{"id":5794,"date":"2024-05-29T08:53:37","date_gmt":"2024-05-29T08:53:37","guid":{"rendered":"https:\/\/www.scoalababel.ro\/?p=5794"},"modified":"2025-02-06T16:58:49","modified_gmt":"2025-02-06T16:58:49","slug":"cum-vad-studentii-din-belgia-austria-si-romania-scoala-noastra","status":"publish","type":"post","link":"https:\/\/www.scoalababel.ro\/en\/2024\/05\/29\/cum-vad-studentii-din-belgia-austria-si-romania-scoala-noastra\/","title":{"rendered":"Cum v\u0103d studen\u021bii din Belgia, Austria \u0219i Rom\u00e2nia \u0219coala noastr\u0103"},"content":{"rendered":"

\u00cen luna mai 2024, \u0219coala noastr\u0103 a avut pl\u0103cerea de a g\u0103zdui o vizit\u0103 deosebit\u0103 \u0219i valoroas\u0103 din partea unui grup de studen\u021bi din Belgia, Austria \u0219i Rom\u00e2nia. Aceast\u0103 oportunitate a fost posibil\u0103 prin programul \u201eConnecting Across Differences\u201d Blended Intensive Programme<\/strong> (BIP), organizat de Universitatea de Vest Timi\u0219oara<\/strong>, Universitatea din Viena<\/strong>, PXL Education Belgia<\/strong>, Erasmus+<\/strong> \u0219i CISG<\/strong>.<\/p>\n

Andrei Nicolescu<\/strong>, psiholog consilier la Babel, a condus grupul de studen\u021bi, prezent\u00e2nd principiile fundamentale ale \u0219colii noastre \u0219i facilit\u00e2nd comunicarea cu elevii \u0219i profesorii no\u0219tri. Vizita a fost o ocazie minunat\u0103 de schimb de idei \u0219i de \u00eembog\u0103\u021bire a experien\u021bei educa\u021bionale pentru to\u021bi cei implica\u021bi.<\/p>\n

Care este obiectivul acestui program?<\/h1>\n

Cu deviza “Nu l\u0103s\u0103m pe nimeni \u00een urm\u0103”, promisiunea central\u0103 a Agendei 2030 \u0219i a Obiectivelor de Dezvoltare Durabil\u0103, este esen\u021bial ca viitorii profesori<\/strong> la nivel global s\u0103 fie con\u0219tien\u021bi \u0219i implica\u021bi \u00een acest efort. Programul urm\u0103re\u0219te s\u0103 creasc\u0103 con\u0219tientizarea rolului pe care limbajul \u0219i conceptele \u00eel joac\u0103 \u00een promovarea diviziunii \u0219i polariz\u0103rii \u00een clas\u0103 \u0219i \u00een contextul social extins. Dat fiind c\u0103 profesorii sunt actori cheie \u00een promovarea diversit\u0103\u021bii \u00een s\u0103lile de clas\u0103, acest BIP \u00ee\u0219i propune s\u0103 \u00eembun\u0103t\u0103\u021beasc\u0103 practicile de r\u0103spuns la diversitate. Astfel, cursul se concentreaz\u0103 pe reflec\u021bia critic\u0103 asupra a ceea ce modeleaz\u0103 modurile noastre de g\u00e2ndire \u0219i pe re\u00eencadrarea prejudec\u0103\u021bilor (implicite) care ar putea afecta negativ viitorii elevi. Compararea obiceiurilor \u0219i sistemelor din cele trei \u021b\u0103ri participante sprijin\u0103 o percep\u021bie mai con\u0219tient\u0103 a propriului sistem \u0219colar \u0219i a obiceiurilor pedagogice.<\/p>\n

In agenda programului, studen\u021bii belgieni \u0219i austrieci au avut o zi dedicat\u0103 interac\u021biunii cu profesorii \u0219i tot ceea ce \u00eenseamn\u0103 Babel \u0218coal\u0103 + Liceu, mai exact, activit\u0103\u021bilor de predare \u0219i observare concluzionat\u0103 cu o sesiune de reflec\u021bie.<\/p>\n

\"\"<\/p>\n

Ce feedback am primit de la studen\u021bi \u00een urma interac\u021biunii cu Babel \u0218coal\u0103 + Liceu?<\/h1>\n

Pentru o mai bun\u0103 \u00een\u021belegere a mesajului transmis de studen\u021bi, transcriem aici mesajele scrise de ei \u00een limba englez\u0103.<\/p>\n

I thought the way the school works, is very inspiring. You can feel the passion from the teachers, and the pupils feel seen and heard. It feels like a very peaceful environment where the students can thrive to be the best version of themselves.
\n– Joke Roosenbroeck (Belgian student)<\/strong><\/em><\/p>\n

I thought there was a nice atmosphere in the school. The concept is unique and something that absolutely supports inclusion. It was a great experience teaching the children, most of them were very enthusiastic and cooperated very well. This school is a good example of how working together as one team can achieve a lot.
\nThank you Baboa coala for these new experiences and insights.
\n– Rachel (Belgian student)<\/strong><\/em><\/p>\n

Teaching at Babel was one of the activities I was most looking forward to. Upon arrival, I was pleasantly surprised. I had already heard that many Romanian schools had quite neglected infrastructure, and that the teaching itself was apparently more outdated. Babel Scoala, on the other hand, was the complete opposite of what I had expected. It had a very modern infrastructure and a friendly team of teachers. I was very surprised to see a poster on non-violent communication in the teachers’ room. It was nice to hear that teachers here were actively engaged with it and actually implemented it in their classroom practice. The classrooms were nicely arranged. The traditional setup of the rooms was completely broken by desks that were easily movable. This also made it easier to try out group work or other work forms in the classrooms. Additionally, I found it unusual that music was played during breaks. I had never encountered this in the schools where I had previously done internships. It certainly added an extra touch to a pleasant atmosphere.
\n– Angie (Belgian student)<\/strong><\/em><\/p>\n

During my time at the Babel School in Timisoara, I was pleasantly surprised by several aspects that contributed to a highly positive learning environment. The school’s infrastructure is impressive, with modular desks that can be easily rearranged to suit different activities. The plants and the vibrant colors throughout the school create a welcoming and stimulating atmosphere. I found the music during the breaks to be a refreshing element. It immediately creates a relaxed and homely atmosphere.
\nOne of the most remarkable observations was how attentive the teachers were to each pupil’s needs. The students were encouraged to be themselves, which is essential for optimal learning. I noticed various strategies in place to accommodate individual needs: some students used toy cars on their desks to manage their restlessness, another had a taped-off area to define their personal space, and one student would occasionally take a brief moment to isolate themselves. These practices demonstrated the school\u2019s commitment to meeting each child’s unique requirements. The teachers truly see each student and their unique needs. Our work centered on emotions and needs, and it was evident that these students were adept at expressing their feelings. This proficiency indicated that they had practiced articulating their emotions extensively. In the final part of the lesson, we focused on needs. The students participated in an exercise where they filled and illustrated glasses to represent how well their needs were being met. It was heartwarming to see that when discussing the need for love, some students’ glasses were overflowing.
\nMy heart overflowed as well.
\nAdditionally, the teacher had Tibetan bells next to the board, which proved to be an effective way to get the class’s attention without raising my voice. Inspired by this, I plan to incorporate these bells into my own classroom in the future. Finally, I also saw ample room for creativity. Making history tangible by having students process it through projects and making it visible aligns with my vision of education. I saw beautiful examples, such as a project on the Hiroshima atomic bomb, a work on the Great Wall of China, and toy soldiers reenacting the Battle of Normandy. By allowing students to create their own products and thereby solidify their learning material, this method of knowledge transfer is highly effective. And even more importantly, creativity is encouraged. Creating something yourself is the most beautiful thing there is.<\/p>\n

Saskia Sterck (Belgian teacher)<\/em><\/strong><\/p><\/blockquote>\n