The 3 Teacher's Pillars
The 3 pillars referring to the teacher instead can be considered as:
- Contents a teacher can prepare, study and develop in order to become able to teach them at best (CLM minimum application level)
- An evaluation and self-evaluation system enabling teachers to improve his/her awareness (extended CLM application)
- “Relational accents” which a teacher can consciously and variedly apply when proposing activities (CLM integral application).
1. THE INTEGRATED ANIMATION STYLE
Characterised by a teaching style which enlivens the group learning experiences by combining the potential of animation with the educational (relational and didactic) requirements of the learners. This is an integrated approach to the needs of the learners (both as individuals and as a group) and to the educational/didactic goals to be reached By style of animation is meant the capacity to involve the participants effectively and in an interactive, “nice” way.
It refers to the SPHERE: DIDACTICS AND CLASS MANAGING and it therefore relates to the Capacity to MANAGE A GROUP IN A GOOD, EFFECTIVE WAY
2. RESPECT FOR AND EFFECTIVE MANAGEMENT OF THE RULES OF INTERPERSONAL COMMUNICATION
The learning environment should be characterised by a positive social atmosphere. That is, it is the relational atmosphere which determines a child’s feeling of security to face up to reality in personal and critical terms. In other words, the teacher must be able to use and apply the rules of interpersonal communication adequately, putting himself at stake with the people involved and respecting his role as the “route tracer”, like a film director of the training, i.e. above all the one who prepares, organises, stimulates and verifies the action.
It refers to the SPHERE: SCIENCE OF BEHAVIOUR and it therefore relates to the Development of a SOUND TEACHER-GROUP RELATION, linked to the extent the teacher “sees” his pupils as a value and consequently to how he BEHAVES in terms of his way of communicating.
In particular, it determines the effects of the teacher’s behaviour on the group.
3. THE FACILITATION OF SIGNIFICANT AND DIALOGICAL RELATIONSHIPS
The teacher should not only apply himself to establishing effective relationships with his pupils, but he should also promote attitudes, situations and activities which enable the establishing of positive relations among them, so that a good atmosphere, the capacity to work together, empathy and competence in conflict management develop within the group too.
It refers to the SPHERE: INTERPERSONAL RELATIONSHIPS and it therefore relates to the Development of a SOUND PUPIL-GROUP RELATION, linked to the particular importance of promoting the group atmosphere and good relationships among its members on part of the teacher