La Entrevista Educativa - Richard Cardillo - Convivencia Escolar

Summary

In this insightful interview, Richard Cardillo, an experienced educator and advocate for positive school climates, discusses the importance of creating respectful, inclusive environments in schools. He emphasizes that bullying is a symptom of deeper issues and stresses the need for greater student participation and teacher engagement in fostering school community. Cardillo advocates for integrating school climate principles into everyday lessons and involving parents in the educational process. He concludes by urging the Chilean education system to channel the powerful voices of youth for societal change, offering a forward-thinking perspective on how to improve educational outcomes.

Takeaways

• 😀 Schools should focus on improving the school climate and not just address bullying as a symptom, but as a deeper issue within the educational system.
• 😀 A positive school climate is built on dignity, respect, and inclusion for students, teachers, parents, and the broader community.
• 😀 The presence of bullying is an indicator of a deeper issue within the school, similar to how canaries in coal mines were used to detect dangerous gases.
• 😀 Improving school climate requires breaking down authoritarian structures and fostering greater participation from all stakeholders, including students.
• 😀 Schools need to recognize the importance of creating a supportive environment where all students feel included and part of something greater than themselves.
• 😀 Early intervention in younger students (kindergarten through primary grades) can have a significant impact on improving school climate over time.
• 😀 Adolescence poses unique challenges for school climate, but these challenges are not insurmountable with the right approach, which includes promoting critical thinking and individual voice.
• 😀 The overemphasis on standardized testing and subject-specific assessments can negatively affect the school climate by increasing stress and reducing focus on social and emotional well-being.
• 😀 Teachers should incorporate social-emotional learning into their lessons, integrating concepts of school climate into subjects like math, science, and physical education.
• 😀 Giving students a voice and more responsibilities in their education leads to greater satisfaction, better academic outcomes, and improved graduation rates.
• 😀 Schools that successfully improve their climate often operate more like a family, fostering closer relationships between teachers, students, and parents, which is essential for a healthy educational environment.

Q & A

What is the focus of this educational interview?

The focus of the interview is on the topic of 'climate in school coexistence,' which is crucial not only in Chile but globally. The discussion emphasizes the importance of creating a school environment where students, teachers, and families can coexist harmoniously.

How does Richard Cardillo define school climate?

Richard Cardillo defines school climate as a way of imagining a school where everyone—students, teachers, and families—can live with dignity. He sees bullying as a symptom of a deeper issue and stresses the importance of improving the broader school environment to address these issues.

Why does Richard Cardillo argue that focusing only on bullying is insufficient?

Cardillo argues that focusing solely on bullying overlooks the deeper issues that affect school climate. He believes that bullying is a symptom of larger problems and that the key to addressing it is improving overall school coexistence, which will prevent bullying from occurring in the first place.

What role do participation and authority play in improving school coexistence?

Cardillo emphasizes that improving school coexistence requires breaking down authoritarian structures and giving more space for student and community participation. A better school climate involves a shift from rigid hierarchical systems to more inclusive and collaborative approaches.

How does Richard Cardillo suggest schools can improve coexistence?

Cardillo suggests that schools can improve coexistence by identifying their strengths and working from there, even in the face of challenging circumstances. He advocates for focusing on the essence and identity of each school and using that as a foundation for creating a more positive environment.

What does Cardillo mean by 'school as an oasis' versus 'school as a sea of 'I''?

Cardillo uses the metaphor of a school as an 'oasis' to describe a place where there is positive coexistence and engagement. In contrast, he describes a school with a poor climate as a 'sea of 'I',' where students focus solely on themselves and have no sense of belonging to a larger community.

What challenges are presented by different age groups in schools regarding coexistence?

Cardillo acknowledges that there are different challenges for school coexistence in primary and secondary education. He believes that starting early and gradually instilling values of cooperation and understanding in younger children increases the chances of improving school coexistence as they grow.

How does testing and academic pressure affect school coexistence, according to Cardillo?

Cardillo argues that the overwhelming focus on standardized testing and academic pressure can be detrimental to school coexistence. He believes that schools should focus more on emotional and social well-being, which, in turn, will positively impact academic performance.

What is the relationship between emotional safety and academic performance?

Cardillo explains that there is a strong connection between emotional safety and academic performance. When students feel emotionally safe and part of a supportive community, they are more likely to be engaged and perform better academically.

What is Cardillo's perspective on the role of teachers in promoting coexistence?

Cardillo believes that teachers play a critical role in promoting coexistence and that they should incorporate lessons on school climate into their daily lessons. He stresses that every teacher, regardless of their subject, is also a teacher of coexistence and must create an environment that encourages respect and collaboration.