Introduction - Characteristics of the Centre and its social env ironment. C. - Characteristics of the Educational Community. D. - Living Status of the Centre. E. - Justification of the new Draft Coexistence. F. - Objectives. G. - Precautionary measures relating to school life. H. - Aula de Convivencia. - List of follow-up sheet. A) INTRODUCTION "The most important human quest is to strive for the morality of our action. Your internal balance and the existence depends on it. Only morality in our actions can give beauty and dignity to life. Making a living force that is conscious, perhaps, the main task of education. " Albert Einstein We believe that the fundamental issue in education is to form, ie get them to ma ke sense of himself interacting with others. This can be done by stimulating per sonal and intrapersonal intelligence (Gardner raised by the psychologist), the a bility to think (according to psychologist Manuel Segura) and morality (Kohlberg ). The human being does not live alone in a world swamped by material things but in an environment of values and must do so that our students understand. The as similation of values requires a learning period, because once internalized, shou ld provide guidelines that govern our behavior and how decisions. It is the reas oned conviction that says the good, the bad. Once they become internalized patte rns of behavior that help them grow, and make possible the development of all th e qualities (capacities) of human beings. Therefore, in the center two years ago assumed the area of Peace School project, and in our Project Center provided education on values, being defined the same as the following: - Self-awareness - Self-criticism - Self Motivation - Self - S elf assessment - Reflection - communication - Dialogue - Cooperation - Respect Tolerance - Solidarity - Creativity - Thanks - Generosity - Freedom - Love - Fr iendship - Happiness - Trust - Honesty - Honesty - Certificates - Disclaimer - C uriosity - Sensitivity However, most industrialized societies are confronted with processes of change s ocio-cultural, family, school ... producing heterogeneity in social practices, a nd we need to face new challenges: To reject a philosophy based on the law of st ronger. Strengthening inclusive school. Promote education of the individual. To promote the growth of the area of conflict resolution in a positive and restorat ive. And thus appears the word conflict understood as something negative, associate i t with violence, burning energy and experience and we have not been prepared to deal with conflict and have a great resistance to change. KIDS STUFF found in th e first place, and already as old friends began to play, and a trifle stuck merc ilessly. After the race everyone went home, incubating the most terrible and exe mplary revenge, and when they found the next day ... they played. Antonio A. Gil At the school always going to be conflicts, then we must educate for it, looking for its positive and educational. It is an opportunity for change that the fiel d is better or worse depends on how you address the conflict and its resolution gives us other tools to solve future conflicts. Education must help develop thos e values that allow for progress in respect for the diversity of opinions, point s of view, reducing inequalities of any kind and in reducing conflicts and tensi ons. The training of children in the knowledge of their rights will make them fr ee, participatory, training in their duties will be held accountable, caring, to lerant, respectful of the rights of others, and they will create in them attitud es that foster coexistence and the opportunity to take advantage of the school s ince the company offers. B) DETAILS OF THE CENTRE AND ITS SOCIAL SETTING. The CE IP "Sor à ngela de la Cruz" is a public school where the lessons of a second cycle of Kindergarten and Primary Education, under the Government of Andalusia and re sides in the C / Maestro Quiroga s / n. The environment of our center is an urba n environment, we are located in the Seville of Intramuros in the district of St

. Julian, which borders the neighborhoods of Seville, Leo XIII, Red Cross, North Industrial Estate ... We are one of the three public Old Town Elementary in the city. It is important to realize the amount of resources that we enjoy in havin g this environment,€both in the historical, artistic, economic, cultural ... We surround ourselves with a large number of churches and monasteries of great art istic value and with significant activity in the religious life and brother of t he city. The district also has offices in solidarity NGOs and civic associations . We are very close institutional buildings of the government of Andalusia, such as Parliament and other political and administrative institutions. We also have about playgrounds and sports as the Jardines del Valle, Los Jardines de Murillo , El Parque de M ª Luisa, Parque del Alamillo, Estadio Olimpico Isla Mágica .. . We therefore with great amount of resources that offers a cosmopolitan city li ke Seville. Our neighborhood is rich in artistic traces the history of the city. Turn, is cl ose to shopping areas and traditional industries, besides the existence of artis ans and artists associated with the different sectors such as: painters, sculpto rs, embroiderers, goldsmiths, sculptors, actors ... We have the Civic Center "Sa n Julián" , very close to school, where he organized many cultural activities, workshops, courses, tutoring, and also has a great library. We encourage close r elationship and enriching the center and the community, which will work in the f ollowing areas: Harnessing the resources of the area and parents of students, pa rticularly sculptors, gilders ... Build relationships with all institutions of o ur environment and to collaborate with the center. Open the center so it can be used by the community, having been previously assessed and initiatives that can combine with activities of the same. Continued contact with other schools around us, as the IES "Velázquez" and other early childhood education centers, primar y or secondary. Establish relationships with the environment, professionals, bus inesses ... to plan visits and collaborative activities. Use of social media. In creasing awareness of students of the physical, natural, economic and cultural. Community will gather those grants or subsidies needed for the organization of e ducational, cultural, sports, etc. ... The relationship with the Old Town Distri ct that collaborates with the Center in organizing cultural events such as multi ple arrays and repairs when necessary. The school maintains external relationships with: municipal institutions, with w hich we intend to maintain a close relationship, especially on issues that are r elated to maintenance and improvement of architectural structures and hygienic a spects. There also tend to collaboration in many cultural activities organized by the Ci ty Council in our center. Relations with the City Council always channeled through: - Maintenance services . - Old Town District. - Delegation of Education Hon. Ayuntamiento de Sevilla. Civic Center, in our neighborhood. Parents' Association "San Julián" As a means of articulating the schools' relations with the group of parents of p upils, as a part thereof, shall encourage cooperation with the AMPA "San Julián " in the following areas: participation of mothers and fathers in functioning. O rganization of cultural and extra-curricular activities. Assisting the organizat ion of conferences, lectures and seminars. Planning activities related to parent training. Providing space and resources to develop its own activities. Implemen tation of projects is carried out. - Collaboration with other schools in the area - IES "Velázquez" - CP "Macarena

" - CP "San Isidoro" - Collaboration with the health center and social services - immunization campaigns - Oral health. - Medical ... C) CHARACTERISTICS OF THE COMMUNITY EDUCATION C.1: Establishment of the Center The center has 32 teachers of which 27 are permanent and five temporary. There are two complete lines of 3 years from infant to 6th grade, two classrooms to support the integration and sp ecific classroom. Likewise we have an instructor to help the disabled, a three a dministrative professional cleaning, a doorman and a barrepatios. C.2: A Diversi ty of students attending our Centre pupils with a middle socioeconomic level, mo stly, although we have a group below this level, composed mainly of children fro m immigrant families and in some cases for children in foster homes. 32 attending pupils with special educational needs, of which 27 are in classroom s to support the integration and 5 in the specified class. The center is within the Family Plan program which provides assistance to 152 pupils in the classroom morning, 200 in the dining room and 284 participating in various workshops in t he afternoon. C.3: Organization of the Centre. The organizational aspects of the Centre are very important elements in managing the coexistence in the same. The se have particular relevance as follows: Criteria for the organization of the st udents. Avoid clustering in that match a large number of student characteristics (repeaters, curricular gap, aggressive behavior, behavioral problems ...) end u p being the engine of the group and lead to low self-esteem and absolute misunde rstanding classroom content, thus becoming hostile to the coexistence and confli ct situations resulting relationships between students and faculty. Allocation o f tutoring. The diversity also exists among teachers. The Management Team will t ake into consideration to certain specific circumstances, aspects and educationa l criteria to carry out the assignment of tutorials and contribute to the improv ement of the cohabitation. Management of space and time. Our space suffers Cente r. His physical narrowness can be described as "black spot" so that the lack of space sometimes generate unwanted tensions. For this reason, the teacher will wo rk and to abide scrupulously by its decisions, once agreed, will be taken regard ing the use of the playground, SUM, places of educational reinforcements, inputs and outputs of the Centre. At the same time the management team will continue t o request the competent authority and necessary works required for the successfu l organization of the Centre in regard to this point. D) CENTER STATE OF COEXISTENCE D.1: Students Having spent an anonymous questionn aire to all teachers of the institution in which he was asked on the following t opics: Climate of interpersonal relations in class. Because of poor relationship s between schools. Actions to improve relations in class and tutorials. The faculty understands that relations climate in the center is good and that th e main causes of conflicts among students are disrespectful insults and quarrels among equals, perhaps due to not knowing the damage they know or a lack of matu rity and values education. The teachers try to improve these relationships by ta lking about the problems and establishing positive reinforcements and involving the family and trying to give cohesion to the group to raise awareness and respe ct. However there are times when the rush to complete a program of content can m ake you spend little time on these duties, and sometimes do not have a clear ide a of the reason for conflict or far reaching in its resolution. Students who com e to our Center have never reported serious violent behavior at school and at pr esent, are reduced to conflicts involved in the relationships between these ages . If there is another type of incidents that deserve more attention as the viole nce stems from attitudes and epithets toward immigrants or weaker students, even just to those considered "different." D.2: Families The relationship of living with the parents in our school the best we can catalog. Normality is mutual resp ect and participation through established channels: tutorials, AMPA and School C

ouncil. They also assist participating in festivities and in the organization of the school library, audiovisual resources and end of year party. The response f rom parents is usually positive, while the center listen to their proposals and try to meet their demands. That said, we make references to certain behaviors an d attitudes that distort the coexistence specific moments: Families that before the conflict for their children with other students, always understand that are the other culprits. Families with a complaint of their children with respect to the teacher, they tend to believe in what you have and without contrast or talki ng to the teacher suggest to their children "they will put points on the master is" In many cases the heterogeneity of today own family create tensions in the f amily, tensions that are transferred to the school environment, either by the ch ildren and their parents, in many cases the failure to follow a standard operati ng procedure of the Centre , such as scheduling or attendance at tutorials also causes imbalances in school life. D.3: Teachers for the result of surveys on the internal environment of coexisten ce among teachers, would emphasize the general need of teachers feel valued pers onally and professionally by their peers. E) NEW PROJECT JUSTIFICATION OF COEXISTENCE achieve positive coexistence direct impact on improving personal relationships, the way of dealing with conflicts an d discipline as well as the improvement of all persons who represent the Center. We provide an educational response to conflict prevention and resolution, as we ll as school violence, promoting peaceful coexistence environments in our center . "It is a determined attempt to make what is achieved is not overcome by the me re authority of teachers, but convincing as the best way to avoid hard feelings with negative consequences in relations." (Torres Seijo). This is necessary to h ave a response plan that democratically organized and systematic. Positive coexi stence requires the development of clear rules and agreed with the entire educat ion community. Finally the development and implementation of this plan comes fro m the belief that positive coexistence is one of the best tools to ensure the te aching - learning process. The principles and values that are based Coexistence Plan are: Respect for dignity, justice and freedom of others. Solidarity, as a q uality human being, which leads to positive social relationships and not discrim inatory. Peace and Nonviolence, which is the result of address conflicts properl y, just take care interventions to repair, reconciliation and resolution. As the realization that our overall objective would give serious promote respect for differences among people taking into account the rights and duties of each. F) OBJECTIVES Coexistence With this plan we carry out new strategies involving t he following objectives: Respecting diversity to prevent and tackle all forms of discrimination and / or violence that will be determined by attempts to dominat e the other (racism, sexism and xenophobia ....) Establish guidelines to follow in resolving conflicts among equals, in the belief that they can help grow and i mprove, if you are resolved from the convenience of positive attitudes. Create a n optimal living environment between the three estates (parents, students and te achers) of the school. Get a smooth relationship of dialogue and mutual understa nding between families and caregivers make relevant authorities see the need to provide teachers and space centers, equipment and personnel to facilitate the te aching of values. -

G) SCHOOL ACTION PREVENTIVE REFERENCES A LA COEXISTENCE Even today those actions are: Host Plan (see plan received in the Central Plan) ROF reviewed in the 2006/2007 school year ATAL Project Coeducation Project Peace School Project Space Watching videos of UNHCR. (High Commissioner for Refugees) Celebration of Peace Entering values education curriculum in the project cycle Coexistence Committee on Standards of living of the Centre (see review of ROF 20 06/07). Taking intoaccount relations are based on the rights and duties of all p ersons, the Centre has a corrections system that is rules and meet compliance wi th this principle. This system of rules and corrections is not inconsistent with the Plan de Convivencia, but complement and reinforce, as it is not just reflec t what must be accomplished and what is not allowed, but must also have formulas of dialogue and treatment of conflicts, to prevent, and if necessary, to resolv e. These were our models for working together in the Centre. The new decree of coex istence of January 2007 gives us Schools for a new tool to work in this area: Th e Hall of Coexistence. H) HALL OF COEXISTENCE H.1: Definition: We see this as creating classroom space and a time for listening, calm and find solutions to conflict. H.2: Purpose: - M inimize the conflict to achieve a positive climate of coexistence and respect at the Centre. - Respond to personal situations of insecurity, need for attention, affection ... which often underlie the causes of conflict among children. H.3: Objectives: - To overcome the system to severe punitive-sanctioning of mediation and conflict management. - Develop strategies to prevent them.€- Collection of quantitative and qualitative data relating to school life, in order to monitor and evaluate it. H.4: Criteria for so a student must go to AC Taking into accoun t the type of conflict that occur in our center, will be grounds to attend the A C the following behaviors: - Assault to another / a roommate - Conduct peer hara ssment and intimidation. - Conduct contrary to the normal development of the cla ss. - Assault with damage to the equipment or facilities of the center. - Subtra ctions the material of the Centre or colleagues. For other types of intervention s we refer to the rules of behavior described in the ROF and mediation, where ap propriate, through the commission of coexistence. H.5: Operation Space: Will take place in the library. Material: Tables, chairs, paper, pencils, audiovisual player ... Time: 12.15 h. to 13.15 h. Teachers in ch arge: two teachers who voluntarily agree to accept and carry out the management and development of the classroom. One of them will be the coordinator of the sam e, and their time commitment will be referred to in their schedules. Number of s tudents: we intend to follow individualized treatment and therefore the number o f students shall not exceed four. Derivation of the student to the Classroom: Al ways be referred by the tutor to explain to officials on the reasons for the cla ss lead. MANAGEMENT TEAM

COORDINATOR VOLUNTEER FACULTY COMMISSION ON COEXISTENCE OF COEXISTENCE AULA Headquarters, ADDRESS: Other measu res ORIENTATION TUTORIALS Peer mediation INDIVIDUALIZED CLASSROOM WORK HARASSMENT PREVENTION Activities will be provided regarding why we are in the classroom, physical, cul tural, developmental abnormalities of the class, damage or theft. The developmen t activities should be deprived of tension, and putting it into practice is to f ollow these guidelines: Chat / reason (with the mediation of an adult or peer) M aking chips types. Making agreements to avoid a repeat of the situation. Monitoring and evaluation sheet: It appears the student's name, date, descriptio n of the conflict and degree of achievement of target for improvement. At the en d of each quarter there will be a review of the registration cards to verify the effect set and act accordingly. If appropriate, the most contentious cases woul d result from the relevant bodies (see box). The tutor of the student to inform his family time and activities ground to conduct the student in the classroom wh ile their involvement and assistance requested. Throughout the course and coinci ding with the end of the quarter, you will find the School Board of the actions taken and achievements. MONITORING SHEET STUDENT: CONFLICT MEASURES DATE: Degree of achievement