How to teach in classes that at first glance seem impossible, where the dialogue between peers and between students and teachers is non-existent? How develop their work as teachers in difficult and unfavorable learning environments? (GO TO COURSE)
These are the most frequently asked questions and teachers they arise, especially when they have to deal with “difficult” classes with which it seems that any strategy implemented is useless. Unfortunately, cases of low commitment to study, demotivation, bullying, cyberbullying, impulsive behaviors, mismanagement of anxiety, anger, frustration, conflicting relationships with families are not uncommon.
A very responsible commitment of the school is to contribute harmonious and integral development of the person in evolutionary age and the development of skills not directly linked to disciplinary knowledge, but also acquired through them, such as flexibility, resilience, the ability to interact positively, the ability to solve problems, the ability to to support one’s own point of view with knowledge of the cause. . He teachers they take care of all this and are well aware of their weight and fatigue.
How to support them? How to accompany them in the management of “difficult” classes or students.? What proposals to suggest to foster an always positive relationship with parents? What directions should I recommend to teachers to help them students to focus on your life project and carry it out with commitment and determination?
One proposal could be to get it acquired to students skills that guide them toward positive and adaptive behaviorsthat allow them to effectively face the challenges of everyday life, manage anxiety and defeats, be able to achieve their goals, face difficulties, acquire Skills for life, skills that can be spent a lifetime.
The World Health Organization (WHO) believes that the core of the Vital skills it consists of ten essential skills: self-knowledge, emotion management, stress management, effective communication, effective relationships, empathy, creative thinking, critical thinking, decision making, problem solving.
Possession of these abilities it helps to make the person able to transform knowledge into concrete skills, to understand clearly enough what to do and how to do it, to choose healthy lifestyles consciously.
He Bill on the introduction of the development of non-cognitive skills in the itineraries of educational institutions approved on January 11, 2022 by the Chamber of Deputies goes precisely in this direction. The first article specifies its purpose, which is to foster a culture of competition, integrate disciplinary knowledge and related core skills, and improve educational success to prevent functional illiteracy, educational poverty, and early school leaving. .
He Vital skillsin fact, they contribute to self-confidence and self-esteem, fundamental aspects in the life of each of us, and help us to place ourselves positively in the context in which we live, in the family, in the group, in society.
The Bill provides for a three-year trial, starting next September 2022, aimed, among other things, at identifying innovative training courses, characterized by teaching methodologies that promote the motivational recovery of students, with the specific objective to contrast school dropout.
The training course aims implement the professional skills of teachers in an area still little explored, to support teachers in the management of classes or “difficult” students, to support teachers in the management of the most common and frequent needs of students and propose proposals to foster an always positive and proactive relationship with parents.
On these topics the course Life skills: non-cognitive skills in school, scheduled from July 1, curated by Anna Maria Di Falco.