The credibility of teachers. Letter

Posted by Giuseppe D’Angelo – Over time, we have seen a progressive decline in the popularity and prestige of the educational figure of the teacher, who has lost more and more in reliability and credibility and continues to lose, both from a cultural and ethical point of view. – formative. There are many reasons and we need to start a detailed analysis of them.

The lack of training for those who were and are by definition trainers of the new generations has led, and will do so more and more in the near future, to the loss of the cultural and ethical authority that is classically associated with this professional figure is connected. This has led to the spread of attitudes of contempt and indifference towards the work of teachers, seen by some categories of people almost as babysitters rather than as trainers of their children. Last but not least, the “assisted” who allow themselves a lot of freedom and relational trust, not to mention clear offensive attitudes, with their coaches.

Attitudes determined by a total lack of respect towards them, which derives from the awareness of the almost total absence of sanctioning severity from the school, things that were once not even remotely imaginable. But society is developing… However, there is a risk that the public school can continue like this and become more and more effective in its educational function. This could lead future governments to pay less and less attention to their proper economic and educational functioning. In fact, we must take into account the climate of strong economic uncertainty (and not only) in which we live today, due to the war in Europe with its not always positive epilogative scenarios, which lead to a decrease in expenditure commitment in favor of the school itself. It is also necessary to take into account the availability of appropriate cultural and training bypass, but valid for training itself, represented by private schools and media “culture”.

In the transformative passage towards a new educational and cultural balance, the consequences can be very serious for the new generations and for Italy as a whole. The lack of cultural education and the small number of graduates and graduates could make it difficult to find specific technical and professional figures that we know are indispensable in all sectors of the social structure. Think of the health sector and that of research and technological innovation, to name just a few. We are talking about a social problem that also disrupts the training processes at school. If you think about it, at the base of everything is the search for “quiet life”. Even in school, not knowing how to say no to requests, whether explicit or otherwise, from users and politics has led to a decline in the credibility of teachers. Illicit requests, of course. Requests from users that pass through “acquaintances”, friends and collateral and asking teachers for favoritism and discrimination in favor of their children. Requests that also pass through the guidelines given by a certain category of managers (fortunately not all), and many shared by many teachers of the class council, which point to evaluative choices with questionable ethics (levitation of the votes in the ballot) , and all for the sake of “quiet life”. I realize that removing such behavior is only utopia.

But reducing their impact on the education of our young people is something that can certainly be done. We need to recover the value of scholastic meritocracy, which cannot be dissociated from a proper evaluation process. Teachers are a category of highly qualified and highly professional workers and unfortunately cannot be relegated to roles for which they have not been trained. Teaching is not only a profession but also a commendable art. It should not be depressed, destroy the personality of the teacher. Teachers must return more and more to be the cultural and ethical guide of our dear country! The decentralization of the functions of the state has determined in the course of time a number of problems in the various state bodies, which create inefficiencies, which are always paid by the end user. School autonomy, provided for by Law 59/1997 and by the specific regulation referred to in Presidential Decree 275/1999 and then by Law 107/2015, the so-called reform of the Good School is confirmed and expanded, in addition to the dubious advantages associated with autonomy administrative and organizational aspects of educational institutions, causing a predictable drift regarding the didactic and training aspects.

Autonomy left individual educational institutions free to prepare plans for the training offer (initially called POF and then PTOF) with the objectives of increasing the levels of education and skills in accordance with learning styles, preventing and recovering dropout and early school leaving. open school, the right to study and equal opportunities for educational success and to ensure permanent education for citizens. All these beautiful principles actually served to trigger a fratricidal struggle between the schools to grab the increasingly scarce users. In a market of free educational competition, the logic of keeping the workplace close to home becomes that of the image of a school that achieves the highest academic (but not educational!) success. So, as in a tender the companies play to the disadvantage by offering their work performance with inviting discounts, the only educational institution tries to find its own “ecological niche” in its territory by offering special services to the user.

The problem is that what makes a real decline is the proper training of our young people. So in the “competition” for users, the school that offers a more optimal study environment wins. Elements that can strongly guide the choice are, for example, the presence of an efficient school canteen, as well as the presence of a framed and helpful teaching staff from the evaluation point of view. Then there are the fashions of the moment.

This means that one prefers to go to a certain type of school over another, which instead may be more suited to the student’s potential. High schools are in fashion today. But what do you want? Live and let live. All in search of the “quiet life” that allows you to satisfy everyone’s needs! Why create the conditions to meet discomfort? Our political class should have understood that decentralizing the responsibility of school education in this way is no longer good! If mistakes were made in the past it would be wise, and not anachronistically useless, to go back on your own decisions.

Those who can make decisions that apply to everyone should be aware that if you want to recover the quality of schooling and if you want to restore the credibility of teachers, a first step is for a maximum limit of the Set number of new students. in the specific field of lower the minimum required to maintain the management characteristics and thereby effectively reduce the problem of school unification. This would serve to make managers and teachers think more about how to manage a proper didactics of the training instead of worrying about the users. In short, those who cannot go to one school will choose another, especially if they do not have very clear ideas where to go and have a special propensity for different types of studies, instead of following the fashion of the moment. If a political choice of this type would go against the hoarding principles of expenditure assessment, just make two simple reflections.

The first is that the cultural formation of the new generations represents the main goal of our governments. In the phase of full globalization in which we all live, Italy must be competitive in all educational and above all scientific – technological aspects, if it wants to remain in the context of the most advanced countries.

If this has a cost, it will be a necessary and inevitable cost. The second reflection is that when it comes to making a real expenditure review, we start to avoid the waste that is made in all sectors of public administration and to refer to Public Education, we avoid unfortunate choices like wheel benches , Anti-Covid masks. Offered to students that no one uses because they are poorly made, PON (National Operational Program) and regional POR funding, burst training courses and all oriented by the owners of the school which, beyond that, represents a strange form of economic integration of the salary. some (lucky?) teacher, does not seem to have changed the fate of our students’ school preparation. How much do the consulting firms Invalsi, Indire, Sofia count and cost and how much do mega-executives cost?

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