Glossary

When reading by writing[ (especially according to: Jürgen Reichen), beginners write words with the help of a phonetic table. Pictures of familiar objects are shown together with the sounds: for example, the picture of an owl stands for “eu”. Through repeated meaningful use, the letter combinations for words are learned so that after some time (on average a few weeks) the letter table can be dispensed with. The ability to read is acquired in this way without reading being the explicit subject of the lesson. .

In inquiry-based learning, learners start with their own research questions. These are also the starting point for all learning projects in the corresponding Freinet method, the –> Groping Experiments. We distinguish between “big questions” (main questions) and “small questions” (sub-questions). Good research questions are characterized by the fact that they allow exactly the right amount of depth that is necessary for the respective research project. They usually start with the classic “W” questions and cannot be answered with “yes” / “no” or a single sentence.

People react in different ways to events that life presents them with. While some people are overwhelmed by problems, misfortunes or disasters, others react positively – even to the most difficult experiences. Even if there is no single definition of resilience: Resilience describes how people can adapt and even emerge stronger, even under the influence of negative events. The positive factors that strengthen resilience include environmental factors such as support from the family, one’s own culture, the community, the social environment and the school environment. Personal factors, such as cognitive abilities (e.g. intelligence, models for interpreting and making sense of reality) as well as emotional abilities (e.g. emotional and action control), a high expectation of self-efficacy, tolerance for uncertainty, the ability to actively shape relationships or a positive attitude towards problems (problem-solving orientation). Process factors, such as the ability to recognize opportunities and perspectives in a crisis, the acceptance of the unchangeable and the concentration of all energies on what needs to be overcome next and the strategies developed in the process. Groups or communities can also differ in terms of their resilience. Resilient groups tend to be strongly cohesive, collectivist rather than individually oriented and characterized by strong values that are shared by most people in the group.