CHUTE DU NIVEAU SCOLAIRE EN FRANCE : UNE PROF DU PUBLIC RACONTE L’EFFONDREMENT DE L’ÉCOLE

Cécile Chabot, a French professor with 26 years of experience, shares her insights on the French education system, her teaching experiences, and the challenges faced by students and educators. Her book, "Prof! Cours & Miracles," delves into these topics, offering a personal perspective on the realities of teaching. Chabot emphasizes that being a good teacher requires not only a love for the subject matter but also a genuine affection for the students. She believes teaching is a vocation, and effective teachers possess a desire to be present and excel in their role. She observes that some educators may not be suited for the profession, noting instances where teachers lacked fundamental skills or showed disinterest, like telling students to copy directly from page 33. The transcript highlights several concerning anecdotes about teachers' behavior. One teacher reportedly told a Black student that he didn't need to wear clothes, while another warned a young girl to put down her bag as it might contain a bomb. A particularly disheartening comment involved teachers telling students they would end up with their children at Lidl, a statement Chabot finds humiliating and indicative of a lack of belief in the students' potential. Chabot's initial teaching experience in Saint-Denis at age 22-23 was challenging, facing classes where students were older and more streetwise than her. She learned teaching on the ground, finding theoretical training insufficient. She prefers working with students over adults, finding them more open to development and less entrenched in their beliefs. She cherishes their honesty, naivete, and their ability to observe and connect with her on a personal level. She shares a story of experiencing a hemorrhage before her students, who showed remarkable understanding and composure, demonstrating the empathy that can exist between teachers and students. The conversation touches upon the perceived decline in the national education level, particularly in writing and comprehension skills among younger students. Chabot observes that many sixth-graders struggle with basic writing and understanding what they read, a phenomenon she attributes partly to the pervasive influence of screens and phones, which she believes have fundamentally altered the learning environment. She contrasts this with the private sector, where she notes a higher level of exigence, leading her to place her own children in private schools despite her commitment to public education. She explains her rationale: while she believes in the potential of public schools and wants to support students who have no other option, she acknowledges a certain laxism in the public system that she condemns. Chabot criticizes the simplification of classic literature in school textbooks, citing an example where the Odyssey was abridged to such an extent that key plot points and thematic elements were lost. She argues that such "rachitic" versions cater to a perceived lack of intellectual capacity in students, which she finds demoralizing. She advocates for accompanying students in their reading, fostering a love for literature rather than imposing it as a chore. To motivate students, Chabot employs creative strategies, such as offering restaurant outings as rewards for achieving certain academic standards. She refers to this as the "carrot" method, believing it to be more effective than solely relying on traditional grading. The discussion also addresses the "choc des savoirs" (shock of knowledge) reform, which involves creating smaller, level-based learning groups. While Chabot's college implements this, she notes that the groups remain heterogeneous, but with smaller class sizes, allowing for more individualized attention. She expresses frustration with the constant reforms in the education system, suggesting that policymakers often lack a deep understanding of the realities faced by teachers on the ground. She advocates for ministers to spend time in classrooms to grasp the challenges firsthand. Chabot shares her views on the Einstein quote, "Everyone is a genius," suggesting that while individuals have different strengths, it's important to acknowledge that not everyone possesses the same level of intelligence. She recounts a difficult conversation with a parent who was aggressive when informed that their child was struggling academically, highlighting the societal tendency to deflect blame. She touches upon the phenomenon of students using AI tools like ChatGPT, noting that it can lead to a decline in their critical thinking and writing skills. She also expresses concern about the lack of punctuation and proper grammar in students' written work, which she attributes to their constant engagement with social media. The conversation delves into the prevalence of violence and harassment in schools. Chabot notes that while harassment has always existed, its persistence through screens and social media has intensified the problem. She recounts a harrowing experience where a student confessed to abuse, and the system's slow response left her feeling helpless. She also shares her daughter's experience of being mistreated by a school director in public kindergarten, which led her to prioritize private schooling for her children, not solely for academic rigor but also for a more responsive system. Chabot recalls the profound impact of Samuel Paty's murder, a tragedy that deeply affected the teaching community. She describes the difficulty of explaining such violence to young students and the collective trauma experienced by educators. She reflects on the changing atmosphere in teachers' lounges, describing them as microcosms of society with their own dynamics, friendships, and occasional conflicts. She also discusses the challenges of parental interactions, particularly with divorced parents. Chabot shares poignant stories of witnessing extreme poverty among students and the delicate balance of helping them without compromising their dignity. She recounts instances of giving material aid discreetly, acknowledging that many teachers engage in similar acts of kindness. Regarding physical violence by teachers, Chabot states she has not witnessed it, though she acknowledges its past prevalence. She notes that even when teachers exhibit problematic behavior, they are often merely transferred rather than removed. She expresses bewilderment at the system's handling of such situations. Chabot discusses the issue of harassment, both within school and online, highlighting its pervasive nature and its detrimental impact on students' well-being. She emphasizes the need for a collective societal effort to combat violence and promote empathy. Finally, Chabot reflects on her 26 years of teaching, stating that while the job is demanding and often lacks recognition, the connection with students and the opportunity to make a positive impact keep her going. She believes that while the system may have flaws, the dedication of individual teachers can still create "miracles" in the lives of their students. She concludes by urging aspiring teachers to be prepared to love their students, as this is the fundamental requirement for success in the profession.