anything that allows all children, and most troubled first, give meaning to activities and suddenly see them as legitimate and important interest of the positive stimulus, recovery of all He did not say at the meeting, but I remember that Michael had said that the conclusions that emerged from this study was that the teacher’s recognition also resulted from strong educational bias … Add new comment
In: Teaching Building East edited by a Departmental Group to review teachers teaching techniques> free text November 1982 <^ Scientific Awakening To create a reading file in your PC> Authors: Daniel Morgen and Gerard Schweiss Print
By Claude Beaunis on 12/03/10 – 4:39 p.m. In: Gr.
Second Degree realized a grade> second degree teaching techniques> class organization> life of the classroom teaching techniques> What’s new? teaching techniques> literature Minutes of a discussion federation montmorillon 2007 Internship The “what’s new” is a highly codified moment that helps develop self-expression which can then possibly providing material educational approach. The objectives are firstly to allow every child, every young person to come forward and recognize the group, and also to build on the experiences of children to drive an educational approach that will and sense.
For example: a search, prepare a presentation, present a book. We need the “what’s new” is clearly identified by a very stable rite. This is a student who presides and takes registrants.
It must also be organized in time. The difficulty in the secondary being the organization of the day into hours of courses that are linked with different teachers, one possibility is to include in its course a time of 10 minutes per week for the “what’s new”. It is the teacher who ensures compliance time and mutual respect during the speeches. An alternative is a “what’s new news,” once a week, which then works like a news magazine.
But the use of “what’s new” pedagogical perspective problem when there are binding programs, such as History and Geography. The “what’s new” seems to be set up quite easily in 6th grade, 4th or 3rd but it is apparently more difficult. Other moments of free speech may be established by the College as class life time. But then it must own rite at that time, for example, decide that they are the class representatives who chair and provide the secretariat.
Internship Federation Montmorillon 2007 Add comment
In: The Proletarian Educator Publishing Printing at the School For Teachers magazine in April 1933 <^ Painting in large Authors: Celestin Freinet Levitov Marcel Fautrad and V. Ruch Print
In: The Proletarian Educator Publishing Printing at the School For Teachers review instructional techniques> class organization> authority / disciplinary pedagogical principles> Rights of the Child in October 1934 Authority, corporal punishment: fascism; Confidence in the child, free activity proletarian boom ____________ Our educational theories would not have their natural character of universality if they do not find their effective application in social action every day and especially in the urgent organization the antifascist struggle in which we saw the educational need. It is not a question, in this fight, to ask all similar efforts, but to make the most differentiated skills and individual possibilities.
If the railroad must provide the antifascist struggle in the service of transport, postal workers in P.T.T., one must necessarily attract the attention of educators on the psychological and pedagogical character of the antifascist struggle. It is no accident that we still see where the new education taken and reaction.
In the struggle between fascism and anti-fascism, two diametrically opposing views clash: Fascism is the violent restoration on the family level, educational, economic, social and political authority. As in nature, few lovers of brutal authority, fascism must first persuade citizens that freedom is bankrupt: democratic politics that has brought ruin, war and misery; academically liberal pedagogy was powerless to instruct and educate the younger generation.
But this is play on words: what has failed, it is not a democratic system that never existed in its entirety, but only as hypocritical screen for the dictatorship of the bankers, international trusteurs, merchant of masks and guns. Which went bankrupt in school, it is also this pseudo-freedom which occurs formulas without ever actually result in terms of the practical realization.
Regulations prohibit corporal punishment, but we showed how often authoritarian discipline, regulatory punishment, technical manuals and lessons are that nothing has changed for centuries the oppressive nature of the school. This is the traditionalist pedagogy that went bankrupt and it is curious that we would use this argument to do even machine back to tell educators: All your educational failures come from what you do not have enough authority, of what was spoken to children more rights than duties and that you can not impose your powers violently.
We think, we, it is much more logical to take the opposite way, to give to peasants and workers full freedom of their actions, and children maximum independence in their school organization. Where will we he will lead, we will object it? As for teaching at least we are able to reassure the worried minds. * ** We have before us a best assignment helper
long section of a fascist teacher (No. ‘October 25, the French School) claiming the right to inflict corporal punishment.
Article supported by arguments of inconceivable primary superficiality: “The manual correction is generally more persuasive thatthe reprimand … It’s for the child especially as the fear of punishment is the beginning of wisdom …
In any country and at all times, fathers whipped their children and masters students … corporal punishment, I hear the short punishment harmless, but through which the blood circulates faster, proves its usefulness by the universality of its employment … “It is confusing in this century that some predicted sententiously be the century of the child, after so many loyal and successful experiences, as irrefutable scientific research, so helpless evidence of authoritarian education, it is still confusing duty to warn against such a latecomer argument. Punishment beginning of wisdom!
This is why the reactionary newspapers themselves had the opportunity recently to denounce the repressive system which, in the “houses of educational supervision” led to scandals universally disapproved. They gave the example of the great countries of the world which are directed towards the free rehabilitation childhood, U.R.S.S. in particular who, by new methods, liquidated the scourge of vagabond childhood, the more dangerous the world has known.
And today, among so many free communities, Bolshevo, kolkoze old abandoned children stands as the crowning achievements of the new methods we recommend. He does not act, we believe, to advocate lazily mystique of authority, but to reflect, to look boldly ahead to look for the ideal and the reason to scrutinize the truth stick then.
If thinking, reasoning, experience, secure relationships of similar research conducted by other educators prove that the authority, oppression, corporal punishment and bullying are powerless to support a vibrant and creative education – on the contrary, the free activity (we do not say evasively freedom) produces real regeneration miracles, we must be irrevocably against the appression, against corporal punishment, for liberating education. That social reality often makes difficult the practical realization of our principles is another case, however, can not change anything in our educational designs. This is not because our classes are exaggerated, more responsible, because they are encumbered with abnormal and difficult elements that make it impossible to discipline our educational principles must take against the foot of the scientific reality.