Language learning is a very essential matter in today's' world and for a permanent language acquisition, the starting age is very important. As a result of the surveys we have done at our schools with our partners, we found out that vocabulary learning is the most problematic issue in language learning. Students can easily forget the new words they have learned in the foreign language because they don't use them in their daily lives or are confronted with those words in a different context. Experience learns that the difficulty in acquiring new vocabulary is often caused by social environment, puberty and the combination of a lot of school subjects. However, we think that we can achieve a permanent vocabulary learning with small steps by building word towers brick by brick and make it more visual and meaningful for students. As we observe, students can easily remember complex words they come across in computer games and songs and never forget them as they see them frequently. This tells us that intrinsic motivation is an important factor in the acquisition of vocabulary. Taking this into consideration, we based our project on improving the intrinsic motivation for learning. By taking small and meaningful steps we will create a positive learning atmosphere for our students in which we will try to relate to their everyday living environment. We will supply them with opportunities to practise their language skills. We are convinced that when students enjoy this informal learning process the acquired knowledge will be rendered more effectively.We will also create online platforms where students can build their online towers and play online games with their newly acquired vocabulary. They will chat with each partner schools' students and have a chance to communicate in the target language. On a regular basis, students will study different topics and enrich their vocabulary accordingly. They will design clothes, T-shirts, bags etc. so they will be also kinesthetically active. They will sing songs, make rhymes and write poems, so they improve their auditory skills. Thus, we will try to appeal to all senses of our students throughout the whole project and reinforce their intrinsic motivation to learn English. At the end of the project, the students will have gained a lot of valuable experiences which cannot be provided by the normal curriculum.At the beginning of our project we will start with a group of voluntary students. Then, they will present our project to their mates and motivate them to participate in the activities. We will design a computer lab for our project and our (ICT) teachers will be responsible for the technical part of the project. We will also display our word towers here monthly and organize exhibitions to show them to all students. Partner schools will share their experiences and send the photos of their towers to each other.Bernardusscholen will be responsible for carrying out the project. Our partners are Turkey, Italy, Poland and Romania. They have similar vocabulary teaching problems. Following the results of the questionnaires (SWOT analysis), we aim at creating new and effective language acquisition techniques and methods and help our students by sharing experiences with each other. We will organize meetings and mobilities and take some of our students to partner countries and foster their use of language in a different country and in a real life context. Our project will last for 2 years in which we plan a lot of enjoyable activities for our students. This project will provide the students with tools to learn vocabulary more easily. They will be able to use these vocabulary in their towers, posters, songs, clothes and online games easily and they will be proud of themselves. The ability of using language at an early age will also affect their school and social life positively. Moreover, our project will give them a chance to experience new cultures, ideas and lifestyles, generating more self confidence and ambition. We will invite local schools to our school and show them our studies and motivate them to prepare this kind of projects. We will also invite local and if possible national media to present our project. We will share the results and outcomes of our project with other organisations interested in language teaching.Our project will live on after 2 years, since our websites/eTwinning Live Space will remain active. Students will be able to stay in touch with their foreign colleagues to endlessly expand their towers and success.

The Erasmus project KA201, 4TEEN - Writing, Acting and Playing (4TEEN-WAP) is a horizontal priority - social inclusion - and is a strategic partnership for the exchange of good practices between schools facing similar problems, such as reducing the phenomenon of social exclusion, school dropout, discrimination of disadvantaged students who want a friendly learning environment.The partnership includes 8 high schools in Romania, Turkey, Croatia, Portugal, Italy, Macedonia and Poland, where extracurricular activities are currently carried out, but they have different experience in applying a social inclusion plan. The partnership also includes a non-governmental organization from Italy, which is also an institute of applied psychological sciences, in order to ensure the complementarity of the partnership and the cross-sectoral character of the project.The specific objectives are subordinated to the directions of the Erasmus + program, to national and European priorities, targeting both the school field and adult education. These are the following:1. increasing the motivation of 200 students to use sport, reading and drama as means of social, cultural, economic, political and historical knowledge of their own country, as well as of the partner countries in order to expand the space in which they feel valued;2. developing key competences, such as linguistic, digital and teamwork ones, of 200 students through educational, creative and integrative activities, in order to avoid school failure and early school leaving;3. diversifying the teaching methods and IT tools of the 140 participating teachers, through a practical-experimental, active-interactive, interdisciplinary approach;4. training 40 teachers by participating in courses in order to achieve social inclusion.The target group of this project is represented by 200 students aged 15-19, 40% of whom are from disadvantaged or at risk of school failure and 140 general subject teachers (the school’s stable human resource that will generate long-term effect) who will adapt their teaching strategies in order to attract disadvantaged students to school and will be trained in the field of social inclusion.3 transnational meetings (Romania, Portugal and Turkey) aim at signing contracts, establishing working procedures, carrying out reports and verifying intellectual products.The 5 activities carried out by teachers and students (in Turkey, Croatia, Macedonia, Romania, Italy) contain English-language drama workshops, literary writing and sports activities which have the role to develop students' language skills, teamwork in an expanded intercultural environment, to stimulate creative thinking, challenging students intellectually, verbally, emotionally and physically, to enrich teachers with innovative teaching strategies through an interactive approach.2 Training activities (Poland, Italy) will contribute to enriching the teachers with new class management skills, to improve the teaching, to integrate new working methods with the students and techniques for improving social identity in class, to prevent measures for bullying and antisocial behaviours and to promote prosocial behaviour in school.The Project results:- the decrease in the number of students dropping out of school and the failure rate;- developing participating students’ creativity, communication skills and teamwork;- the practise of students’ key competences;- stopping discrimination in school;- the organization in partner schools of school drama, sport and creative writing clubs that follow the personal development of young people;- intellectual results - the Guide for identifying students with educational risk, the Procedure for supporting / integrating disadvantaged students in formal and non-formal educational activities, the Guide for multilingual conversation, the European -- Curriculum - Teaching through the school club - teacher's kit, the course support Management of School Inclusion are all open educational resources available to everyone in the Open Educational Library;the diversification of teachers' educational strategies. The main impact at the school level aims at a better social inclusion of the students, the connection of the teachers to the new European tendencies in the field of education, the long-term use by as many schools and teachers of the OER materials included in the Open Educational Library.The impact is realized at local, regional, European and international level - and aims to create a unitary environment of sustainable and inclusive learning by adapting and updating curricula and organizational practices in education, increasing investments in educational programs oriented towards integrating sustainability principles, increased interest for the creation of strategic partnerships and synchronization of international educational policies, development of partner networks through Etwinning projects.

"Negotiation is a way of working together (win-win) with those who have similar or different interests and needs and wish to reach a common agreement. If people can not solve common problems, they should strive to solve common problems in the guidance and facilitation of a third person instead of violence against each other. The guiding, facilitating and guiding of this third person is called mediation / peacemaking. ""Through the Conflict Resolution, Negotiation and Peer-Mediator / Peacemaker project, we believe that we will contribute to the long-term initiatives for social peace and reconciliation, which have recently been discussed at the national level. to give young people the ability to manage conflicts and disputes on a personal level in a constructive and peaceful manner.We believe that the idea of ​​peace began in the individual. We believe that a peaceful society can be realized by raising peaceful and compromising individuals. In the future, the greatest reduction of cultural, ethnic, religious and class conflict situations can be achieved by increasing the number of individuals who can manage their differences non-violently. For this reason, we believe that the school environment, different levels of physical-social-emotional-moral development, different religious, sectarian, ethnic and cultural characteristics and different sexes, age, these students will be more peaceful and reconciliatory. For this reason, as a concrete approach, we need to educate and reconcile our future adults peacefully. We believe that the skills of peace, reconciliation and coexistence in our social culture should be presented in the educational settings as problem-solving abilities of our students. We believe that our students should be trained as mediators, mediators and leaders to have more serious problems tomorrow. In a safe environment like school, we believe that even if adults can solve conflicts and conflicts between students' peers and solve with the support of peer mediators / peace-loving people, we believe that these skills will be carried into their social lives. The ""Negotiator-Mediator-Leader-Learners"" project, is an integrated activity consisting of 6 training programs in which the specialties of the schools in the country are brought together and maintained. Each of the project partners submits their expertise in their field of activity to the other partners. A book to be used after the project will include a student, a teacher education book, a glossary of mediator student system terms, a book of social skills to improve mediation skills of disadvantaged students and immigrant students, and a book on mediating problems and solutions. Project 6 LTT activity is planned. 1.LTT Zokalp will host the Middle School. Four teachers from each project partner school will attend. 2.LTT will host the Complex School in Zychlin. 4 teachers from each project partner school will participate. LTT's Scoala Gimnaziala will host Ion Creanga. Four teachers from each project partner school will attend. 4.LTT will host the 2nd Vocational High School of Giannitsa in Greece. 3 project students and 2 teachers will participate in each project partner school. 5. LTT ISTITUTO COMPRENSIVO STATALE ANTONIO UGOEV will take ownership. Five teachers from each project partner school will participate. 6. LTT will host CEIP TAGOROR.Each project partner will attend 3 teachers from the school. Project participants will be selected with objective criteria. The mediator will develop the negotiation, dialogue and problem-solving skills that the trainee will have throughout his or her life and career. Teachers: will spend less time and energy to resolve disagreements among students and manage unwanted behavior. The mediator student system is a valid and secure system in the prevention of early school dropout. Disadvantaged, special needs and immigrant students will influence the school climate in a positive way, as they will adapt to the social skills and mediation system they receive and lead to a more positive and constructive transition between student-student and student-teacher relationships.After the project is over, the impact on the participating schools will be as follows.Contribution to the internationalization of partner schools, increase awareness of the institutionDevelopment and evaluation of R & D and strategic planning and vision creation strategiesDevelopment of new methodologies in the training process, transferAmong the stronger competencies for the teaching staff are program development, integration skills development.A more dynamic and professional environment with a high commitment to working in a school settingUp to the end of 2020, Mediation Studies become 90% resident in the training areas where the partner schools are located (for each partner school)."

'Just Calm Down and Enjoy Life' was an Erasmus+ Strategic School Partnership project with only school partners. It focused on changing violent behaviours of the students into good manners with different kinds of activities (sports,music,art,theatre,blacksmithery,etc.) Our priorities in the project were to help our students get free of their anger which directs them to bad habits(smoking,alcohol,drugs),early school drop outs,unefficcient human relations and bad morality.We planned to keep them away from these negative situations so that they could develop some competences in many areas.With the activities during the project , we observed that they could control their feelings better,behaved more sensitive and moral towards their friends.Motivation to school subjects was also observed. Students started to like school more and continue to classes more than before because school provided them different activities apart from the lessons.They had the chance to meet peers from European countries for the first time in their lives,shared ideas ,observed cultures and lifestyles,by this way, they developed European awareness. They learnt different languages as well as English. They gained different skills all throughout the project process and even after they can use these skills in their lives.We did this project on the international platform because that was a very common problem of societies. As schools are the keystones of the society, it was important to make alterations from this step.There were four partner schools in this project. Incirliova Ahmet Callioglu Cok Programlı Anadolu Lisesi (coordinator), Zespol Szkol w Zychline (Poland), Liceul cu Program Sportiv 'Iolanda Balas Soter' (Romania) and Smichovska stredni prumyslova skola (Czech Republic) involved in this project actively. All partners had a group of students with behavioral problems, so we cooperated together in this project.All partners were choosen according to their students’ age level, backgrounds, opportunities and behaviours. But having the similar anger problems was the most important factor in selection of partners. We had three project meetings; one in the beginning, another in the middle of project process and the last one towards the end of the project year. Only Poland partners didn't attend the meeting in Turkey due to political situations of Turkey that time. And there were four LTTAs. Seven students and two teachers from each partner school attended these activities as planned. Czech team didn't came to Turkey as they couldn't find participating students.All the other partners completed their mobilities apart from these two matters. As we didn't ask for individual support in application form,all partners have difficulty in budget management. We managed to do the LTTA mobilities by hosting the students at families. In this way we could manage the budget as well as providing more integration among students.The local activities we did: Creating an Erasmus+ corner at schools, organizing a logo contest, making a web site, arranging seminars, preparing international dictionaries, booklets, posters, broshures, calendars, calm-down&anger boxes,treeking,powerpoint presentations, exhibitions. We tried to take attention of all students,parents and local people to the project with these activities. Each school organised a contest for the logo of the project. Students prepared logos and each partner school took the winner logo to the first project meeting in Prague. The winner logo was voted on the website of the project ( www.jcdel.ssps.cz ).The seminar on anger management given by a professional speaker ( Mehmet Şakiroğlu) really took attention of the local people,students and teachers in the town. It has been observed that students were more interested in transnational activities than the local ones. They wanted to interact with their foreign friends rather than school mates.Disemination of the project was done by the schools’ and project’s own websites , social Networks, Erasmus+ corner, seminars, brochures, booklets, posters, local media.Throughout the project ; experiences,activities and information gained was shared on noticeboards and websites as well as on the social media groups.In conclusion, during the two years of the JCDEL! project’s implementation, also the participating teachers had the opportunity to develop and/or improve their pedagogical skills and expertise with European projects while the participating students practiced team work, organized events, sharpened their creativity, communicated with their peers abroad, and, especially, noticed their negative manners and tried different activities to change themselves into better behaving young people. We can consider JCDEL! as a sucessful project because with this project, we made a lot of people (students,parents and the locals) aware of some problems and they tried to make changes for themselves by involvement to the activities done.

Emate 2 was a complementary project of the Emate project cycle, which was coordinated by Turkey in a strategic parnership with Poland, Portugual, Netherlands, Hungary and Romania. The Emate project cycle has contributed to Multilingualism, promotion of language learning and linguistic diversity. Within the priority given to lingusitic diversity and the widespread use of mobile devices in the EU, we came up with the idea of enhancing multilingualism among our staff and students via offering them an international opportunitiy in learning some daily expressions of the most spoken European langauges in authentic environment during language learning activities carried out in mobilities, and supporting them in the creation of database of an app named Emate Translator. We tested/implemented the app in real life situations, and carried out LTT activities. •Objectives were: -To offer international learning experiences to our student via taking part in authentic language learning activities abroad and taking responsibility in the creation of script-sound modules for the application, testing/ implementing them in real world situations. -To contribute to the full development of our students' potential to create mobile softwares, and to be entrepreneur in software programming which is required by many working sectors. -To enhance the access, participation and learning performance of disadvantaged learners in order to increase dimension of inclusive education in the EU -To provide transnational experience of education to understand and increase appreciation of their own as well as other languages and cultures in line with the provisions of the Lisbon Treaty. -To offer quality education enabling success for all students let to gain a better understanding on how they learn -To create synergy among young people via peer learning tutorials -To support the professional development of educators in language teaching methods, especially innovative ICT-based ones -To strengthen the European dimension in our schools, to build up our capacity for cross-border cooperation and the ability to cope with socio-cognitive challenges. -To offer a mobile solution for communication problems of Erasmus+ beneficiars and all language learners. •Products/Activities -an Application (e-tool) that includes the useful daily expressions in the most spoken languages in the EU; -a Website -a Twinspace -2 Calendars -Theatre Play -Booklet -Posters -Brochures -Tutorials -Social media groups -Workshops -PPTs -We organized authentic LTT activities in transnational meetings and tried to learn the participating languages in real world situations as well to testing/ implementing the Emate App. -We established a website/e-Twinning desktop and social media accounts to promote, evaluate, disseminate the project results on all levels. •As many people as possible from the communities of the participating schools were involved in the project activities, and any Erasmus+ beneficiars/language learners can benefit of the results of the project directly or indirectly. •The main methodology followed in all the LTT project mobilities was based on Authentic Learning/ICT which was realistic/feasible in terms of learning languages in real world. •The Results/İmpact: -All the products above were created. -Our students have improved their multiligual communication skills, been more interested in software programming, gained a better understanding of their own as well as other languages/cultures, improved their language competences by teaching their own mother tongue to other students and gained a better understanding on how they learn and become more active, creative, confident and independent individuals -Our teachers learnt innovative ICT teaching methods, exchanged ideas and had international teaching practices -Our schools have increased their EU dimension and quality of education -Erasmus+ beneficiars/language learners have been provided with an e-tool so as to help them overcome some communication problems and improve their personal qualifications.The project and it's main result the Emate Translator receveied a few awards and prizes in Romania. •The E-Mate Translator App,which is an application publicated on Google Play Store/Apple Store for free use of anyone; the website and the twinspace will live on long after the project through being updated and enriched. We have been promoting our products to anyone who intends to learn/teach the relevant languages. We have been making use of the other project results in our schools' curricula and learning goals. Our students will benefit from this project from a lifelong learning perspective. They will develop communicative skills and will be able take charge of their own learning, both today and in the future.