We have said it again and again: the increase in workload leads to the exhaustion of teachers, to the exodus of young teaching graduates towards other less demanding and often better paid professions and to the absence of relief.
This heaviness which increases from year to year results from several important societal issues which go beyond school: generalized technodependence, performance demands, exponentially growing screen time and proportional increase in sedentary lifestyle, parental mental overload which leads to a significant reduction in the time devoted to children, to the abdication in favor of the demands of the latter and, by extension, to the disintegration of the relationship with authority and the creation of child kings, etc. The list is unfortunately still very long.
Faced with these major challenges, it is imperative to collectively reflect on the techno-digital and economic excesses of our society and to find solutions together to live well and responsibly towards other living beings and the environment that transcends us. . However, the current negotiations will not revolutionize the destructive paradigm in which we are stuck.
Until these in-depth reflections are carried out and concrete actions result, what solutions can we consider?
The most obvious concerns the integration of all students into ordinary classes at all costs. Ahead of a new school year, all students with special needs should be analyzed, and the decision to integrate them into regular classes or not should go through a funnel made up of three questions: is it that the integration will be beneficial for the student, will the integration take place without harming other students, do we have the necessary resources to integrate the student? If the answer to any of these questions is negative, the student will need to attend a special class that can meet their specific needs. To do this, it will actually be necessary to create more differentiated special classes, each responding to a particular type of needs.
Currently, in almost every class there are a few students who not only ruin the climate, but also monopolize all the energy, attention and time of the teacher, to the detriment of the majority. This results in both a leveling down and a feeling of incompetence in the teacher who neglects his other students.
In conclusion, there is no point in dragging out the negotiations ad nauseam and getting lost in convolutions and a sprinkling of ineffective measures: let us ask ourselves these three questions before any integration into the ordinary class, without forgetting to begin an in-depth reflection on the digital issues and the primacy of the economy, which inevitably have repercussions on school.