Aggression! No, thanks!

Our schools had an absolute need for teachers who are well-improved and competent in terms of both vocational and basic skills. These are mostly common needs of knowledge about early prevention. This project gained highlights the inter connectedness of systems during the preschool period and helped to all participants exchange different and valuable experience. The staff increased its skills and competences. We looked at from first-hand the workings of another European education system, learn, and share innovative ideas and explore best practices. Partnership enhanced its reputation and its international standing. In Aggression! No, thanks! project, partner schools from Romania, Turkey, Bulgaria, Italy, and Macedonia combined their efforts to help their students to cope with about aggression: what it is, what causes it, what are the possible consequences and, above all, in which ways they can cope with it. Throughout the project, each partner school contributed, in its own way, to spread knowledge about the problem and to offer, if not solutions, remedies that pupils experimented and they adopted in their everyday life.

Carrying out the project, we drew up a solid plan and methodology for the prevention of aggression, to be used not only for our partnership, but also beyond. We have created enough resources to be acceptable and useful for kindergarten and primary schools. We used interactive approaches such as small groups and cooperative learning and a classroom where students felt safe asking questions and contributing to discussions. Working along with other teachers and administrators, we encouraged positive interactions between students. Students were interactive and engaged in class. Partner organizations identified models of good practice. in supporting and aiding aggressive behavior and this information was disseminated to any partner organization, other organizations working with the same or similar target groups in the country of the partner organization. We monitored and evaluated the training program learning by doing; this information was disseminated in each partner organization and other organizations. We trained teachers of our staff. At the end of the project, we showed and shared the results and guidelines with local and regional institutions.

We did presentations and workshops .Through them we defined aggressive behavior including positive and negative aspects, eliminating aggressors and dealing with them. We also created a logo for the project. The goal of the logo was to give a visual representation of the project and leave an unforgettable impression on teachers, students and parents. We did meditation, problrm solving and emotional coping trchniques. . Through these techniques, we reversed bad energy by instilling calmness and peace of mind and learned how to deal with everyday stress. We held a seminar with leading professional speakers and teachers. We have provided opportunities for students and teachers to make potentially valuable contacts that can help us cope with stress. In this way, the children had an opportunity to express their new stressors that we had not heard before. We have put together a WEBSITE. Through it, colleagues had the opportunity to work together on stress and share information, ideas of licensed teachers and educators, student results, videos and products. We worked out a calendarthrough which the teachers set specific dates for determining and completing the tasks together. We have also created a GUIDE that describes the types of aggression, the aggressors and ways to deal with aggression. We also made an aggression board, which includes articles, posters, photos, etc. We did dramas, role plays for every kind of stress. This helped us to prepare the most suitable strategies and find the most suitable solutions for the problems arising from aggression. We exchanged good practices between partner schools. We organized Cultural Visits after workshops in schools during each mobility. This increased the cultural awareness of both students and teachers involved in the project. - We also organized ice-breaking activities - presentations of partner schools - seminars for discussing projects: We drew up an action plan, future project meetings, administrative, financial issues - holding open/lessons or seminars - creating study plans

We achieved the following results: -We made children who behave aggressively aware of their behavior and encouraged them to get help from their teachers and parents when needed. - We taught the children the signs of aggression and how to deal with it. Licensed teachers and a psychologist worked with them. They trained them in techniques to deal with aggression. We also trained parents to work with their children and help them manage aggression. We have improved the quality of education in schools by reducing stress among children. We also achieved the target results of the project: We made presentations and conducted seminars on aggression. We looked at what are the symptoms of aggression, types of aggression, coping with aggression (various techniques conducted by educated teachers, psychologist) We also conducted stress-related workshops for a group of teachers and parents. - We created profiles of aggressors. We identified general and specific difficulties in working with aggressive children - We analyzed and clarified the factors/reasons for the aggressive behavior; - We shared practices and methodologies; - We provided alternative and innovative interventions. Sharing experience between partners, we discussed options for solving problems. Students, families, teachers, principals, as well as local communities were informed about the activities and results of the project.