Understanding the eTwinning Code of Conduct: A Collaborative Start with Kahoot!

The eTwinning Code of Conduct serves as a guiding framework to ensure that all participants in eTwinning projects collaborate in a respectful, responsible, and safe environment. It establishes ground rules for interaction, helping to foster a positive atmosphere for creativity, learning, and cooperation among educators and students across Europe.

In our project’s first online meeting, we embraced the principles of the Code of Conduct in a fun and engaging way—through a Kahoot game. This interactive approach allowed participants to familiarize themselves with the key rules while building a sense of camaraderie from the very beginning.

What is the eTwinning Code of Conduct?

The Code of Conduct is designed to promote:

1. Respect: Encouraging open-mindedness and sensitivity toward cultural differences, ensuring a space where everyone feels valued and heard.

2. Responsibility: Promoting ethical behavior, proper use of resources, and a commitment to the project’s objectives.

3. Safety: Protecting personal data, adhering to online safety guidelines, and ensuring a secure virtual space for collaboration.

These principles help to maintain professionalism and mutual respect, which are essential for the success of any eTwinning project.

Learning Through Kahoot

Our first meeting brought all participants—teachers and students—together in a dynamic session designed to break the ice and introduce the Code of Conduct in a memorable way. We created a customized Kahoot quiz with questions centered on the key principles of the Code. Participants answered questions such as:

• What is one way to show respect in online communication?

• Why is it important to keep personal data private in eTwinning projects?

• What does “responsibility” mean in a collaborative setting?

By gamifying the learning process, we turned a potentially dry topic into an enjoyable and interactive experience. Everyone actively engaged, and the competitive element of Kahoot added excitement while reinforcing the rules in a clear and simple manner.

The Benefits of Starting with the Code

Introducing the Code of Conduct early and in an engaging format sets the tone for the entire project. It ensures that everyone:

• Understands their rights and responsibilities.

• Feels confident in adhering to the rules.

• Has a shared commitment to creating a positive and inclusive environment.

Moreover, starting the project with an interactive activity like Kahoot helps participants get to know each other, fostering a sense of unity and collaboration from day one.

Moving Forward Together

With a clear understanding of the eTwinning Code of Conduct, our team is ready to dive into the project with enthusiasm and mutual respect. By combining fun with learning in our first meeting, we’ve established a strong foundation for collaboration, ensuring that everyone feels included and motivated to contribute their best.

As we move forward, these principles will continue to guide us, helping us navigate challenges and celebrate successes in our eTwinning journey!

Understanding eTwinning Netiquette: A Fun Introduction with Kahoot!

The eTwinning Netiquette is a vital aspect of successful collaboration in eTwinning projects. It provides guidelines for online communication and interaction, ensuring respectful, professional, and effective exchanges among participants. By adhering to these rules, students and teachers from different countries can work together harmoniously, creating a safe and inclusive digital environment for everyone involved.

To introduce the Netiquette and set the right tone for our project, we organized a Kahoot game during our first online meeting with all participants. This engaging activity not only made learning the rules enjoyable but also allowed us to connect as a team from the outset.

What is eTwinning Netiquette?

The eTwinning Netiquette encompasses key rules and behaviors to ensure productive and respectful online interactions. These include:

1. Respect in Communication: Use polite language, avoid offensive remarks, and acknowledge cultural differences.

2. Proper Use of Tools: Use online platforms responsibly and avoid spamming or misusing features.

3. Clarity and Brevity: Keep messages clear and concise to enhance understanding.

4. Privacy and Safety: Protect personal information and respect others’ privacy.

5. Collaboration and Inclusion: Engage constructively in discussions and value everyone’s contributions.

These guidelines are essential for maintaining a positive atmosphere throughout the project.

Learning the Rules with Kahoot

To make the introduction of eTwinning Netiquette both fun and memorable, we used Kahoot, a popular interactive quiz platform. The quiz featured questions and scenarios based on Netiquette principles, allowing participants to learn through real-life examples.

Some of the questions included:

• How should you respond to someone’s opinion that you disagree with?

• Why is it important to avoid using all caps in online communication?

• What should you do if someone shares inappropriate content during a project discussion?

By answering these questions, participants became familiar with the do’s and don’ts of online communication. The game’s competitive nature made the session lively and encouraged active participation from everyone.

Why Start with Netiquette?

Introducing Netiquette at the start of the project lays the groundwork for effective collaboration. It ensures that:

• Everyone understands how to communicate respectfully and professionally.

• Participants feel confident in engaging with others online.

• A safe and inclusive environment is established, fostering trust and openness.

Starting with a Kahoot quiz added an element of fun to this essential discussion, breaking the ice and helping participants bond over shared learning.

Building a Collaborative Culture

By understanding and adhering to eTwinning Netiquette, we have established a solid foundation for our project. The guidelines will guide us through our interactions, ensuring a productive and positive experience for all involved.

Our first meeting, filled with laughter, learning, and teamwork, set the stage for a collaborative culture that will thrive throughout the project. With the rules understood and a shared commitment to respectful online behavior, we are ready to embark on this exciting journey together.

Be smart about sharing things online!

Please, read these pieces of advice and be careful always.

Staying Safe Online: Building Awareness with Kahoot

In today’s digital age, where online interactions are an integral part of our personal and professional lives, online safety has become more critical than ever. Whether participating in educational projects like eTwinning or simply engaging with peers online, understanding how to stay safe is vital for protecting personal information and ensuring a secure environment for collaboration.

During our first online meeting, we prioritized this crucial topic by introducing the rules of online safety in an engaging way—through a Kahoot game. This interactive activity helped participants, both teachers and students, grasp the essential principles of digital security in a fun and memorable manner.

Why is Online Safety Important?

The internet offers incredible opportunities for learning, collaboration, and creativity. However, it also comes with risks such as:

• Privacy Threats: Unauthorized sharing or misuse of personal information.

• Cyberbullying: Harmful or offensive behavior directed at individuals online.

• Exposure to Inappropriate Content: Encountering harmful or unsuitable material.

• Phishing and Scams: Fraudulent attempts to steal sensitive information.

To navigate these challenges, understanding and practicing online safety is essential.

Learning Online Safety with Kahoot

To introduce participants to the principles of staying safe online, we organized a Kahoot quiz during our first meeting. The quiz featured scenarios and multiple-choice questions designed to highlight key aspects of digital safety.

Some of the questions included:

• What information should you avoid sharing online?

• How can you recognize a phishing email or message?

• What should you do if you encounter cyberbullying?

• Why is it important to use strong, unique passwords?

This activity turned a serious topic into an engaging learning experience. The competitive nature of Kahoot encouraged active participation, while the questions ensured that everyone learned practical tips for staying safe online.

Key Principles of Online Safety

1. Protect Personal Information: Avoid sharing sensitive details like addresses, phone numbers, or passwords online.

2. Use Secure Platforms: Engage in online activities only on trusted websites and applications.

3. Think Before You Share: Be mindful of the content you post, as it can be permanent and publicly accessible.

4. Report Suspicious Activities: Inform a trusted adult or authority if you encounter anything inappropriate or threatening.

5. Practice Respectful Communication: Treat others with kindness and follow community guidelines to create a positive digital environment.

Building Awareness and Confidence

Starting our project with a discussion on online safety set the tone for a secure and responsible collaboration. The Kahoot game allowed participants to not only understand the rules but also feel more confident about navigating the online world.

By emphasizing the importance of these principles early, we ensured that all participants are equipped to protect themselves and their peers as we work together on this exciting eTwinning journey.

Moving Forward

As we continue our project, the lessons learned during this first meeting will remain a cornerstone of our interactions. By staying vigilant and informed, we can harness the power of the internet safely and effectively, ensuring a productive and enjoyable experience for everyone involved.

Let’s make a project that respects copyright rules

Dear partners, here there are some easy tips to help you to respect copyright rules while working in our project.

What kind of material can I upload in the Twinspace?

You cannot make a copy or use materials under copyright without author’s permission.

First of all remember that copyright protects works from unauthorized duplication without due credit and compensation to the author.

Copyright covers not only books but also articles, graphic designs, labels, letters, emails, lyrics, maps, songs, worksheets, pictures, etc.

Be sure that the material you upload in the twinspace is your own creation OR that it is under Creative Common Licenses.

Material distributed with Creative Commons licenses can be copied and used for your non-commercial works.

If you use Creative Common resources, it is good practice to give credits to the author. 

Where can I find Creative Commons material?

Creative Common enable searching for reusable content.

You can:

• use Google to search for Creative Commons content, using google tools for filtering by license

• look for pictures at Flickr or Pixabay (be sure to use only free results)

• look for music at Jamendo.

You can also look for Creative Commons licenses in the Wikimedia Commons and the multimedia repository of Wikipedia or use Open Educational Resouces.

For further information, have a look at the Creative Commons website. 

This page is the source for you if you need some tutorials for the tools we are using in this project. 

You can find detailed information on ICT tools following the links below:

Source: Web2.0 Tools Teaching Open Education Database

Tutorials on some of the most frequently used Web2.0 Tools.

Tools for avatar creation:

The DSD project has the goal of teaching students to become focused on encouraging widespread participation and fostering a sense of community and support. The project will be based on four mini projects each focusing on a specific topic. The project is to be held from 

1. School Community: Project "Stop Bullying in Schools" October 

SMART Objective: By the end of the academic year, reduce reported bullying incidents by 30% through awareness campaigns and peer support initiatives. 

Activities: 

- Awareness Workshops: Organize monthly workshops for students and teachers on recognizing and addressing bullying on the eTwinning platform. 

- Peer Support Groups: Establish peer support groups where students can safely discuss bullying issues and receive guidance from trained peers on the eTwinning platform.

- Bullying Reporting System: Create a confidential reporting system where students can report incidents without fear of retribution on the eTwinning platform or school website. 

- Annual Anti-Bullying Week: Host events such as assemblies, poster contests, and role-playing scenarios to promote empathy and respect on the eTwinning platform. 

2. eTwinning Project Environment: Project "Promote Kindness" January - February 

SMART Objective: Conduct a collaborative project with at least five schools across Europe to promote acts of kindness, resulting in a 50% increase in reported acts of kindness among students by the end of the term. 

Activities: - Kindness Challenges: Initiate monthly kindness challenges between partnered schools (e.g., compliments, community service) tracked with a shared digital platform. 

- Cultural Exchange: Set up video exchanges where students share acts of kindness from their communities, promoting a cross-cultural dialogue about kindness. 

- Collaborative Kindness Projects: Engage in joint projects, such as creating digital kind messages or compiling a "Kindness Book" of stories or acts from students across the involved schools. 

- Kindness Ambassador Program: Train students in each school to serve as Kindness Ambassadors, encouraging their peers to engage in kind acts and support each other. 

Integrating the eTwinning Project DSD into the Curriculum: Promoting Kindness and Stopping Bullying

The DSD (Do Something Different) eTwinning project is a dynamic initiative designed to promote kindness and tackle bullying in schools. By seamlessly integrating this project into the curriculum, educators provide students with valuable learning opportunities that go beyond traditional academic subjects, fostering empathy, collaboration, and social responsibility.

Using innovative tools like Kahoot, Slido.com, Mentimeter, Storyjumper, and Google Surveys, the project encourages active participation, creativity, and reflection, making the learning experience both impactful and enjoyable.

Aligning the Project with the Curriculum

1. Civic Education and Personal Development

The project addresses critical themes in civic education, such as respect for diversity, conflict resolution, and the importance of kindness in creating a supportive school community. These topics align with curriculum goals that promote character education and the development of responsible, empathetic citizens.

2. Language Arts and Communication Skills

Through activities like storytelling on Storyjumper or creating anti-bullying campaigns, students enhance their writing, speaking, and critical thinking skills. The integration of these tasks into language arts lessons fosters creativity and self-expression.

3. Digital Literacy

By using digital tools like Kahoot, Slido, and Mentimeter, students gain hands-on experience with technology, improving their digital literacy. These skills are essential in preparing them for future academic and professional endeavors.

4. Social and Emotional Learning (SEL)

The project supports SEL by encouraging students to explore emotions, develop empathy, and learn strategies to address bullying. Activities like reflective surveys using Google Surveys allow students to self-assess their attitudes and behaviors, promoting personal growth.

Benefits of Integration

For Students

• Increased Awareness: Understanding the impact of their actions on peers.

• Empathy and Compassion: Developing the ability to see situations from others’ perspectives.

• Confidence and Advocacy: Feeling empowered to stand up against bullying and promote kindness.

For Teachers

• Cross-Curricular Opportunities: Integrating project activities into multiple subjects.

• Engaging Lessons: Using creative tools to capture students’ interest.

• Positive Classroom Environment: Building a culture of respect and collaboration.

For Schools

• Reduced Bullying: Creating a safer, more inclusive school environment.

• Stronger Community Ties: Fostering collaboration among students, teachers, and parents.

• Enhanced Reputation: Demonstrating a commitment to social responsibility and innovation.

A Step Toward a Kinder Future

The DSD eTwinning project is more than an educational initiative—it’s a movement that inspires students to take action, think critically, and build a culture of kindness. By integrating this project into the curriculum and leveraging modern tools, schools can empower students to become proactive advocates for change, making a lasting impact on their communities.

This innovative approach ensures that kindness and anti-bullying efforts are not just temporary campaigns but integral aspects of students’ educational journeys, shaping compassionate leaders of tomorrow.

On Friday, the 29th of November, 2024, we had the First Meeting of the DSD eTwinning Project: A Collaborative Start Across Borders

On an exciting note, the DSD eTwinning Project had its inaugural online meeting, bringing together 39 students from Moldova, Italy, and Poland. This meeting marked the beginning of an enriching collaboration, where students from diverse cultural backgrounds united to learn, share ideas, and set the stage for an impactful project.

Breaking the Ice with Slido

To kick off the session, participants introduced themselves using Slido.com, an interactive platform that facilitated smooth and engaging communication. Each student shared a bit about themselves, fostering a sense of community and inclusiveness from the start.

This warm-up activity was more than just an introduction; it helped participants connect, discover common interests, and build rapport, setting the tone for a friendly and collaborative environment.

Learning Through Fun: Kahoot on Key Themes

The meeting continued with an interactive Kahoot game designed to address essential topics for the project:

• Online Safety: Understanding how to navigate the internet responsibly and protect personal information.

• Netiquette: Learning the principles of respectful and effective online communication.

• Code of Conduct: Familiarizing participants with the rules and values that ensure a positive and inclusive project environment.

• Creative Commons: Highlighting the importance of respecting copyright and sharing content ethically.

This engaging activity turned important lessons into a fun learning experience, helping participants internalize these crucial concepts in a way they’ll remember throughout the project.

Choosing the Project Theme: The Importance of Being Kind

One of the highlights of the meeting was voting for the project theme. Using Slido’s voting feature, students collectively chose “The Importance of Being Kind” as the central focus of their collaborative efforts.

This theme reflects the group’s commitment to promoting empathy, respect, and understanding in an increasingly interconnected world. It aligns perfectly with the project’s goals of fostering positive interactions and meaningful collaboration among participants.

A Strong Start

The first meeting of the DSD eTwinning Project successfully:

• Established a sense of community among students from different countries.

• Equipped participants with knowledge of essential online practices and ethical collaboration principles.

• Unified the group around a meaningful theme that will guide their work moving forward.

Looking Ahead

With such a strong and positive start, the DSD eTwinning Project is set to become a rewarding experience for all involved. As students explore the importance of being kind, they’ll not only deepen their understanding of the topic but also strengthen their relationships, communication skills, and cultural awareness.

This first meeting was a perfect blend of learning, fun, and collaboration—a promising beginning for an inspiring journey ahead.

Meeting 2, 14.03.2025

Students from Turkey, Poland, Italy, and the Republic of Moldova Collaborate on International Anti-Bullying Project

In an inspiring display of international teamwork, students from Turkey, Poland, Italy, and the Republic of Moldova joined forces in a collaborative effort to tackle the issue of bullying. Working in four international teams, these students engaged in meaningful discussions, analyzed real-life case studies, and proposed innovative solutions to foster empathy and inclusivity within their school communities.

A Collaborative Approach to Bullying Prevention

The students worked in their respective teams to examine case studies of bullying, each focusing on different aspects of the problem. By analyzing the root causes and effects of bullying, they were able to develop thoughtful, impactful solutions to address these issues. Through brainstorming they shared personal experiences, cultural perspectives, and best practices to build a comprehensive understanding of bullying dynamics.

Changing the Narrative: A New Ending for Empathy and Tolerance

One of the most creative aspects of the project involved rewriting the endings of the case studies to reflect empathy, tolerance, and positive resolution. The students transformed negative scenarios into stories that demonstrated kindness, understanding, and inclusion, offering realistic yet hopeful conclusions that could inspire change in real-life situations. This exercise not only encouraged critical thinking but also helped participants develop a stronger sense of social responsibility.

Bringing Awareness Through Media and Art

To make their message even more impactful, the teams created animated videos and posters to visually represent the effects of bullying and the importance of standing up against it. These materials were designed to engage audiences emotionally and intellectually, making the anti-bullying message more accessible and memorable. The posters featured powerful slogans and illustrations, while the animated videos depicted the transformation of bullying scenarios into positive, inclusive interactions.

A Lasting Impact

The students’ collaborative efforts culminated in a final presentation where they reported on their work, shared their insights, and showcased their creative materials. Their dedication to the project highlighted the importance of international cooperation in addressing social issues and fostering a culture of respect and understanding among young people.

By engaging in this project, students from different cultural backgrounds not only gained valuable knowledge about bullying prevention but also developed essential skills in teamwork, communication, and advocacy. Their work serves as an inspiring example of how young people can drive positive change and promote inclusivity in their schools and beyond.

This initiative stands as a testament to the power of education and collaboration in building a more empathetic and tolerant world—one story at a time.

The meeting continued with a Kahoot! game in order to assess students' comprehension of the issue of bullying versus misbehaviour. 

In the recent meeting of teachers involved in the DSD eTwinning project, 21.11.2024, a collaborative discussion was held regarding the structure and content of the first online meeting with students. The primary goal of this session is to foster engagement and promote learning about internet safety in a dynamic and interactive setting. The teachers brainstormed various activities that would not only capture the students' attention but also enrich their understanding of important themes such as digital citizenship and internet safety. 

A key focus of the meeting was the incorporation of gamified learning experiences, specifically through the use of the Kahoot platform. It was agreed that a Kahoot game would serve as an excellent icebreaker, allowing students to participate eagerly and competitively. The game is designed to include questions related to internet safety practices, encouraging students to think critically about their online behaviors while enjoying the interactive format. 

In addition to the Kahoot game, the teachers discussed the implementation of a Mentimeter activity. This tool will facilitate real-time feedback and allow students to share their perspectives on various topics surrounding internet safety. The use of Mentimeter will help gauge students' prior knowledge and opinions, creating a more tailored learning experience. Through this activity, students will be encouraged to express their thoughts openly and engage in constructive discussions regarding the significance of safe online practices. The meeting also emphasized the importance of ensuring students understand the objectives of both activities. 

By clarifying the connection between the games and the broader themes of responsible internet use, teachers aim to create a meaningful learning environment where students feel empowered to navigate the digital world safely. In summary, the collaborative efforts of the DSD eTwinning project teachers produced a clear and engaging plan for the upcoming online meeting, combining the excitement of Kahoot with the interactive capabilities of Mentimeter to foster a comprehensive understanding of internet safety among students.

Meeting Report: Online Discussion with Teachers on Project Next Steps 

Date: 28.01.2025

Time: 18:00 CET 

Platform: Google Meet

 The online meeting was convened with participating teachers to discuss the next steps for our eTwinning project, focusing on the design of logos with students, the formation of international teams, and the implementation of case studies. 

The key objectives of the meeting were to collaboratively develop a clear plan for engaging students in the project and to ensure all participants are aligned on the upcoming activities.

Agenda 

1. Designing Project Logos 

2. Formation of International Teams 

3. Case Study Assignment 

4. Use of ICT Tools for Storytelling 

5. Discussion and Q&A

Key Discussions 

1. Designing Project Logos 

- Objective: Engage students in the creative process by having them design logos for the project. 

- Action Items: - Each teacher will organize a workshop in their classrooms to brainstorm ideas and sketch logo concepts. 

- A deadline of January the 31st was set for submitting logos to create a gallery for discussion during the next meeting. 

- Teachers will facilitate discussions on what the logos represent and how they connect to the project goals. 

2. Formation of International Teams 

- Objective: Foster collaboration and international cooperation among students. 

- Action Items: 

- Teachers agreed to form international teams based on students' interests and skills, aiming for a diverse mix of cultures and perspectives. 

- A proposed team structure will be forwarded to all participants for feedback, with a goal to finalize teams by the end of February. 

- Each team will appoint a leader responsible for communication and coordination. 

3. Case Study Assignment – 

Objective: Enable students to explore real-world problems and develop creative solutions. 

- Action Items: 

- Each international team will be assigned a specific case study relevant to digital skills development. 

- The case studies will require students to identify a problem, propose solutions, and create an alternative ending to the story. 

- Teachers will collaborate to curate a list of potential case studies by the end of February

 4. Use of ICT Tools for Storytelling 

- Objective: Encourage students to utilize technology in presenting their case study outcomes. 

- Action Items: 

- Teachers discussed various ICT tools that could be used for storytelling, such as video editing software, animation tools, or digital presentation platforms (e.g., Canva, Prezi). 

- A presentation session will be held where teachers share insights and tips on using these tools effectively. 

- Teams will be encouraged to incorporate multimedia elements, ensuring an engaging final presentation.

5. Discussion and Q&A 

- Participants discussed potential challenges related to coordination and communication tasks among international teams and brainstormed solutions. 

- Ideas for fostering student engagement and ensuring all students contribute equally were explored. 

- All teachers expressed enthusiasm about the project direction and were eager to implement the discussed strategies in their classes. 

 Conclusion 

The meeting concluded with a collaborative spirit among teachers to embrace the project’s next phases. Everyone committed to their respective action items with clear deadlines. 

All teachers will initiate logo design workshops with their students. 

- Formation of international teams will be finalized, and relevant case studies will be assigned. 

- Exploration of ICT tools will begin, with a focus on how to best support students in their storytelling efforts.E

A project logo is an essential visual element that plays a significant role in the branding and identity of the eTwinning project DSD .

The importance of having a project logo can be summarized in the following points: 

1. Visual Identity: A logo serves as the face of the project, creating a memorable visual identity that represents the values, goals, and essence of DSD. This helps in establishing a unique brand that participants and stakeholders can easily recognize. 

2. Brand Recognition: A well-designed logo aids in building brand recognition. As the project progresses and shares its outputs, a distinctive logo helps create immediate associations with the project’s initiatives, materials, and communications, fostering a sense of familiarity among participants and audiences. 

3. Professionalism: A logo contributes to the overall professionalism of the project. It signals to educators, students, and partners that the project is well-organized and committed to its objectives. This can enhance trust and credibility while engaging potential collaborators or sponsors. 

4. Motivation and Engagement: Having a logo can instill a sense of pride and ownership among project participants. It serves as a visual representation of their collective efforts and achievements, which can foster motivation and encourage active involvement in the project’s activities. 

5. Promotional Tool: A project logo can be used across various promotional materials, including presentations, social media, reports, and newsletters. This consistency in branding helps to spread awareness and attract attention to the project's efforts in developing digital skills, making it easier to communicate its objectives and outcomes to a wider audience.

6. Cohesion Among Participants: A logo can act as a unifying symbol for all involved in the project. It creates a shared identity for students, teachers, and partner institutions, promoting collaboration and teamwork as they work towards common goals related to digital skills development. 

In conclusion, a project logo for the eTwinning project DSD is vital for establishing brand identity, enhancing recognition, promoting professionalism, and fostering engagement among all stakeholders involved. It supports the overarching goals of the project and ensures that its impact is communicated effectively to the broader educational community.

TEAM 1 : 

TEAM LEADERS

TEACHER: Kristina Cernei

SCHOOL NAME

Alaz

Lüleburgaz Ramazan Yaman Fen Lisesi, Türkiye

Utku

Lüleburgaz Ramazan Yaman Fen Lisesi, Türkiye

Buse

Lüleburgaz Ramazan Yaman Fen Lisesi, Türkiye

Çağla

Lüleburgaz Ramazan Yaman Fen Lisesi, Türkiye

Ana Maria

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

David

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Sorina

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Adrian

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Maciej

Primary School in Wysoka Głogowska, Poland

Mateusz

Primary School in Wysoka Głogowska, Poland

Blanka

Primary School in Wysoka Głogowska, Poland

Oliwia

Primary School in Wysoka Głogowska, Poland

Diana

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Isabella

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Maria Luiza

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Harleen

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Rebecca

Technical and Economic Institute in Lonigo (Vicenza), Italy 

INSTRUCTIONS:

Dear all students of Team 1, welcome to the international mixed teams activity of our project!

From now on, you will start to work with your international Team 1 members above. 

Here is the steps of the international mixed teams activity agreed on: 

1. CASE STUDY for each team provided by the teachers with the agreement: 

At Riverside High School, a once tightly-knit community faced growing tensions surrounding the inclusion of a new student, Marco, who has a speech impediment and a passion for theater. As Marco attempted to integrate into the student body, he quickly became the target of bullying from a group of popular students who mocked his speech and labeled him as "weird." Despite his talent and enthusiasm for drama, his classmates often excluded him from social events and team projects, citing his differences as a reason for not wanting to work with him.

One day, during lunch, Marco overheard the group laughing and imitating his speech, which not only hurt him but also discouraged other students from reaching out. A few compassionate peers, witnessing the bullying, attempted to include Marco, inviting him to join their game of basketball, but their efforts were met with ridicule from the original group. This cycle of exclusion created a toxic environment where the culture of acceptance was overshadowed by fear of becoming a target themselves.

2. You will identify the PROBLEMS in the CASE STUDY.

Marco is ridiculed by a popular group of students because of a pronunciation defect.

Maciej, Mateusz, Blanka, Oliwia from Poland

3. You will supply SUGGESTIONS and SOLUTIONS to the problem

Ana Maria

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Teachers and school counselors should be trained to identify and address bullying more effectively, ensuring they step in when they notice exclusion or mocking.

David

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Assigning Marco a leadership role in a club or student council could help shift perceptions and highlight his strengths.

Sorina

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

A teacher or counselor could mediate a conversation between Marco and the bullies, helping them understand the impact of their words.

Adrian

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

A "Stand Up, Speak Out" campaign could empower bystanders to intervene safely when witnessing bullying.

4. You will change the ENDING of the STORY (in the case study) 

At Riverside High School, a once tightly-knit community faced the challenge of welcoming a new student, Marco, who had a speech impediment and a passion for theater. As Marco began his journey at the school, he prepared to share his unique talents with his classmates. His enthusiasm for drama was evident as he confidently approached different groups, eager to connect.

Initially, a few students were unsure how to react to Marco, leading to some awkward moments. However, instead of mocking him, many classmates were curious and impressed by his passion for theater. Slowly, Marco's genuine love for drama began to break down barriers. A group of students who were also interested in performing arts approached Marco and invited him to join their theater club. They were eager to create an inclusive environment and believed that Marco’s unique perspective would enhance their productions.

As Marco participated in club activities, he showcased his skills and creativity during rehearsals. His playful spirit and determination quickly won over the hearts of his peers, who began to see him not just as a new student but as a talented actor. Inspired by his courage, more students rallied to support Marco, and the theater club put on an audition for their upcoming play. Marco confidently auditioned and landed a lead role.

The positive shift in the school's culture intensified during the play's lead-up, as students from various cliques came to watch rehearsals and support Marco. They began to celebrate his differences rather than see them as barriers. This newfound camaraderie blossomed into friendships as Marco's humor and personality shone through on and off stage.

One day during lunch, the previously hesitant classmates saw Marco’s joy and confidence as he rehearsed lines with his new friends. They realized the power of acceptance and inclusion. Inspired, they approached Marco, inviting him to sit with them. To their surprise, Marco welcomed the invitation with open arms, sharing stories and laughter.

As the school year progressed, Riverside High transformed into a more compassionate and inclusive community. The students learned valuable lessons about empathy, understanding, and the beauty of diversity through their experiences with Marco. By the time the play premiered, the entire school came together in support, cheering on their talented cast, with Marco shining brightly in his role.

With their successful performance, Riverside High not only showcased their artistic talents but also solidified a culture where every student felt valued and accepted. Marco’s journey from being a newcomer to a beloved member of the school was a testament to the strength that comes from kindness and inclusion, proving that everyone has a unique story worth celebrating.

5. There will be 4 OPTIONS as RESULTS and PRODUCTS for each story to be prepared by each team in collaboration:

5.1. Posters with quotes

5.2. Recordings of the stories

5.3. Storyjumper

5.4.Flip Magazine

6. At the end of the activity you have completed, please choose a SPOKESPERSON in your team to make a presentation about your team work during our ONLINE MEETING to be held.

• Please communicate and collaborate with your team members! You can also use “Comment” feature of that document above to write messages to your team members.

• Please do not hesitate to ask for help from your teachers in case you need it!

GOOD LUCK WITH YOUR WORK and ENJOY THE ACTIVITY! 🙂

Rebecca and Harleen

Here are some quotes of kindness

-”The kindness you put out in the world always has a way of coming back you”

-”If you see someone without smile give them one of yours”

-”Never look down on anybody unless you’re helping them up”

TEAM 2: 

TEAM LEADERS

TEACHER: Duygu YILDIZ

STUDENT NAME

                  SCHOOL NAME

Öykü

Lüleburgaz Ramazan Yaman Fen Lisesi, Türkiye

Ecem

Lüleburgaz Ramazan Yaman Fen Lisesi, Türkiye

Şevval

Lüleburgaz Ramazan Yaman Fen Lisesi, Türkiye

Andrei

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Antonela

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Sabina

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Massimo

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Julia

Primary School in Wysoka Głogowska, Poland

Maria

Primary School in Wysoka Głogowska, Poland

Krystian

Primary School in Wysoka Głogowska, Poland

Kacper

Primary School in Wysoka Głogowska, Poland

Umberto

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Tommaso

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Zaid

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Luca

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Akram

Technical and Economic Institute in Lonigo (Vicenza), Italy 

INSTRUCTIONS:

Dear all students of Team 2, welcome to the international mixed teams activity of our project!

From now on, you will start to work with your international Team 2 members above. 

Here is the steps of the international mixed teams activity agreed on: 

1. CASE STUDY for each team provided by the teachers with the agreement: 

At Brookfield Middle School, 12-year-old Anna struggled with her body image as she was slightly overweight compared to her peers. Despite her cheerful demeanor and passion for art, she often felt self-conscious about her appearance, especially during physical education classes. The bullying began subtly with whispers and snickers when she struggled to keep up during sports activities. Over time, a small group of girls in her class began to make mean-spirited comments, dubbing her "Thunder Thighs" and excluding her from group activities, including lunch gatherings.

Anna’s self-esteem plummeted as the bullying escalated, leaving her anxious and withdrawn. Her friend, Sarah, witnessed the emotional impact of the bullying on Anna and sought to intervene but felt powerless against the established social hierarchy. One day, after overhearing Anna express that she wished she could just disappear.

2. You will identify the PROBLEMS in the CASE STUDY.

Anna’s problem is rejection due to her appearance and weight.

Julia, Maria, Krystian, Kacper from Poland

3. You will supply SUGGESTIONS and SOLUTIONS to the problem

Andrei

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Sarah could confide in a teacher or counselor, leading to the creation of a peer support group that promotes kindness and inclusion.

The school could encourage a buddy system, where students actively support those who feel isolated.

Antonela

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

The school could launch an awareness campaign on body positivity and the impact of bullying, using posters, assemblies, and personal stories to foster empathy.

A “DSD” initiative could help students recognize how harmful language affects others.

Sabina

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

The school could host body image and self-confidence workshops, perhaps inviting guest speakers to discuss healthy self-perception.

Massimo

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Anna and Sarah could start a kindness club where students share positive messages and support each other.

Luca 

Technical and Economic Institute in Lonigo (Vicenza), Italy 

I’ll make a private lesson with the girls that make fun of her and make them realize that what they did was wrong and they hurt her feelings, but on the other side i'll tell anna that she need to put herself in a gym and use all that anger like a motivation to keep training and prove the girls wrong.

4. You will change the ENDING of the STORY (in the case study) 

5. There will be 4 OPTIONS as RESULTS and PRODUCTS for each story to be prepared by each team in collaboration:

5.1. Posters with quotes

5.2. Recordings of the stories

5.3. Storyjumper

5.4.Flip Magazine

6. At the end of the activity you have completed, please choose a SPOKESPERSON in your team to make a presentation about your team work during our ONLINE MEETING to be held.

• Please communicate and collaborate with your team members! You can also use “Comment” feature of that document above to write messages to your team members.

• Please do not hesitate to ask for help from your teachers in case you need it!

GOOD LUCK WITH YOUR WORK and ENJOY THE ACTIVITY! 🙂

3. SUGGESTIONS and SOLUTIONS to the problem:

Öykü and Ecem from RAYFEL partner school, Türkiye:

Solutions for the School:

1. Anti-Bullying Programs – Implement workshops that teach empathy, kindness, and the impact of bullying.

2. Encourage Bystander Intervention – Teach students how to support peers by standing up against bullying or reporting it.

3. Stronger School Policies – Enforce clear consequences for bullying behavior and provide support for victims.

4. Promote Inclusivity – Create group activities that encourage teamwork and acceptance.

5. Safe Spaces – Establish peer support groups or mentor programs where students can share their struggles.

Solutions for Parents:

1. Open Communication – Encourage Anna to share her feelings without fear of judgment.

2. Teach Resilience – Help her develop coping strategies, such as focusing on hobbies and practicing mindfulness.

3. Monitor Changes in Behavior – If Anna becomes withdrawn or depressed, seek professional help.

4. Encourage Healthy Habits – Support a positive body image by focusing on health rather than appearance.

5. Work with the School – Collaborate with teachers and counselors to ensure a safe and supportive environment.

Şevval and Duru from RAYFEL partner school, Türkiye:

4. ENDING of the STORY

One afternoon, Sarah couldn't stay silent any longer. She confided in her teacher, Ms. Carter, explaining what had been happening to Anna. Understanding the severity of the situation, Ms. Carter took immediate action. She arranged a class discussion about kindness, empathy, and the consequences of bullying—without singling out Anna.

Meanwhile, Sarah came up with a plan. Knowing Anna's passion for art, she encouraged her to channel her emotions into a painting for the upcoming school art showcase. Reluctant at first, Anna hesitated, fearing judgment. But with Sarah’s support, she created a powerful piece depicting a girl trapped inside a mirror, surrounded by negative words but reaching out toward the light.

When the painting was displayed, it caught everyone’s attention—including the girls who had bullied her. Seeing Anna’s emotions laid bare on the canvas made some of them realize the pain they had caused. A few even apologized. While not everyone changed overnight, the school took a stronger stance against bullying, encouraging more open conversations and support networks.

Most importantly, Anna rediscovered her confidence. She realized that her worth wasn’t defined by others’ opinions but by her own strength and creativity. With Sarah by her side, she no longer felt invisible—she felt seen, valued, and empowered.

5. Posters with quotes

Şevval, Duru, Öykü and Ecem from RAYFEL partner school, Türkiye:

1. Anti-Bullying

"If you see something, say something. Silence supports the bully."
"Words have power—use them to lift others, not tear them down."
"Kindness is free. Sprinkle it everywhere!"
"Be the reason someone smiles today, not the reason they cry."

2. Self-Confidence & Self-Worth

"Your value is not measured by others’ opinions. You are enough!"
"Stand tall, be proud, and love who you are."
"Confidence looks good on you—wear it every day!"
"The real glow-up is learning to love yourself."

3. Inclusion & Friendship

"In a world where you can be anything, be kind."
"We rise by lifting others." – Robert Ingersoll
"Different is beautiful. Celebrate diversity!"
"Friends include, not exclude."

4. Art & Expression  (For Anna’s Case):

"Your art, your voice—let the world see your strength."
"Your story matters. Keep writing it with courage."
"Express yourself. The world needs your creativity!"
"Turn your struggles into strength—create, don’t hate."

Here is the anti-bullying poster below featuring the quote: "In a world where you can be anything, be kind." 

Andrei

our story> https://youtu.be/a3nsBca7-tI

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Sarah could confide in a teacher or counselor, leading to the creation of a peer support group that promotes kindness and inclusion.

The school could encourage a buddy system, where students actively support those who feel isolated.

Antonela

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

The school could launch an awareness campaign on body positivity and the impact of bullying, using posters, assemblies, and personal stories to foster empathy.

A “DSD” initiative could help students recognize how harmful language affects others.

Sabina

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

The school could host body image and self-confidence workshops, perhaps inviting guest speakers to discuss healthy self-perception.

Massimo

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Anna and Sarah could start a kindness club where students share positive messages and support each other.

TEAM 3: 

TEAM LEADERS

TEACHER: Francesca Gattuso

SCHOOL NAME

Zeynep

 Lüleburgaz Ramazan Yaman Science High School, Türkiye

 Mina

 Lüleburgaz Ramazan Yaman Science High School, Türkiye 

Sami

 Lüleburgaz Ramazan Yaman Science High School, Türkiye 

Grigore

 Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

 Laura

 Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

 Gabriella

 Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Patryk

 Primary School in Wysoka Głogowska, Poland

 Michał 

 Primary School in Wysoka Głogowska, Poland

 Natalia

 Primary School in Wysoka Głogowska, Poland

Julja

 Technical and Economic Institute in Lonigo (Vicenza), Italy 

 Giuliana

Technical and Economic Institute in Lonigo (Vicenza), Italy 

 Pietro

Technical and Economic Institute in Lonigo (Vicenza), Italy 

 Leonardo

Technical and Economic Institute in Lonigo (Vicenza), Italy 

 INSTRUCTIONS:

Dear all students of Team 3, welcome to the international mixed teams activity of our project!

From now on, you will start to work with your international Team 3 members above. 

Here is the steps of the international mixed teams activity agreed on: 

1. CASE STUDY for each team provided by the teachers with the agreement: 

At Willow Creek High School, 15-year-old Sam, who uses a wheelchair due to a spinal condition, faced significant challenges not only in navigating the school building but also in creating meaningful connections with his peers. Despite being academically gifted and possessing a quirky sense of humor, Sam often felt isolated. He noticed that during gym class, students would either avoid him or only include him in modified activities, rather than integrating him into regular team sports.

One day, Sam overheard a group of classmates discussing how they "felt sorry" for those with disabilities, which further deepened his feelings of exclusion. On his way to lunch, he spotted a group of boys playing basketball, and as usual, he was left watching from the sidelines, longing to join but unsure how to bridge the gap.

2. You will identify the PROBLEMS in the CASE STUDY.

Sam is rejected because he is disabled and has trouble moving around school and he always dreamed of being an athlete but because of his disability he couldn't do it.

Patryk, Michał, Natalia from Poland

3. You will supply SUGGESTIONS and SOLUTIONS to the problem

Grigore

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

1. A teacher or counselor could organize an awareness session about disabilities and inclusion. By fostering open discussions and empathy, Sam’s classmates might gain a better understanding of his perspective and begin to change their attitudes.

Laura

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

2. One of the basketball players, perhaps someone Sam shares a class with, notices his frustration and invites him to join. This student could advocate for Sam’s inclusion in gym class and social activities, setting an example for others.

Gabriella

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

3. The school could introduce wheelchair basketball or other adaptive sports in PE, encouraging all students to participate. This would help normalize mixed-ability sports and break down barriers between students.

4. You will change the ENDING of the STORY (in the case study) 

Pietro from Italy: 

But, after a long wait, a young, tall and good looking boy approached him and asked if he wanted to play, at frist he said no with no hesitation, but after some time he accepted, the boy picked him

.and and helped sam score a point. That evening he got home, talked about it with his mom, and fell asleep on the bed. The next day he went to school, but he felt isolated agian like evry otehr day, till he sees that boy again.

Leonardo, Julija, Giuliana (from Italy):

1. The boys saw Sam and called him over to play with them. At first he wasn’t sure if believe them or not, but he saw that they weren’t lying so he came over to play basketball. The boys helped him to score a point and after that he was so happy, so they became his new friends.

5. There will be 4 OPTIONS as RESULTS and PRODUCTS for each story to be prepared by each team in collaboration:

5.1. Posters with quotes

5.2. Recordings of the stories

5.3. Storyjumper

5.4.Flip Magazine

6. At the end of the activity you have completed, please choose a SPOKESPERSON in your team to make a presentation about your team work during our ONLINE MEETING to be held.

Please communicate and collaborate with your team members! You can also use “Comment” feature of that document above to write messages to your team members.

Please do not hesitate to ask for help from your teachers in case you need it!

GOOD LUCK WITH YOUR WORK and ENJOY THE ACTIVITY! 🙂

~ZEYNEP, SAMİ, MİNA SU from Lüleburgaz Ramazan Yaman Science High School, Türkiye

OUR SOLUTIONS AND SUGGESTIONS 

We think informative conferences should be given to Sam's friends. Sam's teachers should give informative speeches to other children at school. There should be activity areas at school where Sam can participate. and he should be encouraged to participate in various activities.

In Sam’s case, a change in how students interact with him, both in physical activities and in social settings, could go a long way in helping him feel included and valued.

THE END WE WROTE FOR US 

Later, many opportunities were made for him to play at school. He was now playing with his friends. Later he met a doctor and received treatment. Now he could walk and play basketball with his friends.

Zeynep from Lüleburgaz Ramazan Yaman Science High School, Türkiye:

Quotes:

1. “Strength lies in differences, not in similarities.”
   – Stephen R. Covey This is what Grigore Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova, sees as representation of the quote

2. “Inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone.”
   – George Dei
   “We all have different abilities, and together we can achieve so much more.” 

This is what  Gabriella Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova sees as representation of the quote

4. “Disability is not a barrier; it’s a unique perspective waiting to be valued.”
   – Anonymous
   
   

5. “Let’s not focus on the limitations, but on the potential.”
   – Anonymous
   “Inclusion is the key to a community where everyone thrives.”

Here's the visual poster below with the quotes promoting inclusivity: 

TEAM 4: 

TEAM LEADERS

TEACHER: Monika Khan

STUDENT NAME

SCHOOL NAME

Doruk

Lüleburgaz Ramazan Yaman Fen Lisesi, Türkiye

Ecrin

Lüleburgaz Ramazan Yaman Fen Lisesi, Türkiye

Bengü

Lüleburgaz Ramazan Yaman Fen Lisesi, Türkiye

Roxana

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Nikita

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Vlad

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Melissa

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Adam

Primary School in Wysoka Głogowska, Poland

Maja

Primary School in Wysoka Głogowska, Poland

Ewa

Primary School in Wysoka Głogowska, Poland

Jakub

Primary School in Wysoka Głogowska, Poland

Ashiana

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Sofia

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Samira

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Nahida

Technical and Economic Institute in Lonigo (Vicenza), Italy 

Martina

Technical and Economic Institute in Lonigo (Vicenza), Italy 

INSTRUCTIONS:

Dear all students of Team 4, welcome to the international mixed teams activity of our project!

From now on, you will start to work with your international Team 4 members above. 

Here is the steps of the international mixed teams activity agreed on: 

1. CASE STUDY for each team provided by the teachers with the agreement: 

At Maplewood High School, 16-year-old Maria faced the daily challenges of coming from a low-income family. Living in a cramped apartment with her single mother and two younger siblings, she often found it difficult to fit in with her classmates, many of whom had the latest clothes and gadgets. While Maria excelled academically, her lack of resources made her feel different and marginalized. Despite her intelligence and determination, she often went without basic supplies, borrowing pencils and notebooks from friends when she could.

Maria's reality hit hardest during her sophomore year when her classmates began talking about the upcoming winter formal. As they excitedly discussed outfits and dates, Maria felt a lump in her throat. She knew that her family couldn’t afford a new dress or a ticket to the dance, and the thought of being the only one without a way to participate made her stomach turn. One afternoon, while sitting alone in the cafeteria, Maria overheard a group of girls discussing their plans for the dance. Noticing her somber expression, one of the girls, Emma, approached her.

2. You will identify the PROBLEMS in the CASE STUDY.

Maria suffers because her classmates don’t understand her situation at home and she is poor.

Adam, Maja, Ewa, Jakub from Poland

3. You will supply SUGGESTIONS and SOLUTIONS to the problem 

Maria can work at part time jobs. And she can get a scholarship from a government school etc.

Bengü from Türkiye

4. You will change the ENDING of the STORY (in the case study) 

Emma approached Maria and told her that Emma’s father wanted to sponsor Maria. Maria accepted it and got her allowance money every month.

Sofia, Ashiana, Martina: 

The next day at school, Emma had a mission. She had made a decision: Maria was going to the dance, no matter what. During lunch, Emma sat down next to Maria with an excited look on her face. – Okay, I have a plan – she announced. 

Maria raised an eyebrow. – A plan for what? – To get you to the dance, obviously! – Emma smiled… – First of all, my cousin has a lot of old dresses from when she was in high school. I bet we can find one that fits you. And for the ticket… I talked to Jake, and he said he has an extra one. He won’t even use it, so it’s yours if you want it. Maria’s eyes widened. – Wait… you really did all that? Emma shrugged as if it was nothing. – Of course. That’s what friends are for. Maria felt a lump in her throat, but this time it wasn’t from sadness—it was something warmer, something she hadn’t felt in a long time. – I don’t know what to say… – Say yes! – Emma laughed. Maria hesitated. A part of her still felt out of place, but another part—maybe a small, hidden part—wanted to believe she belonged. She took a deep breath. – Okay… let’s do it. Emma clapped her hands. – Yes! It’s going to be amazing, you’ll see! And for the first time, Maria allowed herself to smile. Maybe, just maybe, things were about to change.

5. There will be 4 OPTIONS as RESULTS and PRODUCTS for each story to be prepared by each team in collaboration:

6. you will change the story you can make some intresting  

thing or a happy ENDING. Maria can do e part time job for example:  

a supermarket or a stoll.

Nahida,Samira

5.1. Posters with quotes 

5.2. Recordings of the stories

5.3. Storyjumper

5.4.Flip Magazine

6. At the end of the activity you have completed, please choose a SPOKESPERSON in your team to make a presentation about your team work during our ONLINE MEETING to be held.

• Please communicate and collaborate with your team members! You can also use “Comment” feature of that document above to write messages to your team members.

• Please do not hesitate to ask for help from your teachers in case you need it!

GOOD LUCK WITH YOUR WORK and ENJOY THE ACTIVITY! 🙂

Doruk ve Ecrin from Türkiye:

Here are some poster ideas with motivational quotes to promote inclusion, resilience, and kindness for students like Maria:

1. Inclusion & Empathy

 "Everyone you meet is fighting a battle you know nothing about. Be kind. Always."
"Kindness costs nothing, but means everything."
"A school where everyone belongs is a school where everyone thrives."

2. Overcoming Challenges & Resilience 

"Difficult roads often lead to beautiful destinations."
"Your worth is not measured by what you have, but by who you are."
"Education is the key that unlocks every door—keep going!"

3. Friendship & Support

"Real friends make room for everyone at the table."
"Small acts of kindness make the biggest difference."
"Support one another. Together, we rise!"

4. Dreams & Determination 

"Your dreams are bigger than your obstacles—never give up!"
"The pen in your hand writes your future—keep writing your story."
"You are capable, you are strong, you are enough!"

5.COURAGEOUS

courageous that can help you to do what  you want.

Here is the motivational poster below featuring the quote: "Your worth is not measured by what you have, but by who you are." 

Roxana

OUR VIDEO:

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Nikita

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Vlad

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Melissa

Public Institution Theoretical Lyceum ONISIFOR GHIBU, Chisinau, Republic of Moldova

Tools and Applications in Action

1. Kahoot

Interactive quizzes on topics like kindness, bullying prevention, and online safety make learning fun and memorable. Teachers can use Kahoot to assess students’ understanding of these concepts while fostering engagement.

2. Slido.com

Slido enhances collaboration by enabling live polls, Q&A sessions, and brainstorming. For example, students can brainstorm ways to show kindness or propose solutions to bullying scenarios, fostering a sense of ownership and involvement.

3. Mentimeter

With Mentimeter, students can create word clouds or rank ideas, visually exploring themes like “What kindness means to me” or “Top strategies to prevent bullying.” These activities spark meaningful discussions and provide insights into students’ perspectives.

4. Storyjumper

Storyjumper allows students to create and share stories that highlight acts of kindness or explore the impact of bullying. This tool not only promotes literacy skills but also gives students a platform to express their thoughts creatively.

5. Google Surveys

Anonymous surveys provide valuable feedback on students’ experiences and attitudes toward bullying and kindness. Teachers can use this data to tailor activities and address specific issues within their schools.

The Importance of Pre-Project Surveys in Anti-Bullying and Kindness Initiatives

Before embarking on a meaningful journey like an anti-bullying and kindness promotion project, it is crucial to understand the needs, perceptions, and attitudes of the participants. A pre-project survey for students provides this foundational insight, shaping the project to address their experiences and concerns effectively.

This preparatory step is not just a formality—it ensures that the project is tailored, relevant, and impactful, laying the groundwork for lasting change in the school environment.

Why Conduct a Pre-Project Survey?

1. Understanding the Current Climate

The survey helps educators gauge the existing atmosphere in the school:

• How prevalent is bullying?

• How do students perceive kindness in their community?

• What are the common forms of bullying they witness or experience?

This data provides a clear picture of the challenges students face, enabling the project to address specific issues rather than relying on generic solutions.

2. Highlighting the Need for Action

By asking questions about the frequency and impact of bullying, the survey underscores the importance of intervention. It also reveals whether students see kindness as a priority, helping to frame the project as a necessary response to their expressed needs.

3. Empowering Students

Involving students in the pre-project phase gives them a voice, fostering a sense of ownership. When students feel heard, they are more likely to engage actively in the project and advocate for its success.

4. Setting a Baseline for Impact

The survey serves as a benchmark to measure the project’s effectiveness. Comparing pre-project data with post-project results provides tangible evidence of progress, helping educators assess the initiative’s success.

Key Questions for the Survey

A well-designed pre-project survey should include a mix of multiple-choice, Likert scale, and open-ended questions. Examples include:

• Have you experienced or witnessed bullying at school? If yes, what type?

• How safe do you feel in your school environment?

• What does kindness mean to you?

• How often do you see acts of kindness at school?

• What do you think are the best ways to stop bullying?

• Why do you think promoting kindness is important?

• What role can students and teachers play in creating a kinder school?

These questions encourage students to reflect on their experiences while providing educators with actionable insights.

Benefits of a Pre-Project Survey

For Students

• Awareness: Helps students recognize the importance of anti-bullying and kindness initiatives.

• Engagement: Involvement in the survey builds anticipation and commitment to the project.

For Teachers

• Focused Planning: Insights from the survey guide the development of targeted activities and resources.

• Enhanced Communication: Understanding students’ perspectives improves teacher-student dialogue.

For the School

• Informed Decision-Making: Administrators can use survey data to allocate resources effectively.

• Community Building: Highlighting shared goals fosters collaboration among students, teachers, and parents.

Moving Forward

A pre-project survey is the cornerstone of any effective anti-bullying and kindness initiative. By listening to students and addressing their real concerns, schools can create a project that resonates deeply with its participants.

As we seek to build safer, more inclusive environments, the survey reminds us that change begins with understanding. It empowers students to share their voices, shaping a project that is not only impactful but also transformative for the entire school community.

Together, with the insights gathered from the survey, we can take a proactive step toward creating a culture of kindness and eliminating bullying in schools.

Summary of the Pre-Survey on the DSD Project

This survey collects responses from participants across three countries: Moldova, Italy, and Turkey. It focuses on bullying, school safety, kindness, and ways to create a kinder school environment. 

1. Bullying:

• Many respondents have witnessed or experienced bullying at school.

• Types of bullying mentioned include:

  • Physical bullying (e.g., hitting, fighting).

  • Verbal bullying (e.g., name-calling, spreading rumors).

  • Cyberbullying (reported less frequently).

• A significant number of respondents stated they had not experienced or witnessed bullying.

2. Feeling of Safety at School:

• Responses varied, with some feeling safe and others expressing concerns about bullying or aggressive behavior from older students.

• A notable number feel "somewhat safe" but acknowledge situations where safety might be compromised.

3. Definition of Kindness:

• Kindness is associated with:

  • Helping others.

  • Respecting and supporting peers.

  • Simple acts of courtesy, like saying "thank you."

• Many participants view kindness as essential for fostering a positive environment and relationships.

4. Frequency of Kindness at School:

• Acts of kindness are observed, but their frequency varies widely:

  • Some see kindness often, while others report it as rare.

  • Examples of kindness include sharing food, helping with homework, and comforting friends.

5. Best Ways to Stop Bullying:

• Common suggestions include:

  • Reporting incidents to teachers or trusted adults.

  • Educating students about the impact of bullying.

  • Implementing punishments for bullies.

  • Promoting kindness as a countermeasure.

6. Promoting Kindness:

• Many participants believe that promoting kindness is important for creating a harmonious and supportive environment.

• Kindness is seen as a way to prevent bullying and foster better relationships among students.

7. Role of Students and Teachers in Creating a Kinder School:

• Students can contribute by being inclusive, standing up against bullying, and supporting their peers.

• Teachers can:

  • Model kindness through their actions.

  • Encourage respectful behavior.

  • Address bullying and conflicts promptly.

General Observations:

The survey highlights a need for greater awareness and action to combat bullying while fostering a culture of kindness. Education, open communication, and collaboration between students and teachers are key to creating a safer and more supportive school environment.

Combaterea fenomenului de bullying în școală prin proiectul eTwinning „DSD, because we CAN”

Istorii de succes

 Kristina Cernei

Directoare adjunctă

IPTL „Onisifor Ghibu”, Chișinău

Ambasadoare eTwinning

Fenomenul bullying-ului este o problemă globală care afectează milioane de elevi în fiecare zi, având consecințe grave asupra dezvoltării lor emoționale, psihologice și academice. Hărțuirea poate lua diverse forme, de la agresiune verbală și fizică până la cyberbullying, iar efectele sale se resimt atât pe termen scurt, cât și petermen lung. Școala, ca mediu educațional și social, trebuie să fie un loc sigur pentru toți elevii, motiv pentru care abordarea acestui subiect este  esențială.  În  Republica  Moldova  este  aprobată  Metodologiei  cu  privire la prevenirea și combaterea bullying-ului [1] și o serie de ghiduri, activități, politici, recomandări și proceduri sunt publicate pe site-ul Ministerului Educației și Cercetării pentru a combate acest fenomen [2]. Implementarea acestor reglementări în școli implică instruirea cadrelor didactice, stabilirea unor mecanisme de raportare și promovarea unui climat educațional bazat pe respect și toleranță. Cu toate acestea, succesul combaterii acestui fenomen depinde și de implicarea activă a elevilor și părinților. Iată de ce, în cadrul luptei împotriva bullying-ului, dezvoltarea gândirii critice, a competențelor de cercetare și observare, precum și a empatiei și toleranței, joacă un rol esențial. Elevii trebuie să fie capabili să recunoască bullying-ul, să analizeze situațiile în care acesta apare și să găsească soluții eficiente pentru prevenirea și combaterea lui.

Elevii din Polonia, Italia, Turcia și Republica Moldova implicați în proiectul eTwinning

„DSD, because we CAN” au realizat sondaje pentru a afla percepția colegilor lor asupra bullying-ului în școală [3].

Rezultatele au demonstrat că fenomenul este activ și necesită măsuri urgente pentru a fi combătut.

• Bullying-ul este o problemă frecvent întâlnită în școli.

• Deși elevii sunt informați despre bullying și pot recunoaște aceste comportamente, mulți aleg să le ignore.

• Profesorii observă bullying-ul, dar în unele cazuri aleg să nu intervină.

• Aproximativ 50% dintre elevi au fost victime ale bullying-ului la un moment dat în viața lor școlară.

Bullying-ul apare din mai multe motive, inclusiv:

• Lipsa educației privind empatia și respectul

• Dorința agresorilor de a obține control sau

• Factori sociali și culturali care normalizează Efectele asupra victimelor pot fi severe, incluzând:

• Scăderea stimei de sine și apariția anxietății.

• Probleme de integrare socială și

• Performanță academică scăzută și lipsa motivației.

Conștientizarea și educația continuă sunt esențiale pentru schimbarea mentalităților și pentru crearea unui mediu mai sigur pentru toți elevii. În urma acestor rezultate elevii din Polonia, Italia, Turcia și Republica Moldova au lucrat împreună în patru echipe internaționale folosind metoda asaltului de idei au analizat studiile de caz propuse și au discutat despre impactul bullying-ului asupra indivizilor. Prin această abordare, elevii au fost provocați să-și dezvolte gândirea critică și să găsească soluții eficiente pentru combaterea fenomenului. Elevii au analizat cauzele hărțuirii, au identificat posibile soluții și au transformat studiile de caz în exemple pozitive, demonstrând că schimbarea mentalității este posibilă prin educație și colaborare. [4]

Rezultatele muncii elevilor au fost prezentate în cadrul unei conferințe de totalizare, unde fiecare echipă și-a expus concluziile și soluțiile propuse. În final, a fost organizat un joc Kahoot!

[5] pentru a evalua nivelul de înțelegere a fenomenului de bullying. Rezultatele au arătat că, deși s-au depus eforturi semnificative pentru conștientizare, doar 60% dintre participanți au demonstrat o înțelegere clară a bullying-ului, ceea ce indică necesitatea continuării activităților educaționale și a campaniilor de sensibilizare.

Proiectul eTwinning „DSD, because we CAN” a evidențiat faptul că, deși elevii sunt conștienți de existența bullying-ului, încă mai este nevoie de educație suplimentară pentru a schimba mentalitățile și comportamentele. Continuarea inițiativelor de sensibilizare, organizarea de activități interactive și implicarea activă a profesorilor și părinților sunt esențiale pentru crearea unui mediu școlar bazat pe respect reciproc și siguranță. Combaterea bullying-ului în școli necesită un efort comun al elevilor, profesorilor, părinților și autorităților educaționale. Proiectul eTwinning „DSD, because we CAN” a demonstrat că, prin colaborare internațională, gândire critică și empatie, elevii pot înțelege mai bine fenomenul și pot contribui activ la prevenirea lui. Este necesar ca aceste inițiative să continue, pentru ca fiecare elev să se simtă în siguranță și respectat în mediul școlar. 

1. https://www.legis.md/cautare/getResults?doc_id=134051&lang=ro

2. https://mec.gov.md/ro/content/prevenirea-si-combaterea-violentei-0

3. https://drive.google.com/drive/folders/18F8u6E5WrhyT6eo3_33YdAo6F1_NfPx1?usp=drive_link

4. https://docs.google.com/document/d/18qgGWXu61y2i4r1O5htTiJa6K6h_IhT4u6UOWFADloo/edit?tab=t.0

5. https://create.kahoot.it/share/is-this-bullying-can-we-stop-it/641d615c-19c1-4697- 9ff8-0caeea3b9d79

martie 21, 2025

Conferinţa Internaţională la limba engleză   "Formation and development of the interdisciplinary/transdisciplinary skills of the student within English language lessons" Ediţia a IX-a, 29.03.2025

TEACHING EMPATHY AND TOLERANCE BY IMPLEMENTING ETWINNING PROJECTS IN SCHOOLS

Kristina Cernei,

English Language Teacher, Superior Didactic Degree, Head Deputy Teacher

Public Insitution Theoretical Lyceum “Onisifor Ghibu”, Chisinau

In today's interconnected world, fostering empathy and tolerance among students is paramount. Therefore, eTwinning projects not only facilitate virtual exchanges between schools across Europe, but are also considered as effective tools in promoting these values. Moreover, initiatives within the educational framework of Moldova have highlighted that empathy and tolerance are foundational components of a harmonious society. In educational settings, these values enhance interpersonal relationships and prepare students to navigate diverse cultural landscapes.

The integration of technology in eTwinning projects has paved the way for innovative approaches in order to cultivate these essential skills. Launched by the European Commission in 2005, eTwinning is a platform that connects schools across Europe, enabling them to collaborate on projects and share educational practices [1]. It provides a safe online environment where teachers and students can engage in joint educational activities, fostering a sense of European community and mutual understanding. As of 2013, in Moldova, eTwinning has been instrumental in connecting local schools with European ones. Moldovan teachers and students have engaged in various eTwinning projects thus enhancing their educational experiences and broadening their perspectives. Thereafter, students from PITL “Onisifor Ghibu” have been involved in numerous projects that promote values and focus on changing behaviors and attitudes. Moreover, the administrative board and the teaching staff as a whole have demonstrated a strong commitment aimed at fostering a safe and inclusive educational environment.

In the school year 2024-2025, students have been active in managing the international eTwinning project “DSD, because we CAN!” [3]. The members of the project are from Poland, Turkey, Italy and the Republic of Moldova. The teachers involved have consulted the legal framework and the policy development to the Education Code and for the Republic of Moldova since November 2021, the government endorsed legislative amendments to explicitly define "bullying" and establish the principle of nonviolence within the educational system. These amendments provide a clear legal foundation for identifying and addressing bullying incidents in schools. [2] Having the initiative to acknowledge the international interactions input on understanding bullyng and cyberbullying the project “DSD,

because we CAN!” has been approved to start and the aim of the project was set to bring awareness of the long lasting effects of the bullying process as well as create a nonviolent educational environment.

The project is structured to align international educational objectives by fostering an inclusive learning environment that respects diversity and encourages mutual understanding. Students have been made aware of online safety rules, netiquette, as well as copyright and creative commons. Collaboration with students’ family or legal guardians is a must, and the parental consent form is uploaded to the platform. Once the students are informed about the guideline of online safety rules, the family is informed about the project the students start the project by presenting themselves on a virtual board by not only presenting themselves but also addressing the topic of what is kindness to them.

Once the students got to see the partners in the project, the first online meeting is set off in order to tackle the problem of bullying and the importance of being kind.

The pre survey has shown that students in all four participant countries have experienced bullying, have encountered difficulties in tackling with this problem:

Once the project has been fully comprehended and the students have met their partners the students are asked to create a logo, vote within their school for the logo that would represent the group, afterwards international voting proceeds with all the participants to vote for the logo of the project. This gives the students the possibility to participate in the voting process, get creative when designing the logo as well as use online applications for enriching their IT skills. Once the logo is set, students are asked to collaborate in international teams and work together on a fictional case of bullying.

Example: At Brookfield Middle School, 12-year-old Anna struggled with her body image as she was slightly overweight compared to her peers. Despite her cheerful demeanor and passion for art, she often felt selfconscious about her appearance, especially during physical education classes. The bullying began subtly with whispers and snickers when she struggled to keep up during sports activities. Over time, a small group of girls in her class began to make mean-spirited comments, dubbing her "Thunder Thighs" and excluding her from group activities, including lunch gatherings.

Anna’s self-esteem plummeted as the bullying escalated, leaving her anxious and withdrawn. Her friend, Sarah, witnessed the emotional impact of the bullying on Anna and sought to intervene but felt powerless against the established social hierarchy. One day, after overhearing Anna express that she wished she could just disappear. Students are asked to work together on depicting the problem in the fictional story. Students answer from Poland was that Anna’s problem is rejection due to her appearance and weight. Students from Turkey and the Republic of Moldova came up with the solutions: Sarah could confide in a teacher or counselor, leading to the creation of a peer support group that promotes kindness and inclusion. The school could encourage a buddy system, where students actively support those who feel isolated. The school could launch an awareness campaign on body positivity and the impact of bullying, using posters, assemblies, and personal stories to foster empathy. A “DSD” initiative could help students recognize how harmful language affects others. Students from Poland, Turkey, Itlay and the Republic of Moldova teamed up to rewrite the ending of the story as to promote inclusive environment: One afternoon, Sarah couldn't stay silent any longer. She confided in her teacher, Ms. Carter, explaining what had been happening to Anna. Understanding the severity of the situation,

Ms. Carter took immediate action. She arranged a class discussion about kindness, empathy, and the consequences of bullying—without singling out Anna.

Meanwhile, Sarah came up with a plan. Knowing Anna's passion for art, she encouraged her to channel her emotions into a painting for the upcoming school art showcase. Reluctant at first, Anna hesitated, fearing judgment. But with Sarah’s support, she created a powerful piece depicting a girl trapped inside a mirror, surrounded by negative words but reaching out toward the light.

When the painting was displayed, it caught everyone’s attention—including the girls who had bullied her. Seeing Anna’s emotions laid bare on the canvas made some of them realize the pain they had caused. A few even apologized. While not everyone changed overnight, the school took a stronger stance against bullying.

Once the story has changed, the team has created a poster as well as an animated video of the story ( https://youtu.be/a3nsBca7-tI):

Each team works on understanding of the impact of bullying on the students as well as the effects of kindness acts that can come from either peers or trusted adults. The teams meet up in international conference where they present the case studies, their solutions and suggestions as well as the changed story.

The showcased example of the project represents a valuable approach to teaching empathy and tolerance in schools not only in the Republic of Moldova, but internationally. Through virtual exchanges, students gain firsthand experience in collaborating with peers from different cultural backgrounds, leading to enhanced intercultural understanding and respect.

To conclude, once the Ministry of Education and Research has recognized the importance of integrating eTwinning projects into the national curriculum by participating in these projects, Moldovan schools have the opportunity to engage in international collaborations that enrich the educational experience and promote essential values such as empathy and tolerance. Moreover, the integration of eTwinning projects into the educational system underscores a commitment to preparing students for a globalized world where empathy and tolerance are crucial. Another important factor to consider is that all the policies, frameworks, reports, insights and didactic material that the Ministry of Education and Research [4-8] have given to the public eye as well as

to the educational community showcase the importance of such international eTwinning projects like “DSD, because we CAN!” as not only do they develop critical thinking skills of our students, but they also activate their soft skills and develop empathy and tolerance values that in our modern world are in great need.

References:

1. https://school-education.ec.europa.eu/en/etwinning

2. https://gov.md/ro/content/guvernul-sustine-reglementarile-anti-bullyingeducatie?utm_source=chatgpt.com

3. https://school-education.ec.europa.eu/en/etwinning/projects/dsd-because-we-can/twinspace

4. https://mec.gov.md/ro/content/prevenirea-si-combaterea-violentei-0

5. https://mec.gov.md/sites/default/files/raport_generalizat_privind_evidenta_cazurilor_de_abuz_asupra

_copiilor_sem_i_2024-2025.pdf

6. https://mec.gov.md/sites/default/files/anexa_2_draft_activitati_de_la_egal_la_egal.pdf

7. https://mec.gov.md/sites/default/files/tdh_brosura_final.pdf

8. https://mec.gov.md/sites/default/files/analiza_situatiei_rom_0.pdf