1. 2009-2011
International Prophylactic Programme
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2. CONTENTS
INTRODUCTION......................................................................................................................... 3
TOLERANCE ALPHABET ........................................................................................................... 4
AGGRESSION QUESTIONNAIRE RESULTS................................................................................ 5
Bulgaria ......................................................................................................................... 5
Poland ............................................................................................................................ 6
Romania......................................................................................................................... 7
Slovakia ......................................................................................................................... 8
Spain ............................................................................................................................ 10
Turkey…………………………………………………………………………..…... 12
LESSON PLANS ........................................................................................................................ 13
Bulgaria ....................................................................................................................... 13
Romania....................................................................................................................... 16
Slovakia ....................................................................................................................... 43
Poland .......................................................................................................................... 47
Turkey………………………………………………………………………………. 61
Spain……………………………………………………………………………...…. 64
PSYCHOLOGICAL WORKSHOPS PLANS ................................................................................ 71
Workshop 1 ................................................................................................................. 71
Workshop 2 ................................................................................................................. 76
Workshop 3 ................................................................................................................. 81
Workshop 4 ................................................................................................................. 83
Workshop 5 ................................................................................................................. 88
Prophylactic Ideas .................................................................................................................. 90
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3. INTRODUCTION
Pedagogical Dictionary describes prophylactic actions as “all of the actions against unwanted
phenomena in development and behaviour of people.” It is very important especially among
young people who approach the age of adolescence – the most important developmental stage
for creating personality and proper self-esteem. Much potentially dangerous behaviour is
formed during this period. Reacting to those is critical in forming good patterns of behaviour
and preventing pathological states. Responsibility for those actions is held not only by parents
but also by schools. That is why our Comenius project “To live in agreement. Together
against violence and conflicts” tried to deal with the problem of aggression. The most
important part of this project was implementing prophylactic programmes that are going to
prevent students from aggressive behaviours. Our International Prophylactic Programme was
the response to the increasing problem of aggression in our schools (especially psychological
one). Our programme consists of lesson plans and workshops scripts but also contains other
prophylactic ideas for actions during a school year. It was designed to be a practical tool that
could be used not only in our schools but also in all European countries.
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4. TOLERANCE ALPHABET
A – All together can raise the world
B – Big problems, big solutions.
C – Coz you wouldn‟t like to do it to your sons
D – Discrimination doesn‟t drive us anywhere
E – Eyes should be open, so let‟s be open - minded
F – Find everybody the same
G – Give the chance
H – Humiliation is bad
I – It‟s OK to be gay
J – Just love everybody
K – Key to better relations with each other is tolerance
L – Love is all you need
M – Make love, not war
N – No discrimination
O – Organise projects and actions protecting us from violence
P – Patience is a key
R – React
S – Support
T – Thinking
U – Unity
W – World
Z – Zero aggression
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5. AGGRESSION QUESTIONNAIRE RESULTS
Bulgaria
Even though in most schools there is an appointed commission working with cases
of violence among students, the results from the survey and interviews indicate the need
for a more active involvement of the pedagogical advisor. The latter has been taken int o
account and for that reason from the current year there are two pedagogical advisers –
one for the pre-secondary stage and one for the secondary stage. This has not led to a
considerable decrease of aggressive acts so far but definitely has improved the work of
the pedagogical advisors with students and we are sure the corresponding results will be
observed very soon. The work of the pedagogical advisor can also be facilitated by
engaging students who can be quite helpful in coping with problems their classmates
might be experiencing - appointing students as mediators in dealing with conflicts.
Another aspect that has been indicated by the interviews with teachers and parents
is the need for parents‟ involvement. Parents admit and teachers testify about it –
children are different at school from what they are at home. Therefore, frequent meetings
with parents and parents‟ involvement in school activities could be a step to the right
direction.
Integrating the topic of violence and aggression in the regular curriculum by
exploring its definition, causes, factors and consequences in different subjects and
perspectives can also prove to be useful for coping with the problem.
We should also mention the importance of physical activities – not only practicing
popular sports (there are various exercises specially designed to release stress – e.g.
forms of martial arts, Paneurhythmy).
Last but not least, involving students in creative extracurricular activities is a very
positive way of engaging their attention and energy and at the same time teaching them
to work together. Although it‟s a world spread practice, Bulgarian schools, for example,
still show a certain lack of many extracurricular activities. Thus creating clubs of
interests – arts, music, cinema, literature, sports could be beneficial.
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6. Poland
According to the survey held in Paderewski Private Grammar School in Lublin
aggressive behaviours are quite rare. 66% of participants said that they had never
experienced conflicts with colleagues and 89% had never used force against somebody
else. Starting the project, we did not expect that 85% of students would consider violence
as the most important issue in the today‟s world. That means that our students are aware
of violence and aggression as important factors in nowadays relations. Media are
showing multiple reports about terrorists‟ attacks, religious conflicts and other violent
crimes. It makes propagating tolerance and peace among youths even more important.
After analysis of those results, we had even more motivation to work TOGETHER
AGAINST VIOLENCE.
Students of Paderewski Private Grammar School are aware of and appreciate the
actions undertaken by the school staff to prevent violence as 65% of students said that
school is dealing with aggression in a very good way. Our students are also very happy
about different aspects of their lives. The participants of the Comenius project pointed
out that they appreciate safety at school and are very glad about the relations they have
with their school colleagues and families. It means that they do not suffer from violent
acts in our school. The most common form of aggression present is psychological one –
especially insulting others and gossiping.
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7. Romania
After having analyzed the results of the survey, which we carried out among our students
last October 2010, we have drawn the following conclusions:
 Most of our students like going to school and find real friends in the school. Some of them
claim that they get bored in the school.
 More than 50% of the students say they had a disagreement with a collegue once or twice
during this school year
 The most common form of aggresion is gossiping and verbal aggression although physical
aggression also happens. About 37% od students agreed that violence is a serious problem
in pur school
 29% of students admitted that drugs are a serious problem in our school and 28% of
students admitted that alcohol use is also a serious problem. 45% of students considered
smoking a problem in our school
 Almost 40% of students agreed that our school copes quite well with the problem of
aggression but as many said that it‟s not going well
 Most of the students admitted that they are quite happy or very happy with their lives
although they are not very keen on our country‟s politics
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8. Slovakia
After having analyzed the results of the survey, which we carried out among our
students last October 2010, we have drawn the following conclusions:
 Only one fifth of students like going to school, one tenth dislike. Almost a third of
students have real friends in school. Teachers should think of the fact that a quarter of
students are afraid of some lessons and one fifth is bored at school.
 40% of students have already had a conflict with a teacher, more often older students.
 Almost a half of students have had a misunderstanding or conflict with a classmate, more
often younger students.
 More than 70% of students have experienced slender. Only one tenth of students have
already had experience with other forms of violence , what is good. Younger students
indicate more conflicts with teachers. A lot of students aged 13-15 feel criticism as an
insult.
 Most often students have become witnesses of gossip (the half of older ones, but up to
90% of the youngsters). A quarter of them have seen how their friend hit somebody or he
was hit by someone else. Younger students write that they have more conflicts with
teachers – it‟s because of their age, when they have problem to respect adults. Almost 86
% of students claim that they have not hit anybody this year.
 Two thirds of students say that they have not offended anyone. A quarter admitted
that they have done this once or twice. Many of younger students don‟t realize that
their words can hurt somebody.
 Two thirds of students don‟t consider the violence in our school as a serious problem,
but for one third of younger students it seems to be a problem because they cannot
solve problems without violence.
 According to two thirds of students the drugs in our school are not a serious problem.
Students take part in several school actions aimed at fight against drugs every schools
year – for example lectures with doctors or psychologists, discussions with people
who are helped to get over drug addiction, meetings with the police coming to school
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9. with trained dogs that are searching for drugs in the school etc. Some younger
students can consider this preventive actions as solutions of the problems which have
already occurred in our school.
 Students don´t bring alcohol to school, but very often they try to bring it during a
school trip. Sale of alcohol to persons under 18 is prohibited by the law in Slovakia.
Nevertheless, many young people (and apparently younger than 18 years old) get
drunk at a disco. Older friends buy alcohol for them. Alcohol Many people don´t
consider alcohol to be a drug.
 In Slovakia the laws supress smoking in schools (even in the school yard, trips, etc.).
Teachers can´t smoke in the school , too. Students-smokers, however, found a hidden
place - under the class windows of younger students. Some parents prefer to give
their children money for cigarettes to get on well with them.
 Almost three quarters of pupils think that school deals with violence very well. It is a
good mark for school. This project has also contributed to it.
 Two thirds of students speak highly of the work of the Student Parliament. It is praise
for parliament and a challenge to work even better.
 More than 95% (altogether) of our students experience in their family more happiness
than unhappiness. Almost 95% of students are satisfied with their health – it´s natural
at their age. One fifth of students aren´t satisfied with their success at school. More
than two thirds of pupils are dissatisfied with policy in their country. Many of them
are probably more unhappy of politicians, than the policy.
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10. Spain
After having analyzed the results of the survey, which we carried out among our
students last October 2010, we have drawn the following conclusions:
A: Following is a summary of the results of the survey.
1. Most of our students assure that they have real friends at school and that they have
not had any problems with their partners during the school year.
2. Most of them look worried about rumours about them at school but they have not
suffered from physical violence.
3. Most of our students‟ problems are related to insults and gossip behind their
backs.
4. 70% of our students have never used physical violence at school.
5. 40% of them manifest that violence can be a serious problem at school.
6. 44% of them think that the school deals with the problems of violence and
aggression effectively.
7. Our students look happy with the environment where they live.
8. 45% think they cannot trust one another.
B: Conclusions.
1. Ours students are pleased with the relationship with their partners at school.
2. There are some problems of violence and aggression but related to rumours and
minor insults. To avoid it, our students tend to ignore them. They follow the
premise that “he, who angers you, controls you” and they want to be free.
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11. 3. They trust the school rules and the teachers‟ intervention to prevent violence.
4. Our students hardly ever use violence and aggression to solve their problems.
5. There is a lack of reliability among students at school. They think they can be
betrayed at any moment.
6. They try to solve their problems by sharing them with their closest friends so that
they can intercede.
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12. Turkey
After having analyzed the results of the survey, which we carried out among our students
last October 2010, we have drawn the following conclusions:
 Most of our students like coming to school as they have to work in the summer.
School is not only a place for education but also a place for relaxing for them.
 65% of students are badly affected from the media ; news ,cinema exc.
 Most of the students admitted that the violence and aggression events which takes
place in Turkey is affecting their daily life negatively. When asking “ What are
these violence and aggressive events?”, they firstly said PKK Terrorist
Organisation, and secondly domestic violence.
 70% of students believe that necessary measurements are taken and some good
actions are done to prevent violence in our school.
 Although our school is formed of students from different cultures and most of
them are poor, 80% of students think that violence behaviours are not common in
the school.
 90% of the students believe that they have learned how to deal with aggression
and cope with it. After the Project finished, the teachers observe that the violence
and aggression behaviours among students become rare.
 After conducting a survey, the most common types of violence in our school are
verbal aggression and psychological violence.
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13. LESSON PLANS
BULGARIA
SCHOOL: Hristo Botev Secondary School
SUBJECT: Literature
TEACHER: Iliana Todorova (teacher of Bulgarian Language and Literature)
CLASS: XI
TIME : 40 minutes
THEME: Crime and Punishment by F. M. Dostoevsky
TYPE OF LESSON: discussion
OBJECTIVE: to study the psychological aspects of violence and prove that every
experiment set with the wrong theses can lead from good to evil and that a division into
„superior‟ and „inferior‟ people leads to self-destruction.
MATERIALS: A copy of Crime and Punishment, hand-outs with set questions, reference
materials about current crimes local or world
PROCEDURE:
1. The teacher introduces the issues in the novel and the main concepts necessary for the
students to set their strategy in order to prove their points
2. The students are free to relate the characters‟ behaviour to reality
3. The motives for the crime should be approached as general for any crime – personal
discontent and a feeling of non-punishability
4. Main arguments:
- the most dreadful and strict judgment comes from the conscience
- a man is not born a criminal but becomes one
- everyone can change from evil to good
- to believe in the good is not naïve, because only the good can end the vicious
circle
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14. EVALUATION: The students may be asked to respond to the discussion by writing an essay
on one of the draw conclusions
SCHOOL: Hristo Botev Secondary School
SUBJECT: History and Civilization, Geography and Economics, Philosophy
TEACHERS: Maya Antova (teacher of History and Civilization), Daniela Bogdanova
(teacher of Geography and Economics), Tatyana Angelova (teacher of Philosophy)
CLASSES: IX – XI (specialized classes in History and Civilization, Geography and
Economics)
TIME: 50 minutes
THEME: VIOLENCE THROUGHOUT HISTORY
TYPE OF LESSON: discussion
OBJECTIVE: Exchange of opinions on preset key questions on the topic
PROCEDURE:
A group of students (4-5) from each class does their research on the topic before the
discussion and presents their arguments.
The actual discussion is also hosted by students and can be attended by younger students
regardless of the fact they have not been introduced with the topic in class. The aim is to
involve as many students as possible and raise interest and awareness while taking the
students out of the classrooms and making them active participants in a learning process.
The preparation requires guidance from teachers of History, Geography and Philosophy.
The main points are as follows:
1. Acts of violence during the given historical ages:
- Primitive men killed for food
- Political interests provoke violence against other people
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15. - During the Middle Ages violence is equalled to a feat (war is a day-to-day event
and the motives are religious, political, social); attitude towards the “other”
- The New Age doesn‟t limit violence; it is a tool for distributing the world
(Imperialism, Colonialism)
- The Modern Age doesn‟t make us more humane; the world wars are a result of the
civilized progress (they are the most brutal and wide-spread form of violence)
2. Hot spots in the modern world which provoke violence
- Geopolitical factors
- The Near East
- North America
- World terrorism
3. Philosophical aspects of the problem
- Violence as a biologically conditioned process
- Physical and psychological violence
- Dealing with conflicts
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16. ROMANIA
SCHOOL: “George Baritiu” College
SUBJECT: English
TEACHERS: Claudia Stainer
CLASSES: XI
TIME: 50 minutes
TOPIC: Violence
OBJECTIVES:
1. to provide key topic vocabulary
2. to introduce the idea of appropriate language and connotation
3. to read for specific information
4. to practise giving opinions and agreeing and disagreeing about ideas
MATERIALS: textbooks, computer, handouts
ACTIVITY 1: warm up Time: 3‟
AIM: introduce the topic of the lesson: Violence
Procedure: brainstorming
The teacher tells the students that they are going to talk about violence. The students will
have to show their ideas about what violence means and give examples
ACTIVITY 2: Speaking Time: 10‟
Aim: to encourage the students to speak and improve the skill
Procedure: the students will watch a fragment from the film “Freedom writers” and will
make notes on the types of violence identified.
They will discuss about the film and will answer some questions:
1. Did you see the film?
2. Did you enjoy it?
3. What impressed you the most?
4. Have you ever witnessed any type of violence? Describe your experience
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17. ACTIVITY 3: WRITING Time: 10‟
Aim: to improve the students‟ writing skills
Procedure: individually the students will compose a poem by completing some lines with
personal information (worksheet 1). They will post the poems so that everybody can see them.
ACTIVITY 4: vocabulary: crime and punishment Time: 10‟
Aim: to focus on some words connected with crime and punishment
Procedure: the students will work in groups and will divide the words given into three
categories: criminals, law courts, sentences and punishments; when they have finished they
will give the definition of a word and the others will have to guess what word is being
defined.
ACTIVITY 5: speaking Time: 15‟
Procedure: The students will work in groups. They will be given worksheets describing
different situations. They will decide on the punishment for their case, will present it to the
classmates and discuss about their decisions. (worksheet 2)
ACTIVITY 6: homework Time :2‟
The students will work on 10 sentences which contain mistakes related to the vocabulary
practiced in Activity 4. They will have to identify the mistakes and correct them. (the
sentences are ten incorrect definitions of the words: mugger, arsonist, hijacker, blackmailer,
judge, lawyer, prosecution, defendant, suspended sentence, capital punishment.
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18. WORKSHEET 1
CHANGE
I was _________________________________________________________________________.
(a description of who you were)
I remember
______________________________________________________________________________.
(describe a sad memory from your past)
I heard
______________________________________________________________________________.
(something you wish you didn‟t hear)
I saw
______________________________________________________________________________.
(something you weren‟t supposed to see)
I worried
______________________________________________________________________________.
(something that troubled you)
I thought
______________________________________________________________________________.
(a description of where your life was headed)
But, I want to change.
I am__________________________________________________________________________.
(an accurate characteristic of who you are)
I think
______________________________________________________________________________.
(how you perceive the world)
I need
______________________________________________________________________________.
(a goal you wish to fulfil)
I try
______________________________________________________________________________.
(something that will help you improve yourself )
I feel
______________________________________________________________________________.
(describe an emotion)
I forgive
______________________________________________________________________________.
(someone or something that caused you pain)
Now I can change.
I will _________________________________________________________________________.
(a positive prediction of who you will be)
I choose
______________________________________________________________________________.
(something you want to do differently)
I dream
______________________________________________________________________________.
(something you dare to dream about)
I hope
______________________________________________________________________________.
(something positive you strive for)
I predict
______________________________________________________________________________.
(how you see yourself in the future)
I know________________________________________________________________________.
(a description of your future self )
I will change
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19. WORKSHEET 2 for Activity 5
1. David Smith, 34, of New Jersey, created the Melissa computer virus – the first major
virus spread by email. The virus caused more than US $80 million in damage.
2. Army Major Charles Ingram went on a TV quiz programme called „Who wants to be a
millionaire?‟ He arranged for his wife and a friend to cough during the quiz to help
him get the correct answers. He won a million pounds.
3. Twelve young men were involved in fights and damage to property in the centre of
Coventry after a football match.
4. 20-year-old Richard Ure, driving on his own, took part in a high-speed car chase with
another car with 4 teenagers. The teenagers‟ car crashed and all the four were killed.
Richard survived.
SCHOOL: “George Baritiu” College
SUBJECT: Maths
TEACHERS: Pop Anca-Elena
CLASSES: X
TIME: 50 minutes
TOPIC: Gathering and classification of statistic data
General Competences:
1. To identify data and mathematical relationships and to correlate them according to the
context in which they were defined.
2. Processing the data- as quantity, quality, structure, and context, within the mathematical
enunciation.
3. Using algorithms and mathematical concepts for a local and global characterisation of a
concrete situation.
4. Expressing mathematical characteristics, both quantitative and qualitative, of a concrete
situation, and the algorithms to process them.
5. To analyze and interpret mathematical characteristics of a problem- situation.
6. Making a mathematical model of different problematic contexts, by integrating knowledge
from different fields.
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20. Specific competences:
1. Recognizing statistic data regarding the school violence in concrete situations.
2. Basic interpretation of statistic data using financial computing, graphics and charts.
3. Using algorithms specific to financial computing, and statistics to analyse a situation.
4. Transforming practical problems about violence in schools in mathematical language
through statistic means.
5. Analysing and interpreting practical situations with the help of statistic concepts.
Values and attitudes:
1. To develop an open and creative thinking, independent thinking and action.
2. Showing initiative, availability to take on different tasks, conversation, perseverance and
ability to focus.
3. To develop an aesthetic and critical sense of willingness to appreciate rigor, order and
elegance in the architecture of problem solving or building a theory.
4. Developing the custom of using mathematical concepts and means to approach a usual
situation or to solve a practical problem.
5. To develop the motivation to study mathematics as a relevant field for social and
professional life.
DIDACTIC MEANS:
 Means and procedures: euristichal conversation , exercise, problematisation, individual
work, guided discovery
 Way to organize the classroom: frontal, individual
 Means to evaluate: analysing the answers; to analyse and compare the pupils results; to
appreciate the correctness of problem solving of the applications (verbal / giving grades
for the pupils activity).
RESOURCES:
 manual, problem charts, backboard, chuck
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21. STATISTIC DATA: GATHERING AND CLASSIFYING THE DATA
THE ACTIVITIES
No. The Teacher’s Activity Students’ Activity
instructional
moment
1 The The teacher checks if the pupils have with them the They prepare for the
organization book, notebook, pen, chalk, sponge. lesson
moment
2 Enouncing The teacher announces the 5 specific competences. They listen to what
specific the teacher presents
competences to them
3 Actualisation 1. What lesson did you prepare for today? 1. Financial
of computing elements:
knowledge percentages,
acquired in 2. What homework? interests, TVA
previous
lessons 2. Five problems
about percentages,
3. Checking the homework interests, TVA, and
personal budget for a
month.
4. Four students are chosen to solve a problem on the
3. The students
blackboard.
present the notebook
for homework.
4. Some students are
chosen to solve the
homework on the
blackboard, and the
others fallow in their
notebooks the correct
procedure to solving
it.
5 Presenting We will solve the following problems : The chosen students
the content will solve the
and the new 1. The number of events having violent problems on the
consequences was 54 last year in the whole
learning blackboard, and the
county with 11% less than the previous year.
tasks How many events took place two years ago? rest in their
Of the 800 students in one school, 2% acted notebooks.
violently in the last school year. How many
students are there?
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22. 6 Directing the The teacher follows the solving of the problems on the The students solve
learning blackboard and in the notebooks, corrects the each problem
process and mistakes, and makes remarks to help solve the individually and
evaluation problems rapidly. correct the mistakes
in their homework,
when the teacher
makes the correction.
7 Preparing Next, I would like to underline the connection The students pay
the new between mathematics and preventing violence. As attention to what the
lesson you know, we discussed in the past about how teacher says
mathematics helps us develop a logical and rational
way of thinking Rational thinking helps us make the
correct decisions, in every day life, and to control the
impulses that might sometimes lead to violence of all
kinds: verbal, non-verbal or even physical. Any
conflict can be solved by communication
We continue to study practical lessons and today we
will talk about statistical data. The title of the lesson is
“GATHERING AND CLASSIFYING STATISTIC DATA”
8 Intensifying Our every day life gives us many experiments that can The students watch
the be repeated. By statistic data, we understand values the lesson in the AEL
retention of physical or economical measures, obtained by programme.
and transfer measuring. To make this information useful, statistic
of data are processed by statistic means that refer to
information gathering, classifying, processing ad interpreting
them.
Definition: We have an experiment E and X the
measure referring to the E experiment. Any finite
series of values of X, noticed or measured, not
necessarily different ones, is called series (or a series
or selection) of statistic data, of the volume n. Any
subseries of those are called an sample. A sample is
thought to be representative according t the context.
Statistic analyses is done in many cases. As an
example, with polls regarding elections, the statistic
population is represented by all people that have the
right to vote, but, with the polls, the interviewed
citizens are only a small part of this population.
We present a few terms specific to the vocabulary of
statistics:
a) Any statistic study is made upon a certain
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23. mass called a statistical population.
b) The elements of the population are called
statistic units.
c) Statistic analyse has as object a propriety of
the statistic units called characteristic, that
can be quantitative (expressed through a
number) or qualitative.
d) The values characteristics are called statistic
data
Grouping statistic data by classes of variation of the
numeric characteristic X, with witch you make the
statistical analyse is useful for quantitative The students watch
characteristics, which take a great number of values the lesson in the AEL
programme.
There are 3 main methods to gather the data :
1) Retroactive data extracted from archives or
statistic yearbook
2) Direct observation.
3) Planned experiment, determining the
evolution of some processes or phenomena.
Graphic representation of statistic data:
A. Circular diagram
B. Diagram through strips and columns
C. Diagram through bars
9. Feed-back Independent work :
1. Make a statistic of verbal violence at the
students that are present in your class.
2. Make a statistic of the citizens of your city
that were victims to domestic violence in 2010
3. Homework: problems 1,3,5,7,page 96 from
the textbook.
10. Evaluation at The students that participated in the lesson are given
the end of grades.
the lesson
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24. SCHOOL: „George Bariţiu” Technical College Baia Mare
SUBJECT: Religion
TEACHER: PROF. Haiduc Marcela
CLASS: IX-th
TIME: 50 minutes
THEME: Living the Christian doctrine. The role of youth in defence of life (fighting
violence, suicide, euthanasia, the degradation of human dignity)
SPECIFIC COMPETENCES:
At the end of the lesson, students will demonstrate the following competencies:
C1 - identification and definitions of suicide, euthanasia, violence, degradation of dignity,
C2 - support the argument of our Church‟s teachings on these issues,
C3 - the use of moral knowledge - religious and analysis data solving situations;
C4 - comparison point of view of the Christian Church with other points of view about
violence, suicide, euthanasia,
C5 - making personal views, arguing
TEACHING STRATEGY:
1. Methods and procedures: explanation, explanatory, questioning, debate, religious reading,
conversation,,
2. Public education: Sacred Scripture, worksheet
3. Forms of organization of work of students: Frontal and activity groups, individual.
RESOURCES:
Official: curriculum for the discipline of religion, class XI. Indicative timing. Unit Design:
Christian Ethics
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25. Nr. Lesson Time Methods and
The teacher’s activity The student’s activity
crt. moment (min) procedure
Prayer Prayer
Organisation Writing the absents
1. 2‟
moment Preparing the lesson
Preparing to begin the lesson
Organize the class in two teams for the debate:
- one that supports civil law
- the other supports the religious law - The teams express their opinions
Checking
2. 6‟ - leaders of the debate for and against the civic/ religious Debate
knowledge
- Conclusion. Religious law is superior to civil law laws
because the church respects the right of life of all
people.
God made the world good and all the things in
perfect harmony (F. Ap. 17, 24). Thus, we find out They listen carefully and ask
from the biblical fragment that after each stage of questions
order such as the existential categories, God, saw
that what he had done is very good; what he had
done was it an anthropomorphic form of conversation
expression by that just shows the goodness of the
created state. Moreover, after the 6th and last stage
of creation when man is brought to life, it is stated
Capturing
3. 12‟ that God looked at everything that he had done
their attention
and all were very good Gen. 1, 31) .-
This serious form of deterioration of interpersonal
relationships occurred even within the first family,
the murder of Abel by his own brother, who was
Cain (Gen. 4.8 U.S.). From the beginning to the
end of the Scripture condemns the sin of violence.
Another word even more suggestive illustrative
that the Saviour is this: Heard you that it was said
of old Do not kill, and kill him that is worthy of
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26. Nr. Lesson Time Methods and
The teacher’s activity The student’s activity
crt. moment (min) procedure
trial. But I say: Anyone who is angry with his
brother will be worthy of trial, and he who says to
his brother Netrebnicule!, Will be worthy of the
Sanhedrin trial, and at what he would say fool!, They listen carefully and ask
Will be worthy hell fire (Matt. 5, 22). questions
Communicati
It is written on the board announces new lesson They write down the date and title
ng the lesson
title: of the lesson.
title and the
4. 2‟ The Role of Christians in promoting religious They listen carefully to what the Explanation
competences
values & quota; It presents lessons derived teacher tells them.
that will be
powers. They remember the competences
developed
The sequence of teaching moments:
- Introduce students to our Church teaching on
Christian values (see Worksheet) using the
following plan: Introduction:
1. Faith
Communicati The students listen carefully and
5. 2. Hope Exposure
ng the new 15‟ talk to the teacher, using the lesson
3. Love Conversation
information scheme and their notebooks
4. Justice
5. Freedom
6. Peace
7. Holiness
8. Faith and moral teachings note: being deeply
human values, we help our moral perfection, they
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27. Nr. Lesson Time Methods and
The teacher’s activity The student’s activity
crt. moment (min) procedure
must be promoted, primarily by example.
7‟ Ask students: They identify Christian values and
a) Identify and define Christian values and moral define them:
virtues of the proposed text into the worksheet,
then list the ways of acquiring and fulfilment in
their personal life. Conversation,
1. (I. Cor. 13.13) 1. ...faith, hope and love working with the
2. “Peace is a treasure... ” (St. Augustine) 2. ... peace ... Holly Bible
Fixing and 3. St. John Chrysostom 3. ... liberty ...
6. systematic 4. (I. Ptr. 1.15) 4. ... holiness ...
knowledge b) to read the parable of life (see the chart) to
identify Christian values and how they can and They listen carefully Conversation
should be harnessed, addressing this question: They answer to the teachers
- judge how he managed to reconcile justice, requests
which is the value that must enforce it, with love,
which he owes his friend?
... by evaluating both values
correctly.
Addresses the following questions: They answer to the teachers
1. Instead of the two which you want to be? requests:
2. Have you ever been put in such situations? How 1. ...
Association
have you coped? 2. ...
7. and 4‟ Association
3. Have you seen other situations in which
generalising
Christian values have not been promoted or have
been replaced with others, or have been 3. ...
misunderstood?
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28. Nr. Lesson Time Methods and
The teacher’s activity The student’s activity
crt. moment (min) procedure
Note: learning Christian values lead to human
perfection, the relationship between people, but
must be promoted by personal example.
- Makes general and individual feedback on
students; participation and involvement in the
8. Evaluation 1‟ lesson - listen to the evaluations
- Evaluate students who participated actively and
effectively
The prayer The prayer
9. Ending 1‟
TEACHER: engineer Pîrlog Păuniţa
SUBJECT: Assuring the Quality (Technology)
SCHOOL: Technical College „George Bariţiu” Baia Mare
CLASS: 12th
TIME: 50 minutes
TOPIC: Controlling the quality of the educational activities that take place in a school unit.
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29. GENERAL COMPETENCES:
 To practice management activities of activities in different environments,
organisations, economical units, or school units.
SPECIFIC COMPETENCES :
1. To specify certain competences of „quality control” ;
2. To make logic connexions between components of quantity control and those specific
to school environment;
3. The students must recognise inappropriate behaviours, offending, aggressive and
forms of violence (verbal or non-verbal);
4. To understand the negative consequences of violence against others;
5. to fight back violence by involving students in community actions, as future decisive
factors;
OPERATIONAL OBJECTIVE :
O1 : To define the concept and the components of assuring quality and controlling the
quality;
O2 : To identify weak points in the organisation Q.A. and Q.C. of activities, that can lead
to aggressive attitudes and circumstances and violent behaviour (verbal or non-
verbal);
O3 : To see a difference between behaviours in frustrating situations, that may cause
anger or violence (verbal or non-verbal);
O4 : To know the consequences of violent behaviours upon others;
O5 : To combat any act of violence or intention of violent action.
MEANS OF TEACHING-LEARNING: conversation; explanations; group work,
role play
MATERIAL RESOURCES: worksheets, markers, video projector, laptop, flipchart
paper
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30. Nr. Durat Didactic strategies
crt. Lesson moment Objecti The content of the activity ion
Teaching and Means material
ves The teacher‟s activity The student‟s activity assessment resources
methods
1. Arrangements Making the presence of the Students will be grouped into five teams, according to 2‟ Conversation - School Catalogue
collective the multiple intelligences identified in the class: - 5 cards with
 Group I – Spatial Intelligence / Visual: multiple types of
Organization of teaching Represent schematic drawing situations pro / cons intelligences
material and students. that are / not in school provides AC and DC. identified in the
 Group II – predominantly linguistic classroom.
intelligence: Identify the most common acts of - Documentary
misconduct, misbehaviour in school, among pupils, sheets 1, 2
students, teachers, etc.
 Group III – Logical-mathematical
intelligence: Establish measures to prevent / combat
violent acts of verbal, nonverbal identified in
school.
 Group IV – Body and kinaesthetic
intelligence: Make a sketch, movie, ppt, etc., to
highlight a conflict situation encountered in school.
Group V – Intrapersonal intelligence: Apply
questionnaire classmates by which to assess what
types of violence seen in school and is the
frequency with which these events take place.
2. Capturing the Distribution of student Students / groups will receive the worksheet with the 3‟ Conversation Notebook,
attention worksheets and explanation group task. (See Annex 1). Exercise Work sheets 1, 2, 3,
tasks. 4, 5
3. Announcing the Announcing the lesson theme Students will be asked to respond to questions from 5‟ Conversation
lesson theme and „Quality control of educational teacher. Notebook,
objectives activities conducted in a school Documentary
unit” and the objectives as the sheets
following questions: Work sheets
• How do we define Q.A. and
Q.C.
• What are the components Q.C.
• How to provide Q.A. and Q.C.
in our school ?
• How you can participate in
improving the safety climate in
the school?
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31.  What methods of control of
aggressive, violent you take you
if you were the school principal
for a day?
O1 How do we define violence? Students / groups will address the workload specified Conversation Annex 1
4. Directed learning in the worksheet. (See Work sheet 1). 15‟ Case study
Work sheets
O2 What are the weaknesses / Students / groups will address the workload specified Learning by
proposals for improvement in in the worksheet. (See Work sheet 2). discovery Internet sites
the organization of Q.A. and indicated in the
Q.C. in school? Problem solving bibliography
O3 What are the consequences of Students / groups will address the workload specified Guided dialogue
violence on children’s in the worksheet. (See Work sheet 3). Role play
development?
Simulation of
O4 Know the consequences of Students / groups will address the workload specified problematic
violent activities over others? in the worksheet. (See Work sheet 4). situations
O5 Methods to combat acts of Students / groups will address the workload specified Explanatory
violence or violent intent. in the worksheet (See Work sheet 5). Exposure
5. Evaluation / self- It appears from the work of - - Each group presents / submits theme that has 10‟ The groups of Slide shows,
evaluation groups of students been assigned to resolve. students support drawings,
- - To make additions, comments, appreciations their ideas by questionnaires to
of the solutions presented. presenting the tasks identify the
they had solved. violence
phenomena in
school
6. Fixing knowledge O1 Distribute to the students Annex • Students will be divided into three groups. 15‟ Team work - Worksheet 2:
O2 2: A MOMENT‟S IMPULSE - • Each team member has a role: (narrator, designer, -Worksheet 3, 4:
O3 impulse, and the following tasks theorist, representing the team) Learning by The consequences
O4 are given: • The representative of each team will present the cooperation of violence
O5 • Each team expresses its poster in front of the group. - flipchart
opinion: who and how they were Study case
affected by violent offense,
giving the landmark Annex 3
WHO / HOW?;
• Each team will develop a
poster to represent the people
affected and the effects of
violence on them.
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32. ANNEX 1
How we define violence? How can we define abuse and what are its forms? What are the consequences of violence on children’s
development?
"...respecting human rights must be part of the global The main purpose of abuse is to get power and control The main function of the family, raising children, is distorted
education and human dignity, and all the aspects of physical or ( Ganley,1996). There are 5 types of abuse that can by large and dramatic consequences in the future. Disruption
mental violence against any person is a violation of his rights " appear in a relationship based on violence: physical, of this function usually occurs as a chronic condition that
European Parliament, Resolution, 11th of June, 1986 emotional, economical, psychological, and sexual. worsens in times of violent events. Trauma research shows
that children who grow up in an atmosphere of violence,
From a clinical point of view, a widely accepted definition of In physical abuse, a person tries to cause an even if they are not direct victims, is more intense and more
violence is that of Stark and Flitcraft: injury to another person, through shouting, stabbing, profound impact and lasting only if co
pushing, hurting by using blunt objects, legs,
”Domestic violence is a threat or the infliction of a physical Children who grow up in violent families develop behaviours
injury, present or a past one, in the context of a relationship In emotional abuse, a person tries to undermine and a physical condition that makes them easily recognizable.
between social partners, regardless of their legal status . The the personality of another person, through critics, They have:
physic or sexual assault may be accompanied by intimidation insults that cause an inferiority feeling and the ability to
or verbal abuses; the destruction of property belonging to the manipulate. - physical problems, unexplained illnesses, exposure to
victim; isolating from friends, family or other potential sources accidents in the house and outside the home, slower physical
of support; threats made to other significant persons for the In economic abuse, the abuser takes the victim development
victim, such as children; theft; controlling the victim‟s money, in a financial dependent position (Chez, 1994). The - emotional and mental problems: increased anxiety, feeling
personal belongings, food, journeys, telephone or other abuser is the one who decides how money will be of guilt, fear of abandonment, isolation, anger, fear of injury
sources of care and protection”. spent, which can involve different financial knowledge, and death
or it can intersect with certain economic levels. - psychological problems: diffidence, depression, comparison
Examples of maintaining financial control are those with peers happier life
Any harming action, physical or emotional, that takes
where the victim is not allowed to work, strict records - behaviour problems: aggression or passive aggression of
place between the members of a family, is called ”domestic
on each dollar spent are kept or the abuser does not others, sleeping problems, enuresis, fighting, running away
violence” The abuse within a family can have many forms:
accept for the other person to get employed from home, young pregnancies, relationships to escape from
verbal abuse, economic abuse, isolation from friends and
family, threats or assaults that can cause the death of one of home, mutilation, drug and alcohol consumption, defensive
the partners. The experts who study this problem agree that Through the fact that it leads to the installation of behaviour with error
fear, psychological abuse, is a way to ensure that the - school Problems - confidence, elimination, sudden changes
this is the most commonly met with type of violence, because
abuse dominates the victim. The threat of violence can in school performance, lack of concentration, lack of social
some of these facts are not reported to the police or to
be channelled directly to the victim or can become a manners
hospitals.
threat of suicide. Intimidation can be directed both to - Identification with negative heroes
property, a loved one or pet.
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33. ANNEX 2
THE MOMENT’S
IMPULSE
A 40 years old woman is robbed one evening by four young people, who were
returning home from a club.
The police investigation reveals that the woman was pregnant, had 3 more children
at home, two bank credits that had to be paid from the pay check that was stolen from her
and that the physical injuries caused by the young people needed 12 days in the hospital.
From the declarations of the young men, they were 12th grade students, they were
unaware of the woman’s problems and regretted what they did.
All that they can remember from that night was that they were a little drunk and they
needed some money to continue their fun time in the club.
They did not expect for the woman to fight back and they had to hit her. But it
happened and now they regret it.
One of them was caught a week later, when he was placing in the woman’s postal box
the papers discovered in the stolen purse , convinced that it is the least he can do to fix it.
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34. ANNEX 3
WHO? /HOW?
(WHO WILL BE AFFECTED?)
(WHAT WILL THE EFFECT BE?)
Who: THE VICTIM Who: THE AGGRESSORS
How? How?
 Incapable to forget  They can face a legal trial
 Frighten  They will ha have a criminal record
 The injuries need hospitalization  They can get a fine
 Depression, shock  They can be sent to a re-education
 Difficulties to do some of the things she centre
usually did (to go to work, to take care of  They can get to prison
her children)  They can be labelled, stigmatized
 Nightmares, insomnia  The feeling of guilt, shame
 Incapable to recover what she lost  Loosing their friends
 Incapable to pay her debt  They will have to lie to hide their
past
 They will have problems at school
Who: FAMILY Who: SCHOOL (the aggressor in school)
How? How?
 reproaches from the parents  The other students will reject them
 fights, everybody blames everybody  Bad reputation
 making some already existing problems  Missing school
even more serious  Missing school while executing the
 the family will feel ashamed punishment
 being ignored, feeling contempt from the  A low grade for the behaviour in
neighbours school
 the family is divided into camps  being expelled
 the child is ignored by the parents  being labelled: “felon”
 interdictions, severe restrictions  every time a crime occurs in school,
they will be the first that are
suspected
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35. ANNEX 4
CONSEQUENCES OF VIOLENCE
Using the information from the work chart WHO/ HOW?, make a poster to represent all the
persons affected by the crime presented in the Study case A MOMENT’S IMPULSE and complete
the free lines with the effects you think the crime might have upon those persons.
Chose one person to present the final product of your team in front of the classroom.
The person:
Effects:
The person: The
person:
Effects:
Effects:
The person:
The person:
Effects:
Effects:
The person:
The person:
Effects:
Effects:
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36. Documentary sheet 1
THE CONCEPT OF QUALITY ASSURANCE
QUALITY ASSURANCE
Assembly seeking preventive activities in a systematic
way to ensure fairness and effectiveness of:
Planning Controlling
Organization Coordination Training
With the purpose to secure
quality outcomes
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37. Documentary sheet 2
THE CONCEPT OF QUALITY CONTROL
Quality surveillance is ongoing monitoring and
verification of the status of an entity to ensure that
specified requirements are met.
Quality assessment is the systematic examination,
carried out to determine whether an entity is able to
meet the specified requirements.
QUALITY CONTROL
Quality inspections represent activities in which one
or more characteristics of an entity are measured,
examine, tried and the result is compared with the
specified requirements in order to determine the
conformity of those characteristics
The quality check is the confirmation of compliance
with the requirements specified by examining and
bringing tangible evidence.
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38. WORKSHEET 1
THE CONCEPT OF QUALITY CONTROL
Draw a scheme, and pro and cons situations through which one ensures the
Q.A. and Q.C. in your school. You may use this Quality control plan.
 In the figure you can see a
workstation monitoring,
inspection / verification /
inspection.
 Fill in the boxes following the
words missing from the list of
words at their disposal
Systematic examination
monitoring check
try measure examen
Confirming the conformity
By quality monitoring we understand the and of
the state of an entity, to ensure that specified requirements are met.
Quality evaluation represents the , made in order to
determine the measure in which an entity is able to comply the specified
requirements.
The inspection of quality represents the activities through which
, one or more characteristics of an
entity and the results are compared with the specified requirements, eith
the purpose to determin the conformity of these characteristics.
To verify the quality represents with the
requirements or with the specified requirements, by examining and giving
tangible evidences.
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39. WORKSHEET 2
Weak points/ improvement possibilities in organising the Q.A., Q.C. in school
Identify the most frequent acts of indiscipline, inadequate behaviour in school, between
students, students- teachers, etc.
You can use the following work plan: each student in the working group will refer to one of
the issues outlined below and in the end will be a ppt with results.
1) Violence in school
• violence between students
• violent acts from students towards teachers
• violent acts of teachers towards students
• parents- their part in school violence
• violence near the school
2) When and where does violence between students appear?
3) Who is being violent towards whom?
4) What inadequate behaviour do teachers have towards
students?
5) What are the forms of violence of students towards teachers?
6) Is there any form of violence from the parents in the school ?
7) Is there any violence around the school?
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40. WORKSHEET 3
Establish measures to prevent / combat violent acts of verbal, nonverbal identified in school.
Identify the most common acts of misconduct, misbehaviour in school, among pupils,
students, teachers, etc, and propose measures to prevent / control.
You can use information from the studies presented below, on which you build and other
proposals in this regard:
a). Opinions on the sources of violence in schools
HEAD MASTERS AND TEACHERS SCHOOL COUNCELORS
- Student programs loaded induce stress, fatigue - Student-teacher communication is poor
- disadvantageous schedule - a subjective evaluation of the students
- working with too many students in the classroom - Students have a negative influence of problem
- difficulty to use the same methods to different
- Teachers do not have adequate pedagogical
students (some difficult)
training
- poor school infrastructure
- In the competitiveness of the school climate is
- lack of extracurricular activities; predominantly
OPINIONS ON THE SOURCES OF
VIOLENCE IN SCHOOLS
- lack of school souncelors.
PARENTS STUDENTS
- Differences in socioeconomic status (student- - Poor communication between teachers and
student, professor-student), the diminished authority students
of teachers. - Subjective assessment of the teacher
- The teachers lack of interest in the pupils
- Poor protection measures
- Evaluation bias
- School lax regulation (lack of evidence identifying
the students) - teaching unattractive
- This dangerous elevilorproblemă - competitive climate
- Reduce teacher authority. - verbal abuse of teachers (rarely physically)
- Sanctions unwarranted.
b) Tips to identify monitor and prevent inappropriate behaviour by teachers against
students:
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41. - Identification:
Questionnaires for students, teachers and parents.
In order to identify possible sources of violence, you can use questionnaires for students,
teachers and parents. The answers to these questions will provide an insight into situations of
violence and sources of teachers in your school.
- Monitoring:
Criteria and indicators to help identify sources of tension.
Include in the observation sheet for the work of teachers, criteria and indicators to help
identify sources of tension in the school. It can develop a series of indicators based on the
following criteria:
- The manifestation of physical aggression against students
- Manifestation of verbal and nonverbal aggression
- The degree of transparency in evaluation
- The degree of implication of pupils in the assessment process
- Adequacy of sanctions
- Discriminatory attitudes
- The attractiveness of the content of the lesson
- The degree of participation of the students in the learning process
- Differential treatment of students
- The degree to encourage individual initiatives degree students in learning
- The degree to encourage communication and cooperation between student
- Preventing (check):
"Urn of students"
The creation of a special place in school where students feel safe with the possibility to
inform about any inappropriate behaviour in school. Proposals from the Students Council to
identify school through debate and other original and effective ways, the situations faced by
students in school. Their feedback are important resources for establishing the school‟s future
development strategies.
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42. WORKSHEET 4
Make a sketch, movie, Power Point Presentation, which highlights a conflict situation
encountered in school.
Identify the most common acts of misconduct, misbehaviour in school, among pupils,
students, teachers, etc., then highlight the conflict situation by assuming the roles established.
WORKSHEET 5
Make and than apply a questionnaire to your classmates, to assess what types of violence re
seen in school and what is the frequency with which these events take place.
Identify the most common acts of misconduct, misbehaviour in school, among pupils,
students, teachers, etc, then create a questionnaire, apply it to your colleagues in class and
develop some conclusions that emerge from the study conducted by you.
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43. SLOVAKIA
English
Class/Level: upper
intermediate
10 – 15 students in the class
The scene of the crime
Topic: Students read a short crime articles, and relate the event
as if they had just witnessed it
Language: Structure: the past tense, the past perfect
Function: narrating dramatic events
Objectives: Students will be
able to recognize the forms and
types of crime and violence at Learners will develop:
home or in public, support the - all language communicative skills, particularly speaking
fight against crime and through a role-play task and a discussion
violence , be aware of possible - knowledge about crime and violence
punishments for committing a - how to prevent and fight against crime and violence
crime, giving useful punishments, solving conflicts in a
students should search the peaceful way,
solutions how to prevent crime taking compromise, being tolerant towards others with
and violence in narrating different points of view on life
dramatic events and a group
and a class discussion
Textbook, workbook, dictionary, photocopies of the short,
dramatic articles(vandalism, blackmailing, shoplifting,
Teaching aids: theft, smuggling, burglary, robbery, terrorism,
kidnapping, murder, home-violence), photographs of a
burglary, a bank robbery, home-violence, etc.
Procedure: Timing Steps
If students have any stories, they can tell of a
crime that they may have witnessed. If they
10 are reticent, you should provide a story from
your own experience. The stories can be true,
hearsay, or well-known events
The class is divided into pairs (A and B), or a
group of three, if there is an odd number. The
stories are distributed, and the students are
10
asked to read one of the articles silently. Make
sure that each member of the pair or group
reads a different story.
Ask each student, in turn, to recount the story
he or she has just read to the other member(s)
of the pair or group, as if the event has just
10
happened. Tell them that they may ask each
other questions, and may invent details if they
wish to.
43 | P a g e

44. Students individually or in pairs or groups,
work out the exercise, in which their task is to
complete the gaps in the sentences with the
names of the punishments. Then they prepare
for discussion of possible ways how to punish
the crime and how to fight against it and
10
prevent it.
Sum up the vocabulary items of the crimes,
criminals and punishments, giving their
definitions, and then the students guess them.
Give the students homework:
5
“Criminals seem to be getting younger and
younger.”
They should write a report on the increase in
the number of young offenders, and suggest
suitable ways of punishing them and
preventing them from offending again.
The main aim of this lesson is to encourage the students
to point out at the crime and violence in our society and to
Notes:
prevent it, using the information, they have read in short
articles and expressed in a class discussion.
Author: Renata Rabanská
Subject Chemistry
Grade (Age 16 – Second
17)
Topic Hydrocarbon Derivatives: Alkaloids
Teaching forms
and methods group work, work with textbook, IT work, discussion
Procedure Timing Steps
5 Short discussion about drug abused people
5 Presentation Chemical structure of alkaloids
10 Watching a short film aimed at the impact of alkaloids
on living beings.
Students express their opinions and feelings of that
phenomenon
Students read the text about abusing the substances on
5 the base of ergotic alkaloids
10 Group work
1st group:
students will discuss an impact of taking drugs on our
health. They will concentrate on frame of mind, state of
health and emotions.
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45. 2nd group:
students will discuss a withdrawal syndrome –
a necessity to get another dose and what consequences
it can have
3rd group:
students will discuss the society and drug addiction,
how it can influence human existence
10 Students will present the results of their group work and
discuss them with the other groups
Notes The main aim of this lesson is to give students
information about alkaloids and their dangerous
influence on living beings.
Author: Mgr. Dagmar Černáková
Subject German language
Topic Relationships in the company, origin of the conflict and its
settlement
Age 18 - 19
Students can solve a conflict from their personal
Objectives experience
Students will learn to solve problems in the class in a
positive and non-violent way
Teaching aids questionnaire, German language dictionary, PC, projector
Procedure A/ Collecting information from students –
1.what problems They have to face in the class,
2. in what way they would solve them
B/Problem setting – through the text and Picture on the
projector
C/ group work – two groups, each in the group has his own
task
- 2 students – involved into the fight – they are
describing their own vision of the situation
- 2 students – observers of the fight will prepare the
description of the situation from their point of view
- 2 students – they will get a form (protocol) and ask
questions to the participants and observers of the
fight and make notes in the protocol, they are
searching for the fight reasons and finally they will
have to find an optimal solution.
D/ presentation of the work in the groups
Author: Mgr. Marica Pavlovičová
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46. Subject History
Grade (Age 17 – Third
18)
Topic Forms of totalitarian power
Teaching forms
and methods group work, work with textbook, discussion
Procedure Timing Steps
5 Teacher‟s explanation of totalitarian attributes
20 Work with textbook
Students study the chart of totalitarian systems.
They underline typical totalitarian attributes.
In teacher-driven dialogue, they compare the totalitarian
attributes with the forms of democracy.
Self-driven work:
10 Each student works with the chart of totalitarian
systems they choose those ones, which cut down civil
and human rights.
Notes 5 Conclusion should confirm students in conviction that
these systems are violent and cut down human rights.
Author: RNDr. Mája Oboňová
Subject Physics
Grade (Age 17 – Third
18)
Topic Nuclear physics: nuclear chain reaction
Teaching forms
and methods watching a short film, group work, work with textbook, discussion
Procedure Timing Steps
5 Short discussion about nuclear fission – use of previous
students‟ knowledge
15 Teacher‟s presentation aimed at nuclear chain reaction
10 Watching a short film aimed at nuclear reaction
consequences
Students express their opinions and feelings of that
disaster
Group work:
10 students are divided into 4 groups and they are
discussing about the positives and negatives of nuclear
energy
students present their ideas to the class
Conclusion 5 Teacher – driven dialogue aimed at new knowledge
obtained during the lesson
Author: Mgr. Mária Olejková
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