Extract
[...] It is located in the municipality of Brignoles and is therefore one of the 71 secondary educational establishments in the Var region. Brignoles is a town with approximately 18,000 inhabitants, which explains why the Paul Cézanne college is one of the three colleges in the town, which share the total number of secondary school students. However, the town also has primary schools and high schools: students from the town can therefore complete their entire schooling in this urban area, which also has numerous transport routes (roads, SNCF lines, public transport . [...]
[...] each establishment has a specific organization and institutional life. It should be noted that the more the life of the establishment is thought and reflected in the team, the more the resulting coherence will favor a school climate that is conducive to learning and conducive to learning. BIBLIOGRAPHY Eduscol, The College in Practice, consulted on 27/11/2019 internet link https://www.education.gouv.fr/cid118686/devoirs-faits-un-temps-d-etude-accompagnee-pour-realiser-les-devoirs.html FEUILLADIEU Sylviane, Sociology of Education, Violence at School, M11 CPE course The role of Principal Education Advisor in relation to the French education system, M1 CPE course, INSPE Aix-Marseille Huerre P. [...]
[...] Absenteeism, which can be defined as " the non-respect of the school obligation5 » and as behavior marked by the repetition of voluntary absences6 » this is a problem that the CPE has a major role to play: as the person responsible for monitoring the students of the school establishment, the CPE will try to understand and take charge of the student's situation in order to be able to offer him solutions aimed at creating a favorable school climate and to give him back the desire, or at least a framework, to come to class and follow the lessons like the rest of his classmates. Similarly, European recommendations aim to achieve a school dropout rate below 10%. The role of CPE has multiple facets. The unexpected meeting with a family allowed me to better understand the need for adaptation and improvisation of CPEs. By observing the scene, I was able to see how the CPE went from being an observer (leaving the place to the AED to express itself) to being an actor. [...]
[...] This experience has notably allowed me to ask myself how a Senior Education Advisor worked, with his team of school life, to follow and accompany the entire student body and their family? After a brief presentation of the institutional context of the Paul Cézanne college, we will therefore focus on three particular situations: the management of a conflict between two students, the organization of the school life team and, finally, the unexpected arrival of a family. I. The internship location: the Paul Cézanne college A. [...]
[...] On the other hand, monthly meetings are set up between the CPE and the school life team, with the aim of reflecting together on the prohibitions, limits, but also on the rights and freedoms left or not to students. Teamwork is essential not only to gather all the ideas of organization of work and daily life at the college, but also to ensure that all members of the team have understood the rules to be given to students, their meaning, which will allow team adhesion and coherence. [...]
