For a student arriving at a new school, it's not just the school that's new - almost everything demands his attention: new companions, new rules, new activities, new teachers, new subjects. For a teacher, these will also be new students... he needs to get to know them. The teacher, like the bricklayer laying the first row of bricks in a wall, prefers to take his time and ascertain the prerequisites of his students if he is to make proper progress later on, based on observations and not suppositions.
Prerequisites can be found at every level, such as the mastery of basic knowledge by his students, access to adequate premises or good course planning for the session. Beyond having a textbook and chairs for everyone, requirements become more demanding as the academic level progresses. While it is rare for all the conditions to be met for success, the teacher can identify what will be essential for everyone, even if he often has to "make do" with a lack of resources or support.
If self-help, cooperation and resourcefulness are evident, they are not indicators of an optimal situation; pedagogical effectiveness remains the best yardstick. Some well-equipped schools do no better than others that are less favored but more dynamic, yet rarely are dilapidated schools among the best performers.
How can we initiate, introduce, prepare, motivate and mobilize everyone to ensure success? How do you get buy-in and participation? How do you overcome fears and reluctance? Some students are convinced of their inaptitude... how do you change their minds?
This issue suggests several good ways to face the unknown, start something new and stick with it.
Happy back-to-school!
Denys Lamontagne - [email protected]
