In today's context, it is imperative to focus on factors that contribute to the prevention and effective management of Early School Leaving and conflicts. This training course addresses this critical issue, which is growing in significance each day, even though finding straightforward solutions remains challenging. Embracing a comprehensive perspective, participants will gain insights into identifying the underlying causes of these challenges. They will also acquire the most effective techniques and strategies for prevention, intervention, and reduction, along with essential skills for conflict resolution.
The new edition of the course “Preventing conflicts and tackling Early School Leaving” took place in Tenerife from The participants came from all across Europe, from the school Utbildning Gävle, Sweden, Emma Strid Östlund, Carola Wigren Lingvall, Catharina Bendek and Ida Norell ;Osnovna škola Vladimira Nazora, Croatia, Damir Burić ;Secondary School Novo Selo,Bulgaria, Galabina Boyanova, Irena Georgieva Tsvetkova and Mariya Rumenova Ivanova ;Liceo Issel, Italy, Claudia Badiale. Early School Leaving presents a significant challenge throughout Europe, and given the European context, participants had the opportunity to delve into diverse national viewpoints. The first day of the program was dedicated to elucidating the concept of Early School Leaving and pinpointing the primary risk factors. This exercise helps participants to construct a candid representation of their encounters with Early School Leaving within their respective educational settings. It began with an examination of the root causes and extended to the possible outcomes, providing a comprehensive view of the issue. We initiated our approach to address Early School Leaving with the fundamental belief that establishing a strong connection with our students is imperative. This entails getting closer to their interests and emotions. To emphasize this point, participants actively participated in various activities that underscored the significance of active listening and emotional intelligence in nurturing social bonds. The participants delved into the subject of conflict management, and to kickstart the exploration, we encouraged a shift in perspective. Through an inspiring TED Talk, those who initially viewed conflicts as predominantly negative came to the realization that conflicts can, in fact, present unique opportunities for enhancing their relationships, communication, and comprehension. Following this, the group engaged in informal activities aimed at underscoring the significance of belonging and teamwork. The session involved an examination of collaborative work strategies and the exploration of peer-education techniques. The group's attention turned towards addressing negativity in the classroom. This was achieved through a combination of group reflection and hands-on activities. The session involved an examination of various conflict management styles and a discussion on how these styles can be practically applied in diverse situations. Subsequently, the group identified and described the primary "negative" student archetypes and devised practical recommendations on how to effectively handle them. The participants also took part in a team challenge that provided insights into nurturing a growth mindset among our students. Finally, we explored the issue of bullying using visual tasks and group discussions. We delved into strategies to empower individuals to become "upstanders" rather than bystanders, actively intervening to stop bullying incidents. The central theme of this week's training course was "transformation." Participants discovered how to shift their viewpoint on conflicts, convert the potent, occasionally negative energy of certain students into something constructive and beneficial, transition from a fixed mindset to a growth-oriented one, and morph a collection of individuals into a cohesive team. discover more about this course here. Nowadays we are living in a critical time in history where we cannot ignore the topics of climate change and environmental sustainability. Because the consequences of the state of the environment will be mainly faced by the future generations, it is essential that teachers learn how to bring out these matters inside the classroom. Moreover, it is even more important to learn how to address these topics, encouraging a sense of possibility of change rather than despair. This new course “Green skills for education: promoting environmental awareness and sustainable actions in the classroom”, took place in Bologna from 10/09/2023 to 16/09/2023, with 14 participants from 4 different countries: Mariola Czuba, Dorota Sudol and Sylwia Szafarz- Zakrzewska from Szkoła Podstawowa Nr 1 in Poland, Petra Schwartz, Alice Nicolson, Renate Rothfischer and Stefanie Steible from Bayerischer Volkshochschulverband e.V. in Germany, Danijela Stanković and Ana Šuman from OŠ Jordanovac in Croatia and Helen Louise Morgan, Eirwyn John Griffiths, Claire Louise Jones, Llinos Jones and Margaret Lynne Kelleher from Carmarthenshire County Council in Wales (UK). At the beginning of the week we focused on what are considered to be Green Skills and why they are vital in nowadays society. During the first day the goal was to reflect on the words that make up the green vocabulary and this is why we also discussed the concept of Sustainability and sustainable development. The following day we also discussed the topic of Greenwashing and the participants had the chance to do their own research on brands from their countries to recognize legit sustainable products from unethical productions advertised as “green”. Another focus of the week was the Agenda 2030 and the Sustainable Development Goals (SDGs). Participants discussed in groups about the 7 goals that are related to environmental sustainability. They also learnt that every activity, game or theoretical topic of the course was specifically related to different SDGs. The participants personally experienced how to make a difference starting from small steps, as well as ways to engage young students and adults in sustainable development. The activities they performed allowed them to reflect on global warming, carbon footprint, tipping points, consumerism and other aspects related to climate change. Two days of the course were dedicated to using non-formal methods to talk about climate change. In particular the participants practiced outdoor activities to foster a greater love for nature in their students, methods to encourage creativity and engagement and Project Based Learning as a tool that can help teachers promote a greener mindset. A significant aspect of the course was the use of ICT tools to support the activities. In this way teachers can create more engagement while also reducing waste, as part of our daily green practices. Finally, one of the most enriching aspects of this course was for sure the sharing of best practices that allowed the participants to tell about their experiences in the field of sustainability and to gain inspiration from projects and activities implemented by fellow colleagues. We are glad our participants left Bologna with a big smile on their faces, lots of new knowledge in their brain and a heart full of new experiences! Discover more about this course in: https://www.erasmustrainingcourses.com/green-skills.html Soft skills are increasingly important in both work and daily life. Abilities like emotional intelligence, empathy, teamwork, conflict resolution, and stress management are crucial both in and outside the classroom. Our participants learned how to improve their communication skills through practical activities and discussions.
Then we explored Emotional Intelligence, which involves recognizing both our own emotions and others' feelings to understand ourselves and the people around us. Empathy, another key skill covered in this session, was practiced through various exercises, helping participants develop empathy, self-control, self-motivation, and building connections. Good teamwork requires strong communication skills. In the workshop, participants learned about different communication styles like aggressive and passive. They discovered that being assertive, which means expressing yourself clearly without being rude, is essential for effective communication in teams. |
In the last part of the course, participants learned about handling conflicts and stress. People can be tough to work with, and conflicts happen. By sharing their experiences, participants recognized that conflicts are common situations. They learned that conflicts don't always lead to negative outcomes; instead, they can be opportunities for growth and development. |
The course provided a platform for participants to engage with one another and learn from their collective experiences. Each participant brought a unique background, enriching the group's overall growth In addition, networking was also possible because of the planned cultural activities, showing that learning does not happen only inside a classroom!
Discover more about this course here.
The European funding landscape presents a multitude of directions for educational professionals to have a transformative impact on the field of education. Among these opportunities, the Erasmus+ program shines as a guiding light for Education, Training, Youth, and Sport, offering a diverse range of options to enhance the quality and inclusivity of education by providing support for various initiatives and organizations.
The new edition of the course “European project management and design for teachers, headmasters and educators ” took place in Tenerife from 17/09/2023 to 23/09/2023. The participants came from all across Europe with Ellen and Elke from Sint Ursula instituut in Belgium; Katrina from Vidzeme Technology and Design Vocational School in Latvia; Jan and Christopher from DHBW Heilbronn in Germany;Amelie and Anne from lycee Saint Paul in France;Linda from Babite Secondary school in Latvia;Marianna from Piarista Általános Iskola in Hungary;Heidi and Katjusa from Luksia in Finland;Barbara from Masaryk University in Czech Republic.
The course started by going deeply into the European funding environment. Participants took part in collaborative activities to foster teamwork, valued their requirements and aspirations, and received an overview of available funding possibilities, with a particular emphasis on Erasmus+ and other programs that were identified as pertinent during the assessment of their needs and expectations.
Next, participants initiated a collective project work, which they would cultivate and improve over the course of the training week with guidance from the trainers. To commence this process, they engaged in discussions regarding their broad project concepts, determining the suitable funding program and action under which these projects could be supported, and after forming groups accordingly.
The course proceeded by introducing Project Cycle Management and the Logical Framework Approach, which serve as crucial theoretical bases for European Project Design. As the project work continued, participants focused on crafting problems and objective trees.
In addition, participants deepened the real-world perspectives gained from EU-funded projects, aiming to evaluate how an effective Work Breakdown Structure influences project design and management outcomes. Various time management and project design tools were introduced and deliberated, as the group shifted its attention towards creating the project's structure and activity plan.
After, another session was dedicated to topics such as budgeting, eligible expenses, expenditure planning, and monitoring, with the aim of further enhancing the technical skills of the course participants. As the course approached its conclusion, participants and the trainers engaged in an exchange of valuable insights, best practices, tips, and tricks related to effective project management, event organization, sharing and promotion, and community engagement.
Step by step, participants gradually constructed the presentation of their ultimate project concept, simulating a pitch to a funding organization. This exercise underscored the significance of effective communication in both project design and management. It also allowed them to quickly encapsulate the essential learning points, knowledge, and skills they had acquired throughout the training week. We extend our best wishes, hoping that this learning experience and networking opportunity will prove advantageous for their future projects!
Discover more about this course at https://www.erasmustrainingcourses.com/eu-project-design.html
The new edition of the course “European project management and design for teachers, headmasters and educators ” took place in Tenerife from 17/09/2023 to 23/09/2023. The participants came from all across Europe with Ellen and Elke from Sint Ursula instituut in Belgium; Katrina from Vidzeme Technology and Design Vocational School in Latvia; Jan and Christopher from DHBW Heilbronn in Germany;Amelie and Anne from lycee Saint Paul in France;Linda from Babite Secondary school in Latvia;Marianna from Piarista Általános Iskola in Hungary;Heidi and Katjusa from Luksia in Finland;Barbara from Masaryk University in Czech Republic.
The course started by going deeply into the European funding environment. Participants took part in collaborative activities to foster teamwork, valued their requirements and aspirations, and received an overview of available funding possibilities, with a particular emphasis on Erasmus+ and other programs that were identified as pertinent during the assessment of their needs and expectations.
Next, participants initiated a collective project work, which they would cultivate and improve over the course of the training week with guidance from the trainers. To commence this process, they engaged in discussions regarding their broad project concepts, determining the suitable funding program and action under which these projects could be supported, and after forming groups accordingly.
The course proceeded by introducing Project Cycle Management and the Logical Framework Approach, which serve as crucial theoretical bases for European Project Design. As the project work continued, participants focused on crafting problems and objective trees.
In addition, participants deepened the real-world perspectives gained from EU-funded projects, aiming to evaluate how an effective Work Breakdown Structure influences project design and management outcomes. Various time management and project design tools were introduced and deliberated, as the group shifted its attention towards creating the project's structure and activity plan.
After, another session was dedicated to topics such as budgeting, eligible expenses, expenditure planning, and monitoring, with the aim of further enhancing the technical skills of the course participants. As the course approached its conclusion, participants and the trainers engaged in an exchange of valuable insights, best practices, tips, and tricks related to effective project management, event organization, sharing and promotion, and community engagement.
Step by step, participants gradually constructed the presentation of their ultimate project concept, simulating a pitch to a funding organization. This exercise underscored the significance of effective communication in both project design and management. It also allowed them to quickly encapsulate the essential learning points, knowledge, and skills they had acquired throughout the training week. We extend our best wishes, hoping that this learning experience and networking opportunity will prove advantageous for their future projects!
Discover more about this course at https://www.erasmustrainingcourses.com/eu-project-design.html
Bullying, whether it happens online or in person, has negative effects not only on its targets and those who endure it but also on the individuals engaging in bullying. The objective of this course was indeed to explore strategies and tools that effectively prevent all manifestations of bullying working on the prevention area, with the pourpose of create a collaborative school enviroment.
The new edition of the course “How to prevent bullying and cyberbullying in schools” took place in Tenerife from 01/10/2023 to 07/10/2023. The participants came from two different European countries, with Kristiāna, Līga and Monta from Babite Secondary school in Latvia and Anthioppi and Mirsini from primary school of Polichnitos in Greece.
We commenced with our introductory session, during which we engaged in a brainstorming session to identify various types of bullying behaviors, such as the different manifestations it can assume, the individuals involved in bullying scenarios, and the key factors that differentiate bullying from ordinary conflicts.
We proceeded to discuss the perspective of the victim, delving into the risk factors that make children susceptible to bullying and exploring strategies to prevent such situations. We examined these aspects from four distinct angles: the family, the school, the individual, and the community.
Cyberbullying stands out as one of the primary and most challenging forms of bullying to eliminate. In today's world, the internet plays a significant role in the lives of our children, and while it can have negative impacts, it also offers some positive aspects. Through practical activities, we delved into the realm of cyberbullying, addressing the distinctions between traditional and online bullying, as well as identifying their commonalities. To foster understanding and empathy for bullying victims, we conducted a powerful activity that can be utilized with students, parents, and educators to raise awareness on this issue.
To prevent bullying behaviors effectively, it's crucial to cultivate a positive and collaborative classroom atmosphere. That's why we delved into subjects such as emotional intelligence, belonging , inclusivity and collaboration. These elements serve as the foundation for a nurturing classroom environment and should be regarded as indispensable.
Naturally, our discussions were complemented by engaging non-formal and creative activities and games!
Discover more about this course here.
The new edition of the course “How to prevent bullying and cyberbullying in schools” took place in Tenerife from 01/10/2023 to 07/10/2023. The participants came from two different European countries, with Kristiāna, Līga and Monta from Babite Secondary school in Latvia and Anthioppi and Mirsini from primary school of Polichnitos in Greece.
We commenced with our introductory session, during which we engaged in a brainstorming session to identify various types of bullying behaviors, such as the different manifestations it can assume, the individuals involved in bullying scenarios, and the key factors that differentiate bullying from ordinary conflicts.
We proceeded to discuss the perspective of the victim, delving into the risk factors that make children susceptible to bullying and exploring strategies to prevent such situations. We examined these aspects from four distinct angles: the family, the school, the individual, and the community.
Cyberbullying stands out as one of the primary and most challenging forms of bullying to eliminate. In today's world, the internet plays a significant role in the lives of our children, and while it can have negative impacts, it also offers some positive aspects. Through practical activities, we delved into the realm of cyberbullying, addressing the distinctions between traditional and online bullying, as well as identifying their commonalities. To foster understanding and empathy for bullying victims, we conducted a powerful activity that can be utilized with students, parents, and educators to raise awareness on this issue.
To prevent bullying behaviors effectively, it's crucial to cultivate a positive and collaborative classroom atmosphere. That's why we delved into subjects such as emotional intelligence, belonging , inclusivity and collaboration. These elements serve as the foundation for a nurturing classroom environment and should be regarded as indispensable.
Naturally, our discussions were complemented by engaging non-formal and creative activities and games!
Discover more about this course here.
For preschoolers it is significant to learn to be around nature because it has a meaningful impact on their cognitive, behavioral and emotional development. This is most important if we consider the condition of climate change and the fact that a generation that was raised outdoors is more likely to care for the environment and for our planet. Outdoor education is an innovative teaching method that allows addressing two of the most important issues of today’s society: providing long-lasting high-quality education and raising consciousness on the importance of preserving our planet in the face of the threatening remark of climate change.
The new edition of the course “Outdoor education for preschool teachers” took place in Palermo from 24/09/2023 to 30/09/2023. The participants Ida, Katarina and Kristin came from Gävle kommun Institution in Sweden.
The course was especially addressed to preschool teachers, so the participants firstly learned about Italian education system and, presenting their own school, they compared their different methods and approaches. Then, after giving the definition of Outdoor Education, we analyzed and discussed the benefits of this type of Education and the participants had the possibility to share their own experience with teaching in nature.
Another part of the course was visiting some local outdoor kindergartens, the first one was Istituto Internazionale M. Montessori, where the participants had the possibility to see well planned examples of outdoor learning in particular by seeing children interacting with nature to develop their five senses through different and interesting activities, including music and gardening. We also analyzed the main characteristics of the Montessori method.
Participants were also focused on practicing activities in a natural environment in a local park, where they completed some missions to receive some principles of Outdoor Education.
The course was especially addressed to preschool teachers, so the participants firstly learned about Italian education system and, presenting their own school, they compared their different methods and approaches. Then, after giving the definition of Outdoor Education, we analyzed and discussed the benefits of this type of Education and the participants had the possibility to share their own experience with teaching in nature.
Another part of the course was visiting some local outdoor kindergartens, the first one was Istituto Internazionale M. Montessori, where the participants had the possibility to see well planned examples of outdoor learning in particular by seeing children interacting with nature to develop their five senses through different and interesting activities, including music and gardening. We also analyzed the main characteristics of the Montessori method.
Participants were also focused on practicing activities in a natural environment in a local park, where they completed some missions to receive some principles of Outdoor Education.
In the last part of the course we discuss about the potential risks of Outdoor Education and the importance of knowing the selected area through an outdoor space plannig to prevent them. We went into another park to imagine performing outdoor activities there with the children and highlight the most important, relevant but also the most dangerous areas. Then, teachers created an actual map of the park with the risk areas, the areas of interest, and all the areas where to perform routine activities were highlighted, to move a typical “lesson” outdoors. Afterwards we talked about green skills.
Participants also learnt about the importance of outdoor space planning by getting to know the selected area in advance in order to minimize the risks. They had the chance to practice this exercise in an outdoor space and identified the most interesting areas, potentially dangerous areas, play and rest areas and so on. This hands-on approach allowed them to acquire useful knowledge to plan a safe outdoor activity for their pupils. By visiting a local outdoor kindergarten, Istituto Minutoli, the participants had the chance to see an efficient example of outdoor learning not only from a practical point of view but also by seeing children interacting between themselves and with nature.
The last part of the course was committed to learning green skills and applying them to their teaching. They learned some approaches about climate change and some suggestion on how to present the subject to preschoolers, enforcing many games for them.
During this course, participants had the opportunity to explore different series of activities that they will be able to repeat with their students, so they will be able to demonstrate that education can occur even outside a classroom.
Discover more about this course here.
Participants also learnt about the importance of outdoor space planning by getting to know the selected area in advance in order to minimize the risks. They had the chance to practice this exercise in an outdoor space and identified the most interesting areas, potentially dangerous areas, play and rest areas and so on. This hands-on approach allowed them to acquire useful knowledge to plan a safe outdoor activity for their pupils. By visiting a local outdoor kindergarten, Istituto Minutoli, the participants had the chance to see an efficient example of outdoor learning not only from a practical point of view but also by seeing children interacting between themselves and with nature.
The last part of the course was committed to learning green skills and applying them to their teaching. They learned some approaches about climate change and some suggestion on how to present the subject to preschoolers, enforcing many games for them.
During this course, participants had the opportunity to explore different series of activities that they will be able to repeat with their students, so they will be able to demonstrate that education can occur even outside a classroom.
Discover more about this course here.
Motivating students and improving their learning can be a complex challenge. However, there are many tools available today for educators to use in the classroom. These tools include things like project-based learning, non-traditional teaching methods, outdoor education, and technology.
The new edition of the course “Innovative teaching methods for teachers, school and adult education staff” took place in Tenerife from Sunday 16/09/2023 to Saturday 22/09/2023. The participants came from all across Europe, with Biljana from High School of Economics Kragujevac Ekonomska škola Kragujevac in Serbia, Inga, Meryt and Lii from Peetri lasteaed-Põhikool in Estonia, Petra and Jana coming from Regionalni vzdelavaci a informacni stredisko, p.o. in Czech republic, Dorottya from Budafoki Kossuth Lajos Magyar-Angol Két Tanítási Nyelvű Általános Iskola from Hungary, participants coming from different german school: Sabine from St. Adelheid Grundschule Geldern and Christine and Kirsten from Frauenlob Gymnasium Mainz, and for the first time also six people for the Colegio Arubano in Aruba: Jessica, Judith, Milouschka,Brandon, Lluvia and Ninoushka.
Using visual methods and team-building games highlighted the value of Non-Formal Education. These activities introduced us to Kolb's experiential learning cycle, which helps students move from thinking about an experience to understanding and applying what they've learned. This active involvement in the learning process empowers students to take an active role in their education.
With the help of an ICT tool, ActionBound, teachers were able to engage in a unique treasure hunt experience, exploring Tenerife while further appreciating the benefits of Outdoor Education in an enjoyable manner. This highlighted several advantages of Outdoor Education, including increased motivation and creativity, as well as improved overall well-being due to the interaction with nature and the subsequent reduction in stress.
Then, we talked about Project-Based Learning, PBL offers students a more engaging and meaningful approach to exploring content. It starts with a question and lets students explore real-world issues in a direct and meaningful way. By examining the core principles of PBL, course participants had the chance to uncover how teamwork, collaboration, and creativity can help students solve real problems strategically from the beginning.
Lastly, we looked into using modern teaching methods with technology. In our classes, we tried out different tools to figure out how to better engage students, assess their learning, and present lessons. This course helped participants learn how to bring more innovation into their own teaching practices
As Friday arrived, our team had become so close that saying goodbye was tough. However, everyone was enthusiastic to return home and start using the many ideas we had gathered during the course. Although the week of inspiration had ended, our work would continue in our own countries. |
Welcome to the ELA Blog. Here you will find articles and photos of our courses and have a look at the topics addressed during the week in Bologna, Palermo and Tenerife. You will also have the chance to take a peek at our projects and check out what we have been up to.
Archives
May 2024
April 2024
March 2024
February 2024
January 2024
December 2023
November 2023
October 2023
September 2023
August 2023
July 2023
June 2023
May 2023
April 2023
March 2023
February 2023
January 2023
December 2022
November 2022
October 2022
September 2022
August 2022
July 2022
June 2022
May 2022
April 2022
March 2022
February 2022
December 2021
November 2021
October 2021
September 2021
August 2021
July 2021
June 2021