Наставници/-ице и њихови односи са ученицима/-ицама и родитељима

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Essential elements for such relationships include:

 

 

 

• Setting high expectations for the achievement of all students.

 

 

• Building and maintaining a caring, inclusive classroom environment and a culture of trust.

 

 

• Understanding educational disadvantage: accepting that some learners may come from family and social backgrounds which may not be advantageous to learning and that they may need additional support.

 

 

• Teacher attitudes and communication skills: teachers need to be aware that their attitudes, expectations and the words they use may have a significant impact and influence on learners. Communication skills are also needed to work effectively with parents, other school staff and professionals outside of school. Any communication with parents should be clear (for example, avoiding less well-known terminology), and be welcoming for those who are not familiar with the system.

 

 

• Recognising the important role of parents and other adults and peers with whom they learners relate most closely: teachers need to acknowledge the role which key individuals in the learner’s life play in the learning process and take advantage of the benefits of their involvement.

 

 

• Awareness of diversity in classrooms: schools should work to actively embrace differences of both staff and learners. Teachers should develop their knowledge, competences and skills related to understanding diversity in all its forms: intercultural education, multilingualism and teaching second language learners should be embedded within initial teacher education and reinforced through continuous professional development (in-service training, teaching mobility programmes, workshops, conferences.

 

 

• A school culture that takes learners’ voices seriously and considers their views in school development processes.

 

 

 

Find out more:

URBACT project 'PREVENT - Involving parents in the prevention of early school leaving'

Bryk, A, Schneider, B., 'Trust in Schools: A Core Resource for School Reform', Creating Caring Schools, Vol. 60, No. 6, 2003, pp. 40–45

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Downes, P., 'Developing a Framework and Agenda for Students' Voices in the School System across Europe: From Diametric to Concentric Relational Spaces for Early School Leaving Prevention', European Journal of Education, Vol. 48, No., 3, 2013, pp. 346–362. doi./10.1111/ejed.12035

Downes, P., Towards a Differentiated, Holistic and Systemic Approach to Parental Involvement in Europe for Early School Leaving Prevention, European Union, European Regional Development Fund, Urbact Programme, Paris, 2014

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EU Council, Council conclusions on reducing early school leaving and promoting success in school, Council of the European Union, Brussels, 2015

European Commission, 'Reducing early school leaving: Key messages and policy support', Final Report of the Thematic Working Group on Early School Leaving, European Commission, Brussels, 2013

European Commission, Study on educational support for newly arrived migrant children, Publications Office, Luxembourg, 2013

European Commission, Supporting teacher competence development for better learning outcomes, European Commission, Brussels, 2013

European Commission, Language teaching and learning in multilingual classrooms, Publications Office of the European Union, Luxembourg, 2015

European Commission/EACEA/Eurydice, The Teaching Profession in Europe: Practices, Perceptions and Policies, Publications Office of the European Union, Luxembourg, 2015

European Commission, Schools policy: A whole school approach to tackling early school leaving, Education & Training 2020, European Commission, Brussels, 2015

European Commission, Strengthening teaching in Europe: New evidence from teachers compiled by Eurydice and CRELL, European Commission, Brussels, 2015

Fernández-Batanero, J., 'Strategies for inclusion in the face of social exclusion: Case study in Andalusia (Spain)', European Journal of Special Needs Education, Vol. 29, No. 3, 2014, pp. 415–428. doi:10.1080/08856257.2014.906978

IBE-UNESCO, Reaching Out to All Learners: A Resource Pack for Supporting Inclusive Education, Training Tools for Curriculum Development, International Bureau of Education, Geneva, 2016

Isac, M., Araújo, L., Dinis da Costa, P., Soto Calvo, E., Albergaria-Almeida, P., Teaching practices in primary and secondary schools in Europe: Insights from large-scale assessments in education, Office for Official Publications of the European Communities, Luxembourg, 2015

Nairz-Wirth, E,, Feldmann, K., Diexer, B., Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch. Aufbruch zu einer neuen Schulkultur, Vienna University of Economics and Business. Vienna, 2012

Nouwen, W., Clycq, N., Braspenningx, M., and Timmerman, C., Cross-case Analyses of School-based Prevention and Intervention Measures, Project Paper 6, RESl.eu Project, Centre for Migration and Intercultural Studies, University of Antwerp, 2016

Sachs, J., 'Teacher professionalism: why are we still talking about it?'. Teachers and Teaching, Vol. 22, No. 4, 2015, pp. 413–425. doi:10.1080/13540602.2015.1082732

Stéger, C., 'Review and Analysis of the EU Teacher-related Policies and Activities'. European Journal of Education, 49, No. 3, 2014, pp. 332–347. doi:10.1111/ejed.12089