How to learn in classes that seem impossible at first glance Dialogue between classmates and between students and teachers does not exist? How perform their job as a teacher in difficult and unfavorable learning environments? (GO TO COURSE)
These are the most frequently asked questions i Teachers they arise, especially when they have to manage “difficult” classes with which it seems that any strategy implemented is useless. 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.
A very responsible commitment to the school contributes to this harmonious and integral development of the person in the developmental age and the development of skills that are not directly related to disciplinary knowledge, but are also captured through it, such as flexibility, resilience, the ability to interact positively, the ability to solve problems, the ability to make one’s own point of view with knowledge about to support the cause. . The Teachers they take it all in and are well aware of its weight and drowsiness.
How to support them? How do they assist in managing “difficult” classes or students? What are some suggestions for promoting a positive parenting relationship? What indications should I recommend to help teachers Students to focus their life project and carry it out with commitment and determination?
One proposal might be to make acquisition to the students Skills that lead them to positive and adaptive behaviorsenabling them to effectively cope with the challenges of everyday life, to overcome fear and defeat, to achieve their goals, to face difficulties, to acquire life skills, skills that can last a lifetime.
The World Health Organization (WHO) believes that the fundamental 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.
Possession of these Skills it 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 of the development of non-cognitive skills in the pathways of educational institutions exactly in that direction will be adopted by the Chamber on 11 January 2022. 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 school exchange.
The Living skillsIn fact, they contribute to self-confidence and self-esteem, fundamental aspects of the life of each of us, and help us to put ourselves positively into the context in which we live, in the family, in the group, in society.
The bill provides for a three-year process, starting next September 2022, aimed, among other things, at identifying innovative training courses, characterized by learning methodologies that favor the motivational recovery of students, with the specific aim of contrasting school failure.
The training counts for implement the professional skills of teachers in an area still little explored, to support classroom teachers or “difficult” students, to support teachers to manage students’ most frequent and urgent needs, and to offer suggestions for an ever-positive and promote proactive relationship with parents.
On these topics of course Life skills: Non-cognitive skills in school, planned for July 1, curated by Anna Maria Di Falco.