“We looked back at the work with them and looked at them.” This, in a nutshell, an attempt to reclaim English in high school, stems from the need for two classmates who were wondering “how to start a blocked student.” In the last period of the school, one hour a week was devoted to resuming the contents, forming two groups and exchanging students according to the levels of learning achieved.
In the new team, many felt more free to ask for or propose their attempt and the final check consisted of requesting a commented work, in which everyone, if they could not do an exercise, had to try to explain why, in order to become aware of their own learning.
A teaching that has been profitable, in which the recovery has lost any connotation of repetitiveness and has consisted substantially in a dialogue between free subjects. There were very few debts in these classes: a consequence, not a starting point in imitation of the much-vaunted Finnish system, pointed out as an example of an innovative school, with a zero dispersion rate, by the president of the National Association of Directors. (NPC) Antonello Giannelli during a hearing in the Culture Committee of the Hall: “We record a strong disaffection of children to go to school and train. And I think we find the essential matrix in the ‘Gentle’ matrix of our study cycles, which generates dispersion. The ‘transmission’ system of education is in crisis, this is another reason why we need to innovate and I would like to draw attention to the case of Finland, where there are no failures and the rate of dispersion is zero, and not I’m talking about a ‘6’ politician. ”That’s why, Giannelli concluded,“ we need to ensure that our teachers are able to ‘convince’ our students of the goodness of starting a learning process. ”.
Understanding that the definition of ‘transmitting’ school is not entirely clear, demonized in so much educational literature (if a school it does not transmit culture from one generation to another and does not invite it to the scrutiny of tradition, does it make sense to exist?); although he considers it unconvincing to attribute a period crisis such as the one we are experiencing only to the gentle environment of the school, in which the phenomenon of the withdrawal of commitment, of life, of study, of work is widespread among young people and adults, in school and in the world of work, a sign of lack of meaning in life, awareness of work, serious commitment to life and others, it is clear that we must take seriously inviting you to ensure that our students are convinced of the goodness of starting a learning process. Or rather: involve our students in an exciting knowledge experience and invest in themselves.
This was the central theme of the final teachers of the Grossman Foundation schools, who gathered in the shade of the courtyard trees on the afternoon of the afternoon of June 30 to try to answer the question, “What have we learned and what steps of consciousness have we achieved, with respect to the use of reason, affection, and freedom in knowledge and relationships?
Many interventions by teachers of all school levels, from kindergarten to high school, in which emerged the paths attempted during the course to involve students in the work. The first and second year Italian teachers of ESO explained their self-training itinerary on the subject of “demand”, considered as an essential factor to put students, subjects of knowledge, in a real and passionate dialogue with the object of his discipline. : the text.
The “question” was the subject of theoretical reflection and critical analysis: during the course the teachers met to evaluate and improve the questions posed in the texts in order to start the interpretive process and analyze the questions asked by the students, in order to perfect the ability to question disciplinary objects involving children in the interpretive adventure.
Surprisingly similar is the attempt proposed by the teachers of the nursery and those of Greek and Latin of the classical institute: the former fixed the whole school year. about the dramatized history of The lion, the witch and the closet by CS Lewis. The teachers represented the episodes of the story by installments, each playing a character, and the path proved to be able to educate the expectation and patience of children and also parents who were invited not to anticipate the events of the text, as well as enhancing knowledge and lexical properties, stimulated by a text of undoubted literary value. Thanks to the attractiveness of the characters, which favored the identification of children, the story also offered the opportunity for a moral education, embodying important issues such as the struggle between good and evil, betrayal and forgiveness. ..
An antidote to dispersion is undoubtedly the involvement in great stories through the narration and dramatization of semantically dense texts, at all school levels, as opposed to a misunderstood conception of inclusion that suggests lowering the level of the didactic proposals not to create inequalities. Students expect adults, said an art teacher, not to make things easier for them, but to get involved in ways that meet the needs of their heart.
As in the nursery, the classical languages department worked on the possibility of a textual approach to language learning, not satisfied with the idea that the first years were devoted to a purely grammatical study. of language indifferent to the meaning of the question. The risk of studying the texts only as tools of knowledge of the language, of dividing the analysis by elements or morphology or syntax, is high in the period of two years and there is the risk of postponing the unitary encounter with the text in the triennium. period, demotivating students. .
Reason, in fact, is an organism, not a mechanism, and is satisfied only in the encounter with the meaning of things. The current attempt is to propose texts of a certain length from the first year, because to access the meaning of a text you need a context and reading myths and stories together helps to derive it. We read, therefore, by deliveries with the students, in which expectation is also generated about the continuation, and the contextualization helps to move even in front of unknown morphological and lexical structures and to learn them.
These and other interventions have highlighted that in order to combat early school leaving, lack of love for study, disinvestment in oneself and in the future, it is necessary, first of all, that students experience the sense of the contents proposed to him. And this happens with the condition that the teacher reappropriates his disciplines, that is to say, knows to choose suitable contents to the exigency of sense that lodges in the heart of the students, proposes strategies and suitable tools to know them in current conditions. , deconstruct and reconstruct their knowledge with students. sharing their attempts and questions with peers, because the task of educating and educating today is extremely difficult and impossible to tackle alone; they are realistic and flexible, given the limitations that reality poses as an opportunity for innovation, including student questions, fears, and uncertainties. Because rigidity, stereotypes and schematism are the real obstacles of a school that, through the relationship, aims to involve and excite students in itself and in reality.
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