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Description
The project deals with the target group of disadvantaged primary school pupils, mainly minority ethnic pupils defined by social and cultural exclusion.
The aim is to give primary school teachers a modern and suitable instrument as for identifying and improving the inherent potential of these pupils which will lead to succesful graduation as a result. It is assumed that everyone has its own natural abilities, talent and strengths and the teachers will be able to help pupils to identify and develop theirs.
In the project we will cooperate with 4 primary schools of the South Bohemian region, that show a significant share of ethnic minority pupils. Within the project we will collect 3 selected educational methods addressing the needs of the target group, adjust them and help the teachers to put the new approach into their regular practice of primary school education. One of the project activity is also further education for 6 representatives of the „partner“ schools teachers, namely workshops and training courses in the 3 selected educational methods. This will give them needed know-how both for participate in creating the new educational approach and using the methods in their own educational routine. This will also provide a first verification of adjusted methods in practice.
The key is to gain the pupils attention and involve them right into the project activities. We expect at least 70 pupils of the target group participating at the project activities together with their teachers, as well as about 30 parents.
Both the children and their parents will be given needed motivation and self-awareness of the importance of education that is often absent particularly in the stated target group (generally every tenth pupil doesn´t finish primary school regularly at the present).
Summary of project results
Positive effects have a negative side in that the methods used can only be useful to pedagogical workers who perceive the need to pay attention to the inner world of children and their psychological needs in addition to informational education.
Pupils feel more secure in their classes, which has a positive impact on self-confidence, attendance and school results. Teachers identify themselves more as part of the class collective, this helps to build natural authority. Together with the pupils, the teachers managed to set the rules, which are therefore easier to follow. Pupils'' responsibility and mutual respect increased. At the same time, this brought a reduction in the workload of educators, it is easier to work with a healthy classroom climate.
Pupils have space to talk about their needs. They spontaneously inform the teacher about their inner experiences.
There is a lot of interest about the handbook among teachers. This is feedback that the willingness of the teaching staff is considerable. At the same time, it is important to connect such pedagogues so that they are more sure that the work on the classroom climate and the development of potential is also perceived as important by other colleagues and experts.