Greece Country Report - Europe

2020

Xenopoulios Library's Friends Association

Xenopoulios Children's Library was founded in 2011. We, the Friends of Xenopouleio Children's Library, are a group of volunteers, teachers and parents who love books and want to share this love with our children. That is why we have been supporting XP since 2013.

We had our first acquaintance with Living Values in Education in 2013 with an educational two-day seminar with Mrs. Foufopoulou as a speaker, organized by the Association of Friends of X.C.L.Z. and the Association of Teachers P.E. Zakynthos. Our first official collaboration at the World Living Values Conference in Zakynthos in the summer of 2014.

We sought and highlighted the living values of life with the students using cooperation, love, responsibility, freedom, inclusion, simplicity, democracy.

We had activities for teachers too...

Activities for parents like "glasses of values" or "discover the eternal values into christmas anthems"...

We met wonderful people and discovered many fruitful ways to promote our values. We became shareholders of knowledge and multipliers: Members of our Association received training and certification of a Values trainer!

Animators of the activities on behalf of the Αssociation of Friends of the Xenopoulios Library are Mrs. Anna Maria Liveris (Parents Together), Mrs. NteniaPatras, Mrs. Eleni Haikalsi and Mrs. Alexandra Katsaitis. Report by Anna Maria Liveris, Zakynthos, 2021.

2019

Living Values Education at Work on Greek Islands

Despite a packed schedule of teaching and part-time study Areti Foufopoulou (former ALIVE Director) always makes time for LVE and wrote saying: "Once again, it was such a joy to experience how values education work not only is worthwhile for its own inherent importance but also allows us to come in touch with astonishing people! Stella Sarantopoulou, a wonderful lady, teacher and teaching consultant, kindly invited me to Kalamata to do a four hour LV Seminar for her teachers on 19th June 2018 and then there was a great event in Zante on 3rd July! As well as teachers from Zante who have been consistently working with values activities for some years now, four teachers came from Kefallonia to present their work based on the values of respect and love for stray animals and caretta-caretta which is the protected turtle of Zante and Kefallonia."

2018

Living Values Education activities at Xenopoulios Library in Zante with four teachers from Kefalonia

Zante (a beautiful island in the Ionian sea) where teachers have embraced values education for quite a few years now and where we held an International LV Conference on 3rd July 2014.

On 3rd July 2018, there was an event at Xenopoulios Library in Zante where Anda Katsaitou, Anna-Maria Liveri, Peter Williams and Areti Foufopoulou presented Living Values Education activities. As special guests we had four teachers from Kefalonia (a neighboring Ionian island) who came to Zante in order to present their extraordinary work with Green values. More specifically, being inspired by the first Living Values Education book and having attended a Living Values Education workshop in Kefalonia (held by Areti Foufopoulou in January 2018), they sensitized their students in regard with the respect and care for stray animals and the issue of caretta-caretta turtle (which is a protected species both in Kefalonia and Zante).

The names of the teachers are: Konstantina Egglezou, Emilia Lymberopoulou, Eirini Papanastasatou, Marioleni Parissi

Related files:
Love for stray animals - pdf / Motivation - mp3 / 2nd Grade - mp3
Kefalonia's protected animal species project - pdf / caretta-caretta - avi

Kindergarten Teachers on Corfu Embrace LVE

A successful LVE Workshop for 150 Kindergarten teachers was held on Corfu on March 12. Eleni Kosmetatou, the kindergarten consultant for the Ionian islands, and Sotiria Georgota, the kindergarten teacher in charge of educational programmes in Corfu, organised this event at the 7th Primary School in Corfu.

In the beginning, there was a brief presentation of the philosophy of values education and its relation to emotional intelligence. LVE was viewed as a holistic educational approach with an emphasis on respect for and acceptance of the individuality of children, students and individuals. As an icebreaker, educators were invited to form pairs and hold hands while trying to find and express three good qualities they saw in each other. After reporting to the whole gathering, they were asked to think of three good qualities describing themselves, somewhat harder to do for some. The point of this activity was that without identifying and appreciating students' good points and creating a bond with them, we cannot teach them anything nor build and promote values, for exploring values requires a way into their hearts. Equally, if we as teachers do not know and appreciate our own good qualities, we cannot give love or acceptance to students.

An exploration of the values of the those present followed. LVE sees educators as carriers and role models of values. Teachers went on to answer a questionnaire about the reasons they chose teaching as a profession which created a lively conversation.

After a short break, we focused on activities related to tolerance and participants were asked to refer to the way they handle problems such as student aggressiveness, racism and behavioural challenges in class. There was a reference to the use of active listening, conflict resolution and values activities that promote cooperation and unity in class.

Teachers later answered a questionnaire about their own beliefs and attitudes towards ethics and discussed specific problems they face in classes and how values could be applied to resolve them, or even better, prevent them from happening or happening in a severe way. They were asked to stand up, form circles, and participate in a bonding game.

It was a great audience and a lot more could have been discussed should there have been more time. Soteria Georgota and Eleni Kosmetatou are keen on organising a conference in Corfu in the summer of 2019. In general, it was a wonderful experience with plans for some of the participants to join us in Zante.

Submitted by Areti Foufopoulou

Kindergarten Teachers Embrace LVE on Kefalonia

Areti Foufopoulou, one of Greece's active LVE trainers and leaders, shares: "I am grateful to Eleni Kosmetatou, the kindergarten public school consultant for the Ionian Islands of Greece. She was introduced to me by Anda Katsaitou, who has been working with Values Education for more than five years on the island of Zante and who played a key role in the organization of the LVE Conference in July 2014 in Zante. My contact with Eleni resulted in her interest in promoting values activities on the island of Kefalonia. We agreed on the organization of a workshop for kindergarten teachers on 18th December. All the kindergarten schools in Kefalonia closed for the day so that 52 kindergarten teachers could attend the workshop, a beautiful display of true enthusiasm and interest in promoting values in their environment.

Discussion, questions and the facilitation of activities from the 'Living Values Activities for Children Ages 3-7' book took place along with a presentation of LVE philosophy for four and a half hours. The LVAC 3-7 book was sent to them electronically and it was agreed that was those applying the LVE methodology and facilitating LV activities in their class/school, could join us at the Zante Conference in July 2018.

New Materials and Benefical Projects with Children and Refugees

"LVE programs are currently running in many schools throughout Greece," shared Evangelia Manousou, the Secretary, for Somateio Aksies Zois stin Ekpaedefsi, the ALIVE Associate in Greece. "We run workshops with teachers, counsellors, parents and other interested parties, in addition to activities related to Mindfulness as a tool for educators and students."

Highlights of the last few years include:

• 2010 saw the release of a book of activities, written in Greek, in response to requests from teachers at our workshops. This is now in its second printing.
  
  
• 2012 through 2014, we did the Grundtvig (EEU) project with six partner countries, CONGENIAL (Connecting Generations) which culminated in the production of an open source ebook of our methodology. In 2014, we participated in the Clean Water Challenge, also with Students Rebuild.
  
  
• In 2015, an offshoot of the Connecting Generations project resulted in a second book, 'Love Stories', both in printed and ebook formats. This was the product of a multi-class project, entirely created by students documenting interviews of their grandparents via audio, video and photography. In November 2015, we also did various local projects in support of Syrian refugees, in response to the refugee crisis in Greece. That same year, we took part in Students Rebuild Healing Classrooms pinwheel project.
  
  
• Our fourth publication, 'Living Values in Education Activities Book', in Greek, is in early stages of production. On December 21, 2016, we celebrated our ten-year anniversary. In September 2016, we participated in activities alongside other volunteer groups in support of Wheeling2Help. From March to May, we completed teacher training with 15 participants."

2017

Practical and Enjoyable Experiences in Three Amazing Locations

In July 2017, Living Values Education was delighted to be hosted in three unique and amazing locations that beautifully captured the warmth of hospitality and spirit of the Greek people. They say that a picture speaks a thousand words. On this occasion, perhaps it would be more appropriate to say that a picture speaks 2000 words!

Unique Location 1 - A Garden in Lehonia

Mr Yannis Anastasiou kindly hosted two evening seminars for local Pilion region educators in his beautiful garden.

Our host Mr Yannis Anastasiou expressing the values of truth and friendship with his wife, co-organiser Mr Yannis Filtris, co-facilitator Ioanna Vasileiadou and the Pilion Poet.



The 'Baking of the World cake' from the Peace Unit of the "Living Values Activities for Children Ages 8-14" book. This activity, joyfully experienced by the educators, shows them forming the shape of a circular baking tin with the values ingredients gently cooking on the inside. The moral: All values are important. The clothes line in the foreground - strung between two trees - shows our wishes and hopes for a better world. Both activities are easily transferable to the classroom.

A deep discussion facilitated by special guest Marlies Ludding van Loon, ALIVE Associate member for the Netherlands, illustrating what can be practically achieved through Living Values Education in Holland. The reference to helping refugee children touched many hearts as Greece is currently caring for many refugees.

Three moments from the seminar ending with the value of story time and silent reflection as the full moon rose.

Unique Location 2 - Axion Esti School, Alli Meria, Volos

Axion Esti is a totally unique 'Arts School' that is eco-friendly and architecturally superb. Created by the visionary owner, Ms Glikeria, and the equally visionary architect, Mr Dimitris Phillippitzis, the school encapsulates and 'lives' and 'emerges', amongst others, a welcoming and positive emotional culture in an atmosphere where everyone feels loved, valued, respected, understood and safe.

The seminar for a youthful group of dedicated educators began with a mini practical activity to discover 'Who's values are these?' followed by a range of trust activities with humor and light-heartedness.

These three photos reflect the joy of these activities.

One of the highlights of the evening was 'Story Time' and 'Quiet Reflection' in the school's outdoor amphitheatre followed by a group photo.

These three photos first show Mr Dimitris leading the group into the amphitheatre where stories were shared, the group photo was taken and the evening sun brought the evening to a close. These pictures truly express more than what 2000 words can say.

 

Unique Location 3 - Xenopoulouli Children's Library, Zakynthos

According to the local press report:

An important meeting - workshop on 'Values of Life in Education' was organized by the Association of Friends of the Children's Library of Xenopoulouli at its premises. Through this event, friends, teachers and participants of the International Conference held in Zakynthos in July 2014, reunited to include the current President of the Association for Living Values Education International, Mr Christopher Drake, who came from Hong Kong, Vice President, Areti Foufopoulou, and former President and lover of the Greek spirit, Peter Williams.

After a presentation by members of the Association of Friends of the Xenopoulouli Children's Library of Values, which this year emerged through books and corresponding actions, it became an experiential workshop for adults on the subject of the universality of love.

Group photo taken in the library.



These show the 'Universality of Love' activity in action.

This illustrates the result of the activity. Six different shapes were given to pairs of participants to represent a house, a mirror, a tree, a rectangular piece of paper to draw a body, the island shape and a turtle (to represent the protected species on the island). The participants were invited to illustrate or write what that illustration meant to them. Once completed, the images and words were shared then glued onto a large sheet of paper. Once all illustrations and words were complete - it was discovered that we all see love in different ways and we are all connected. The Moral: Love is Universal.

The workshop ended with the signing of Peter's 'Ancient Wisdom for Modern Times' books, translated from English into Greek by Aggeliki Palatzidi.

What is totally unique about the library is that it is run entirely by volunteers, most of whom are mothers. Their dedication and practical example for others to follow, has brought many to their doors - especially children - to learn more about values, Greek myths, legends and how to live a life of values.

Living Values Education would like to extend our appreciation to them all, their key person, Ms Anda Katsaitou, and everyone who gives tirelessly from their heart with love.

Footnote:

Special thanks, too, to Areti Foufopoulou, Aggeliki Palatzidi and Yannis Filtis who organized all the logistics of the Lehonia and Volos programs - and Anda Katsaitou who organized the Zakynthos event - with their ever professionalism, kindness and altruistic joy.

Peter Williams

2016

An Assessment of the Benefits of LVE for Kindergarteners on Skyros

"The LVE programme inspired us as teachers to choose our personal, social, moral and spiritual values and to learn how to develop them practically," reported Sofia Livaditi, an educator who teaches kindergarten on the island of Skyros. "It also helped us approach education as a way of offering students a philosophy of life which enhances their general development, education and choices so that they will enter the community with respect, self-confidence and a sense of purpose. The programme ran from October 2014 to the end of the school year in June 2015.

We believe that our values programme helped children develop basic skills such as the ability to communicate effectively and to think with creativity and discernment. It also contributed to their sense of personal identity and autonomy as well as to their acquisition of social skills.

We also feel that we helped the children develop metacognitive strategies by announcing their conclusions to the team, telling the stories behind their paintings, expressing the difficulties they had faced in certain activities, asking questions and through self-evaluation.

The children's communicative skills grew through the sharing of their thoughts, emotions and ideas, discussions with the whole class, theatre, painting and team work. They explored imaginative worlds by acting in plays, inventing symbols and writing messages in the videos that we created of their work. Their thinking processes were enhanced through speaking, writing, painting, movement and theatre.

During our discussions, we used a number of different open questions which required different answers. Thus by sharing their attitudes and thoughts with other children, they understood that these thoughts were meaningful. Together, they constructed collective meaning in team discussions."

Cooperation with parents

"We asked the parents for their cooperation and they responded well. Some helped to transform the school playground. Others painted beautiful pictures on the walls and paved the front part. They made videos of our school celebrations, helped each other and exchanged material. They worked with us to decorate our classrooms. They created their own website where they exchanged opinions and ideas, often posting activities from a list of games provided by the school.

Parents also contributed to school charities by collecting clothes, food for orphanages and plastic taps for the Rhodes Red Cross. Driving the children to school also became easier, thanks to our values programme, when we talked about this in the unit on responsibility."

New Activities With Kidergarteners

Anda Katsaitoy, a kindergarten teacher on the island of Zante, shared some of the LVE Activities they have been doing in the last few months. Many of the activities are from the "Living Values Activities for Children Ages 3 to 7" book, while others are creative and cultural additions. You may wish to add some of Anda's ideas to your program!

In the month of November, we explored the values of Respect. One day a special guest, Dionisia Patra, talked with the 26 children aged 5 onwards:

• What is respect? (To feel good about myself, to treat people well, to respect differences.)
  
  
• How do we show our respect? (We listen to each other, we recognize that each of us is different.)
  
  
• We played the mirror game, We formed a circle and each of us, individually, went to a nearby room where she / he met a very special and unique person : her / himself!
  
  
• Holding hands, we all sang the LVE song together: "Each of us is beautiful."
  
  
• We made a circle and each of us mentioned two things she / he is good at.
  
  
• In the same circle we mentioned one special quality about the person next to us.
  
  
• At the end, we were divided into pairs and created a banner. On the upper part it was written: EVERY PERSON HAS SPECIAL QUALITIES"¦ SHE / HE IS UNIQUE"¦ IS COMPETENT"¦ IS GOOD...
  
  
• The lower part was divided into three sections with ribbons connecting them to the upper part. We wrote or painted on two pieces of heavy paper two things that we like about ourselves. On a third paper we wrote one thing / quality that we like about our partner. We offered it to our partner, who then attached it to her / his own construction.

The children's library continued with the 11 values of the LVE programme on 15th December 2015. In the classroom, we focused on the value of love. I read Angeliki Varela's book, Give Love with an Apple and then talked with ten children (aged 5 onwards):

• What is love? (Love is : to share, to care, to be kind, "¦)
  
  
• Why do our friends love us? (Because we are smiling, responsible, we sing and play with them and we love animals too!)
  
  
• Who do we love and why? What do we share with them? (Mum because she cares about us, our friend at school because we play together, Dad because we go to the mountains with him.)
  
  
• We found examples of love in literature: Elmer's friends, Snow White's prince, "¦
  
  
• We went on to find different types of heart that exist: sad, sensitive, bad, good, happy, cruel."¦
  
  
• Finally, we made a heart with the intention of offering it to the one we love most!!!
  
  
• Children also borrowed books about love. (They were deliberately the only ones displayed in the library.)

With the new year of 2016, we decided to devote January to happiness. We started reading the book, Mr Happiness and Mrs Unhappiness and went on to discuss:

• The meaning of happiness: I am happy when I see others being happy, I am happy when my friends love me, when I play with my friends.
• In which ways do we express our love? (With a hug, a bunch of flowers, a kiss, a painting with bright colours.)
• We went on with the book, asking. "What do you feel? Happiness or Unhappiness?"

We discussed this and realized that someone may be happy with very few, simple things.

We also searched literature for stories with happy ends such as Snow White and Greek fairytales.

Finally, we talked about happy moments in the library!!

We also mentioned other moments and activities of the library by the sea!!

Then we painted cards showing our happy moments and put them in the "Happy Box" of the library. We left them there to remind us"¦.

2015

Some Wonderful LVE Activities with a Kindergarten in Zante

Anda Katsaitou, an LVE teacher on the island of Zante, shared some of the activities she has been doing with her kindergarten class. Ms. Katsaitou keeps a folder for values work at school. She wrote, via a translation by Areti Foufopoulou, "Every time that the students complete activities for each value, we gather children's work in one smaller folder for each value in preparation for a presentation during programmed parents' meetings.

In November, we talked about peace as there is a national celebration devoted on the struggle against the Greek dictatorship in 1973. We read the book 'Mrs Democracy', and listened to the poem 'Peace' by Yannis Ritsos while painting and looking for the meaning of the word. We got acquainted with Pablo Picasso's work 'Guernica' and painted our own Guernicas. At the end of our unit of peace, we dramatized 'Peace', a work by Aristophanes, the ancient Greek poet and comedy writer. We put all the work in the folder of Peace and our colleague Sofia Livaditi from Skyros made a video on Peace which was sent to us and various other schools."

In December, Anda and the children explored Unity and Love. For Unity, "we examined what it means to be all together in class working for a common goal, what we can achieve together, and how to make the big tasks seem small and easy! We made a cake together and sang a circular song. We all made our Christmas bread, a Zante custom, with a grandmother who is also a teacher. We made a Christmas wreath and sang the song, 'If all the children on earth'. We wrote down the word 'unity' and painted what we could imagined. Then we discussed animal unity, after becoming inspired by animal stories about birds, elephants and dolphins."

For Love, "we talked about love after reading a book by Angeliki Varela, 'Give love'. Love means to share, to care, to be gentle"¦. From a religious point of view, we talked about Christ's love for people, and also about Saint Denise, the protector of our island Zante and the Saint of forgiveness. As a team, we printed 'I am loveable because ____.' We danced with our hearts in our arms, hearts that we made of paper and coloured. We offered it to a dear friend, we found the various types of heart that exist, such as sad, sensitive, bad, good, happy and cruel. We wrote the word LOVE and painted what came to mind. For our Christmas celebration we dramatized the fairy tale 'Fricadella the witch who hated carols' by Eugene Trivizas. Then, we put the heart that our friend gave us in the folder of love along with a painting from the fairy tale, 'Give love' and the team work 'I am loveable because _____'."

In January we explored respect. "We started with the question, 'What is respect?' Respect is too listen to others carefully. We played a game with a microphone. Each student took turns singing his or her favourite song and the others applauded or did not listen at all"¦. What were the feelings of the singer? Respect is to treat people, friends and animals well. Respect is to know that each one is unique and important, to appreciate ourselves and to help our friends at school. While listening to soft music, we showed what we could do with our hands: caress, play an instrument, greet others, paint, embrace and send a kiss. Then, we all painted as a team 'I make good things with my little hands' and each child shared his/her idea after forming his/her palm on the paper. We also read the fairy tale 'Elmer the colorful elephant' and pointed out that each one is unique, so afterwards each child painted the self who was different from the others. Next, after discussing everyone's strong points/qualities, we placed them on a necklace. Students went on to work in pairs and say a good word for their partners. We wrote down the word 'respect' and painted it.

We have formed a corner of values in the classroom where we add one more value every time we deal with it. We also made a values calendar for the new year and each child was offered a copy for their family.

In Greek - ΣΕΒΑΣΜΟΣ:

Τι είναι ο σεβασμός??

• Îα ακούμε με προσοχή τους άλλους(παίξαμε το παιχνίδι με το μικρόφωνο, καθένας τραγουδούσε ένα αγαπημένο του τραγούδι και οι υπόλοιποι τον χειροκροτούσαν ή δεν τον άκουγαν καθόλου..ποία είναι τα συναισθήματα?
• Îα συμπεριφερόμαστε καλά στους ανθρώπους, στους φίλους μας και στα ζώα.
• Îα γνωρίζουμε ότι ο καθένας μας είναι μοναδικός και αξιόλογος.
• Îα εκτιμούμε τους εαυτούς μας.
• Îα βοηθάμε τους φίλους μας στο σχολείο.

Με απαλή μουσική αναπαραστήσαμε τι μπορούμε να κάνουμε με τα χέρια μας( να χαϊδέψουμε, να παίξουμε μουσικό όργανο, να χαιρετίσουμε, να ζωγραφίσουμε, να αγκαλιάσουμε, να στείλουμε ένα φιλί). Μετά ζωγραφίσαμε μια ομαδική ζωγραφιά με το τίτλο «Î¼Îµ τα μικρά μου χέρια κάνω καλά πράγματα» και το κάθε παιδί είπε την ιδέα του αφού σχημάτισε τη παλάμη του.

Από τη πλευρά της λογοτεχνίας διαβάσαμε το παραμύθι «Î•Î»Î¼ÎµÏ ο παρδαλός ελέφαντας» και διαπιστώσαμε για μια ακόμη φορά ότι ο καθένας είναι μοναδικός, για αυτό και στη συνέχεια το κάθε παιδί ζωγράφισε τον εαυτό του (όπου ήταν και διαφορετικός με τον άλλο) και στη συνέχεια ύστερα από συζήτηση βάλαμε σε κολλιέ τα προτερήματα του καθενός. Στη συνέχεια είπε το κάθε ένα «Î­Î½Î± καλό λόγο για το διπλανό του»!

Γράψαμε τη λέξη «ÏƒÎµÎ²Î±ÏƒÎ¼ÏŒÏ‚» και ζωγραφίσαμε.

Στη γωνιά της γραφής κάθε φορά προσθέτουμε και μία αξία.

Για τη καινούργια χρονιά φτιάξαμε το ημερολόγιο των αξιών για κάθε παιδί το οποίο και δόθηκε στις οικογένειες τους με σκοπό και τη διάχυση του προγράμματος eTwinning

Φεβρουάριος 2015

ΕΥΤΥΧΙΑ

• Όταν πάω βόλτα με τν μπαμπά στα βουνά (ΜΑΚΗΣ)
• Όταν παίζω βόλεϊ με τους φίλους μου (ΚΩÎ/ÎΟΣ)
• Όταν παίζω ποδόσφαιρο στη θάλασσα (ΘΟΔΩΡΗΣ)
• Όταν πήγα Παρίσι με τους γονείς μου (ΤΟÎΙΑ)
• Όταν βρέχει και είμαι στο σπίτι μου(ΑÎΔΡΕΑΣ)
• Όταν κοιμάμαι στο σπίτι της γιαγιάς μου (ÎΟÎΙΚΑ)
• Όταν πάω για μπάνιο με τους φίλους μου (ΦΑΙΔΡΑ)

Τέλος με μουσική αποτυπώσαμε έναν ευτυχισμένο κόσμο!!!

ΜΑΡΤΗΣ 2015
ΑΛΕΞΑÎΔΡΑ ΚΑΤΣΑΪΤΟΥ

ΥΠΕΥΘΥÎΟΤΗΤΑ

• Συζητήσαμε τι είναι η υπευθυνότητα ?? να κάνω τη δουλειά μου, να νοιάζομαι, να κάνω ότι καλύτερο μπορώ, να φροντίζω τα πράγματα βοηθώ τους άλλους όταν το έχουν ανάγκη.
  
  
• Εξ' αιτίας της διαφορετικότητας (που μιλήσαμε μέσα στο Φεβρουάριο) παίξαμε το παιχνίδι «Ï„α μάτια βλέπουν» ένα παιδί είχε κλειστά τα μάτια και το άλλο ήταν ο οδηγός του, μετά μιλήσαμε για τα συναισθήματα τους.

• Χωρίσαμε τις γωνιές της τάξης σε ομάδες ευθύνης : έτσι η βιβλιοθήκη, το κουκλόσπιτο, τα παιδαγωγικά παιχνίδια, τα μολύβια και οι μαρκαδόροι τα ανέλαβαν διαφορετικές ομάδες παιδιών.
  
  
• Γράψαμε τις ιδέες μας τι μπορούμε να κάνουμε για μια καλύτερη τάξη: να την στολίζουμε με ζωγραφιές, να φυτέψουμε λουλούδια, να αγαπιόμαστε, να μοιραζόμαστε τα πράγματα, να βοηθάμε ο ένας τον άλλο, να περιμένουμε τους άλλους για να φάμε.
  
  
• Συζητήσαμε για τα επαγγέλματα των γονιών μας και για τα καθήκοντά τους μέσα και έξω από το σπίτι. Τέλος για το τι δουλειά θα ήθελαν να κάνουν όταν μεγαλώσουν και για το τι θα είναι υπεύθυνοι ( ο κηπουρός για ατ φυτά του, η δασκάλα για τα παιδιά της, η τραγουδίστρια για τη φωνή της)κ.α
  
  
• Γράψαμε τη λέξη «Ï…πευθυνότητα» και ζωγράφισαν το αντικείμενο που είναι ο καθένας υπεύθυνος μέσα στη τάξη.
  
  
• Τέλος φυτέψαμε και όλοι ήταν υπεύθυνοι και για το λουλούδι τους!!!!

Φεβρουάριος 2015

2014

Awareness Seminar in Athens - Open versus Closed Communication

Areti Foufopoulou, a high school teacher and the Vice-President of ALIVE, holds regular LVE seminars for educators in Athens. On 20 December, she led a seminar titled "Awareness: Its importance to the educational process and life in general". The main points are below, with links to questionnaires for teachers and students.

1 - Definitions

Awareness is self knowledge "¦ alertness "¦ being in the here and now "¦ mindfulness.

Distinguishing awareness at the cognitive level is different from the concepts of mindfulness/spirituality and the Buddhist vacuum.

The meaning: knowing my physical state and emotions.

2 - Self and awareness

Self-esteem, self-control, knowing my strong and weak points. Areti then presented awareness as seen from a few theories of personality.

3 - Being in the here and now, from clinical use to the school environment and life

The patient in the therapeutic process is asked to focus on the here and now and the therapist by means of empathy, respect and genuine involvement is called to listen actively to the patient, bringing forward and clarifying problems, fears and obstacles.
A helpful process in the school environment; exploring the needs and emotions of the students.
Exploration of student self-esteem and attitude towards the educational environment.

4 - Awareness and Values

Which values are related to awareness in the school environment?
Principles, emotional intelligence.
Peace, concentration/focus, simplicity, trust, readiness, respect
Choice range-motives

5 - Awareness and planning of an educational programme

Lack of awareness in the educational process is the main reason for low participation, lack of limits, ineffectiveness and deviating behavior.

Attention problems and awareness.
Emotions that we bring to the class/school as educators.
Joy, relief, satisfaction, justification, anxiety, stress, sorrow, disappointment, depression.
Teacher awareness is in direct correlation with student awareness.
Feelings are contagious.

6 - Strategies that create a climate which enhances awareness

Exploration of student needs
Exploration of student cognitive style (Gardner)
Negotiated rules and limits
Circle time
Active listening
Emotional expression
Art, music
Silence time
Time planning that allows for exploration and awareness of goals tasks
Creation of internal motives
Development of emotional intelligence/enhancement of self-image.
Conscious development of values in class

7 - Obstacles
Low self-esteem and a punitive policy against deviating behavior
Mechanistic memorizing of information; sterile emphasis on detail
Lack of flexibility and adaptation to the needs of the here and now
Avoidance of problem tackling; Lack of limits and impulsivity

8 - Action-reaction effectiveness and then what?

Distinguishing between informed action and impulsive action
Goal setting that lies in the search for meaning in learning and life in general.
Focus on the here and now of the educational process in regard to broader aims.
Working on the ultimate purpose of the educational process.

9 - Communication systems and awareness

Virginia Satir defines closed and open communication systems.

In a Closed System: self-esteem is low; communication is indirect, vague, inscrutable, inconsistent, and growth-preventing; ways are of attack, compromise, reckoning and misleading; rules are outdated, inhuman and unchangeable, individuals change their needs to adapt to set rules and there are restrictions to comments. The result is chaotic, destructive and inappropriate.

In an Open System: self-esteem is high; communication is direct, clear, definite, proper and growth-enhancing; ways are direct; rules are clear, modern, human, change when necessary and there is freedom for comments. The result is reality-based, appropriate and creative.

10 - Questionnaires

Teacher Questionnaire

Student Questionnaire

2013

A Seminar of "Values, Morality and Wellbeing"
23 November 2013 - Athens, Greece

The main subject of the seminar was how values held by students and teachers shape the learning experience and affect the quality of interaction and student performance.

There were ten secondary teachers present who contributed their own experiences with students' ethos and attitudes.

They received a questionnaire to answer and take away for their own use with their students. Click here for a copy of the questionnaire.

Research shows that morality, or the existence of moral principles and values, is connected with satisfaction and happiness in life because it gives meaning to life and triggers creativity, harmonious relationships and an optimistic outlook.

Participants were also given a sheet presenting the main views on morality through the ages - from ancient Greece to modern times. This generated a lively discussion.

Finally, the Values Education approach was presented as a bank of ideas and tools to be used in the classroom in order to raise student awareness and promote their understanding and adoption of universal ethical principles.

Strategies of looking into and promoting student values

• Use of questionnaires-dilemmas for looking into student values>-Circle time for expression of student emotions
• Class discussion about issues that emerge in school and demand resolution - values awakening
• The box of emotions
• The Constitution of the class - negotiation of rules and limits
• Film showing in order to discuss choices upon moral issues
• Setting of specific time devoted on a specific value each week
• Doing values activities in class
• Cooperative writing of a story based on a specific value.
• Creation of a class climate of acceptance and freedom with limits concerning behavior.
• Positive reinforcement of solidarity and cooperative behavior.
• Avoidance of victimization and punishment.
• Stabilising of rules with consistency and fairness.
• Allowing for time and space for student expression of feelings.
• Availability of the teacher for individual discussion with students upon request.
  
  

Greece: LVE in Zante

In March, an introductory seminar on LVE took place for teachers on Zante. Topics covered strategies for developing a healthy class climate, creating positive self-concepts, building empathy, and implementing values-based discipline to manage the classroom. Participants learned how to introduce values to their classrooms and schools, the importance of parental and community involvement and how to achieve this. Specific tools such as self-observation, self-questioning and self-acceptance as well as the value of silence and visualization, effective use of circle time and reflection points were studied. Another area of emphasis was the importance of switching from 'reaction' to 'action' through active listening, conflict resolution and role playing following the LVE model.

Trainer, Areti Foufopoulou, writes, 'Values Education is a continuous process where feedback from students, colleagues, parents and the community is constantly given in explicit and implicit ways. Improvement in class climate and student behavior will gradually build up and function as an incentive for further development."

The teachers received information on Daniel Goleman's Emotional Intelligence as well as his multiple intelligence model. A discussion on the ways interpersonal and intrapersonal emotion intelligence manifest in the classroom, school and society followed. Finally, the impact of the relationship between high emotional intelligence and gender development and gender issues was also investigated.

The LVE Team in Greece conducts monthly seminars in Athens and is currently engaged in ongoing LVE Workshops in Zante.

Areti Foufopoulou

An introductory LVE Seminar in Zante on 22-23 March 2013

A Questionnaire on Teacher Incentives

2011

Values Education's Role in Addressing Teaching Burnout

Recently a seminar was held in Athens to look at different parameters that contribute to teacher burnout and explore ways to alleviate stress and create a greater sense of wellbeing through personal factors and values education. One aim of the four-hour seminar was to develop awareness of the complexity of the issue, rather than share detailed knowledge of theories. A second aim was to examine how an individual teacher can deal with classroom management, student communication and learning in a constructive way by drawing on her/his own resources - mental, physical, emotional - and applying those despite the number of external factors affecting the job.

After discussing causes of teacher burnout and identifying demands of the job, the focus shifted to the importance of values education. This was seen as a means of improving the learning process and communication in the classroom in a deep, holistic way as values education involves individual philosophy and making conscious, informed decisions which gradually lead to personal transformation. What became clear through dialogue and participatory activities was that the responsibility for one's well- being and effectiveness as a teacher lies mostly in inner factors and that systematic work with one's values and goals enhances effectiveness. It was also concluded that self reflection can definitely make a difference.

The attendees participated in a warm way, shared freely and became genuinely involved in the activities and discussions. A beautiful self-reflection activity absorbed everyone and participants were reminded of the importance of introducing this to students.

The seminar ended with everyone sharing one important reason for wanting to continue being a teacher and/or a personal goal for themselves as a teacher in the future. A new seminar is being planned for this spring.

Areti Foufopoulou

Download Seminar details: Teacher Burnout Seminar  (14 January 2012, Athens)

Bullying - Strategies for Reducing Violence at School

Bullying is a phenomenon related to various personal, social, school, and family parameters and causes. A recent workshop in Athens by the Greek LVE Association looked at physical, emotional, verbal and non-verbal violence in the school environment.

Nowadays, the increase in bullying manifests in different ways in the school environment. Related to this is the general deconstruction of principled contexts, confusion about vital social values and the deterioration of moral standards along with an escalation of poverty and unemployment caused by the general economic crisis. During the workshop, different manifestations of bullying at school were identified, possible reasons explored, as well as a view of short and long term effects of bullying on victims.

The participants discussed the values of respect, cooperation, tolerance, serenity, awareness, trust, love, honesty, self-confidence, sharing and unity as means to forestall or decrease school violence. Many strategies were suggested for reducing bullying: developing a cooperative classroom climate, having a positive focus on individual differences, meeting the personal needs of the students, enhancing emotional intelligence, setting limits, creating behavioral contracts, using active listening, providing opportunities for student communication and input in planning and goal setting to ensure relevancy. The incorporation of values education into the school curriculum was identified as important.

Below are three activities from the bullying workshop:

1. Participants stand, forming a circle while holding hands. They are asked to share one or two weaknesses or dark qualities that caused them insecurity or pain during their school years/whether they were laughed at or bullied for these and how they overcame (if they eventually did) the pain.
   
   
2. Participants are asked to reflect on ways in which they were involved in bullying at school or in the family/community, then write short notes of these incidents and share with the team (if they feel comfortable doing so). They are also asked to recall the emotions behind A and B. This brought up very interesting and touching memories. Participants mentioned bullying against/from siblings and this led to a discussion about the way both teachers and parents contribute to the victimization of students/children.
   
   
3. Vicky Papadopoulou presented The Box of Emotions. This beautifully decorated box is placed in the class at the beginning of the year and students deposit notes anonymously expressing a feeling related to a school/family or community incident - complaint, satisfaction, joy, sadness "¦ making a short reference to the reason behind it. The teacher collects the papers, transcribes them on the computer and at a certain point in time, returns them at random to the class. Everyone receives one scenario and comments on the incident/feelings. The box can be used to spot bullying incidents if students are asked to write about a person who has harmed them in any way at school or elsewhere and the feelings that this caused.

Areti Foufopoulou

Alexandra Katsaitou was recently introduced to LVE. As Headmistress of a kindergarten school in Kerion, Greece, she shared some values activities on love, peace and friendship that she has used for years. Please click on this file to read about the activities.

Peace and Friendship -- 3-7 activities from Greece DOC

In Athens, the LVE team frequently holds seminars for local educators. Below you will find information contributed by Areti Foufopoulou from two recent seminars, one on bullying and another on values and gender stereotypes.

Values and Gender Stereotypes Seminar: The LVE Team held a special four-hour seminar on Saturday, 20 October 2012, titled Female and Male Values and their Characteristics: Fact or Myth? Challenging gender role stereotypes at school. The content of the seminar is available at this link. Stereotypes Seminar

Bullying Seminar: Bullying is a phenomenon related to various personal, social, school, and family parameters and causes. A recent workshop in Athens by the Greek LVE Association looked at physical, emotional, verbal and non-verbal violence in the school environment.

Nowadays, the increase in bullying manifests in different ways in the school environment. Related to this is the general deconstruction of principled contexts, confusion about vital social values and the deterioration of moral standards along with an escalation of poverty and unemployment caused by the general economic crisis. During the workshop, different manifestations of bullying at school were identified, possible reasons explored, as well as a view of short and long term effects of bullying on victims.

The participants discussed the values of respect, cooperation, tolerance, serenity, awareness, trust, love, honesty, self-confidence, sharing and unity as means to forestall or decrease school violence. Many strategies were suggested for reducing bullying: developing a cooperative classroom climate, having a positive focus on individual differences, meeting the personal needs of the students, enhancing emotional intelligence, setting limits, creating behavioral contracts, using active listening, providing opportunities for student communication and input in planning and goal setting to ensure relevancy. The incorporation of values education into the school curriculum was identified as important.

Below are three activities from the bullying workshop:

1. Participants stand, forming a circle while holding hands. They are asked to share one or two weaknesses or dark qualities that caused them insecurity or pain during their school years/whether they were laughed at or bullied for these and how they overcame (if they eventually did) the pain.
   
   
2. Participants are asked to reflect on ways in which they were involved in bullying at school or in the family/community, then write short notes of these incidents and share with the team (if they feel comfortable doing so). They are also asked to recall the emotions behind A and B. This brought up very interesting and touching m