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Golden Principle


"Golden Principle", Lera, M-J, Jensen, K., Josang, F., Buccoliero, E., Symanscka, J. & Timmermans, J. (2007)


  • General situation in Secondary Education: problems, school failure, mixed abilities and lack of motivation
  • Need for School Adjustment
  • Social and Personal Development
    • Classmates
    • Teacher's role
  • GOLDEN5: Intervention model proposed


Golden Areas

The teaching staff must have an appropriate set of tools and skills to understand the operation of a group, and to be able to manage it suitably. They must also have enough resources to build appropriate, positive relationships with their students, and to create a climate that facilitates positive relationships and learning processes in the classroom. It is also important to consider flexibility in the learning; the diversity and mixed abilities in the classroom must be dealt with by offering a variety of activities, in accordance with the general characteristics of the teenagers, to adjust to the needs and particular learning styles of each pupil. Finally, the implication of the families in the learning process is necessary so that changes of social perception and self-perception might take place. In short, it will consist of creating an environment of suitable relationships, where the whole group of pupils can be considered Golden. Basing ourselves on these principles we propose the selection of five areas; in order to improve the classroom climate all these areas should be developed.

Key Steps

"Key Steps", Lera, M-J, Jensen, K., Josang, F., Buccoliero, E., Symanscka, J. & Timmermans, J. (2007)

Key steps are educational practices you can use in your class that will help teachers to improve the 5 golden areas: