The ELA Blog

Bullying, whether online or in person, harms not just the targets but also the bullies. This course aimed to explore effective strategies for preventing all types of bullying in educational and school environments.
The new edition of the course “How to prevent bullying and cyberbullying in schools and promote social emotional learning​” took place in Palermo from 19/05/2024 to 25/05/2024. The participants came from different countries in Europe, with Denisa, Natália, Lýdia and Soňa from Základná škola Martina Rázusa in Slovakia and Katrin from BBS Boppard in Germany.

On the first day we started with a collective brainstorming about the different types and aspects of bullying: What are its characteristics and forms? Who are the participants in a bullying scenario? We also discussed the question: What are the three main elements that distinguish bullying from conflict?
In our next session, the victim was at the centre of our discussion. We focused on the risk factors that lead children to be bullied and tried to find ways to prevent this situation. We also created specific initiatives that can be carried out to prevent bullying behaviour. To structure the topic, we looked at bullying situations from four different angles: family, school, individual and community.
Cyberbullying is one of the most important types of bullying and one of the most difficult to eliminate. Nowadays, children spend more and more time online and therefore the negative consequences need to be addressed. However, this process also opens up some opportunities which we explored with some practical activities around the world of cyber bullying and prevention. We also discussed the differences and similarities between traditional and cyberbullying. To understand and put ourselves in the shoes of the victims of bullying, we implemented a very powerful activity that can be used with both students, parents and teachers to raise awareness.

Fostering a positive classroom environment is an important strategy for preventing bullying behaviour. This is why we explored the topics of emotional intelligence, membership and inclusion and collaboration. These are the pillars for a supportive classroom and should not be underestimated. Of course, we discussed this with a lot of non formal and creative activities and games, thanks to which it was impossible to get bored.

Discover more about this course here.

Being in contact with the outdoor has a considerable positive impact on the cognitive, behavioural and emotional development of human beings since prehistory. Even nowadays it is not unusual to feel inspired, intimidated or even influenced by walking in nature or admiring a natural or urban landscape. Outdoor education is an innovative teaching approach that offers the possibility to address two of the most important topics of today’s society: providing long-lasting high-quality education and raising awareness on the importance of preserving our planet in the face of the daunting threat of climate change.
The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Tenerife from 19/05/2024 to 25/05/2024. The participants came from all across Europe, Gregor from Osnovna Šola Gustava Šiliha Laporje in Slovenia, Daniela and Nathalie from Östervåla skola in Sweden.
Starting from the definition of Outdoor Education, we explored the diverse ways in which we can guide our students to come in contact with the outdoor, which doesn’t imply to be always in nature and forests. Indeed, we dedicated one part of the training to Urban Outdoor Education in the city. The participants learned to teach subjects like science, maths, music, art, language and more by testing activities which guided their attention to the surroundings.
Another part of the course was focused on practicing many tools in a natural environment in local parks. All the games and activities tested were much appreciated and gave inspiration to our participant not only in sharing their activities with the rest of the group, but also to create their own Outdoor activity.
Participants also explored the concepts of Non-Formal Education (NFE), a pedagogical approach in which many of the outdoor activities falls in. This approach puts at the centre of the learning process the concrete experience that students live when they are performing an activity or a task. By following the entire cycle and making sure we ask our students the correct reflecting questions, they are able to relate the new knowledge acquired to their lives and apply it.
Indeed, the last part of the course was dedicated to designing an outdoor experience ad hoc for each participant’s target group. After studying the principles of outdoor learning approach, discovering the 10 Kurt Hahn rules and their true meaning, getting in touch with many different urban and natural activities, in the last day of the course each participant designed an outdoor lesson based on the subject taught. Taking into consideration the level of age of their pupils, and the skills and topics they wanted to address, each teacher planned in detail the session, presented it to the other participants of the course and received feedback on how to improve it. ​This week was a true example itself of the efficacy of experiential outdoor learning: with our hands-on approach, participants had a real taste of what an outdoor education activity looks like and acquired the knowledge needed to plan one for their pupils.
During this course participants were able to explore a vast series of activities and games that they will be able to replicate with their students, showing that learning doesn’t happen only inside a classroom!
Discover more about this course  here. ​https://www.erasmustrainingcourses.com/outdoor-education.html
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​As educators, we aim to prepare students to succeed in a diverse and multicultural world. It's important to teach diversity and tolerance in the classroom. By helping students become empathetic and open-minded, we can make a big difference in their lives and in society.
The new edition of the course “Diversity in the classroom: teaching tolerance and overcoming prejudices and discrimination​” took place in Tenerife from 12/05/2024 to 18/05/2024. The participants came from all across Europe, with Mónica  and Margarida from Agrupamento de Escolas de Vila Viçosa in Portugal, Diana, Galina and Rolanda from Gija Youth School in Lithuania, Martina from Dječji vrtić Radost in Croatia, Iva from Trgovačka škola Zagreb in Croatia, Marijke, Olga and Judith from OSG de Ring van Putten from Netherlands, Lisa from Landesinstitut für Schule und Medien Berlin Brandenburg in Germany, Christian from BBS Holzmiden in Germany.
The first part of our course was about exploring identity. Teachers did an activity where they drew self-portraits, showing both how they look and what's important to them personally. We talked about how our identities affect the way we see the world and interact with others.
We also tackled the challenges of recognizing and promoting cultural diversity. A TED talk encouraged us to ask "where are you local" instead of "where are you from," focusing on how our broader cultural experiences shape us, not just our country.
We discussed stereotypes: why they exist, how they impact us both negatively and positively, and how they can lead to judgments and discrimination. We used storytelling to illustrate how stereotypes can evolve.
We covered the important topic of awareness and respect. We explored how our perceptions of the world are influenced by our own identities, and did activities and simulations to help us think critically about how our values and culture influence each other.
The course section on inclusion helped us understand what it feels like to be left out and the challenges of including others. 
Overall, it was a week filled with learning, practice, and meaningful discussions, enriching everyone involved with new insights and emotions.
Discover more about this course here. 

​Stressful situations arise in both our professional and personal lives, making it challenging to avoid conflict when in a high-pressure environment. Nowadays, it is common to feel overwhelmed and believe that managing daily tasks is beyond our reach. In this course, participants were given the opportunity to learn about tools to manage and overcome conflict and stressful situations through both theoretical lessons and practical activities.

​The new edition of the course “Stress and Conflict Management: the way to resilience and satisfaction” took place in Palermo from 12/05/2024 to 18/05/2024. The participants came from all across Europe, with Marit van Wees-Slagt from Keizer Karel College, Netherlands; Merike Kaus from Tallinn 21st School in Estonia; Aparicio Lydia and Giraud Karelle, France, from Lycée Professionnel Albert Londres. Participants coming from Iceland: Hallur Örn Jónsson, Óli Njáll Ingólfsson, Hulda Sigtryggsdóttir, Nanna Kristjánsdóttir, Hanna Lilja Jóhannsdóttir, from Commercial College of Iceland; Leonor Guerra and Joana Sesifredo from Agrupamento de Escolas de Vila Viçosa, Portugal; from Lycée Sacré Coeur, France: Stéphanie Duros Gilardeau, Nathalie Guinard Warin, Dominique Saout-Desance and Marylène Picard. From Finland, Anu Skyttä, Matinkylä lukio / Espoo.

​Empathy, defined and discussed during the course, is a crucial skill for managing conflicts. Demonstrating an empathic response can be challenging, especially if we haven't shared the same experiences as the other person. However, empathy can be practiced, and participants learned how to distinguish it from other types of responses.

​Thanks to outdoor activities, participants had the opportunity to acquire a range of strategies, both cognitive and behavioral, aimed at overcoming stressful workplace situations. They enhanced their planning and time management skills through group activities. They engaged in breathing exercises, muscle relaxation, and visualization techniques to improve their ability to manage stress.

​Thanks to the heterogeneity of the group, coming from all over Europe, participants had the opportunity to interact and learn from each other’s experiences. Additionally, they learned relaxation and meditation techniques in nature. This course not only provided them with tools for managing stressful situations but also demonstrated that conflicts can sometimes lead to positive outcomes.

Discover more about this course here. ​

Bullying behaviors, whether virtual or face-to-face, have negative impacts not only on victims and survivors, but on bullies too. The aim of this course is to learn about effective ways to prevent all forms of bullying in education and school settings.

The new edition of the course “How to stop bullying and cyber bullying in schools and promote social emotional learning​” took place in Tenerife from 19/05/2024 to 25/05/2024. The participants came from all across Europe, with Aiketrini, Partsafa and Panagiota from 1st Experimental Junior High School of Samos in Greece, Peter, Anita and Andrea from Pétervásáraitamási Áron Általános in Hungary.

We started with our introduction day where we brainstormed all the different kind of bullying behaviours: which forms does it takes? Who are the participants of a bullying scenario?  Which are the three main elements which distinguish bullying from conflict?
​
We moved on to talk about  which are the risk factors that lead children to be bullied? And what can we do to prevent this situation?  What are the initiatives that can be carried out to prevent bullying behaviours? We looked at these topics by 4 different points of view: family, school, individual and community. 

​One of the main and most difficult types of bullying to be eradicated is cyberbullying. Nowadays Internet has a major role in the lives of our kids and may have a negative impact on them. However, it also has some positive sides. With some practical activities we explored the world of cyber bullying. We also discussed about the differences between traditional and cyber bullying and about the things that they have in common. To understand and put ourselves in the shoes of bullying victims we implemented a very powerful activity which can be used both with students, parents and teachers to raise awareness.

In order to prevent bullying behaviours it is vital to foster a positive classroom environment. This is why we explored the topics of emotional intelligence, membership and inclusion and collaboration. These are pillars for a supportive classroom and should not be underestimated. Of course we discussed about this with a lot of non formal and creative activities and games, thanks to which it was impossible to get bored.
Discover more about this course here.

As teachers and education staff, our goal is to equip students with the knowledge, skills, and attitudes they need to thrive in a diverse and multicultural society. Promoting diversity and tolerance in the classroom is essential for fostering open-minded and empathetic individuals who can positively impact both their communities and society.
 
The new edition of the course “Diversity in the Classroom: Teaching Tolerance and Overcoming Prejudices and Discrimination” took place in Bologna from 12/05/2024 to 18/05/2024. The participants came from all across Europe, including Claudia from CEFAD in Portugal, Michael and Jasmin from Reithmanngymnasium in Austria, Maria and Daniel from IES Mossen Alcover in Spain, Hanne and Tjietra from De Resonant in Belgium, and Rosa from EOI Monforte in Spain.

​The first key step of the course was to explore the concept of identity and the challenges of teaching in a diverse and changing society. Teachers did a practical activity where they drew their own portraits. One half showed their visible appearance, while the other half depicted their personal characteristics and values. This activity helped us discuss how our identities affect the way we see the world and others. Participants also shared their experiences and challenges of working in multicultural schools, starting a meaningful conversation about the realities of diversity in the classroom.
 
We also tackled the challenges of acknowledging and promoting cultural diversity. A TED talk guided us to reflect on the importance of asking “Where are you local?” instead of “Where are you from?” emphasizing that our identities are shaped by our entire culture, not just our country. This helped us understand that our identities develop on various interconnected levels.
 
It is well known that we cannot discuss diversity without addressing stereotypes. We explored why stereotypes exist, their positive and negative impacts, and how they are formed. Through practical exercises, participants learned to recognize and dismantle these biases.

We also emphasized the importance of empathy in education, with activities that highlighted the value of teaching empathy to create more inclusive and understanding classrooms. By exploring feelings and emotions, teachers were encouraged to put themselves in others' shoes. We highlighted that understanding and expressing emotions is crucial for both teachers and students to build a supportive and empathetic learning environment.
 
Lastly, we focused on membership to recognize how it feels to be excluded and how difficult it is to include others in our dynamics. We explored different collaborative learning strategies with the purpose of improving the way we differentiate our teaching methods.
 
Overall, it was a rewarding week filled with new knowledge, practical exercises, sharing of best practices, and meaningful discussions. Participants left with a new set of tools and strategies to create more inclusive and empathetic classrooms.
​​Discover more aboutthis course here.

In our increasingly diverse and multicultural world, promoting diversity and tolerance in the classroom has become an essential goal for schools and adult education programmes. Therefore, in addition to the primary goal of equipping students with knowledge and skills, teachers and educational staff should also help students develop the attitudes necessary to thrive and find their place in society. Building emphatic and open-minded personalities can have a real impact on learners and on society as a whole.
 
The new edition of the course “Diversity in the classroom: teaching tolerance and overcoming prejudices and discrimination​” took place in Palermo from 12/05/2024 to 18/05/2024. The participants came from all over Europe, with Aira and Daiga from the Smiltenes Region Elementary School of Special Education in Latvia, Merel and Stacey from Hogeschool Inholland in the Netherlands, Tuomas from Sastamalan Opisto Sastamala Community College in Finland and participants coming from two different French schools: Marine from Lycée Louis-Jacques Goussier and Halim from Sacré Coeur Tourcoing. Then, three participants came from Germany: Svea and Anne from KGS Europaschule Rövershagen and Lisa from Grund- und Mittelschule Gars am Inn, and also two from Spain: Ana and Eva from CEPA Buitrago del Lozoya.

The starting point for this week-long course was the concept of identity. The teachers were involved in a very practical and visual exercise to experience the expression of their own identity. Their task was to draw a portrait of themselves. Half of the portrait had to be about their outward appearance, while the other half was about their deep personal qualities and values. Afterwards we talked about how our identities can influence our perception of the world and of others.
 
We then discussed the challenges and concerns in recognising and promoting cultural diversity. A TED-talk made us reflect on the importance of asking "Where are you local?" rather than "Where are you from?" because what makes us and our students who we are is not our country but our whole culture: indeed, identity is made up of different and interconnected layers.
 
It is well known that we cannot explore the concept of diversity without mentioning the notion of stereotypes. We discussed the reasons for their existence and their impact, both negative and positive, how we form stereotypes and where they lead us. We used the storytelling technique to see how stereotypes develop into judgements and discrimination. In addition, we have touched on a sensitive subject: awareness and respect. The lenses through which we perceive the world are a product of our identity. Therefore, reality is different depending on the lenses we wear. We did a lot of activities and simulations that stimulated our critical thinking to understand how our values affect culture and vice versa.

The part of the course dedicated to membership helped us to recognise how it feels to be excluded and how difficult it is to include others in our dynamic. The geese exercise, with its leadership styles, was perfect for this.
 
The final topic of the week was empathy. We looked at feelings and emotions and encouraged teachers to put themselves in other people's shoes. It's important to be aware of our emotions, but it's also important to train ourselves and the students to express them.
In the end, it was a bright week full of new knowledge, practice, sharing, deep conversations and thoughts, ideas and emotions.
 
Discover more about this course here.