According to the principles of the Constitution and in the context of our European culture, the general purpose of the school is the harmonious and integral development of the individual and the promotion of knowledge and respect for individual diversity. This is what’s in there Indications for the curriculum in the first cycle school, ie in Ministerial Decree 254/2012. GO TO THE COURSE
A seemingly linear task for those who are outside of school contexts, in reality complex and not easy for teachers who know how much effort is needed to educate students, especially the more “difficult” ones. Unfortunately, cases of low commitment to study, demotivation, bullying, cyberbullying, impulsive behavior, poor management of anxiety, anger, frustration, conflicting relationships with families are not uncommon.
Contribution to harmonious and integral development of the person in the developmental age, for the development of skills that are not directly related to disciplinary skills, but are also acquired through them, such as flexibility, resilience, the ability to interact positively, the ability to solve problems, the ability to own Point from an informed point of view, it is a commitment of great responsibility to the school and the teachers take it upon themselves, although it becomes more complicated every year to manage successfully.
How do teachers support? How do they assist in managing “difficult” classes or students? What suggestions do you have for promoting a positive parenting relationship? What indications can you recommend to teachers to help students focus their life project and execute it with commitment and determination?
One proposal might be to give students skills that lead to positive and adaptive behaviors that allow them to effectively face the challenges of everyday life, manage fear and defeat, achieve their own goals, face difficulties, to get Living skillsSkills that can be consumed throughout life.
World Health Organization (WHO) thinks that the core of the Living skills consists of ten essential skills: self-awareness, emotion management, stress management, effective communication, effective relationships, empathy, creative thinking, critical thinking, decision making, problem solving.
Possessing these skills helps the person to be able to transform knowledge and concrete skills, with enough clarity to understand what to do and how to do it, to choose healthy lifestyle in a conscious way.
The bill on the Introduction to the development of non-cognitive skills in the pathways of educational institutions approved on 11 January 2022 by the Chamber goes exactly in that direction. In the first article, it outlines its purpose, which is to foster the culture of competence, to integrate disciplinary knowledge and related fundamental skills, and to improve educational achievement in order to prevent functional illiteracy, pedagogical poverty, and early schooling.
The Living skillsIn fact, they contribute to self-confidence and self-esteem, fundamental aspects of the life of each of us and help to place us positively in the context in which we live, in the family, in the group, in society.
The bill provides for a three-year experiment, starting in the next school year 2022-2023, including the identification of innovative training courses, characterized by learning methodologies that favor the motivational recovery of students, with the specific goal of counteracting both. explicit and implicit early school exchanges, including through paths for transversal skills and leadership or partnership projects with third sector organizations and volunteer work.
On these topics of course Life skills: Non-cognitive skills in school, planned for March 9, curated by Anna Maria Di Falco.