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_The article highlights the importance of a "pedagogy of listening" for a "good school" that integrates the student's emotional and relational well-being with that of the teacher and the parent._

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The end of the school semester pushes me to make some reflections on the methods implemented in the educational relationship.

Assuming that there are no ideal and perfect teachers and pupils, nor winners and losers in a climate of confrontation, I would like to underline the complexity and also the daily difficulty in the world of education that only appears to play a role of respect and free of disputes.

I have always believed that the educational dimension represents a privileged channel for communication that today unfortunately suffers from the crisis of values ​​that tends to no longer provide that credibility and representativeness necessary for the whole community. In this context, where the gap between reality and life projects is clearly perceived, sowing interests and motivation is an uneasy terrain, a bumpy path in which we need to "get back into the game" every day, review our positions with the humility and diplomacy of the experience accumulated over the years.

The "good school" is very often made of undeclared work, what on paper does not appear and represents a constantly evolving cultural baggage, aimed at filling the gaps of a society in which words have lost their meaning because there is a reality that does not represent them, a reality burdened by weight and burdened by the institutional and political crisis that extinguish the desire for the future and the drive for change. 

The relationship of asymmetry between parents and children, teachers and pupils very often puts the contrast of behavioral ideas and models, two different worlds that clash more than meet each other, in the conviction that one's thinking is right and not susceptible to changes and changes. All this, especially in today's society, constitutes a limitation and an impediment to generational exchange, necessary not to disperse and frustrate the common effort to improve communication without renouncing that cultural transmission made up of values ​​and teachings that represent our roots.

The pedagogy of listening is the filter of an education that welcomes diversity, adolescent discomfort that opposes bans without understanding its meaning by often choosing dangerous and self-destructive ways. Our children, our students need urgently to be heard before being reprimanded and punished.

With this in mind, there is the possibility of finding an educational path that accompanies growth without forcing time, softening the roughness that almost always leads to misunderstandings and isolation. The conquest of one's identity is a long journey that needs points of reference, support and listening that adults must provide without prejudices and categorical imperatives. The analysis of individual needs and resources constitute the cognitive potential put in place to develop a pedagogy that teaches above all to know and manage their emotions in an autonomous way, conscious and responsible.


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