7 reasons to become an entrepreneur at school

When you read education blogs, you feel a firm intention to make a difference. Why not imagine a school open to its community and oriented towards the full development of all the individuals who attend it.

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When you read education blogs, you feel a firm intention to make a difference. Current topics such as Lab-school, rethink the school and the digital action plan illustrate this desire well. They all seek to make our schools better so that they meet the demands of the next century.

By Jean-Sébastien Reid, Entrepreneurial education idea

It appears that what we want, we should not only analyze from the point of view of study programs, accommodations or structures. Rather, we should imagine a school geared towards the full development of all the individuals who attend it: young people, teachers, administrators, professionals, support staff. A school open to its community and its community.

The integration of digital, literacy, numeracy, citizenship, neuroscience, efficient schooling, coding, to name a few, are themes that travel briskly on the Web. However, behind these pedagogies, there is a young person in search of meaning who observes the changes that we are trying to put around him with the intention of motivating him to be more successful.

My time as a teacher and as a school principal allowed me to better understand who is the main actor in the success of the young person: the young person himself. However, he must feel the influence of a team that will guide and direct his choices, but he still has to learn to make choices. The arrival of pedagogy with entrepreneurial value in my career gave a major orientation to my practice. I have seen little miracles happen, I have seen parents get involved in the school for their child, I have seen partners offering help so that collectively, we put everything in place so that young people have the chance to make more informed and engaging choices.

My coaching experience in the field of entrepreneurial education also allowed me to see teachers on board with both feet, but also others who doubted or who did not know if the game was worth the candle. I will present here a series of arguments aimed at demonstrating the value of entrepreneurial education in schools.

1. Believe that we can be an agent of change

What if the ability to imagine solutions and create change came from education?

Management or human resources management consultants publish hundreds of books annually on change management. We can say that it is a lucrative market for these authors, but if there are so many, it is because there is really a need!

Never, or on rare occasions, have we had the opportunity to experience risks, to try experiences with genuine issues in our school career. We were tightly framed so as not to come out of the mold.

Today, I believe that school stakeholders must understand that we are not here to reproduce the mold, but to contribute to the full development of individuals with unique characteristics and potential.

The more young people learn to measure risks, to live in a state of imbalance and to see that it is in these situations that they learn best, the more they will become competent to appreciate the changes they will face.

2. Believe that we can influence the course and the destination of the young people who pass through our classes

We all have in memory a teacher who marked us. For many, these teachers influenced us in our choice of career, guided us towards more judicious choices in our life (friends, drinks, etc.). Historically, teachers have played the role of mentor, guide for young people in their classes, but I have the impression that they were in the minority.

I believe that we could envisage that a greater majority of teachers, in a conscious way, influence the course of young people by guiding them, by establishing a partnership relationship. Collectively, we could influence the choices and enriching experiences that young people in our schools will have.

Let us make the hearts of young people beat in unison in our classes thanks to our passions and theirs. Our fields of interest are fantastic vectors in order to allow young people to showcase themselves.

3. Believe that together we can change the world

"It gives me what to do that, nobody is going to know!" One of the interests of pedagogy with an entrepreneurial value in a digital world is precisely to respond to a genuine problem for a real target audience. We do not do to do. We wish collectively, in a class or a school, to make a difference. Often, with the interconnectivity we now have through social media, our good ideas travel thousands of miles. The butterfly wings flapping can cause unexpected tidal waves. Our projects can change the world and this ability belongs to the young people in our classes. So we have the chance (and the responsibility) to make sure that young people realize that they can make a difference, that they have an influence on their future and that the whole world is waiting for their ideas. Let us all be agents of change.


4. Believe that we can teach in a more authentic way

"What's the use of learning this?" As teachers, I have been asked this question too often. A rather silly answer that I have used before (regretfully today) is "you'll understand when you get older".

With hindsight, this is not the kind of response that motivates young people or that empowers them in their learning. Of course, some more abstract concepts must undoubtedly be learned systematically, but if we make more use of our educational and didactic content in authentic contexts such as in the context of entrepreneurial projects, I can assure you that this question will no longer arise. . The young people will apply the concepts learned in situations which make sense to them and which allow them to grasp their usefulness.

5. Believe that young people can be engaged in school… at all ages

The authenticity of entrepreneurial projects makes it possible to activate the engagement of young people in their school life, but there are all the same prerequisites or additional conditions that should not be forgotten. As quickly as possible, the young people must take ownership of the project, so that it becomes THEIR project. Since the teacher is often behind the idea or the coordination of the project, especially with smaller children, it may be useful to use educational trick to question and guide young people towards more judicious choices. It is also necessary that the recipient of the project (client, target audience, person in need) is well known by young people and that some form of relationship is established. Thus, young people will be animated by the desire to help someone they feel they know. The teacher must also be transparent and trust the young people “for real”. Never underestimate the potential of children.

6. Believe that parents and the community can be real partners

Unfortunately, one can read articles on parents kings that land in our schools. Adults who have the impression of knowing everything about the teacher's work since they have been 16-17 years old on the school benches. Education is a science that has evolved enormously in recent years; the work of teachers is not the same as it was 20 years ago. This has not changed only thanks to advances in science, it has also been transformed by new and ever greater demands on the school and its administration. We can no longer work in isolation: it takes a whole village to educate children [1]. The catch is that neither the parents nor the school have established the rules of the game. Better dialogue between the school and the community will put mutual expectations on the table, but it would be tragic if this were to happen. he school misses out on the sum of talents, resources and opportunities offered by its community of parents, but also its partners. Let us open the door to this immense potential for collaboration. The entrepreneurial project is a fantastic way to encourage the participation of partners. This may be the first door to open for difficult parents. And you will see that when they witness their child's motivation and ability to succeed in a task that is not only academic, they will say to you “Huh! I didn't think my guy / daughter was able to do this! ". From that moment on, you will be able to build a relationship that will sometimes lead you to collaboration around a young person's intervention plan table.

7. Believe in the power of young people!

The entrepreneurial project calls for three main roles among the young people in our classrooms: initiator, director and manager of their project or of the projects in which they are involved. These three roles interchange throughout the process and each person has greater ease with one or the other. It is therefore up to the teachers to see to highlight the strengths and develop in the young people the roles in which they seem more withdrawn.

While it can be intimidating to talk to adults they don't know, young people are often more successful than teachers themselves in negotiations. They have the candor and liveliness that ignite the hearts of partners. They don't put on all the brakes that we adults impose. Let us be streetlamp lighters [2], let young people express their passions and pass them on to those around them and to their partners.

They didn't know it was impossible, so they did it ”- Mark Twain

Entrepreneurial education enables young people to take charge of their power to act. In this way, they will develop their self-confidence, their resourcefulness, their creativity and others. We have here a golden opportunity to help young people develop the best CV that can exist so that they succeed and flourish in their lives!

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