Contents:

 1. Social Inclusion

1.1 Bullying - a real threat

1.1.1 Practical Activities

1.2 Human trafficking - I am not for sale

1.2.1 Practical Activities

1.3 Disability - restoring the dignity in students

1.3.1 Practical Activities

1.4 Effective communication

1.4.1 Practical Activities

1.5 School dropout - ways of avoiding it

1.5.1 Practical Activities

1.6. Surveys on educational needs for teachers

2. Personal Development

2.1 How to overcome Aggression and Fury?

2.1.1 Practical activities

2. 2 How can we avoid stress?

2.2.1 Practical activities

2.3 Overcoming emotional barriers

2.3.1 Practical Activities

2.4 Self-improvement

2.4. 1 Practical Activities

2.5 Increasing motivation for personal growth and professional development

2.5.1. Practical activities

3. Future Classroom

1. Social Inclusion

Social inclusion targets those vulnerable individuals or groups in society who find themselves marginalized, being blocked from rights, opportunities and resources such as the urban and rural poor, affected by the problems caused by unemployment, poverty, people with disabilities or different illnesses, orphans, members of jobless families, having low expectations, often leaving school early, members of ethnic minorities, excluded by a judgmental society.   Inclusive education can remove barriers for many children and teens, creating a culture of respect towards individual differences and providing all students with the most appropriate learning opportunities for them to best achieve their potential. Besides trained teachers and education specialists we can also count on the power of the peers that has a cumulative effect making bullying and school dropout unacceptable. According to UNICEF, teachers should reflect on bringing theory, research and practice on inclusive education together in order to improve equity and quality.

References

https://www.unicef.org/albania/press-releases/inclusive-education-pathway-attain-social-inclusion

1.1 Bullying - a real threat

Being bullied and socially excluded interferes with the fundamental need for teenagers to belong to a social group, which is necessary for their well-being. Bullying can be direct, physically or verbally, or indirect, involving gossiping, spreading malicious rumors, which can be equally traumatizing. It is a fact that children who are socially excluded and bullied have health problems, poor school adjustment and poor emotional adjustment. That is why it is up to teachers and students as well to take action in order to combat bullying and create a safe school community. In school students should participate in activities that boost social-emotional learning, being taught about kindness and empathy, they should be encouraged to feel connected to their peers, their school and their community. Research has also shown that arts can be a powerful tool for helping young people see situations from different perspective. Participating in simulations can also be a way of learning about how to prevent or respond to bullying.

References

https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-020-00478-2

https://lesley.edu/article/6-ways-educators-can-prevent-bullying-in-schools

1.1.1 Practical Activities

LTA D. Motoc, Galati

Workshops:

School without Bullying Say NO to intimidation!

Say No to Violence and Bullying in Schools!

The Power of Words!

How Do We Face Aggression and Harassment!

Students role play a bullying scene and some examples of taking attitude from their peers:

https://youtu.be/-XOvgu_ciWw 

https://youtu.be/vn5dVERNdO0 

https://youtu.be/Ly9LCd0o4nk 

Local Project: "Bullying - the New Form of Violence"

Activities: 

Bullying. How Can we avoid it?

Stories, Games and Strategies on how to avoid the Bullying.

School without bullying!

Anti-bullying strategies.

Cyberbullying

             ITALIAN NATIONAL DAY AGAINST BULLYING AND                                                                        CYBERBULLYING

https://www.noisiamopari.it/site/it/giornata-nazionale-contro-il-bullismo-e-cyberbullismo/

ACTIVITIES AT "L.DE' MEDICI"- ITALY

Each year on 7th February in all  the Italian schools there are activities about bullying and cyberbullying.

Last February, in our classes there were debates about that topic. A collegue of mine, a teacher of Italian litterture, after the debate, asked some students to write a short essay about bullying.

They did it and what was really interesting, they not only wrote about the topic but they also told about their personal experiences with bullies. They were also asked to translate them in English.

Here are their works:

 BULLYING AND CYBERBULLYING by Felicia La Marca  

     Bullying refers to an   aggressive behavior towards those who are unable to defend themselves. Usually bullying roles are well defined: on the one hand there is a subject called bully, a person who performs violent behaviors both from a physical and psychological point of view, and on the other hand there is the victim,  who suffers all the violent actions !!

Cyberbullying, on the other hand, differs from bullying because it means to   discriminate or make violence   through the use of the new communication tools such as smartphones or computers. 

We often wander: who is the bully? Why does he behave like this? 

According to some surveys, the bully is usually a person victim of violence in the family or elsewhere and all the anger he has accumulated he pours out on others, on weak people. 

The bullied, on the other hand, is an anxious, self-insecure person who is weak who has not grown up  in a healthy, open environment and for this reason often reacts to violence by crying and withdrawing into himself, without finding the courage to tell what he/she is experiencing, either to his/ her family or to  people who are close to him/ her.

 I have had an experience, even if I don’t consider it a real act of bullying. I remember that in 2nd grade three classmates  of mine  used to  make fun of me because I had a particular haircut and because they said I didn't smell good.

 I was strong that was my fortune,  I reacted without giving much importance to what was happened and I going on to go to school, overcoming everything and often rebelling myself   also thanks to the help of some classmates of mine, who have been very close to me. Now, I sometimes meet those people and I use to smile at them to make them understand that I have managed to move forward. My advice is never to be afraid to talk and interact with people especially withadults who can help those who are victims. The bullied people need   to believe in themselves, to be strength to deal with the bullies every day, and they have to understand that they are worth and  very sensitive people, the wrong is not in themselves but in those who take advantages of their sensitivity. Often people closest to the victims pretend do not see and it is to them that it is often necessary to ask a different behavior, because an outstretched hand,a right word, a hug could be enough for these people do not  feel alone and find the strength to react !!!!!

BULLYING by Francesca Cozzolino

Bullying is a scourge of our society. In Italy a study has shown that 24% of adolescents suffer offenses. The bully usually acts anonymously (cyberbully), hiding his identity. The bully acts to draw attention to himself, not to offend, but because he himself suffers violence, and catalyzes his anger on others. Cyberbullying as opposed to traditional bullying uses websites and electronic devices as a means. Photos of the "victim" are disclosed or identity stolen. The bully thinks he/she is acting in anonymity, but he deludes himself because he leaves traces behind. Bullying has physical and psychological consequences on the bullied person as it can inflict injuries, it can fall into depression, commit suicide, suffer effects on self-esteem, difficulties at school ... The effects are even more serious when it comes to cyberbullying. Victims feel wrong, they don't talk to anyone ...

Instead they need to talk, because otherwise they enter a vicious circle, sometimes fueled by disinformation. The bully chooses the "victims" because the latter he/she  is anxious, insecure, sensitive, calm, non-aggressive, taciturn, and feel stupid, failed and unattractive. The bully carries out acts of violence, manifests anger and aggression, perhaps surrounded by people who support him. Usually he/she does not feel accepted in his/her  family while at school he/she feels part of a group. I have always had problems  with weight, I have always felt insecure, I did not eat properly as I do now, They made fun of me because  I didn't have a boyfriend, I wasn't wearing branded clothes, because of the sound of my laugh, the weight, the friends I had. I was shy, insecure, withdrawn, I didn't talk to anyone, that surely made everything worse. They never punched me or something like that, but maybe I would have preferred it because a laugh can hurt much more, especially if done by those people you consider friends.

I know what you can feel like, I suffered it, these are things that mark you. The only

good thing about that time was my best friend. She was bullied, too and that united us a lot, we still are close friend now. I give you some advice, surround yourself with people who love you as you are, few friends but good, friends who lift you off the ground, it happened to me, they saved me, I saved her, and I thank her for it. 

Don't you have any friends? Talk to your family about it. Do not be locked up in the house, go out, cultivate your passions. 

Don't get depressed! If you don't like your body, improve yourself not to please others but to yourself. Nodody said to me the right words while I would have appreciate them  in those moments. 

I have always talked about it with my teachers, but they didn't help me, they just  told me do not   think about them! 

Or "be indifferent!" how can you remain indifferent if a person enjoys using your weak points against you, to hurt you?

BULLYING by Francesca Geografo

Bullying today is a very common phenomenon among adolescents and is spreading more and more, especially in schools, a place where   children should feel safe. There is more and more news in the newspapers and on the television news that deal with bullying. 

The bully is a person who engages in psychological violence or takes aggressive attitudes towards weaker individuals. If a boy hits or threatens another person, he feels stronger towards a weaker person. He/she does it to attract attention or because he/he has problems in his/her family, he suffers violence and therefore he/she wants to hide his fragility by venting his/her own frustration on others. They take other people's stuff, ruining it, they insult, offend or isolate them, this is also a form of bullying. The bully is feared, but if he/she is denounced he could be helped. 

The victim, on the other hand, suffers in silence, isolates himself and even drops out of school or even falls into depression. There is also online bullying and this form of bullying is called cyberbullying, it has widespreaded all over the world and performed through telematic tools, such as  internet. The bully can act, for example, by posting photographs, videos or private information of the victim and spreading slander through messages. In the past when I attended SCUOLA MEDIA my classmates made fun of me. I was a shy girl, I was also isolated and suffered wondering why this attitude towards me. Then over time I realized that even if words hurted me many times, we don't have to give them so much importance. I think that the bully should be helped because while today he/she is just a bully, tomorrow he/she could become a criminal.

Bullying by Francesco Sciesa

Bullying is a phenomenon that occurs mainly among adolescents. Bullying can consist both in using physical violence and in threatening, insulting, offending. Then there is cyberbullying which consists of a set of aggressive and intentional actions, by a single person or a group, carried out using electronic tools, the aim of which is to cause damage to a peer unable to defend himself. In bullying we have two protagonists, the bully and the bullied person. 

The bully is  one who carries out this violence against some of his comrades in such a way as to feel better and popular. While the bullied person is  one who is physically weakest, most insecure and emotionally shy. I have never been a victim of bullying but I am aware of an episode, in particular, that I have not experienced firsthand but I have been told. 

Two classmates of mine, they are Chinese, were beaten by Italian boys near the train station as they were going to catch the train. I think that all that is overcome by talking to one's family and friends because they are the people who love us for who we are. I also think that in order to eliminate, or at least  to limit the development of bullying, you have to face the bully and understand what person he/she is, and what are the reasons that lead him to behave like that. 

Bullies externally may seem harsh, but inside, there is, certainly,something  good. Usually, he behaves this way either because of family problems or because he feels insecure and therefore acts inappropriately to fill his fears. It must be helped!

Useful links with materials for activities:

Posters:

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/Classroom-posters-for-primary-and-intermediate.pdf  

School map:

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/School-map.pdf 

Acts of kindness:

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/Acts-of-kindness.pdf

Paper chains:

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/Paper-chains.pdf 

Helping Hands:

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/Helping-Hands-activity.pdf         

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/Together-Commitment.pdf 

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/School-Values-Voting-Wall.pdf       

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/Our-Waka-Kia-Kaha.pdf 

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/Peace-Flag.pdf

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/Comic-Strips-activity.pdf

Whatu Pokeka:

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/Whatu-Pokeka-activity.pdf

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/Take-a-Compliment.pdf 

Letz Lead rap:

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/YOU-BROS-Stand-up-together.mp3 

Letz Lead rap lyrics:

https://bullyingfree-live-storagesta-assetstorages3bucket-i1uzc20qyemh.s3.ap-southeast-2.amazonaws.com/public/Uploads/CAN-YOU-RELATE-rap.pdf

Oat the Goat — online story that helps children learn the power of kindness 

http://oatthegoat.assemblyltd.com/

Video Resources:

https://bullyingfree.nz/students/videos/ 

https://www.stopbullying.gov/kids/kid-videos 

https://schools.au.reachout.com/bullying 

Role-Playing Games:

https://ep.liu.se/ecp/059/010/ecp09059010.pdf 

https://positivepsychology.com/empathy-worksheets/

Surveys or questionnaires to determine what needs exist:

file:///C:/Users/boboc/Downloads/QE06GenVersion1206CodeFormSLXXX002.pdf 

https://www.questionpro.com/survey-templates/bullying-for-students-survey-template/ 

https://positivepsychology.com/workplace-bullying/ 

Here is a list of effective team-building exercises to try in your classroom:

I.S.I.S. "L. DE' MEDICI" - OTTAVIANO

WORKSHOP: EXPERIMENT SOCIAL EXCLUSION

An interactive exercise that deepen the effects of a person exclusion from a group. Our reactions towards an experience of estrangement and what we feel when we belong to a group.

An occasion to think about what we feel when we belong to a group; how easy is to exclude someone and how much is fun to do it. And finally if we are supportive with the excluded person or if we enjoy                                                                   

https://acrobat.adobe.com/link/review?uri=urn.aaid:scds:US:d86865e8-bb6c-3cc3-ab69-0001c87a9569 (Results of the workshop)

WORKSHOP: DON'T LAUGH AT ME (Worksheet)

                                    Thinking how it feels to be laughed at and                                                                to be empathetic towards others 

                                                      that can live that terrible situation. 

                                                      It also encourages young people to

                                                      take into account the right strategies 

to face bullying and understand who can be helpful.

Laughing can express happiness but it can be used also to make someone uncomfortable

Discussion

WORKSHOP: FEELING ONESELF APPRECIATED (Worksheet)

                                                                 Starting from the idea                                                                                                    of self-esteem, help                                                                                                         students to think about 

                                                                                                 the themes suggested

                                                                  and ask them when it                                                                                                       was the last time                                                                                                            he/she  felt happy for                                                                                                     someone appreciation

ACTIVITIES AT "L.DE' MEDICI"- ITALY

Each year on 7th February in all  the Italian schools there are activities about bullying and cyberbullying.

Last February, in our classes there were debates about that topic. A collegue of mine, a teacher of Italian litterture, after the debate, asked some students to write a short essay about bullying.

They did it and what was really interesting, they not only wrote about the topic but they also told about their personal experiences with bullies. They were also asked to translate them in English.

Here are their works:

Discussion

1.2 Human trafficking - I am not for sale

An important aspect of social inclusion is that it can become a tool for child and youth trafficking prevention. According to statistics human trafficking is a widespread phenomenon in society nowadays and half of the total number of victims are minors. According to experts, youth-centered formal and nonformal education is a toolbox for responding to the specific needs of the learners, promoting knowledge, skills and attitude. Schools can provide mentoring programs, social-emotional skills education, safe dating and relationship education, online safety education, human trafficking lessons, trafficking prevention messages in order to raise awareness through identifying and choosing the best practices.

References

https://www.rri.ro/en_gb/the_trafficking_of_minors-2614768

 https://www.salto-youth.net/tools/toy/reference/youth-work-fostering-social-inclusion-of-young-people-with-fewer-opportunities-a-tool-for-youth-trafficking-prevention.3994/

https://safesupportivelearning.ed.gov/human-trafficking-americas-schools/preventing-child-trafficking-at-school-level

1.2.1 Practical Activities

LTA D. Motoc, Galati, Romania

Workshops:

Together against Modern Slavery!

Combating Human Trafficking

Truth or Myth

PRACTICAL ACTIVITIES:
Interview Human Trafficking

https://www.unhcr.org/asia/4d9346bb9.pdf

Exercise book

https://www.ilo.org/wcmsp5/groups/public/---europe/---ro-geneva/---sro-moscow/documents/publication/wcms_308688.pdf

https://www.youtube.com/watch?v=35uM5VMrZas 

https://www.youtube.com/watch?v=ornPWN_T1Vo 

LESSON PLAN
Human Trafficking Awareness:

https://www.michiganabolitionistproject.org/wp-content/uploads/2013/01/Lesson-Plan-pdf.pdf

1.3 Disability - restoring the dignity in students

Owing to lack of knowledge disabled students were initially treated as unwanted, segregated from other children and later educated in special schools. Inclusive education has adopted a different policy according to which the disabled children should be accepted in all the education programs meant for other children, defining them as children with special needs, who need special attention, rather than children who are handicapped. Making the program of the disabled children as an integral part of the general education system is a huge step which involves creating safe and inclusive school environments for students with disabilities, but also developing the knowledge and skills of school staff to better respond to their needs. Equally important is teaching inclusion, acceptance and tolerance because learning how to share and accept differences helps building an inclusive culture where the students with disabilities are protected from bullying. Cooperative games, workshops, team work activities can be used in school settings to move from awareness to acceptance, keep everybody active while having fun and working together to win.

References

https://www.dinf.ne.jp/doc/english/asia/resource/apdrj/z13fm0300/z13fm0309.html

https://www.vic.gov.au/inclusive-education-for-students-with-disabilities

1.3.1 Practical Activities

At the end of the month, the kids with the most amount of tick marks can get a "Certificate of Kindness".

Free resources: https://ripplekindness.org/11-kindness-activities-for-kids/ 

https://www.worksheetplace.com/mf_jpg/Kindness-Worksheet-9.jpg 

Source:

https://www.teachingexpertise.com/classroom-ideas/kindness-activities-for-middle-school/ 

1.4 Effective communication

    Effective communication approaches people to people helping them develop their personality and find solutions to tolerance and social inclusion. Communication skills and social skills are very important in the classroom, strengthening interpersonal relationships, handling stress, fast changing conditions, generating better relationships in school and supporting diversity and interculturalism. In this respect the students can experience different social inclusion strategies and improve their communication skills though different fun games and activities that can be used in the classroom, such as icebreakers, team building exercises, encouraging role play and group work. Also using inclusive communication techniques in the classroom increases the chances of effective communication with all the students, including those with learning disabilities, thus increasing the chances of positive and effective interactions.

          References

    https://www.schooleducationgateway.eu/en/pub/teacher_academy/catalogue/detail.cfm?sid=14694

https://www.thebalancemoney.com/communication-skills-list-2063779

1.4.1 Practical Activities

Create discussions for your students, where they can put their knowledge into practice, develop their own views on classroom content, and consolidate what they’ve learned.

https://www.kialo-edu.com/p/ad21f46c-e964-4c2d-a8ae-cddc095bb643/36741

50 Communications Activities, Icebreakers and Exercises:

https://downloads.hrdpressonline.com/files/6820080609105844.pdf

Exercises for Building Communication Skills:

https://www.gswny.org/content/dam/girlscouts-gswny/documents/Building_Communications_Skills_exercises.pdf

Exercise 1: The Blindfold Game

In this activity, blindfolded participants must rely on their partners to navigate an "obstacle course" within a room. This activity builds both communication and listening skills and trust.

People and Materials: Two or more people./ Place: Larger rooms, such as a conference room, work best for this activity. Furniture and other items that you can use as obstacles./ Time: 15-20 minutes.

Instructions: 1. Arrange the room by scattering furniture and other obstacles around it. 

2. Divide team members into pairs and ask them to stand at one end of the room.

3. One person from each pair should put on the blindfold.

4. People then guide their blindfolded partners across the room, issuing instructions so that they don't bump into anything. They are not allowed to touch one another.

5. When a pair reaches the other side of the room, they switch roles and repeat the process.

Follow-Up: Talk with your team members about their experience of this exercise. Consider these questions: How did they have to communicate differently to guide their partners? When they were blindfolded, how did they change and adapt how they listened.

                                The Blindfold Game

                  "L. dè Medici"-ITALY

6. After three minutes, allow the teams to start bartering for pieces. People can barter on their own or collectively withtheir team. Give the teams eight minutes to barter.

7. When the time is up, count each team's completed cards. 

Whichever team has the most wins the round.

Follow-Up

After the activity, ask your team members to think about the strategies they used. Consider these questions: Which negotiation strategies worked? Which didn't? 

What could they have done better? 

What other skills, such as active listening or empathy, did they need to use?

Exercise 3: Make a Team With...

In this activity, team members must act quickly to form small teams based on instructions that you shout out. This activity strengthens communication skills. 

People and Materials: Any number of team members./ Time: 15 minutes.

Instructions: 1. Explain to participants that they will have to form a team based on the instructions that you shout out. For example,some instructions could include "Get into a team with people who have the same number of children as you" or "Get into a team with people who like similar types of music to you."

2. Shout out instructions. People can shout out or sit down to signal that their team is "complete." Encourage people to work as quickly as possible. Repeat the exercise as many times as you want.

Follow-Up: Talk with your team about how this activity encouraged them to communicate. How could they learn to open up and communicate more effectively in work situations in the future?

Exercise 4: Just Listen

This is an activity that encourages participants to communicate how they feel about a subject. People get into pairs and one member talks about her opinions. Her partner listens without speaking, and then, without rebuttal, recaps on what has been said. This activity strengthens your team members' listening skills. Listening is an incredibly important part of good communication. This activity also shows team members how to listen with an open mind. 

People and Materials: An even number of team members. Eight index cards for each team of two. Each card should list one topic. / Time: 25-30minutes. 

Instructions: 1. Have your team members sit down in pairs. 2. Give each team eight index cards. 3. One partner will blindly choose a card and then speak for three minutes on how he feels about the topic. As he talks, the other person cannot speak - her goal is to listen. 4. After three minutes, the listener has one minute to recap on what her partner has said. She cannot debate, agree or disagree.

5. Next, the roles switch, and the process starts again.

Follow-Up:

Talk with your team members about how they felt about this exercise. 

Consider these questions: 

How did speakers feel about their partners' ability to listen with an open mind? 

Did their partners' body language communicate how they felt about what was being said?

How did listeners feel about not being able to speak about their own views on the topic? How well were they able to keep an open mind? How well did they listen?

How well did the listening partners summarize the speakers' opinions? Did they get better as the exercise progressed?

How can they use the lessons from this exercise at work?

Exercise 5: Build a Bridge

In this activity, two teams must work together to build a bridge using materials that you supply. They each build half of the bridge and then "connect" the two pieces to make a complete one, made up of two similar designs. The activity is challenging because the room is divided: no team is able to see how the other constructs its bridge. Teams have to communicate verbally through a sheet or tarpaulin that divides the room, as they work. The activity strengthens communication skills because each team has to discuss ideas and brainstorm ways to use their materials to build half a bridge. In addition, this activity improves group problem solving and creative thinking. You can also use it to develop people's leadership skills if you decide to elect a team leader for each group, or if people naturally take the lead. 

People and Materials: Enough people for at least two teams of three. If you have a larger group, you can create several teams - just make sure that you have an even number and enough space and tarpaulin to give each team a secluded area to work in. Materials: This could include toy bricks, pieces of wood, tape, glue, pipes, canvas, paper, or straws. Notepads and pencils for drawing. Tape measures. Tarpaulins or sheets to section off the room, giving each team a private area to build its bridge in./ Time: 45 minutes to one hour.
Instructions: 1. Before participants arrive, arrange the tarpaulins or sheets throughout the room so that teams won't be able to see one another's work.
2. Divide participants into two (or four or six) teams. Team size doesn't matter; however, teams of four or fewer might be most effective.

3. Give each group a bag of materials. Each bag should contain the same number and type of materials. Each team should also get a notepad and pencils, and a tape measure.

4. Give everyone 10 minutes to draw their ideas. Remind teams to communicate with their "partner group" on the other side of the tarpaulin to make sure that they come up with similar designs. Remember, each half of the bridge must be able to "join" at the end of the building phase.
5. Each team then gets up to 40 minutes to construct its half of the bridge. While the teams build, walk around to ensure that each team communicates.
6. When time is up, remove the tarpaulin to see how close each group came to matching their partner team's bridge.

 Follow-Up: When you finish the activity, use the questions below to start a discussion:  What was most challenging about this activity?/ Who was responsible for communicating instructions between teams? If a number of people issued instructions through the tarpaulin, would it have been easier to appoint just one person on each team to do this job?/ Were there any miscommunications? If so, what happened? What were the leader's strengths and weaknesses?

1.5 School dropout - ways of avoiding it

    Students who leave school before graduation have become an increasing concern around the world. Searching for the reasons, researchers have identified different factors: student and family factors (low socio-economic status, poor school performance, low self-esteem, delinquency), school factors (limited opportunities for academic success, lack of positive social relationships and a climate of a shared purpose) and outside factors (educational policies). School-based approaches to avoid school dropout include programs and practices designed to increase student academic success and to strengthen positive social relationships and create a climate of support in school. 

    References

    https://education.stateuniversity.com/pages/1921/Dropouts-School.html

Involve parents so they can help motivate their child. If you’re a teacher or faculty member, make appointments with at-risk children for home visits with their parents. Or, host parent-teacher conferences to make an initial connection.

2. Make connections with your at-risk students.

Build a relationship based on trust and honesty.Talk to your students about what they’re going through and really listen to what they have to say. Be open and honest, but give them hope about the future, too.

4. Pair students with advisors.

Have academic advisors check in with students throughout the school year. You can pair individual students or groups of students and have them meet with their advisors on a weekly or monthly basis.

5. Connect lessons to the real world.

Motivate your students by emphasizing the importance of education. If you’re a teacher, try to make connections between your lessons and the real world whenever you can.

6. Challenge children who may be bored.

Keep an eye on advanced children who might need more stimulation. Steer them toward other classes so they’re interested in what they’re studying.

7. Offer mental health support.

Point children toward people that can help them if they’re struggling. Steer them toward free or cheap resources, like school counselors, online counseling, and self-care. 

8. Teach children about career and salary realities. Motivate your students by telling them how education leads to a career. Talk to your students about degrees and how they often correlate with well-paying jobs and professions.

9. Provide community resources.

Occupy a student's free time so they don’t fall in with the wrong crowd. Tell your students about volunteer programs, community centers, classes at community college, and faith-based institutions.

10. Pay special attention to at-risk students.

Watch out for warning signs that a child may be close to dropping out. If students are failing English or Math, are absent for more than 20 school days in 1 year, or earn 2 or fewer credits throughout the year, they’re more likely to drop out. Reach out to these children and connect them with a mentor or advisor to talk about next steps.

1.5.1 Practical Activities

1. Involving students in arts and creative extracurricular activities.

All institutions organised European Languages Day, Easter, 1st March, Halloween or Christmas activities with exhibitions during the project time.

2. Involving students in drama classes.

Students in all institutions gave life to sweets -made characters in puppet shows, shaddow-theatre, or acted in cultural related plays.

3. Involving students in volunteering.

LTA D. Motoc, Galati organised charity-raising activities.

4. Involving students in skills activities in all institutions .

5. Involving students from all the institutions in internships or mobility kind of exchanges in Italy, Turkey and Romania.