Abstract:

The challenge of a concrete inclusion represents a project that is not easy to implement, however, an effective management of the class group certainly represents a step forward towards a quality school. Addressing this topic highlights the critical issues that teachers have to face in the design of inclusive paths, also in the light of the current emergency situation. It seems essential for teachers to integrate two different approaches: on the one hand it is necessary to operate through the rational mind paying particular attention to the study and acquisition of knowledge; on the other hand, it is necessary to operate, instead, through the emotional mind by stimulating motivation taking into account the cognitive-affective-relational variables that influence learning.

Goleman highlights how emotions strongly influence our actions and our decisions and how emotional intelligence plays an essential role in achieving the success in various aspects of our life.

The recognition of the emotions of others, on the other hand, finds its supporting basis in empathy, or rather in the acknowledgement of one's moods which become a mirror in the recognition of those of others.

An authentic and healthy relationship involves full and respectful listening to the Other, of their needs, of their specific characteristics. It becomes essential to listen actively without prejudice, through effective communication and above all effective and active listening, suitable for the teacher to communicate a profound message of interest towards the student reducing his anxiety, an increase in his self-esteem and therefore an improvement of academic performance.

In any educational system, the motivation to learn must represent one of the essential aspects to take into consideration, capable of helping students to face challenges and daily tasks; therefore, it represents an indispensable element to ensure a qualitative education.

In the curricular training of the teacher, therefore, there should always be a path of emotional literacy to develop the emotional intelligence necessary to work with pupils.

The present work aims at offering some essential theoretical ideas on the professional profile that the teacher should possess through initial and on-the-job training in order to ensure effective management of the class group to promote inclusive processes and the enhancement of diversity.

Keywords:

Teacher training, inclusive processes, class management, motivation, class group.