COEXISTENCE'S PLAN: FACILITATOR'S POV

Hi I am Paloma and this week I have been the facilitator!

Te activity was about making a video which represents the coexistence plan of a school. We decide to record an interview for explaining the measures of the coexistence plan when there is a conflict between students and teachers.

So, we divided the work because before of record the video, we needed to wrote the script. Most of us, participated in the elaboration of the script, and after, María y Fran, our actors, filmed the video.

After of the recording, Pilar was in charge of the montaje, and she did a good job.

I think that this activity has had good results and everyone has participated and colaborated.

Thank you!

COEXISTENCE PLANS: ANALYST

Helloooo dear bloggers! As the analyst, this week I have to remark some different things, so let's do it!

First of all, I would like to say that initially, we became afraid when Linda explained the activity because we are in the end of the course and need a lot of time to study. But then, we realized that this was not so difficult. On the contrary, it was really fun, specially the moment of recording the video. Maria was laughing and we laughed with her, however, the two actors were very implicated in their roles and did the work easily.

Other good moment was when we saw the complete video with some outtakes, we were impressed with the video and its explanations and we felt proud of our work, including the script, the actor and the video editing.

Maybe, the"worse" part of the week was to see that we could have made other interviews or amplify the perspectives but we wanted to focus in an specific type of report so we think it is nice.

An important aspect of this activity is that with it, we have learnt a lot of important thing for our future. When we start to work, we will have to follow a coexistence plan to act in a fair way with children and parents. In that way, the activity helps to introduce us in these documents and learn about them step by step.

Also, it is related with all the contents of our course. Each institution must have a coexistence plan, so involuntarily, we are following it all days. However, this connection goes beyond and frequently we have to watch in the news real cases of conflict in schools. This is case of the recent information about the child who killed his teacher with a crossbow.

Finally, I would like to say that as a group we are improving a lot and this have been a good week. Each week, we collaborate more between us and do an equilibrated job.

Best regards, Ana.

COEXISTENCE PLAN: CURATOR-FARMER POV

Hello everyone!

This is Pilar and this week I have been the curator farmer. I had to compile the documents we used to do the seventh task. 

We used only one document, because that was all we needed to do the role play. We used the coexistence plan of the Jesús María School from Murcia.

You can see below the 7th task's mind map.

Hope you like it!

COEXISTENCE PLANS: STAR'S POV

Hi everybody! I am María and this week I have been one of the two stars of the Meerkats group. As far as I am concerned, the activity of this week has been very enjoyable because I have never made a video like this.

I was the journalist and the presenter of the video and it was very difficult for me because I am shy but despite all, the situation was very funny. Thanks to Fran ( the other actor), record the video was more easy because he done very well his work.

I think that the result of the video is very amusing, above all the end. My colleagues had patience with me because I laughed all the time doing the video. In conclusion, I liked record the video and the final result too.

COEXISTENCE PLAN: TRANSLATOR'S POV

Hello everyone. It's Noelia again!

This week, the next to last week, my role is the translator.

As you know, as a translator I must choose 5 main terms from the task of this week. From my point of view, the 5 main terms are the following ones:

1. Coexistence Plan: It is a plan developed by a school center which contains some rules, aspects, procedures and so on that must be followed in order to obtain a good school atmosphere, to prevent any conflictive situation between students, students-teachers, teachers-teachers, teacher-parents (it depends on the coexistence plan of each school).

2. Fault: It is a punishment used for  a specfic wrongful behaviour carried out in the school. There are different types of faults depending on the grade of the act carried out. For instance, we distinguished between slight, severe and very severe fault.

3. School Conflict: It is a conflict that has happened at school. People involved in there may be, teachers, students or parents. This type of conflicts may differ from bullying  (from a student to another one) to religion conflicts (as, for instance, an occidental student despises arabic student's religion). These are punished by the faults assigned to them.

4. Documentary: It is a video that shows real themes at the moment. School themes are really used in these type of videos as it is a topic in which most of people is very into it.

5.  Aggression: It is a social interaction carried out by one of some people with the purpose of hurting physically or psychologically to just one or even more than one person.

Here you got them!

I hope that, with them, you are able to understand better our work as I reckon these are the five key terms of it.

See you next tuesday!
Meerkat Translator

COEXISTENCE PLANS: STAR´S POV

Hi everyone! I´m Fran and this week I´m one of the two stars of my group, Meerkats group!This week we had to invent a story of a conflictive situation placed in a Primary School. First, we invented the story and later, Linda said us that we had to change our story with another group of the class and we had to film a video explaning the story of another group like a TV documentary.

We have  represented the story of the Powerteacher´s group. I have been one of the characters of the documentary. We have used only two characters, the journalist and the headteacher of a Primary School. The TV documentary is a about a troubled student and about the keys to solve this situation.

The Journalist interview an headteacher of a Primary School and He try to answer all of the question about the situation and about the coexistence plans for this situation.

In Our video only appear two of the group, but everyone have done the screenplay and everyone were when María and me recorded the video. This week we have worked very good  like a team and I hope that you like the results.

This is the link of the video:

https://www.youtube.com/watch?v=tUrzV5TTvOw

I Have enjoyed very much filming the video and I think we have done a good job. We hope that Powerteacher´s group can see the documentary and they recognize them story.

I think that this task have been very interesting. We have learnt about coexistence plans with the information and with our creativity and I think that it´s a good way to learn.

We  hope you learn with our TV documentary and we want that you enjoy with it!

See you soon!!

DAY -D. SNAKES AND LADDERS: TRANSLATOR'S POV

Hello dear followers of meerkats, my name is Javi and this week I have to be the translator.

This week we made the game of Snakes and Ladders.

Anyway you these are the three words that will translate:

- Snakes and ladders: a traditional game of India, similar to the Spanish goose, where players have to try to reach the last box through ladders and snakes

- Snakes are one of the elements that can be found on the game board if you miss the question, you will automatically lose the snake's head to tail, turn and losing a lot of runs

- Stairs: They are one of the elements that we can find on the game board if you hit the question help you to raise enough cells which may increase your chances of winning the game.

- Sheets: are some pieces that players move on the board

- Die: a cube on each side containing a certain number of points, 1 point to 6, to launch it, depending on which side is facing up, indicating the number of squares you may move.

I hope you enjoy my post, see you next week