Teaching bearing respect to otherness

Summary

The project was successfully implemented by 163 Chernorizets Hrabar School to foster an inclusive, safe and welcoming learning environment. We witnessed changes in behaviour in some cases. One such example is included in the “Good Practices” lesson. We expanded the scope of our collaboration with other schools in the region. While teaching and preparing events, we gradually gained a better understanding of the core ideas presented in the Manual.

“Whenever someone is hurt they evoke conflicts.”

Topic(s) addressed

• Human rights 
• Children’s rights 
• Diversity
• Inclusion
• Identity and citizenship

Target group(s)  

• We want all of our 500 students to study in a safe and welcoming environment.

Methodologies used

What makes the approach widely applicable is that, regardless of the lesson, the teacher needs to engage students and include everyone in the class. Any unresolved problem can affect the outcome of even the best-designed and most valuable lesson. A very short game that includes everyone can make a difference. Using an element of non-formal education, such as a brainstorming session or another educational game, can have a significant impact. 

Moreover, students acquire knowledge through active collaboration, research, questions and discussions rather than through rote memorisation. 

At the end of the lesson, students not only summarise the new knowledge but also discuss how they felt.

Innovation environment

Schools are highly resourceful environments for innovation. We work with young people who are an inexhaustible source of energy and new ideas. There is no single formula for harnessing this potential successfully once and for all; it requires ongoing effort. 

It does not necessarily require substantial funding or additional resources. It is mainly achievable through hard work, commitment and understanding of students’ feelings and fears. 

Our approach was to include students and teachers from different stages of education and from different backgrounds so that they could learn more about each other and develop mutual respect. As the school includes students with different abilities, we seek additional support when needed.

Teachers’ role

The teacher’s role is of utmost importance. To capture students’ attention and encourage their active participation, interest and commitment, teachers must balance students’ interests with the valuable knowledge they need to acquire. 

They also need to form teams that foster a positive atmosphere, collaboration and motivation to achieve shared goals. 

The Manual also emphasises that, for both the teacher and the lesson to succeed, teachers must never act contrary to their own understanding of what is valuable and beneficial for the class. 

Any hesitation can undermine success, as students are very sensitive to it.

Impact and output

The students were definitely happy. When the school day follows its usual routine, sooner or later the students become bored. They are travellers who want to discover the world; however, the first step is to learn more about themselves and how to manage their own feelings. They greatly value every small achievement. 

Participants with fewer opportunities feel equally important, as they can easily be included when the lesson is divided into small parts and everyone can take on a role suited to their strengths. 

The open days, co-working sessions, exchanges of good practices, in-school lessons and exchanges of ideas with the neighbouring school were also excellent opportunities for team building and developing strong relationships.

Learn more about the project