October 18, 2021

Biology Reporter

Complete News World

Center for Citizenship Education Report: Returning to School with Students Stressed

Center for Citizenship Education Report: Returning to School with Students Stressed

For more than 70 percent after returning to school, the predominant feeling is stress, and nearly half believe they do not need to be in school every day to gain knowledge effectively. As for the teachers, most of them would like to have psychological support in the current situation. These are the results of a survey conducted by the Civic Education Center.

  • Only every fifth student was happy to return to full-time education. More than half of them only felt negative feelings about this fact.
  • Almost half of teachers reported that returning to steady work awakens their willingness to work. At the same time, a similar percentage reported that recently, there are more days when they feel tired before work.
  • Direct contact with the teacher is very important for more than half of the students, but up to 45% believe that daily attendance at school is not essential for effective learning.

The survey was conducted by the Civic Education Center in the first days after returning to boarding school. Its authors included both students and teachers. They stress that the manner in which return to established school takes place will largely shape the situation in education in the coming years.

As for the feelings that accompanied the students’ return to school, fear prevailed. As many as 71 percent admitted it. The students surveyed. In the following places (albeit much further afield) there were: uncertainty, fear, and frustration. Joy felt 30 percent. Students, relief is about one in ten.

In total, the report’s authors note, 52 percent. Students convey only negative feelings regarding their return. In the case of teachers, such a critical attitude towards a return to full-time education is presented by every fifth respondent. At the same time, it is reported, up to 25 percent. students and 53 percent. The teachers participating in the study would like to receive psychological support in this case.

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Almost half of teachers (48%) stated that returning to steady work awakens their willingness to work. At the same time, a similar percentage (47%) reported that recently there are more days when they feel tired before work. According to the report, the problem of occupational burnout can affect up to 15 percent. teachers.

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As noted by the report’s authors, the study shows that direct contact with a teacher is very important for 58 percent. Students, including those who, after returning to school, felt only negative emotions (43%). At the same time, not all students, after the distance learning period, see the goal of switching to full-time learning now. As much as 45 percent believe that daily attendance at school is not essential for effective learning. 55 percent of the respondents agreed that during the distance learning period they learned independence and responsibility, and 47%. Static learning is more difficult than distance learning.

The reason why some students find stationary education more challenging may be lower flexibility, greater range of control over teachers during classrooms at school, difficulties with peer relationships and time-consuming navigation — says Dr. Jędrzej Witkowski, Head of the Civic Education Center.

– Our research shows that there is also a group of students who have adapted well to the distance education format. He adds that they declare that they have learned independence, and that they have used the extra free time to develop their passions and interests.

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According to representatives of the center, the report shows that the most important challenges that schools face are: rebuilding the motivation and commitment of students who emphasized returning to school, working to resolve greater differences in the level of knowledge between students than before, and ensuring the availability of psychologists and teachers in schools In addition to the psychological support elements for teachers, in addition to responding to the needs of a group of adolescents who value the flexibility of distance education and are now skeptical about returning to school.

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