125. Fallar | Last Banco d’Alessandro D’Avenia

In the park near my house I often find men challenging each other bowls. His skill is amazing not only when it comes to approaching the snitch but especially in the reject the opponent. The memory of satisfaction that I heard the enemy ball as a small blow to deflect it: hence the verb to fail, the same as before. school stop a student. It is also used to reject and, in juvenile slang, to bounce. Either way, year-end linguistic imagery feeds on the image of a opponent What is hunt from half that you were trying, with difficulty, to to arrive. Words do not lie. In the class councils I have been a part of over the years I have managed to fail, but I have seldom heard this verb used. He ballots where difficult cases are often made long just to try understandas an adult, what is the best thing to do with a boy or girl who didn’t want to or couldn’t answer? properly to the goals of the year. I remember a mother who, conscious difficulty of the son and the possible outcome, he asked in an interview: But, in your opinion, what is the fabric of my son ?. I would like to dedicate the article to the boys and girls who, this year, for the reasons more varied (many after the father could not recover), have not passed the year. What are some of these things that, as our school system says, should fail?

In its brief and amazing counttitled Teachers’ strikeGiovanni Guareschi speaks of a teacher baccalaureate, just over fifty than, having joined one to hit but not wanting to stay home, he goes to the field early in the morning, because he does not want to. meetingeven if only by mistake, some students, in particular a certain Campora: It was the most donkey of the class: rightly, he judged it perfect cretin. Judgment is one of the most important elements counterproductive of our education system. Each of us forms an image of ourselves mirror: Throughout our lives we try to understand who and how we are based on what others think of us, but especially in the training phase. EL children they judge themselves eyes of parents, relatives and teachers; the teenagers add your teammates. The more you judge in these phases, the more you become a judge afterwards, which is not surprising teachers are judged by students to the same extent that they were judged, and in fact the teachers are afraid to be evaluated of them for fear of seeing things about us that we would not like. I would like to clarify that I can’t stand a school without it judicisbut without judges. Scientist Daniela Lucangeli has just started useful Science on the Road, one gear which will cover all of Italy in the year 90 stages on the way Francigena, with dozens of meetings and conferences in other cities, a march that I had the honor of inaugurating with you in Turin on June 13 in a meeting entitled The school I would like. We were discussing how much school I should definitely leave shoulders and among other things is the judges as understood today. If a teacher gives a vote to a child low but he says, we’ve got 4, what do we want to do now? Are we trying to eliminate these errors together ?, moving from judge to allywhich does not mean refraining from measuring results, but inaugurating a system assessor able to progress: if he fails to draw a improvement deeply rooted in the student, the school mockerythat is limited to confirming who is already good and leaves where who is behind (which unfortunately has been happening for years as Luca Ricolfi and Paola Mastrocola have shown in School damage).

There evaluation goal was introduced in school precisely to avoid subjective judgments and to help the student to improve. To measure correct, and helps to understand where the learner needs support; judgenot the job but the person counterproductive: does not help clear the error and generates a suffering which prevents improvement. Lucangeli, his Five light lessons on the thrill of learning reports the words of some students indelibly marked by judgment, like those of Claudius: Mine I remember harder when mine great poses a to cry (I was severely dyslexic, dyscalculic, and dyspraxic, with behavioral disorders). I remember setting myself on fire there instead of going back to school; and after Anna: The letters were spinning in my head and names they scared me more than zombies and ghosts. But the cries: “Cretístupid, ignorant, idiot, mutilated “are still mine today pain without limits. The problem there replacement of the error (you are wrong) that you can correct together, judiciously (you’re wrong).

We have one confirmation also in the history of Guareschi when the teacherAs he continues to walk out the door, think about what he once said Campora: “Very easy to establish that you don’t have one milligram from braininside the pumpkin, hard to say what you have in the place of the brain. ”For many years of teaching, the teacher had heard and read billions nonsense: but what Campora said or wrote were amazing. At first the teacher felt a sense of penalty for the poor, later punishment had become disgust. As can be seen from Guareschi’s words, the teacher evaluates the student without ever entering merit errors, not distinguishing person and action: not measure, judge. But, the irony of destiny and narrative art, when the teacher, in the open field, stops by a canal, sees Campora, sitting and contemplating. the horizon. It starts to rain and the student, who has recognized his teacher, carries him take refuge, as he knows the place well. The teacher asks if the child is nearby, but the student replies that he lives on the other side of town. Then the teacher asks him why he is there: I always come. I like. The teacher, surprised, asks what he likes about a place like this desolate and the child responds: The water, the plants next to the water, the silence … rain. It makes you think so many things. When the rain stops, the teacher tells the boy before he starts walking home: to study?. Campora nods and asks the teacher, “But don’t be afraid to stay here alone in the middle of it.” darkness?, he answers: No, sir. I’m scared when I’m in the middle of people. The teacher is silent and, seeing the boy return to the edge of the canal, thinks: worse than the idiots. crazy.
It turns out that there are behavioral students incomprehensible and judge them for it strangebut perhaps, like Campora, they just need to be help yourself become themselves, adjusting the goal options lessons done unintentionally or by expectations inappropriate. The story does not end like this, the parts are reversed: The teacher had to agree that not even the second conclusion fit: – I do not know what it is, – he exclaimed angrily, – I do not know and, instead, I should know! Think about it again eyes of the boy who, while following the rain, was full of sweetness and melancholy. He returns home all day tormented by the mystery of that boy and in the evening, out of curiosity, he returns to the place of his meeting. In the last stretch he sees him approaching and hides behind a trunk. Campora walks slowly, absorbed and the teacher follows him at a distance, unseen. So they come to the city, full of people: I’m afraid when I’m among the people, – said the boy. The teacher heard the boy’s words, and when the boy was swallowed up by the crowd, the teacher tried an anguish sharp, as if they were his heart. The teacher understood, he touched mysteries of the child.
I would like a school that leaves behind judges and not judgments, a school formed by allies and no less conscious accusers, a school made of teachers with the heart pierced from the singularity of guys who are often incomprehensible just because their story is waiting he said the right way, but as adults we don’t spend enough time and effort together listening to it, because we’re committed to Fill cards and attending unnecessary meetings. In how many schools, after having rejectedwe meet, call or write to our Camporas, to tell them: We haven’t spent the year, do you want us to try to get out? mistakes together ?. A system where everything comes down to one communication aseptic it does not educate (helps to be self-sufficient) but judges (decides who you are) leaving marks indelible. We often come across students who seem like a mystery to us, like Campora, but from there mysteries which then flourish, because their uniqueness does not thrive in the restricted school setting of notes and judgments. That’s why at school I would like teachers to never tell the student that we are failing you, though florim?. How do you do that with flowerseven those pine fragile.

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