Module 2
Theoretical Framework
Chapter 3: Strategic Path and Practical Recommendations
3.2 Main Problems
When teachers are asked about their difficulties in teaching today, they say, among other things, that the classroom climate is often disrupted by the behaviour of certain pupils, by incivilities or even acts of violence, by dropping out of school, by a public that is no longer receptive to teaching in general.
Many teachers suffer from these situations, often feel unsupported by the management, and feel helpless and alone in the face of these problems, which often last a whole school year.
If pupils are asked about the difficulties they feel at school, they often have the same answer: the classroom climate is not always serene, some pupils say they are victims of injustice on the part of certain teachers, or feel misunderstood or isolated or severely graded and do not find space for discussion with their teachers. Some pupils then drop out of school and become demotivated.
Some pupils are also victims of bullying and are therefore unable to continue their schooling normally.
However, communication between teachers and pupils has been equipped with new tools, such as a computer platform that allows pupils and parents to follow their results online or to consult the textbook or contact a teacher for more information.
But even if teachers are convinced of the usefulness of this computer service, they are also aware of the limits of this device, which can be time-consuming because they can be inundated with messages to which they cannot reply, which can lead to frustration on the part of pupils or parents, or sometimes derogatory comments which they have to deal with alone.
When we look at the texts, citizenship education is at the centre of school learning with the implementation of the common foundations (2006, 2015) and the moral and civic education programmes. However, the values and principles linked to this notion in the programme are not supported and remain at the discretion of the teacher, and classroom practices present the democratic experience of pupils in the form of reflection without making it a real experience. The same applies to student participation, which is limited (two per class), with a maximum of ten in the framework of the student life council.
The exercise of democracy at school seems to be limited because of a teaching content that remains attached to curricula and learning methods, leaving little room for the opening of a space that would allow students to speak freely and to confront their ideas.
Many teachers suffer from these situations, often feel unsupported by the management, and feel helpless and alone in the face of these problems, which often last a whole school year.
If pupils are asked about the difficulties they feel at school, they often have the same answer: the classroom climate is not always serene, some pupils say they are victims of injustice on the part of certain teachers, or feel misunderstood or isolated or severely graded and do not find space for discussion with their teachers. Some pupils then drop out of school and become demotivated.
Some pupils are also victims of bullying and are therefore unable to continue their schooling normally.
However, communication between teachers and pupils has been equipped with new tools, such as a computer platform that allows pupils and parents to follow their results online or to consult the textbook or contact a teacher for more information.
But even if teachers are convinced of the usefulness of this computer service, they are also aware of the limits of this device, which can be time-consuming because they can be inundated with messages to which they cannot reply, which can lead to frustration on the part of pupils or parents, or sometimes derogatory comments which they have to deal with alone.
When we look at the texts, citizenship education is at the centre of school learning with the implementation of the common foundations (2006, 2015) and the moral and civic education programmes. However, the values and principles linked to this notion in the programme are not supported and remain at the discretion of the teacher, and classroom practices present the democratic experience of pupils in the form of reflection without making it a real experience. The same applies to student participation, which is limited (two per class), with a maximum of ten in the framework of the student life council.
The exercise of democracy at school seems to be limited because of a teaching content that remains attached to curricula and learning methods, leaving little room for the opening of a space that would allow students to speak freely and to confront their ideas.
Back to the Guidelines section