Coexistence in the class, confliets and solutions.

1. Pedro Blanco
Sara García
Paula Yago
Laura Sánchez
Miriam Sánchez
Ilke Atican

2. ÍNDEX
Commitments
Value of coexistence
Nonviolence management
Feelings in the classroom
Problems management
Learning communities
Practice

3. PERSONAL COMMITMENTS
Do not be so shy Miriam
Improving personal skills Pedro
Speaking in English quickly Laura and Sara
Organize Paula
Understand more Spanish Ilke

4. GROUP OBJECTIVES
Correct the spelling mistakes
Teaching how to coexist
Looking for extra information
Work in a cooperative way
Informatic learning

5. 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

7. VALUE
CORAGE.
COEXISTENCE.
RULES.
“Coexistence consists on living with other
people”.
We must to behave properly, so everyone
should be comfortable.

8. 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.

9. MULTICULTURAL
EDUCATION
INTERCULTURAL
EDUCATION
STATIC. DYNAMIC.
AUTONOMOUS
VISION
GLOBAL VISION.
FOCUSING ON THE
DIFFERENCES
EQUAL
RELATIONSHIPS.
DESCRIPTIVE POINT
OF VIEW.
INTERACTIVE POINT
OF VIEW.

10. 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.

11. 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.

12. 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

13. 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.

14. 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.

15. WHERE DO WE
HAVE TO ACT?
THE
TRADITIONAL
SCHOOL WAS FOR
BOYS WHITE SKIN
HEALTHY
“NORMAL”
SPANISH-
SPEAKING
RELIGION
NATIVES
NON-
GYPSY
MONARC
HIST

16. WHERE DO WE
HAVE TO ACT?
5 FIELD OF ACTION
OF THE SCHOOL
INSTITUTION
REGARDING
INTERCULTURAL
EDICATION:
ADMINISTRATIVE
LEVEL
CURRICULUM
LEVEL
HUMAN
RECOURSES
LEVEL.SERVICE
LEVEL.
INSTITUTIONAL
LEVEL

17. WHERE ADVANCE?
INSTITU
TIONS
LEARNI
NG
INSTITUTIONS
LEARNING
PERMEABILITY
COLLAGIATE
FLEXIBILITY
CREATIVITY
RATIONALITYY
REFLEXIIVENESS

19. PEACE:
-Serving justice
-Resolve
conflicts in non-
violent way
-Achieving
harmony
• VIOLENCE:
-Violation of
human being
-Direct
-Structural
-Cultural

20. HOW TO TEACH THEM
In Language:
Texts with peace content
Non-sexist, non-exclusive
vocabulary (heavy instead of fat,
elderly instead of old)
In Maths:
Problem solving skills for managing
conflicts

21. In PE:
-Games that focus on trust and
cooperation
In Science
-Harmony with nature
In Social studies:
-History and culture of minority groups
(Gypsies, Latin Americans)

22. For Projects and Homework
Cooperative Learning
For Extra hours and activities
THE WORLD PEACE GAME

23. 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.

26. YOU CAN TEACH
Values and Rules
Beliefs and Religion
Peace and War
Problem Solving and Conflicts
Responsibility and Coexistence
Cooperation and Trust
Helping and Sharing

28. 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”.

29. 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

30. 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

31. “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.

32. CONFLICTS RESOLUTION
Create a good
environment
Are there any problem in
our schools? Which ones?
How are they solved?
Do we need a change?

33.  Deep review and
reflection of the situation.
 Name a action plan, the
steps to solve the conflict.
• Someone
responsible of the
mediation of
conflicts.

34. WE HAVE TO ATTEND TO THREE
ASPECTS:
REPARATION
RECONCILIATION
RESOLUTION

35. 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.

36. 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

37. Norms system Agreement of
coexistence
System of dialogue and solution of conflicts
Protector framework
https://www.youtube.com/watch?v=UT_xcy9oVOg

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

39. The transformation on
learning communities in
schools
Dialogic learning, through
participatory education
community.
Sensitization.
The dream.

40. 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

41. 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.

42. 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.

43. 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_peac
e_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”.