BULLYNG RUDENESS EXPLOITS AGAINST KIDS – TIME FOR INCLUSION IN MULTICULTURAL EUROPE Erasmus Project

Project Title

BULLYNG RUDENESS EXPLOITS AGAINST KIDS – TIME FOR INCLUSION IN MULTICULTURAL EUROPE

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Social dialogue; Creativity and culture; Early School Leaving / combating failure in education

Project Summary

BREAK TIME (Bullying Rudeness Exploits Against Kids-Time For Inclusion In Multicultural Europe) has been thought to overcome all the problems related to students (age range 13-18) whose little motivation and high level of irritability and contentiousness against other students create difficult situations in everyday school life. The project and its objectives are created to improve and control students’ behaviours through specific and creative exercises conceived to reduce conflicts among them.The 5 schools involved (Spain, Turkey, Romania, Estonia,Italy) come from different background, level of education and urban contexts but they all have experienced the same problems related to early school leaving, bullying problems, inclusion difficulties and low motivation.

The main object of the project is to provide inclusive education and learning opportunities to be suitable for children’s needs, provide safe, non-violent, inclusive learning environments for all.To reach these goals we will organize activities for inclusion as “educational games” through which students can learn rules, reflect on their behaviour, experience cooperative situations and act as inclusive group in non-formal education lessons.Each game will be presented and discussed with an initial briefing and a final brainstorming about what really happened during “the game” in everyone consciousness and the feelings they proved. So students will have awareness of their learning process and create inclusive group of people to fight bullying situations and develop understanding and tolerance for disadvantaged groups. Playing “GAMES” with foreign partners’ students will also improve communication in English and demonstrate how important is to be European citizens to increase both motivation and success in school careers.

In first mobility we’ll focus on how team games help for socializing activities, co-work activities, development of self-esteem
In second mobility we’ll focus on theatrical performances and Role-playing to fight bullying conflicts
In third mobility we’ll focus the issues of team spirit, integration, sense of belonging and social inclusion, self-discovery, balance, concentration
In forth mobility we’ll demonstrate how important is to reach our main goals also through “non-formal” education, through games, whose hidden training objectives are to motivate students to improve their skills, behaviour and competences
In fifth mobility we’ll focus on how important are the role of music/dance/sports in changing children behaviours

The GAMES proposed go from some reinvented sport/mind activities to theatrical performances to indoor or outdoor games according to the specific features and the school environment. Some partners have a school playard and a break time every day, some others can organize these activities in some other specific areas of the school or manage them during a “Students’ week” promoting groups organized by training pupils about them.

Our methodology is going to be based on a theoretical part including techniques and methods to avoid and solve conflicts among adolescents at school and practical (real) techniques to learn how to implement them in our school curriculum.We are trying to adapt our methodologies to our students’ interests to be more meaningful and overcome their lack of competences in many fields.The method used in a final brainstorming after each game will lead students, as a deductive approach, to understand all the inner and hidden rules, meanings and skills they have learnt. Students will understand how important is to be part of the educational process to have a real growth in term of responsibility, awareness, consciousness, self-confident useful for their future studies and professions as well.

Partners before and after each mobility will prepare a sample lesson video to share on the main platforms. Activities and their results will be shared by participants in their schools through workshops, PowerPoint presentations, role-plays, debates and discussions. Furthermore, results will be shared in cascade learning, that is: some students will teach other students about all the activities staff.Also, social media platforms and eTwinning will be the most important places for dissemination.

For assesment: evaluate the results by likert scale and determine the achieving level of objectives; watching the changes in the numbers of social, sportive, cultural activities; control any increase or decrease in discipline matters and the numbers of students who have early school leaving problems; control and monitor the problematic events that come to class teachers.

The potential longer term benefits:
-reduce early school leaving of 2%
-improve new methodologies connected to non-formal education
-create a more cooperative class group to face bullying
-face negative behaviours and commute them in a challenge for a new inclusive growth
-develop tolerance for disadvantaged groups
-improve respect to European values

EU Grant (Eur)

Funding of the project from EU: 153110 Eur

Project Coordinator

ISIS “A.CASANOVA” & Country: IT

Project Partners

• Scoala Gimnaziala “Mihai Voda”
• Narva Pähklimäe Gümnaasium
• Zubeyde Hanim Mesleki ve Teknik Anadolu Lisesi
• IES MESTRE RAMÓN ESTEVE