DESCRIPTION OF THE SUCCESS STORY
The protagonist of the story is 15 years old. The student belongs to a family of low socio-cultural.
The family lives in a village southwest of the city of Seville, 15 miles of it. The village is located in the region of the marshes. Therefore, most working families in rice cultivation.
Parents don, t support throughout the study for the student. Parents see the school as a problem. The student's family, the girl wants to work, provide money.
Parents of student work grow rice in the marshes of the Guadalquivir River. The cultural level of the family does not exist, because they have not studied before.
The student was very smart, but did not want to study because I had never been and saw it as impossible.
The student had no interest in learning and ruffling the class. It was confrontational.
Teammates encouraged, but was convinced not want to study.
The student stopped going to the center to get to work with their parents.
Be less than 16 years, the Center began with social services procedures.
Trigger the change:
After receiving notice of the family social services, the student returned to join the school immediately.
Teachers, did not want the student to attend school only for the problem with social services. The teachers decided to move with his negotiation talks for the student to be more motivated with the assistance of the Centre. Also wanted that his attitude changed.
Part of the success is also due to the professionalism of the teachers of the school. Teachers not only adapt to the different situations that occur at the Institute, as well as take part in the maximum of available resources. The teachers are very flexible to respond to such situations. The purpose is that the day that any student rejoins the classes are not confused and resume their normal academic activities as large as possible, and have the ability to make students to feel involved, and you can track class in the best possible conditions.
In addition, the school has three meetings of technical equipment in the year with social services, one school term. These meetings involved the social facilities representative, a representative of the Council in the field of social work, management team of the city, the Cape police inspector, place of residence and the representative of the Council of Seville.
Evidence of the success of the cause is the student's return to the education system with good behavior. This change is based on the clear collaboration with the student teachers.
The school is also vital as it made all the changes necessary to get the student to adapt normally and have a sense of progress. What is important is the participation of students' academic tasks that arise.
Teachers with patience, understand situations in their particular context and seek viable curriculum system for the student, making individual adaptation.
The key to understanding the actions taken is to understand the different patterns of action in cases of absenteeism. Nationally, the Education Act (LOE, 2066) stable that schools should ensure the development of their students for what should have many adaptations of the resume if necessary. In addition, the Regional Government identifies schools in high risk areas socio-cultural. These centers receive more specific attention and greater human and material resources.
Keys to success with a possible transfer are:
The unconditional collaboration with student partners.
The flexibility of the curriculum.
Empathy by teachers.
Patience on the part of teachers.
Plasticity of the school.
The direct involvement of teachers, guidance and management team.
The interest of the students.
The peer support.