At Florimont, supervision is everyone’s responsibility. Thus, whatever their role in the school, each member of the community is attentive to the well-being of the students.

In addition to this daily attention, there is the supervision provided by the class teachers who meet their students every morning from 8:10 a.m. to 8:20 a.m.

Finally, school life is a department in its own right, providing support outside the classroom to students and parents alike. From the management of absences and lateness, to the organization of lockers, through supervision, our school life teams participate fully in the smooth running of daily life.

Supervised studies

They are intended for students who wish to prepare the lessons and work for the next day and the days to come on their own. A supervisor simply ensures silence.

Study support

For students in cycle and secondary 2, accompanied studies aim to help our students in carrying out their homework and preparing for their tests while leading them to develop an adequate working method alongside teachers and competent scholars.

According to a specific work plan, our staff are responsible for supervising 3 or 4 students and checking that the work they have to do for the next day is well done. They also check that the important concepts covered in class are gradually assimilated.

Students who actively participate in studies therefore have the opportunity to return home having completed most of their homework for the next day. The exercises that would remain to be done and the notions that would still need to be reviewed are indicated, by the speakers, in the lesson book.

NB: Students who wish to benefit from regular supervision in the management of their work are advised to attend the accompanied study at least three times a week.

Math Remedies

Taught in small groups, they invite students in difficulty to fill in their gaps in mathematics.

Two spaces are dedicated to information at Florimont, one for primary and the other for secondary with the secondary library (CDI – Center for Documentation and Information).

In primary school, it is at lunchtime that many classes go to the library to read or participate in interactive activities.

As far as secondary education is concerned, the CDI welcomes secondary school students in their free time, during their study hours or during educational sessions in collaboration with teachers. Many activities are organized and can focus on different areas: info-documentary learning, media education, the promotion of reading and cultural openness. The resources are available on paper (fiction books and documentaries, magazines) and digital media (CDs, DVDs and websites).

The objective of this method is to lead the harassers to find solutions themselves to solve the problem they have created using individual interviews (to break the group effect). These interviews take place between a member of the team, the harasser(s) and witnesses. The goal is to arouse concern for the harassed person (empathy) and then find solutions to put an end to this situation.

Only the reference team can act in this type of situation. Sanctions will only take place if there is a lack of cooperation. In this case, the file is sent to the Management and the rules will be applied.

RESULTS

The method has been evaluated on several occasions in the United Kingdom with high rates of situation resolution: 75% for Smith & Sharp (1994), and 89% for Duncan (1996). British teachers interviewed by P.K. Smith (2001) rate its effectiveness at 3.9 on a scale of 1 to 5. In Australia, a survey carried out in primary and secondary schools reveals a success rate of between 85 and 100%.

In the context of preventive actions promoting health and well-being, living well together and understanding differences, regular workshops on the issue of harassment are held at the Institute.

Indeed, this phenomenon has continued to grow (with the success of social networks in particular) and the regular intervention of specialists (lawyers, police, etc.) allows some students to become aware of the impact of their actions. . This is why we have decided this back to school to apply a process for all secondary school classes.

Type of harassment

– Verbal aggression (rumours, insults, teasing, etc.);
– Exclusion (in the canteen, during breaks, in class, at the stadium, rejection of all kinds, etc.);
– Cyber ​​harassment (repeated messages, rumours, shared private photos, etc.);
– Racketeering/threats.

Repetition

– Presence of physical and/or psychological violence;
– Imbalance (size, in a group vs alone, etc.);
– Silence (of the witnesses and of the victim);
– The intimidated person does not defend himself (fear, lack of self-confidence).

Warning signs

– Change in behaviour (more insolent, participates less…);
– Isolation (withholds himself, eats alone, spends his breaks in the toilets, etc.);
– Lower school results;
– Looks sad, makes himself small;
– Goes to the infirmary a lot for stomach aches and headaches;
– Stress of coming to school;
– Loss of concentration;
– Seek the presence of adults.

In case of a concern, it is advisable to contact the holder of the child so that he informs the PIKAS referent of the degree concerned.