The right kind of education

begins with the educator.

Jiddu Krishnamurti

SCHOOL IS COOL

In the current context, in many countries, the present pedagogical model is focused on
the teacher, it is one way and uniform, isolating the student in his/ her learning process.1
Therefore, it is very important to know what the process of rethinking the educational model
requires so that school might become a wonderful experience and the dropout, a myth. At
page 249, the author of the book Growing Up Digital, inspires us with the 2.0 school model,
whose characteristics are: replacing the teachers monologue and lectures with the students
team spirit and participation in discovering information, adapting education to the individual
learning style and pace of each student and creating personalized learning programs,
anchoring

education in the daily reality, in the learner's interest which, in these

circumstances, gives achievement a real sense, the valorisation of the critical thinking model,
of synthesis and understanding the relationships among things.
The teacher may become fascinating, testing the students skills and not their
weaknesses, helping them regain their own nobility. The above-mentioned study has
become a living resource for some teachers in understanding the complex phenomenon of
school dropout. Carl Rogers mentions the real nature of the teacher - person, not a sterile
line used to transmit knowledge2 and the significant learning which involves a positive
attitude, congruence, empathy and acceptance from the teacher, in the event-book On
Becoming a Person, another resource-study for teachers development and understanding
of early school leaving.
Three-fourths of the people you will meet tomorrow are hungering and thirsting for
sympathy. Give it to them, and they will love you (.). It is one of the principles of success.
Show understanding of the others ideas and desires.3, suggests Dale Carnegie. The idea is
supported by Dr. Kevin Leman: The most common thing I have heard from teenagers is that
their parents do not understand them4.

The interventions for preventing and eradicating school and family dropout must be
under the active attention of those responsible for the physical, emotional and intellectual
safety of children under this risk: family, school, community. Thus, as prevention methods,
we have considered the following: the weekly monitoring of students absences, identifying
the main causes that contributed to the high number of unexcused absences and dropout
situations, discussing that particular case in private and looking together with the involved
persons for solutions to prevent the recurrence of the incident, cooperation with parents and
their involvement in educational projects ( for example, Lessons for parents, in cooperation
with the school counselling service), maintaining an atmosphere in the classroom to satisfy
all students' need for emotional safety, the use of attractive, interactive teaching and learning
strategies, avoiding labelling, exclusion of those in question, their involvement in various
extracurricular activities to maintain their academic motivation. In one of the activities of an
antidrug education project Praf n ochi (Dust in the eyes), on the International
Children's Day, the students distributed to the people in Bacu 1,500 newspapers containing,
according to their suggestion, articles about childrens rights and drug effects. In addition,
students involved in the project discussed with members of the local community about
defining the current profile of the educational actors: students, teachers, parents. The
interaction results will be used during counselling classes or meetings of the School Students'
Council. If we get them involved in social projects, their life will gain a new sense5,
Augusto Cury emphasizes the idea.
A special place in this series of activities was held by the setting up of the personal
development club "Human Design", an inspired opportunity for teenagers' knowledge and
self-knowledge based on a modern, practical and needs-based theme: Who am I?, The map of
personal development, Quality decisions, Personal aims, The inner why, Experiential
learning. The lesson learned from each school or life situation can keep us motivated for a
long time, it can show us the way. With this conviction I got students with special needs
mentally and emotionally involved, being aware that an educational process adapted to the
dominant personal learning style, as well as a quality prioritizing of information students are
taught, according to its utility and applicability, lead to decreasing juvenile delinquency and
school dropout, increasing teenagers educational propensity.
The Art-therapy workshop is another example of good practice in involving students
with high absenteeism. This means involving students life skills (communication, life
problems solving, setting goals and a healthy life style, active learning), using various therapy
forms (through literature, dance, music, occupational therapy, recreational therapy). A

valuable example is the participation in the project mpreun gndim viitorul (Together
We Are Thinking the Future), (11 workshops, 2 outdoors activities, 2 activities which
promote volunteering) co-financed by a grant from Switzerland through the Swiss
Contribution to the enlarged European Union, under implementation during the period
01.09.2013 30.09.2014.
It is good to feel and be a fascinating teacher, in Augusto Cury's terms, by
interrogative exposure, by humanizing knowledge, by the journey to the deep self, by
entering the mood of emotion sculptor. It is our Dreams school which will give birth to
fascinating students, who will realize in time that they are loved and accepted for what they
really are, some teenagers looking for their own self. These students should be taught to
think, to confront themselves, to effectively manage conflict situations in the classroom. This
is how true educational moments occur.
Effective class management also involves teachers and students stress prevention,
shortening control time for deviant behaviours, administrating a forum for parents (on the
school site), good knowledge of pupils, positive interaction and discipline. In this respect, we
read the positive discipline guide from the project Schimbri mici, diferene mari!,
(Small changes, big differences!), included in the Swiss-Romanian Cooperation
Programme. A fundamental model for this group of students is represented by their very
colleagues, constituted in School Students Council. It is not by chance that in one of its
meetings, when answering a questionnaire related to needs prioritization, the students leading
choices were the following:
1. People should treat me fairly
2. I should understand the use of what I learn
3. I should show who I am
4. I should not be ignorant
5. I should rely on my friends
In-service training courses also allow teachers to exploit the proactive measures
system to prevent school dropout and increase school performance. Two examples are
relevant:
1.

The programme MATRA 06/RM/9/1,6 dedicated to preventing juvenile delinquency

in integrated education in schools and in their vicinity, by launching a contest on the

attendance record, rewarded by a merits certificate and by creating an exclusive club for
those with 100% attendance, who may be part of an advisory council meant to improve
comfort at school.

2.

The in-service training course More attractive class lessons. Therapeutic-educational

stories for students (Lecii mai atractive n clas. Poveti terapeutic educative pentru
elevi), by raising awareness about the therapeutic meaning of the fairy tale, given that
students need to feel understood, to discover their authentic selves. The fear of being rejected
or the unwanted child parable can be found, for example, in Povestea fetiei creia i era
foarte fric de abandon7 (Le conte de la petite fille qui avait une trs grande peur
d'tre abandonee), written by J. Salome. This fear turned into an emotional wound, which
has significantly decreased the childs self-esteem, marginalizing her. Another interesting
approach, mentioned in the in-service training course Strategii de marketing la clas
(Marketing Strategies in the Classroom), was exploited by turning the following
concepts into experience: AIDA principle (attention, interest, desire, action), typology of the
students market, the state of the student's demand, classroom negotiation, buying / bidding
process, tired brands, polaroid lesson.
Awakening their attention and keep their interest, using an appropriate influential
language, adapting yourself to their needs and discovering their motivational pattern means
for children at risk of dropping out "understanding, power of patience and love8".

BIBLIOGRAFIE
1.

Don Tapscott, Crescui digital. Ed. Publica, 2011 p. 161

2.

Rogers, Carl, A deveni o persoan. Ed Trei, Bucureti. 2003 p.395

3.

Carnegie, Dale, Secretele succesului, Ed. Curtea Veche, Bucureti, 2008, p.179.

4.

Dr. Leman, Kevin, Cum s-i schimbi adolescentul pn vineri. Ed. Curtea Veche.

Bucureti.2013 p.61
5.

Cury, Augusto, Prini strlucii, profesori fascinani, Ed. For You, Bucureti,

2005, p.156
6.

Rusan, Florentina .a., Ghid de bune practici. Programul MATRA 06/RM/9/1, Ed.

Expert, Bucureti. 2010

7.

Salome, Jacques, Poveti pentru a ne vindeca, poveti pentru a crete. Ed,

Ascendent, Bucureti, p.140-142.

8.

Krishnamurti, Jiddu, Despre educaie. Arta nvrii i valoarea vieii, Ed. Herald,

Bucureti, 2012. p.29