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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 wouldn‟t like to do it to your sons
D – Discrimination doesn‟t drive us anywhere
E – Eyes should be open, so let‟s be open - minded
F – Find everybody the same
G – Give the chance
H – Humiliation is bad
I – It‟s 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 into
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 it‟s 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 today‟s 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 it‟s 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 country‟s 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 – it‟s 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 don‟t realize that
their words can hurt somebody.
Two thirds of students don‟t consider the violence in our schoo l 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 don´t 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 don´ t
consider alcohol to be a drug.
In Slovakia the laws supress smoking in schools (even in the school yard, trips, etc.).
Teachers can´t 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 – it´s natural
at their age. One fifth of students aren´t 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 naïve, 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 doesn‟t limit violence; it is a tool for distributing the world
(Imperialism, Colonialism)
- The Modern Age doesn‟t 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 Time: 3‟
AIM: introduce the topic of the lesson: Violence
Procedure: brainstorming
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
ACTIVITY 2: Speaking Time: 10‟
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 Time: 10‟
Aim: to improve the students‟ writing skills
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 Time: 10‟
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‟
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
C H A N G E I was _________________________________________________________________________. (a description of who you were)
I remember
______________________________________________________________________________. (describe a sad memory from your past)
I heard
______________________________________________________________________________. (something you wish you didn‟t hear)
I saw
______________________________________________________________________________. (something you weren‟t 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
Teacher’s Activity Students’ Activity
1 The
organization
moment
The teacher checks if the pupils have with them the
book, notebook, pen, chalk, sponge.
They prepare for the
lesson
2 Enouncing
specific
competences
The teacher announces the 5 specific competences. They listen to what
the teacher presents
to them
3 Actualisation
of
knowledge
acquired in
previous
lessons
1. What lesson did you prepare for today?
2. What homework?
3. Checking the homework
4. Four students are chosen to solve a problem on the
blackboard.
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.
5 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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6 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.
7 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”
The students pay
attention to what the
teacher says
8 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.
Graphic representation of statistic data:
A. Circular diagram B. Diagram through strips and columns C. Diagram through bars
The students watch
the lesson in the AEL
programme.
9. Feed-back 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.
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SCHOOL: „George Bariţiu” 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 Church‟s 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.
Lesson
moment
Time
(min) The teacher’s activity The student’s activity
Methods and
procedure
1. Organisation
moment 2‟
Prayer
Writing the absents
Preparing to begin the lesson
Prayer
Preparing the lesson
2. Checking
knowledge 6‟
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.
- The teams express their opinions
for and against the civic/ religious
laws
Debate
3. Capturing
their attention 12‟
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
They listen carefully and ask
questions
conversation
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Nr.
crt.
Lesson
moment
Time
(min) The teacher’s activity The student’s activity
Methods and
procedure
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).
They listen carefully and ask
questions
4.
Communicati
ng the lesson
title and the
competences
that will be
developed
2‟
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
15‟
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
27 | P a g e
Nr.
crt.
Lesson
moment
Time
(min) The teacher’s activity The student’s activity
Methods and
procedure
must be promoted, primarily by example.
6.
Fixing and
systematic
knowledge
7‟
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:
1. ...faith, hope and love
2. ... peace ...
3. ... liberty ...
4. ... holiness ...
They listen carefully
They answer to the teachers
requests
... by evaluating both values
correctly.
Conversation,
working with the
Holly Bible
Conversation
7.
Association
and
generalising
4‟
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. ...
3. ...
Association
28 | P a g e
Nr.
crt.
Lesson
moment
Time
(min) The teacher’s activity The student’s activity
Methods and
procedure
Note: learning Christian values lead to human
perfection, the relationship between people, but
must be promoted by personal example.
8. Evaluation 1‟
- Makes general and individual feedback on
students; participation and involvement in the
lesson
- Evaluate students who participated actively and
effectively
- listen to the evaluations
9. Ending 1‟ The prayer
The prayer
TEACHER: engineer Pîrlog Păuniţa
SUBJECT: Assuring the Quality (Technology)
SCHOOL: Technical College „George Bariţiu” Baia Mare
CLASS: 12th
TIME: 50 minutes
TOPIC: Controlling the quality of the educational activities that take place in a school unit.
29 | P a g e
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 non-
verbal);
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
30 | P a g e
Nr.
crt.
Lesson moment
Objecti
ves
The content of the activity
Durat
ion Didactic strategies
Teaching and
assessment
methods
Means material
resources The teacher‟s activity The student‟s activity
1. Arrangements Making the presence of the
collective
Organization of teaching
material and students.
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.
2‟ Conversation - School Catalogue
- 5 cards with
multiple types of
intelligences
identified in the
classroom.
- Documentary
sheets 1, 2
2. Capturing the
attention
Distribution of student
worksheets and explanation
tasks.
Students / groups will receive the worksheet with the
group task. (See Annex 1).
3‟ 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.
5‟ Conversation
Notebook,
Documentary
sheets
Work sheets
31 | P a g e
What methods of control of
aggressive, violent you take you
if you were the school principal
for a day?
4.
Directed learning
O1
O2
O3
O4
O5
How do we define violence?
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 children’s
development?
Know the consequences of
violent activities over others?
Methods to combat acts of
violence or violent intent.
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).
Students / groups will address the workload specified
in the worksheet. (See Work sheet 3).
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).
15‟
Conversation
Case study
Learning by
discovery
Problem solving
Guided dialogue
Role play
Simulation of
problematic
situations
Explanatory
Exposure
Annex 1
Work sheets
Internet sites
indicated in the
bibliography
5. Evaluation / self-
evaluation
It appears from the work of
groups of students
- - Each group presents / submits theme that has
been assigned to resolve.
- - To make additions, comments, appreciations
of the solutions presented.
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
6. Fixing knowledge O1
O2
O3
O4
O5
Distribute to the students Annex
2: A MOMENT‟S 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
- Worksheet 2:
- Worksheet 3, 4:
The consequences
of violence
- flipchart
32 | P a g e
ANNEX 1
How we define violence?
"...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 victim‟s 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.
How can we define abuse and what are its forms?
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.
What are the consequences of violence on children’s
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
33 | P a g e
ANNEX 2
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 woman’s 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 woman’s postal box
the papers discovered in the stolen purse , convinced that it is the least he can do to fix it.
THE MOMENT’S
IMPULSE
34 | P a g e
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: 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: 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: 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
35 | P a g e
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 MOMENT’S 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:
Effects:
The person:
Effects:
The person:
Effects:
The person:
Effects:
36 | P a g e
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
37 | P a g e
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 CONTROL
Quality assessment is the systematic examination,
carried out to determine whether an entity is able to
meet the specified requirements.
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.
38 | P a g e
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.
By quality monitoring we understand the and of
the state of an entity, to ensure that specified requirements are met.
Quality evaluation represents the , 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.
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
Confirming the conformity
Systematic examination
try measure examen
check monitoring
39 | P a g e
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?
40 | P a g e
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
b) Tips to identify monitor and prevent inappropriate behaviour by teachers against
students:
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;
- lack of school souncelors.
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
PARENTS
- Differences in socioeconomic status (student-
student, professor-student), the diminished authority
of teachers. - Subjective assessment of the teacher
- Poor protection measures
- School lax regulation (lack of evidence identifying
the students)
- This dangerous elevilorproblemă
- Reduce teacher authority.
STUDENTS
- Poor communication between teachers and
students
- The teachers lack of interest in the pupils
- Evaluation bias
- teaching unattractive
- competitive climate
- verbal abuse of teachers (rarely physically)
- Sanctions unwarranted.
OPINIONS ON THE SOURCES OF
VIOLENCE IN SCHOOLS
41 | P a g e
- 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 school‟s future
development strategies.
42 | P a g e
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.
43 | P a g e
SLOVAKIA
English
Class/Level: upper
intermediate
10 – 15 students in the class
Topic:
Language:
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
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:
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.
Procedure: Timing Steps
10
If students have any stories, they can tell of a
crime that they may have witnessed. If they
are reticent, you should provide a story from
your own experience. The stories can be true,
hearsay, or well-known events
10
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
asked to read one of the articles silently. Make
sure that each member of the pair or group
reads a different story.
10
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
happened. Tell them that they may ask each
other questions, and may invent details if they
wish to.
44 | P a g e
10
5
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.
Sum up the vocabulary items of the crimes,
criminals and punishments, giving their
definitions, and then the students guess them.
Give the students homework:
“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.
Notes:
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.
Author: Renata Rabanská
Subject Chemistry Grade (Age 16 –
17)
Second
Topic Hydrocarbon Derivatives: Alkaloids
Teaching forms
and methods
group work, work with textbook, IT work, discussion
Procedure 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
5
Students read the text about abusing the substances on
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.
45 | P a g e
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
Notes The main aim of this lesson is to give students
information about alkaloids and their dangerous
influence on living beings.
Author: Mgr. Dagmar Černáková
Subject German language
Topic
Relationships in the company, origin of the conflict and its
settlement
Age 18 - 19
Objectives
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
Teaching aids questionnaire, German language dictionary, PC, projector
Procedure 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 Pavlovičová
46 | P a g e
Subject History Grade (Age 17 –
18)
Third
Topic Forms of totalitarian power
Teaching forms
and methods
group work, work with textbook, discussion
Procedure Timing Steps
5 Teacher‟s explanation of totalitarian attributes
20 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.
10
Self-driven work:
Each student works with the chart of totalitarian
systems they choose those ones, which cut down civil
and human rights.
Notes 5 Conclusion should confirm students in conviction that
these systems are violent and cut down human rights.
Author: RNDr. Mája Oboňová
Subject Physics Grade (Age 17 –
18)
Third
Topic Nuclear physics: nuclear chain reaction
Teaching forms
and methods
watching a short film, group work, work with textbook, discussion
Procedure Timing Steps
5 Short discussion about nuclear fission – use of previous
students‟ knowledge
15 Teacher‟s 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
10
Group work:
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
Conclusion 5 Teacher – driven dialogue aimed at new knowledge
obtained during the lesson
Author: Mgr. Mária Olejková
47 | P a g e
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 one–day 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 ω-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 person‟s 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-Błaszków
Subject area: English
Grade level: first class, secondary school
Time: 45 minutes
Lesson title: Brat Camp – Aggression in the family and the actions taken
General objectives / goals:
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
Materials and resources:
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 Kapuścinki‟s novel Heban
Political map of Africa
Procedures:
Introduction
1) Do you know the Polish journalist and writer Ryszard Kapuściński, 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 où les combats Durant depuis des décennies, comme en Angola ou au
Soudan, la majorité des adultes a péri depuis longtemps sur les champs de bataille ou a
succombé à la faim et aux épidémies. Il ne reste plus que les enfants, et ce sont eux qui font la
guerre. Le chaos sanglant qui règne dans différents pays d’Afrique a vu l’apparition de
dizaines de milliers d’orphelins affamés 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, c’est d ;aller
là où l’armée prend ses quartiers : les soldats sont en effet généralement nourris. Dans ces
pays, les armes ne servent pas seulement à se battre, elles sont aussi un instrument de survie,
parfois le seul.
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Les enfants abandonnés et solitaires traînent là où se trouve l’armée, ses casernes, ses camps,
ses cantonnements. Là ils rendent des services, travaillent et s’intègrent, devenant des « fils
du régiment ». Ils se procurent une arme et passe le baptême du feu. Leurs aînés – qui sont
aussi des enfants ! – sont parfois paresseux, et quand un combat éclate, ils envoient ces
gosses au front, en premirre ligne. Ces escarmouches sont particulièrement acharnées et
sanglantes, car l’enfant est dénué de tout instinct de conservation, il ne sent pas et ne
comprend pas le danger de la mort. (...) Comme l’enfant ne peut se servir que d’armes
manuelles à courte portee (...), les escarmouches dans les guerres d’enfants prennent la forme
de collisions directes, presque physiques, les gosses se tirent dessus à un pas de distance. La
moisson de ces affrontements est généralement effroyable. Car ceux qui sont tués sur place ne
sont pas les seules victimes. Vu les conditions dans lesquelles se déroulent ces guerres, les
blessés meurent aussi : d’hémorragie, d’infection, par manque de soins.
Ryszard Kapuściński, Ébène. Aventures africaines. Plon 2000. Trad. du polonais par
Véronique 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 commencé il y a des dizaines d‟années : ...
2. Beaucoup de gens ont été tués pendant les combats : ...
3. Ils sont morts à cause du manque de la nourriture et à cause des maladies : ...
4. Ils participent aux conflits : ...
5. Les enfants qui n‟ont plus de parents : ...
6. Les enfants qui ont faim et qui n‟ont pas de maison: ...
7. Ils cherchent quelqu‟un qui peut leur donner à manger : ...
8. Les enfants dont personne ne s‟occupe : ...
9. Les enfants aident l‟armée : ...
10. Ils deviennent membres de l‟armée : ...
11. Ils reçoivent une arme : ...
12. Ils prennent part à leur premier combat : ...
13. Le combat commence : ...
14. Les petits engagements entre les personnes armées : ...
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15. Les guerres entre enfants sont particulièrement cruelles : ...
16. Ces guerres font couler beaucoup de sang : ...
17. Les enfants-soldats ne pensent pas du tout aux conséquences 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 surveillés par leur parents ? ...
3. Pour quelle raison ces enfants rerjoignent l‟armée ? ...
4. Pourquoi les enfants n‟ont pas peur d‟aller se battre ? ...
5. Pourquoi les conséquences des batailles entre les enfants sont-elles particulirrement
graves et les victimes sont très 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, l‟Angola et le Soudan où les enfants, aussi bien
que les adultes, _2_ la guerre qui _3_ depuis de nombreuses années. Les enfants deviennent
très tôt _4_ car leurs parents _5_ vite dans les combats. Abandonnés à eux-mêmes, les enfants
sont _6_ et cherchent quelqu‟un qui soit _7_ de les nourrir. Ils trouvent un asile dans l‟armée
qui devient leur famille adoptive. Là-bas, ils _8_ une arme et passent bientôt le baptême du
feu dans leur première bataille. Les escarmouches entre les enfants qui sont _9_ de tout
instinct de conservation sont particulièrement _10_ . Puisque les enfants _11_ dessus à un pas
de distance, il y a toujours beaucoup de victimes. Ceux qui sont blessés _12_ vite aux
infections et à l‟hémorragie.
Pouvons-nous espérer que ces _13_ effroyables entre les enfants s‟arrêteront un jour ? Toute
association humanitaire doit désormais répondre à la question de savoir si elle veut _14_ les
enfants-soldats ou les _15_ de l‟enfer pour leur faire connaître de nouveaux horizons.
a. orphelins
b. sanglants
c. gosses
d. durent
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e. susceptible
f. font
g. passent
h. périssent
i. sortir
j. participent
k. se procurent
l. dénués
m. affamés
n. abandonner
o. acharnées
p. se tirent
q. affrontement
1 2 3 4 5 6 7 8 9 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
General objectives / goals:
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
Materials and resources:
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 Endüstri Meslek Lisesi
SUBJECT: English
TEACHERS: Coşkun HÜNKAR
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 Endüstri Meslek Lisesi
SUBJECT: Philosophy
TEACHERS: Taner Tanrısever
CLASSES: IX
TIME: 40 minutes
TOPIC: Effects of the violence on People
GENERAL OBJECTIVES / GOALS:
• Negative effects of violence in one‟s 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 discussion‟s conclusions on the paperboard.
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SPAIN
SCHOOL: IES Villa de Alguazas, Spain
SUBJECT: English
TEACHERS: Pablo Tornel
CLASSES: 4º 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: 3º 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 García
CLASSES: 1º 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.
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 hobbies-
students 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.
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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 didn‟t 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
WORK SCHEME:
Introduction
Greeting, introduction to the workshops.
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 anti-
violence 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
WORK SCHEME:
Introduction
Greeting, introduction to the workshops
Main part
1. Creating coats-of-arms
All students are given one sheet of paper. They are asked to draw an outline of the coat-
of-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
WORK SCHEME:
Introduction
Greeting, introduction to the workshops
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
WORK SCHEME:
Introduction
Greeting, introduction to the workshops
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 colleague‟s
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
WORK SCHEME:
Introduction
Greeting, introduction to the workshops
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
WORK SCHEME:
Introduction
Greeting, introduction to the workshops
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
WORK SCHEME:
Introduction
Greeting, introduction to the workshops.
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 don‟t 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
WORK SCHEME:
Introduction
Greeting, introduction to the workshops.
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
WORK SCHEME:
Introduction
Greeting, introduction to the workshops.
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
WORK SCHEME:
Introduction
Greeting, introduction to the workshops
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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