Children wellness at school

Like every year , the beginning of the new school year involves pupils, teachers and parents in a common path of relationships, projects, activities aimed at achieving the educational and cognitive objectives that the educational institution has set itself.

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The school has always been an environment full of incentives and opportunities for the integral growth of the personality of young teenagers, a bridge that connects education and training to the world of work and life choices for the professional future.

Teachers' work is developed through an educational program that includes: objectives, methods, contents, evaluation. These nodal points depend on each other and define the cognitive path of the activities that are scheduled from time to time.

We no longer speak of a generic education but of "educations" (environmental, legality, citizenship, health, etc.) that all flow into the curricular segments of the specific disciplines.

It is precisely a formative expansion that allows the school institution to promote projects and activities with the institutions present in the territory to which they belong, in society as an organized structure of the civil world. The knowledge acquired at school must transform into skills and competences, indispensable tools for learning to be meaningful and useful for orientation and training.

In a historical and social period full of uncertainties, the school has the task of providing young people with the hope and the will for a better future.

Motivation, information and research are the ways in which knowledge becomes promotion, desire and interest, curiosity and commitment, responsibility and awareness that contribute to the growth of children and the community.

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Being well at school means living in an atmosphere of serenity and collaboration, of shared objectives and mediated by an effective and unambiguous communication. The climate of the class depends on many factors: structural and relational. The school environment must be comfortable, bright, with adequate and well-organized spaces. A welcoming physical environment certainly contributes to communication, to the success of teaching activities, to the way in which information is transmitted and received by students. Space and time are fundamental elements for the organization of activities and the management of the group-class. For pupils, especially those who start attending school for the first time.

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The class is made up of different students both for preparation and for social and family substratum. The individualized teaching places at the center of the educational process the identity of each student with his own interests and motivations.

The management of the group-class and the discipline depend on many factors such as the "history" of the class and the dynamics that are established in it, the "educating abilities" and the authority of the teacher, the management of conflicts and the sharing of school rules respecting the environment and the school staff. Even teachers just like pupils have a different personality and therefore different ways of managing the educational relationship, there are authoritarian and permissive methods that on the one hand prevent dialogue and on the other create a chaotic climate without rules.
Both situations are disharmonic and do not reflect a serene and balanced climate in which teaching and learning are complementary and integrated for the well-being of knowledge.

From the communicative style of the teacher depends largely on the positive atmosphere of the class, it is an indication of effective teaching and of educational skills. The teacher must represent a facilitator and mediator of the educational process with assertive and prosocial skills aimed at establishing with the students an empathic but clear and balanced relationship that always has as reference the objectives that are intended to be achieved.

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The teacher-pupil relationship as parent-child can not be symmetrical and equal, because as adults we always have the task of guiding and referring and giving advice.

There are no ideal pupils, parents and teachers but people who express their own way of being through communication and non-verbal language.

Being well at school and in every other environment in which we work together means trying to give the best of ourselves, each according to their ability to create a mosaic of colored pieces in which individual knowledge becomes the heritage of all and can be transmitted and shared in time.

This is why, as John Dewey states, >"Education is the fruit of the progressive participation of the individual in the common heritage of the human race".