Best_european_practices (Good to Fill the Motivation Statement)

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Information from

21 Best Practitioners

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Second, Arion study visits facilitate an intensive exchange ofexperiences among the participants, and consequently theknowledge of different European countries systems and profiles.

Finally, I was very interested in the field of study the visit

dealt with, especially in the active role of pupils in the learningprocess. The Scandinavian countries approach to this issue iswell-known and valued so it was an opportunity to study it.

How did you prepare for the activity?

I obtained some information about Arion study visits

though my colleagues. I also tried to get a lot of informationabout Norwegian school system and consulted the informationthe coordinator sent to us about different aspects of thecourse.

What was the impact of this mobility on your personaldevelopment?

The most important impact of this mobility was thereinforcement of my own ideas, knowledge and questions. Itwas also very interesting to find out that the participatingcountries shared all not only similar problems and concerns,but also the same professional competence.

Moreover, I had the opportunity to exchange experiencesand information with all the participants and learn a lot abouttheir education systems, cultures and ways of living. I evenmade some friends. One of them has already visited my country.

What was the impact of this mobility on your professionaldevelopment?

The most important experience was the exchange ofapproaches to educational issues among the members.Through the analysis and reflection on the Norwegian systemwe had the opportunity to discuss a lot of educational issues,sharing different points of view and learning from one another.I also strengthen my values and ideas regarding schooling andthe way we lead projects in our own country.

Describe any follow up activities carried out after thismobility

I carried out different kind of activities: the publication of ashort article on my study visit; the presentation of myconclusions about the Norwegian school system in myinstitution; the preparation of a proposal to organize an Arion

study visit by my own institution.

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Describe the impact on your institution

It is difficult to sum up the impact of my experience in myinstitution, though it can be appreciated in the activities I

implement in collaboration with other institutions as part ofmy daily work. I also encouraged my colleagues to participatein Arion study visits.

How did you succeed in encouraging your colleagues toparticipate in other mobility actions or in European projects?

I offered my experience in Norway to my colleagues andfacilitated their participation in the next study visit call forproposals (for ex. Leonardo). We got an important financialsupport and more than 20 colleagues could go abroad.

Explain in what way your participation in this mobility hashad an impact on your students

Bearing in mind my job as counsellor, teachers are mystudents. I have promoted some innovative ideas from mystudy visit in Norway among them and also encouraged theimplementation of some good practices I had experimentedthere sometimes it is easier to start a new project whensomeone has already gone through this.

Highlight the most important features and impressions ofyour mobility

From the professional point of view, the most importantfeature I would highlight is the democratic approach toeducation in Norwegian schools pupils involvement in thedecision-making process, the important stage of their self-regulation and the pupils high level of autonomy. From thepersonal point of view, it is worth underlying the Norwegianhospitality. Many stereotypes about their coldness andinaccessibility were absolutely erased.

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Bio data

I have a Masters degree in History and Politology. I havedeveloped an important part of my professional life working innon-governmental organisations, holding leading positions

since 1986. In 1997 I was appointed director of the NationalDanish Parents Association Skole og Samfund, my currentposition.

Explain your motivation for choosing this kind of mobility andtheme of the visit/course

I have participated in three ARION study visits in Italy in1999, in Belgium in 2001, and in England in 2005 andcollaborated in the organization of one in Denmark in 2003. Mymotivation for choosing these mobility programmes is basedon the conviction that we can learn a lot visiting andexchanging experiences with other countries. My participationin these visits has strengthened this conviction, since I havebrought with me a lot of good ideas and reinforced my owncriteria. My experience in Maldon, England, was especiallyrelevant. The discussion with educational experts in thiscountry and the study of the different family learning trainingcourses they offered helped me reinforce my idea that anefficient way of improving the academic results of pupils inprimary and secondary schools is to improve the cooperationbetween school and parents.


As I was very interested in the subject, I looked for differentdocuments about it, especially in Internet, and studied them.

What was the impact of this mobility on your personal

development?

The discussion in the Arion groups was very fruitful andreflected the situation in the participating countries. It also

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Name: NIELS-CHRISTIAN ANDERSENPresent position: DirectorPresent institution: Skole og Samfund (National ParentsAssociation). Kobenhavn V. Denmark

Action: ArionName of activity: Family Learning Adult CommunityColleges

Venue of activity: Maldon. EnglandLanguage of activity: English


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revealed the most subtle differences among the school systemsof each participating country, such as teachers employmentsituation, the arrangement of spaces at schools or pupilsfamily situation. I had the opportunity to know the educational

reality in some European countries and study in depth thesimilarities and differences among their school systems.


The Arion visit facilitated me a lot of specific ideas on how

to initiate family learning programmes in Denmark. I also gotspecific teaching materials from the different institutions wevisited. All this helped me improve my further work on thissubject.


After the visit, I participated in a Grundtvig conference onfamily learning in Oslo in August 2005, where I also receivedsome more ideas and established new personal connections.The result was the preparation of a pre-proposal for aGrundtvig 1 project in September 2005, focused on the designand implementation of a training programme for familylearning instructors. The proposal was finally approved andthe project will start in October 2006.


After my Arion study tour, my institution Skole og Samfundhas decided to implement as many family learning activities aspossible. We have just published seven books for parentsabout childrens learning assistance, inspired by myexperience in England. We also hope to initiate cooperationwith other adult education institutions on this subject.


I have offered my colleagues the opportunity to participatein European projects through the European ParentsAssociation, an umbrella organisation for parents associationsall over Europe. My experiences in both the Arion study visitsand the coordination of a Comenius 1.2 have been very helpfulfor them. Several members of the European ParentsAssociation are now studying the idea of applying for a

Grundtvig project in the next call for proposals. My institutionSkole og Samfund is likely to be a partner in this project and Iwill participate in the Grundtvig contact seminar in Belgium inNovember 2006.

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Bio data

I have a degree in Philosophy and competence in Frenchand English. I have worked as a teacher since 1979. During this

period I have held some leading posts such as: head of studiesfrom 1989 to 1994, head of the Philosophy Department in myschool for thirteen years and headteacher from 2001 up tonow. I have been very interested in European projects and Ihave participated in several Comenius projects andtransnational meetings.

Explain your motivation for choosing this kind of mobility andtheme of the visit/course.

The reason why I applied for this kind of mobility was myparticipation in a Comenius project in 2001-02.

I was very interested in the theme of the visit for thefollowing reasons:

I consider that we need to promote Europeancitizenship at schools and make our students sociallyaware as active citizens.

Teachers and students should travel abroad and knowother realities, so that they can reflect on their ownsystem and know it better.


I searched for information about our educational systemand the way we promote European dimension at SecondaryEducation schools, in collaboration with another Spanishparticipant. We sent this information to other participants andalso received other similar materials.

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Name: M PILAR BONET LACADENAPresent position: HeadteacherPresent institution: Secondary Education School DomingoMiral. Jaca. Huesca

Action: ArionName of activity: Strengthening European cooperation.Inclusion of the European dimension in education andtraining.

Venue of activity: Esberg, DenmarkLanguage of activity: English


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I was encouraged to improve my competence in English. I

realized that my colleagues in Denmark could present theirprojects in English and I considered that I should do the samein our study visit.

I became aware of how different European countries workto reach similar goals and their different educationalapproaches and strategies.

Finally, I had the opportunity to contact with colleagues

from other countries and make new friends.


I have participated in the following European projects andexperiences after the study visit:

Comenius 1.3 The inclusive school (2004-2007) Comenius 1.1 Enjoy your life. (2005-2008) Exchange of students with the College Jean Moulin in

the school year 2004-5. Presentation of our school in the Arion study visit

organized by the Teacher Training Center in Sabianigoin June 2004.

Participation in a European encounter of youngsters fromdifferent European countries in Rimini in March 2004.

Participation in the exhibition Spain in Europe. Twentyyears last year.

Organization of an Arion study visit on personalisededucation, that will take place in May 2007.


Our school has increased the participation in Europeanprojects and activities. These experiences have made teachersnot only update and improve their practice but also encouragethem to learn foreign languages for instance, at least 10teachers have started to learn English. Teaching and students are

now more interested in teaching and learning foreign languages.


The school has taken part in different European projectsand these experiences have encouraged teachers to learn

foreign languages. Moreover, they have been invited toparticipate in these projects through the subjects they teach orimplement other activities they have considered important forour students.

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I presented to my students the Danish approach to the

learning process, bearing in mind the subjects they have incommon. My experience also helped me train them to takeactive part in the European vocational and educational system,since they are all aware that they belong to it.


The nice friendship or relationship developed betweenthe participants.

The knowledge of other educational systems. The approach to new strategies to promote European

dimension at schools that I can implement in myteaching practice.

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Bio data

I have worked as a teacher of English in Primary Educationfor 19 years and I have also been the headteacher of twoPrimary Education schools for six years. I have been alwaysinterested in European cooperation and contacts, participatingin a Comenius school project. After this period, I began to workas school adviser in the Teacher Training Center of Jerez, whereI still work as responsible for European Educational projects.Among other tasks, I encourage teachers participation inEuropean projects and activities, helping them prepare theirproposals and implement their innovative ideas at schools. Ialso prepare training activities to disseminate the Europeanprogrammes and their impact in school systems and teachersand students development.


The reason why I applied for this kind of mobility was my

former prositive experience in an Arion study visit that tookplace in Helsiki some years ago. It was focused on bilingualschools and its good organization and programme allowedme to learn a lot from other teachers, participants andexperts.

I was also interested in the implementation of the EuropeanEducational Portfolio at schools, considering this visit a good

opportunity to study how other countries worked on it.


I gathered information about the visit. I prepared apresentation about the Spanish educational system and I alsoread some documents about the subject we were going to

discuss.

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Name: CARMEN SOTELINO POLONIOPresent position: Adviser in an in-service teacher traininginstitutionPresent institution: Centro del Profesorado de Jerez

(CEP Jerez). Spain

Action: ArionName of activity: Language Portfolio

Venue of activity: Sicily. ItalyLanguage of activity: English


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Both study visits allowed me to meet interesting and

friendly people from other countries, who I have been incontact with for a long time. I could also be in contact with twovery different social and cultural realities, namely northern andsouthern European countries, and reflect on the Europeanreality.

Moreover, these transnational experiences also reinforcedmy interest for foreign languages and encouraged me to learn

Italian and to improve my language competence in English,participating in Comenius 2.2 C teacher training grants.


First of all, the visits offered me good practices and ideas to

organize transnational meetings or courses.Second, I updated my knowledge about the issues dealt with bilingual schools and European Educational Portfolio. I had theopportunity to meet some colleagues from different countriesand exchanged with them points of view and experiences. Thesecontacts helped me know other educational realities and knowbetter my own one, reinforcing the way we work and identifyingthe good practice and those aspects we should improve.

Finally, this mobility has encouraged me to participate in aComenius 2.1 project.


After these activities I kept in touch with some of theparticipants in order to apply for a Comenius 2.1 project. At thismoment, my institution is partner in one of these projects andI m part of the teamwork.


After the visits, I implemented different activities to

encourage teachers and school advisers to participate inEuropean projects, giving them some information about themand supporting their proposals.

What I learnt on bilingualism and the European LanguagePortfolio in these visits has become the basis of my research inthese fields of study, facilitating my contribution to the projecton bilingualism the regional Educational Authorities in

Andalusia started to implement in schools some years ago.Moreover, I was also encouraged to organize an Arion study

visit. The head of my institution supported this idea and weapplied for it some years later. The visit was approved and we

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organized it in April 2006. It was a very interesting andsuccessful experience. We will repeat it next year.

How did you succeed in encouraging your colleagues to

participate in other mobility actions or in European projects?

Some of my colleagues decided to participate in Arionvisits, others started to update their language competence inEnglish in order to apply for this kind of mobility in the future.

After the visit we began to participate in a Comenius 2.1,that still goes on. This experience has allowed us to know the

educational realities of other European countries and exchangeapproaches to teacher training with other colleagues.


Any kind of mobility I have participated in has had an

extraordinary impact on the schools and teachers I work with.I have been able to offer them information in detail about thewide range of mobility actions they can apply for. Moreover, Ihave helped them fill in their application forms and checkedtheir reports, facilitiating their participation.


I have met interesting people and experts in education,keeping in touch with some of them for a long time.

I have explored other educational realities. Thisexperience has made me know better our own one,reinforce our achievements and identify our weakpoints.

I have learnt different ways to organize a European orinternational activity.

I have improved my communication and negotiationstrategies.

I have been encouraged to organize and participate inthe future in this kind of visits.

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Bio data

I have a degree in French and English Languages at theUniversity of Regensburg and further studies at the Universityof Lyon in France. I also have some teacher training studies atthe Christoph-Scheiner Gymnasium.

I have worked as a teacher of French and English from 1978up to now in two Gymnasiums. I have also worked as atemporary lecturer at the Catholic University of Eichsttt-Ingolstadt since 1997 and still do it.

During this period, I have held some management posts: Ihave been head of the English Department from 1991 to 1995,trainer and examiner of future teachers of French since 1995,responsible for some school exchanges with France since1985 and Comenius coordinator since 1998. I currentlycoordinate our 3rd Comenius project. I have published somehandouts about teaching, mainly of contemporary Frenchliterature.

Explain your motivation for choosing this kind of mobility and

theme of the visit/course

As a language teacher and as a trainer, I am highlyinterested in new approaches to language teaching. Peoplefrom eastern countries have an excellent reputation formastering foreign languages. For this reason, I applied for thiscourse, since I considered it an excellent opportunity to learn

new ways of teaching foreign languages.


I studied the material I received from the NationalAgency, though I was familiar with the main issues to bedealt with.

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Name: SCHWEIGER, ADELBERTPresent position: Senior teacher of Secondary EducationPresent institution: Christoph-Scheiner-Gymnasium,Ingolstadt, Germany

Action: ArionName of activity: Teaching of Foreign Languages inBulgaria

Venue of activity: Pazardjik, BulgariaLanguage of activity: French


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I achieved a broader openness to European dimension. I

got a deeper insight into a new education and cultural systemthrough the discussions and exchange of experiences withheadmasters, teachers and students. Besides, I could discussabout education with experts in the field of education fromseveral European countries, so that I could compare theirsituation to mine.


I knew other ways of teaching foreign languages, newmethods and different organization systems. Further, I gotdeeper insight into both bilingual and foreign languageteaching. I reflected critically on the teachers role and

function, especially teachers of foreign languages.Describe any follow up activities carried out after thismobility

During the visit I planned our current COMENIUS projectAdvertising in Europe a critical analysis of the influence of

advertising on young people in Europe, in collaboration withthe head of a Bulgarian grammar school. We applied for it afterthe visit though, unfortunately, the project was rejected by theBulgarian National Agency.

I took active part in transnational meetings held in my country,namely in the Arion-Fachtagung zum Erfahrungsaustausch vonKursorganisatoren that took place in Bonn in 2003 and in theseminar Produkte und Ergebnisse europischer Projektarbeitunter COMENIUS 21. und LINGUA 2, in Boppard, in 2004.


As a result of the contacts in the Arion study visit, ourinstitution applied for a new Comenius project with partnersschools from Italy and Sweden.

I presented the new insights about language teaching toother colleagues and implemented them in my daily teachingpractice.


My colleagues were quite interested in mobility activitiesor European projects. I informed them about the differentprojects we could take part in and suggested interestingissues for our education background. As coordinator, I tried to

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distribute the different tasks among the participating teachers,so that they could commit themselves to work in the projectaccording to their needs and personal - professional situation.


On the one hand, it has had direct impact on them, since Ihave introduced new methods in my teaching practice. On theother hand, this experience has made me become a moretolerant person, open to other cultures. I also promote these

values among my students.


The most important features have been:

The visits to several schools, mainly language grammarschools. Jobshadowing work, watching some language lessons. Some students performance in French and German. The discussions with headteachers, teachers and

pupils. The meeting with some Bulgarian schoolbook editors

and the information they gave us about Bulgarianbooks for French teaching.

The well-balanced programme, since we had theopportunity to know the country, its history and cultureand to work hard.

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Bio data

In 1976 I finished my studies on Specialization ElectricalMachinery and Apparatus, in the technical college TraianVuia in Oradea. I achieved my degree in Physics in theUniversity of Babe_-Bolyai, in Cluj-Napoca, in 1981. Later, Iwent on my studies in the Faculty of Economical Sciences inthe University of Oradea, where I had a degree in Finance-

Insurance in 2002. I finished my masters degree inManagement through Projects, in the Faculty ofElectrotechnics and Informatics in the same university in 2003,and carried out my post graduate studies in the University ofBabe_-Bolyai the following school year.

I have been a teacher of Physics at the Technical CollegeMihai Viteazul since 1981 to 1989. This year I was appointed

headteacher of this college and I have been holding this postup to now. I have been also working as collaborator professorat the University of Oradea since 2003. I am active member ofthe Local Committee of Education, Innovation andDevelopment of Bihor County and of the Consultative Councilof Bihor Inspectorate.


I chose this kind of mobility because as part of the staff ofan educational institution it was an opportunity to contactand exchange experiences with colleagues from otherEuropean countries. I selected the themes of the visits

bearing in mind my school needs, since we offer training in thesimilar fields, namely environmental protection, gastronomyand tourism.

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Name: RUBEN FILIMONPresent position: HeadteacherPresent institution: Technical College Mihai Viteazul.Bucharest. Romania

Action: ArionName of activity:(1) Accompagnement de tous les jeunes dans leur projetde mobilite en Europe(2) The protection of the environment(3) Gastronomy in the service of knowing the youth from

EuropeVenue of activity: Versailles France; Oradea Romania;Torino ItalyLanguage of activity: French, English


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I searched for information in Internet about the educationsystems of the participating countries and studied them. I also

researched on the different ways of teaching in each countryand I prepared portfolios about our own school system andorganization.


The impact of this mobility was on two important aspectsof my personal development: on the one hand, the increase ofmy personal relationships through the different contacts withcolleagues from other countries I could make in it. On the otherhand, the improvement of my language competence in Englishand French, the main working languages of the visits.


I improved our school management plan with theimplementation of the new strategies and approaches I hadlearnt in the different visits, such as the promotion ofalternative education, theory-practice / school-economicalagents, ways of financing the practical activities by the localcommunity and the development of communication abilities ofstudents, teachers and parents among others.


I organised workshops for the teachers and students of myschool in order to present the conclusions and materials ofeach study visit. I reinforced the importance of contacting andcooperating with colleagues and institutions from othercountries to improve our educational task.

I also developed these workshops for headteachers andother decision makers in Bihor county.

I disseminated the conclusions and results of these

activities in the local media.


After one of the study visits I created the Department ofInternational Relations and Mobility in our school, focusing onEuropean. This Department supplies documentary materials

on several issues related to Europe and cooperation withEuropean countries, for instance, information about theEuropean Union, the Socrates or Leonardo programme, etc, toour teachers and students.

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After the study visits, our school has participated in three

European projects - sharing experiences with countries fromopposite parts of Europe such as Belgium, Spain, Germany,Italy, Poland, etc and some teachers have taken part intraining courses in other European countries, especially in theframework of Comenius 2.2 C grants.

Two important actions have ensured this successfulparticipation in other mobility actions or in European projects: on

the one hand, the organization of workshops and presentation ofthe experiences and materials of each study visit. On the otherhand, the creation of the International Relations Department,since it provides teachers and students with information aboutthe wide range of activities in which they can participate and helpthem fill in the documents they need for it.


In the workshops, my students could communicate withpeers from other countries and exchange ideas and materialswith them. A result of these contacts was their activeparticipation in the European Week held by a Belgium partnerschool in March 2004. Our students became motivated tocontact with mates from other European countries, some ofthem even exchanged visits during their summer holidays.These contacts encouraged their learning of foreign languagesand improved their competence in German, English and French.


I have realized that all European countries are concernedwith the improvement and development of the educationsystems, bearing in mind the relation between studentspersonal and vocational aspirations and the local, regional ornational needs.

Educational authorities from all the European countries work

together on their school systems in order to achieve a Europeancurriculum that allows the experts mobility across Europe.

The teacher-student relationship in the European countriesis based on cooperation rather than subordination, assuringthe open development of students personality, capacities andabilities.

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Bio data

I have both a degree in Pre-school and Primary SchoolTeaching and a masters degree in Education. I have workedas a teacher, adviser and assistant in several kindergarten

and schools in Riga. At the same time, I have worked asteacher trainer in the Teacher Training and EducationalManagement Academy in Riga, where I studied. Since 2002 Ihave been working at the Ministry of Education and ScienceRepublic of Latvia, at the Centre for Curriculum Developmentand Examinations. I am very interested in education and Ihave taken part in a lot of teacher training seminars andcourses in my country and abroad. For instance, in 2003 Ispent a study year in Finland and in 2005 I participated in asummer course in the International Summer School at theUniversity of Norway.


During the last decade the Latvian society is going througha period of dynamic changes. Transition to market economy,joining the European Union has affected the Latvian educationsystem in different ways. In the field of adult education we stillhave a lot to do. I was interested in getting an insight into othersystems, so that I could analyze and compare them to mineand implement the most effective approaches.

Besides, I was interested in other teaching and learningtechniques and in knowing other teacher training programmesor networks in order to improve the quality of education inLatvia.

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Name: ZAIGA VELSAPresent position: Project coordinator, education managerPresent institution: Ministry of Education and ScienceRepublic of Latvia. The Centre for Curriculum Development

and Examinations

Action: ArionName of activity: Adults Education in the education system

Venue of activity: Malaga. SpainLanguage of activity: English


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According to the programme, each participant shouldpresent his/her national education system and a brief

description of the situation at schools.


I could meet other colleagues, exchange with them ourprofessional needs and share our educational problems. I

personally considered this visit a training opportunity abroad,which could also let me acquire new intercultural and socialcompetences.


During the visit I have learned a lot and developed someessential theoretical skills, which I can implement in myworking practice. The theoretical and practical parts of ourstudy visit were an invitation for reflection and for theexchange of ideas. My motivation for developing furtheractivities in the field of adult education has increased.


I am particularly interested in communication with otherEuropean educators about the practical daily work in adulteducation. I have created new contacts with some experts,managers and coordinators engaged in activities in teachertraining centers and encouraged to participate in Europeancooperative projects.


My work in the Centre for Curriculum Development andExaminations is focused on the introduction of teaching-learning methods based on the student-centered approach.

That is, students should get actively involved in their learningprocess, transfer their social and cultural experience toothers, develop the capacity to express and justify theiropinion and formation of specific knowledge, skills andattitudes. Since November 2005, our institution, though theProject Department, has taken part in various internationalprojects and is still interested in them. These activities have

led to the implementation of innovative methods andresearch on intercultural awareness and cross-curriculumactivities.

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Bio data

I have been a teacher of English since 1988 and workedin different kinds of schools, namely Secondary Education,

Adult education and language school centres in Madrid,Toledo and other small towns in this part of the country. Ihave a degree in Spanish Language and Linguistics and amasters degree in Arts in ESL (University of Illinois atUrbana-Champaigne) and Im currently developing thepreparatory courses for the PhD. I have always beeninterested in language teaching and learning, having stayedin France and United Kingdom in different periods of my life.I have also taken part in some teacher training seminarsand courses about language teaching or to refresh mylanguage competence since I have been always concernedabout updating and improving my teaching and languageskills.


On the one hand, I chose this kind of mobility since Iwas anxious to participate in a training course abroad inorder to improve my language competence in English andlearn new strategies to encourage European dimension atschool. The Grundtvig course offered exactly what I

needed.I had heard about the Socrates Programme and its

importance in current education, as well as the high quality ofthe teacher training courses it offers through its mobilityactions.

On the other hand, my institution was interested inparticipating in European projects and I was the only one there

with some competence in English, so I considered that thiscourse could help us find partners or learn about Grundtvigprojects and lifelong learning.

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Name: BEATRIZ RODRGUEZ-COUREL GINZOPresent position: Teacher of EnglishPresent institution: Official Schools of Language. Boadilladel Monte. Madrid

Action: Grundtvig 3Name of activity: Contemporary English for Teachers.Grundtvig Comenius Code UK-151B.

Venue of activity: Bell International School at Cambridge.England, UK.Language activity: English


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I chose this course since it was based on the use ofcontemporary English in different communicative contexts. Iconsidered that I could offer this use of the language to mystudents in order to motivate them to their learning process, since

most of them have no interest for learning foreign languages.


I consulted several books about the main theme of thecourse and some informal strategies to teach English throughgames, projects, etc. I also refreshed my vocabulary in English.


First of all, the participation in this mobility was a proof ofmy recovery from the cancer I had been suffering from for someyears. It was my return to my normal professional life.

The course gave me the opportunity to meet colleaguesfrom other countries and exchange experiences, ideas andsome funny chats.

I improved my competence in English and enjoyed thestaying in Cambridge, a place that I turned over into authenticmaterial in my lessons when I came back to school.

Finally, I reflected on my teaching task: my methodology,procedures, goals, the activities I implement, etc, and self-evaluated my own work.


I learned different strategies to improve my teaching task. Ifound out new materials that could be very motivating andhelpful in my lessons and creative activities to implement withmy pupils. Moreover, I became more aware of the importanceof the students active role in their learning process and waysto promote their participation and commitment.


The first thing I did when I came back was to review mynotes, the materials I had compiled, the new books, etc. andprepare a report on the experience. This was an exercise toreflect on what I had learned, to sum up the key ideas and toselect what I could introduce in my teaching process.

Later, I had the opportunity to present my experience in the

Regional Conference on European Projects, where I tried toencourage other colleagues to take part in this mobility.

I designed and implemented a workshop on oral skills in myinstitution, so that some students could practice their oral skills.

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Describe the impact on the institution

The Oral Skills Workshop became very popular among ourstudents, despite the fact that it was an extra activity. However,

most of students were not very active in the lessons, though Ihad introduced new communicative activities.


Most of the teachers of the Language Department are not

members of the permanent staff, so they usually change everyyear. Therefore, it is difficult to encourage them to participatein European projects, since they do not know if they will beable to be part of it after all. Besides, English is not a prioritysubject in my institution and teachers are reluctant to makeefforts to encourage for innovative ideas that they know that itwill be very difficult to implement.


I have worked in the last years in different schools. In someof them I have managed to implement what I learned in thecourse, the new strategies and activities, and the studentshave been encouraged to participate in the languageclassroom and get involved in their own learning.


The course has increased teachers motivation, andconsequently, their students towards the teaching-learningprocess. It has been a very interesting and productiveexperience, since teachers have learned new strategies andactivities to implement in their lessons and have learned fromand about other European countries through the exchange ofexperiences among the participants. It has been also aninstrument to self-evaluate our teaching practice and improve it.

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Bio data

I have a masters degree in Informatics by the University ofGranada and have worked as a teacher in a Secondary

Education school from 1992 to 2003, holding the post of headof studies for four years. I currently work as school adviser inthe In-Service Teacher training Centre of Almeria and asassociated professor in the University of this town. I haveparticipated in a lot of Conferences on ICT and open educationand published several articles and presentations.


I have worked in the field of immigration and interculture inadult education for many years, both as a teacher and schooladviser, collaborating in and organizing different activities. Asthe Grundtvig course was focused on these issues and itsapproach was very linked to my institutions, I considered it agood opportunity to improve it.


I studied the documents the organizer sent to all theparticipants, regarding the issues to be dealt with during thecourse, the activities developed by the VOX and the Norwegian

education system. I also prepared a portfolio about myinstitution and the activities we have implemented in relationto the main theme of the course so that we could design aproposal in common for all the participating countries duringthe course.

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Name: MANUEL JESUS, RUBIA MATEOSPresent position: Teacher trainerPresent institution: In-service Teacher Training Centre ofAlmeria. Spain

Action: Grundtvig 3Name of activity: Course strategies for social andeducational integration of adult immigrants.

Venue of activity: VOX (Institute for Adult Education) inOslo NorwayLanguage of activity: English and Spanish


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I had the opportunity to visit another European educational

reality, know its culture, people and organization. I had alsocontact with other colleagues and made good friends I stillkeep in touch with, improving my language competence inEnglish.


As school adviser I organize teaching materials andtraining activities related to immigration and interculture. Thecourse contents have been especially interesting in this sense.This European training activity has also been very importantsince it has facilitated the exchange of experiences andschedules among different countries.


We have organized and coordinated a wide range oftraining activities for teachers of adult education regardingimmigration and intercultural aspects, bearing in mind the newapproaches and ideas discussed in the European experience.For instance, we have implemented some courses andseminars about the use of ICT as support of cultural and socialdiversity or intercultural education.


We have received new ideas and experiences that can beapplied to our in-service teacher training activities andorganization. We also decided to participate in a Minervaproject in which one of the institutions visited in Olso was apartner. The collaboration between both institutions is stillactive.



After my experience in Grundtvig and other colleaguesparticipation in other actions, the participation in Europeanprojects and mobility has been reinforced in my institution.Two other colleagues will also take part in an Arion study visit.Last year, we organized an Arion study visit, which was focused

mainly on intercultural education, attention to immigrantstudents and the use of ICT in education. My institution hasalso applied for a Minerva project as partner.

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I have introduced the experiences in the training activities I

organize as school adviser.


The most interesting was the exchange of experiencesbetween participants and organizers. There was a productive

discussion in which all the participants offered their ownpoints of view and suggestions for further collaborationbetween the institutions. The participation in the activity hascontributed to my personal and professional development andhas been very productive for my institution and the trainingactivities we implement.

Bio data

I am a teacher of Italian and Slovene languages and at thismoment I am the director of the education centre Glotta Nova.

I have worked in the field of adult education for the last 15years. My students have been mainly employees of differentkinds of companies.

My professional career has always been focused oneducation and councelling. I have been very interested in theresearch of new methods of teaching and learning, that is, inthe implementation of new educational strategies and

practices. I have also taken part in different cooperativeprojects. In fact, now I am working on three new experiencesbased on life long learning.

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Name:JELICA PEGAN STEMBERGERPresent position: HeadteacherPresent institution: Glotta Nova

Action: Gruntvig 3Name of activity: Quality of life -quality of communicationQualit della vita- qualit della communicazione (la qualitdela vita a scuola atraverso la promozione della salute e laprevenzione)

Venue of activity: Montacatini terme. Italy

Language of activity: Italian


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Explain your motivation for choosing this kind of mobility andtheme of the visit/course/

The course title, Quality of life - quality of communication

and the description of aims and contents were the mostmotivating factors. I was very interested in this issue and in theapproach this course offered. The working language wasanother important factor. It was Italian and as a teacher of thislanguage I had no problems to participate actively in it.Besides, it could be a good opportunity to update my languagecompetence.


I found out the inter-relationship between goodcommunication and good health, the main strategies thatassure a good communicative process: listening to others,

respect, etc., as well as the importance of self-knowledge tocommunicate with others.


My participation in international activities has increased.We started to participate in international projects as partnersor as coordinators. I also developed further research oncommunication and health, so that I could introduce it as partof our education programme.


I presented the issue Communication and Health to othercolleagues in our country in the Lifelong Learning Festival.

The coordinator and organizer of the Grundtvig projectvisited our institution in Ljubljana. They were veryinterested in our Lifelong Learning week and study circles.The Italian coordinator considered these experiencesexamples of good practice and introduced them in their

educational context.


The participation of my institution in international activitieshas improved. After this experience we could employ threeassistants to work on international projects and on Slovenian

international projects. These employees have facilitated thecommunication of our institution with others from othercountries.

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I dont think that they needed encouraging. Maybe I helped

them reflect on the contribution of this kind of activities totheir personal and professional development, or value theirimpact on our institution.


I think my experience has a very positive and motivatingimpact on my students.


One of the most important features was the good

communication among the participants, despite the fact thatmost of them did not have a high competence in Italianlanguage. We could exchange a lot of different cultural andeducational experiences. I was also the oldest in the group,but I could get on with all my colleagues.

I could also know better the Italian education system andother ones. I also learnt a lot about European projects.

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assessment of non-formal and informal competencies,simulations in foreign language learning, non-native learners,strategies for teaching dyslexics and learners with dyscalculia,IT use in adult education.


I put together an inventory of adult education-relatedquestions, problems and solutions EuroEd and other Romanianproviders of adult education had been faced with, such as legalissues, trainer training, formal vs. informal systems,

educational product design or funding, fundraising, etc


I realized the importance of setting up a national system forthe recognition of professional competencies vs. existing

international certification systems.I became aware of the imperative need for a coherentnational strategy for adult education.

I came to better appreciate the value of open learningenvironments and the efficiency of e-learning platforms.


Needless to say, the contact persons at VOX showed awelcoming attitude towards my institutions wish to learn fromthem.

As EuroEds strategic planning highlights the developmentof transnational projects, my obvious interest was to draw onthe experience of VOX. For instance, I can say now thatidentifying on a regular basis training opportunities for ourtrainers was surely helped by sharing with VOX the results oftheir project: ETTNA European Training of Trainers.

I also started coordinating international projects forblended learning and setting-up e-based learning courses.

Describe any follow up activities carried out after this

mobility

EuroEd enrolled in a Leonardo project on distanceeducation techniques which I coordinated.

A number of EuroEd senior trainers produced distanceeducation training materials.

I am currently the coordinator of a Lingua 2 project

aiming to develop a blended course for the teaching offive LWULT languages.

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The principal outcomes of my visit were: Initiating research and innovation in the field of

Romanian adult education Developing new materials and training modules forEuroEd trainers

Developing new systems and courses for adults andtrying them out, including IT use and distanceeducation

Assisting in the strategic planning of our institution

which developed a number of transnational projectsand keeps focusing on new partners


Considering the Romanian Agencys policy to not

encourage G3 mobility applications from several members ofthe same institution, I promoted an approach whereby EuroEddepartments of Language Training and Teacher Trainingbecame involved in EU projects. The main incentives for mycolleagues were exposure to innovation and transnationalcollaboration.

Explain in what way your participation in this mobility hashad an impact on your students.

I have started using with my students both open learningenvironments and IT-based systems of communication. Mystudents are particularly keen on IT-based projects.

I have learned to place a stronger emphasis on developingstudents professional competencies and attitudes.


In addition to the impact on my personal and professionallife, the mobility made me more actively involved in the activityof institutions with a key role in adult education strategies,

among them: QUEST (Romanian Association for QualityLanguage Teaching), FocusEd (International Association forInnovation, Diversity and Tolerance in Education), and ELAN(International Association for the support of LWULT languagesin Europe).

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Bio data

Since I was a child I have been used to changing. My

family and I moved five times to different regions in Germanyuntil I finished my training as a teacher of German Literatureand Geography in 1984. In 1985 I started to work as a teacherof Geography in A-level in Zimbabwe, where I stayed until1987. Later, I went back to Germany and started to teach inAdult Education. I used to teach both German and English asforeign languages, as well as Geography, in the VHSVolkshochschule Schopfheim. In 1991 I was appointed viceprincipal of the VHS and head of the Language Department,posts I still hold.

In 1994 I had to concentrate on the management of thelanguage, creativity and nutrition departments, as theyhad grown considerably. I still work as an examiner forGerman as a Foreign Language. I am the head of 25 30language teachers, about 20 teachers for arts anddancing and 10 teachers for nutrition. They all work asfreelance.

I have also participated in several in-service teachertraining courses for language teachers. Since 2003 Europeanprojects have become an important part of my job. In 2005 theVHS Schopfheim took part as partner in the Grundtvig 2project RAOUL - Raising Awareness of the Use of Languages.

After having worked on the local development of our school foryears I enjoyed the exchange of experiences between differentcountries, widening our own perspectives and improving ourquality standards.


Bearing in mind the importance of the French language inour school system, I was interested in developing atransnational project with France. I had some information

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Name: BRIGITTE FLECKPresent position: Vice Principal of VHS Schopfheim, headof Language DepartmentPresent institution: Volkshochschule Schopfheim

(Institution for Adult Education / Folk Highschool).Germany

Action: Grundtvig 3Name of activity: Practical Stage

Venue of activity: Universit Populaire du Rhin /Mulhouse. France

Language of activity: French


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My experience has had an important impact on thedevelopment of school exchanges. The participation in the

Grundtvig project has also increased the awareness of the useof languages in Europe. The European mobility and projectshave valorized the school activity in the local and regionalcontext.


I tried to disseminate the positive impact of the mobilityamong my colleagues.


I think I have become a good referent for them, since I havevisited another country without a high competence in thelanguage and contacted a lot of people. I have also offeredthem the opportunity to learn in an authentic environmentthough the participation in school exchanges. Our students aremore interested in language learning.


What I learnt about the history of Alsace and its specialmixture of cultures.

The way how our French colleagues hold the informal partof a meeting. They combine hard work in conferences withinformal moments (meals, breaks, etc), where the participantshad the opportunity to exchange experiences and chat.

I improved my language competence in French and learnt alot about our regional dialect.

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Bio data

I have worked in formal Adult Education at VUCVestsjlland for the past 25 years and simultaneously in theperiod 1989-2005 as a part-time consultant to the Ministry ofEducation in the Department for Adult Education. This

consultancy involved the development of the nationalcurriculum for formal adult education, advice to colleagues inDenmark, the working out of national examination papers andquality control of language learning within adult education.

VUC Vestsjlland Syd has been involved in a number ofNordic and EU projects. VUC has coordinated several of themand been a partner in others. At this point of writing oneGrundtvig 1 project is almost coming to its end, and we areready to coordinate a Grundtvig 2 project.

All projects have to some extend dealt with internet-based

collaborative learning.


The IATEFL annual conference is the "marketplace" for thelatest development of the teaching of English as a foreignlanguage. I was especially interested in learning more abouttask based learning and the development of test materials.


I studied the very extensive programme to found theworkshops that I would be most interested in joining, againbased on my preferences.

I prepared myself for giving a talk on how to usesimulations in language learning.

What was the impact of this mobility on your personal

development?

Making a presentation in an international forum is quite achallenge. Although I was used to addressing an audience in

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Name: AASE STEINMETZPresent position: project coordinatorPresent institution: VUC Vestsjlland Syd. Denmark

Action: Grundtvig 3Name of activity: IATFL (International Association ofTeachers of English as a Foreign Language)

Venue of activity: Liverpool. EnglandLanguage of activity: English


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my job, I felt that addressing an international forum of EFLteachers was quite a challenge and a different experience. Iprepared thoroughly for the occasion and it was like passing athreshold.


After having made the presentation I was asked to write anarticle in the journal published after the conference, which Ihave actually done twice now and also written articles for

other magazines. I have created a network to draw on whenneeded.


The presentation I gave has led to other presentations

mostly in connection with EU-projects.Describe the impact on your institution

Colleagues find the international work interesting, but it isstill difficult to attract and to recruit colleagues.


In my job for the Ministry of Education I was in contact withmost teachers of English and I spread the happy message. I feltlike a walking billboard. I don't know if anybody did anythingabout it!


Task Based Learning has become part of my teaching.


Creation of networksBuilding of self confidenceInternationalization

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Bio data

In 1995 I had my degree in the Faculty of Agriculture at theUniversity of Latvia. In 1996 I started my master studies inpedagogy at the same university and started to work as a

trainer in the Latvia Rural Advisory and Training Centre. In 2003I finished my PhD. My field of research was further educationfor acquiring the competence of agricultural adviser. I lead theMasters examination commission of the Institute of Educationand Home Economy at the University of Latvia. I currently takepart in a Grundtvig 2 project, which is focused on the field ofconsumer education.


I was very interested in the adult education history anddevelopment and the programme of the course was verymotivating. I intended to broaden my approach to adulteducation and get new materials about its history in Europe,since I had to prepare lecturing materials for universitystudents and did not have a deep experience in this field ofwork. Besides, as a representative from Latvian Rural Advisoryand Training Centre, I wanted to find similar institutions forfurther cooperation.


I prepared an article about Latvian agricultural advisersadult learning. I prepared a presentation and a CD about mycountry.


Through the exchange of experiences and discussion withcolleagues from other countries, I improved my managementand language skills, as well as my intercultural communicative

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Name: MAIJA SIRVIDEPresent position: Adult Education Teacher and trainerPresent institution/s: Latvian Rural Advisory and TrainingCentre, Latvia University of Agriculture and Children and

Youth Centre Junda

Action: Grundtvig 3Name of activity: Adult Education Hisotory in Europe

Venue of activity: Larnaka, CyprusLanguage of activity: English


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competence. I developed my knowledge about Cyprus, itseducation, history, economy and society.

What was the impact of this mobility on your professional

development?

I met a lot of people close to education and made goodcontacts for further projects.

I improved my knowledge about Scandinavian adulteducation systems, as there were a lot of representatives fromFinland, Sweden and Norway.

I reflected on my working situation, especially regardingthe organization and participation in European projects.I presented my experience, contacts and results to my

colleagues.


I encouraged my colleagues and other responsible foreducation to take part in APA and Grundtvig activities.

I organized an International Conference in Latvia, 2005.


I got new contacts with people from other countries linkedto adult education.

After the activity I wrote a report about my experience. Thiswas an exercise of reflection and I found some suggestions toimplement in my organization. I did it in the organization of theinternational conference in Latvia with successful results.


I participated in the Annual Teachers Meeting, where Ipresented my experience in the mobility.


I informed them about adult education system in Europe. Irecommended to search for further information in APA websiteand encouraged them to participate in training activities.

Highlight the most important features and impressions ofyour mobility?

The improvement of my self-confidence, since I had toprepare presentation, travel abroad, etc.

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The important opportunity to improve my languagecompetence.

The development of both my communication andorganization skills through the exchange of experiences with

other colleagues.The improvement of my knowledge about history and othercultural issues.

Contacts for the organization of further European projects.

Bio data


I was looking for a course centred on the languagelearner. I think that learners should be encouraged to getmore involved in their learning process and take active partin it. I was unsatisfied with the formal teaching methods andwanted to learn more about other European school ways ofworking. This course Task-Based Approach in LanguageLearning took place a year ago and it was exactly what Ineeded.


We had a course book but we also had to prepare someteaching materials. For instance, each participant shouldprepare a lesson in order to present his/her teaching methodto the other colleagues. I also read some documents about thislanguage teaching method.

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Name: CELIA DE PAULA SOUZA-DIERLPresent position: Language Teacher/PortuguesePresent institution: VolkshochschuleOlching/Karlsfeld/Mnchen LK-Nord

Action: Comenius 2.2. CName of activity: TABASCO-Task-Based Approach inLanguage Learning

Venue of activity:Language of activity: English


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Working together with partners from several European

countries was an experience that has made me become moreaware of new cultures or even get rid of some prejudices. Italso helped me to be more flexible about introducing new toolsin classroom. Besides, I developed new strategies to introducenew teaching activities implemented in Germany andoverseas.


I feel more self-confident about my way of working andhave improved my professional competence. I have also beenasked to take part in two Grundtvig 2 projects, based on waysof Internet teaching and future creative workshops.

Describe any follow up activities carried out after thismobility.

After the course, I prepared a brief report about it, bearingin mind my personal impressions and evaluating the coursecontents, methodology, tutors guidance, etc. Later, I preparedanother report on the way I had implemented thismethodology in my lessons and on my students reactions.

I also contacted with my course colleagues after the activityin order to exchange views and examples of good practice.

I participated actively in the forum of the course website, inorder to ask for help or send information about good experiences.


The coordinator of my institution was very impressed bythe good results of my participation in this course. He requiredall the available material on the course and decided to presentthis experience in the Annual Teachers Meeting.



During our Annual meeting, I presented my experience inthe framework of Comenius. In other meetings I informed mycolleagues about the impact on the students of the task-basedmethodology, their expectations and results. Later, somecolleagues got involved in a Grundtvig project.

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My students were really impressed by the new approach to

the teaching-learning process. They considered important towork in different ways and were very motivated to languagelearning through the life-centred way. It was funnier for thethem and had more control of their learning.


During the course we could implement this methodology ina real context, in lessons of Italian as a foreign language. Ourtutor recorded the lessons and we all analysed themafterwards. It was a very productive and interesting experience.

The contacts with other colleagues and the exchange ofexperiences with them was also very positive and enriching.

Bio data

I have a degree in French and Romanian Philology by theUniversity of Bucharest and a masters in Public Politics andPublic Administration by the same University. I have worked

as a teacher of French as a foreign language for some years inthe Central School, where I still work as a teacher ofRomanian. I have also been the educational principal andmember of the administration board of the Technical CollegeTransilvania and in Cartus Corporation, Global PerformanceSolutions.

I have been always interested in improving my teacher

training and practice. For this reason, I have alwaysparticipated in a lot of training courses on a wide range ofeducational issues such as health, drugs prevention,communication or management. I been also concerned about

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Name: CRETU ALINA MIHAELAPresent position: teacher of French as a foreign language

Present institution: Central School, Bucharest. Romania

Action: Comenius 2.2. CName of activity: Improving Skills of Teachers of French asa Foreign Language,

Venue of activity: Cavilam centre, Vichy. FranceLanguage of activity: French


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my language competence in French, participating in severallanguage training courses and seminars in France

Explain your motivation for choosing this kind of mobility and

theme of the visit/course

I was interested both in reviewing my own languageknowledge and methodology and in exchanging experienceswith experts in French language teaching from other Europeancountries. Besides, I considered very motivating visitingFrance, a francophone country.


I identified both my personal and professional needs andreflected on the learning process, so that I could detect thoseaspects my students were more interested in and needed toimprove. I also prepared the journey carefully in collaboration

with my National Agency.What was the impact of this mobility on your personaldevelopment?

The activity has contributed to my personal development.This mobility allowed me to get immersed in a French languagecontext and experience another cultural reality and civilisation.I could also meet a lot of teachers of French from differentcountries. We exchanged experiences, professional trainingand some chat. I received new ideas, strategies and activitiesthat I could implement in my own teaching activity.


I presented my experience to my students and introducednew teaching methods in my lessons. I have learnt a lotthrough the collaboration with teachers and students fromother countries.

What was the impact of this mobility on your institution?

In my institution I tried to improve the European dimensionand presented all the information I had compiled during thevisit. I also offered my colleagues the international contacts Ihave made there and encouraged them to participate in thesame type of mobility.

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Bio data

I have a degree in History and Sociology and I currentlyteach History and Civic Education. I have been always anactive person interested in education. I have participated ina lot of different activities throughout my professionalcareer, though Id like to point out some of the most

important ones:I have been member of the national team for thedevelopment of the curricular plan for Civic Education. I haveorganized some teacher training activities on Civic Educationin Gorenjsko region for some years. I participated in a threeyear project on new assessments methods, which developeda good product that was published to provide teachers withexercises for checking and assessing students knowledge. Atthis moment, I am the coordinator of a Comenius schoolproject and the co-organizer of the Annual Conference EuroClio that will take place In Slovenia in 2007. I participate in theorganization of a summer camp in Poland for teachingEnglish.

I have published several articles. I also collaborated inthe publication of the manual for teachers How to Teachabout Human Rights, with the development of onechapter about societies in Sencur before the Second WorldWar.


Education is a long life process. For this reason, I appliedfor this course. I think that it is necessary to update ourknowledge and teaching competence, find new ideas andimprove our methodology and assessment techniques.Moreover, exchanging experiences and approaches withcolleagues from other countries is also very interesting, as wellas knowing and learning about new educational and cultural

contexts.

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Name: VILMA NECIMERPresent position: TeacherPresent institution: Osnovna sola Sencur. Sencur. Slovenia

Action: Comenius 2.2.CName of activity: Crossing Borders

Venue of activity: Maastricht, The NetherlandsLanguage of activity: English


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I prepared a portfolio with some teaching materials abouthuman rights I had already implemented in my lessons and a

brief presentation on the key issues in the seminar.


During the course I had the opportunity to explore newideas to start a new European project. I could finally transform

these ideas into a Comenius 1 project.


I learned a lot of new ideas to implement in my dailyteaching. I contacted with colleagues from other countries with

different approaches to education and finally decided toorganize a Comenius 1 project in order to create a teachinglearning proposal in common for all the participating countries.


I organized the Comenius 1 project Building Bridges, ActiveCitizenship in Europe (I am the coordinator at this moment).

As a result of this partnership, we organized a summercamp for teaching English in Poland.


As our institution started to participate in a Comenius 1project, teachers were encouraged to get actively involved in it.


After my experience in Grundtvig and other colleaguesparticipation in other actions, the participation in

European projects and mobility has been reinforced in myinstitution. Two other colleagues will also take part in anArion study visit. Last year, we organized an Arion studyvisit, which was focused mainly on intercultural education,attention to immigrant students and the use of ICT ineducation. My institution has also applied for a Minervaproject as partner.

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The school project has had an important impact on our

students, since they have contacted with peers from othercountries and participated in a lot of activities far from thetraditional ones. Besides, those who have participated in thesummer camp are really excited with the experience and leanta lot from other mates. We all have improved our social andpersonal competence.

Bio data

I had been a teacher of Primary Education for 23 years.From 1999 to 2001 I took a re-qualification course andbecame a teacher of English as well. Now I am a teacher ofEnglish in a rural school. I am very interested in anyinternational project, especially on those focused on usingICT in teaching.


When I chose the course I had two main aims: on the onehand, I had never been abroad and visiting United Kingdomto improve my English and get immersed in the culturalcontext was like a dream. On the other hand, I tried to findpartners to develop a European project and this course couldbe a good context to meet some colleagues from differentcountries.

Moreover, the course programme offered both the work onthe English language and an interesting cultural study throughvisits to important traditional places in United Kingdom(Oxford, Stratford, Cotswold) and to some schools.

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Name: VIOLETA MUKANEPresent position: teacherPresent institution: Kalupe Basic School, Latvia

Action: Comenius 2.2. CName of activity: English Language Course for Teachersfrom Abroad

Venue of activity: International Education Office,Gloucester. UKLanguage of activity: English


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We prepared some examples of our project work. Forinstance, I presented my students participation in the Global

Teenager project (www.globalteenager.org). I also offeredsome information about my country and brought somebooklets about it to hand out. I searched for and read someinformation about the places I was going to visit.


My life has changed. I became more self-confident,improved my language and social skills. I found many friendsabroad, started to use the Internet for communication. I reallyopened myself to the world and invited my pupils to do thesame.


I reached my two goals for the course: first, I improved mylanguage competence, teaching skills and learned about theuse of ICT in education. Second, I learned about Europeanprojects and made contacts.

During the course we visited some local schools and got aninsight into the education system in the UK. Regardingteaching skills, we participated in some interestingworkshops, for instance, on numeracy strategies anddramatising in teaching. Each participant presented his/herown country and a lesson activity. These experiences andlearning were very helpful for my teaching practice. I still usesome of the proposals I found out there.

About the use of ICT in education, I had the opportunityto participate in a video conference, what I have never donebefore. I got to know good examples of using ICT inteaching.

We had a special workshop about Comenius projects. Oneof the school I visited was interested in cooperating with us inComenius 1.1 as partner. I was helped to find other partners for

our international projects.Therefore, I came back very motivated to take new

initiatives.


I run a workshop about the Comenius course I hadparticipated in for teachers of English from our region in an ICTSummer School in the Gymnasium Kraslava.

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I helped my colleagues find a course within the actionComenius 2. Two of them decided to apply for this type ofcourses.

I kept in touch with a new friend of mine from France and

developed some teaching material together. Our studentsexchanged letters, drawings and other materials betweenthem.

I applied for a Comenius 1 project with partners in UK,Poland and Italy.


After the course we started cooperation with schools fromthe UK, Poland and Italy. In 2004 we began our ComeniusSchool Project A journey from ourselves to become citizensof our communities, Europe and the wider world around us.This experience that is now on its third year has been veryimportant for our institution, since it is situated in a socio-

economic disadvantaged area, rather far from any othertown.In this project, teachers and students have opened

themselves to learn about other countries and to know othercultures in comparison to theirs. It has also facilitated thecontact with peers from other European countries and promotedthe improvement of our students communicative competence.Teachers have got insight into other teaching methods andmaterials and implemented them into their lessons.


All my colleagues are very excited with the project work.Most of them have decided to improve their languagecompetence participating in language courses to becomeactive part in it. Some of them have managed to participate inComenius 2 teacher training courses. Others have decided toapply for new Comenius projects.


We facilitated the contact between our students and peersfrom other European countries. So, our students could put intopractice what they were learning in the project aboutcommunication and the elimination of language barriers. Theyshowed a positive attitude about learning about other culturesand countries.

These contacts helped our students use English in realcontexts so that they felt more motivated towards the learningprocess. Some students prepared their presentations for theComenius Day in English.

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Finally, these contacts were through Internet so ourstudents improved their skills to use ICT and felt self-confidentto prepare CDs or exchange video material.


The most important features of the mobility are the friendlyand warm atmosphere in which we worked and the excitedtutors that run it, who transmitted us their motivation toteaching. The exchange of ideas with teachers from other

countries and the cooperative work developed after the coursehave been very important for my teaching practice.

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Bio data

Graduated from teacher training college in1971Employed as a teacher for 18 years.Deputy head for 4 yearsHead since 1994. First a school with 7 forms since 2001 at

Stouby Skole. Stouby Skole has 260 pupils from pre-school

class to 9th form.I took part in a Comenius development course for headswith participants from Wales, Toscany and Vejle county DK.


The world is getting smaller and smaller and it hasbecome easier and faster to go from one country toanother. In Denmark one day, and in India the next day.Many jobs demand mobility and flexibility as forinstance in the ICT and cell-phone branches you areexpected to travel a lot Denmark one day, Germanythe next 2 weeks, then France etc.

Many young students have trainee periods abroad. Agreat deal of students study one or more semestersabroad.

In my school, we wish to give our pupils as good astarting point for education and job as possible.

Therefore it is important to give them possibilities forcontacts abroad. Its important that they experience the

culture, food, art, traditions, smells and sounds. Theteenage years are good for exchanges.


We got the contacts of Comenius school projec

Best_european_practices (Good to Fill the Motivation Statement)

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