La scuola può cambiare anche subito

there are adventures that make your way to travel that bring you far away, but close to your passions why not live with your family on "For Spagen" give me the right one in Italy for all your adventures "Scopy for Spagen" "Tichrosti" "Rocky" and "Tygo" give 99 euros to the month with 5,000 euros of advantage give 4 and 99 "Tigge" 6 and 53 24 months old, 5,300 euros, 20,000 km after 2 years you can restitue, replace or save at 19,000 euros until September 30, 2025 we come from the historical and formidable victories of the World Cup of Palla Volo from part of the national Palla Volo Femminile and therefore we come from days when we talk about other than the plays of Trisius and also the coach of that national "Cuglio Velasco" but I have to tell you that even if you were not playing the world Cup of Propri, few days ago I was preparing this point of Wilson I would have, however, thought "Avelasco" to one thing that has said "velasco" at a certain point talking about Palla Volo but talking about the reality of all of us a speech that Velasco made for the first time many years ago but then it was citato, ericityato, eiriraccontato the speech of Velasco on the Alibi he tells him about a squadron of Palla Volo in which the coach says that he can't kick well because the coach did not kick well in the ball and maybe in the right way the kick was brutal but the coach says "but I can do it" the speech was terrible but if I did not do well in the ball I could not kick well in the ball so he turns around to kick the coach who was no one to be able to turn around because I can say that the coach is of the adversary who has served too well and too strong and the only thing that can say is that maybe I was afraid of the light of a reflector in the stick and then Velasco ironing on the culture of the Alibi he says "we understood that to play well in our squadron we need to call the electricians" and this story is the same time paradoxical and very real and it doesn't only look at the Palla Volo but it also looks at every expression of professional and not only of people the culture of the Alibi the idea that we could do something more but we can't do it for causes that do not depend on us and give us the culture of the Alibi this story does not prevent the Alibi from being inexistent that is, those elements do not exist the high point was to have a broken heart the disappointment was to have a broken heart I make an example that does not look at the Palla Volo and look at our journalists to be, let's say, the most honest possible with you our journalists, when we talk about the problems, the limits of the scale, the quality of the information what do we say? which depends on the fact that due to the Internet, the people are used to read free news if they don't pay more for the news so our agents will not be more salty that social media have now all more stupid of, however, less due to focus to have attention on things that the school does not work it is a school that does not teach people the value of the information it is a school that produces adults that will not know how much is useful to inform that the colossus of the digital are made with real competition to editors the list could continue and attention is true, it is not said at least one thing is false and this is because the conclusion should be made to arrive to have a information that works you need to first of all abolish the Internet return to the previous situation then you need to change radically the world of the school then you need to pretend to put out the game, to put the legal, all the colossus of the digital Google, Meta, Amazon, etc., only at that point we could have an information of quality this is the culture of the Alibis this is the type of mechanism that in the Palace and in the Journalism we should avoid saying that instead ok, this is the reality in front of all this what can we do to change the situation to work better a school of Palace a newspaper or so and we come to the topic of today's point how much money does it take? but I am sure that this story of the Alibis has spoken or to make it work better the school because even when you talk about school the story is full of funds that are not enough the teachers are not enough the janitors are conservators disinterested protect their children even when their children should be educated they are no longer free to educate anyone it is the demographic crisis the scholastic deletions that are inadequate also here the list is endless and all these things are not false but again so we are taught the idea that a school better can be so much after changing all these huge things so let's say but we are sure that we are sure that it should be like this and therefore to be more precise in front of a national team that is what we know in front of the laws that are those that we know of funds that are those that we know being in such a situation there are things that in schools in single institutions they can change and they can change even immediately the answer is yes and that's what I will tell you during this point if you think that this story does not interest you because you don't frequent the schools because you don't have children you don't want to have them because if you are in a state where the school is out of your lives here stop because respectively I would like to tell you that you are wrong it is not rhetoric technically change the school you want to say change the world Hi, welcome back and welcome back to this new episode of Wilson we are in one of the two moments of the year in which a little bit of a bridge is spoken of school one is this because the school year is starting and started is to start the region for the region and then it is spoken of only in these cases of the problems of the school the taught precarious the taught that they don't find the horaries gangered of the first days of school the people that don't get activated etc. then the other a very brief workshop between us you talk a little bit of school and that of the end of the year school the summer of maturity a very brief moment of attention almost never released where then the thing ends and if you notice the next September then I would like to try at least for the moment look at this podcast obviously in our little for the moment look at Wilson not losing the opportunity of this attention to take advantage so to talk about the school was to tell you not all the reasons for which the school will never change all the things that I would have to change to change the school and all the things bigger than us to talk about how in front of the situation that there is the school can change and more than to talk to you to make it to tell to a person who has done it and is doing it it is a person who lives the school from the inside who will tell us of course his point of view and his story but it is a story that the same thing is said to be exemplary. This person is a school director, obviously, he was a teacher for 30 years from 2012, he is a school director, he is called Luca Gaggoli, he is the school director of the company "Born Acorso da Montemagno di Quarrata" in the province of Pistoia, and it is interesting, in my opinion, that this is also a province institute, because if we don't fall into the mistake of thinking that they are only in Milan, in Rome, in the big cities, they can be ambitious projects, no, a comprehensive institute, so the school of childhood, the primary school, secondary school, for more years like me, that time when it was called "Materna School", term, "Ubersesista", the elementary school of a time, the middle school of a time, is a school director who does not only support that the school can change and can also change immediately, who has done it in his school, who has changed the school that drives us and now we will tell you how. Professor Gaggoli, thank you for being here, thank you for accepting our invitation. Thank you to you for having an opportunity to talk about school, that is, you need it. Look, I started from the speech I did a great deal about the resistance to the change, which seems to us to see the new external servers in the school world. You, instead of the school, we see it a lot from the internal and it is part of the internal. It is an profound impression, an optical illusion, if there is where the resistance, from what is caused by the resistance to the change of the school? I am the parents, I am the teachers, I am the school teachers, as you would see, and only the politics. So I think that the answer, obviously, touches various factors. The school is often touched by reforms that come from high without any consultation and this has already caused a principle resistance. Often they are also interventional from the high and obligatory to the change of forced changes without the fact that there is a real consensus. That is, the teacher lives in a condition in which he feels like, a figure that does not have social relief, that he would like and I think he should also have. And therefore, it instills a little mechanism in which he tends to remain in the comfort zone to do what we have always done without putting ourselves together in the change. But there is also another reason for that. And that is precisely what has been taken into account in the first half of the youth. That is, there is no confrontation with the school, that rejection, that sensibility that should be constituted as a slightly external motivation. No, because in life, you cannot tell yourself only on the inner motivation because that is not all the year and not all the year from other levels. We would also like the support of a motivation that comes from the external. That is, the youth, the students, the students who help the students to make a school of greater equality. These are not there. And therefore, there are few institutions that contribute spontaneously to the attitude of researchers, researchers, who, instead of the school where it should be, has always been lived. Sometimes they have occasions, for example, in our school, a large occasion has been the pandemic. We found ourselves in front of this idea, that is, what can we do when we are going to resume? We are going to resume like now. It is not an opportunity to put into play all those satisfaction that they have and see to transform them into something else. Obviously, I am from 2012, so a long journey has already been done. But the 2020 has been a bit of a reduction. That is, as they say, they all run calmly. At that point, the school is closed, and given that vision that we have generated, the great challenge, characterized by some strong ideas, which are those on which we then started to work in a decisive way. One, each student must have a piano of personalizing studies. For each student, they need to explore a school life that holds it in the state of gratitude for the performance. That is, it is always motivated. Three, they measure the success of our tactical and educational training, based on the eyes of the students that shine. Four, the professional community of the teachers, learns to accompany, to drive, to train, really to transform the environment of learning. I also ask them to tell us a little bit about what they are doing here at the beginning. But we were talking about the parents, and then I made a bit of the lawyer of the devil. Three, because we find ourselves in one of those few periods of the year in which we talk about a bit of school. This is also one of the periods of the year in which the parents tell us more, for example, even in our days. The way they meet again in which they work at school. Clearly, there are great differences between the region and the region. They are from a single institute, a single institute. But in the testimonies that we collect from parents, friends, from our lives, we hear from the first days of school with the lessons that start at the 9th, because they put in a lot of engineering difficulties, that end at 11.5 and not only for the first, but for the insurance. The insurance that does not start at the beginning of October, which in general is from a school, and this means from a state that seems to ignore the needs of the families, and then the parents ask them to be motivated more often. "Why do you do this?" We say that from the top, from the center, from the region, from the level of the single school that could organize itself better, but they don't do it. The beginning of the year is always an adventure. Every year, let's say, let's see if the next year, the school will manage to start with a bit of tranquility, with the time to organize everything for good, and this is currently lacking. If you had to look at the past, I would say that things are very improved. Surely, compared to the time in which the school I was following as a student, but also when I was following it as a teacher. Today, apart from the primary school, which has not been catastrophic of teaching, that is, there are no laureates of science, of training sufficient to cover necessary positions. So apart from the primary school, that every year comes on 15 September, and we have to do the accounts with a certain number of teachers who are obliged to do the oral reduction, for the rest, I see that this year, we will do an oral reduction in the middle school of one hour a day, the first week is enough. So these needs are very reduced. For me, it is a software, also the oral reduction of the lessons. Who are your interlocutors in this difficulty? If there is something that can't be found in schools, there is something that can't be found in schools. That is, there is no need to look at the number of students, nor the number of students. So here we are talking about a mechanism that should be done that will arrive in September, with a complete and available organ. All the years are starting before the restrictions, because that's the way it is, not to have indispensable data, to calculate the needs. However, despite the restrictions beginning before, then it is often found in this situation at the beginning. That is, we, in February, know what the organ is. Then they then ask for the transfer, and therefore it must be expected that everything will be finished, the transfer of the teachers, then the assignments of the teachers, then the names of the role, that we have arrived at August. Then they begin to make the invocations of the subjects from the provincial graduates and arrive to these days. In these days they are making the names from the provincial graduates. Finish the names from the provincial graduates, you do a little bit of the point. How many places are still able to cover? And there they are open to the very difficult perspectives, because at that point the school will find the staff, between the graduates itself and the students, and then the students of all the students. And then again, through that other form, prevists from the circle that I did not tell you, because if not all of them individually, they are really difficult to understand who is not within this system. Complicated by the teachers, they require long time, and it is finished that they arrive at the 15th of September. And something else, some post votes. This is one of the questions, let's say, I describe this process that seems to have the strength, let's say, that is, the insurable work of the Crazia, that is, first you do this, then you do this, then you do this, then you do this. And at the end, the problem remains, which, as we call it, for the famous amateur, on the intervention, is perfectly successful, but the patient is dead. I would obviously have to think about the process for the whole, but this is one of those things on which, of course, the school leaders, have the school to be able to limit themselves if they are not in need. And this does not matter for me to do a step forward, because in the history, I found very interesting how to proceed from what changes, or that does not change, at the national level, at the national level, of great legislative and normative movements, bureaucratic approach, the single school and the single leaders have of the army, certainly not to worry about everything, but to work better at school, to irrigate a better service, to be more useful. And it would ask for this to tell us some of these things. I'm looking at another great question, which reminds me, then every year, which are the average average of the school, having a school for every average, always. I did it. Many other schools make it, of course, but I have to tell you about your experience, how to do, what to do, how much it costs, when things like this start. With a precise answer, you can do something. No, I can do a lot of things. Because, anyway, the autonomy of the single schools can be put in the political context, we know in the social context, we have a bit enunciated and so on, with a lot of things. So, you can open the school in the community. Obviously, you talk about it in this case, especially in the secondary school, because primary schools, normally, at least in our territory, are almost almost all at the same time. So, they do eight hours a day. In secondary school, you can open the community, you can do it. You have to do it. How do you do it? You work with the local department, which, for the primary school, is the community. The community department. What does it serve? It serves to create the conditions to remove the obstacles, which is the field that leads us to the constitution. It gives all students the opportunity to develop their autonomy and their responsibility, to make them feel at home, to make them protagonists. I wonder how much it costs. It doesn't cost anything. That is, we didn't cost anything, and as we did in a way, it's absolutely irreplaceable. So, I think it wouldn't cost anything for anyone, because it doesn't cost anything. Do you explain the trick? Yes, the trick is this. Each community has a location in balance for the activities of educational and social activities. There was the community around, at the end of 2012, there was always a purpose. What happened? The school was met with the community, so I, with social services, and all those sources that the community used for educational and social activities. What do we say? Let's explain what the activities are. Social activities are those interventions of school, educational, educational, revolting on those guys of the most fragile families that have difficulty to manage the children. So, all the communities of resources to act these interventions. At the end of 2012, the community spent these soldiers to follow about 20 students of our territory. It's enough that these resources made the choice to bring them inside the school. That is, not more of the services outside the school, that were certainly more costous and not only also, socially, they increased a stigma in the confrontations of these guys. Those are the groups of those that go to the village in that area. We brought these resources inside the school and, so, to the students of social services, with the same resources. There are also students of the school, so, the students, simply, from class studies. The school, we have been able to open at the end of the 18th and 30th every day, without spending anything, simply using the personal service. Simply allowing ecustods, or scholastic workers to make a recupero, esitivo delle ore that made them extraordinary to go to the 18th and 30th. And that is, the school is open to everyone, not only the guys and the families more fragile. Once it is opened, it provides services, courses, activities, all kinds. This is the beauty, that this has become a new starting point of the institute. It has allowed, just a different vision, both the intervention of social services, both of those that are the intervention, rather specifically to allow to set up new activities in this area, to allow a contamination, from what is the staff that works with students the morning, the teachers, and the staff that work in the village, that is, the educators of the cooperative, that has made part of this work of the project. It is not a person, so the contractor, the community, to open the contract to the cooperative, to put them in the school, and these people do not work anymore, otherwise, it is a partner of all this. That is, the work has been built together in a triangulation, the community, the cooperative, the school. To put them in order, of a medium-sized activity, at that point, open to everyone. Here, there are activities of recovery, activity of potency, laboratories on communication, and photography courses, cinema, computer, theater. And so, precisely, the school is rampied but it has become a extraordinary content, because, it was enough to enter and agree that, but, there were, at any time, about 150 students, or even 200 of the media, caught up in some activities. What is another aspect to these concrete changes, I know that you have done in your institute, and that you have told us. The Aule, which is one of the things that you can remember, that you have spent a long time in a school, so everyone, there are all the decisions of the case, but, often, the Italian schools, and the various schools that the Italian is a little dissent. And so, in the result, the Aules are of the broken, sad, insecure, on the face of the lighting, of the acoustics, they are not the changes that make me angry here, to live that experience. You have changed the Aules. You tell us how, you have changed it, and how it is, we have changed it, in two times, let's say, the first one was to develop the idea of the Aules of the discipline. That is, instead of having the class of Aula, where it goes, second B, there are the Aules for the discipline. So, Aules, where it was to do Italian, where it was to do history, where it was to do mathematics, arts, technology, science, et cetera. And there is a space between one and the other, without the fact that the world can be done. The classes are divided with great advantages. Great advantages. The Aula is prepared in the most functional way, so, what you have to worry about is also because the students can leave in the Aula the materials, the tools that serve them, they do not travel with eight portions to bring together everything they need. The guys find a situation much more stimulant. It is expected a bit of the passivity of the students that are there in the banking, to expect the students of their success, which is often the moment where they do small vandalism. The students move, the movement, we know it, but, a bit of the research and of course, another positive factor is that they move all the hours, because then there are blocks of hours, so in a morning, they move two or three times in the morning. It induces the behaviors normally more respectful and then they make it say, that is, they talk about a school of the first century, which is, as an object, autonomy and responsibility. But we have to give a bit of autonomy and a bit of responsibility to our students. It is clear that these guards will never be reached. The autonomy and the responsibility that we have given to students has always been simply propagated. Then, the classes become more beautiful, yes, something can be done, some characteristics that have been given before, unfortunately, are structural. The most important are two, one is the acoustics, in an environment in which the element that is used is the voice, which will have the acoustics well different from those from the second is the acclimatization, right? There is in all public offices, but no one has asked the problem to make it exist even inside the schools. So, these difficulties are there, but also here, if the guards were like twelve years ago, and those that are today, we have passed from a coffee shop, we are, to a palace. Here, let's say, with a certain price. What is the "scolastic civil servant" that forms in his institution? The "scolastic civil servant" is something that exists only for how many people know about our institution. This is also born, and this is an aspect for me, it is fundamental. It is born thanks to the fact that some students are feeling free to manifest a desire. Since the students, as I said before, we have to do the students with their mask from students, they will do the minimum indispensable to be exposed and not having a problem. At the moment we give them the opportunity to understand that this school is their home, where they prepare their life, where they must live their life fully. What is the success? It is a success that one day, two students, from second to medium, will tell me that they were interested in voice and activity involuntary, but that they cannot do it yet and they told me, if they could do a practice of civil servant. They wanted to dedicate the free time to the school. Here, we have immediately an exhibition. After a few months, we have participated with this experiment, founded, on our view on the second home of Article 4 of the Constitution, which is why, they all have the duty to evolve, second, the possibility of the purpose, an activity, or a function that competition, material and spiritual of society. What is the success? What is the success? What is the success? All students, classes for classes, will be released, and will decide an activity that they want to do to act the mandatory pre-visit in our institute, to do, at least, six hours extra-school service of the community. They can be at the school's service or even at the territory's service. Six hours for every year school, obligatory. So, every class will be released, choose the type of service they want to do, and then, in the course of the year, they create a whole program to make everyone active. It is said that 2,700 hours of civil service that come once in a year. Of course, students have to be organized groups, they have to be an adult, so they have a teacher, the organization is extremely complex. However, the result is to see that these guys are open to a fundamental dimension that to retain the knowledge of something to serve, and this is the fundamental message. We talked about the activity with the main activity of the school. Let's do a step in that direction. In the course, I wanted to ask if there is a role of students even in that sense. There are not only subjects that receive information and are receiving the activity but a form of peer-education, of frappare instructions, if it can be and if you have something similar. At some point, we have realized that within the school, using those spaces a bit dead, right? from the corridor, from the tree, they were formed during the morning, groups of students, in which one student made a choice to other students. Maybe, simply, because the teacher had asked to do this, right? So, I said, look, go, go, on this good thing, you will be able to explain it to you. So, it is also a way to respond. And then, I decided to structure it to give it a form. So, today, there are children in the school who are able to do all of them, they have the availability, an hour, two hours, weeks, an hour, and who needs, who needs to have the need. Simply, it is written. And that day, it is found, it makes two students in a predisposed position inside the school, and, together, it makes an activity of learning, which we know very well, it is important for the teacher, but it is very important, even for the teacher, it is a form of educational support and efficiency, easy to learn. But, above all, it helps the society, creating new relationships inside the school. It is no longer that school in which I, my relationship with my 20 classmates, started to open because, maybe, I chose that tutor, simply because, it was the material that I wanted to do, but, I don't even know who is, at the moment, in which I go, and I know it. Within a school, as I always say, there is the whole world. It is the last period of human life, in which, what will happen to Harvard, and what will need to be taken a little bit to get out of the diploma, is not the same distance. It makes the same things, it can be with banks of banks, it ends in the third half, usually, then, these strategies are made, you know, if you will find it. But, in the school, there is the whole world, and, if we don't understand that there is this wealth, that tends to be valued, I believe that, let's lose the great occasions, and, above all, let's make money to our future. Let's see, Volkswagen T-Cross, Tiroc and Taiko, 99 euros per month, with 5,000 euros of sales, with a total of 49,000 tags, 6,503. 24 months, a total of 5,300 euros, 20,000 km, after two years, it can be replaced, replaced or sold at 19,000 euros, until 30 September, 2025. Let's see the signals, which are, then, actually, a piece, completely secondary, even compared to the date activity. Again, it turns to the question of the memory, that the adults have in their school, as it was done today, but here it is. How should the school be taught, in 2025? In what way, if, when it is, how should the activity act, teach it a discipline? Here, we are there, with a person in class, who speaks of the people who listen to it, for an hour, for two hours, could you imagine, did you imagine something different? Well, I believe that, there is no research international, which is not under the line, that the fundamental role for the improvement of the school is the quality of the teachers. This is, of course, what the school does, is the one that falls every day there, within the class. That changes the life of the people. And so, in any way, the world, who, of us, does not remember the teachers that, in any way, for him, was a significative person, who, who had the luck more than one, who had the luck more than one, but that one, almost all had. If you don't do school, if you don't build a real professional community of the teachers. And this is the biggest work of all, the most important, because the biggest resource that we have. I always say that, the biggest obstacle often is to believe to know what I have to do. I say that, in the other places of work, when one comes who is at work, but what I have to do? Well, I, 12 years old, who does the press, no one, and, from us, they come every year of teachers, they come unfortunately, or, fortunately, at least 50, 60, of teachers every year. I have never entered one by saying to them, but, I, what I have to do, in particular, now that I have come to do the teacher. I know. I know. We think to know. I have already been from the other part of the cathedral. And so, they have already entered a school idea of a cathedral, some children of banks, a record, a test book, they know that they will have to explain, so they say. And then, interrogate, what is to know yet? And therefore, we proceed through these common places. The result is, that often, we have this extraordinary ability to get out, to annoy the students, also, teaching music, art, science, poetry, poetry. So, here, it is clear that, it needs to work in a different way. Therefore, with what is the great richness of which, in addition to the teacher, the discipline of teaching. It is an exceptional resource and too often, instead, is used in a way very stimulant. I always say to the teachers, "You remember how your passion was born, for the discipline you now have the fortune of teaching." It is probably born because, you have read a beautiful monograph on something, you have found a significant testimony, you have found a good patient who has done to make the heart of this discipline. It has been an experience that is invulgent. This is what you have to do. As you have discovered the beauty of the language, the mathematics, the science, the art, and you have also the fortune to become a possibility of this beauty. Here, the students. The contrary, of all this, is to take a test book and read it in class. No one will fall in love with a discipline, trample the reading of a test book. I don't want to say that they don't serve the test book, they serve, they have a function, but they serve, as a map, when, I have a discipline, I have made myself in a way on the law. When I discovered something that fascinated me and then I also come to see the test book, because I need to square that thing I discovered. But, it won't be the test book to make me fall in love. And then I have to put into account all those actions to prepare the lessons building the learning unit that they gain the interest of each student, that they can achieve significant objectives, that they make to accept the breach of the encounter with the beauty, they stimulate the collaboration and generate questions. I also want to say to personalize a lot the curriculum within the students. It is in addition to that we have this great potential and some students can also find more interesting to be with other people. I do this in my childhood and do the teaching. I always say "How come this student you have painted so little motivated without saying to the juniors that, when the juniors do not see to go to the juniors. It is possible. If you run to the juniors with enthusiasm, you do not offend the juniors. But something a bit more annoying of the science, of the art, of the music. How is it possible that the student will say to them, "It is just a pathology of school. If you would like to do the juniors or maybe we have understood that I have to do this. And then the juniors would run the juniors to the lesson on the subordinates, the subordinates and the propositions of the juniors. Today they explain they explain the subordinates and the juniors probably. So, it seems that a pathology is a way to provoke them, to reflect them, to understand what is the great potential we have. Naturally, also the motivation of the teachers, is to be something that we work to build them. In fact, I have to ask them as they do, to motivate the teachers, to give that passion, which I can also be lost, because, as the only thing I do not do, I am not paid enough. I am not the last consideration of the society and the juniors themselves. This requires a daily work. A daily work of listening, of transmission, of values, requires to put in feet formative, first of all, of the formative path, we want a ethical rigor, in the practice, we want to be the first to enter, and the last to exit the school. Having always the open door, we need to find always for whatever needs, and then we begin to build that idea that allows you, then, the vision that allows you to be able to exigere, because we know it. You can exigere from the others, only when you exigere even more than yourself. When you listen to the school, it's essential. That's what opens to possible worlds. You try to understand, how with those teachings, you can wherever you want for the motivation, and then, also for formsative courses. We were talking about the difficulties in everyday life, in the work of the teachings, which can be a obstacle to have this type of motivation, and it could be told about how to become a community, to help solve these difficulties, or to make them less heavy. One of the biggest challenges that is facing the school, in these years, is to make the counting with a community of students, more and more heterogeneous and diverse on the cultural side, on the religious side, on the ethnic side, on the ethnic side, the same knowledge of the Italian language, the first ones said, "The voice, the instrument, which we use for the data, which is the assumption that we understand each other, but it's not always hidden, especially in the first schools." Your territory is a territory of immigration, right? Immigration is also Chinese, for example, it was told about the Chinese community as one of the most complex and delicate to integrate, which kind of challenge was this way of feeling for you, as you faced it? If you had the curiosity to see where the map looked, you remember that it was at the end exactly the opposite. Of course, we have to do the counting with a Chinese immigration especially the last ten years, very, very consistent. Naturally, we can't do a consideration as if Chinese immigrants could be a category. We have less than 100 Chinese students in the school. And, of course, they also present a varied world, because there are those of families who, however, want to integrate the kids in the environment in which they are now, and there are those for no reason motivated, that they feel, that they send the kids to school only because, for having legal problems, for the rest, these kids, unfortunately, are left out of school, do not relate to other Chinese kids. This is the challenge that we have had to face in the last ten years. I immediately say that we have made sure a lot of mistakes and failures. But we have continued to try. And today, I have to say, it's one of the aspects that gives us more satisfaction. Being successful, putting together several resources, a cultural mediator and linguist very, very good and prepared, one that has, in short, to understand their personal cell phone, the phone of all Chinese families is good at school. I had the opportunity to have teachers of the secondary who have the specific diploma for the teaching of the Italian as the second language. And so, we have been able to put a lot of strategy. I say two. One is, obviously, the classes are the two, so that's the one to do Italian, in an intensive way, to the students who do not know the Italian language, or who are the first students. But the decisive passage was the Constitution of those that we call "Gruppi tandem" that is, "Gruppi" of students, Chinese students, and students, "Italophones" may be Italian, or other ethnicities, but, anyway, they speak the Italian language. Because we understood that if we were not able in a certain way, a breach of motivation, we could also continue to do 10 hours of Italian to the day of these Chinese students. We didn't produce any of them. No. So, we played this card, we played it in times, even in times activities that were purely creative, but they gave them where to be together with the "Italophones" and they gave them in some way the motivation of where to express themselves. Here we started to reach a few results. And today we have from the Chinese students that do not only come to school, but participate in the public activities, and they are present in any type of activity that the school proposes. And before I said, there are so many things that the single schools can do, they can also change, let's say, if the national situation, the narrative remains as it is, it is correct to say, "No, there are so many things, there are so many things, there are so many things, there are so many things, then there are surely other schools, which are the only schools that have tried experimented, made certainly. But the question depends on them. It's a question of the scenario of the single of the school of inventing something, of availability, of availability to run risks, I don't know what type, but what happens? From having the fortune of finding a school director and entrepreneur. If I say a little yes, it happens, because in the school of autonomy, the school director has a really important role, attention, a important role, if exercised those who are their functions, those of a guide from the point of view administrative, gestional, which is a complete course that is taught. If exercised also that is another function, that is, the guide of data and educational, which sometimes is forgotten, sometimes we are trying to forget it, because all the other convinces. And as the other convinces are also often accompanied by risks for the responsibility that they are in a school director and of course it can happen the guide role also for how many aspects educative and dodgy. So a little yes, it must be said, not because if there is not the director, it cannot be done, but it is clear that the director has to at least accompany the experimentation and research. There is a research director who, in schools, is becoming sacred, because it is preferring the one I call the ordinary maintenance. That is, it works well, things, but quite well, even quite well. I called it the school of the distance, the one we have to fight. The school works quite well, and this is one of the reasons for which no one is in discussion, a little about its roots, what do you do in a plot? Something is also adapted, something is put away, something should be bought again, but with the spirit of a plot that is not made because they have scattered us. A plot that we do, because we have found a better place, where we want to go to live, a better place, and as in a plot, everyone can give it a hand, everything has something to do, everything has a goal to evolve. We need to build this, if we want, to take a change, that is difficult. I am very very concerned about the relationship and the law that, evidently, there is, a little bit, we have already seen in this our conversation. Its description, even though it is high, from the school and from what it should be, that it could be done, and the translation of these things is not in the single projects, but also in the districts, in the north, in Valburo-Krazia, in the various levels of laws and procedures of which we need to be aware. It is also a theme that is linked to the question of the responsibility of the school district, which we did a few times, and risks to this connection. And that is why I wanted to ask if we will tell you about the judiciary, which is a certain point in return, which has become a story that has also been told in the local crowns, from its parts, an indictment, and a suspension, we will tell you what happened, and what this story is. In February this year, I received the view for a series of presentations created. And the 5th of March, and there are those that we will remember really for many years, the GIP is a decree of this suspension, from my school district function, for 6 months. I will not tell you how much it was traumatic for me, and I also believe for the school. What was the present that I would have committed? Regarding the questions of names of the teachers. I tell you with a single sentence, but I think the sentence contains many words that for those who are not in, they will not be easy. According to the question I will have transferred the ministerial circle on the subplates. So, in February in those years, today has changed. So, of course, it didn't work, if they had gone up to the top. But I will have transferred this ministerial circle that had candidly with a fashion to teach in school, to those teachers in some provincial graduates for the subplates. I will be the king of having controlled the questions presented. So, according to me that these were students of the graduates, and have given them, therefore, in charge, also to the teachers. I wouldn't have had the requisites to present the question. Now, I can't enter the marriage for two reasons. One is that, the visa is still in court. So, I don't have the opportunity to express publicly, a little too, because I also have the opportunity to explain to people who are not experts of this sector, who are significant details. One thing that I can refer to is that the two leaves, so after four months of suspension, an application of the tribal exam, has cancelled the decree of the GIP. So, it's not that I ran the suspension. And so, my suspension was cancelled. According to the tribal exam, they didn't find out. In fact, I have contested the Qualification of the rules. So, I entered after two of July, I entered school. These four months have obviously taken me deeply, but I got well thanks to what was the effect, the vicinity. The sustain. You are right, because I don't want to tell you, that there was a strong position of the students, of the community, of the school, of the teachers, of the parents. I said it to the post on that, which is a lot of suspension, a lot of suspension of what you have done in these years, which has been present, has also been a mediatic of the story of this story, which is evident as, at least a external observer, then the justice will do its job. The situation was "cafchiana", and it was actually a cake. But, at the school, at the institute, at the whole community. And then, when we were talking about the protagonist of the relatives, of the relatives, I don't want to be incomprehensible, that it is made to understand literally full of acronyms, and norms, that contradicts, and circulations, and so on. Even without doing anything illegal, you are accused. Even without doing anything illegal, you are able to do it, maybe, because the law is not clear, it is difficult, effectively, to move to the protagonist, not in a context like this. It is very difficult. It is very difficult, but when we are taken from the passion for the school, the proof is this, that we don't even think about it. That is, I remember when I did those choices, that now I have been tested. I knew that I had to send in class of the people, of the teachers, because, I wanted to sleep the night. And to think that, the guys had given me the best possible I didn't want to sleep. Why do they lie to me about these things? Because, look at the guys, their dreams, their needs, those eyes that have that are waiting for us, from our adults, often they find inside the school, of the adult figures, and they manifest clearly their needs. And that, at the end, becomes something that ends up prevailing on everything. That is what gives you the motivation, and that on which you build the relationships. I didn't think of running the risk, it's clear. It is, I thought for a moment, that I am doing something I didn't expect, absolutely. It was an operation, let's say, quite standard of what I was doing. And so, it was really a nightmare unexpected. But, here, if there is something that has had the result, that has reinforced, the legumes, from me, the teachers, the students, the teachers. By taking advantage of the fact that this conversation is helping us perhaps to take a piece of that ignorance that we have outside, respect to people who, as it is, work inside the school, I have to say, now, something more concrete, respect to things that we, ignorance, speak frequently, or speak in this period, for example, is one of the stories of these weeks, the divinity of the cellulars. The divinity of the cellulars in the school, for another system but, this government has reinforced it, the impression is done, what do you think? But, here, you can see that it has already been avoided. The big difference, that, within the schools, sometimes, is going back to the personal divice, i.e. the smartphone, because, they wanted to do the activities, the intervention of the minister said, "It has also been avoided for the use of data." Well, it has already been avoided, I think the same result could also be obtained by pointing out the responsibility of the students. In our school, already, for years, you can see that, if a student takes the cellulary to school, it comes to be kidnapped, and replaced by the janitor. But, it is not that it passes the days to be kidnapped, I think it could also be obtained by pointing out the sense of responsibility, without need of an absolute divice. And, how much, it is necessary, on which there is this ballot, what we call "maturedismaturity", then "maturedismaturity", then "maturedismaturity", we change the rules on the tests, we change the things that we do not understand from outside, as substantial, but there is a lot of passion throughout the course on the "maturedismaturity". I have been trying to say that what we call "maturedismaturity" is important in the exams, the adults tell us, they live as a passageway, but then, at the end of the year of the school, unfortunately, it is not so important, but, you say, it is wrong, and how do you think it is? It is difficult to learn on maturedismaturity because, as it is, for 13 years, I chose to work in a comprensive, so, we have another exam, we call "maturedismaturity", and that is the term of the first cycle of destruction. Yes. It is the "maturedismaturity", and it can be said. That is, it does not come, it is not only the case of the value of the value of the "maturedismaturity". This is the "maturedismaturity". There is not a song, it is sold on the same page. No, no, no, no, no. No one considers it. And we have done the work I have put in place, in this case. That is, we have said, but how is it possible that a exam that comes, almost all students have spent in our institute 11 years, 11 years, fundamental of the school and formative. 11 years. And we, at an event of this genre, no visibility, no attention, no consideration, no merit to be a bit damaged with a certain importance, and also a bit celebrated. And those children came from us, we had three years, and we were taught at 14. There are some of their responsibilities, gigantic, enormous. What we have done, will leave a sign. It will make sense to spend the curiosity, creativity, to shine the eyes, or to leave them apathetic. And then, we are asked, let's see, this ritual, of the state exam, of third media. One of the things, less considered more curious of human existence. And it was like that. That is, we know these guys, we accompanied them, they grew up for 11 years, and we do not know what to do, questions about the third media program. That is, the same questions that we have made, until a few days before, in the village, after 11 years, we are welcoming them in a small distance, but with the banks, and everything, without giving them a minimum of, even in emphasis, in this event. And then, what has been done, to the post of this test, especially, to the oral test, a standardised and pulverous test, we have made it become a kind of challenge, in their confronts, in their disposal. So, we have said, you have 15 minutes of time. And this is the end of the beginning of the year, yes. We also know, from the previous years, on that day, we will give them 15 minutes of time to prepare a their disposal, a their product. They will be able to choose what they want, but they will have to be able to see that they have been able to put together knowledge, they have been able to work, they have been able to present, in a nice environment, different from the village, in which, in a way, they also learn a little more from a point of view, also the reason, but also the satisfaction of being an environment, that is, it feels a little important at the moment. Here, in the areas of things that have left them stupid. In many cases, we have said, "But we, it is 11 years, but we know this, guys." But we have ever imagined that they could be like this, at the moment, we leave them free, and we give them space to get out of that, what they want. I understand that, every point of Wilson was telling a good news, even to prepare a little to try to prepare a complicated moment, complicated for the world, complicated for everyone, the idea that things can't go wrong. And school is one of the places where we often make this kind of account. I really want to ask them if they want to replace me and I want to ask them if they tell us, if they can give us a good news on the school. There will be, at least, a good news on the school. But the school is a good news. The important thing is to believe that this value is worth it. Because we, every day, have two incompatible evidence. Those who say, "The school is messing with our future." That is, the school is the one that will prepare the future, that will make us a better future and the other, instead, that they show, at least, that the school does not care about anything. But, the most positive message that I feel is possible. Everything is possible in the world of the school. We can be difficult, how many we want. Difficulties of all types, a bureaucracy, the scarcity of resources. I know that when I arrived, 12 years ago, there was still some teachers who responded to the signatures. That is, the school is poor. The school does not have resources to justify the lack of something, right? I remember you said it immediately. The school is poor because what? There are some projects that you have proposed and that we can not realize because the school is poor. When this happens, you will see the reason. For now, the idea is not the economic resources. And the economic resources have never been missing. I have never to renounce a project for the lack of resources. So, what I want to say is that everything is possible. It is possible to translocate, so to go in a different place. It is possible to personalize the curriculum and personalizing the curriculum to always have the motivation of students to make the eyes as you have never become a bit of this expression that you have never used, a bit all here, inside. It is possible to realize things that change hard, because there are soft changes. And there are soft changes. The difference is this. The soft changes are those that look something that is added to the life of the school. Let me give you an example. What I did at the beginning, when we talked about between socioducatives, right? There is the opening of the school in the village. Everyone agrees. What is the context of this genre? Citizens are very happy. They have no support. They change something in their life of the teachers. If they want, no. If they add, it is a service that they add. I call art those, instead that involve all the teachers both in a work of projection and in activity that if it is going to be seen, they are not attributed to the part. But they become in some way part of their size, even if they do not transform the articulation of curricular activities. Prevent a struggle of the life of the school. Modify the work of service. They really introduce the possibilities to personalize the curriculum. These are art changes. And we, one of these, we have done a few years ago. And they are elective courses. That is, for them, it is part of the curriculum in our school, which, three hours weekly, the students follow the courses that they have chosen. But they chose between these 50 that the teachers and everyone had to do. It was not a voluntary thing, a project of those who did not do everything that they had to organize a course, based on their passion. The guys have chosen on the basis of their interest. And we have the knowledge that, according to extraordinary things, well, there are more classes. There are first, second and third that, based on the interest, they are going to follow a certain course. That course is taught by the teacher that, finally, in front of you, a group of students who want to do that specific thing. Because it is their interest. And the teacher chose that course, because it is something that affects them. So, a situation that says, but they are only three hours weekly. It is true. But they are three hours, in short, they do not take part in the curriculum. And then they serve to provoke that is, what we do are more passionate of the average day. Because we do not always do it. And you can do it. You can do all this. You can do it with the awareness that, really, within the students, there is this research that tends to be valued. And, really, there are obstacles. All of this must be understood. If we do not do it, it is because, in some way, we are a bit injured, a bit tired, a bit used to our comfort zone. But I can say, you should do the problem. I can say, that the comfort is true. And, when you feel that you have given to these guys, the best that can be done. And then, this is really the comfort. And that is what makes good. Thank you very much, thank you for telling us everything. [Music] Well, it is pointed perhaps a little longer than the others, but it can be used at least for the majority of the others. You know that Wilson changes the topic and changes the topic at every point. So, it also lasted each point, trying every time to illuminate a different topic, which is the policy of new farms and the world of school, the meat is used. I think I am talking about school, to listen to Professor Gajoli. He also thought of giving us the good news and that good news. The good news with which we say, every point of Wilson, to me is not to say that if you think that this point can be interested in someone and one of those points that make me say "but who doesn't interested in the school?" I see that, changing the school changes the world. Well, consider this point in turn. Turn the link that you think can be interested in Wilson's speech, free on Spotify on the post app. Or, anyway, listen to the podcast. If you want to write to me, instead you can write it on Wilson. Yo, chola, the post.it. I thank you very much for all the emails you send every week. We will hear you next Thursday. See you! Bye! (upbeat music)