Volunteering is an important part of the learning communities project. We start from the premise that to improve learning for children, should increase both the number of interactions that the child lives, and the quality of these interactions on a level of egalitarian dialogue.
In this sense, volunteering are people in the community (family, alumni / as, people from the neighborhood, neighborhood association members, interns, other professionals linked to the neighborhood and the community ...), whose participation and commitment the daily work of the school, both for their participation in various activities of the school and the community, and its incorporation into the classroom for interactive groups, increase the number of interactions that children live. Interactions impregnated sense, insofar as they are often family members, other community members, which represent positive references that give meaning to the education of children. The reflection and experience of the child in these situations is: If my father is in interactive groups participating class will be because this must be important.
On the other hand, anyone can be in the class, but this does not in any way mean that the teacher loses his role in the classroom, but volunteers come to help and enhance interactions. While the teacher who still manages and organizes the classroom. In any case, the volunteer is alone in the classroom, replacing the functions of the teacher.
The teacher also enriches their practice, as it takes into account the contributions of male and female volunteers. Often you create a volunteer committee that manages the incorporation of volunteers in the various activities of the school and the classroom. The volunteer committee also meets to discuss issues relating to their participation in the learning community, and also involved in sleep phase.
One of the most important changes is the change of meaning making practices that occur at school, when the volunteer participates in these dynamics. Thus, it increases the value of what is school, there is greater understanding for the work that occurs in the classroom, expectations learning environment for children, there are mutual learning dynamics, promotes solidarity ... On the other hand, volunteering requires commitment to the project, seriousness and responsibility.
The role of volunteerism also becomes relevant in the sensitization phase. When the school faculty performs intensive training to reflect on their learning community transformation. At this time, while training for teachers in the center, the children perform other activities with volunteers. The teaching staff is always available to meet any need that arises when a volunteer, since in any case the teacher is absent from the center. In addition it is intended that the volunteers and in this case, whether family, event giving more confidence because they know the children and are related to these and these, as well as students in practical as they are considered semi- .
Still, there are centers that to cover any risk that may expose a volunteer, opt for the Association of Relatives make liability insurance for these volunteers.
To know more
- Tella, I. and Sava, S. (2010). The role of the adult guide non-expert in the dialogic construction of knowledge. Psychodidactics Magazine. 15, 2, 163-176. Access
This article studies the interactions between students and adults with different profiles in the context of dialogic learning environments in schools.
- Gatt, S.; Ojalab, M. and Soler, M. (2011). Promoting social inclusion counting with everyone: Learning Communities and INCLUD-ED. International Studies in Sociology of Education. 21, 1, 33-47. accesses.
This paper presents the benefits of some forms of participation that are held in the Learning Communities and have been shown to improve student learning and other aspects of coexistence in the school.
- Ramis, M. and Krastina, L. (2010). Cultural Intelligence in school. Psychodidactics Magazine. 15, 2, 239-252. Access
The article shows how the recognition of cultural intelligence is key to connect classroom learning to life outside of school and so give context and meaning to school knowledge.
- Christou, M. and Puigvert, L. (2011). The role of 'Other Women' in current educational transformations. International Studies in Sociology of Education. 21, 1, 77-90. Access
This article focuses on the involvement of "other women" in schools, women whose voices have traditionally been silenced, promotes improved student learning, improving coexistence and reduces cultural and gender stereotypes ro.
School Learning Communities. Solidarity. No. 7 • April 2013 • Work tools for teachers.
School Learning Communities. Cultural Intelligence. No. 3 • December 2012 • Work tools for teachers