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WORK IN THE CLASSROOM (TITLE)

Launch a pilot classroom, intervention.  Implementation phase – Psychological support

Implementation phase – Linguistic support

WHEN? (MONT)

November

January

January

LENGHT  (TIME)

Two months

Five months

Five months

NUMBER OF PARTECIPANTS

17 students

17 students / 1 psychologist

2 students / 4 teachers

WHO ARE  PARTECIPANTS? (STUDENTS, TEACHERS, FAMILY…)

Teachers / Students / Network

Psychologist / Students

Teachers / Students

SHORT DESCRIPTION

A pilot start was made in November and started well till the end of the year. It concerned both language assistance and psychological support.

 We began applying to the class earlier because both linguistic and 

psychological support was judged by the network to begin before the Christmas holidays.

In terms of socio-psychological support, special support measures for pupils, as well as new pedagogical and teaching practices were implemented both at the level of teachers and special scientific staff – psychologist – who was invited to participate in the organization and implementation of the activities. Throughout the program there was support and supervision of their implementation by Network members.

Classroom intervention on language support was applied to two Albanian students. One was enrolled in our school for the first time last September, not knowing the Greek language at all, while the second girl, is a high school student, being only 3 years in Greece.

TARGET AND ACHIEVED RESULTS

It was a good time where teachers successfully tested the implementation of the program in the classroom. It has produced good practices that have been the benchmarks for the continuation.

Τhe results are positive. Collaboration, teamwork and gentle rivalry were not conquered to the extent that students changed mindset, but the change of attitude in some subjects was distinct.

Relevant language aids to students have provided positive results from the very first lesson. Feature is that students seeking more hours of this kind of intervention.Students who participated in the program have been provided with support material for the teaching of the Greek language as the second foreign language of the Ministry of Education.

 

HOW THE WORKCLASS IS RELATED TO PROJECT TWINS AND TO INCLUSION TOPIC?

Classroom intervention was designed in accordance with the Program Specifications and the Work Packages.
Reducing exclusion phenomena, both for social reasons and for reasons of misunderstanding of the Greek language, was the goal at first.

The lack of sociability and the sense of exclusion that all our students feel (because of the very small population on the island and the very small school) was also a matter of analysis and determination of the steps and the practices for its elimination.