Adapting School to Meet the Demands of Students: A Condition for Forming an Efficient Learning Style
The paradigm of school adjustment to the demands and teaching possibilities of the student, a characteristic of education in the future, but also of education systems organized according to the network model, prompts for a diversification of learning situations and experiences, and setting them up according to the possibilities and needs of all student categories in order to meet the following principles: “inclusive school”, “school for all”, “integrated teaching”. One of the periods which gives evidence of frequent difficulties regarding school adjustment is represented by the beginning of preadolescence, phase which coincides, as for pupils, with the transition from the elementary school to the middle school, and during which, based on a fragile emotional and mental imbalance and on a personality still being shaped, numerous adaptive behaviors are assimilated. During middle school, in the process of studying different disciplines, a personal reasoning style is formed, the habit of thinking is consolidated and, consequently, the efficiency of the intellectual activity increases, and depending on the protesting attitudes of the preadolescent, the intellectual curiosity and the critical thinking develop. Considering the changes appeared in teenage, both in the bio-psychological, and the plan of educational-instructive activity, due to which, once the completion of gymnasium, a new learning style takes shape, the acknowledgement and correct evaluation problems of the students’ styles, of creating the necessary conditions to valorise the full learning potential, and also to help the student in adoption of a certain efficient intellectual activity style, adapted to the new requests, become more acute during this period.
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