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It should be noted that the administration has given us, at our request, a common class, but without any harmonization of timetables; she accepts, moreover, the removal of one of our normal school hours, as compensation for hours spent at the colleague. Author: G. Besnerais More Surveys: milk prices – the food packaging In: The Educator CEL For teachers journal Economics Teaching Techniques> literature January 1976 Two examples of work that contribute to a reflection on the economy.

Authors: George Garrett and Roland Bolmont More
In: The Educator CEL For Teachers Training and research journal> knowledge of the child in October 1950 Print
In: The Congress Educator CEL For teachers review in February 1948 Print
In: The Educator CEL For teachers review> Summary November 1950 Read Full issue in DITS MATHIEU – solid wood or plywood News of C.E.L. The 1950 child is no longer the 1900 Children Our kids … these men What part of the master?

What part of the child? Institute’s life C.E.L. and I.C.E.M. How I work in my class Grammar in EC1 Money THE WORK OF ART serving childlike expression Knowledge and Skills Neutrality and free drawing History The natural method reading techniques Achievements About sensitive pedagogy OF SAID MATHIEU – solid wood or plywood> Print

In: Inventions For students For teachers review Arts pedagogical principles> term-creation to use online in June 2011 Creations “Scenes of everyday life” Online Review announced in the New Educator No. 205 Published: December 2011 attended the development of the record: Jacqueline Benais, Gaetane Bouchet, Simone Cixous, Katina Ieremiadis Agnes Merry Maud Lechopier Christiane Nicolas Herve Nunez Anne Roy, Eliane Trocolo.

Photo credits: Katina Ieremiadis Christiane Nicolas. under Article class level techniques theme artist performances in three dimensions – I like – Lifestyle in three basic dimensions Space Layout Three dimensional wire iron miscellaneous materials Practical – a tool: “Borrow” Native Expression free Watch her close environment rubbing cutting, gluing Max Ernst history of a country without many college and primary school storm Discovery familiar collage landscape in Africa elementary: cycle 2 Discover everyday African craft collage weaving dyeing, painting graphics Nabisco a practice – a tool: Monotype on clay plate kindergarten, elementary GS / CP clay Representing three-dimensional a practical tool: “Borrow” a country without many storms in Africa a practical tool: Monotype on plate Representing three-dimensional clay> Print Add comment
In: The Educator CEL For Teachers Training and research journal> knowledge of the child in November 1950 The School will not be in 1950 what it was in 1900, and any teaching that does not progress in a world that evolving itself at an accelerated pace, mismatched and loses foot.

These are truths that our observation and our action, we have done today into reality concepts and discussions. We say the school must adapt to the environment in motion. But we do not focus sufficiently on another equally radical changes, which must profoundly influence our pedagogy. This is changing educated themselves, the children entrusted to us.

1950 Children are not the children of 1900, and it is essential to measure what separates them to adjust to these changes the very forms of our educational effort. * * * In our villages the beginning of the century, in the same cities, to the then closed and artisanal activity, children were almost totally ignorant of. all major geographic issues, historical or scientific. The first science books I’ve seen in 12-13 were a startling revelation for me because I had no notion of the principles or achievements they waved.

Marseille, Paris and, a fortiori, London and Moscow, were not in my mind that abstract entities figured on an incomprehensible map. To fully penetrate this reality, we must remember that in this new century, it was 50 years ago, newspapers were extremely rare among the people; Illustrated were nonexistent. Do not talk about the movie, recording and radio that were still in the experimental era and were not likely to influence the culture of parents and children.

There were still so for information on hawkers, almanacs vendors, carters on tour, the musicians arrived from nearby to the village festival, or soldiers on leave who, at night, on the pitch of doors recounted endless and besides classic stories of Tommies. The school was forced to reckon with this poverty. A reader of engraving showing a thief hands back between two gendarmes made me dream.

And when the Primary Inspector, in frock coat and bowler hat, arrived at our school, he could do a lesson model this tool he turned in his fingers, which resembled the horn-handled knife that we had in pocket, which was however not a knife but a pen knife …! Wall charts showed us an apocalyptic variety of scales, weights and measures, and we knew that the balance of the grocer, the Roman lavender distiller and the old measure wheat.

In other words, we had to learn everything: the shape and composition books, the content of lessons, memorization itself were the logical response of the school to the concern of knowledge by the child of a world which can not was still half opened the door. * * * Thinking about what we have been facing the world in technical gestation, we are tempted to say today: there are more children! The second day of class, a bulldozer moving near the school has been the subject of a text which we have operated an exciting way for our students.

You may not be aware that this is a bulldozer, but your children, they are filled as they are informed of all similar machines dredges, shovel, escalator subway tracks and hoists . You go, you indifferent among automakers theories that crowd the pavements and roads dust contamination, but Henry, who is only seven, knows and distinguishes all models as I could see and knew in my youth cattle breeds and beans qualities. And Henry parliament we as an adult of the trip he made in a car, with his father, until Biarritz.

They slept in Narbonne and in the morning at checkout, the wheel was punctured. tube, pump, valve, spare wheel, carburetor are words that are familiar. And Alice herself, who is only three years old, and beginning to talk, observe the sun is here … but it is night in America!

If the young teacher landed in a village, if advised to do lessons, find records, drawings and pictures to teach students to distinguish ses- cabbage salad, to treat a calf or choose grass rabbit, parents and children would think and say maybe there is. better to do than dwell on what we know and that is the unknown of life that we must go boldly. We have, with our children, dominate the staircase complex of knowledge and culture.

It was fifty years ago, we had to take the individual at the foot of the first step. We now find ourselves halfway. If even we do not know how he accessed if we fear that it be managed in ways that have nothing scientific; and if it bothers our programs is not still UNE due to return authority the child at the foot of the stairs, the risk may discourage forever to resume the climb.

It was fifty years ago, the educator was his student enter into a still empty room, that need attention first to garnish and to enlighten and warm to make it habitable and useful. Today, the child is already familiar with an abundantly furnished apartment, furnished sometimes if he knows how to use cupboards or shelves and it risks getting lost in a maze of small roads zigzagging corridors in misleading the undecided and cheap professions lights.

What he expects of us, this tenant prematurely crowded sometimes superfluous wealth is that we help to arrange and classify the furniture, to practice safe paths that allow to use all the resources of this latent wealth at half open, then open windows through which light and sunshine will give new life to the original pile. El when we have thus better equipped when cupboards and shelves offer their shelves with new conquests, then we do my homework for me free
can, with the certainty to work efficiently, provide additional amenities that will feel the need. * * * And so we have traced all the current concerns of a pedagogy which aims, first, to serve the child and prepare him for life.

First we will do the inventory of our apartment, to know the limits and resources, in order not to risk unnecessarily repeat what has already been done. This inventory is the virtue of free text that reveals all the immense wealth that will be childish, for all disciplines, mandatory starting points.

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