mon the other hand, I’m interested in trying to tell a story, this is what I do for a living, as much as he teaches. Of course, starting on your own to make a generic speech is always risky, it would be risky for me as a parent, I have four children and although four does not count as statistics, as indeed it is for him as a teacher, although he has experience he certainly cannot speak on behalf of the entire category. After all, I have four children, but I know a certain number of my peers who, at the moment in which the economic crisis arrived at the turn of the zero years, thought well of using their degree, the hard-earned one, to be able to do the jobs they obviously had dreamed of doing since childhood, to go and teach, with the result that some then discovered themselves to be excellent teachers, motivated, convinced, I speak in their own words, others began their very long journey towards retirement, with no interest in doing more than what a certainly questionable contract requires them to do, I would even say allows them to do. Here you are. In my life as a parent I have met both generations of teachers, those who are convinced, absolutely focused, and those who have instead fallen back on a safe job, not right for them.
I met a rather varied fauna, as is normal when in the end there were quite a few classes attended, but above all I met an approach to the idea of school, this yes universally accepted or taken for granted, in which I don’t recognize myself in the slightest, and on closer inspection I didn’t even recognize myself when I was on the other side of the fence, in the role of a student, a child and not yet a parent. An attitude that the guy, then I really stop talking about him, crystallizes in the phrase “learn two things by heart that he forgets after two days and thinks he’s safe”. Well, thinking that school is a survival contest, a war or anything that justifies the idea that someone who faces it then saves himself in some way is exactly the reason, I think, why school doesn’t work. Our school is not so much based on notions, perhaps, but it is certainly based on the idea that there is someone, the teaching staff, who must judge with grades, grades that almost always generate comparisons, developing a competitiveness that I believe with learning nothing should ever have to do. In doing so, in judging with grades, the teaching body too often, if not always, is based on canons, it could only be like this, that as such, canons in fact, rest on valid foundations perhaps for an important portion of the student base, but not necessarily for everyone, and in any case as a foundation, therefore something intended to sink into the ground, I can hardly count on an update speed. It’s a bit as if to judge a footballer, I take it really wide, one should only count on the skill in dribbling, without taking into account tactical sense, passing precision, goal sense, defensive strength and so on, even depending on what role the player will then occupy. You have to know how to dribble and dribble more and better than the others, or it doesn’t work. You understand well that we would have a class of great setters who, on the pitch, would take them from any team set up with players suited to individual roles, able to stay on the field, to follow even a basic pattern, not necessarily all good at dribbling (a goalkeeper , to say, I think he can serenely not know how to do it, ditto a stopper). I believe that this, combined with the principle that in our school there is a well-defined hierarchy of subjects, then the fact that often those who teach in the subjects that occupy the last positions in this hierarchy could actually open a treaty, the De frustrationeit is so evident that in life they dreamed of doing something else, I believe that this combined with the principle for which in our school there is a well-defined hierarchy of subjects leads, say, to the fact that someone gifted in drawing or athletics is often considered a sort of minus habens, as if those talents weren’t also fields of knowledge worthy of being developed, especially by those who are particularly inclined by their nature. This is not to mention how the school, perhaps more due to an upstream backwardness, fails to understand those who are not really compatible with the iron and firm tracks that school courses do not so much provide for but see as the only possible way. A way to kill talentto stifle even the desire to grow up in the cradle, often pushing pupils who cannot have anything to do with those tracks, referred to as pupils who do not want to have anything to do with those tracks, towards a drift of disenchantment which, I firmly believe, it is the biggest fault that a certain teaching body and more generally the whole school has.