WE SMILE ERASMUS+ PROJECT March 2018
How to prevent School failure
EARLY SCHOOL LEAVING ď ľ
Anomaly of the training processes that is determined by the subjects who abandon the scholastic path and the insufficient capacity of the scholastic system to respond with an adequate offer to the needs of the population in formation. The dispersion does not occur only with abandonment, but brings together in itself a series of phenomena such as:
What is it about? Irregularities
in attendance Continue delays No admissions to subsequent years Repetitions and interruptions Early release of children from the school system (drop out)
Psychological aspects ď ľ
To these unsuccessfull individuals are attributed : Laziness Low motivation
Poor commitment
Inattention
Psychological aspects These behaviors have the following immediate effects: the increase of school gaps
increase in the loss of selfconfidence difficulty in acquiring metacognitive strategies
Multiform and multifactorial problem 1.
FAMILY-BASED FACTORS
2.
FACTORS DEPENDING ON THE SCHOOL
3.
FACTORS LINKED TO THE SOCIAL CONTEXT
4.
FACTORS CONNECTED TO THE INTIMATE OF THE SUBJECT
FAMILY-BASED FACTORS 1.
SOCIO-CULTURAL DISADVANTAGE
2.
INADEQUATE EDUCATIONAL ATTITUDES OF PARENTS
3.
LACKS IN RELATIONAL CONTEXTS
FACTORS DEPENDING ON THE SCHOOL 1.
STRUCTURES
2.
METHODOLOGIES
3.
RELATIONS
FACTORS LINKED TO THE SOCIAL CONTEXT
ENVIRONMENT
CULTURE
FACTORS CONNECTED TO THE INTIMATE OF THE SUBJECT
GENERAL PSYCHOLOGICAL CHARACTERISTICS OF THE SUBJECT
POOR LEVEL OF KNOWLEDGE
APATHY
EMOTIONAL DIFFICULTIES
Characteristics of social reasoning
Life confronts us with the need to form an idea of the people we interact with.
Social Reasoning uses cognitive strategies that allow us to synthesize the multiple information to make quick and effective decisions: heuristics
Biases compromise heuristics
Styles of attribution
“The style of attribution consists in a way of responding to successes and failures that tend to stabilize over time, so as to become preferential ways of interpreting events and in particular of explaining one's own results.” (A. Moé, La motivazione, il Mulino, 2010)
ATTRIBUTION CONCEPT
“Attribution theory deals with how the social perceiver uses information to arrive at causal explanations for events. It examines what information is gathered and how it is combined to form a causal judgment” (Fiske, & Taylor, 1991)
Attribution theory is concerned with how and why ordinary people explain events as they do.
Heider (1958) believed that people are naive psychologists trying to make sense of the social world. People tend to see cause and effect relationships, even where there is none!
Reactions to the failure
ď ľ
The reactions to the failure are important from a psychological point of view because they determine the desire to restart, in other words they motivate, or conducts to abandon the assignment or to avoid to face in the future similar assignments, demotivate.(Moè et to the.2004)
Attributive styles and motivation in the failure ď ľ
Attributive styles applied to a hypothetical situation of failure, difficulty.
Attributive styles Style
I have not succeeded because..
Emotions, motivations
Commitment
I have not committed myself, I have not used the correct strategies
Sense of guilt
Impotence
I am not good,I’m not able, I am like that
Shame, depression, apathy Avoid homework
Denier
It's not my fault, the task was difficult, no one helped me
Anger, surprise Avoid the commitment
Pawn
It depends on others, by Resignation chance, it does not Avoid commitment, low matter if I commit trust myself
What can the school do? ď ľ
Rather than to prevent the dispersion individualizing the risky subjects, the school should build the scholastic success for everybody.
To pass from the struggle against the uneasiness to the promotion of the comfort is not only a matter of optimism and use of more pleasant terms.
The comfort can be built and to taught.
From the prevention dedicated to the “risky students" to the attention to everybody.
What actions? ď ľ
Recognition of the role played by relationships and emotions in learning processes. The relational, communicative and climate dimension are among the main contexts in which to intervene in order to create an environment in the school in which the acceptance and integration of diversity become indispensable resources to increase motivation
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Creation of a context of collaboration, sharing and cooperation
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Acquisition (by the teachers) of relational and communicative competences necessary for the sociocultural integration of the students.
Cooperative learning that legitimizes: asking, having doubts, questioning, deciding, understanding in its own way, experimenting, hypothesizing criticizing the knowledge that is investigated and discussed. Not just to apply! ď ľ Negotiation: a modality that should lead to agreements and contracts bringing benefits to both parties ď ľ
Promote inclusive contexts The education and the inclusive didactics don’t focus on how integrate in an already existing context: they propose, instead, to modify epystemologies and educational cultures able to sustain the change of systems, organizations and practices of teaching in order to make them correspond to the differences of all the students. (R. Modeghini, Brescia, 2014) ď ľ
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The actual challenge of a teaching is not only to learn how to make always the same things better, but, above all, to think of them and to do them in different way.
(R. Modeghini, Brescia, 2014)
BIBLIOGRAPHIC REFERENCES Mauro
Cozzolino (a cura di), Motivazione allo studio e dispersione scolastica, Franco Angeli, 2014 Erminio Gius, Marco Vinicio Masoni (a cura di) , Costruire il successo scolastico, Utet libreria, 2000 Angelica Moe’, La motivazione, Edizioni il Mulino, 2010 Z.Bauman, Conversazioni sull’educazione Edizioni Erickson,2012