The central element in promoting learning is promoting relationships: teacher-student relationships, peer-to-peer relationships (both student-student and teacher-teacher), student-school staff; teacher-parents, etc. All the traditional and high-tech resources of education are best understood as different kinds of interfaces for relationships that support learning. The relationships that are established in the school context determine the balance of the context itself: for this reason we should speak of the ecology of relationships, to characterize them as healthy, productive, respectful and sustainable.

Through the training course, issues related to assertive communication, conflict resolution (involving the teacher himself, but also the conflicts in which the teacher must be a mediator) will be treated.

Target GroupsTeacher any level (students age: any)

In this course, the teacher learns which are the main interpersonal relationship models and which are constructive and which are not. The teacher will be able to identify the basic model of a relationship and will be able to put into practice the measures to obtain the maximum benefit for the parties from the relationship itself. Furthermore, the course will provide concrete and immediately implementable tools for the resolution of interpersonal conflicts between the actors that revolve around the school context, with a view to making the school environment a healthy, learning, personal growth and wellbeing place. 

The schools put in place particular types of relationships and, therefore, particular types of conflicts, which are to be considered as one of the most important components to achieve organizational purposes, such as for example of working groups or teams.

Conflict is an inevitable social phenomenon – in some respects, even desirable – that characterizes relationships: some conflicts are created for the maintenance of functioning existing, other conflicts are brought about by change.

In the school context, the relationships between teachers are crucial and it is essential that they are managed proactively, constructively, aimed at the well-being of the teacher himself and oriented towards the student.

School director and members of the school’s administrative staff play a fundamental role in this scenario as part of the context in which the conflict emerges.

Target Groups

Teachers (any level) / School Directors

Objectives

During the course, participants will learn to identify the basic process of the conflict (from the latency / pre-conflict phase, to confrontation, up to the crisis). Furthermore, teachers and staff will learn to identify the phases and to put into practice specific actions according to the phase in which the conflict is.

Training objectives:

• to study in depth  techniques of negotiation, mediation and destruction of the conflict 
• To manage conflicts, participants will learn to analyze them following a pattern that starts from the history of conflict (understanding the way the conflict developed), the context of the conflict: it makes us understand yours gravity and its nature, the reasons for the conflict.
• to focus on higher-level global goals that attract the interest of everyone, as individuals and as teachers

Counselling is a helping approach that highlights the emotional and intellectual experience of a person: how a person is feeling and what they think about the problem they have sought help for. Teachers can adopt coaching tools and strategies to foster and improve students’ learning process, attainment and emotional intelligence and identify the potentialities for an individual tailored path.

Enhance the understanding of coaching and emotional intelligence, offering teachers the possibilities of using coaching methods in formal education pathways, and boost learners’ learning process and motivation. Get insight and concrete ideas on how to manage challenging situations in the school setting (lack of motivation, vulnerable background, etc)

A course that will allow its participants to develop the fundamental skills to approach the world of Digital Marketing: a branch of advertising that represents the primary tool for promoting a Business. Digital marketing principles will help participants get their message out and see more success in business or other online endeavors.

VET and High School Teachers

Development of skills related to the use and understanding of the major useful platforms for digital marketing: social media channels, online dissemination methodologies, best practices.

European Project Design and management training for school staff, aims at providing a thorough understanding of the EU grants and will allow the participants to acquire the theoretical and practical fundamentals of project management in order to acquire and improve project management skills and increase access to European Funds. The training will offer extensive use of exercises and case studies about all funding opportunities proposed with main focus on Erasmus+ Programme projects.

Secondary and primary school teachers and staff , VET and High School Teachers and staff

1. Familiarise with EU financial framework and Programmes
2. Focus on objectives, methodologies, conditions and best-pratices of Erasmus+
3. Provide advice and guidance on how to write a successful proposal and plan your project so as to exploit available EU funding opportunities
4. Familiarise with principles, powerful techniques, tips and tools on successful project planning and effective project cycle management (PCM)
5. Provide advice on monitoring, evaluation and controlling tools of your project
6. Familiarise with successful dissemination/promotion and exploitation principles of European projects

A dynamic course for teachers who intend to improve their proficiency in a foreign language or become more familiar with innovative methods for teaching in a foreign language classroom.

Improve teacher’s English competences through implementation of experimental language-learning methods and practice.

Target Groups

Primary and Secondary schools teachers interested in taking the first step towards CLIL and teachers interested in working in a European project.

Improve teacher’s English competences through implementation of experimental language-learning methods and practice.