Glossary

One method of working in Freinet pedagogical groups is the triad principle. Particularly in groups that have been working together for a longer period of time, fixed learning groups are put together consisting of three people from different institutions. The number 3 as a group size has a special meaning: it brings more dynamics to the group process than two people working together. However, 3 people usually also work together more effectively than groups of four, as each person takes on a task and no one can “rest” on the learning successes of the others. In fixed Freinet groups, e.g. in further training, the triad is a group that stays together for a longer period of time and uses reflection impulses to exchange ideas with each other, especially between meetings.

Learners control their development by experimenting. To do this, they need open spaces in which they can research and practise their questions. Detours are not only allowed, but expressly encouraged. It’s like learning to walk: the child takes a few steps, falls down, gets up again, tries again and so on until they succeed.

The wall newspaper is a large sheet of paper (or a fixed part of a presentation board / pin board) that is opened at the beginning of the week. The wall newspaper is divided into three large columns: “I praise”, “I criticize”, “I suggest”. Over the course of the week, learners write their comments in these columns. The public form of feedback makes it clear to all group members and learning guides what is currently important. The wall newspaper is an instrument of meta-reflection for the learning process and the learning atmosphere that grows throughout the week. Those who write and publish something learn to present their concerns in such a way that they receive attention. They also learn to use language that is respectful to all those present. The wall newspaper is then an important basis for the class council / group council.

Basically, the weekly plan means that all learning projects that a group has decided for itself are assigned a time frame. The plan makes it clear when and with whom which project takes place and where. The weekly plan is publicly displayed in the learning room so that all learners can always see it. A weekly plan agreed in the class council / group council is binding for everyone. In the case of differentiated learning projects, it shows the times when individual work takes place. However, it also shows when the entire learning group should be present (presentations, leaving the practice rooms together, class council / group council, etc.). In reality, this basic open form of the weekly schedule described here is often limited by institutionally prescribed conditions (e.g. timetable in public schools). At our meetings and in further training courses, we develop ideas on how the openness of learning according to Freinet can be maintained as comprehensively as possible under the real conditions of public institutions (e.g. monthly plans/weekly plans for the own school): Monthly plans / weekly plans for own lessons, learning in epochs, learning in projects).

The concept of work is of particular importance for Freinet’s pedagogy. It means that learning is a genuine, socially relevant activity. Célestin Freinet naturally means meaningful work in which the individual realizes himself. He consciously distinguishes it from meaningless work.