The class should not be a place of welcome.

They do not always have the pedagogical concern. Do not lock the child in the segmentation of space but redefine its use with free activities in space to conquer. The venue: We must call from the surface to the Mayor, develop reception strategies for parents and children beyond their fear, emotional security, can settle down, have a home sphere that serves than that, to have time to wake up, to live in emotional continuity of the house or restore; they must be able to lie down, swinging with mom or dad (it desangoisse) observe an aquarium (which lowers the pressure), listen to my music … an incline with bearings, large protected interior from the weather where people talk, share a space with doves, a receptacle strollers, prams, umbrellas, … in the lobby, in addition to the aquarium, it is well to add photos of children in rewarding, large carousel tray with cushions and foam, a large container with bullets where children gather, laugh, it condones parents, cafeteria with seating where teachers invite parents to take drinks and small ovens, a sink for hand washing, a dispenser of paper so that parents can write what will this wrong, avoiding the unspoken.

In school, a computer room allows the production of a school newspaper, it is open to parents. It is also an area of ??psychomotor, wall to wall faces allowing interactions, tackle, a collection point, a media library, a large cylindrical place with foam blocks, cushions, fabrics while the mistress tells a story, a mezzanine of rest, a theater stage with backstage and accessories that parents can appreciate speaking or interpreting mimes, plants, flowers, roller coaster for the children to make them mad.

In each class, bleachers structures, a podium, a theater of puppets available to children which enables them to exchange and to structure their language what is the role of teachers, a great wall of expression on which children can draw with markers, collective posters, magazines to cut … the achievements are shared with the primary school. The snack is made with parents.

And close to the school: a swimming pool with wading pool, animals (donkeys, ponies, goats, …) The kindergarten should allow the valuation of parents in a place run by the children themselves. If we want this to work, we must require teachers additional training, remove the harem … (to be negotiated with the unions and the administration). And if you do any of that?

If one has no venue? We must ask the Mayor. The class should not be a place of welcome. It should be a neutral place, specific function.

The class is not one, it has an educational function of transmitting knowledge and knowledge, it is connoted in the minds of children. It should be a place where the child remains a child before being a student. School councils are a dangerous trap. Parents who were elected are there to defend their child not those of others.

Some tips: The songs of birds, whales, sounds of nature are used in place of human music that carries too much emotion. The exchange child / parent is not in the classroom in the corridor because the class is the teacher’s territory. It must release all children expression capabilities: pottery, scribbles, puzzles, … must give meaning and significance to what the kids are doing, what is said, what is shown.

School deficits are due to anxiety, anguish experienced daily, work forms used and not because some children are cognitively less “gifted” than others. Hyperactivity is due to emotional insecurity. If there is violence in school is that the student is insecure and we must take time to clear the activity that presents itself … and not put a cop in every school.

It is useless to impose suites activities (workshops led to necessarily do in turn for example) but it must allow the child to build forms of freedom in a place of life, with a good atmosphere relational and spatial. Currently 2h30 French every day for a student to PC, it is clear that it is school failure for a large portion of the class. We need to get knowledge by playing on the mechanisms to understand the meaning and significance, not doing a lesson deviation but making pedagogy.

Interview by Gilles Sapirstein a comment
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and reflection on learning math Freinet (natural method, research …) Make links to learn by Remi Jacquet on 15/01/10 – 2:56 p.m. In: Gr. Math Analysis Math Science teaching techniques and Techno> calculation living pedagogical principles> natural teaching method Principles> experimental teaching techniques groping> mathematical creative teaching techniques> defimath teaching techniques> math research Here is an excerpt of the debate “what future for math? “January 8, 2010 on France Culture Add a comment Read more 1 attachment natural method of teaching By Catherine Chabrun on 02/11/09 – 8:13 p.m. In: Gr.

Math witness an article Maths Teaching Principles> natural method Teaching Techniques > mathematical creation Since the Strasbourg Congress many discussions were held on all mailing lists organized by the ICEM. One can of course be welcomed. Some were started by provocateurs like Jacky Varenne or Quertier Monique and led us to have a look at a math Strasbourg deck or flush out trivially similar triangles.

But what seems to me the most significant of the current odds, these are all discussions that took place from questioning on classroom practices. Add a comment Read more 1 attachment Congress Strasbourg -? “Math in the Freinet class, where we are” Workshop By Muriel Quoniam 30/08/09 – 2:29 p.m. In: Gr. Math Math Congress report The math congress sector Debate: Mathematics in the Freinet class, where are we? Learn math by natural method, a right of the child.

Add a comment Read more Strasbourg Conference – Workshop “Mathematical Creation” By Monique Quertier 28/08/09 – 1:44 p.m. In: Gr. Math Math Minutes Congress a Pedagogical principles Technical> natural method teaching techniques> mathematical creation creative workshops mathematical congress in Strasbourg Monique Quertier Report written by Monique that animated these two workshops in the hall of math area, in the presence of Remi Jacquet, head of the sector.

Add a comment Read more Place of mathematical creation in natural mathematical method By Monique Quertier the 02/08/09 – 12:07 In: Gr ICEM Congress Preparation> 2009 Strasbourg Gr Math Math Teaching Principles>.. natural method pedagogical principles> experimental trial and error learning techniques> mathematical creation for some time, mathematical creation is present in many classrooms. But his status seems very different from one class to another. Add new comment Read more «first

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1 to 10 from 216 results Oh, you write together! In: Teaching Building East edited by a Departmental Group to review teachers pedagogical principles> term-creation in August 1983 Authors: Anne-Marie and Paul Duveau The Bohec Read more Modern School and Physical Education In: Techniques Life CEL for teachers EPS journal education and research> research February 1962 Author: Paul Le Bohec more Discussion with secondary education on science and on the urgent problems of education in: Life Technologies CEL for teachers journal Science and Techno Training and research> research in February 1962 Authors: Celestin Freinet and Paul Le Bohec more Thoughts on “rote” in: Life Technologies CEL for teachers review in October 1961 Authors: GM.

Herve Le Bohec Paul and Yvonne Gloaguen More Schedule launch the service in the expression: Teaching Building East edited by a Departmental Group For teachers reviewed August 1976 Author: Paul Le Bohec Read more in Building Special Education – 8 1990-1991 (179) in: Building in the Special Education teachers CEL to review educational principles> child rights in March 1991 Authors: Anne-Marie Djeghmoun Catherine Mazury, John Meric Luis Goucha, Michel Albert, Michel Jouen Paul and Serge Le Bohec Jaquet more Learning to live together in: teaching Building East edited by a Departmental Group to review teachers pedagogical principles> cooperation in April 1993 Author: Paul Le Bohec Read more Read Lego in: mood ticket Educational Building East edited by a Departmental Group for teachers review Principles pedagogi c> complexity February 1997 Author: Paul Le Bohec More What might give unity to a teaching practice? In: Teaching Building East edited by a Departmental Group to review teachers pedagogical principles> term-creation> creative pedagogical principles> term-creation in January 2003 Author: Paul Le Bohec Read more …

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