Teaching Scenarios Final

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Lifelong Learning Programme, the Comenius sub-programme
This project has been funded with support from the European Commission. This publication/ communication
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made of the information contained therein.



1.
The whole class together
Write on the board two columns: Bullying Teasing

Let students talk in pairs and decide amongst themselves the difference between
bullying and teasing
Write the students' suggestions on the blackboard
What is the difference between teasing and bullying?
Bullying
Teasing
During a long time
Random / spontaneous
Many against one
Single event
It does not stop
Stops again
Exclusion of the group
Hard, but not excluding

Can also be for fun / among friends
Questions for further reflection:

What's it like to be a student in our class?
Write three words that characterize the companionship in the class:
How is the language in class? (Swearwords/bad language?)
What behavior is allowed / is not allowed?
Who sets the norm in a class?
What changes the standard/s in our class?
Have a discussion, letting everybody relay their thoughts and reasons to the
questions above.
1.
Writing Exercises:
If you got a stone in your pocket to remind you to do something different from
your peers in class, what would it be? Write half a page on your thoughts.
Imagine being the victim of bullying. Which of the suggestions from the class can
you use to avoid bullying? Write a story that tells what a bullying victim thinks about the
answers and explain what you would choose to do and why.
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The two written exercises are very private. It is a good idea that students only
share their thoughts if they want to do so. ;-)
Make a video about cyberbullying with your mobile

Virtually everybody nowadays has a mobile that is able to do all sorts of things mp3player, video, internet, msn, images, text, etc. This short video shows what you
might do to others with your mobile - a bit childish illustrated but the message is clear.
(https://www.youtube.com/watch?v=dkG00Czb4ho)
Laying down the rules
Based on the video discuss some of the rules that you will establish in your group
on how best to use your mobiles, and how to use it without harming others or make
others unhappy. Work in smaller groups, answering the following questions :
What is good mobile style ?
How do you use your cell phone in a proper way?
What to do with messages and images that you do not like?
Have students create posters with their suggestions.
Discuss the rules from the different groups
Use the symbols below when appropriate:
:-) Funny , friendly and warm text and multimedia messages makes you happy.
:-| Think about your wording. Would you use the same words, if you were facing the
person? Would you like to be spoken to with the same words?
: -O When you send a text or multimedia message, try just to put yourself in their place
before you press send.
:-D Funny pictures are only funny if the subject thinks they are funny.:-P Always
remember to get permission from the person, before taking a picture with your mobile.
:-( Respect the answer given. And remember to delete the picture right away.
;-) AND ...
What's missing on this list - the students can fill in their own examples
Youre a Filmmaker
Make a film, using your mobile.

At the end of this lesson your group will share your film on cyberbullying with the
rest of your class.
The film should be about 2 minutes long and have an action centered on how to
handle bullying with your phone.
In this connection, check out http://www.sammenmodmobning.dk (in Danish)
to learn more about bullying, if you have not touched on the subject before.
SUBJECT: Bullying
ATTAINMENT: To raise awareness of violence is not a normal behaviour for
human beings and to find new ways to cope with violence.
DURATION: 40 minutes
METHOD: Talking Circle
PREPARATION: A short film on violence and buddy pressure is found and
shown in the class. The anti-hero of the film shouldnt have some other appealing
features which the students might like.
PARTICIPANT NUMBERS: The whole class
1. STEP: With the help of a short scene from the film, examples of buddy pressure
and violence are given.
2. STEP: A conversation on the characters of the film: what are their personalities
like?
3. STEP: All the students are asked to empathize with both the doer and the victim
of the violence. What would you do if you were him/her? is the question. Every
student has to say his/her ideas.
4. STEP: Brief information about bullying and its physical and psychological
aspects. The remedies to cope with the violence and bullying are told; some books
and movies which may help are recommended.
EVALUATION: The following questions are asked one by one and try to get
different answers from different students: Do you prefer to be a bullys friend? Which
character in the movie you liked more? What are the harms of violence for a person?
The students who are bullies are academically successful or not?

Subject: How to Deal with a Bully.

This is a lesson scenario aimed at students aged 14-15 ( 1st grade of lower
secondary school). The lesson is designed to teach students how to deal with bullying in
a proactive way.
By the end of the lesson students will be able to:
Give a clear concise definition of what bullying entails
Inform people of the four main categories of bullying
Recognize bullying around them and have the tools to effectively deal with
the situation.
Time: 60 minutes
Steps:
1.
Introduction: (there are four types of bullying. They are Physical (punching,
kicking, spitting); Verbal (Name calling, threatening, teasing); Indirect or Psychological

(spreading rumours, excluding people from games and groups) and Cyber (writing
mean things on someones face book, emailing embarrassing photos of people).
2.
Teacher writes the four types of bullying on the board and discuss what
each one entails. Students are asked to give examples of each type.
3.
Students watch four parts of Polish films for teenagers: Gruby, Kaka,
Do przerwy zero jeden and identify types of bullying.

4.
Students try to find the solution how to stop bullying and deal with a Bully.
5.
Students write the ideas on the cardboards.
6.
Students, in groups of five, write protest songs against bullying (they may
either compose their own music or use the music from the real songs)
7.
Students sing their songs in public
SUBJECT:Bullying
ATTAINMENT:To show the kindest way of warning people about their negative
ebehaviours
DURATION:80 minutes
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METHOD: Circle bearing and self assessment

PARTICIPANT: The whole class
PRESENTATION:
Step 1: The students are asked to make up two circles one inside another
Then they are asked to stand face to face.
Step 2: The students who are in the inside circle asks this question to the students
who are
n the outside circle.What is your best and worst behaviour towards the other
people?
The students must answer honestly
STEP3: After the first questions,the circle moves,the students change their places
according to the direction of the clock.It goes on till the first students meet again.Then
the students in the outside circle ask the students in the inside circle
STEP4: They get seated and began to write the most repeated behaviours
STEP5: They will read them aloud in the class
EVALUATION: The students are asked about their feelings on bad behaviours. In
this way
We raise the awareness on violance, bullying.
Class: 11th grade

Lesson: Learning how to deal with bullying
Objectives:
Students will learn to assess the level of danger in a bullying situation
Students will learn strategies to use when confronted with a bullying
situation
Background information:
Students are already familiar with the poems Cloud Busting by Malorie
Blackman. However, there is no set formula that works for every bullying situation.
Students need to learn a variety of strategies and develop skills in determining which
strategies would be most effective to use in a particular situation. There are basic
strategies that are effective for everyone and can be applied in most cases. Other
strategies are effective in specific situations or for particular personality types.
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Materials needed:
Standing Proud from Cloud Busting by Malorie Blackman
Dealing with bullying The three Rs chart
Strategies for students Handout
Do something Activity
Participatory Theatre Resource
Procedure:
Activity 1 Warm up
Teacher asks students to read carefully the poem Standing Proud by Malorie
Blackman. Then they are asked to give their opinion on the way the character reacts to
being bullied and whether they consider it effective.
Then, the teacher distributes handouts and discusses the 3 Rs with students
Recognize, Refuse and Report. This would be the first step in successfully dealing with
bullying situation.
Activity 2 - Brainstorm strategies students can use to deal with bullying
situations
a. The teacher distributes the Dealing with Bullying Strategies for students
handouts to the class
b. The teacher explains these are basic strategies everyone can use
c. Students brainstorm other strategies avoiding, asking questions, humour,
agreeing, distraction
d. Teacher writes the answers on the board and Ss add them to their handout
e. Teacher clarifies strategies as needed
Activity 3 Do something!
The teacher has students apply strategies to situations the class is divided into
four groups and each group completes one situation on the activity sheet.
a. Each group shares their answers for their situation
b. Teacher records their suggested strategies on the board
Activity 4 Participatory Theatre
This activity helps Ss relate to bullying situations.
a. Teacher reads the first scenario and asks for student volunteers to participate
b. These students have to spontaneously act out the bullying situation
c. Teacher asks the rest of the class to give advice to the person being bullied
what to do, say, body language
d. Ss replay the scene using these suggested strategies and add actors if
necessary
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Activity 5 Class discussion: effective strategies

a. Ss review the situations and suggested strategies listed on the board
b. They compare them to the strategies acted out in the scenarios
c. Ss have to decide if they would change any of the strategies they initially
suggested. After seeing a general situation turned into a specific, real life
scenario, Ss will sometimes change their ideas about the effective strategies.
d. Teacher informs Ss that there is not one correct answer for any situation.
However, some strategies can be more effective than others. Being faced with
bullying situations in real life is more complicated than class exercises.
Homework
Teacher tells students to create a TV ad of their favourite strategy and if
possible, videotape it.
HANDOUT 1
STANDING PROUD
Davey never shouted, never bolted,
He stood his ground, he watched and he waited,
He did not seem to realize the effect
Just standing there, not uttering a word
Had on the class bully, the school bully.
A faint, sad smile would play across his lips
As he stood before the one who hurt him.
A smile that just had to be wiped away,
Washed away, knocked away, smashed far away,
But Davey just stood proud and never spoke.
(from Cloud Busting by Malorie Blackman)
HANDOUT 2
Dealing with Bullying
The 3 Rs
Recognize bullying behaviour
Know the definition of bullying
Ask yourself these questions to help you decide:
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Refuse to be bullied
Ask yourself:
Is it safe for me to speak out assertively? If it is safe to speak out:
-messages-tell them to stop

You could also:
Report bullying behaviour

Tell an adult immediately if:
are not sure what you should do

HANDOUT 3
Dealing with Bullying
Strategies for Students
Stay calm
Try not to show emotion. Do not respond to the bullying
by crying or yelling or even looking upset. Students who bully
are trying to get you to react. That is what helps them feel
powerful.
Ignore it
Dont fight back, even with words. This makes the
situation worse and you could get hurt or get in trouble for
your behaviour. Simply pretend you dont hear, keep walking
or continue what you were doing.
Say No (Be Assertive)
If you dont like what someone is doing, use a calm, clear
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voice to tell them to stop. Do not yell at them. If it is the first

time, use an I-message such as, I dont like it when please
stop. If it has happened before you may have
to be more
assertive and say Stop it. Thats bullying and its not
okay. Remember to stay calm and do not yell.
Walk away
It is difficult for people to bully you if you are not
standing still, listening to them. You can walk away in order to
ignore the bullying behaviour; walk away after being assertive
and saying no; or walk away to get adult help.
Tell an adult
Students who use bullying behaviours think they can get
away with their actions because they believe you will not tell
anyone. Adults can help you figure out what to do, listen to how
youre feeling or deal with the person doing the bullying. You
can talk to an adult about what you would like them to do to
help you.
HANDOUT 4
Do Something
When faced with a bullying situation you need to do something to try to stop
it. Choose the strategy you think would work best for each situation.
Situation A: People are spreading a rumour
Situation B: Someone is constantly
about you.
taunting you and putting you down.
Recognize: What makes this bullying?
Refuse: What is the best thing to do?
Why?
Why?
Report: Would you tell an adult?
Why?
Why?
Situation C: You are constantly being
Situation D: You are being physically
excluded by a group of students.
harassed.

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Recognize: What makes this

bullying?

Why?
Why?
Why?
Why?
HANDOUT 5
Participatory Theatre
Scenarios for Teacher Use
Have students volunteer to act out the main roles in the scenario. The rest of
the class then advises the person being bullied of how to respond (what to do, say, body
language, and tone of voice). Replay the scenario using the strategies suggested in the
corresponding Do something situation. The class may wish to change the ideas they
had previously suggested after they see the replay. Continue until the students feel
they have found the best strategy for that particular scenario. Work through the
scenarios one at a time.
Scenario A: Mark and Levi have been competing for a place on the
school hockey team. Levi makes the team. He then finds out that Mark is
spreading a rumour that he only made the team because his father is friends
with the coach.
Scenario B: Paula is continually being made fun of by Jodie. Sometimes
Jodie mimics an answer Paula has given in class. Often it is about her
appearance. Most of the time, Jodies comments get a laugh out of her
friends. Paula has just started wearing glasses. This gives Jodie the
opportunity to taunt Paula about something else.
Scenario C: Antonio sits behind Vijay in class. He seems to enjoy

slapping Vijay across the back of the head when the teacher isnt looking.
Whenever Vijay is in the hallways, Antonio usually finds a way to trip or push
him. Now Antonio has enlisted some friends to join in. Vijay is never sure who
is going to assault him or when.
Scenario D: Tammy and her friends always hang out together. Last week
she had a falling out with Barb. Since then the other girls have stopped
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talking to her and wont even eat lunch with her. She finds out Barb has
convinced the other girls that Tammy is at fault and they should have nothing
to do with her.
How to deal with bullying?

Classes: 6- 9
Objectives: to find out the reason for bullying and how to deal with bullying
Materials needed: handouts, blackboard
Methods: role play, group work, discussion
Procedure:
A teacher introduces topic of the lesson, by writing word Bullying on the board.
All students are asked to express their thoughts about what it is, how often it
happens. Then the teacher collects all the information and writes a summary on
the board (Bullying is the use of force, threat, or coercion to abuse, intimidate,
or aggressively impose domination over others. The behavior is often repeated
and habitual). The teacher states main question of the lesson- How to deal with
bullying?
The class is divided into 3 groups. Each group receives one handout with the
description of one situation. Students should read the situation, discuss it, split
roles and make a role play. Students have some time (~ 10 min) to get ready.
Each group act out their situation and their ideal solution for their situation.
The teacher asks what has caused bulyling in each of situations. Students give
their ideas, the teacher writes them in the order of importance on the board. Each
situation can have several causes:
Different interests
Differences of race, religion, appearance, behavior, personality,
reputation etc.
Revenge
Envy
Misunderstanding
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The teacher asks for the best way how to respond to bulling. Students give their
opinions.
The teacher gives handout 2. Students read it and discuss. The teacher asks
students if they would like to change something in their role plays. Discuss.
Finally students decide who can help them in case of bulling (parents, a sibling,
friends, teachers, headmaster, social worker, police).
Conclusion- In case you or your friends are bullied react immediately!
HANDOUT 1
Role play 1
Alice and Hannah were good friends. But then Alice told other girls Hannahs
secrets. Now other girls make fun of Hannah.

Role play 2
David makes fun of Emily who is not slender. Especially he does it in sports
lessons and in a caf.
Role play 3
John starts receiving nasty messages from different telephone numbers with
threats and/ or false rumors about him. He does not know who the author is.
HANDOUT 2
(http://www.adl.org/assets/pdf/education-outreach/10-Ways-to-Respond-toBullying.pdf)
10 Ways to Respond to Bullying
If youve experienced bullying, youre not alone. There are people who can help
and actions you can take to make things better. Bullying is when a person or a group
makes someone feel hurt, afraid or embarrassed on purpose and repeatedly. Whether
its physical, verbal or emotional, bullying hurts. If youve experienced bullying, its not
your fault. So dont go it alonereach out and try taking these steps to improve the
situation.
In the Moment
1. Walk Away: If possible, remove yourself from the situation immediately.
2. Say Stop: If it feels safe, tell the aggressor to stop in a firm but calm way. If
you feel confident to do so, use humor or a clever response to weaken the effect of the
mean behavior.
3. Keep Cool: Try to control your emotions in the moment. Showing fear or anger
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may egg on the aggressor.

4. Dont Fight: Try not to fight or bully back in responsethis may just continue
the cycle of bad behavior.
After the Incident
5. Tell a Friend: Dont keep the bullying a secret. Tell a friend and ask for
support. You will feel better, and your friend can help you decide what to do next and go
with you to get assistance.
6. Report to an Adult: Tell a trusted adult what has happened. Remaining silent
will not make things better and may worsen the situation. Reporting a serious problem
is not the same as tattling. Adults need to know about bullying behavior so they can
support you and take action to stop it.
Over Time
7. Find Safe Spaces: Try to avoid danger zones where bullying is likely to take
place and where there are few adults who can help. Try to surround yourself with
supportive friends or classmates whenever you can.
8. Practice Responding: Reflect on how you might react to bullying in the future
and rehearse those responses with a trusted friend or adult. Think about what strategies
have worked or fallen short, and dont give up if your first response is not successful.
9. Express Your Feelings: Keep a diary or journalwritten, electronic or video
where you can record your private thoughts and feelings. It is important to express
yourself, especially when you are going through a tough time.
10. Reach Out: Find new friends, hobbies or interests that occupy your time in
positive ways and make you feel good about yourself. Avoid spending too much time on
your own.
Bullying can also happen online or electronically. If you are the target of
cyberbullying:
Save Evidence: Keep copies or take screen shots of bullying texts, emails and
other communications.
Dont Respond: Do not communicate with aggressors. If necessary, an adult can
reply with a strongly worded message warning them to stop.
Report: Tell an adult about the incident and, if necessary, contact the Web site,
Internet service provider and/or law enforcement officials.
Block: Guard against future bullying by blocking aggressors from your social
networking pages and email, and by changing your email address, screen name, phone
number and passwords as needed.
Find Supportive Groups: Find new online groups and games in which the
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people are friendly, positive and supportive; quit groups in which mean or aggressive
behavior occurs often.
Bullying and what is next?

Classes: 1- 9
Objectives: to understand how bullying influences the victim
Materials needed: board, paper sheets
Methods: discussion
Procedure:
A teacher gives each child one white empty paper sheet and asks students to
examine it.
The teacher draw two columns on the board and writes Before/ after
The teacher asks students to describe the paper and the teacher writes all the
words on the board, in the column Before
The teacher asks students to take their sheet and crumple it. Students can really
mess with it, even stamp on it, but they must not tear it.
After some minutes students should unfold their paper and clean it, smooth it, fix
the paper.
The teacher asks students feelings about their piece of paper. The teacher writes
all the words on the board, in the column After.
Now students should apologize to their sheet of paper.
The teacher asks if something has changed. The teacher asks students to compare
both lists on the board.
The teacher points out all the scars they left on the paper, which will never go
away no matter how hard they try.
Now teacher explains that the same happens with bullying- the scars are left
forever, no matter how sorry you probably are after it.
Conclusion: Bullying has long lasting consequences.
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Stop, talk, walk!

Classes: 6- 9
Objectives: to practice how to deal with bullying
Materials needed: computer, overhead projector, board
Methods: role play, group work, discussion
Address of the cartoon: http://www.youtube.com/watch?v=EvhIdB_8WXE
Procedure:
The teacher writes the lesson topic (Stop, talk, walk) on the board and asks
students to predict what the lesson is going to be about.
Then teacher adds word Bullying and again asks for students guesses.
Now students watch the cartoon McGruff - Anti-Bullying Film, but not all.
Teacher stops in the middle of cartoon, discuss seen episodes and asks to predict
what advice McGruff gives to little girl.
Students watch cartoon till the end and check which of their guesses are the
closest.
Students are divided into groups of 4. They are supposed to make a roleplay
together. Each of them will play different role: 1st - a leader who bullies somebody
and makes others to follow his example;
2nd - a person who supports the leader;
3rd an indecisive person who does not know which side to take;
4th a person who does not want to be involved.
Each group is given a beginning of similar situation- one student at school is

bullied- but the ending of this situation is up to the group. During the roleplay
students must show a strong influence of a bad leader, but they should not
exaggerate. Ask the leader to try different techniques of persuading- flattery,
menace, etc. (The teacher can invent his own situation or give a real life
situation.) Students have 10 minutes to prepare.
Each group presents their roleplays.
If any of roleplays ends not on The happy end (Actually it is very advisable that
it does not, because it gives space for discussion.), the teacher invites to show this
roleplay one more time, but other students are asked to say STOP when they
see peer pressure, or they just want to change the situation. The person, who says
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STOP or any other volunteer steps in roleplay, chooses one of the roles (except
for the leaders) and continues roleplay in order to solve this situation.
After all roleplays there is discussion:

How did it feel?
Which role was the most difficult? Why?
Can it happen in real life?
Is it easy to say NO when there is peer pressure? Is it worth? Why?
What would you do in such situation in real life?
Have you ever experienced bad peer pressure? Tell about it!
Can we help anybody if we see peer pressure? How?
Subject: Youth against bullying

Time: 60 minutes
Students will be able to identify positive ways to avoid violence to resolve
conflicts.
Start the lesson by discussing with students what bullying is and what kinds of
bullying they know and write the kinds of bullying on the blackboard.
Then read students the following scenarios and ask them to vote with either a
thumbs up if they think the scenario is an example of bullying, or a thumbs down if they
think it is not. After you read each scenario, students should turn and talk to the person
next to them and explain their vote.
Its Monday morning and Jane is barely awake when she walks into class. Her
hair looks like a mess, her glasses are crooked, and shes mis-buttoned her shirt.
Lydia looks over at her and makes a mean comment out loud to the other student
about Lydias appearance. Everyone laughs. Jane feels horrible.
As Mr. Jenkins is handing out the grades for the take home test, he stops at
Mikes table and shakes his head. He announces to the class that, once again,
Mike has failed the test because he never does any homework. Mr. Jenkins does
this every time a student who doesnt do any homework fails a test.
Brian is sitting with a group of people during lunch and decides to ask them if
they want to go to a movie this weekend. He invites everyone at his table except
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for Mark, who is an outsider. Mark asks if he can join. Jake says he doesnt need
any fat, ugly nerds to come along. Mark looks very upset and walks away.
Justin keeps sending anonymous emails to Sheila. They make comments about
her appearance and are sexually harassing.
Jake knows that Edward cheated on a test and is threatening to tell on him. In
the locker room, Edward attacks Jake. He throws him against the lockers and
pushes him around. He threatens to continue to beat him up after school.
Divide students into five groups. Tell students that today they will taking on the
perspective of a school board council reviewing different cases related to bullying and
school violence. Each group should review the cases and rate them in order of severity of
crime committed.
Case 1: Susan creates an I hate Myra blog which invites people to list reasons
why they dislike Myra. She writes in this blog after school everyday. Other
students are also starting to write about Myra. Myras parents report this to the
school board. What should be done?
Brian normally sits with Marcus in the cafeteria, but today Marcus is absent.
When he tries to find another table to sit at, he finds that his classmates are less
than welcoming. Is he being bullied? What should Brian do?
Case 2: Bob and a group of three friends have been seen by students and
teachers to be picking on a boy in a wheelchair. They insult him and threaten to
steel his chair. The boys parents come to the school board for help. What should
be done?
Emily just got new glasses, but she refuses to wear them in school because she
thinks her classmates are staring at her. Is she being bullied? What should Emily
do?
Case 3: Raymond was beaten up after school by a group of kids in a gang. He

shows up to school with black and blue marks. Other students have also
witnessed this group physically picking on Raymond. His parents want the gang
expelled.
Justin is playing volleyball with his classmates. When kids start making
comments about his weight, he tries ignoring them. However, their hurtful words
are very upsetting. What should he do?
Case 4: Jimmy brings a knife into school. Another student reports it. He says he
was bringing it in to show another student. He has no history of violence.
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When Emily wants to befriend two girls on the playground, her close friend
Melinda objects. What should Emily do when she is forced to choose between an
old friend and new ones?
Case 5: Ian curses out his teacher and threatens to beat her up. The teacher
brings the case to the school board. Ian has had many reports of being disruptive
in class, but never to this extent.
Jamal is one of the only kids in his class who doesn't have the new Space Walker
sneakers, but with his father out of work, his family can't afford expensive shoes.
What will he tell his friends when they want to know when he's getting his Space
Walkers?
After the exercise the teacher asks students what a fight means and why they
think people fight.

Ask students if they have ever had a fight and how they resolved it.
Brainstorm ways to resolve conflicts.
Children draw a picture of what they could do to avoid a fight
(on or off the playground).
Course on harassment/pestering
1. Objectives of the course:
Search for information on different media: ICT, magazines, books, newspapers

and radio.
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Make a personal critical analysis on 5 statements concerning harassment.
Discuss this analysis in small groups of 2.
Listen to each other with due respect.
Reflect on the causes of harassment.
Reflect on the consequences of harassment.
Reflect on how to deal with harassment.
Connect the importance of preventing harassment with the buddy-project.
Exchange personal experiences with harassment.
List all parties that can play a role in dealing with harassment.
Describe the notion "harassment" in your own words.


Capture agreements on harassment in a contract.

2. Progress of the course (This course will last for 2 hours)
Two weeks in advance the teacher will instruct to collect information on the topic.
At that time there will already be a preview on the feasibility of discussing the topic in
class.
2.1 Part 1 (creating atmosphere, reflect on the problem and articulate
the personal feelings)
At the start the teacher will indicate that this is a sensitive topic. Nobody should
feel obliged to intervene and communicate about his/her personal situation. If the
course brings back too much painful memories the pupil can leave the classroom.
2.1.1. Start the course with a text of Robbe (5 min). The teacher will read this
personally.
"Last year daddy was in the hospital. The pesters became aware of this and called
out "your daddy smokes and he will die through his own fault". I became furious. My
mother has left us when I was still a little boy. I have nobody else except for my daddy
and brother. Until then I had told nobody about the harassment. I believed it would
make things only worse, but now they had exceeded the limits."
2.1.2. The students get a couple of minutes to write down their feelings on this
text on paper.
2.1.3. In the meantime the teacher will write down the 5 statements on the
blackboard.
Pesters ask for it, they trigger it.
Pestering will always continue to exist, there's nothing you can do about it.
The consequences of harassment can last a lifetime.
Teachers and parents always handle this the wrong way.
Nowadays pestering is more frequent and more serious compared to the past.
2.1.4. Pupils get 10 minutes to note down their personal feelings on these
statements.
2.1.5. Subsequently the pupils are requested to discuss and exchange views on
these statements in groups of 2. (10 min)
2.2 Part 2: exchange experiences within the whole group/class, frame
the problem and the possible handling thereof using the no blame-theory,
make an inventory
2.2.1. During 20 minutes the groups of 2 inform the class the feeling that have
emerged following the introductory text and the statements. Everybody listens
respectfully to the others.
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2.2.2. The whole class decides on the definition of harassment.

Harassing is behaviour whereby somebody repeatedly and over a long period of
time is treated by others in such a way that it causes physical damage and/or
psychological suffering.
2.2.3. The teacher notes down on the blackboard an overview of possible ways to
handle the problem, originating from the pupils.
2.2.4. There will be an enquiry as to whether they are familiarised with the noblame procedure. In the 6th grade they are as this was dealt with during the lessons
religion. Now it can be evaluated what they still know about it and whether they
consider this a useful tool.
2.2.5. Also any other party that can possibly be involved, both in the field of
professional care and other (family, friends, social network etc.) are noted on the
blackboard.
Hereby you find information on the no-blame-procedure from a CLB employee.
By using the "you-form" in a text it suggests by no means that you are always best
placed to undertake the actions. Ideally several people at school should know the Noblame-procedure, so that in all circumstances it could be evaluated who is most
appropriate person to guide the discussions.
In advance
Describe the case of harassment, map it:
who is being harassed?
what are the annoying, re-occurring situations?
who is the harasser? Are they more than one?
describe the middle group?
is the class/group aware of the situation?
Step 1: interview with the harassed pupil

Ask information on what's going on without entering into too much detail: how
does the harassed pupil experience those difficult situations? Explain how you will
handle the situation, that nobody will be punished and ask for a mandate to be allowed
to effectively implement your approach. Discuss together will be in the discussion
group. Examine what can be said in the group. Enquire about a story or drawing that
best reflects the feelings of the harassed pupil. Inform how and when you can be
reached.
Step 2: call the group together
23

Here the harasser(s) is/are invited, and also pupils that are involved as well as
friends and/or teenagers with a positive attitude. The harassed pupil forms off course
NO part of the dialogue team.
Step 3: explain the problem.
Inform the group you have a problem. Eventually use the story or drawing to
illustrate your case. Don't loose yourself in possible details you are aware of. Accuse
nobody. Clarify that the problem needs to be solved
Step 4: share responsibility
Ensure that it is clear to everybody that there will be no punishment. Ask every
member of the group to reflect on how they can contribute in solving the problem. They
are most in contact and closest to the pestered pupil and are therefore best placed to
stop the pestering.
Step 5: ask the group about their proposals
All positive proposals are accepted. Also 'don't do anything any more' is in itself a
proper reply. Enquire how they will concretely realise their proposals: 'how are you
going to tackle it?'. Ask them to use 'me-language', not we will do something, but 'I want
to do it this way or that way". Concrete proposals can be noted down on paper.
Step 6: leave the responsibility with the group
They are the only ones that can solve the problem. Thank them and show them
your confidence in a clear manner. Inform them that within one week you will talk with
each of them individually. Ensure that they know how and when you can be reached.
Step 7: one week later: individual, brief discussions with all members
of the group concerned.
Let each member of the group individually inform you on its contribution. For
this you could use questions such as: "how are things going now?", "has the pestering
stopped?", "are you satisfied?". If the harasses pupil is not really satisfied on the result,
discuss with him possible new targets. One could well imagine that the procedure is
entirely or partly repeated with the same group. It is also possible to compose an
entirely new group.
2.3 Part 3
Lay down the conclusions of the class in a contract.
Based on all discussions and inventories a contract is drafted acceptable for each
pupil. This is subsequently signed by everyone and presented in the classroom in an
appropriate manner.
24

For this lesson the students work in little groups. They can use the internet,
books, papers, their own laptop
The teacher monitors and supervises, also helps if necessary.
1. Students look for songs, interviews, texts, poems, concerning bullying or
being bullied.
They choose two kinds of texts, from a different point of view.
2. In the texts they look for the different roles: the leader (who bullies), the
victim (whos being bullied), the parents, the school,
They wrote down and tell how these different parties experience the bullying
or being bullied.
3. Students give perfect definitions of bullying, the leader, the victim They also
look for different criteria which these different parties have. (eg the leader is
strong, the victim is weak, )
They also compare this theory with the persons in their texts. They look for
differences and resemblances.
4. They read their texts again and judge if the bullying was being helped or even
better solved. They tell and wrote down how.
They also solve the bullying by using the no blame approach.
5. Finally the students give a personal opinion, using different subjects:
empathy, antipathy, sympathy, pity, And they wrote down what they
learned about this.
During this task they talk in little groups about this subject. They listen to
each other and they wrote down their conclusions.
The teacher also talks/discusses with the students.
BULLYING PREVENTION
Choose Three
Choose three of the following sentence stems and complete them. You will be
sharing your responses within a small group.
25

1. My three all-time favorite movies are

2. In high school, I was considered
3. Outside of my role in education, I am good at
4. My favorite food is
5. My favorite fiction book is
6. My favorite nonfiction book is
7. The best part of being an educator is
8. The worst part of being an educator is
9. My favorite TV show is/was
10. The best vacation I ever took was
11. If I could change one thing about myself, it would be
12. What I like best about myself is
13. The perfect party would include
14. The greatest strength I bring to my role as an educator is
Objectives
Participants in the workshop will:
Understand what bullying behavior is and is not.
Understand what bullying behavior may look like in the classroom.
Explore ideas for responding to bullying behavior.
Become equipped with specific strategies for addressing and reporting
bullying behavior when it occurs.
Agenda
Welcome and Introductions (20 minutes)
What Is Bullying? (15 minutes)
What Might Bullying Behavior Look Like? (30 minutes)
Addressing Bullying Behavior (30 minutes)
De-escalating Bullying Behavior (20 minutes)
Reporting Bullying Behavior and Follow-up (20 minutes)
Review and Evaluation (10 minutes)
Adjourn
Facts About Bullying Behavior
Bullying is unwanted, aggressive behavior among school-aged children that
involves a real or perceived power imbalance. The behavior is repeated, or has the
26

potential to be repeated, over time. Both children who are bullied and children who
bully others may have serious, lasting problems.
In order to be considered bullying, the behavior must be unwanted and
aggressive and include:
Imbalance of power. Children who bully use their powersuch as physical

strength,
access to embarrassing information, or popularityto control or harm others.

Power
imbalances can change over time and in different situations, even if they
involve the same people.
Repetition. Bullying behaviors happen more than once or have the potential
to happen more than once.
Bullying includes actions such as making threats, spreading rumors, attacking

someone physically or verbally, and excluding someone from a group on purpose.
Types of Bullying
There are four types of bullying:
1. Verbal bullying is saying or writing mean things. Verbal bullying includes:
Teasing
Name calling
Inappropriate sexual comments
Taunting
Threatening to cause harm
2. Social bullying, sometimes referred to as relational bullying, involves hurting
someones reputation or relationships. Social bullying includes:
Leaving someone out on purpose
Telling other children not to be friends with someone
Spreading rumors about someone
Embarrassing someone in public For additional copies of this handout or
additional information on bullying and supportive classroom climate, visit
http://safesupportiveschools.ed.gov/index.php?id=01
3. Physical bullying involves hurting a persons body or mind
4. Physical bullying involves hurting a persons body or possessions.
Physical bullying includes:
Hitting, kicking, or pinching
Spitting
Tripping or pushing
27

Taking or breaking someones things

Making mean or rude hand gestures
5. Cyberbullying involves the use of e-mail, social network sites, cell phones,
webcams, text messages, Internet sites, etc., to send mean messages, spread
rumors, and post embarrassing pictures or videos and fake websites or profiles.
Cyberbullying messages can:
Happen 24 hours a day, 7 days a week
Be posted anonymously and distributed quickly to a wide audience
Be extremely difficult to delete
Where and When Bullying Happens?
Bullying can occur during or after school hours. Although most reported bullying
happens in the school building, a significant percentage also happens in places such as
the school playground or the school bus. It can also happen traveling to or from school,
in the youths neighborhood, or on the Internet.
Objectives:
To identify bullying
To become aware of how to respond to bullying as an individual and bystander
To commit to a bully free school
Instruction:
Materials: Handouts
Time: 30-45 minutes
1) Small groups:
Have student break into 3 small groups. Each small group will be given a
worksheet to complete and will then share their ideas with the rest of the class. (10 15
min)
Group 1 What are the 4 different types of bullying? Define bullying and give
examples (Physical, Verbal, Cyberbullying, and Emotional)
Group 2 How do you know if you are being bullied?
Group 3 What can you do if you are being bullied?
As each group shares their answers with the class, others may be added to the
list. (10 15 min)
28

2) Closing:
Pose 2-3 questions to the group to increase engagement and understanding and
summarize the action plan or commitments made by students.
3) Discussion Questions (5-10 min)
What would our school be like if everybody believed the same things/thought the
same way/liked the same things?
What would our school be like if everybody was friends and got along?
What can we do to stop bullying at our school?
What messages do movies or television send about bullying?
Handout Group 1: Bullying What is bullying?

Define the following and give 5 examples of each:
Verbal Bullying, Physical Bullying, Emotional Bullying, Cyberbullying
Handout Group 2: How do you know if you are being bullied?
What do other people do or say to bully others?
What feelings may the victim experience?
What feelings may the bully experience?
Why do people get bullied?
Handout Group 3: What can you do if you are being bullied?
What can you do if you or someone you know is being bullied?
Who can you tell?
What can you say to someone who is bullying you?
What should happen to the bully?
INVENTING ELLIOT
by Graham Gardner
Task 1: Consider the effects of bullying on the characters in the novel!
Event
29
Page
Elliott is predicting what it

will be like to start at his
new school
8-11
What people did to Elliot
31-35
The scene in the showers

after PE.
47-52
The punishment in the

toilets.
69-74
Signs / effects of bullying

Task 2: Answer the following questions:

How can parents tell if their child is being bullied?
How does being bullied affect children?
What can be done to stop bullying?
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Do either Task 3 or Task 4
Task 3: Describe Elliots family situation. (~ 120 words)
Task 4: Write an inner monologue (~120 words)
Elliots father plays a very important role in the novel. His condition affects the
familys happiness, and the relationship between Elliot and his mother. However,
although Elliots father appears in many scenes in the novel, he never actually speaks.
Imagine that he was able to hear everything that was said, and to think about everything
that he heard. What thoughts might have been going through his mind?
Task 5: Write a letter (~ 150 words)
Louise finishes her relationship with Elliot. Write either Louises letter to Elliot
explaining her decision or Elliots letter to Louise persuading her that they should
continue to be friends.
Task 6: Group discussion - present the outcome of your discussion to
the class!
At the end of the novel Elliot will tell the head teacher about the presence of the
Guardians. You belong to a small group of teachers that has been brought together to
discuss the problem. Plan what you should do about the Guardians. You will need to
consider:
how you can verify Elliots story
how you can eradicate the problem
how much the parents should be told
how much the pupils at the school should be told
the class!
30

consider:
the class!
consider:
WORKSHEET: Poetry workshop

GROUP ACTIVITIES:
1) Group discussions on Cloud Busting poems:
outline the story
characterize the bully as well as the victim
present the outcome of your discussion and decide on 1 speaker
2) Write about 3 or more poems on bullying
Your poems may have rhymes (e.g. a a b b / or: a b a b )
Your poems may consist of words or sentences you associate with bullying
For example:
Interesting
Forty-something
Trendy
Noisy
31

Endless talker
Your poem may consist of 11 words
For example: 1st line: 1 word

2nd line: 2 words
3rd line: 3 words
4th line: 4 words
last line: 1 word
Your poem can be a visual poem: look at the examples:
Oh
Christmas Tree
Oh, Christmas Tree
How piney are those branches.
Oh Christmas tree, oh Christmas tree
How tree-like is your beauty! Dah dah
Dah dah
32
Dah dum.

33

Poem
Bad
Ugly words
Lonely
Long lastings
whY
stupId
feeliNgs
anGry
Dirty
Alone
Very kind
diffErent
fzzY feet
Sorry
Angry
Misery
Angry
Leader
misErable
X-friend from Sam
Poem
Bully
Dont bully
You should be kind
People love kind persons
Kind.
Sam
Very rude
Sam should be kind
And you realized something strange
Fight.
34

Alicia
Great singer
A great looker
Keen on fizzy feet
Funny..
Poem
A dark corner is where I sit.
I would rather be here than at school getting hit.
My classmates make noise and call me names
And I am the one that gets the blame.
The names they call me are all mean.
The teacher says there is nothing to be seen.
By the teacher, I get ignored
So I sit in class - bored.
Then the bullies start
Every bad name hitting me like a dart.
Every day I run home in fear of being caught,
Many times, after school, we have fought.
I run to this dark corner and sit in the dirt
Where I cant be called names and get hurt.
Cry.
Lonley.
Ostracised.
Upset.
Dweeb.
Bullying.
Unkind.
Sad.
Tears.
Insane.
Nasty.
Goofy.
35

Be better
Can be better
Love your friends
Oh
Usually you do it
Dont bully
Bad people not good persons
Understand me please
Sometmes ts dffcult to do t
Try to be better
If you cant do it
Never you will be
Great!
Best frends
Best frends
Use good words
Lots of fun
Love each oter
You can be good frends
Frendshp
Frends
Really good frends
Interestng
Each other
Never make jokes about them
Do actvtes together
Share love
Help each other
Its good to be together
Peace!
36

Poem
BULLYING
IS
BAD
PEOPLE
BECOME
MAD
AND SOME
BECOME
SAD
PEOPLE MAY BE SMALL
PEOPLE MAY BE TALL
BUT DONT BULLY
Poem
Bullying
Pesten
Violent
Znecac sie
Kt
Zorbalk
it is all the same
it is everywhere bad
people can get hurt
just be friends
vrienden
prieteni
pzyjaciele
arkaclaslar
venner
Bad thing
Ugly words
Lonely people
Life changer
37

Your words
In school
Not good
Great life smasher
Bullying is bad
And make people sad
Bullying can change your life
And it happens in no time
Bullying could be, nicknames, ugly words and things like that
Some people eat more and get fat
So STOP BULLYing and be FRENDS
So the good life never ends
Poem
Bad bully, Sam, doing
Unexpected things. But he becomes
Lonely,
Lost,
Yeah, because of the pain he brings.
Poem
A hard fate
Love isnt anywhere
Only a few people
Nobody cares
Everbody is gone
Should be
ambiTious
qUiet
frenDly
sErious
patieNt
inTelligent
Too slow to stop
Evil things from
38

Attacking students minds.

Crazy about friendliness
Hates stupid people
is he Ever there to
Rescue somebody?
Serious
Crazy
Heavy
Only with friends great
But withOut them
Lonley
To bully or not to bully? That is the question.

Bad
Ugly
Laugh
Lyng
Yolo
gnore/diots
Nasty
Ginger
Vulnerable
Ignore
Creepy
Timed
Ill at ease
Mean to the victm
39

40

Target group: 11th grade

Module: Life style quality
Theme: Attempts to kill! Get informed and say NO!
Place: classroom.
Purpose: Introduction/getting familiar with the negative aspects of drugs, smoking
and alcohol.
Derived competences:
Planning activities to promote a healthy and good quality life style
Objectives:
Cognitive objectives:
o To know the bad influence of smoking, alcohol and drugs.

o To shape their own habits of fighting against any form of drugs.
Affective objectives:
o To form their opinion regarding the bad influence of smoking, alcohol and drugs
o To understand that by knowing, he/she can prevent
Psychomotor objectives:
o To find out about real destructive cases which involve smoking, alcohol and drugs.
At the end of the activity, the student will be able to:
To behave as to prove that s/he appreciates personal and other peoples health as an
essential value.
To evaluate critically the use of drugs.
To act as to prevent the attempts to our health.
Lesson type: communicative and acquisition of knowledge.

RESSOURCES:
Material resources:
informative electronic materials (web pages) made by the students who study
informatics as their major, folding, brochures, (offered by the Public Health
Centre), polls, self assessment tests, worksheets (annexes)
Procedural resources:
41

heuristic conversation, explanation, dialogue: teacher student, student

student, independent activity, brainstorming, debate, critical thinking method,
modelling.
Outcomes: leaflets: SMOKING, ALCOHOL, DRUGS, essays, projects made by

the students of the class
Bibliography:
www.ana.gov.ro
Educaia pentru sntate- in familie i n coal, autori: Gheorghe- Eugen Bucur,

Octavian Popescu; editura Fiat Lux.
Viaa n hexagonul morii: TUTUNUL ALCOOLUL DROGURILE HIV/SIDA

POLUAREA MALNUTRIIA, autori: Octavian Popescu, Vasile Achim, Aristide
Liviu Popescu, editura Fiat Lux.
Organization:
Frontal, individual.
Learning types:
42
Led by the teacher or/and using the resources.
Independent.

Didactic plan:
Didactic
Teachers activity
Students activity
Time
Class
School documents
Listen carefully to the: teachers
organization
analysis
remarks/commentaries.
min.
Methods
Resources
conversation
Register
Evaluation
moment
Key concepts: drugs,

passive smoking, active
smoking, alcoholism,
acute intoxication,
Warm-up
drug addiction
(psychological,
physical), toxic mania,
tolerance, cancellation,
pandemic.
( Annexes)
Improving assessment:
marks, absents.
Motto: Your food must be

your medicine and your
medicine must be your
food(Hippocrates).
Gaudeamus igitur, iuvenes
dum sumus( lets be happy
5
min.
conversation
while were still young)

The students carefully listen to
the presentation
Gives leaflets,
worksheets/assessment
Theme and
tests for the risks to
Students introduce the theme:
objectives
follow the use alcohol,
Attempts to kill! Get
presentation
smoking, drugs; offers
informed and say NO!
3
min.
presentation
instructions for filling

them in.
Practice
43
Shows using the video
The students:
projector the electronic-
Follow what they are
30
Debate.
min.
Heuristic
Questionnaire
Precision of answers
when defining the key

materials (web pages)
presented;
made by the students.-
Analyze the leaflets
to express themselves.
Fill in the questionnaire and the
Originality and proper
S/he discusses the answers with the
Conversation
worksheets (Annex)
words. Students ability
choice of values.
students and they are

asked to define the key
concepts.
Conclusions regarding
The involvement level
the way the students
in solving the tasks: the
approached the issue,

Follow-up
and the degree of
Students bring arguments for
awareness and
the chosen scale.
min.
responsibility for their
Explanation
Brainstorming
effects of smoking,
drinking, and drugs: S.
O. S. taking drugs =
step-by-step =
own self, family,
Attempts to health,
society.
attempts to life!
Announces the theme

for the following
activity: Natural
Feed back
disasters and huge

catastrophes, from the
2
Students write the theme.
min.
module: Life style

quality.
44
Verbal assessment of
students involvement
in the activity.
A MATTER OF CHOICES multilateral project within the

framework of the Lifelong Learning Programme, the
Comenius sub-programme
(Annexes)
DRUGS
WHAT ARE THE DRUGS?
HOW DO THEY ACT AND WHICH ARE THE MAIN DRUGS I?
DRUGS COMING FROM HERBS/WEEDS

MARIJUANA I HASHISH
COCAINE
HEROINE
CRACK
SYNTHETIC DRUGS
LSD
BARBITURATES
SOLVENTS
AMPHETAMINES
GET ONFORMED AND PROTECT YOURSEL!
SMOKING
GIVE UP SMOKING TODAY!
BLENDINGS OF THE CIGARETTE SMOKE
Nicotine
Tar
Carbon oxide
SMOKING EFFECTS
Short terms effects
Long term effects.
Passive smoking effects
Secondary smoking effects.
CONCLUSIONS
Wanted effects
Unwanted results
Dont sell our life for cigarettes!
45

ALCOHOL
STAGES OF ALCOHOL INTOXICATION:
CHEERFULLNESS
DISORDERED BEHAVIOUR
CONFUSION
LOSS OF CONTROL
UNCOUNSCIOUSNESS
ALCOHOL EFFECTS
Short terms effects
Long term effects.
Alchol effects on society
Why do humans drink alcohol?

METHODS MADE BY THE SPECIALISTS TO FIGHT AGAINST THE EVIL:
TARGETS TO SAVE A CHRONIC ALCOHOLIC
Watch around, stand out against temptations and decide for your life!
Target
9th grade
group
Theme
Month of prevention. Do we eat healthy food?
Module
Life style quality
Sub
Life quality and life style
module
Time
50 min
General Competences
Practicing the management of a good quality life style.
Derived Competences
Life style ingredients. Campaigns to promote a good quality life style in school and
community.
Operational Objectives
O1. To get familiar with the basic rules of a healthy nutrition
46

O2. To identify the consequences of overeating
andsub-programme
malnutrition
Comenius
O3. To define junk-food and to describe its effects on the human body
O4. To analyze their own eating habits in order to identify their distribution and
composition.
O5. To identify means of reaching an equilibrium among the intake of food and the
amount of calories
Organization
frontal
individual
group
Didactic Methods
conversation
debate
didactic game
exercise
presentation
Didactic Resources
Do we eat healthy food? didactic game
Junk-food. Consequences and solutions PowerPoint presentation

Bibliography
1.
Public Health Ministry: http://www.ms.ro/
2.
School food trust: www.schoolfoodtrust.org.ukEuropean Association for the Study of

Obesity:
http://www.easoobesity.org/working_groups_childhood_3.htm
47

Activity Plan
Objective
Time
(min)
2
Didactic
Activity
Methods and
organization
Organization of the target group
Presentation
warm up
Frontal activity
Theme and objective introduction

5
Introduction
O2
The teacher asks the students to debate
Presentation
O3
aspects connected to healthy eating.
Conversation
Students will be divided in 3 groups; each
Debate
group will have to write on a piece of paper

at least 3 negative effects of malnutrition,
Group activity
overeating -2, junk-food - 3).
Frontal activity
Each group posts the paper on the

blackboard and a student will present the
result of the activity.
10
Presentation
O2
The Power point presentation Junk-food.
Speech
O3
Consequences and solutions will be made
Frontal activity
by the students
O1
10
Practice: the analysis of the

presentation
Conversation
The T. and the Ss. draw the basic rules of a
Debate
healthy eating style.
Frontal activity
The rules they get will be written on bigger

sheet of paper.
Practice: Debate
O1
The T. Brings into debate the next issue:
Debate
O2
Should fast-food be forbidden in schools?
Frontal activity
O3
Ss. are divided in 3 groups: for, against and
Group activity
assessors. Each group has the right to step

in three times to plead for or against the
issue. The assessors will decide the winning
group.
O4
O5
48
13
Do we eat healthy food? didactic
Didactic game
game
Individual activity

Comenius
sub-programme
Simulation of your
own eating
habits
10
Follow up
O1
Ss. will evaluate their own eating habits and
Conversation
O4
will try to correct it. The T. will assess the
Frontal activity
O5
suggestions.
Vitamins
1. Make a list of all the vitamins that you know.
2. Check the product labeling on at least fife products in your refrigerator and note
the vitamins that you find.
3. Compare the two lists and make a poster, displaying the vitamins and the food
groups (fruit, vegetables, meat, etc.) where you find them.
4. Write shorter texts to your poster, listing important information about the
various vitamins.
5. Present your poster for the rest of your class.
Survey
1. Make a survey in your class about fruits and vegetables.
2. Make a questionnaire make sure to include the questions you and the rest of
your group would like answered such as how often do you eat fruit/vegetables?
Which fruits and vegetables do you like? And Which dont you like?
3. Test the questionnaire on yourself? Does it work, or do you need to change
something?
4. Carry the survey through and collect the results.
5. Write a conclusion on the results.
Promote a healthy life style at your school
1. Set a goal for the campaign - it could be to promote eating fruits and vegetables
or to be physical active at least an hour a day
2. Make a plan for how you wish to promote the goal.
3. Carry the campaign through.
49

Survey
1. Make a survey, documenting how physical active you and your classmates are
during the course of a week (Monday through Friday)
2. Include information on computer and TV habits.
3. Display the results on a poster and draw a graph on all the participants, showing
how much time they are active each day and how much time they spent in front
of the TV/computer.
Leisure time activities
1. Make a list of possible leisure time activities in your local area.
2. Make a brochure or write an article about fife of them why do you find them
interesting?
3. The name of the brochure/article is Stay Fit.
4. Make sure to include some good advice for your classmates.
School battle
1. Challenge your classmates, another class at your school or the whole school
involve your teacher, before you do anything.
2. The aim is to get as much physical activity in a week as possible (you will need to time
it).
Examples:
walk or ride your bike to and fro school every day (20 minutes a day)
Be active during breaks at school (1 hour a day)
Sports at school (x hour/s a week)
Go swimming once a week (x hour/s a week)
Mow the lawn (1 hour a week)
All participants have to keep track of how much time they use in a week and display the
schedule in the class.
Do the calculations after a week, and name the winner.
50

Target group: 9th grade

Module: Life syle quality
General competence: Practicing the management of a good quality life stylde.
Derived competences:. The analyse of some phenomena which have negative
consequences on students life style.
Content: Personal life quality: - life style as resource for performance in
school/professional activity
Theme: A Healthy Life Style
Purpose: - Getting familiar with a healthy life style.
Objectives:
Reference Objective: Changing students mentality by making them aware and adopting
a healthy life style.
Operational Objectives:
To get basic notions which refer to a healthy life style after watching a
movie;
To get basic notions which refer to the ingredients of a healthy life

style;
To correctly solve the group tasks from the annexes
To choose the images which they consider to illustrate the most

appropriate means of spending the free time for a child of their age;
Approaches and techniques: conversation, explanation, play role, group discussions

to identify which are the factors which influence performance
Didactic aids: flip chart, ball, marker, video projector, work sheets, glue,
Organization: individual, group, frontal
Time: 50 minutes
Place: the classroom
Bibliography and sources:
DRAGU, Mariana, BABAN, Marilena, POENARU, Camelia, Proiectul de lecie ntre
tradiional i modern ghid metodic, Didactica Publishing House, Bucureti, 2011.
NADASAN, Valentin, AZAMFIREI, Leonard, Un stil de via pentru mileniul trei,
Editura Via i sntate, Bucureti, 1999.
The educational site: www.didactic.ro
51

ACTIVITY PLAN
Stages
Content
Approaches
and techniques
Teachers activity
Students activity
1.
T. prepares the didactic aids for the best
Ss. get ready to start the activity
Organization
(1 min)
organization of the activity.

(flip-chart, video projector);
2. Warm-up
( 9 min)
Conversation;
Ice breaking exercise : The imaginary ball
The T. throws the ball to the Ss

and they wil tell their name and
favourite food.
Conversation
The ball
3. Theme and
Health is better than anything else but in
Ss. pay attention and aswer the
Conversation
flip-chart
objectives
anouncement
( 5 min)
order to enjoy it we must have a healthy life

style which involves discipline, work
discipline, proper food, exercise and resting.
The elements which influence health are:
physical exercises, active games and trips,
healthy eating, (vitamins , proteins, proper
questions
Explanation
intake of bread, cereals, fruit, vegetables,

dairy products, meat and fish)
Our discussion today starts with the balance
between work and rest and about maintaining
a correct and relaxing physical condition
while working. We have chosen this topic as if
we respect these rules, we will be able to
52
Didactic
aids

Comenius
sub-programme
protect our immune
system
and we will be
able to avoid the diseases we might face in the
cold season.
4. Practice
( 15 min)
Activity1 (5 minutes)
T. will write on the flip-chart the ingredients
of the previously mentioned life style.
Activity 2 ( 10 minutes)
Using the video projector, the T. will show Ss.
a film which shows images of the correct body
posture while working and the alternation
work rest. Then s/he emphasizes the
importance of proper posture and the need of
breaks.
5. Assessment
(15 min)
6. Feedback
and follow -up
(5 min)
53
Ss. will form 3 groups, will solve the task and

will write on a flip charter paper the
ingredients of a healthy life style
Each S will receive a questionnaire for
assessment (Annex 2).
The grape cluster

Ss. will dictate which the
ingredients of a healthy life style
are.
Ss pay attention and follow the
images to find out useful
information.
flip chart
sheet
Explanation
Conversation
Video
projector
Ss will fill in the work sheets.
Work
sheets
S. will evaluate from 1 to 5 the

degree they enjoyed the activity
Work
sheets

ANNEX NO.1
Group __________________
1. You are a pediatrician. What would you recommend to Florinel, (aged 9) who is
overweight, has poor school results, spends most of his time inside in front of the TV,
eats plenty of sweets, lacks energy and very often gets sick?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Which of the next means of spending the free time seems appropriate to you for a
healthy life style?
54
ANNEX NO. 2

Have you enjoyed the news, the information and the advice you received today
about a healthy life style? How much have you enjoyed the activity? Cross the balloon
you think it answers the question.
.
Yes, I enjoyed it a lot. I would like similar
activities
Yes, I liked them
So, so
Not too much.
No, I didnt like it.
55

Heathy lifestyle
Age: 7- 15
Objectives: to identify healthy lifestyle
Materials needed: flipchart, different magazines, scissors, paper, crayons
Methods: group work, looking for information (sorting), drawing, presentation
Timing: 40 minutes
Procedure:
Teacher writes on the board word- Unhealthy
Students work in groups of 3 or 4. For five minutes students brainstorm and

write down all the things that can influence our health. Altogether discuss the
answers.
Now teacher writes on the board Healthy lifestyle.
Students find and cut out of the magazines the pictures of people doing healthy
things. After the given time groups present their pictures; other groups vote
whether each activity is healthy or not.
Students should write down the instructions/ advices that should a person follow
in order to start living healthy. Discuss. (Teacher should encourage students to
think of all possible aspects of life, not only physical shape.)
Each group chooses one advice and makes/ draws a poster that later will be put
on the wall of the classroom to encourage heathy choices. (Teacher should
remind students to be creative and simple at the same time.)
Outcome: There will be posters made to remind about healthy choices every day.
Heathy lifestyle- What do you eat?

Age: 7-12
Objectives: to find out students eating habits, get acquainted with healthy food
pyramid
56

Materials needed: different vegetablesComenius
and fruits
(cut into pieces; preferably not
sub-programme
typical ones); worksheets (vitamins and minerals in chosen fruits/ vegetables); paper
plates; crayons
Methods: discussion, pair work, graphic organizing, drama
Timing: 40 minutes
Procedure:
Teacher invites students to try different vegetables and fruits and guess the
names of them.
All together discuss typical things about fruits/ vegetables- Where do they grow?
Do they have any seeds? How do they proliferate? When are they harvested?
How? Do they grow in your country? Do you eat them in your family? Why/ why
not? etc.
Students work in groups of 3 or 4, fill in the worksheets. (Before the lesson a

teacher should make a matching exercise- names of fruits/ vegetables he used for
tasting; vitamins/ minerals which are in this food; what these vitamins mean for
the body.)
Teacher gives each group a paper plate. Students draw on the plate imaginary
part that must be devoted for fruits and vegetables every day. Altogether discuss
about the right proportion and what other food categories should be included in
our menu every day. Then students draw on the plate the rest food categories and
the right proportions. After doing it, teacher shows the eatwell plate.
http://www.wolverhamptonwellbeing.nhs.uk/healthy_eating_index.html
Students discuss similarities/ differences with their drawings.
Each group chooses one of the vegetables/ fruits from the beginning of the lesson
and makes an advertisement to persuade other students to eat this food more
often. Advertisements can be recorded on video as well.
SUBJECT: Healthy life and Harm of cigarettes

ATTAINMENT: To learn how cigarettes give harm to human bodyand finding the
way to persuade the Smokers how to get rid of this addiction
57

METHOD: Persuasive letter
1.STEP:At the beginning of the lesson,the students will have a brainstorming on the
harmful effects that Cigarettes make on human body and smoking is a threat for
healthy life.
2. STEP:The students will write a letter to the one who smokes as if he is his/her
relative (father,mother,friend, a doctor).In the first part of the letter the harm of
smoking will be told
n details,in the second part of the letter this relatives feelings when he/she
smokes,in the third
Part of the letter they will write some solving suggestions on how to give up smoking
3.STEP:As the students are writing their letters, they will be watched some visuals on
the starboard
So as to make them motivate.They have 20-25 minutes to finish their letters.
4.STEP:The students will read the letters, changing them with eachothers. Then the
question do you
Think your friends letter is persuassive? will be asked the students. Some of the
letters will be read
n the class.
5.STEP:Some of the letters will be put on the wallboard in the school corridor and
will be shared on
the net.(so they will use the social nets in the right way)
EVALUATION: Some questions, What are the harms of cigarettes?
Does any
member of your family

Smoke? What kind of health problem does a smoker have? What do you think of the
smell of cigarette.
SUBJECT: Healthy life , Healthy nutrition

ATTAINMENT: To notice the effect of healthy nutrition and doing sports on our life
quality .
To realize acting with team spirit make the works easier.
PARTICIPANT NUMBER : 3O
58

METHOD: Group protocol, Brainstorming
1.STEP:Alist of food that the students have eaten very often will be made, after the
students are asked
What tyey often eat .The students will decide which food is healthy ,which ones are
unhealthy. They will
decide this.
2. STEP:Brief information will be given about what a healthy diet includes.What are the
healthy foods?
3. STEP:The class will be divided into groups including 4 or 5 students.The groups will
sign a group protocol
with eachother .Each student in these groups promises that he /she will change his/her
bad habits in
nutrition(eating and drinking choices).They are asked to give daily report to eachother.
4.STEP:At the end they will share their experience putting up on the class board such as
their bad
way of nutrition that they want to get rid of ,what they suggest the others to get
balanced diet
and some visuals about these.
EVALUATION:Students will share what they learnt with other friends who are out of
this class.
SUBJECT: Healthy Options

ATTAINMENT: To discover the bad habits which harm us physically, mentally and
socially; and to replace them with healthy alternatives.
METHOD: Station Technique
PREPARATION: Stations are prepared on the each corner of the classroom and some
equipment is placed there. (paper, pens, glue, colour pencils, newspapers and
magazines)
1. STEP: The students are told to think about the bad habits which are common and how
to change them.
59

The stations are introduced: poster
making
corner, poem writing corner,
Comenius
sub-programme
2. STEP:
painting corner, presentation corner.

3. STEP: The students are divided into four groups and sent to the stations.
4. STEP: In every 10 minutes the groups have change the station and continue the work on
the new station. This is done four times.
5. STEP: The products are shown to the class and students discuss on the activity.
EVALUATION: Students are asked to write a short report on their bad habits and
what they should to as alternatives.
1st /2nd lesson plan: English lesson/ 7th form/ age 16-17/ advanced
1) Prime Time/ bv/ Unit 2 Health issues/ 50 minutes
To start with the teacher shows various pictures to the pupils (google pictures)
A fast food restaurant, a cheeseburger, obese people, junk food, vegetables and
fruits, fish as a main dish, a young teenager who look happy with a homemade
dinner and in the book on page 20/21 there are some pictures as well. (about 10
min)
Pupils look at them for a few minutes and are asked to comment on the pictures
compare and contrast these pictures, what impressions have you got, (about
15 min)
Words needed for the discussion are written on the board and explained
e.g.to pile on weight, junk food, fast food, overweight, soft drinks, suffer from ,
vitamins, mineral supplements ..
-
-the food they like best, -
in pairs: students talk about

if they like homemade products or if they prefer convenience food and why,
-who prepares their meals . (about 10 min)
Finally we do a Listening Comprehension: FOOD PASSION: (about 10 min)
4 people are talking about their eating habits: Prime Time 7/ page 23
For the next lesson 3 pupils prepare speeches with the help of a powerpoint
presentation and a worksheet on the following topics:
60
FAST FOOD: pros and cons
EATING DISORDERS

OBESITY
HOW TO MAKE HEALTHY FOOD ATTRACTIVE
2) These speeches are held in the 2nd lesson see Worksheets, which are
handed out and feedback is given and a discussion is started. 50 min
Anorexia Nervosa (greek/lat.: anorexia absence of appetite)
= eating disorder, people have fear of gaining weight, distorted view of
their body size and shape, have a weight that is far below normal for
their age and height, hardly eat at all, often try to eat as few calories as
possible. It is systematic self-starvation.
Symptoms:
refusal to eat, depressed, preoccupation with food, social withdrawal,
excessive exercise, lying about amount of food consumed, extreme weight loss,
intolerance of cold, dehydration, absence of menstruation, Abnormal blood counts,
Dizziness or fainting, fatigue and insomnia, swelling of arms and legs, dry skin, thin hair
that breaks or fall out, bluish discoloration of fingers
Consequences: lack of energy, a muscle loss, a heart failure, Osteoporosis (bone loss and
increase of fractures later in life), kidney failure, death by starvation, Anemia
(Blutarmut), heart problems, gastrointestinal problems, electrolyte abnormalities, death
by starvation
Bulimia Nervosa (greek/lat.: ox hunger, ravenous hunger)
= eating disorder with an obsessive desire to lose weight, in
which bouts of extreme overeating are followed by fasting or
self-induced vomiting or purging
Symptoms: visit the bathroom after meals, tight exercise
regimes, mood swings, depression, self-criticism, fear of not being able to stop eating,
fatigue, tooth ruin, eating large amounts of food in a short time, eating secretively,
trying to lose calories that are consumed, being over conscious about body weight,
trying to use laxatives
Consequences: low blood pressure, dehydration, anemia, abdominal cramping, fertility
problems causes by missing or irregular menstrual cycles, sore throat, mouth ulcers and
infections, stomach aches, fainting, constipation, weight fluctuations, vomiting, sleep
disturbance
Causes of Anorexia and Bulimia nervosa: peer pressure, occupational pressure, societal
Influences (Media), family conflicts, psychological issues (stress, low self-esteem,..)
Treatment: inpatient treatment, individual/group therapy, eating disorder education,
medical monitoring, address the root of the problem (anger, stress,..)
http://www.medicinenet.com/anorexia_nervosa/article.htm
61
http://www.physio-

pedia.com/Anorexia_Nervosa
https://www.womenshealth.gov/mental
-health/illnesses/bulimia-nervosa.html
http://educationportal.com/academy/lesson/what-isbulimia-nervosa-definition-causessymptoms-treatment.html#lesson
FAST FOOD Pros and Cons
Fast Food = Food which is prepared and served
quickly.
Products: Burger, Chips, Soft Drinks, Hotdog,
Pizza
Companies: McDonalds, Burger King,
Nordsee
Advantages:
Time-saving
Cooking implies a lot of work and is time-consuming
Cheap
Wide choice
Available everywhere
Disadvantages:
Eating Fast Food = Putting your health at risk
Contains high amounts of unwanted nutrients:
Salt, Sugar, Fat
Chemicals, Calories
Ingredients of lesser quality and unhealthy fats
Salt
High blood pressure, Cardiovascular diseases
Sugar Sleeping disorders, Teethproblems,

Lacks of concentration , Gastric disorders, Tiredness, Depression, Diabetes, Degrades
the immune system
Fat
62
interrupted blood supply Risk of heart attack and stroke; obesity

OBESITY
to be obese = to be overweight
main causes of obesity
consuming more calories
than you need
sedentary life style
lack of sleep
genes
in some cases:
medicines
pregnancy
age
quitting smoking
(lead(s) to obesity)
Effects on the body

Explanatory notes:
Gastrointestinal Problems:
problems with digestion, main
part needed for digestion
(bone) fractures =
Knochenbruch
Sleep Apnea: chronic condition,
which disrupts your sleep low
sleep quality
Obese people lower life expectancy!
Highest obesity rate BMI>30:
Hernia=Eingeweidebruch
o USA (31%)
o Mexico (24%)
o UK (23%)
Obesity rate in Austria: 9%

Obesity has highly
increased
over past few years
How to make healthy
food more attractive
Making healthy food more
attractive for children
Make food fun
63
Make food educational

Let them pick their own food

Let them help you make the meal
Start young
Dont play at the table?
Set a good example
Consequences of a poor diet for children
Behaviour
Mental development
Intelligence
Stunted growth
Skin and hair problems
Dental problems
Obesity
Digestive problems
Bone health
Immunity
Making your food look good

The way we serve food is very important (especially for
children), because we do not only eat with our mouth, we also eat with our eyes. On
the one hand, a green smoothie might look like boiled spinach but actually tastes like
banana and is very
delicate; on the other hand a
meal in a restaurant
might look very delicious and
is made in a nice
shape but tastes
awful.
Use several bright coloured vegetables
Use attractive plates
Decorate your food with parsley or chives etc.
Arrange it in a pretty pattern
Different types of food for one meal
Sources
http://allwomenstalk.com/7-ways-to-make-healthy-food-more-appealing-to-your-kids/
http://thelovevitamin.com/794/make-your-meals-a-feast-for-the-eyes/
64

http://www.kidfriendlycooking.org/4-smart-tips-to-make-healthy-foods-attractive-forComenius sub-programme
your-little-one
http://www.dailymail.co.uk/health/article-94697/Ten-tips-making-food-childfriendly.html
http://fawesome.ifood.tv/diet/229895-10-major-effects-of-poor-diet-in-children
Pursuit of Better Health

Objectives
1. Students are able to use the Internet to find information connected with healthy
lifestyle;
2. Students are able to evaluate and apply the information they have gained to: create a
chart (food additives and their influence on health), create a quiz (rules about healthy
nutrition) , or design a poster (healthy nutrition)
Procedures
1. The teacher divides students into 3 groups.
2. Each groups use the Internet to find information about three health topics: 1. food
additives, 2. rules about healthy nutrition (10 questions about)
and 3. healthy
nutrition.
3. The teacher allows students to choose the websites. The teacher helps students to find
the websites, monitors their work.
4. The final project of each group is different.
a. a chart (food additives and their influence on health ),
b. a quiz (10 rules about healthy nutrition) ,
c.
a poster (5 the most important factors connected with healthy nutrition)
5. The teacher informs the students how much time they have for completing their tasks.
6. After completing the tasks each group presents the effects of their work.
7. The students from the group that created a quiz ask quiz questions and the rest of the
class answer them.
8. The teacher marks the work of the students.
9. As a conclusion the teacher asks the following questions:
65

1. Why is obeying the healthyComenius
nutritionsub-programme
rules so important?
2. Which rules are the most important for you?
3. Which food additives are the most dangerous for you?
10.The students put the rules, the poster and the chart on the board in the classroom.
Simple Steps For Healthy Living

Objectives
Students are able to describe the elements that make up Food Pyramid
Students are able to explain the importance of eating appropriate amounts from
all the different food groups and getting enough physical activity
Students are able to use the Food Pyramid to create a personal set of food
guidelines
Procedures
1. The teacher presents Food Pyramid on the board.
2. The teacher opens a class discussion on eating habits.
a. Do you think about the nutritional value of your meals?
b. Do you eat food from each group of Food Pyramid?
c. Which food group do you eat the most?
d. From which food groups should you eat more?
e. How does what your families eat influence what you eat?
f. Have you ever thought about trying to make healthier food choices?
g. Have you ever tried to keep track of what they eat?
3. The teacher asks the students: how exercise and good nutrition impact overall your
health? How much exercise do they get every day?
4. The teacher explains that each student will be using the ChooseMyPlate.gov website
to get personal food recommendations based on age, gender and level of physical
activity (Daily Food Plans).
66

5. These recommendations include the Comenius
amounts sub-programme
of food
from each group of Food Pyramid every day.
6. On
the
My
Daily
Food
Plan
read
the
food
recommendations based on the information provided by

the student. They print a copy of these recommendations.
7. If time and the number of computers permits, have
students explore the rest of the ChooseMyPlate.gov site,
which offers tips and suggestions for putting the guidelines
to use.
8. The teacher sets homework: Compare what you have
eaten during one day of the week to recommended amounts
of food.
This activity was integrated in the school activities as well as in the Comenius Project A
Matter of Choices and promoted by the Physics and Sciences groups.
Students in the 9th year of Vila Verde Group of Schools under the Comenius Project,
attended the lecture on prevention and road safety and drugs, which took place on the
morning of January 12 , the two schools the second and third grouping cycles.
This initiative sensitizes students, while road users - pedestrians, passengers or drivers for the measures of prevention and security that every citizen responsible for
compliance and apply to each contribute their share to the reduction of road accidents
and drug use and trafficking .
The activities aimed at further show the importance of science and its application in
everyday life, in order to stimulate the students for their study .
67

68

69

SUBJECT: Peer Pressure

ATTAINMENT: To find the best solution at the moment of conflict,but not hurting the
other person and keeping the individuals own rights
METHOD: Creative drama
PRESENTATON
1.STEP: The students will be informed about the technique of the free drama.The
importanc of naturalness in this technique is underlined.Then some drama scenarios
ncluding conflictions (disagreement) will be mentioned to the students, such as the
Students who have disagreement in canteen queue,a friend who is coming with an
unacceptable suggestion etc.
2.STEP: Students are asked to be groups including 5-6 students.They are given15-20
minutes to make preparations on the subject given. In drama ,after the introduction
part there is no need a lot of plans and preparations, because the following part will be
developed spontaneously, but the script for the introduction is prepared previously. So
each student knows his/her role.
3.STEP: 10 minutes are given to the first team to finish their presentations however at
any stage they can be stopped and another team is asked to continue from the stage that
the the first team stopped. The last step of the event which is the solution part is given to
a different team to act them out again. The students finish the event spontaneously how
they want.
4.STEP: Then in the class some questions that will give directions are asked to speak
about the human behaviour and character which appear at the moments of the conflicts
5.STEP: The characters which were determined by the students and the features of the
behaviours that belong to these characters will be listed on the board.
EVALUATION: During the performance we will pay attention to the students
languages, mimes, gestures at the moment of conflict. We will specify the way of
Behaviour that prevent communication between the students and the students will be
informed about these behaviours.
70

SUBJECT: Social Networks

ATTAINMENT: To specify the harmful ways of using Social Networks and to
understand the appropriate ways of using them (especially on human relations and
efficient time management)
METHOD: SWOT analysis and Diagonal method
PREPARATION: Some posters are prepared saying: Social Networks, Strengths,
Weaknesses, Opportunities and Threads.
1. STEP: The students are asked which Social Networks they know, they use and
how long they use them in a day. The answers are noted on the board.
2. STEP: Brief information on SWOT analysis. The posters Strengths,
Weaknesses, Opportunities and Threads are placed on the different corners
of the classroom. Students have to go to a corner on which they want to work on.
3. STEP: The group which met on the same corner is going to work on that subject
and its relation with the Social Networks. They are asked to discuss for 10-15
minutes and note down their ideas. No interference only observation and
guidance in need.
4. STEP: A spokesman from each group reads their notes and the other groups take
notes as well.
5. STEP: A conversation on the time limits of using the Social Networks and the
purposes of using them. Some professional views are given and the students are
supposed to comprehend the harmful ways and correct ways themselves.
EVALUATION: Students are asked if they have changed any of their ideas on using
the Social Networks. They are encouraged to tell what have changed their minds.
Paradigm
One of the main advantages of the use of technology, as a pedagogic tool, is that it
promotes the shift of the teacher position as a know all to a more collaborative and
moderator position, making students more active in the learning process, and thus more
interested and attracted to the topics they are studying.
71

This shift of paradigm also facilitates students
tosub-programme
choose different approaches to the
Comenius
topics, more of their liking, and so, being more involved.
With collaborative web 2.0 students and people in general are not only the receptors but
become the authors
Brainstorm and key words
e- journal / board diary
videos (making videos and showing them / debate)
presentation making
projector
computer
webquests
Wikipedia (Wikis)
social media
music
cinema
web 2.0
(multimedia)
Pedagogy
One of teachers main objectives for teaching is to be able to pass the message, to get the
students involved, interested and active in their own learning process. To do that one
must use different strategies, being one of them the use of technology.
Since all times school has tried to use technology (books, pencils, blackboards), so,
nowadays we should use the technology that is most familiar to the present generation,
in order to potentiate learning.
Social media and new technology is a powerful tool, a language that is proximate to
students and that they like.
Proposal: teaching culture, anthropology and language
Pictures are essential in learning; students can look for them and present them to
teacher and class
Produce interactive materials (online exercises, self-assessment tests, formative

tests), hot potatoes (the students can build their own exercises, getting involved
in the process)
Creation of webquests: teacher can make the guidelines or, in a more advanced
process, students can build their own webquests
72

Comenius
sub-programme
On a more day to day basis, students
can be allowed
to go the internet to check on
dictionaries or other sources of information related to the topics.
Do research on certain topics, and at the same time teachers have the opportunity
to teach them on the internet risks and, for example, the need to cross check
information in order to validate it (web literacy).
If we have long classes (50 or 90 minutes class) we must change and use varied
strategies and means of communication.
A normal language class can include listening to a text (audio), watching a

context day to day situation (dialogue, video); show pictures and listening to the
pronunciation (image and audio), interactive exercises (grammar, vocabulary),
checking online dictionaries and looking for pictures and for a more developed
work on a topic they can do oriented research or webquests.
Multimedia and multitasked students (the digital generation) asks of us the

ability to use the means of communication they like, as well as the more
traditional means (research on books, libraries and school trips), being an
additional tool to promote collaborative and active learning.
Digital divide- school has to level the opportunity of information access of all
students (democratization role)
Target group: 15 year old Ss

General competence: Increasing awareness regarding the relationhips they have
within their groups.
Derived competences:. The analyse of the consequences peer pressure can have on
their behaviour
Content: Personal life quality:
Theme: Friendly Minds
Purpose: - Getting aware of what peer pressure means in order to fight it.
Objectives:
a. Reference Objective: Changing students attitude towards social compromise.
b. Operational Objectives:
73
To get the core background of peer pressure after listening to the soundtrack of

the movie DANGEROUS MINDS;
To get aware of the basic rules of behavior one should keep to within the group;
To debate on the right of making your own decisions without being pushed to the
margins
To analyse the principles of accepting the others who are different from the rest
of the group
To choose key words of the song which they consider to illustrate the most
dangerous aspects of being bullied;

Approaches and techniques: conversation, explanation, listening comprehension,
group discussions to identify the factors of bullying, brainstorming
Didactic aids: flip chart/blackboard, marker/chalk, video projector, the soundtrack
with English subtitles,
Organization: individual, group, frontal
Time: 50 minutes
Place: the classroom
74

ACTIVITY PLAN
Content
Stages
1.
Organizati
on
(5 min)
2. Warmup
( 10 min)
3. Theme
and
objectives
anouncem
ent
( 5 min)
Teachers activity
Students
activity
T. prepares the didactic aids for the

best organization of the activity.
(flip-chart, video projector);
Ss. get ready

to start the
activity
Listening to the soundtrack from

DANGEROUS MINDS
The T. plays
the song
Respect for others and for

yourselfis the basis for a
democratic, normal society We
have chosen this topic as if we
respect these rules, we will be able
to protect our individuality.
4. Practice
( 20 min)
Activity1 (5 minutes)
T. will write the title of the song in
order to start the debate.
Activity 2 ( 10 minutes)
Using the video projector, the T.
will show Ss. A sequence of the film
5.
Assessme
nt
(5 min)
Ss. will form 3 groups, will solve the

task and will write on a flip charter
paper the principles of a tolerance
6.
Feedback
and follow
-up
(5 min)
75
Each S will receive a questionnaire

for assessment
Approache
s and
techniques
Conversation
Listening
Ss. pay
attention and Conversation
get involved in Discussion
the discussion
Ss pay
attention and Explanation
follow the
images to find Conversation
out key words.
Ss will fiind
out reasons of
bullying.
Didac
tic
aids
Conversation
S. will
evaluate from
1 to 5 the
degree they
enjoyed the
activity
The
soundtr
ack
flipchart/b
lackboa
rd
flip
chart
sheet
Video
project
or
Flip
chart

Social Media
Introduction
Explain lesson intentions
Brief discussion with pupils regarding their use of social media
Which sites do they use? Twitter, Facebook, Instagram, Snapchat
Part One
Questions regarding use of social media
1. How often do you use social media in a day?
2. Which sites do you use?
3. What site do you use the most?
(Add more questions if necessary)
Part Two
Complete the table below listing as many benefits and consequences of social media as
you can. Be as detailed as possible. (Individual/pairs/group/class)
BENEFITS
CONSEQUENCES
(This table should lead to a whole class discussion)

Choose the most important benefit/consequence. Be prepared to present this to the
class.
Part Three
Teachers: Find examples of irresponsible use of social media. Display these using
interactive whiteboard/dataprojector. Focus on embarrassing situations (where it may
be funny if your friends see it but not your grandparents) or instances where people
have lost their jobs because of what they have posted.
Optional activities
Someone from job centre or external agency come in to discuss the importance of being
safe and responsible online. Do not use silly email addresses, be careful what you post
online photographs of drunken silly behaviour this may haunt you in 10 years time
when you are applying for a job. Employers do check facebook/twitter.
Summary/Plenary
Re-visit lesson intentions what did we learn? Has your attitude changed?
76

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A MATTER OF CHOICES multilateral project within the framework of the

Lifelong Learning Programme, the Comenius sub-programme

A MATTER OF CHOICES multilateral project within the framework of the

A MATTER OF CHOICES multilateral project within the framework of the

A MATTER OF CHOICES multilateral project within the framework of the

The whole class together

Write on the board two columns: Bullying Teasing

During a long time

Many against one

It does not stop

Exclusion of the group

Hard, but not excluding

Questions for further reflection:

A MATTER OF CHOICES multilateral project within the framework of the

Make a video about cyberbullying with your mobile

A MATTER OF CHOICES multilateral project within the framework of the

A MATTER OF CHOICES multilateral project within the framework of the

Subject: How to Deal with a Bully.

kicking, spitting); Verbal (Name calling, threatening, teasing); Indirect or Psychological

Do przerwy zero jeden and identify types of bullying.

Students write the ideas on the cardboards.

Students sing their songs in public

A MATTER OF CHOICES multilateral project within the framework of the

METHOD: Circle bearing and self assessment

Class: 11th grade

A MATTER OF CHOICES multilateral project within the framework of the

A MATTER OF CHOICES multilateral project within the framework of the

Activity 5 Class discussion: effective strategies

A MATTER OF CHOICES multilateral project within the framework of the

-messages-tell them to stop

Report bullying behaviour

are not sure what you should do

A MATTER OF CHOICES multilateral project within the framework of the

voice to tell them to stop. Do not yell at them. If it is the first

Situation B: Someone is constantly

taunting you and putting you down.

Recognize: What makes this bullying?

Recognize: What makes this bullying?

Refuse: What is the best thing to do?

Refuse: What is the best thing to do?

Report: Would you tell an adult?

Report: Would you tell an adult?

Situation C: You are constantly being

Situation D: You are being physically

excluded by a group of students.

Recognize: What makes this bullying?

Recognize: What makes this

A MATTER OF CHOICES multilateral project within the framework of the

Report: Would you tell an adult?

Report: Would you tell an adult?

Scenario C: Antonio sits behind Vijay in class. He seems to enjoy

A MATTER OF CHOICES multilateral project within the framework of the

How to deal with bullying?

A MATTER OF CHOICES multilateral project within the framework of the

secrets. Now other girls make fun of Hannah.

A MATTER OF CHOICES multilateral project within the framework of the

may egg on the aggressor.

A MATTER OF CHOICES multilateral project within the framework of the

Bullying and what is next?

Now students should apologize to their sheet of paper.

A MATTER OF CHOICES multilateral project within the framework of the

Stop, talk, walk!

Each group is given a beginning of similar situation- one student at school is

Each group presents their roleplays.