International Prophylactic Programme

2009-2011
International Prophylactic Programme
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CONTENTS
INTRODUCTION......................................................................................................................... 3 TOLERANCE ALPHABET ........................................................................................................... 4 AGGRESSION QUESTIONNAIRE RESULTS................................................................................ 5
Bulgaria ......................................................................................................................... 5 Poland ............................................................................................................................ 6 Romania......................................................................................................................... 7 Slovakia ......................................................................................................................... 8 Spain ............................................................................................................................ 10 Turkey..... 12
LESSON PLANS ........................................................................................................................ 13

Bulgaria ....................................................................................................................... 13 Romania....................................................................................................................... 16 Slovakia ....................................................................................................................... 43 Poland .......................................................................................................................... 47 Turkey. 61 Spain.... 64
PSYCHOLOGICAL WORKSHOPS PLANS ................................................................................ 71

Workshop 1 ................................................................................................................. 71 Workshop 2 ................................................................................................................. 76 Workshop 3 ................................................................................................................. 81 Workshop 4 ................................................................................................................. 83 Workshop 5 ................................................................................................................. 88 Prophylactic Ideas .................................................................................................................. 90
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INTRODUCTION
Pedagogical Dictionary describes prophylactic actions as all of the actions against unwanted phenomena in development and behaviour of people. It is very important especially among young people who approach the age of adolescence the most important developmental stage for creating personality and proper self-esteem. Much potentially dangerous behaviour is formed during this period. Reacting to those is critical in forming good patterns of behaviour and preventing pathological states. Responsibility for those actions is held not only by parents but also by schools. That is why our Comenius project To live in agreement. Together against violence and conflicts tried to deal with the problem of aggression. The most important part of this project was implementing prophylactic programmes that are going to prevent students from aggressive behaviours. Our International Prophylactic Programme was the response to the increasing problem of aggression in our schools (especially psychological one). Our programme consists of lesson plans and workshops scripts but also contains other prophylactic ideas for actions during a school year. It was designed to be a practical tool that could be used not only in our schools but also in all European countries.
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TOLERANCE ALPHABET
A All together can raise the world B Big problems, big solutions. C Coz you wouldnt like to do it to your sons D Discrimination doesnt drive us anywhere E Eyes should be open, so lets be open - minded F Find everybody the same G Give the chance H Humiliation is bad I Its OK to be gay J Just love everybody K Key to better relations with each other is tolerance L Love is all you need M Make love, not war N No discrimination O Organise projects and actions protecting us from violence P Patience is a key R React S Support T Thinking U Unity W World Z Zero aggression
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AGGRESSION QUESTIONNAIRE RESULTS

Bulgaria
Even though in most schools there is an appointed commission working with cases of violence among students, the results from the survey and interviews indicate the need for a more active involvement of the pedagogical advisor. The latter has been taken int o account and for that reason from the current year there are two pedagogical advisers one for the pre-secondary stage and one for the secondary stage. This has not led to a considerable decrease of aggressive acts so far but definitely has improved the work of the pedagogical advisors with students and we are sure the corresponding results will be observed very soon. The work of the pedagogical advisor can also be facilitated by engaging students who can be quite helpful in coping with problems their classmates might be experiencing - appointing students as mediators in dealing with conflicts. Another aspect that has been indicated by the interviews with teachers and parents is the need for parents involvement. Parents admit and teachers testify about it children are different at school from what they are at home. Therefore, frequent meetings with parents and parents involvement in school activities could be a step to the right direction. Integrating the topic of violence and aggression in the regular curriculum by exploring its definition, causes, factors and consequences in different subjects and perspectives can also prove to be useful for coping with the problem. We should also mention the importance of physical activities not only practicing popular sports (there are various exercises specially designed to release stress e.g. forms of martial arts, Paneurhythmy). Last but not least, involving students in creative extracurricular activities is a very positive way of engaging their attention and energy and at the same time teaching them to work together. Although its a world spread practice, Bulgarian schools, for example, still show a certain lack of many extracurricular activities. Thus creating clubs of interests arts, music, cinema, literature, sports could be beneficial.
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Poland
According to the survey held in Paderewski Private Grammar School in Lublin aggressive behaviours are quite rare. 66% of participants said that they had never experienced conflicts with colleagues and 89% had never used force against somebody else. Starting the project, we did not expect that 85% of students would consider violence as the most important issue in the todays world. That means that our students are aware of violence and aggression as important factors in nowadays relations. Media are showing multiple reports about terrorists attacks, religious conflicts and other violent crimes. It makes propagating tolerance and peace among youths even more important. After analysis of those results, we had even more motivation to work TOGETHER AGAINST VIOLENCE. Students of Paderewski Private Grammar School are aware of and appreciate the actions undertaken by the school staff to prevent violence as 65% of students said that school is dealing with aggression in a very good way. Our students are also very happy about different aspects of their lives. The participants of the Comenius project pointed out that they appreciate safety at school and are very glad about the relations they have with their school colleagues and families. It means that they do not suffer from violent acts in our school. The most common form of aggression present is psychological one especially insulting others and gossiping.
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Romania
After having analyzed the results of the survey, which we carried out among our students last October 2010, we have drawn the following conclusions: Most of our students like going to school and find real friends in the school. Some of them claim that they get bored in the school. More than 50% of the students say they had a disagreement with a collegue once or twice during this school year The most common form of aggresion is gossiping and verbal aggression although physical aggression also happens. About 37% od students agreed that violence is a serious problem in pur school 29% of students admitted that drugs are a serious problem in our school and 28% of students admitted that alcohol use is also a serious problem. 45% of students considered smoking a problem in our school Almost 40% of students agreed that our school copes quite well with the problem of aggression but as many said that its not going well Most of the students admitted that they are quite happy or very happy with their lives although they are not very keen on our countrys politics
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Slovakia
After having analyzed the results of the survey, which we carried out among our students last October 2010, we have drawn the following conclusions: Only one fifth of students like going to school, one tenth dislike. Almost a third of students have real friends in school. Teachers should think of the fact that a quarter of students are afraid of some lessons and one fifth is bored at school. 40% of students have already had a conflict with a teacher, more often older students. Almost a half of students have had a misunderstanding or conflict with a classmate, more often younger students.
More than 70% of students have experienced slender. Only one tenth of students have
already had experience with other forms of violence , what is good. Younger students indicate more conflicts with teachers. A lot of students aged 13-15 feel criticism as an insult.
Most often students have become witnesses of gossip (the half of older ones, but up to
90% of the youngsters). A quarter of them have seen how their friend hit somebody or he was hit by someone else. Younger students write that they have more conflicts with teachers its because of their age, when they have problem to respect adults. Almost 86 % of students claim that they have not hit anybody this year. Two thirds of students say that they have not offended anyone. A quarter admitted that they have done this once or twice. Many of younger students dont realize that their words can hurt somebody. Two thirds of students dont consider the violence in our school as a serious problem, but for one third of younger students it seems to be a problem because they cannot solve problems without violence. According to two thirds of students the drugs in our school are not a serious problem. Students take part in several school actions aimed at fight against drugs every schools year for example lectures with doctors or psychologists, discussions with people who are helped to get over drug addiction, meetings with the police coming to school
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with trained dogs that are searching for drugs in the school etc. Some younger students can consider this preventive actions as solutions of the problems which have already occurred in our school. Students dont bring alcohol to school, but very often they try to bring it during a school trip. Sale of alcohol to persons under 18 is prohibited by the law in Slovakia. Nevertheless, many young people (and apparently younger than 18 years old) get drunk at a disco. Older friends buy alcohol for them. Alcohol Many people dont consider alcohol to be a drug. In Slovakia the laws supress smoking in schools (even in the school yard, trips, etc.). Teachers cant smoke in the school , too. Students-smokers, however, found a hidden place - under the class windows of younger students. Some parents prefer to give their children money for cigarettes to get on well with them. Almost three quarters of pupils think that school deals with violence very well. It is a good mark for school. This project has also contributed to it. Two thirds of students speak highly of the work of the Student Parliament. It is praise for parliament and a challenge to work even better. More than 95% (altogether) of our students experience in their family more happiness than unhappiness. Almost 95% of students are satisfied with their health its natural at their age. One fifth of students arent satisfied with their success at school. More than two thirds of pupils are dissatisfied with policy in their country. Many of them are probably more unhappy of politicians, than the policy.
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Spain
After having analyzed the results of the survey, which we carried out among our students last October 2010, we have drawn the following conclusions:
A: Following is a summary of the results of the survey. 1. Most of our students assure that they have real friends at school and that they have not had any problems with their partners during the school year. 2. Most of them look worried about rumours about them at school but they have not suffered from physical violence. 3. Most of our students problems are related to insults and gossip behind their backs. 4. 70% of our students have never used physical violence at school. 5. 40% of them manifest that violence can be a serious problem at school. 6. 44% of them think that the school deals with the problems of violence and aggression effectively. 7. Our students look happy with the environment where they live. 8. 45% think they cannot trust one another. B: Conclusions. 1. Ours students are pleased with the relationship with their partners at school.
2. There are some problems of violence and aggression but related to rumours and minor insults. To avoid it, our students tend to ignore them. They follow the premise that he, who angers you, controls you and they want to be free.
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3. They trust the school rules and the teachers intervention to prevent violence. 4. Our students hardly ever use violence and aggression to solve their problems. 5. There is a lack of reliability among students at school. They think they can be betrayed at any moment. 6. They try to solve their problems by sharing them with their closest friends so that they can intercede.
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Turkey
After having analyzed the results of the survey, which we carried out among our students last October 2010, we have drawn the following conclusions: Most of our students like coming to school as they have to work in the summer. School is not only a place for education but also a place for relaxing for them. 65% of students are badly affected from the media ; news ,cinema exc. Most of the students admitted that the violence and aggression events which takes place in Turkey is affecting their daily life negatively. When asking What are these violence and aggressive events?, they firstly said PKK Terrorist Organisation, and secondly domestic violence. 70% of students believe that necessary measurements are taken and some good actions are done to prevent violence in our school. Although our school is formed of students from different cultures and most of them are poor, 80% of students think that violence behaviours are not common in the school. 90% of the students believe that they have learned how to deal with aggression and cope with it. After the Project finished, the teachers observe that the violence and aggression behaviours among students become rare. After conducting a survey, the most common types of violence in our school are verbal aggression and psychological violence.
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LESSON PLANS
BULGARIA
SCHOOL: Hristo Botev Secondary School SUBJECT: Literature TEACHER: Iliana Todorova (teacher of Bulgarian Language and Literature) CLASS: XI TIME : 40 minutes THEME: Crime and Punishment by F. M. Dostoevsky TYPE OF LESSON: discussion OBJECTIVE: to study the psychological aspects of violence and prove that every experiment set with the wrong theses can lead from good to evil and that a division into superior and inferior people leads to self-destruction. MATERIALS: A copy of Crime and Punishment, hand-outs with set questions, reference materials about current crimes local or world PROCEDURE:
1. The teacher introduces the issues in the novel and the main concepts necessary for the
students to set their strategy in order to prove their points
2. The students are free to relate the characters behaviour to reality 3. The motives for the crime should be approached as general for any crime personal
discontent and a feeling of non-punishability
4. Main arguments:
the most dreadful and strict judgment comes from the conscience a man is not born a criminal but becomes one everyone can change from evil to good to believe in the good is not nave, because only the good can end the vicious circle
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EVALUATION: The students may be asked to respond to the discussion by writing an essay on one of the draw conclusions
SCHOOL: Hristo Botev Secondary School SUBJECT: History and Civilization, Geography and Economics, Philosophy TEACHERS: Maya Antova (teacher of History and Civilization), Daniela Bogdanova (teacher of Geography and Economics), Tatyana Angelova (teacher of Philosophy) CLASSES: IX XI (specialized classes in History and Civilization, Geography and Economics) TIME: 50 minutes THEME: VIOLENCE THROUGHOUT HISTORY TYPE OF LESSON: discussion OBJECTIVE: Exchange of opinions on preset key questions on the topic PROCEDURE: A group of students (4-5) from each class does their research on the topic before the discussion and presents their arguments. The actual discussion is also hosted by students and can be attended by younger students regardless of the fact they have not been introduced with the topic in class. The aim is to involve as many students as possible and raise interest and awareness while taking the students out of the classrooms and making them active participants in a learning process. The preparation requires guidance from teachers of History, Geography and Philosophy. The main points are as follows: 1. Acts of violence during the given historical ages: Primitive men killed for food Political interests provoke violence against other people
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During the Middle Ages violence is equalled to a feat (war is a day-to-day event and the motives are religious, political, social); attitude towards the other
The New Age doesnt limit violence; it is a tool for distributing the world (Imperialism, Colonialism)
The Modern Age doesnt make us more humane; the world wars are a result of the civilized progress (they are the most brutal and wide-spread form of violence)
2. Hot spots in the modern world which provoke violence Geopolitical factors The Near East North America World terrorism
3. Philosophical aspects of the problem Violence as a biologically conditioned process Physical and psychological violence Dealing with conflicts
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ROMANIA
SCHOOL: George Baritiu College SUBJECT: English TEACHERS: Claudia Stainer CLASSES: XI TIME: 50 minutes TOPIC: Violence
OBJECTIVES: 1. to provide key topic vocabulary 2. to introduce the idea of appropriate language and connotation 3. to read for specific information 4. to practise giving opinions and agreeing and disagreeing about ideas
MATERIALS: textbooks, computer, handouts
ACTIVITY 1: warm up AIM: introduce the topic of the lesson: Violence Procedure: brainstorming
Time: 3
The teacher tells the students that they are going to talk about violence. The students will have to show their ideas about what violence means and give examples Time: 10
ACTIVITY 2: Speaking Aim: to encourage the students to speak and improve the skill
Procedure: the students will watch a fragment from the film Freedom writers and will make notes on the types of violence identified. They will discuss about the film and will answer some questions: 1. Did you see the film? 2. Did you enjoy it? 3. What impressed you the most? 4. Have you ever witnessed any type of violence? Describe your experience
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ACTIVITY 3: WRITING Aim: to improve the students writing skills
Time: 10
Procedure: individually the students will compose a poem by completing some lines with personal information (worksheet 1). They will post the poems so that everybody can see them. ACTIVITY 4: vocabulary: crime and punishment Aim: to focus on some words connected with crime and punishment Procedure: the students will work in groups and will divide the words given into three categories: criminals, law courts, sentences and punishments; when they have finished they will give the definition of a word and the others will have to guess what word is being defined. ACTIVITY 5: speaking Time: 15 Time: 10
Procedure: The students will work in groups. They will be given worksheets describing different situations. They will decide on the punishment for their case, will present it to the classmates and discuss about their decisions. (worksheet 2) ACTIVITY 6: homework Time :2
The students will work on 10 sentences which contain mistakes related to the vocabulary practiced in Activity 4. They will have to identify the mistakes and correct them. (the sentences are ten incorrect definitions of the words: mugger, arsonist, hijacker, blackmailer, judge, lawyer, prosecution, defendant, suspended sentence, capital punishment.
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WORKSHEET 1 CHANGE I was _________________________________________________________________________.

(a description of who you were)
I remember ______________________________________________________________________________.
(describe a sad memory from your past)
I heard ______________________________________________________________________________.
(something you wish you didnt hear)
I saw ______________________________________________________________________________.
(something you werent supposed to see)
I worried ______________________________________________________________________________.
(something that troubled you)
I thought ______________________________________________________________________________.
(a description of where your life was headed)
But, I want to change. I am__________________________________________________________________________.

(an accurate characteristic of who you are)
I think ______________________________________________________________________________.
(how you perceive the world)
I need ______________________________________________________________________________.
(a goal you wish to fulfil)
I try ______________________________________________________________________________.
(something that will help you improve yourself )
I feel ______________________________________________________________________________.
(describe an emotion)
I forgive ______________________________________________________________________________.
(someone or something that caused you pain)
Now I can change. I will _________________________________________________________________________.

(a positive prediction of who you will be)
I choose ______________________________________________________________________________.
(something you want to do differently)
I dream ______________________________________________________________________________.
(something you dare to dream about)
I hope ______________________________________________________________________________.
(something positive you strive for)
I predict ______________________________________________________________________________.
(how you see yourself in the future)
I know________________________________________________________________________.
(a description of your future self )
I will change
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WORKSHEET 2 for Activity 5 1. David Smith, 34, of New Jersey, created the Melissa computer virus the first major virus spread by email. The virus caused more than US $80 million in damage. 2. Army Major Charles Ingram went on a TV quiz programme called Who wants to be a millionaire? He arranged for his wife and a friend to cough during the quiz to help him get the correct answers. He won a million pounds. 3. Twelve young men were involved in fights and damage to property in the centre of Coventry after a football match. 4. 20-year-old Richard Ure, driving on his own, took part in a high-speed car chase with another car with 4 teenagers. The teenagers car crashed and all the four were killed. Richard survived.
SCHOOL: George Baritiu College SUBJECT: Maths TEACHERS: Pop Anca-Elena CLASSES: X TIME: 50 minutes TOPIC: Gathering and classification of statistic data
General Competences: 1. To identify data and mathematical relationships and to correlate them according to the context in which they were defined. 2. Processing the data- as quantity, quality, structure, and context, within the mathematical enunciation. 3. Using algorithms and mathematical concepts for a local and global characterisation of a concrete situation. 4. Expressing mathematical characteristics, both quantitative and qualitative, of a concrete situation, and the algorithms to process them. 5. To analyze and interpret mathematical characteristics of a problem- situation. 6. Making a mathematical model of different problematic contexts, by integrating knowledge from different fields.
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Specific competences: 1. Recognizing statistic data regarding the school violence in concrete situations. 2. Basic interpretation of statistic data using financial computing, graphics and charts. 3. Using algorithms specific to financial computing, and statistics to analyse a situation. 4. Transforming practical problems about violence in schools in mathematical language through statistic means. 5. Analysing and interpreting practical situations with the help of statistic concepts.
Values and attitudes: 1. To develop an open and creative thinking, independent thinking and action. 2. Showing initiative, availability to take on different tasks, conversation, perseverance and ability to focus. 3. To develop an aesthetic and critical sense of willingness to appreciate rigor, order and elegance in the architecture of problem solving or building a theory. 4. Developing the custom of using mathematical concepts and means to approach a usual situation or to solve a practical problem. 5. To develop the motivation to study mathematics as a relevant field for social and professional life.
DIDACTIC MEANS: Means and procedures: euristichal conversation , exercise, problematisation, individual work, guided discovery Way to organize the classroom: frontal, individual Means to evaluate: analysing the answers; to analyse and compare the pupils results; to appreciate the correctness of problem solving of the applications (verbal / giving grades for the pupils activity). RESOURCES: manual, problem charts, backboard, chuck
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STATISTIC DATA: GATHERING AND CLASSIFYING THE DATA THE ACTIVITIES

No. The instructional moment The organization moment Teachers Activity Students Activity
The teacher checks if the pupils have with them the book, notebook, pen, chalk, sponge.
They prepare for the lesson
Enouncing The teacher announces the 5 specific competences. specific competences Actualisation of knowledge acquired in previous lessons 1. What lesson did you prepare for today?
They listen to what the teacher presents to them 1. Financial computing elements: percentages, interests, TVA 2. Five problems about percentages, interests, TVA, and personal budget for a month. 3. The students present the notebook for homework. 4. Some students are chosen to solve the homework on the blackboard, and the others fallow in their notebooks the correct procedure to solving it.
2. What homework?
3. Checking the homework
4. Four students are chosen to solve a problem on the blackboard.
Presenting the content and the new learning tasks
We will solve the following problems : 1. The number of events having violent consequences was 54 last year in the whole county with 11% less than the previous year. How many events took place two years ago? Of the 800 students in one school, 2% acted violently in the last school year. How many students are there?
The chosen students will solve the problems on the blackboard, and the rest in their notebooks.
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Directing the learning process and evaluation
The teacher follows the solving of the problems on the blackboard and in the notebooks, corrects the mistakes, and makes remarks to help solve the problems rapidly.
The students solve each problem individually and correct the mistakes in their homework, when the teacher makes the correction. The students pay attention to what the teacher says
Preparing the new lesson
Next, I would like to underline the connection between mathematics and preventing violence. As you know, we discussed in the past about how mathematics helps us develop a logical and rational way of thinking Rational thinking helps us make the correct decisions, in every day life, and to control the impulses that might sometimes lead to violence of all kinds: verbal, non-verbal or even physical. Any conflict can be solved by communication We continue to study practical lessons and today we will talk about statistical data. The title of the lesson is GATHERING AND CLASSIFYING STATISTIC DATA
Intensifying the retention and transfer of information
Our every day life gives us many experiments that can be repeated. By statistic data, we understand values of physical or economical measures, obtained by measuring. To make this information useful, statistic data are processed by statistic means that refer to gathering, classifying, processing ad interpreting them. Definition: We have an experiment E and X the measure referring to the E experiment. Any finite series of values of X, noticed or measured, not necessarily different ones, is called series (or a series or selection) of statistic data, of the volume n. Any subseries of those are called an sample. A sample is thought to be representative according t the context. Statistic analyses is done in many cases. As an example, with polls regarding elections, the statistic population is represented by all people that have the right to vote, but, with the polls, the interviewed citizens are only a small part of this population. We present a few terms specific to the vocabulary of statistics: a) Any statistic study is made upon a certain
The students watch the lesson in the AEL programme.
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mass called a statistical population. b) The elements of the population are called statistic units. c) Statistic analyse has as object a propriety of the statistic units called characteristic, that can be quantitative (expressed through a number) or qualitative. d) The values characteristics are called statistic data Grouping statistic data by classes of variation of the numeric characteristic X, with witch you make the statistical analyse is useful for quantitative characteristics, which take a great number of values There are 3 main methods to gather the data : 1) Retroactive data extracted from archives or statistic yearbook 2) Direct observation. 3) Planned experiment, determining the evolution of some processes or phenomena.
The students watch the lesson in the AEL programme.
Graphic representation of statistic data: A. Circular diagram B. Diagram through strips and columns C. Diagram through bars Independent work : 1. Make a statistic of verbal violence at the students that are present in your class. 2. Make a statistic of the citizens of your city that were victims to domestic violence in 2010 3. Homework: problems 1,3,5,7,page 96 from the textbook. 10. Evaluation at the end of the lesson The students that participated in the lesson are given grades.
9.
Feed-back
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SCHOOL: George Bariiu Technical College Baia Mare SUBJECT: Religion TEACHER: PROF. Haiduc Marcela CLASS: IX-th TIME: 50 minutes THEME: Living the Christian doctrine. The role of youth in defence of life (fighting violence, suicide, euthanasia, the degradation of human dignity) SPECIFIC COMPETENCES: At the end of the lesson, students will demonstrate the following competencies: C1 - identification and definitions of suicide, euthanasia, violence, degradation of dignity, C2 - support the argument of our Churchs teachings on these issues, C3 - the use of moral knowledge - religious and analysis data solving situations; C4 - comparison point of view of the Christian Church with other points of view about violence, suicide, euthanasia, C5 - making personal views, arguing
TEACHING STRATEGY: 1. Methods and procedures: explanation, explanatory, questioning, debate, religious reading, conversation,, 2. Public education: Sacred Scripture, worksheet 3. Forms of organization of work of students: Frontal and activity groups, individual.
RESOURCES: Official: curriculum for the discipline of religion, class XI. Indicative timing. Unit Design: Christian Ethics
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Nr. crt. 1.
Lesson moment Organisation moment
Time (min) 2
The teachers activity Prayer Writing the absents Preparing to begin the lesson Organize the class in two teams for the debate: - one that supports civil law - the other supports the religious law - leaders of the debate - Conclusion. Religious law is superior to civil law because the church respects the right of life of all people. God made the world good and all the things in perfect harmony (F. Ap. 17, 24). Thus, we find out from the biblical fragment that after each stage of order such as the existential categories, God, saw that what he had done is very good; what he had done was it an anthropomorphic form of expression by that just shows the goodness of the created state. Moreover, after the 6th and last stage of creation when man is brought to life, it is stated that God looked at everything that he had done and all were very good Gen. 1, 31) .This serious form of deterioration of interpersonal relationships occurred even within the first family, the murder of Abel by his own brother, who was Cain (Gen. 4.8 U.S.). From the beginning to the end of the Scripture condemns the sin of violence. Another word even more suggestive illustrative that the Saviour is this: Heard you that it was said of old Do not kill, and kill him that is worthy of
The students activity Prayer Preparing the lesson
Methods and procedure
2.
Checking knowledge
- The teams express their opinions for and against the civic/ religious laws
Debate
They listen carefully and ask questions
conversation
3.
Capturing their attention
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Nr. crt.
Lesson moment
Time (min)
The teachers activity trial. But I say: Anyone who is angry with his brother will be worthy of trial, and he who says to his brother Netrebnicule!, Will be worthy of the Sanhedrin trial, and at what he would say fool!, Will be worthy hell fire (Matt. 5, 22).
The students activity
They listen carefully and ask questions
4.
Communicati ng the lesson title and the competences that will be developed
It is written on the board announces new lesson title: The Role of Christians in promoting religious values & quota; It presents lessons derived powers.
They write down the date and title of the lesson. They listen carefully to what the teacher tells them. They remember the competences
Explanation
5.
Communicati ng the new information
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The sequence of teaching moments: - Introduce students to our Church teaching on Christian values (see Worksheet) using the following plan: Introduction: 1. Faith 2. Hope 3. Love 4. Justice 5. Freedom 6. Peace 7. Holiness 8. Faith and moral teachings note: being deeply human values, we help our moral perfection, they
The students listen carefully and talk to the teacher, using the lesson scheme and their notebooks
Exposure Conversation
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Nr. crt.
Lesson moment
Time (min) 7
The teachers activity must be promoted, primarily by example. Ask students: a) Identify and define Christian values and moral virtues of the proposed text into the worksheet, then list the ways of acquiring and fulfilment in their personal life. 1. (I. Cor. 13.13) 2. Peace is a treasure... (St. Augustine) 3. St. John Chrysostom 4. (I. Ptr. 1.15) b) to read the parable of life (see the chart) to identify Christian values and how they can and should be harnessed, addressing this question: - judge how he managed to reconcile justice, which is the value that must enforce it, with love, which he owes his friend?
They identify Christian values and define them:
6.
Fixing and systematic knowledge
1. ...faith, hope and love 2. ... peace ... 3. ... liberty ... 4. ... holiness ... They listen carefully They answer to the teachers requests
Conversation, working with the Holly Bible
Conversation
... by evaluating both values correctly.
7.
Association and generalising
Addresses the following questions: 1. Instead of the two which you want to be? 2. Have you ever been put in such situations? How have you coped? 3. Have you seen other situations in which Christian values have not been promoted or have been replaced with others, or have been misunderstood?
They answer to the teachers requests: 1. ... 2. ...
Association
3. ...
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Nr. crt.
Lesson moment
Time (min)
The teachers activity Note: learning Christian values lead to human perfection, the relationship between people, but must be promoted by personal example. - Makes general and individual feedback on students; participation and involvement in the lesson - Evaluate students who participated actively and effectively The prayer
8.
Evaluation
- listen to the evaluations
9.
Ending
The prayer
TEACHER: engineer Prlog Punia SUBJECT: Assuring the Quality (Technology) SCHOOL: Technical College George Bariiu Baia Mare CLASS: 12th TIME: 50 minutes TOPIC: Controlling the quality of the educational activities that take place in a school unit.
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GENERAL COMPETENCES:
To practice management activities of activities in different environments, organisations, economical units, or school units.
SPECIFIC COMPETENCES :
1. To specify certain competences of quality control ; 2. To make logic connexions between components of quantity control and those specific to school environment; 3. The students must recognise inappropriate behaviours, offending, aggressive and forms of violence (verbal or non-verbal); 4. To understand the negative consequences of violence against others; 5. to fight back violence by involving students in community actions, as future decisive factors;
OPERATIONAL OBJECTIVE : O1 : To define the concept and the components of assuring quality and controlling the
quality; O2 : To identify weak points in the organisation Q.A. and Q.C. of activities, that can lead to aggressive attitudes and circumstances and violent behaviour (verbal or nonverbal); O3 : To see a difference between behaviours in frustrating situations, that may cause anger or violence (verbal or non-verbal); O4 : To know the consequences of violent behaviours upon others; O5 : To combat any act of violence or intention of violent action.
MEANS OF TEACHING-LEARNING: conversation; explanations; group work, role play MATERIAL RESOURCES: worksheets, markers, video projector, laptop, flipchart paper
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Nr. crt.
Lesson moment
Objecti ves
The content of the activity The teachers activity Making the presence of the collective Organization of teaching material and students. The students activity Students will be grouped into five teams, according to the multiple intelligences identified in the class: Group I Spatial Intelligence / Visual: Represent schematic drawing situations pro / cons that are / not in school provides AC and DC. Group II predominantly linguistic intelligence: Identify the most common acts of misconduct, misbehaviour in school, among pupils, students, teachers, etc. Group III Logical-mathematical intelligence: Establish measures to prevent / combat violent acts of verbal, nonverbal identified in school. Group IV Body and kinaesthetic intelligence: Make a sketch, movie, ppt, etc., to highlight a conflict situation encountered in school. Group V Intrapersonal intelligence: Apply questionnaire classmates by which to assess what types of violence seen in school and is the frequency with which these events take place. Students / groups will receive the worksheet with the group task. (See Annex 1).
Durat ion
Didactic strategies Teaching and assessment methods Conversation Means material resources - School Catalogue - 5 cards with multiple types of intelligences identified in the classroom. - Documentary sheets 1, 2
1.
Arrangements
2.
Capturing the attention
Distribution worksheets tasks.
of student and explanation
Conversation Exercise
Notebook, Work sheets 1, 2, 3, 4, 5
3.
Announcing the lesson theme and objectives
Announcing the lesson theme Quality control of educational activities conducted in a school unit and the objectives as the following questions: How do we define Q.A. and Q.C. What are the components Q.C. How to provide Q.A. and Q.C. in our school ? How you can participate in improving the safety climate in the school?
Students will be asked to respond to questions from teacher.
Conversation Notebook, Documentary sheets Work sheets
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O1 4. Directed learning O2
What methods of control of aggressive, violent you take you if you were the school principal for a day? How do we define violence?
Students / groups will address the workload specified in the worksheet. (See Work sheet 1). Students / groups will address the workload specified in the worksheet. (See Work sheet 2).
15
Conversation Case study Learning by discovery Problem solving
Annex 1 Work sheets
What are the weaknesses / proposals for improvement in the organization of Q.A. and Q.C. in school? What are the consequences of violence on childrens development? Know the consequences of violent activities over others? Methods to combat acts of violence or violent intent. It appears from the work of groups of students
Internet sites indicated in the bibliography
O3
Students / groups will address the workload specified in the worksheet. (See Work sheet 3).
Guided dialogue Role play Simulation of problematic situations Explanatory Exposure 10 The groups of students support their ideas by presenting the tasks they had solved. Slide shows, drawings, questionnaires to identify the violence phenomena in school - Worksheet 2: -Worksheet 3, 4: The consequences of violence - flipchart
O4
Students / groups will address the workload specified in the worksheet. (See Work sheet 4). Students / groups will address the workload specified in the worksheet (See Work sheet 5). - Each group presents / submits theme that has been assigned to resolve. - To make additions, comments, appreciations of the solutions presented.
O5
5.
Evaluation / selfevaluation
6.
Fixing knowledge
O1 O2 O3 O4 O5
Distribute to the students Annex 2: A MOMENTS IMPULSE impulse, and the following tasks are given: Each team expresses its opinion: who and how they were affected by violent offense, giving the landmark Annex 3 WHO / HOW?; Each team will develop a poster to represent the people affected and the effects of violence on them.
Students will be divided into three groups. Each team member has a role: (narrator, designer, theorist, representing the team) The representative of each team will present the poster in front of the group.
15
Team work Learning by cooperation Study case
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ANNEX 1
How we define violence?
How can we define abuse and what are its forms?
What are the consequences of violence on childrens development? The main function of the family, raising children, is distorted by large and dramatic consequences in the future. Disruption of this function usually occurs as a chronic condition that worsens in times of violent events. Trauma research shows that children who grow up in an atmosphere of violence, even if they are not direct victims, is more intense and more profound impact and lasting only if co Children who grow up in violent families develop behaviours and a physical condition that makes them easily recognizable. They have: - physical problems, unexplained illnesses, exposure to accidents in the house and outside the home, slower physical development - emotional and mental problems: increased anxiety, feeling of guilt, fear of abandonment, isolation, anger, fear of injury and death - psychological problems: diffidence, depression, comparison with peers happier life - behaviour problems: aggression or passive aggression of others, sleeping problems, enuresis, fighting, running away from home, young pregnancies, relationships to escape from home, mutilation, drug and alcohol consumption, defensive behaviour with error - school Problems - confidence, elimination, sudden changes in school performance, lack of concentration, lack of social manners - Identification with negative heroes
"...respecting human rights must be part of the global education and human dignity, and all the aspects of physical or mental violence against any person is a violation of his rights " European Parliament, Resolution, 11th of June, 1986 From a clinical point of view, a widely accepted definition of violence is that of Stark and Flitcraft: Domestic violence is a threat or the infliction of a physical injury, present or a past one, in the context of a relationship between social partners, regardless of their legal status . The physic or sexual assault may be accompanied by intimidation or verbal abuses; the destruction of property belonging to the victim; isolating from friends, family or other potential sources of support; threats made to other significant persons for the victim, such as children; theft; controlling the victims money, personal belongings, food, journeys, telephone or other sources of care and protection. Any harming action, physical or emotional, that takes place between the members of a family, is called domestic violence The abuse within a family can have many forms: verbal abuse, economic abuse, isolation from friends and family, threats or assaults that can cause the death of one of the partners. The experts who study this problem agree that this is the most commonly met with type of violence, because some of these facts are not reported to the police or to hospitals.
The main purpose of abuse is to get power and control ( Ganley,1996). There are 5 types of abuse that can appear in a relationship based on violence: physical, emotional, economical, psychological, and sexual. In physical abuse, a person tries to cause an injury to another person, through shouting, stabbing, pushing, hurting by using blunt objects, legs, In emotional abuse, a person tries to undermine the personality of another person, through critics, insults that cause an inferiority feeling and the ability to manipulate. In economic abuse, the abuser takes the victim in a financial dependent position (Chez, 1994). The abuser is the one who decides how money will be spent, which can involve different financial knowledge, or it can intersect with certain economic levels. Examples of maintaining financial control are those where the victim is not allowed to work, strict records on each dollar spent are kept or the abuser does not accept for the other person to get employed Through the fact that it leads to the installation of fear, psychological abuse, is a way to ensure that the abuse dominates the victim. The threat of violence can be channelled directly to the victim or can become a threat of suicide. Intimidation can be directed both to property, a loved one or pet.
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ANNEX 2
THE MOMENTS IMPULSE
A 40 years old woman is robbed one evening by four young people, who were returning home from a club. The police investigation reveals that the woman was pregnant, had 3 more children at home, two bank credits that had to be paid from the pay check that was stolen from her and that the physical injuries caused by the young people needed 12 days in the hospital. From the declarations of the young men, they were 12th grade students, they were unaware of the womans problems and regretted what they did. All that they can remember from that night was that they were a little drunk and they needed some money to continue their fun time in the club. They did not expect for the woman to fight back and they had to hit her. But it happened and now they regret it. One of them was caught a week later, when he was placing in the womans postal box the papers discovered in the stolen purse , convinced that it is the least he can do to fix it.
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ANNEX 3
WHO? /HOW?
(WHO WILL BE AFFECTED?) (WHAT WILL THE EFFECT BE?)
Who: THE VICTIM How? Incapable to forget Frighten The injuries need hospitalization Depression, shock Difficulties to do some of the things she usually did (to go to work, to take care of her children) Nightmares, insomnia Incapable to recover what she lost Incapable to pay her debt Who: FAMILY How? reproaches from the parents fights, everybody blames everybody making some already existing problems even more serious the family will feel ashamed being ignored, feeling contempt from the neighbours the family is divided into camps the child is ignored by the parents interdictions, severe restrictions Who: THE AGGRESSORS How? They can face a legal trial They will ha have a criminal record They can get a fine They can be sent to a re-education centre They can get to prison They can be labelled, stigmatized The feeling of guilt, shame Loosing their friends They will have to lie to hide their past They will have problems at school Who: SCHOOL (the aggressor in school) How? The other students will reject them Bad reputation Missing school Missing school while executing the punishment A low grade for the behaviour in school being expelled being labelled: felon every time a crime occurs in school, they will be the first that are suspected
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ANNEX 4
CONSEQUENCES OF VIOLENCE
Using the information from the work chart WHO/ HOW?, make a poster to represent all the persons affected by the crime presented in the Study case A MOMENTS IMPULSE and complete the free lines with the effects you think the crime might have upon those persons. Chose one person to present the final product of your team in front of the classroom.
The person: Effects: The person: Effects: The person: Effects:
The person: The person: Effects: Effects:
The person: Effects:
The person: Effects:
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Documentary sheet 1
THE CONCEPT OF QUALITY ASSURANCE
QUALITY ASSURANCE
Assembly seeking preventive activities in a systematic way to ensure fairness and effectiveness of:
Planning Organization Coordination Training
Controlling
With the purpose to secure quality outcomes
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Documentary sheet 2
THE CONCEPT OF QUALITY CONTROL
Quality surveillance is ongoing monitoring and verification of the status of an entity to ensure that specified requirements are met.
Quality assessment is the systematic examination, carried out to determine whether an entity is able to meet the specified requirements.
QUALITY CONTROL
Quality inspections represent activities in which one or more characteristics of an entity are measured, examine, tried and the result is compared with the specified requirements in order to determine the conformity of those characteristics
The quality check is the confirmation of compliance with the requirements specified by examining and bringing tangible evidence.
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WORKSHEET 1 THE CONCEPT OF QUALITY CONTROL

Draw a scheme, and pro and cons situations through which one ensures the Q.A. and Q.C. in your school. You may use this Quality control plan.
In the figure you can see a workstation monitoring, inspection / verification / inspection. Fill in the boxes following the words missing from the list of words at their disposal
Systematic examination
monitoring try measure Confirming the conformity By quality monitoring we understand the and the state of an entity, to ensure that specified requirements are met. Quality evaluation represents the
check examen
of
, made in order to determine the measure in which an entity is able to comply the specified requirements.
The inspection of quality represents the activities through which
, one or more characteristics of an entity and the results are compared with the specified requirements, eith the purpose to determin the conformity of these characteristics. To verify the quality represents
with the requirements or with the specified requirements, by examining and giving tangible evidences.
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WORKSHEET 2
Weak points/ improvement possibilities in organising the Q.A., Q.C. in school
Identify the most frequent acts of indiscipline, inadequate behaviour in school, between students, students- teachers, etc. You can use the following work plan: each student in the working group will refer to one of the issues outlined below and in the end will be a ppt with results.
1) Violence in school violence between students violent acts from students towards teachers violent acts of teachers towards students parents- their part in school violence violence near the school
2) When and where does violence between students appear?
3) Who is being violent towards whom?
4) What inadequate behaviour do teachers have towards students?
5) What are the forms of violence of students towards teachers?
6) Is there any form of violence from the parents in the school ?
7) Is there any violence around the school?
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WORKSHEET 3
Establish measures to prevent / combat violent acts of verbal, nonverbal identified in school. Identify the most common acts of misconduct, misbehaviour in school, among pupils, students, teachers, etc, and propose measures to prevent / control. You can use information from the studies presented below, on which you build and other proposals in this regard: a). Opinions on the sources of violence in schools
HEAD MASTERS AND TEACHERS - Student programs loaded induce stress, fatigue
- disadvantageous schedule - working with too many students in the classroom - difficulty to use the same methods to different students (some difficult) - poor school infrastructure - lack of extracurricular activities;
SCHOOL COUNCELORS
- Student-teacher communication is poor

- a subjective evaluation of the students - Students have a negative influence of problem - Teachers do not have adequate pedagogical training
- In the competitiveness of the school climate is predominantly OPINIONS ON THE SOURCES OF
- lack of school souncelors.
VIOLENCE IN SCHOOLS
PARENTS
STUDENTS
- Differences in socioeconomic status (studentstudent, professor-student), the diminished authority of teachers. - Subjective assessment of the teacher - Poor protection measures
- Poor communication between teachers and

students - The teachers lack of interest in the pupils - Evaluation bias
- School lax regulation (lack of evidence identifying the students) - This dangerous elevilorproblem - Reduce teacher authority.
- teaching unattractive - competitive climate - verbal abuse of teachers (rarely physically) - Sanctions unwarranted.
b) Tips to identify monitor and prevent inappropriate behaviour by teachers against students:
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Identification: Questionnaires for students, teachers and parents.
In order to identify possible sources of violence, you can use questionnaires for students, teachers and parents. The answers to these questions will provide an insight into situations of violence and sources of teachers in your school.
Monitoring: Criteria and indicators to help identify sources of tension.
Include in the observation sheet for the work of teachers, criteria and indicators to help identify sources of tension in the school. It can develop a series of indicators based on the following criteria: - The manifestation of physical aggression against students - Manifestation of verbal and nonverbal aggression - The degree of transparency in evaluation - The degree of implication of pupils in the assessment process - Adequacy of sanctions - Discriminatory attitudes - The attractiveness of the content of the lesson - The degree of participation of the students in the learning process - Differential treatment of students - The degree to encourage individual initiatives degree students in learning - The degree to encourage communication and cooperation between student
Preventing (check): "Urn of students"
The creation of a special place in school where students feel safe with the possibility to inform about any inappropriate behaviour in school. Proposals from the Students Council to identify school through debate and other original and effective ways, the situations faced by students in school. Their feedback are important resources for establishing the schools future development strategies.
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WORKSHEET 4
Make a sketch, movie, Power Point Presentation, which highlights a conflict situation encountered in school. Identify the most common acts of misconduct, misbehaviour in school, among pupils, students, teachers, etc., then highlight the conflict situation by assuming the roles established.
WORKSHEET 5
Make and than apply a questionnaire to your classmates, to assess what types of violence re seen in school and what is the frequency with which these events take place.
Identify the most common acts of misconduct, misbehaviour in school, among pupils, students, teachers, etc, then create a questionnaire, apply it to your colleagues in class and develop some conclusions that emerge from the study conducted by you.
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SLOVAKIA
English
Class/Level: upper intermediate 10 15 students in the class The scene of the crime Students read a short crime articles, and relate the event as if they had just witnessed it Structure: the past tense, the past perfect Function: narrating dramatic events
Topic:
Language: Objectives: Students will be able to recognize the forms and types of crime and violence at home or in public, support the fight against crime and violence , be aware of possible punishments for committing a crime, students should search the solutions how to prevent crime and violence in narrating dramatic events and a group and a class discussion
Learners will develop: - all language communicative skills, particularly speaking through a role-play task and a discussion - knowledge about crime and violence - how to prevent and fight against crime and violence giving useful punishments, solving conflicts in a peaceful way, taking compromise, being tolerant towards others with different points of view on life
Teaching aids:
Procedure:
Textbook, workbook, dictionary, photocopies of the short, dramatic articles(vandalism, blackmailing, shoplifting, theft, smuggling, burglary, robbery, terrorism, kidnapping, murder, home-violence), photographs of a burglary, a bank robbery, home-violence, etc. Timing Steps If students have any stories, they can tell of a crime that they may have witnessed. If they 10 are reticent, you should provide a story from your own experience. The stories can be true, hearsay, or well-known events The class is divided into pairs (A and B), or a group of three, if there is an odd number. The stories are distributed, and the students are 10 asked to read one of the articles silently. Make sure that each member of the pair or group reads a different story. Ask each student, in turn, to recount the story he or she has just read to the other member(s) of the pair or group, as if the event has just 10 happened. Tell them that they may ask each other questions, and may invent details if they wish to.
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10
Students individually or in pairs or groups, work out the exercise, in which their task is to complete the gaps in the sentences with the names of the punishments. Then they prepare for discussion of possible ways how to punish the crime and how to fight against it and prevent it.
Notes: Author: Renata Rabansk
Sum up the vocabulary items of the crimes, criminals and punishments, giving their definitions, and then the students guess them. Give the students homework: 5 Criminals seem to be getting younger and younger. They should write a report on the increase in the number of young offenders, and suggest suitable ways of punishing them and preventing them from offending again. The main aim of this lesson is to encourage the students to point out at the crime and violence in our society and to prevent it, using the information, they have read in short articles and expressed in a class discussion.
Subject Grade (Age 16 17) Topic Teaching forms and methods Procedure
Chemistry
Second Hydrocarbon Derivatives: Alkaloids group work, work with textbook, IT work, discussion Timing Steps 5 Short discussion about drug abused people 5 Presentation Chemical structure of alkaloids 10 Watching a short film aimed at the impact of alkaloids on living beings. Students express their opinions and feelings of that phenomenon Students read the text about abusing the substances on 5 the base of ergotic alkaloids 10 Group work 1st group: students will discuss an impact of taking drugs on our health. They will concentrate on frame of mind, state of health and emotions.
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2nd group: students will discuss a withdrawal syndrome a necessity to get another dose and what consequences it can have 3rd group: students will discuss the society and drug addiction, how it can influence human existence 10 Students will present the results of their group work and discuss them with the other groups The main aim of this lesson is to give students information about alkaloids and their dangerous influence on living beings.
Notes Author: Mgr. Dagmar ernkov
Subject Topic Age Objectives
Teaching aids Procedure
German language Relationships in the company, origin of the conflict and its settlement 18 - 19 Students can solve a conflict from their personal experience Students will learn to solve problems in the class in a positive and non-violent way questionnaire, German language dictionary, PC, projector A/ Collecting information from students 1.what problems They have to face in the class, 2. in what way they would solve them B/Problem setting through the text and Picture on the projector C/ group work two groups, each in the group has his own task - 2 students involved into the fight they are describing their own vision of the situation - 2 students observers of the fight will prepare the description of the situation from their point of view - 2 students they will get a form (protocol) and ask questions to the participants and observers of the fight and make notes in the protocol, they are searching for the fight reasons and finally they will have to find an optimal solution. D/ presentation of the work in the groups
Author: Mgr. Marica Pavloviov
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History
Third Forms of totalitarian power group work, work with textbook, discussion Steps Teachers explanation of totalitarian attributes Work with textbook Students study the chart of totalitarian systems. They underline typical totalitarian attributes. In teacher-driven dialogue, they compare the totalitarian attributes with the forms of democracy. Self-driven work: Each student works with the chart of totalitarian systems they choose those ones, which cut down civil and human rights. Conclusion should confirm students in conviction that these systems are violent and cut down human rights.
Timing 5 20
10
Notes
Author: RNDr. Mja Oboov
Physics
Third Nuclear physics: nuclear chain reaction watching a short film, group work, work with textbook, discussion Timing Steps 5 Short discussion about nuclear fission use of previous students knowledge 15 Teachers presentation aimed at nuclear chain reaction 10 Watching a short film aimed at nuclear reaction consequences Students express their opinions and feelings of that disaster Group work: 10 students are divided into 4 groups and they are discussing about the positives and negatives of nuclear energy students present their ideas to the class 5 Teacher driven dialogue aimed at new knowledge obtained during the lesson
Conclusion
Author: Mgr. Mria Olejkov
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POLAND
Teacher: Katarzyna Dzieciuch Subject area: Biology Grade level: second class, middle school Time: 45 minutes Lesson title: You are what you eat- The influence of a diet on aggressive behaviour.
General objectives / goals:

Consolidation of knowledge about the phenomenon of aggression Raise awareness of the impact of a diet on aggressive behaviour Building the responsibility for our own health according to an idea You are what you eat
Specific objectives:

students know 3 groups of nutrition products students know what the functions of proteins, carbohydrates, fats are students can list products enriched with 3-omega acids students can list products increasing and decreasing the level of aggression students describe the influence of a diet on the mood students present their own oneday menu including healthy products/ decreasing the level of aggression /
Methods:

working with the text / scientific articles/ brainstorming presentation poster
Materials and resources:

4 scientific articles paper for notes markers and paper for making a poster magnets
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Procedures: Introduction 1) Teacher asks students to recall the three main groups of nutrient products.
Main activity / Development 1) Teacher writes down on the blackboard the statement- You are what you eat. 2) Teacher divides the class into 4 groups. 3) Each group has a task to write down on a piece of paper pros and cons of the philosophy, You are what you eat. 4) All the class discusses the arguments. 5) Each group gets the scientific article to read and discuss. Group I- Products that can decrease and increase the level of aggression /source material nr 1/ Group II- How to deal with aggression? /source material nr 2/ Group III- Brain diet /source material nr 3/ Group IV- Eat fish! /source material nr 4/
6) The leader of each group presents the results of their work, giving a short description 7) The results are written on the blackboard. How to deal with aggression?

Dialogue Lowering the tone of your voice If you feel approaching a strike " count to 10, take a breath and then react wisely Proper diet Therapy
There is a correlation between eating certain food and maintaining the level of aggression in humans.
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The ones that lower the level of aggression:

low sugar products products containing chromium /yeast, potatoes, vegetables/ healthy food, bio products they have no additives Vitamin B yeast , legumes, sprouts of cereals whole grains, fruits , vegetables
The ones that raise the level of aggression:

sugar sweets, desserts, cakes white bread products with artificial dyes and preservatives note especially the E- ones too much coffee and tea alcohol drugs
The results of scientific experiments: 1. Food rich in sugars, fats and chemicals, can cause drowsiness, irritability and even aggression 2. Lack of serotonin can lead to irritation, discontent, and even aggression. 3. Unsaturated fatty acids decrease in aggressive behaviour by 37%. Closure / Conclusion / Evaluation 1) Teacher gives students paper for making a poster (one piece for each group). 2) Students divide their papers into 2 columns- on the left they present their everyday menu, on the right, healthy products according to the list of products given during the lesson (that could be used instead of their unhealthy ones). 3) Each group presents their own proposal for a healthy meal. 4) Students choose the best option. 5) All the posters are displayed in the school hall. Summary: You have a great influence on your behaviour!
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ADDITIONAL MATERIALS EAT FISH! - article for group IV Our diet has more in common with us than we think. My better half often laughs at me that I would buy everything where on the label, among the components, it is written "Omega 3". Indeed, I happened to buy even an exotic juice with the acids in its ingredients. In addition, I frequently take Omega-3 fatty acids, given in the form of fish oil tablets. Why am I so much crazy about omega? Because it serves well the two most important human organs. In addition, it appears that it may also cure crime ... Polyunsaturated fatty acids -3, simply called omega-3, have a salutary effect on our body. Its impact on the heart was summed up well by the recently deceased Professor Zbigniew Religa with the words "Fish fat is the best prevention of heart disease." The acids reduce blood clotting by lowering blood pressure at the same time and they lower triglycerides in blood, protecting against heart attack or sudden cardiac death. The main source of this essential diet component is marine fish - mainly mackerel and salmon. Today, however, we need not walk around with a fishing rod and look for the most nutritious and wildly living fish you can get their essence in every pharmacy in tablets or liquid. However, the treatment of heart and the main sources of omega-3 are not what I would like to focus on today. The old adage that we are what we eat works in new circumstances. Children in this case, are what their mother ate during pregnancy. A diet rich in red meat and low in vegetables and, importantly, the fish used in the case of pregnant women makes children born have a higher risk of neurological and psychiatric diseases. The study by Child & Family Research Institute in Vancouver, clearly indicate that the development of networks of fast food will not do us any good. The combination of what we eat with our state of the brain, however, is fortunately noticed by more people - hence the action like "Change your diet, change your mind" conducted by the organization Sustein in the UK. Actually, there are very interesting studies carried out on omega 3 and prisoners. Professor Bernard Gesch chose the prison in Aylesbury as his goal of research. 231 prisoners were divided into two groups. He diversified meals to all prisoners, but one group got a placebo as their diet supplement, while the other one unsaturated fatty acids. Prison guards noted in the "fish" group a decrease of aggressive behaviour by 37%. "Placebo team" still fought hard with each other. The results are also confirmed by the very end of the experiment - the return to the old diet resulted in a rapid restoration of the argument of force in everyday conversation. "Poor diet causes bad behaviour, and prevents good one" - these words, by the prison inspector David Ramsbothama, perfectly convey the sense of research on prisoners, which the U.S. government have commissioned the National Institute on Alcohol Abuse and Alcoholism to carry out. For three weeks, a group of 80 respondents was taking 2 grams of omega-3. The results? "I do not recognize myself" - said one of the volunteers, who became famous for the fact that he once threw himself on his wife with a knife just because she cut off his television. Another seasoned in combat bar gentleman proudly announced that for 5 years he had never had such long abstinence from aggression - the entire 3 months. But mackerel and salmon can help not only aggression.
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BRAIN DIET- Article for group III
Japanese scientists have shown that improper food, rich in sugars, fats and chemicals, can cause drowsiness, irritability, and even aggression. A similar view is shared by Elizabeth Somer, author of "The impact of food on mood." Balance of all nutrients is the foundation of wellbeing.
Some products may have positive effects on memory (e.g. carrot, lemon, pineapple, soy, nuts, and bananas), increase vital energy (vegetables, fruits) or reduce the appetite (mineral water). When we are stressed, we often do not have the inclination or the time for proper nutrition, and that is when the body needs are increased. Poor diet only aggravates fatigue and depression. By changing the diet, we can overcome a bad mood, and increase immunity. We all know that diet affects our health and affects the way we feel, think, act, and sleep, especially when we are under stress. An upset person sometimes ignores the diet and cannot control the desire to eat. Stress is accompanied by increased appetite for certain products or dishes. Meanwhile, what we eat has a big impact on the activity of the neurotransmitter serotonin. It is responsible for controlling emotions, motivation, and nutritional requirements. It regulates mood, appetite, sleep, and inhibits aggression. Studies in experimental animals have shown that blocking the synthesis of serotonin causes aggression. Also in humans, improper nutrition and lack of serotonin can lead to irritation, discontent, and even aggression.
In addition to physical hunger, there is also psychological hunger, caused by the need to enjoy the well-being and peace. It can be satisfied only by supplementing deficiency of serotonin. Carbohydrates through chemical reactions in the brain stimulate the production of serotonin. Anti-stress defence system starts to work and reduces emotional tension and, consequently, the desire to overeat. You should eat food rich in complex carbohydrates - bread, pancakes, rice, or pasta. Between meals, we eat fruits or vegetables rich in carbohydrates, which are preferably also added to every meal. Protein-rich foods, such as fish, veal, lean chicken or legumes eaten along with vegetables and products of whole grains cause an increase in brain tyrosine levels. Scientific studies have shown that tyrosine increases the life energy and improves concentration.
Author: Magdalena Suska
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How to deal with aggression? article for group II
Alcohol triggers aggression Psychological Methods Aggression comes from stress, frustration, general dissatisfaction with life. It is easy to lose control of emotions.
How to deal with aggression?
Dialogue try mediation and consider another persons situation. If you try to understand their motives and expectations, you will more easily engage in a dialogue leading to understanding. Easing the tension will facilitate communication.
Lower your tone of voice try to calm down the moment you are close to shouting just start talking slowly and quietly. Then there is a chance for a constructive dialogue.
Do not react to aggression with aggression it only leads to increased conflict. If you feel that the tension is approaching count to 10, take a breath and then react Relax, a sport, a healthy diet, and ... sex they all alleviate negative emotions. Therapy when you cannot cope with the level of your aggression, join a therapy. Your health and well-being are worth it, for example art therapy brings good results.
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Sport and aggression How to get rid of aggression? The best way is to get your negative emotion off your chest, for example, engaging in sport. In this way, you get to know people, you learn certain rules, discipline, and you do something for your body and soul. What sports you choose depends on you and your condition.
Sports recommended for women:

dance Latin dances, social dances, belly dancing , zumba ... aerobics step aerobics, aqua aerobics, body styling, body forming... play, Pilates swimming skiing, rollerblading
Sports recommended for men:

football, hockey, basketball, tennis martial arts bodybuilding golf snowboard, skiing ping-pong swimming, water polo extreme sports
Each type of sport that makes you enjoy it is good to get a negative energy off chest. Therefore, if the long-standing dream of dancing lessons or improving swimming techniques come to your mind, do not hesitate, and sign up for classes.
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DIET AND AGGRESSION- article for group I There is a correlation between eating certain food and maintaining the level of aggression in humans. Which lower the level of aggression?

products low in processed sugar products containing chromium has an effect on blood glucose levels healthy food, bio products do not contain artificial additives Vitamin B yeast , legumes, sprouts of cereals whole grains, fruits, vegetables
Which raise the level of aggression?

sugar sweets, desserts , cakes white bread products with artificial dyes and preservatives note especially the E- ones too much coffee and tea alcohol drugs
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Teacher: Barbara Gondek-Baszkw Subject area: English Grade level: first class, secondary school Time: 45 minutes Lesson title: Brat Camp Aggression in the family and the actions taken

getting to know the vocabulary connected with violence using the vocabulary for discussion
Specific objectives: Student:

knows the notion of aggression and its forms understands the vocabulary for defining various forms of violence understands the vocabulary expressing the actions directed to help teenagers uses adjectives expressing personality features, expressions concerning family relationships, idioms describing them
compares the use of modal verbs uses the vocabulary while speaking
Methods:

describing photos discussing presenting arguments, discussing in pairs
Forms:

pair work discussion

the article Brat Camp the Internet
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Procedures: Introduction 1) Students describe actions showing some forms of aggression presented in the photos, they discuss the reasons for violence and ways of stopping aggression
Main activity / Development 1) Students read the text ad do exercises dealing with vocabulary, tricky questions 2) Students need to find arguments for or against the thesis that brat camps are the best way to help teenagers who break all the rules, they have to exchange arguments for 5 minutes 3) Students listen to the recording concerning peer pressure 4) Students need to find arguments for or against the thesis that it is easy to object to peer pressure, they have to exchange arguments for 5 minutes Closure / Conclusion / Evaluation 1) Students try to answer the question what violence is taking into account a group of teenagers
Teacher: Marlena Deckert Subject area: French, A2+ Grade level: first class, secondary school Time: 90 minutes (2 lessons) Lesson title:
General objectives / goals: to learn about results of military conflicts In Africa
to talk about the destiny of children involved in the war
Specific objectives: Students: knows the vocabulary connected with military conflicts

understands a literary text (a literary report) is able to reintroduce the vocabulary in a different context is able to explain results of military conflicts
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Methods: class

groups individual
Forms: discussion

reading writing (a letter)
Materials and resources: The extract from Ryszard Kapucinkis novel Heban
Political map of Africa
Procedures: Introduction 1) Do you know the Polish journalist and writer Ryszard Kapuciski, the author of Heban? 2) How do you understand the title of the book? What is the continent it is connected with and why? 3) What do you know about local conflicts in Africa? In which countries it takes place and why? 4) Read the beginning of the text. What are two countries touched by the war? Show them on the map. Dans les zones o les combats Durant depuis des dcennies, comme en Angola ou au Soudan, la majorit des adultes a pri depuis longtemps sur les champs de bataille ou a succomb la faim et aux pidmies. Il ne reste plus que les enfants, et ce sont eux qui font la guerre. Le chaos sanglant qui rgne dans diffrents pays dAfrique a vu lapparition de dizaines de milliers dorphelins affams et sans domicile. Ils cherchent un adulte susceptible de les nourrir, de leur offrir un asile. Pour ce qui est de la nourriture, le mieux, cest d ;aller l o larme prend ses quartiers : les soldats sont en effet gnralement nourris. Dans ces pays, les armes ne servent pas seulement se battre, elles sont aussi un instrument de survie, parfois le seul.
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Les enfants abandonns et solitaires tranent l o se trouve larme, ses casernes, ses camps, ses cantonnements. L ils rendent des services, travaillent et sintgrent, devenant des fils du rgiment . Ils se procurent une arme et passe le baptme du feu. Leurs ans qui sont aussi des enfants ! sont parfois paresseux, et quand un combat clate, ils envoient ces gosses au front, en premirre ligne. Ces escarmouches sont particulirement acharnes et sanglantes, car lenfant est dnu de tout instinct de conservation, il ne sent pas et ne comprend pas le danger de la mort. (...) Comme lenfant ne peut se servir que darmes manuelles courte portee (...), les escarmouches dans les guerres denfants prennent la forme de collisions directes, presque physiques, les gosses se tirent dessus un pas de distance. La moisson de ces affrontements est gnralement effroyable. Car ceux qui sont tus sur place ne sont pas les seules victimes. Vu les conditions dans lesquelles se droulent ces guerres, les blesss meurent aussi : dhmorragie, dinfection, par manque de soins. Ryszard Kapuciski, bne. Aventures africaines. Plon 2000. Trad. du polonais par Vronique Patte
Main activity / Development 1) Read the text silently. Find the words or expressions connected with the following definitions: Exercice 1 1. Les combats ont commenc il y a des dizaines dannes : ... 2. Beaucoup de gens ont t tus pendant les combats : ... 3. Ils sont morts cause du manque de la nourriture et cause des maladies : ... 4. Ils participent aux conflits : ... 5. Les enfants qui nont plus de parents : ... 6. Les enfants qui ont faim et qui nont pas de maison: ... 7. Ils cherchent quelquun qui peut leur donner manger : ... 8. Les enfants dont personne ne soccupe : ... 9. Les enfants aident larme : ... 10. Ils deviennent membres de larme : ... 11. Ils reoivent une arme : ... 12. Ils prennent part leur premier combat : ... 13. Le combat commence : ... 14. Les petits engagements entre les personnes armes : ...
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15. Les guerres entre enfants sont particulirement cruelles : ... 16. Ces guerres font couler beaucoup de sang : ... 17. Les enfants-soldats ne pensent pas du tout aux consquences des combats auxquels ils prennent part : 1) ... 2) ... 3) ...
2) Read the text again. Answer the following questions. Use the vocabulary found in the exercise 1. Exercice 2 1. Pourquoi ce sont les enfants qui font la guerre en Angola et au Soudan ? ... 2. Pourquoi ne sont-ils pas surveills par leur parents ? ... 3. Pour quelle raison ces enfants rerjoignent larme ? ... 4. Pourquoi les enfants nont pas peur daller se battre ? ... 5. Pourquoi les consquences des batailles entre les enfants sont-elles particulirrement graves et les victimes sont trs nombreuses? ...
3) Complete the text with the vocabulary below. Choose the right word for each gap. Les associations humainitaires sont souvent impuissantes face aux conflits _1_ dans certains pays africains comme, par exemple, lAngola et le Soudan o les enfants, aussi bien que les adultes, _2_ la guerre qui _3_ depuis de nombreuses annes. Les enfants deviennent trs tt _4_ car leurs parents _5_ vite dans les combats. Abandonns eux-mmes, les enfants sont _6_ et cherchent quelquun qui soit _7_ de les nourrir. Ils trouvent un asile dans larme qui devient leur famille adoptive. L-bas, ils _8_ une arme et passent bientt le baptme du feu dans leur premire bataille. Les escarmouches entre les enfants qui sont _9_ de tout instinct de conservation sont particulirement _10_ . Puisque les enfants _11_ dessus un pas de distance, il y a toujours beaucoup de victimes. Ceux qui sont blesss _12_ vite aux infections et lhmorragie. Pouvons-nous esprer que ces _13_ effroyables entre les enfants sarrteront un jour ? Toute association humanitaire doit dsormais rpondre la question de savoir si elle veut _14_ les enfants-soldats ou les _15_ de lenfer pour leur faire connatre de nouveaux horizons.
a. orphelins b. sanglants
c. gosses d. durent
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e. susceptible f. font g. passent h. prissent i. sortir j. participent k. se procurent
l. dnus m. affams n. abandonner o. acharnes p. se tirent q. affrontement
10
11
12
13
14
15
Closure / Conclusion / Evaluation 1) As a member of a humanitarian association helping children in need, you write a letter to volunteers ready to help the African children involved in the war to change their lives. You describe their situation: how and where they live, what happened with their parents, how is their day. You explain the importance of the human aid for the children-soldiers.
Teacher: Anna Kucharska Subject area: French Grade level: second class Time: 90 minutes (2 lessons) Lesson title: The better future
to learn the vocabulary of contemporary press, concerning expressions invoking wars and other conflicts
the students analyse the text of the song and create their own wishes about the future
Specific objectives: Student:
enumerates words and expressions regarding wars and other conflicts

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understands a simple press text about a war or other conflict can express their wishes concerning a better future
Methods:

reading comprehension listening comprehension discussion
Forms:

in groups individual

press articles a song Tout le bonheur du monde of a group Sinsemilia
Procedures: Introduction 1) Students read press articles and try to understand general information 2) Students underline and study the vocabulary that regards problems of violence
Main activity / Development 1) Students listen to the song and try to put down all the words that concern the subject of the lesson 2) Students try to explain the ideas of the song 3) Students complete the song text 4) Students proceed to read for a gist
Closure / Conclusion / Evaluation 1) Students try to formulate their wishes regarding a better future using new vocabulary and the Future Simple Tense
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TURKEY
SCHOOL: Tarsus IMKB Teknik ve Endstri Meslek Lisesi SUBJECT: English TEACHERS: Cokun HNKAR CLASSES: X TIME: 40 minutes TOPIC: Violence in stories
OBJECTIVES:

Focusing on the means of violence themed in stories. Cmparing the good and the bad characters Analysising the effects of the stories on pupils
SPECIFIC OBJECTIVES: Students:Make students aware of the violence of the stories
METHODS:

Reading Speaking Drama
MATERIALS AND RESOURCES:

Student Book Theatre Essays Short Films
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II PROCEDURES: Introduction 1) Students determine the main idea 2) Students read the story 3) Students act out the story and discuss about it 4) Talk about the means of violence takes place in the story
Closure / Conclusion / Evaluation 1) Students can learn that lots of violence take place in stories and they have got it unconsciously 2) Their reading ability and understanding skills improve
SCHOOL: Tarsus IMKB Teknik ve Endstri Meslek Lisesi SUBJECT: Philosophy TEACHERS: Taner Tanrsever CLASSES: IX TIME: 40 minutes TOPIC: Effects of the violence on People
GENERAL OBJECTIVES / GOALS: Negative effects of violence in ones whole life Types of violence; domestic violence,violence against women and children The reasons of violent behaviours The methods to overcome violence
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METHODS: Audio-visiual method Drama Reading
MATERIALS AND RESOURCES: Student Book Short Films Drama Essays Surveys
INTRODUCTION 1) Warm the students up to the topic. 2) General idea and knowledge is given to the students 3) Students watch dramas about the topic and evaluating them 4) Giving information via presentation 5) Making students find resolutions
CLOSURE / CONCLUSION / EVALUATION 1) Discussion on the results of the survey 2) Write the discussions conclusions on the paperboard.
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SPAIN
SCHOOL: IES Villa de Alguazas, Spain SUBJECT: English TEACHERS: Pablo Tornel CLASSES: 4 ESO (16-17 years old) TIME: 2x 40 minutes TOPIC: Can I be in my friends` shoes?
GENERAL OBJECTIVES / GOALS: Grammar point: use of 2nd conditional Empathising with others feelings Talking about how to avoid violence discussion about violent reactions at school.
SPECIFIC OBJECTIVES: Students will be able to: Make use of the second conditional in different contexts. Understand reading texts about the topic under consideration Express their own ideas using the productive skills (writing/speaking) Respect their classmates` contributions. Reflect on their own behaviour at school
MATERIALS AND RESOURCES: Photocopies. Newspaper articles. Radio cassette player Camcorder
II PROCEDURES: Period 1 1) Students are presented the grammar point in an inductive way. 20
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They are presented with different everyday situations at school where violence is involved. Ex. what would you do if you saw a classmate vandalizing a class table? In pairs, they give answers.
2) Students are given an article newspaper which is about students` aggressions to teachers.20 Read it individually. Check answers in pairs. Students write a short paragraph about their feelings after the reading.
Period 2. 1) We read the students` answers about the previous day s text. 2) Role Play. Students are divided into pairs. They are given a card with the role they have to play. They are allowed some time to prepare it and each pair represents it in front of the class. Students are recorded in video. 3) video watch of the different outputs. The whole class comment on each pair`s performance, checking both pronunciation and content. The teachers raises the question: what would you do if you were in his/her shoes? Students make their contributions and reflect on the topic. They are recorded and then we listen to them, paying special attention on pronunciation.
4) Final task: Students, in groups of 4, list the things they would do if they were on their classmates shoes when they were being bullied or they were involved in any form of violence. Posters are hung in class
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SCHOOL: IES Villa de Alguazas, Spain SUBJECT: History TEACHERS: Abel CLASSES: 3 ESO (14-15 years old) TIME: 2x 40 minutes TOPIC: Using violence to fight against violence.
GENERAL OBJECTIVES / GOALS: Reflection on the convenience of using violence to eradicate violence Historical background. Alternative ways to fight against violence and aggression. Be able to use different sources to find information about the topic. Final task: making a summary of historical moments in which violence was used to
fight against violence and if the goal was achieved. Be able to draw information in other languages apart from Spanish..
SPECIFIC OBJECTIVES: Students will be able to: Read and understand information taken from a wide range of resources. Share their ideas with others Draw conclusions about the topic under consideration. Respect their classmates` contributions. Reflect on different violent acts and behaviours along history
MATERIALS AND RESOURCES: Photocopies. Newspaper articles. Internet Students book
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II PROCEDURES: Period 1 1) Students are presented the topic and are given some hints to find information about it. They are taken to the computers room to surf the net. Ex: Irak s invasion by the USA. Spanish war of independence against France War World I and II etc.
2) Students write their conclusions individually and then share them in small groups.
3) Each group write a list of pros and cons about the use of violence to fight against violence. After that, they draw the final conclusion, giving historical reasons.
Period 2
1) Debate about the final conclusions drawn by the different group 2) Writing of a final conclusion by consensus.
SCHOOL: IES Villa de Alguazas, Spain SUBJECT: Biology TEACHERS: Juana Garca CLASSES: 1 BACH (16-17 years old) TIME: 2x 40 minutes TOPIC: Don`t use violence against yourself!
GENERAL OBJECTIVES / GOALS: Reflecting on the advantages of a healthy diet. Respecting oneself and others. Getting used to good social habits. Be able to use different sources to find information about the topic.
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Final task: making a summary of the best eating and drinking habits for people of their age. Be able to draw information in other languages apart from Spanish..
SPECIFIC OBJECTIVES: Students will be able to: Read and understand information taken from a wide range of resources. Share their ideas with others Draw conclusions about the topic under consideration. Respect their classmates` contributions. Taking care of oneself Reflect on different methods in order to avoid: Smoking Drugs Alcohol
MATERIALS AND RESOURCES: Photocopies. Newspaper articles. Internet Students book
II PROCEDURES: Period 1 1) Students are presented the topic and are presented the topic under consideration. They
are taken to the computers room to surf the net and find information about good eating and drinking habits. In pairs, students make a list of them. 2) Still In the computers` room, students search for ways of keeping away of bad habits
such as smoking, alcohol and doing drugs.
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3)
Students write their conclusions individually and then share them in small groups.
They order them from the most dangerous to the least dangerous for human beings. 4) Each group prepare a brief presentation on how to prevent violence against oneself or others by avoiding certain bad habits in everyday life.
Period 2.
1)Each group make a short speech about the conclusions they reached. They debate about them. 2) writing of a final conclusion by consensus. 3)Students` resolutions to lead good habits.
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PSYCHOLOGICAL WORKSHOPS PLANS

WORKSHOP 1
Part 1 the integration of the participants I AIM: Integration of the groups, getting to know each other TIME: 60 minutes PLACE: Big classroom with tables and chairs NO OF PARTICIPANTS: 40 THINGS NEEDED: crayons, A4 sheets of paper, markers
WORK SCHEME: Introduction Greeting, introduction to the workshops
Main part 1. Creating portraits of the students groups from all the countries present Every group (from each country) is given one sheet of paper. Students draw their own portraits. These are portraits, which are to depict students, their traits, interests or hobbiesstudents invoke symbols which characterize a given person or the whole group.
2. Presentation Each group presents their pictures, which display their characteristics. First, they introduce themselves and the country they are from and then they present the portraits explaining their content.
Ending Students are making the gallery from their portraits.
II
AIM: Integration of the group, defining the goal of the project TIME: 20 minutes PLACE: Big classroom with tables and chairs NO OF PARTICIPANTS: 40 THINGS NEEDED: A0 or A1 sheets of paper, markers
WORK SCHEME: Introduction Introduction to the workshops What are we doing here? Why are we here? a) Main part 1. Group work Brainstorming. Students in a country group write answers to the following questions: What am I doing here? What am I going to do about the project? Why did I come here? Students write all their ideas. The whole group writes as many ideas as possible.
2. Presentation All groups read their ideas. A leader writes all suggestions on the board and next to each idea, which is repeated, puts plus. Thus, the leader makes the ranking of the most popular ideas.
Ending Discussion about the most popular ideas and about the expectations of the project. b) in smaller groups 10-20 people Main part 1. Works Brainstorming. Students individually write answers to the following questions: What am I doing here? What am I going to do about the project? Why did I come here? Students write down all ideas on several sheets of paper. One idea per on one card.
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When everybody finishes, a leader collects all suggestions and shuffles them. Then, each person gets 4-5 cards with ideas. The whole group will work together. Participants exchange cards freely. The goal of this exercise is that each person should have 3 cards with the most important ideas for this person.
2. Presentation Every person presents their ideas.
Ending Discussion about the most popular ideas about the project and its aims.
Part 2 main workshops I AIM: Auction of our values, identification of personal values, self-awareness TIME: 40 minutes PLACE: Big classroom with tables and chairs NO OF PARTICIPANTS: 40 THINGS NEEDED: card with values (appendix 1)
WORK SCHEME: Introduction Greeting, introduction to the workshops.
Main part 1. Students should sit forming a circle. 2. The leader gives each person credits - 100 points. This is the pool of credits. Everybody must buy the most important values for them at an auction. They can buy as many as they need, but they cannot exceed the credit.
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Ending Discussion about: the values they buy, why they buy those values the most expensive value values they didnt buy
Appendix 1 The values we can use: beauty, money, family, faith, health, tradition, fan, love, wisdom, joy, acceptance, happiness, equality, peace, be fashionable, competence, development, recognition, loyalty, patriotism, freedom, tolerance, success, popularity, wealth, free time, pleasure, fitness, justice, friends, trust, truth, humour.
II AIM: Magic chest for the next generation TIME: 40 minutes PLACE: Big classroom with tables and chairs NO OF PARTICIPANTS: 40 THINGS NEEDED: crayons, sheets of paper of different sizes, markers, a big carton box
Main part 1. Dividing into groups. The teacher is dividing students into pairs by giving them multi-colour beads or threads (we need as many colours as the half of the number of people participating in the workshops). 2. Our message. The leader gives each pair some sheet of paper, pencils, marks, pens. All groups make a peace box for the next generation. They work collaboratively. Students write or draw the most important, for them, ideas against violence and aggression. They may
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assume the form of pictures, essays, poems, letters, cartoons, short diaries or antiviolence slogans- any form they wish to choose.
Ending Students present their works and put them into a carton box. When everybody finishes, the leader seals the box. In addition, students can make the gallery of the things before putting them in the box.
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WORKSHOP 2
PART 1 AIM: Integration of the group, getting to know students names TIME: 60 minutes PLACE: Big classroom with tables and chairs NO OF PARTICIPANTS: 30 THINGS NEEDED: crayons, A4 sheets of paper, markers
Main part 1. Creating coats-of-arms All students are given one sheet of paper. They are asked to draw an outline of the coatof-arms and divide it into 4 parts. On the top of the page, they write their names. In the top left part of the coat-of-arms, they draw or write something they are good at. In the top right part, they draw or write what is the key value in their life. In the bottom left part, they draw or write something connected to their personality. In the last part they draw or write who they want to become (job-wise).
2. Exchanging coats-of-arms with an unknown student All students are asked to pick one person they know nothing about and exchange their coat of arms with this student, chatting about their passions, plans, and personality characteristics.
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3. Remembering names All students one after another are asked to say their names and one thing that starts with the first letter of their name. The next student has to repeat all the previous names and things. The text is the example: My name is Barbara and I brought bananas to the market place.
Ending Writing a common story about Comenius project in 7-person groups each person adds a new sentence without seeing a previous one. They answer questions: who?, with whom?, did?, what?, where?, how?, how did it happen?, what was the result?
PART 2 AIM: Defining aggression TIME: 60 minutes PLACE: Big classroom with tables and chairs NO OF PARTICIPANTS: 30 THINGS NEEDED: crayons, A0 or A1 sheets of paper, markers
Main part 1. Dividing into groups The teacher divides students into equal groups by giving them multi-colour sweets.
2. Information Window Students work in groups creating an information window. Each group gets one big sheet of paper and divides it as a window into four parts. They work collaboratively. In the top left part they write their own definition of aggression, in the bottom left part
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they write metaphors (aggression is like...) and explain them. In the top right part, they write an equation (math formula) for aggression and in the bottom right part, they draw a picture showing what aggression is.
Ending Students make the gallery of their posters.
PART 3 Aim: Knowing the difference between anger, aggression and violence Time: 60 minutes Place: Big classroom with tables and chairs No of participants: 30 Things needed: big sheets of paper (6 pieces), markers, small yellow sticker papers
Main part 3. 1-2-4-8-16-32 All students are given one sheet of paper with different situations (Appendix 1). They are asked to say which one is anger, aggression and violence. Then they consult it in pairs. Next, pairs are joined and they keep on discussing in groups of four and so on. After discussion with the whole group, students are supposed to create a definition of anger, aggression, and violence and write them on the big sheets of paper.
Info for a teacher: Anger is an emotion/feeling. It is connected with energy accumulating when we meet any obstacles in the way to our aim. It is common for everyone and we cannot help it coming. It is not good or bad but we have an influence on what we do when we feel it.
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Aggression is defined as a conscious, planned behaviour aimed to cause harm to somebody (either physical or psychological or material). It is characterized by using physical or mental force against somebody who is equal when it comes to strength or opportunities to defend themselves. Aggression is a way of manifesting anger. In special circumstances, it can cause violence.
Violence is using your strength against somebody who is weaker. We are dealing with violence if a person (victim) is a subject of negative behaviours of another person or a group of people over a longer period.
4. Forms of aggression All students are asked to name one form of aggression present in their school. All forms are written on the big sheet of paper in the form of a sun. You can ask students how they think it comes to such situations.
Info for a teacher: There are several forms of aggression:

Direct physical violence - beating, kicking, spitting, pushing, extortion of money, stealing, destruction of property, laughing at somebody Direct violence, verbal and non-verbal - teasing, mocking, insulting, ridiculing, threatening, spreading gossip and slanders (including text messages and the Internet), showing obscene gestures Indirect forms of violence - instigating others to physical or verbal attacks, stigma, exclusion and isolation from the group
5. Fighting aggression and violence Students are divided into 2 groups the first one thinks of actions from their school that help dealing with symptoms of aggression and violence; the second one thinks of actions that help performing aggressive and violent acts. Both groups write their ideas on big sheets of paper. Discussion with the whole group.
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Appendix 1
Decide which of those is anger, aggression, or violence.
The whole class laughed at Maggie.
Two colleagues from the same class are fighting during the break. A little boy cries and stomps his feet, as his mother did not want to buy him a toy. Older boys selling things in the school shop give too little change to smaller kids. Groups of people send a nasty text message to Renate. Chris intentionally destroyed his colleagues backpack. Colleagues do not allow Jared to hang his jacket in the locker room, saying that it stinks. Hannah was so upset that she hit her fist on the table several times. Colleagues have long been ignoring Martha, pretending not to hear what she says. Martin showed his colleague the offensive gesture. Anna got a bad grade and she was so upset she felt sick. Raphael makes a photo of his colleague when he changed his clothes before PE lesson and puts them on the Internet. Al offended his girlfriend, saying unkind things about her parents.
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WORKSHOP 3
AIM: Integration of the group, knowing names TIME: 120 minutes PLACE: Big classroom no tables or chairs NO OF PARTICIPANTS: 30 THINGS NEEDED: crayons, A4 sheets of paper, markers, music
Main part 1. Knowing each other All students are asked to stand in pairs and form two circles. The inner circle moves to the left, the outer to the right. When the music stops, students are given an instruction for example to greet each other like Eskimos, to talk about favourite music, to hug etc.
2. People to people All students are asked to stand in pairs again. The music is played. When the music stops the leaders gives the instruction of how to dance further, for example: cheek to cheek, knee to knee, forehead to forehead etc.
3. Cob-web All students are asked to gather tightly and close their eyes. Then they should reach as far as the can to pick one hand with their hand. This way they are forming a cobweb. Their task is to untie themselves without letting their hands go.
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4. Train Each student is drawing a train in which each wagon symbolizes different aspects of their life: themselves, dreams, fears and values. They are asked to find a person they know least and exchange their pictures and talk about themselves. Then, each person is asked to say something about a person they talked to.
5. Map of life Each student is asked to draw a map of their life from the birth until nowadays. They are supposed to mark all the obstacles and helps, good things and bad things on their maps. Make a gallery and comment on works.
6. 1-2-4 We talk a lot about reasons of being violent or angry. Students think about their own ways of dealing with aggression and anger. They write them down on a piece of paper. Then they are asked to form a group of twos and find common ways of dealing with anger. The same in fours. Each group picks three most common ways and puts them on a big sheet of paper together with other groups. Each group is asked about their choices.
7. Ways to deal with anger Each student completes the sentence: My way of dealing with anger is ....
Ending Relax One of the ways of dealing with anger is relaxation. Students are asked to lie on the mats that were prepared earlier. The instructor plays the relaxation instructions (for example: http://www.youtube.com/watch?v=HFwCKKa--18&feature=related http://www.youtube.com/watch?v=xcaRPOgOrmU )
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WORKSHOP 4
Part 1 - integration I AIM: Integration of the group, getting to know each other TIME: 20 minutes PLACE: Big classroom NO OF PARTICIPANTS: THINGS NEEDED: small sheets of paper, markers or pens
Main part 1. What colour are you today? Every student writes the name of a colour on a piece of paper. That colour symbolizes the mood a student is in at the moment. After that, the students form groups according to the colour they have chosen and discuss why they feel in that particular way. 2. Presentation One person from each group presents symbol of their colour: we are (colour) today because
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II
AIM: Integration of the group TIME: 20 - 60 minutes PLACE: Big classroom with chairs NO OF PARTICIPANTS: Even number of participants THINGS NEEDED: None
Main part 1. Dividing into groups (we need even number of students) We divide the group into two subgroups by counting to 2.
Ones sit in a circle (either on chairs or on the floor); facing the outside of the circle, twos create a circle outside- so that every person has a pair. Students turn to each other and sit face-to-face. Their task is to hold a conversation with their partner about the topic given by the leader. Each pair has a minute for discussing the topic and after the command of the leader, they move over, one seats to the right. The leader introduces a new subject and after a minute, the next change of seats takes place and so on and so forth, until the person comes back to their initial seat. Conversation topics - examples: My first impression when I saw you About our country
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My biggest success Football My favourite music My hobby, interest My the biggest failure What would you do if you win 1 mln dollars? What features of character do you like the most? What features of character dont you like? What makes you angry? What do you think about your school? Who would you like to be in the future? My first love What was the most interesting in the Comenius project? What is freedom for you? What is the most important for you? My favourite film Books Friends What would you like to change in the world?
Conversation topics are to be chosen freely according to the requirements and goals of the workshop.
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Part 2 main workshops
I AIM: How to get aware of our anger? TIME: 20 minutes PLACE: Big classroom with tables and chairs NO OF PARTICIPANTS: THINGS NEEDED: A4 sheets of paper, markers
Main part 1. Students write their name on a sheet of paper - letter by letter vertically (from top to the bottom). 2. To each letter students write what makes them angry. Students should start from each letter of their name. They write as many things as they have letters in their name. Ending Discussion about: What makes you angry - presentation What things are the most popular
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II AIM: My own country TIME: 30 - 60 minutes PLACE: Big classroom NO OF PARTICIPANTS: THINGS NEEDED: crayons, big sheets of paper (depending on the groups number), markers
Main part We look for volunteers that will be in charge of leading the activity (the number of volunteers depends on the size of the group- 1 person per 10 participants, but not fewer than 2).We explain the rules of the task to the volunteers, the others have a short break at that time. Volunteers have to create their new state. They have to invent the main idea the state will be based on. The task of the volunteers is to present the idea of the state and canvass citizens from the group. Every leader shows the idea of the country through pantomime and then the participating students choose the country they wish to belong to. The next step of the activity in the created groups: Every state has to create its constitution- at least 10 rules (every inhabitant should
sign the constitution) The citizens of each state have to show how the life in their country looks like (e.g.
one day).
Ending Leaders present their constitution
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WORKSHOP 5
Part 1 AIM: Integration of the group, knowing names TIME: 60 minutes PLACE: Big classroom with chairs NO OF PARTICIPANTS: 30-50 THINGS NEEDED: crayons, A4 sheets of paper, markers, sticky papers
Main part 1. Gossip Card All students are asked to draw their own portraits illustrating a hobby or favourite food on an A4 sheet of paper. They are not supposed to sign the paper. Then, they approach a person, exchange their cards and gossip about themselves a bit. Then, they repeat it several times. Next, they sit in a circle and each person is asked to introduce a person whose card they got starting with a name of a nationality. This person in then given their proper ID card.
2. Curtain The instructor divides students into 2 groups. They will be competing with each other. Two people hold a curtain in the middle. Each team is supposed to chose one person at a time to stand next to the curtain. When the curtain drops down, they are supposed to say the name of the person on the opposite side as soon as possible. The winning team might get a prize.
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3. Fruit salad All students are asked to sit in a circle again. The instructor standing in the middle divides them into groups of 3-5 and names them with fruit names (apples, bananas, etc.). Then he or she says 2-3 fruit names. People who are those fruits are supposed to change seats. When he or she says fruit salad, all the people are supposed to change seats and he or she is supposed to sit somewhere too. We end up with a new instructor (there are not enough chairs for 1 person to seat!).
4. Headline The instructor divides the student into groups and gives them a piece of paper. Their task is to write what they are going to remember about the project as a newspaper headline. Then we make a gallery and let everyone to read it.
Ending 5. Something nice Each student is given the A4 sheet of paper. They write their names at the very top and stick it (with help) on their back. Everyone is supposed to approach each person and to write something nice on his or her papers (about personality, smile or way of dressing etc.).
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PROPHYLACTIC IDEAS
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International Prophylactic Programme

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2009-2011

International Prophylactic Programme

LESSON PLANS ........................................................................................................................ 13

PSYCHOLOGICAL WORKSHOPS PLANS ................................................................................ 71

AGGRESSION QUESTIONNAIRE RESULTS

MATERIALS: textbooks, computer, handouts

ACTIVITY 3: WRITING Aim: to improve the students writing skills

WORKSHEET 1 CHANGE I was _________________________________________________________________________.

But, I want to change. I am__________________________________________________________________________.

Now I can change. I will _________________________________________________________________________.

STATISTIC DATA: GATHERING AND CLASSIFYING THE DATA THE ACTIVITIES

They prepare for the lesson

3. Checking the homework

4. Four students are chosen to solve a problem on the blackboard.

Presenting the content and the new learning tasks

Directing the learning process and evaluation

Preparing the new lesson

Intensifying the retention and transfer of information

The students watch the lesson in the AEL programme.

The students watch the lesson in the AEL programme.

Lesson moment Organisation moment

The students activity Prayer Preparing the lesson

Methods and procedure

They listen carefully and ask questions

Capturing their attention

The students activity

Methods and procedure

They listen carefully and ask questions

Communicati ng the new information

The students activity

Methods and procedure

They identify Christian values and define them:

Fixing and systematic knowledge

Conversation, working with the Holly Bible

... by evaluating both values correctly.

Association and generalising

They answer to the teachers requests: 1. ... 2. ...

The students activity

Methods and procedure

- listen to the evaluations

Capturing the attention

Distribution worksheets tasks.

of student and explanation

Notebook, Work sheets 1, 2, 3, 4, 5

Announcing the lesson theme and objectives

Students will be asked to respond to questions from teacher.

Conversation Notebook, Documentary sheets Work sheets

Conversation Case study Learning by discovery Problem solving

Annex 1 Work sheets

Internet sites indicated in the bibliography

Team work Learning by cooperation Study case

How we define violence?

How can we define abuse and what are its forms?

THE MOMENTS IMPULSE

The person: Effects: The person: Effects: The person: Effects:

The person: The person: Effects: Effects:

The person: Effects:

The person: Effects:

Planning Organization Coordination Training

With the purpose to secure quality outcomes

WORKSHEET 1 THE CONCEPT OF QUALITY CONTROL

2) When and where does violence between students appear?

3) Who is being violent towards whom?

4) What inadequate behaviour do teachers have towards students?