Pages, Freinet, Eli Freinet is, Feldberg, H. Alziary, Lallemand, Mauritius Davau Paul Vigor and Remy Hose Read more Educator Proletarian 5 – year 1937-1938 In: The Proletarian Educator Publishing Printing to For school teachers review> summary teaching techniques> tools> teaching Techniques file> audiovisual techniques> phonograph / discs Movements> educational movement in December 1937 Authors: A. Gobin, A. Pages, Freinet, Dunand, Elise Freinet, J. Gorce Maurice Davau P. Vovelle, Roger Lallemand and Y. Watch Read more 1 2 3 next> last »
In: The Educator CEL For teachers review Movements> Freinet movement> Life ICEM January 1949 http://www.icem-freinet.fr/archives/educ/48-49/7/5-6.pdf < defense of molehill, gateway to the wide world ^ Congress of Angers> Author Freinet Print
Results 1 to 10 from 15 Results The Educator Proletarian 9 – In year 1934-1935: The parents Educator Proletarian Publishing Printing at the School For Teachers review> Summary Languages> Esperanto Art> Cinema Teaching techniques > printing February 1935 Authors: A. pages, B. Vrocho, Freinet, Dage, Ella Winter, Lagier Bruno, Nathalie Saltz, Roger Gauthier, Roger Lallemand, Vigny and Y. pages Read more educator Proletarian 8 – in year 1937-1938: the parents Educator Proletarian Publishing Printing at the School for teachers review> summary Movements> educational movement pedagogical techniques> audiovisual techniques> photography in January 1938 Authors: Celestin Freinet Elise Freinet, Lisette Vincent Paul Vigor and Roger Lallemand Read more Educator Proletarian No.

20 – in year 1934-1935: the parents Educator Proletarian Publishing Printing to School For Teachers review> Summary teaching techniques> audiovisual techniques> phonograph / discs Movements> Freinet movement> Vence school teaching techniques> Printing July 1935 Authors: A. Pages, Freinet, G. Timmory Honore Bourguignon and Y. pages Read more in Freinet school: parents the educator Proletarian Publishing Printing at the school for teachers review Movements> Freinet movement> school Vence April 1935 Author: Freinet more Last speeches to parents on the new proletarian in Education: the parents Educator proletarian Publishing Printing at the School for teachers review April 1935 LETTERS tO SCHOOL Author Freinet Read more Educator proletarian No. 12 – in year 1934-1935: the parents Educator Proletarian Publishing Printing at the School for teachers journal> summoned ire Arts> Music and Sound> singing Languages> Esperanto Art> Cinema April 1935 Authors: A. Pages, Freinet, Elise Freinet, Ella Winter, F. Magnenot, Nephew and Y. Pages Read more Educator Proletarian No.

10 – in year 1934-1935: the parents Educator Proletarian Publishing Printing at the School for teachers review> summary Languages> Esperanto Art> Cinema pedagogical techniques> audiovisual techniques> phonograph / discs pedagogical principles> cooperation in February 1935 Authors A. pages, B. Vrocho, Bartholomew Profit, Freinet, Costa, Ella Winter, Fromentin, Marcel Boubou, Roger Lallemand and Y. pages more First speech to parents on Teaching new proletarian in: parents the educator Proletarian Publishing Printing at the School for teachers magazine in February 1935 PRINTING tO SCHOOL Author Freinet more A handful of app reciations In: The parents Educator Proletarian Publishing Printing at the School For Teachers review in March 1935 Our Educational Cooperative More Second speech to the new proletarian Parents In Education: The parents Educator Proletarian Editions of Printing at the School for teachers review in March 1935 PRINTING tO SCHOOL Author Freinet Read more 1 2 next> last »
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In: school level> second degree The New Educator PEMF For teachers review teaching techniques> March 2000 evaluation How can we hope that democracy is exercised, if the class group, only the assessment of the master is taken into account , has value both in the minds of children in the minds of their parents?

At this level, the revolution is to do and some professors have understood and reflect. Set up a system in which the student in class is recognized as an individual in its own right, to whom we recognize the right to say what he thinks himself to himself, for his efforts or does not (and can explain or not), successes that determines gaps he imagines is to recognize its right to participate in the assessment. […] This, of course, requires an overhaul of educational practices should strive 1’individualisation, 1’autonomie, accountability i can pay for homework done
, so that the student is recognized as a person, for himself and relative a group life. […] Adhere to the demands of civic life most kids who have, in their family context, one lived in this direction.

But the rest? What reasons do they have to play a game citizen, we already excludes them from the trench note? While he was telling me there not so long ago: “Since I dictations, I always had” zero “and yet I make less mistakes! “. Must be designed as one-way evaluation does or can do violence to the student and may trigger many behaviors that are not positive either for the individual or for the group.

An assessment that highlights, is based on the valuation of individual responsibility but collective, helps prevent violent conflicts and their direct or indirect consequences, visible or not, frustrations, bitterness and misunderstandings. This can also help and this is not negligible, in civic life, all the unpleasant manifestations of individualism and selfishness that creates competition.

Implement this assessment to which each individual-student must participate, put so up individualized education that empowers each relative to itself and to the group, which empowers each student in control of its own future, it ‘ is a long-term task that must start for teachers at teacher training in the IUFM and continue in the teaching teams. I campaign for a teacher training should include this approach to citizenship, and in teaching! But we talk so little education in IUFMs!

There is still some way to go. “Michel VIBERT (Pedagogical Cooperation Extracts 106, internal review ICEM) <^ Our market knowledge Evaluation give voice to children> Author: Michel Vibert Print
In: The Educator CEL For teachers review in January 1949 the city became repentant peasant. He smashed his land with dynamite and, in freshly disturbed soil, he planted already formed trees that had only to take root and produce. It was not long.

But unfortunately ! after some early promising crops, planting degenerate: the disease attacks and burns the leaves, the worm eats fruit; branches dry up and die. A gust of wind, and the trees, in the most vigorous appearance, lie as unsteady pillars. I kept myself, to sow my seeds prosaically.

They stubbornly dig in the ground mistresses roots that cling to the rocks they ever get around, and go in the heart of the earth, seeking the fruitful life of their sap. The tree rises and new, because it is alive and rich, it nourishes the graft and victoriously obeys the will that the shape and folds the hand. Do not be surprised that it rises higher than your offspring and transplanted it happen one day in a dignified permanence of great destinies.

Proud of your express orchards, you boast the success of an education that your children transplanted in soil qu’auront hastily raised your machines and nourish your chemistry. And you wonder that your wank poorly seated trunks that early rotting fruit and fall foliage too soon old. We let our seeds sink their roots in their familiar environment and feed first delicate juices they have long assimilated.

If we know, then, expertly, leading the sap and direct branches, we will form human beings who will rise up and produce.

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