Originating from the reasons ESLrs gave to leave school, teachers could use some andragogical methods and principles (participation in planning, individual learning schemes, unconventional methods and places of learning, etc.) to be attracted to and successful in second-chance educational programmes for ESLrs.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
Dernier ajout : 12 novembre 2015.
Articles de cette rubrique
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Andragogical knowledge and skills for teachers of youth to be working in the second-chance programmes for ESL
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Non-formal motivational focuses for potential early school leavers
Teachers could use some basic principles of non–formal and informal learning, such as introducing unconventional learning environments, methods, topics, sources of knowledge and others, to enhance learning and increase motivation in potential ESLrs.
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Preventing ESL through resiliency enhancement
Higher resiliency level is shown to decrease ESL risks. Some measures are presented for teachers to use to boost resiliency in children and youth, such as : such as : building and maintaining the academic skills of at-risk children, positive expectations and active children participation and others.
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Student’s self-concept and its correlation to ESL
There is theoretical and empirical evidence that student’s self-concept/self-image, especially academic self-image correlates with their engagement in school and ESL. Helping students develop a positive self-concept may help them stay more engaged in school and less inclined to leave it.
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Developing students’ emotional intelligence as prevention for ESL
Helping children develop emotionally plays an important part in preventing the ESL. Adults can help children develop the understanding of emotions from an early age. A possible method is presented.
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