Good manners seminar
•
1 gefällt mir•506 views
Seminar on Good manners hold in E+ Ahaus meeting
Melden
Teilen
Melden
Teilen
Downloaden Sie, um offline zu lesen
Empfohlen
Day three lt
The BET project participants visited several important cultural sites in and around Vilnius, Lithuania. At Europos Parkas, an outdoor art museum, students viewed sculptures by famous artists and enjoyed the natural scenery. In Vilnius, the group explored the historic Old Town and important landmarks like the Gates of Dawn chapel and St. Anne's Church. They also visited Trakai Castle, located on an island in a lake, before returning to Druskininkai. Students documented their experiences through photos and presentations.
C4 - Lithuania - Sunday first day
We visited the Antanas Cesnulis Sculpture Park in Druskininkai, where we saw fascinating wood sculptures, some with internal mechanisms that allowed movement or sounds. We were introduced to Lithuanian culture through traditional foods and dances. Later, our group split up between the Uno park, with tree climbing, and the famous aqua water park in Druskininkai, which had multiple pools, saunas, and waterslides, including one that simulated ocean waves. I enjoyed the aqua park experience. Overall, it was a memorable first day of activities.
Our trip to sweden
The document summarizes a student's exchange trip to Sweden. Over the course of a week:
- The student arrived in Sweden, met their host family, and had their first dinner in Sweden.
- The following days included visiting the school to work on a project, seeing attractions like museums and amusement parks in Stockholm, and spending time with their host family.
- The last few days were spent finishing the school project, shopping, and saying goodbye before returning home to Spain, having had an amazing cultural exchange experience living with a Swedish family.
Report 4 giorno
The Italian delegation teachers Pietrangeli Antonello and Santilli Iuvanita took students on a trip from Lugo, Galicia to Santiago de Compostela. They met at 9:00 a.m. and took a bus to Santiago, arriving at 10:30 a.m. The group toured the historic center and cathedral. They had lunch from 12:00-16:00 and then visited the Pueblo Gallego Museum about Galician history, customs and traditions before returning to Lugo at 18:30.
Poland lugo spain 5'th day version 2
The students visited a natural art museum where they observed photos of wildlife and flora and answered questions about the exhibition. They then presented their work to the group and discussed ways to preserve the natural environment. The school also presented traditional Galician music instruments like tambourines and bagpipes. The students learned how to properly play the tambourine.
Romania Immaterial patrimony
This document provides an overview of several aspects of Romanian folk culture, including various folk dances, songs, crafts, costumes, and cuisine. Some key topics covered include the doina folk song, Horezu pottery craftsmanship, traditional dances performed by young men to mark important rituals and celebrate adulthood, decorative folk costumes that have been passed down through generations, and iconic dishes in Romanian cuisine like mamaliga corn porridge and sarmale stuffed cabbage rolls. The document also discusses traditional crafts involving woodworking, egg decorating, textile production through spinning, weaving and sewing.
Sunday first day
The first day of activities started at 9:00 AM with a speech from the organizers and a translation to English. Students then presented on their home countries, including history, tourist sites, and national days. An icebreaker game followed where students drew each other's portraits and wrote details about themselves on name tags to learn more about each other. The last game of the day involved teams drawing flowers with their passions written on petals and a common passion in the center, then presenting their flowers. The day concluded with participants going home having made memories from the interactions.
Empfohlen
Day three lt
The BET project participants visited several important cultural sites in and around Vilnius, Lithuania. At Europos Parkas, an outdoor art museum, students viewed sculptures by famous artists and enjoyed the natural scenery. In Vilnius, the group explored the historic Old Town and important landmarks like the Gates of Dawn chapel and St. Anne's Church. They also visited Trakai Castle, located on an island in a lake, before returning to Druskininkai. Students documented their experiences through photos and presentations.
C4 - Lithuania - Sunday first day
We visited the Antanas Cesnulis Sculpture Park in Druskininkai, where we saw fascinating wood sculptures, some with internal mechanisms that allowed movement or sounds. We were introduced to Lithuanian culture through traditional foods and dances. Later, our group split up between the Uno park, with tree climbing, and the famous aqua water park in Druskininkai, which had multiple pools, saunas, and waterslides, including one that simulated ocean waves. I enjoyed the aqua park experience. Overall, it was a memorable first day of activities.
Our trip to sweden
The document summarizes a student's exchange trip to Sweden. Over the course of a week:
- The student arrived in Sweden, met their host family, and had their first dinner in Sweden.
- The following days included visiting the school to work on a project, seeing attractions like museums and amusement parks in Stockholm, and spending time with their host family.
- The last few days were spent finishing the school project, shopping, and saying goodbye before returning home to Spain, having had an amazing cultural exchange experience living with a Swedish family.
Report 4 giorno
The Italian delegation teachers Pietrangeli Antonello and Santilli Iuvanita took students on a trip from Lugo, Galicia to Santiago de Compostela. They met at 9:00 a.m. and took a bus to Santiago, arriving at 10:30 a.m. The group toured the historic center and cathedral. They had lunch from 12:00-16:00 and then visited the Pueblo Gallego Museum about Galician history, customs and traditions before returning to Lugo at 18:30.
Poland lugo spain 5'th day version 2
The students visited a natural art museum where they observed photos of wildlife and flora and answered questions about the exhibition. They then presented their work to the group and discussed ways to preserve the natural environment. The school also presented traditional Galician music instruments like tambourines and bagpipes. The students learned how to properly play the tambourine.
Romania Immaterial patrimony
This document provides an overview of several aspects of Romanian folk culture, including various folk dances, songs, crafts, costumes, and cuisine. Some key topics covered include the doina folk song, Horezu pottery craftsmanship, traditional dances performed by young men to mark important rituals and celebrate adulthood, decorative folk costumes that have been passed down through generations, and iconic dishes in Romanian cuisine like mamaliga corn porridge and sarmale stuffed cabbage rolls. The document also discusses traditional crafts involving woodworking, egg decorating, textile production through spinning, weaving and sewing.
Sunday first day
The first day of activities started at 9:00 AM with a speech from the organizers and a translation to English. Students then presented on their home countries, including history, tourist sites, and national days. An icebreaker game followed where students drew each other's portraits and wrote details about themselves on name tags to learn more about each other. The last game of the day involved teams drawing flowers with their passions written on petals and a common passion in the center, then presenting their flowers. The day concluded with participants going home having made memories from the interactions.
Italian students report mob rom 1
1) On November 28th, students from Italy and Romania met at their school to participate in a group activity about how natural and cultural heritage can influence identity. They researched images and wrote short texts in English and Italian representing their heritage.
2) The students then attended the opening of a local art exhibition showcasing the immaterial cultural heritage of the region, including traditional dances and songs.
3) At the exhibition, they saw displays of traditional weaving techniques and met with a woman who spoke about efforts to preserve the region's intangible cultural heritage.
4) After school, the students ate pasta then spent time with their host families. That evening, they had dinner together at a pub
Teachers en ttla1
The document reports on the results of a teacher evaluation consisting of variants 1 through 5. For most entries, most teachers chose variant 5, while others chose variants 4, 3, 2, or 1. Variant 5 was the most popular overall.
Sunday first day
The first day of activities started at 9:00 AM with a speech from the organizers and a translation to English. Students then presented on their home countries, including history, tourist sites, and national days. An icebreaker game followed where students drew each other's portraits and wrote details about themselves on name tags to learn more about each other. The last game of the day involved teams drawing flowers with their passions written on petals and a common passion in the center, which they then presented. The day concluded with participants going home having made memories from the interactions.
Students en ttla1
The document summarizes the results of student evaluations of different versions or variants of a teaching and learning activity conducted between 24-30 November 2018. Across multiple evaluations with different student groups, most students consistently chose version or variant 5 as their preferred option, while versions or variants 4 and 3 were also popular choices among some students. A small number of students at times chose other versions like 1 or 2. Overall, version 5 was the most commonly preferred among the groups of students interviewed.
Romanian history
Romania has a long history dating back to ancient times. It was inhabited by Dacians in ancient times and became part of the Roman Empire in the 1st century AD. Several medieval states emerged on Romanian territories between the 13th-15th centuries. The modern Romanian state was formed in 1859 through the union of Moldavia and Wallachia. Romania gained independence in 1878 and a monarchy was established, lasting until 1947 when Romania became a communist state. Communism ended in 1989 and Romania transitioned to democracy and became a member of NATO and the EU in 2004 and 2007 respectively.
Bet summary
This document outlines a proposed multi-year exchange partnership between schools focused on natural and cultural heritage. It involves teacher trainings, student exchanges, and local heritage activities in each partner country over 15 periods from 2018-2020. The goal is for students and teachers to learn about heritage in their own and other areas, and develop materials to promote sustainable heritage management.
Bulgaria evaluation
According to a survey of 10 teachers in Bulgaria who participated in the "Working in Europe – Skills for Success" project, 5 teachers said that the meetings met their expectations, 3 teachers said that group dynamics and little involvement in the work could be improved, and 1 teacher said that a sheet was missing from one of the meetings. The survey gathered feedback on organizational aspects and the correspondence of the meetings to teacher expectations.
Final Evaluation
This document discusses a funded project and publication. It notes that the project received support from the European Commission, but that the publication only reflects the views of the author. The Commission is not responsible for any use of the information in the publication.
Study visit Sof skills 2
This document announces a study visit for students at Colegiul Economic Buzău on June 7th, 2017 about working in Europe and the skills needed for success. The event is titled "Working in Europe- Skills for Success" and will provide information over 12 slides. The document expresses gratitude to participants at the end.
Study visit Soft skills
The document outlines a study visit program called "Working in Europe-Skills for Success" involving several partner schools across Europe. The program involved students and teachers from the partner schools visiting companies in their regions to learn about succeeding in business from past and present successful employees. Over 200 students and 25 teachers from 17 classes participated in the study visits to 20 companies. The program resulted in the production of flyers, videos, photos and a magazine on discovering the competencies needed for success in business.
Soft skillsbooklet
This document describes a 2015-2017 Erasmus+ project aimed at helping students develop skills for success in the European job market. The project involved schools from Germany, Romania, France, Bulgaria, Spain, and Croatia. It focused on analyzing developing workplaces across Europe and identifying skills needed for successful job applications, like digital skills, language skills, intercultural competence, and entrepreneurship. Main activities included teaching activities in participating countries focused on succeeding in business past and present. The project aimed to benefit students by improving their job prospects and self-confidence, and teachers through sharing teaching methods.
Bulgaria in Ahaus
The document describes the activities of a group over several days visiting towns in Germany. They participated in speed dating, visited companies, had job interview simulations with entrepreneurs, attended seminars, worked on a short film scenario, spent free time with host families, and toured cities like Ahaus, Dörenthe, Tecklenburg, and Münster before departing for Bulgaria in the early morning on their last day.
1 st year plan
This document provides a calendar of events for the first year of a project involving students from multiple countries. It outlines:
- Deadlines for sending out and completing questionnaires about skills in October.
- Dates in October and November for creating vocabulary lists, translating materials, and developing quizzes and interview questions about countries and skills.
- Plans in November and February-March for student mobility exchanges in France and Croatia, including creating presentations and audio files.
- Interviews with retired workers in December and presentations on successful companies in January and May.
- A European Day activity and visit to successful companies in May.
- Work on a booklet and additional student skills survey in May.
2nd year project
The document outlines a calendar of events for the second year of a project, including submitting interim reports, conducting interviews, student mobility exchanges in locations like Lugo and Germany from September 2016 to June 2017, and tasks for developing students' skills and evaluating the project's progress to be completed by teachers and students. Key deadlines include submitting the intermediate report by September 30th, 2016, completing a needs analysis questionnaire by January 30th 2017, and a final project meeting in Romania from June 6th to 10th 2017 to evaluate the whole project and write the final report.
France mobilityteachers assesment
According to a survey of teachers who participated in a transnational project meeting in Yambol, Bulgaria, 6 French teachers responded. When asked how the meetings corresponded to their expectations, 3 teachers said the time planning, 1 teacher cited the trips, 1 teacher the logistics, and 2 teachers the workshops. Additionally, when asked about other aspects of the meetings, 1 teacher cited the meals and 1 teacher the integration of pupils from different countries.
France mobilitystudentsassesment
The document summarizes the responses from 16 students who were interviewed and asked questions. For each student, it provides the percentage of answers that fell into different categories (very good, good, less good, etc.) for each question asked. Overall response trends varied between students, with some answering most questions as very good and others distributing responses across multiple categories.
Meeting germanyassesment
According to a survey of 10 teachers in Germany who participated in the "Working in Europe - Skills for Success" project, the majority found that the trips corresponded to their expectations for the project meetings. Some also noted that the flexible time planning and organization aspects met their expectations.
Weitere ähnliche Inhalte
Mehr von franjana
Italian students report mob rom 1
1) On November 28th, students from Italy and Romania met at their school to participate in a group activity about how natural and cultural heritage can influence identity. They researched images and wrote short texts in English and Italian representing their heritage.
2) The students then attended the opening of a local art exhibition showcasing the immaterial cultural heritage of the region, including traditional dances and songs.
3) At the exhibition, they saw displays of traditional weaving techniques and met with a woman who spoke about efforts to preserve the region's intangible cultural heritage.
4) After school, the students ate pasta then spent time with their host families. That evening, they had dinner together at a pub
Teachers en ttla1
The document reports on the results of a teacher evaluation consisting of variants 1 through 5. For most entries, most teachers chose variant 5, while others chose variants 4, 3, 2, or 1. Variant 5 was the most popular overall.
Sunday first day
The first day of activities started at 9:00 AM with a speech from the organizers and a translation to English. Students then presented on their home countries, including history, tourist sites, and national days. An icebreaker game followed where students drew each other's portraits and wrote details about themselves on name tags to learn more about each other. The last game of the day involved teams drawing flowers with their passions written on petals and a common passion in the center, which they then presented. The day concluded with participants going home having made memories from the interactions.
Students en ttla1
The document summarizes the results of student evaluations of different versions or variants of a teaching and learning activity conducted between 24-30 November 2018. Across multiple evaluations with different student groups, most students consistently chose version or variant 5 as their preferred option, while versions or variants 4 and 3 were also popular choices among some students. A small number of students at times chose other versions like 1 or 2. Overall, version 5 was the most commonly preferred among the groups of students interviewed.
Romanian history
Romania has a long history dating back to ancient times. It was inhabited by Dacians in ancient times and became part of the Roman Empire in the 1st century AD. Several medieval states emerged on Romanian territories between the 13th-15th centuries. The modern Romanian state was formed in 1859 through the union of Moldavia and Wallachia. Romania gained independence in 1878 and a monarchy was established, lasting until 1947 when Romania became a communist state. Communism ended in 1989 and Romania transitioned to democracy and became a member of NATO and the EU in 2004 and 2007 respectively.
Bet summary
This document outlines a proposed multi-year exchange partnership between schools focused on natural and cultural heritage. It involves teacher trainings, student exchanges, and local heritage activities in each partner country over 15 periods from 2018-2020. The goal is for students and teachers to learn about heritage in their own and other areas, and develop materials to promote sustainable heritage management.
Bulgaria evaluation
According to a survey of 10 teachers in Bulgaria who participated in the "Working in Europe – Skills for Success" project, 5 teachers said that the meetings met their expectations, 3 teachers said that group dynamics and little involvement in the work could be improved, and 1 teacher said that a sheet was missing from one of the meetings. The survey gathered feedback on organizational aspects and the correspondence of the meetings to teacher expectations.
Final Evaluation
This document discusses a funded project and publication. It notes that the project received support from the European Commission, but that the publication only reflects the views of the author. The Commission is not responsible for any use of the information in the publication.
Study visit Sof skills 2
This document announces a study visit for students at Colegiul Economic Buzău on June 7th, 2017 about working in Europe and the skills needed for success. The event is titled "Working in Europe- Skills for Success" and will provide information over 12 slides. The document expresses gratitude to participants at the end.
Study visit Soft skills
The document outlines a study visit program called "Working in Europe-Skills for Success" involving several partner schools across Europe. The program involved students and teachers from the partner schools visiting companies in their regions to learn about succeeding in business from past and present successful employees. Over 200 students and 25 teachers from 17 classes participated in the study visits to 20 companies. The program resulted in the production of flyers, videos, photos and a magazine on discovering the competencies needed for success in business.
Soft skillsbooklet
This document describes a 2015-2017 Erasmus+ project aimed at helping students develop skills for success in the European job market. The project involved schools from Germany, Romania, France, Bulgaria, Spain, and Croatia. It focused on analyzing developing workplaces across Europe and identifying skills needed for successful job applications, like digital skills, language skills, intercultural competence, and entrepreneurship. Main activities included teaching activities in participating countries focused on succeeding in business past and present. The project aimed to benefit students by improving their job prospects and self-confidence, and teachers through sharing teaching methods.
Bulgaria in Ahaus
The document describes the activities of a group over several days visiting towns in Germany. They participated in speed dating, visited companies, had job interview simulations with entrepreneurs, attended seminars, worked on a short film scenario, spent free time with host families, and toured cities like Ahaus, Dörenthe, Tecklenburg, and Münster before departing for Bulgaria in the early morning on their last day.
1 st year plan
This document provides a calendar of events for the first year of a project involving students from multiple countries. It outlines:
- Deadlines for sending out and completing questionnaires about skills in October.
- Dates in October and November for creating vocabulary lists, translating materials, and developing quizzes and interview questions about countries and skills.
- Plans in November and February-March for student mobility exchanges in France and Croatia, including creating presentations and audio files.
- Interviews with retired workers in December and presentations on successful companies in January and May.
- A European Day activity and visit to successful companies in May.
- Work on a booklet and additional student skills survey in May.
2nd year project
The document outlines a calendar of events for the second year of a project, including submitting interim reports, conducting interviews, student mobility exchanges in locations like Lugo and Germany from September 2016 to June 2017, and tasks for developing students' skills and evaluating the project's progress to be completed by teachers and students. Key deadlines include submitting the intermediate report by September 30th, 2016, completing a needs analysis questionnaire by January 30th 2017, and a final project meeting in Romania from June 6th to 10th 2017 to evaluate the whole project and write the final report.
France mobilityteachers assesment
According to a survey of teachers who participated in a transnational project meeting in Yambol, Bulgaria, 6 French teachers responded. When asked how the meetings corresponded to their expectations, 3 teachers said the time planning, 1 teacher cited the trips, 1 teacher the logistics, and 2 teachers the workshops. Additionally, when asked about other aspects of the meetings, 1 teacher cited the meals and 1 teacher the integration of pupils from different countries.
France mobilitystudentsassesment
The document summarizes the responses from 16 students who were interviewed and asked questions. For each student, it provides the percentage of answers that fell into different categories (very good, good, less good, etc.) for each question asked. Overall response trends varied between students, with some answering most questions as very good and others distributing responses across multiple categories.
Meeting germanyassesment
According to a survey of 10 teachers in Germany who participated in the "Working in Europe - Skills for Success" project, the majority found that the trips corresponded to their expectations for the project meetings. Some also noted that the flexible time planning and organization aspects met their expectations.
Mehr von franjana (20)
Good manners seminar
- 1. Erfolg/ Goodcddd/sfaktor moderne Umgangsformen Good behaviour Gute Umgangsformen als Türöffner
- 2. „Basics“
- 3. The first impression makes the difference And often there will be no second chance to impress
- 4. The first impression Der erste Eindruck zählt 55 % posture and clothing 38 % tone, facial expressions & gestures 7 % content
- 7. How do you introduce yourself? Wie stellen Sie sich selber vor? Time of the day: Guten Morgen, Guten Tag First name & surname: „Ich bin Sonja Hüls“ The articulation has to be loud and quite clear
- 8. …. The crown
- 9. • employee > boss (der Rangniedere den Ranghöheren) • Younger> older (der Jüngere den Älteren) • employee > customer (Mitarbeiter den Kunden) • guest > host (Gast den Gastgeber) • gentleman > lady (Herren die Damen) Who has to greet first? Working life: no „Ladies first“
- 10. Handshake: Who decides to shake hands?
- 11. The „most important“ person has the right to decide: - The boss - The elder person - The customer - The host - Ladies Handshake
- 14. Smalltalk als Eisbrecher - as an opening act - -To ask questions -To pay attention to what so. says -Good, simple topics: weather, arrival, holiday, sports, serious compliments, …
- 16. Die korrekte Haltung am Tisch - Gerade sitzen - Nur die Handgelenke dürfen auf dem Tisch abgelegt werden - Besteck von außen nach innen - Benutztes Besteck wird nicht wieder auf dem Tisch abgelegt - Mit dem Besteck wird nicht herumgefuchtelt - Führen Sie das Besteck zum Mund und nicht umgekehrt - Mit vollem Mund spricht man nicht - Nicht pusten - Nicht über den Teller des Nachbarn beugen
- 20. Wohin mit der Serviette? Die Serviette kommt nach dem Hinsetzen einmal aufgefaltet auf den Schoß. Sie wird jedes Mal benutzt, wenn das Besteck zur Seite gelegt wird, um zu trinken. Am Ende der Mahlzeit wird die Serviette locker gefaltet links neben den Teller gelegt – nicht auf den Teller!
- 22. Es gibt noch mehr … Bröckchen-Flöckchen-Methode Im Optimalfall wird ein Stück Brot auf den Brotteller (links vom Hauptteller) gelegt. Dazu ein wenig Dipp auf den Teller. Immer ein Stückchen vom Brot abbrechen, mit dem Dipp bestreichen und dann essen. Kein Butterbrot!
- 23. Anstandsrest Der Teller darf heutzutage völlig leer gegessen werden. In Deutschland muss alles genießbar sein, was auf dem Teller serviert wird – inkl. der Dekoration. Zahnstocher und Co… Alle kosmetischen Reparaturen sollten nicht am Tisch stattfinden! Bitte mit dem Hinweis „Ich bin gleich wieder da“ den Tisch Richtung WC verlassen. Es gibt noch mehr …
- 24. Es gibt noch mehr … Wann darf mit den Fingern gegessen werden? Nur wenn eine Fingerschale mit Wasser auf dem Tisch steht oder Erfrischungstücher bereit liegen. Ansonsten muss alles mit dem Besteck gegessen werden.
- 25. Fischgräten Grundregel: Wie hinein so hinaus! Die Fischgräte wird mit den Lippen auf der Gabel abgelegt und damit am Tellerrand oder auf dem Grätenteller platziert. Kartoffeln und Spargel Kartoffeln und Spargel dürfen mit dem Messer geschnitten werden. Es gibt noch mehr …