Pedro Blanco

Sara García

Paula Yago

Laura Sánchez

Miriam Sánchez

Ilke Atican

Coexistence in the class, confl icts and

solutions

ÍNDEXCommitmentsValue of coexistenceNonviolence managementFeelings in the classroomProblems management Learning communitiesPractice

PERSONAL COMMITMENTSDo not  be so shy Miriam

Improving personal skills

Pedro

Speaking in English quickly

Laura and Sara

Organize Paula

Understand more Spanish

Ilke

GROUP OBJECTIVES

Correct the spelling mistakes

Teaching how to coexist

Looking for extra information

Work in a cooperative way

Informatic learning

MICRO- TASK

Read the articles 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

THE VALUE OF COEXISTENCE AND THE CHALLENGE OF INTERCULTURALITY

VALUE

CORAGE.

COEXISTENCE.

RULES.

“Coexistence consists on living with other people”.

We must to behave properly, so everyone should be comfortable.

Each person is defined by 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.

MULTICULTURAL EDUCATION

INTERCULTURAL EDUCATION

STATIC. DYNAMIC.

AUTONOMOUS VISION

GLOBAL VISION.

FOCUSING ON THE DIFFERENCES

EQUAL RELATIONSHIPS.

DESCRIPTIVE POINT OF VIEW.

INTERACTIVE POINT OF VIEW.

DIVERSITY IN THE

SCHOOL MAKES

CHANGES:

There are a 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.

THE COHABITATION IN THE 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.

THE SCHOOL IS…

A hierarchically institution. An institution 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

WHERE DO WE HAVE TO ACT? The areas of intervention

are multiple and are not

mutually exclusive. It is consider 3 dimensions,

for highest to lowest amplitude.

WHERE DO WE HAVE 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.

WHERE DO WE HAVE TO ACT?

THE TRADITIONAL SCHOOL WAS

FOR

BOYS WHITE SKIN

HEALTHY

“NORMAL”

SPANISH-SPEAKING

RELIGION

NATIVES

NON-GYPSY

MONARCHIST

WHERE DO WE HAVE TO ACT?

5 FIELD OF ACTION OF THE SCHOOL INSTITUTION REGARDING

INTERCULTURAL EDICATION:

ADMINISTRATIVELEVEL

CURRICULUMLEVEL

HUMAN RECOURSES

LEVEL.SERVICE LEVEL.

INSTITUTIONAL LEVEL

WHERE ADVANCE?

INSTITUTIONS LEARNING

INSTITUTIONS LEARNING

PERMEABILITY

COLLAGIATE

FLEXIBILITY CREATIVITY

RATIONALITYY

REFLEXIIVENESS

TEACHING PEACE

PEACE: -Serving justice-Resolve conflicts in non-violent way-Achieving harmony

• VIOLENCE:

-Violation of human being-Direct-Structural-Cultural

HOW TO TEACH THEM

In Language:Texts with peace contentNon-sexist, non-exclusive vocabulary (heavy instead of fat, elderly instead of old)In Maths:Problem solving skills for managing conflicts

In PE:-Games that focus on trust and cooperationIn Science-Harmony with natureIn Social studies:-History and culture of minority groups (Gypsies, Latin Americans)

For Projects and HomeworkCooperative Learning

For Extra hours and activities THE WORLD PEACE GAME

THE WORLD PEACE GAME

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.

YOU CAN TEACH

Values and RulesBeliefs and ReligionPeace and WarProblem Solving and ConflictsResponsibility and CoexistenceCooperation and TrustHelping and Sharing

Feelings in class

ARE FEELINGS TAKEN CARE IN 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”.

SEXUAL AND SOCIAL CONCEPTS: 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

OBJECTIVES

Respect

Satisfy the 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

“Respecting childs of other 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.

CONFLICTS RESOLUTION

Create a good environment

Are there any problem in our schools? Which ones?

How are they solved?

Do we need a change?

HOW CAN WE CREATE A GOOD MODEL OF COEXISTENCE?

Deep review and reflection of the situation.

Name a action plan, the steps to solve the conflict.

• Someone responsible of the mediation of conflicts.

WE HAVE TO ATTEND TO THREE ASPECTS:

REPARATION

RECONCILIATION

RESOLUTION

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.

B) RATIONAL AND INTEGRATED 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

BASES TO MAKE IT HAPPEN

Norms system Agreement of coexistence

System of dialogue and solution of conflicts

Protector framework

https://www.youtube.com/watch?v=UT_xcy9oVOg

LEARNING COMMUNITIES

•The dream that no child is left behind.•Pluraslistic, participatory, democratic, free school.•Children, teachers, families, community, associations.

The transformation on learning communities

in schoolsDialogic learning, through participatory education community.

Sensitization.

The dream.

The interactive groups

Knowledge sharing between students and adults.

•4 students.•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

Involvement of families

•Children learn easily 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.

PRACTICE: GAME OF ROLES We give the pupils different roles.

The teacher has to try to solve the problems.

The class- About a real theme.

BIBLIOGRAPHY Ramón Flecha García 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_peace_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”.