It publishes millions of copies of books that are like or digest the sum of what children should learn in the various disciplines (…).

In: The exposure Educator For teachers review teaching techniques> Research documentary in August 1984 Read more cooperative work file In: Congress exhibition The Educator CEL For teachers review teaching techniques> Tools> File June 1974 To find out more the Museum of the little devils – First exhibition 2010-2011 by Jacqueline Benais on 09/12/10 – 3:37 p.m. in: Grand West Region> GD 56 – Morbihan witness an exhibition Arts> visual Arts teaching Techniques> classroom organization> life School class of Paul Langevin, Pontivy the Museum of little devils. The first exhibition of the academic year 2010-2011 Add a comment Read more The Museum of the little devils – Second Exhibition 2010-2011 By Jacqueline Benais on 21/03/11 – 21:55 In: Grand West Region> GD 56 – Morbihan witness an exhibition Arts> visual Arts teaching Techniques> classroom organization> life of the class Ecole Paul Langevin, Pontivy the second exhibition of the “Museum of little devils” in the school year 2010-2011 Add a comment Read more 1 2 next> last »
1 result Results Opening speech of Nantes living by Christian Rousseau, president of ICEM By Christian Rousseau on 11/04/11 – 10:08 In: Grand West Region> GD 44 – Loire-Atlantique of Gr CA.

ICEM Nantes Salon Show 2011 April 8 and 9 RESISTANCE: other practices other values ??for school Add comment Read more
By Katina Ieremiadis on 31/08/10 – 8:20 In: Congress report tool Little reflection on the tool Son steelmaker, I often spent my holidays to go to work at the factory to partially finance my studies . I was working with a very present corporation in the steel industry: masons. These men stone by stone, climb walls, build houses, buildings stand.

Tradition inherited companionship and cathedral builders, these men have always maintained a close relationship between the stone, hard material torn from the earth, and art, symbolic expression of the mind of man. Dedicated to rectitude, they worship the plumb line, love the spirit level. And between man and stone tool trowel … This banal they trusted me after many recommendations for moving the clean end of the day was for them the most valuable work tool.

Each his own, different, by its weight, the shape of its handle, its width, its sound on the stone … The story of the life of every mason could be read on the handle of his trowel, hand engraved with over time, the history of each of its sites. A single man in his personal and professional history, the unique tool, made his hand. And no question of working with the tool of someone else …

One day, I accidentally happened to one of them a trowel that was not his. In my ears still ringing swearing half French half Italian who escaped that day. Sometimes when it was not possible or that the tool does not pass, it was necessary to finish the job in hand. It seems to me that teaching, we are in similar problems.

One of the pioneers in the quest of the tool is not it Freinet himself adapting the printing school (small presses, composters, ink rollers, etc …) or Pathe Baby amateur camera are the first examples. We had to find the tools that children can easily use, tools that are “in their hand” or adaptable to their hand.

How then do not avoid criticism of textbooks or even of those unique books, tote who claim to be universal, but mostly fail to lock children in a same logic, even in a single thought. Criticism of textbooks already mentioned by Freinet (see Box 1) is also especially relevant since the Orientation Law who wishes to children at the heart of the education system, managing the heterogeneity and respect personal routes.

Every attempt to reform the education system proves a little more than Freinet was a precursor. The Freinet practitioners trying to articulate their work in the following paradigmatic axis: the Freinet mind, the Freinet techniques and tools. I will not dwell on the Freinet spirit that would be subject to a more complex reflection.

What I always impressed by against these techniques (what’s new? Tips coop., School newspaper …) it is the diversity and uniqueness of their uses. Freinet say besides this propos1 “we speak for our pedagogy, Freinet techniques, not Freinet method.

The method is a set permanently mounted by its initiator, that must be taken as it is, the author alone having authority to modify the data. pay someone to do my english homework in canada
(…) We have never claimed to fix such a framework, on the contrary. We offer educators struggling in their classes, tools and techniques that are extensively experienced that facilitate their educational work. We tell them: this is what we do with these tools, according to these techniques, this is what we get is what does not, here’s what delights us.

Maybe will you do better, in which case we will be happy to receive our turn to experience. “He also finds a few lines further, saying that” The modern school is neither a chapel nor a club more or less closed, but a site where it will come out that together we will build it. ” There is in these lines a formidable advocate for the sharing of expertise, a true call for cooperation and a keen sense of respect for the work of the other. And respect the work of the other through respect of ownership by each of these techniques, choosing tools if they are in line with the spirit Freinet who work for the respect of the child.

This is perhaps why the Freinet is of utopianism that everyone tries to approach as a singular course. Therefore, from the time each performer or teacher and uses a technique based on his environment, his personal history, the best working tool is it not that he makes “his hand.” The teacher research is a great handyman. We all manufactured forms, files, binders, boxes, furniture that matched our subjective view of the class.

Our trial and error is part of a unique history and require unique tools that later abandon it in favor of other ergonomics as our professional evolves. Do it not the same for the kids? From the moment one sets up the guesswork as key pillar of all learning, the most beautiful tool for a child is not the one he’s going to make “his hand”? Require children the tools they do not recognize that they are unaware of the usefulness, is not it a way to refuse an entry in learning?

The technical Freinet meet these criteria, they are containers, filled cavities that each in his own way, adapts to his class, his personality. Why exchange us for over fifty years around the “What’s new?”. This is certainly because every practitioner revisits and reinvents this technique for shaping its image.

Our tools have to be thought of the same way. If the tool is to the master, it must be flexible enough to be “ergonomise”. It should be the same for each tool that is proposed to the children of our classes.

The pedagogy would it then how to teach children to develop their own tools? Maybe … But Freinet severely criticize educators who try to adopt as free text medium and auto-patch files as major tools. Indeed, Scholastic has always built the tool as a learning object. Never forget that the tool is only a facilitator of work, an extension of the hand.

The role of the school is it not rather to mobilize all the tools for everyone to make his life a masterpiece. However much you teach someone to use a trowel and a trowel, it will only spoil cement. Masons, they have built cathedrals. Dominique Tiberi Box 1 The almost universal technique of textbooks is however a flowering trails and cross paths that lead in no case the expected royal road.

It publishes millions of copies of books that are like or digest the sum of what children should learn in the various disciplines (…).

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