It is delicate.

It is a cycle of class III. Everyday „the Journal Bizu“ appears. The first thing the children in the morning is reading … Add new comment Read more In cm1-cm2 with Michel Colas (49 – Saint Lambert du Lattay) By Claude Beaunis 31/08 / 10 – 9:45 in: a French slice of life movie> oral language French> reading Writing math-teaching techniques> mathematical creation pedagogical techniques> class organization> worktop teaching techniques> literature teaching techniques> math research Techniques teaching> individualized work I spent the day of June 7, 2010 in the Freinet school in St.

Lambert du Lattay in Maine et Loire. It is a Freinet school four classes of the small section cm2. Michel has taught for over 20 years. He succeeded another teacher Freinet. Read more Read … just for fun By Daniel Gostain on 07/07/12 – 4:58 p.m.

In: slice of life film class Visit pedagogical techniques> class organization> life of the class at the end of the video that accompanies this article, a child in my class CP said, „I do not need to read since I know already read.“ This is a sincere speech justifying urgency with everything that makes our reason to teach: giving meaning and the desire for an activity taking place in more than a CP: reading. Add a comment Read more

In: The Educator CEL For teachers review in June 1954

We „triions“ our little flock each and thirty young shepherds then went through the still rich stubble reverdissante grass, sheep do their learning drivers. We were taught the laws and regulations that we apply to the letter as the policeman on the road performs its set: Warning that the sheep do not escape to go do damage in the beans! Do not let the lambs departing from the herd because you might lose them!

Beware of snakes and bushes in alfalfa that swells! Do not hold the rocks next to where the animals „is embarreraient“! The shepherd, he quietly left behind his flock. A word, a cry, thrown at the right time, and the animals were committed in the direction in which the shepherd knew beforehand the outcome. They will pass by there! …

We will meet again just now over the bar. Tonight, they descend by the valleys … The shepherd was asleep, the dog was asleep!; the animals ate their fill in maximum freedom. masterful job leading his flock with a science and a philosophy that we should find the good efficient lines to give our pedagogy tranquility and humanity that are the mark of the wise works. Author: Celestin Freinet printable version

In: The Educator CEL For teachers review> Summary October 1952 Read Full issue in PDF DITS MATHIEU – Master and hack for the constant improvement of our equipment The Cooperative Institute Modern School (ICEM), Expression theoretical and practical organization of educators and supporters of workers Freinet Techniques of Modern School What is the part of the teacher? What part of the child? The life of the institute DITS MATHIEU – Master and hack> Print

In: The Educator CEL For teachers journal Training and research> Training> Start Movements> Freinet movement> Life ICEM October 1952 The Cooperative Institute Modern School (ICEM), theoretical and practical expression of the organization supporters educators and workers Freinet Techniques of Modern school We have a few years since the Liberation, a decisive step of our movement which has ceased to be an experience to become a constructive elements and progressive school French secular. The Freinet Techniques of Modern School now have a history, a long history of evidence and obvious successes experiments, application standards.

Of course, they still have against them, and they have long, open opposition or indirectly from those who, for homeworkmarket
reasons often unmentionable, apply to denigrate. There is this characteristic that they are never users who complain. We never see one of our members take the lead in this systematic and arbitrary opposition.

The machine works well; it is those who do not use them who find fault it, and warn users who wield substantial. This finding should be compelling and ultimately to encourage us to continue in a way where we have experienced so obvious and so quick success. Not that we should underestimate systematically all the criticisms we made, even when they do not come for educational environments, but the point remains the least acquired.

Educationally speaking, Freinet Techniques of Modern School are now listed in normal processes, practices and officials of the French School. Since we have agreed to do so, no sacrifice of any kind to our ideal or our principles, contenting ourselves to be and remain good workers, humble and conscientious that practically show what can the application and dedication of educators applied, passionate to their craft, we are quite at ease to accept the natural and normal consequences of this situation: the spread to an ever-increasing scale of our equipment and our techniques, disseminating which is the fruit of the efforts made and the sacrifices made during 30 years of cooperative work.

This spread does nevertheless raises some new issues that we need to look here to find a favorable solution as a whole . * * * Technically and commercially speaking, we knew, and we were able to keep the lead. This is to some extent, a tour de force in our diet, and our members themselves ill imagine the amount of trouble, risks and sacrifices that represents the building, from scratch, cooperative firm which today storefront and has retained the de facto monopoly of the production and sale of equipment which we are the initiators.

CEL and our house has a de facto monopoly because it is the only one to get out a hardware perfectly meets our changing needs and that it continues to enrich and improve. Merchants who do not understand our teaching may well try to sell to schools presses, print or ink. Their competition can not achieve CEL, which itself does not trade but of pedagogy, trade being only according to our teaching.

And educators are not mistaken: CEL becomes increasingly their home. The school year begins must definitively establish our great cooperative enterprise. It must pedagogically, we wanted the same success with the lead. While not coming to us as the fans 100% ready for all the experiences and all the sacrifices to be successful, we have worked in obviously more favorable conditions for educational point of view.

We are not afraid deviations, or we corrigions easily. We are now at a crucial time: educators who pass printing equipment control are not necessarily the „buffs“. They heard good printing and Freinet techniques; they have seen the Ecole Buissonniere; They visited one of our exhibitions; Inspector them perhaps encouraged them, or they know at least that the officials are not in principle unfavorable.

Maybe even the parents, sensitive sense of our methods, they have pledged to modernize their class and education. Colleagues who come to us are certainly determined to work; they are undoubtedly a first step, but this first step is sometimes overly shy. They will not practice completely Freinet techniques. They will write a school paper; they will practice may be the correspondence.

But they fear that deep reconsideration of the teaching we say, and prove the need. Some of them also show that hesitation in refusing more or less systematically to integrate into our movement. They do not subscribe to the Educator or our other publications; they sometimes even refuse to adhere to our departmental groups as if they were afraid that we were pushing too hard in a direction that their remains suspect.

They fear our momentum and enthusiasm. Yet we do not want to be pessimistic. The great mass of educators who purchase our equipment have felt at least some inclination to break the deadlock which led the traditional teaching.

They hesitate at the threshold of adventure and my faith, this is natural. Do not these good rebutons emerging wills; rather let us understand and cultivate them to see them one day join us in the search for new ways in which the cooperative experience has revealed their fertility. So the situation in the pedagogical point of view. It is delicate.

If we do not hold on, if we do not train these new members, if we do not integrate our technology there will be rapid degeneration of our pedagogy. Each class will soon have its printing and limographe, which would be a significant commercial success, but we would have failed in what remains our primary aim: the consolidation and dissemination of a pedagogy that better meets the needs of the people of our time .

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