Freinet school teachers educate students using approaches that reflect the Freinet philosophy and principles. They focus on enquiry-based, democracy-implementing and cooperative learning methods. They adhere to a specific curriculum that incorporates these learning methods through which students use trial and error practices in order to develop their own interests in a democratic, self-government context. Freinet school teachers also encourage students to practically create products and provide services in and outside of class, usually handcrafted or personally initiated, implementing the 'pedagogy of work' theory. They manage and evaluate all the students separately according to the Freinet school philosophy.
The teaching and developmental methods and philosophy of Célestin Freinet, a French pedagogue. These principles involve learning concepts by trail and error, by invoking children's learning interests and curiosity, and learning through making products and providing services such as the learning printing technique.
The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.
The learning process of a child through social interaction. Among the various activities that it encompasses, social development supports children in obtaining and fortifying learning skills and having positive attitudes.
Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
The goals identified in curricula and defined learning outcomes.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
Employ the Freinet teaching approaches to instruct students, such as the use of Enquiry-Based Learning, Centres of Interest, Co-operative Learning, Pedagogy of Work, and The Natural Method.
Evaluate the different aspects of development needs of children and young people.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Instruct pre-primary students in basic learning principles, in preparation for future formal learning. Teach them the principles of certain basic subjects such as number, letter, and colour recognition, days of the week, and the categorisation of animals and vehicles.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Encourage and facilitate the development of children's natural curiosity and social and language abilities through creative and social activities such as storytelling, imaginative play, songs, drawing, and games.
Support and coach students in their work, give learners practical support and encouragement.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Promote the prevention, early detection, and management of children`s problems, focusing on developmental delays and disorders, behavioural problems, functional disabilities, social stresses, mental disorders including depression, and anxiety disorders.
Perform activities with children according to their physical, emotional, intellectual and social needs by using appropriate tools and equipment that facilitate interaction and learning activities.
Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Recognise and describe the development of children, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection.
Maintain discipline and engage students during instruction.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Work with children and young people to identify the skills and abilities they will need for their transition to become independent and self-sufficient adults.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Provide an environment that supports and values children and helps them to manage their own feelings and relationships with others.
Help children and young people to assess their social, emotional and identity needs and to develop a positive self image, enhance their self esteem and improve their self reliance.
No competences in this bucket.
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The symptoms, characteristics, and treatment of diseases and disorders that often affect children, such as the measles, chickenpox, asthma, the mumps, and head lice.
The study of human behaviour, performance, and psychological development from infancy to adolescence.
The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
The emergency treatment given to a sick or injured person in the case of circulatory and/or respiratory failure, unconsciousness, wounds, bleeding, shock or poisoning.
The discipline that concerns the theory and practice of education including the various instructional methods for educating individuals or groups.
The importance of a clean, sanitary workspace for example through use of hand disinfectant and sanitizer, in order to minimise infection risk between colleagues or when working with children.
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Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Lead, supervise or help with the assistance of indoor and outdoor recreational or educational activities after school or during school holidays.
Communicate to others on devising and facilitating creative processes through the use of a range of tasks and activities appropriate to the target group.
Tend to children by feeding them, dressing them, and, if necessary, regularly changing their diapers in a sanitary manner.
Keep track of the pupils who are absent by recording their names on a list of absentees.
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
Inform children`s parents of the activities planned, program`s expectations and children`s individual progress.
Organise an event in which participants can express their creativity, such as putting on a dance, theatre, or talent show.
Observe students' recreational activities to ensure student safety and well-being and intervene when necessary.
Understand safeguarding and what should be done in cases of actual or potential harm or abuse.
Incorporate the use of online learning environments and platforms into the process of instruction.
Compose work-related reports that support effective relationship management and a high standard of documentation and record keeping. Write and present results and conclusions in a clear and intelligible way so they are comprehensible to a non-expert audience.