MASTER INMASTER INMASTER INMASTER INMASTER INMASTER INMASTER INMASTER IN

““SOCIAL PEDAGOGY AND COMBATING

JUVENILE DELINQUENCY

””

Drop antiDrop antiDrop antiDrop anti----violenceviolenceviolenceviolenceDrop antiDrop antiDrop antiDrop anti----violenceviolenceviolenceviolenceIntegration of aggression themes in the content of school

subjects and extra-curricular activities

Laureando: AnaAnaAnaAna ANTONANTONANTONANTON

INTRODUCTION

� The necessity of actions to combat aggressions in schoolsis determined by:

� The phenomenon has a frequency becoming higher among students

� The need for equality among people, tolerance; combating present violence in school comunities

� “Violence can arise violence” – If situations of violence / aggression are accepted, tolerated, they become normality

CONTEXT OF THE ACTIVITIES

� School with classes I-VIII Bertea, Jud. Prahova

� Number of students: 21

� The quality of teacher who teaches all subjects and works � The quality of teacher who teaches all subjects and works with one class

� Relatively small community. Almost all people know each other

� More common forms of violence in the classroom: verbal aggression; physical aggression occurs in isolation.

PREPARATION ACTIVITIES

� Collect relevant information on the phenomena of school violence: development, application and interpretation of the results of a questionnaire.interpretation of the results of a questionnaire.

� Identification of curricular content in which can be integrated thematic of aggression.

� Elaborating projects of activity and auxiliary materials.

GOALS AND OBJECTIVES

� Identifying and evaluation the extent of the phenomenon of violence in school and its proximate environment;

� Active involvement of students in activities to prevent and combat violence in the context of organized school curricular and extracurricular;

� Attracting and involving parents in prevention, and combating violence at school;Attracting and involving parents in prevention, and combating violence at school;

� Developing positive character traits, acceptance and understanding of differences;

� Early identification of potentially violent students and their active involvement;

� Recovery interests, skills and capacity of students who have committed acts of violence, avoiding measures focused only on punishment;

TYPES OF INTERVENTION

� The issue of bullying in lessons :

� composition - Do not be aggressive!� sciences - We love nature� reading - So yes, so not!!� civic education - Conflict� drawing - Childhood without Violence� practical skills – March of silence� practical skills – March of silence

� Working with family

� „„„„Let’s singLet’s singLet’s singLet’s sing, , , , let’s dancelet’s dancelet’s dancelet’s dance, , , , friendships to boundfriendships to boundfriendships to boundfriendships to bound””””RoRoRoRoumaniaumaniaumaniaumania---- GreGreGreGreeceeceeceece –––– ItalItalItalItalyyyy ----performance

� Inter-school collaboration� „„„„ Autumn colors in the lights of friendship and harmonyAutumn colors in the lights of friendship and harmonyAutumn colors in the lights of friendship and harmonyAutumn colors in the lights of friendship and harmony ””””

––––inter-school partnership

EXEMPLIFICARE

IL GRILLO E LA FORMICA

Di Marin Sorescu

- Cara sorella, sono ... Sono venuto a darmi... Fino alla primavera ... - Non ho nulla. - … un chicco … hai mille. - Non ho nulla.

-Sono nervoso ... Me lo dai, o ... - No. - Sei avara ... - Mi arrendo. Ma ti allungherò un po’.

- Non ho nulla.- Ma tutti sanno: È una cosa nota. - Sì, c’è lo, ma non voglio prestare! Cosa hai fatto l’estate scorsa? - Ho cantato ... - Ora gioca! - Ho fame, che giocherei ... - Gioca ... - Non farmi arrabbiare,

Attaccando il violino nella grave, Il grillo intrappolò la formica E cominciò "a rilassarla". E l’ha picchiato, sodo! Poi si fermò. Silenzio. Entrambi erano come muti. -Eh, ora me lo presti, Sorella? -Volentieri.

WHAT ALLOWED THIS TEXT?

� Analysis of how an act of aggression arises

� Identifying characteristics of an aggressor� Identifying characteristics of an aggressor

� Deciphering the specific behavior of the victim

PRODUCTS OF STUDENTS

� Children's book works (prose and poetry):Childhood without violence

� March of silence against violence thru town

� Exhibition of drawings and practical works� Exhibition of drawings and practical works

� Poster with tips for children

� Poster with tips for parents

� Mutual understanding meetings with children from urban schools and children with special needs

CONCLUSIONS

� Acts of aggression belong usually to children who have other negative character traits: jealousy, malice, pride, laziness ...

� These negative traits are manifested in the family� These negative traits are manifested in the family� All subjects in the curriculum allow the connection to the theme of aggression.

� This leeds to superior results in reducing aggression if there is continuity between formal and extracurricular education.

� Including the theme of aggression in daily activities can lead to a habit of self-control behavior.