The local community (school–community collaboration) can play an important role in preventing ESL by supporting a student’s basic psychological needs: autonomy, competence and relatedness. Autonomy, competence and relatedness are the building stones of intrinsic motivation that is crucial for students to stay in school.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Skinner, E. A.
Bibliography
-
Support for autonomy, competence and relatedness using school – community collaboration as a systematic ESL prevention tool
-
Team members’ and teachers’ understanding of their own unpleasant emotions in the process of teamwork or teaching
The Circular Emotional Reaction (CER) model helps teachers and other professionals working in schools understand their own unpleasant emotions they experience during teaching and teamwork. The knowledge about emotions helps them regulate their emotional reactions and establish better relationships with other professionals or students so as to prevent ESL.
-
The student’s academic self-concept and its link with ESL
Supporting the development of a positive academic self-concept is an important factor in preventing ESL. In order to support its development, teachers should pay attention to how they provide feedback to their students (i.e. negative feedback should only be directed to the behaviour/achievement/result and never to the person).
-
Non-formal motivational focuses for potential early school leavers
It is possible to foster the learning motivation of potential ESLrs already in mainstream education by applying non-formal and informal educational principles to teaching and learning processes. The teacher has two main pathways for enhancing the motivation of at-risk students: by recognising their informally gained knowledge and by organising non-formal learning environments and learning experiences.
23 July 2015, by
23 July 2015, by
23 July 2015, by
23 July 2015, by