Erasmus+ Ka1

Highlights of Erasmus+ KA1
LM-GRP-PUPIL - Group Mobility
In Taranto-Italy

Students involved in the Group Mobility

Ana Sousa
António Nogueira
Beatriz Martins
Camilla Silva
Iara Trindade
Mariana Lacerda
Maria Leal
Mário Azevedo
Luís Machado
João Carneiro
João Venda

Accompanying Teacher in the Group Mobility

Project Number: KA121-SCH-101A6506

Leonor Marques

Erasmus+ KA1 - A Life challenge

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BUILDING BETTER STUDENTS AND BETTER PEOPLE

Giving students new insights

My Learning Experience as an accompanying teacher at Liceo Scientifico G. Battaglini- Taranto -Italy

by
Leonor Marques

As an accompanying and language teacher of a small group of students , I would like to say how rewarding it is/was to promote learning and knowledge. Although Knowledge can be accessed through a textbook or a video, inside the classroom ( traditional class), it might never replace the reality, the live lesson, the authentic situation, the curiosity and subtlety of detail, as I had the opportunity to observe it , for several times, during this experience.

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It is important to know that in order to be successful (I am also talking about academic success) it is very important to deal with day-to-day life, as it leads students to take the initiative, to seek solutions and to make decisions independently and autonomously. It is important to notice that each passing day , the students became less dependent on the teacher, therefore on me.
They understood that learning to move in the reality of everyday life is a constant and continuous process. Because students/people are often subjected to new situations that require reaction and flexibility.

My Learning Experience as an accompanying teacher at Liceo Scientifico G. Battaglini- Taranto -Italy

As a language teacher, it is my wish to promote autonomy, and in this group of students it was gratifying to see they were responsible for organizing their own language learning process (English/Italian ;Ciao; stai bene ?; Buongiorno etc. ) to use it as a vital process for the proper functioning in a multicultural environment and , after all, they understood that communication is a two-way process and that they will often be helped by their interlocutors/speakers. They also realised that, after all, in this form of communication they can reduce the level of stress, but at the same time, they realised that the success of communicating a message is their sole responsibility and therefore the learning they have done up to that very moment is important.

by
Leonor Marques

My Learning Experience as an accompanying teacher at Liceo Scientifico G. Battaglini- Taranto -Italy

by
Leonor Marques

However new learnings must be incorporated. Furthermore, if they become familiar with a variety of natural accents or expressions that cannot be
found in textbooks, accepting that all varieties of English are equally appreciated, they can more naturally extend this tolerance to other countries.
This leads to recognise the need for lifelong learning and breaking down barriers. They knew how to deal with their own strengths but also limitations, which can contribute to increase tolerance and respect for other speakers (who may be dealing with the same problems).

Additionally, I am convinced that these students understood that the practical knowledge of a foreign language is necessary as an essential tool for the functioning of other fields and other areas of their lives as it fosters an understanding of the interrelation of language and human nature.
Finally, they realised that communication in real life does not only happen between peers, but also in situations that can influence their future, their career or in emergency situations.

Learning for life comprises authentic life situations for students to think about and be able to reflect upon as it relates to their own experience in and out of school.