“Failure is one of the major themes of the school, which is capable of warming the souls and ultimately generating opposing factions,” says Ivan Sciapeconi, 53, a teacher at G. Pascoli Primary School in Modena. Sciapeconi is the author of didactic guides, teaching aids, primary school textbooks. He is also the author of children’s fiction books. Conducting training courses on the topics of inclusive learning, learning through skills, evaluation. He recently sent the novel “40 Coats and a Button” (Ed Piemme) to the library. “Historically – continues the teacher who publishes his full intervention below”, the theme of rejection has always been consistently placed in the last segment of the school. He failed miserably in primary school until middle school became a horizon within everyone. He refuses much in middle school until high school meets with mass enrollment. Now people are missing – less and less, let’s say about 8% – in high school.
But what happens in high school? Where one would fall more, where one would like to remove those who are not suitable for study from school, those who create problems in education, what happens? How often do I Professor Montillaro out of the movie The schoolby Daniele Lucchetta, and the one he likes to fall for at least a little bit: At least one, uuuuno, let me miss it! ”, Are they succeeding in their intention? When one reads the many interventions on the social networks of many teachers, more resigned than annoyed, it seems that the number of mistakes compared to the much more demanding demands of the strictest professors is very low. However, there is no shortage of failures, especially in the first two years of high school, and especially in the first classes, where the most massive and disappointing selection takes place. But are we sure that rejection is the most effective weapon, as well as the most powerful and destructive, to achieve the levels of learning that are expected of our students? “If I have to say which system I prefer, the ideal would be for me a system without errors,” says Ludovico Arte, teacher of ITT Marco Polo in Florence – Technical Institute for Tourism, the oldest in Tuscany, and for a time also linguistic high school
Dean Ludovico Arte, how about this system?
“It would be a system that certifies at the end of the course the skills acquired, that says, how it happens in different countries, how a student does in that subject. But in the Italian school system, the mistakes of some boys are served. “
So, you are not all the way against it
“I do not oppose it, but there must be extreme cases. Training is not done with mistakes. Education is done through listening and with relationships. In many cases, when you give the student a chance, when you talk to him, you give up that chance. For me the same applies to exemplary sanctions, which are often not used. In the same way, there is no need for mistakes that are repeated many times. We must always ask ourselves what the good of the boy is. In some rare cases, rejection may be helpful, in others it may be useless. It does not achieve the result to change the boy. “Often, through the dialogue and the relationship that is created, the boy changes without being rejected, but this is the result of a long work”.
And this is about a grand opening of the school community
“Look, my door is always open. The Vice-Presidency, my teachers are getting out of the way. There is a lot of work in my school as a psychologist and mediator. We have worked on the environment, convinced that this has an impact on the climate and on the Mind and that it helps children and teachers to work better.It’s one of the ways we try to take care of children.We had 18 psychologists in our school in those years of Covid and even before that there were always a lot of psychologists and even nutritionists, because we care about the person and not just the student, they are ways in which the needs of the children as a whole are met. go elsewhere. If anything, I need to find answers, myself, to help him feel good and learn peacefully. We try to combat the idea that the school is suffering and a victim. School is as well Sacrifice, but we would like people to come to school and not as if they were going to mine. In the next days, we will open the school for a youth festival that is a signal: we will help you gather experiences after ten years of pandemic in which the children have lost so many opportunities, the school will be an opportunity where you cultivate your interests is coming. In this way, the passion of teachers and children as well as teachers is increased. Here is an extraordinary work of Peer education: We train the children from the fourth classes who become tutors of the children of the first classes. Which means older children greet others on the first day of school and become like older brothers and sisters. And I was able to tell some stories in which it happened that the boys from the fourth grade had serious problems, even from abuse in the family, which we adults did not notice and then activated with the police ».
Can all this prevent school failure and failure?
“Of course, this is all more than mistakes. When a boy has an inconvenience inside, he does not study because his head is elsewhere. There are many who are either victims of abuse in the family, or are children who have lost their parents. have, or they live stories, so to speak, normal of parental separation and more.A boy who experiences discomfort certainly does not help him with the rejection, if anything I help him by listening to his discomfort, staying close to him, helping him d ‘Processing situation he’s experiencing. That way, when I’m good, he’s calmer and becomes a better student. We have to work a lot on relationships and the context, we do it. Anyway, I repeat, and in some cases, the refusal served the interested students, I do not want to pass for an integralist ».
The theory of the fourth practitioner
From Ivan Sciapeconi
Failure is one of the major issues of the school, which is able to warm the mind and eventually generate opposing factions. In fact, it’s hard to talk about rejection without starting from the famous “fourth professional theory”. According to this statistical theory, for every four professionals who come to your home to repair a window, a boiler or a leak pipe, there is someone who is causing you a problem because he can not manage the technical documentation. The “fourth professional” is an interesting character, especially when he has to intervene in a teacher’s apartment. In fact, it is a person who comes to work after a nasty trip, after school dropouts and a sum of failure. To use a somewhat brutal image that the school literally threw out the window, the teacher hears him knocking on the door, toolbox in hand. A new interpretation of the law of retaliation.
And here we come to the point. The complexity of the world of work and social life does not allow for a reduction. The “fourth technician” perceives his rejection as a liberation, because he sees school as an unnecessary restriction on work – on the contrary – as a good way to earn a living.
In a world of this type, the school has to face the problem of training anyone and everyone and there is enough doubt that the fear of failure is an effective incentive to learn.
Historically, the issue of rejection has always been consistently put into the final segment of the school. He failed miserably in primary school until middle school became a horizon within everyone. He refuses much in middle school until high school meets with mass enrollment. Now people are missing – less and less, let’s say about 8% – in the years of high school – and the university is on the verge of becoming mass education. Necessary and desirable, as in the rest of Europe.
We should guarantee everyone more training time, at least up to eighteen, to cultivate the skills that allow them to exercise full civil rights: effective reading, writing, problem solving … Today, these skills are not adequately promoted, if not in primary school School, because the other school levels are characterized by excessive disciplinary segmentation, not reassured by effective joint planning.
The point is exactly that: the mission of the school at the end of the third millennium.
For now, we have kept the institution of denial, but we have limited ourselves to the application of the “right of use”. Have we not made the effort to decide on which side we should be: on the side of selective evaluation or on the side of narrative and descriptive?
Maybe it’s time to take the seat. Ensure an education 6-18 years for each and every one, a training based on the development of skills useful for reading, forming a political idea, voting, interpreting a document, solving a problem, even if not mathematically, knowing how to do something meaningful to write, decide what kind of person to be … Is it small?
Incidentally, the theory of the fourth technician is an invention, you will find no trace of it in a statistical study. This is to say that, whether we fail or not, we are all struggling with the same issues, for example infodemia and the need to validate information. Do we really think we can get out of there by preventing the people who need it most from visiting the only cultural growth center that Western society has managed to develop?