N Italy there are undoubtedly good teachers, competent and revolutionary. The problem is that, in most cases, they are caged in a system that does not allow them to make students the protagonists and thus make better people grow. To do this, the school system would surely need to be rejuvenated and leave its most harmful and obsolete part behind. We asked the help of some industry experts to get some concrete suggestions on how to revolutionize the school. Here is what emerged.
Seven suggestions from experts to revolutionize the Italian school.
Have fun and entertain students. “In our schools, generally speaking, we laugh too little. The idea that the education of the mind must be a gloomy thing is one of the most difficult to fight “, wrote Gianni Rodari in” Grammar of fantasy “. In the transmission of knowledge it is therefore important that there is pleasure. The teacher and journalist Alex Corlazzoli is a convinced supporter .
“Teachers should have a clear idea of having to do a work on themselves and enter the classroom with the idea of having fun and entertaining pupils. School is not a place where only assessments are important. For example, it is important to play with words to teach grammar, transform courtyards into places of learning, build instruments to study music (a bucket can become a drum), take children and young people to exhibitions, exploit technology (choosing to example necklaces like Rino in history or Rino in geography).
I really believe in the pedagogy of smiles: this is the real revolution.We need to make school fun and stop bringing kids into the classroom with the nose and dragging the folders. When I interviewed Mario Lodi he told me that he entered the class by putting the children in a circle and letting them tell each other. The good teachers are those who smile together with children, not those who are the guardians of the interval. It is clear that there may also be sad days for teachers, but it is better to explain the reasons for that melancholy: it will also be a lesson for them. When I was younger I told my students that they had been dumped by the girl, it was fun: it’s part of life and when it happens they’ll know it’s normal ”.
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Make the school a laboratory, limiting the frontal lessons. “The protagonist in the classroom must be the student, not the teacher”, explains the educator Daniele Novara ( http://cppp.it/ ). “The boys in our schools find themselves in a too passive dimension that does not help them learn : they need activation, participation, involvement. Listening alone cannot produce learning. For this reason the frontal lesson is ineffective.It takes motivated and trained teachers to offer more, not the frontal lesson they know best because they have endured it for life. The recruitment of teachers should not be based only on the knowledge of the subject, but on knowing how to organize the activity of the students and making them work on the learning process.
The alternative to the frontal lecture is the maieutic laboratory, based on the activation of projects and research that start from the legitimate questions of the students, from the concrete problems that allow the use of the various subjects according to the resolution. There should therefore be more interdisciplinarity. The bell, in this perspective, is stupid: it breaks up school work into many artificial segments, when there would instead be a need to aggregate and integrate the subjects.
To do this it would be better to work as a team, with teachers available to work even at the same time. And then with the rigid objectives: the checks must be made on the individual evolutionary process , not on what the scholastic program foresees and on the vote from zero to ten without taking into account the starting points of each student and individual progress ”.
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Prevent bullying . “It is very important the atmosphere that the teachers manage to create in the classroom – comments Anna Oliverio Ferraris, psychologist, psychotherapist and full professor of Developmental Psychology at the Sapienza University of Rome – Teachers must be good at recognizing the individuality of each student and to take care of the relationships between the students. The relationship between the pupil and the teacher is too often dealt with and the relationships between the boys are neglected. At school we know each other