teaching scenarios final

This project has been funded with support from the European Commission. This publication/ communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be

made of the information contained therein.

”A MATTER OF CHOICES” – multilateral project within the framework of the Lifelong Learning Programme, the Comenius sub-programme

3 This project has been funded with support from the European Commission. This publication/ communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be






1. The whole class together

Write on the board two columns: Bullying – Teasing

Let students talk in pairs and decide amongst themselves the difference between

bullying and teasing

Write the students' suggestions on the blackboard

What is the difference between teasing and bullying?

Bullying

During a long time

Many against one

It does not stop

Exclusion of the group

Teasing

Random / spontaneous

Single event

Stops again

Hard, but not excluding

Can also be for fun / among friends

Questions for further reflection:

What's it like to be a student in our class?

Write three words that characterize the companionship in the class:

How is the language in class? (Swearwords/bad language?)

What behavior is allowed / is not allowed?

Who sets the norm in a class?

What changes the standard/s in our class?

Have a discussion, letting everybody relay their thoughts and reasons to the

questions above.

1. Writing Exercises:

If you got a stone in your pocket to remind you to do something different from

your peers in class, what would it be? Write half a page on your thoughts.

Imagine being the victim of bullying. Which of the suggestions from the class can

you use to avoid bullying? Write a story that tells what a bullying victim thinks about the

answers and explain what you would choose to do and why.




The two written exercises are very private. It is a good idea that students only

share their thoughts if they want to do so. ;-)

Make a video about cyberbullying with your mobile

Virtually everybody nowadays has a mobile that is able to do all sorts of things -

mp3player, video, internet, msn, images, text, etc. This short video shows what you

might do to others with your mobile - a bit childish illustrated but the message is clear.

(https://www.youtube.com/watch?v=dkG00Czb4ho)

Laying down the rules

Based on the video discuss some of the rules that you will establish in your group

on how best to use your mobiles, and how to use it without harming others or make

others unhappy. Work in smaller groups, answering the following questions :

What is good mobile style ?

How do you use your cell phone in a proper way?

What to do with messages and images that you do not like?

Have students create posters with their suggestions.

Discuss the rules from the different groups

Use the symbols below when appropriate:

:-) Funny , friendly and warm text and multimedia messages makes you happy.

:-| Think about your wording. Would you use the same words, if you were facing the

person? Would you like to be spoken to with the same words?

: -O When you send a text or multimedia message, try just to put yourself in their place

before you press send.

:-D Funny pictures are only funny if the “subject” thinks they are funny.:-P Always

remember to get permission from the person, before taking a picture with your mobile.

:-( Respect the answer given. And remember to delete the picture right away.

;-) AND ...

What's missing on this list - the students can fill in their own examples

You’re a Filmmaker

Make a film, using your mobile.




At the end of this lesson your group will share your film on cyberbullying with the

rest of your class.

The film should be about 2 minutes long and have an action centered on how to

handle bullying with your phone.

In this connection, check out http://www.sammenmodmobning.dk (in Danish)

to learn more about bullying, if you have not touched on the subject before.

SUBJECT: Bullying

ATTAINMENT: To raise awareness of violence is not a normal behaviour for

human beings and to find new ways to cope with violence.

DURATION: 40 minutes

METHOD: Talking Circle

PREPARATION: A short film on violence and buddy pressure is found and

shown in the class. The anti-hero of the film shouldn’t have some other appealing

features which the students might like.

PARTICIPANT NUMBERS: The whole class

1. STEP: With the help of a short scene from the film, examples of buddy pressure

and violence are given.

2. STEP: A conversation on the characters of the film: what are their personalities

like?

3. STEP: All the students are asked to empathize with both the doer and the victim

of the violence. “What would you do if you were him/her?” is the question. Every

student has to say his/her ideas.

4. STEP: Brief information about bullying and its physical and psychological

aspects. The remedies to cope with the violence and bullying are told; some books

and movies which may help are recommended.

EVALUATION: The following questions are asked one by one and try to get

different answers from different students: ”Do you prefer to be a bully’s friend? Which

character in the movie you liked more? What are the harms of violence for a person?

The students who are bullies are academically successful or not?”

http://www.sammenmodmobning.dk/




Subject: How to Deal with a Bully.

This is a lesson scenario aimed at students aged 14-15 ( 1st grade of lower

secondary school). The lesson is designed to teach students how to deal with bullying in

a proactive way.

By the end of the lesson students will be able to:

Give a clear concise definition of what bullying entails

Inform people of the four main categories of bullying

Recognize bullying around them and have the tools to effectively deal with

the situation.

Time: 60 minutes

Steps:

1. Introduction: (there are four types of bullying. They are Physical (punching,

kicking, spitting); Verbal (Name calling, threatening, teasing); Indirect or Psychological

(spreading rumours, excluding people from games and groups) and Cyber (writing

mean things on someone’s face book, emailing embarrassing photos of people).

2. Teacher writes the four types of bullying on the board and discuss what

each one entails. Students are asked to give examples of each type.

3. Students watch four parts of Polish films for teenagers: “Gruby”, “Kaśka”,

“Do przerwy zero jeden” and identify types of bullying.

4. Students try to find the solution how to stop bullying and deal with a Bully.

5. Students write the ideas on the cardboards.

6. Students, in groups of five, write protest songs against bullying (they may

either compose their own music or use the music from the real songs)

7. Students sing their songs in public

SUBJECT:Bullying

ATTAINMENT:To show the kindest way of warning people about their negative

ebehaviours

DURATION:80 minutes




METHOD: Circle bearing and self assessment

PARTICIPANT: The whole class

PRESENTATION:

Step 1: The students are asked to make up two circles one inside another

Then they are asked to stand face to face.

Step 2: The students who are in the inside circle asks this question to the students

who are

İn the outside circle.’What is your best and worst behaviour towards the other

people?’

The students must answer honestly

STEP3: After the first questions,the circle moves,the students change their places

according to the direction of the clock.It goes on till the first students meet again.Then

the students in the outside circle ask the students in the inside circle

STEP4: They get seated and began to write the most repeated behaviours

STEP5: They will read them aloud in the class

EVALUATION: The students are asked about their feelings on bad behaviours. In

this way

We raise the awareness on violance, bullying.

Class: 11th grade

Lesson: Learning how to deal with bullying

Objectives:

Students will learn to assess the level of danger in a bullying situation

Students will learn strategies to use when confronted with a bullying

situation

Background information:

Students are already familiar with the poems Cloud Busting by Malorie

Blackman. However, there is no set formula that works for every bullying situation.

Students need to learn a variety of strategies and develop skills in determining which

strategies would be most effective to use in a particular situation. There are basic

strategies that are effective for everyone and can be applied in most cases. Other

strategies are effective in specific situations or for particular personality types.




Materials needed:

Standing Proud from Cloud Busting by Malorie Blackman

Dealing with bullying – ‘The three Rs’ chart

‘Strategies for students’ Handout

‘Do something’ Activity

Participatory Theatre Resource

Procedure:

Activity 1 – Warm up

Teacher asks students to read carefully the poem Standing Proud by Malorie

Blackman. Then they are asked to give their opinion on the way the character reacts to

being bullied and whether they consider it effective.

Then, the teacher distributes handouts and discusses the ‘3 Rs’ with students –

Recognize, Refuse and Report. This would be the first step in successfully dealing with

bullying situation.

Activity 2 - Brainstorm strategies students can use to deal with bullying

situations

a. The teacher distributes the ‘Dealing with Bullying – Strategies for students’

handouts to the class

b. The teacher explains these are basic strategies everyone can use

c. Students brainstorm other strategies – avoiding, asking questions, humour,

agreeing, distraction

d. Teacher writes the answers on the board and Ss add them to their handout

e. Teacher clarifies strategies as needed

Activity 3 – ‘Do something!’

The teacher has students apply strategies to situations – the class is divided into

four groups and each group completes one situation on the activity sheet.

a. Each group shares their answers for their situation

b. Teacher records their suggested strategies on the board

Activity 4 – ‘Participatory Theatre’

This activity helps Ss relate to bullying situations.

a. Teacher reads the first scenario and asks for student volunteers to participate

b. These students have to spontaneously act out the bullying situation

c. Teacher asks the rest of the class to give advice to the person being bullied –

what to do, say, body language

d. Ss replay the scene using these suggested strategies and add ‘actors’ if

necessary




Activity 5 – Class discussion: effective strategies

a. Ss review the situations and suggested strategies listed on the board

b. They compare them to the strategies acted out in the scenarios

c. Ss have to decide if they would change any of the strategies they initially

suggested. After seeing a general situation turned into a specific, real life

scenario, Ss will sometimes change their ideas about the effective strategies.

d. Teacher informs Ss that there is not one correct answer for any situation.

However, some strategies can be more effective than others. Being faced with

bullying situations in real life is more complicated than class exercises.

Homework

Teacher tells students to create a TV ad of their favourite strategy and if

possible, videotape it.

HANDOUT 1

STANDING PROUD

Davey never shouted, never bolted,

He stood his ground, he watched and he waited,

He did not seem to realize the effect

Just standing there, not uttering a word

Had on the class bully, the school bully.

A faint, sad smile would play across his lips

As he stood before the one who hurt him.

A smile that just had to be wiped away,

Washed away, knocked away, smashed far away,

But Davey just stood proud and never spoke.

(from Cloud Busting by Malorie Blackman)

HANDOUT 2

Dealing with Bullying

The 3 ‘Rs’

Recognize bullying behaviour

Know the definition of bullying

Ask yourself these questions to help you decide:




Refuse to be bullied

Ask yourself:

“Is it safe for me to speak out assertively?” If it is safe to speak out:

-messages’-tell them to stop

You could also:

Report bullying behaviour

Tell an adult immediately if:

are not sure what you should do

HANDOUT 3

Dealing with Bullying

Strategies for Students

Stay calm

Try not to show emotion. Do not respond to the bullying

by crying or yelling or even looking upset. Students who bully

are trying to get you to react. That is what helps them feel

powerful.

Ignore it

Don’t fight back, even with words. This makes the

situation worse and you could get hurt or get in trouble for

your behaviour. Simply pretend you don’t hear, keep walking

or continue what you were doing.

Say No (Be Assertive)

If you don’t like what someone is doing, use a calm, clear




voice to tell them to stop. Do not yell at them. If it is the first

time, use an ‘I-message’ such as, “I don’t like it when… please

stop”. If it has happened before you may have to be more

assertive and say “Stop it. That’s bullying and it’s not

okay”. Remember to stay calm and do not yell.

Walk away

It is difficult for people to bully you if you are not

standing still, listening to them. You can walk away in order to

ignore the bullying behaviour; walk away after being assertive

and saying ‘no’; or walk away to get adult help.

Tell an adult

Students who use bullying behaviours think they can get

away with their actions because they believe you will not tell

anyone. Adults can help you figure out what to do, listen to how

you’re feeling or deal with the person doing the bullying. You

can talk to an adult about what you would like them to do to

help you.

HANDOUT 4

Do Something

When faced with a bullying situation you need to do something to try to stop

it. Choose the strategy you think would work best for each situation.

Situation A: People are spreading a rumour

about you.

Situation B: Someone is constantly

taunting you and putting you down.

Recognize: What makes this bullying? Recognize: What makes this bullying?

Refuse: What is the best thing to do? Refuse: What is the best thing to do?

Why? Why?

Report: Would you tell an adult? Report: Would you tell an adult?

Why? Why?

Situation C: You are constantly being

excluded by a group of students.

Situation D: You are being physically

harassed.

Recognize: What makes this bullying? Recognize: What makes this

bullying?

Refuse: What is the best thing to do? Refuse: What is the best thing to do?




Why? Why?

Report: Would you tell an adult? Report: Would you tell an adult?

Why? Why?

HANDOUT 5

Participatory Theatre

Scenarios for Teacher Use

Have students volunteer to act out the main roles in the scenario. The rest of

the class then advises the person being bullied of how to respond (what to do, say, body

language, and tone of voice). Replay the scenario using the strategies suggested in the

corresponding “Do something” situation. The class may wish to change the ideas they

had previously suggested after they see the replay. Continue until the students feel

they have found the best strategy for that particular scenario. Work through the

scenarios one at a time.

Scenario A: Mark and Levi have been competing for a place on the

school hockey team. Levi makes the team. He then finds out that Mark is

spreading a rumour that he only made the team because his father is friends

with the coach.

Scenario B: Paula is continually being made fun of by Jodie. Sometimes

Jodie mimics an answer Paula has given in class. Often it is about her

appearance. Most of the time, Jodie’s comments get a laugh out of her

friends. Paula has just started wearing glasses. This gives Jodie the

opportunity to taunt Paula about something else.

Scenario C: Antonio sits behind Vijay in class. He seems to enjoy

slapping Vijay across the back of the head when the teacher isn’t looking.

Whenever Vijay is in the hallways, Antonio usually finds a way to trip or push

him. Now Antonio has enlisted some friends to join in. Vijay is never sure who

is going to assault him or when.

Scenario D: Tammy and her friends always hang out together. Last week

she had a falling out with Barb. Since then the other girls have stopped




talking to her and won’t even eat lunch with her. She finds out Barb has

convinced the other girls that Tammy is at fault and they should have nothing

to do with her.

How to deal with bullying?

Classes: 6- 9

Objectives: to find out the reason for bullying and how to deal with bullying

Materials needed: handouts, blackboard

Methods: role play, group work, discussion

Procedure:

A teacher introduces topic of the lesson, by writing word “Bullying” on the board.

All students are asked to express their thoughts about what it is, how often it

happens. Then the teacher collects all the information and writes a summary on

the board (Bullying is the use of force, threat, or coercion to abuse, intimidate,

or aggressively impose domination over others. The behavior is often repeated

and habitual). The teacher states main question of the lesson- How to deal with

bullying?

The class is divided into 3 groups. Each group receives one handout with the

description of one situation. Students should read the situation, discuss it, split

roles and make a role play. Students have some time (~ 10 min) to get ready.

Each group act out their situation and their ideal solution for their situation.

The teacher asks what has caused bulyling in each of situations. Students give

their ideas, the teacher writes them in the order of importance on the board. Each

situation can have several causes:

Different interests

Differences of race, religion, appearance, behavior, personality,

reputation etc.

Revenge

Envy

Misunderstanding

http://en.wikipedia.org/wiki/Coercion

http://en.wikipedia.org/wiki/Abuse

http://en.wikipedia.org/wiki/Intimidate




The teacher asks for the best way how to respond to bulling. Students give their

opinions.

The teacher gives handout 2. Students read it and discuss. The teacher asks

students if they would like to change something in their role plays. Discuss.

Finally students decide who can help them in case of bulling (parents, a sibling,

friends, teachers, headmaster, social worker, police).

Conclusion- In case you or your friends are bullied react immediately!

HANDOUT 1

Role play 1

Alice and Hannah were good friends. But then Alice told other girls Hannah’s

secrets. Now other girls make fun of Hannah.

Role play 2

David makes fun of Emily who is not slender. Especially he does it in sports

lessons and in a café.

Role play 3

John starts receiving nasty messages from different telephone numbers with

threats and/ or false rumors about him. He does not know who the author is.

HANDOUT 2

(http://www.adl.org/assets/pdf/education-outreach/10-Ways-to-Respond-to-

Bullying.pdf)

10 Ways to Respond to Bullying

If you’ve experienced bullying, you’re not alone. There are people who can help

and actions you can take to make things better. Bullying is when a person or a group

makes someone feel hurt, afraid or embarrassed on purpose and repeatedly. Whether

it’s physical, verbal or emotional, bullying hurts. If you’ve experienced bullying, it’s not

your fault. So don’t go it alone—reach out and try taking these steps to improve the

situation.

In the Moment…

1. Walk Away: If possible, remove yourself from the situation immediately.

2. Say “Stop:” If it feels safe, tell the aggressor to stop in a firm but calm way. If

you feel confident to do so, use humor or a clever response to weaken the effect of the

mean behavior.

3. Keep Cool: Try to control your emotions in the moment. Showing fear or anger

http://www.adl.org/assets/pdf/education-outreach/10-Ways-to-Respond-to-Bullying.pdf

http://www.adl.org/assets/pdf/education-outreach/10-Ways-to-Respond-to-Bullying.pdf




may egg on the aggressor.

4. Don’t Fight: Try not to fight or bully back in response—this may just continue

the cycle of bad behavior.

After the Incident…

5. Tell a Friend: Don’t keep the bullying a secret. Tell a friend and ask for

support. You will feel better, and your friend can help you decide what to do next and go

with you to get assistance.

6. Report to an Adult: Tell a trusted adult what has happened. Remaining silent

will not make things better and may worsen the situation. Reporting a serious problem

is not the same as “tattling.” Adults need to know about bullying behavior so they can

support you and take action to stop it.

Over Time…

7. Find Safe Spaces: Try to avoid “danger zones” where bullying is likely to take

place and where there are few adults who can help. Try to surround yourself with

supportive friends or classmates whenever you can.

8. Practice Responding: Reflect on how you might react to bullying in the future

and rehearse those responses with a trusted friend or adult. Think about what strategies

have worked or fallen short, and don’t give up if your first response is not successful.

9. Express Your Feelings: Keep a diary or journal—written, electronic or video—

where you can record your private thoughts and feelings. It is important to express

yourself, especially when you are going through a tough time.

10. Reach Out: Find new friends, hobbies or interests that occupy your time in

positive ways and make you feel good about yourself. Avoid spending too much time on

your own.

Bullying can also happen online or electronically. If you are the target of

cyberbullying:

• Save Evidence: Keep copies or take screen shots of bullying texts, emails and

other communications.

• Don’t Respond: Do not communicate with aggressors. If necessary, an adult can

reply with a strongly worded message warning them to stop.

• Report: Tell an adult about the incident and, if necessary, contact the Web site,

Internet service provider and/or law enforcement officials.

• Block: Guard against future bullying by blocking aggressors from your social

networking pages and email, and by changing your email address, screen name, phone

number and passwords as needed.

• Find Supportive Groups: Find new online groups and games in which the




people are friendly, positive and supportive; quit groups in which mean or aggressive

behavior occurs often.

Bullying and what is next?

Classes: 1- 9

Objectives: to understand how bullying influences the victim

Materials needed: board, paper sheets

Methods: discussion

Procedure:

A teacher gives each child one white empty paper sheet and asks students to

examine it.

The teacher draw two columns on the board and writes “Before/ after”

The teacher asks students to describe the paper and the teacher writes all the

words on the board, in the column “Before”

The teacher asks students to take their sheet and crumple it. Students can really

mess with it, even stamp on it, but they must not tear it.

After some minutes students should unfold their paper and clean it, smooth it, fix

the paper.

The teacher asks students feelings about their piece of paper. The teacher writes

all the words on the board, in the column “After”.

Now students should apologize to their sheet of paper.

The teacher asks if something has changed. The teacher asks students to compare

both lists on the board.

The teacher points out all the scars they left on the paper, which will never go

away no matter how hard they try.

Now teacher explains that the same happens with bullying- the scars are left

forever, no matter how sorry you probably are after it.

Conclusion: Bullying has long lasting consequences.




Stop, talk, walk!

Classes: 6- 9

Objectives: to practice how to deal with bullying

Materials needed: computer, overhead projector, board

Methods: role play, group work, discussion

Address of the cartoon: http://www.youtube.com/watch?v=EvhIdB_8WXE

Procedure:

The teacher writes the lesson topic (“Stop, talk, walk”) on the board and asks

students to predict what the lesson is going to be about.

Then teacher adds word “Bullying” and again asks for students’ guesses.

Now students watch the cartoon “McGruff - Anti-Bullying Film”, but not all.

Teacher stops in the middle of cartoon, discuss seen episodes and asks to predict

what advice McGruff gives to little girl.

Students watch cartoon till the end and check which of their guesses are the

closest.

Students are divided into groups of 4. They are supposed to make a roleplay

together. Each of them will play different role: 1st - a leader who bullies somebody

and makes others to follow his example;

2nd - a person who supports the leader;

3rd – an indecisive person who does not know which side to take;

4th – a person who does not want to be involved.

Each group is given a beginning of similar situation- one student at school is

bullied- but the ending of this situation is up to the group. During the roleplay

students must show a strong influence of a bad leader, but they should not

exaggerate. Ask the leader to try different techniques of persuading- flattery,

menace, etc. (The teacher can invent his own situation or give a real life

situation.) Students have 10 minutes to prepare.

Each group presents their roleplays.

If any of roleplays ends not on “The happy end” (Actually it is very advisable that

it does not, because it gives space for discussion.), the teacher invites to show this

roleplay one more time, but other students are asked to say “STOP” when they

see peer pressure, or they just want to change the situation. The person, who says

http://www.youtube.com/watch?v=EvhIdB_8WXE




“STOP” or any other volunteer steps in roleplay, chooses one of the roles (except

for the leader’s) and continues roleplay in order to solve this situation.

After all roleplays there is discussion:

How did it feel?

Which role was the most difficult? Why?

Can it happen in real life?

Is it easy to say “NO” when there is peer pressure? Is it worth? Why?

What would you do in such situation in real life?

Have you ever experienced bad peer pressure? Tell about it!

Can we help anybody if we see peer pressure? How?

Subject: Youth against bullying

Time: 60 minutes

Students will be able to identify positive ways to avoid violence to resolve

conflicts.

Start the lesson by discussing with students what bullying is and what kinds of

bullying they know and write the kinds of bullying on the blackboard.

Then read students the following scenarios and ask them to vote with either a

thumbs up if they think the scenario is an example of bullying, or a thumbs down if they

think it is not. After you read each scenario, students should turn and talk to the person

next to them and explain their vote.

It’s Monday morning and Jane is barely awake when she walks into class. Her

hair looks like a mess, her glasses are crooked, and she’s mis-buttoned her shirt.

Lydia looks over at her and makes a mean comment out loud to the other student

about Lydia’s appearance. Everyone laughs. Jane feels horrible.

As Mr. Jenkins is handing out the grades for the take home test, he stops at

Mike’s table and shakes his head. He announces to the class that, once again,

Mike has failed the test because he never does any homework. Mr. Jenkins does

this every time a student who doesn’t do any homework fails a test.

Brian is sitting with a group of people during lunch and decides to ask them if

they want to go to a movie this weekend. He invites everyone at his table except




for Mark, who is an outsider. Mark asks if he can join. Jake says he doesn’t need

any fat, ugly nerds to come along. Mark looks very upset and walks away.

Justin keeps sending anonymous emails to Sheila. They make comments about

her appearance and are sexually harassing.

Jake knows that Edward cheated on a test and is threatening to tell on him. In

the locker room, Edward attacks Jake. He throws him against the lockers and

pushes him around. He threatens to continue to beat him up after school.

Divide students into five groups. Tell students that today they will taking on the

perspective of a school board council reviewing different cases related to bullying and

school violence. Each group should review the cases and rate them in order of severity of

crime committed.

Case 1: Susan creates an “I hate Myra” blog which invites people to list reasons

why they dislike Myra. She writes in this blog after school everyday. Other

students are also starting to write about Myra. Myra’s parents report this to the

school board. What should be done?

Brian normally sits with Marcus in the cafeteria, but today Marcus is absent.

When he tries to find another table to sit at, he finds that his classmates are less

than welcoming. Is he being bullied? What should Brian do?

Case 2: Bob and a group of three friends have been seen by students and

teachers to be picking on a boy in a wheelchair. They insult him and threaten to

steel his chair. The boys’ parents come to the school board for help. What should

be done?

Emily just got new glasses, but she refuses to wear them in school because she

thinks her classmates are staring at her. Is she being bullied? What should Emily

do?

Case 3: Raymond was beaten up after school by a group of kids in a gang. He

shows up to school with black and blue marks. Other students have also

witnessed this group physically picking on Raymond. His parents want the gang

expelled.

Justin is playing volleyball with his classmates. When kids start making

comments about his weight, he tries ignoring them. However, their hurtful words

are very upsetting. What should he do?

Case 4: Jimmy brings a knife into school. Another student reports it. He says he

was bringing it in to show another student. He has no history of violence.




When Emily wants to befriend two girls on the playground, her close friend

Melinda objects. What should Emily do when she is forced to choose between an

old friend and new ones?

Case 5: Ian curses out his teacher and threatens to beat her up. The teacher

brings the case to the school board. Ian has had many reports of being disruptive

in class, but never to this extent.

Jamal is one of the only kids in his class who doesn't have the new Space Walker

sneakers, but with his father out of work, his family can't afford expensive shoes.

What will he tell his friends when they want to know when he's getting his Space

Walkers?

After the exercise the teacher asks students what a fight means and why they

think people fight.

Ask students if they have ever had a fight and how they resolved it.

Brainstorm ways to resolve conflicts.

Children draw a picture of what they could do to avoid a fight

(on or off the playground).

Course on harassment/pestering

1. Objectives of the course:

Search for information on different media: ICT, magazines, books, newspapers

and radio.

Make a personal critical analysis on 5 statements concerning harassment.

Discuss this analysis in small groups of 2.

Listen to each other with due respect.

Reflect on the causes of harassment.

Reflect on the consequences of harassment.

Reflect on how to deal with harassment.

Connect the importance of preventing harassment with the buddy-project.

Exchange personal experiences with harassment.

List all parties that can play a role in dealing with harassment.

Describe the notion "harassment" in your own words.




Capture agreements on harassment in a contract.

2. Progress of the course (This course will last for 2 hours)

Two weeks in advance the teacher will instruct to collect information on the topic.

At that time there will already be a preview on the feasibility of discussing the topic in

class.

2.1 Part 1 (creating atmosphere, reflect on the problem and articulate

the personal feelings)

At the start the teacher will indicate that this is a sensitive topic. Nobody should

feel obliged to intervene and communicate about his/her personal situation. If the

course brings back too much painful memories the pupil can leave the classroom.

2.1.1. Start the course with a text of Robbe (5 min). The teacher will read this

personally.

"Last year daddy was in the hospital. The pesters became aware of this and called

out "your daddy smokes and he will die through his own fault". I became furious. My

mother has left us when I was still a little boy. I have nobody else except for my daddy

and brother. Until then I had told nobody about the harassment. I believed it would

make things only worse, but now they had exceeded the limits."

2.1.2. The students get a couple of minutes to write down their feelings on this

text on paper.

2.1.3. In the meantime the teacher will write down the 5 statements on the

blackboard.

Pesters ask for it, they trigger it.

Pestering will always continue to exist, there's nothing you can do about it.

The consequences of harassment can last a lifetime.

Teachers and parents always handle this the wrong way.

Nowadays pestering is more frequent and more serious compared to the past.

2.1.4. Pupils get 10 minutes to note down their personal feelings on these

statements.

2.1.5. Subsequently the pupils are requested to discuss and exchange views on

these statements in groups of 2. (10 min)

2.2 Part 2: exchange experiences within the whole group/class, frame

the problem and the possible handling thereof using the no blame-theory,

make an inventory

2.2.1. During 20 minutes the groups of 2 inform the class the feeling that have

emerged following the introductory text and the statements. Everybody listens

respectfully to the others.




2.2.2. The whole class decides on the definition of harassment.

Harassing is behaviour whereby somebody repeatedly and over a long period of

time is treated by others in such a way that it causes physical damage and/or

psychological suffering.

2.2.3. The teacher notes down on the blackboard an overview of possible ways to

handle the problem, originating from the pupils.

2.2.4. There will be an enquiry as to whether they are familiarised with the no-

blame procedure. In the 6th grade they are as this was dealt with during the lessons

religion. Now it can be evaluated what they still know about it and whether they

consider this a useful tool.

2.2.5. Also any other party that can possibly be involved, both in the field of

professional care and other (family, friends, social network etc.) are noted on the

blackboard.

Hereby you find information on the no-blame-procedure from a CLB employee.

By using the "you-form" in a text it suggests by no means that you are always best

placed to undertake the actions. Ideally several people at school should know the No-

blame-procedure, so that in all circumstances it could be evaluated who is most

appropriate person to guide the discussions.

In advance

Describe the case of harassment, map it:

who is being harassed?

what are the annoying, re-occurring situations?

who is the harasser? Are they more than one?

describe the middle group?

is the class/group aware of the situation?

Step 1: interview with the harassed pupil

Ask information on what's going on without entering into too much detail: how

does the harassed pupil experience those difficult situations? Explain how you will

handle the situation, that nobody will be punished and ask for a mandate to be allowed

to effectively implement your approach. Discuss together will be in the discussion

group. Examine what can be said in the group. Enquire about a story or drawing that

best reflects the feelings of the harassed pupil. Inform how and when you can be

reached.

Step 2: call the group together




Here the harasser(s) is/are invited, and also pupils that are involved as well as

friends and/or teenagers with a positive attitude. The harassed pupil forms off course

NO part of the dialogue team.

Step 3: explain the problem.

Inform the group you have a problem. Eventually use the story or drawing to

illustrate your case. Don't loose yourself in possible details you are aware of. Accuse

nobody. Clarify that the problem needs to be solved

Step 4: share responsibility

Ensure that it is clear to everybody that there will be no punishment. Ask every

member of the group to reflect on how they can contribute in solving the problem. They

are most in contact and closest to the pestered pupil and are therefore best placed to

stop the pestering.

Step 5: ask the group about their proposals

All positive proposals are accepted. Also 'don't do anything any more' is in itself a

proper reply. Enquire how they will concretely realise their proposals: 'how are you

going to tackle it?'. Ask them to use 'me-language', not we will do something, but 'I want

to do it this way or that way". Concrete proposals can be noted down on paper.

Step 6: leave the responsibility with the group

They are the only ones that can solve the problem. Thank them and show them

your confidence in a clear manner. Inform them that within one week you will talk with

each of them individually. Ensure that they know how and when you can be reached.

Step 7: one week later: individual, brief discussions with all members

of the group concerned.

Let each member of the group individually inform you on its contribution. For

this you could use questions such as: "how are things going now?", "has the pestering

stopped?", "are you satisfied?". If the harasses pupil is not really satisfied on the result,

discuss with him possible new targets. One could well imagine that the procedure is

entirely or partly repeated with the same group. It is also possible to compose an

entirely new group.

2.3 Part 3

Lay down the conclusions of the class in a contract.

Based on all discussions and inventories a contract is drafted acceptable for each

pupil. This is subsequently signed by everyone and presented in the classroom in an

appropriate manner.




For this lesson the students work in little groups. They can use the internet,

books, papers, their own laptop …

The teacher monitors and supervises, also helps if necessary.

1. Students look for songs, interviews, texts, poems, … concerning bullying or

being bullied.

They choose two kinds of texts, from a different point of view.

2. In the texts they look for the different roles: the leader (who bullies), the

victim (who’s being bullied), the parents, the school, …

They wrote down and tell how these different parties experience the bullying

or being bullied.

3. Students give perfect definitions of bullying, the leader, the victim… They also

look for different criteria which these different parties have. (eg the leader is

strong, the victim is weak, …)

They also compare this theory with the persons in their texts. They look for

differences and resemblances.

4. They read their texts again and judge if the bullying was being helped or even

better solved. They tell and wrote down how.

They also solve the bullying by using the ‘no blame approach’.

5. Finally the students give a personal opinion, using different subjects:

empathy, antipathy, sympathy, pity, … And they wrote down what they

learned about this.

During this task they talk in little groups about this subject. They listen to

each other and they wrote down their conclusions.

The teacher also talks/discusses with the students.

BULLYING PREVENTION

Choose Three

Choose three of the following sentence stems and complete them. You will be

sharing your responses within a small group.




1. My three all-time favorite movies are…

2. In high school, I was considered…

3. Outside of my role in education, I am good at…

4. My favorite food is…

5. My favorite fiction book is…

6. My favorite nonfiction book is…

7. The best part of being an educator is…

8. The worst part of being an educator is…

9. My favorite TV show is/was…

10. The best vacation I ever took was…

11. If I could change one thing about myself, it would be…

12. What I like best about myself is…

13. The perfect party would include…

14. The greatest strength I bring to my role as an educator is…

Objectives

Participants in the workshop will:

Understand what bullying behavior is and is not.

Understand what bullying behavior may look like in the classroom.

Explore ideas for responding to bullying behavior.

Become equipped with specific strategies for addressing and reporting

bullying behavior when it occurs.

Agenda

Welcome and Introductions (20 minutes)

What Is Bullying? (15 minutes)

What Might Bullying Behavior Look Like? (30 minutes)

Addressing Bullying Behavior (30 minutes)

De-escalating Bullying Behavior (20 minutes)

Reporting Bullying Behavior and Follow-up (20 minutes)

Review and Evaluation (10 minutes)

Adjourn

Facts About Bullying Behavior

Bullying is unwanted, aggressive behavior among school-aged children that

involves a real or perceived power imbalance. The behavior is repeated, or has the




potential to be repeated, over time. Both children who are bullied and children who

bully others may have serious, lasting problems.

In order to be considered bullying, the behavior must be unwanted and

aggressive and include:

Imbalance of power. Children who bully use their power—such as physical

strength,

access to embarrassing information, or popularity—to control or harm others.

Power

imbalances can change over time and in different situations, even if they

involve the same people.

Repetition. Bullying behaviors happen more than once or have the potential

to happen more than once.

Bullying includes actions such as making threats, spreading rumors, attacking

someone physically or verbally, and excluding someone from a group on purpose.

Types of Bullying

There are four types of bullying:

1. Verbal bullying is saying or writing mean things. Verbal bullying includes:

Teasing

Name calling

Inappropriate sexual comments

Taunting

Threatening to cause harm

2. Social bullying, sometimes referred to as relational bullying, involves hurting

someone’s reputation or relationships. Social bullying includes:

Leaving someone out on purpose

Telling other children not to be friends with someone

Spreading rumors about someone

Embarrassing someone in public For additional copies of this handout or

additional information on bullying and supportive classroom climate, visit

http://safesupportiveschools.ed.gov/index.php?id=01

3. Physical bullying involves hurting a person’s body or mind

4. Physical bullying involves hurting a person’s body or possessions.

Physical bullying includes:

Hitting, kicking, or pinching

Spitting

Tripping or pushing




Taking or breaking someone’s things

Making mean or rude hand gestures

5. Cyberbullying involves the use of e-mail, social network sites, cell phones,

webcams, text messages, Internet sites, etc., to send mean messages, spread

rumors, and post embarrassing pictures or videos and fake websites or profiles.

Cyberbullying messages can:

Happen 24 hours a day, 7 days a week

Be posted anonymously and distributed quickly to a wide audience

Be extremely difficult to delete

Where and When Bullying Happens?

Bullying can occur during or after school hours. Although most reported bullying

happens in the school building, a significant percentage also happens in places such as

the school playground or the school bus. It can also happen traveling to or from school,

in the youth’s neighborhood, or on the Internet.

Objectives:

To identify bullying

To become aware of how to respond to bullying as an individual and bystander

To commit to a bully free school

Instruction:

Materials: Handouts

Time: 30-45 minutes

1) Small groups:

Have student break into 3 small groups. Each small group will be given a

worksheet to complete and will then share their ideas with the rest of the class. (10 – 15

min)

Group 1 – What are the 4 different types of bullying? Define bullying and give

examples (Physical, Verbal, Cyberbullying, and Emotional)

Group 2 – How do you know if you are being bullied?

Group 3 – What can you do if you are being bullied?

As each group shares their answers with the class, others may be added to the

list. (10 – 15 min)




2) Closing:

Pose 2-3 questions to the group to increase engagement and understanding and

summarize the action plan or commitments made by students.

3) Discussion Questions (5-10 min)

What would our school be like if everybody believed the same things/thought the

same way/liked the same things?

What would our school be like if everybody was friends and got along?

What can we do to stop bullying at our school?

What messages do movies or television send about bullying?

Handout Group 1: Bullying – What is bullying?

Define the following and give 5 examples of each:

Verbal Bullying, Physical Bullying, Emotional Bullying, Cyberbullying

Handout Group 2: How do you know if you are being bullied?

What do other people do or say to bully others?

What feelings may the victim experience?

What feelings may the bully experience?

Why do people get bullied?

Handout Group 3: What can you do if you are being bullied?

What can you do if you or someone you know is being bullied?

Who can you tell?

What can you say to someone who is bullying you?

What should happen to the bully?

INVENTING ELLIOT

by Graham Gardner

Task 1: Consider the effects of bullying on the characters in the novel!

Event Page Signs / effects of bullying

Elliott is predicting what it

will be like to start at his

new school

8-11

What people did to Elliot 31-35

The scene in the showers

after PE.

47-52

The punishment in the

toilets.

69-74




Task 2: Answer the following questions:

How can parents tell if their child is being bullied?

How does being bullied affect children?

What can be done to stop bullying?

--------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------

Do either Task 3 or Task 4

Task 3: Describe Elliot’s family situation. (~ 120 words)

Task 4: Write an inner monologue (~120 words)

Elliot’s father plays a very important role in the novel. His condition affects the

family’s happiness, and the relationship between Elliot and his mother. However,

although Elliot’s father appears in many scenes in the novel, he never actually speaks.

Imagine that he was able to hear everything that was said, and to think about everything

that he heard. What thoughts might have been going through his mind?

Task 5: Write a letter (~ 150 words)

Louise finishes her relationship with Elliot. Write either Louise’s letter to Elliot

explaining her decision or Elliot’s letter to Louise persuading her that they should

continue to be friends.

Task 6: Group discussion - present the outcome of your discussion to

the class!

At the end of the novel Elliot will tell the head teacher about the presence of the

Guardians. You belong to a small group of teachers that has been brought together to

discuss the problem. Plan what you should do about the Guardians. You will need to

consider:

how you can verify Elliot’s story

how you can eradicate the problem

how much the parents should be told

how much the pupils at the school should be told






the class!







consider:










the class!




consider:





WORKSHEET: Poetry workshop

GROUP ACTIVITIES:

1) Group discussions on Cloud Busting poems:

outline the story

characterize the bully as well as the victim

present the outcome of your discussion and decide on 1 speaker

2) Write about 3 or more poems on bullying

Your poems may have rhymes (e.g. a a b b / or: a b a b )

Your poems may consist of words or sentences you associate with bullying

For example: Interesting

Forty-something

Trendy

Noisy




Endless talker

Your poem may consist of 11 words

For example: 1st line: 1 word

2nd line: 2 words

3rd line: 3 words

4th line: 4 words

last line: 1 word

Your poem can be a visual poem: look at the examples:

Oh

Christmas Tree

Oh, Christmas Tree

How piney are those branches.

Oh Christmas tree, oh Christmas tree

How tree-like is your beauty! Dah dah

Dah dah

Dah dum.




Poem

Bad

Ugly words

Lonely

Long lastings

whY

stupId

feeliNgs

anGry

Dirty

Alone

Very kind

diffErent

fızzY feet

Sorry

Angry

Misery

Angry

Leader

misErable

X-friend from Sam

Poem

Bully

Don’t bully

You should be kind

People love kind persons

Kind.

Sam

Very rude

Sam should be kind

And you realized something strange

Fight.




Alicia

Great singer

A great looker

Keen on fizzy feet

Funny..

Poem

A dark corner is where I sit.

I would rather be here than at school getting hit.

My classmates make noise and call me names

And I am the one that gets the blame.

The names they call me are all mean.

The teacher says there is nothing to be seen.

By the teacher, I get ignored

So I sit in class - bored.

Then the bullies start

Every bad name hitting me like a dart.

Every day I run home in fear of being caught,

Many times, after school, we have fought.

I run to this dark corner and sit in the dirt

Where I can’t be called names and get hurt.

Cry.

Lonley.

Ostracised.

Upset.

Dweeb.

Bullying.

Unkind.

Sad.

Tears.

Insane.

Nasty.

Goofy.




Be better

Can be better

Love your friends

Oh

Usually you do it

Don’t bully

Bad people not good persons

Understand me please

Sometımes ıt’s dıffıcult to do ıt

Try to be better

If you can’t do it

Never you will be

Great!

Best frıends

Best frıends

Use good words

Lots of fun

Love each oter

You can be good frıends

Frıendshıp

Frıends

Really good frıends

Interestıng

Each other

Never make jokes about them

Do actıvıtıes together

Share love

Help each other

It’s good to be together

Peace!




Poem

BULLYING

IS

BAD

PEOPLE

BECOME

MAD

AND SOME

BECOME

SAD

PEOPLE MAY BE SMALL

PEOPLE MAY BE TALL

BUT DON’T BULLY

Poem

Bullying

Pesten

Violentá

Znecac sie

Kötü

Zorbalık

it is all the same

it is everywhere bad

people can get hurt

just be friends

vrienden

prieteni

pzyjaciele

arkaclaslar

venner

Bad thing

Ugly words

Lonely people

Life changer




Your words

In school

Not good

Great life smasher

Bullying is bad

And make people sad

Bullying can change your life

And it happens in no time

Bullying could be, nicknames, ugly words and things like that

Some people eat more and get fat

So STOP BULLYing and be FRİENDS

So the good life never ends

Poem

Bad bully, Sam, doing

Unexpected things. But he becomes

Lonely,

Lost,

Yeah, because of the pain he brings.

Poem

A hard fate

Love isn’t anywhere

Only a few people

Nobody cares

Everbody is gone

Should be

ambiTious

qUiet

frıenDly

sErious

patieNt

inTelligent

Too slow to stop

Evil things from




Attacking students’ minds.

Crazy about friendliness

Hates stupid people

is he Ever there to

Rescue somebody?

Serious

Crazy

Heavy

Only with friends great

But withOut them

Lonley

To bully or not to bully? That is the question.

Bad

Ugly

Laugh

Lyıng

Yolo

İgnore/İdiots

Nasty

Ginger

Vulnerable

Ignore

Creepy

Timed

Ill at ease

Mean to the victım




Target group: 11th grade

Module: Life style quality

Theme: “Attempts to kill! Get informed and say NO!”

Place: classroom.

Purpose: Introduction/getting familiar with the negative aspects of drugs, smoking

and alcohol.

Derived competences:

Planning activities to promote a healthy and good quality life style

Objectives:

Cognitive objectives:

o To know the bad influence of smoking, alcohol and drugs.

o To shape their own habits of fighting against any form of drugs.

Affective objectives:

o To form their opinion regarding the bad influence of smoking, alcohol and drugs

o To understand that by knowing, he/she can prevent

Psychomotor objectives:

o To find out about real destructive cases which involve smoking, alcohol and drugs.

At the end of the activity, the student will be able to:

To behave as to prove that s/he appreciates personal and other people’s health as an

essential value.

To evaluate critically the use of drugs.

To act as to prevent the attempts to our health.

Lesson type: communicative and acquisition of knowledge.

RESSOURCES:

Material resources:

informative electronic materials (web pages) made by the students who study

informatics as their major, folding, brochures, (offered by the Public Health

Centre), polls, self assessment tests, worksheets (annexes)

Procedural resources:




heuristic conversation, explanation, dialogue: teacher – student, student –

student, independent activity, brainstorming, debate, critical thinking method,

modelling.

Outcomes: leaflets: “SMOKING”, “ALCOHOL”, “DRUGS”, essays, projects made by

the students of the class

Bibliography:

www.ana.gov.ro

Educaţia pentru sănătate- in familie şi în şcoală, autori: Gheorghe- Eugen Bucur,

Octavian Popescu; editura Fiat Lux.

Viaţa în hexagonul morţii: TUTUNUL ALCOOLUL DROGURILE HIV/SIDA

POLUAREA MALNUTRIŢIA, autori: Octavian Popescu, Vasile Achim, Aristide

Liviu Popescu, editura Fiat Lux.

Organization:

Frontal, individual.

Learning types:

Led by the teacher or/and using the resources.

Independent.

http://www.ana.gov.ro/




Didactic plan:

Didactic

moment

Teacher’s activity Students’ activity Time Methods Resources Evaluation

Class

organization

School documents

analysis

Listen carefully to the: teacher’s

remarks/commentaries.

5

min. conversation Register

Improving assessment:

marks, absents.

Warm-up

Key concepts: drugs,

passive smoking, active

smoking, alcoholism,

acute intoxication,

drug addiction

(psychological,

physical), toxic mania,

tolerance, cancellation,

pandemic.

( Annexes)

Motto: ”Your food must be

your medicine and your

medicine must be your

food”(Hippocrates).

“Gaudeamus igitur, iuvenes

dum sumus”( let’s be happy

while we’re still young)

The students carefully listen to

the presentation

5

min. conversation

Theme and

objectives

presentation

Gives leaflets,

worksheets/assessment

tests for the risks to

follow the use alcohol,

smoking, drugs; offers

instructions for filling

them in.

Students introduce the theme:

“Attempts to kill! Get

informed and say NO!”

3

min. presentation

Practice Shows using the video

projector the electronic

The students:

- Follow what they are

30

min.

Debate.

Heuristic Questionnaire

Precision of answers

when defining the key




materials (web pages)

made by the students.

S/he discusses the

answers with the

students and they are

asked to define the key

concepts.

presented;

- Analyze the leaflets

- Fill in the questionnaire and the

worksheets (Annex)

Conversation

words. Students’ ability

to express themselves.

Originality and proper

choice of values.

Follow-up

Conclusions regarding

the way the students

approached the issue,

and the degree of

awareness and

responsibility for their

own self, family,

society.

Students bring arguments for

the chosen scale.

5

min.

Explanation

Brainstorming

The involvement level

in solving the tasks: the

effects of smoking,

drinking, and drugs: S.

O. S. – taking drugs =

step-by-step =

Attempts to health,

attempts to life!

Feed – back

Announces the theme

for the following

activity: “Natural

disasters and huge

catastrophes”, from the

module: Life style

quality.

Students write the theme.

2

min.

Verbal assessment of

students’ involvement

in the activity.



”A MATTER OF CHOICES” – multilateral project within the framework of the Lifelong Learning Programme, the

Comenius sub-programme (Annexes)

DRUGS

WHAT ARE THE DRUGS?

HOW DO THEY ACT AND WHICH ARE THE MAIN DRUGS I?

DRUGS COMING FROM HERBS/WEEDS

MARIJUANA ŞI HASHISH

COCAINE

HEROINE

CRACK

SYNTHETIC DRUGS

L S D

BARBITURATES

SOLVENTS

AMPHETAMINES

GET ONFORMED AND PROTECT YOURSEL!

SMOKING

GIVE UP SMOKING TODAY!

BLENDINGS OF THE CIGARETTE SMOKE

Nicotine

Tar

Carbon oxide

SMOKING EFFECTS

Short terms effects

Long term effects.

Passive smoking effects

Secondary smoking effects.

CONCLUSIONS…

Wanted effects

Unwanted results

Don’t sell our life for cigarettes!




Comenius sub-programme

ALCOHOL

STAGES OF ALCOHOL INTOXICATION:

• CHEERFULLNESS

• DISORDERED BEHAVIOUR

• CONFUSION

• LOSS OF CONTROL

• UNCOUNSCIOUSNESS

ALCOHOL EFFECTS

• Short terms effects

• Long term effects.

• Alchol effects on society

Why do humans drink alcohol?

METHODS MADE BY THE SPECIALISTS TO FIGHT AGAINST THE “EVIL”:

TARGETS TO SAVE A CHRONIC ALCOHOLIC

Watch around, stand out against temptations and decide for your life!

Target

group

9th grade

Theme Month of prevention. ”Do we eat healthy food?”

Module Life style quality

Sub

module

Life quality and life style

Time 50 min

General Competences

Practicing the management of a good quality life style.

Derived Competences

Life style ingredients. Campaigns to promote a good quality life style in school and

community.

Operational Objectives

O1. To get familiar with the basic rules of a healthy nutrition




Comenius sub-programme O2. To identify the consequences of overeating and malnutrition

O3. To define ”junk-food” and to describe its effects on the human body

O4. To analyze their own eating habits in order to identify their distribution and

composition.

O5. To identify means of reaching an equilibrium among the intake of food and the

amount of calories

Organization

frontal

individual

group

Didactic Methods

conversation debate

didactic game exercise

presentation

Didactic Resources

”Do we eat healthy food?”– didactic game

”Junk-food. Consequences and solutions” – PowerPoint presentation

Bibliography

1. Public Health Ministry: http://www.ms.ro/

2. School food trust: www.schoolfoodtrust.org.ukEuropean Association for the Study of

Obesity:

http://www.easoobesity.org/working_groups_childhood_3.htm

http://www.ms.ro/

http://www.schoolfoodtrust.org.uk/

http://www.easoobesity.org/working_groups_childhood_3.htm





Activity Plan

Objective Time

(min) Activity

Didactic

Methods and

organization

2 Organization of the target group –

warm up

Theme and objective introduction

Presentation

Frontal activity

O2

O3

5 Introduction

The teacher asks the students to debate

aspects connected to healthy eating.

Students will be divided in 3 groups; each

group will have to write on a piece of paper

at least 3 negative effects of malnutrition,

overeating -2, junk-food - 3).

Each group posts the paper on the

blackboard and a student will present the

result of the activity.

Presentation

Conversation

Debate

Group activity

Frontal activity

O2

O3

10 Presentation

The Power point presentation „Junk-food.

Consequences and solutions” will be made

by the students

Speech

Frontal activity

O1 10 Practice: the analysis of the

presentation

The T. and the Ss. draw the basic rules of a

healthy eating style.

The rules they get will be written on bigger

sheet of paper.

Conversation

Debate

Frontal activity

O1

O2

O3

Practice: Debate

The T. Brings into debate the next issue:

Should fast-food be forbidden in schools?”

Ss. are divided in 3 groups: for, against and

assessors. Each group has the right to step

in three times to plead for or against the

issue. The assessors will decide the winning

group.

Debate

Frontal activity

Group activity

O4

O5

13 ”Do we eat healthy food?”– didactic

game

Didactic game

Individual activity




Comenius sub-programme Simulation of your own eating habits

O1

O4

O5

10 Follow up

Ss. will evaluate their own eating habits and

will try to correct it. The T. will assess the

suggestions.

Conversation

Frontal activity

Vitamins

1. Make a list of all the vitamins that you know.

2. Check the product labeling on at least fife products in your refrigerator and note

the vitamins that you find.

3. Compare the two lists and make a poster, displaying the vitamins and the food

groups (fruit, vegetables, meat, etc.) where you find them.

4. Write shorter texts to your poster, listing important information about the

various vitamins.

5. Present your poster for the rest of your class.

Survey

1. Make a survey in your class about fruits and vegetables.

2. Make a questionnaire – make sure to include the questions you and the rest of

your group would like answered such as how often do you eat fruit/vegetables?

Which fruits and vegetables do you like? And Which don’t you like?

3. Test the questionnaire on yourself? Does it work, or do you need to change

something?

4. Carry the survey through and collect the results.

5. Write a conclusion on the results.

Promote a healthy life style at your school

1. Set a goal for the campaign - it could be to promote eating fruits and vegetables

or to be physical active at least an hour a day…

2. Make a plan for how you wish to promote the goal.

3. Carry the campaign through.





Survey

1. Make a survey, documenting how physical active you and your classmates are

during the course of a week (Monday through Friday)

2. Include information on computer and TV habits.

3. Display the results on a poster and draw a graph on all the participants, showing

how much time they are active each day and how much time they spent in front

of the TV/computer.

Leisure time activities

1. Make a list of possible leisure time activities in your local area.

2. Make a brochure or write an article about fife of them – why do you find them

interesting?

3. The name of the brochure/article is “Stay Fit”.

4. Make sure to include some good advice for your classmates.

School battle

1. Challenge your classmates, another class at your school or the whole school –

involve your teacher, before you do anything.

2. The aim is to get as much physical activity in a week as possible – (you will need to time

it).

Examples:

walk or ride your bike to and fro school every day (20 minutes a day)

Be active during breaks at school (1 hour a day)

Sports at school (x hour/s a week)

Go swimming once a week (x hour/s a week)

Mow the lawn (1 hour a week)

All participants have to keep track of how much time they use in a week and display the

schedule in the class.

Do the calculations after a week, and name the winner.





Target group: 9th grade

Module: Life syle quality

General competence: Practicing the management of a good quality life stylde.

Derived competences:. The analyse of some phenomena which have negative

consequences on students’ life style.

Content: Personal life quality: - life style as resource for performance in

school/professional activity

Theme: ”A Healthy Life Style”

Purpose: - Getting familiar with a healthy life style.

Objectives:

Reference Objective: Changing students’ mentality by making them aware and adopting

a healthy life style.

Operational Objectives:

To get basic notions which refer to a healthy life style after watching a

movie;

To get basic notions which refer to the ingredients of a healthy life

style;

To correctly solve the group tasks from the annexes

To choose the images which they consider to illustrate the most

appropriate means of spending the free time for a child of their age;

Approaches and techniques: conversation, explanation, play role, group discussions

to identify which are the factors which influence performance

Didactic aids: flip chart, ball, marker, video projector, work sheets, glue,

Organization: individual, group, frontal

Time: 50 minutes

Place: the classroom

Bibliography and sources:

DRAGU, Mariana, BABAN, Marilena, POENARU, Camelia, Proiectul de lecţie între

tradiţional şi modern – ghid metodic, Didactica Publishing House, Bucureşti, 2011.

NADASAN, Valentin, AZAMFIREI, Leonard, Un stil de viaţă pentru mileniul trei,

Editura Viaţă şi sănătate, Bucureşti, 1999.

The educational site: www.didactic.ro

http://www.piticipecreier.ro/carte/49864-Un-stil-de-viata-pentru-mileniul-trei.html

http://www.didactic.ro/




Comenius sub-programme ACTIVITY PLAN

Stages Content Approaches

and techniques

Didactic

aids

Teacher’s activity Students’ activity

1.

Organization

(1 min)

T. prepares the didactic aids for the best

organization of the activity.

(flip-chart, video projector);

Ss. get ready to start the activity Conversation;

2. Warm-up

( 9 min) Ice breaking exercise : ”The imaginary ball’’

The T. throws the ball to the Ss

and they wil tell their name and

favourite food.

Conversation The ball

3. Theme and

objectives

anouncement

( 5 min)

”Health is better than anything else but in

order to enjoy it we must have a healthy life

style which involves discipline, work

discipline, proper food, exercise and resting.

The elements which influence health are:

physical exercises, active games and trips,

healthy eating, (vitamins , proteins, proper

intake of bread, cereals, fruit, vegetables,

dairy products, meat and fish)”

”Our discussion today starts with the balance

between work and rest and about maintaining

a correct and relaxing physical condition

while working. We have chosen this topic as if

we respect these rules, we will be able to

Ss. pay attention and aswer the

questions

Conversation

Explanation

flip-chart




Comenius sub-programme protect our immune system and we will be

able to avoid the diseases we might face in the

cold season.

4. Practice

( 15 min)

Activity1 (5 minutes)

T. will write on the flip-chart the ingredients

of the previously mentioned life style.

Activity 2 ( 10 minutes)

Using the video projector, the T. will show Ss.

a film which shows images of the correct body

posture while working and the alternation

work – rest. Then s/he emphasizes the

importance of proper posture and the need of

breaks.

Ss. will dictate which the

ingredients of a healthy life style

are.

Ss pay attention and follow the

images to find out useful

information.

The grape cluster

Explanation

Conversation

flip chart

sheet

Video

projector

5. Assessment

(15 min)

Ss. will form 3 groups, will solve the task and

will write on a flip charter paper the

ingredients of a healthy life style

Ss will fill in the work sheets.

Work

sheets

6. Feedback

and follow -up

(5 min)

Each S will receive a questionnaire for

assessment (Annex 2).

S. will evaluate from 1 to 5 the

degree they enjoyed the activity

Work

sheets





ANNEX NO.1

Group ”__________________”

1. You are a pediatrician. What would you recommend to Florinel, (aged 9) who is

overweight, has poor school results, spends most of his time inside in front of the TV,

eats plenty of sweets, lacks energy and very often gets sick?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

2. Which of the next means of spending the free time seems appropriate to you for a

healthy life style?




Comenius sub-programme ANNEX NO. 2

Have you enjoyed the news, the information and the advice you received today

about a healthy life style? How much have you enjoyed the activity? Cross the balloon

you think it answers the question.

.

Yes, I enjoyed it a lot. I would like similar

activities

Yes, I liked them

So, so

Not too much.

No, I didn’t like it.





Heathy lifestyle

Age: 7- 15

Objectives: to identify healthy lifestyle

Materials needed: flipchart, different magazines, scissors, paper, crayons

Methods: group work, looking for information (sorting), drawing, presentation

Timing: 40 minutes

Procedure:

Teacher writes on the board word- “Unhealthy”

Students work in groups of 3 or 4. For five minutes students brainstorm and

write down all the things that can influence our health. Altogether discuss the

answers.

Now teacher writes on the board “Healthy lifestyle”.

Students find and cut out of the magazines the pictures of people doing healthy

things. After the given time groups present their pictures; other groups vote

whether each activity is healthy or not.

Students should write down the instructions/ advices that should a person follow

in order to start living healthy. Discuss. (Teacher should encourage students to

think of all possible aspects of life, not only physical shape.)

Each group chooses one advice and makes/ draws a poster that later will be put

on the wall of the classroom to encourage heathy choices. (Teacher should

remind students to be creative and simple at the same time.)

Outcome: There will be posters made to remind about healthy choices every day.

Heathy lifestyle- What do you eat?

Age: 7-12

Objectives: to find out students’ eating habits, get acquainted with healthy food

pyramid




Comenius sub-programme Materials needed: different vegetables and fruits (cut into pieces; preferably not

typical ones); worksheets (vitamins and minerals in chosen fruits/ vegetables); paper

plates; crayons

Methods: discussion, pair work, graphic organizing, drama

Timing: 40 minutes

Procedure:

Teacher invites students to try different vegetables and fruits and guess the

names of them.

All together discuss typical things about fruits/ vegetables- Where do they grow?

Do they have any seeds? How do they proliferate? When are they harvested?

How? Do they grow in your country? Do you eat them in your family? Why/ why

not? etc.

Students work in groups of 3 or 4, fill in the worksheets. (Before the lesson a

teacher should make a matching exercise- names of fruits/ vegetables he used for

tasting; vitamins/ minerals which are in this food; what these vitamins mean for

the body.)

Teacher gives each group a paper plate. Students draw on the plate imaginary

part that must be devoted for fruits and vegetables every day. Altogether discuss

about the right proportion and what other food categories should be included in

our menu every day. Then students draw on the plate the rest food categories and

the right proportions. After doing it, teacher shows the eatwell plate.

http://www.wolverhamptonwellbeing.nhs.uk/healthy_eating_index.html

Students discuss similarities/ differences with their drawings.

Each group chooses one of the vegetables/ fruits from the beginning of the lesson

and makes an advertisement to persuade other students to eat this food more

often. Advertisements can be recorded on video as well.

SUBJECT: Healthy life and Harm of cigarettes

ATTAINMENT: To learn how cigarettes give harm to human bodyand finding the

way to persuade the Smokers how to get rid of this addiction



http://www.wolverhamptonwellbeing.nhs.uk/healthy_eating_index.html




Comenius sub-programme METHOD: Persuasive letter

1.STEP:At the beginning of the lesson,the students will have a brainstorming on the

harmful effects that Cigarettes make on human body and smoking is a threat for

healthy life.

2. STEP:The students will write a letter to the one who smokes as if he is his/her

relative (father,mother,friend, a doctor).In the first part of the letter the harm of

smoking will be told

İn details,in the second part of the letter this relatives feelings when he/she

smokes,in the third

Part of the letter they will write some solving suggestions on how to give up smoking

3.STEP:As the students are writing their letters, they will be watched some visuals on

the starboard

So as to make them motivate.They have 20-25 minutes to finish their letters.

4.STEP:The students will read the letters, changing them with eachothers. Then the

question ‘do you

Think your friend’s letter is persuassive?’ will be asked the students. Some of the

letters will be read

İn the class.

5.STEP:Some of the letters will be put on the wallboard in the school corridor and

will be shared on

the net.(so they will use the social nets in the right way)

EVALUATION: Some questions, What are the harms of cigarettes? Does any

member of your family

Smoke? What kind of health problem does a smoker have? What do you think of the

smell of cigarette.

SUBJECT: Healthy life , Healthy nutrition

ATTAINMENT: To notice the effect of healthy nutrition and doing sports on our life

quality .

To realize acting with team spirit make the works easier.


PARTICIPANT NUMBER : 3O




Comenius sub-programme METHOD: Group protocol, Brainstorming

1.STEP:Alist of food that the students have eaten very often will be made, after the

students are asked

What tyey often eat .The students will decide which food is healthy ,which ones are

unhealthy. They will

decide this.

2. STEP:Brief information will be given about what a healthy diet includes.What are the

healthy foods?

3. STEP:The class will be divided into groups including 4 or 5 students.The groups will

sign a group protocol

with eachother .Each student in these groups promises that he /she will change his/her

bad habits in

nutrition(eating and drinking choices).They are asked to give daily report to eachother.

4.STEP:At the end they will share their experience putting up on the class board such as

their bad

way of nutrition that they want to get rid of ,what they suggest the others to get

balanced diet

and some visuals about these.

EVALUATION:Students will share what they learnt with other friends who are out of

this class.

SUBJECT: Healthy Options

ATTAINMENT: To discover the bad habits which harm us physically, mentally and

socially; and to replace them with healthy alternatives.



METHOD: Station Technique

PREPARATION: Stations are prepared on the each corner of the classroom and some

equipment is placed there. (paper, pens, glue, colour pencils, newspapers and

magazines)

1. STEP: The students are told to think about the bad habits which are common and how

to change them.




Comenius sub-programme 2. STEP: The stations are introduced: poster making corner, poem writing corner,

painting corner, presentation corner.

3. STEP: The students are divided into four groups and sent to the stations.

4. STEP: In every 10 minutes the groups have change the station and continue the work on

the new station. This is done four times.

5. STEP: The products are shown to the class and students discuss on the activity.

EVALUATION: Students are asked to write a short report on their bad habits and

what they should to as alternatives.

1st /2nd lesson plan: English lesson/ 7th form/ age 16-17/ advanced

1) Prime Time/ öbv/ Unit 2 – Health issues/ 50 minutes

To start with the teacher shows various pictures to the pupils (google –pictures)

A fast food restaurant, a cheeseburger, obese people, junk food, vegetables and

fruits, fish as a main dish, a young teenager who look happy with a homemade

dinner and in the book on page 20/21 there are some pictures as well. (about 10

min)

Pupils look at them for a few minutes and are asked to comment on the pictures

–compare and contrast these pictures, what impressions have you got,… (about

15 min)

Words needed for the discussion are written on the board and explained

e.g.to pile on weight, junk food, fast food, overweight, soft drinks, suffer from …,

vitamins, mineral supplements …..

- in pairs: students talk about

-the food they like best, -

- if they like homemade products or if they prefer convenience food and why,

-who prepares their meals …. (about 10 min)

Finally we do a Listening Comprehension: FOOD PASSION: (about 10 min)

4 people are talking about their eating habits: Prime Time 7/ page 23

For the next lesson 3 pupils prepare speeches with the help of a powerpoint

presentation and a worksheet on the following topics:

FAST FOOD: pros and cons

EATING DISORDERS




Comenius sub-programme OBESITY

HOW TO MAKE HEALTHY FOOD ATTRACTIVE

2) These speeches are held in the 2nd lesson – see Worksheets, which are

handed out and feedback is given and a discussion is started. 50 min

Anorexia Nervosa (greek/lat.: anorexia – absence of appetite)

= eating disorder, people have fear of gaining weight, distorted view of

their body size and shape, have a weight that is far below normal for

their age and height, hardly eat at all, often try to eat as few calories as

possible. It is systematic self-starvation.

Symptoms: refusal to eat, depressed, preoccupation with food, social withdrawal,

excessive exercise, lying about amount of food consumed, extreme weight loss,

intolerance of cold, dehydration, absence of menstruation, Abnormal blood counts,

Dizziness or fainting, fatigue and insomnia, swelling of arms and legs, dry skin, thin hair

that breaks or fall out, bluish discoloration of fingers

Consequences: lack of energy, a muscle loss, a heart failure, Osteoporosis (bone loss and

increase of fractures later in life), kidney failure, death by starvation, Anemia

(Blutarmut), heart problems, gastrointestinal problems, electrolyte abnormalities, death

by starvation

Bulimia Nervosa (greek/lat.: ox hunger, ravenous hunger)

= eating disorder with an obsessive desire to lose weight, in

which bouts of extreme overeating are followed by fasting or

self-induced vomiting or purging

Symptoms: visit the bathroom after meals, tight exercise

regimes, mood swings, depression, self-criticism, fear of not being able to stop eating,

fatigue, tooth ruin, eating large amounts of food in a short time, eating secretively,

trying to lose calories that are consumed, being over conscious about body weight,

trying to use laxatives

Consequences: low blood pressure, dehydration, anemia, abdominal cramping, fertility

problems causes by missing or irregular menstrual cycles, sore throat, mouth ulcers and

infections, stomach aches, fainting, constipation, weight fluctuations, vomiting, sleep

disturbance

Causes of Anorexia and Bulimia nervosa: peer pressure, occupational pressure, societal

Influences (Media), family conflicts, psychological issues (stress, low self-esteem,..)

Treatment: inpatient treatment, individual/group therapy, eating disorder education,

medical monitoring, address the root of the problem (anger, stress,..)

http://www.medicinenet.com/anorexia_nervosa/article.htm

http://www.medicinenet.com/anorexia_nervosa/article.htm




Comenius sub-programme http://www.physio-

pedia.com/Anorexia_Nervosa

https://www.womenshealth.gov/mental

-health/illnesses/bulimia-nervosa.html

http://education-

portal.com/academy/lesson/what-is-

bulimia-nervosa-definition-causes-

symptoms-treatment.html#lesson

FAST FOOD Pros and Cons

Fast Food = Food which is prepared and served

quickly.

Products: Burger, Chips, Soft Drinks, Hotdog,

Pizza…

Companies: McDonald‘s, Burger King,

Nordsee…

Advantages:

Time-saving

Cooking implies a lot of work and is time-consuming

Cheap

Wide choice

Available everywhere

Disadvantages:

Eating Fast Food = Putting your health at risk

Contains high amounts of unwanted nutrients:

Salt, Sugar, Fat

Chemicals, Calories

Ingredients of lesser quality and unhealthy fats

Salt High blood pressure, Cardiovascular diseases…

Sugar Sleeping disorders, Teethproblems,

Lacks of concentration , Gastric disorders, Tiredness, Depression, Diabetes, Degrades

the immune system…

Fat interrupted blood supply Risk of heart attack and stroke; obesity…

http://www.physio-pedia.com/Anorexia_Nervosa

http://www.physio-pedia.com/Anorexia_Nervosa

https://www.womenshealth.gov/mental-health/illnesses/bulimia-nervosa.html

https://www.womenshealth.gov/mental-health/illnesses/bulimia-nervosa.html

http://education-portal.com/academy/lesson/what-is-bulimia-nervosa-definition-causes-symptoms-treatment.html#lesson







Comenius sub-programme OBESITY

to be obese = to be overweight

Effects on the body

Obese people lower life expectancy!

Highest obesity rate – BMI>30:

o USA (31%)

o Mexico (24%)

o UK (23%)

Obesity rate in Austria: 9%

How to make healthy

food more attractive

Making healthy food more

attractive for children

Make food fun

main causes of obesity

consuming more calories

than you need

sedentary life style

lack of sleep

genes

in some cases:

medicines

pregnancy

age

quitting smoking

(lead(s) to obesity)

Explanatory notes:

Gastrointestinal Problems:

problems with digestion, main

part needed for digestion

(bone) fractures =

Knochenbruch

Sleep Apnea: chronic condition,

which disrupts your sleep – low

sleep quality

Hernia=Eingeweidebruch

Obesity has highly increased

over past few years




Comenius sub-programme Make food educational

Let them pick their own food

Let them help you make the meal

Start young

“Don’t play at the table”?

Set a good example

Consequences of a poor diet for children

Behaviour

Mental development

Intelligence

Stunted growth

Skin and hair problems

Dental problems

Obesity

Digestive problems

Bone health

Immunity

Making your food look good

The way we serve food is very important (especially for

children), because we do not only eat with our mouth, we also “eat” with our eyes. On

the one hand, a green smoothie might look like boiled spinach but actually tastes like

banana and is very delicate; on the other hand a

meal in a restaurant might look very delicious and

is made in a nice

shape but tastes

awful.

Use several bright coloured vegetables

Use attractive plates

Decorate your food with parsley or chives etc.

Arrange it in a pretty pattern

Different types of food for one meal

Sources

http://allwomenstalk.com/7-ways-to-make-healthy-food-more-appealing-to-your-kids/

http://thelovevitamin.com/794/make-your-meals-a-feast-for-the-eyes/

http://allwomenstalk.com/7-ways-to-make-healthy-food-more-appealing-to-your-kids/

http://thelovevitamin.com/794/make-your-meals-a-feast-for-the-eyes/




Comenius sub-programme http://www.kidfriendlycooking.org/4-smart-tips-to-make-healthy-foods-attractive-for-

your-little-one

http://www.dailymail.co.uk/health/article-94697/Ten-tips-making-food-child-

friendly.html

http://fawesome.ifood.tv/diet/229895-10-major-effects-of-poor-diet-in-children

Pursuit of Better Health

Objectives

1. Students are able to use the Internet to find information connected with healthy

lifestyle;

2. Students are able to evaluate and apply the information they have gained to: create a

chart (food additives and their influence on health), create a quiz (rules about healthy

nutrition) , or design a poster (healthy nutrition)

Procedures

1. The teacher divides students into 3 groups.

2. Each groups use the Internet to find information about three health topics: 1. food

additives, 2. rules about healthy nutrition (10 questions about…) and 3. healthy

nutrition.

3. The teacher allows students to choose the websites. The teacher helps students to find

the websites, monitors their work.

4. The final project of each group is different.

a. a chart (food additives and their influence on health ),

b. a quiz (10 rules about healthy nutrition) ,

c. a poster (5 the most important factors connected with healthy nutrition)

5. The teacher informs the students how much time they have for completing their tasks.

6. After completing the tasks each group presents the effects of their work.

7. The students from the group that created a quiz ask quiz questions and the rest of the

class answer them.

8. The teacher marks the work of the students.

9. As a conclusion the teacher asks the following questions:

http://www.kidfriendlycooking.org/4-smart-tips-to-make-healthy-foods-attractive-for-your-little-one

http://www.kidfriendlycooking.org/4-smart-tips-to-make-healthy-foods-attractive-for-your-little-one

http://www.dailymail.co.uk/health/article-94697/Ten-tips-making-food-child-friendly.html

http://www.dailymail.co.uk/health/article-94697/Ten-tips-making-food-child-friendly.html

http://fawesome.ifood.tv/diet/229895-10-major-effects-of-poor-diet-in-children




Comenius sub-programme 1. Why is obeying the healthy nutrition rules so important?

2. Which rules are the most important for you?

3. Which food additives are the most dangerous for you?

10.The students put the rules, the poster and the chart on the board in the classroom.

Simple Steps For Healthy Living

Objectives

Students are able to describe the elements that make up “Food Pyramid”

Students are able to explain the importance of eating appropriate amounts from

all the different food groups and getting enough physical activity

Students are able to use the “Food Pyramid” to create a personal set of food

guidelines

Procedures

1. The teacher presents “Food Pyramid” on the board.

2. The teacher opens a class discussion on eating habits.

a. Do you think about the nutritional value of your meals?

b. Do you eat food from each group of “Food Pyramid”?

c. Which food group do you eat the most?

d. From which food groups should you eat more?

e. How does what your families eat influence what you eat?

f. Have you ever thought about trying to make healthier food choices?

g. Have you ever tried to keep track of what they eat?

3. The teacher asks the students: how exercise and good nutrition impact overall your

health? How much exercise do they get every day?

4. The teacher explains that each student will be using the ChooseMyPlate.gov website

to get personal food recommendations based on age, gender and level of physical

activity (Daily Food Plans).




Comenius sub-programme 5. These recommendations include the amounts of food

from each group of “Food Pyramid” every day.

6. On the My Daily Food Plan read the food

recommendations based on the information provided by

the student. They print a copy of these recommendations.

7. If time and the number of computers permits, have

students explore the rest of the ChooseMyPlate.gov site,

which offers tips and suggestions for putting the guidelines

to use.

8. The teacher sets homework: Compare what you have

eaten during one day of the week to recommended amounts

of food.

This activity was integrated in the school activities as well as in the Comenius Project A

Matter of Choices and promoted by the Physics and Sciences groups.

Students in the 9th year of Vila Verde Group of Schools under the Comenius Project,

attended the lecture on prevention and road safety and drugs, which took place on the

morning of January 12 , the two schools the second and third grouping cycles.

This initiative sensitizes students, while road users - pedestrians, passengers or drivers -

for the measures of prevention and security that every citizen responsible for

compliance and apply to each contribute their share to the reduction of road accidents

and drug use and trafficking .

The activities aimed at further show the importance of science and its application in

everyday life, in order to stimulate the students for their study .





SUBJECT: Peer Pressure

ATTAINMENT: To find the best solution at the moment of conflict,but not hurting the

other person and keeping the individual’s own rights



METHOD: Creative drama

PRESENTATİON

1.STEP: The students will be informed about the technique of the free drama.The

importanc of naturalness in this technique is underlined.Then some drama scenarios

İncluding conflictions (disagreement) will be mentioned to the students, such as the

Students who have disagreement in canteen queue,a friend who is coming with an

unacceptable suggestion etc.

2.STEP: Students are asked to be groups including 5-6 students.They are given15-20

minutes to make preparations on the subject given. In drama ,after the introduction

part there is no need a lot of plans and preparations, because the following part will be

developed spontaneously, but the script for the introduction is prepared previously. So

each student knows his/her role.

3.STEP: 10 minutes are given to the first team to finish their presentations however at

any stage they can be stopped and another team is asked to continue from the stage that

the the first team stopped. The last step of the event which is the solution part is given to

a different team to act them out again. The students finish the event spontaneously how

they want.

4.STEP: Then in the class some questions that will give directions are asked to speak

about the human behaviour and character which appear at the moments of the conflicts

5.STEP: The characters which were determined by the students and the features of the

behaviours that belong to these characters will be listed on the board.

EVALUATION: During the performance we will pay attention to the students’

languages, mimes, gestures at the moment of conflict. We will specify the way of

Behaviour that prevent communication between the students and the students will be

informed about these behaviours.





SUBJECT: Social Networks

ATTAINMENT: To specify the harmful ways of using Social Networks and to

understand the appropriate ways of using them (especially on human relations and

efficient time management)



METHOD: SWOT analysis and Diagonal method

PREPARATION: Some posters are prepared saying: “Social Networks”, “Strengths”,

“Weaknesses”, “Opportunities” and “Threads”.

1. STEP: The students are asked which Social Networks they know, they use and

how long they use them in a day. The answers are noted on the board.

2. STEP: Brief information on SWOT analysis. The posters “Strengths”,

“Weaknesses”, “Opportunities” and “Threads” are placed on the different corners

of the classroom. Students have to go to a corner on which they want to work on.

3. STEP: The group which met on the same corner is going to work on that subject

and its relation with the Social Networks. They are asked to discuss for 10-15

minutes and note down their ideas. No interference only observation and

guidance in need.

4. STEP: A spokesman from each group reads their notes and the other groups take

notes as well.

5. STEP: A conversation on the time limits of using the Social Networks and the

purposes of using them. Some professional views are given and the students are

supposed to comprehend the harmful ways and correct ways themselves.

EVALUATION: Students are asked if they have changed any of their ideas on using

the Social Networks. They are encouraged to tell what have changed their minds.

Paradigm

One of the main advantages of the use of technology, as a pedagogic tool, is that it

promotes the shift of the teacher position as a “know all” to a more collaborative and

moderator position, making students more active in the learning process, and thus more

interested and attracted to the topics they are studying.




Comenius sub-programme This shift of paradigm also facilitates students to choose different approaches to the

topics, more of their liking, and so, being more involved.

With collaborative web 2.0 students and people in general are not only the receptors but

become the authors

Brainstorm and key words

e- journal / board diary

videos (making videos and showing them / debate)

presentation making

projector

computer

webquests

Wikipedia (Wikis)

social media

music

cinema

web 2.0

(multimedia)

Pedagogy

One of teachers’ main objectives for teaching is to be able to pass the message, to get the

students involved, interested and active in their own learning process. To do that one

must use different strategies, being one of them the use of technology.

Since all times school has tried to use technology (books, pencils, blackboards…), so,

nowadays we should use the technology that is most familiar to the present generation,

in order to potentiate learning.

Social media and “new” technology is a powerful tool, a language that is proximate to

students and that they like.

Proposal: teaching culture, anthropology and language

Pictures are essential in learning; students can look for them and present them to

teacher and class

Produce interactive materials (online exercises, self-assessment tests, formative

tests), “hot potatoes” (the students can build their own exercises, getting involved

in the process)

Creation of webquests: teacher can make the guidelines or, in a more advanced

process, students can build their own webquests




Comenius sub-programme On a more day to day basis, students can be allowed to go the internet to check on

dictionaries or other sources of information related to the topics.

Do research on certain topics, and at the same time teachers have the opportunity

to teach them on the internet risks and, for example, the need to cross check

information in order to validate it (web literacy).

If we have long classes (50 or 90 minutes class) we must change and use varied

strategies and means of communication.

A “normal” language class can include listening to a text (audio), watching a

context day to day situation (dialogue, video); show pictures and listening to the

pronunciation (image and audio), interactive exercises (grammar, vocabulary),

checking online dictionaries and looking for pictures and for a more developed

work on a topic they can do oriented research or webquests.

Multimedia and multitasked students (the digital generation) asks of us the

ability to use the means of communication they like, as well as the more

traditional means (research on books, libraries and school trips), being an

additional tool to promote collaborative and active learning.

Digital divide- school has to level the opportunity of information access of all

students (democratization role)

Target group: 15 year old Ss

General competence: Increasing awareness regarding the relationhips they have

within their groups.

Derived competences:. The analyse of the consequences peer pressure can have on

their behaviour

Content: Personal life quality:

Theme: ”Friendly Minds”

Purpose: - Getting aware of what peer pressure means in order to fight it.

Objectives:

a. Reference Objective: Changing students’ attitude towards social compromise.

b. Operational Objectives:

To get the core background of peer pressure after listening to the soundtrack of




Comenius sub-programme the movie DANGEROUS MINDS;

To get aware of the basic rules of behavior one should keep to within the group;

To debate on the right of making your own decisions without being pushed to the

margins

To analyse the principles of accepting the others who are different from the rest

of the “group”

To choose key words of the song which they consider to illustrate the most

dangerous aspects of being bullied;

Approaches and techniques: conversation, explanation, listening comprehension,

group discussions to identify the factors of bullying, brainstorming

Didactic aids: flip chart/blackboard, marker/chalk, video projector, the soundtrack

with English subtitles,

Organization: individual, group, frontal

Time: 50 minutes

Place: the classroom





ACTIVITY PLAN

Stages

Content Approache

s and

techniques

Didac

tic

aids Teacher’s activity

Students’

activity

1.

Organizati

on

(5 min)

T. prepares the didactic aids for the

best organization of the activity.

(flip-chart, video projector);

Ss. get ready

to start the

activity

Conversation

2. Warm-

up

( 10 min)

Listening to the soundtrack from

DANGEROUS MINDS

The T. plays

the song Listening

The

soundtr

ack

3. Theme

and

objectives

anouncem

ent

( 5 min)

”Respect for others and for

yourselfis the basis for a

democratic, normal society” We

have chosen this topic as if we

respect these rules, we will be able

to protect our individuality.

Ss. pay

attention and

get involved in

the discussion

Conversation

Discussion

flip-

chart/b

lackboa

rd

4. Practice

( 20 min)

Activity1 (5 minutes)

T. will write the title of the song in

order to start the debate.

Activity 2 ( 10 minutes)

Using the video projector, the T.

will show Ss. A sequence of the film

Ss pay

attention and

follow the

images to find

out key words.

Explanation

Conversation

flip

chart

sheet

Video

project

or

5.

Assessme

nt

(5 min)

Ss. will form 3 groups, will solve the

task and will write on a flip charter

paper the principles of a tolerance

Ss will fiind

out reasons of

bullying.

Conversation Flip

chart

6.

Feedback

and follow

-up

(5 min)

Each S will receive a questionnaire

for assessment

S. will

evaluate from

1 to 5 the

degree they

enjoyed the

activity





Social Media

Introduction

Explain lesson intentions

Brief discussion with pupils regarding their use of social media

Which sites do they use? Twitter, Facebook, Instagram, Snapchat…

Part One

Questions regarding use of social media

1. How often do you use social media in a day?

2. Which sites do you use?

3. What site do you use the most? (Add more questions if necessary)

Part Two

Complete the table below listing as many benefits and consequences of social media as

you can. Be as detailed as possible. (Individual/pairs/group/class)

BENEFITS CONSEQUENCES

(This table should lead to a whole class discussion)

Choose the most important benefit/consequence. Be prepared to present this to the

class.

Part Three

Teachers: Find examples of irresponsible use of social media. Display these using

interactive whiteboard/dataprojector. Focus on embarrassing situations (where it may

be funny if your friends see it but not your grandparents) or instances where people

have lost their jobs because of what they have posted.

Optional activities

Someone from job centre or external agency come in to discuss the importance of being

safe and responsible online. Do not use silly email addresses, be careful what you post

online – photographs of drunken silly behaviour – this may haunt you in 10 years time

when you are applying for a job. Employers do check facebook/twitter.

Summary/Plenary

Re-visit lesson intentions – what did we learn? Has your attitude changed?

teaching scenarios final

Documents

european commission

lifelong learning programme

bullying teasing

comenius subprogramme

publication communication

victim of bullying

bullying victim

students suggestions