Tutoring – ‘How to raise a clever person’?

A nationwide Project, To Raise a Clever Person: Implementing a Model for Educational and Rehabilitation Work with the use of a Method of School Tutoring as a Positive Prevention of Problems in Polish Schools.

The aim of the project is to implement a model for work that would prevent social exclusion by means of early recognition and undertaking any necessary action that would resocialize a student and lead them out of a critical situation with a view to success.

Participating in this project will enable us to:
Commonly create an atmosphere at school that will be based on ‘dialogue pedagogy’, building a solid, co-educating community of students, teachers, and parents.
Gain unique competences in the field of successful pedagogical actions, together with proper diagnostics and organisational tools that will contribute to building satisfactory relations with students and parents alike.   
Develop students’ autonomy and responsibility for their educational process, by perfecting such skills as: self-discipline, planning one’s career, appropriate life choices, setting goals, and realizing them consequently.   
Increase students’ feeling of self-acceptance, openness and kindness towards others, which will make them braver in standing their own ground and making independent decisions.

What TUTORING is:
It’s providing an individualised care and support from the teacher-tutor that provides your child with the feeling of safety.
It’s discovering and then developing child’s individual talents and strengths that builds sustainable self-confidence and proper self-assessment.  
It’s an effective dealing with your own weaknesses and preventing the feeling of inferiority in a certain field. 
It’s an awareness that your child always has somebody at school to talk to, be listened and given support.  
It’s giving yourself the right to make mistakes, which should lead to situations enhancing your child’s development. 
It’s a chance to create a long-lasting relation between you, your child, and a teacher-tutor; a relation based on dialogue where each part co-learns and co-teaches. 
It’s a mutual accompanying, observing and discussing of what gives satisfaction to your child, you as parents and teachers-tutors; but it’s also discussing what needs improving, altering and perfecting.  
It’s a systematic, mutually and consciously planned work on your child’s development at making him or her responsible for their own development and future. 

Further information on TUTORING:
1. website of Institute for School Tutoring  www.tutoring.org.pl
2. website of a nationwide pilot project To Raise a Clever Person, implemented by our Institute  www.tutoringszkolny.pl
3. a book by dr Adrianna Sarnat-Ciastko „Tutoring w polskiej szkole”

Erasmus + KA2 action

This year we have applied for Erasmus + KA2 action.

Reading Awakens Imagination, Nourishes Brain, Opens Worlds (R.A.I.N.B.O.W.) is our way of stressing out the importance of reading nowadays, not only as a means of personal development or simply a pastime, but as a way to promote priorities and values applying to the whole of mankind. This ERASMUS+ project has been designed by teachers coming from Spain, Croatia, Finland, Germany, Greece and Poland in order to address the needs of primary and secondary school students, taking into account the SWOT analysis carried out in each school. It has been noted that these needs comply with the three main axes which are predefined for Erasmus+ projects:
1. To improve reading skills and interest towards reading, promoting the acquisition of skills and competences for all participants involved.
2. To promote social inclusion, tolerance and understanding between cultures, by focusing on the social and educational value of European cultural heritage. We will confront xenophobic attitudes, create cooperation networks and strengthen our European spirit.
3. To share best practice and methods in teaching and learning and to improve language and ICT-skills, sharing innovative activities and methods and promoting teachers’ professional development.
The protagonists in the project are students 9-14 years old, out of whom the participants of mobilities will be chosen; their task will be to attend  mobilities and host their peers. Nevertheless all the students of the schools will be involved and will participate in activities appropriate for their age. The project will also include students facing various obstacles (economic, social, health, educational).
All the teachers will support project work, some of them directly and some indirectly through incorporating project themes into their subjects' curricula and in the individual classroom program.
Parents will organise the accommodation of the visiting students, various events and will participate in certain project activities.
We will cooperate with libraries, municipalities, orphanages, etc.
During the project we will implement six sub- projects, one every trimester. The activities will take place in each of the partner schools prior to the meetings and the presentation of their effects will be the main point of each meeting.
Throughout the project we will use student activating methodologies: The students will work in transnational teams with students of different ages, knowledge and ones of fewer opportunities. The students will be working actively producing results and discussing in groups to encourage peer-to-peer learning. Modern methods that enhance ICT skills will also be a vital part of the project, resulting in mutual sharing of ideas and experiences in this area. The activities will include CLIL, PBL and Game Based Learning methodologies in order to encourage students to love reading through playful activities, according to their skills and needs.  
The participants will also be introduced to a phenomenon based learning method which is an integral part of the new curriculum in Finland.
For students and their families, the project will broaden their horizons towards people from EU countries with particular emphasis on introducing the cultural features of partner countries in the year dedicated to European cultural heritage.
Teachers will develop their professional and personal skills, other school staff will improve their management skills with the project tasks and establish a constant co-operation with the local community that promotes and links important pillars of society: school-parents-local community institutions - european institutions.
The results will grow slowly, according to the planned modules, and will be used during the project, but after its completion as well. A number of visible project results are planned: eTwinning project, ebooks, project website, a glossary, Book Club, Live Library and many more.
Our diffusion strategy involves making our experience accessible to everyone interested, either online or by local seminars and informative events. We expect the continuation of the internationalization of schools by new EU projects and project activities that create significant links to schools at home and abroad, also motivating others to join us .
We plan to continue with project activities in the future too. One of them is a Book Club which will be established in each school as a new extracurricular activity. Teaching will be updated with the new methods, teachers will be encouraged to continue developing communication and ICT skills, and project results will be promoted on important sites such as School Education Gateway, eTwinning and the official website of national school portals. All these activities will ensure the sustainability of the project and its achievements, as they will be ascertained by the evaluation carried out during and after the end of the project.

eTwinning READ 2018

This was a project to celebrate reading as a way to have fun, open up your mind and collaborate with friends around Europe. All partners came from 6 different countries and participating students were 6 to 14 years old. The main idea was to have a photography contest with original photos around the theme of reading. After voting, we had 5 winners to be awarded their prizes during a videoconference.
Our students practised their collaborative skills, enhanced their creativity and improved the use of the English language as a means of communication. Moreover, they practised the use of ICT according to their age.
All partner schools collaborated in a common Twinspace. The main task was to upload original photos taken by the students to a shared padlet wall, showing themselves, their pets or anything else they choose while reading their favourite book. The next step was for all partners to vote for their favourite photos and have five winners who were consequently given their awards during a videoconference. The project lasted until April, the month when the International Day of Children's book is celebrated.

The main product of our project was a public twinspace , accessible to students, parents and teachers with phoots from all partners: https://twinspace.etwinning.net/61222/home