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Power point organizacion.
The document discusses topics related to coexistence, diversity, and conflict resolution in schools. It proposes establishing learning communities to create a more participatory and democratic school environment. Specific strategies are outlined, including cooperative learning groups involving students, teachers, families and the community. The document also describes using role-playing games to help teach students how to solve problems. Overall, the main ideas are promoting respect for diversity, managing conflicts through respectful dialogue, and creating an inclusive school culture.
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Power point organizacion.
- 1. Pedro Blanco Sara García PaulaYago Laura Sánchez Miriam Sánchez Ilke Atican
- 2. ÍNDEX Commitments Value of coexistence Nonviolencemanagement Feelings in the classroom Problems management Learning communities Practice
- 3. PERSONAL COMMITMENTS Do notbe so shy Miriam Improving personal skills Pedro Speaking in English quickly Laura and Sara Organize Paula Understand more Spanish Ilke
- 4. GROUP OBJECTIVES Correct thespelling mistakes Teaching how to coexist Looking for extra information Work in a cooperative way Informatic learning
- 5. MICRO- TASK Read thearticles All Study our work All Search for the main ideas All Answer the questions All Make the power- point All Organize the work Paula Organize the power point Pedro Review All
- 7. VALUE CORAGE. COEXISTENCE. RULES. “Coexistence consists onliving with other people”. We must to behave properly, so everyone should be comfortable.
- 8. Each person is definedby a group of characteristics which configure identity. IDENTITY MAKES US DIFFERENT FROM OTHERS, SO EACH PERSON IS: UNIQUE. COMPLEX. DYNAMIC. Education has learnt us to live together and enrichment interculturality.
- 9. MULTICULTURAL EDUCATION INTERCULTURAL EDUCATION STATIC. DYNAMIC. AUTONOMOUS VISION GLOBAL VISION. FOCUSINGON THE DIFFERENCES EQUAL RELATIONSHIPS. DESCRIPTIVE POINT OF VIEW. INTERACTIVE POINT OF VIEW.
- 10. DIVERSITY IN THE SCHOOL MAKES CHANGES: There area lot of cultures. All cultures have to be respectful. There are different cultures and these must be connected School must learn to diversity. School must not to give rules about culture. Changing about thinking. Democratic coexistence.
- 11. THE COHABITATION INTHE SCHOOL The school is a different organization, because it is different to the other organizations, and at the same time, is different to other schools.
- 12. A hierarchically institution. Aninstitution of obligatory recruitment. An institution with prescriptions. An institution organise for stratum. An institution with important legislative dimension. An andocentric institution. An institution with strong social pressure. THE COHABITATION IN THE SCHOOL
- 13. WHERE DO WEHAVE TO ACT? The areas of intervention are multiple and are not mutually exclusive. It is consider 3 dimensions, for highest to lowest amplitude.
- 14. WHERE DO WEHAVE TO ACT? Politics of redistribution in front of recognized. We do not have positive coexistence without justice. We do not have really free without ethic.
- 15. WHERE DO WE HAVETO ACT? THE TRADITIONAL SCHOOL WAS FOR BOYS WHITE SKIN HEALTHY “NORMAL” SPANISH- SPEAKING RELIGION NATIVES NON- GYPSY MONARC HIST
- 16. WHERE DO WE HAVETO ACT? 5 FIELD OF ACTION OF THE SCHOOL INSTITUTION REGARDING INTERCULTURAL EDICATION: ADMINISTRATIVE LEVEL CURRICULUM LEVEL HUMAN RECOURSES LEVEL.SERVICE LEVEL. INSTITUTIONAL LEVEL
- 17.
- 19. PEACE: -Serving justice -Resolve conflicts innon- violent way -Achieving harmony • VIOLENCE: -Violation of human being -Direct -Structural -Cultural
- 20. HOW TO TEACHTHEM In Language: Texts with peace content Non-sexist, non-exclusive vocabulary (heavy instead of fat, elderly instead of old) In Maths: Problem solving skills for managing conflicts
- 21. In PE: -Games thatfocus on trust and cooperation In Science -Harmony with nature In Social studies: -History and culture of minority groups (Gypsies, Latin Americans)
- 22. For Projects andHomework Cooperative Learning For Extra hours and activities THE WORLD PEACE GAME
- 23. THE WORLD PEACEGAME Invented by John Hunter in 1977. There are four layers. Underground with oceans and lakes(earthquakes, volcanos). Ground with country borders. Air with weather conditions and clouds. Space with satellites, black holes (global warming) Put all the problems of the world there, let's let them solve it, control it.
- 26. YOU CAN TEACH Valuesand Rules Beliefs and Religion Peace and War Problem Solving and Conflicts Responsibility and Coexistence Cooperation and Trust Helping and Sharing
- 28. ARE FEELINGS TAKEN CAREIN CLASS? Feelings are very important Development -The environment at home. -Children have to know how to control feelings. -Respect others. -All factors influence in marks and in the behaviour. -IQ test can lows down the steem -”Emotional Intelligence”.
- 29. SEXUAL AND SOCIALCONCEPTS: THE SILENCE Is sexuality an objective in school? - Teachers are incapable to talk about this, creating bad feelings and distress - Propose orientative talks, with the implication of the parents Society -Publicity influence children -Produce negative feelings about their body New family model- Children often do whatever they want False image that children have about the “perfect” man
- 30. OBJECTIVES Respect Satisfythe basic needs Recognise our feelings and the feelings from others To know the origin of the conflict Teach about how to resolve problems Evit the self-fulfulling theory Learn citizenship Piramid of Maslow
- 31. “Respecting childs ofother cultures is one step to the good environment in class”. “Respect others like you wanted that others treated you”. Share feelings with others helps to trust and be happy.
- 32. CONFLICTS RESOLUTION Create agood environment Are there any problem in our schools? Which ones? How are they solved? Do we need a change?
- 33. Deep reviewand reflection of the situation. Name a action plan, the steps to solve the conflict. • Someone responsible of the mediation of conflicts.
- 34. WE HAVE TOATTEND TO THREE ASPECTS: REPARATION RECONCILIATION RESOLUTION
- 35. A) PUNITIVE MODEL. Based in correct one action: punishment, penalizations. Limitations of this model: Reparation: victim could feel vulnerable. Reconciliation: both parts not reconciled deeply. Resolution: is not solve the conflict in long-term.
- 36. B) RATIONAL ANDINTEGRATED MODEL Direct communication between the parts. They try to solve the problem. The victim receives a restitution (in/material or moral), the aggressor gets fault free. The integrated model goes further, it goes out of the private issue with a mediator or a school group in charge of it. Victim • Has a repair Solution • With dialogue Resolution • Agreement
- 37. Norms system Agreementof coexistence System of dialogue and solution of conflicts Protector framework https://www.youtube.com/watch?v=UT_xcy9oVOg
- 38. LEARNING COMMUNITIES •The dreamthat no child is left behind. •Pluraslistic, participatory, democratic, free school. •Children, teachers, families, community, associations.
- 39. The transformation on learningcommunities in schools Dialogic learning, through participatory education community. Sensitization. The dream.
- 40. The interactive groups Knowledge sharing between students and adults. •4students. •Diversify activities to maintain the motivation and expectation of students. •Each activity 20 minutes. •Each group performs a specific activity and have a responsible adult energize. •Then, all groups rotate to another activity where there is another adult who energizes the group. Heterogeneous groups Cooperative learning
- 41. Involvement of families •Children learneasily with a hole education: in house, at school… •Internet rooms are used by the students, and other times by family, ie together students and their families. • •If we leave family out of school is sure poor families and other cultures go to school failure and social exclusion.
- 42. PRACTICE: GAME OFROLES We give the pupils different roles. The teacher has to try to solve the problems. The class- About a real theme.
- 43. BIBLIOGRAPHY Ramón FlechaGarcía y Lídia Puigvert. Las comunidades de Aprendizaje: Una Apuesta por la Igualdad Educativa. Sánchez Guerra, Miguel Ángel- Arqueología de los sentimientos en la Organización Escolar. Sampere Caireta, Marina - Peace and Coexistence Education in School Settings : A Teacher Training Perspective (http://www.ted.com/talks/john_hunter_on_the_world_peac e_game/transcript?language=en) Torrego Seijo, Juan Carlos. Didactics teacher from the University of Alcalá. “Modelo integrado: un marco educativo para la gestión de los conflictos de convivencia desde una perspectiva de centro”.