No Bell Schools – Course
No Bell Schools, Konstancin-Jeziorna, Poland
TRANSFER OF POWER I
Introduction to the scope of our course concerning the TRANSFER OF / WITHDRAWAL FROM POWER. Who rules at school? The school head? The teacher? An abstract institutional vision? Whatever your answer might be, POWER determines syllabuses, ways of acting and the learning pace. It sets limits on the pupils, imposing tight constrictions. Can this perspective be reversed?
TRANSFER OF POWER II – RELATIONS
Collaboration without relations is impossible. The modern school must teach how to build relations. Withdrawal from power facilitates good relations, but is also a difficult test for pupils, parents and teachers. No Bell’s daily experience confirms that creating a school based on good interpersonal relations is worthwhile.
TRANSFER OF POWER III – CHOICE
The art of choice is one of the hardest skills to develop. There are no simple and obvious choices, as we all learn in our lives. Paradoxically, at school we often try to make pupils believe that there is just one correct way to achieve our target or solve the given problem. Can we change this approach?
TRANSFER OF POWER IV – ASSESSMENT
Most school assessment systems evaluate pupils according to a ready-made scale. The spectre of behaviourism is haunting our schools, conditioning and stimulating pupils by awarding them As or Es, pluses and minuses, stickers with smiling or sad faces. This way of assessing the acquired knowledge and skills does not create an atmosphere favourable to learning.
TRANSFER OF POWER V – SPACE
Space counts. The school space, where children spend dozens of hours a week, should encourage many types of activity, be comfortable, attractive, functional and safe. Most classroom designs do not support learning. Instead, they create communicative barriers between teacher and pupil and between peers. School space organisation upholds institutional hierarchies and is similar worldwide.
Contact: Izabella Gorczyca email@example.com