Glossary

In class correspondence, one school class enters into a regular exchange of information with another. The letter is the traditional form. The social forms for class correspondence can be as follows:One class writes to another class, introducing itself, its school, its region and so on. It introduces itself, its school, its region, etc. Small groups from one class write to a small group from another class, and individual pupils write to another pupil.

In schools, the –> group council is usually called the class council. Here, the topics, problems and wishes of the students and teachers are negotiated with each other in the spirit of personal responsibility. The class council usually takes place once a week. The –> positions in the class council are assigned for specific times. All topics are introduced by the learners with a leadership function via the –> wall newspaper. The class council is one of the basic elements of today’s democratically organized schools.

At the end of a learning unit, the learning group sits down in a final circle. Each individual takes it in turn to comment on the previous content and / or the group atmosphere and / or their own state of mind or progress in the learning process. The order of participation is often supported by passing around a “talking stone”.

The coffee plenum is a form of self-organization for Freinet pedagogical meetings, further education and training. Here, the work of short-term and long-term forms of the –> Ateliers is prepared and organizationally accompanied. In the spirit of –> participation, the leadership of the coffee plenary is deliberately handed over to the participants by the organizers of the event.

A consensus is the agreement of opinions or goals between two or more discussing or negotiating parties.the origin of the term is the Latin consensus (agreement, unanimity).in Freinet pedagogy, the achievement of a consensus is sought in the co-determination bodies (group council, class council, plenums, etc.), as this usually leads to more productive solutions. Everyone feels involved.

The coyote teaching method is used in conjunction with the Freinet focal points of the “natural method” and “leaving the practice rooms”. Role-playing games from wilderness education have, among other things, the goal of self-discovery in a loving, cross-age community. Coyote teaching brings participants into harmony with nature and the environment. It goes back to Jon Young from the USA, who adopted many of the techniques he used from the teaching and learning of indigenous peoples.