ATTENDEES : 47 STUDENTS FROM THE FOLLOWING CLASSES : IX D, IX H, X H, X C,X E,

XI A, XI B, XI C, XI D, XI G, XI H,

TEACHERS : 4:

CIOBANU MIHAILA,

PREDEANU CLAUDIA,

LUNGU IRINA,

VISESCU EUGENIA

VENUE OF THE MEETING : CNIM’S AMPHITHEATRE

HOUR 10,00-12,00

TEACHERS : 4:

CIOBANU MIHAILA,

PREDEANU CLAUDIA,

LUNGU IRINA,

VISESCU EUGENIA

VENUE OF THE MEETING : CNIM’S AMPHITHEATRE

HOUR 10,00-12,00

THE TEACHER’S ROLE: OBSERVATING THE STUDENT’S COMMUNICATION MEANS, AND THE PROCCESS OF BUILDING THE ARGUMENTS FOR

ONES PERSONAL OPINION

THE EVALUATION OF THE PROJECT’S INTEREST

THE PLAN OF THE DEBATE

1. THE ROMANIAN EDUCATIONAL SYSTEM: STRONG POINTS

2. THE ROMANIAN EDUCATIONAL SYSTEM: WEAK POINTS

3. SOLUTIONS FOR THE MODERNIZATION OF THE ROMANIAN EDUCATIONAL SYSTEM

4. THE EVALUATION OF THE DEBATE: QUESTIONNAIRE

Questions:1. What does quality in education represent for you?

2. What are the strong points of the Romanian school?

3. What are the weak points of the Romanian school?

4. What solution do you propose for modernization?

1. How would you characterize this debate? Interesting 31 65,9 %

Boring Useful 28 59,5 % Dynamic 6 12,7 % Useless Formal 2 4,2 % Unfruitful

Interesting

Useful

Dynamic

Formal

2. Do you think that the attendees have prepared their interventions through a serious reflection upon the theme of the debate?

Yes 18 38,2 % No 5 10,6 % Possibly 24 51 %

Da

No

Possibly

3. Do you think that the attendees have been motivated to participate in this debate?

Yes 37 78,72 No 1 2,1 % Possibly 9 19,14

%

Yes

No

Possibly

4. Specify 3 reasons that determined you to participate in this activity:

I was obligated I was curious 24 51 % I wished to express my opinion 29 61,7 % I wished to listen to my colleagues 25 53,19 % For my amusement I am interested in what is going on at my school 41 87,2 %

5. During this debate, your role was to:

Listen 19 40,4 % To dispute with arguments a point of view 5 10,6 % To reflect 8 17,02 % To answer to a series of accusations To express your personal opinion 33 70,21% To be a critic 3 6,38 % To state what the teachers would like to hear 0%

6. Have you felt embarrassed of the other colleague's presence?

Yes 1 2% No 41 87,2 % To a certain degree 5 10,6 %

Yes

No

To a certain degree

7. Have you felt embarrassed of the teacher’s presence?

Yes 0 % No 45 95,74 % To a certain degree 2 4,25 %

Yes

No

To a certain degree

8. Are you used to this kind of debates in your school/class/family?

Yes 14 29,7 % No 7 14,8 %

Rarely 26 55,31 %

Yes

No

Rarely

9. How would you qualify the issues arose by your colleagues?

Interesting17 36,17 % Real 29 61,7 % Mere accusations 1 2,1 % Concrete aspects 14 29,78 % Only problems referring to the teachers 1 2,1 %

10. How would you appreciate the quality of the cooperation among colleagues during the debate?

Very good 18 38,29 %Good 25 53,19 %Satisfactory 4 8,5 %Unsatisfactory 0 %

Very goodGood

Buna

Satisfactory

Unsatisfactory

11. Who will you tell about this activity?

The classmates 32 68 % The parents 34 72,3 % The colleagues from other schools 26 5,31 %

12. During the debate I felt:

Marginalized Valued Useless Attentive 24 51 % Bored Interested 37 78,7 % Amused

Proposals1. Cutting down the number of matters or classes 22. Cutting down the difficulty degree of the matters that are unspecific to the profile 23. Placing a bigger accent on practice instead of theory 154. The intensification of the student-student, student-teacher relationship’s sociability5. Everyone should try and correct their own mistakes or flaws6. More debates, and a bigger attendance degree 37. More seriousness from the students 38. To concern ourselves with the class development9. Teachers should be more concerned with the project and talk about it more often 510 To organize the school activities better 311. To work in teams with a certain responsibility 112. A better student-teacher communication 213. Attracting the student’s interest 214. Motivating the shy students to take part in the project 15. A better debate structure 16. More students should be involved in the activities 617. More debate themes 418. To incarnate the proposals 819. More teachers-students debates 320. Informative materials 2

Student-proposed solutions:

Matter restructuring by token of the profile The use of the computerised system in the didactic process The student’s involvement in practical activities starting from the already taught theoretical part. Computerised lessons ( animations, virtual demonstrations)Respecting the advanced-begginer levels in foreign languagesStructuring the classes by cabinets/laboratories with the afferent edowmentThe use of authentic documents in the foreign language teaching processThe use of audio-video documents