A personal view on the Inn2Diversity training from Bulgaria
IO4 - Courses Curricula for Mentor’s Coordinators and Mentors
Training in Portugal - Aproximar
Between the 7th and 28th of June of 2022, Aproximar delivered the Inn2Diverisity “Training curricula for Mentor’s Coordinators and Mentors”. This training compiled both synchronous (via Zoom) and asynchronous (via Aproximar’s Talent LMS platform) sessions.
It counted with 26 individuals, of which 10 were teachers; 3 psychologists; 5 social workers; 3 social educators; 1 criminologist; 1 educational staff. There were 3 participants who chose to not clarify their professional background.
The training compiled 6 modules in total: a) Introduction to mentoring; b) Communication; c) Emotional Intelligence; d) Conflict management; e) Group management; f) Mentoring delivery & implementation
This training curricula aimed at developing the following skills:
According to the Programme contents, the participants were mostly satisfied. The evaluation was however lower than the organisation satisfaction.
The expectancy and the pedagogical resources that were made available were the highest graded parameters on this scale.
The trainers were also very positively evaluated, with most of the ratings being “Very Good” and “Excellent”.
The participants also filled a pre-training and post-training questionnaire aiming at evaluating the balance of generic knowledge and skills that allows to understand the effects of the training program after its completion. The scale used in this survey was the following: 1 = “No current skill in this area”; 2 = “A little skilled in this area”; 3 = “Somewhat skilled in this area”; 4 = “Skilled in this area”; 5 = “Very skilled in this area”.
It counted with 26 individuals, of which 10 were teachers; 3 psychologists; 5 social workers; 3 social educators; 1 criminologist; 1 educational staff. There were 3 participants who chose to not clarify their professional background.
The training compiled 6 modules in total: a) Introduction to mentoring; b) Communication; c) Emotional Intelligence; d) Conflict management; e) Group management; f) Mentoring delivery & implementation
This training curricula aimed at developing the following skills:
- Understanding what is mentoring and peer mentoring;
- Recognizing the main stages and processes of mentoring;
- Comprehending the main roles of a mentor, mentee and coordinator in the mentoring process;
- Knowing how to apply a mentoring model;
- Knowing how to communicate assertively;
- Understanding the different cultural awareness levels and how this can reflect on the mentoring process;
- Understanding what emotional intelligence is and know how to apply strategies to regulate the emotions;
- Understanding how to apply strategies to deal with conflict;
- Knowing what methods and tools a mentoring model uses to assess the mentoring process.
According to the Programme contents, the participants were mostly satisfied. The evaluation was however lower than the organisation satisfaction.
The expectancy and the pedagogical resources that were made available were the highest graded parameters on this scale.
The trainers were also very positively evaluated, with most of the ratings being “Very Good” and “Excellent”.
The participants also filled a pre-training and post-training questionnaire aiming at evaluating the balance of generic knowledge and skills that allows to understand the effects of the training program after its completion. The scale used in this survey was the following: 1 = “No current skill in this area”; 2 = “A little skilled in this area”; 3 = “Somewhat skilled in this area”; 4 = “Skilled in this area”; 5 = “Very skilled in this area”.
The results show us the average difference between the levels of knowledge and competences (divided by the work module) of the participants according to their assessment before and after the training. A clear increase between the two periods is noticeable in all 6 modules. This suggests that the participants experienced progression in terms of competencies/skills development from the initial moment of the training to the end of the training.
The average before the start of the training was around 2,82 points (average of all 6 modules) suggesting at least some beforehand knowledge of the participants. After the training this number rose to 4,43 points, with an increase of 1,61 points.
The highest difference in terms of pre and post training average was observed in the 4th Module – “Mentoring delivery & implementation”, with 2,11 points of difference. This could suggest that, while the participants had already some knowledge or information on Mentoring, its application, delivery and implementation was rather unknown. The lowest levels of change in terms of competencies/skills development occurred in Module II – “Communication”, with a mere 0,79 points difference.
In sum, this piloting phase was a success regarding participants satisfaction, and an even greater success regarding competencies development. Therefore, it is a great way to learn about peer-to-peer mentoring and its applications in the school context.
The average before the start of the training was around 2,82 points (average of all 6 modules) suggesting at least some beforehand knowledge of the participants. After the training this number rose to 4,43 points, with an increase of 1,61 points.
The highest difference in terms of pre and post training average was observed in the 4th Module – “Mentoring delivery & implementation”, with 2,11 points of difference. This could suggest that, while the participants had already some knowledge or information on Mentoring, its application, delivery and implementation was rather unknown. The lowest levels of change in terms of competencies/skills development occurred in Module II – “Communication”, with a mere 0,79 points difference.
In sum, this piloting phase was a success regarding participants satisfaction, and an even greater success regarding competencies development. Therefore, it is a great way to learn about peer-to-peer mentoring and its applications in the school context.
Training in Peterborough - City College Peterborough
The Inn2Diversity training on IO4 training sessions were delivered in Peterborough across two delivery sessions.
The modules were broken down into 6 sessions:
Participants were teachers, counsellors, teaching assistants and other stakeholders associated with education.
The objectives of the training was to provide the participants with relevant and up-to-date information and guidance about mentoring I'm important of this vital role in the world of education. Looking at conflict management and how assertive communication is key to any intervention strategy that takes place. However, participants gained an understanding of the vital role of their own emotional intelligence and how this can significantly impact the relationship between mentor and mentee, and communication transaction between the learner and other professionals.
The feedback from the sessions we're very good and all participants stated that they had built upon their pre-existing knowledge and were able to identify how they would be able to use the training within their own professional practise.
Some examples of the feedback included:
It is so important that teaching professionals get an opportunity to explore how they feel about diversity in challenging behaviour, it is only through exploration that personal practise can be improved
I have thoroughly enjoyed the training sessions and I now recognise the importance of sharing my concerns with others and not seeing this as a weakness
I loved the training sessions and thoroughly enjoyed learning and hearing about other peoples experiences. Mentoring and emotional intelligence or at the top of my teaching toolkit.
The modules were broken down into 6 sessions:
- Mentoring
- Communication
- Emotional intelligence
- Conflict management and personal resilience
- Group and behaviour management
- The importance of Mentoring
Participants were teachers, counsellors, teaching assistants and other stakeholders associated with education.
The objectives of the training was to provide the participants with relevant and up-to-date information and guidance about mentoring I'm important of this vital role in the world of education. Looking at conflict management and how assertive communication is key to any intervention strategy that takes place. However, participants gained an understanding of the vital role of their own emotional intelligence and how this can significantly impact the relationship between mentor and mentee, and communication transaction between the learner and other professionals.
The feedback from the sessions we're very good and all participants stated that they had built upon their pre-existing knowledge and were able to identify how they would be able to use the training within their own professional practise.
Some examples of the feedback included:
It is so important that teaching professionals get an opportunity to explore how they feel about diversity in challenging behaviour, it is only through exploration that personal practise can be improved
I have thoroughly enjoyed the training sessions and I now recognise the importance of sharing my concerns with others and not seeing this as a weakness
I loved the training sessions and thoroughly enjoyed learning and hearing about other peoples experiences. Mentoring and emotional intelligence or at the top of my teaching toolkit.
Training in Italy - Ceis Formazione
Ceis Formazione concluded “the training curricula for Mentor’s Coordinators and Mentors " within the European project Inn2Diversity, which involves a partnership of nine organizations from Bulgaria, Finland, Italy, Portugal, United Kingdom and Romania, which aims to develop training, tools and mentoring activities for the management of diversity in schools.
The goal is a new process to support schools and teachers to deal with and teach about diversity and to cope with difficulties when dealing with complex pupils and class environments. With this training curricula, schools will be able to replicate the mentoring process and embed it into their school daily routine. Mentees (teachers with difficulties in managing learning and teaching) will a have the opportunity to share their difficulties with an experienced person (teacher acting as a mentor) giving them instructional excellence for teaching effectiveness increasing not only their job satisfaction but also improving disadvantaged pupils school enrolment, education success and inclusive environment. The aims were the ones foreseen in the mentoring training curricula proposal shared by the partnership, so some proposal to support teachers and educators to deal with and teach about diversity and to cope with difficulties when dealing with complex pupils and class environments. Teachers will be able to replicate the mentoring process and embed it into their school daily routine.
The specific goals of the training were: to understand the mentoring as a development-based method involving guidance, counselling, and coaching processes; to know how people communicate with each other both verbally and nonverbally and the assertive style of communication in relationships; to understand what emotional intelligence is and that emotional regulation refers to the process by which individuals modify the trajectory of one or more components of an emotional response; to know how to prevent conflict with the other, with one’s own, and with the institution, that is at the heart of the educational relationship, whose causes are due to differences in culture, personality, values, needs, interests, and power; to understand the role of mentor managers in a group as the capability of an individual/organization to administer and coordinate a group; considering the ecological systems perspective to understand mentoring, as an interaction between individuals (mentor-mentee) to an interaction between systems.
The specific goals of the training were: to understand the mentoring as a development-based method involving guidance, counselling, and coaching processes; to know how people communicate with each other both verbally and nonverbally and the assertive style of communication in relationships; to understand what emotional intelligence is and that emotional regulation refers to the process by which individuals modify the trajectory of one or more components of an emotional response; to know how to prevent conflict with the other, with one’s own, and with the institution, that is at the heart of the educational relationship, whose causes are due to differences in culture, personality, values, needs, interests, and power; to understand the role of mentor managers in a group as the capability of an individual/organization to administer and coordinate a group; considering the ecological systems perspective to understand mentoring, as an interaction between individuals (mentor-mentee) to an interaction between systems.
The training was modular, combining 6 modules in total. The programmatic contents were the following:
- Introduction to mentoring ( explore the basic concepts of mentoring and mentoring process; explore peer mentoring in school; explore the roles of mentors, mentees and coordinators; introduce the I2D Mentoring Model).
- Communication (introduce the main communication styles; explain the potential and importance of assertive communication; explore the barriers of effective communication; raise awareness towards diversity during the mentoring process).
- Emotional Intelligence (explain the importance of Emotional Intelligence (EI) and regulation in mentoring; explore then main domains of EI; present and discuss the main challenges for peer mentors; recapitulate the main skills in mentoring).
- Conflict Management and Resilience (explain the main notions of conflict; provide insight on negative and positive conflict; provide stress management skills; present the notions of internal and external Locus of Control and how it affects the way we deal with challenging situations; provide strategies to deal with conflict and positive coping mechanisms).
- Group Management (only for coordinators) (provide information on the main roles of the coordinator in mentoring; explain the main challenges and benefits when working with a group; dynamics to motivate groups; explain the potential of Transformational leadership as an important leadership style).
- Mentoring Delivery and Implementation (explore the ecological approach as an important base to understand the mentorship and mentoring relationships; present the I2D evaluation and assessment methods; discuss the boundaries in the mentoring relationships and confidentiality; explore the main success factors across the mentoring implementation).
The modules have been delivered face-to-face in three days, in the afternoon from 2.30 p.m. to 7.30 p.m., two modules for day. Then, all the participants used the CEIS Formazione’s Moodle platform for an individual self-training.
21 people showed interest to the training. The number of enrolled is 16, all the participants were females, two people couldn’t continue the training because of work timetable problems, so the final number of people that attended and received the attendance certificate was 14.
In terms of participants’ educational level, 12 have an Academic's degree and 1 a degree.
Regarding the motivations for enrolling in training, participants mentioned aspects such as the upgrade or improvement of their qualifications and acquisition of school and professional competences.
- Introduction to mentoring ( explore the basic concepts of mentoring and mentoring process; explore peer mentoring in school; explore the roles of mentors, mentees and coordinators; introduce the I2D Mentoring Model).
- Communication (introduce the main communication styles; explain the potential and importance of assertive communication; explore the barriers of effective communication; raise awareness towards diversity during the mentoring process).
- Emotional Intelligence (explain the importance of Emotional Intelligence (EI) and regulation in mentoring; explore then main domains of EI; present and discuss the main challenges for peer mentors; recapitulate the main skills in mentoring).
- Conflict Management and Resilience (explain the main notions of conflict; provide insight on negative and positive conflict; provide stress management skills; present the notions of internal and external Locus of Control and how it affects the way we deal with challenging situations; provide strategies to deal with conflict and positive coping mechanisms).
- Group Management (only for coordinators) (provide information on the main roles of the coordinator in mentoring; explain the main challenges and benefits when working with a group; dynamics to motivate groups; explain the potential of Transformational leadership as an important leadership style).
- Mentoring Delivery and Implementation (explore the ecological approach as an important base to understand the mentorship and mentoring relationships; present the I2D evaluation and assessment methods; discuss the boundaries in the mentoring relationships and confidentiality; explore the main success factors across the mentoring implementation).
The modules have been delivered face-to-face in three days, in the afternoon from 2.30 p.m. to 7.30 p.m., two modules for day. Then, all the participants used the CEIS Formazione’s Moodle platform for an individual self-training.
21 people showed interest to the training. The number of enrolled is 16, all the participants were females, two people couldn’t continue the training because of work timetable problems, so the final number of people that attended and received the attendance certificate was 14.
In terms of participants’ educational level, 12 have an Academic's degree and 1 a degree.
Regarding the motivations for enrolling in training, participants mentioned aspects such as the upgrade or improvement of their qualifications and acquisition of school and professional competences.
Very interesting results emerged from the questionnaire given at the end of the course:
The organization of the training action received very positive evaluations, as for the training contents the general evaluation. The most of the participant think that the training was balanced between theory and practice. In fact, All the participants had recommended the training course.
Compared to the balance of competences obtained by the participants, all the thematic competences of the modules showed growth after the training course, the one that increased the most was " “introduction to mentoring”.
The organization of the training action, the training contents and the practical application of the contents were evaluated in a very positive way, especially in relation to the initial expectations of the participants.
Participants recommended in their evaluation that the topics of greatest interest were emotional intelligence and conflict management. Above all, this last issue seems to be relevant and many have declared it to be the most important aspect to be implemented both on a personal and organizational level. The real applicability of the model within schools should be further investigated, according to school times and the energy often lacking in this area. The problem of recognizing the figure of mentors and coordinators emerged, which should be better valued, both on a social and economic level. Some participants suggested a continuation of the mentoring process even after the agreed training period, in another form, for example by setting up working groups to continue monitoring some salient aspects and important issues for individual professional fulfilment. It would be useful to move from the mentor-mentee pair to a working group that can be set up as a stimulus to research and continuous training under the direction of the coordinator.
The organization of the training action received very positive evaluations, as for the training contents the general evaluation. The most of the participant think that the training was balanced between theory and practice. In fact, All the participants had recommended the training course.
Compared to the balance of competences obtained by the participants, all the thematic competences of the modules showed growth after the training course, the one that increased the most was " “introduction to mentoring”.
The organization of the training action, the training contents and the practical application of the contents were evaluated in a very positive way, especially in relation to the initial expectations of the participants.
Participants recommended in their evaluation that the topics of greatest interest were emotional intelligence and conflict management. Above all, this last issue seems to be relevant and many have declared it to be the most important aspect to be implemented both on a personal and organizational level. The real applicability of the model within schools should be further investigated, according to school times and the energy often lacking in this area. The problem of recognizing the figure of mentors and coordinators emerged, which should be better valued, both on a social and economic level. Some participants suggested a continuation of the mentoring process even after the agreed training period, in another form, for example by setting up working groups to continue monitoring some salient aspects and important issues for individual professional fulfilment. It would be useful to move from the mentor-mentee pair to a working group that can be set up as a stimulus to research and continuous training under the direction of the coordinator.
Training in Bulgaria - Fondatsiya Obrazovatelno Satrudnichestvo
The implementation of IO4 Training curricula for Mentors’s Coordinators and Mentors in Bulgaria happened from 17th to 19st of June 2022. We used our existing network of professionals to promote the idea of the training fully – that it is something they can implement in their schools after. We invited them to participate with direct calls to the school directors and e-mails to potential participants. We had 21 professionals registered and recruited to participate in the training. The participants were almost all teachers, but also school principals, educators and psychologists, working primary, middle and secondary schools.
At the time the organization of the training took place, in Bulgaria face-to-face trainings were allowed and we did choose to deliver it this way and meet and talk to people in person. It was also the preferred option from our teachers as they had too many trainings online. The training course was delivered in a weekend.
We delivered the training following the guidelines and the separation in modules created and agreed with all partners in the project in 6 consequent sessions:
In the beginning we thought of following the guidelines to deliver the 5th module only for corrdinators, but in the end we trained all modules to all participants, including Module 5 “Group management”, because in the process of work people wanted to do the entire training before they decide on their final role in the process.
We received an “excellent” mark from most of our participants, sharing that it was greatly insightful and helpful to them in ways they didn’t expected this topic would be. They all shared that it is a very good training and wish it was longer and that they recommend to other professionals.
At the time the organization of the training took place, in Bulgaria face-to-face trainings were allowed and we did choose to deliver it this way and meet and talk to people in person. It was also the preferred option from our teachers as they had too many trainings online. The training course was delivered in a weekend.
We delivered the training following the guidelines and the separation in modules created and agreed with all partners in the project in 6 consequent sessions:
- Module I - Introduction to mentoring;
- Module II - Communication;
- Module III – Emotional intelligence;
- Module IV - Conflict management and resilience;
- Module V - Group management;
- Module VI - Mentoring delivery & implementation.
In the beginning we thought of following the guidelines to deliver the 5th module only for corrdinators, but in the end we trained all modules to all participants, including Module 5 “Group management”, because in the process of work people wanted to do the entire training before they decide on their final role in the process.
We received an “excellent” mark from most of our participants, sharing that it was greatly insightful and helpful to them in ways they didn’t expected this topic would be. They all shared that it is a very good training and wish it was longer and that they recommend to other professionals.
Some of the participants shared:
“I would love to spend more time on the topic as mentoring turns out to be more complex than I thought.”
“If we all are emotionally intelligent half the problems we face will disappear.”
“This module helped me better understand my colleagues and I promised myself to be more patient with everyone and not so absorbed in myself.”
“This module made me think a lot about trust and how its formed and how fragile it is.”
“I would love to spend more time on the topic as mentoring turns out to be more complex than I thought.”
“If we all are emotionally intelligent half the problems we face will disappear.”
“This module helped me better understand my colleagues and I promised myself to be more patient with everyone and not so absorbed in myself.”
“This module made me think a lot about trust and how its formed and how fragile it is.”
We are really thankful to all participants for their openness and willingness to learn and share. Educational cooperation foundation (ECF) Bulgaria is looking forward to continue working to support teachers in their everyday challenges.
Training in Finland in 2022 - Diakonia-Ammattikorkeakoulu Oy
The Inn2Diversity training on IO4 training curricula was organized in June 2022 in Finland. There were eight participants in the sessions 2 were men and 6 women. The audience consisted of teachers from various settings, psychiatric nurses and psychologists. All participants have a bachelor’s degree or a master’s degree. Regarding the motivations for enrolling in training, it was unanimous that all participants reported working with children, adolescents and young adults and, in this sense, intend to update and enrich their knowledge in terms of how to manage diversity in classroom settings and intervene more effectively in situations of conflicts.
Since the training was organised online, the teachers were able to participate from different counties in Finland. Three of the participants attended from Satakunta, one from Pirkanmaa and four from Uusimaa region. The training was organised in two online sessions with a duration of three hours per session. Before the training, the participants were provided with the training materials and supporting documents.
The objectives of the training was to provide the participants with relevant and up-to-date information about the process of mentoring and skills needed, conflict management skills and how to manage stress factors Also the training aimed to have learning outcomes to understand the importance of assertive communication and how to communicate assertively, understand the need of emotional intelligence and how to lead and keep up productive group work.
The content of the training program was generally evaluated as of high quality and extensive. The participants familiarised themselves thoroughly with the training guide and gave a lot of comments also for further development of the guide. Most of the participants evaluated the training as balanced between theory and practice.
Since the training was organised online, the teachers were able to participate from different counties in Finland. Three of the participants attended from Satakunta, one from Pirkanmaa and four from Uusimaa region. The training was organised in two online sessions with a duration of three hours per session. Before the training, the participants were provided with the training materials and supporting documents.
The objectives of the training was to provide the participants with relevant and up-to-date information about the process of mentoring and skills needed, conflict management skills and how to manage stress factors Also the training aimed to have learning outcomes to understand the importance of assertive communication and how to communicate assertively, understand the need of emotional intelligence and how to lead and keep up productive group work.
The content of the training program was generally evaluated as of high quality and extensive. The participants familiarised themselves thoroughly with the training guide and gave a lot of comments also for further development of the guide. Most of the participants evaluated the training as balanced between theory and practice.
The training was organised by Diaconia University of Applied Sciences. The trainers were evaluated as professionals and being able to answer all the questions. The training was evaluated as interesting and important, and the participants would have liked to extend the sessions to discuss further on the topic.
Some thoughts from the participants
“Because I work with children, this module will make you more aware of the issue of classroom dynamics”.
“This module reinforced the importance of being attentive to the effective practices”.
“It allowed me to reflect on the limits that each one has and must have within the exercise of their professional practice. By this I mean that it is essential that each one plays his role that empathetically accepts what the student expresses”.
“It is important to “include information on studies carried out in the national context regarding the subject”.
“All questions asked were clarified clearly and noticeably”
“Trainer demonstrated availability to hear and clarify doubts and questions, clarity in the approach to the contents and reflections on the topics”
“Enlightening regarding the content of the module”
“This module reinforced the importance of being attentive to the effective practices”.
“It allowed me to reflect on the limits that each one has and must have within the exercise of their professional practice. By this I mean that it is essential that each one plays his role that empathetically accepts what the student expresses”.
“It is important to “include information on studies carried out in the national context regarding the subject”.
“All questions asked were clarified clearly and noticeably”
“Trainer demonstrated availability to hear and clarify doubts and questions, clarity in the approach to the contents and reflections on the topics”
“Enlightening regarding the content of the module”
IO2 - Training curricula on diversity and disruptive classroom behaviors management
Training in Portugal - Aproximar
From the 14th of June to the 1st of July of 2021, Aproximar adapted the b-learning Inn2Diversity “Training curricula on diversity and disruptive classroom behaviours management” by implementing it online, through the Zoom platform (synchronous sessions) and Aproximar’s Talent LMS platform (for the asynchronous sessions).
It included 35 individuals (2 men; 33 women) who wanted to improve, deepen, and recycle the knowledge in the field of interpersonal relationships in the context of the classroom.
The training compiled 4 modules in total: a) Classroom Management & Group behaviour; b) Relationships & Social Emotional Learning; c) Leadership, Classroom Dynamics & Student Motivation; d) Effective practices and policies in school context.
This training aimed at:
It included 35 individuals (2 men; 33 women) who wanted to improve, deepen, and recycle the knowledge in the field of interpersonal relationships in the context of the classroom.
The training compiled 4 modules in total: a) Classroom Management & Group behaviour; b) Relationships & Social Emotional Learning; c) Leadership, Classroom Dynamics & Student Motivation; d) Effective practices and policies in school context.
This training aimed at:
- Empowering professionals to deal with classroom diversity;
- Understanding the best strategies to cope with children with Socio-Emotional Behavioural Disorder (SEBD);
- Recognizing relevant theoretical approaches and their application in the classroom context;
- Identifying strategies to increase student’s involvement and motivation in classroom;
- Identifying effective school policies.
Regarding the participant’s satisfaction with the training contents, they were satisfied since the majority evaluated these parameters with “Excellent” and “Very good”.
The majority of participants evaluated the training as having a good balance between theory and practical content (92%).
Finally, in terms of acquired skills, there was a reported increase of 1,4 points (in a scale of 1 to 5). The highest difference between pre and post training average was observed in Module IV – “Effective practices and policies in school context”, with 1,6 points of difference. The lowest levels of change in terms of competencies/skills development occurred in Module III – “Leadership, Classroom Dynamics & Student Motivation”, with 1,2 points difference.
With this said, the piloting phase was a success, and the results showed that of the training course was in fact useful to deepen their knowledge on the topics discussed. The feedback collected from the satisfaction assessment has indicated that it is useful for the target-group, and it shows that it is adequate to their needs.
The majority of participants evaluated the training as having a good balance between theory and practical content (92%).
Finally, in terms of acquired skills, there was a reported increase of 1,4 points (in a scale of 1 to 5). The highest difference between pre and post training average was observed in Module IV – “Effective practices and policies in school context”, with 1,6 points of difference. The lowest levels of change in terms of competencies/skills development occurred in Module III – “Leadership, Classroom Dynamics & Student Motivation”, with 1,2 points difference.
With this said, the piloting phase was a success, and the results showed that of the training course was in fact useful to deepen their knowledge on the topics discussed. The feedback collected from the satisfaction assessment has indicated that it is useful for the target-group, and it shows that it is adequate to their needs.
Training in Bulgaria - Fondatsiya Obrazovatelno Satrudnichestvo
The implementation of IO2 Training curricula on diversity and disruptive classroom behaviors management in Bulgaria happened from 19th to 21st of July 2021. Using our existing network to invite professionals to this training, our team managed to gather 19 professionals working in primary school, middle and secondary school. They all work in a diverse environment and meet disruptive behavior every day.
At the time the organization of the training took place, in Bulgaria face-to-face trainings were allowed and we did choose to deliver it this way and meet and talk to people in person. It was also the preferred option from our teachers as they had too many trainings online. The training course was delivered in a weekend of 4 consequent sessions. In addition, we also gathered online on 28th of July 2021 for a session that was also quite successful.
Our training curricula consisted of four modules as follows:
At the time the organization of the training took place, in Bulgaria face-to-face trainings were allowed and we did choose to deliver it this way and meet and talk to people in person. It was also the preferred option from our teachers as they had too many trainings online. The training course was delivered in a weekend of 4 consequent sessions. In addition, we also gathered online on 28th of July 2021 for a session that was also quite successful.
Our training curricula consisted of four modules as follows:
- Module I - Classroom Management & Group behaviour;
- Module II - Relationships & Social Emotional Learning;
- Module III - Leadership, Classroom Dynamics & Student Motivation;
- Module IV - Effective practices and policies in school context.
Throughout the training we had a lot of discussions on the information provided, experiences, practical work and answering questions. Following the training curricula, we understood that there are a couple of topics that were completely new to our participants. And although the feedback we received was excellent in terms of organization, content, etc, some of the feedback was that it will be useful to get to know even more the European pedagogy teachings and practices and implement them better in Bulgarian schools.
Our participants work in an environment, where conflicts happen every day on different levels and all parts of the training were very interesting and useful for them. Some parts were described as “a little forgotten” and some as “we didn’t know the theory behind it, but we intuitively do it.” Probably the biggest achievement for us was that almost all of them shared that they are returning to work more motivated, positive and feeling more prepared to meet their everyday challenges.
Educational cooperation foundation (ECF) Bulgaria is looking forward to continue working to support teachers in their everyday challenges.
Our participants work in an environment, where conflicts happen every day on different levels and all parts of the training were very interesting and useful for them. Some parts were described as “a little forgotten” and some as “we didn’t know the theory behind it, but we intuitively do it.” Probably the biggest achievement for us was that almost all of them shared that they are returning to work more motivated, positive and feeling more prepared to meet their everyday challenges.
Educational cooperation foundation (ECF) Bulgaria is looking forward to continue working to support teachers in their everyday challenges.
Training in Peterborough, UK - City College Peterborough
Managing of diversity and disruptive behaviour in the classroom
Managing of diversity and disruptive behaviour in the classroom
City College Peterborough was delighted to deliver some of the diversity and disruptive behaviour management modules as part of the Inn2Diversity project.
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Working with European partners from 9 organisations including Bulgaria, Finland, Italy, Portugal and Romania, we are working together to create and develop a toolkit that will support mentoring activities that will be used in education establishments throughout Europe.
Teachers have always had to manage difficult and disruptive behaviour in the classroom. By working together on the Inn2Diversity project we are looking at new and innovative ways to support young people in all aspects of their personal development. Teachers and education specialists need access to continual professional development that is sustainable and supports the challenges that all being faced daily.
The creation of the mentoring toolkit will enhance the strategies already being used and build upon the success that schools and colleges already have in place.
The training modules focused on four specific modules.
Teachers have always had to manage difficult and disruptive behaviour in the classroom. By working together on the Inn2Diversity project we are looking at new and innovative ways to support young people in all aspects of their personal development. Teachers and education specialists need access to continual professional development that is sustainable and supports the challenges that all being faced daily.
The creation of the mentoring toolkit will enhance the strategies already being used and build upon the success that schools and colleges already have in place.
The training modules focused on four specific modules.
- Classroom management
- Effective tools for conflict management
- Student and learning dynamics
- Effective classroom practises
Below are some of the examples of feedback that was shared from the participants:
- It is nice to share ideas with other teachers and be in a learning space
- The course has given me lots to think about. The restorative practice section was very thought provoking and has given lots of reflection
- There should be more courses like this
- the role of the mentor is critical for teachers to sustain good practice
- I thought the balance and pace of the sessions were very good and well delivered
Training in Finland - Diakonia-Ammattikorkeakoulu Oy
The Inn2Diversity training on IO2 training curricula was organized in April 2021 in Finland. There were eight participants in the sessions, all female teachers in the primary and/or higher education levels. All the participants had also a higher-level pedagogical qualification. Three of the participants worked as a full-time primary school teachers and five as a full-time university lecturer.
Since the training was organized online, the teachers were able to participate from different counties in Finland. One of the participants attended from Pirkanmaa, three from Kanta-Häme and four from Uusimaa region. All the participants had previous experience in the classroom diversity to some extend but classroom conflict management was familiar only to some of the participants.
The training was organized in three online sessions with a duration of two hours per session. Before the training, the participants were provided with the training materials and supporting documents. The main objective of the training was to provide the participants with relevant and up-to-date information about the diversity and disruptive classroom behaviors management as well as to receive feedback about the project training curriculum.
The content of the training program was generally evaluated as of high quality and extensive. The participants familiarized themselves thoroughly with the training guide and gave a lot of comments also for further development of the guide. Most of the participants evaluated the training as balanced between theory and practice. One of the participants evaluated the content as very theoretical.
Below some of the other feedback we have received:
“A lot of good material. I was already familiar with the self-determination theory by Deci & Ryan, but it was a good recap.”
“There were some concrete strategies which I can use.”
”Teachers should be trained to identify the diversity on their classroom. For example, the wheel of privileges by Michaela Moua is a good tool for identifying diversity and the classroom dynamics due to students’ different backgrounds.”
“Peer support models and conflict management sections were the most interesting and useful. A lot of theoretical models, though.”
“ABC model is easy to remember.”
Since the training was organized online, the teachers were able to participate from different counties in Finland. One of the participants attended from Pirkanmaa, three from Kanta-Häme and four from Uusimaa region. All the participants had previous experience in the classroom diversity to some extend but classroom conflict management was familiar only to some of the participants.
The training was organized in three online sessions with a duration of two hours per session. Before the training, the participants were provided with the training materials and supporting documents. The main objective of the training was to provide the participants with relevant and up-to-date information about the diversity and disruptive classroom behaviors management as well as to receive feedback about the project training curriculum.
The content of the training program was generally evaluated as of high quality and extensive. The participants familiarized themselves thoroughly with the training guide and gave a lot of comments also for further development of the guide. Most of the participants evaluated the training as balanced between theory and practice. One of the participants evaluated the content as very theoretical.
Below some of the other feedback we have received:
“A lot of good material. I was already familiar with the self-determination theory by Deci & Ryan, but it was a good recap.”
“There were some concrete strategies which I can use.”
”Teachers should be trained to identify the diversity on their classroom. For example, the wheel of privileges by Michaela Moua is a good tool for identifying diversity and the classroom dynamics due to students’ different backgrounds.”
“Peer support models and conflict management sections were the most interesting and useful. A lot of theoretical models, though.”
“ABC model is easy to remember.”
Inn2Diversity trainers Annukka Saarenmaa and Hanna Dombret from Diaconia University of Applied Sciences.
The training was organised by Diaconia University of Applied Sciences. The trainers were evaluated as professionals and being able to answer all the questions. The training was evaluated as interesting and important, and the participants would have liked to extend the sessions to discuss further on the topic.
“The trainers answered all questions well.”
”The trainers were professionals.”
”Perhaps personal experiences could have been discussed more.”
“The trainers answered all questions well.”
”The trainers were professionals.”
”Perhaps personal experiences could have been discussed more.”
Training in Italy - Cooperativa Sociale CEIS Formazione
Ceis Formazione created the course "Management of diversity and disturbing behaviors in the classroom" within the European project Inn2Diversity, which involves a partnership of nine organizations from Bulgaria, Finland, Italy, Portugal, United Kingdom and Romania, which aims to develop training, tools and mentoring activities for the management of diversity in schools.
The goal of the training on the management of diversity and disruptive behavior in the classroom is to elicit new ways of thinking and implement new methodologies in the prevention and fight against social exclusion, creating the awareness in schools about the need to invest in the teachers’ permanent professional development. An important aspect is an approach to the mentoring process with which positive results can be achieved especially when it comes to diversity and behavioral problems in the classroom. Therefore, the course focused on creating a greater awareness of diversity management skills and knowledge/experimentation of more collaborative and inclusive methodologies.
The specific goals of the training were: to enable professionals to address diversity in the classroom; understand the best strategies for coping with pupils with a behavior disorder; recognize relevant theoretical approaches and their application in the school context; identify strategies to increase student engagement and motivation in the classroom; understand the importance of effective communication and a positive relationship institution; identify socio-emotional learning strategies; recognize the importance of leadership in the classroom; understand how to decrease the application of measures/policies such as suspension; understand group behavior and social influence and identify effective school policies.
The course was divided into 4 modules about the following topics:
- Classroom management and care of the classroom climate, effective tools and good practices
- Socio-emotional learning and conflict management
- Class dynamics and student motivation
- Effective practices in the school context
12 people with experience in the school environment as teachers and educators took part in the course.
Very interesting results emerged from the questionnaire given at the end of the course: the topics considered most useful in daily practice for most of the participants were class dynamics, motivation and practices found to be most effective in the school context, according to studies and research.
The goal of the training on the management of diversity and disruptive behavior in the classroom is to elicit new ways of thinking and implement new methodologies in the prevention and fight against social exclusion, creating the awareness in schools about the need to invest in the teachers’ permanent professional development. An important aspect is an approach to the mentoring process with which positive results can be achieved especially when it comes to diversity and behavioral problems in the classroom. Therefore, the course focused on creating a greater awareness of diversity management skills and knowledge/experimentation of more collaborative and inclusive methodologies.
The specific goals of the training were: to enable professionals to address diversity in the classroom; understand the best strategies for coping with pupils with a behavior disorder; recognize relevant theoretical approaches and their application in the school context; identify strategies to increase student engagement and motivation in the classroom; understand the importance of effective communication and a positive relationship institution; identify socio-emotional learning strategies; recognize the importance of leadership in the classroom; understand how to decrease the application of measures/policies such as suspension; understand group behavior and social influence and identify effective school policies.
The course was divided into 4 modules about the following topics:
- Classroom management and care of the classroom climate, effective tools and good practices
- Socio-emotional learning and conflict management
- Class dynamics and student motivation
- Effective practices in the school context
12 people with experience in the school environment as teachers and educators took part in the course.
Very interesting results emerged from the questionnaire given at the end of the course: the topics considered most useful in daily practice for most of the participants were class dynamics, motivation and practices found to be most effective in the school context, according to studies and research.
Compared to the balance of competences obtained by the participants, all the thematic competences of the modules showed growth after the training course, the one that increased the most was "effective practice and policies in the school context, or the competence with a lower value perceived by the participants before the course.
The organization of the training action, the training contents and the practical application of the contents were evaluated in a very positive way, especially in relation to the initial expectations of the participants.
The trainers felt that the training curricula contain many topics, very interesting and relevant to diversity and the management of disruptive behavior in the classroom, but a longer training period would be useful in order to dedicate the right time to all topics.
Participants recommended in their evaluation to give more space to practical examples and to add some topics related to distance learning and distance social effects at school, considering the emergency situation due to the Covid pandemic which has been a problem for schools in recent months. The participation of school professionals with different backgrounds working in the same environment and addressing the issues of diversity management and disruptive behavior was considered very positive by the participants to have the opportunity to share different points of view.
The organization of the training action, the training contents and the practical application of the contents were evaluated in a very positive way, especially in relation to the initial expectations of the participants.
The trainers felt that the training curricula contain many topics, very interesting and relevant to diversity and the management of disruptive behavior in the classroom, but a longer training period would be useful in order to dedicate the right time to all topics.
Participants recommended in their evaluation to give more space to practical examples and to add some topics related to distance learning and distance social effects at school, considering the emergency situation due to the Covid pandemic which has been a problem for schools in recent months. The participation of school professionals with different backgrounds working in the same environment and addressing the issues of diversity management and disruptive behavior was considered very positive by the participants to have the opportunity to share different points of view.
