Education on Prezi
Finally, a group developed a theatre to explain their School Guidance Plan. Here it is:
Juez: Welcome families,
teachers... and the rest of you attending today. We have called you on School
Board to introduce you a school Guidance plan for our School.
As ours is a collaborative and cooperative school,we
will explain the Guidance Plan as in a Judge so you will be able to evaluate
pros and cons. The main objective is that you all can participate in its
establishment reaching, therefore, a general consensus.
You all will be the Jury, so please do not hesitate to
ask any question on any doubt that may arise. At the end of our presentation I
will kindly ask you, as a Judge, questions an evaluations to each and all of
you, so I could be able to announce a veredict.
We may begin.
-Abogado: the defense calls to declare the
counsellor of the school Carlos Cano. Do you know why Have I called you to
declare?
- Couns: Yes, in order to try to show the goodness of our school guidance plan.
- Couns: Yes, in order to try to show the goodness of our school guidance plan.
- Abogado:
before we start with the plan could
you explain which is your school methodology.
Counsellor: Carlos Cano state School, tries to be a
participative school, whose fundamental characteristics are the conception of a
school as open, plural, tolerant, respectful and flexible, where the values of
education and the autonomy of the child are a constant, a school where the
educative community can participate in order to build for everyone “A school
for every single person.”
Among the
methodological aspects I would emphasize the fact that students build their own
knowledge starting from their own interests, this is clearly seen in 2nd and
3rd cycles where most of the time the class is organized in heterogeneous teams
of 4 students to develop cooperative learning through multidisciplinary
projects. This way of working reinforces the autonomy of the students. The
teacher, is not anymore a knowledge transmiter, but a facilitator of the
learning process. I should also
highlight the communicative point, the absence of text books in most of the
subjects or that the assembly is the place where the work is organized.
(KEY WORDS: PARTICIPATIVE SCH., AUTONOMY, HETEROGENEOUS TEAMS, PROJECTS, TEACHER ROLE, NO BOOKS, ASSEMBLY)
Fiscal: I object your honor! heterogeneus groups can only lead to brighter students fall behind! For example, if your partner doesn't understand the information at all, you can be slowed, just because you have to explain all the material before you can actually start solving or applying this information.
(KEY WORDS: PARTICIPATIVE SCH., AUTONOMY, HETEROGENEOUS TEAMS, PROJECTS, TEACHER ROLE, NO BOOKS, ASSEMBLY)
Fiscal: I object your honor! heterogeneus groups can only lead to brighter students fall behind! For example, if your partner doesn't understand the information at all, you can be slowed, just because you have to explain all the material before you can actually start solving or applying this information.
Abogado: First at all it powers the
collaborative thinking then children who works in a
collaborative way works in small groups were they complement and help
each other. Besides, It allows each student to learn in his own rhythm also
they one that has especial need can be attended by te teacher individually.
Moreover the project method allows each child to go deeper in any topic that
they are interested in.
Fiscal: However, sometimes some people in the group do
the whole work... could it be fair?
Abogado: No because, the teacher is in a
way controlling that this doesn’t happen .Each child had assigned a role and
several taks. Also, in this kind of learning every child work contribute to the global work.
Fiscal: and what about shy people? they might not feel
comfortable working in group
Abogado:Shy students
might ask more questions to their mates rather than to their teacher in a
traditional class and sometimes, students understand better their mates'
explanations. Actually all of them have
a individual compromise within the grupal projec, so if they broke this
compromise they will harm oherst Moreover, there are lots of thing that can be
develop as the self-confidence, comunication skiils and autonomy. what’s more
they learn how to dealt with others, and
we consider t that it’s essential in life.
Fiscal (preguntando al counsellor): it could be
possible that in collaborative groups your ideas can be shut out of the
discussion and completely ignored?
Counsellor: It might happen
the first time they work on cooperative teams. This is the reason why we
emphasize a lot from preschool education how to express your own ideas and give
reasons to support them and also how to criticize them in a constructive way to
make your ideas better with the help of the rest of the group. From preschool
active listening is worked, mainly during assembly time but also in everyday
situations. During the first cycle of primary education they need to
communicate their ideas constantly as they work in topic corners and they need
to develop both individual and groupal work there. Corners also promote the
autonomy of the child because once the week tasks are agreed during Monday
assemblies, is the child who has to organize herself in order to do them.
Fiscal:(preguntando al
counsellor) Going back to the assembly and children’s interests, how teachers
are able to do what students want and also follow the curriculum?
Counsellor: From 2nd cycle on,
research projects are the centre of the learning process. Here teachers choose
a broad topic (in order to follow the curriculum of “Knowledge of the
environment” subject) then teachers prepare a set of activities to motivate the
topic (to arise the interest about the topic and to provoke the first
spontaneous researches about it). THe next phase is What do we know about the
topic (we never start from 0) and more important: WHat do we want to know. Here,
between 80 and 100 questions are collected in assembly and then it comes the
most difficult part; they have to categorize them in as many categories as
cooperative teams are in the class. As they choose the categorie, they really
get involved with it and start researching. THis research has some phases:
Information search, draft writting, improvement of the draft, media support for
a presentation and public presentation of the research work.
Abogado: hacer alguna pregunta sobre el funcionamiento de los proyectos
y por qué funcionan
Counsellor:
interdisciplinarity ¿?
Fiscal: And what about
assessment?
Counsellor: 3 tipos: self, co- y
assessment de items.
Fiscal: do children
have the knowledge to evaluate their mates? And even worse, how children
interiorize the crticism?. A child with a low self-steem could get frustrated
with a bad opinion of a class-mate.
Ab: An important point
is that our students learn how to make a contructives criticism and how to deal
with them. We work in it since they are in
preschool. As an example the tecnique sandwichwhich consist on at least one good thing, at least one thing
to improve and then another good thing
The criticims are used as a way to improve and learn not to recall the errors that way it is call
constructive criticism..
Fiscal: Ahhhhh... So
then how do you assess items if there are no exams?
Couns: And... why do
you think there are no exams?
Juez: Be carefull with your manners madame.
Couns: Children study the
dossiers they’ve made. From 4th grade on, there is an oral exhibition of their
research to the families, teachers, students of the same class and other
students who want to come. Apart from that, there is a written exam about their
dossier. But the most important thing for the school is the process and not
just the outcome. Because it is during the process where peers interact and
give a critical view of what they are doing.
Fiscal: Wel.. It
doesn’t seem very coherent with the metodology supposedly participative of the
school...
Abogado: The exams are only a
small part of the evaluation. As they do not messure the whole knowledge of a
person we have other items that asse how they ha acquired the competence for instance assesing the process.
Juez: Enough! Let’s go to
the point.
- ab: In order to do so counsellor, Could you explain
in a general way in what consist the school
guidance plan?
- Couns: El School guidance plan es un conjunto de 3
planes principalmente: Cooperation in the institutional structures plan,
tutorial plan and attendance to diversity plan.
- abogado: Could you explain a little bit of each of them?
- Couns: Cooperation in the institutional structures plan is the most
burocratic plan. On the one hand has as a main objective to provide advice in the pedagogical
coordination comission. And, on the other hand, this plan tries to mantain the pedagogical line of the
school across time (Maintaining the achievements of the previous year,
establishing an acting plan of the Guidance Team already in consensus.)
- abogado:And how do you attain
this?
- Counsellor: Meetings are the keypoint. Meetings
with the management department at
the beginning of the year in order to reach agreements on the main intervention
guidelines and establish priorities for advice on the current year. Weekly
meetings with the Support Team, Guidance Team and Management to coordinate
the Guidance Team interventions.
- abogado: ¿What about the rest of the plans of the
school guidance plan?
- couns: Next plan would be tutorial action plan. Its main
objectives are to Support tutors and teachers in the detection and prevention of difficulties or problems in the
personal, social or learning development,
in order to provide the appropriate educative support.
- fis: I object! That sounds very beautiful but few
realiastic... how is it carried out?
- couns: There are many concrete ways of acting
and every case is a different one. Once said that, the common ways are through meetings
when teachers demand it and overall Facilitating
the tutor the material, strategies, procedures, etc. that may allow them
to know the personal characteristics of the student, and apart from this, that
could provide advice on the pedagogical aspects for the practical performance
of the reinforcement measures.
Juez: I will dismiss the
objection for the moment. You may continue Counsellor.
- couns: Another main objective is to provide advice and guidance documents
to the tutors of those students who are changing
cycle or educative period.
- abogado: What is it for?
- couns: In order to
mantain a coherence among the whole educative period, tutors of the students
who have just changed cycle recieve different kind of information (academical,
socio-emotional, familiar...) about the students he/she is receiving so there
is no gap between cycles or periods (I mean kindergarden and primary or even
primary and secondary education)
- Fis: I object your honor!!! The counselor is just
giving data bout how it is done within the school. But.. how it is between
primary and secondary education?
-Ab: There are
typical acctions in those cases as organize visits to the secondary schools,
meeting with old students, orientation
test and so on..
- FIs: But only that doesn’t guarantee that coherence
that are you talking about...
- Couns: The guidance teams of the highschools
where our students will mainly go, work together with us and develope
activities such as visits to these places, talks with old students.
Furthermore, we ensure that children with learning difficulties (both academic
and socio-emotional ones) will coincide with some of the children of their
reference group to facilitate integration in the new place.
- Fis: So, are you saying that school assures a
pedagogical coherence when children go to the secondary school?
- Abogado: Unfortunately, the pedagogic coherence is minor that
w would like but the data support that our students has enough tools to
deal with secondary education with success.
- Couns: Another objective is to promote the
communication between families and the school contributing to a greater
collaboration and coordination of both in the educative process.
- Fis: I object your honor! Everything sounds very
good but parents have a job and the school shouldn’t ask them for
participation!
- abogado: the education involves family and
teachers
fiscal: And how are parents to manage it if they are
no experts?
abogado: there are different types of knowledge, and parents can also contribute
in their own way.
Juez: It is my belief that
both arguments are clear enough. Counselor, is there anything else you may wish
to add?
- Couns: The last objective of the school
tutorial plan is to provide advice to the teachers about the detection of the
socially risky situations of students.
- Fis: And may I ask how this is made?
- Abogado: you should know it. :) As in every single
school through PTSC. They have periodical meetings with tutors in order to
detect families in risk of exclusion, and students with scholar absenteeism.
Fiscal: and aren’t you spending all your effort in
those children and forgetting all those who are doing it well?
Abogado: The good education is the one
that allows to get the best of each
person without leaaving anyone behind. the key point is to adapt our method to
everyone.
Juez: Counselor, you may
proceed.
- Couns: The last but not least, is the diversity plan
which I’m going to focus the best... because I think is one of our identity
cards.
-Abogado al Counsellor: in order to
understand the plan.. Could you explain what does the school understand as Diversity?
Counsellor: explicar
que se entiende en el colegio como
diversidad.In our school, we do not understand "diversity" as a
deviation from what is "conventional". Therefore, education in
diversity is not based on carrying out special measures to the students with
difficulties, but on adopting a model of organization and development of the
curriculum which makes the learning easy for every student not withstanding
diversity.
Fiscal: I think I am not diverse, I have no problems.
Abogado: to be
diverse do not mean to have problems, it involves to have different interest
and motivations or rhythm on learning or even different capacities, not every
one develops the same capacities. After making this clear could you
explain which are the main objectives of
your attention to diversity plan?
couns: One of the main aims of this plan is to provide
information to the teachers about the basic aspects of the educative
intervention with ACNEEs, ANCEs and those with learning difficulties,
clarifying the possible profiles and the actuations established in the school.
So, the EOEP should respond to the demands of the psycho pedagogical evaluation
and carry out the guidance towards the most appropriate modality of
scholarship. This may involve Management, Tutors, P.T, A.L, Remedial, PTSC and
Counselor, external social agents…
Another aim is to provide advice to the teachers and
Support Team (P.T. and A.L.) for the preparation and development of the
curricular adaptation when needed. Assuming that, whenever possible, these
adaptations will be carried out inside the class.
fiscal: I object, your Honor.
Juez: Dismissed.
ab: following objective, counsellor?
couns: Another aim of this plan is to provide advice
to the teachers about the curricular proposition, methodological strategies and
material resources that may help the educational needs detected. Get to know
the socio-familiar context of the student and give advice about the resources
and educative measures.
couns: Together with the tutorial plan, here we also
will encourage communication and participation of families. Specially of ACNEE
students. Here it is pretended to Guide and inform the families about the
access to the specific resources that may allow them to get to a better
resolution of the potential problems that may arise within their familiar
dynamic.
fiscal: I object, your Honor.
Juez: Dismissed.
couns: Lastly, we aim to work as a team with the
different institutions who take care of our children. Therefore, we try to
promote coordination between the different institutions facilitating the
coherence among the educative measures established in the school with the
external intervention of other resources.
fiscal: Aha! And how do you assure that your plan do
not make fall behind the rest of the students?
Abogado: here we are one there are not
“other “ children. We are all diverse and that why they have elaborate a plan
which could be adapt to all.
Fiscal: And how
do you develop that plan?
Counsellor: Además de lo ya
explicado resaltaría que whenever possible there are Dos docentes por aula..
Fiscal: Waw.. Everybody talking about the lack of
means and you are able to have two teachers per classroom. How do you manage to
do it?
Abogado: they have established a network of support teachers, so part of their hour of
permanence in the school are devote to give support in other classes
Fiscal: So.. if children do the whole work.. what is
the task of teachers?
Abogado: the teacher is a guide, which
helps their students in the learning
process. with our methodology since they are very small we teach them to work
with autonomy
Fiscal: And how
children with learning necessities achieve the same level of knowledge than the
rest of students?
Abogado: first at all, with the
cooperative work, the children heps each others and also the groups are created in a organize way by tutor in order
to achieve this aim. Moreover, the children with specific special need are
attended by our specialists and it is
needed we do curriculum adaptations.
Fiscal: Therefore, you don’t take out children of the
class but an specialist comes in... Your school has a lot of means, doesn’t it
counselor?
Counsellor: Pese a que
consideramos que la mejor atención a cualquier alumno es la que se lleva a cabo
en su grupo de referencia y en la interacción con sus iguales, debido a la
escasez de recursos de personal especialista para la atención de estos alumnos,
el trabajo con los mismos del Equipo de Apoyo se realiza en pequeños grupos
fuera del aula. Por esta razón, a pesar del esfuerzo del profesorado por
mantener una coordinación suficiente, resulta inevitable que los alumnos
pierdan en parte la referencia del trabajo que se realiza en el grupo....
Fiscal: And after giving children that attention...
how they perform in secondary education?
Abogado: firstly, the school is relate to the secondary schools where they students will
pass, having meeting and providing
information. Beside, children with special need should go to secondary school
with other classmates. We should remember that
not all the children with special need are recognize by the law in the
same way. Only the type B ones have special curriculum adaptation. Even so, in
this school they reach a consensus to
support the all the students for
instance a student with TDAH.
Fiscal: I object your honor! Laws are changing! Those
learning difficulties which are categorized nowadays are being reduced.
Therefore, the counsellor will have more difficulties to attend properly those
children. (mirando al abogado) How are you going to do it?
Abogado:
Nowadays, they enter in to the class both PT and AL , but when the thing
get worse they will find a solution.
Fiscal: All right...
But let’s see how it’s in the practice... What would you do if you have a TDAH
student in the class? How would you work with him?
ABogado: I am glad that you ask me this, in order to
answer that question i will call my witness
Juez: Thank you very much
for your testimony. You may leave.
=> Anna y Almu se cambian los papeles... tras una vuelta, Anna se
pone la toga y coge el martillo y Almu se pone las trenzas.
Abogado: I call to declare my witness Margarita Jiménez, student of 5º grade of primary eduction in carlos cano
school.
Hello Margarita, i will
expose several questions to you i order to know how is your life in the school,
do you agree?
Niña: Yes
Abogado: Margarita, Do
you have any difficulties in class?
Niña: some times.
Abogado: Could you
describe your self a little bit, telling us good and bad thing about you.
Niña: I move a lot. I am
quite nervous. I get bored very easily. I talk all the time. I just cannot stay
still. I wake up very easily. But I am very creative and nice. I love to
imagine things and stories. I listen whatever is interesting to me, the rest...
(sacar punta al lapiz)
Fiscal: I object, your
Honor! The witness is not at her place!
Abogado: She is just a child, wait a minute
Juez: protesta denegada
Abogado: Until you
arrived at this school, how influenced
the hyperactivity to you in a personal level?
Niña: The Attention Deficit
Disorder affects me making friends, until I came to my school I just had one
friend. Here, they are helping me and I have more children to play with every
time. I used to get very nervous because of other children, teachers and
parents, but not anymore... It is very hard for me to concentrate in school but
I am getting better every time. It is
also difficult for me to get concentration anywhere else also, I´d love to be
different and that teachers and my parents were proud of me. This is also
getting better.
Abogado: Do you get
furious if something gets on your nerves or you do not like it?
Niña: Yes, a lot.
Abogado: how do you
deal with it?
Niña: As turtles do!
Abogado: and how is that? could you please tell us?
Niña: ‘Tortuga’.
But if I am just nervous but not furious, I have other techniques. In class for
example, I try other activities that other children do, I’ve chosen to sharpen my pencils, so whenever I get
nervous I just do it. If I notice that that doesn’t work either, I go out of
the class with a classmate and we run as fast as one can.
Abogado: could you tell us how a normal day in class
is like?
Niña: On Mondays, when we arrive, we have assembly
to decide the weekly tasks. Then, we get together in cooperative groups to
write the weekly plan, with tasks and objectives. Every day we have reading
time, and while each of us read a book, the teacher calls one of us to read a
little bit of our book to her. She
always tells me that I am doing it great, and also tells me what can I do to
still make it better, or other things that I can improve or work on that same
week. Whenever we have project, we get organized within our group. From time to
time another teacher comes in and joins our group, just in case we need him or
her.
Abogado: Margarita,
which difficulties do you find in class, how do you solve them?
Niña: Reading
is something difficult for kids and for some adults. It is easy to mistake
letters. Me, for example, I mistake ‘d’ and ‘b’ with other letters. I used to
feel bad whenever I heard anyone reading better than I do.
Fiscal: You have said
that you feel bad when someone reads better than you... Therefore, it should be
better if an expert would take you out of the class and work just with you,
shouldn’t it?
Niña: No!!!! Never!!!! The
solution is to practice a lot at home, at school, read all the books we take
from the library and the information of the projects we are working on.
Abogado:if you allow me
my Honors, I will say to them that the strategy to follow is to award the
students with a card each two, three or four read words n a correct way,with this
we increase the attention of the student
in the reading so the errors are reduced. After several phrases, the reading
will stop and we will change the card
for a prize previously decided
Margarita, you have commented that you also
had difficulties in writing
and mathematics… what activities do you do
in class or what tricks have been
taught to you to improve it?
Niña: I am getting better in
writing, because Martha, the teacher, and my classmates are telling me all the
time how well I am doing it, they also show me how to erase the mistaken words.
Because, guess what, we all can always improve!
In Maths, I’ve got an
excellent secret... I put each operation sign in one colour. In this way I
always know what I have to do: green for additions, red for subtractions, blue
for multiplications and yellow to divide. Easy, isn’t it?
In order to calculate
additions, for example, I use my imagination. If I have to calculate 9+4, first
I say to myself the biggest number and I start to add sticks (in my imagination,
of course) and I keep on counting. Let’s say that I see a stick, and I say 10,
another one 11, and so on until I have added the 4 sticks I needed.
My real problem appears
whenever I am facing an exercise, I get blocked.
Abogado: Could you recognize this? (enseñando la ficha de la señal)
Niña: Of course, it is the
Signal card. The teacher lends me the Stop card in my table so I can follow the
five steps shown. She already told me their meaning.
Abogado: Margarita, how will be a perfect
teacher for you?
Niña: A perfect teacher
would be the one that never punishes, from time to time makes jokes in general
and if you are having a hard time in your studies, he or she talks to you,
tries to reach and agreement and ensures its fulfilling in order to improve
behavior and studies.
A very bad teacher
would be the one that is always graping and shouting and punishing and that
even is not good at teaching.
Abogado: my
Honors, it is important that the teacher
check that her classmates help her to order and organize her closer space as
schoolar agenda, folder and material.
Abogado: could you tell how they realize that you had TDAH?
Niña: For example, when reading, instead of TAMBOR
I read TEMOR, I use to write GITARA when I wanted to mean GUITARRA. Ah! In Maths, when I was asked what the
result of 2*5 was, I answered 7. Which is, as everyone knows the addition, not
the product.
Fiscal: I object your honor! I don’t find it
meaningful to make a diagnose!
Abogado:
my Honor, the suitable procedure to establish the diagnosis would
include:
· A
Psychological evaluation to establish capacities and limitations of the
girl.
· A Medical evaluation
to discard or to confirm medical diseases that could explain the symptoms that
the boy presents/displays.
And a Psycho-pedagogical evaluation to value
the presence or not of scholastic failure.
Ones the counsellor detect the disease, he
had to arrange a meeting with the family
[FLASH BACK DE
LA ENTREVISTA PADRE - ORIENTADOR] (Almu se
pone la peluca rubia y Elisa la negra)
Counselor: Hello Miss
Gonzalez
Madre: Hello, how are you?
Counsellor: please,
come in and sit down
Counselor: How is your
baby? Margarita told me that he is growing really fast..
Madre: si, si...blbalabla. I’ve received your note and I want you
to thank you for all the attention you have paid to my daughter.
Counselor: I’ve called
you to talk about MArgarita.. Do you have noticed that your daughter is a
really nervous child?
Madre: Uff, yes, she’s
always bad temper, speaks a lot and gets lost in her explanations, changes
matters all of a sudden...
Counselor: Her teacher
has also realized about it and we think that it could have consequences in her
learning..
Madre: oh my God!!! I cannot
believe it! What have we done? Why us?
Counselor: don’t worry...
I’ll explain you everything. All her features seem to be characteristic of
something which is called TDAH and that could explain her lack of attention,
her lack of intgration and her academic outcomes...
Madre: And, what can we do? Is
it very serious Madam? Shall we worry about it?
Counselor: We don’t
have to worry, we have to take care of it, and we will together. My first
suggestion is that you can phone this number in order to make an appointment
with a neuro-pediatric to confirm and to
have a medical point of view. We will also be working with her in class as it
is in the list of things we are going to give you.
What we will be doing in class and what you will need for helping her. I recommend you to do
the same at home: when talking to her you have to have ocular contact ad give
her concrete and short statements. Furthermore you have to rewards all her good
behaviours. And regarding to her nervousness you have to develop a system which
allow her to be stand up and moving. Then, it is also important to talk about
her feelings, something which is done in the classroom during the conflicts
assembly.
Madre: Great, thank you very
much, but what can I do if she gets on her nerves and loses her control?
The solution is also in
this paper. Here there are some suggestions. fOr example we have the turtle’s
tale and some files like this stop signal which may help her to relax and
control herself. You also should be able to foresee those moments in order to
act properly. But do not worry, all you need is a little bit of information and
practice.. So.. everything is explained in the paper. I would like to have
another appointment after you talk with the neuropediatrics. and if you have
any doubt feel free to send me an email or call me.
Madre: Thank you very much, I
really appreciate your help and suggestions. We’ll see how it goes... thanks
once more, madame.
Final feliz
Jueza: Una vez expuesto el caso y las alegaciones... Pasamos a la ronda
de preguntas del jurado. Por favor procedan ordenadamente y no todos a la vez.
Jueza: Ahora tocan vuestras
valoraciones para poder emitir mi veredicto.
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