The world is changing. The human brain is challenged, for the first time since the birth of humanity, by technological tools that are re-programmed thanks to artificial intelligence (AI), algorithms. The resulting changes are occurring at a speed that is no longer linear but exponential. Today, they have a real impact on our daily lives and the future of our children.
Some of our students will be working in jobs that do not yet exist. They will have to adapt, accept change, collaborate more to carry out their projects. In front of or with the AI, it will be necessary to affirm the specificities and richness of the human being.
Education must take note of this new revolution, because children must be able to enter this era with broadened and adapted knowledge and skills. They also need to evolve in it with confidence and respect for others.
The teaching profession is therefore becoming more and more demanding.
Major national education policies (Finland, Singapore, etc.) show a desire to raise the level of education. The international PISA ranking recognizes or points out, each year, the countries whose models appear to be effective or deficient. Thanks to cognitive sciences we can no longer ignore the functioning of our brains. They validate the effectiveness of pedagogical methods that encourage the learner to be active, to question himself, to be autonomous.
Teachers are “bombarded” with new information. Teaching resources have never been so numerous, distributed by books but especially multiplied by sites, social networks, discussion forums. Teachers become a bit of a researcher, in the sense that they must learn continuously to inform themselves, understand and put into practice tools adapted to their students, future adults.
Eden School’s educational team is an actor of these evolutions.
For several years now, vocational training has been a priority within Eden School. It questions practices, identifies needs and redefines new and effective pedagogical objectives. In the viewfinder, the increase in the level of students’ skills. For those who are comfortable with learning as well as for those who are in difficulty.
By competencies, we mean those that are associated with academics and disciplines (languages, math, sciences…). To this can be added skills that are of the order of thought, of reflection (being curious, developing logical, creative, critical and independent thinking). Finally, we found it important to initiate work on inter-personal and intra-personal skills (knowing how to collaborate, being empathetic, persevering).
All the staff of Eden School are involved in this process. Teachers, assistants and management staff participate in the various sessions during the pedagogical days in the absence of the students (21 in total over the school year) to which are added 12 observation sessions during a teaching period followed by a feedback.
Beyond the expectations of each individual, often linked to the position he/she occupies, it seemed important to us to build a collective dynamic in the team, which gradually leads each employee to appropriate a “school culture”, a foundation made up of common references, in a way, of which the new colleagues are gradually becoming aware.
Attending a conference, as exciting as it is, is good. But to really learn and then practice effectively, it seemed obvious to us that regular follow-up of the trainers with the team was the only way to achieve this.
Trainers are therefore invited, in our school, to come and teach modules that range from several weeks to several years of interventions. They also come into the classrooms, attend teachers’ classes and advise them on how to improve their practice.
The people who give the courses are external trainers, recognized for their high qualification and who put into practice the content of their teaching. This is the case this year for the teaching of the Montessori method, positive discipline and mindfulness.
They are also teachers from the school who share skills they have acquired during their professional career on the Montessori method, philosophy, project pedagogy and the practice of the reverse class. They practice the methods they teach on a daily basis, in the classroom.
We have built a professional learning community. This transmission of knowledge between colleagues conveys a strong value of sharing. It strengthens professional relationships and allows us to move forward together to make our practices more efficient.