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In the structure of the Italian Primary School, weekly programming is used to talk about teaching teachers and some behavioral problems among teachers. It takes very little time, sometimes almost nothing, to tackle the subject of discipline teaching and the ability to deal together, even in a multidisciplinary way, common paths.

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Sometimes I happened to work with skeptical teachers on the results of a good collaboration between teachers. I believe that collaborating, work becomes less tiring, more clear to users, and relaxing for teachers.

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I think a fundamental benefit is both the human and professional growth of the teacher, but also the positive relapse of the boys who see the teachers collaborate, and this for them is a sign of respect and emulation core.

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In my primary school career I worked in various collaboration situations. I agree that some teachers are still not very confident with the digital world, but it is also true that others use these application tools skillfully. My recent experiences at the eTwinning platform have shown me that in recent times the ability of teachers to use new technologies is on the rise and this is in favor of an innovative school in the immediate future.

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In recent years I have often proposed the class activity group among parallel class pupils. I could see how the concepts displayed in the video by Professor Valente are real. In fact, I noticed how peer-review emerged during the activities and how this has also helped to improve interpersonal relationships. It remains, however, that, in some cases, the teacher's intervention was necessary to modify the group's training, where it was unbalanced (eg two passive students in a group join together making work difficult, or two pupils leaders hinder the development of the activity as each one wants to impose its idea) Observing these dynamics has led the teachers to balance the groups each time, thus also allowing self-evaluation of their didactic project.

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In primary school

it is not always easy to use these tools, especially for the way school time is built. In group work organized in open classes, with colleagues we have often created the final grids for evaluating the work done by the groups with the definition of the goals achieved.

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Cinzia Vignoli, Italy. I think that it is a little complicated in the primary school to raise awareness of the level of participation of the working group, although there is still a need to envisage ways to make them accustomed to these activities.

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Cinzia Vignoli, Italy. I think that it is a little complicated in the primary school to raise awareness of the level of participation of the working group, although there is still a need to envisage ways to make them accustomed to these activities.

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In my experience in primary school, I do not always choose to choose the students to work with, especially in those classes where, as has happened to me, there are some relational issues. You are likely to choose comrades and / or companions with whom you are in tune refusing who we do not like. This does not seem very educational to me. This possibility should be varied, allowing the choice of the boys sometimes, but in other cases the choice of the teacher.

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I think that the seven stages of working together demonstrate how a structured path can facilitate not only the task of the teachers, but above all to fall reliantly on the work of the students.~

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Although it is very interesting to follow the four rules of collaboration between teachers, I think that the rubric could be used in a productive way in the Italian school which, in some ways, is somewhat fragmented and sometimes confusing.~

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I believe that the four points outlined represent the concept of collaborating between teachers in an exhaustive manner. It is important to decide goals and results together in such a way as to share choices and responsibilities.~

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In my forty-year experience in primary school, I can see that sometimes there are still resistance to working closely because often in the Italian school, the real problem is to be able to work together people who speak the same language and use the same level of knowledge and teaching tools. The teaching body is still too diverse, and besides highly prepared and professional people, there is a lack of training and motivation for teachers. This in such cases makes collaboration really complicated and sometimes unrealizable.~

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Two years ago I had an experience building a book with fourth grade students. A low level of collaboration was the one in which we faculty chose groups within the classes and their members. In this sense the children did not choose, but they came together through the choice of teachers. The teachers themselves then read the short texts they had to change the final. The high level of collaboration was the one in which the elements of the groups had to interact with each other by discussing, hypothesizing, choosing more kinds of finals and then casting the most attractive ending.

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I am Cinzia Vignoli and I teach in a primary school .

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Hi, I'm Cinzia Vignoli. I've been teaching for 39 years in primary school, but only in recent years I have come close to the digital teaching resources. I teach in the language and my passion is to stimulate the pupils to be creative and proponent. I graduated in Pedagogy and I graduated in Philosophy Research. This year I also attended training as an e-Twinner and participated in many online courses at the European Schoolnet Academy obtaining various attestations.