Nearly two weeks after authorizing high schools to adapt the reception of students to limit the spread of the virus, Jean-Michel Blanquer delivered a first figure, Tuesday, November 17, on LCI : “A little more than half of the lycées in France” have seized on this possibility.
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A proportion which varies according to the territories. “In our academy, the proportion is approaching three-quarters”, we say to the rectorate of Besançon. There, as elsewhere, vocational high schools often continued to operate at 100% of their staff. “Because their students, especially those from CAP, are more likely than others to drop out. Because they need equipment, machines, for their learning. And because the size of these establishments is generally modest, with 200 to 250 high school students ”, we decrypt.
Pedagogical continuity put to the test of pedagogical freedom
The other establishments have therefore mainly decided to limit the reception of their students, with different formulas and educational continuity plans, validated by the academic services. “The most common organization consists of welcoming high school students in half-groups, every other week. Others preferred to cut the week in half. Or reserve a part of school at home for only second students, who are not concerned by the bac ”, details the rectorate of Besançon.
In any case, respect for pedagogical freedom has led the rectorate to let teachers choose the method of supporting students when they are not in class. Including within the same school: “In history-geography, a teacher divided her classes into pairs, to promote solidarity. The pupil in class takes over the questions of his classmate at home. Time is devoted to these questions at the start of each session. This renews the educational relationship. One of his math colleagues preferred to film his lesson and send the video to his students. “
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Capturing its course and broadcasting it online remains a marginal option, however, in particular since the conflict in Conflans. “Teachers do not want to see videos uploaded wildly on social networks”, observes Jean-Rémi Girard, president of the National Union of High Schools and Colleges (Snalc). Such a practice can also be adapted in certain subjects, such as philosophy, but not in others, such as tutorials.
Truly “off” days
In the eyes of this French teacher, the term “hybrid” teaching, sometimes put forward by national education, is “Overused”. “Except in the rare cases where, on certain days, an entire level (second, first or terminal) stays at home, teachers keep their entire schedule. And therefore cannot, in addition, do distance education as had been the case during the first confinement. “
Some give extra exercises or lessons to prepare yourself at home. But in many cases, the “off” days really are … “Over a whole week, only two teachers speak briefly on video to the students who remain at home”, assures Ana, a high school student in Paris.
“A tight corpus for the bac”
In a document devoted to the educational continuity plan, the ministry was nevertheless very proactive: “Every student in school benefits from compulsory learning, in the form of lessons in presence within the school or establishment, remotely or independently working, throughout school time ”.
Disparate, the new modes of organization produce “Generalized inequality”, storm Rodrigo Arenas, president of the FCPE (Federation of parents’ councils). He asks the ministry to “Reflect the reality of the situation and indicate to teachers corpus tightened knowledge and skills must be seen in the perspective of bachelor, instead of acting as if all students were able to study the program in its entirety”.