Can We Start With This? Just 5 minutes!
School Counselors have a very important task in the Schools. I consider them to be a key piece to start a process of change in the school culture. On the one hand, they can have access to more personal issues with which to analyze the changes that occur in relational structures, and on the other hand, they are not subjected to the development of an academic curriculum, so they can be critical with the system from a more human perspective.
The proposal of the OveHum orients the creation and development of a climate based on respect, dignity, and the full development of the person, and necessarily entails an orientation on behavior and mental attitude that goes beyond mere behavioral regulation.
The attitudes, values, verbal or body expressions of the teacher, end up modeling behaviors. So teaching is constituted as a relational practice, which is characterized as an activity in which they have the responsibility to facilitate the overall development of their students; this is, in all dimensions of their personality, which we know it goes through different stages of development.
It is therefore essential to acquire the commitment to establish and maintain relationships of respect, trust and care. The most valuable products of the teaching-learning process are, above all, relational as: intellectual excitement, satisfaction shared before a discovery, curiosity about a new material, security experience in a class, the trust that develops in a climate of understanding.
Thus, some authors suggest that in order to achieve these goals, we need to reinvent education, reorienting teacher training programs, as well as actions aimed at developing good learning processes, in which the management teams, counselling departments and teachers will adapt the necessary changes from quality criteria for all members of the school.
In order to do this, the first step is to recognize the contradictions that the current model has implied as well as their counter values, at school, and the curriculum in particular, have their bases in an overly academic tradition that conflicts with the realities and needs which currently has the child and adolescent population.
Notwithstanding the foregoing, and as we have said on occasion, we need to be aware of the inter-relational dynamics we adults have, recognizing our needs in order to understand our own attitudes and relationships, not only between us, not only in the school context, but also within ourselves and in the framework of our personal relationships.
Are we able to acquire the commitment to establish and maintain relationships of respect, trust and care to ourselves? …
And with the adults in our environment?…
And with our partner?…
And our children?…
Will we be able to commit ourselves with our students?