Module 2
Theoretical Framework
Chapter 3: Strategic Path and Practical Recommendations
3.1 Introduction
The new curricula (moral and civic education, common base of knowledge, skills and culture) and the extension of democratic forms (school life council) in schools mark an important pedagogical break in the history of education systems. They make it possible to combine knowledge, skills and culture. The enjoyment of rights, for pupils, and their expression in the school environment through the class or outside (debates, projects, etc.) lead them to question the values promoted by the school, or at least their implementation in schools.
And yet all over Europe education systema are suffering from an increase in the number of pupils in difficulty and those leaving without qualifications or diplomas. Teachers are confronted with cases of incivility, verbal and sometimes physical violence, dropping out of school, harassment and cyberbullying, to which the Ministry responds with prevention and control plans.
On a daily basis, the teacher is alone in front of his or her class and must find solutions to create a classroom climate conducive to learning and to instil democratic values in each pupil.
The question is how to create a climate conducive to learning, develop students' critical thinking and transmit values so that they can become autonomous and enlightened citizens. How can we reinforce the psychosocial skills necessary for the pupil's personal development, academic success and professional and social integration? How can we support them by taking into account their individuality through a positive and rewarding approach? How can we educate them in democratic values?
This chapter defines a strategy that describes the role of the teacher-pupil relationship and how to implement and teach EU citizenship competences at school, through emotional intelligence and empathy. This chapter should help teachers and school leaders to address the existing issues in their schools: it discusses the main problems, the opportunities for developing new learning paths based on democratic values and empathy, the external stakeholders to be involved, the use of peer learning and participation to improve students' skills in empathy and democratic values.
And yet all over Europe education systema are suffering from an increase in the number of pupils in difficulty and those leaving without qualifications or diplomas. Teachers are confronted with cases of incivility, verbal and sometimes physical violence, dropping out of school, harassment and cyberbullying, to which the Ministry responds with prevention and control plans.
On a daily basis, the teacher is alone in front of his or her class and must find solutions to create a classroom climate conducive to learning and to instil democratic values in each pupil.
The question is how to create a climate conducive to learning, develop students' critical thinking and transmit values so that they can become autonomous and enlightened citizens. How can we reinforce the psychosocial skills necessary for the pupil's personal development, academic success and professional and social integration? How can we support them by taking into account their individuality through a positive and rewarding approach? How can we educate them in democratic values?
This chapter defines a strategy that describes the role of the teacher-pupil relationship and how to implement and teach EU citizenship competences at school, through emotional intelligence and empathy. This chapter should help teachers and school leaders to address the existing issues in their schools: it discusses the main problems, the opportunities for developing new learning paths based on democratic values and empathy, the external stakeholders to be involved, the use of peer learning and participation to improve students' skills in empathy and democratic values.
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