Third-party on-site course
EMPOWERING TEACHERS AGAINST BULLYING - FROM AWARENESS TO ACTION-ISTANBUL
Throughout the course, participants will engage in a variety of activities, including lectures, discussions, case studies, role-plays, and collaborative projects. They will also have opportunities to share experiences and learn from each other's perspectives, as well as from successful Erasmus+ projects focusing on bullying prevention and inclusion.
01.09.2024
Next upcoming session:
22.09.2025
- 26.09.2025
Multiple locations
Description
Day 1: Understanding Bullying and Its Impact
- Introduction to the course and objectives
- Definition and types of bullying
- Understanding the prevalence and impact of bullying on students, schools, and communities
- Exploring the roles and responsibilities of teachers in addressing bullying
- Identifying the signs and symptoms of bullying behavior
- Case studies and group discussions
Day 2: Creating a Safe and Inclusive School Environment
- Promoting a positive school culture and ethos
- Understanding the importance of inclusive education in preventing bullying
- Strategies for creating safe physical and emotional spaces for students
- Fostering empathy and respect among students
- Implementing effective classroom management techniques
- Sharing best practices from Erasmus+ projects focusing on inclusion and diversity
Day 3: Developing Empathy and Communication Skills
- Understanding the role of empathy in preventing and addressing bullying
- Effective communication strategies for teachers when dealing with bullying incidents
- Active listening techniques and empathetic responses
- Role-playing scenarios to practice empathetic communication skills
- Collaborative activities to promote empathy and understanding among students
- Reviewing Erasmus+ projects that emphasize social-emotional learning and communication skills
Day 4: Intervention and Support Strategies
- Responding to bullying incidents: Immediate actions and long-term solutions
- Developing a whole-school approach to bullying prevention and intervention
- Implementing restorative justice practices in addressing bullying
- Providing support for both victims and perpetrators of bullying
- Collaborating with parents, guardians, and community stakeholders in anti-bullying efforts
- Analyzing successful intervention strategies from Erasmus+ projects
Day 5: Empowering Teachers for Action
- Reflecting on personal biases and prejudices that may influence responses to bullying
- Building resilience and self-care strategies for teachers involved in anti-bullying initiatives
- Developing action
Ƶing objectives
- Understanding the concept and various forms of bullying, including its impact on individuals and communities.
- Recognizing the roles and responsibilities of teachers in preventing and addressing bullying incidents within the school environment.
- Exploring effective strategies for creating a safe, inclusive, and supportive school culture that promotes empathy and respect among students.
- Developing empathy and communication skills necessary for effectively intervening in bullying situations and providing support to victims and perpetrators.
- Ƶing about restorative justice practices and other intervention strategies for addressing bullying incidents.
- Understanding the importance of collaboration with parents, guardians, and community stakeholders in anti-bullying efforts.
- Examining successful Erasmus+ projects and best practices in bullying prevention and intervention from across Europe.
- Reflecting on personal biases and prejudices that may influence responses to bullying and developing strategies to overcome them.
- Building resilience and self-care strategies for teachers involved in anti-bullying initiatives.
- Developing action plans for implementing anti-bullying strategies within participants' own schools and communities.
- Identifying resources and support networks for ongoing professional development in bullying prevention.
- Evaluating the impact of the course and setting goals for future anti-bullying efforts in alignment with Erasmus+ project objectives.
Methodology & assessment
Methodology
Pedagogical Approaches: Teacher training courses typically employ various pedagogical approaches to model effective teaching practices. This may include lectures, interactive seminars, workshops, and hands-on teaching experiences.
Practical Teaching Experience: Practical teaching experience is a fundamental component of teacher training. Participants often have opportunities to observe experienced educators and engage in actual teaching in classrooms or educational settings. Feedback and guidance from mentors are essential during these experiences.
Collaborative Ƶing: Collaborative learning is often encouraged in teacher training courses. Participants may work in groups to develop teaching materials, lesson plans, and teaching strategies. Collaborative projects can promote the exchange of ideas and best practices.
Reflective Practice: Reflective practice is a crucial aspect of teacher training. Participants are encouraged to reflect on their teaching experiences, analyse their teaching methods, and consider how to improve their practice. Journals, written reflections, and discussions are common tools for fostering reflective practice.
Assessment
Written Assignments: Teacher training courses often include written assignments, such as research papers, case studies, or essays, on topics related to education and teaching methods.
Examinations: Some teacher training courses may include written examinations to assess participants' understanding of pedagogical theories, educational psychology, and other relevant subjects.
Professionalism and Communication: Assessment may also consider participants' professionalism, communication skills, and ability to collaborate with colleagues, parents, and students.
Feedback and Self-Assessment: Regular feedback from mentors and self-assessment are crucial components of teacher training assessment. Participants are encouraged to use feedback to improve their teaching skills.
Pedagogical Approaches: Teacher training courses typically employ various pedagogical approaches to model effective teaching practices. This may include lectures, interactive seminars, workshops, and hands-on teaching experiences.
Practical Teaching Experience: Practical teaching experience is a fundamental component of teacher training. Participants often have opportunities to observe experienced educators and engage in actual teaching in classrooms or educational settings. Feedback and guidance from mentors are essential during these experiences.
Collaborative Ƶing: Collaborative learning is often encouraged in teacher training courses. Participants may work in groups to develop teaching materials, lesson plans, and teaching strategies. Collaborative projects can promote the exchange of ideas and best practices.
Reflective Practice: Reflective practice is a crucial aspect of teacher training. Participants are encouraged to reflect on their teaching experiences, analyse their teaching methods, and consider how to improve their practice. Journals, written reflections, and discussions are common tools for fostering reflective practice.
Assessment
Written Assignments: Teacher training courses often include written assignments, such as research papers, case studies, or essays, on topics related to education and teaching methods.
Examinations: Some teacher training courses may include written examinations to assess participants' understanding of pedagogical theories, educational psychology, and other relevant subjects.
Professionalism and Communication: Assessment may also consider participants' professionalism, communication skills, and ability to collaborate with colleagues, parents, and students.
Feedback and Self-Assessment: Regular feedback from mentors and self-assessment are crucial components of teacher training assessment. Participants are encouraged to use feedback to improve their teaching skills.
Certification details
- Completion Certificate: Upon successfully completing a teacher training course, you will typically receive a completion certificate or diploma from the training provider or institution. This certificate acknowledges your participation and successful completion of the training.
- Course Duration: The duration of teacher training courses can vary widely. Some may be short-term workshops or seminars, while others may be more comprehensive and span several weeks or months. The certificate may indicate the total number of hours or credits completed.
- Content and Curriculum: The certificate should outline the key topics, content, and skills covered during the training. This information helps future employers or educational institutions understand the scope of your training.
- Credits or Continuing Education Units (CEUs): In some cases, teacher training courses may offer academic credits or Continuing Education Units (CEUs). These credits can be valuable for professional development and may be recognized by educational authorities or institutions.
- Language of Instruction: If the teacher training course is conducted in a language other than your native language, the certificate may indicate your language proficiency level or the language in which the training was delivered.
- Evaluation and Assessment: Teacher training courses often involve assessments or evaluations of your performance. The certificate may include information about your performance in the training, such as grades or evaluations.
- Recognition and Accreditation: Ensure that the teacher training course and the institution providing it are recognized and accredited by relevant educational authorities or professional bodies. This can affect the credibility and transferability of your certificate.
- Pedagogical Practices: If the training includes practical teaching experience or classroom observations, the certificate may highlight your proficiency in specific pedagogical practices or teaching methodologies.
Pricing, packages and other information
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Price:400Euro
Additional information
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Language:English
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Target audience ISCED:Primary education (ISCED 1)Lower secondary education (ISCED 2)Upper secondary education (ISCED 3)
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Target audience type:TeacherCareers CouncillorHead Teacher / Principal
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Ƶing time:25 hours or more
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