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coACTION Project ModulePage 9/24Whole School Approach ● Transparent decisions: Decisions of the school conference are published in a monthly ‘information notice board’ with child-friendly language in the school building. This means that even younger children understand what has been decided - and by whom. For teachers: you are bridge builders Don't just teach content, but enable real participation: in the class council , when choosing projects , in conflict resolution . Your class is a training ground for democracy. Practical idea: In science lessons, the children suggest topics themselves. The class votes democratically, divides into interest groups (e.g. ‘Animals in the forest’, ‘Saving water’, ‘Transport in the past and today’) and develops its own questions. The teacher acts as a facilitator, not as a director. ➡ Further examples: ● Developing class rules together: Instead of prescribing rules, the children develop a ‘basic class law’ together with symbols, drawings and signatures. ● Changing roles in projects: During group work, children take on changing roles such as ‘moderator’, ‘timekeeper’ or ‘minute taker’ - real participation on a small scale. ● Feedback to the teacher: After a class project, children can give anonymous feedback: ‘What helped me?’, ‘What was difficult?’ - and the teacher visibly takes this feedback seriously. For children: Democracy begins on a small scale Pupils experience their self-efficacy when they are allowed to actively participate. Those who realise that their voice counts develop a sense of responsibility , empathy and trust in democratic processes. ➡ Concrete examples: