Meetings with Students and Parents

March, April  and May 2015:

The months of March, April and May were dedicated to the stereotype, face and cultural questionnaires. The students from all partner countries had to fill-in the same questionnaires. The content and the statements of these assessment tools had been previously established during the TransnationalProject Meetings.

Click on Questionnaire-STEREOTYPES to download the questionnaire on stereotypes.

Click on  CulturalQuestionnaire to down load the cultural questionnaire.

The Stereotypes Questionnaire was divided into 4 sections containing 9 stereotypic phrases that people usually associate with each of the countries involved in this project. The Face Questionnaire was based on the photos of the teachers who are part of the project teams; the respondents had to identify the nationality of the person in the photo without having any other further information. The purpose was to highlight the body feature stereotypes associated with Romanian, Turkish, Lithuanian and Portuguese people. The Cultural Questionnaire had 50 questions and statements on the culture, history, geography and literature of the project countries. The purpose of all these assessment tools was to identify the students’ stereotypes and their initial knowledge on the partner countries.

The Stereotypes Questionnaire was filled-in by students, teachers and five non-teaching staff.

The Cultural Questionnaire was filled in by a number of 45 students. After filling-in the Cultural Questionnaire, the students were offered the correct answers, thus giving them the opportunity to find out more interesting facts about the project countries. The students received new information on the project countries, which was provided by the partner teams, in the form of Power Point presentations, pictures and videos.

The answers of the two questionnaires were centralized and analyzed by the teachers,part of the project team. The predominant stereotypes were identified and presented during the second Transnational Project Meeting, which took place in Carsamba (Turkey). The results were particularly helpful because they gave the project teams the guidelines they needed to design proper future activities.

After each of the two TransnationalProject Meetings, the project team members met with the selected students, in order to share their experience and to break the students’ stereotypes.



Sedinta 3

The multi-lingual dictionary was created (English-Romanian-Turkish-Lithuanian-Portuguese mini-dictionary) to point out the language similarities and help students understand that words can really connect us if we are just willing to listen to them carefully. The selected students could also use the travel guides and brochures created by the teachers of the project teams, to find out lifestyle and culture aspects seen through the eyes of ordinary people.

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