BUZATU SIMONA MIHAELA
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Name: BUZATU SIMONA MIHAELA
Organization: GIMNAZIAL SCHOOL „LIVIU REBREANU” COMANESTI
Location: ROUMANIA
Please explain how you have implemented the Learning to Live Together Programme, including the adaptation of its conceptual framework, approach, learning process, methodologies and activities. (600 words)
The program we implemented has promoted inter-confessional, interracial and intercultural learning among children and young people. Everything has taken place as part of the volunteer activities and school activities in order to learn how to play, learn, live and feel together the joys of life, regardless of color, race, religion, ethnicity …
In extracurricular activities, we organized community-based activities, where participants could get to know each other better, co-operate and live together with different events (musical and sporting events, cultural events and local celebrations, twinning, etc.). Recognition, respect for ethnic, cultural or social differences and equal opportunities are challenges for the school institution. We, teachers, but also children and young people have a lot of tasks as to build school environments where accepting and learning how to live together becomes a priority.
From my point of view, the best solution for an educational system that meets the needs of all pupils turns out to be inclusive education. I believe that following this course I have strengthened my ideas on the following principles:
– the right of every student to education on the basis of equal opportunities;
-one pupil can not be excluded from education or discriminated against on grounds of race, religion, color, ethnicity, gender, language, disability;
– school must adapt to the needs of students;
– individual differences among students are a source of wealth and diversity, and not a problem.
We adapted the curriculum by selecting content from the general curriculum that can be acquired by children, we introduced a variety of individual therapeutical activities to the students, aimed at integrating, accepting, using the appropriate teaching methods and methods adapted to each situation and completing them with intuitive education, attractive, easy to assimilate.
Explain how the implemented program has been sensitive to the local context. (400 words)
Children, young people and teachers and the community have actively embraced the activities of integrating children and young people into ethnic, religious, nationalities into their acceptance programs and activities. Working in the team to take the most appropriate measures to eliminate any forms of discrimination present within them. Teachers need to be aware of their own prejudices, be properly trained, consider social conditions and student needs. Children need to be trained to learn to live and interact positively in this diverse world. Multiculturalism is a phenomenon that enriches us with diversity. School must form the habit of valuing pluricultural values, the idea that there are no higher values or inferior values. There are specific values to be valued by their contribution to the nuance and enrichment of the other cultures they come into contact with.
How has the implemented program fostered interfaith and/or intercultural learning among participating children and young people? (400 words)
Contemporary society is increasingly focusing on diversity. Education for diversity is a response to the pluralism of all sorts of ways we face. Valuing diversity allows for tolerance; recognizes, appreciates and facilitates the processes involved in the exploration and discovery of the new, leading to the strengthening of the relations within the community and enhancing the possibilities of the young people to achieve in a pluralistic, more and more complex society.
Educational institutions must take appropriate measures to eliminate any form of discrimination present within them. Teachers need to be aware of their own prejudices, be properly trained, consider social conditions and student needs. Children need to be trained to learn to live and interact positively in this diverse world. Multiculturalism is a phenomenon that enriches us with diversity. School must form the habit of valuing pluricultural values, the idea that there are no higher values or inferior values. There are specific values to be valued by their contribution to the nuance and enrichment of the other cultures they come into contact with.
How has the Learning to Live Together Programme influenced a positive transformation in you, in a personal and professional level. (400 words)
From my point of view, the best solution for an educational system that meets the needs of all pupils turns out to be inclusive education. I believe that following this course I have strengthened my ideas on the following principles:
– the right of every student to education on the basis of equal opportunities;
-one pupil can not be excluded from education or discriminated against on grounds of race, religion, color, ethnicity, gender, language, disability;
– school must adapt to the needs of students;
– individual differences among students are a source of wealth and diversity, and not a problem.
We adapted the curriculum by selecting content from the general curriculum that can be acquired by children, we introduced a variety of individual therapeutical activities to the students, aimed at integrating, accepting, using the appropriate teaching methods and methods adapted to each situation and completing them with intuitive education, attractive, easy to assimilate.
Education for diversity can be achieved through all educational disciplines, because they can all invite tolerance, respect for human rights, development. Teachers should identify goals and content that can promote interculturality, and capitalize on cultural diversity in the classroom as a resource in the instructive-educational process.
Please explain how you exemplify a strong role-model of the principles of Learning to Live Together. (400 words)
Victor Hugo wrote somewhere: “Tolerance is the only flame that can illuminate inside a great soul.”
A society should look like a pyramid at the base of which is democracy with its values and principles, and tolerance, acceptance, and tolerance. It is the tendency to overlook what is not essential.
That is why in kindergartens, and in schools, we need to emphasize the idea of conjugation, acceptance, because learning to live together can change destinies. Let’s think that when you tend to offend the other, then the only one who suffers will be you! Accept defects, qualities, ethnicity, nationality, and last but not least, accept anyone for what it is not for what you want to be!
Please provide further information on how you initiated, implemented and sustained the programs based on the LTLT, and how you have mobilized necessary support from stakeholders. (600 words)
Often, when we explore the universe of the human being, we are confronted with great diversity. Children from the the kindergarten put us in the position of always looking for new solutions to the problems addressed. Often we find the best solutions for children, but sometimes we are in difficulty with the complexity of the issues. One of these problems are children with special needs, particularly those with disabilities,different culture,religion,nationality,…. They only need a personalized approach to what we do in their education. A special feature of these children “at risk of exclusion” is that they are not in line with the usual level of expectations for children, they are not easily adaptable. Behind these issues is, of course, the fact that neither in the family nor in the society they receive proper incentives. The deficiency resulting from inadequate education is, however, reversible and can be offset even in the case of organic disorders, provided that the potential of the child is properly activated. In my oppinion, education is when children should learn together in appropriate education institutions, no matter their origins are. An early start in regular playgroups or kindergartens is the best preparation for an integrated life.
Each child is different and special and has his own needs. All children have the right to education according to their needs. And different children have equal rights with others, and separate education would lead to marginalization and discrimination, hindering training, self-fulfillment, and affirmation of personality. The benefits of inclusion are reciprocal, but most of us have not yet realized this. Separation limits our mutual understanding. Familiarity and tolerance reduce fear and rejection, favoring communication and collaboration for the benefit of all. How many of us are trained (parents, teachers, children) for the diversity existing in each group / class and kindergarten / school and how well are we prepared to accept? The educator can foster some processes of social interaction, the differences between children being perceived as ways of enriching pedagogical practice, and learning strategies – as ways of approaching diversity.
More specifically, two categories of specific objectives are considered:
1.Developing the organizational capacity of early education services to build a positive relationship with the families of children with and without different problems of accepatation in order to increase the level of participation of all children in early education , reducing and preventing abandonment and supporting children in achieving educational outcomes at the same level as all children; -ensure an inclusive educational environment that fosters a balanced development of all children, promote respect for diversity, combat prejudice and discrimination.
2. Develop teacher capacity in early education services to: – respond appropriately to the educational needs of children from any environments;
– Promote an inclusive approach to educational practices and the learning environment provided by early education services.
– awareness of the causes of the current situation of children (educational gap, prejudice and discrimination).
Teachers should implement appropriate situations in organizing the educational environment of the group and the kindergarten and in the educational practices adopted both in relation to the child and his / her family; – adopting appropriate methods for acceptance, focusing on the specific needs of children.
