Page 224 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 224
pays off in the end since they gain quality knowledge when they them-
selves decide to learn and work on things. Teachers also report that good
practices for ESLers’ motivation within the student-centred approach are:
making the content authentic, organising activities based on students’ in-
terests, and drawing on real-life situations.
Socio-emotional development of participants
During the last decade, second-chance education programmes have also
clearly defined social and emotional skill development as an important pre-
requisite for the cognitive and professional development of the learners.
This means that ESLers are expected to develop beyond academic perfor-
mance and achievements, i.e. they are expected to develop personally and
socially (e.g. development of determination, adaptability, helpfulness, af-
fective maturity, self-confidence, self-knowledge, inventiveness, resource-
fulness, creativity, imagination, sociability and openness). As such, sec-
ond-chance education programmes address the needs of students that
are not met to such an extent in regular schools (European Commission,
2007; European Council, 2003; European Parliament, 2006; Franklin et al.,
2007). Some good practices and projects based on fighting ESL through
emotional learning (e.g. the Youth + programme in Europe and Australia,
Eumoschool – Emotional education for early school leaving prevention in
Italy) (Eumoschool, 2016; European Commission, 2013) show that in this
way students develop into active citizens who are aware of the importance
of their active participation in society and are able to understand themselves
and their surroundings. To achieve that, teachers in those programmes re-
port that they themselves need to take students’ views seriously and also
negotiate their own views with them on a daily basis in order to find a com-
promise and support them in developing more adaptable world-views.
Supportive role of teachers
Teachers that have a relevant qualification (e.g. teachers’ subject knowl-
edge, knowledge of conflict mediation, self-evaluation and the implemen-
tation of different teaching methodologies), teaching experience and pos-
sess a deeper, personal commitment to the success of students, empathy
and compassion, are the key to the success of second-chance education pro-
grammes. In such a setting, teachers offer students an adult treatment and
build on closer and more supportive student-teacher relationships. Teachers
from second-chance education programmes in the USA. and Italy (e.g.
224
selves decide to learn and work on things. Teachers also report that good
practices for ESLers’ motivation within the student-centred approach are:
making the content authentic, organising activities based on students’ in-
terests, and drawing on real-life situations.
Socio-emotional development of participants
During the last decade, second-chance education programmes have also
clearly defined social and emotional skill development as an important pre-
requisite for the cognitive and professional development of the learners.
This means that ESLers are expected to develop beyond academic perfor-
mance and achievements, i.e. they are expected to develop personally and
socially (e.g. development of determination, adaptability, helpfulness, af-
fective maturity, self-confidence, self-knowledge, inventiveness, resource-
fulness, creativity, imagination, sociability and openness). As such, sec-
ond-chance education programmes address the needs of students that
are not met to such an extent in regular schools (European Commission,
2007; European Council, 2003; European Parliament, 2006; Franklin et al.,
2007). Some good practices and projects based on fighting ESL through
emotional learning (e.g. the Youth + programme in Europe and Australia,
Eumoschool – Emotional education for early school leaving prevention in
Italy) (Eumoschool, 2016; European Commission, 2013) show that in this
way students develop into active citizens who are aware of the importance
of their active participation in society and are able to understand themselves
and their surroundings. To achieve that, teachers in those programmes re-
port that they themselves need to take students’ views seriously and also
negotiate their own views with them on a daily basis in order to find a com-
promise and support them in developing more adaptable world-views.
Supportive role of teachers
Teachers that have a relevant qualification (e.g. teachers’ subject knowl-
edge, knowledge of conflict mediation, self-evaluation and the implemen-
tation of different teaching methodologies), teaching experience and pos-
sess a deeper, personal commitment to the success of students, empathy
and compassion, are the key to the success of second-chance education pro-
grammes. In such a setting, teachers offer students an adult treatment and
build on closer and more supportive student-teacher relationships. Teachers
from second-chance education programmes in the USA. and Italy (e.g.
224
