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Testimonials
Testimonials from the participants in the OFF-Book project.
Agnė Domarkaitė-SugintėTeacher Lithuania |
The adaptability and usefulness of the methods is obvious. |
Alessandra TonelliTeacher Italy |
I am extremely grateful to my school for introducing me to the OFF-Book project. After reading through the Off-Book materials and talking to the theatrical educators from Teatro Stabile di Grosseto, I decided to try it with one of my classes. My role as a teacher has been multifaced: I studied the OFF-Book portal, attended the training with my students, managed the activities and supported the educators during the implementation. It was a thorough experience both for my students and myself. I could see the changes in the class who attended the labs, in comparison to those who didn’t. The start wasn’t easy, the students had difficulties in accepting to work barefoot! However, along the path I noticed a greater and greater complicity between the students and a certain degree of freedom in their speaking up. In class the relationship between the male component, very strong and predominant, and the female one, more subdued and gentle, wasn’t easy, but the labs helped to smooth it, especially the labs on trust and listening to the others. In my opinion, the tutorial videos that guided in the full understanding of the activities without the presence of an expert were innovative. Not only the activities were explained in detail, but also the necessary equipment, location (often taken in poor consideration at school), clothing, possible mistakes and variants were pointed out. In short, the videos were complete and exhaustive. In my opinion, it would have been interesting to be able to exchange ideas with the teachers of other schools who participated in the project, to compare our experiences, talk about the difficulties encountered, the objectives we achieved during the implementation and so forth. The presence of the experts was continuous and exhaustive, but the talks with other colleagues, who closely know the difficulties of the school system and environment, would have made the experience perfect. I wish all teachers to have the chance to try these methodologies, which I will certainly propose to all my classes. |
Andžela MartyškienėTeacher Lithuania |
The visual material is the best for me. The practical part was the best. |
Anna BenocciTeacher Italy |
I joined the OFF-Book project with great curiosity at its start. It was the first time that a concrete and structured proposal to combat early school leaving by innovative and unconventional methods was offered to an Italian school. The competences of the theatrical educators who guided me over the past two years appeared immediately evident. Their solidity allowed me to concentrate on learning the proposed techniques, very specific I’d say, but I fully understood the pedagogical philosophy on which they are based. After only few months, I was able to value the results achieved. The first output was produced very quickly and was essential to give solidity to the technical background on which the project was based. All the concepts contained in the Teachers’ Guidelines were precise, clear and, above all, practical and allowed me to imagine myself falling into the role of an OFF-Book educator. I really liked the 15 tabs, the practical examples, some of which I tried to experiment with my students. I felt that they were targeted material, not theories, based on a real and concrete knowledge of the school environment and, above all, of the students in our modern society. After year 1 of the project I did not expect the second output to be even more profitable, but the amount of video tutorials available made the difference, it allowed teachers not to struggle to understand the techniques and practical implementation of the OFF-Book labs. Moreover, our school contributed to one of the videos on the YouTube channel, and this was a rewarding experience. The many meetings for the outlining and evaluation of the two outputs represented an essential moment of encounter and confrontation for us teachers, we shared our experiences. This led us to an inevitable professional growth after so many years spent chasing training courses, often based on theories that never came out of the unprofitable and academic exercise. What else to say? I only hope I can count on more of such tools in the future! |
Audronė GrigutienėTeacher Lithuania |
The usability of the guide is very high, it's really important in nowaday school life. The sturcture of the guide is clear and convinient to use. In general, I am happy to have a chance to learn and share the things with new people. |
Audronė MališkienėTeacher Lithuania |
The form of this guide is easily adaptable — there's a printed and e-version of it. During such activities, it's easier to achieve the lesson goals because children get involved easer. I think that this workshop was very usefull and I am sure that I will use these methods in my lessons. |
Aušra JanuškienėTeacher Lithuania |
The project was really useful, and I liked it. The most interesting activities related with applying the methods in different cases. |
Brigita ImbrasienėTeacher Lithuania |
The Guide in USB key is way more appealing to me. The general OFF-Book group understanding and coworking is really great. |
Claudia BiagioliTeacher Italy |
OFF-Book was a wonderful revelation. Through the materials on the portal I discovered new ways to relate to my students, create learning environments alternative to the traditional frontal lesson but equally valid from a pedagogical and educational point of view. All the material available online, Teachers’ Guidelines and Video Tutorials, introduced me step by step to theatre, an unknown world to me. Thanks to the Teachers’ Guidelines, and especially the case studies, I was able to understand how theatrical methods, appropriately conducted, can be applied to various contexts, even those apparently more complex or difficult to manage for a teacher. The strength of OFF-Book is that it does not provide fixed patterns, but cues and flexible exercises to be adapted to the cultural, social and human context in which they are used. This flexibility can also be found in the video tutorials and tabs. In fact, each activity has its own purpose and possible variants so that it can be used to the fullest in every situation. Even the indication of possible mistakes helps and reassures teachers like me at the beginning. The videos are the material that I was able to appreciate the most, I even shared them with my students. Their fresh style, very ""youthful"", clarity and precision gave me a greater understanding than the reading of the exercise in the tabs. Thanks to the project and the proposed activities, I noticed a new ""openness"" and willingness to share in my students, not only among themselves, but also with me. I also found a great need for dialogue and exchange of ideas in my students not only during the labs but also during traditional school hours. |
Daiva LukauskienėTeacher Lithuania |
The e-version of the Guide is way more convenient and understandable. Thank you for the workshop it was informative and fun. |
Dănăilă LoredanaTeacher Romania |
Presenting students with the opportunity to develop their soft skills towards an inclusive society and exchanging of good practices amongst the partner countries. The training course provided for secondary school teachers, in order to use the Theatrical Laboratories as an innovative education tool was very useful and I use the activities in class when necessary. |
Diana LensbergienėTeacher Lithuania |
The most significant aspect is ussability and inovativeness of the guide. |
Dovilė ŠaulienėTeacher Lithuania |
The most appieling aspect is theatrical methodology which is easy to adapt. |
EglėTeacher Lihuania |
The most useful aspects were practices, when we applied the methods in our school. |
Erika ZikovTeacher Lithuania |
The form is clear, the most interesting aspect is the practical method adaptation in lessons. |
Evelina BaciunienėTeacher Lithuania |
The Methods are not new for me, however, I think that they can be used in work with children. |
IlonaTeacher Lihuania |
The methods were interesting, but I think need more clarify the aims of each ones, when we apply them. We have a good chance to develop them according to the examples had been shown by other countries. |
Inga LenkauskienėTeacher Lithuania |
The e-version is way better to use, the games are really appealing and simple to understand. It's great work of the head teachers, I will use the methods in my lessons. |
Ingrida KasputytėTeacher Lithuania |
The best form of this guide is electronic version. There are many games and activities that can be used during the lessons very easily. The main goal and additional value is obvious. |
Julija DegtyarTeacher Lithuania |
The material is great, but practical implication seems too complicate — difficult to use them in lessons. |
Julija DegtyarTeacher Lithuania |
The material is great, but practical implication seems too complicate — difficult to use them in lessons. |
Jurgita MockuvienėTeacher Lithuania |
It's interesting and usefull. |
Kristina UrniežienėTeacher Lithuania |
The most important aspect of this guide is usability and possibility to get an instant feedback, after each activity, which is the most important. I really liked the contact between the event oranisors and the audience. The acitivies were really funny and enganing, the teacher was friendly and energetic so the audience got enganged very easy. |
Leonte AlinaTeacher Romania |
I was quite impressed with the easiness of the informal activities and the way they can be introduced in day to day classes. In this way, we can make education ‘less judgemental’. The activities in the project seem well thought-out and have a lot of potential and a wide-reaching impact. |
Michela CaveseTeacher Italy |
In my opinion, the strength of OFF-Book lies in the use of an experiential education through theatrical labs. Students are thoroughly involved (physically - cognitively - emotionally) to fully live the proposed activities. The experiences that young people can live through this project have meaning because the individual's self becomes us. Through the labs, students experiment new ways of relating and meeting the others in a closed and safe environment. The sequence of exercises, requiring more and more personal involvement, leads to put the ego aside and develop a widespread sense of trust and listening to peers. This often leads to smooth contrasts and rivalries that are typical of the school environment. Thus, OFF-book becomes an opportunity to enter the world of young people with all its problems (emotional and social discomfort) but also with its riches and wonders of teenagers. A world of young people that strongly steers the structuring of the teaching materials. The video tutorials, in fact, respond to the ""needs"" of the new generations, and allow us to build a valuable learning environment. This is why I showed my students some of the videos, as the explanation of each activity was so clear, simple and effective. In the Teachers’ Guidelines I did not find such ""freshness"" and ease of reading, but the validity of the material and its usability are undisputed. I thank those who have guided me during the project and in the discovery of theatre as a language to be introduced into school education (by right!), at the service of our students, as a tool that is extraordinarily responsive to their needs for growth, knowledge of oneself and the others. Thanks to theatre, thoughts can become emotional images, free, spontaneous and sincere actions. |
Mironeanu OtiliaTeacher Romania |
The techniques described in the guidelines for teachers are very useful and help me identify and evaluate the situation in the classroom and then create a positive atmosphere. It helped me develop a different approach to the school environment. |
Paraschiv CosminaTeacher Romania |
Pupils in our school often face identity problems throughout the social integration problems, bullying and early school leaving and by implementing the OFF-Book project we are trying to help them find themseves. We have worked on the first exercises and I have already noticed a new perspective on the school program, based on developing the students’ emotional intelligence. |
Ramunė UrbienėTeacher Lihuania |
The OFF-BOOK project activities may involve all the students and the teachers despite the subject they teach. |
Rasa KybartaitėTeacher Lithuania |
There's the adaptiveness and usefulness in educating process. The most important aspect of this project is the boosting of motivation for youngsters and the open chance to learn more about each other. In general, I believe that it is a great initiative for young people. |
Rasa ViederytėTeacher Lithuania |
Usefulness and consistency, good practices share. |
Rita AukštuolienėTeacher Lithuania |
The usefulness of the guide is clear, it's easy to adapt to the work of children. |
Roberta SirusienėTeacher Lithuania |
The e-version is the most appealing to me. The spesific methods are easy to understand due to the fact that there are a lot of visual material as well. |
Simona BrazienėTeacher Lithuania |
Personally for me the most interesting aspect was doing video. I would like do the project one more time, I wouldn't separate the ""bad"" students from the group. We should work with all students, but not with the ""good"" or ""bad"" ones. |
Vida PakalniškienėTeacher Lithuania |
The methods are interesting, I continue applying them in school. |
Viktorija GodiliauskienėTeacher Lithuania |
The use and significance of these methods are really obvious. The most important aspects of OFF-Book is the specific methods helping to deal with discrimination and bullying. Thank you for the seminar, it was really usefull and intresting. |
Vilhelmina PaniuškienėTeacher Lithuania |
Both forms, e-version and printed guide, are easy to use. The material is good for boosting self-esteem. |