Arguing well | An interactive map

2021-1-IT02-KA220-SCH-000029847 Erasmus+ KA2 2021 projectCooperation Partnerships in School EducationDecember 2021 – November 2024

Arguing at school

Psychopedagogical Methods to help children (2-18) learn from arguing

An interactive map to navigate into the project

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Funded by the European Union. Views and opinions expressed are however those of the authors only and do not necessarily reflect those of the European Union or the European Education adn Culture Executive Agency (EACEA). Neither the Eropean Union nor EACEA can be held responsable for them.

Quarrel

For most people this word is connected with something negative and to avoid.In the family, among friends, at work and in school we're afraid that quarrel lead to a break of relations.It almost seems that if there's a conflict between children this is our failure, as teachers, educators and parents.

But avoiding conflict between peers doesn't permit to children to develop social skills useful for the relationship with others.

By studing three methods used to manage quarrels between peers, this Erasmus+ project want to promote a different vision of the role of adults in this evolution path toward fundamental social skills.

The questions

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The conflict pyramid

the ROAD MAP OF THE PROJECT

A road map of the project

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The 10 partners of the consortium

PROJECT PHASES...

THE STARTING POINT

A COMMON HOME

GIVING TOOLS TO TEACHERS

BETTER TOGETHER THAN ALONE

A NEW PARADIGM

... AND TOOLS

Or here the full table of comparison between methods

A brief description

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Peer

mediation

others methods?

Litigare

Bene

Friendship

cards

The methods in a poster

Differencies

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Similarities

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AND

between the three methods

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Similarities

Here the full report of the research

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General aims

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Results

Specific aims

No improvisation

Enough time in a safe space

When does the method work?

What is asked to participants

What do you need to start?

The role of adult

When does the method work?

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Similarities

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Number of children

Where

Special needs

Teachers

Training

Pedagogist

Beliefs

Non-teaching staff

Head of school

Parents

Results

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Similarities

For children

For teachers

About violence

They works!

Here the full report of the research

Long term results

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The application of a method of quarrelling at school produces effects in the long term? To answer these questions, the Consortium entrusted the Sassolino with the implementation of a qualitative pilot research, with the aim of producing an audiovisual testimony. The Sassolino, a Montessori kindergarten in northern Italy, has applied the method Litigare Bene of the CPP directed by Daniele Novara since 2012. After 10 years of systematic application of this approach it seemed interesting to bring together those children, who at the time were attending kindergarten, to check with them how they live today the quarrels at school and among peers.The docu-film obtained, lasting about 20', can be used for awareness and dissemination purposes.The value of the video lies above all in highlighting the great potential of children in conflict management, if adequately accompanied: the educational methods of conflict management in school work, and if applied continuously generate significant and lasting relational skills.

Differencies

Here the full report of the research

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Specific aims

Targets

Time of use

The role of the adults

Transferability

A guided process

Specific charatcteristics of each method

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Solution

Transferability

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Differencies

Training

For teachers

Be careful!

Specific characteristics

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Differencies

Differencies

Peer

mediation

Friendship

cards

Litigare

Bene

TO DEEPEN

Conflict, violence and war are not the same things

Here the full report about this project result

Toolkit for Teachers Training

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The toolkit in a glimpse: rationale and objectives

Starting using the 4 methods

Literature review: a mapping of activities on non-violent communication

Tips for the tranferability of the methods

The Learning Teaching Training Activity in Ogulin and Vrbovsk in Croatia

STORIES

The toolkit in a glimpse

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This comprehensive toolkit represents a list of valuable resources, strategies, and practical guidance carefully designed to provide an essential operational manual for teachers, empowering them to foster conflicts within their classrooms. The toolkit is the result of a collaborative effort, building upon the foundation of previous initiatives and learning and the Learning Teaching Training Activity, which took place in Ogulin, Croatia.Moreover, the toolkit reflects the experiences of the teachers and educators trained during this week. The creation of the toolkit was further supported by the research conducted by the project partners in order to collect information on the importance of non-violent conflict resolution and communication. Data was gathered through the dissemination of questionnaires which were later quantitatively analysed. The questionnaire, composed of 21 questions, was filled out by 146 participants from 5 partner countries.

Literature review

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The full data processing report

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As part of the project, a mapping of activities of non-violent communication and conflict transformation implemented in Croatia, Malta, Italy, Romania and France (NGOs, the education system, different organisations etc.) was conducted.

64 activities mapped

The main themes of these activities are: mediation, art therapy, self-awareness, emotional literacy, sensibilization, social responsibility. And of course, peaceful conflict resolution, through activities that include role plays, workshops, theatre, film making, direct confrontation of peers in conflict etc. This table gives an overview of the results of the mapping.

Here the full report about this project result

Starting using methods

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Litigare

Bene

Peer

mediation

Friendship

cards

A collection of exercises (handouts) that concerns the difference between conflict and war,

about conflict, violence, and war

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Curriculumfor the development of emotions andcommunication skill in children

Tips for transferability

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When and how to use the methods

Guidelines for a Whole School Approach

Here the full report of the research

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The Whole School Approach - WSA

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The key-concepts of the Whole School Approach

A possible process to implement WSA

Practices and examples

webography

Here the full report of this part of research

Policy Recommendation

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As a result of the participatory process conducted through the third year of the project, the following Recommendations are proposed for discussion, improvement and implementation.

Renew Citizenship Education Directives

Support the use of research results in education practice

Renew the teaching profession, making teaching more attractive for young people

Make schools a safe place where to teach and learn

Address growing social, cultural and religious diversity among the school population

Here the full report of the research

Policy Recommendation

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Multiplier events in each of the countries involved Dissemination event for school's actors Training and learning activities for teachers and educators

What are we talking about when we talk about conflict? What happens when a quarrel occurs between students? How teachers look at students’ conflicts? How do they intervene? To what extent is their intervention the result of a school strategy? Is there a pedagogical method or approach shared by teachers? Who decides and what level of sharing has the choice (class, school)? What are the results and impact? Is there an educational strategy for quarreling students? Are parents involved in the school strategy about students’ quarrels? Is there a kind of teacher training about conflict transformation?

● the "second circle": persons acting in close relationship with the first ones – e.g. socialservices, etc. – and persons intervening in schools at different levels – occasionallecturers of speakers, medical staff (when it is not internal to the school), etc ● the "surrounding community": the city as structure and policy environment, the culturalenvironment, sports activities, etc.; the other schools within networks of schools; otherinstitutions involved in projects together with school, for example; ● the "global environment": issues taking place in the "outer world" but that concern thepupils interrogations about how the world is evolving and how it interacts with theschool and the learning.

a whole school approach

Key-concepts

A whole school approach implies the active involvement and commitment of all actors in and around a school:● the school "internal" actors: teachers, school heads, staff and pupils/students; also the"rest of the school" when considering one specific class;● the "first circle": parents and families, tutors, persons taking care of children, directly inregular contact with the children;