Marios Koutsoukos, Eleni Mavropoulou, Andreas Oikonomou
Hellenic Open University (Greece), Aristotle University of Thessaloniki (Greece), ASPETE (Greece)
This article investigates the crucial period of May in schools and the difficulties emerging in the learning process towards the end of the school year while recording certain strategies for managing this period. By studying a sample of secondary school teachers, the research shows that the most important difficulties teachers face during May, are psychological and mental fatigue, distraction of students, increased organizational and administrative obligations, emotional stress, and anxiety about the next school year. These difficulties can be eliminated or reduced by specific management strategies such as playful teaching and experiential activities, educational visits and excursions, preparations for school events and end-of-school celebrations, sports activities, competitions, tournaments, and a review of the year with feedback and discussion. Successfully implementing the above strategies depends on many factors and the specificities of each learning process.
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