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coACTION Project ModulePage 2/24Whole School Approach Table of contents Introduction 3 What does ‘Whole School Approach’ mean in concrete terms? 3 The three ‘cogwheels’ of democratic school development: needs - participation - competences 4 Basic psychological needs (Glasser) - put into practice 4 Participation (Arnstein) - enabling genuine co-determination 5 Democratic competences (RFCDC) - Democracy is learnt 5 Interplay of cogwheels: How schools become democracies 6 What this means in concrete terms for your role 7 For the school management: you set the tone 7 For teachers: you are bridge builders 7 For children: Democracy begins on a small scale 8 For parents: From parents' evening to co-design 9 Error culture: Learning also means being allowed to make mistakes - and growing from them 9 Error culture in the Whole School Approach: What error-friendliness means for everyone involved 9 For school management: Being a role model also means admitting mistakes 9 For teachers interacting with children: Making mistakes visible as learning bridges 11 For teachers among themselves: collegial openness instead of a perfect façade 11 For teachers interacting with the school management: trust requires fault tolerance 11 For children in relation to teachers: When children are allowed to give feedback 12 For children among themselves: Understanding mistakes as part of the community 12 For parents: role models in an encouraging error culture 15 Feedback culture: democratisation through mutual feedback 15 For school management: feedback as a management tool 15 For teachers in relation to children: feedback as a tool for shaping relationships 15 For teachers among themselves: Collegial feedback as a development opportunity 16