An organization of school work put primarily at the service

Teachers don’t like the language of “human resource management”. Yet, beyond the words, it remains to be understood how and why, in a system, the whole can sometimes be much more, sometimes much less than the Diploma of IT sum of the parts. This is the whole question of the optimal division and organization of work.

Educational systems adopted in the 20th century a “pedagogical organization” that allowed the massive schooling of the generations. Dividing the pupils into class groups to learn Diploma of IT and placing one or more teachers “at the head” of each class makes it possible to criss-cross the territory. It was just as decisive, in the history of the education system, to distribute the content to be taught in annual programs, to make it possible for pupils to be taken care of by teachers who follow one another “at their bedside”, each knowing what he has to do since the curriculum is built as a series of annual stages. This division of school work, inspired by the industrial organization of work, is the managerial strength of this system. It allows him to reproduce a basic model, adapting it, at the margin.

Student to have a place in a class and for each class

This system is now reaching its limits. In developed countries, the challenge is no longer to educate but to educate everyone. It is no longer sufficient for each student to have a place in a class and for each class to be assigned one or more teachers. When these conditions are met, a minister can say that “the start of the new school year went well”. If he is concerned about the efficiency of the school, he must ask himself other questions.

The pedagogical meeting between learners and a teacher remains the basic condition of school learning. Does it allow every student to learn simply because it happens? Or should we question its effectiveness, by asking a simple question: how many students, at each moment of the year, are place in an optimal learning situation? How many of them are put, on the contrary, in a situation which has little chance of teaching them anything, because they already know what they are suppose to teach, and are therefore wasting their time, or because they lack the means to enter into the propose task, to give it meaning and to use it to develop their knowledge or skills.

The game of derogations and repetitions goes in the same direction

What is the strength of the traditional school organization is also its weakness: it brings together students who are suppose to be able to follow the same program at the same pace. Admittedly, by grouping pupils by age, we limit the heterogeneity of levels of development and knowledge. The game of derogations and repetitions goes in the same direction. However, there are still huge differences between the students bring together for a year in the same class to follow and assimilate the same program.

A weakly differentiated pedagogy, which provides everyone with the same lessons, the same exercises. The same homework, and the same support, can only. Transform cultural differences into inequalities in school learning. When the propose learning situations are identical, the pupils to whom. They are adapte learn, those who are ahead of getting bored, those who do not have. The required level or do not see the meaning of the activity also lose their time and gradually. Convince themselves of their inability to learn.

A question of differentiating the training objectives

Increasing the efficiency of the education system means optimizing situations for everyone and priority for those. Who has the most learning difficulties? It is not a question of differentiating the training objectives. The medium-term requirements, but the tasks, the situations, the day-to-day care. Differentiated pedagogy essentially consists in ensuring that each learner is, as often. As possible, place in a fruitful situation for him (Perrenoud, 1997a). A situation in which he feels safe, faced with a task that makes. Enough sense to mobilize him and that is within his reach, which allows him to progress. We join the idea of ​​a “tailor-made education” develop at the beginning of the 20th century. century by Claparede.

As soon as we optimize the situations and the tasks proposed to each. We induce differentiation of the curriculum, since the situation which suits John does not necessarily suit Anne. As a result, from situation to situation, everyone clears their path in knowledge. It is to welcome from the point of view of the fight against school failure through different teaching. But also to measure what the task of the teachers is then. Manage as many lines and rhythms of progression. As pupils or at least groups of students with common traits. During a school year, for Toria’s multi-year cycle, the teacher. Must evaluate and manage the progress of each and therefore quite often take strategic.

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