It can be useful, after the University Degree, to work at University as an assistant professor, to move few years later to a secondary school and finally to the high school.
A four-year-experience spent at SILSIS as a supervisor can lead to some considerations: first of all teaching is a unique and never repetitive profession. In order to preserve these peculiarities, all the competences of the profession should be uptodated by steady and mutual interchange and comparison of experiences in the four fields, common to every rank of school: disciplinary knowledge, communicative skill, relational and educational abilities. The four proficiencies are linked to one another and their importance depends on the level of the school in which the teacher is going to work.
Besides being endowed with these skills, another important item should be underlined: it’s necessary to be aware of the talents that this profession requires and to know how to use them. Keeping on with an open mind to renew them it’s also basilar. The aim is to pass on students, both adolescents and adults, a token of balance and morality lived under an educationalist guise,
Neither dogmas and absolute convictions or ambiguous friendly and parents roles.
Naturally the condition of having chosen this occupation is fundamental to live it as easy and important at the same time.
A waste of invaluable energies is the cause of tiredness for many teachers all along their careers. This loss is concentrated mainly on the two primary competences: communicative skills (towards students) and relational abilities (above all towards hierarchies and colleagues).
Learning to be mediators will permit to make any positive contribution and it will also bring out people, students or colleagues, in their own inclinations.
This attitude will consent to focus on methods and their purposes, in order to avoid collecting solicitations to the conflict, facing problems related to single situations.
Awareness of being close to the round good educator will come up automatically.
A refreshing on the first competence, the disciplinary one, is necessary for the academic in order to carry out his mission of research.
However, the professor should look at secondary and high school teachers in order to catch new styles and strategies of communication.
Consciousness of the disciplinary and didactic roles of secondary teachers can be consolidated during their careers by means of disciplinary updating in university field.
When you choose a profession because you like it, you like it for the rest of your life. Flexibility and curiosity about refreshing keep away any tiring sensation. I think that this true passion transmits a ineffaceable message to young people, looking for their own way (in the high school) and during the years of specialisation (at University).
Students are urged by several educationists at the same time, so they can select their patterns. Often this choice will orientate the disciplinary one, above all during the passage from high school to University.
I would add a final consideration about the abilities of communication, which is very important in each level of teaching. Nowadays, after a painstaking selection of a good code of communication, every disciplinary transmission must check students availability of learning. It is known that capacities of paying attention in young people are short. Soliciting logical trips, developing critical methods of learning today can be more successful by weighing at different levels of teaching, a style of communication, the time, the timbre of the voice, the capacity for gesticulation. It would be also profitable to alternate verbal communication with pictures, examples and experiments.
It might be useful, in high levels of teaching too, to use the inductive method, not only the deductive one, wich is typical of frontal lessons. A good example in this direction, could be a disciplinary topic, experimented during a SILSIS department of art and drawing laboratory. The presentation of the ‘golden section’ and more in general about proportions, gave the opportunity of a comparison among Art, Drawing, Mathematics and Natural Science