GREECE

Day 1-Pupils got to know Greek school,school curricula taking part in lessons of English, ICT and arts.Pupils took part in seminar : “How teachers and pupils are involved in a daily education process to make lessons attractive in order to decrease ESL” .Pupils participated at the workshop:”How pupils could build an afterschool program?”.They completed questionnaires and painted and drew their favourite activities in ICT laboratory.Pupils presented their works to each other. Day 2-Pupils were involved in more outdoor activities making them aware of history and geography involving Arts and new technologies. Pupils were involved in multiple creative activities in a contemporary (modern) national library building (Digital archives of noticeable books) at Stavros Niarchos foundation .Pupils made a research at the Museum of the Ancient Corinth, Nauplius fortress and Acropolis Museum and Hill taking photos with mobile phones,drawing significant geographical places,then making piccollage to promote cultural heritage.These kind of outdoor activities motivated our pupils to come to school,to take part in extracurricular activities. Day 3- Pupils had a training seminar on theatrical education-they were taught about forum theatre,then they were part of an workshop:”How could theatre contribute in a more friendly education?”.Pupils participated at outdoor innovative sports activities at the schoolyard, they were learnt traditional Greek dances and specific sports. There were 26 pupils: 8 from Spain, 8 from Lithuania and 10 from Romania; 7 accompanying persons: 3 from from Lithuania, 2 from Spain and 2 from Romania. There were around 130 local participants:10 teachers from school involved in training courses in school, around 100 pupils from Greek school, about 20 parents from school, 2 participants from Stavros Niarchos foundation, 3 participants from Museum of the Ancient Corinth, Nauplius fortress and Acropolis Museum. Regarding event’s relevance and integration with normal activities of involved schools,it contributed to blended learning of ICT, arts-especialy theater-dancing and theatrical performance of traditional/national plays and music composers across curricula and practices.This training enriched and organized existing activities within a code of practice that purposely addresses questions of Arts to motivate pupils.In addition to this code of practice, the workshops produced learning material.As a follow-up,this material was digitized and used during classes in each partner school. Theories applied in this training were Situated cognition and Distributed cognition,supported by ICT,creating authentic learning environments using Arts.It is quite clear that learners who were placed into this type of learning environment used their knowledge and skills-by thinking critically,applying knowledge to new situations, analyzing information,comprehending new ideas,communicating,collaborating,solving problems.This learning theory supports skills needed for children by 21st century as in the 1st working day at school.This approach promoted knowledge to all participants through interaction.Activities required sharing of cognitive activity among participants of this system,which can be other people or artifacts such as devices, technologies or media.In this theory ICT,artifacts and tools helped pupils to extend human capabilities as pupils did in thed 2nd working day.We pursued international cooperation and recognized each other through learning activities and free time activities such as theatrical play,intellectual games and warm-up activities.This way,there was presented to pupils the importance of growing up intellectual skills as well as benefits of such attitudes. Pupils were encouraged to communicate with others and to join activities,to use target language. All the activities made them aware of tolerance they needed to show and they acquired skills of integrating themselves to society they took part as in the 3rd working dya when they all prepared a theatrical performance blending their own cultures. The acquisition of this learning was evaluated through small-scale project assignments,which participants completed in groups. Participants received Europass certificates.

Aim of this LTT was to explore,compare and learn about innovative pedagogies for addressing issues of communication with parents,local community for preventing and reducing ESL.This LTT was aimed at exchanging knowledge,problematizing existing practices and formulating new pedagogies.In terms of methodology emphasis was given on workshops,seminars and roundtable discussions. Day 1:Teachers were introduced to Greek teaching classes at English, ICT and Arts lessons.Teachers also took part at seminar:How teachers and pupils are involved in a daily education process to make lessons attractive in order to decrease ESL.Teachers were involved in the workshop:Development of relational competence,having as contents: -Understanding student in terms of needs and analysis of behaviour -Integration of relational competence in school -Identification of obstacles in relationship -Authority and leadership:establishing contacts (who am I and who are you) with family Day 2:Teachers took part at lecture on:Prevention by building self-esteem which included: -Introduction to the preventive programme of self-esteem in Greek schools -Workshop:Practicing pedagogical activities to prevent ESL:5 protection factors for authentic self-esteem and preventing ESL:security,identity, belonging,purpose and competence. Day 3:Teachers were involved in roundtable discussions:Dialogue with parents where there were invited 20 representative parents from Greek Association of Parents.Conclusions of discussions were:Children and youth are always also the “result” of their family dynamics so cooperation with parents is an important part of prevention which helps to prevent ESL.Contents of roundable discussion: - Practicing to understand the student’s needs and behaviour - Presentation of the results of preventive self-esteem programme -Understanding and exploring the world of parents -Training to differentiate between teacher role and parent role The participants were:1 teacher from Spain,2 from Lithuania and 4 from Romania,8 from Greece and 20 Greek parents from the Association of Parents who were actively involved in school life. Regarding the event’s relevance and integration with normal activities of the involved schools,it contributed to mainstreaming individual and group pupils’ and parents’counseling.The training enriched and organize existing activities within a code of practice that purposely addresses questions of communication with parents,counselling pupils for decreasing ESL.The workshops produced lesson plans,lesson templates and teaching material(such as discovery-and-exploration games that can be adapted and incorporated into different subjects).As a follow-up,this material was digitized. Each school organized optional courses of counselling pupils in order to reduce number of ESL students,to counsel them to continue their studies. Participants in this training event benefited from a deeper understanding of how communication with parents,local community,prevention by building self-esteem, shaped the material we teach, the methods we use to teach it, and our preconceptions about teaching and learning in general. To the very least, participants became more conscious that relational competence is implicitly present both in what we teach and how we teach it, even when lessons do not address these questions directly.Participants added to their pedagogical toolbox practical techniques for engaging young learners in matters of relational competence. They learnt how to structure formal lessons on relational competence and building self-esteem and how to incorporate them in informal and interactive lessons. We expect the impact of these benefits to grow as participants apply this new learning in their schools’ curriculum and practices, both within the project’s time frame and beyond.Teachers that participate in LTT shared their learning with colleagues and formulated concrete suggestions, specific to their school’s needs and curriculum.The acquisition of this learning was evaluated through small-scale project assignments,which participants completed in mixed international groups.Given the non-theoretical nature of this training, participants used immediately their new skills in their classrooms.Upon successful completion of the training, participants received Europass certificates