proyecto comenius 2011/13: small world - big world

Jyväskÿla Meeting, Comenius Project 2011-13DE3-COM06-1903

SMALL WORLD – BIG WORLD

Good Atmosphere in Schools for a Good Atmosphere in Europe

Tikkakosken KouluHellweg Schule

PubliczneGimnazjum nr.2

1st. DimotikoSxoleido of Pefka

IES Emperador Carlos

OUR SCHOOL

CONFLICTS AT SCHOOL.

DEALING WITH THESE CONFLICTS.

WAYS OF CREATING WELL BEING.

SMALL WORLD - BIG WORLD, GOOD ATMOSPHERE INSCHOOLS FOR A GOOD ATMOSPHERE IN EUROPE



HEADTEACHER

2 DEPUTY HEADTEACHERS, 1 SECRETARY

17 HEADS OF DEPARTMENT

GUIDANCE DEPARTMENT

STATE SCHOOL

PUPILS AGE RANGE: 11 - 18

GENDER: MIXED

NUMBER OF PUPILS: 450

SPECIAL EDUCATIONAL NEEDS

SPECIAL EDUCATION CLASSROOM.

A-LEVELS.

OUR SCHOOL IN FEATURES


1st 2nd 3rd 4th Special EduClass

1st 2nd 0

10

20

30

40

50

60

70

80

90

100

72

55

82

70

0

5

0 0

69

96

4 36

20 0 0 0

2 25

1 1 0 0 0 0 0 0 0

Total Students at "Emperador Carlos" Secondary E. School – 2011/2012

Secondary E. 6th Form

N.of Students Special needs S. Emigrants & Ethnic S.

Age range: 11__________________________________________________________________________18


1st 2nd 3rd 4th 1st 2nd Special Edu Class0

10

20

30

40

50

60

70

80

90

100

72

55

82

70

0

69

96

0

5

8

20

14

6

0

19

39

0 0

7

3

15

0 0 0 0 0 0

"Emperador Carlos" Secondary E. School – 2011/2012

Secondary Education 6th Form

N.of Students Non-promoted S. Promotion by Law(Age)


1st Year 2nd Year 3rd Year 4th Year 1st Year 2nd Year

0

10

20

30

40

50

60

70

80

90

100

110

120

61

68

84

60

85

116

53

48

70

54

66

77

8

20

14

6

19

39

"Emperador Carlos" Secondary E. School

Students per Year: Promotion

Total Students

Promotion

Repeat Students

Age: -12-13 13-14 14-15 15-16 16-17 17-18


1st A 1st B 1st C 2nd A 2nd B 2nd C 3rd A 3rd B 3rd C 3rd D 4th A 4th B 4th C 4th D0

4

8

12

16

20

24

28

32

26

24

22

1918 18

17

2627

1213

18

24

15

"Emperador Carlos" Secondary E. School – 2011/2012

Number of groups per Year in Secondary E.

1st Year 2nd Year 3rd Year 4º Year

N.of Students

Age 11-12 12-13 14-15 5-16

Guidance Department

LEARNING SUPPORT TEAM.

SUPPORTS THE CURRICULUM.

TUTORING AND CLASS TEACHING.

PROVIDES HELP, ASSISTANCE TO STUDENTS WITH

SPECIAL EDUCATIONAL NEEDS (intellectual

difficulties, barriers to learn, curricular, disabilities, social

factors, disturbances in emotional development, etc)

CAREERS ADVICE.Jyväskÿla Meeting, Comenius Project 2011-13

DE3-COM06-1903

ASSESMENT AND EVALUATION OF PUPILS WITH LEARNINGDIFFICULTIES.

PROVIDE SUPPORT CLASSES (spanish and mathematicss i.e.

instrumental subjects) TO:

Emigrant pupils or students belonging to etnic groups

Students with social disadvantages

ONE HOUR MEETING PER WEEK WITH ALL THE BASE GROUPTUTORS OF EVERY SECONDARY LEVEL TO:

Prepare contents tutor / students weekly class.

Detect students with low level school performance.

Prevent disruptive behaviour in classroom.

Offer advice about better class management.

Support Learning


PROVIDE INFORMATION ABOUT THE POST-COMPULSORY STAGE:

A-levels: two years after secondary title.

Technical or Professional Studies.

PROVIDE INFORMATION ABOUT STATE EXAM TO ENTER

SPANISH UNIVERSITIES, AFTER A-LEVEL

OFFER A-LEVEL STUDENTS ADVICE TO CHOOSE A

SUITABLE UNIVERSITY DEGREE.


Careers Advice

CODE OF CONDUCT

GOOD ATMOSPHERE AT SCHOOL

VALUES

CITIZENSHIP

Well Being, Coexistence


TO KEEP A COHERENT WELL-ORDERED ORGANIZATION.

TO HELP DEVELOP ALL TEACHING-LEANING ACTIVITIES.

TO PROMOTE A HUMANISTIC SET OF VALUES.

TO FOSTER A HUMANE AND PEACEFUL BEHAVIOUR.

TO ENHANCE THE WELL-BEING AT SCHOOL COMUNITY.

TO ADVANCE ON TOLERANCE, PEACE, EQUALITY AND

RESPECT AND BASIC VALUES IN OUR SCHOOL.


MAIN AIMS


WHO IS RESPONSIBLE FOR COEXISTENCE IN THE SCHOOL?

EDUCATIONAL COMMUNITYLOCAL

INSTITUTIONS

BOARD OF SCHOOL REPRESENTATIVES COEXISTENCE COMMITTEE

Students Teachers Families Town HallNon-Teaching

StaffManagement

Staff

Representatives Democratically

elected


Members of the “Coexistence Committee” must be

Members of the Board of School Representatives

Coexistence committee

Families:2 parents

Management Staff:Headteacher

Deputy Headteacher

2 Students

Others 2 TeachersOthersOthers

CoexistenceCo-ordinator

1.- INCIVILITIES:

Lack of respect to others

Impolite behaviour

Uproar

Small thefts

2.- DISRUPTIVE BEHAVIOUR:

Careless attitude

Small damage (material or facilites)

Absenteeism

Bothering (teachers /students in class)

Preventing work

TheftJyväskÿla Meeting, Comenius Project 2011-13

DE3-COM06-1903

THE BREACH OF COEXISTENCE AT SCHOOL

3.- ANTISOCIAL BEHAVIOUR:

Bullying

Systematic aggressions (verbal / physical)

Robbery and vandalism

Aggression to members of the school



MAIN PROTAGONISTS OF THIS PROBLEM:


Students’ age

Students’ profiles



2009 / 2010 2010 / 20110

200

400

600

800

1000

1200

14001383

0

663

921

0

366

425

0

279

370 18

"Emperador Carlos" Secondary E. School

Total number of Incidents In Secondary E. & Distribution per type

Comparison: 2009/2010 and 2010/2011

Total Incidents Incivilities Disruptive Behaviour Serious Disruptive B.


Total Secondary 1st Year 2nd Year 3rd Year 4th Year0

200

400

600

800

1000

1200

14001383

330

777

152124

663

132

284

205

42

"Emperador Carlos" Secondary E. SchoolDistribution of Incidents per Year

Incidents 2009/2010

Incidents 2010/2011

Age: 11-12 12-13 13-14 15-16 17-18

1.- THE TRADITIONAL / PUNITIVE MODEL

Tutors and teacher

Guidance teacher

Coordinator

Coexistence team

Head of studies

Head teacher


DEALING WITH THESE CONFLICTS

2.- OUR LEGAL FRAMEWORK:

School internal regulations

Educational law: students’ rights and duties


DEALING WITH THESE CONFLICTS

THE BEHAVIOUR IS NOT CORRECTED

AUTHORITARIAN

TEACHERS & HEADTEACHER INVOLVED IN THE PROCESS:

THEY JUDGE AND ENFORCE THE SCHOOL RULES.

STUDENTS ARE NOT INVOLVED, THEY OBSERVE OR

ACCUSE, LACK OF RESPONSABILITY.

CLASH AMONG THE SCHOOL COMMUNITY.

STUDENT AWAY FROM CLASS, LEARNING PROCESS

DISCONTINUEDJyväskÿla Meeting, Comenius Project 2011-13

DE3-COM06-1903

WEAKNESSES OF THIS APPROACH

CREATES BETTER ATMOSPHERE.

IT’S NOT AUTHORITARIAN.

IT MUST BE INTEGRATED IN THE SCHOOL PROJECT.

PROMOTES PEER DIALOGUE AND INTERACTION.

STUDENTS LEARN A ROLE.

BUT, WE NEED:

a plan

a team

a protocol

to involve the school community

MUST BE ACCEPTED, IMPLEMENTED AND CARRIED OUT BY ALL.

IT REQUIRES A FOLLOW UP.Jyväskÿla Meeting, Comenius Project 2011-13

DE3-COM06-1903

MEDIATION

CoexistenceCommittee

meets

Teacher instructoris appointed

Mediatoris appointed

T. I. follows SchoolRegulations

A Mediation teamsupports the process

T. I. proposessanction

Written document withTerms of Agreement

Board of School R.

Approves

Both parts accept

the terms

If Headteacher approvesMediation,

sanctioning processIs stopped

MediationProcess Starts.

No longer than 10 days

Conflict Resolution: The Integrated Model(Punitive + Relational Model)

Headteacherdecides

Teachers propose orstudents demand

Mediation


No Mediation:Sanctioning process

Begins

DIFFERENT MOMENTS OF COEXISTENCE:

Class interaction

Tutorial plan

Extracurricular activities

Meetings

School parents association

Formation, workshops

Guidance and counselling

Exchange of good practice,…


WAYS OF CREATING A BETTER ATMOSPHERE


SMALL WORLD – BIG WORLD

Good Atmosphere in Schools for a Good Atmosphere in Europe