1. Comenius project Thessaloniky 30.3. – 3.4. 2009 Základní škola a Mateřská škola, příspěvková organizace Kunštát, the Czech Republic

2. Our progress  What we have done for creating social skills : - )

3. 1) Web pages  Our school address: http://www.zskunstat.eu http://www.zskunstat.euhttp://www.zskunstat.eu  What can you find there - English and Czech version - English and Czech version - links to other partner schools - links to other partner schools - information about the project (what is Comenius project, aims of our project, timetable, tasks to do, pictures from meetings..) - information about the project (what is Comenius project, aims of our project, timetable, tasks to do, pictures from meetings..)  We are working on the way how to put all the games there (large amount of data)

4. 2) Dictionary  We send some basic phrases to our dictionary.  Example: - Děkuji. – Thank you - Děkuji. – Thank you - Dobré ráno! – Good morning! - Dobré ráno! – Good morning! - Dobrý večer! – Good evening! - Dobrý večer! – Good evening!  Try to say this tongue twister: „Tří sta třicet tři stříbrných stříkaček přeletělo přes tři sta třicet tři stříbrných střech.“ „Tří sta třicet tři stříbrných stříkaček přeletělo přes tři sta třicet tři stříbrných střech.“

5. 3) Questionnaire  This questionnaire was created by company called SCIO (www.scio.cz) www.scio.cz  The title is – Map of the school  Areas we focused on - relationships - relationships - school environment - school environment - negative behavior - negative behavior - opinions on educational process - opinions on educational process - equipment of the school - equipment of the school - etc. - etc.

6. Questionnaire  The questions were answered by pupils, teachers and parents. and parents.  4 different types of questionnaires – for pupils from the first grade (age 6 to 10) – for pupils from the first grade (age 6 to 10) 18 questions answered by 159 pupils 18 questions answered by 159 pupils - for pupils from the second grade (age 11 to 15) - for pupils from the second grade (age 11 to 15) 33 questions answered by 148 pupils 33 questions answered by 148 pupils - teachers - teachers 33 questions answered by 22 teachers 33 questions answered by 22 teachers - parents - parents 33 questions 33 questions  Anonymous

7. Questionnaire  Types of questions: -Do your classmates behave well at school? -Thick everything you are afraid of at school. -Can you ask all your teachers for help? (1st grade) -Is school place where you feel good? -Are teachers fair to you? -How do you feel in your class? Do you have friends there? -Did you see any behavior connected with bullying? -Do you know where to find advice or help in case you have problems? (2nd grade) (2nd grade)

8. Questionnaire  Types of questions : -Are you satisfied with equipment of the school / cooperation among teachers and parents? -What do you like and dislike about our school? -Would you recommend this school to your friends? (parents) -How many points would you give to your school in area of school climate? -Do you feel that your work is appreciated enough? -Are you happy that you can work in this school? (teachers)

9. 4) Games and activities 1)Focused on the individual classes 2) Focused on cooperation among the younger and older classes

10. Games and activities  Focused on the individual classes - to create better relationship among pupils within - to create better relationship among pupils within one class, trying to get to know each other, one class, trying to get to know each other, understand different kinds of feelings, better understand different kinds of feelings, better relationship: teacher X pupils etc. relationship: teacher X pupils etc.

11. Title: Sheets on the back Use:Self-knowledge, rising ones self-confidence, supporting individuals by the rest of the group, feedback Equipment:Papers, writing tools (some felt-tips would be good), pegs for clipping the Sheets of paper on the backs Description:Every player has got two pieces of paper. On the first paper everyone write down several sentences about how would the other pupils rate (evaluate/value) him/her, what would they write about him and he hide the paper. The second paper is clipped to everyone’s back. All participants walk round with a pencil and they write briefly on the papers they are on the backs some positive characteristic feature of the owner of the paper. About 15 minutes later they take the papers off their backs and compare them with their hidden papers. They share acquired knowledge about themselves and attitudes of the others towards them with the rest of the group Alternatives: Note:It is possible to use this game also in PE or in English lesson

14. Title A miracle house UseGetting to knot the relationships within the classroom - sociogram. EquipmentWater colours. glue, pictures cutted from magazines, writing eguipments DescriptionSome time before this activity pupils gather pictures of things and subjects, which characterize themselves. In art lesson pupils paint a window – everybody has his/her own window. Everybody paint his/her face into this window. They subscribe themselves under their portrait in this way: every single alphabet of their name interprets something – an object, an animal…. Beside this they also stick on the window those collected pictures which characterize themselves. The point is that other pupils try to recognize – from the picture, from the enciphered name - who is the person in the window. Then there is a house painted on a big paper. Children set their windows according with who would they like to live. We should allow them to change it as many times until they´re ready and happy with the result. From the possition of the children´s windows we can conclude how the particular child feels in the classroom team – if he/she is inthe upper row or the lower row of the windows, who would he/she like to be a friend, or who is he/she friend with. AlternativesComposition – What should my friend be like? Discusion about living Everybody writes one sentence about him/herself on a paper. This paper goes round the classroom and everybody writes a sentence. Then the paper is read alloud and everybody has to explain his/her sentence. After this activity we can put the paper on the classroom board. NoteThis can help to envolve every single child into classroom team

15. Games and activities  Focused on cooperation among the younger and older classes - to create positive relationship among - to create positive relationship among younger and older pupils, to eliminate younger and older pupils, to eliminate fear, create responsibility fear, create responsibility

16. Title Night with Andersen UseCreating good relationships between pupils of different age, easier and better getting know each other, EquipmentVarious, depends on the particular program – they a¨re usually made by children or teachers in other subject (in art) – e.g. costumes, pictures, puppets.. Books chochen for reading DescriptionThis activity is held 4 th time at our school and it is focust on development of children´s reading. Our teachers with help of our older pupils prepare and a lot of activities for children in age of 7 –9 years. These activities have the same goal – to raise children´s interest in reading. Older students coordinate, help and guide small ones during the all night. And this is the poiunt: small ones are not afraid to ask for help or advice the olders and the olders who are responsible for the small ones learn to be patient and attentive. AlternativesAt our school we use activities where the older pupils help and prepare activities for the younger ones a lot. We have a very good experience with it. So bellow you can see a picture which is not only from the Night with Andersen, but it is from “Wandering round Kunstat” Note

18. 5) Ideas of our students There is a proposal of their project that will be done in those months.  They would like to concentrate on positive behavior to create a system of credits to create a system of credits  Credits are points for positive behavior, when somebody do something nice for others, comes up with improvements in area of relationship. improvements in area of relationship.  The aim is to form a system and conditions how they can gain and also lost credits, who would give the credits etc.  The best pupils could be appreciated at the end of the school term

19. Our Comenis notice board