With community learning, the entire school community engages in a cohesive and collaborative action with external agents (e.g. sport, cultural, industrial organisations). It promotes informal educator-student relations and teaching methods and thus encourages own action and participation in the learning process of (potential) ESL student. It accounts for students’ needs and interests.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Wigfield, A.
Bibliography
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How does community learning work and how does it help reduce ESL?
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Local community support in students’ self-concept development, academic achievement and ESL prevention
Through high-quality, community-based activities open to all students (including high-risk students), the community can play a significant role in building students’ positive academic self-concept and promote overall positive development that can, in turn, lead to lower levels of ESL.
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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).
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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.
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