Teachers will no doubt keep digital resources that have enabled

From pedagogical continuity, teachers will no doubt keep digital resources that have enabled them to work differently, but without replacing the link in class with the students.

The start


An unprecedented experience imposed by confinement, pedagogical continuity implemented in a very different way depending on the levels and the teachers. Taken aback, some first worked on the achievements of the students, hesitating to ask them more from a distance, for fear of widening the gaps between those who have the resources to follow and the others, explains Coralie. she was working in a CE2 in Mulhouse. Before moving on to more academic work, she offered free activities to do with the family, the results of which she received in photos.

To the parents of her kindergarten students, Marie specified that it was without obligation. For example, we had to find everyday objects with the sound” m “, but the class at home caused great tension; we learned that a little girl slept severely at night. Also, telephone appointments or video quickly introduced. Even before the apprenticeships, the priority was to leave no child behind, to keep the link, summarises Coralie.



Virtual classrooms, digital platforms, social networks, with the possible support of referent teachers or dedicated academic services, there were multiple remedies and not without difficulties in terms of equipment, connection. A kid in the Sundgau had no network than at the town hall, recalls Quaisland Ely-Marius, a teacher in auto mechanics at the CFA craftsmanship. The more comfortable were comforted in their practices, said Karl Chrétien, a maths teacher at Mulhouse, who regularly offers online self-assessments to his students. “One hour every night, we could comment on the class together, then come up with an exercise battle, that motivated them a bit, adds Quaisland Ely-Marius.

Some more advanced students have even found their account there. We are moving towards more individualisation of courses, we see it in the transformation of the public high school and the vocational path, and behind that, there are teaching teams, analyses Arnaud Makoudi, inspector of technical education.



No matter how much I used different techniques and spent a lot of sessions on them, learning things like steady multiplication doesn’t go well over distance. The students speak less; the dimension of living together is missing, according to Coralie. Marie believes today that she must work extra hard to catch up with the level: There is a gulf between those who need public school, especially the children of the fourth world who have no education. Books at home, and others, and this need is present.

Without even talking about those who have dropped out, Luc Chaffange, SVT teacher in a Mulhouse college, sees 6th toddlers who do not know how to organise themselves, 3rd for whom restarting and accepting constraints is difficult. All in the particular health context of this new school year. This protocol, I cried so much it is incompatible with the profession I have chosen, admits Coralie.



Exciting and even benevolent and supportive relationships have established with parents and students. Luc Chaffange appreciated discovering some that would have gone unnoticed in class. The establishments made sure that the contact details of the families were up to date.

Digital uses will also remain, better controlled and adapted. “You have to alternate lessons and exercises, be it dynamic, Quaisland Ely-Marius observed. It might still work for support, but not stop there.

Everyone is keen on face-to-face to make sure that all the students understand and, slips Karl Chretien because there is an emotional bond. This painful crisis was also a laboratory for experiments, it revealed shortcomings, concludes Arnaud Makoudi, who announces all-round training to support teachers in the evolution of their teaching practices.

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