Warning: Cannot modify header information - headers already sent by (output started at /home/content/15/7696715/html/vintijic/index.php:2) in /home/content/15/7696715/html/vintijic/index.php on line 10
The environment determines the direction and quality of experiences and learning. – vintiji

The environment determines the direction and quality of experiences and learning.

A healthy child learns. On entry to the school, to thirty-six months, the child is already carrying a vast memory of his life experiences and permeated by the culture of his native environment. The master-bad-student cares about health and balance. He also remembers the short life of his young students, their powerful energy and their high permeability experience. This master there are some assumptions about certain behaviors. He knows the importance of the nipple for one, he has his own idea about the origin of the anger of another, the reasons for the extreme timidity of a third or about the joy of living in such girl. The master-bad-student presume to themselves as teacher and researcher. He can not bring himself to take on the role of technician running a program. It has the ambition to valiantly defend an educational project. Trained by his readings, reflections, exchanges with peers, in particular ICEM2, he forged an idea of ??childhood, needs to develop, to grow, to flourish and live in society . By theorizing practice, he continually shape. He sees the program as a contract, warranty registration of his work as part of National Education. It “makes” no program. He refers to it. The class motor is IN the class, they are the ones, the subjects that make up the group, children and adults. The bad-student teacher knows the rule of pedagogical materialism. The environment determines the direction and quality of experiences and learning. He thinks, carefully, tools, materials, equipment, spatial organization, the organization of time and organization of the group. This medium evolves, changes as necessary. It is underpinned by an educational project in the development of every social fraternity. What ethics? Never forget that life is the foundation of ethics of the master-bad student. humanely accommodate children is a priority. It is characterized by a posture generated by its philosophical and pedagogical commitment. He seeks consistency between its educational culture, policies and practices. He is trying to adopt an attitude consistent with its ethics, this moral singular subject. But the subjects, according to Freud, are not “masters in their own house”, they are acting in their unconscious. Nobody has full control of what he is, what he does. It is essential for every teacher to be aware and be wary of the impulses that guide, what he does without thinking. Historically, the ethics of the master ill-student was driven by a desire to end the war, building peace with justice and fraternity. Obviously, he rebels against individual alienation and class exploitation. Long, ill-student teachers flirt with the ideals of self-management, libertarians, socialists and communists. A key idea of ??this pedagogy for the design work and especially at school. The work must be a source of empowerment through the development, implementation of the individual by himself. The master-student research bad internal motivations. Clean energy of youth combined with the natural desire to understand the world guide the willingness to learn from children. The master-student bad ceaselessly search for real relationships best assignment helper
, real activities without artifices dictated purely academic necessities. He firmly believes that one learns more surely by living and experiencing situations, even social. This master is not non-directive. It is not, either, in the pure directivity authoritarian. He knows the material and framework that gives the class will determine the behavior of children, their relationship to knowledge, their relation to others. He wants all his students are on, take charge of their training, open to the world. He will try to use all the means at its disposal to achieve this goal. He will customize, depending on what he knows, what he feels each of his students, his action with them. He will urge one, will hold the hand of another, let to a third. This teacher tries to know her students to better support them on the path of learning. Loving justice, he wants to avoid reproducing social inequalities in school. The attitude of the teacher Our teacher is bad student because he is rebelling against a system that wants to confine it to occupy a site running. But pedagogy is based on principles, a learning design and technology including a few keywords would work true, trial and error, free expression, natural method-term creation, cooperation and study of the environment. This master is, above all, welcoming. He addresses with humility and generosity to his students. He does not lose sight of the key is on the side of life and humanity. As far as his conscience permits, he avoids build relationships and morbid situations. It does not hurt free and consciously. It positively encourages. Its techniques and tools support real work pushing the child to invest in its own development. School years, he prefers a more comprehensive cultural approach. He also led a reflection on the content of the crop and on the thorny issue of the difference in treatment of crops according to social class and origins. He questions the cultural stimulation of students in their family environment. He is aware that children can invest culturally in class only if there be welcomed with their culture. No cultural denigration is acceptable. This master connects cultures together. If in its practices, it differs from the intensive use of the set-based exercises, this master has other strings to his bow. He knows that learning is a matter of imitation and transmission. He struggles against his guilt to be descended from his platform and having released its batteries exercises to sit among children and follow their lead in learning that they realize through the group and the richness of the environment . This guard always present, he holds his breath, he observes all the advances, discoveries, human relations permitted by the offer of this sufficiently rich environment to a group knowing enough to live together in respect and cooperation. If the material is arranged and tidy, complete and classified, if children do not squabble, they know the possible actions in the classroom, use, use and replace the materials and tools, so the master can learn from them by observing, for better support. Child labor Around three years, the adult guardian accompanies the smooth transition of the child to the interiority of his familiar world to the surprises and mysteries of an environment to discover. At that time, transitional objects fall of themselves into disuse, the time of the class, even if they still survive in the family privacy. However, things must be desired and spoken by the adults taking care of the child. Giving up the pacifier is facilitated by the support, conviction and affection of trusted adults. The first child admission criterion in kindergarten is controlling its sphincters. The child managed this entrance examination due to its neuromuscular maturation, emotional and intellectual. It emancipates itself from dependency on adults, head and hands still more free. From others, jargon with which he was understanding of his relatives, is codified to be heard by the school community. His muscular impulses, acting on a pen haphazardly maintained between the palm and fingers, equip the power to scribble his footsteps. In small and medium section (SP-MS), between 33 and 66 months mastering his lines will allow it to symbolize things, objects and invent arrangements of abstract forms. This, too, is dependent maturation neuromuscular, emotional and intellectual.

Leave a Reply

Your email address will not be published. Required fields are marked *

phd dissertationonline essay servicecustom writingsessay writercustom essay writingbuy custom essays pay for essayessays for sale