Implementation of projects in the training of the Rēznas primary school

As from September 2019, the European Social Fund Project No 8.3.4.0/16/I/001 “Support for samazināšanai early school leaving” is implemented in the Rēzen Primary School to provide support for training and reduce the number of pupils who do not finish school.
Teachers, educators and their parents were interested in participating in the project at the beginning of the school year. At the 2 nd semester of the 2010-202020 school year, 16 pupils participated in the consultations of educational subjects, i.e. 23 % of the number of students of the school, and 8 teachers were involved in the work. Students held individual consultations in Latvian, literature, mathematics, Latvian history, world history, natural sciences and chemistry.
The possibility of providing additional individual advice was most often used as students with learning difficulties need a different approach to explaining learning content. Most of the pupils improved their success (the 1 st semester finally, no underscores in any subjects), the knowledge and skills of pupils were strengthened, as teachers carried out additional explanatory work on topics not fully learned in learning hours. There was also support for pupils who had difficulties in learning Latvian language. For pupils, the word “Krajums” has been expanded, the meaning of the words is explained, and the terms are explained. In his assessment of his work, the Latvian language teacher writes: “students attended regularly and happily because they rated it as a very good opportunity in their language user growth.“ The teacher emphasizes the need for project activities in the coming years, as many pupils' “further growth is lacking in the background of the Latvian language”.
The most educated support was provided in mathematics and Latvian. When providing support to a student, teachers must also cooperate more. There was a need to talk much more about a particular child and how he could help.
Very much support for the consultancy project was at the time of remote learning. At first, both teachers and pupils took away from the distance and with disbelief. How will the teacher be able to work with pupils individually without seeing each other? However, each lesson strengthened the belief that these individual consultations, using mobile phones and computers, are very necessary for pupils who have difficulties in learning the learning substance independently. In his assessment, the teacher writes: “very much support for consultation was in this exceptional pandemic situation. The student himself showed the initiative, called, asked if something was wrong. 'Students with learning difficulties were not alone with problems at their home, they knew the teachers would call and provide support.
The aim of the project is to reduce the risk of early school leaving.
This year, in our school, 4 ninth class students were involved in the project, that is, 44% from the class of students. All pupils successfully graduated from school and obtained a certificate of primary education. The project provided great support for pupils to improve knowledge and assessments in a timely and systematic manner. The mathematics teacher, who has always supported pupils in good faith and has helped to strengthen knowledge outside of school hours, says in an evaluation of the project: “I never had to make a successful semester and annual evaluation as easy as this year. This year, all evaluation work assessments have been improved in time. The biggest benefit in the project is that 40 minutes each week, all attention, time, knowledge and their help can be given to one particular student.”
The school year is closed. More unusual than other years. All students have successfully completed school or moved in the next class without follow-up. The objective pursued by the project has been achieved by reducing the risk of early school leaving. The sense of satisfaction and work is both the teachers and students involved in the project.
The article was prepared by Regina Ratnik, co-ordinator of the Rēznas primary school project.
Antoņina Kozlovsk photo