UNITED IN DIVERSITY ROMANIA - online seminar

UNITED IN DIVERSITY ROMANIA - online seminar

1. PROJECT FUNDED BY THE EUROPEAN UNION THROUGH THE
ERASMUS+ PROGRAM, IN THE FIELD OF SCHOOL EDUCATION
KEY ACTION 2 - PARTNERSHIPS FOR COOPERATION
REFERENCE NUMBER: 2022-1-RO01-KA220- SCH-000085644
 
The European Commission support for the production of this publication does not constitute an endorsement of the
contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.

2. HOPE
PATIENCE
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PEACE
CONFIDENCE
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3. Many ethnic groups are acknowledged as living in
our region in Romania, including Bulgarians,
Turks and Tatars, Lipovans, Ukrainians,
Aromanians, Greeks, Germans, and Italians. In
addition, it is a model of relationships because of
the harmony and tolerance that all the residents
enjoy.

4. ..In Medgidia, it is customary for the
entire community to celebrate the
major holidays that are unique to
the ethnic Turks and Tatars.

5. The children's behavior also demonstrated the
harmony of coexisting in the society, which
made it an example worth imitating. We did
not find any signs of discrimination in our
school, regardless of the children's race,
religion, or the country they returned from.
Students from the Turkish-Tatar ethnic group attend
classes taught in Turkish, the Tatar language, and
Islam. The major religious holidays are theirs to
spend with their families.

6. ..
Our school has always Our school has always
promotedpromoted
intercultural dialogue.intercultural dialogue.

7. We, as teachers, are likely to confront a range of
different types of students—students with
different socioeconomic backgrounds, different
learning abilities/disabilities, and different ethnic
or religious identities.
That is why, working effectively with classroom
diversity is critical to promoting educational equity
and optimizing both access and outcomes.
Learning about diversity and developing strategies
for working productively with those who are
different entails short- and long-term benefits for
students.
Diversity in the classroom is a teaching tool and
opportunity for educational enrichment in itself. 
DIVERSITY MATTERS FOR STUDENTS

8. Types of diversity that can be present in the classroom include:
Ability diversity: This includes differences in students’ physical,
mental, and learning abilities.
Age diversity: This includes differences in students’ ages.
Gender diversity: This includes differences in students’ gender
identity and expression.
Ethnic diversity: This includes differences in race, ethnicity, national
origin, and languages spoken at home.
Religious diversity: This includes differences in belonging to and
identifying with the values and/or practices of a particular religion or
sect. 
Socioeconomic diversity: This includes differences in income,
education levels, occupations, and housing security and stability with
regard to students or their families.
Experiential diversity: This includes differences in students’ life
experiences, such as immigration, military service, adoption, or foster
care.
Geographic diversity: This includes differences in students’ local or
regional identity and experiences based on where they live, learn, and
play. 

9. Youngsters with special needs and those with disabilities
receive high-quality inclusive education on an equal
footing with other pupils.
Following the classroom teacher's and a support
teacher's adjustment of the curriculum to the student's
abilities, a customized intervention plan is designed with
both short- and long-term goals.
Students who are homeschooled gain from having a
customized remediation plan.
By locating disruptive elements and addressing
interpersonal issues, psychopedagogical counseling
provides assistance in situations when students fail
academically.

10. Problems satisfying all of the requirements
for learning and age-specific interpersonal
conflicts—especially with teenagers—are
usually the causes of school-related
disturbances to students' well-being.
Several suggestions were offered for
respecting diversity after an evaluation of
teachers' and students' expectations for
the educational process.

11. Kids are more able to support one another.
Low-trained individuals are assisted.
Everyone is contributing more to the task
solving process. The outcome meets
expectations.
TEACHERSTEACHERS ’ PRIORITIES’ PRIORITIES

12. Emphasis is placed on active learning
techniques: role play, school/community or
research projects based on particular
themes.
Clear and fair rules are applied consistently
for all students.
To stop undesirable behaviors, parents and
teachers should be urged to collaborate.
Particular exercises to increase self-worth and
self-esteem for pupils who are at danger.

13. EXAMPLES OF ACTIVITIES
My fingers make me special!
The students understand that each one is different and that their fingerprints are
unique. They understand that everyone has rights, but also responsibilities.
Stages:
The teacher prepares paints for painting the fingers. Children print their
fingerprints. The teacher explains the uniqueness of fingerprints: no one else in the
world has exactly the same fingerprints!
When the students are finished, they leave their notebooks open on the desk. Then
the students walk among the desks and look at the fingerprints of others. The teacher's
task is to indicate differences in fingerprints.
The students sit in a circle; a discussion about the uniqueness of everyone and the
fact that each person has rights, but also responsibilities begins. Children present
examples of rights and responsibilities that they share with their peers.
ASSESSMENT:
Alternative methods:
Elaboration and support of projects;
Organization of exhibitions;
Making up personal diaries;
Group work;
Interviews and debates.

14. FAMILIES ARE
DIFFERENT
Purpose: The students reflect on their families and their
characteristics without judging. They get to know different forms of
family and think about the people they trust the most. The students
sit in circle. The teacher presents the following task: "Now, all the
children…
- who have a sister or brother;
- have several sisters or brothers;
- live with father and mother;
- live only with mom or just dad;
- feel comfortable at home;
- do not live with my father or mother, but with someone else;
- would like to have a family of their own when they grow up.

15. After the students have followed these instructions, the
discussion is conducted by asking the following questions:
Did you like this task?
What was it like for you, if you were the only one to stand up?
The students have the task of deciding who is part of their
family and who is not, they draw their family and write down the
name of each member.
On the next stage, they think about the people they trust.
Who would they go to when having a problem?
Who can I share a secret with?
Are there any good or bad secrets?
In pairs, the students show their drawings and make
comparisons between their families. It is important that this
discussion is guided as a very open and sensitive one and that it
clarifies the fact that families may have very different
compositions, e.g. single-parent families, or families "patchwork"
(in which at least one of the parents has one or more children from
previous relationships), etc.

16. „We understand differences, we
accept equality!" Counselling
activities and inclusive
education”

17. Counseling activities to harmonize group
relationships and increase well-being
Group counseling activities:
ACCEPTANCE OF
DIFFERENCES
PREVENTION
 TOLERANCE
EMPATHY

18. The role of counseling in building a safe, empathic, bullying-free
school environment (anti-bullying campaign, carried out between
September and December 2023 )
Over 300 primary school students and over 200 secondary school
students participated in the counseling activities carried out
("The Giant from preparatory class", "The origin of bullying
behavior", "Consequences of bullying"; "Common myths about
bullying"; "Stop bullying! Choose to make a change!", "Stop
violence! You too can be a great colleague! ). During these
activities, the participants strengthened their awareness of
themselves in relation to others, developed their verbal and non-
verbal communication skills, self-control, team spirit,
assertiveness, empathy.

19. Group counselling included in the county project
"Delete, not share"
5th and 6th grades Anti-violence campaigns: "School -
a space of nonviolence" and "Strategies for a
classroom without bullying"

20. Playing "Together We
Succeed!„
The participants will walk
in a circle with their eyes
closed and
try to touch a person,
then they will form a pair
with the touched person.
Each pair will have a
pencil (marker), which
they will keep in balance
by supporting the end of
the carioca with their
index finger.

21. Counseling project "I know, I want, I
can!"
2014-2024

22. Project “I know, I want, I can!”
2014-2024
Learning to learn is one of the key skills in today's knowledge-based
society. Today, knowledge represents huge technological developments,
technological change is happening very quickly and needs are constantly
changing. To adapt to such a society, young people must know how to
learn.
Counseling activities proposed within the project for students "I
know, I want, I can!" focusing on increasing the self-awareness skills and
knowledge of each student on the experiential learning approach,
exercising decision-making capacity, aiming to increase motivation for
school, on self-confidence and positive management of life situations.
Learning to 'do' and students' practical life skills remain objectives
of sustainable education, with young people increasingly being asked to
be more decision-making and to adapt quickly to changes in the plan
professional, economic, cultural etc.
By implementing the Project "I know, I want, I can!" we aim to
contribute to improving students' work style, increasing motivation for
school, self-confidence and positive management of life situations.

23. "I know about myself..."
Nov. 2023
"I am also a flower" Dec.
2023
"I and the others" Jan.
2024
"I want to be..." Feb.
2024
"I can learn" Mar. 2024
"Strategies and results"
Apr. -May. 2024
Evaluation of the project
Jun. 2024

24. Therapeutic stories
Text to the world: Have you ever seen a person
excluded because they were different?
„ Elevul din clasa I”
 
Odată, la începutul anului şcolar, un tată a venit la şcoală şi
şi-a îndreptat paşii direct către biroul directorului.
Vă rog să-mi înscrieţi băiatul în clasa I. Am mai fost la şase
şcoli să-l înscriu dar nu l-au primit.
De ce nu l-au primit? Ce s-a întâmplat? întrebă directorul.
Vă rog să mă ajutaţi!
1. Care credeţi că este motivul pentru care băiatul nu poate
fi înscris la şcoală? Care este problema? Despre ce credeţi
că este vorba în povestire?
 
“First Class Student"
 
Once, at the beginning of a school year, a father
came to school and moved his steps directly to the
director's office.
          - Please put my boy in the first grade. I went to
six schools this year to enroll, but they did not
receive it. I'm not talking about the past years. My
Pavko did not even go to kindergarten. No one has
received him.
          - Why did not they get him? What happened?
the headmaster asked.
Please help!
1. What do you think is the reason why the boy cannot be
enrolled in school? What is the problem? What do you
think the story is about?

25. If you chose
to make a
drawing that
represents
your state
of well-being,
what would
that be?

26. Parental counseling project Parental counseling project
"Responsible parents, intelligent "Responsible parents, intelligent
children"children"
(2012-2024)(2012-2024)

29. Inclusion, diversity and equity in education
Diversity in education
Equity in education

30. Counseling activities were aimed at
stopping violent manifestations and
harmful behaviors such as bullying,
eliminating any form of violence and
creating a school environment based on
communication, empathy, inclusion.

31. Derularea proiectelor i programelor ce includ promovarea culturii de
ș
respect, men inerea stării de bine, într-o coală sigură, în care fiecare elev
ț ș
să se simtă acceptat, sprijinit i încurajat să- i atingă poten ialul maxim,
ș ș ț
fără a fi supus intimidării sau hăr uirii.
ț

33. Counseling project "I know, I want, I can!"
2014-2022

34. Project “I know, I want, I can!”
2014-2022
Learning to learn is one of the key skills in today’s society, a knowledge-based society.
Today, knowledge is immense technological developments, technological change occurs very
quickly and needs are continuously changing. To adapt to such a society, young people need
to know how to learn. The traditional model of education, bassed on the transmission of
knowledge from the old generation to the new generation, is not present, since the
informations constantly changing not valid for long.
Counseling activities proposed under the project for students “I know, I want, I can!” focus
on enhancing skills of self –awareness and knowing each student on experiential learning
approach, the exercise of decision-making capacity, aiming at increasing motivation for
school, on self confidence and positive management of life situations.
Learning “doing” and practice life skills of students remain goals of education sustainable,
young people are increasingly required as often nai decision making capabilities and to adapt
quiclkly to changes occurring in professional, economic, cultural, etc.
By implementing the Project “I know, I want, I can!” we aim to contribute to improving the
style of work of students, increase motivation for school, the self-confidence and positive
management of life situations.
 

35. If you chose
to make a
drawing that
represents
your state
of well-being,
what would
that be?

36. „ Elevul din clasa I”
 
Odată, la începutul anului şcolar, un tată a venit la şcoală şi
şi-a îndreptat paşii direct către biroul directorului.
Vă rog să-mi înscrieţi băiatul în clasa I. Am mai fost la şase
şcoli să-l înscriu dar nu l-au primit.
De ce nu l-au primit? Ce s-a întâmplat? întrebă directorul.
Vă rog să mă ajutaţi!
1. Care credeţi că este motivul pentru care băiatul nu poate
fi înscris la şcoală? Care este problema? Despre ce credeţi
că este vorba în povestire?
 
“First Class Student"
 
Once, at the beginning of a school year, a father
came to school and moved his steps directly to the
director's office.
          - Please put my boy in the first grade. I went to
six schools this year to enroll, but they did not
receive it. I'm not talking about the past years. My
Pavko did not even go to kindergarten. No one has
received him.
          - Why did not they get him? What happened?
the headmaster asked.
Please help!
1. What do you think is the reason why the boy cannot be
enrolled in school? What is the problem? What do you
think the story is about?