1. OUR SCHOOL and the Human Rights
ITALY
OUR SCHOOL and the Human Rights
Our comprehensive Institute” G. Garibaldi -G. Paolo II” of Salemi , operates on two municipalities:
Salemi, where the Presidency of Institute and the administrative offices are, and Gibellina.

2. Docenti ATA Classi Alunni
I.C. Garibaldi Paolo II
Docenti
ATA
Classi
Alunni
147 30 65
1134
The numbers of students enrolled and attending the school is In our institute there are 147 teachers. Our school is the largest comprehensive Institute in Trapani Province and among the largest in Sicily Region.

3. Our Institute is an educational and methodological reference point of our area. This is demonstrated by the many projects financed by public funds of different origins, for example: Projects funded by the Italian Government, Equal Opportunities Department, Projects with the European Associations.
Principal Salvino Amico

4. Our Institute turns a particular attention to the themes on the Human Rights, infact, our teachers attend regular and punctual refresher courses about them
Our labs

5. Our events

6. Technological Innovation

7. No mafia!
Several are the areas involved in the Human Rights, for example, we teach to our students to fight all forms of mafia in loving memory of all magistrates, police men, citizens who have dead in the name of legality

8. we push our pupils to study and to know the history not to forget the terrible facts and mistakes happened in the past ( Shoh- Foibe), we teach to our students to grow up and to develop good practice toward everybody improving the dissemination of successful experiences.

9. Children and young people face human rights issues every day.
They see migrants washed up on beaches on TV, follow terrorist attacks on social media, and experience bullying, discrimination, war, torture, poverty, religion, migration, women’s rights and freedom of expression.
Migrantis kids go to our school

10. Understanding human rights is not an abstract concept
Understanding human rights is not an abstract concept. It helps young people understand the real world – their world. The classroom is a perfect place for that understanding to begin
Terrorist attacks
war
bullying

11. To achieve this, an innovative and experimental teaching is presented in our school as the basic dimension on which the formative activity and the general didactics are founded
legality
Study on the migration phenomenon

12. Women’s rights

13. UNICEF and Children’s Rights

14. Against Cyber bullying
Laboratory with the sociologist for a
Safe use of the Internet and our E-safety policy

15. THESE ARE THE STEPS OF OUR TEACHING HR
The teacher needs to work to:
build trust within the class group,
establishing a mode of working together,
promote free discussion,
advocate conflict resolution without aggression
develop in class members responsibilities to those outside of the class group,
6. devise problem solving techniques which need not be teacher oriented,
7. be prepared to take action for change.

16. The teacher should : 1.Try to avoid corporate monologues.
2.Try to develop the group process within the classroom.
3.Try to relinquish authorization elements of the teacher’s role while remaining a responsible adult.
4.Try to ensure that time is given within the school day for problems to be talked over.
5.Try to encourage enquiry by the use of open-ended questions.
6.Try to develop teamwork with other teachers.
7.Try to make time to watch children at play
and to make time for social activities in class.
8.Try to make time to talk to children privately.
9.Try to make time to return to important topics.

17. Pedagogical techniques for human rights education :
Brainstorming,
case studies,
discussion,
interviews,
role-plays/ simulations.

18. STRATEGIES OF COMMUNICATION
 Verbal
 Non-verbal
 Symbolic
 Proper selection of
Audio-visual aids
Multi-media approach Educational Technology
Hardware: Computer, Television, Cassettes, Tape records, Projectors, Slides etc.
Software : Programming for understanding of human right education and other literatures which are very essential for human right education.

19. The focus of human rights education is not just outward on external issues and events but also inward on personal values, attitudes and behaviour. To affect behaviour and inspire a sense of responsibility for human rights, human rights education uses participatory methodologies that emphasize independent research, analysis and critical thinking that are the fundamental goals of the educational system.