International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
The development of the activity:
1. The teacher prepares the film and the necessary equipment.
2. He / She assigns a task that the students know and sets the time.
3. He / She tells students the objectives for the while-viewing stage.
4. He / She shows the film.
5. He / She asks students to organize themselves into small groups. Every group should answer 2-3 questions
on how to solve the problem shown in the film, naming people or institutions that can participate in improving
the situation within the period fixed.
6. At the end of the discussion the groups will meet, will share findings and establish a work strategy for the
issue previously mentioned, including services or organizations that may be involved.
The "Climbing" method can be used to discuss important documents regulating the personal and/ or social
life of people: the Universal Declaration of Human Rights, patients’ rights, children’s rights, the rights of
persons with disabilities. This method gives students the opportunity to familiarize themselves with various
definitions and concepts, facilitates the knowledge acquisition about the rights of different people and also help
them recognize situations where the human rights are not respected.
The development of the activity:
1.The teacher prepares a list of the Human Rights and a board to pin papers on.
2.He / She tells the student what is the topic about, the allotted period of time and how the task will proceed.
3.Students will be divided into groups of 4 or 5, depending on their total number. Each group will be given a
list of rights that are cut into strips corresponding to each law (30 stripes for the 30 rights).
4. Students will be allowed 10 minutes to read the rights in silence.
5.When the time ends, the teacher asks them to imagine that they are at the foot of a mountain and they have
to climb it to the top where there is a cottage; the weather conditions are optimal, but each student carries a
backpack where there are those 30 rights. The students feel slightly tired and the teacher suggests that each
group should throw 10 rights. For this to happen, the members of the group must come to an agreement (about
which rights will be thrown). The teacher gathers the rights thrown by groups and pin them on the board for each
team, according to the corresponding number of rights. The trip continues but the students feel tired again after a
while and they must throw another 10 rights. When the students are near the top, they are forced to throw
another 5 rights and arrive at the cottage with the last 5 rights in the backpack.
The teacher who observed the students throughout the activity may ask them to express their feelings, to
argue why they gave up certain rights and not other and also about the difficulty of establishing priorities among
rights.
The "role play" method (with different variants) offers the students the opportunity for sensorial experience,
to recognize the perpetrators’ reasons and strategies, to experiment abusive behavior, to acquire communication
skills, such as active listening or listening without criticism and how to use open questions.
The task’s objectives and the allotted time depend on the topic addressed by the teacher.
The teacher usually chooses pairs of students to play an aggressor and a victim, while their fellow students
observe the situation. At the end of the exercise students will share their experience.
The teacher has an important role in this activity, since he must prepare the students carefully, sot they can be
credible enough in their part.
The "case study" method can be applied to obtain information about the abused and the abuser, to start and
maintain a professional relationship with the assaulted person, to analyze the situation and suggest solutions to
solve it.
The teacher introduces students to the data of a case, with as much information as possible, he formulates the
task’s requirements and determines the required time.
Students can be divided into groups of five, of which one is given the task of writing responses to the task
requirements. When the time ends, the groups come together and present their solution(s) in an order determined
by the teacher. After that, the solutions will be debated, the teacher's role consisting in assessing the
appropriateness of the solutions presented, considering the situation and the requirements of the task .
From the initial questionnaires applied to the participants in this project, it was revealed their interest to be
informed about appropriate methods of conveyance of knowledge and skills in this highly sensitive area.
The teaching of the contents existing in the national curriculum for specialty nurse is conditioned by certain
characteristics of the students: age limit, differences in attitudes, values and culture, the use of knowledge in
practical situations, actual problems in group cooperation, communication difficulties, the issue of ignoring
violence, the existence among students of people who had these problems or experienced violence at some point.
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