support.

Vesna, Serbia

vesnastankovic666 — 2017-10-31 22:17:35 UTC

A whole-school approach means that many elements from the inside and outside of the school itself must work like a clock in order for a change to have a success. Here we parts of all the elements but not the entire system working as a whole. Something is always stumbling. We still have a long way ahead of us. I think it's still a struggle where I come from.

Sónia leão lagoa portugal

2017-10-31 22:20:01 UTC

To achieve success we should involve the people that work with the children teachers Headmaster employees parents and even the comunity. I work with special-needs kids so their success is based on Partnerships and the involvement of the comunity.

Anita, Italy In my teaching practice, the whole school approach is aiming in interacting with pupils, parents and colleagues to make a learning and collaborative experience, but if I look at the whole stakeholders in the school community, the whole school approach is not achieved yet, we are moving in that direction but still far away

2017-10-31 22:24:35 UTC

Aarón, Spain

Ariberna — 2017-10-31 22:33:38 UTC

in my school we will work a lot in whole school approach

Loredana, Italy

2017-10-31 22:50:17 UTC

In my school an important contribution towards a whole-school approach has been given in the last years sby the Erasmus + Projects

2017-10-31 22:54:17 UTC

Grażyna, Poland

2017-10-31 23:04:11 UTC

A whole-school approach advocates creating a better learning and teaching environment, in which everyone - students, teachers, school management, administrative staff and parents - feels equally responsible for and contributes to the school’s overall success. In our school, we are trying to engage especially the parents who are nowadays less likely to actively participate in the school life. And it is quite challenging sometimes.

Cettina, Italy

cettinacatalano644 — 2017-10-31 23:32:23 UTC

My school has just concluded a three-year KA2 and it is becoming more and more whole school. This project has put in contact so much staffing, teaching and non-teaching as well

Giuseppe A, Italy

2017-11-01 00:09:32 UTC

I can not say that we have full whole-school approach in my schools. Learners are at centre but parents are not really an active part in the school life

Alexandra , Greece

2017-11-01 03:16:08 UTC

XThe whole school approach is a big challange. There is an international educational community called OSOS ( Open Schools for Open Societies ) in wich our school is going to participate next year and which has as main purpose the junction between school and its social envioroment. Team working in class has a main problem: to dtop the pencilcases which hide each other down. Tam working in the whole school approach has a similar problem : to put masks off the faces and make fear of sharing and exposing go away. We need to trust each other first. We have to fight our suspition. We should focus on our common aims and colloborate. These are the first steps needed for the whole school approach.

Monica Berti, Italy

2017-11-01 06:14:38 UTC

A Whole school approach is a fundamental starting point for every activity but it is not always easy to achieve

Carmela M., Italy

elina_m — 2017-11-01 06:25:04 UTC

A whole-school approach is no doubt one of the best way of teaching in a school even if it is very difficult nowadays. My experience is in an upper secondary school and we are trying to achieve a "whole-school approch" by putting our students at the middle of our teaching activity, concerning above all foreign languages: that's why the importance of Erasmus+ Programme. The only problem is the involvement of families in this activity because they don't have a really active part in the projects of the school.

Cagatay, Turkey

2017-11-01 07:39:55 UTC

Students, Parents and Teachers are involved in joint activities in the framework of corporate culture. Quality is achieved through participation. Management should also be supportive of this issue.

Rosanna, Italy

rosanna_carrozzo — 2017-11-01 07:51:45 UTC

A whole-school approach requires the collaboration of all components to be successful. In my school all actors are very active except parents and families, whose participation in school education is quite exceptional.

Edit, Hungary

tothedit0610 — 2017-11-01 08:02:43 UTC

A whole-school approach is an ideal situation to be achieved, though it is not impossible if there is will. In reality unfortunately, for instance at my school, school leaders and the teaching staff work a lot instead of a lot of parents to support children to study further or not to drop out of school. External partners support organizations mainly in cases when they also have an interest.

Marzanna from Częstochowa, Poland: I am a professional teacher. I am sure that participation in the European programs assure my colleagues and me more professional approach to work. The collation of or present knowledge at source, sharing our experience with other European teachers will let us enrich our minds and develop our teaching competence which enables us to use it in curriculum development and planning or work as well as improving in the daily teaching of language, literature, and other subjects. I’d like to be a credible teacher and teach my students in the way mentioned by Benjamin Franklin in his autobiography: Men should be taught as if you taught them not, And things unknown propos’d as things forgot. I am pinning my hopes on the European programs for the new experience and motivation I need to be successful with the education of the youth in Poland and help all kinds of relations be better. Full whole-school approach in our school make us a TEAM.

2017-11-01 08:17:48 UTC

Carmela A. ,Italy

2017-11-01 08:40:11 UTC

Working in a whole school should be the ideal condition of teaching, nevertheless, it's difficult to achieve it because you must fight against the prejudices of some colleagues that refuse every type of collaboration. In my school only a little group of teachers are collaborative and share the same creed of a cohesive and cooperating method of teaching. for example I've been an etwinner teacher for two years and only four of my colleagues are following me in this experience.

Federica Italy-Rome

fedema626 — 2017-11-01 09:31:54 UTC

A whole-school approach is essential to achieve effective teaching and learning habits; collaboration among teachers to help each other, sharing ideas and strategies : Collaboration with students creating students-focused lessons where they play an active part during centred-students lessons; they can peer tutoring or be effective in flipped classroom.
The management has to set a clear and cooperative governace .

Justyna, Poland

2017-11-01 10:14:09 UTC

The whole school approach idea it,s not easy for my school - there teach over 100 teachers. But...that,s why we have to try cooperate more - whit professionalists, parents, and each others. Our pupils well-being is worthy of our care. We have to integrate efforts to help them.

Andreea, Romania

andreeagold04 — 2017-11-01 10:37:18 UTC

the whole-school approach is something we are trying to implement this year, as new school subjects have appeared in the curriculum. I teach a subject which combines English and Biology, so I collaborate with the Biology teacher in order to teach this new subject. We have a strong collaboration with the ICT teacher, as we try to improve our "methods" of teaching.

Barbara, Italy

2017-11-01 11:11:08 UTC

In my school the whole-scool approach is developed through the implementation of different projects, i.e. when the students participate in a project, they present their work to the other constituents (parents, teachers, students of lower classes) and sometimes we invite students of different schools.

Ana, Spain

2017-11-01 12:46:50 UTC

The whole school approach is a great idea to address education. I could say, in metaphorical mode, that is like a wonderful paella that delights and feeds all the attendees. However, what I see in the day to day is the following:On the one hand, the recipe that is to say, a more or less ambitious and more or less sincere document.

On the other hand, the ingredients, some of a very good quality, with more vocation to be cooked alone than with the rest. There is a Carnival with all and for all, a couple of eTwinning projects and many other isolated activities however, I think the “whole school approach” as I have watched in the Irish video, is missing. The individuality reigns in the classrooms and the pretended team-work is more Spanish poser than real collaboration. Everyone looking out for their own self.

Roxana, Italy

2017-11-01 13:04:21 UTC

A whole-school approach is built on an inclusive vision of education, students centered, where teachers and families, public communities and local institutions work together to achieve a common goal, the students' education. The supportive long-term relationships between teachers and their students are also very important for improving students' engagement and achievement.

Xesca Spain

catalaberenguer — 2017-11-01 13:06:27 UTC

The whole-school approach is carried out for a unique team in my centre: a team who is developing an european project. But the rest are working in parallel but not in a collaborative way. I realize that we are working individually despite we have a lot of meetings (only to tackle with problems or bureaucracy) But in fact, we don't have a collective project.

Adriana Romania

adriana_popa72 — 2017-11-01 13:46:48 UTC

Hi. I am from Romania and teach to children aged 3-6. In our system the education system is in full refreshment. Still, things are not very clear, but there is hope that learning in Romania will focus on student needs and focus on the practical side of things not just on theory. An openness in this direction is also the COMENIUS type projects in the past and the ERASMUS + type to guide us and give us new insights into teaching teaching methods. All of these things are of benefit to students and give them an extra chance for social success in the future

Paola

2017-11-01 14:16:18 UTC

Paola, Italy

2017-11-01 14:16:20 UTC

The whole-school approch is something that we have to develop more. However thanks to the recent partecipation to some eTwinning projects we are improving.

Vincenza, Italy

2017-11-01 14:38:17 UTC

The whole school approach, in my opinion, is crucial to helping schools address a wide range of complex issues that are present today: diversity, inequalities, social exclusion, migratory flows.
The whole school approach can improve motivation, engagement, and social inclusion by reducing school failure and abandonment.
The school is surely the most logical site to start collaborating between the various subjects and services inside and outside of the school.

Cinthia, Italy

2017-11-01 14:43:35 UTC

A whole school approach as defined in this module is still to be really implemented at my school. Only some projects involve different subjects and teachers, but there aren't any shared guidelines. However parents are already pretty involved in the institution: they created a support group which, for example, sponsored with various activities the purchase of smart boards and other IT equipment.
There are also projects involving local institutions. What is missing is in my opinion a common framework for all the components of the school (kindergarten, primary school, lower secondary school).

Pavlina, Italy

checcaccip — 2017-11-01 14:49:12 UTC

In our primary school the whole-school approach is something we are starting to experiment with. We have identify some areas we certainly need to improve in. Our staff already holds monthly meetings, yet we not always address the issues as a team. What I belive is crucial for the Whole-school approach to wok well, is the regular update in teachers' training. Only trained teacher can pass information to other partners of the community. This I think asks for massive investment in teacher training and resources that teachers can use to pay for these trainings.

Ksenija

ksenija_skorich — 2017-11-01 14:51:58 UTC

In my school it is difficult to have the fully "whole school approach". Students, management and some teachers are fully involved, parents and local comunity more with each project, but there is a lot of work to include more teachers in activities, several reasons why it is difficult.

Esther, Spain

2017-11-01 15:01:26 UTC

I work in a medium size high school. I see this whole school approach as an "ideal" situation, difficult to achieve but worth to work towards it.
Many teachers in my school are beginning to get engaged in it, and see its importance in our globalized world, as a way to valuate our own community and share its peculiarities with our colleagues all over Europe.
We already have an ongoing KA1 project and are looking forward to begin KA2 projects.

Gianluca, Italy

Gianluca_Marano — 2017-11-01 15:29:53 UTC

The whole school approach is a wonderful opportunity for improvement for the school company, but in order to accomplish everything, it is necessary to develop every employee the pleasure and the desire to improve and adapt to innovative methodologies and expand their comfort zones to explore new knowledge and abilities. Developing this kind of mindset and approach to the entire school community can create a real change in your school. My teaching / learning approaches are tailored to student needs using a variety of teaching methods and techniques not the same situation for the other part of my colleagues

Valeria, Italy

2017-11-01 15:34:35 UTC

We have been working on projects involving many parties. Maybe it's not a fully "whole school" approach yet but we are working on it. It's not always easy but it's worth trying.

Clara, PT

claraabegao — 2017-11-01 15:49:45 UTC

The idea of a whole- school approach would be the best way for teachers and learners to improve their knowledge and competences, however, we know it´s not real. Most teachers don´t want to get involved in these project "unless they can travel and do no work". That´s sad, but thats the true. Only few hardworking teachers manage to have their family lives, professional carrears and find time to participate. I think the whole-school approach also depends on the way the school direction sees the Erasmus+projects.

Antonio Zamora, Spain-

colesanba — 2017-11-01 16:40:25 UTC

Im a music teacher. I teach in a primary school ( small one) , Im the hradmaster.
It isnt easy to get the collaboration of all the estates: headmaster, teachers, parents and families, community services agrupations and companies.
In the projects I have done previously, I´ve found the collaboration of families, students and most of the teachers. The greatest difficulty encountered has been in the minimal collaboration on the part of the different public administrations and companies interested in projects with a primary school.
But ... If I can dream it. I can do it.

Ana Baptista, Portugal

anaprofess — 2017-11-01 16:50:24 UTC

In Portugal it has long been internalized that the school is a key actor to tackle early school leaving but it cannot work in isolation, because there are factors outside the school that will influence a learner’s level of engagement and success. It is assumed that the entire school community (school leaders, teaching and non-teaching staff, learners, parents and families) must be engaged in a cohesive, collective and collaborative action, with strong cooperation with external stakeholders and the community at large.

In my school there´s an effective leadership and governance that promote a positive school culture, teamwork and collaborative practices within the school community. We have many projects that bring school actors and stakeholders together to ensure educational success and prevent early school leaving.

School development and improvement processes include targets to address the underlying factors of early school leaving witch involve the entire school community, stakeholders, multi-professional teams, external local services, parents and families.

Measures are taken to ensure that each student has an equal chance to access, participate and benefit from high quality and inclusive education. My school makes efforts to offer a caring, stimulating and conducive learning environment and set high expectations for all learners to reach their full potential.

Parental involvement is something that needs to be improved because education is a shared responsibility between parents and the school – it must be built on a relationship of mutual trust and cooperation between the two.

Pierangela, Italy

2017-11-01 16:54:08 UTC

The whole school approach should be the way we work in our schools every day but unfortunately we're still quite far from it.

Rosa, Italy

rmongi74 — 2017-11-01 16:57:30 UTC

I think that the whole school approach is one of the best way of teaching. A 'whole school approach' is an ecological way of viewing a school. The school is seen as a multidimensional and interactive system that can learn and change; an open learning hub which provides support to its neighbourhood and receives support from the community. In the “ whole school approach” the entire school community (school leaders, teaching and non-teaching staff, learners, parents and families) engages in a cohesive, collective and collaborative action, with strong cooperation with external stakeholders and the community at large. A whole school approach enables schools to respond adequately to new and complex challenges schools are facing, linked to the increasing diversity in society. All learners and their diverse needs should be at the centre of education. They should be actors of their own learning and be surrounded by appropriate support and services. The school should offer a caring, stimulating and conducive learning environment and set high expectations for all learners to reach their full potential. In my school , we try to involve parents to have their support and I believe that this collaboration between teachers and parents is very constructive.

Sara, Italy

2017-11-01 17:08:37 UTC

I don't think the schools I work at implement a whole school approach...yet :)

Gema, Spain

2017-11-01 17:12:26 UTC

I work in a primary school, where some eTwinning projects have been done and others are in process now, also an Erasmus+ project was carried out last year. Families, teachers and other organisations are involved in our school when needed as a whole, but this idea of the whole school approach is still somewhat far away from us. In my opinion, we should see ourselves as a big team , as active agents of educating our children, helping each other. I hope this idea come true some day, I´m hopeful and I believe in it.

Magdalena, Poland

2017-11-01 17:12:35 UTC

The idea of whole -school approach is beautiful but it needs some changes in the mentality of our stakeholders ( students, teachers, parents). We do some actions at school which aims wt this target but I think it's a long way to achieve successfull level of such approach because of many reasons..

monica_luciani — 2017-11-01 17:51:56 UTC

Laura, Italy

2017-11-01 17:52:08 UTC

I wish my school would achieve the implementation of whole-school approach. It is so hard to involve the whole school community, particularly parents. However, I think even if there were only few members ready to collaborate, we should try in any case.

Maria Grazia Italy

mgvalenti — 2017-11-01 17:57:05 UTC

Our school for years has been trying to apply a "whole school approach". all members of our school community: headmaster , teaching and non-teaching staff, learners, lots of parents and families feel responsible and collaborate with us for improving the learning experiences for all learners; it is based on multidisciplinarity and cooperation. It has started its international programme though Comenius , then through Erasmus+ KA, KA2 and eTwinning project on an inclusive vision of education, where all our students can reach their full potential for growth.

Marina Italy

marinaora — 2017-11-01 18:08:49 UTC

In my school we have been trying to follow a "whole school approach" , but we still have to work hard on it. The teaching staff is trying to use a a multidisciplinary approach, using some new teaching techniques, but in my opinion we are very far from a whole school approach. Non teaching staff should be involved more and social services , psychologists, and local authorities could have a more relevant role .I think teachers are not aware of the possibilities this approach can offer to all the school community. We have to change our mind and be more inclusive ; that is we have to be more collaborative and interactive and welcome the opportunities coming from outiside .

Vali, Romania

2017-11-01 18:14:57 UTC

My school is working on that issue and I think that we can say that early leaving school isn't a' week point' on the SWOT analysis. We are monitoring carefully all potential risks, coming from outside or inside our institution. The whole-school approach is a complex but necessary way of working with children, for children.

Alvaro, PT

alvaralmeida — 2017-11-01 18:17:42 UTC

We have been working hard towards a "whole-school approach". It requires a never-ending commitment and a continuous search for improvement. Distributed leadership has been one of the keys. Professional and academic development at all levels alongside with a set of principles for action have been also at the centre of a "motto" - always learning to be better.

Luigi, Italy

Simbaleomomo — 2017-11-01 19:09:53 UTC

We are trying to move our first steps towards the whole-school approach in my schools. It is not so easy to involve all the participants of our school community and stakeholders but we have started to implement eTwinning projects and we have joined an Erasmus+ KA2 project too!

Urszula, Poland

urszula_skolimowska3 — 2017-11-01 19:18:04 UTC

Me and my colleagues from our school organize various projects which have on the aim development professional skils. We think also which the area of our the work school should be improved. We decided also to plan Erasmus+ project. We would like to create KA2 project. For this reason we will look for schools which would like to cooperate with us. E-Twinning is the best place for this activity.

Tsvetelena, Bulgaria

TARALOVA — 2017-11-01 19:26:08 UTC

We've been working on a common school goal to improve our students and teachers' ICT skills. We take part in Erasmus+ and eTwinning projects. Parents are involved too

Rosa Manso, Portugal

rosa_manso — 2017-11-01 19:49:02 UTC

At my school we are taking the first steps in this área.

Sara Grunser, Italy

2017-11-01 20:00:27 UTC

I like the idea of the 'whole school approach' and I think that the students as well as the educational staff would benefit from it. Admittedly it does sound challenging, since all members of the school community need to be convinced of it.

Mari

2017-11-01 20:12:24 UTC

Maria, Spain

2017-11-01 20:12:25 UTC

Collaboration is key to identify and tackle students’ needs. It must be promoted from the school skateholders and reach all staff.

Daniela D'Arrigo, Italy

2017-11-01 20:14:34 UTC

I like the idea of "

Whole-School Approach to ensure school success for all". The students have to be the centre of learning. My school has been working to reduce abandon schooland to improve the useof ITC.

Helena Pires

hcpires — 2017-11-01 20:22:47 UTC

I think my school fits this concept "whole-school ", although there is still a lot to do ... especially on the issue of school drop-out.
Teachers have a great rapport and help each other in projects that can be beneficial to students.
We also have a large number of outside educational partnerships, particularly in the areas of health and the environment.
We are partners of an Erasmus KA2 project with Germany in which we are also trying to integrate parents.

Carmen, Spain

carmenmanueldefalla — 2017-11-01 20:24:17 UTC

I would like my school to implement a whole-school approach but it is difficult as teachers tend to wotk individually in their subjects and it is difficult to work in cross.curricular projects, but some teachers do and we have participated in some etwinning projects but the whole-school approach would be the ideal way to achieve improvement in certain areas.

Marija, Croatia

marija_fg — 2017-11-01 20:31:37 UTC

The whole - school approach faces obstacles in my school, for there are many teachers of older age, and not willing to collaborate within the whole school projects or activities.

Annabella, Italy🇮🇹

2017-11-01 20:36:22 UTC

My school is a comprehensive institute that includes nursery school, primary school and secondary school. For different reasons we haven't got a "whole school approach" yet. I teach Technology in secondary school and fortunately I have a good group of colleagues with whom I share the idea and the goal to have a school where all everyone feels safe and wellcome, using strategies to support caring, wellcoming, respectful and safe learning environments that respect diversity and promote positiveness.

Jenny (Evgenia) Karoumpali, Greece

jennykaroumpali — 2017-11-01 20:53:52 UTC

There is a lot of work to do with regard to the whole - school approach in my school. The majority of parents are reluctant to play the role of co-educators of their children and to participate in school life actively.
There are difficulties in the school's co-operation with other institutions such as police, hospitals etc, which have to do not only with the legislation but also with the mentality.

Aneliya, Bulgaria

2017-11-01 20:57:29 UTC

In my school teachers cooperate with parents, students and community. This brings experience, knowledge, acceptance and respect. Our school's aims are everybody has the same opportunities. everybody is equal and respects the differences.

Mercedes, Spain

msalude2 — 2017-11-01 21:07:14 UTC

“A whole school approach to ensure school success for all” it is a great idea, but it is not easy to do it. For me is very difficult involve teachers, parents and students.

I’m working in an environment etwining project. I want to engage the whole school comunity to work all togheter reach to be a sustenability school and town.

Mercedes, Spain

msalude2 — 2017-11-01 21:07:15 UTC

Tania, Spain

tania16 — 2017-11-01 21:19:46 UTC

In my school getting everyone to work on the same objective is not a difficult task as I work with a group of very enthusiastic people. The main problem that I find is the lack of time. Collaboration gives great results but needs more time for planning than individual working. I know it worths it though! ;)

Christos, GREECE

christos_chachoudis — 2017-11-01 21:41:49 UTC

I am Christos and I teach maths and science at Alonnisos island High School to students with special educational/learning needs. In my school getting everyone to work on the same objective is rather difficult at the time. I have worked in many schools in the past and I think it is a very potential issue. On the other hand when something like that happens it's a great action which has benefits for teachers, student and school. I wish I had the chance to make it happen in my school.

Rossana, Italy

latronicorossana — 2017-11-01 21:43:24 UTC

I teach spanish and I'm the Erasmus coordinator of my school. In my school all teachers work to encrease our skills and competences. Our students feel our school like a great family and they feel safe. We work all to reach our objetive and we cooperate successfully to get our goals.

Carmen Guidetti, Ferrara, Italy

carmenguidetti — 2017-11-01 21:58:24 UTC

I am foreing language teacher , I teach Spanish in secondary school. Instead I am experienced about Erasmus+, but I am quietly new in my school, in this last one there has been no Erasmus+ oportunity until now. So, Either the headmaster as well as a few teachers are trying to get an approved project, It has not been so yet. In spite of this, Since two years we have been working with etwinning projects that are bringing good experiences and a change in our method of teaching. It is really true that students become the center of learning process and a whole-school aproach can be implemented, but it is avery slow mechanism that is growing into our school, but it worths!

Anamaria, Romania

2017-11-02 04:25:15 UTC

I am math teacher at a lower secondary school in Craiova. All teacher work for succes . But since the program changed and have made an application for the whole school we did not in KA1.

Ileana, Italy

2017-11-02 05:40:48 UTC

I think that the whole school approach is one of the most important challenge and, in the meantime, is a really hard goal to achieve. In my school we take part in a lot of project proposed by public, mainly cultural, institution and we have joined the Erasmus plus programme. Involving families, in an authentic and profitable way, and other stakeholders is the most difficult task.

Matteo, Italy

giurlanda_matteo — 2017-11-02 08:36:32 UTC

I am a support teacher for students with disabilities in a high school.In my school we work all to reach goals for the success of students!

Imma Vitale- Naples Italy

immavitale77 — 2017-11-02 09:18:27 UTC

In our school we have started training teaching courses to use learning on-line platforms with our students but we are not ready yet. So, we are in a period of important changes and we aim at improving our teaching action with effective and up-to-date tools and methodology. We teachers, usually work collaborating each other and often join new projects either with other schools or with some local community organizations as well. Our students attending upper years, also take part in some educational and training apprenticeships . To achieve the whole-school approach, I believe, we need a better coordination among school heads and teachers, a greater involvement of families, more relationships with local communities and businesses.

Marta, Sweden

2017-11-02 09:30:50 UTC

Always trying being inclusive. Trying to get to know my students and their circumstances so that they can work at their best potential. Then, of course, the cooperation between teaching staff and other professionals within the school environmnet are essential. For me, a quite learning envioremnet should be the priority of all schools

Tiziana, Italy

titty_ska — 2017-11-02 10:50:23 UTC

I'm a teacher in a primary school and involved in the management staff. Our objective is to have a Whole-school approach for succeding and we always try to involve all the Teachers in training courses and collaboration. Me myself believe in the importance of collaboration for reaching success.But it's not easy at all because,unluckly, there are many Teachers that are afraid of technology and don't want to spend time doing something different. Teachers really involved in reaching success are not many but we don' t surrend trying to do our best.

Lucie, France

2017-11-02 11:13:45 UTC

In my school, teachers work together and there is a lot of projects in common. The difficult part is including the families... We are trying to involved parents and opening the doors of the school. Projects are made up with the "collège" and the kindergarden. We are involved in differents local projects with other schools and partners. It take a lot of time, but it's very important, in particular for pupils whose are in difficulties ( at school or at home...)

Maud, France

lesblanchets — 2017-11-02 11:14:34 UTC

I am teaching in primary school . In our scool we are working with 5 teachers and a english assissant every week. We are on project erasmus + with two european partners . We want to wor with the games in the learning.

i m teacher in a pre-primary school. i use to work with the other teachers of my school,wich have pupils from 2 to 10 years old, on lecture activities, theater shows. threw different events we permit the families to enter in the school world. the difficulty i met is integrate parents in school. our classroom are oppened but families are a bitengaged.

2017-11-02 11:18:00 UTC

Eleonora. Italy

2017-11-02 11:45:48 UTC

We always take the whole-school approach into account when planning activities and projects for our students.

Local services are involved to ensure some expertise teachers do not have; parents are asked to collaborate and help planning some events, but they are also invited to attend some courses about parenthood in general, or more specific issues.

The stakeholders are invited to provide a feedback on several aspects of the school management at the end of the school year: the results are used as a social accountability tool and to work on weaknesses as well.

Nelly France

neline — 2017-11-02 12:07:35 UTC

I teach English in a secondary school which offers 2 specific structures for special needs pupils. On top of that, our whole-school approach concerns each and every pupil according to their specific needs inside and outside the classroom. All the community members are active contributors working on supporting pupils life at school.

Luisa, Italy

teacherluisa21 — 2017-11-02 12:29:14 UTC

My school includes pre-primary, primary and lower secondary school and the whole mission is inclusion, so the whole-school approach deals with all the efforts and attempts that people, inside and outside my school, can make to give students the best learning and life project. We have lots of students with specific needs so all the learning activities and projects are planned thinking to their social, emotional and psychological wellness.

Ewa, Poland

2017-11-02 12:35:01 UTC

I am an English teacher in the secondary school ans i am also the cooridinator of KA 1 project so for me the most important thing is to involve all the necessary people connected with my school 9students, teachers, parents0 but it is not alsways easy

Teresa, Poland

teresap651 — 2017-11-02 13:01:01 UTC

I teach students at the age of 13-16. I am their last chance teacher since any other teacher of English in my school,who does not manage,sends his/her troublesome teenagers to my groups.What do I do to manage? I study all the time. I completed a course in interaction psychotherapy to understand more and see further.I've changed priorities. I start with building their trust. Both in me and themselves. After that I help them open doors.

Magdolna, Hungary

2017-11-02 13:14:38 UTC

As a teacher of English, I have always tried to make my students open to new things and get first-hand experience. I think my enthusiasm has spread to my students. They have participated in some eTwinning projects and had great fun. However, my colleagues seem to be reluctant to join our projects. In my view, they feel overwhelmed by their everyday workload as we are a small school with a small staff. Well, they should be persuaded first, but it won't be an easy task. As for parents, they're really supportive.

Mariarosaria, Italy

2017-11-02 14:19:41 UTC

I am an English teacher in a secondary school. I am Head of the English Department and class coordinator. In my school we all try to implement team working and involve students' parents in the teaching/learning process. We also try to work with local agencies and the Council to make projects aiming at making the learning/teaching path motivating, inclusive and successful.
There are a lot of issues to face everyday because it is not easy to involve the whole communiity, yet through constant confrontation and dialogue, we try to make problems and difficulties opportunities to grow and improve.

Emilia, Romania

2017-11-02 15:06:50 UTC

The whole-school approach is an ideal way to have a successful school.In my school, teachers have their best to set up partnerships with different organisations

Silvia, Italy

silviasottofattori — 2017-11-02 15:21:43 UTC

The whole-school approach is a good way to get all your school world involved in a project. You can implement your school action involving parents and local services and creating partnerships

Sabrina, Italy

2017-11-02 15:30:08 UTC

In my school we have a Whole-school approach in different areas: reading, music and physical exercises. In the first project, the local library and parents are involved. In the second and third project, instead, there are members of local organizations that come to school and cooperate with the teachers.

Rila, Bulgaria

2017-11-02 15:32:18 UTC

The Whole school approach is something really important and it has to be performed by well informed and quallified teachers. All those teachers have to learn new things all the time in order to be effective. It is not always easy but it is worth trying...

Lucia, Taranto, Italy

2017-11-02 15:34:39 UTC

I'm a teacher in a primary school at the periphery of the town: we do have to tackle an early school leaving!!! We find new strategies (since 1999) and have a fairly good result. We collaborate -for a whole school approach -among us and with no-teaching partners, trying to do our best to involve children in a new way to think themselves: ICT, Coding, P4c, playing musical instruments, theatre, cinema...

Simona, Roma

natalini_simona — 2017-11-02 15:43:10 UTC

I am an English teacher in a Secondary School. I have been working in this school since September 1st 2017. When I arrived, I didn't know eTwinning platform and Erasmus+ programme. My English Department's colleagues have taken part into a lot of Erasmus+ and eTwinning projects so far and they are enthusiastic about them. Today I have joined three interesting eTwinning projects and my colleagues and I are working very hard to achieve the whole-school approach!

Floren, Spain

florencisales2 — 2017-11-02 15:51:28 UTC

I teach Physics and Chemistry at secondary school. In my school, our eTwinning and Erasmus+ projects are the activities we do that are most closer to the WSA. We involve the head teachers, teachers from different subjects, families (for the exchanges), some external associations (sport or outdoor activities) .... the town council also helps us. So this could be a similar approach.

Darka, Croatia

2017-11-02 16:02:18 UTC

In my school we are trying to promote healthy habits: eating more fruits on daily basic, avoiding junk food, increase physical activity etc. And, of course, we are trying to involve as much as possible teachers in that project.

Gaetano, Italy

g_sinatti — 2017-11-02 16:11:56 UTC

In my experience the activities we saw here to better integrate school, teachers, pupils, their families, city stakholders are already quite well developed in my town.
Currently our idea is to involve former students in an alumni association so that they could some sort of testimonial about the possible job opportunites our curricula could provide to students.

Antonio, Bari

antonioguida52 — 2017-11-02 16:24:20 UTC

I have been headmaster for many years in Secondary School until two months ago. My experience: the whole-school approach is a slow process that involve overall the teachers. They are learning the collaboration approach for themself and your learners. In my school there are experiences of "peer to peer" that involve teachers and childrens

Sara, Italy

2017-11-02 17:07:24 UTC

My school attempts at working according to the principles of the whole school approach. The school promotes courses, online training and it keeps trying to involve both teachers and students, not always succeeding. In my teaching practice I experiment collaborations with other departments, in order to build up cross-curricular learning paths.

Maura, Italy

mauralucarelli — 2017-11-02 17:09:16 UTC

e school where I work is located in a high immigration area, so we usually have pupils that don't speak Italian. In this sensethe school is working together with the families and the Whole community with Language and ICT courses to promote the Learning success for everyone.

Stefania, Italy

stefania_boglio — 2017-11-02 17:10:27 UTC

I'm a Primary School teacher, now my pupils are 9 years old. Every monday parents give their children fruits to eat at 10.30 in the morning.
Every year we do many activities ( theater, PE, help to the poor...) with people working out of the school. We ask for collaboration with parents and give them our support for the global growth of children, with talks, but also with small parties!!!

Ilaria, Italy

2017-11-02 17:26:33 UTC

My school tries to involve more people and agencies that only teachers and staff. We work with the local admnistration, library, police...
We try to involve parents and families.

Eugenia,Italy

eugenia_serrao7 — 2017-11-02 17:30:20 UTC

I'm a primary school teacher and I'm working with children aged 6 to 10. My school is part of a comprehensive school . In our big school there are three nursery schools, three primary schools and two lower secondary schools. In my schools we all attempt to work according to the principles of the "whole school approach" and to involve parents and local community to collaborate. In my primary we''ve been working with our children on E-twinning projects and it's particularly important for our pupils because they live in a small village and these project are opening their minds and their are really getting anthusiastic in getting to know children from other countries and their cultures and traditions. They really feel part of Europe and this is helping them to be more confident in the language and in their capacities. I think that they are also improving their achievements. Parents are also very happy and we're trying to involve more them in these projects and in events and performances we prepare with the children. Their support and collaboration is fundamental.

Gabriela Petrichei, Romania

gabi_petrichei — 2017-11-02 17:35:40 UTC

The school I work in attempts to use a whole-school approach in order to ensure success for all, especially for the students. The schools has a strong cooperation with a wide range of partners: public authorities, communiy organisations and businesses, as well as parents.

Giorgio Figura - Italy

giorgiofigura1962 — 2017-11-02 17:38:54 UTC

I teach religion in primary school classes, I am also the vicar of the schoolmaster and I work with my school Erasmus coordinator. In my school, all the teachers work to increase the knowledge and skills of our pupils. Our students feel our school as a welcoming community and feel the center of the educational and teaching process. The mission of our school is: a friendly, inclusive school and open to new technologies.

Melahrini/Greece

mpapardeli — 2017-11-02 17:52:47 UTC

I'm a primary school teacher and for the next three years I'll be the head teacher also.In my school the most of the teachers are old and they aren't willing to change their traditional way of teaching.I work etwinning and international projects many years now and every time I was working only by my self.Fortunately this year a new teacher came and he is very much interested to try a new approach of teaching and cooperate with me and work projects together.We are trying to involve our students in many activities and make them feel free to act.

Antonietta, Italia La mia scuola è un istituto comprensivo che include la scuola dell’infanzia, la scuola primaria e la scuola secondaria di I° grado.La scuola volendo attuare un ambiente scolastico in cui tutti gli allievi si sentano accettati, ben voluti e sicuri nell’affrontare il loro percorso scolastico, sta attuando una serie di azioni ed iniziative che prevedono la collaborazione attiva e fattiva dei docenti , degli alunni e dei genitori dei vari ordini di grado. Solo collaborando e interagendo fin dalla più tenera età si può sostenere gli alunni nello sviluppo personale a tutto tondo che lo porteranno ad avere successo nella vita quotidiana ed ad essere attento e rispettoso verso le diversità

2017-11-02 17:58:22 UTC

Francesca, Italy

neiviller_francesca — 2017-11-02 17:59:20 UTC

I may say that my school is not based on this approach, we still work on individual basis rather than on collaboration. At the moment some of us have come together to try and change this way of being. We'll see what it will happen in the future!!!

Christina, PolandThe whole school approach in my school takes place every day when we undertake join projects. Because it’s quite a big school ( more than one thousand students and more than a hundred teachers) we as teachers try to involve as many partners as possible but it’s not so easy and the projects are not appropriate for all not even the teachers and students but also to other school staff and partners. So the main aim is how to involve all school staff , partners and institutions to motivate them to participate in projects we want to do to improve our teaching and students learning. Regards

2017-11-02 18:22:22 UTC

Marta, Poland

meg_paa — 2017-11-02 18:58:30 UTC

I work in a small primary school in Poland and I think we are trying to work as a team, involving parents in school's life as well as authorities. My only concern is that I often have an impression we are mainly focused on getting satisfactory results in state exams.
The whole school approach is in many programmes we have at school, which involve teachers, students and parents. In my work I am trying to imply more collaboration among students but also between teachers.

Maria, Greece

2017-11-02 18:58:58 UTC

The whole school approach would suit perfectly to my school, since it is a small one (130 students) situated in a village, but I am not so sure, that most of the teachers would like to contribute, especially if ICT skills and evening meetings were required...I am sure though that parents would be very pleased with a policy plan that includes them!

Lucilla, Italy

luciro1 — 2017-11-02 19:05:28 UTC

I am an English teacher of secondary school, pupils aged 11-14 years old, and I work in a small village in the north of Italy. I strongly believe in the whole school approach but unfortunately most of the teachers I've met so far , though good and responsible teachers, are not used to work in team and to collaborate. I hope to mamage to introduce this way of working .

Marta, Catalonia

martapcallis — 2017-11-02 19:10:31 UTC

I work in a high school with a long experience in taking part in Comenius, eTwinning and Erasmus+ KA2 projects. I believe the whole-school approach is the key to ensure school success for all, but it is also very difficult to deal with, especially in big schools with many teachers with different schedules, worries, needs... But little by little, it can be achieved.

Ana Cristina - Portugal

anatendinha — 2017-11-02 19:13:16 UTC

My school is the result of grouping two large schools so it is not always easy to coordinate joint activities.
However we have made a great effort to overcome this reality and invest in teamwork that involves the entire school community.
 I am a primary school teacher and in this degree of education, programs like Comenius and erasmus + not yet frequent in my school. Only with the older students (14, 15 years old).
 At the moment we are investing in the change of this reality and for that we would like to know more about the programs KA1 and KA2.

Domenico - Italy

domenico_gaeta — 2017-11-02 20:28:49 UTC

This whole-school approach is one of the ways in which my school community may contribute to the development and the ongoing maintenance of a friendly and safe school culture in order to enhance students’ social and emotional learning and reduce bullying in schools.

Antonella C. Italy

2017-11-02 20:58:26 UTC

Generally speaking, I think that the only way to implement successful Erasmus programmes is to adopt a whole school approach. Last year I have worked in a school that believed in that approach and was planning Erasmus activities. This year I had to move to another school where teachers work in isolation. I am attending this course hoping to develop the skills required to promote opportunities of taking part in new Erasmus projects

Iwona, Poland

2017-11-02 21:01:04 UTC

In my school we try to inform the parents about everything we do and ask for their ideas how to improve our actions and give their own proposals.

Nancy, Greece

2017-11-02 21:42:12 UTC

In my school there are challenges concerning the role of the Principal and a small team around him. Unfortunately he is making the whole-school approach very diificult to evolve in our school environment but we are trying hard to have all stakeholders involved.

Marta, Portugal

martaropio — 2017-11-02 22:10:55 UTC

My school began last year its first experience in a K2 project. I made a partnership with a spanish school (Coordinator). It has been a fantastic experience... but at the beggining teachers and students didn't believe that it was possible to do it... however, slowly we feel that there are some changes. It was easier outside school. Some local entreprises and the municipality give us all the support we need and also de students parents involved in the project. So we are in a step by step approach.... to involve all school its our aim...

Giustiniano Matteucig

2017-11-02 22:40:59 UTC

Giustiniano Matteucig

entomologo — 2017-11-02 22:43:54 UTC

Hi, my name is Giustiniano Matteucig and I'm 41. I live near Rome, in Anzio. I am a teacher of mathematics and science in the secondary school.

Maria, Greece

mtachtsog — 2017-11-02 23:11:33 UTC

Iam a primary school teacher and headmaster. The last 5 years have been trying to make the school work with extroversion. We plan programs involving parents and members from the wider community. We are implementing collective processes in decision-making and we work with countries in Europe in programs.

Maria da Conceição M. Vasconcelos

maria_c_vasconcelos — 2017-11-02 23:59:44 UTC

In my school, we are already based on this approach. The multiple activities that are carried out with the collaboration of the community are an example of this.

There is also a small group of teachers who are collaborative and who share collaborative methods of teaching.

Hi, my name is Zenaida Ieremie. I am from Romania. I am a primary school teacher.

zenaida_ieremie1 — 2017-11-03 00:55:21 UTC

I collaboration verry well with parents and members from the community.

Rosa Italy

rosacalvino8 — 2017-11-03 00:56:59 UTC

Hello ! I teach in a vocational school in Italy

Rossella, Italy

alessandro2006_santagata — 2017-11-03 06:32:23 UTC

In my school there is a good collaboration with educational agencies and other institutions, but there isn't the same collaboration with families.

Angela, Italy

2017-11-03 06:54:05 UTC

In my school we collaborate with the community and we have done some Etwinning and other european projects but it's not so easy to involve all the teachers ( a lot of them just want to follow their traditional curricula and/or have some difficult to work together) so we are just a little group. We hope that Erasmus can be an opportunity to develop a whole school approach offering english courses and courses to improve the use of TiC.

Hi, my name is Zhivka Yancheva. I am an English teacher in a secondary school in Sofia, Bulgaria. Our school has been involved in some Erasmus + projects. In our work we try to involve not only students and teachers but also parents and local community. It is a hard work but we try to involve as many people as we can and don't give up.

zhyancheva — 2017-11-03 09:02:28 UTC

hi to everybody! I am a teacher of primary school, in my school we are trying to widen educational possibility through innovative models and more correspondents to today's canons

2017-11-03 09:21:02 UTC

Irene Confalone -Italy

confalone — 2017-11-03 09:41:42 UTC

In my school there is a good cooperation with parents ,with the community and with teachers .We joined an Erasmus two years ago and in september we started another one.

Anita - Poland

2017-11-03 09:58:43 UTC

Hi, our school is quite new and very modern. We are state school but our active parents have great influence on our goals and realization. We also enjoy support of the local government. Our teachers are very innovative, creative and engaged. We want to join Erasmus to share and gain our educational, pedagogical and organisational experiences and give kids opportunities to see the bigger picture of the world around them.

Elisa Cravana - Italia

2017-11-03 10:05:17 UTC

Hi! my school consists of four complexes including the kindergartens, the Primary school and the Secondary school with a special musical course for different instruments. The educational institution describes itself as an only centre of aggregation and socialisation on the pertinence territory, offering to the students the possibility of cultural and personal growth through a broad program of educational curricular and extra-curricular activities, aimed at enriching the school time, with initiatives always suited to their needs. We can count on the presence of a team that supports the Head Teacher, composed not only by school staff and Instrumental Functions but also by a project working group that has learned to work as a “team” and to play a driving and stimulating role for the whole school community; this is the essential condition for promoting and realizing the idea of a forming community that thinks over its work, intercepts the formative needs and identifies a fleasible action plan. we believe in a systemic change management in school that is carried out in collaboration between headmaster, teachers, pupils, parents and local community.

Silvia Tricarico, Ita

silviatricarico75 — 2017-11-03 10:34:25 UTC

In my school there is a very positive atmosphere! We work together collaboratively, with the aim to grow up and improve our society! We hope Erasmus+ will give us new opportunities!

Kadriye Ç. Turkey

2017-11-03 11:22:31 UTC

I have been working at a science high school. more than half of the teachers are more than 40 years old and they are not willing to cooperate among different disciplines, even btw their collegues in the same field. as a solution, ı founded the first E-Twinning club in my school and trying to take actively part in two projects, both national and international. Also we - only five teachers get around a table to write Erasmus plus projects.

Giuseppina A., Italy

elina_m — 2017-11-03 11:37:08 UTC

I've been working at a turistic high school more than 25 years. In my own experience I've already tried to do my best to put the learners in the middle of my teaching objectifs and a real cooperation with the other teachers either of languages or not. It's not very easy to involve families or public institutions in my projects but anyway I'll always try to do it.

Snjezana Kovacevic, Croatia

knjiznica_zlata — 2017-11-03 11:55:21 UTC

Some of the colleagues are willing to cooperate and some are not. I think that happens in all schools. I am willing to try new things, methods, ICT tools and other educational resources and I implement many projects in my school library. I work in primary school with pupils from6-14 years of age.

It´s hard to work as a all. Promoting colaboration is a main goal in my school. It´s important to undestand that the output will be better if it´s a result of a teamwork and not of a person only.

2017-11-03 11:58:57 UTC

Argiro Spyrogianni, Greece

Argiro_ — 2017-11-03 12:19:23 UTC

A whole-school approach may be difficult to implement but not impossible. The main factor would be that every member should be an active contributor, something that not always is really easy to happen. Slowly but with a stable pace in our school we enhance team work and collaboration by cooperating in european and national educational projects and every single time the results are satisfying.

Evi P., Greece

2017-11-03 13:22:23 UTC

Applying a whole-school approach is an urgent demand in our days since schools cannot tackle all these complex, emerging educational issues on their own and need multidisciplinary support. As I have worked in several schools so far I have noticed that the more they are open to collaboration at all levels the more they contribute to a more welcoming environment and positive culture for the school community. Despite any expected difficulties, this holistic approach in education can become true and rewarding but let's not forget that political action towards this direction is also very important. (PS Happy to read all interesting comments from the other colleagues too!)

Nicolina G., Italy

nicolina_graziano — 2017-11-03 13:51:21 UTC

A "whole -school approach" is really a great idea even if it could be difficult to implement. It would be the best opportunity for teachers and learners to improve their knowledge and competences. In my school there is the idea to collaborate and to involve the school community, the local authorities and also foreign partners. Last year some Foreign Laguages teachers , includying myself, implemented an eTwinning project and this year much more teachers are taking part to another eTwinning project .
My school mission is inclusion , because we have lots of students with specific needs so all the learning activities and projects are planned according their social, emotional, and psychological well-being. So I think a "whole school approach"" is our challenge , because " it builds on an inclusive vision of education, where all learners can reach their full potential for growth irrespective of individual and family-related factors, socioeconomic status and life experience".

Lina M. -Hermoupolis -Greece

2017-11-03 14:11:01 UTC

Hi everybody! I'm teacher of the german language at secondary schools and currently seconded at the Regional Directorate of primary and secondary education of South Aegean. The institution I work is a police maker and this year we are starting a KA1 projekt about "Cultural Diversity in classroom" with two schools of our region. We are trying to implement a whole-school approach, so as everybody to be educated and enagaged in terms of respecting others' cultural bachground.

Cristina, Romania

cristina_n12 — 2017-11-03 14:29:38 UTC

Hi everybody! I am a teacher of English and the contact person of an Erasmus+ strategic partnership of my school which is a secondary school including pre-primary and primary levels too. For this project we also involve the parents. Our school also had several eTwinning projects. I applied twice for an Erasmus+ mobility project unsuccessfully. I think this happened because I did not fully understand the concept of whole school approach well. This is the third year in my current school. Still I applied successfully for a national competition of European School in March and my school received the certificate and the trophy in a great ceremony in our capital as 2017 is a symbolic year for Romania, ten years as a member of the European Union.

Hello,

mariola1 — 2017-11-03 14:48:34 UTC

My name is Mariola. I'm an English teacher at Inclusive Primary School in the South of Poland. I think that the whole school approach is a good idea. I have been working on EU projects since 2007. Our school has participated in two Comenius projects (once as a coordinator, and the second time as a partner school). It was really great experience for all of us (studets, teachers even local community). I have also done some eTwinning projects. We have just started KA1 focused on SEN students (especially the autistic once).
It is the best opportunity for all teachers to improve their knowlege and competences. It allows all of us to exchange our experience.

Erasmus+ project

2017-11-03 15:47:21 UTC

I'm Ilaria from Italy. My school is a partner school in an E+ project and there is a good partnership between school and local community. This is our third year of the project and it's really interesting not only for the students but also for the teachers. We realized that it's fundamental, essential for our job to share our ideas, our way of teaching, of thinking with other colleagues all around the world.

Loredana, România

2017-11-03 16:27:19 UTC

Hello, I can tell you that my school is involved in a partnership with a school in Northern Ireland, it is a KA1 Erasmus plus and this November a group of 15 students go abroad to experience being a waiter abroad. The whole school is involved,

Marilena, Italia

2017-11-03 16:28:33 UTC

Hello, I'm an English teacher in a secondary school and contact person of an Erasmus + project (the coordinator is a Turkish school. This is the first project our school is envolved in and we are currently trying to collaborate with families and local people as much as possible. I can tell the first result of the project, which has only just started, is the great enthusiasm both students and teachers are showing. The members of the school staff are also willing to actively cooperate. Very good vibes!

Claudia Toader, Romania

2017-11-03 16:50:09 UTC

Hi, I am an English high school teacher and I work in a positive environment, with many young teachers. We are interested in new teaching methods, ICT tools and modern ways of keeping our pupils involved.
My school has not participated in an E+ project yet, but we intend to write one under Key Action 1. We take part with our students in many extracurricular activities, we collaborate with institutions like the Police and the Town Hall. We also try to keep the parents up to date and to make them get involved more in the school activities of their children. Our school has just started a national project that is aimed at helping pupils that are behind academically and getting parents to participate more.

Nuno Santos, Portugal

2017-11-03 16:55:01 UTC

Hi, I frequently work with my colleagues in a multidisciplinary team to figure out the best ways to teach our students and promote success. We have the school, booard support and we frequently meet with the school psychologist and the special needs team.

Rita, Italy

rita_bellodi1 — 2017-11-03 16:59:13 UTC

I'm a teacher of English in a secondary school in Italy, I'm also the Erasmus Plus contact person of the school ,component of the Team for ICT.and of the commission deputed to the planning of a new school curriculum based on the 21st century skills and part of the Group working on the placementent of studentst in internship activities. So I can say that thanks to the multiple activities we promote and take part in our school is absolutely working in a Whole -School Approach perspective. Our mission is Sustainability and as we are a school for agricultural operators , technicians and land surveyor the link with the community : families, political and economical institutions is substantial,well organized and rooted in the history of the school. Now since a few years we are opening our windows on Europe thanks to various Erasmus + projects we are involved in both as coordinators and as partners and our students are more and more enthusiastic of studying, working, travelling abroad and their families are getting involved in most of the phases of the planninnig of the mobilities , the role of the institutions is to help and sometimes give an extra financial aid to the activities we consider more important for the succes of the formative process we propose.

Carmen, Italy

carmencarella — 2017-11-03 17:16:21 UTC

Hello. I’m a teacher of English language at a Secondary School of my town. My students are aged 11-13. Our school is quite big, and it’s based in a lovely seaside resort area. My head teacher can’t look forward to start some e-twinning project and exchanges with other European schools, mainly from the UK - considering where the foreign language was born - and that’s why I’m here. The school where I work is pretty successful, also thanks the many connections with the local services, the town hall, the community in general, and that must be the secret of the success: there’s an exciting atmosphere, we attend a variety of teacher training courses, many join the teacher’s choir which is a feature of the school, as it has a special course for pupils devoted to learning to play a musical instrument as an extra-curricular activity. Parents are also involved and invited to school events whenever possible, for example there are 2 theatrical performances during the year, one in Italian and the other in English. Recently there has been an event called “Supernatural”, with the Marvel heroes statues on display attracting the visitors, in an eccentric way connected to the world of Nature. Apparently, everything can be used to engage and involve all actors: students, teachers, parents, stakeholders. And it works, because the more the school gets in the middle of things that are appreciated by the community, the more everybody enjoys and wants to come and join in. All in all, a whole-school approach must be the winning approach.

Manuel, Portugal

manufsrib — 2017-11-03 17:34:39 UTC

In my school we are implementing a project of pedagogic innovation which requires a full commitment and collaboration of teachers, learners, parents, partners and external experts. Before beginning that work, we run several meetings to hear what the expectations of all educative community members are, ask for support of other agents of the community (enterprises, local administration, healthcare unit) in order to find a common and whole profile for our learners. For our teaching practice, we have organized the curricula in a way that collaborative work, critical thinking and creative (and formative evaluation) become the main core for our work. Along with this, we are developing a FCLab with different innovative and experimental learning activities and pedagogical methodologies (PBL, EBL, Flipped Classroom). We all expect that our learners become able to face 21^st century as fully committed citizens of Europe. A real challenge!

Salva, Spain

salprosm1 — 2017-11-03 17:38:46 UTC

I am a physical education teacher in a primary school in a little village in the Southern Spain. It,s difficult the create an environment where everyone is involved. We created years ago Our own learning community to improve the future prospect of our pupils with the help of the families and the results are really positive.

Patrícia, Portugal

2017-11-03 17:50:04 UTC

I am a Biology teacher in a school in Funchal. My school has 1200 students from 5th grade to 12th grade. We have also vocational courses. We are involved in many european projects like Parent involvment in education, sports for special needed students, integration of foreign students. I think we have a

Whole-School Approach since many teachers, students and parents are involved in improving students sucess.

Brana, Croatia

2017-11-03 19:49:16 UTC

Hi! I work in a primary school as a teacher. We implement a Whole-school approach in many fields: school celebrations, mutual projects and regular parents meetings. Some of our projects are: Sports day, Math’s evening, School’s orchard, Schools cooperative, Intergenerational meetings, etc. Students are always in center.

Also, we have applied for E+ founding last year, and will do again this year.

Bruna, Italy

brunella24 — 2017-11-03 20:23:41 UTC

I work in a secondary high school in the North of Italy. Well I can't say in my school even if we are involved in an Erasmus project, we are really trying a whole-school approach as almost all the teachers prefer working on their own as it is less time-consuming and I feel there is a sort of difficulty in sharing knowledge. I have been an e-Twinner for ten years now and I have always successfully involved my students in many projects, sometimes I was able to get some collegues to collaborate , I have always tried to involve parents and also institutions. we are doing something more with 'Alternanza scuola-lavoro' that is a series of projects which open the school to external realities such as enterprises, local administations, theatrical groups and so on. I have also planned an exchange with a foreign school in order to involve families and authorities but it is restricted to a small group because of lack of resources..

Erica, Italy

2017-11-03 20:28:15 UTC

In my school, there are a lot of disadvantaged students: foreign students who still don't speak Italian, weak students or students with special needs. The school doesn't tackle rhe problems onnits own but there are projects involving social services, therapists, volunteers, ect... For example, a group of volunteers interacts daily with teachers and students. They help the students to study, motivate them and prevent underachievement and dropout.

Aleksandra, Poland

2017-11-03 21:10:30 UTC

I teach English in a Community Primary School and I love my job. Everyday I tell my students that English is only a tool that can help them to gain all knowledge hidden behind the door to the world. I show them that all teaching and learning process is a unity. All subjects are combined together as well as learning. Teachers of all subjects in my school perceive the same way so it is easy to convince students to this idea. The school authorities and the head of the school support us. We share the idea that learning language and content of different school subjects are integrated skills. We conduct partially History and Phisics in English. My school is eager to gain experience from other schools in Europe and share knowledge. We believe that E+ programme will help us in it. My school works as one team, parents, teachers and authorities of the school and we cooperate with each other.

Laura, Italy

2017-11-03 21:26:03 UTC

I work in a secondary school with a lot of students with special needs. The school collaborates with families, associations, volunteers and towns to make inclusion possible. Moreover schools in our area organize courses for the teachers of different institute, in order to share resources and experiences. I'm new in E-Twinning and the collaboration with my project partners is helping me improving my ICT competences and I'm already using what I learned in other classes and context. However I feel some coordination is missing: maybe we could improve our approach with a better communication and a more rigorous coordination....

Maria Duarte

joaoinvestiga1 — 2017-11-03 22:06:01 UTC

(Portugal)
A whole-school Approach means a change of mentalities. First, Its to open the school to community as well the comunity is opned to the school. That change implies a rupture in practices and a new challenge for engaging new resources and contributes. In my school and region, the sucess of students counts more because of the statistics than the real quality of the sucess. The European project started a big change in Education, but this things takes time, money and political will. As long Education is not a real priority for national policy, this will change sometimes not for the better.

Argyro, Greece / Athens

2017-11-03 22:11:08 UTC

I work in a secondary high school in Athens. I strongly believe that the Whole-School approach is the right way for students’ and teachers’ educational success in the teaching and learning process. Moreover the headmaster should be the leader of the school and support all the activities and projects in progress with the contribution of all the stakeholders of school community.

Fortunately our headmistress is such a leader and although, we didn’t manage to get an Erasmus project this year, a few teachers prefer working together on projects such as e-Twinning in order to improve the future prospect of our pupils with the help of the school community with positive results.

Iveta, Latvia

iveta_lei — 2017-11-04 09:24:02 UTC

Nuria, Spain

2017-11-04 10:03:13 UTC

Hi everyone,
I teach English to secondary students in a small school near Barcelona. So far our school hasn't been involved in an erasmus + project, which is why we're taking this course, so we get familiar with applications, projects, etc. But we have organised and carried out a real exchange with a school in The Netherlands for 3 years. The whole-school approach has been crucial in order to make this activity successful. Obviously some teachers have been more involved in it, but in general all school community has taken part by helping organising, sharing knowledge or collaborating in any other way so it has been and still is a sucess for all.

Olga, Portugal

olgacarvalhomartins — 2017-11-04 11:37:24 UTC

A Whole-School Approach means to try and change the school community mentality. All this community has to be involved, directors, teachers, staff, students, parents and other stakeholders, although as we all know it is difficult to implement. It will be a great opportunity for all members to improve knowledge, competences of all kind (literacy, digital, cultural, media,...) in order to create a more inclusive school and a welcoming and positive environment.

Jaime, Portugal

joncmartins — 2017-11-04 12:25:27 UTC

A Whole-School Approach means a change in the school community mentality. Everybody must try to work collaboratively to create each time a more wellcoming and positive environment to implement sucessfull Erasmus+ Projects.

The participants have to adopt a

Whole-School Approach to open minds, in order that teachers to gain a stronger will to work in teams, collaborativelly and in a multidisciplinarity cooperation.

Sandra, Portugal

2017-11-04 15:07:31 UTC

I never participated in an Erasmus project, only in Etwinning. For the first time, my school and I are looking for partners to an Erasmus project. A whole-school approach is very important to carry out this project because it involves all school. Collaborative learning is important too. To do so it's not easy because some teachers are used to work individually.

Maria Lorenza, Italy

2017-11-04 15:50:38 UTC

I think that the whole-school approach is the first step to start a real plan for improving the learning exeperiences. Learners, in fact, must be at the cetre of our teaching work because teaching and learning approaches should take into account the specific needs both of an individual and a group of students. In my way of teaching I try to support the diverse learning needs by using a wide range of teaching tecniques and creating a motivating and collaborative atmoshere

Trini Spain

2017-11-04 16:36:28 UTC

Thank to Etwinning projects, my school IS changing. We are learning to cooperate with other schools and our community IS helping us. Parents, local institutions and so on. We are learning to collaborate each other.

Patrycja, Poland

2017-11-04 16:41:59 UTC

The whole-school approach is often difficult to manifest because of numbers of variables. My school is trying to collaborate with children, parents, local entrepreneurs and authorities. Teachers are often leaders in all actions and I think it has to change. For example a whole school approach to safety and risk education means your curriculum, health and safety policies and practice will support you in developing a culture where pupils, staff and visitors benefit from challenging and stimulating learning experiences while staying as safe as necessary.
I hope that eTwinning and Erasmus+ give opportunity to develop a whole school approach at my school.

Kyriaki Katsirou (Greece)

katkelly — 2017-11-04 17:02:16 UTC

We should provide our students with skills that will make easier their adaption to the rapidly changing world, in which they will be activated during their adulthood. The whole - school approach is the the best means to achieve such a goal. In my school, we are doing our best towards this direction. For example, we organize collaborative activities with other local stakeholders, as a part of a project which is carried out by the students at school.

Maria, Greece Hello! I’m an English teacher in a secondary school of Nafpaktos. My students are 16-18 years old. My school is a small one with 300 students, located in a picturesque and seaside resort area. We haven’t participated in an Erasmus+ project so far, but I intend to start one this year.As for the whole – School Approach; my school follows a certain approach the one that the state advices us to use. That is, to help learners reach their unique goal, this is to pass to university. Certainly, our students feel safe and free to ask and get any help they need. There are occasions in which our students have the chance to learn how to grow and become responsible members of the community and feel respected and recognized in their talents or needs. Such occasions are during certain projects or when they arparticipate in theatrical performances during each school year. Moreover, once a year, a guidance specialist visits our school and informs students about issues they may have.

mariaioannou — 2017-11-04 17:04:30 UTC

Konstantina, Greece

2017-11-04 17:11:40 UTC

I think that the whole purpose is to make our students feel like a european community members during the excange of ideas, skills and sentiments so they learn more things and make new fiendships.

Alessandro / Italy

lupomerycarmen — 2017-11-04 17:21:25 UTC

As school we do many efforts to involve everybody but parents and students not are always available, so we haven't a whole-approach school. We decide for them!

Ayçin,Turkey

2017-11-04 17:24:43 UTC

I am an English teacher at a secondary school. My pupils are 13-18 years old. We did 2 eTwinning projects last year. We succeed to ensure school success for all. My director provide space and tools and what we need. I have learnt many Web 2.0 tools. I shared with my colleagues and students. They uses them then in their class. Also the parents support and provide what their sts need. They organize healthy life activities with the help of sts, parents,teachers and health department. We haven’t any experience about Erasmus+ project Ka1/2. We want to do this year. All school staff, parents and students are looking forward to being in a project.

Valeria, Italy

vally_benatti — 2017-11-04 17:37:53 UTC

I am an English teacher at a secondary school which focuses on agricultural education. It is my first year in this school but I have already noticed that a lot of effort is placed on the idea of a whole-school approach. As a matter of fact, our school also includes an agricultural holding in which students learn a practical job and can sell their products. First of all, this creates an inclusive environment where students with special needs can actively participate. Furthermore, there are opportunities to cooperate with the citizenship and to promote the activities and projects of the school.
As for the participation in international projects, we are implementing our communication with the whole school staff (students, teachers, collaborators) by creating a specific webpage on the school site. In addition to this, we promote exchange opportunities with our students in class, making them feel part of a broader horizon than their school.

Angela Leo, Italy

2017-11-04 17:41:00 UTC

A ‘whole school around a whole learner ‘ means a school for all learners with your specific talent and needs. In the whole-school approach the learner is in the centre of our teaching work with attention to specific needs of an individual and a group of learners. My school adopts an inclusive vision of education and looks at territory. My school is part of entire system with relationships in and around schools. In my teaching practice I try to support the diverse learning needs by using a wide range of teaching method, with the support of ICT and BYOD. I try to create collaborative and positive environment. Everybody must try to work collaboratively to create each time a more wellcoming and positive environment to multidisciplinary and international cooperation.

Dimitris (Δημήτρης) Greece

2017-11-04 17:55:00 UTC

I have to describe the whole school approach to both my school and my teaching as poor. BUT I can see just by completing this first module that there are quite a few opportunities we have missed.
School level.
There is an active Parents and Guidance Association, a connection with the municipal authorities, a local church, and quite a few cultural associations that are eager to approach our school. All we have to do is to create the right frame.
Teaching practice.
I am surprised to discover that my teaching practice (at an urban high school) that has some features of a whole school approach (use of blogs, school level activities . . . ) is not easily adaptable to my new rural school.
That is the reason for my participation in this course. I hope we, as a school can offer through Erasmus + activities a new, broader perspective for our pupils.

Almudena, Spain

2017-11-04 18:11:09 UTC

I work as a physics and chemistry teacher at a public high school in Pamplona, Spain.

Internationalization and enhancement of languages programmes (in English, French and German) are some of the main goals included in our educational mission, together with the implementation of innovative, motivational and interdisciplinary methodologies, creativity and critical thinking.

Our students can benefit from this vision by joining the bilingual sections and taking part in a number of school trips and European exchanges.

As a Science teacher I am interested in collaborative methodologies such as STEAM approaches or project based learning that also involve the use of other languages.

Julia, Poland

julia_budzowska — 2017-11-04 18:42:52 UTC

We are a secondary school from Poland. We had a long break from EU projects, but as I joined the school everything started rolling again! At present there are two KA1 projects going on, but we are thinking of starting KA2 as well, especially that KA1 workshops helped us find the partners.
The whole-school approach? Hmmm, asking students for advice is something our principal not necessarily thinks about... But the project application is always written by a group of teachers, who do care about students' needs. KA2 will have to be written with the help of students, as it will concern them most.

Iskra Nedelcheva, Bulgaria

isi_ned — 2017-11-04 18:55:43 UTC

I'm a primary teacher and try in most of my lessons to join and integrate parents, non-profit organisations, institutions, etc. the whole-school approach - apart from Erasmus+ projects, I invite kids'mothers to plant flowers in nature studies, invite a policeman to discuss the dangerous way to school, invite poets and artists in the litarature and Art lessons. In our school we also have a room so-called "Parents'school" where we make discussions with parents, social workers and others about early school leaving, career days, etc.

2017-11-04 19:53:31 UTC

Mihaela,România I m a primary teacher in a little school from our country. I try to join and integrate parents and different institutions in our activities. I invite a policeman to discuss the dangerous way to school(I have children from 3 villages), a doctor.We are not involve in many projects because we do not find parteners. In our school we try to promote positive school culture,teamwork and a good behaviour.

Elsa, Portugal

2017-11-04 20:52:27 UTC

I'm an English teacher and currently teaching in the Azores. Teaching in a small island is a pre condition to find collaboration in order to diminish not only geographical but also cultural isolation. In my teaching I usually provide students with information about other european countries. I'm looking for eTwinning partners to ensure language and cultural exchange for my students. My school has a 'whole school' perspective with the help of outside institutions to prevent early school leaving, internships granted to students in professional and vocational courses, the aid given by our parents association and eTwinning projects in primary levels. However we need to expand and ensure within a defined framework a successful educational project thus the need to apply for KA1 to start with.

Antonia,Greece

acretoise — 2017-11-04 21:13:01 UTC

Within this approach, the whole school community (the school managers, teachers and other school staff, students, parents and the family in general) is involved in coherent and collaborative actions, in cooperation with stakeholders outside school and the wider community.

In our school we try hard to promote positive school culture, teamwork and collaborative practices within the school community.

I am a French teacher and Director in a school (pupils from 12 to 14years old) in Heraklion in Crete (Greece).

Angela Capezzuto Italy

2017-11-04 21:36:15 UTC

Nowadays in many schools in Italy we are integrating a multidisciplinary approach to all classes where teachers work in teams more than separately and on projects rather than disciplines. Lately we work with eTwinning projects to give students a European culture rather than a national one, and this gives them also reason to use their knowledge for problem-solving activites with youth from other countries. With the advent of the national programme for digital schools, external stakeholders are providing teachers with digital expertise.

Dora Avgeri, Greece

2017-11-04 23:00:34 UTC

I am a kindergarten teacher in a very small unit (just 23 kids this year) and at the same time I am the head-teacher.

A really whole school approach is still a dream to me, an ideal that I am trying to achieve. I know however I am on the right way.

Kids’ own interests and their experiences are in the centre of my teaching. All voices are important and heard in my classroom. Democratic values, mutual respect, inclusive educational approaches, team work and collaboration are the basic elements that shape my style of teaching.

Outside the classroom things are more complicated and real collaboration is always a challenge especially among teachers. But I am the head-teacher of my school for many years and I actively try to encourage the involvement of my colleagues, parents and the local community in the learning process. As a result the school has developed multiple and multi leveled collaborations with parents, schools of the same and other levels, with collectivities, agents and authorities of the local and the wider community.

However things change from one year to another because people change. That’s why I believe that a whole school approach is not something that once you make it, you stop trying. Instead, you need to work continuously and constantly towards this direction.

Clara Elizabeth Báez - Italy

2017-11-05 01:16:21 UTC

I'm a Spanish teacher in a technician school. In my school the european view is very developed. For ka1 a group of French teacher came to our school for job shadowing activity and we have an Erasmus+ ka2 with Spain, Portugal, Germany and Rep. Cech. We also won national and European QL with eTwinnig so the frontier are very large now. Collaboative work in team and to spread an to know good practices is the basis for the future of our students

ALINA, ROMANIA

2017-11-05 06:29:55 UTC

In my opinion, building a whole school approach to ensure school success for all, should be one of the main task for each European school. It requires engagement for all those who are playing and active role in education seen as a whole, including formal, informal and non-formal learning experiences. I am proud that I am teaching in a school which promotes collaborative, interactive and inclusive dimensions. Our local community is making its best to be involved in our school life and, at the same time, we can count on the serious involvement of students' families every time when is necessary. I think that we are on the good way due to the implementation of Comenius and e-Twinning projects during the last years in our school.

Vasiliki Psaridou/Greece

psaridou — 2017-11-05 07:33:36 UTC

I am a teacher in a Primary school for Minority in Greece, where children's first language is Turkish. The last 4 years we are tryning to establish a a Whole-school Approach by involving as much as possible parents, local authorities and specialists to our program. The first results are promissing but we would like to have it run at least for 5 years so as to have more concrete results.

Stefania Mastrapasqua

mastrapasqua_stefania — 2017-11-05 08:01:10 UTC

I'm a Italian teacher in a primary school. In my school the european view is well developed. In February two Spanish teachers are coming to our school for ka1 activity. We also won national and European QL with eTwinnig so the frontier are very large now.

Maria, Greece

2017-11-05 09:11:00 UTC

As it has been stressed a whole-school approach needs a positive school culture and climate, increased parental involvement and a development of local networks. My school is located in a rural, quite remote area in Greece and so far I have faced scepticism and a rather unwilling attitude from the school staff to deal with European projects, a lack of interest in any such activities on behalf of the parents along with minimum informing and support on how to take part in a European project.

Pina Onorato Italy

cristianpina — 2017-11-05 09:53:34 UTC

I am a teacher Italian in an elementary school. We have entertained some Turkish partners for a project eTwinning that the Quality Europeo has won, we have won 6 national qualities. This year a delagazione of my school has participated in the lecture to Malta on the inclusion. In my school the European vision is well developed and we is very available

Elisabeth Irene Esters

2017-11-05 09:56:12 UTC

Hello to everybody! I am a French teacher in an Italian High School near by Rome. As I am working in this school with a full timetable only since this schoolyear, I just could observe that

Thomas, Greece

2017-11-05 09:59:31 UTC

The whole school approach in our school is reflected throught the cohesion of the school community desicion planning. With varying degrees and weighs the planning still relies not only on the school leader but all teaching staff, learners and parents. Collective and collaborative actions that include festivities and educational meetings also corroborate this whole school approach.

Maria Diana Iannelli, Italy

mariadianaiannelli1 — 2017-11-05 10:54:15 UTC

In my school there is a big turnover of teachers due to the fact that we are in a montainous area. The seniors' staff try to work with different approaches. We try to ask for some associations help (AIDO, AVIS, State Police, Red Cross) that work with us. At the moment some of us are involved in eTwinning projects. We are also engaged in an Erasmus + partnership. e are working on it hoping that all the school staff will stick to the project. It isn't so easy, but we will be persistent.

Maja Hadžić, Serbia

2017-11-05 11:01:02 UTC

I'm an English language teacher in a primary school. In Serbia all schools have a 5-year development plan which means that teachers and school administration together make decisions on how to improve school practice in the following 5-year period. There are various school teams comprised of various teaching and non-teaching staff. They all have yearly plans and write reports. Their yearly plans and activities are part of the bigger picture.

Ida, Italy

2017-11-05 11:09:50 UTC

I'm a special needand economic teacher. My head teacher is improving an all inclusive approach and team working for the Teachers but we aren't involved with european project yet, like Erasmus +

Claudia, Italy

2017-11-05 12:16:46 UTC

Dear all
I teac

Izabela, Poland

2017-11-05 13:16:05 UTC

I am an English teacher in Technical School of Electronics. I started applying for Erasmus+ project within K1 and we won 2 of them. So far our teachers have done job shadowing in 2 countries and General English and Professional English courses abroad. That enables more teachers to integrate and incorporate e.g. professional vocab in the IT/Electronics lessons.

Angela, Italy

2017-11-05 13:16:29 UTC

Hello All !!!
I am a Languages Teacher . In the last years Italian schools (primary to higher education) I have been working with highly stress objectives towards fostering digital , linguistic and cultural awareness competences. In order to boost knoweldge for both teachers and students in such areas ,e-twinning platform has been a key tool and provided the best space to educators and pupils for working together on specific skills
development. Through this channel we are able to communicate and get to know people from different multicultural and multilingual backgrounds within Europe opening the classroms to the world's cultural and linguistic diversity .

Ewa, Poland

2017-11-05 13:36:18 UTC

I'm an English teacher in a small primary school. In our school teachers work in teams to improve teaching quality. We cooperate with parents on a regular basis. We take part in projects involving local communities.

Fabrizio, Italy

f_ferrari1 — 2017-11-05 14:07:03 UTC

We are discovering the whole school approach during theese last years just to face new immigrant challenge and new innovative teaching methods. We are trying to work together with parents, but it's not easy. ETwinning and Erasmus+ project are very usful to change our mind and reorganize from inside the way our school takes decisions and choose its priorities.

2017-11-05 15:05:16 UTC

Hi, my name is Geanina, i'm a History teacher in a Tehnical College in Braila, Romania. In my school teachers work together to improve educational quality. This summer we started a project that involved local communities.

2017-11-05 15:09:24 UTC

Alina from Romania

saftaalina — 2017-11-05 15:23:22 UTC

I teach literature and intercultural classes. We try to do projects in which are involved parents community. We didn't gives an international dimension until now.

Antonietta, Italy

kyozon70 — 2017-11-05 15:36:15 UTC

In our school we try to have a welcoming approach to all stakeholders in order to better now them and eventually take advantage of opportunities they may offer. This does not mean that we always find what we need. And also, considering the relationship from the stakeholder's point of view, we try to do best to publish relevant information (i.e. project plan, auto evaluation report, inclusion plan) to provide sufficient elements to foster an "alliance".

agnieszka_jadwiszczak123 — 2017-11-05 15:36:39 UTC

Agnieszka, Poland
I teach in an Upper Secondary School in Sieradz, Poland. For a long time our teachers have been cooperating with each other in teams, which is beneficial as it facilitates coming up with new ideas and solving problems. We also do our best to cooperate with parents, especially those associated in Parents’ Council. The ideas of Students’ Council are taken into account as well. They are encouraged to put forward their ideas which are then discussed by a panel of students and teachers together.

Dora, Italy

2017-11-05 15:54:16 UTC

I'm a staff teacher in a upper secondary school and I manage teachers training. We try to develop our skills in the field of innovative teaching, across a strict relation with University. In the meantime we also involve parents in our school policy, especially in what relates to students participation to school/work programs. Finally, we involve local enterprises and art crafts in our teaching activities.

Hi, my name is Bertescu Manuela, from Pedagogic Highschool, Romania. In my school we try new innovative teaching methods to encourage our students, future teachers.

2017-11-05 16:16:55 UTC

Lavinia, Roman

2017-11-05 16:36:08 UTC

My school can be defined as a family. All the teachers cooperate in various projects and extracurricular activities designed to bring together teachers, students and their parents.

Chrysa Greece

2017-11-05 16:39:45 UTC

I am a teacher of greek language in a small secondary school in north Greece. We build up a whole school approach mainly through the lesson of project which includes a variety of activities engaged in a specific issue. In order to be informed about this issue, we involve to the learning process, the appropriate each of the time steakholders from the local society.

Sonia, Spain

2017-11-05 16:47:16 UTC

I teach English at a small secondary school in the north of Spain.
We face a whole school approach through interdepartamental projects involving teachers and students of several subjects and also via programmes offered by local organisations (Youth Counciliorship, Police, University, Health Servicies...)

Alexandra, Greece

alecakk — 2017-11-05 16:55:44 UTC

I am a teacher of the english language in a senior high school. The teachers in our schools have regular meetings (formal and informal) on the progress of the students and their involvement in various school projects. The head of the school is informed on projects that could take place and discusses them with the whole teacher body, who will ultimately decide on the projects to be realised. The students and parents are then informed and apply to join if they are interested. All the teachers are aware of all the projects being realised in the school, whether they are taking part in
them or not.

Alessandra -Italy

alessandra_bass — 2017-11-05 17:15:26 UTC

Hi, I'm Primary school teacher and I teach in a comprehensive Institute. The cooperation among teachers from different levels of education is good and inside each school as well.There ar some activities and projects which involve groups of students of different levels. Inside the primary school there is even more cooperation. We are trying to innovate the school aproach through a different display of classroom and a more innovative learning environment, this includes to adopt a school comunity vision , with a deeper parent involvement.

Matilde, Portugal

matildecasaca — 2017-11-05 17:24:25 UTC

I am an English teacher. I teach at Agrupamento de Escolas D. Afonso Henriques, Alcanede, Santarém. Teachers have regular meetings to work all together in a collaborative process.
Our parents are also involved, at least, six meetings to discuss with teachers the best support to their kids at school. They participate in workshops too. We try to establish partnerships even with different European countries working on eTwinning projects. This kind of approach has been positive for our students`success. They are more motivated for the learning process.

Mass, italy

2017-11-05 17:30:34 UTC

I teach maths in

Mona, Romania

2017-11-05 17:39:25 UTC

Hello, everyone! I teach English in a Technological High-school in Ilfov county, Romania.
Our school is currently trying to learn how to be more European and, as a result, we are involved in an eTwinning project and we are also part of an Erasmus+ project (together with other vocational high-schools form our county, it's a consortium-type of project). We engage the parents and the local authorities in our activities/projects and we also have a good collaboration with economic agents. All our actions aim at placing the students right in the center of the educational process and we all collaborate in order to help them become the best version of themselves and to prepare them for life.

Concetta, Italy

2017-11-05 17:49:57 UTC

We have weekly meetings in which we make decisions about curriculum, projects, activities.

Konsta Eva, Greece

konstaev — 2017-11-05 17:51:39 UTC

I am a teacher of French in a junior & senior High school in a rural area. Our school is quite small (only 120 students) and 15 teachers. However, our school is very active, despite the small number of students and the always changing teachers. (40% of the students are immigrants). He have already got 2 Comenius KA1 and 1 KA2 projects and two years ago we got an Erasmus+ KA1 project. This year we got a KA2 project and we are very happy for this because we are applying every year for KA2 projects but we are not that lucky. Students are fond of participating in exchange projects and they feel that school is interesting this way. I have also introduced E-Twinning projects in my teaching and year by year I can see the positive results they have on students. I am trying to convince my colleagues to insert E-twinning projects in their teaching. Some of my colleagues are interested in Eramus+ projects but the problem in my school is that teaching staff is changing almost every year and this hinders us from setting a collaboration scheme for our school. However, with the support of our headmaster who really helps and participates in all innovations as far as the school is concerned, we are trying for the best for our students. The students' parents are not very active in participating in these activities because of their working a lot (rural area) but they are really supportive when they are asked. The teachers in our school work in teams in inderdisciplinary projects but this is not always possible because many of them are not really interested (it depends on the year!). Our basic problem is the always changing staff... we can't always find people who like innovative teaching methods and devoting time for new things to learn and apply in teaching...

Lucia , Italy

2017-11-05 17:57:18 UTC

I teach in a vocational school for tourism in the South of Italy. Teachers cooperate in some projects, join evaluation methods and curricula in meetings

Isabella, Italy

isabella_palomba1 — 2017-11-05 18:06:01 UTC

Hi! I'm a teacher for students with special needs. In my school there are some working groups which collaborate together in a whole-school approch, with all stakeholders. However that is restricted for only some persons and, in any case, my school is not active in European projects.

Marica, Italy

maricaesposito17 — 2017-11-05 18:06:06 UTC

Hi, I'm a teacher in a secondary school for students with special needs. I believe so much in "a whole school approach to ensure school success for all". In my school is very difficult to realise so. Now, I want study to improve my experiences in this way.

José Teixeira, Portugal

joatx74 — 2017-11-05 18:08:29 UTC

Hi everyone,

I teach Spanish to secondary students in a small city in the north of Portugal near the border with Spain and I am also the Erasmus coordinator at school. So far our school has been involved in three Erasmus + projects (one KA1 project and tow KA2 projects). The whole-school approach has been crucial in order to run our projects successfully. Lots of teachers and students have been involved in the projects. In my opinion, each Erasmus+ project requires a full commitment and collaboration of teachers, students, parents, partners. It is also crucial the commitment of school direction team. In general, all school community has taken part by helping organising, sharing knowledge or collaborating in very different ways. This kind of projects open the school to community and changes people life, especially teachers and students and the atmosphere in all our school had changed profoundly. It was a real change.

Maria Ripa Italy

ripamaria02 — 2017-11-05 18:11:14 UTC

I am a teacher of English language in a secondary technical school. We have been trying to work with Erasmus projects for two years. The great problem I have , as coordinator of Erasmus projects, is to involve other colleagues in a really collaborative team, in order to plan and implement the actions required. The improvment plan of the school has pointed out the importance of working together. We got good results working at e Twinning.

Alessandra, Italy

aleanto — 2017-11-05 18:13:23 UTC

Hallo! Im German teacher in a high school close to Milan. I think peer education is not only for students. Also teachers should collaborate more and learn from each other. There are no collaboration in Italian schools. We cannot work in team. This is the problem !

Claudia, Italy

2017-11-05 18:14:46 UTC

Hello! I'm a French teacher in a secondary school in the North of Italy. Actually I don't know my school very well as this is my first year there but what I could say about my experience is that I've still a lot to do in order to improve my teaching practice in the whole-school approach! I think collaboration between colleagues should be very important, but also to try connecting what we are teaching to students backgrounds and their environment.

Stefania

stefaniaaprea_sa — 2017-11-05 18:29:58 UTC

Italy
I teach French in a secondary school where the whole school approach is at base of teaching learning process. A great attention has students with specific types of learning.

Oana, Romania

2017-11-05 18:42:10 UTC

Hi, I'm Oana and I am an English teacher in Romania. We have just started an etwinning project, our first project, and we have no experience at all in Erasmus + programmes. I hope this will change in order to give our students the chance to learn more things about other cultures, to socialise easier, to improve their English. Such projects could also help as, the teachers as well. We also need to learn how to involve the parents more in our activities and in their children's life generally!

2017-11-05 19:05:02 UTC

Marco, Italy
my school offers a wide range of activities to improve students' wellbeing, increasingly involving institutions and associations of the territory. The big challenge is to focus on those learning experiences that could provide a concrete, motivating opportunity for socially disadvantaged students

Alessandra, Italy

beralessa_ab — 2017-11-05 19:14:27 UTC

Hi, whole-school approach is very important to achieve the goal, but it is very difficult to create a school comunity

Costanza, Italy

2017-11-05 19:20:14 UTC

Hi everyone. I teach English in a secondary upper school. I' m really agree that a whole-school approach is fundamental for the success of our schools. I don't live in a very big geographical area but my school always tries to involve social community in our projects. Parents, social and political organizations are punctualy invited into our projects and we ask for their participation. It's a good way to improve our students' learning process.

Karol, Barcelona

karolbarriuso — 2017-11-05 19:22:48 UTC

I work in a primary school near Barcelona where I teach English and CLIL. In our school we've been collaborating for several years through different international projects, such as eTwinning, Comenius, Erasmus Ka1 and ka2. The whole. school approach is crutial to make it work, but sometimes to make every single individual participate, becomes hard. We try little by little to improve, though.

Teuta, Albania

2017-11-05 19:36:26 UTC

I teach English in a secondary school.
I do my best to practice what we learn by participating in online project in platform E-Twinning

Renata, Poland

renradz — 2017-11-05 19:53:38 UTC

The whole-school approach is something that we have been doing. We still lack in online projects, ICT competences and European dimension. The knowledge of a foreign language is crucial here as well. The students may be fluent but the teachers lag behind

Javier Pérez, León, Spain

japemate — 2017-11-05 19:59:30 UTC

I am a PE Teacher in León, whole-school approach is something I do with public and private organisations about providing activities and materials our school can´t provide, evenmore, parents and local industries work on school contents and ideas.

Anthy, Greece

anthkyr — 2017-11-05 20:06:33 UTC

Hi. I am an English secondary school teacher. The whole-school approach sounds so interesting and the students could really benefit and change their perspective on things. Find it very difficult though to motivate all teachers in school get involved as well as create a school community that plays a role in school activities.

Anita,Poland

2017-11-05 20:50:03 UTC

I teach in primary school.The whole school approach is very important. Last year we have participated for Erasmus +, but only 2 people were doing the whole work. We should motivate all teachers .

Irena Rimc Voglar, Slovenija

2017-11-05 21:03:16 UTC

I teach English and German at a small primary school and we have been doing eTwinning projects for 8 years, successfuly and with enthusiasm. We have applied twice for a K2 but weren't successful. Although we are two teachers at our school doing eTwinning projects, I can't say that we have a whole-school approach. Me and my colleague are trying hard to motivate other teachers but it is not what we can call a whole-school approach. Perhaps a K2 would be a step forward.

Christina,Greece

christina_siora — 2017-11-05 21:20:55 UTC

I find the whole school approach a really interesting idea although a little bit difficult to implement especially in a high school like the one I work for, where the students think mostly about the exams , parents are difficult to be found ,teachers are not motivated and so on. Or we can also say that this is the perfect environment for this approach. Let's be optimistic!

IRENE, GREECE

irinipanagiotaki1 — 2017-11-05 21:59:13 UTC

I Find the whole school approach really important as I believe it can help schools to offer better learning oppurtunities. But it is difficult to motivate teachers, parents and students...

Maria, Portugal

maria_c_amorim — 2017-11-05 22:05:49 UTC

I am a literature teacher in a Portuguese school. For some years now, our school has been involved in Erasmus+ projects. This involvement has helped students from secondary school to have job opportunities abroad and to develop skills in their career's field. This involvement in Erasmus+ has allowed the school to offer better opportunities to students and their families, involving different members of the local community. The school is also involved in eTwinning projects which motivate students and teachers, engaging them in dynamic teaching and learning strategies. The school promotes ways of disseminating the work done to the members of the school community, as well. Because of this projects, school is more open to new learning approaches, students and teachers are more motivated, and parents more involved.

Daniela, Italy

daniela6474 — 2017-11-05 22:28:40 UTC

I'm used to collaborating with some colleagues, students, parents and external experts to organize and implement projects and activities, but the whole school approach isn't a usual perspective in the school where I'm teaching. Only some groups of stakeholders find it effective and successful. However, a new vision could be more shared increasing participation and exploitation of experiences like Erasmus Plus projects.

Roberto, Italy

2017-11-05 22:49:05 UTC

The whole school approach is very important. We have many activities in our school and we also want to participate in exchanges with other states

Monica Italy

2017-11-06 12:17:11 UTC

I'm an English teacher in middle school. My school is situated in the South of Italy and it's got a lot of students. My headmaster would be interested in an ERASMUS + PROJECT, specifically Key Action 2, so I've decided to follow this course. It' s my first experience with ERASMUS+ PROGRAM and I hope to learn all the strategies to create an idea for a project.

Cooperation and cooperation are the keywords for a functionall school. I'm used to collaborating with other teachers for exchange programmes nowadays

2017-11-06 13:54:07 UTC

Sandra, France

2017-11-06 13:59:47 UTC

A whole school approach is a key for success of Erasmus + projects. It is important to involve the school community (teachers, the administrative staff, the parents and, of course students).

2017-11-06 14:02:57 UTC

Cooperation and collaboration are fundamental keywords for each scoorested an involved actively.

2017-11-06 14:11:42 UTC

marina_circosta — 2017-11-06 14:15:46 UTC

I find the whole school approach really interesting and it would be great if schools staff , parents and the community could work together efficiently . It might really hel

Maria, Italy

mv_matteucci1 — 2017-11-06 14:19:02 UTC

Cooperation between teachers, school staff, parents and students is the key for the success in every project.

In my school we are trying to initiate the Whole school approach to improve staff, parents and community's Learning and education,but we are only at the beginning...Carmela Italy.

2017-11-06 15:15:56 UTC

2017-11-06 15:15:59 UTC

Lucrezia, Italy

2017-11-06 15:28:45 UTC

Hi to everybody, I am an High school’s teacher. In my school we realized a lot of Erasmus + projects.

Teachers collaborate directly in that projects and students are indirectly involved with their parents. The Erasmus + project looks like an important experience for children to know different ways of learning and for the other stakeholders to know the activities set up by our school.

There more a lot of organizations, volunteer associations and other schools are involved in our school’s activities. For example, training courses about different themes and aims are organized and open to teachers from other schools. Conferences and seminaries take part of our formative offer and are open to the whole community.

Regarding the Erasmus + projects not so many teachers are involved in. Actually, in our school only one teacher is the coordinator of Erasmus + projects and is informed of new opportunities from the National Agency. So I would like ( or it will be my pleasure) to know more about Erasmus+ planning.

Loredana from Italy

2017-11-06 15:46:53 UTC

Hello I’m a Teacher of mat in High School

In my school Teachers collaborate in Erasmus+ projects and students are indirectly involved with their parents. The Erasmus + project looks like an important experience for children to know different ways of learning and for the other stakeholders to know the activities set up by our school.

Regarding the Erasmus + projects not so many teachers are involved in, actually, only one teacher is the coordinator of Erasmus + projects so we need to be is formed to hav enew opportunities from the National Agency, first it would be my pleasure to know more about Erasmus+ planning.

2017-11-06 16:16:07 UTC

Cooperation and col

Sofia, Italy

2017-11-06 16:16:09 UTC

Cooperation and collaboration are fundamental keywords. I'm used to collaborating with other Teachers for exchange programmes. Even students are interested in and deeply involved.

Hélia Paula from Portugal

2017-11-06 16:30:46 UTC

Hello! I´m aTteacher of Art I'm working in the kitchen area with children with special conditions, aged between 15 and 17 years. I am teaching in Angra do Heroísmo city which is World Heritage - Terceira - Azores - Portugal. My school would be interested in an ERASMUS + PROJECT, so I decided to follow this course. It 's my first experience with ERASMUS + PROGRAM and I hope to learn all the strategies to create an idea for a project.

Tiziana, Italy

quattrini_tiziana — 2017-11-06 16:45:10 UTC

Collaboration and cooperation are essential principles when you work at school but it is not always easy to achieve them. I teach English in a secondary school and we are trying to create a team of teachers for innovation and internationalization . Thanks to Erasmus project we are experimenting with exchanges of practices and teaching methods with other countries and we are offering our students the same opportunity.
The positive aspect is that this team is working efficiently and is trying to engage other teachers in internationalization process and this is really challenging

Stella from Italy

2017-11-06 16:59:16 UTC

Hi everybody. I teach English in a Secodary school; although i I have been involved in different activities so far, I'm still looking for new experiences to improve my teaching and provide opportunities for my school. At the moment I'm implementing an Erasmus K2 project and all the school community is involved. Actually cooperation is not always easy since competition not collaboration seems to to be the key word but things may change if you try hard. Parents are not always willing to take responsabilities but we catch any opportunity to make them to. Cooperation with local authorities and university does play an important role in the management's policy. But in my opinion things could be improved and achievements enhanced

Georg from Sweden

2017-11-06 17:34:07 UTC

At our school we have often experienced that problems, which had persistently demanded our full attention and resources, were easily and effectivly solved through cooperation with other institutions. We had just never thought of asking for help. So to find holistic and durable solutions, everybody has to join hands.

Hi, I'm Spanish teacher in a Secondary School and my students are involved in Erasmus+ K2 project. Cooperation, collaboration,sharing,good practices,integrated skills are all keywords for a complete and successful learning: that's true and right! I think that the whole-school approach could help the school system to create better communication and awareness.

alessandra_dematteis — 2017-11-06 17:47:40 UTC

Alessandra Italy

Maria K, Greece

2017-11-06 19:32:35 UTC

Hello! I teach English in a Primary School and have been engaged in eTwinning projects for the last 2 years. There's a good collaboration among the teaching staff (cross- curricular projects etc) and the school reguralry holds seminars and day trips in cooperation with the local authorities and other guidance organisations. I realize there's a lot to be done, but we're all trying to take a step closer to a whole school approach. A big hidrance though is the always changing staff.

Kristina ML, Croatia

2017-11-06 19:34:56 UTC

A whole-school approach is very important in situations where there are several smaller / rural schools a part of a bigger school. Those small schools are usually dislocated and there only a few teachers. Connecting to the central and bigger school would definitely help share experineces, brainstorm and make common projects thus making the planning and applications easier.

Maria, Greece

2017-11-06 19:35:58 UTC

Hello! I'm a preschool teacher and have been involved in some eTwinning projects. The concept of a whole-school approach is great and should be our goal. The first step is to create a possitive school culture and climate!

Cristina,Romania

2017-11-06 19:37:36 UTC

Hello, I teach English in a high school that was involved in Erasmus projects a few years ago but all our applications as partners have failed since then. We could benefit a lot, firstly from cooperating with other schools and secondly by learning how to cooperate with our community in a better way. Although we have a very good position in the community as the oldest and most famous school with an economic profile, we still need opportunities to develop and work as a team.

Hello,

2017-11-06 19:51:19 UTC

I'm Valérie from France. a global approach seems the best way to do it for me even if it's time-consuming.

Iuliana L, Romania

iuliana_linea — 2017-11-06 20:04:09 UTC

In my highschool the whole-school approach is working because we have a collaborative approach between school stuff, parents, students and other representative institutions for the development of our children.

Concetta, Italy

2017-11-06 20:20:41 UTC

Hello!
I teach in a technical High school that is involved in Erasmus+ projects (KA2 and some e-twinning) . We cooperate in implementing the purposes of our projects as a staff of teachers. I think the whole-School approach is very important for our work of teachers but mainly for the learners, it is fundamental in their progress and for the development of competences. But it is at the same time a hard goal to achieve.

Carmen G, Spain

iesgabrielmirociclos — 2017-11-06 20:22:46 UTC

Hello,
Our school offers three different educational levels: school studies ( Secondary and Post-Secondary level) VET studies and Higher Education. Erasmus entered in our institution from Higher Education. We have eight-year previous experience in Higher Education Europe funded mobility activities within Erasmus Life-Long Learning Programme (LLP) 2007-2013 and in KA103 Erasmus+ 2014-2020. The institution has achieved to offer quality mobility through host companies and organizations related to our academic profile in Child Care and Education and Social Integration and also related to our teachers’ areas of teaching: Sociocultural and Community Servicies and Occupational Training and Guidance at Work thanks to Erasmus+ projects. Students and teachers carry out work experience placements as part of their degree and job shadowing activities for training in another European countries of their choices in order to improve their learning performance in a real work environment, their employability and career prospects and foster foreign language competences. During the years we have had mobility experiences in UK, Ireland, Italy, France, Poland, Germany and Finland. Thanks to Erasmus+ we are implementing a whole school approach and an international development strategy. Now it's time to widen our opportunities and start with a KA101 school project or a KA2

Alessandra, Italy

alyssa11 — 2017-11-06 20:41:08 UTC

our school is totally focused on our students' success. Strategic actions are taken in cooperation with colleagues teachers, parents, external experts and supporting figures like psicologists or advisors, so that our students can benefit from the best enironment where they can better express their potentials. Our school heads are very attentive to the voices of the different parties involved int he educational process, providing help and support. Our next goal is going European by partecipating in Erasmus + projects.

Cristina Flores, Portugal

2017-11-06 20:45:04 UTC

In my school the whole-school approach manifests through some activities where the parents cooperation is fundamental.
In behalf of the school, we also invite several companies that are involved in our partnership, that receive internships in certain areas.
The school library provides educational events that promotes the parents welcoming in the community.

Magdalena, Poland

2017-11-06 20:58:22 UTC

Our small school community (students, teachers, parents) work together through projects, voluntary work and fun activities. We still haven't mastered our whole-school approach but we keep trying and therefore getting better and better.

Izabela,

2017-11-06 21:00:55 UTC

Izabella, Poland

2017-11-06 21:00:55 UTC

My school cooperates with another institutions i.e. schools, library, community center. There are some annual events organised by all institutions connected with culture and education in our town. My school cooperates with local community all the time. The students take part in different actions as participants and/or spectators. Thus they learn by doing using out of school life opportunities.

In my school there are a lot to improve to become a kind of whole-school. Because of that we are very interested of working in some Project that help us to improve in this task and in other we need. Learning from people of Europe, our home, is the best way to get solutions.

2017-11-06 21:43:18 UTC

Andrada C., Romania

2017-11-06 22:23:36 UTC

In my school are important the needs of the learners and teachers. This includes a positive school culture and climate, increased parental involvement. Learners can reach their full potential for growth irrespective of individual and family-related factors, socio-economic status and life experiences.

Bilge Akman froTURKEY

bilgeakm — 2017-11-06 22:38:24 UTC

I am English teacher in secondary School. Whole school approach is implemented in our school. Collaboration and cooperation is important.

Monica Dellutri, Italia

dellutrimonica — 2017-11-06 23:08:51 UTC

My school always promotes a positive climate, where parents are always involved in their children's growth and where teachers and parents work together promoting collaboration and cooperation. Thanks to this approach, young learners grow as individuals and as members of their school community.

Isabel, Portugal

2017-11-06 23:11:23 UTC

Although being a hard goal to reach, in my school we are working to develop a whole-school approach. All the teachers have an hour per week with their department colleagues to discuss and exchange ideas, to share worksheets, strategies and methods of teaching and to give or ask for help in any subject. It is our sharing space. We also involve our parents in all school activities and in many different ways: they plan activities for the children, they support the activities done by the school; they come to school meetings to share opinions… Learning isn´t an isolated act, is a social one and students accomplish far more if they work together with other students, all school staff and parents.

Ann

2017-11-06 23:15:23 UTC

I think that only the whole schoole esperiences create the enviroment y

Maria Grazia Piparo, Italy

mgpiparo — 2017-11-06 23:22:23 UTC

In my school collaboration and cooperation are very important. In fact the activities are realized through a team work which involves the differents stakeholders, such as students, teachers and parents. I think that a whole-school approach is the basis of every project.

Alex, PT

teacheralex_dua — 2017-11-07 05:23:46 UTC

The only European projects my school has been involved in are in eTwinning and even those are now on hold. As an EFL teacher, I’ve long been involved in promoting my school and pupils across borders with initiatives that put them in contact with their European peers. However, doing something different and on my own hasn’t been easy and though some colleagues have already registered in eTwinning, none has yet participated or collaborated in a single project. Regrettably, my school has never had a whole-school approach - it keeps its traditional, comfortable approach – and a change of mentalities is urgent. I’m quite disappointed at all this, which doesn’t mean I’m giving up or stopping learning. I’m still hopeful that, sooner or later, with a new school board, the attitudes may change.

Silvina, Portugal

2017-11-07 09:05:00 UTC

In my school there is a collaborative spirit among all members of the school community. Although we are a small institution, everyone tries to contribute to the extent of their possibilities to achieve the best results we can. Furthermore, there is also a deliberate effort from the school board to take good advantage of partnerships with local and municipal projects and entities that meet our needs and goals. We do so to improve our students learning and life experiences and personal prospects.

Anna, Ital

annantonacci81 — 2017-11-07 09:16:43 UTC

I usually work in a collaborative climate. we realize projects through a team work

Catalina Rona

2017-11-07 11:54:08 UTC

Thomas, Greece

thomasboulieris — 2017-11-07 15:02:56 UTC

One of the reasons I'd like to take part in an erasmus+ project is that I'd like to strengthen our school collaborative tendency and help increase participation. The school culture in public schools in Greece is not that collaborative but it can definitely improve! That's why it is really important to engage organisations in various projects!

Nils, Germany

2017-11-07 15:30:25 UTC

Our school is taking part in an Erasmus+ project for the first time and it#s a long way to manifest a whole school approach. It was hard to find colleagues who want to work on the strategic partnership because many teachers in our school are very skeptical. But I hope that the current project has positive effect on some colleagues and hopefulla the younger ones will be enthusiastic to contribute.

Angela

Tindary — 2017-11-07 15:59:16 UTC

My school has a great collaborative approach.

Ibrahim, Turkey

2017-11-07 15:59:52 UTC

I'm a high school English Teacher in Turkey. My school hasn't participated in any kind of Erasmus+ projects so far, and there are many problems schoolwise, teacherwise and environmentwise in our educational system. So it's a great opportunity for me to take part in such a course. As for the question, we try our best to engage families in the children's education, but because of their own education level, most of them are indifferent to their children's educational life. But after this course I will definitely try harder to adapt a whole school approach.

Maria Pia, Italy

2017-11-07 16:25:00 UTC

I'm an English teacher in an Italian Secondary school. My school applied for a KA1 project but it was not approved. Probably the first weakness of our project was the lack of collaboration among teachers,Headmistress, families......I'm an English teacher in an Italian Secondary school. My school applied for a KA1 project but it was not approved. Probably the first weakness of our project was the lack of collaboration among teachers,Headmistress, families......

2017-11-07 16:47:17 UTC

My students are involved in an eTwinning project. They are collaborating and this is wonderfull.

Angelica

2017-11-07 16:48:05 UTC

In my high-school, teachers collaborate, but not all of them so we try to involve everybody in our projects: colleagues, children's
and community.

chrisoula Greece

2017-11-07 17:36:40 UTC

whole school aproach . It is difficult but not i mpossible here in greek primary schools.For starters parents must be trained to be by the side of teachers and not opposite to them. Then the community must understand that we are not lazy because we work 9 months a year and we dont do the european projects for tourism. And finally collaboration among teachers, it exists but not as much as it would be the key to a whole school aproach.

Ewelina Poland

ewelina_sajnaga — 2017-11-07 18:20:10 UTC

I work in a secondary level vocational school. The cooperation between teachers exists to some extend. However, with all the exams and evaluation actions we are sometimes unable to discuss crosscurricular involvement. We help our students on day to day basis. Unfortunately most of our vocational subject teachers don't know English and so far we haven't participated in any Erasmus programmes.

Mustafa ATLI

mustafatli — 2017-11-07 18:22:28 UTC

I am a teacher at secondary school in western of turkey. we are open to any kind of acitvities on K2 . thanks

p_salvati — 2017-11-07 18:47:31 UTC

Blas, Spain

2017-11-07 19:53:26 UTC

In my high school we have experience in some projects, so many teachers and families are involved in them.

Agnieszka, Poland

2017-11-07 20:04:05 UTC

In my kindergarten everyone works for the good of the children. Teachers continually develop their skills, the director establishes contacts with various institutions supporting education, we constantly consult with parents of foster children to foster their needs and use their ideas.

Paola, Italy

paolagag — 2017-11-07 21:27:23 UTC

I'm a Primary teacher in Rome. My school has a great sensibility for every child's needs. We try to practice an inclusive education, to be welcoming with students, to built a collaborative relationship with our students' families

Vanesa, Croatia

2017-11-08 06:33:29 UTC

My school is new at this but we try to do as many projects as we can.

Ana Cristina Moreira, Portugal

ana_cunha_moreira — 2017-11-08 09:26:40 UTC

Hi everyone,

I'm a primary school teacher from Portugal. I teach PLNM to forigneir students in a small city in the north of Portugal and our school has been involved in Erasmus + projects . The whole-school approach has been crucial in order to run our projects successfully. Lots of teachers and students have been involved in the projects. In my opinion, each Erasmus+ project requires a full commitment and collaboration of teachers, students, parents, partners. It is also crucial the commitment of school direction team. In general, all school community has taken part by helping organising, sharing knowledge or collaborating in very different ways. This kind of projects open the school to community and changes people life, especially teachers and students and the atmosphere in all our school had changed profoundly. It was a real change.

Mariana Lulache

2017-11-08 17:27:04 UTC

I work in a collaborative climate because is the best way to ensure school success for all

Annalucia, Italia

2017-11-08 17:30:17 UTC

I'm an italian special ed teacher and for me, like for all my colleagues, the whole-school approach is a daily task. After more than three decades of school and health policies aiming at the full inclusion we still deal with a lot of bureaucratic problems in cooperating with community organizations and businesses. My school has been involved in E+ projects (KA1 and KA2) and the experiences were great both for students and teachers.

Katja, Finland

2017-11-08 17:46:13 UTC

Hi everyone,
I work in a small primary school in Finland and for us it has always been important that projects like this involve the whole school. For the smallest pupils participating may mean different from what it is or can be to 6th graders but projects are always something that unites the school. The teachers of our school work well together and practises are shared daily.

Sara, Italy

saradiberardino_sdb — 2017-11-08 18:16:14 UTC

I’m a teacher of a high school in Italy. My school has started taking part in Erasmus Plus projects for teachers and for students since 2015. We try to involve as many people as possible, trying to motivate them. Moreover, especially for mobility of students, we involve the parents that have to know what their children are going to do. This way of doing improves the quality of our school!

Joaquim Almeida, Braga, Portugal

joaquimalmeida — 2017-11-08 18:36:18 UTC

After reading the information provided on the whole-school approach it seems to me that this approach integrates teaching with the social and organisational and technical and economic aspects of school and community practices. Therefore, I work in a High school where the collaborative and cooperative work between teachers exists to a certain extent. We usually participate in Erasmus and eTwinning projects and other school projects in which we try to involve not only the students but also the rest of the school community and eventually the families of the students, especially in projects involving the theme of social solidarity.

Marta Sánchez, Spain

2017-11-08 19:04:16 UTC

My school is a bilingual school in which the learning of languages and the collaboration among subjects to integrates contentes is a priority, that is why, when we apply for Erasmus+ opportunities we make sure they involve Project Based approaches, students and teachers mobility, collaborative activities and also we make sure to chose topics that are close and relevant to our community so that stakeholders, associations, families and authorities can participate and contribute too somehow.

Rubén Gutiérrez, Spain

2017-11-08 19:26:46 UTC

Since I work developing in trainning service courses teachers of my area, I firmly belive that a whole-school approach will help schools tackle a wide range of complex issues, which schools are increasingly confronted with.

Sara, Spain

sara_miguelez — 2017-11-08 19:34:40 UTC

I'm a secondary teacher of languages, and I am trying to learn as much as possible from this course in order to apply it to my classes and explain it to my colleagues. We are kind of new in this area

emma giurlani Italy

emmauffa1 — 2017-11-08 21:15:56 UTC

hello to everybody. I teach German as foreign language at an upper secondary school in Carpi in Emilia_Romagna in Italy. We had the first Erasmus+ Grants in 2014 .We had one KA1 and 2 KA2 in which we participated. Now we run a new KA1. In all the E. experiences we tried to involve all the components of the school from teachers and staff to students and families and external stakeholder as well. The whole school approach has been crucial for each of the Erasmus+ experiences because it gave us the opportunity to improve our development plan and to avoid mistakes or correct our weaknesses . I think that sharing experiences means to share opportunities and responsibilities and this can help developing an entrepreneurial mindset in teaching and learning and in real life. In our Erasmus experiences we had the opportunity to relay on our eTwinning partners collaboration both in planning the activities and in realizing them.eTwinning is a huge opportunity to develop a responsible and creative attitude toward european citizenship

Felice, Italy

2017-11-08 22:02:50 UTC

Collaboration among all subjects involved in student education is the only way to achieve formative success. In our school sharing of methodologies and transversal goals facilitates the personal learning of the pupils.

Cèlia, Spain

2017-11-08 22:23:59 UTC

I teach English in a small primary school near Barcelona. Being a small community, a whole-school approach is easier, although it is not granted. We finished a KA2 project in August, and we just starting a new KA2 in September. Erasmus projects really helped us work together, and enhance our feeling of belonging to an education community. Working in an E+ project is so motivating, and really mind opening for everyone!

PEGGY GREECE

2017-11-09 08:05:23 UTC

I teach economics and law in an upper secondary school in Greece and i am extremely interested in european projects.
A whole-school approach is certainly very crucial to ensure school success for all..but sometimes it is rather difficult to be done in my country Schools in Greece has not such an autonomy to adapt to the needs of their learners and teachers, and change school governance arrangements accordingly! I wish they do!!

Ewelina, Poland

2017-11-09 11:44:15 UTC

I am a teacher in polish Kindergarten with Integrated Classes. So the base of our activity is upbringing and teaching children in an integrative system of education. We raise the children in the idea of integration and teach them to respect the alterity of another man. Since our Kindergarten has taken on the name of “Small European”, that is since 2007, we have systematically been passing European values onto it’s alumni. One of the main goals of our activity is the development of patriotic and European attitudes. We incorporate European priorities oriented on tolerance and diversity into all of the operations taken in our nursery school.

Cristina, Portugal

2017-11-09 15:50:54 UTC

I teach physical education and I work every year to develop projects in articulation with the various structures of the school, especially in the field of health, physical exercise, healthy eating, BMI, and other areas of citizenship such as Human Rights, and others.My school is located in a small locality in the North of Portugal, it is governed by internal regulations, Contract of Autonomy, Educational Project, Internal Regulation and Annual Activity Plan. It is in this last one that all the activities and projects developed by the school are reflected and where the articulation between the Educational Community, Families, Direction, Social Partners and Autarchy proves to be effective. In the great majority of activities, there is a great articulation between the various levels of education, teachers of the various areas of knowledge, operational technicians and Direction. I think that for this reason, and because de school is already involved in an other projects with European partners "Citizens School Teaching", you will certainly be prepared to apply for an Erasmus + K2 project.

Diana from Venice- Italy

2017-11-09 20:55:04 UTC

A whole school approach is based on inclusion of all education agencies: teachers, school staff, pupils and parents.
This is possible through etwinning project as it happened to me

Evangelia, Greece

2017-11-09 21:06:59 UTC

The whole-school approach suggested in the module is even more emphatic in vocational schools, like the one i'm working for. It is absolutely necessary to iclude all stakeholders (teachers, students, parents, local community, enterprises) in decision-making, so that learners' needs are best catered for and their needs and social needs are best satsfied. in my schools, students, parents and local community are completely left out. however, this is somethng that has to be altered.

Esther, Spain

2017-11-10 01:14:23 UTC

Social inclusion is one of the priorities in my school. In the last years we have started different projects (eTwinning, Euronet, Erasmus+ and others) to search new methods and innovative ways to teach and learn to guarantee equal opportunities for our students. We began with projects focussed in the improvement of the English Language (I am an English teacher) and we realized involving all the school community our results were better and we had more lasting results. Some of our following projects aimed to engage as a participant other class teachers and other interests to improve our school and build our school vision. Nevertheless, involving famílies is still one of our more difficult challenges. We think a whole school approach where collaboration of everyone in and out the school is important is possible and a good teacher training and good projects can provide us the tools to make a difference.

Antonella Italy

grigiante — 2017-11-10 10:34:49 UTC

I agree that social inclusion is one of the priorities for schools , but " As schools cannot address educational disadvantage, disengagement and early school leaving alone, they have to collaborate and integrate efforts with different stakeholders and services, inside and outside the school ". ok, what what exactly can we do for the students that aren't in that situation? In my school the focus is especially on disadvantage, but what we need to do is encourage the students that want to learn and study, I don't think we work on it enou

Juanlusz

2017-11-10 12:13:16 UTC

Whole-school approach is still immature in my learning environment.

Sabrina,Italy

2017-11-10 13:21:03 UTC

A whole-school approach require not only common efforts to answer pupils' needs but also an olistic vision of knowledge...I mean there aren't many and different subjects but only a integrated knowledge based on different forms of learner support, guidance and counselling.

Alessandra, Italy

2017-11-10 14:32:36 UTC

Whole-school approach engages the entire system in and around school to support the learning experience.

Ana, Spain

anavenmolina — 2017-11-10 15:00:53 UTC

A whole-school approach can improve students opportunities to develop themselves in a satisfactory way in the XXI century society.

Paula Louçã

amadorpaula2 — 2017-11-10 15:56:17 UTC

We are just starting that kind of approach and until now it is a quite good one.

Chiara Sabatini - Italy

chisab72 — 2017-11-10 17:06:51 UTC

I teach in a middle school in the centre of Italy in a quite small town. We are trying to develop a whole - school approach especially involving parents in their children's learning process. Some of them are in the board of our school and make proposals for new projects together with teachers. We try to let them know info on every event we create, we send them letters on new projects and so on. We also collaborate with other schools nearby, both primary and secondary school through projects and activities to present the school. Other associations of the town cooperate with us too such as environmental, cultural, business associations. We can do much more but still we can't say we are working all alone! ,

Raquel, Spain

2017-11-10 18:24:50 UTC

I work in a school which has doubled its number of students and staff in the last 8 years. A whole-school approach was the key not to get lost in the process.

Maria Rizza

rowri — 2017-11-10 19:14:01 UTC

I am from the south east of Italy, my school is in Noto , my coleagues and mehave benn working within european projects for a decade now, since 2002, thanks to this we have learned a lot and our school is really a community where everyone is struggling to uptodate, by learnning english, embedding the ICT in their teaching and getting familiar with digital tools for education. I must say that it is a very slow process towards innovation but it is happening steadily so every year I can see the result of my huge effort as coordinator of Erasmusplus project. The mobility programme is very efficient, because when teachers go abroad and see, live the daily school life from other countries, culture etc, they improve , become more open minded and try to adopt innovative pedagogical approach to their daily work. I think that this is wonderful, I only regret that headmasters, even the youngest ones, are not prepared, or more often are scared of changing the school organization , especially when parents do not participate and cooperate with the school staff. All in all , however , i see that little by little the school staff is changing and becoming more and more a learning community.

Eleonora(Italy)

2017-11-11 14:29:21 UTC

A whole school approach can be realized with the contribution and cooperation of all school staff, especially among teachers.Etwinning Projects are a good practice for teachers and students.

Quest for identity

2017-11-11 19:06:41 UTC

A Whole School Approach can't be coinceived instrumentally to enhance the one or the other aspect of teaching and learning.
It must be preceded by a revisitation of the school's role in the community, Science, Humanities, Art & Music, Languages, Vocational domains do foster a sense of overall orientation, able to finely assess disciplines' specific goals. ICT for science differ from ICT for Art or for Mechanics, although they share a common, civic and cultural basis.
Thus, "who am I" and "where do I want to go" are key issues, in light of which to gear all departments and resources.
(Michele - Italy)

The quality of the educational act depends on the involvement of all actors. Teachers, students, parents, community members have to harmonize their actions to be successful.

gabi_huma78 — 2017-11-11 20:15:15 UTC

The quality of the educational act depends on the involvement of all actors. Teachers, students, parents, community members have to harmonize their actions to be successful.

gabi_huma78 — 2017-11-11 20:15:58 UTC

Francesca Barile

francesca_barile50 — 2017-11-11 20:17:58 UTC

i agree with this kind of approac! I teach in a secondary school at Ischia with different types of schools: a touristic one, a Nautical institute and a professional one. Both students and families are very different, problems are different and at the moment we are living a very difficult situation because of the earthquake. Only if we collaborate we can stand the difficulties. This kind of approach helps everyone in getting familiar with problems, having a more active role in the school and in finding together solutions more suited for everyone.

Luisella, Italy

2017-11-11 20:18:05 UTC

It's still difficult involving a significance number of teachers in this important Erasmus project and when you reach it you can fail the call so you feel frustrated.

Odense, Denmark

tingsager68 — 2017-11-11 20:34:12 UTC

The involvement of the whole staf of teachers seems to be difficult. We are two coordinators who are working on involving more colleagues and staff. It is slowly moving forward

Joanna, Poland

2017-11-11 20:45:05 UTC

I teach in a secondary school that caters to the needs of all the students, we help them grow intellectually, develop their talents and provide remedial classes when such a need arises. We do our best to ensure their emotional well-being and provide psychological help. We keep in touch with their parents. As far as Erasmus+ projects are concerned, half of the teachers employed in my school are involved in our KA1 and KA2 projects,, which is great, but it's also a bit sad that the other half do not wish to get involved at all.

Letizia, Italy

letizia_cherri — 2017-11-11 21:04:01 UTC

Not only when thinking about Erasmus+ projects, but everyday we, as teachers, should consider a Whole-School Approach where all the stakeholders play an effective and relevant part transforming the school in an asset for the community.

Patrizia - Italy

2017-11-11 23:14:24 UTC

The main difficulty is probably how to involve all the teachers, it is easier to involve parents and pupils.

John

2017-11-12 09:34:26 UTC

We organize several meetings with the parents to discuss school problems and children's progress. We also have several discussion with our students about their behavior, their attitude towards science and their progress. Finally we try to present student's work on the local community.

Mariella - Italy

mariella_brunaz — 2017-11-12 09:56:16 UTC

My school implemented and Erasmus+ project (2015-2017) and a whole-school approach was adopted. It was very demanding for the contact person as there was little support from the school staff due to jelousy. Luckily support was given by motivated and innovative colleagues who allowed to achieve the desired results. A whole-school approach is the best way to implement an Erasmus+ project The students feel the enthusiasm of their teachers and give their best. Families get involved in school activities more than usual and the same can be said for local authorities and the organisations that are connected to the main themes of the project.
It's hard work but really valuable for students. Students must be at the centre of the educational path and this hard work is worth doing despite adversities!

Bernardette, Portugal

2017-11-12 11:48:57 UTC

In our school we organize meetings with different groups of teachers (areas of knowledge, educations levels) to discuss the problems of students learning, and how can we do better in the class rooms for the students success. We also do meetings with other school staff and with the students we do also sessions of discussion. With the parents is difficult but we are trying new approaches to get them more intervention in school. We also involve other community institutions in school life activities (health, social, ....)

Bahar ,Turkey

baharkazik82 — 2017-11-12 14:53:12 UTC

If you want your students to be successful and happy ,Whole School Approach is obligatory.The headmaster of school really attaches an importance to this subject.Most parents and other stakeholders are usually welcomed in order to comprehend the subject more concretely.We may not fullfill the approach principle a hundred percent but we are doing our best ...

Natassa, Greece

2017-11-12 16:45:50 UTC

Meetings with parents are organised regularly, parents take part in some school events, school staff also meets regularly to discuss issues that might occur in school life. We work together with staff from social services that support pupils. For the participation in european projects (e.g. etwinning) there are discussions with the pupils to identify their needs interests.

Aurora, Slovenia

2017-11-12 17:04:08 UTC

I work in a small school were everyone knows eachother, that's very good enviroment for the school approach idea. It's difficult to envolve the whole staf but we are working on it and every year we can see the difference, teachers comunicate more wich each others, parents more offten collaborate... eTwinning it's helping a lot and the idea of Erasmus+ it's not fo strange. Step by step.

Giusy, Italia

2017-11-12 17:30:01 UTC

I work in a comprehensive school comprising two kindergartens, two primary schools and one secondary school. The school was established in 2004 and it was initially difficult to put together various school orders. Today, most teachers know each other and collaborate in various committees that have been created to follow the different fields: new technologies, teaching, discomfort, handicap,.... The comparison of working together in the commissions led to a greater knowledge of the three school orders. The introduction of the Google suite platform has greatly facilitated exchanges and teacher sharing.
Families are informed through the school site, and the meetings that are organized: class meetings, representatives, school council, etc...

Frida, Sweden

2017-11-12 18:55:37 UTC

I work in a small secondary school with only 200 pupils. The teachers and school leader work together, students form a council that work together with them and parents are informed via digital platforms. However, we have a long way to go before we have a hole-school approach. The number one problem spells TIME - there isn't enough time to get everything working. To save money the organization give all adults working at the school more to to in less time and since we are a relatively new school we don't have projects ready to run. Through eTwinning we hope to get ideas from other schools in Europe and our aim is to continue working towards this goal.

2017-11-12 20:13:49 UTC

Hello,I am a teacher at a primary school in Italy.I love teaching in a collaborative way. I think schools should have an inclusive vision of education

Madrid, Spain

2017-11-12 21:00:05 UTC

I work in a school in Spain and we are implementing step by step a whole-school approach. We started with different Etwinning projects. In the classroom we regularly use cooperative learning strategies and the results have been pretty good so far.
The biggest difficulty we face is the commitment of all teachers.

Elisa, Portugal

2017-11-13 00:02:55 UTC

Collaboration its important in several levels: for work in a coherent way (same rules, same vision, same methodologies). However in my school we are know starting to think as a whole, leaving the borders of each classroom.

ileana, Romania

2017-11-13 06:31:38 UTC

I believe strongly in cooperation on the educational field. Communication, team working are the best ways to be successful as educational staff.

Margarita Greece

2017-11-13 14:11:12 UTC

Occationally it is a challenge to persuade all stakeholders that a whole-school approach is not "threatening". In that process the role of the school principal is of key importance. As a teacher my aim is to make students , parents and colleagues to understand that the educational goals are common after all

Sara, Italia

sarasilvaggio6918 — 2017-11-13 15:31:08 UTC

I'm a high school teacher and in my school we worked to promoting collaboration with collegues, parents, external experts and we designs activities to envolve our students. In this year we started with Etwinning project and our next goal is doing European excanges

M.Rosaria, Italia

2017-11-13 18:26:07 UTC

I am a high school teacher and I work in a small school. I try to promote team work, and collaborative activities because it is the best way to be successful with students. But sometimes it is very hard to work together: European projects are a good start.

Adela Muresan, Romania

muresan_gabriela_adela — 2017-11-13 19:10:00 UTC

I am a primary teacher, I use to teach using new education field, new methodologies to have more fun for the students. In my opinion, the PBL, STEM; STEAM class is a way to open minds, to help students to be more creative and original.

I strongly believe that creativity, communication and collaboration, critical thinking are the basic skills which all of us must use (learners, teachers, parents, NGOs, Business organisations, etc.). I'm trying to apply all of the skills mentioned above in order to achieve success.

2017-11-13 20:29:32 UTC

Veronica, Italy

vb_keohane — 2017-11-13 20:31:02 UTC

It is so important to engage all the stakeholders which rotate around a school in order to enhance the learner's experience and put his well-being at the centre of the scholastic experience. There are so many fields of expertise which together can better equip our students. However, it is still difficult to get everybody involved. Effective communication about the projects in hand and regular meetings with experts could improve the situation. A new mindset has to be adopted

Iwona,Poland

iwowanek — 2017-11-13 22:59:25 UTC

I work in only a small primary school. My students are involved in two eTwinning projects. We are learning to cooperate with other schools and each other. Working in eTwinning projects is very motivating. I would like to apply for an Erasmus+ K2 project.

Alina, Romania

2017-11-14 08:34:12 UTC

Our school it is involved in e twinning projects, but also has an Erasmus + on KA2 action- strategic partnership just between schools. In both contexts, we have a lot o partners which usually suport the educational process. I think that European projects are the perfect way to create networks and to improve relations between school and other social actors, as school partners. The whole-school approach is manifesting in a school, if there are promoted the educational projects as part of educational act.

Vera, Portugal

2017-11-14 16:23:04 UTC

I work in a small private school, that goes from nursery to Primary School. I am the English teacher and also cooperate with the Primary teachers in their classes. We meet every week to discuss projects, ideas, difficulties. Every month we meet with the headmasters (which actually are around us everyday) and the pre-school and kindergarten teachers.
There is also a full time psychologist, in our classes, meetings and projects.
Here the families are very close to us: they enter the school every day, walk in the corridors with us, greet us good morning and, each Friday morning, there's a presentation from one of the groups of children to the community (school staff, teachers, families).
We use the Modern School approach in our teaching and learning strategies and take advantage of autonomy to meet pupils needs. I believe that the next step for us will be to take part in an Erasmus + partnership.

Angela Carmela Antonucci, Italy

angeant2003 — 2017-11-14 17:50:52 UTC

I teach at a secondary school.

Collaboration and cooperation are very important both in our school and in European contexts as well. Since a few years we carry on etwinning projects, some students are also concerned with Transalp Programme or Intercultura exchanges.

It is nevertheless difficult to involve a larger number of fellow teachers in european projects such as Erasmus +

Paola Patrizia Cardo-ITALY I am a teacher of a semi-secondary school, very small, but with a strong desire to emerge. In this period of autonomy, I had the impression that many schools have closed themselves, and instead of throwing bridges, have been raised to defend themselves against imaginary enemies. The importance of a school is the sense of belonging, the feeling of being responsible for a common home. That's where collaboration is concerned. My school is trying to work more and more in teams, communicate a lot, teachers , parents, pupils. Last year we had the first experience with eTwinning, this year we will have more. Then I think ... ERASMUS + ... why not? !!

2017-11-14 18:58:35 UTC

2017-11-14 19:00:19 UTC

Annaluce Cappucci - Italy

2017-11-15 17:25:24 UTC

I am a french teacher in a secondary school. Eery two months my foreign languages colleagues and I we meet to talk about the projects and activities we are doing and and we talk about future ones. We collaborate and cooperate with other teachers too, but what is difficult in my opinion is to involve parents and families of our students. Sometimes is also difficult to involve students in exchange programs, so I think we should work harder and insist on that point.

Alessandra ITALY

o_alexa — 2017-11-15 18:53:14 UTC

Hi everyone....My name is Alessandra Ortolano ,I leave in Chieti (ITALY )and I teach psychology in a Secondary School.I know ERASMUS but I want learn new strategies for my classes and for my school.I collaborate with an eTwinning project and i attended at Erasmus project in Poland in a Primary school.In my school the teachers are collaborative but not everyone Knows English and this does notlead them to engage in European project.

Sónia, Portugal

2017-11-15 23:42:05 UTC

I am a french teacher in a secondary school. I believe that cooperation, communication, team working are the best ways to be successful as educational staff. However, it is still difficult to get everybody involved. We started with some eTwinning projects and we have meetings with teacher’s parents and students to discuss the problems of students learning

Fernanda, Portugal

2017-11-16 09:19:53 UTC

I teach English to students attending the 3rd and 4th grades. It is my first year in this school and I'm still learning and trying to understand how it all works. I know that the school is involved in a KA2 project. In my daily work, I collaborate with other teachers in order to develop our teaching practices. Whenever it is possible, I ask for parents' involvement and collaboration. I think the most difficult task schools have is to change the way teachers work, specially for those who have been doing the same things for the last 10, 15 or 20 years.

Hi,My name is Gratiela and I teach physics and computer science at the gymnasium. Education is a mechanism that must be adjusted for each student.

gratisoare — 2017-11-16 11:52:31 UTC

Daniele - Italy

danvir — 2017-11-16 12:14:00 UTC

Usually in Italian school a whole-school approach is not present or it is really poor. Teachers are usually not too much interested in projects and cooperation. So it is really difficult to propose projects that can change the entire school. I think that we should be forced to cooperate in some way. Some times colleagues ask simply only if the activity planned is compulsory and if not they do not come.

Miriam, Italy

miriamscafatihpg23 — 2017-11-16 16:37:51 UTC

In my school collaborate with other teachers is very very strong. They aren't interested in projects and cooperation.

Hello from Lombardia, Italy

2017-11-16 17:24:58 UTC

I'm Italian teacher and I work in a scholl very interested about projects and cooperation in European educational system. This year we are hosting in a project very important including teachers and student from European States.

María Ascensión Jiménez, Spain

ascen77 — 2017-11-16 20:07:00 UTC

I quite agree with Daniele from Italy. Some teachers are not interested in projects and cooperation to change a school. But I don´t think that participation in this kind of project must be compulsory.

Rosa Macieira, Portugal

rosa_macieira — 2017-11-17 11:59:56 UTC

In my school were made agreements with exterior services and authorities to improve health, learning and inclusion in society. As a teacher I always try to work with other colleagues, so that the students can see that teachers are interested in their success.

Rosa Barrese, Italy

2017-11-17 13:02:35 UTC

I am a high school teacher and I am new in my school so I am still figuring out how everything works but I do agree that cooperation is a key word for educational success.

Sabrina,Italy

profsnappi — 2017-11-17 16:57:34 UTC

I teach in a secondary school. I believe that collaborating and sharing ideas and projects is an increase for everyone

María, Spain

isasama10 — 2017-11-18 05:57:39 UTC

A whole-school approach is key to success for European projects. However, it is difficult to get all the sectors to agree to change a school identity. We must cooperate as much as possible to reach compromise, understanding and inclusion of most learners, teachers and parents.

Loukia Lazaridou - Cyprus

2017-11-18 16:07:27 UTC

I quite agree with Fernand from Portugal. I also think that the most difficult task schools have is to change the way teachers work, specially for those who have been doing the same thinks for the last 10-20 years.
I manage to have in my school (for first time) KA2 project and I saw that the teachers and mostly the students were very interested!

Chiara, Italy

chiara_agnelli1 — 2017-11-18 16:41:12 UTC

I teach in a lower secondary state school in Northern Italy. I am afraid we are far away from the whole-school approach as it has been presented here. We have regular meetings with the school principal and with the students' families of course, but there is no real sharing and planning together. Most of the times these meetings are about administration issues or the students test results. I would love if my school could identify its educational needs, agree on them within the school staff and the kids' families and work together to satisfy those needs. I really hope taking part into the Erasmus + project can push us into the right direction.

Maria, English teacher, Croatia

hr26 — 2017-11-18 17:31:50 UTC

My school could definitely improve on the whole-school approach. Even though staff collaboration is on quite a high level (organised in the form of meetings), we have low parents' involvement. We've attempted to tackle the problem by creating a digital tool to get parents more engaged, but we haven't measured the success of this project yet.

María J. Núñez

2017-11-19 07:19:44 UTC

Spain
We are lucky to n my school

Sara, Spain

2017-11-19 08:08:06 UTC

I am a techer in a Secondary school and my students are inolved in KA219 projects. Cooperation, Collaboration, integrated skills and sharing good practices are our main objectives. However we have to cope with lots of problem as the whole-school approach you say doesn´t exist at all.

Marian, Spain

2017-11-19 11:15:58 UTC

I am a secondary English school teacher. I believe that sharing and collaborating is essential to teaching and learning. At the moment I find that my students are highly motivated but I find it difficult to keep up with their expectations. I would love to find the way to keep motivating them but very often I feel tha we have little time or simply ww luck the creativity to carry out some kind of project.

Branka, Macedonia

bdimevska — 2017-11-19 13:07:23 UTC

I am a History and Civics education teacher in a primary school. Our school has a whole school approach but it is not fully developed. We still need more parents and also the local community

to be involved in the school activities.

Simona,Macedonia

2017-11-19 13:07:42 UTC

I teach German in a primary school. Our school has a whole-school approach but unfortunately it is not fully developed. Parents have less and less time to be involved in part of the school activities.

Roberta

2017-11-19 17:37:30 UTC

Hi!
I'm Roand I teach in a third class of Italian. I teach Italian, ish

Roberta, Italy

roberta_digiuli — 2017-11-19 18:09:13 UTC

Hi!
I'm Roberta and I teach Italian, English, History, Geography, Science, Technology, Gym and Art in a third class of Italian Primary School.
I think tha my school has a whole-school approach because Headmistress, teaching and non-teaching staff, learners, parents, families and local amministration involved in the school life. Each ones feel responsible for improving the learning experiences for all learners. The entire school community engages in a cohesive, collective and collaborative action, based on multidisciplinarity and cooperation.

Damla Güder, Turkey

dml — 2017-11-19 21:15:07 UTC

Hi from Turkey. I'm math teacher in middle school. I think collaboration and the culture of institutions are very important. Working together and tempting it can develop this approach. But this is not easy, first we must accept it. You can try many ways...

Alina, Romania

2017-11-20 08:07:36 UTC

I am a secondary math school teacher. Our students are not very motivated to learn at the moment and we are trying to put up a new whole-school approach to make it happen. Such programs are a great chance for us to improve our teaching methodds because we have the opportunity to learn new things and to share them.

Anna, UK

a_grainger — 2017-11-20 14:15:12 UTC

A whole-school approach is key to success. We work hard to collaborate and learn from each other in my school, but I would like to see us work more collaboratively with other schools across Europe and the world to tackle issues such as racism, inclusion and tolerance. The children who have been involved in eTwinning projects have loved it.

Maria, Spain

2017-11-20 14:16:35 UTC

A whole school approach depends on the type of school and management and needs flexible mindsets and strategies. It is easier in a small school to get the whole community involved around exciting projects, and it can be a really really exhausting and demanding task for teams of coordinators and headmasters in schools with more than 100 teachers/1100 students (yes, they exist) and

who must fulfill their daily tasks at the same time, especially in KA219 projects involving huge pupil exchanges and loads of contacts with families, coordination of learning activities, planning, trips... it doesn't matter the degree of collaboration and good partnership, coordinators assume a huge workload even to manage effective help. The participation on Erasmus+ can improve both the soft and leadership skills of staff involved.

Roberto, Italy

ginisari — 2017-11-20 17:24:08 UTC

Hello!
I am Roberto and I am an unsupported support in a fourth class of the Italian Primary School.
I believe that my school engages in a comprehensive school approach here all the reference figures, parents and associations feel responsible and participate in and foster the improvement of learning experiences for all students in a cohesive, collective and collaborative action , based on multidisciplinarity and cooperation.

Maria Carmela, Italy

2017-11-20 17:26:20 UTC

Hello!
I am Maria Carmela, a teacher of Italian primary school and teaching mathematics, geography, science, technology, motoring education in a second class. I believe that my school has a full-fledged school approach as head teacher, non-teaching staff, learners, parents, families and local authorities involved in school life, feel responsible and participate and promote the improvement of learning experiences for all students in a cohesive, collective and collaborative effort, based on multidisciplinarity and cooperation.

Catarina, Portugal

canrodrigues — 2017-11-20 21:28:04 UTC

We (in my school) are in the starting point of this kind of approach. So, there is a lot to do and learn.

Carmen, Spain

2017-11-20 23:11:44 UTC

My institution is a teacher's training centre. It is very important to keep in touch with similar institutions in the rest of Europe to be a reference in innovation for the schools of our area. The whole institution approach would involve not only all the staff working in the institution but also other schools around that would take part in any of our projects.

Uta, Germany

steinel_schrenk — 2017-11-20 23:48:21 UTC

School approach is very important, especially for projects. Taking part in projects requires the whole school staff and the parents. We are collaborating with differents subjects, we need support for project meetings from parents and we also are in contact with stakeholders. Outside the project, it is not less necessary.
Important are also institutions and the community.

Pietro Italy

pierolauro — 2017-11-21 18:04:49 UTC

I teach in an upper secondary school, my school promotes a whole-school approach in that it fosters collaborations and sharing of ideas with others schools abroad through Erasmus+ projects and e-twinning exchanges, we host students coming from other nations and send ours abroad to improve their foreign language skills.

Alina România

saftaalina — 2017-11-21 19:22:55 UTC

I would like to develop a project but I have to find out important things.

Lucía, from

agustinoslucia — 2017-11-21 19:42:36 UTC

Projects and cooperation are of paramount importance in order to improve the learning process and of course the teaching one. A whole-school approach is the way to achieve It.

Emma, Spain

EEscamillaLuna — 2017-11-21 22:27:51 UTC

In my school, there has been a huge change in school methodology. We work now ICT-PBL in the first courses. It has been a change of paradigm for the whole school.

Anna Maria Nardo, Italy

annamarianardo60 — 2017-11-22 17:14:21 UTC

I teach English in a vocational secondary school in a small town in the south of Italy. This school is in a very difficult territory where students need to gain a role in the society for their future. The socio-economic status, the lack of stimuli and inequalities are the main problems of students. Underachievement and dropout are our main risks. So it was important to improve their motivation and engagement. One of our iniziative was the participation to the Leonardo program first and Erasmus+ KA1VET then for about 20 years. This is an important opportunity to improve their competences and motivate them to learn, giving the possibility to live an experience where training and learning are fondamental for their growth.

Giuseppina, Italy

2017-11-22 17:49:31 UTC

A whole school approach is beneficial to all students and school staff. The former are more motivated and engaged, the latter can collaborate with stakeholders and local services in order to reduce early school leaving, inequalities and social exclusion. I teach English in a secondary school in the heart of Sicily, I had experienced a learning mobility Key Action 1 in 2016. I would like to involve my colleagues but it is not easy because they can't speak English.

Katia, Italy

katifets1 — 2017-11-24 19:28:55 UTC

I am aware of the importance that a whole-school approach has to improve learning and teaching and ensure success for all, and I think it is something that cannot be avoided anymore. Every school must follow this trend. Unfortunately, my school and most of the schools I have worked at, are very far away from this objective. I am trying to change my way of teaching, because I have joined some courses on the Teacher Academy, which have made me aknoweleged with this approach, but I know, it is a long way.

Maria Rosaria Buono , Italy

positano96 — 2017-11-25 05:34:28 UTC

Schools are communities and represent the focal point of children’s academic development but also their social and emotional development, since it is the place where they make friends and develop healthy relationships. A whole school approach gives support to school in term of a process of engaging and involvement of all school staff, students , families and community partnerships. My school has this attitude but there are some teachers that don’t want to be involved in most activities because they don’t care, don’t participate, don’t cooperate because they don’t see school a community, they remain strongly individuls on their own and are not interested in activities and projects. Very often I try to involve them with poor results. In my teaching practice I try to promote positive attitude, innovative and inclusive approaches and strategies to support , welcoming, caring environments that respect diversity and give a sense of belonging and involvement for students and colleagues.

Ana, Spain

2017-11-25 16:22:23 UTC

I work in a bilingual seconday school. We have been involved in some Erasmus+ proyect. Now it is the first time we are doing the exchange with the students, which is a way to colabore between differents areas.

Ioana, Cluj Napoca, Romania

2017-11-25 16:53:51 UTC

I'm a teacher at a technical profile high school
The whole school approach has the following advantages:

- To establish a learning environment suitable for students;

- Organizing training programs for students regardless of the class they belong to;

- Addressing the issues of interest to economic agents in preparing students.

Jasmina, Ser

milicevicj — 2017-11-25 17:40:57 UTC

Reading this module I came to the conclusion that WHOLE SCHOOL APPROACH was exactly what I have been trying to achieve for several years now. Just I did not know the term and could not phrase it and present it to our staff. I did several project some of them being creative drama approach to bullying in which I have engaged parents, peer education, teachers from other schools , local institutions, local government.
This year we set up eTwinning project and last week we hosted our partners from Slovenia together with parents of our students. They were also guests of the mayor, our museum, a gallery , in one word , different stakeholders were engaged in this visit.
Great experience

Chiara, Italy

2017-11-26 07:04:52 UTC

In my school we apply a whole-school approach. Inclusive education is the main mission. Everyone cooperate and work to allow any students to reach their full potential. Cooperation is one of the pillars. It regards school staff at all levels: teaching staff, administration as well as local partners and institutions. As far as my teaching practice is concerned, I try to adapt my lesson plans to my students' needs and to personalize strategies and materials to achieve the same objectives for everybody.

Vesna, Serbia

2017-11-26 10:14:13 UTC

The whole-school approach in my school happens first with appropriate training of staff, implementation which involves checks by school principal, other teachers, contacts and training of parents.

Paulina (Poland)My kindergarten recognises the importance of a whole-school approach. Children’s wellbeing and their development are crucial for us. Kindergarten–family–community partnership is very important for us. We try to engage parents, community members, specialists in different actions that take place throughout the year in our kindergarten. eg. projects, workshops That partnership, however needs to develop.

paulina_rymarz — 2017-11-26 18:28:41 UTC

Ramona, Romania

2017-11-26 18:32:25 UTC

A whole school approach is an important aspect in students and teachers activities. It must have been developed.

Raffaella, Italia

syth — 2017-11-26 19:27:57 UTC

Whole approach: I think that the Italian school, for at least the first cycle, has for many years been pursuing and applying this vision in order to optimize educational interventions, to reach all social states, to train men and women who have fully matured their own ability, conscious and free to choose, to be and to act, for their own good and collective.

From an ancient institution, the collegial system that see the active participation of the families and entities present on the territory. In a horizontal and vertical view. New teaching methodologies, pedagogical reflections, stressed by epochal and contingent changes, cause in continuous ferment the school, the teachers, the leaders, the learners in continuous ferment.
Perhaps, to implement, it is just the opening to other schools in Europe and in the world. To confront, learn, improve.
Mine is a privileged school, by context and setting. It is an open school, but my wish and hope is that it will open up and with greater commitment from all together, over our borders.

WHOLE-APPROACH

2017-11-27 12:12:32 UTC

My school really needs to implement a whole-school approach. Teachers change a lot from one year to another and it's really difficult to increase parental involvement . These are the bad aspects but this year we are carring on a project , proposed by public authorities, whose aim Is to help the integration of migrants' sons.

Konstantina, Greece

konstantinakokmotou — 2017-11-27 21:08:20 UTC

The whole- school approach seem to take place at my school by organising events with the particioation of teachers, students, parents, external stakeholders.

Eleonora, Italy

ic13 — 2017-11-29 14:16:34 UTC

A whole school approach must have a good communication tool and to start from an analysis of need of all the local community

Laurentina, Portugal

laurentina_s — 2017-11-29 18:16:17 UTC

I think the school success must count with these kind of projects.

Samuela, Italy

2017-11-29 18:57:53 UTC

In my upper secondary school we could make more efforts in order to follow a whole-school approach, because teachers are a bit individual and don't collaborate a lot with non teaching staff. We are more open to involve students' families but in generally we could make improvements in this field.

Lucia Lauria

2017-11-29 19:15:12 UTC

In my school we apply peer to peer approac

Maria, Italy

2017-11-29 23:01:45 UTC

I teach in a vocational school where students are not particularly motivated and interested in school subjects. Their families are often absent so we work in very difficult conditions. For a lot of years we have been experimenting a whole-school approach to better our standards of learning by inclusive activities, peer to peer actions, good practices, a particular attention to special needs and a school policy based on communication, collaboration and debate.

2017-11-29 23:15:54 UTC

Maria, Italy

A school is a learning organization. It is important to have instruments for development of the human resources. Erasmus+ is such an instrument.

2017-11-30 08:32:27 UTC

Valentina, Italy

2017-11-30 18:30:32 UTC

Target: the whole-school approach. In the Primary school where I work a lot of efforts have been made to improve inclusive teaching and promote a whole-school approach.

Ayça Oğuz Karakadılar

2017-12-01 02:08:35 UTC

The whole-school approach and staff collaboration is very important for teaching success and projects. Especialy in Erasmus Plus strategic partnership all mobilities and activities must be planed and figured very well before mobilities.

Teresa, Spain

tereamina — 2017-12-04 11:48:04 UTC

Through projects that try to involve students, families and other entities (town halls, medical services, nursing homes ...)

Carol (Italy)

carol_f — 2017-12-04 23:43:53 UTC

A whole school approach is based on a project planned and developped by different partners: school, family, local national authorities, associations

Teresa, Portugal

barbosa_teresa — 2017-12-05 19:39:26 UTC

Envolving the whole community in the school work is a need nowadays as , foe example, parents are leaving kids education more and more aside, by not enrolling in what their children are doing. Erasmus + can be a "tool" to bring everybody "back to school".

Daniela Tanu,Romania

tiganasu_daniela — 2017-12-05 20:10:16 UTC

School students are motivated very little, and parents too, so we are trying to achieve a whole-school approach through different projects, attention to special needs, and a school policy based on communication, collaboration and debate.

Ania Poland

2017-12-06 10:47:59 UTC

We have to learn it, to make all the staff and students CARE

Drita Sulejmani, Albania

2017-12-06 14:49:20 UTC

The whole-school approach manifest in my school and in my teaching practice to a lot of project, PBL, workshop ect.

Rosellina(Italy)

2017-12-06 16:20:53 UTC

In my school inclusive education is an important target to achieve but it is not easy to promote team work and collaborative activities

Suela Braushi.Berat. Albania

2017-12-14 20:35:01 UTC

The whole-school approach manifest in my school and in my teaching practice to a lot of project, PBL, workshop ect.

2017-12-15 11:57:03 UTC

Pina Onorato

2017-12-17 18:47:00 UTC

The inclusive school is an important oppotunity for students .

2017-12-26 15:49:58 UTC

Chiara, Italy In my school we apply a whole-school approach. Inclusive education is the main mission. Everyone cooperate and work to allow any students to reach their full potential. Cooperation is one of the pillars. It regards school staff at all levels: teaching staff, administration as well as local partners and

2018-01-28 07:36:58 UTC

on as well as local partners and Pina Onorato Pina Onorato The inclusive school is an important oppotunity for students . Empty Suela Braushi.Berat. Albania Suela Braushi.Berat. Albania The whole-school approach manifest in my school and in my teaching practice to a lot of project, PBL, workshop ect. Rosellina(Italy) Rosellina(Italy) In my school inclusive education is an important target to achieve but it is not easy to promote team work and collaborative activities Drita Sulejmani, Albania Drita Sulejmani, Albania The whole-school approach manifest in my school and in my teaching practice to a lot of project, PBL, workshop ect. Ania Poland Ania Poland

Mihaela, România

2018-02-07 10:06:28 UTC

School is a learning-centered institution. Students need all sources and information to progress and acquire knowledge.

Giedre, Lithuania

giedraud — 2018-03-29 15:15:11 UTC

In my school all teachers work together, helps each other. Collaboration is most important thing. As we would like that our students would get the best.

2018-03-29 17:35:23 UTC

zuhal ozbay/Turkey

zuhalozbay1912 — 2018-04-04 12:48:11 UTC

In my school inclusive education is an important target to achieve but it is not easy to promote team work and collaborative activities

Ipermahia Greece, In my school there is collaboration for school activities.

2018-04-05 13:55:07 UTC

porno

2018-06-06 12:41:37 UTC

Angela Carmela Antonucci, Italy

christophe_lesech89 — 2018-07-01 04:10:00 UTC

I teach at a secondary school.

It is nevertheless difficult to involve a larger number of fellow teachers in european projects such as Erasmus +

I teach in a primary sc

mina_buonanno — 2018-09-09 20:20:31 UTC

2019-10-10 13:26:43 UTC

diego 1 h

2023-11-02 15:02:10 UTC

hello, my name is diego, i'm ten yers old and i live in paliano (italy).i have one sister her name's elena .my favourite colour is blue.i have two and my favourite food is sushi.