good behaviour - a rainbow that colours our life

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. Good Behaviour A rainbow that colours our life Lifelong Learning Programme Comenius School Partnership 2008 2010 This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Publication with the activities undertaken to develop the Project Good Behaviour - a rainbow that colours our life (2008/2010) - Comenius Partnership

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Page 1: Good Behaviour - a rainbow that colours our life

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Good Behaviour A rainbow that colours our life

Lifelong Learning Programme ComeniusSchool Partnership 2008 ‐ 2010 

This project has been funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot  be  held  responsible  for  any  use  which  may  be  made  of  the information contained therein.

 

   

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Good Behaviour A rainbow that colours our life

 

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Good Behaviour – a rainbow that colours our life – 2008/2010 3

Index of the E-Book

General

information

about the

Project

Summary of the Project

Students and teachers involved

Coordinating school

Partner schools

General objectives of the Partnership

European added value

Objectives, subjects and problems

Dissemination and use of results

page 04

page 04

page 05 - 06

page 07

page 08

page 09 - 10

page 11

Introduction Introduction to the work

page 13

Chapter I

Questionnaires

Stories

Stickers

Proverbs

Multilingual Dictionary

Website and blogs

Addressing others

page 15

page 18

page 20

page 22

page 26

page 28

page 29

Chapter II

The impact of a sample of activities,

suggestions of how to use these activities

in the promotion of:

Good Behaviour

Good Manners

Interpersonal relations

Pages 32 - 34

Chapter III

Travelling character

Didactical Game

Songs

Comic strips

pages 36 - 48

page 49

page 51

page 52

Chapter IV

Activities specific to each

partner institution and impact

of the project inside each

school community

pages 58 -97

Conclusion

Conclusion Pages 99 -100

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Summary of the Project

We joined to work on a Project about behaviour, good manners and interpersonal relations. These times of rapid social change have altered behaviour and the quality of interpersonal relations. The school has a role in the identification and development of appropriate responses to this challenge with a view to supporting and encouraging young people towards responsible citizenship. The project involved children from 4 to 15 years old from a wide variety of partner institutions. Our goal was to make vertical and horizontal links, learn about each other, from each other and find or invent new approaches to help each child in developing emotional and social intelligence, a basic behaviour culture and awareness of its importance. Specific activities were organised to motivate and encourage children to active participation in and evaluation of all stages of the Project. By establishing a direct relation between what we call “A good behaviour” and the Heritage and the Traditional Culture of each one of the countries, we aimed to provide an interest, awareness and a sensibility in each of our students towards artistic, social and ethical values, a sense of responsibility and respect, to enhance tolerance in accordance with common European values.

Students and teachers involved

Name of participating organisation Country Total nr of pupils involved

Total nr of staff involved

Osnovna šola Idrija Slovenia 650 32 Vrtec Idrija Slovenia 147 16 Scoala “Simion Barnutiu” Romania 275 20 Yarnfield Primary School - Birmingham UK 300 10 Istituto Comprensivo “C. Carminati” Italy 400 20 Wallands CP School - Lewes UK 440 20 Ovens National School Ireland 320 16 Externato Santa Catarina Portugal 150 9 St Joseph Junior School Sliema Malta 125 8 Halil Gelendost Primary School Turkey 40 8 2407 159

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Good Behaviour – a rainbow that colours our life – 2008/2010 5

Coordinating School of the Project

Slovenija

Osnovna Šola Idrija Lapajnetova 50 - 5280 Idrija

http://www.osnovna-sola-idrija.si [email protected]

Partner Schools of the Project

Ireland

Ovens National School, Ovens, Co. Cork

http://www.ovensns.com [email protected]

Italia

Istituto Comprensivo “C. Carminati” Via Dante, 4 - Lonate Pozzolo (Varese)

http://www.ic-lonatepozzolo.it [email protected]

Malta

St Joseph Junior School Sliema Cathedral Street - Sliema

[email protected]

Portugal

Externato Santa Catarina Rua Padre José da Felicidade Alves nr 3 1465-688 Cruz Quebrada

http://www.santacatarina-ext.pt/ [email protected]

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Good Behaviour – a rainbow that colours our life – 2008/2010 6

Romania

Şcoala Simion Bărnutiu Dorobantilor Street – 72 400609 CLUJ – NAPOCA

http://barnutiu.scoli.edu.ro [email protected]

[email protected]

Slovenija

Vrtec Idrija Prelovčeva 11 - 5280 Idrija

http://www.vrtec-idrija.si [email protected]

United

Kingdom

Wallands CP School Gunreda Road - BN7 1PU Lewes

http://www.wallandsprimary.com [email protected]

Yarnfield Primary School Yarnfield Road - B11 3PJ Birmingham

http://www.yarnfld.bham.sch.uk [email protected]

.

Turkey

Naşide Halil Gelendst İlköğretim Okulu Hizirbey Mh. 32100 Isparta

www.nasidehalil.com.tr [email protected]

.

The proper education of the young does not consist in stuffing their heads with a mass of words, sentences, and ideas dragged together out of various authors, but in opening up their understanding to the outer world, so that a living stream may flow from their own minds, just as leaves, flowers, and fruit spring from the bud on a tree.

Jan Amos Comenius (1592-1670)

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Good Behaviour – a rainbow that colours our life – 2008/2010 7

.

“Part of the Lifelong Learning Programme, Comenius seeks to develop knowledge and understanding among young people and educational staff of the diversity of European cultures, languages and values. It helps young people acquire the basic life skills and competences necessary for their personal development, for future employment and for active citizenship.” in http://ec.europa.eu/education/lifelong-learning-programme/doc84_en.htm

(9th

April 2010)

In this project we decided to follow these objectives and goals:

General objectives of the Partnership

- To develop the European dimension at all levels, in order to emphasise the

spirit of the European citizenship, re-evaluating the cultural heritage of each participating country;

- To contribute to the improvement of linguistic competences and also knowledge of the languages of partner countries. This will broaden horizons and will contribute to the intercultural dimension of education;

- To encourage connections between the pupils from Europe and contributes to their intercultural education;

- To contribute to a larger and more intense cooperation between the partner institutions emphasising their intellectual and teaching potential;

- To encourage teacher and pupil mobility; - To give pupils and teachers from the participating countries an opportunity

to work together on topics of mutual interest; - To promote the Europeans values that will provide our pupils with a training

to become perfectly integrated European citizens; - To develop the necessary skills for creating projects in all fields of activities ; - To enhance skills in the use of ICT; - To enhance communication and personal skills; - To increase self-esteem and confidence; - To encourage professional development and educational innovation, - To realise all the activities planned, leaving each partner space for new

initiatives and creativity.

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Good Behaviour – a rainbow that colours our life – 2008/2010 8

European added value

.

This partnership is considered to be beneficial because it aims to enhance the quality of and reinforce the European dimension of school education, by encouraging transnational cooperation among schools and contributing to professional development of staff who are directly involved in school education, to promote intercultural awareness and dialogue, the ability to communicate and to promote an interest in learning modern languages with pupils and staff… Besides this we claim that by establishing a direct relation between what we call “A good behaviour” and the Heritage and the Traditional Culture of each one of the countries, we will provide an interest and an awareness in each one of our students towards artistic, social and ethical values, a sense of responsibility and respect, and will enhance tolerance in accordance with common European values. One of the aims of our project is to show and prove that understanding of European citizenship should start with valuing all of the different identity layers which define each of us and show children

We are convinced that cooperation between European schools is an effective way to support integration and intercultural dialogue.

the path from the local, regional, and national identity to the European citizenship.

We are also sure that by going behind the tourist facade to look at the very rich and unknown historical and cultural background of partner countries, a Comenius project will supply our students and teachers with a great opportunity to meet people from other countries, learn to value and respect both one's own and other peoples' values and cultures and help them fight against prejudices

.

The project will contribute to the sharing of resources (existing or newly created) by undertaking the collection of information about available teaching materials. It will also provide a blog /forum on the Project web site for discussion of behaviour / manners / interpersonal relations matters and offer the necessary channels for the easy and direct communication and exchange of views among teachers and pupils in Europe.

All the above mentioned is, of course, a great benefit for partner institutions to promote the quality of their work in the broadest sense.

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Good Behaviour – a rainbow that colours our life – 2008/2010 9

Objectives, subjects, problems

. To analyze the situation in the field of behaviour, manners and interpersonal relations and

not only inside schools;

To discover attitudes and opinions about the importance of politeness;

To make vertical ( age of pupils) and horizontal ( different countries) links and comparisons;

To exchange information about the work being carried out in this field in partner schools;

To reflect together upon the results of inquiries, problems and how to face them;

To compare School systems and integration of these topics in the curriculum;

To analyze the role of family, school and social surroundings;

To encourage students , teachers, parents and others to give more emphasize to behaviour, teaching and reinforcing good manners, interpersonal relations

To help teachers develop effective strategies for good behaviour management;

To share achievements and experience in developing social and emotional intelligence and social skills;

To promote creativity of teachers in finding and/or inventing new convenient teaching strategies that could help promote good behaviour and awareness of its importance;

To share teaching styles in the field of behaviour, good manners, interpersonal relations;

To improve teachers’ abilities and methodology by creating new teaching instruments;

To provide final products that can be shared and used by participants and others even after the Project is finished;

To promote developing of emotional and social intelligence with children;

To motivate each child to be actively involved;

To establish a direct relation between what we call “A good behaviour” and the Heritage and the Traditional Culture;

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Good Behaviour – a rainbow that colours our life – 2008/2010 10

To learn about different cultures;

To involve as many students, parents and teachers as possible;

To involve seniors ( retired teachers, grandparents and other volunteers );

To involve associated partners actively;

To develop creativity and abilities of pupils

and their culture awareness;

To promote mobility;

To make the pupils aware of the concepts of identity and diversity within the European community and of the importance of a tolerant, open-minded attitude;

To identify common features and difference, their transnational significance in establishing common values of the European spirituality and to make pupils aware of their belonging to the community at the local, regional and European level;

To promote active citizenship;

To promote language awareness of modern languages used in partner countries and early foreign language learning;

To put into practice abilities to communicate in foreign languages and use modern means of communication (email, internet, messengers, Skype) for children and teachers;

To put into practice the use mathematical tools;

To encourage and promote ICT ability and skills in teachers and children;

To develop pupils’ personal behaviour and social skills;

To evaluate partnership and work inside partner institutions;

To create “Comenius Corners” in all partner institutions;

To disseminate the results.

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Good Behaviour – a rainbow that colours our life – 2008/2010 11

Dissemination and use of results

The entire project will be presented to pupils, parents and school boards as well as to local communities and wider. All the materials and products will be shared among partners. First of all we will definitely use the results in participating organisations. It is hoped that they will be used by other institutions or individuals as a result of their dissemination in local communities, presentations to the professional public, publishing on the web site, etc. We will be glad to share our experience and present our project to wider Lifelong Learning (LL) community if possible. Inside partner institutions we will: Organise “Comenius corners” to inform the school community; Display good-behaviour signals at schools; Organise exhibitions, performances and presentations for students, teachers

and parents; Set up a resource and documentation centre using the experience and the

materials collected and designed during the project for a permanent activity; Publish information on the web site. In local communities we will:

Present the project to local authorities and sponsors; Organise exhibitions and events ( performances, etc); Present the project in the mass media, web site, CD and DVD; Present the work to associated partners; Create workshops for parents and/or public in general, as well as dealing with

some questions related to the project. In the wider community we will: Present the work to associated partners; Present the project in the mass media; Present the project to professional public at meetings and seminars.

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“Nature never deceives us; it is always we who deceive ourselves.”

Jean Jacques Rousseau

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Good Behaviour – a rainbow that colours our life – 2008/2010  13 

Introduction 

     The project, “Good Behaviour, a rainbow that colours our life” was first proposed by Mrs. Vasilija Kobal, a teacher who has had wide experience of working in Comenius projects. She had observed that children’s behaviour was no longer an integral part of their training and felt that a study of current practice would best be pursued by a dedicated  team  of  enthusiasts  such  as  those  who  participate  in  trans‐national collaborative projects.  

Thus  the  project was  initiated  and  in  this  the  final  product, we  hope  to  give  the reader an overview of the processes which formed the 2 year work of this project. Beginning  with  a  Preparatory  meeting  in  Birmingham,,  in  December  2008,  representatives  from the 10 project schools met and prepared a detailed proposal for  the project on  good behaviour. Considerable  time was  spent on  planning  the name for the project and emphasis at all times was placed on the positive aspects of behaviour.  When  the  proposals  for  the  study  were  approved,  partner  schools embarked on a journey, the fruits of which are now beginning to emerge.  

Recognition of the unique cultural heritage and context of each school was the first essential step in the project plan. It was acknowledged that the combined wealth of school experiences would enable a  rich, broad‐based  learning experience  to occur over the course of the project.  

Participants  agreed  on  the  importance  of  studying  behaviour  and  how  best  to promote good behaviour in students.  The inclusion of the whole school community in  all  aspects  of  the  work  was  regarded  as  essential.  So  parents,  students  and teachers in the ten schools were to be included in this ambitious study of behaviour in all its complexity.   

The opportunities presented by modern technology were considered to be crucial in ensuring that the aims of the project were realised. Communication, recording and presentation of ideas were all to be enabled through the use of the wide variety of media.  The  project  would  present  the  partner  schools  with  the  opportunity  to develop professionally as well as being the forum for many exciting and  innovative developments both within the school and in the wider community.  

It was hoped  that when  completed,  the project would provide  some  insights  into behaviour  in modern  society.   What  are  the  expectations  of  society  in  general? What sort of behaviour do we expect from children and how do we set about trying to achieve it? Do children value good behaviour? Does society value it and if so how does it set about attaining it?  

Through a variety of tasks, challenging and enjoyable, the past two years have seen the  development  of  a  wide  range  of  resources  and  studies,  which  will  be summarised  in  this  book.  We  hope  that  they  will  be  the  foundation  for  some worthwhile future insights into Good Behaviour in modern society.  

 

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Good Behaviour A rainbow that colours our life

Lifelong Learning Programme ComeniusSchool Partnership 2008 ‐ 2010

This  project  has  been  funded  with  support  from  the  European Commission.  This  publication  reflects  the  views  only  of  the  authors, and the Commission cannot be held  responsible  for any use which may be made of the information contained therein. 

 

   

Chapter 01 

Questionnaires Stories Stickers Proverbs 

Multilingual Dictionary Website and blogs Addressing others 

   page 15 page 18 page 20 page 22 page 26 page 28 page 29 

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Good Behaviour – a rainbow that colour our life – 2008/2010  15 

Chapter I ‐ Questionnaires 

If you want a wise answer, ask a reasonable question. 

Johann Wolfgang Von Goethe (1749‐1832) German poet, novelist and dramatist

     The first task undertaken by the Comenius project group was the collection of data about  the  views of  the whole  school  community on behaviour and manners as  it currently manifests  itself. A  very  comprehensive  questionnaire was  designed  and distributed  and  a wide  range  of  information was  elicited  and  gathered.  The  data which  has  been  garnered  is  in  no way  a  scientific  summary  and  is  qualitative  in nature  rather  than  strictly  quantitative.  Therefore  no  claims  will  be  made  with respect  to  the statistical value of  the survey. A consensus across  the partners was established in very many areas.  The questionnaires were given to parents, teachers , other school staff and children  Parent response   A total of 900 parents of children aged from 4 to 14 were surveyed.  Parents are the first  educators  of  children  and  they  have  the  most  important  role  in  the development of attitudes and patterns of behaviour.  The project group considered their response to be crucial to the progress of the project. Almost all agreed that children and people in general are less polite now than in the past  and  expressed  a  desire  to  see  good manners  and  politeness  re‐instated  as important aspects of social behaviour. Their  expectations  of  the  school  in  the  field  of  behaviour,  good  manners  and interpersonal  relations  included  the promotion and delivery of  the  following good behaviour: Respect, Politeness, Manners and Good relationships.  The  overwhelming majority  of  parents  stated  that  they  can  best  influence  their children’s behaviour by  

Providing good example. 

Giving love , respect and understanding 

Positive reinforcement 

Discussing behaviour and its consequences 

Teaching good manners at home 

Having high expectations around behaviour 

Parents place a high value on  respect, commitment and sensibility, good manners and  good  behaviour,  cooperation,  kindness,  good  communication,  respectful greeting,  courtesy,  careful  listening  and  eye  contact.  Parents  consider  that  good behaviour  is a very  important aspect of a  child’s development and welcomed  the study on behaviour as a positive step. The vast majority of parents expressed a keen interest  in  the project  and  said  that  they were willing  to help out with  any  tasks which would arise. 

  

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 Children in the project institutions  1,150  children  from  the  project  schools  were  asked  their  opinions  about  what constitutes  bad  behaviour.  Their  ideas were  similar  across  all  the  countries  each with their different backgrounds and cultures. There is a clear pattern of agreement which provides a good basis  for  the beginning of  such a project. Children  care as much as adults about behaviour and they consider it to be extremely important that people behave well.  Children‘s  opinions  about  behaviour  and  good manners were  summarised  in  the following manner.   They think it is polite:   

To have good manners 

To listen 

To help 

To look at people as you speak 

To respect others 

Children  are  upset when  people  are mean, when  they  display  bad manners  and when they lack respect. They dislike selfishness, ignorance and unpleasantness.  Their models  of  good  behaviour  are  1.  Parents,  2.  Teachers,  3.Relatives,  4.Older people, 5.Grandparents and TV stars. As children get older their role models become less easily  identifiable and behaviour  is  increasingly  influenced by peers and wider social influences.  Teachers and Educators  Finally the third group of people, teachers and educators were surveyed about their views on behaviour. A total of 185 people were surveyed.  The role of the school in their view is to teach children  

How to treat others with respect 

The effect bad behaviour has on others 

Knowledge  of  basic  behaviour  rules  –  politeness,  respect  for  people  and 

property, manners 

Know and share basic values 

Learning through example 

How to behave in different situations 

Etiquette 

Social skills 

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Good Behaviour – a rainbow that colour our life – 2008/2010  17 

Each country has  its own curriculum and has a different way of dealing with topics which  relate  to  behaviour.  There  are  specific  subjects  in  some  countries while  in others it is encouraged as part of a wider programme. Most people state that while lessons on behaviour are included in Social and Personal education and Civics there is room for more emphasis. There  is a need to deal with aspects of behaviour  in a specific and direct manner and much  is  left up to  individual teacher and classroom practice.  They  feel  that  more  can  be  done  and  that  constant  reinforcement  is required. Time can be a problem. A whole school approach  is vital.   There  is room for improvement in many aspects of behaviour.   Parents  and  teachers  can  help  by  modelling  good  behaviour,  establishing  clear limits, praising and rewarding, explaining rules and treating children with respect. Some activities which promote better behaviour were  identified.  Leading by good example,  discussion,  advice,  targeted  lessons,  role  play  and  conflict  resolution strategies were among those listed.  Teacher expectations of Parents Teachers  expect  parents  to  instil  and  encourage  good manners  and  support  the school’s policy and sanctions. Teachers think that good example should be set and that the positive effects of good behaviour should be emphasised. More attention should  be  paid  to  children’s  needs  and  problems  so  that  an  understanding  of behaviour can be attained.  Conflict resolution strategies should be taught, Children should be enabled to deal with disappointment and failure.  Most  institutions  reported  positive  co‐operation  with  parents.  Teachers  and educators are happy with the support and input from parents. They feel the positive outcome of  this  is  that parents know  that  their  children are  in  safe  caring hands. When there is a culture of shared values, the same things are considered important.  Some establishments have home school links. Home school link teachers visit homes and have  an understanding of  the  children  in  their  care. Other  schools  report  an open door policy.  Close co‐operation and involvement has positive outcomes for all.When difficulties or problems arise things are not always clear.  In some countries, parents only come to the school when there is a serious problem. In other countries, there  is ongoing contact on a  regular basis. Co‐operation  in  the event of problem behaviour isn’t easy to achieve.    Expectations  about  the  role  of  the  school may  be  different. When  this  happens, problems can arise.    If parents expect  teachers  to  teach children everything,  then their parental role may be diminished.    The questionnaire  findings provided a solid basis  for proceeding with the activities of the project. It was clear from the findings that all parties have a common interest in the promotion of good behaviour for successful living.  

 

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Chapter I – Stories 

     Stories Activity  

The partner  schools  chose one or more of  their own  traditional  stories  that were used  to help promote good behaviour and positive values. Stories are a powerful and effective  tool  that  children always embrace enthusiastically. Stories provide a common  base  for  shared  experience  which  transcends  cultural  and  language differences.  The  stories  chosen  provided  the  children  with  interest  in  and  an awareness of artistic, social and ethical values. In the partner schools many activities were explored to help develop positive behaviour. Areas included were:  

Drama 

Music 

Creative writing 

PowerPoint presentations 

Art  

Displays 

Video 

 List of stories  

Ireland  The Selfish Giant (Oscar Wilde)

Italy  Pinocchio (Traditional)

Malta  Gahan and the door

Portugal  Os Ovos Misteriosos (Luísa Ducla Soares )  O Caldo de Pedra – Stone Soup (Traditional) 

Romania  Mr Goe (T. L. Caragiale)

Slovenia (Osnavna Sola) 

Peter Klepec (Traditional) 

O Povodnem Mozu – About the River Man (Traditional) 

Mojca Pokrasculja (Traditional) 

Povodnjak in makov Škrat (Traditional) 

Slovenia (Vrtec) 

Pod Medvedovim Dežnikom‐ Under the Bear Umbrella  (Svetlana Makarovič)   

Turkey  Four traditional stories about family relationships and friendship 

Two close friends  

Lazy son 

mother‐in‐law / daughter  

war‐time story                                       

UK (Birmingham)  The Sorcerer’s Apprentice (Traditional)

UK (Lewes)  The Little Red Hen (Traditional) 

The Enormous Turnip 

 

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  Each  school  planned  activities  suitable  to  its  particular  situation.  Some  schools involved  specific  age  groups whilst  others  involved  the whole  school  community. Activities  chosen  depended  on  the  age  of  those  children  participating.  Many interesting  and  varied  products,  both  in  English  and  in  each  partner’s  home language were produced  from  the children’s exploration of behaviour displayed  in the stories.    The products included:  

 

Books 

DVD / film 

PowerPoint presentations 

Art (media including; posters,               drawings, illustrations, collage) 

Dramatic interpretations 

   

  All  partner  schools  exchanged  products  and  the  children  of  each  country experienced  traditional  stories  representative  of  diverse  cultures.  The  Comenius web site enabled each institution to access all stories.     

 

  

 

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Chapter I – Stickers 

    Stickers  

This  activity  was  devised  by  the Maltese  school  and  was  one  of  the  first  tasks undertaken by the partner schools.  

 The Learning intentions of this activity were;  

to learn how to explain good behaviour, as well as, to give concrete examples of it 

 

to learn how to convey a concept creatively:  What is good behaviour?  

to  use  Creative  Writing  (in  the  form  of  slogans)  and  Drawing/Art  as  a stimulus for discussion and Citizenship Education 

 

to  adopt  a  multi‐curricular  approach  to  the  Comenius  theme:    Creative Writing, Art, Citizenship Education 

 

to promote good work by holding a stickers’ competition and publishing the best work according to set criteria 

 

Activities for stickers  The following instructions were given to teachers and students;  

Read  and  dicuss  stories  from  the  different  countries  showing  good behaviour.    This may  take    place  during  a  Literacy/  Citizenship  Education lesson.  Draw common themes from these stories.  Elicit differences, too  

 

Discuss good behaviour across the curriculum by citing different examples; in so doing, elicit  the pupils’ own definitions, examples  and  situations where good behaviour is/should be/can be manifested. 

 

Brainstorm these definitions, situations and examples and set a date for the Creative Writing  activity.    The  pupils  are  to  write  their  slogans  on  good behaviour 

 

Set  a date  for  the Drawing/Art  activity.   Discuss with  the pupils  that  their drawing  is  to explain  their slogans on good behaviour.   Make sure  that  the pupils are aware of the ground rules of the activity since each entry is to be considered as part of the Stickers’ Competition 

 

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At the end of the activity, collect the drawings and discuss as closure; at the same time, facilitating Art/Drawing Interpretation 

 

Success Criteria;  

I know what good behaviour  means and I can give examples of it  

I can explain the concept of good behaviour in a creative way  

I can participate  in a discussion on good behaviour, as well as, present my ideas to an audience 

 

I can demonstrate good behaviour  

I can write slogans promoting a positive message  

I can participate in a competition and adhere to a set of criteria  

The  drawings  are  to  be  submitted  for  selection  according  to  the  relevant criteria (and closing date) set by the Comenius Teacher Team.  These criteria are to be made known to all the participants. 

 

Each country selected a representative sticker from their school.                  The  stickers  were  printed  on  a sheet  and  each  school  was presented  with  the  complete range  of  stickers.  These  were printed  by  each  school  as  they chose.   

 

 

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Chapter I – Proverbs 

     Proverbs are sayings which are popularly known and repeated. They express a truth based on common sense or practical experience. Proverbs are often borrowed from similar  languages  and  cultures.  There  are  many  proverbs,  dealing  with  various aspects  of  human  life  – many,  of  course,  are  about  good  or  bad  behaviour.  The reason we decided to use proverbs as a means of learning about good behaviour is because  they  are  simple,  easy  to  understand,  and  yet  they  can  be  applied  to  a number of different aspects of behaviour.  Proverbs most  commonly express what we  call  'traditional' values and provide us with an insight into the manners and values of past generations. Young people today don't use proverbs,  and  very often  are not  familiar with  even  the most  common ones.  There  are many  proverbs  available in  each  language.  Not  all  of  them are  directly  connected  with  what we would want  to  pass  on  to  our children  in  terms of behaviour, nor are  they  all  appropriate  for  the different age groups involved in the project.  Therefore,  the  first  thing we did at each school was to select three  proverbs  ‐  one  for  each  age group.  The proverbs selected were:  Ireland: 

1. Ni  neart go cur le chéile (There is no strength without unity.) 2. Is minic  a  bhris  beal  duine  a  shrón  (It's  often  a  person's mouth  broke  his 

nose. (Be careful about what you say) ) 3. Bionn an fhirinne searbh (The truth is bitter.) 

 England – Lewes: 

1. Don't make a mountain out of a mole hole. 2. No man is an island. 

 England – Birmingham: 

1. Too many cooks spoil the broth. 2. There's no 'I' in team. 3. Honesty is the best policy. 

   

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 Italy:  

Primary school:  1. La cortesia non costa niente (Courtesy costs nothing.) 2. L'unione fa la forza (Many hands make light work.) 

 Secondary school 

1. However  famous  and  important  you  may  be,  without  good  manners you're merely an ass. 

2. Good manners conquer all 3. Pride comes before a fall. 4. A stitch in time saves nine. 

 Portugal: 

1. A boda e a baptizado não vás sem ser  convidado!  (Don’t  go  to  a wedding  or  a  baptism  without being invited.) 

2. A  união  faz  a  força.  (The  union gives the strength.) 

3. O  saber  não  ocupa  lugar. (Knowledge doesn’t occupy any space.) 

4. Para ensinar é preciso aprender. (To teach it is necessary to learn.) 5. Junta‐te aos bons serás como eles, junta‐te aos maus serás pior do que eles. 

(Join  to  the good ones and you will be  like  them,  join  to  the bad ones and you will be worse than them.) 

6. No  aperto  e  no  perigo  se  conhece  o  amigo.  (In  the  pressure  and  in  the danger we will discover the friend.) 

7. Amigo  verdadeiro  vale mais  do  que  dinheiro.  (Truthful  friends  are worth more than money.) 

8. Amor com amor se paga. (We pay love with love.)  Romania: 

1. Bine facti, bine primesti. (Your good deeds will always be returned.) 2. Politetea e cheia de Aur. (Politeness is a golden key.) 

 Slovenia – Osnovna šola Idrija: 

1. Laž ima kratke noge. (A lie never gets you far.) 2. Kjer  vsi govorijo, nihče ne posluša.  (Where everybody  is  talking, nobody  is 

listening.) 3. Še pes ima rad pri jedi mir. (Even a dog likes to eat in peace.) 

 Turkey: 

1. Tatlı  dil  yılanı  deliğinden  çıkarır.  (  Sweet  speech  can  get  a  snake  from  its hole.) 

2. İyilik yap denize at balık bilmezse Halik bilir. (Behave well and throw it to the sea, if the fish don’t understand the value of it, God does.) 

3. Ne ekersen onu biçersin. (What you will find depends on what you do.)  

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 4. Bana bir harf öğretenin kırk yıl kölesi olurum. (I will be the slave of one who 

teaches me even a  letter.  (Saying of Islam Prophet Hz.Muhammed)) 

5. Söz  ola  kese  savaşı,  söz  ola  kestire başı. (There  is speech that finishes a war,  there  is  speech  that  is  the reason for a war.) 

6. İyi  dost  kötü  günde  belli  olur.  (You can see if your friends are true or not on a bad day.)  

Malta: 1. A  liar  is  not  believed when  he  tells 

the truth.  2. Those  who  live  on  lies  choke  on 

truth. 3. Though  a  lie  be  swift,  the  truth 

overtakes it.  Vrtec Idrija:  

1. KADAR VSI GOVORIJO, NIHČE NE POSLUŠA  (Where everyone  is  talking, no one is listening.) 

2.  KJER OSEL SEDI, DLAKO PUSTI. (A fool never leaves without leaving a mark.)  

        3. LEPA BESEDA, LEPO MESTO NAJDE (A kind word finds a kind place.)  

Using proverbs in the classroom: After  selecting  the proverbs and  sayings we’ve discussed  their meanings with  the children. The process of selection itself was a valuable opportunity for talking about their meaning and importance in our everyday lives. The children learnt a lot about the origin of certain proverbs and their use in the past.   The next step was to try and work on the proverbs in a number of different possible ways. The proverbs could be discussed, referenced to different stories, films, plays, real‐life experiences, etc.   The students engaged  in a number of activities – acting out the proverbs, miming them, writing songs (hip hop/rap songs seemed to be very popular) and poetry. The students also drew pictures, comics of proverbs. The older students  have  done  some  creative  writing  about  the  topic.  The  proverbs  were therefore  used  as  a  basis  for  a  number  of  activities,  all  connected  with  good behaviour.  For  the  final product – a CD with a collection of  the materials prepared by all  the partners, each partner school’s task was to choose three proverbs and present them in such a way that their meaning would be clear to the others.    

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  We have received a selection of videos, stories, and other material that have been put together on a CD. This can now be used as a database of  ideas, examples and materials on how one can work with traditional proverbs.  Proverbs are a valuable source of information about the traditional values present in a culture and by comparing the proverbs which were selected at  individual schools we  can  see  the  specific  characteristics  of  individual  cultures,  as  well  as  the similarities. Many values are universal and certain proverbs are very similar, despite the differences in region, language, habits and religion.   This  activity  has  been  a  valuable  source  of  knowledge  about  individual  country’s tradition,  and  a  great  experience  for  the  students. We  can  now  use  the  finished collected and sorted material in class as a resource with information on morals and values across Europe. We can also research the differences and similarities among us, thus again greatly contributing to  intercultural exchange, raised awareness and improved communication.    

              

 Fun with Proverbs 

 

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Chapter I – Multilingual Dictionary of Good Behaviour 

“The way we communicate with others and with ourselves ultimately determines the quality of our lives”                                                                     

                                                                                          Antony Robbins (American advisor to leaders) 

    Multilingual Dictionary of Good Behaviour One  final  product  of  the  first  year  of  our  Comenius  project  is  the Multilingual Dictionary of Good Behaviour. The  goal  of  the  dictionary  is  to  encourage  communication  among  children  of different nationalities, to promote intercultural education while keeping in mind the theme of the project: good behaviour and communication in different situations.  This  dictionary  is meant  to  be  used  by  children  of  different  ages  and,  because children like stories, it was devised as one.  We think that, through stories, manners can be improved. The dictionary begins with the story “The Magic Word” by V. Oseeva. The first part of  the  story  stirs  children’s  curiosity  by  encouraging  them  to  find  out  the magic word. But before revealing it, the story stops and makes room for the dictionary that contains words and phrases of good behaviour  in different situations. The  last part of the story  follows, as a conclusion. We  find out that the magic word  is “please”, one of the words to be found in the dictionary, and, by using these words, and the rules of communication; we can improve our relationship with others.  This  dictionary  has  contributions  from  all  the  project  partners  (teachers  and children). Its design was conceived and worked out by the Romanian Team. The task of each project partner was to represent communicative situations by using a photo and to present audio files of all the words/phrases in the dictionary in their own language. Each partner school recorded words and phrases pertaining to specific situations.  Ireland ‐ Ovens National School, Ovens, Co. Cork ‐ Asking permission Italy ‐  Istituto Comprensivo, Lonate Pozzolo ‐ Starting a conversation Malta ‐   St Joseph Junior School Sliema ‐ Thanks Portugal ‐   Externato Santa Catarina, Cruz Quebrada ‐ Greetings – meeting Slovenia ‐  Osnovna šola, Idrija ‐ Meeting people (2) ‐ Questions an response Slovenia ‐ Vrtec Idrija ‐ Greetings ‐ on parting Turkey ‐ Naside Halil Gelendost Primary School, Isparta ‐ At the table UK ‐ Yarnfield Primary School, Birmingham ‐ Apologies, expressions of regret UK ‐ Wallands CP School Lewes ‐ Sussex ‐ Wishes (1) Romania  ‐ Şcoala   “Simion Bărnuțiu”, Cluj Napoca  ‐ Meeting people  (1), Seasons Wishes  

In order to be easily used the dictionary was created in Power Point and written on CD, as well as in the form of a booklet.  Each slide of the dictionary refers to a communicative situation; it contains:  

phases/words used in the particular situation written in English; 

a  photo for the situation; 

the language of the partner countries;   

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 To hear the audio files of the words on the slide, you have to click on the language you are interested in.   

Photos were  taken at each  school  for  the multi‐lingual dictionary.   Each  school  is represented in the following picture collage.  

                     

       Creating  this dictionary gave partners  the opportunity  to  reflect more on ways of behaving in order to try to improve it. Working  at  it  the  students  “learned  by  doing”,  the  rules  of  communication,  the benefits of working  in groups,  realising  thus,  the  importance of good behaviour  in society. We are  sure  that  students will enjoy  learning about good behaviour by using  this dictionary.   

 

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http://behaviourproject.110mb.com/

Chapter I – Web site and blogs 

"For the things we have to learn before we can do them, we learn by doing them." 

                                                                                                                                                 Aristotle    

   

          The Web site 

Creating  a  design  for  the  web  site  of  the project had  a  central  aim:    the effective  and efficient  navigation  of  information  on  pages by everyone who  surfs  the  site,  in order  that all  the  important  information  could  be available.  

We  tried  to  avoid  placing  too  much information  on  any  single  page  for  ease  of navigation and basic information access.  

 

The Blogs The  experience  through  blogs,  in  this  project,  started  with  a  need:  to  spread information between partner schools and school communities.   

The  key  ideas  of  this  activity were;  to  share  knowledge  and  activities,  to  create critical  conversation and  connections  in  the  learning experience,  to  transform  live experiences  into  public  information,  to  invite  users  to  participate  in  a  larger community,  to create an  instrument  in  the  information  technology world,  to  learn how  to  participate  in  and  not  just  to  learn  about,    to  perform  critical  thinking, creative narrative, formal and informal discourse, research and contribution, linking, writing for others, taking creative risks and collaborating.  

By publishing and sharing content regularly through blogging, readers keep in touch with current ideas, news, and information. Blogging helps them to communicate and interact with members  of  the  community who  they may  traditionally have  had  a tougher time reaching. This    includes parents and anyone  in the community who  is concerned  about  education.  Above  all  it  is  a  question  of  engagement  with  the content and with  the authors of what we  read—reflecting, criticising, questioning, and reacting. 

“Blogging is using a new medium for what it is good for ‐ connecting and interacting.” G e o r g e   S i e m e n

 

Italy Instituto  Compr. Carlo Carminati 

Ireland  Ovens School 

 

England Wallands CP 

School 

SloveniaVrtec ‐ Idrija 

 

Portugal Externato  

Santa Catarina 

 

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Chapter I – How we address others 

“Proper names are poetry in the raw. Like all poetry they are untranslatable”

W. H. Auden (1907‐1973) English‐born poet and man of letters

     How do we address others?  The “Good Behaviour” project partners decided to examine how we address others and to make cross‐cultural comparisons. A survey of partner schools was conducted. Each school was sent a questionnaire by the Irish school which contained a list of the people  who  are  encountered  in  daily  life.  Family  members,  relatives,  friends, neighbours, professionals, religious, teachers sports coaches, referees were included in this list.  The aim of the questionnaire was to see whether a common title existed for certain people and if so, to identify such people.   Some  interesting  trends  emerged  from  the  survey  of  partner  schools.  Many questions were raised and discussion topics were  identified which might be useful for school policy makers.   Family members, mothers,  fathers, grandparents all had  individual  special  titles  in the language of each country.  Some  people  such  as  doctors,  policemen,  priests  are  addressed  in  an  identical manner in all the countries… i.e. there is a single title for them, and it is used across the board.  There are noticeable differences across the countries in relation to the teachers and school principals. A wide variety of forms of address occur.  Different constructions exist for the titles such as title + first name, title on its own, headmaster or principal, Mr. Principal etc. Also, Principals/Teachers are the only people  in authority on the  list that are given nicknames  (derogatory  or  otherwise)  possibly  due  to  the  level  of  interaction  combined with uncertainty over the level of respect deemed necessary or required. Questions  raised. 

Is giving a title a show of respect?   

Does  the existence of a particular  title  indicate clear  respect and are  there 

areas of uncertainty in modern society?   

Are  authority  figures  clearly  identifiable  by  specific  titles  and  if  not,  is  it 

something that should be discussed and clarified. 

 Schools may wish  to  clarify what  is  considered  respectful  in  their  particular context. Modern society doesn’t provide explicit expectations and  it  is difficult for children to know what precisely is required. 

  

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  Nicknames and their use   Many people are known to others by a name which is not their proper name and so a nickname is commonly used. A nickname is a descriptive name given in place of or in addition to the official name of a person, place or thing.  Anecdotal  evidence  suggests  that  children  like  this  if  it  is  a  term  of  endearment although it may not exist outside of the home. If it is a teasing or mocking term then it  can  be  used  in  an  offensive  or  derogatory manner. Nicknames  are  common  in online  situations  and  indeed  are  recommended  for  use  in  order  to  preserve individual identity online chat rooms and networking.  There are many different aspects to the use of nicknames which affect the feelings and outcome of their impact.   Pupils' nicknames for teachers or for other children who may be victims of bullying are usually clandestine and serve a reference function rather than acting as terms of address.   Many nicknames express contempt or dislike, or attempt to get back or get even, or to  put  one  over  on  an  individual.  The  majority  of  names  draw  upon  physical characteristics  of  the  target  person.  Although  nicknames  may  be  derogatory  in intent, wit and aptness seem  to have a moderating effect on  the offensiveness of nicknames.  

Does a nickname change a relationship? 

 Who selects the nickname?  

Does it make a difference?  

Does it make a difference to the person being addressed?  

What about the expectations of the person addressing? 

 Is this all that is required?  

                                                                                                                                                                                How is behaviour affected?  In  conclusion,  the  use  of  nicknames  and  the  question  of  how we  address  others raise  issues  for school communities.  It may be useful  to consider whether  there  is any  connection  between  how  we  address  others  and  the  show  of  respect  for individuals in the community. Do children like to control how they are addressed or named? Anecdotal evidence suggests that they do and they feel more comfortable when they are shown respect.  Addressing others in a manner which pleases them is an essential part of respectful behaviour. This may be included in the school’s code of conduct.  

 

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Good Behaviour A rainbow that colours our life

Lifelong Learning Programme Comenius School Partnership 2008 - 2010

This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Chapter 02

Activities undertaken to develop emotional and social intelligence in the promotion of:

Good Behaviour

Good Manners Interpersonal relations

Pages 32 - 34

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Chapter II 

"Emotional Intelligence is a master aptitude, a capacity that profoundly affects all other abilities, either facilitating or interfering with them." 

Daniel Goleman, Emotional Intelligence

     

    In  this  chapter,  each  of  the  partners  reported  on    what  they  did  to  develop emotional and social intelligence by activities in the field of  

Good behaviour 

Good manners 

Interpersonal relations  A  complete  list  of  all  activities  and  an  overview  of  the  age‐groups  involved  is provided in the Appendix. Different activities were undertaken to meet children’s needs and motivate them to be  actively  involved.  Some  common  activities  were  agreed  upon,  and  this  left partners  the  freedom  to  choose  other  ones  according  to  their  needs  and preferences.   A wide variety of  resources  from  the cultural heritage of  the country were used  ‐ traditional stories, proverbs, sayings, songs, poetry, music and art. Since it is too early to talk about the   

a) Common project activities  Year 1: Questionnaire, Stories and related activities, proverbs, Stickers, Multilingual Dictionary of polite expressions, Addressing others.  Year 2: Character exchange, Comic strips/cartoons, Didactical game, Songs. These are detailed in subsequent sections of this book.  

 b) Activities of own choice organised inside partner institutions 

 1. Good behaviour in the broad sense   

Some of  the  following  topics were  chosen by all partners  to explore behaviour  in their  schools  and  community.  Topics were  chosen with  regard  to  the  age  of  the children participating, and relevance to the school community. 

Codes of conduct in society 

School rules 

Anti‐bullying 

Human rights 

Citizenship 

Sourcing educational resources   

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 Ecology 

Some partner schools chose to work in the ecological areas of 

Recycling 

Water conservation 

School garden 

Eco codes  A wide range of school specific tasks were completed. Ireland chose to work on reducing the incidence of bad language in the whole school community.    “The  apprentice  Citizen” was  an  activity  in  the  Italian  school while Malta chose the area of Human Rights. Portugal had a “Water Day” and   Romania had a whole school collection of used batteries.  Slovenia Primary school focused on behaviour at school meals while  in the Slovenian Kindergarten the re‐use of waste materials in Art was enjoyed by 3‐6 year olds. UK Birmingham worked on a Big Book of behaviour strategies and UK Lewes achieved a “Rights Respecting School Award” in conjunction with Unicef in the UK. 

 

2. Good Manners  Topics in this area included: 

Table manners 

Classroom manners 

Manners at outings and cultural events 

Manners in society 

Church events 

Good listening 

Hygiene  

All  participating  schools  chose  some  of  these  topics  to  work  and  improve  the children’s behaviour  in the area of good manners. Turkey chose to make an award to the” cleanest class”, UK Birmingham made “Behaviour Flowers” promoting good manners, while UK Lewes used a “manners monitor” to select the politest class of the week. Discussion and  role play about  table manners was prepared by parents and grandparents in Slovenia Kindergarten, while in Slovenia Primary school, an ABC of good behaviour was devised. Romania had “10 minutes of politeness”, Portugal engaged in an art activity entitled “A question of values” and Malta had a rules and reward system for good behaviour.  Ireland engaged  in  lessons about Manners and Italy worked on street rules with support from local police officers.  

              3. Interpersonal Relations       Areas explored were:  

Social exclusion/inclusion 

Equality – e.g. Fair Trade 

Nicknames 

Acts of Kindness 

Charity fundraising  

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 All schools again chose to work in one or more of these areas to make children more aware  of  the wider world  and  its  citizens  and  problems.    Lessons  about  bullying were taught  in Ireland. Italy  linked to Project 2010: the year for combating poverty and social exclusion. Malta had a “Smiley Walk” while  in Portugal children donated toys  for Christmas  in Solidarity.   Romania organised an activity  in partnership with “World  Vision”  and  “Save  the  Children”,  while  the  Slovenian  Primary  school conducted  workshops  on  tolerance,  equality  and  discrimination.  Slovenia Kindergarten  had  guided  conversations  about  mothers  and  built  individual skyscrapers from kind acts. In Turkey, questionnaires were distributed to parents in order  to  understand  their  expectations while  UK  Birmingham  held  some  charity events. Fair Trade was the focus of much work in UK Lewes.   

Methodology and Implementation  Many  and  varied  methods  were  used  to  explore  all  the  above  areas  of  good behaviour in the participating schools: 

Story 

Poetry 

Art 

Music 

Drama 

Recitals 

Workshops 

Discussion 

Circle time 

Projects 

Role play 

Power points 

Reward strategies 

Cartoons 

Competitions 

Gardening 

Communications   In all schools parents, teachers, children and the wider community were involved in various stages of the work. Children from ages 3 – 15 participated in age appropriateprojects.   School size also varied across the participating countries  from 150 – 905 enrolment. Groups  taking  part  in  each  activity  also  varied,  from  small  groups  to whole school involved.   

   

 

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Good Behaviour A rainbow that colours our life

Lifelong Learning Programme ComeniusSchool Partnership 2008 ‐ 2010

This  project  has  been  funded  with  support  from  the  European Commission.  This  publication  reflects  the  views  only  of  the  authors, and the Commission cannot be held  responsible  for any use which may be made of the information contained therein. 

 

   

Chapter 03 

Travelling character Didactical Game 

Songs Comic strips 

   page 36  page 49 page 51 page 52  

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Chapter III ‐ Characters 

Ireland – Polite Paddy and Minnie Manners 

    Our characters, Polite Paddy and Minnie Manners  

Polite Paddy and Minnie Manners were chosen by the children of Sixth Class in Ovens N.S. This class also chose  their very apt names. They were  then introduced  to  the  whole  school.  The  children were told they would be visiting schools  in other countries  learning  about  aspects  of  good behaviour, culture and school life. All classes from Junior Infants through to Third Class helped to get them ready for their travels. They gathered suitable clothes for Paddy for all possible occasions. They were very excited when all was  ready and eagerly waited  to hear what they would learn on their travels.  

Their travels  December ‐ They left for Vrtec, Idrija, Slovenia. 

They spent Christmas with a child from the Kindergarten.  

They  learned about the City of Friendly Children – acts of kindness building towers. 

They learned about proper eating habits at lunch time. 

They learned polite expressions in the Slovene language. 

They learned the Golden Behaviour Rules in the school 

February – They went to Externato Santa Catarina, Lisbon, Portugal.  They spent time in the homes of some of the children. 

They experienced and learned good behaviour in the classroom. 

They ate lunch with the children and learned good table manners. 

They experienced the work involved in a green school.  

Visiting Characters to our school                                                      Star  came  to  Ovens  from  Yarnfield  Primary School,  Birmingham,  England  in  January  and stayed until mid  February. While  visiting  Star learned good behaviour in the following areas  

Recycling and Litter 

Listening Skills 

Turn Taking and Sharing 

Respect  Star worked with  different  classes  and  took  part  in  games,  circle  time  and many other activities with the children to explore the themes. Star also visited places of  interest  in our area with the children after school and at 

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weekends.   

Tinka  Lacemaker  came  from  Vrtec,  Idrija,  Slovenia  in  February  until  April.  She experienced good behaviour with the children  of  Ovens  in  the  area  of Classroom  and  School  Behaviour. These themes were explored through the following headings 

Listening to Instructions 

Taking turns to speak in class 

Respect for others –   children and adults 

Keeping  our  area  tidy  – classroom and outside  

Tinka visited the classes and took part  in games, role play and discussions to  learn the good behaviour codes of Ovens School. 

  

The Impact of Travelling Characters  

The work with the travelling characters was a very positive experience in our school. The children (and staff) took a great  interest  in the visits and the work planned for them.  

The  children  loved  bringing  the  characters  to  all  school  activities  and teaching  

         them about our school and community.  

 They learned about the countries where the characters came from and their          schools. 

They  took  the  job  of  teaching  good  behaviour  to  the  characters  very seriously and learned a lot from this. 

They took great pride in showing the characters how well they could behave and  were  assured  this  information  would  travel  home  to  the  various countries and schools. 

They  looked  forward  to  video  conferencing  with  the  partner  schools especially those hosting our characters. 

The children  loved to follow the trail of our own characters on their travels and the themes they were exploring.  

All children are looking forward to the return of our own school characters             and sharing of all they have learned.  

 

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Chapter III 

Italy – Pierino Pozzolo 

     Our character, Pierino Pozzolo   Our characer  is Pierino Pozzolo. He was made  to  look like a “Pigotta”, the rag doll created by UNICEF.  The name Pierino was chosen because in Italy there are a lot of jokes about a boy  who’s a little bit naughty but fun, while  the surname, Pozzolo,  is  the second part of our little hometown name.    

His travels  19/10/2009: he arrived  in Slovenia, travelling by coach; there, he was given to Mrs 

Tyler who brought him to Wallands School, in England.   15/02/2010: he arrived  in Portugal by plane, and from there he flew to Malta with 

Mrs Ungaro and Mrs Grech Mallia.  

Visiting characters 

 

From October to February we hosted the Maltese character, Pippa Tikka.  She stayed at Dante Primary School and at Brusatory Primary School, where, with the children, she  learned the  following topics: table manners, behaviour on school trips, road safety and etiquette (walking and cycling), respecting rules at school and respecting rules during games.  Walter Wallands, instead, stayed with us from February to April. He was welcomed by  the children of Volta Primary School with whom he  talked about  the  following topics:  table manners,  communication with  schoolmates  and  adults,  looking  after the environment, respecting rules at school and respecting rules during games.  The  impact on children  (and not only on  them...) of  the work with  the characters was definitely positive;    in  fact  the  children  really  loved  to  learn  and  to work on behaviour  rules with Pippa Tikka and   Walter Wallands. The  two  characters often went to the children’s homes and to other places where our young students usually go, such as the Sunday School and basketball matches.    

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  Here are some pictures.  

 . 

 

The three friends together 

Walter Wallands with our Head Teacher 

Walter Wallands with our Mayor 

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Chapter III 

Portugal – Açorana 

     

Our character – Açorana  

 Açorana  was  the  name  chosen  for  the Portuguese character, a sperm whale from Azores one of the regions of our country.  

After an initial choice, a child that belongs to the Comenius Team of our school (the group in charge of the implementation of the Project) gave the idea to choose as a character  an  animal  in  extinction  in  order  that  we  could  work  on  behaviours preventing that new reality. Then, children in their groups/classes gave some names to the character and vote for the name Azorana.    

Origin of the name  

In Azores the sperm whales enjoy  incomparable conditions. They are free from the threat of whalers, and are  surrounded by  clear water and abundant  food all year round,  a  true  sanctuary.  All  these  conditions  have  created  a  unique  relationship between the sperm whale and the Azoreans.   

Therefore,  the  name  “Açorana”  comes  from  the  name  of  Azores  [Açores],  the Portuguese archipelago in the Atlantic Ocean, about 1,500 km (930 mi) from Lisbon.   

Her travel 20/02/2010: Azorana went to Birmingham, with the teachers that participated in the 

Study Meeting in Portugal.  April 2010: Azorana will change to another partner.  

Hosting Paddy and Mini Manners  

The  Irish  characters  –  Paddy  and  Mini Manners  –  were  hosted  in  our  school  with great  enthusiasm  and  happiness  and  they spent  some  days  in  each  group  of  the Kindergarten  and  in  each  class  of  the  lower Primary.   

Besides  the  attendance  of  school  activities and  study  visits,  they  spent  all weekends  in some  homes  of  students.  They  learned  a  lot about  the  Portuguese  school  and  families,  Behaviour  attitudes,  social  events (Exhibitions, a match of football…), sightseeing in nature and some special places in Portugal, traditions and, above all, attitudes of citizenship on the preservation of the environment.  

 

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Chapter III ‐ Characters 

Romania – Păcală 

     

Our character, Păcală  The pupils from „Simion Barnutiu” School have chosen PĂCALĂ  to be  their character because they enjoy reading adventures that feature this character,  which  are  great  fun  and  many children would love to be like him. Păcală has a lot  of  qualities:  he  is  optimistic,  brave  and hard‐working,  he  has  self‐control, dignity  and spirit of  justice, and his wits and humour help him  cope  with  any  difficulties  and  win  any confrontation. His main  occupation  is  to  help people see their flaws and get rid of them.  

Through  jokes  and  tricks  he  makes  fun  of vanity,  laziness,  stupidity,  greediness, thriftiness, vices, wrong education and any bad behaviour.  Thus,  he  makes  people  see  their flaws and  correct  them. Children who  read about his experiences and adventures get to learn a lot of things.  

Origin of the name 

His  name  is  derived  from  the  verb  “a  păcăli”  (“to  fool  somebody”),  so  his  name means  “somebody who  plays  tricks  on  you”. He  is  just  a  part  of  pure  Romanian humour.  He  represents  the  ordinary man,  the  average  Romanian  and  he was  a source of inspiration for many authors who wrote rhymes and stories that are read with great pleasure by children. Moreover, his words were a source of  inspiration for a lot of sayings and proverbs. He has acted in many plays written for children and in puppet theatre. Movies  in which he  is the main character have been made over the years. 

His travel 

20.02.2010 – Păcală went to Idrija, Slovenia with teachers that were participating in the Study Meeting in Portugal. 

April 2010 – Păcală will go to another partner. 

 

Hosting Kekec from Slovenia 

The Slovenian character stayed in our school from February to April. He was hosted by our students from primary school and they learned together about the following topics: Greetings, respecting rules at school, how to become a good listener, about Slovenia, Idrija, the Slovenian schools and families. 

 

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The students enjoyed the character and the activities that they did together. These kinds  of  activities  increase  students’  motivation  and  we  considered  that  it  is  a positive  learning  experience  for  all.  Students  tried  to  integrate  Kekec  in  all  their other  activities  like:  other  lessons,  trips,  sightseeing,  sports,  celebrating  the students’ birthdays, taking photos. They enjoyed painting and drawing Kekec, very much. 

Just like our character, Păcală, Kekec will go to another partner in May. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Chapter III - Characters

Slovenia – Primary school OŠ – Kekec

Our character, Kekec Our character comes from the Slovenian fairy tales. His name is very well-known in Slovenia by people of all ages. Based on him, a lot of children's films have been made, songs recorded, and a number of institutions (kindergartens, schools…) have been named after him. He plays a part in many puppet and youth drama plays, even a magazine is named after him, as well as a climbing route, a ski-lift in Kranjska Gora, and a delicious pate is named 'Kekec’. And of course, books about Kekec are read by children as part of their reading badge at school, as well as many other people of all ages. His travels January 2010 – he arrived in England (Yarnfield Primary school, Birmingham), travelling by plane.

February 2010 – he arrived in Romania (Scoala “Simion Barnuţiu”), travelling by plane.

May 2010 – he arrived in Turkey, travelling by plane.

Visiting characters From January to February we hosted the Maltese teddy (Pippa Tikka) and the English teddy bear (Sammy). They learnt about suitable behaviour at different events, celebrations, appropriate behaviour during meal times in the school dining hall, at meals, good behaviour on the bus, in class, at days of activities, in the mountains (outdoors)...

From February to April we hosted the Romanian character (Pacala), whom we’ve been teaching primarily about behaviour at cultural events – which was also the leading topic chosen by our school.

From April to May we’ve had another guest character - the English teddy bear (Star) whom the students have been teaching about good behaviour in various situations. Into this activity the students from 1. – 5. grade (6-10 years) have been included.

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The different characters have had a really positive effect on learning about good behaviour in all the participating classes. Apart from good manners, the students have at the same time got to know the interesting facts about the countries that the characters were from. Students (especially the younger ones) have really taken the characters as their own and have thus internalised the rules of behaviour in the different selected areas. The characters did not stay only inside the school – the students have taken them with them to days of activities, their birthday parties that they’ve celebrated at home, to see certain cultural events, etc. The characters have really made an impact on the students, since they have often proposed the activities to be done with the characters on their own (i.e. celebrating the birthday party (Sammy), dedicating a poem to a character, making clothes and other accessories for the characters, etc.)

All in all, the characters have become an integral part of the classes, students have had a hard time saying goodbye to them and they have hardly been able to wait for the next one to arrive. They have made learning the rules of good behaviour a lot more interesting and effective.

Some of the activities with the characters have also been captured by the cameras.

Saying goodbye to our character Kekec was really moving.

The Maltese teddy bear used to a lot of heat has tried sledging. We have taught her about the rules for safe sledging on the slope.

Pacala has been learning the traditional Idrija craft – lace-making. We’ve also taught him about our cultural traditions.

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Chapter III - Characters

Slovenia – Kindergarten - Tinka Lacemaker

Characters exchange and related activities helped us bring children to a challenging topic we've been focusing on - empathy. We believe that an active learning method is very appropriate to achieve our goals of this activity, which are: promoting, recognizing and developing a sense of empathy, understanding and learning behaviour rules in the group and habits, learning about our home town and country, learning about partner schools, towns and countries. Children tried to understand the feelings and needs of someone who is far away from home. Learning the rules of good behaviour without an understanding of interpersonal relations can lead to misunderstanding of the importance of politeness. Empathy is one of the characteristics most difficult to develop, therefore the support and help of adults is very important.

Our character, Tinka Lacemaker, is a doll made by one of the grandmothers. In accordance with our local tradition, Tinka goes to lace making school, wears a dress decorated with lace and brings small pieces of lace as gifts to her hosts.

Tinka travelled in this box.

Before starting her travels around Europe, she visited all groups in our kindergarten. Children wished her a good journey and hoped she wouldn't feel lonely. They gave her some drawings to remind her of her friends while being abroad. She was also given a presentation made from some photos and comments to help her present our Kindergarten and hometown Idrija to the children in Great Britain, Ireland, Malta and Portugal. Visiting partner schools, she experienced good behaviour with the children and learned a lot about it.

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Characters, visiting our Kindergarten were teddy bears: Polite Paddy from Ireland, Star from Great Britain, Pippa Tikka from Malta and Azorana, a whale from Portugal.

Children were happy to have shared everything with their guests that took an important role in their everyday life. Polite Paddy even spent Christmas in a family and witnessed all the customs and traditions. Visiting characters were presented golden behaviour rules in the groups and joined the children in discussing and illustrating them. They took part in all activities. The children enjoyed to have a look in » The Big Atlas for Small Children« and see where the characters come from. They found out that they all came from very distant places and found themselves in a completely new environment, among people they didn't know before. Children succeeded in identifying themselves with the characters and their feelings. During the hosting of characters, we have organized video conferences with the schools where the characters came from. Children could see each other, greet, introduce themselves, sing songs and listen to their siblings. They really enjoyed seeing where the character from their school was. Videoconferencing was an activity that satisfied as the children as well asthe teachers and made them feel the cooperation really functioning.

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Chapter III ‐ Characters 

Lewes UK – Walter Wallands joins Comenius 

     

We  introduced Walter Wallands  to the  school  through  a  teddy  bears picnic. All of our children brought a cuddly  toy  to  school  and we  had  a whole school party to welcome him to  our  school  and  show  him  good manners.  He  brought  the  project alive for the children and provided a needed  link between  them and  the partner  schools.    We  told  the children  he  would  be  visiting  different  countries  in  the  Comenius  project  and learning  about  their  schools  and  countries  and  also  learning  different  aspects  of good behaviour. He would come back and share with us what he had  learnt. They helped pack his case and were eager  to know what he would  learn  in our partner schools. He initially went to Malta and then to Italy and the children were anxious to keep  contact  and  follow  his  progress  through  video  conference. Whenever  they spotted him in a partner school on the screen, there was great excitement.  

Welcoming our “Visitors” 

They were  very  receptive  to  the  idea  of welcoming  characters  from  our  partner schools. We spent some of the time with the younger classes making books about our school day and  living  in our  local area. For them this was a fun way of  learning about the routines that they themselves needed to know. 

 

Family Groups 

At  our  school  the  children work once a week in “family groups”. The family consists of  10 mixed  age  classes  of children  from  6  to  11.  The meet  once  a  week  in  the same  group  for  the  whole time  they  are  at Wallands. This  means  that  these children  get  to  know 

children of different ages and helps with playground problems and  improves social skills.  We worked on all the activities of the project in these groups and so made it a whole school project.  

 

 

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Pierino learns listening  

First we hosted Pierino Pozzolo from Italy and taught him about English customs. The children in the Comenius club took turns to take  him  home  and  he  was treated  very well by  them! We taught  listening  skills  in  family groups  through  Pierino.  Every family  group  did  listening activities  and  were  specifically taught  listening  skills  starting with  the  importance  of  eye 

contact,  not  interrupting  and  thinking  and  talking  about  the  same  thing  as  your partner.  We  played many  games with  Pieriono  to  show  him  the  importance  of  this. We moved  on  to  the  skills  of  empathising,  asking  encouraging  questions  and paraphrasing what your partner has said. With speech therapists and educationalists worrying more and more about the lack of speaking and listening skills of children as they enter school, this kind of work is the foundation to all learning as well as good behaviour.   

Rights Respecting Schools and Fairtrade 

 

When  we  welcomed  Pippa  Tikka  from  Malta,  we were  ready  to move on  to a more global  issue. We decided  to  follow  the  UNICEF  programme  about becoming a Rights Respecting School or a school that teaches  children  about  their  rights  and responsibilities. Part of their responsibility is to learn how to be a global citizen. We felt this fitted perfectly to what we were  trying  to achieve  in  the Comenius project  too  and  decided  to  teach  the  children, through Pippa Tikka’s involvement, about Fair Trade. We  focused  initially  on  the  concept  of  fairness  and what they thought was  fair and unfair.   We  then  used  a  series  of  games,  role  plays  and simulations  from  organisations  such  as  Oxfam,  UNICEF  and  Christian  Aid.  These were  designed  to  educate  the  children  about  global  trading  and  some  of  the inequalities there are between countries. The children were really receptive to this work. They produced posters campaigning  for  fair  trade produce  to be  stocked  in local shops became aware of their part as consumers.  The  travelling  characters  brought  a  new  purpose  and  relevance  to  the  children because  they were  learning  alongside  and  teaching  the  characters.  They  formed such a  strong bond with Walter Wallands  that  they couldn’t wait  to connect with them during video  conferences and hear what he had  to  teach  them about Good behaviour and the cultural heritage of our partners in Italy and Malta.  

 

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Chapter III – Didactical game 

“Play is our brain’s favourite way of learning”Diane Ackermann (poet, essayist and naturalist)

      

The rainbow of good behaviour – Didactical game  The didactical game “The Rainbow of Good Behaviour”  is one of the final products carried out in the second year of our Comenius project “Good Behaviour – a rainbow that Colours our Life”.  

It  is known  that children  learn  intuitively, by playing, and  find  it easier and better.  The Comenius  team  from  “Simion Bărnuțiu”  School, Romania proposed  as  a  final product  a  didactical  game  about  good  behaviour.  This  game  can  be  used  for teaching, enforcing and/or evaluating knowledge  in  this  field as well as  for  finding out new information about the countries of the partner institutions.   Creating  this didactical game had  as  its  goals: enriching  and enforcing  knowledge about good behaviour in different situations, improving communicative competence and   promoting children’s creativity.   

This  didactical  game  has  been  created  with  contributions  from  all  the  project partners. The  task of each partner was  to devise questions  for  their chosen  topic, questions about their own country as well as some for “good  luck” and “bad  luck” cards.  

Country / Schools/Domains (topics)  1. Ireland ‐ Ovens National School, Ovens, Co. Cork ‐ Internet/online safety 2. Italy ‐  Istituto Comprensivo, Lonate Pozzolo ‐ Respect for nature 3. Malta ‐   St Joseph Junior School Sliema ‐ Table manners 4. Portugal ‐   Externato Santa Catarina, Cruz Quebrada ‐ Behaviour at school 5. Slovenia ‐  Osnovna šola, Idrija ‐ Behaviour at cultural events 6. Slovenia ‐ Vrtec Idrija ‐ Mix questions 7. Turkey ‐ Naside Halil Gelendost Primary School, Isparta ‐ Traffic behaviour 8. UK  ‐  Yarnfield  Primary  School,  Birmingham  ‐  Good  Behaviour  when  playing sports 9. UK ‐ Wallands CP School Lewes – Sussex ‐ Good Listening 10. Romania ‐ Şcoala  “Simion Barnutiu”, Cluj Napoca ‐ Greetings 

 The game can be played by 4‐8 players or in teams, using a game board, cards with questions about behaviour in different situations (100 pieces), star cards containing questions about each country  (40 pieces), “good  luck” cards and “bad  luck” cards (10  pieces),  “Funny  task”  cards  (4  pieces),  puzzle  pieces  as  reward.  The  players throw  the dice  in  turn and complete  the  tasks, depending on  the position of  their pawn on the board. The winner of the game is the one who succeeds in completing the puzzle first.     

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Working on this game was an exciting activity for all. The Romanian children proved to be highly creative; they came up with ingenious ideas, involving themselves with great pleasure in all the (suggested) activities.  

The game has been used during some classes  in Romania and  it has been noticed that the children master the basic code of good behaviour and that they are open to finding out new information about similarities and differences between the cultures of the partner countries. The competition stirred their curiosity and motivated them to  improve  their  knowledge  about  good behaviour  in  the  areas  suggested by  the game.  

We are sure that the children of the partner  institutions would  love to  learn about good behaviour using this didactical game, too.  

                        We invite you to play it and see how well you behave!                                

  

 

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Chapter III – Songs DVD 

 "Music is the movement of sound to reach the soul for the education of its virtue."  

                                                                                                                                    Plato 

     

Songs DVD One of the goals of the project was to promote understanding and respect amongst different cultures. The arts have a unique potential to support intercultural dialogue. This is particularly so with music which is a unique form of human expression. As the ultimate form of non‐verbal expression, it can create a basis for intercultural dialogue and common understanding without even using translation.   “Children sing”  is one of the activities, to encourage the development of a sense of belonging  to  the  local,  national  and  European  community  by  establishing  cross‐cultural  relationships  through music. Music  is  a  valuable  activity  that  contributes immensely to the development of a child. It can sometimes be the best link between those who  share  the  same  values.  The  creative power of music  can make music  a communication tool.  Therefore we made a DVD with songs from  the partner schools. Objectives: ‐ Presenting of partners’ own cultural identity, 

‐ Exploring the cultures of other countries, ‐ Exploring the languages of other countries, 

‐ The chance to learn songs from other countries.  Each partner school was to record 3 songs: 

a traditional one, 

one from children’s favourites 

 and the well known song which appears in different countries entitled as Mojster Jaka / Frère Jacques / Fra Martino/, etc.  

The  last  one  can  serve  as  a  teaching  tool  in  various  subjects.  Children  can  learn (about)  different  languages  and  compare  them while  listening  to  song.  Songs  are recorded  in  the  video,  showing  the  cross‐cultural  diversity  and  colourfulness  of languages  in which  the  children  sing.  The product  can be used  after  the project  is finished. Using  imagery as a  learning device depends on the teacher's  ingenuity and ability to prize and how to recognize the richness of different cultures.  Teachers may  also use  the DVD with  songs  to  identify  the  countries,  languages, as puzzles. 

Life is a song, let's sing it together. Let's take our hearts and dip them in rhyme, hoping the song lasts for a long, long time. 

 Life is a song that goes on forever. 

Love's old refrain can never go wrong. Let's sing together and make life a song.

 

 

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Chapter III – Comic strips 

      

Comic strips  As agreed by the partners, the first year activities of our Comenius  project  analysed  the  cultural  aspect  of human  behaviour  through  the  approach  of  traditional stories,  legends or proverbs while the second year was dedicated  to  creative  writing  or  story  illustration  in order  to  put  into  practice  what  children  have experienced in the first phase of the project.   The idea of creating comic strips about Alien characters watching  human  behaviour  is  suggested  by  the application  form:  “Two  friendly  non‐aliens  come  to Earth,  behave  in  a  strange  way  or  observe  human behaviour and manners in different situations … and ask questions.  Children  are  supposed  to  continue  the  plot  by  solving  problems  or explaining. Teachers or students give ideas about situations… and realise the stories in different  ways  (dramatise,  write  and  illustrate,  make  comics,  videos,  etc.)” (Application form p. 51).    For the first grade students of Secondary school (age 11‐12) we chose the comic strip form of narrative because at this age children can master both written language and quite complex  illustration;  in addition drawing and colouring  is definitely one of the most favoured activity of students, without exception.   

            

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 The  activity  consists  in  creating  “Alien  stories”  to  be  illustrated  in  groups  or individually and  its objective  is to promote awareness by describing behaviour  from an “outsider’s” point of view.  The partners who participated in this task are Italy, Ireland, Malta, Romania, Slovenia OS.  Each partner school has created its own collection of comic strips (1 album per class – 6 episodes each  ‐ Any drawing or colouring  technique of children’s choice) and has provided one or more comic strip stories  in original  language and English. As a  final product the stories have been assembled in a joint album accompanied by a resource book and a CD with instructions, lesson plan, comic strips album both in coloured and blank version and suggestions for the follow up action.   The final product has been edited by “Istituto Comprensivo, Lonate Pozzolo (Varese), Italy”.         

  

     

  

    .          

        

Beware of the Aliens … They are watching us !

CCoommiicc ssttrriippss aallbbuumm aanndd rreessoouurrccee bbooookk

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COMIC STRIPS Instructions and Lesson plan 

 Objective:  To  promote  awareness  of  behaviour  by  describing  behaviour  from  an 

“outsider’s” point of view.   

Activity:  Create “Alien stories” to be illustrated in groups or individually  

Age:  11‐12 (Activity can be adapted to any age)  

School product:  Collection of comic strips (1 album per class – 6 episodes each)  

Materials:  Drawing  pad,  pastel  crayons, watercolours,  collage  papers,  camera  and pictures, computer graphics…  (Any technique of children’s choice) 

  

Joint product   

Album with  joint  collection  of  comic  strips  +  CD with  description  of  activity  and worksheet  samples  ‐  Each  partner was  asked  to  select  and  provide  six  illustrated pages + six story pages with story sequences in original language and English.     

 Lesson plan 

 

Step 1  ‐ Brainstorming. Class activity. One hour.  

Discuss with students what is good‐bad behaviour.  Ask  students  to  identify  problem  areas  and  draw  a  list  of  situations where improvement  is required (at school/home, at the canteen, at the gym, at the park, with disadvantaged students, bullying …)   

Step 2  ‐ Defining characters and template. Class activity. One hour  

The children are asked to create a cartoon strip story. The story must have an ALIEN character witnessing human behaviour. Ask children to talk about their own experience of Alien stories (Films, books, cartoons…).   

Ask  students  to  imagine  an  Alien  eye watching  them while  doing  different activities at school/home…   

Ask them to imagine how the Alien may feel when observing human behaviour and how he/she may react. (The Alien eye should help children by stimulating questions, motivating them, creating awareness of improper behaviour as well as proposing suitable emotional responses).    

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Ask  children  to  draw  their  own  Alien  character  (Front,  back,  side)  and  give him/her a name. Any technique. One /Two hours, depending on the selected technique.  Children  can  start  at  school  and  finish  their  project  at  home. (Individual activity)  

Step 3  ‐  Children  show  their  Alien  to  the  class  and  explain  its  characteristics  and name. The class chooses the Alien who will be the character of the class story. (An exhibition of all Alien drawings can be displayed on the Comenius Corner. Some Aliens can appear on the Blog or website) 

 

Step 4  ‐ Ask children to imagine and write the Alien story.   

To begin with, you may give some options about the role of the Alien  in the story: 

1‐ A  “teen age” Alien  falls on earth and gets  lost. Some  children  find him/her and  try  to  integrate him/her by  teaching him/her how  to behave  in different situations. 

 

2‐ An Alien on a mission on earth has to study human habits and write a report for his master… 

 

 Discuss  ideas  together  and  then  ask  children  to write  their own  short  story keeping  to  the  chosen  situations  of  problem  behaviours  and  the Alien  role. You may  set  the word number,  if you  like.  (Children may  finish  the  story at home).  

Step 5  ‐ Children read their stories. Schoolmates are asked to express their opinion. Select the best ideas from all stories and create a CLASS STORY. Find together a suitable Title.  

  Step 6  ‐ Split up the class into small groups (3 or 4  children each)  

  Divide the story into episodes (if possible as many as the groups)   Each group will  illustrate the assigned episode. They will also write dialogues 

and the corresponding story sequences. They will translate captions and text sequences into English with the help of the teacher. 

 Step 7  ‐  Scan  and  print  illustrated  stories  +  matching  story  sequences.  Assemble 

pages to create a class album.   

    

   

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Follow up action  Scan and print non coloured illustrated stories with empty balloons and captions. Supply worksheet with captions and cues. The empty version of  illustrated  stories +  captions and  cues  can be a good way of sharing other class groups or partners’ work: Here is an example from Italian comic strip “Najla falls on earth”, page 1:                                                   The blank version of the comic strip can be useful in a variety of class activities, such as  colouring,  decorating,  reading  or  listening  comprehension,  creative  writing, narrating:  

1 – Give  the  illustrated page without  captions  and  cues. Ask  children  to  guess  the   story. 

        In pairs/small groups they create captions and cues. Colour the panels. Compare    the new version with the original one. 

  2 –  (For younger children). Copy one page per children. Cut  the panels, hand  them 

out in mixed up order. Read the story and ask children to find the right order.  

3 – Give the captions  in mixed order and ask children to stick/write them under the right panel. 

 

4 – Dictation/spot dictation of captions and dialogue.  

5 – Give the cues in mixed up order. Children copy/stick cues into the right balloon.  

6 – Give the story page with captions. Children create the dialogue and write the cues.        

 

Page 1  

1. Nejla lives on the Flat Planet 2. She leans out too much and    

falls down 

3. She stops on the wing of a plane 

4. She lands at Malpensa airport 

5. She meets Anna and Marco 

6. They invite her to stay with them 

Nejla falls on

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.

Good BehaviourGood BehaviourGood BehaviourGood Behaviour A rainbow that colours our lifeA rainbow that colours our lifeA rainbow that colours our lifeA rainbow that colours our life

Lifelong Learning Programme Comenius

School Partnership 2008 - 2010

This project has been funded with support from the European

Commission. This publication reflects the views only of the authors,

and the Commission cannot be held responsible for any use which may

be made of the information contained therein.

Chapter 04

Activities specific to each partner institution

and impact of the project inside each school

community

pages 58 - 97

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Chapter IV – Specific activities

Ireland – Ovens National School

Ovens National School is a 320- pupil mixed primary school in Southern Ireland. This

Is the second Comenius project for the school. Participation has enabled the whole

school community to work together in a spirit of learning and innovation while

enhancing the teaching and learning experience of all involved in this transnational

collaborative work.

Year 1 Language free zone

One of the areas identified as problematic by parents, children and school staff was

the use of bad language. The school undertook a campaign to

try to improve the situation. Art lessons, stories, poetry and

dramatic situations were created with the aim of reducing the

incidence of bad language both at home and at school

For the months of April and May, the entire

school community focused on ensuring that

bad language was not used. Many deterrents were put in place

such as a box for infringements and loss of some privilege. At

home, parents were reminded by children of the

inappropriateness of bad language and in the yard every effort was made to ensure

that no bad language was used.

Many stories and poems were written and people became aware

of the need to discourage others from using language which many

find offensive.

Caring for the environment Growing fruit and vegetables and the creation of a school garden

was part of a plan to promote awareness about and learn how to take care of the

environment.Plants such as potatoes, carrots, cabbage, beetroot

and strawberries were sown and harvested. This was a worthwhile

successful project which taught the whole school community about

the importance of caring for the environment.

Children learned how to feed and water plants, how to weed and

protect plants and they were encouraged to learn more about

recycling, composting and looking after the wormery.

The correct disposal of all sorts of litter was another aspect of this

work and paper, food, and all materials were sorted and recycled

according to the appropriate procedures.

Research and presentations about the local area

Students prepared presentations about Ovens, Cork, Ireland and sporting clubs in the

locality. Each class took a partner country and over a period of four months learned all

about the physical features, cultural heritage, and other facts about the country. Some

classes communicated with partner countries. They then presented their research findings

in either a poster format or as a PowerPoint or Photo story presentation. These

presentations were put together as a resource for other pupils and shared with partners.

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The entire school selected specific behavioural areas to dramatise or to present a

musical compilation or choral verse recital. Songs relating to behaviour were

combined, children arranged musical accompaniment and presented to the

remainder of the school.

These presentations were fun for the children and were enjoyed by audiences in a

number of settings. Selected by the children themselves, each class group had a

different emphasis, some related to bullying, others to bad behaviour, good

manners at table and in school, positive behaviour. Songs included rap, rock, pop

and dance and movement were included. The following

songs were part of the routines e.g. Don’t worry, be

happy, Try a little kindness, You’ve got a friend.

Year 2 - Fundraising for poorer families

Carols and Krispies

Children in the two sixth classes did a day-long Carol Service for the whole school.

They played all the usual Christmas carols and Seasonal songs. Each child

contributed one euro to the fundraising team in return for a Krispie bun baked by

the pupils. A sum of €700 was gathered and presented by the children to the local

helping agency, the St. Vincent de Paul Society. This event reminded children to

think about others at this time of the year. A no uniform day was held in the school

for the victims of the Haiti earthquake. The children of the school raised a whopping

amount of €5,000 by participating in a Readathon for people who suffer from

Multiple Sclerosis.

Cartoon stories based on the Simpsons

Senior Infant classes took the Simpsons cartoon television series as a starting point

for behaviour modification. Aspects of incidents and behaviour, comments and

events which featured in the programmes were used to discuss the rights and

wrongs of the behaviour which occurs in the scenes. Children love the Simpsons and

are really keen on the characters so this was a good choice and got plenty of input

and reaction. Lessons were built around the programme.

PowerPoint Presentations and Poetry about Good Behaviour To consolidate all that was learned about good behaviour; the older children

prepared some presentations on a wide range of situations and outlined a range of

appropriate behaviours for each. The pupils were encouraged to make suggestions

for their peers and for younger children. These presentations are a valuable

resource for the whole school and coming from the perspective of young people are

more meaningful to them. The poetry gives a good insight into how children feel

about a wide variety of behaviour issues and many of the poems have been chosen

for a European publication, Eurochild and so will have a broad audience of young

people across many countries.

Positive Behaviour Whole school strategies Staff in Ovens discussed strategies for promoting positive behaviour throughout the

school. Senior Infants and their teacher adopted an in-class reward strategy using

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yellow cards, red cards and green cards in the classroom. The teacher and student

teacher found that group work and collaborative work improved a lot.

Throughout the school, staff decided to reward children for good behaviour when

caught being good by any adult in the school. Notes of praise were sent for

behaviour such as stepping back, opening a door, being nice to a younger pupil,

helping other children and basically any behaviour which could at a teacher’s

discretion be construed as well-mannered and exceptional. This has raised an

awareness of the importance of good conduct in the yard, at the school gate and in

the school hall and corridors.

The impact of video conferencing on the school in Ovens Videoconferencing has been one of the most exciting aspects of the project work. It

has brought partner schools and their children to life and has put a face on each

country. It was essential to do some research prior to each conference and this was

done with enthusiasm and a spirit of inquiry as children looked forward to having an

immediate audience for their findings. Educationally then this form of

communication has a huge motivational value.

Children’s presentation skills have been enhanced by videoconferencing. Scripts had

to be prepared in advance and a plan for each meeting was devised by the children

in the class. Children developed an awareness of sound and lighting requirements

for working on camera and discovered that clarity of speech

and voice projection are essential elements of good

communication.

The Irish children prepared songs, music, dance, poetry,

choral verse and information about our cultural heritage

and school system. They were delighted to share their art

work displays with children throughout the partnership. Irish children in turn were

enthralled by stories from Birmingham students, Italian songs and music and

ongoing interactive presentations from Malta, Lewes and Slovenia.

Videoconferences enable relationships to be formed and are an ideal platform for

learning about each other. Among the observations of the Irish children was the

multicultural nature of neighbouring schools, how tall some children are and the

lack of uniforms in many schools.Total engagement with the process is guaranteed

with a videoconference and the learning outcomes may be unexpected.

The impact of teacher mobilities

Comenius project mobility has been a fantastic opportunity for teachers to learn

from colleagues in other cultures and school systems. Their professional

development is enhanced and there are many examples of staff returning to their

own schools with new ideas which have been found on a Comenius visit. Teacher

mobility has a huge impact on the classroom environment as it enables the teacher

to share what has been learned with the class.

The school community benefits from the mobility as structures, systems and

practices are examined, questioned and explained and the best aspects may be put

in place or at least shared with the home school. In the case of our good behaviour

project, teachers saw at first hand, the impact of strategies for improving behaviour,

inclusion, motivational practices and the pros and cons of each. Each visit has

reminded us that all countries have their own unique cultural heritage and that it is

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important for us to preserve what we have by ensuring that our children are aware

of it. Teacher mobility encourages the development of this awareness.

Teachers were selected for mobility based on their interest and input into the

project. This made for very worthwhile involvement and good quality work resulted.

Teachers were invigorated

as a result of the mobility and were challenged to

reflect on their own practice through the experience of other systems. On return,

ideas were shared with the whole staff and discussions were based on what was

seen. Many practical strategies and ideas have been initiated in the school as a

result. It was a most worthwhile learning opportunity and has had positive spin off

for the whole school community. Pupil mobility for the children in our schools was

not allowed as they are aged 12 and under.

Parental involvement Step one of the project “Good behaviour a rainbow that colours our life” required

the involvement of parents in assessing the situation with respect to behaviour.

Parents were asked to reflect on their own attitude towards behaviour and how

they thought the school should contribute to the promotion of good behaviour. A

comprehensive questionnaire was presented and answering it required a

considerable amount of time and effort. So the project began with total inclusion of

parents and their opinions. The success of the project was dependant on the

enthusiasm and positive contribution of the parents. It was recognised from the

beginning that parents are the primary influence on children’s behaviour. Across the

partner schools, parents responded with comprehensive and informative opinions.

The collation of all the information gave the project a solid base and set the

foundation for a worthwhile project.

Each of the activities of the project involved the parents. Younger children shared

experiences with their parents. Activities involving the characters included home

and holiday visitations and the visiting character was included in many fun and daily

routines.

Parent representatives were involved in the whole school review and planning of a

code of behaviour. This is a very important part of the required process for the

creation and review of a whole school policy on behaviour and parents shared with

the whole staff a day of discussion of the many aspects of this. Priorities and

concerns were identified and it is hoped that our project will help to shape some

decisions.

Parents were involved in organising the meetings which were held in the host

countries. Ireland hosted the meeting in June 2009 and parents of Ovens prepared

meals and helped with the provision of hospitality for the visiting teachers. Parents

participated in social events during the visit as well as providing assistance with

aspects of the work. Their co-operation and encouragement of children was of

central importance. Other events included newsletters with up to date news of the

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project specifically designed for the parents of the children. Notes relating to project

progress were distributed and at all stages of the two years, parental support was

forthcoming and very welcome. We are looking forward now to sharing the many

exciting products and results of our work.

Arranging a Meeting- the impact on the school

Ireland hosted a meeting in June 2009. This event

galvanised the whole school community into action.

Parents, teachers, children and the wider community

worked together to make this event the huge success

that it was. The Irish Minister for Education was

invited to attend and he agreed to so do. His visit to

the school involved a number of press briefings and a

number of local and national media publications covered the event with pictures

and newspaper articles. Involvement in the Comenius project and its launch was a

great opportunity for the school Management and community to communicate and

show at first hand the dynamic and progressive nature of Ovens N.S. and also to

raise concerns about the growing need for increased permanent classroom

accommodation in the future. The Minister was pleased to experience at first hand

the great work that was being done in the project and commended the project team

for their enthusiasm and foresight.

The Parents Association worked hard to fundraise, publicise and provide for the

meeting. They organised a very impressive notice for the front of the school which

still remains and proclaims the Comenius

partnership.

Social events were organised and some

music, dance and sport representing Irish culture

and the locality were on display.

Personnel at the local Golf Club worked hard to

provided accommodation and meals at a very

reasonable cost to participants. Visiting teachers got a

taste of Irish hospitality.

The best weather of the Summer greeted the visitors on

arrival and the good weather ensured that our guests

sampled the best of all that is good about Ireland

through visits to the West Cork coastline and some local

heritage sites.

Staff, parents, children and the whole community took great pride in presenting the

school and its environs to the visiting delegation of teachers. The children remember

the visit with fondness and still speak about the people they met. It had a unifying

effect on the whole school and was a powerful means of promoting a sense of self

and the school as a unit.

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Chapter IV – Specific activities 

Italy – Istituto Comprensivo “Carlo Carminati” 

    The accomplishment of  the project objectives  in our  institution has been pursued through  the  realisation both of common and specific activities by means of which we  have  managed  to  achieve  the  common  goals  while  preserving  our  specific identity.  

 Year 1 ‐ “2009: year of innovation and creativity”  

From  November  2008  to  March  2009  we  successfully  experienced  a  vertical cooperative teaching project that involved a group of 13 year old students fostering a class of 5 year old children. Students planned didactic activities covering 4 lessons, 2  hours  per  lesson,  developing  the  theme  of  the  basic  values  of  European citizenship with special interest in creativity, diversity and inclusion.    

Lesson 1: Students  illustrated  the geographic dimension of  the  EU  by  means  of  large  posters  they  created. Children were asked  to draw and place  themselves  into the  outline  of  their  own  town/country/continent. Children painted together a big European flag.   

Lesson  2:  Children  were  asked  to  imagine  the world/Europe  they would  like  to  live  in. They drew and painted  the  Europe  they  imagined,  filling  in  a  blank space.  

Lesson  3:  Students  told  a  story  about  integrating  and including  people, with  a missing  ending,  eg  (“X”  comes  from  a  foreign  country, doesn’t  know  the  language,  the  habits  etc.,  no  children want  to  play with  him, except  for  “y”…  “how  do  you  think  the  story ends?”).  Children  didn’t  know  how  to  go  on because  they  didn’t  see  the  point:  they  don’t have  prejudices  towards  foreign  children.  The teachers explained that  intolerance  is driven by society and “education”.   This was an exciting discovery for everyone.   Lesson 4: Children “make a wish upon a star”. Students asked children to make a wish about their future life: “When I grow up I want to be… /I want… “and helped them draw and write their wish upon a yellow paper star. Children’s drawings and stars were tied to a big bunch of blue balloons. The balloons were finally launched in the sky while children followed their wishes flying high.     

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The  experience  has  been  surprisingly successful  in  terms  of  emotional involvement, motivation, responsibility and learning, especially for those students who usually  show  intolerance  towards  school and display challenging behaviour.  In their approach  to  younger  children,  teenagers who  can  be  challenging  showed unexpected  care  and  consideration towards the younger children.   

The experience was recorded and edited in the year 1  Comenius Spot.   

Year 2 ‐ Citizenship Education Project: “The apprentice  Citizen” The Year 1 experience was repeated in an alternative  version  involving  a  larger number of students. Four classes from the  Secondary  school  (100  students, 12 years old)  and  four  classes  from  Primary  (100 children,  age  7‐9)  worked  together  in small groups of mixed ages and abilities to analyse  the articles of  Italian Constitution that  are  concerned  with  equality, freedom,  peace,    justice,  respect, responsibility, tolerance, legality and focus on the basic values of democratic society and citizenship.  

The results confirm the high potential of cooperative learning in terms of motivation and empathy.   

“2010: year for combating poverty and social exclusion” With older students we have considered  behaviour  in terms of social  responsibility and  commitment.   This  year a  group  of  13  years  old students  took  part  in  a couple of European contests about  the  theme  of  poverty and social exclusion. In order to raise money for a local aid agency,  students  organised 

an  “Evening  of  charity”  consisting  of  a  show with  songs,  poems  and  quotations about social disadvantage.   They scheduled and arranged all  the steps of  the  final event,  going  through  auditions,  selecting  the  best  performances,  script  writing, soundtrack adjustment, making a PPT to be used as a background, advertising of the show as well as extensive rehearsing.  

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 In addition, students have analysed  the  theme of poverty  in  their  local context by means  of  interviews with  the  Lord Mayor  and  the  Social  Policy  Councillor  of  our town and to the representatives of the local aid agencies.   

All  the activities were edited  in a DVD  including both a “Video News” programme and the recording of the “Evening of Charity” show.  This project has been extremely successful  in terms of emotional  involvement and motivation  especially  for  students who  generally  don’t  show  any  interest  in  the conventional  class  activities.  To  perform  on  stage,  they  accepted  common  rules, kept  to  deadlines  and  rehearsed  as much  as  anyone  else.  The  applause  of  their peers and  the audience has  finally  supplied  them with positive  feedback  for  their abilities and raised their self esteem.   

In  this  sense  the  experience  proved  to  be  a  good  opportunity  to  promote  the inclusion of those who, inside the school system, are at risk of social exclusion often because of their socio‐economic disadvantages.   

“Movies and food” project  A group of 13 year old students ran an activity based on the analysis and  review of  film scenes. Students have basically analysed  table  manners  and  examined  their  connection with  social condition and  influences. The activity has been divided in two sections, one per year.  

 The  final  product  consists  of  2  CDs  including  the  selected film scenes and the matching worksheets (in  Italian, English and French).   

Video conferencing  

Video conferencing has been one of the most motivating project activities. We have set a series of video contacts  involving a few classes of our Secondary school. The first  attempts  occurred  at  Christmas  time  and were  basically  centred  on  sharing Christmas  carols  and  traditions. We  had  video  conferences with  Sussex,  Ireland, Malta, and Slovenia OS and  from  the beginning children were motivated by  them and reacted with excitement and curiosity. After  initial approaches, we decided to make  best  use  of  the  time  of  the  conference.  We  planned  more  structured communication with questions sent  in advance so that the students could practice the  answers  before  the  video  call.  This  procedure  helped  non  native  English speakers feel more confident and less shy on screen.   

We must  add  that  the  activity has been  challenging  from  the beginning.   As  the result,  the planned work has been often  affected by difficulties  arising  from bad connections or inadequate equipment.  

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Arranging the meeting  Our  school  hosted  the  third  Comenius meeting  from  31  March  to  5  April  2009. We  hosted  24  adults  (Head  Teachers, Deputy Head and Teachers) and 14 students from  Slovenia  and  Romania.  The organization was challenging but, according to the partners’ response, really successful.  Students  are  the  ones  who  most  profited from the meeting opportunities.     

Their comments were always enthusiastic and they all appreciated the contact with different  cultures.  They  realized  the  importance  of  an  adequate  linguistic competence  for  effective  communication  and  in many  cases  they  succeeded  in overcoming cultural prejudices establishing good personal relationships.  Teachers,  families  and  local  institutions  got  spontaneously  involved  in  the organization of  the meeting  truly demonstrating  the  traditional hospitality of our country. The  whole  project  profited  from  the  meeting  in  terms  of  dissemination  of objectives, activities and products in the local context.     

Mobilities  

We have easily achieved the 24 mobilities we had planned in  the  application  form. We moved  14  students  and  20 teachers as a whole.  

Eligible teachers and students were selected on the basis of their  personal  involvement  in  the  project  and  of  the effectiveness of their action.      

To select students we asked them to tick the following priorities: 

Having given hospitality to a partner student during the meeting in Italy 

Having kept regularly in touch with the partner  

Being a member of the Comenius team 

Taking part significantly in the project activities  

Being able to use English language to express one’s one needs.  In case of an excess of candidates we devised a  test about partner countries. The procedure proved to be valuable as there was no controversy about the selection of candidates.  

 

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Chapter IV – Specific activities 

Malta  – St Joseph Junior School  

      Impact on our school   

Video conferences  

Taking  part  in  a  number  of  video conferences  has  proved  to  be  very positive  for  everyone  at  St  Joseph Junior  School.    Before  joining  in  this project, we had no  idea what a  video conference  was.  During  the  first meeting  which  had  taken  place  in Isparta, Turkey, we heard the opinions of various participants of other schools from  different  countries  about  the positive  aspects  when  holding  such conferences.   

As  a  consequence,  a  number  of  teachers  at  our  school  started  to  take  a  keener interest and wanted to learn more about it.  Over the months this proved to be very successful and  it  left a very positive  impact on everyone at our school, pupils and teachers alike.    

Initially  children  were  told  that  they  were participating in this project with a number of other children  from all over Europe.   But what does  this mean to a 5 year old? Not much! However actually connecting with  other  children  in  other  countries and seeing them on the big screen and being able to  talk  to  them,  ask  questions,  share  opinions, dance  or  sing  for  them......  is  truly  an  experience that most children and teachers will appreciate and remember.   

 

In  fact, by the end of our two years our school was very satisfied because we had successfully managed  to have a number of video conferences with  Italy, Slovenia, Ireland, UK and Romania.      

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Comenius Day – A Day of Many Colours  

Towards  the end of our  first year  in  the project,  St  Joseph  School  held  an Open Day for parents called Comenius Day – A day of many colours. This has proved  to be  a  very  positive  event  and  has  left  a good  impact  on  the whole  school.    For this  event, the  school opened  its doors  to  all the  parents.  

Parents  were  invited  to  view  all  the  work  that  their children had been working on in relation to the project.  Besides the fact that the children enjoyed doing various activities such as art   work, research, creative writing  in relation to good behaviour, parents became more aware of what this project is all about.   

    

Hosting a meeting in Malta/ Pjazza Comenius  

This event was a very special one for us because it was our first time that our school was in a Comenius Project and so the first time for us to host a meeting of this type.  It meant quite a  lot of work not only for each and every one  inside our school but also  for  parents  who  gave  a  lot  of  their  contribution.  We  wanted  it  to  be  a memorable experience especially for our foreign guests.  Each grade, right from our youngest Pre‐ Graders to our eldest Grade 6s, was linked to a participating country.  This helped our pupils to  learn more about the cultures,  folklore, art and music of other countries.   We worked as a team to put up a concert, Pjazza Comenius, were we gave life to all the  different  characters  coming  from  all  nine  educational  institutions.  These travelling  characters  promoted  various  good  manners  that  had  been  learned throughout the two years.   This event had a positive  impact on our pupils because they passed the message of what good behaviour is through drama, song and dance.    

Teachers’ Meeting 

 

Meetings  left  a  great  impact  on  the  various  teachers  that  have  attended  them. During such meetings, teachers  from different countries voiced our different  ideas and  suggestions about what  they understand by good behaviour. These meetings have proved to be very fruitful because they gave teachers the opportunity to share their own experience and learn from other teachers coming from different countries and therefore different cultures.  As a consequence teachers have benefited a lot by attending such meetings.   

 

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Chapter IV – Specific activities 

Portugal ‐ Externato Santa Catarina 

     The context of our private institution – Externato Santa Catarina, Portugal – is the common context of  an  educational  institution  for  children  of  the middle‐class  group  in  Portuguese  society,  with some  traces  of mono  parental  families,  children of different marriages  living  in  the  same home… children  staying  almost  ten hours  at  school  as  a result of their parent’s  jobs.   We also have some students with special needs.  

When we  joined  this Project we decided  that by establishing a direct link between what we call “good behaviour” and the sensibility in each one of our students of each country, we would develop artistic, social and ethical  values,  a  sense of  responsibility  and  respect,  and  to  enhance  tolerance  in accordance with the common European values.  

This Project “Good Behaviour – a rainbow that colours our  life” was  integrated  in the Educational Project of our  institution and  it was developed across all the areas of knowledge, active learning and socialisation, inside the national curriculum of the Kindergarten and the first four years of the Primary School.   

But what is Behaviour?  According to a strict definition, “it  is a goal to achieve the desired results for resolution of symbolized stimuli perceived  in the environment,  in order to keep emotional equilibrium” and managing  it positively can go a  long way towards reducing the stress  levels of staff and pupils alike, enabling a safe  learning environment. 

 

The ethos of Externato Santa Catarina  is that we  follow Dewey’s  idea  that  “Education  is  a social process. Education is growth. Education is not a preparation  for  life; education  is  life itself”, which gives the right approach to   

the  behaviour  values  of  respect, responsibility,  cooperation,  consideration, fairness and honesty; 

essential  positive  strategies  that encourage self‐guidance and are based on the value  and  belief  that  children  can  learn 

impulse control  to help them develop self‐discipline, responsibility, positive capabilities and attitudes; 

the  process  of  guiding  children’s  behaviour  as  an  ongoing  process;  it  is  a long‐term goal that parents, professionals of education, general staff and   

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 other persons should have for children; 

the  concern  that  children’s  behaviour  is  influenced  by  their  overall development, their environment, and the adults who care for them. 

 

Developing this Project was an experience of participation in terms of interpersonal and  intrapersonal  relations,  engagement  to  succeed  as  a  learner  and  to  have confidence  to apply knowledge, having access  to a variety of situations where  the child  could  experience  limits  and  rules  for  the  welfare  of  the  group  and  of him/herself.   

The  use  of  ICT  was  absolutely  necessary  in  the  development  of  the  Project, considering three different perspectives:  

1. The  communication between  schools, between  the  school  community and between staff;  

2. The research of information that was used in different activities; 3. The  realisation and dissemination of final products. 

 

Besides  some  simple  activities  (sending  e‐mails,  using  internet,  taking  digital  photos, getting  images,  elaborating  texts,  recording images  ‐  sounds,  editing    images  ‐  texts‐ sounds....) one basic concern of the teachers in  this Project was  to develop  the activity of Video  conferencing,  in  order  that we  could start a closer relation in smaller groups, some of  them  without  a  common  language  of communication.   

 

As a matter of  fact, groups of  younger  children  (Kindergarten and  lower primary) could not use English as a common instrument of communication, which could give different approaches by the use of body language (smiling, waving, looking into each other…),  listening  different  languages  and  its  sounds,  songs  and  even  amazing experiences such as showing snow to groups that are not used to see it, drawings or even toys, alongside presentations by pupils translated by each teacher.  

It was  impossible  for  our  students  to  experience mobility  to  other  countries  and contact with different realities and people, due to their age.  It was also  impossible to promote teacher’s mobility to all our group of teachers, not only because of the fact that we  are  a  small  group  but  also  because  it  is not  easy  to  manage  the  daily  life  of  our school.  

However,  for  the  teachers  who  had  the chance  to  participate  in  other  meetings abroad  it  was  a  unique  experience: contacting  with  other  lifestyles,  educational  systems,  and  different  ways  of organising  groups  of  children,  interpersonal  relations,  celebrations  and  successes, experiencing cultures and above all the richness of working as a varied group.  

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For  schools with younger children  there was not the real possibility to participate  in some activities  with  older  students,  which  for  us was a negative note during the development of this Project. It would be very  important to work  in  a  real mixed  age  group  –  precious goal  to  a  Behaviour  Project  nowadays  ‐  for instance  using  the  work  of  the  oldest  to motivate the youngest, at least in one or two common activities. In our  institution this was 

something  that  we  tried  hard  to  do,  in  order  that  the  final  products  or  simple activities had the contribution of all.   

Among all the specific activities that we developed in our institution we also tried to involve  the  school  community  as  a whole  and particularly  to  involve parents. We believe that teachers and parents need to work together to ensure good behaviour.  

Hence  the  project  valued  the  parents’ participation  initially using the results of the questionnaires  and  also  with  parental opinions and suggestions.   The participation of our parents was essential  to  the  success of  all  the  Exhibitions  presented  inside  our school  and  also  as  they  enriched  their children’s  learning  achievements. We  tried to  determine  the  effectiveness  of  current activities  and  planning  according  to  the outcomes.  

The preparation of a meeting was important as it needed to reflect the needs of the project at that time.  

After the resignation of the general coordinator and the negative feeling  inside the group, the Comenius team of Externato Santa Catarina decided to organize a strong Study Meeting, with an effective balance of work, study and cultural visits, contact with  the  several  groups/classes  inside  school  and  a  specific  presentation  with children about Lisbon, the capital of Portugal.  

The school community worked very hard in the organization of the Study Meeting in order that  it would be valuable  in gaining collective understanding, agreement and the necessary consensus to establish a proper basis for planning and  implementing the project.  

Our main goals were  to establish a positive  feeling  inside  the group  in order  that common  and  enthusiastic  effort  would  bring  confidence  and  creativity  into  the realisation of final works on the last phase of the Project’s development and also to discover,  inside  the  group,  potential  resources  (physical  and  human)  to  close  the recent gap.      

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 The evaluation of this Study Meeting, done by the participant partners and also by the  teachers/Headmistress/Administration  Board  of  Externato  Santa  Catarina, focussed on  the quality of  the program proposed and  the  results achieved  in  the short period of time (15th – 20th February 2010).  

In chapter  two of  this E‐Book we have already highlighted  some  specific activities done during these two years of Project.   We will now present a short résumé:  

Meetings   Teachers / Parents / Students Study Meeting for Teachers – February 2010 

 Sept 2008 – Sept 2009 Feb 2010 

Questionnaires    Parents / teachers / grandparents / children  Sept 2010 

Rules of Group / Class    List of Rules   Sept 2009 – Sept 2010

Thematic Days    Water Day Saint Martin Day   Food’s Day  Singing Janeiras (5 years) 

 Oct 2009  Nov 2009  Oct 2009  Jan 2010    

Traditional Stories    “Stone Soup”  “Mysterious eggs”  

 Nov 2008  Nov 2008 

Thematic Exhibitions    Comenius  Christmas in solidarity   Christmas Traditions (countries of the Project)   Countries of the Project   Christmas traditions in Portugal  

 Oct 2008  Dec 2009  Nov/Dec 2008  May 2009  Nov/Dec 2009 

Specific works    A question of values… (5 years)  Table Manners (3

rd grade)  

 Logo of the Project (3rd grade)  

 School Eco‐Codes (4 years and 3rd grade)  

 Building a tower (2 years)   Snow Man (3 up 5 years)   Community school service (4

th grade)  

 Dec 2008  Feb 2009  Apr 2009  Apr 2009  Oct 2009  Dec 2009  Jan 2010 

Parties    Christmas Event  Carnival‐ Characters and stories   Fair of the Countries of the Project   Carnival – Behaviours in Portuguese Culture  

 Dec 2008  Feb 2009  May 2009  Feb 2010 

Blogs and webiste    http://behaviourproject.110mb.com/      ‐ site http://behaviour‐project.blogspot.com/  ‐ blog in POR  http://behaviour2‐project.blogspot.com/‐ blog in ENG 

 Jan 2009  Feb 2009  Feb 2009 

Partnership    Be Hope – school / parents   Feb 2010 

                          

 

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Chapter IV – Specific activities

Romania - Şcoala Simion Bărnutiu

The impact of Comenius project “Good Behaviour, a Rainbow that

Colours our Life” in “Simion Barnutiu” School

Our school have experience in working on projects. We are at our third experience

in Comenius projects. All projects started from a real problem of our school. It is one

of the goals of our school, establish in our school development plan, to promote

international projects. Our teachers, students and parents got involved in the

project with enthusiasm and we worked together during the common activities

established in the application form, but also in other specific activities run in our

school or activities with different partners, having the same topic – good behaviour.

1. Good manners

• “10 minutes of politeness”- activities at primary school children reinforcing

basic rules of politeness situational activities – 130 students (primary), 14

teachers and students aged 6-11 years;

• “Table manners around the world”-reinforcing our own table manners as

well as becoming aware of cultural diversity and promoting tolerance

(project work, miming) – all school 300 students, 24 teachers, students aged

6-14 years;

• “Intricate stories” – a play performed by students which was based on an

original script written by students in the 6th

form; it satirizes nowadays

attitudes and behaviours, using animals as characters – 25 students, 3

teachers, students aged 13-14 years;

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• “Right or Wrong”-role play-students in 6th

and 7th

forms performed good VS

bad behaviour - 45 students, 3 teachers, students aged 13-14 years.

• “The past returns”- film- satirizing bad behaviours using characters from IL. Caragiale’s

works, the script written and the performance done by students in the 7th

form

students, 3 teachers, students aged 13-14 years.

• “The past returns”- film- satirizing bad behaviours using characters from IL.

Caragiale’s works, the script written and the performance done by students

in the 7th

form – 20 students, 3 teachers, students aged 13-14 years.

2. Interpersonal relations

• “The lesson with the largest number of students in the world”- activity

organized in partnership with “ World Vision” and “Save the Children”

foundations having as slogans “ Education for all” ,”Stop exclusion”(the

whole school) – all school 300 students, 24 teachers, students aged 6-14

years;

• “Each child matters” – activity carried on in partnership with students at

Political Science College in order to promote tolerance equality – 140

students (secondary), 4 university students, 14 teachers, students aged 10-

15 years;

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Good Behaviour – a rainbow that colour our life – 2008/2010 75

3. Activities having as a slogan: “Our planet should remain green”

• collecting worn-out batteries – taking part in the contest promoted by

LIONS CLUB – all school’s 300 students, 24 teachers, students aged 6-14

years;

• posters, projects, displays on “Water day”, “Earth’s day” – 140 students

(secondary), 14 teachers, students aged 10-15 years;

• performing the play “Drops of life” by Esko-Pekka Tiitinen, Music and

translation in English Mika Vanhanen on the Earth Day – 20 students (7th

grade), 2 teachers, students aged 14 years;

• taking care of the school garden – 45 students, 3 teachers, students aged

13-14 years

4. Activities having as slogans “We have rights but also responsibilities”,

“Lets become responsible citizens”

• making up class rules/school rules –and getting responsibilities – all school

300 students, 24 teachers, students aged 6-14 years;

• taking part in the project “Connect yourself to community” promoted by

IMPACT Club and Youth Foundation, sponsored by NOKIA – 24 students, 4

teachers, students aged 10-14 years

• setting up the group of children mediators for preventing school bullying

within the activity “A World without Violence” – all school 300 students,

24 teachers, students age 6-14 years

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5. Charity events

• “Santa Claus Elves” – to render children awareness of other people’s needs

(young or old) – presents, a show for those less fortunate than them – 24

students, 4 teachers, students aged 10-14 years

• “Christmas in light and joy “ – activity organized in partnership with

parents – children, teachers and parents made Christmas cards and

ornaments, carried out fundraising – 130 students (primary), 14 teachers,

70 de parents, students aged 6-11 years.

Taking part in the project gave us all the opportunity of sharing ideas and stirred our

creativity. Thus, we thought to propose new optional classes in the curricula

intuited “Good behaviour through stories”, “Great deeds for little children”, “Good

behavior, the key to harmony”, there were created new motivating teaching

instruments or new convenient teaching strategies that helped to promote good

behaviour and awareness of its importance, to increase children’s motivation and

bring to life what they have learnt.

Looking back at all the activities we worked on during this project, made us realise

the great positive impact they have had on us all, students, teachers and our whole

community.

First of all we can say that the goal of the project was attained: our students have

become more aware of the importance of good behaviour, which ultimately

determines the quality of our lives.

The large number of participants in the project (300 students, 14 teachers, 36

parents) strengthened the idea that the theme of our project was widely taken on

board.

The planned activities in our project and the final products that were produced had

an impact on our school in the following ways:

• They enabled our children to enrich their knowledge about good behaviour

in different situations;

• It stimulated their curiosity and motivated them to learn about other

cultures. They are now able to identify similarities and accept differences

and have become more tolerant;

• It has given them the possibility to develop social skills that are relevant for

their professional as well as for their personal life. For example, the pair

work or group work activities helped them “learn by doing”. They learnt

rules of communication and good listening, cooperation and they also

acquired the ability to make decisions, negotiate, express opinions with

arguments and the ability to make a presentation.

In all the activities the Romanian children were involved, they proved to be highly

creative, coming up with ingenious ideas and much enthusiasm.

Organizing the project meeting in Romania, gave us the possibility to present the

Romanian Educational System, the achievements of our school, the performances

of our students as well as the Romanian culture and traditions.

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Teachers, students and parents in our school thought of a large variety of activities

on the project topic: workshops

Encounters of the Third Kind

performed by both the Romanian students and guest students. Hosting the guest

students in our student’s home offered them a direct contact to our customs,

traditions and specific food.

In order to make our children aware of the concepts of identity and diversity within

the European community and of the importance of a tolerant and open

attitude, we thought to encourage

the other partner institution as much as possible. Consequently, we involved a large

number of students (11 students) in motilities, making it possible for them, to have

direct contacts with children of their age. On these occasions they had the

opportunity to introduce themsel

Power Point presentation), to work together in workshops, they exchanged e

addresses, or used other means of communication, so that they could keep in touch

even after the project is over.

The students in our school took part in 2

from Sussex (UK) and Malta. Unfortunately, we could not have regular such

meetings because of the overloaded programme of our students.

Now we are on the point to establish contacts with

pen pal letters exchange.

Alongside the students, tea

project. They acquired new skills in the management and planning of aspects of

project.

They can now organise projec

to know other educational systems or new methods of teaching that are a

inspiration for innovation and professional development.

The success of the students and teachers has been beneficial to

Thus, during the project meeting, our teachers and students promoted the image of

Romania, Transylvania and Cluj, our town, but also the Romanian soul.

Good Behaviour – a rainbow that colour our life – 2008/2010

Teachers, students and parents in our school thought of a large variety of activities

on the project topic: workshops - “The Rainbow of good behaviour” and “

e Third Kind”, presenting AElearning system, artistic moments

performed by both the Romanian students and guest students. Hosting the guest

students in our student’s home offered them a direct contact to our customs,

traditions and specific food.

er to make our children aware of the concepts of identity and diversity within

the European community and of the importance of a tolerant and open

attitude, we thought to encourage connections between our pupils and those from

itution as much as possible. Consequently, we involved a large

number of students (11 students) in motilities, making it possible for them, to have

direct contacts with children of their age. On these occasions they had the

opportunity to introduce themselves (the Romanian and the Italian students made a

presentation), to work together in workshops, they exchanged e

addresses, or used other means of communication, so that they could keep in touch

even after the project is over.

in our school took part in 2 video conferences with the institution

from Sussex (UK) and Malta. Unfortunately, we could not have regular such

meetings because of the overloaded programme of our students.

Now we are on the point to establish contacts with children from Birmingham by

teachers also had great benefits from taking part in this

project. They acquired new skills in the management and planning of aspects of

now organise project meetings or negotiate with partners. They have

to know other educational systems or new methods of teaching that are a

inspiration for innovation and professional development.

The success of the students and teachers has been beneficial to our community

Thus, during the project meeting, our teachers and students promoted the image of

Romania, Transylvania and Cluj, our town, but also the Romanian soul.

2008/2010 77

Teachers, students and parents in our school thought of a large variety of activities

od behaviour” and “Close

”, presenting AElearning system, artistic moments

performed by both the Romanian students and guest students. Hosting the guest

students in our student’s home offered them a direct contact to our customs,

er to make our children aware of the concepts of identity and diversity within

the European community and of the importance of a tolerant and open-minded

and those from

itution as much as possible. Consequently, we involved a large

number of students (11 students) in motilities, making it possible for them, to have

direct contacts with children of their age. On these occasions they had the

ves (the Romanian and the Italian students made a

presentation), to work together in workshops, they exchanged e-mail

addresses, or used other means of communication, so that they could keep in touch

with the institution

from Sussex (UK) and Malta. Unfortunately, we could not have regular such

children from Birmingham by

taking part in this

project. They acquired new skills in the management and planning of aspects of the

or negotiate with partners. They have come

to know other educational systems or new methods of teaching that are a source of

our community, too.

Thus, during the project meeting, our teachers and students promoted the image of

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Good Behaviour – a rainbow that colour our life – 2008/2010 78

All our efforts to promote European collaboration and civic activities helped our

school to be recognized at the national level as follows:

• In 2009 our school won the European School Certificate, in the European

School National Contest, organized by our Ministry of Education and our

National Agency – ANPCDEFP, for promoting activities of European

cooperation and projects.

• In 2010 our school won a National Mention in the national contest “Made

for Europe”, for our common final product, “The rainbow of good behaviour”

– didactical game, contest organized by the Ministry of Education and our

National Agency – ANPCDEFP, to promote the final products of the Comenius

project.

All the specific activities run in the school, along the common activities, were meant

to enlarge the number of the activities and diversify the ways to improve good

behaviour of our students, the good of our project.

During the project meeting we all had the opportunity to interchange ideas and

enrich our experience. We will surely, use some ideas got during the project,

adapting them to the needs of our school and students.

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Chapter IV

Slovenia

The most important task of our schoeducational process whilst taking into consideration the needs of the students. school builds on good interpersonal relations, trust and respect.

Our school vision school is:

Friendship - the way to knowledge

This vision is a way to put into practice the values of all participants in the education process - the parents, teachers, students are: knowledge, creativity, cooperation, and friendship. Our goal is, while taking into account all these values, to make learning activelearn, to reduce student conflict

Good behaviour at meals

Good behaviour and the interpersonal relationships connected with it encompass a number of areas which can be improved by working with the students.As part of the project on good behavioto improve behaviour at meal times, especially at school lunch (snack). Years of experience have taught us that we have significant room for improvement in this field. To achieve our goal we have chosen small steps that have already been successfully included into the work process at the school.

Good Behaviour – a rainbow that colour our life – 2008/2010

Chapter IV – Specific activities

Slovenia – Osnovna šola Idrija

task of our school is to constantly try to improveeducational process whilst taking into consideration the needs of the students.

builds on good interpersonal relations, trust and respect.

school is:

the way to knowledge

This vision is a way to put into practice the values of all participants in the education the parents, teachers, students and the broader community. These values

are: knowledge, creativity, cooperation, and friendship. Our goal is, while taking into se values, to make learning active, to be able to help each ot

learn, to reduce student conflict.

Good behaviour and the interpersonal relationships connected with it encompass a number of areas which can be improved by working with the students. As part of the project on good behaviour, our school last year decided that we wish to improve behaviour at meal times, especially at school lunch (snack). Years of experience have taught us that we have significant room for improvement in this field. To achieve our goal we have chosen small steps that have already been

essfully included into the work process at the school.

2008/2010 79

improve the educational process whilst taking into consideration the needs of the students. The

This vision is a way to put into practice the values of all participants in the education and the broader community. These values

are: knowledge, creativity, cooperation, and friendship. Our goal is, while taking into , to be able to help each other to

Good behaviour and the interpersonal relationships connected with it encompass a

that we wish to improve behaviour at meal times, especially at school lunch (snack). Years of experience have taught us that we have significant room for improvement in this field. To achieve our goal we have chosen small steps that have already been

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We have created and carried out the guidelines and rules on behaviour at meal times in concordance with the education plan of the school. We found it important to make the students a part of this task, who expressed their thoughts on the matter, wrote stories, created poems, made posters, comics and pictograms, role played manners at meal time, worked on the proverbs. The fundamental premise of the activities was the Slovenian folk proverb: "Even a dog likes to have peace when eating."

BEFORE WE START OUR MEAL WE SAY TO EVERYONE "ENJOY YOUR MEAL"

AND REPLY "AND YOU, TOO"

IT IS INAPPROPRIATE TO BURP AT THE TABLE.

WE DON'T SLURP NOR DRINK SOUP FROM THE PLATE. WE ALWAYS USE THE

CUTTLERY.

Spring day for Europe

In 2009 our school was also part of the international project Spring day for Europe that we have successfully merged with the project Comenius and therefore tried to bring Europe closer to students in an interesting way. We were happy that the year unfolded in a spirit of creativity, since one of the desired goals of our school is also to have innovative students. What were the activities carried out at our school?

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- We took part in the dance, literary, and art contest on the topic of LOVE

- Some students took part in the European online contest for the best poster

at the 10th anniversary of Euro.

- Teachers discussed questions regarding the European Union, and kept

students informed about current events in Europe and encouraged them to

try to keep in touch with them using the media.

- We got to know Europe at different lessons with the help of interactive

online didactical games and a CD-ROM Raziskovanje okolja EU. The students

have made posters of our partner countries in the project Comenius. During

the lessons we’ve emphasised the students’ ideas and thus developed their

creativity (creating objects of their imagination at Art classes, poetry and

story writing...)

- During English lessons, the students have had the chance to communicate

with their peers from other countries and written letters to each other (pen

pals).

- We’ve also prepared a public event at Spring day, where the students

performed with various acts. The emphasis was on the creativity of their

performance.

- The students were also visited by our famous world traveller Benka Pulko,

who presented her talks throughout Europe to the students.

- As part of after lesson classes we created the ‘European props’ for the final event, where we celebrated Europe Day, and at the same time concluded the project. As part of the Comenius project, the students made posters about European countries. - For Europe day (9th May) we had an exhibition about Europe and the European Union. - As part of the project Comenius, students and teachers have visited some schools and partner countries in the project. - As part of our activity on creative writing we also published a school newspaper, a part of which was dedicated to European Union, Comenius, and Spring day.

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The impact of video conferencing

As part of the behaviour project we’ve connected with partners schools by means of videoconferencing as well. They have been a very attractive way of working for the students of different age groups. By means of modern technology they were able to have direct contact with their peers from other countries. They practised English and made new friends. Many students still keep in touch with their newly made friends by letters, internet (Skype, MSN, Facebook, etc.). We had several video conferences with different partners and students of different age groups. In the videoconference with Malta, the younger students were involved. They prepared an interesting short programme where they presented our school in English and introduced themselves. They also performed short traditional Slovenian stories, sang a few songs in English and Slovenian and showed folk dances. The best thing about this was that they were able to communicate with their peers freely, asking each other different questions. The Comenius team of student has had video conferences with the other Comenius teams, especially from Italy. Individual classes also took part in video conferences with Ireland and England. The impact of teacher and pupil mobilities

The international project we took part in was a project that brought people together on school, local and European level. It encouraged research work among the students and teachers. The additional value of the project shows through the inclusion of the European dimension into the lessons. The great impact of the project was the international student and teacher exchanges, mobilities. They have enriched the personal and professional growth of the teachers, enabled their professional development because they offer a lot of opportunities to lear for different educational methods and facilitates cooperation with foreign colleagues. A further benefit is also in the exchange of examples of good practice. For the students the mobilities have been a priceless experience. Through the contact with other cultures and peers from abroad the students learned the value of their own culture and been able to compare it with other ways of life.They’ve overcome many stereotypes. The motivation to learn English and other foreign languages, as well as learning about European countries has definitely increased, too.

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Parental involvement

We tried to include parents into the project wherever and whenever possible, mostly where we felt that their cooperation is meaningful and useful. At the beginning of the project the parents were offered to fill out questionnaires about the contents of the project, to get an insight into their views and opinions on good behaviour and interpersonal relationships and therefore contribute to achieving the set goals. The parents also took part in a puppet show that served as a basis for discussion about good behaviour. The parents of all the students of our school helped prepare the Educational plan of the school, which was tightly intertwined with the contents of the project. Discussions about the important values in school and outside it have been going on parent-teacher meetings where the parents have exchanged their views and opinions. Parents also played a very important role in the preparation of the partner meeting in our town. They were happy to give hospitality to 22 students from Italy, Turkey and Romania who visited us. They were all very happy to host the students, as they have assured us at the evaluation meeting. They were also very willing to help prepare social events where they have greatly contributed to the successful conclusion of the meeting. The parents have been an important partner in achieving our common goals and their willingness to always help and support us has really meant a lot to us.

Arranging a Meeting- the impact on the school

In October 2009 we have hosted a project meeting together with another school from our town – Vrtec Idrija. In the five days, full of different activities, all the participating teachers and students from partner school joined together under the project’s slogan “Good Behaviour – A Rainbow That Colours Our Life”. The meeting in Idrija was attended by 24 pedagogical workers of the partner schools from Ireland, Italy, Malta, Portugal, Romania, Turkey and England. The ongoing activities at the school were made even more interesting by the 22 guest students of partner schools from Italy, Turkey and Romania that have been hosted by our grade 8 and 9 students. The guest students were welcomed by the hosting families who took responsibility for their well being in the time of the meeting. They have taken them into their families and homes with great hospitality, and thus opened the doors of their home to a different culture, had a chance to gain nice and valuable experiences as well as practice their English. Many friendships made in the first year of the project, when our students were hosted by the Italian families, were strengthened, and even more

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new friendships were made. The guests of our school were also addressed by the mayor of our town Mr. Bojan Sever, and our headteacher Ms. Nikolaja Munih who also presented the Slovenian school system. Our students performed a school play / puppet show about one of our traditional folk stories Mojca Pokrajculja. We presented our school and tried to give the guests an insight into the work at our school – they were able to see the different classes, lessons. The teachers from Malta have prepared a fun lesson in which they’ve tried to teach our students a Maltese traditional dance – our students loved it, even though they were a bit shy at first. The guest students also had a chance to participate in sports games and activities prepared by our P.E. teachers. Our students were very keen on getting to know their peers and learn as much as possible about them - it was a really valuable experience. The peak of cultural events of the whole meeting was the evening of poetry where we were given the chance to meet the first lady of Slovenia Ms. Barbara Türk, the honorary patron of the project, who honoured us with her presence. The evening was marked by a selection of Slovenian poetry, interpreted by our students, as well as the poetry from the hosting countries. The experience was magical and left a long-lasting effect both in the students performing the poetry as well as all the guest partners, teachers and parents. Hosting a meeting gave us a chance to show our partners some of the beauties our small country has to offer. Our students took them on a guided tour of our town Idrija, and showed some of the most important sights, briefly explained the history, tradition and culture, and characteristics of life in this part of Slovenia. The guest students even had the chance to try making our traditional dish Žlikrofi. On the whole-day trip around Slovenia the guests got to know our capital, Ljubljana and experience the wonders of the underworld of Postojna cave. It was an amazing experience to see our students spending the time together so harmoniously, regardless of all the cultural differences. Hosting this meeting had a great impact on our school. We gained a lot of in terms of how to prepare a meeting, organise different activities and carry them out, how to plan work meetings, etc. all of which is going to be very valuable in our future work. Our institution is richer for the feeling of constructive cooperation among students, teachers and the local environment and is even more aware of the importance of common goal achievement.

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Chapter IV – Specific activities

Slovenia – Kindergarten

We were invited to join this international project by its coordinator, a person who

had conceived it, and were particularly attracted by its contents and the possibility

of international cooperation.

At our institution we’ve been following Step by Step Programme inside International

Step by Step Association. Our Pedagogical Standards of Quality are:

• Individualization, Supportive adult- child interaction

• Partnership with parents

• Supporting learning environment

• Meaningful learning

• Monitoring child development and learning and therefore corresponding

planning of pedagogical work

• Professional development

• Social inclusion

Therefore this project fitted to our model of work very well, so we found it very

challenging. The project began with questionnaires for teachers and parents who

have shown us the interest and positive attitude to the discussion. Over half of

surveyed parents decided to actively participate in the project. All the planned joint

activities have been implemented, plus many others that related to the project.

ECO-project was implemented simultaneously and linked to. Work in the project has

contributed a lot to professional development of teachers, their intercultural

awareness, communicating and interest in learning modern languages. We

organized a refreshing course of English for our staff. The effects of the project were

certainly positive and versatile and have already indicated in promotion of good

behaviour, manners and interpersonal relations.

The project as a whole and our work inside it was presented to the spouse of

President of the Republic of Slovenia, Mrs Barbara Miklič Türk, the honorary patron

of the project. Project website was developed by the partner school from

Portugal (behaviourproject.110mb.com/). There is also a link to our blog

(behaviourprojectslov.blogspot.com), published to enable current reporting about

the project activities.

All teachers who had the opportunity to participate the International meetings at

partner schools in different countries have agreed that each meeting left a lasting

impression. Learning about other cultures and school systems gives us the width and

the opportunity to compare where we are and what progress can be done.

Participating in mobility was very motivating for further work.

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Teachers were very happy to see their work presented and recognized their own

contribution in the process of project activities. They also learned to understand and

better the importance of cooperation and negotiation, teamwork and decision-

making by consensus of all partners, which is a difficult task. We found it an

important new experience, to have the opportunity to be observing teaching -

educational process and identify strategies for teaching children of the same age

regardless of whether they are in kindergarten or school. It is also very interesting to

compare classroom equipment, furniture, didactic materials and products.

Cultural diversity of the countries involved was exceptional and we were touched

by the hospitality and friendliness of the staff of hosting institutions and the local

population. It is also very fruitful to sometimes have a look over one's own fence

and prevent oneself from being too self confident. At the international meetings

teachers have had the opportunity to be presented cultural diversity through

exhibitions, international evenings with tasting delicacies brought from all

participating countries, etc. Participants were also given gifts that represented the

cultural specificity of each country (eg. from Slovenia these were: hand made lace,

Neanderthal flute replica, honey, sea salt, painted beehive panels). Also at the

reception ceremonies host schools presented their cultural heritage through songs

and dances.

Contacts with partners were held at meetings and via e-mail, Skype, exchanges of

products and photographs, materials, video-conferences between groups of peers

from partner countries and coordinators.

Parents were involved at all levels and stages of the project. Working with parents

and also grandparents has achieved very good results in many ways – first by

presenting the project at parents meetings and lectures on the developing of

emotional and social intelligence at children. International and intercultural

dimension was emphasized by presenting the Turkish tale in a leaflet. Parents

helped us in the implementation of video-conferencing, recordings, taking photos,

collecting proverbs, contributing gifts for visitors, dolls - including travelling

character, translating texts into English, preparing presentations of activities and

presenting partner countries to groups of children. Some parents also attended the

lecture at the meeting in Slovenia. Families were also hosting travelling characters

and reporting about it. Their contribution to project was very active while producing

books about good behaviour in different situations (at home, at the library, at

grandparents, on the road, in the theatre ...), which they did together with their

children. Parents wrote the text and children illustrated it. The interest that parents

showed for the project was immense. It was reported at parents meetings, that

they had often discussed all aspects of it at home, too.

Contacting partners through video-conferencing was implemented from the outset

of the project. All participants were extremely attracted by this way of cooperation.

Both, the children and the teachers have had the opportunity to see and hear each

other. Before the conferencing children had some introducing activities. They were

looking for information about the partner countries and learned about them.

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In this context, various activities were held: exhibitions, drawing flags, reading

traditional stories, illustrating, learning greetings in the languages of partner

countries, etc.

On the other hand, they tried to show something that would be interesting for

children from another country, like making a real snowman for the children from

Portugal that haven't got snow in winter. Each videoconference was an interesting

experience, either in terms of behaviour and forms of communication, witnessing

communication in foreign languages as well as experiencing non-verbal

communication. Children noticed cultural differences, even different clothing.

Organizing the international meeting in October 2009 together with a partner

school in our town, was one of the most demanding tasks in this project, because

we wanted to make our visitors feel well, present our kindergarten, our work, our

town, the country and also give the necessary emphasis on the topics. The aim of

the meeting was to reflect and discuss how we can promote developing

emotional/social intelligence in children, to exchange ideas and make a detailed

plan of activities and the final product of the 2nd year of the project. VIP guests

were invited - representatives of local communities, school authorities...We were

honoured with the presence of the First Lady of Slovenia, Mrs. Barbara Miklič Türk ,

the honorary patron of our project. Among other, she attended our video-

conference with a school from the UK.

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Chapter IV – Specific activities

Turkey – Naşide Halil Gelendst İlköğretim Okulu

The impact of hosting a meeting We were very excited to launch the project in Turkey and we hosted the first meeting.

As hospitality is a very important part of Turkish Culture, we prepared for the meeting

very thoroughly. We were worried because we needed to reflect the spirit of the

Project. The year of the Project was at the same time The Year of Mevlana Celaleddin-

i Rumi. (The Great Turkish Philosopher and Piousman). This was very relevant to the

aims of the Project. So we decided to make a study that reflected the philosophy of

Mevlana. We prepared some PowerPoints and booklets for our Project team in order

to introduce them to him.

We gave some information to our students about our partners and their

countries, and taught them greetings in the languages of our partners. The visitors

from Romania provided a big opportunity for our students to improve their English

speaking skills. Our students and Romanian students made good relationships and

friendships. They also found good opportunities to taste their traditional meals and

saw the family relationships first hand . The students found the experience a great

opportunity to express themselves and get to know another culture. In order to

involve the families with our Project we organized a charity meeting for poor people.

The families made big effort to be the part of this activity and it made us so happy.

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They also had an opportunity to show off their handmade work and traditional

Turkish meals. Besides all these activities we have shown our cultural heritage and

our country.

Impact on Students

This project had a huge impact on the 10 students that travelled to Malta and

Slovenia. These children were chosen from the Comenius team from the school. They

were the best English speakers and the ones who had worked hardest on the project.

Involvement in the project improved their English and their knowledge of different

cultures giving them a new perspective on the world. They experienced different

education systems and made new friends with whom they regular communicate with

on the internet. This was their first opportunity to visit a different country.

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The impact of teachers visits Teacher visits were very useful and productive for our teachers. Learning the cultures

and education systems of their countries, as well as visiting their schools provided our

teachers with a different point of view and inspiration. These visits enabled us to see

the weak points of our educational system and our school.. We have shared our

impressions with our management and other teachers and we also thought of what

can we do differently in our school. In our visits sometimes we were surprised by

common aspects of all our cultures. It was a great pleasure for us.

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Chapter IV – Specific activities

UK Birmingham – Yarnfield Primary School

Eurobuddies

This after school club has been running for the duration of the Comenius project.

Every Tuesday between 3.15pm and 4.30pm a group of children aged between 7

and 11 years meet in order to discuss the project and work to understand the

similarities and differences between the partner countries.

This activity has developed into an extended learning opportunity with children and

staff working informally together. The favourite activities have been; exploring food

from different countries, a trip into Birmingham city centre to visit the international

Christmas market and hosting a party for Cecec (our visiting Slovenian character).

Children and staff would recommend this activity to our partner schools.

E – book

Working with the more able children from Year 5 (aged 9 – 10 years), the Deputy

Head teacher and the ICT technician produced an e-book which was published on

the school’s web-site.

The rationale behind this was to advertise Comenius to parents and pupils, raising

the school community’s awareness.

The content of the book was entirely independent, making little work for teachers

and raising the self-esteem of the pupils. This activity worked within the UK remit of

producing work for community cohesion. Yarnfield, being a multi-cultural school in a

culturally mixed part of Birmingham aims to celebrate and promote acceptance of

diversity.

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Big Book

In order to share behaviour strategies with our partner schools and reinforce it

within Yarnfield it was decided to write a ‘Big book’. The book has been put in the

school library where it is a popular choice of children of all ages.

Working with children from across the primary age range (from 5 – 11 years) the

deputy head withdrew more able children in order to collaborate on the book.

Children were given themes which reflected the behaviour policy of the school; both

rewards and sanctions. Pupils then wrote about their theme and took a photograph

to illustrate their work.

Having the books colour copied and bound gave this work status. Working across

the age ranges developed a lovely working atmosphere. Younger pupils gained a

great deal academically from working with the older children whereas older pupils

benefited socially. Books were given to partner schools during the meeting in Italy.

This activity was successful in the quality of the product and the cross age mix of

pupils. The member of staff involved will repeat the activity.

Sing a Year at Yarnfield

In order to share our school culture with our European partners Yarnfield produced

an audio CD. This CD presented a representative sample of songs from across the

academic year. Some religious festivals were included as were songs representing

the school’s ethos.

Children from the whole school were involved in this activity, from Nursery to Year 6

(aged 3 – 11 years). The CD was made available to parents too. Partner schools were

presented with a copy of the CD during the meeting in Italy.

Behaviour flowers

Following our visit to Italy, it was decided to take on one of the many display ideas

used in Milan. The special needs department, both lower and upper school, made

‘behaviour flowers’. Children were given the subject for the centre of the flower e.g.

good manners. They then produced petals with examples of good manners.

This was very successful. The flowers were displayed in the school entrance and

were given a high profile. Visitors, pupils and parents commented on the good

quality display. Pupils who had contributed to the display had a sense of

achievement and their self-esteem was boosted. This group of pupils needed to feel

valued and this activity met this particular need.

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Video Conferencing

As a requirement of the Comenius project is to involve the use of ICT as a

communication tool it was decided to link with partner schools via video

conferencing. The objective was that children will communicate with others across

Europe, building awareness and understanding.

Yarnfield linked with Lewes, Sussex and Ovens, Ireland.

The initial links had limited success due to the shyness and inhibitions of the pupils.

This was overcome with the provision of a tight structure and improved preparation.

Once again, the school inked the Comenius activity with existing work (global

communications) in order that staff did not become overburdened.

A member of staff, working with children with English as an additional language,

took the lead on this activity. Pupils were encouraged to think of questions for their

conference partners. They rehearsed the questions within the group before the

conference link. After this procedure had been initiated the links were increasingly

successful. The Yarnfield pupils were able to use their newly required English

language skills for a real purpose and they enjoyed learning from children in the

linked schools.

This activity was extremely successful and will be repeated in future years.

Organisation of a meeting

The initial Comenius meeting was held in Birmingham. Unfortunately, the member

of staff who organised this meeting retired before the project became active.

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Chapter IV – Specific activities

UK Lewes – Wallands CP School

Wallands is a mixed primary school of 470 pupils in a small town in Sussex. We

have a largely middle class intake which serves our local community with a Language

Unit attached to the school which brings pupils from all over the county with Speech

and Language impairment. We decided to join this project to widen the pupil’s

exposure to other cultures and give them a sense of becoming global citizens.

Rights Respecting Schools Award

At Wallands we have always believed in the importance of fostering social and

emotional intelligence. Comenius helped us focus on why it is important and look at

the ways we facilitate it. We decided to work on the project in our “Family Groups”,

which are mixed age classes that work together on personal and social education.

We worked on the project in those sessions and that helped the children and staff

to feel that we were working on our whole school ethos.

At the beginning of the second year of the project we decided to work on a UK

based award organised by UNICEF which is called “Rights Respecting Schools”. It tied

in so well with the aims of the project and fulfils some of the project aims for us on

improving pupil behaviour and helping them truly understand why empathy is

important. We taught the children the difference between wants and needs (sorting

pictures into categories for younger children). They learnt that needs become rights

and we worked on UNICEF’s “Rights of the Child” and the rights that all children in

the world deserve. We then worked on the rights that are important in our own

classes and the children devised their own class charters with what they felt should

be their rights in the classroom and the responsibilities they had to ensure all

children got their rights. From these class charters children from each class and

some teachers have now worked on a whole school charter. Now the rules of our

school are meaningful for children and they are starting to talk in terms of

respecting others rights. Working on the award has involved us becoming more

outward looking and has developed work on more ethical issues such as fair-trade.

We were able to bring this into the project and working with the visiting characters

from other countries. We had a whole school focus on the concept of fair-trade and

what individuals can do to make a difference in the world.

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The Impact of hosting a meeting

When we hosted a meeting at our school in February it had a very positive impact

on the school community and pulled us all together in a common goal. We spent a

long time preparing for it with the

children teaching them about our

partner countries. We linked each year

group with a country and taught them

how to greet them in their own

language and created a display about

their country using what they had

learnt. We tried to connect it to what

the children were learning. Eg. The year

group who were connected to Slovenia

learnt about Slovenian rivers as that

was their topic at the time. We decided to involve the whole school in the project

though doing whole school work on social skills and citizenship education in our

schools “Family Groups”. These are cross year group classes that meet for half an

hour once a week. As the children are working in mixed age groups (from 6 to 11),

they learn from each other and bullying is reduced as they become friends and

protect each other. Hosting a meeting meant learning songs across the school to

perform to our visitors and working on the project during whole school assemblies

and family group times. It created a forum to talk about behaviour and other

cultures that otherwise wouldn’t have been there.

The impact of video conferencing

Video conferencing has enabled our children to have direct contact and has given

them motivation to work on the project and learn about other cultures. They have

been keen to show our partners

their work, For example our

children composed a Comenius

dance to Michael Jackson’s “Heal

the World” about making the world

a better place. They were so

excited to perform it via video

conferencing to our partner schools

in Malta, Romania and Malta. They

have watched traditional songs

from Ireland and Romania and this

has opened their eyes to different

cultures. When teaching the children about our partner schools and countries, they

have had an opportunity to ask children directly about their lives and culture and

that has made what they have learnt come alive for them.

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For example, they learnt that Maltese people eat a pastry called Pastizzis and the

children made them and were then able to talk to the children in Malta about how

often they ate them and if they also cook them at home. Most striking for us was

talking to children from a school very different to ours in another part of the same

country and our children learning about other cultures in our own country!

The Impact of Teacher Visits

It has been so beneficial to our teachers’ own professional development to work on

something at school and present and share how it went with professionals from very

different cultures and institutions. Our ICT skills have been especially enhanced. We

have had the unique chance to experience life as a teacher in eight countries and

disseminate that experience to colleagues in our own country. In Lewes we were

stuck by how much the children gained from their awareness of their rich cultural

heritage. It made us aware of how much of traditional songs and dances how been

lost to this present generation. We are more focused on what we need to preserve

for future generations.

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.

Good BehaviourGood BehaviourGood BehaviourGood Behaviour A rainbow that colours our lifeA rainbow that colours our lifeA rainbow that colours our lifeA rainbow that colours our life

Lifelong Learning Programme Comenius

School Partnership 2008 - 2010

This project has been funded with support from the European

Commission. This publication reflects the views only of the authors,

and the Commission cannot be held responsible for any use which may

be made of the information contained therein.

Chapter 05

Conclusion

pages 99 -100

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Chapter IV ‐ Conclusion  

  Children have never been very good at listening to their elders, but they have never failed to imitate them.                                                                                                          James Baldwin 

 

     The international school partnerships Comenius project entitled “Good Behaviour – A Rainbow That Colours Our Life” started  in 2008 and finished  in 2010. We believe our Project,  involving children  from 4  to 15 years  from 8 countries, has been very successful.   Students  and  teachers  have,  with  the  help  of  project  work,  improved  their knowledge  and  skills  in  the  field  of  behaviour,  good manners  and  interpersonal relationships. At the same time, the project has given the participants the chance to develop  in  the  field  of  teamwork,  relationships,  learning  and  teaching  foreign languages, planning and carrying out project activities as well as using  information and computer technology (ICT).   The quality of project co‐operation and  its  implementation across ten schools from eight  European  countries  was  excellent.  Factors  which  affected  the  successful outcomes  included:    the  personal  motivation  of  individuals,  the  support  of  management, careful planning of project activities, a good project team, integrating the project  into the regular activities of the  institution, and being continually open to change.   Among the questions which were set at the beginning were the following:  

What knowledge and skills are needed in life?  

What is the importance of emotional and social intelligence? 

 What is the role of school in our time of rapid social change?  

What are the activities that can help children in kindergarten or school to real understanding of the importance of interpersonal relationships? 

We have  tried    to, at  least partially, answer  these questions by  choosing,  running and presenting a wide  range of activities. As seen  from  the chapters of  this book, during our  two  year project, partners encountered many  similar  approaches,  and also a lot of diversity in relation to each  activity.  

 Special  value was  added  by  the  international  aspect  of  the  project with  all  the benefits  that  it  entails  (inter‐cultural  dialogue,  professional  development, communication  in foreign  languages, the use of ICT, sharing experiences and  ideas, learning about the work of partner  institutions, mobility of   children and teachers). We feel really happy that we were able to work together, share ideas and learn a lot about each other and from each other.   In accordance with common European values, we  linked together to encourage an interest, awareness and a sensibility  in each of our children towards artistic, social and ethical values, to engender a sense of responsibility and respect and to enhance tolerance.   

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 We  motivated  the  children  to  learn  about  one  another  and  to  promote  good behaviour through a variety of activities such as traditional stories and proverbs, a sticker  competition,  a  multilingual  dictionary  of  polite  expressions,  a  travelling character representing each country and learning about good manners, comic strips, a didactical game and a CD of songs.  

Working collaboratively under the Comenius remit we were able to: 

Promote European co‐operation between the partner schools 

Encourage contacts 

Promote teacher mobility 

Promote knowledge and understanding 

Enhance the quality of education                    

Co‐operation  between  partners  was  productive.  We  managed  regular  on  line meetings and supported each other. We exchanged skills and shared our knowledge and this meant all had an opportunity to develop professionally and personally. At project meetings we planned products and evaluated project work  in each partner institution.  This  was  effective  and  we  managed  to  produce  a  good  variety  of pedagogical materials.  All  partners  contributed  to  these  products  and  promoted specific project aims inside their own institutions.  

We  used  new  technology  extensively  in  our  final  products  including  videos, Powerpoint  presentations,  desktop  publishing,  dvds,  pdf  creator  programmes,  e books,  the  project  website  and  blogs. We  all  had  the  opportunity  to  learn  and practise the new technology. Using video conferencing was particularly exciting for those of our children who could not participate in mobilities. 

It  is hoped  that    the work accomplished  in  the Project will  serve as an  important reference point for each partner school  as well as  for others who are interested in this topic. It is also hoped that our work will be used as a teaching resource and that co‐operation with partner schools will continue, after the end of the funding period. 

After the two year work we can say, that even 340 years after his death the main concepts of Comenius’ theory of education are still valid today. In a passage of The Great Didactic, Comenius wrote:  Though these schools be different, we do not wish them  to  teach different  things, but  rather  the same  things  in a different manner.  I mean, all things which can make men truly men, and the learned truly learned; They should be  taught  in  consideration of  the pupil’s age and  the  standard of his prior preparation,  which  should  always  tend  gradually  upward....  The  very  sun  in  the heavens gives us a  lesson on this point.  In early spring, when plants are young and tender, he does not scorch them, but warms and invigorates them by slow degrees.... The gardener proceeds on the same principle, and does not apply the pruning‐knife to  plants  that  are  immature....  Just  such  a  skilful  and  sympathetic  treatment  is necessary  to  instil  a  love  of  learning  into  the minds  of  our  pupils,  and  any  other procedure will only convert their idleness into antipathy... 

 

 

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“Behaviour is a mirror in which everyone displays

his own image.” Johann Wolfgang von Goethe

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July 2010