"A person's success depends 80% on their emotional intelligence, 20% on their IQ."
"I learned this sentence from a highly relevant university course," Caroline, one of the wonderful teachers at the Cheminots school, told me. As part of my documentary "Growing Up in Happiness," I like to ask myself questions about different learning environments and methods, as well as the factors that contribute to children's development (because we don't talk about it much).
Following my lectures in which I address the subject of performance ("what's the point?" "does it matter?" "what are the consequences"), several teachers confide: they are unable to grade their students, they are often even heartbroken. But parents' expectations are decisive. I believe it's worth stopping and questioning the subject.
"It is not by measuring a child every day that he will grow faster." This is an interesting parallel: it is not by evaluating a child every day that he will become better, that there will be a form of learning.
In fact, assessment is not learning. There is no learning in the exam. However, there can be some in the feedback we give to students. Assessment is a way to situate the student, to understand their difficulties in order to better guide and teach them. And assessment can be done in various ways (by observation, by interview, by meaningful individual tasks) not only by traditional examination.
Now, what matters in life? Academic results or what we give off, our ability to adapt to situations, our skills in relating to others, our charisma, our communication skills... seeing a person's whole personality? Isn't that even more important than our ability to find the square root of? I did an international baccalaureate in pure sciences at the top of my class and with my diploma in hand, I didn't know myself, nor what I wanted to do, nor could I talk about my passions. I hadn't developed skills with others either (having spent my studies studying). This is not what I want for my boys.
I took this photo during an English class. Liel, the teacher, believes that children learn through play and singing. The class is happy (and many are certain they are bilingual). They are learning at a great speed.
In Sébastien's science class, as passionate as he is, hands are always raised and respect is present.
I could go around the school like this... Mylène, in her math class, asks the adults present to validate the children's commitment (and in cases of difficulty, put our hand on their shoulder), the results do not matter at this moment. ...
Oh, speaking of adults present, at parent meetings, all the chairs are taken.
Furthermore, I would like us to ask ourselves the following questions:
Is it dangerous to keep friends together? (whether for me or for my child, I believe in the importance of friendship, the reason for happy longevity)
Can a child waste his time? (Isn't it nice to get up from his desk, chat with the neighbor for a bit or let his mind wander in that empty space that is not often visited and which often gives rise to creativity and solutions?)
Is multi-age a promising option? A place to validate the learning of older people and inspire younger people?
Finally, have you considered the importance of adult trainees with disabilities and autism working alongside children?
Our school amazes me every time I set foot there. I wish you the same (there are good teachers in every school). If not, it's always possible to create it.
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