Preventing Early School Leaving
Erasmus+ course summary
Slovenia has one of the lowest rate of early school leaving among EU countries not only because of policy measures but also because of high capacity of schools to tackle dropping-out. To prevent early school leaving schools need to develop a systemic approach that includes simultaneous activities on multiple levels: work with teachers and counselling service, work with parents and work with pupils. “Dropping out” is linked to the feeling of being powerless, of senselessness and extreme lack of motivation. The engine that helps to increase motivation and find the meaning is fueled by relevant stimuli in a safe and significant relationship.
Part of the course is devoted to building relational competence, which is the glue of preventing early school leaving. The second part of the course we will devote to the participatory learning methods with the purpose of greater inclusion of students who are in the risk of leaving the school.
We will use various working methods to foster growth of course participants: lecturing, working in pairs or groups, role play, discussion, expert consultations and examples from practice.
"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole live believing that it is stupid." – Einstein
C - Confirmed
Create a safe environment in which you will be able to hear your learners' voices.
The root cause of early school leaving lies in unfulfilled psychological needs of students such as security and beloningness.
DAY 1: Introductory meeting, explanation of practical arrangements, presentation of timetable, information about course venue.
Relational competence is the glue of preventing early school leaving.
Theory of Three Participants, relational values, straightforward and inverted imitation/cooperation, existential needs, self-awareness.
DAY 2: Relational competence
Relational competence – the ’craft’, the professional dialogue, beginning the dialogue, the professional dialogue, how to establish the contact, dialogue progression, attitudes and approaches, team work.
DAY 3: Phases of conversation and practicing visualization, mindfulness, mentalisation, empathy, being and doing.
Handbook of tools for preventing early school leaving.
Study visit and a half day excursion.
DAY 4: Communicating effectively with parents
Facts about effective communication with parents, common mistakes and hurdles in communicating with parents, avoiding hurdles and mistakes we often make in our communication with parents, how to correct mistakes in future communication, techniques of active listening and constructive feedback, techniques of effective questioning, supporting parents to set goals and prepare an action plan, empowering parents to build independence and responsibility in their children.
DAY 5: Participatory learning methods
A motivating way to host learning and create learning communities.
Circle practice: The Circle, or council, is an ancient form of meeting that has gathered humans in respectful conversations for thousands of years.
Appreciative inquiry: Appreciative Inquiry is a strategy for intentional change that identifies the best of ‘what is’ to pursue dreams and possibilities of ‘what could be.’ AI is a cooperative search for strengths, what is known, what is right.
World Café: The World Café is a method for creating a collaborative learning conversation around questions that matter by innovating instruction in the classroom.
DAY 6: Key learning points.
Planning follow up activities, dissemination and implementation of learning outcomes.
Discussing possibilities for future cooperation among participants.
* Some changes in the programme are possible. The participants will receive the Informational Booklet a few weeks prior to the start of the course.