Newsletter 4- 5

TUDOR ARGHEZI THEORETICAL HIGHSCHOOL, CRAIOVA, DOLJ

NEWSLETTER COORDINATORS:

TEACHERS: MANAFU GEORGETA-PROJECT COORDINATOR

POPESCU OANA-LEARNER

STUDENT: GOLBAN CRISTINA-LEARNER

SCHOOL YEAR 2011-2012

1

4-5RD Newsletter of the Grundtvig Partnership

“NO MORE TEARS” 2011-2012

YEAR 2012 N 4-5 NOVEMBER March to June

4-5RD Newsletter of the Grundtvig Partnership



CONTENTS

1.THE GRUNDTVIG PROJECT“NO MORE TEARS”

2.PROJECT ACTIVITIES

3. Conflicts

4. PEER MEDIATION

CONTENTS

1.THE GRUNDTVIG PROJECT“NO MORE TEARS”

2.PROJECT ACTIVITIES

3. Conflicts

4. PEER MEDIATION

International Grundtvig project "No More Tears"

Teacher coordinator Georgeta Manafu

High School "Tudor Arghezi"

An internal decision has been issued appointing Ms. Georgeta

Manafu as the national coordinating teacher of the project on behalf of

the “Tudor Arghezi” Theoretical Highschool. She established a set of

criteria in order to start the implementation team: the staff and the

learners’ group. Each member of the implementation team has been

given certain assignments.

We have worked with the project partners to determine how it

can be disseminated after each project meeting and during the activities

we have held at a departmental level.

The project activities we have held until now have been in

accordance with those mentioned in the application form:

Each institution has designed a project information board;

The members of the implementation teams have been appointed

according to different criteria which have been previously agreed upon

by the four participants;

Each partner has conceived and applied questionnaires in order to

determine the level of violence in their region and interpreted the results;

The participants have made PowerPoint and ProShow slide shows to

present their activities, as well as the traditions, customs and culture of

their respective region or country;

Ms. Georgeta Manafu deisgned the project blogspot:

http://grundtvigprojectnomoretears.blogspot.com/

2

4-5st Newsletter of the Grundtvig Partnership



4-5st Newsletter of the Grundtvig Partnership



http://grundtvigprojectnomoretears.blogspot.com/

Gru

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”

We have attended the first transnational meeting in Turkey, organised courtesy

of Seyhan Ilce Milli Egitim Mudurlugu. The Romanian team, consisting of

three staff members and a learner, presented the following inputs:

The project blogspot designed by Ms. Georgeta Manafu and teh way slide

shows can be posted there;

Multimedia presentations of the „Tudor Arghezi” Theoretical Highschool,

Craiova, Romania, our customs and traditions and our educational system;

The results of the questionnaires applied to students, teachers and parents

related to the level of violence in the department of Dolj;

The activities we have held between August and October.

Each of the four participating institutions has sent its own representatives.

The programme of the activities at the meeting included: the presentation of

each participating institution, a visit to the Seyhan School Inspectorate and to a

state-funded faculty, multicultural soirées, and workshops related to the

reduction of school and family violence.

Each partner has been assigned different tasks between November and

February;

We have disseminated the first transnational meeting in Adana – Turkey;

At a local level we have organised the following activities:

o On the 20th of January – the Inter-county Symposium “Initiation in the

ABC of democracy. Social responsibility.”

o On the 17th of February 2011- the County debate “The influence of IT

and the media on adults’ education”

Between the 21st and the 28th of February we attended the second transnational

meeting in Viena, Austria, where we discussed about the following presentations

designed by the members of the Romanian group:

Peer mediation training sessions and a presentation of the standard

mediation system, along with its steps and the monitoring and control

activities which have been undertaken so far;

School and family violence;

The activities we had held between November and February: the

symposium, the debate, and the training and monitoring of the peer

mediators;

Tolerance – a European value;

3

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Measures that can be taken for the reducation of school violence;

The transnational activity was organised by IFMIC, Viena, Austria and was attended

by representatives of all four participating institutions. The Romanian team consisted of

three staff members and two learners.

Each partner presented the activities held between October and February, we

assigned different tasks to be fulfilled between March and September 2011, we attended

different workshops related to the reduction of school and family violence, and had the

chance to get an insight of the Austrian culture. The activities the hosts organised were

of an interactive nature. The work atmosphere was open and intercultural. Each partner

school shared its difficulties in reducing school and family violence and the measures

they have taken in order to achieve this goal. We talked about ways of posting

multimedia presentations, articles and the involvment of the learners on the project

blogspot. During our common activities, each partner has had the opportunity to learn

about the culture and civilisation of the other three partners.

The working environment was very cooperative and flexible despite the

international, multicultural and multilingual nature of the team. Thus the participants

have had the opportunity to develop their personal, cultural, social and civil skills.

The transnational meeting in Viena was disseminated in March and April;

Between April and June we have organized the following activities:

The county conference – School and family violence, a social issue. Case

studies, held on the 7th of April 2011

The county workshop – Useful techniques for conflict mediation, held on the

12th of May 2011

The round table - Tolerance, a European value, held on the 2nd of June 2011

The county workshop -“ Violence versus tolerance! ”

All activities have been approved by the Teachers’ Body and assessed according to

certain quality questionnaires.

Within our activities we have achieved the following goals:

1. During the inter-county symposium “Initiation in the ABC of democracy. Social

responsibility” we have fulfilled the following objectives:

The acknowledgement of the importance of human and cultural diversity;

The promotion of examples of good practice in diveristy, democracy and social

responsibility;

4

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The acquisition and materialisation of various methods and techniques that can

be used in order to improve the quality of all out-of-school activities related to

diversity, democracy and social responsibility;

The identification of ways in which schools can relate to communities in order to

ensure successful schooling.

The result of this symposium was the first issue of the “No more tears” magazine.

2. During the county debate “ The influence of IT and the media on adults’

education” we have achieved the following goals:

Examples of how the activities which have been included in the national

curriculum can relate to those which have not;

The acknowledgement of the importance of IT and the media in adults’

education;

The presentation of new teaching, learning and evaluation methods based on IT

which can be used in adults’ education;

The emphasis on the role of E-learning in adults’ education;

The result of this debate was the second issue of the “No more tears” magazine.

3. During the county conference – School and family violence, a social issue. Case

studies’’ we have achieved the following goals:

The identification of the main factors which lead to violent behaviour;

The analysis of the social consequences of a violent kind of behaviour

The promotion of a set of measures that can be taken in order to prevent school

and family violence

The consolidation of the relationship between the school, the parents and the

local community

The result of the conference was the third issue of the “No more tears” magazine

4. During the County Workshop - Useful techniques for conflict mediation we

have achieved the following goals:

The promotion of the mediation system as a means of preventing and solving

conflicts in an amicable way

The stimulation of the civic spirit, of the cooperation and of the responsible,

non-aggressive behaviour within human relationships in school as well as at

home.

The identification of various mediation techniques and the emphasis on the

training of peer mediators

Role plays to illustrate these techniques

5

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p“N

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Gru

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Pa

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p“N

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”

5. During the County Round Table - Tolerance, a European value we have

achieved the following goals:

The identification of the main types of tolerance (religious, political, racial,

etc) ;

The understanding of the concept of ‘’freedom of opinion’’;

The promotion of intercultural communication in order to help us develop as

European citizens, and acquire a set of knowledge and skills so as to be able to

act within an ever more open, complex environment;

The acknowledgement of the importance of the intercultural approach within

the framework of formal and nonformal education in nowadays’ international

context;

The acknowledgement of the necessity of developing an active European

citizenship, based on the respect of cultural diveristy and on common values.

The result of the round table was the fourth issue of the “No more tears” magazine.

6. During the County Workshop -“ Violence versus tolerance! ” we have achieved

the following goals:

The identification of the effects of a violent type of behaviour in school, family

and the society as a whole;

The promotion of tolerance, diversity and assertiveness;

The legal aspects of the prevention of family violence;

The identification of the influence of prejudices and stereotypes in intolerant

behaviour;

The development of social abilities.

The project was disseminated in all four issues of the “No more tears” magazine,

during the teachers’ meetings, on the http://miedolj.forums-free.com/ website,

http://tudorarghezicv.blogspot.com/ and on the [email protected] chat

group.

The project partners used their emails and yahoo messenger ids in order to

communicate between themselves, as well as their own mobile phones before the

transnational meetings.

In order to ensure transparency we posted on the blogspot pictures taken from the

activities we have held, as well as different presentations designed by our learners.

Due to the activities we have been undertaking we have managed to reduce school

violence this school year.

6

mailto:[email protected]

http://miedolj.forums-free.com/

Gru

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p“N

O

MO

RE TEA

RS

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Gru

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Pa

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ers

hi

p“N

O

MO

RE TEA

RS

”

We have designed a newsletter after each transnational activity. We

therefore have two newsletters, the first one issued in November, and the

latter in March. We have also put together presentation movies, describing

the partnership and the activities that have been undertaken till the date.

The beneficiaries of this partnership are the 50 learners at Tudor

Arghezi Theoretical Highschool and the partner schools. An internal decision

has been issued to appoint them as learners.

All activities involved teachers, students and parents, both from our

school and from the other partner institutions.

During the activities we have shared examples of good practice in the

reudcation of school and family violence

Activitatea desfasurata in perioada septembrie 2011-iunie 2012

În perioada 21-28 septembrie 2011 am participat la a treia întrunire transnaţională din Spania, Monterosso. Programul întrunirii a inclus o vizită la Adult Centre of Monterroso, discutarea prezentarilor multimedia realizate de learnerii din proiect, prezentarea newslettere-lor realizate în cadrul proiectului, a programului de mediere implementat la Liceul Teoretic “Tudor Arghezi” şi a activităţilor desfăşurate de cei patru parteneri în perioada martie-septembrie, discuţii cu deţinuţii, dar şi un program cultural. Participanţii la întrunire au putut observa modul de organizare şi funcţionare al Adult Centre of Monterroso, metodele de lucru cu deţinuţii dar şi modul de relaţionare al personalului cu deţinuţii. De asemenea, au fost discutate detalii referitoare la urmatoarele întalniri din România (martie - 2012) şi Turcia (iunie - 2012) unde partenerii vor organiza un concurs, un simpozion internaţional, vor realiza raportul final, vor analiza produsele finale ale proiectului, contribuţia fiecarui partener la realizarea produselor finale și impactul acestora asupra beneficiarilor.

Activităţile din perioada octombrie-februarie: am scris curricula şi suportul de curs pentru cursul de formare a mediatorilor “No more tears”; am scris proiectul pentru Concursul de informatică şi educaţie civică “Prezentări multimedia Spune NU violenţei” care a fost avizat de MECTS - CAERI 2012 la poziţia 403; am scris proiectul pentru Simpozionul Internaţional ”Sharing experiences and good practices in the educational process” care a fost avizat de CCD DOLJ;

7

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p“N

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ON

FL

ICT

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cher

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.D.

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cts

and

dive

rsit

y w

ith

tole

ranc

e,

imag

inat

ion

an

d fl

exib

ilit

y;w

ar

is

a pr

oduc

t of

our

inte

ntio

n to

cr

ush

dive

rsit

y an

d in

tens

ify

conf

lict

s by

ab

ando

ning

th

e pe

ace

proc

ess.

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eorg

e E

. Ly

on)

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he

aggr

avat

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of

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gres

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enes

s an

d vi

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ce

is

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mos

t se

riou

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oble

ms

in t

oday

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soci

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pr

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t sc

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m

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ent,

mon

itor

an

d fi

ght

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re

acti

ons

tow

ards

co

nfli

cts

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be

divi

ded

into

th

ree

cate

gori

es:

D el ic at e re a ct io n s:

st e p pi n g b a c k,

ig n or in g or

d e n yi n g H ar s h re a ct io n s:

th re at e ni n g,

a g gr es si v e n es s or

a n g erP

rinc i p l e - b a s e d r e a c ti o n s : u n d e r s t a n d i n g , r e s p e c ti n g o r s o l v i n g

Whe

n choo

sing

a

way

to

so

lve

the

conf

lict

it

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very

im

port

ant

to

iden

tify

it

s or

igin

s. Its

orig

ins

can

be:

L i m it e d re s o ur c es : ti m e,

m o n e y or

as se ts U nf ul fi ll e d b as ic

n e e d s:

se n se

of

b el o n gi n g,

p o w er , fr e e d o m

or

g o o d m o o d C o nt ra st in g v al u es : c o n vi ct io n s,

pr io ri ti es , pr in ci pl es

or

b el ie fs

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iat

ion

is a

co

mm

uni

cati

on

pr

oces

s by

m

eans

of

w

hich

a

grou

p of

pe

ople

fi

nd

them

selv

es

in

a si

tuat

ion

of

peac

eful

ly

solv

ing

thei

r ow

n co

nfli

ct,

by

and

wit

h th

e he

lp

of

a th

ird,

ne

utra

l pa

rty.

T

his

neut

ral

pers

on

is

the

med

iato

r. W

hen

a co

nfli

ct i

s so

lved

w

ithi

n th

e sc

hool

ar

ea,

by

anot

her

stud

ent,

the

latt

er

is c

alle

d a

peer

m

edia

tor. It

is

ve

ry

diff

icul

t, ev

en

impo

ssib

le

to o

pen

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cked

do

or

(if

you

are

not

real

ly,

real

ly

stro

ng).

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ut i

f yo

u ha

ve

a ke

y to

put

in

th

e lo

ok,

you

twis

t it

an

d th

e do

or

wil

l op

en.

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etim

es,

w

hen

frie

nds

are

figh

ting

, th

ey

are

like

lo

cked

do

ors:

th

ey

do

not

list

en

to a

nyon

e an

d th

ey

do

not

open

. If

yo

u ha

ve

the

key

of

your

fr

iend

s’

thou

ghts

, yo

u ca

n he

lp t

hem

so

lve

thei

r pr

oble

ms.

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ly,

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ere

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keys

w

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can

he

lp

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help

yo

ur

frie

nds.

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ou c

an’t

to

uch

them

, bu

t yo

u ca

n le

arn

how

to

us

e th

em.

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y ar

e ve

ry

impo

rtan

t be

caus

e th

ey

mak

e fr

iend

s an

d co

llea

gue

s ta

lk

open

ly

abou

t th

eir

conf

lict

s.

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fi

ve

keys

are

: D

o n

ot

jud

ge.

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eer

med

iato

rs

are

impa

rtia

l, ev

en

if

they

thi

nk

that

on

e of

th

e pa

rts

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righ

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w

rong

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ve

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ce.

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etim

es

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m

edia

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ca

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of

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s,

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ust

not

sugg

est

anyt

hing

to

th

ose

invo

lved

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is

thei

r co

nfli

ct

and

they

ha

ve

to

solv

e it

th

emse

lve

s th

e w

ay

they

wan

t to

. T

his

is

the

only

w

ay

to

mak

e th

em

feel

re

spon

sibl

e.B

e eq

ual

ly

emp

ath

ic.

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empa

thet

ic m

edia

tor

trie

s to

un

ders

tan

d th

e pe

ople

w

ho w

ere

invo

lved

in

th

e co

nfli

ct

putt

ing

him

self

in

to

thei

r re

spec

tive

pl

ace.

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void

ta

king

si

des,

bu

t tr

y to

un

ders

tan

d th

e w

ay

in

whi

ch

both

of

th

em

thin

k an

d se

e th

ings

.

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p

the

con

fid

ent

iali

ty.

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ple

feel

bet

ter

whe

n th

ey

talk

ab

out

thei

r fe

elin

gs

and

prob

lem

s,

if

they

kn

ow t

hat

the

peer

m

edia

tors

w

ill

not

tell

th

e st

ory

to

anyo

ne. S

how

th

at

you

car

e.

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hin

the

med

iati

on

proc

ess,

th

e m

edia

tors

al

so

take

pe

ople

in

to

acco

unt.

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y do

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g th

ey c

an

in

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r to

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lp

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othe

rs

reco

ncil

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d so

lve

thei

r co

nfli

cts.

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th

e m

edia

tors

re

spec

t th

e m

edia

tion

pr

oces

s,

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othe

rs

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l tr

ust

that

usi

ng

it

wil

l he

lp t

hem

so

lve

thei

r pr

oble

m.

Gru

nd

tvig

Pa

rtn

ers

hi

p“N

O

MO

RE TEA

RS

” C

ON

FL

ICT

S

Tea

cher

G

eorg

et a M

anaf

uH

igh

Scho

ol

Tudo

r A

rghe

ziT

each

er

Mar

inel a

Cal

angi u

C.C

.D.

Dol

j

PE

AC

E

is

a pr

oces

s by

m

eans

of

w

hich

w

e re

spon

d to

co

nfli

cts

and

dive

rsit

y w

ith

tole

ranc

e,

imag

inat

ion

an

d fl

exib

ilit

y;w

ar

is

a pr

oduc

t of

our

inte

ntio

n to

cr

ush

dive

rsit

y an

d in

tens

ify

conf

lict

s by

ab

ando

ning

th

e pe

ace

proc

ess.

(G

eorg

e E

. Ly

on)

T

he

aggr

avat

ion

of

ag

gres

siv

enes

s an

d vi

olen

ce

is

one

of

the

mos

t se

riou

s pr

oble

ms

in t

oday

’s

soci

ety.

In

orde

r to

pr

even

t sc

hool

vi

olen

ce

we

need

to

ta

ke

a se

t of

m

easu

res

so

as

to

prev

ent,

mon

itor

an

d fi

ght

it.

Our

re

acti

ons

tow

ards

co

nfli

cts

can

be

divi

ded

into

th

ree

cate

gori

es:



ig n or in g or


th re at e ni n g,


a n g erP


Whe

n choo

sing

a

way

to

so

lve

the

conf

lict

it

is

very

im

port

ant

to

iden

tify

it

s or

igin

s. Its

orig

ins

can

be:


m o n e y or


n e e d s:

se n se

of

b el o n gi n g,


or



or

b el ie fs

Med

iat

ion

is a

co

mm

uni

cati

on

pr

oces

s by

m

eans

of

w

hich

a

grou

p of

pe

ople

fi

nd

them

selv

es

in

a si

tuat

ion

of

peac

eful

ly

solv

ing

thei

r ow

n co

nfli

ct,

by

and

wit

h th

e he

lp

of

a th

ird,

ne

utra

l pa

rty.

T

his

neut

ral

pers

on

is

the

med

iato

r. W

hen

a co

nfli

ct i

s so

lved

w

ithi

n th

e sc

hool

ar

ea,

by

anot

her

stud

ent,

the

latt

er

is c

alle

d a

peer

m

edia

tor. It

is

ve

ry

diff

icul

t, ev

en

impo

ssib

le

to o

pen

a lo

cked

do

or

(if

you

are

not

real

ly,

real

ly

stro

ng).

B

ut i

f yo

u ha

ve

a ke

y to

put

in

th

e lo

ok,

you

twis

t it

an

d th

e do

or

wil

l op

en.

Som

etim

es,

w

hen

frie

nds

are

figh

ting

, th

ey

are

like

lo

cked

do

ors:

th

ey

do

not

list

en

to a

nyon

e an

d th

ey

do

not

open

. If

yo

u ha

ve

the

key

of

your

fr

iend

s’

thou

ghts

, yo

u ca

n he

lp t

hem

so

lve

thei

r pr

oble

ms.

F

ortu

nate

ly,

th

ere

are

keys

w

hich

can

he

lp

you

help

yo

ur

frie

nds.

Y

ou c

an’t

to

uch

them

, bu

t yo

u ca

n le

arn

how

to

us

e th

em.

The

y ar

e ve

ry

impo

rtan

t be

caus

e th

ey

mak

e fr

iend

s an

d co

llea

gue

s ta

lk

open

ly

abou

t th

eir

conf

lict

s.

The

fi

ve

keys

are

: D

o n

ot

jud

ge.

P

eer

med

iato

rs

are

impa

rtia

l, ev

en

if

they

thi

nk

that

on

e of

th

e pa

rts

is

righ

t or

w

rong

.

Do

not

gi

ve

advi

ce.

Som

etim

es

peer

m

edia

tors

ca

n th

ink

of

solu

tion

s,

but

they

m

ust

not

sugg

est

anyt

hing

to

th

ose

invo

lved

, it

is

thei

r co

nfli

ct

and

they

ha

ve

to

solv

e it

th

emse

lve

s th

e w

ay

they

wan

t to

. T

his

is

the

only

w

ay

to

mak

e th

em

feel

re

spon

sibl

e.B

e eq

ual

ly

emp

ath

ic.

An

empa

thet

ic m

edia

tor

trie

s to

un

ders

tan

d th

e pe

ople

w

ho w

ere

invo

lved

in

th

e co

nfli

ct

putt

ing

him

self

in

to

thei

r re

spec

tive

pl

ace.

A

void

ta

king

si

des,

bu

t tr

y to

un

ders

tan

d th

e w

ay

in

whi

ch

both

of

th

em

thin

k an

d se

e th

ings

.

Kee

p

the

con

fid

ent

iali

ty.

Peo

ple

feel

bet

ter

whe

n th

ey

talk

ab

out

thei

r fe

elin

gs

and

prob

lem

s,

if

they

kn

ow t

hat

the

peer

m

edia

tors

w

ill

not

tell

th

e st

ory

to

anyo

ne. S

how

th

at

you

car

e.

Wit

hin

the

med

iati

on

proc

ess,

th

e m

edia

tors

al

so

take

pe

ople

in

to

acco

unt.

The

y do

ev

eryt

hin

g th

ey c

an

in

orde

r to

he

lp

the

othe

rs

reco

ncil

e an

d so

lve

thei

r co

nfli

cts.

If

th

e m

edia

tors

re

spec

t th

e m

edia

tion

pr

oces

s,

the

othe

rs

wil

l tr

ust

that

usi

ng

it

wil

l he

lp t

hem

so

lve

thei

r pr

oble

m.

am desfăşurat Cursul “No more tears” pentru formarea mediatorilor în octombrie-noiembrie pentru elevii de liceu şi în decembrie-februarie pentru părinţii elevilor; am organizat şi desfăşurat:

1. Workshopul - "Asertivitatea. Competente sociale"2. Masa Rotundă - "Exemple de bune practici pentru reducerea violenţei în şcoală şi familie în UE"3. Concursul de informatică şi educaţie civică “Prezentări miltimedia Spune NU violenţei-faza locală –3 februarie 2012, faza judeţeană -28 februarie 2012 si faza interjudeteana-19 martie 2012.

În perioada 18-21 martie 2012 s-a desfăşoarat a patra întrunire din cadrul Parteneriatului pentru Învăţare Grundtvig “No more tears”, la Liceul Teoretic “Tudor Arghezi” din Craiova, România.

La întrunire au participat reprezentanţi din Spania, Austria şi Turcia.

Programul întrunirii de proiect a inclus: vizitarea Liceului Teoretic “Tudor Arghezi”, discutarea prezentărilor multimedia realizate de learners din fiecare instituţie parteneră, un program artistic coordonat de profesorii de la Liceul Teoretic “Tudor Arghezi” în care au fost implicaţi elevii de liceu cu vărsta de peste 16 ani, un Concurs Interjudeţean de informatica şi educaţie civică “Prezentări multimedia - Spune NU violenţei” având secţiunile: postere, prezentări Power Point, spoturi şi proiecte educaţionale, o activitate desfăşurată la Penitenciarul de Maximă Siguranţă care a inclus vizitarea penitenciarului, vizionarea unor filme realizate de elevii de la Liceul Teoretic “Tudor Arghezi” prin care s-a promovat non-violenţa şi discuţii cu deţinuţii. De asemenea, am vizitat Primăria din Craiova şi centrul oraşului Craiova, Catedrala Metropolitana, bisericile din centrul Craiovei, am desfăşurat Simpozionul Internaţional ”Sharing experiences and good practices in the educational process”, dar şi un program cultural.

Obiectivul general al simpozionului a fost schimbul de opinii, experienţă şi bune practici din procesul instructiv-educativ între ţările participante la proiect: Romania, Spania, Turcia şi Austria.

Rezultatele proiectului sunt: blogul proiectului, siteul proiectului, prezentari multimedia realizate pentru întrunirile transnaţionale şi pentru diseminarea proiectului, newslettere, broşura "Exemple de bune practici pentru reducerea violenţei în şcoală şi familie în UE", cele şase reviste "No more tears" care sunt ghiduri de bune practici pentru reducerea violentei în şcoală şi familie, promovarea diversităţii, democraţiei şi responsabilităţii sociale şi revista in limba engleza prin care promovăm schimbul de experienţă la nivel internaţional ”Sharing experiences and good practices in the educational process”.

In perioada martie-aprilie 2012 la L.T. Tudor Arghezi s-a desfasurat al treile curs pentru formarea mediatorilor “No more tears”.

A cincea intrunire din cadrul Parteneriatului pentru Invatare Grundtvig “No more tears” s-a desfasurat in Turcia, Adana in perioada 6-8 iunie 2012. La intrunire fiecare partener a prezentat activitatile desfasurate in perioada septembrie 2010-iunie 2012, rezultatele obtinute, impactul proiectului asupra grupului learners si s-a discutat despre raportul final.

Proiectul este realizat cu sprijinul financiar al Comisiei Europene prin Agenţia Naţionala pentru Programe Comunitare în Domeniul Educaţiei şi Formării Profesionale – Programului Sectorial Grundtvig – Programul de Învăţare pe tot Parcursul Vieţii.

Toate informaţiile furnizate reprezintă responsabilitatea exclusiva a echipei de proiect, A.N.P.C.D.E.F.P şi Comisia Europeana nu sunt responsabile pentru modul in care este folosit conţinutul acestor informaţii.

8

Gru

nd

tvig

Pa

rtn

ers

hi

p“N

O

MO

RE TEA

RS

” C

ON

FL

ICT

S

Tea

cher

G

eorg

et a M

anaf

uH

igh

Scho

ol

Tudo

r A

rghe

ziT

each

er

Mar

inel a

Cal

angi u

C.C

.D.

Dol

j

PE

AC

E

is

a pr

oces

s by

m

eans

of

w

hich

w

e re

spon

d to

co

nfli

cts

and

dive

rsit

y w

ith

tole

ranc

e,

imag

inat

ion

an

d fl

exib

ilit

y;w

ar

is

a pr

oduc

t of

our

inte

ntio

n to

cr

ush

dive

rsit

y an

d in

tens

ify

conf

lict

s by

ab

ando

ning

th

e pe

ace

proc

ess.

(G

eorg

e E

. Ly

on)

T

he

aggr

avat

ion

of

ag

gres

siv

enes

s an

d vi

olen

ce

is

one

of

the

mos

t se

riou

s pr

oble

ms

in t

oday

’s

soci

ety.

In

orde

r to

pr

even

t sc

hool

vi

olen

ce

we

need

to

ta

ke

a se

t of

m

easu

res

so

as

to

prev

ent,

mon

itor

an

d fi

ght

it.

Our

re

acti

ons

tow

ards

co

nfli

cts

can

be

divi

ded

into

th

ree

cate

gori

es:



ig n or in g or


th re at e ni n g,


a n g erP


Whe

n choo

sing

a

way

to

so

lve

the

conf

lict

it

is

very

im

port

ant

to

iden

tify

it

s or

igin

s. Its

orig

ins

can

be:


m o n e y or


n e e d s:

se n se

of

b el o n gi n g,


or



or

b el ie fs

Med

iat

ion

is a

co

mm

uni

cati

on

pr

oces

s by

m

eans

of

w

hich

a

grou

p of

pe

ople

fi

nd

them

selv

es

in

a si

tuat

ion

of

peac

eful

ly

solv

ing

thei

r ow

n co

nfli

ct,

by

and

wit

h th

e he

lp

of

a th

ird,

ne

utra

l pa

rty.

T

his

neut

ral

pers

on

is

the

med

iato

r. W

hen

a co

nfli

ct i

s so

lved

w

ithi

n th

e sc

hool

ar

ea,

by

anot

her

stud

ent,

the

latt

er

is c

alle

d a

peer

m

edia

tor. It

is

ve

ry

diff

icul

t, ev

en

impo

ssib

le

to o

pen

a lo

cked

do

or

(if

you

are

not

real

ly,

real

ly

stro

ng).

B

ut i

f yo

u ha

ve

a ke

y to

put

in

th

e lo

ok,

you

twis

t it

an

d th

e do

or

wil

l op

en.

Som

etim

es,

w

hen

frie

nds

are

figh

ting

, th

ey

are

like

lo

cked

do

ors:

th

ey

do

not

list

en

to a

nyon

e an

d th

ey

do

not

open

. If

yo

u ha

ve

the

key

of

your

fr

iend

s’

thou

ghts

, yo

u ca

n he

lp t

hem

so

lve

thei

r pr

oble

ms.

F

ortu

nate

ly,

th

ere

are

keys

w

hich

can

he

lp

you

help

yo

ur

frie

nds.

Y

ou c

an’t

to

uch

them

, bu

t yo

u ca

n le

arn

how

to

us

e th

em.

The

y ar

e ve

ry

impo

rtan

t be

caus

e th

ey

mak

e fr

iend

s an

d co

llea

gue

s ta

lk

open

ly

abou

t th

eir

conf

lict

s.

The

fi

ve

keys

are

: D

o n

ot

jud

ge.

P

eer

med

iato

rs

are

impa

rtia

l, ev

en

if

they

thi

nk

that

on

e of

th

e pa

rts

is

righ

t or

w

rong

.

Do

not

gi

ve

advi

ce.

Som

etim

es

peer

m

edia

tors

ca

n th

ink

of

solu

tion

s,

but

they

m

ust

not

sugg

est

anyt

hing

to

th

ose

invo

lved

, it

is

thei

r co

nfli

ct

and

they

ha

ve

to

solv

e it

th

emse

lve

s th

e w

ay

they

wan

t to

. T

his

is

the

only

w

ay

to

mak

e th

em

feel

re

spon

sibl

e.B

e eq

ual

ly

emp

ath

ic.

An

empa

thet

ic m

edia

tor

trie

s to

un

ders

tan

d th

e pe

ople

w

ho w

ere

invo

lved

in

th

e co

nfli

ct

putt

ing

him

self

in

to

thei

r re

spec

tive

pl

ace.

A

void

ta

king

si

des,

bu

t tr

y to

un

ders

tan

d th

e w

ay

in

whi

ch

both

of

th

em

thin

k an

d se

e th

ings

.

Kee

p

the

con

fid

ent

iali

ty.

Peo

ple

feel

bet

ter

whe

n th

ey

talk

ab

out

thei

r fe

elin

gs

and

prob

lem

s,

if

they

kn

ow t

hat

the

peer

m

edia

tors

w

ill

not

tell

th

e st

ory

to

anyo

ne. S

how

th

at

you

car

e.

Wit

hin

the

med

iati

on

proc

ess,

th

e m

edia

tors

al

so

take

pe

ople

in

to

acco

unt.

The

y do

ev

eryt

hin

g th

ey c

an

in

orde

r to

he

lp

the

othe

rs

reco

ncil

e an

d so

lve

thei

r co

nfli

cts.

If

th

e m

edia

tors

re

spec

t th

e m

edia

tion

pr

oces

s,

the

othe

rs

wil

l tr

ust

that

usi

ng

it

wil

l he

lp t

hem

so

lve

thei

r pr

oble

m.

Gru

nd

tvig

Pa

rtn

ers

hi

p“N

O

MO

RE TEA

RS

” C

ON

FL

ICT

S

Tea

cher

G

eorg

et a M

anaf

uH

igh

Scho

ol

Tudo

r A

rghe

ziT

each

er

Mar

inel a

Cal

angi u

C.C

.D.

Dol

j

PE

AC

E

is

a pr

oces

s by

m

eans

of

w

hich

w

e re

spon

d to

co

nfli

cts

and

dive

rsit

y w

ith

tole

ranc

e,

imag

inat

ion

an

d fl

exib

ilit

y;w

ar

is

a pr

oduc

t of

our

inte

ntio

n to

cr

ush

dive

rsit

y an

d in

tens

ify

conf

lict

s by

ab

ando

ning

th

e pe

ace

proc

ess.

(G

eorg

e E

. Ly

on)

T

he

aggr

avat

ion

of

ag

gres

siv

enes

s an

d vi

olen

ce

is

one

of

the

mos

t se

riou

s pr

oble

ms

in t

oday

’s

soci

ety.

In

orde

r to

pr

even

t sc

hool

vi

olen

ce

we

need

to

ta

ke

a se

t of

m

easu

res

so

as

to

prev

ent,

mon

itor

an

d fi

ght

it.

Our

re

acti

ons

tow

ards

co

nfli

cts

can

be

divi

ded

into

th

ree

cate

gori

es:



ig n or in g or


th re at e ni n g,


a n g erP


Whe

n choo

sing

a

way

to

so

lve

the

conf

lict

it

is

very

im

port

ant

to

iden

tify

it

s or

igin

s. Its

orig

ins

can

be:


m o n e y or


n e e d s:

se n se

of

b el o n gi n g,


or



or

b el ie fs

Med

iat

ion

is a

co

mm

uni

cati

on

pr

oces

s by

m

eans

of

w

hich

a

grou

p of

pe

ople

fi

nd

them

selv

es

in

a si

tuat

ion

of

peac

eful

ly

solv

ing

thei

r ow

n co

nfli

ct,

by

and

wit

h th

e he

lp

of

a th

ird,

ne

utra

l pa

rty.

T

his

neut

ral

pers

on

is

the

med

iato

r. W

hen

a co

nfli

ct i

s so

lved

w

ithi

n th

e sc

hool

ar

ea,

by

anot

her

stud

ent,

the

latt

er

is c

alle

d a

peer

m

edia

tor. It

is

ve

ry

diff

icul

t, ev

en

impo

ssib

le

to o

pen

a lo

cked

do

or

(if

you

are

not

real

ly,

real

ly

stro

ng).

B

ut i

f yo

u ha

ve

a ke

y to

put

in

th

e lo

ok,

you

twis

t it

an

d th

e do

or

wil

l op

en.

Som

etim

es,

w

hen

frie

nds

are

figh

ting

, th

ey

are

like

lo

cked

do

ors:

th

ey

do

not

list

en

to a

nyon

e an

d th

ey

do

not

open

. If

yo

u ha

ve

the

key

of

your

fr

iend

s’

thou

ghts

, yo

u ca

n he

lp t

hem

so

lve

thei

r pr

oble

ms.

F

ortu

nate

ly,

th

ere

are

keys

w

hich

can

he

lp

you

help

yo

ur

frie

nds.

Y

ou c

an’t

to

uch

them

, bu

t yo

u ca

n le

arn

how

to

us

e th

em.

The

y ar

e ve

ry

impo

rtan

t be

caus

e th

ey

mak

e fr

iend

s an

d co

llea

gue

s ta

lk

open

ly

abou

t th

eir

conf

lict

s.

The

fi

ve

keys

are

: D

o n

ot

jud

ge.

P

eer

med

iato

rs

are

impa

rtia

l, ev

en

if

they

thi

nk

that

on

e of

th

e pa

rts

is

righ

t or

w

rong

.

Do

not

gi

ve

advi

ce.

Som

etim

es

peer

m

edia

tors

ca

n th

ink

of

solu

tion

s,

but

they

m

ust

not

sugg

est

anyt

hing

to

th

ose

invo

lved

, it

is

thei

r co

nfli

ct

and

they

ha

ve

to

solv

e it

th

emse

lve

s th

e w

ay

they

wan

t to

. T

his

is

the

only

w

ay

to

mak

e th

em

feel

re

spon

sibl

e.B

e eq

ual

ly

emp

ath

ic.

An

empa

thet

ic m

edia

tor

trie

s to

un

ders

tan

d th

e pe

ople

w

ho w

ere

invo

lved

in

th

e co

nfli

ct

putt

ing

him

self

in

to

thei

r re

spec

tive

pl

ace.

A

void

ta

king

si

des,

bu

t tr

y to

un

ders

tan

d th

e w

ay

in

whi

ch

both

of

th

em

thin

k an

d se

e th

ings

.

Kee

p

the

con

fid

ent

iali

ty.

Peo

ple

feel

bet

ter

whe

n th

ey

talk

ab

out

thei

r fe

elin

gs

and

prob

lem

s,

if

they

kn

ow t

hat

the

peer

m

edia

tors

w

ill

not

tell

th

e st

ory

to

anyo

ne. S

how

th

at

you

car

e.

Wit

hin

the

med

iati

on

proc

ess,

th

e m

edia

tors

al

so

take

pe

ople

in

to

acco

unt.

The

y do

ev

eryt

hin

g th

ey c

an

in

orde

r to

he

lp

the

othe

rs

reco

ncil

e an

d so

lve

thei

r co

nfli

cts.

If

th

e m

edia

tors

re

spec

t th

e m

edia

tion

pr

oces

s,

the

othe

rs

wil

l tr

ust

that

usi

ng

it

wil

l he

lp t

hem

so

lve

thei

r pr

oble

m.

CONFLICTS

Teacher Georgeta ManafuHigh School Tudor Arghezi

Teacher Marinela CalangiuC.C.D. Dolj

PEACE is a process by means of which we respond to conflicts and diversity with tolerance, imagination and flexibility;war is a product of our intention to crush diversity and intensify conflicts by abandoning the peace process. (George E. Lyon) The aggravation of aggressiveness and violence is one of the most serious problems in today’s society. In order to prevent school violence we need to take a set of measures so as to prevent, monitor and fight it. Our reactions towards conflicts can be divided into three categories:

Delicate reactions: stepping back, ignoring or denying Harsh reactions: threatening, aggressiveness or anger Principle-based reactions: understanding, respecting or solving

When choosing a way to solve the conflict it is very important to identify its origins.Its origins can be:

Limited resources: time, money or assets Unfulfilled basic needs: sense of belonging, power, freedom or good mood Contrasting values: convictions, priorities, principles or beliefs

Mediation is a communication process by means of which a group of people find themselves in a situation of peacefully solving their own conflict, by and with the help of a third, neutral party. This neutral person is the mediator. When a conflict is solved within the school area, by another student, the latter is called a peer mediator.It is very difficult, even impossible to open a locked door (if you are not really, really strong). But if you have a key to put in the look, you twist it and the door will open. Sometimes, when friends are fighting, they are like locked doors: they do not listen to anyone and they do not open. If you have the key of your friends’ thoughts, you can help them solve their problems. Fortunately, there are keys which can help you help your friends. You can’t touch them, but you can learn how to use them. They are very important because they make friends and colleagues talk openly about their conflicts. The five keys are:

Do not judge. Peer mediators are impartial, even if they think that one of the parts is right or wrong. Do not give advice

those involved, it is their conflict and they have to solve it themselves the way they want to. This is the only way to make them feel responsible.Be equally empathic. An empathetic mediator tries to understand the people who were involved in the conflict putting himself into their respective place. Avoid taking sides, but try to understand the way in which both of them think and see things.

Keep the confidentialitythat the peer mediators will not tell the story to anyone.Show that you care. Within the mediation process, the mediators also take people into account. They do everything they can in order to help the others reconcile and solve their conflicts. If the mediators respect the mediation process, the others will trust that using it will help them solve their problem.

PEER MEDIATION

9

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PE A C E i s a p r o c e s s b y m e a n s o f w h i c h w e r e s p o n d t o c o n f l i c t s a n d d i v e r s i t y w i t h t o l e r a n c e , i m a g i n a t i o n a n d f l e x i b i l i t y ; w a r i s a p r o d u c t o f o u r i n t e n t i o n t o c r u s h d i v e r s i t y a n d i n t e n s i f y c o n f l i c t s b y a b a n d o n i n g t h e p e a c e p r o c e s s . ( G e o r g e E . L y o n )

Th e a g g r a v a t i o n o f a g g r e s s i v e n e s s a n d v i o l e n c e i s o n e o f t h e m o s t s e r i o u s p r o b l e m s i n t o d a y ’ s s o c i e t y . I n o r d e r t o p r e v e n t s c h o o l v i o l e n c e w e n e e d t o t a k e a s e t o f m e a s u r e s s o a s t o p r e v e n t , m o n i t o r a n d f i g h t i t .

Ou r r e a c t i o n s t o w a r d s c o n f l i c t s c a n b e d i v i d e d i n t o t h r e e c a t e g o r i e s :



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th re at e ni n g,


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Wh e n c h o o s i n g a w a y t o s o l v e t h e c o n f l i c t i t i s v e r y i m p o r t a n t t o i d e n t i f y i t s o r i g i n s .

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m o n e y or


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Me d i a t i o n i s a c o m m u n i c a t i o n p r o c e s s b y m e a n s o f w h i c h a g r o u p o f p e o p l e f i n d t h e m s e l v e s i n a s i t u a t i o n o f p e a c e f u l l y s o l v i n g t h e i r o w n c o n f l i c t , b y a n d w i t h t h e h e l p o f a t h i r d , n e u t r a l p a r t y . T h i s n e u t r a l p e r s o n i s t h e m e d i a t o r . W h e n a c o n f l i c t i s s o l v e d w i t h i n t h e s c h o o l a r e a , b y a n o t h e r s t u d e n t , t h e l a t t e r i s c a l l e d a p e e r m e d i a t o r .

It i s v e r y d i f f i c u l t , e v e n i m p o s s i b l e t o o p e n a l o c k e d d o o r ( i f y o u a r e n o t r e a l l y , r e a l l y s t r o n g ) . B u t i f y o u h a v e a k e y t o p u t i n t h e l o o k , y o u t w i s t i t a n d t h e d o o r w i l l o p e n . S o m e t i m e s , w h e n f r i e n d s a r e f i g h t i n g , t h e y a r e l i k e l o c k e d d o o r s : t h e y d o n o t l i s t e n t o a n y o n e a n d t h e y d o n o t o p e n . I f y o u h a v e t h e k e y o f y o u r f r i e n d s ’ t h o u g h t s , y o u c a n h e l p t h e m s o l v e t h e i r p r o b l e m s . F o r t u n a t e l y , t h e r e a r e k e y s w h i c h c a n h e l p y o u h e l p y o u r f r i e n d s . Y o u c a n ’ t t o u c h t h e m , b u t y o u c a n l e a r n h o w t o u s e t h e m . T h e y a r e v e r y i m p o r t a n t b e c a u s e t h e y m a k e f r i e n d s a n d c o l l e a g u e s t a l k o p e n l y a b o u t t h e i r c o n f l i c t s . T h e f i v e k e y s a r e :

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e e q u a l l y e m p a t h i c . A n e m p a t h e t i c m e d i a t o r t r i e s t o u n d e r s t a n d t h e p e o p l e w h o w e r e i n v o l v e d i n t h e c o n f l i c t p u t t i n g h i m s e l f i n t o t h e i r r e s p e c t i v e p l a c e . A v o i d t a k i n g s i d e s , b u t t r y t o u n d e r s t a n d t h e w a y i n w h i c h b o t h o f t h e m t h i n k a n d s e e t h i n g s .

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Sh o w t h a t y o u c a r e . W i t h i n t h e m e d i a t i o n p r o c e s s , t h e m e d i a t o r s a l s o t a k e p e o p l e i n t o a c c o u n t . T h e y d o e v e r y t h i n g t h e y c a n i n o r d e r t o h e l p t h e o t h e r s r e c o n c i l e a n d s o l v e t h e i r c o n f l i c t s . I f t h e m e d i a t o r s r e s p e c t t h e m e d i a t i o n p r o c e s s , t h e o t h e r s w i l l t r u s t t h a t u s i n g i t w i l l h e l p t h e m s o l v e t h e i r p r o b l e m .

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PE A C E i s a p r o c e s s b y m e a n s o f w h i c h w e r e s p o n d t o c o n f l i c t s a n d d i v e r s i t y w i t h t o l e r a n c e , i m a g i n a t i o n a n d f l e x i b i l i t y ; w a r i s a p r o d u c t o f o u r i n t e n t i o n t o c r u s h d i v e r s i t y a n d i n t e n s i f y c o n f l i c t s b y a b a n d o n i n g t h e p e a c e p r o c e s s . ( G e o r g e E . L y o n )

Th e a g g r a v a t i o n o f a g g r e s s i v e n e s s a n d v i o l e n c e i s o n e o f t h e m o s t s e r i o u s p r o b l e m s i n t o d a y ’ s s o c i e t y . I n o r d e r t o p r e v e n t s c h o o l v i o l e n c e w e n e e d t o t a k e a s e t o f m e a s u r e s s o a s t o p r e v e n t , m o n i t o r a n d f i g h t i t .

Ou r r e a c t i o n s t o w a r d s c o n f l i c t s c a n b e d i v i d e d i n t o t h r e e c a t e g o r i e s :



ig n or in g or


th re at e ni n g,


a n g erP


Wh e n c h o o s i n g a w a y t o s o l v e t h e c o n f l i c t i t i s v e r y i m p o r t a n t t o i d e n t i f y i t s o r i g i n s .

It s o r i g i n s c a n b e :


m o n e y or


n e e d s:

se n se

of

b el o n gi n g,


or



or

b el ie fs

Me d i a t i o n i s a c o m m u n i c a t i o n p r o c e s s b y m e a n s o f w h i c h a g r o u p o f p e o p l e f i n d t h e m s e l v e s i n a s i t u a t i o n o f p e a c e f u l l y s o l v i n g t h e i r o w n c o n f l i c t , b y a n d w i t h t h e h e l p o f a t h i r d , n e u t r a l p a r t y . T h i s n e u t r a l p e r s o n i s t h e m e d i a t o r . W h e n a c o n f l i c t i s s o l v e d w i t h i n t h e s c h o o l a r e a , b y a n o t h e r s t u d e n t , t h e l a t t e r i s c a l l e d a p e e r m e d i a t o r .

It i s v e r y d i f f i c u l t , e v e n i m p o s s i b l e t o o p e n a l o c k e d d o o r ( i f y o u a r e n o t r e a l l y , r e a l l y s t r o n g ) . B u t i f y o u h a v e a k e y t o p u t i n t h e l o o k , y o u t w i s t i t a n d t h e d o o r w i l l o p e n . S o m e t i m e s , w h e n f r i e n d s a r e f i g h t i n g , t h e y a r e l i k e l o c k e d d o o r s : t h e y d o n o t l i s t e n t o a n y o n e a n d t h e y d o n o t o p e n . I f y o u h a v e t h e k e y o f y o u r f r i e n d s ’ t h o u g h t s , y o u c a n h e l p t h e m s o l v e t h e i r p r o b l e m s . F o r t u n a t e l y , t h e r e a r e k e y s w h i c h c a n h e l p y o u h e l p y o u r f r i e n d s . Y o u c a n ’ t t o u c h t h e m , b u t y o u c a n l e a r n h o w t o u s e t h e m . T h e y a r e v e r y i m p o r t a n t b e c a u s e t h e y m a k e f r i e n d s a n d c o l l e a g u e s t a l k o p e n l y a b o u t t h e i r c o n f l i c t s . T h e f i v e k e y s a r e :

Do

not

ju

dge

.

Pee

r m

edia

tors

ar

e im

part

ial,

even

if

th

ey t

hink

th

at

one

of

the

part

s is

ri

ght

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Do

not

gi

ve

advi

ce.

Som

etim

es

peer

m

edia

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ca

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ink

of

solu

tion

s,

but

they

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ust

not

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anyt

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invo

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thei

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and

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ve

to

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th

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lve

s th

e w

ay

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t to

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is

the

only

w

ay

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em

feel

re

spon

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e.B

e e q u a l l y e m p a t h i c . A n e m p a t h e t i c m e d i a t o r t r i e s t o u n d e r s t a n d t h e p e o p l e w h o w e r e i n v o l v e d i n t h e c o n f l i c t p u t t i n g h i m s e l f i n t o t h e i r r e s p e c t i v e p l a c e . A v o i d t a k i n g s i d e s , b u t t r y t o u n d e r s t a n d t h e w a y i n w h i c h b o t h o f t h e m t h i n k a n d s e e t h i n g s .

Kee

p

the

con

fid

ent

iali

ty.

Peo

ple

feel

bet

ter

whe

n th

ey

talk

ab

out

thei

r fe

elin

gs

and

prob

lem

s,

if

they

kn

ow t

hat

the

peer

m

edia

tors

w

ill

not

tell

th

e st

ory

to

anyo

ne.

Sh o w t h a t y o u c a r e . W i t h i n t h e m e d i a t i o n p r o c e s s , t h e m e d i a t o r s a l s o t a k e p e o p l e i n t o a c c o u n t . T h e y d o e v e r y t h i n g t h e y c a n i n o r d e r t o h e l p t h e o t h e r s r e c o n c i l e a n d s o l v e t h e i r c o n f l i c t s . I f t h e m e d i a t o r s r e s p e c t t h e m e d i a t i o n p r o c e s s , t h e o t h e r s w i l l t r u s t t h a t u s i n g i t w i l l h e l p t h e m s o l v e t h e i r p r o b l e m .

Prof. Popescu Oana Liceul Teoretic Tudor Arghezi, Craiova

Prof. Avram Florenţa Liceul Teoretic Tudor Arghezi, Craiova

Acknowledging the fact that violence is, unfortunately, present in our day-to-

day life, our school is trying to implement a system of peer mediation.

It basicly means students solving problems between themselves. When there is

a conflict between two students, the peer mediators (always in a team) meet the victim

of the aggression (either physical or verbal), then the alleged aggressor, then both sides

of the conflict and try to make it end peacefully.

There is a standard procedure when meeting the victim, consisting of six steps:

1. Introduction (E.g. Hello. My name is ..., I’m a peer mediator, and this is my

colleague, .... he’s not going to say anything, only make some notes.)

2. Describing the facts (E.g. From what I’ve heard, you were involved in a

coflict yesterday. What happened exactly?)

3. Determining the emotional impact on the victim (E.g. How did this make

you feel?)

4. Determining the emotional impact on people close to the victim (E.g. How

did this make your mother feel?)

5. Finding a solution (E.g. What should your colleague do for you to forgive

him?* if the victim cannot or will not suggest a solution, the peer mediators

will appeal to the authorised school staff)

6. Making an appointment with both sides to actually mediate their conflict.

Meeting the aggressor also consists of several stages:

1. Introduction (the same as when meeting the victim).

2. Understanding the cause (E.g. What made you do it?)

3. Detailing the emotional impact on the victim (E.g. Your colleague told me

he felt.......)

4. Detailing the emotional impact on people close to the victim (E.g. When

your colleague got home last night, his mother.......)

5. Presenting the victim’s suggestions (E.g. Your colleague agrees to make

peace with you, provided that you... * If the aggressor refuses the solutions

10

presented to him on behalf of the victim, the peer mediators report it to the authorises

school staff and let them solve the case)

6. Making an appointment with both sides to actually mediate their conflict.

The restaurative meeting takes place after determining a convenient moment for both

sides. It is attended by the peer mediators and by those involved in the conflict. Should the victim or

the aggressor require the presence of a parent/ teacher (an adult), an authorised member of the

school staff will also attend the meeting, since students are not allowed to deal with adults directly.

This meeting normally ends in a reconciliation, provided that the aggression should not

happen again. The perpetrator is not supposed to have display the same negative attitude towards

either of his colleagues, not only towards the current victim. After a certain number of bad

occurences which are only known by the peer mediators, the student is registered in a permanently

updated database, and is subject to gradual sanctions, depending on the gravity and repeatedness of

their aggressions. Such sanctions range from getting them involved in extra curricular activities, to

spending an extra amount of time in school, or to having them expelled for a given number of days.

11

Education

Newsletter 4- 5