LA CONVIVENCIA EN EL AULA: ESPACIO PRIVILEGIADO DE..
LA CONVIVENCIA EN EL AULA: ESPACIO PRIVILEGIADO DE APRENDIZAJE. Mejora de la convivencia y la atención a la diversidad en la Educación Secundaria en Jesuïtes Sarrià- Sant Ignasi
Start date: Jun 1, 2015,
End date: May 31, 2016
BACKGROUND. Jesuïtes Sarrià-Sant Ignasi is currently undergoing a process of educational change (Horitzó 2020). We are working on a new pedagogical model (MENA) which incorporates the latest developments in pedagogy, psychology and neuroscience. http://h2020.fje.edu/en/diari/Within this new framework, there will be teams of tutors and members of the DOP (Department of Psychologists) working side by side. Together, they will offer a coordinated response to the educational needs of the students to maximize their learning capacity in an inclusive school environment.Our school is also working on the development of a plan of Coexistence in Secondary education which seeks to provide teachers and students with tools to become active actors in promoting positive coexistence and to empower the students so that they exert their capacity of influence and develop life skills such as responsibility, empathy, active listening, positive recognition, commitment, and initiative. We have already started up a pilot program, which is based on the class meetings suggested by Positive Discipline. PARTICIPANTS Ten middle aged secondary school tutors. All of them have a university degree and long term teaching experience but they need training to successfully deal with diversity in the classroom and also to work closely with the staff of the Department of Counselling and Psychology(DOP). It is fundamental to reinforce the profile of the tutor.DESCRIPTION OF ACTIVITIES To ensure the quality of the learning mobility, three courses were selected: 1) Positive Discipline in the Classroom (The American School in London). ( http://www.asl.org/ )It is a Classroom Management program that empowers teachers with skills to build their students’ sense of community, learn problem-solving skills that focus on solutions, and enhance academic learning. It gives teachers skills to help students practice better cooperation, social skills, self-direction, responsibility, and mutual respect in the classroom. 2) Dealing wih Difficult Learners (Pilgrims, Canterbury) (http://www.pilgrims.co.uk/ )This course (by Marie Delaney) looks at why some learners cause difficulties for teachers and how we can develop a better understanding of the underlying reasons for their behaviour. 3) NLP Coaching Skills for Teachers (Pilgrims, Canterbury) (http://www.pilgrims.co.uk/ )This course is very useful for teachers who want to find new, more effective ways to encourage students to work towards resolving their own challenges, set goals, and helps develop a sense of responsibility for their learning. IMPACT AND POTENTIAL LONGER TERM BENEFITS The mobility activities will provide improvements to our institution in the areas of staff competences, new tools for attention to diversity and the improvement in life skills, the organisation of learning , the European dimension of the school and language competences. The mobility activities are expected to produce the following outcomes:As regards students,• Personalized attention given to the needs of each student.• Increased motivation.• Increased self-empowerment and self-esteem .• Improved positive recognition and communication skills• Better classroom climate As regards trainees, • Better understanding of the underlying reasons for disruptive behaviour.• New perspective on how therapeutic approaches can be effectively integrated into classroom teaching.• Knowledge of the philosophy of the Positive Discipline and how to integrate it in their educational task.• Skills to help other school teachers develop successful strategies for the classroom.• Skills to help other tutors offering them materials on Positive Discipline, as well as practical workshops to understand the model.• First-hand information on how other European schools deal with diversity and improve life skills. • Improvement in their language skillsAs regards staff participating in the project,• Increased ability to address the needs of students with learning difficulties.• Knowledge of new resources for listening to students and improving class meeting dynamics. • Increased motivation.• Knowledge of best practices in the area of attention to diversity and improvement in life skills.As regards the school organization,• Implementation of a new model of in which psychologists and counsellors work hand in hand with trained tutors. • Changes in the organization.•Support when implementing strategies to integrate students with difficulties in the classroom and accompany them in the process of acquiring basic skills.• Development of the international dimension and development of pedagogical innovation: development of a more dynamic, committed and professional environment within the organisation, readiness to integrate good practices into daily activities.As regards the educational community, • To enable other schools to easily access materials and workshops through the network of 7 Jesuit schools in Catalonia.
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