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By Sylvain Connac the 06/09/09 – 24:03 In: GD 34 – Herault Gr CA ICEM reference text the pedagogical principles Company> Child Rights Proposals for the ICEM-school pedagogy Freinet Proposal.: school rhythms of the week we propose to elementary school, back to class on Saturday morning, so as to ease the daily life of forced time.
We offer also a longer opening times of schools, from morning to night on Wednesdays and weekends in connection with all education partners. This would, without rhythm problem, to see children are “tinkering” on Wednesday, or long after school, or before the official opening. Our schools would not be closed and empty spaces where the child would be condemned to listen, to run, to “be kept.” They become living places, where you can live and enjoy.
Proposal: The school rhythms: the year, the day In order to reduce the weight of school days, we offer a discount of summer vacation, reorganizing the year with 7 weeks during cycles interspersed with 15 days off. We offer working days for children that do not exceed 5 hours per day. School work day a student could therefore start with a phased reception from 8:30 to 9:00 and a common start from 9:00 until 11:30.
A lunch break (with real time freedom, pause, activities, nap) until 14:30 at less then resumed Emancipator working 15 hours up to 17 hours. From a coordination between Education, City Councils, families and voluntary educational partners, throughout the day, children benefit from educational activities, preventions (police, fire, hospital, transport …) and discovery, cultural or sports, in other ways the school, sources of paid employment.
Proposal: The personalized help We offer this individualized assistance in all school time, so children do not have to live the present elitist logic: first, experience moments of uniforms teachings and be is there a website that will do your homework for you
registered if it does not suit them, in situations of remediation and remediation. It is through differentiated instruction and personalized approaches to learning that the school may propose an egalitarian way for all children to progress, not only the best or most in need.
It goes without saying that while this proposal takes the necessary training of teachers to organize this differentiation, especially in the organization of cooperation and development of an emancipator schoolwork and not annoying. The RASED retain their action to bring the most disadvantaged children special assistance in the first place in the class and otherwise in small groups and through tools that precisely match their profile and duration.
Proposal: A didactic and pedagogical training we propose the organization of training in teaching profession to combine practical requirements and scientific knowledge in learning. This should avoid the trap of answering questions that the actors do not arise again. It is to bring elements of reflection from questions and problems and inducing a change in teaching practices.
The analysis of professional practices will be central to this training with theoretical stalls, teaching and learning, based on the needs revealed during these analytical situations. It can be declined in written analysis and reflexive distanced, in case studies, forum theater, self confrontation interview …
This training in art may correspond to an alternating presences in classes as an observer or liability, and other groupings IUFMs and close to training locations (districts …) for the analysis of practices and work around cognition. Even in universities, because of its specificity, IUFM remains the reference entity of teacher training. It would be good, however, that the National Education opens to professional training organizations such social work schools.
In all cases, the right to give its opinion and to participate in decisions about their training should be recognized for trainees. This training would also be the opportunity to be informed on the status of civil servant teachers, their obligations and their rights, which would participate in the creation of explicit professional ethics. To enable staff to fully exercise their right to education, ensure to actually pay for training replacements when they are requested.
Proposal: The career of teachers Teachers who wish should be entitled during their career to periods outside consequent class (other missions, personal training, projects …). They must be able to form by going as observe classes chosen colleagues having convergent projects and share their knowledge. The service training should also be obtained independently of the hierarchical view of the NEI and also meet individual projects or school (referring to school projects).
A year every ten years, or half every five years. This would contribute to a better professional profile and therefore the education system as a whole. Do this only affected a contingent replacements to further training should be implemented in a sustainable way.
Proposal: School Programs We offer a writing school programs that would combine instruction and education, mechanical drives and development of reflexivity, benchmarks for evaluation and academic freedom of teachers. These programs include one from a development committee and monitoring, transparent in its work and in its constitution. It would be based on reflections on the principles of participatory democracy.
We propose to keep the cycle working logic that allows each student to have several years to acquire the same curriculum that promotes skills and self-help situations among students. Proposal: The kindergarten The kindergarten must be part of a national policy of free early childhood, secular and respectful of the rights and needs of each child.
For that, it must build a coherent educational environment for all children aged 2 to 6 years in coordination with all partners early childhood (nursery, PMI, childminders relay …). It is also a premises and schedules truly adapted to physiological and emotional needs of children, as well as the playground, a place of life in itself that allows the reassuring interactions between children We offer an educational project promoting: – A individualized and comforting home for each child and each parent – respect for individual learning paths – the times of trial and error and experimentation, self-expression and creativity of the child in a cooperative framework – learning the autonomy – exchanges between peers in the classroom and the school – a free secure circulation on school premises. – The exchange with the external environment (natural and cultural) – Exchanges between the teaching staff and parents, we propose to build teams in schools trained teachers, ATSEM and Educator of Young Children with time to develop and carry out such an educational project (1 adult for 8 children) enabling of viewpoints on the adaptation and development of each child. Proposal: An assessment for student learning, we propose that assessments can primarily benefit the student.