The ATSEM in the middle of the meeting when we formalize the class dashboard. They participate in rituals (see the number of missing and identified after counting the present), and by the time registered on the agenda sheet will speak. Small, shy, go through the ATSEM. Philippe hope that over the years, little will speak more early. 3. During a collective time (lecture, conference ..) which is not mandatory, others are doing?
These collective time proposed by the instit, a parent, the school doctor … are optional. It is therefore possible additional activities. Those who do not will continue their day as if there is no proposed class time. 4. Is that the meeting is mandatory? Currently, the question does not arise in the single class of Philippe.
In his previous class, she was sometimes required, limited in time. It was optional to other times, and even non-limited in duration. It is discussed in a meeting with the children, and depends on the context.
5. How to assess children in their homework? What is done with the program? Letting children choose their activity is antithetical to the transmissive program implementation. The program competencies are languages, codes to be developed in children.
In the third type, the construction of the language that is important: that is, the construction of which will allow him to understand do my homework websites
the language (mathematics, history …). The dashboard serves only to encourage the child to move in all workshops (history, geography, mathematics, reading, writing, coding …).
It does not situate it in relation to learning or to programmes.Dans school B. Collot, there was more evaluation, more programs, and the children were successful as others in college.Philippe passing national assessments three times a year. It is these assessments and custom corrections that link with the program. This is done 3 days 4 from 13:30 to 2:10 p.m..
Evaluations for naming certain concepts (prefix, parallel, …) to the child who has the level of language (brain maturation) enabling it to integrate instantly but he does not know the vocabulary. It also allows work concepts that are not necessarily worked on projects or workshops (grammar, surgical technique, …) and guide them during that time to a dedicated activity.
When the level of language does not allow ownership of the concept (appreciation of Philippe), the exercise is not corrected. Past assessments correspond to national assessments and CM2 CE1 for all children from CP to CM2. 6.What to children in need? You have time for them precisely because the others are autonomous.
The fact that others are standalone allows to intervene if necessary From the moment the child initiates his questioning, triggers the activity, the child does not hang. There is no reason to have children “stuck” . . 7. What is the position of the institution compared to unique classes? The study Dijon undermines study Francoise Oeuvrard, but they compared that classes 1 or 2 levels.
Multi-age classes have better results; Study Francoise Oeuvrard has never been denied. 8. What relationship with parents? Establish a relationship with parents is sustainable.
It seems inconceivable with classes one or two levels. Do not ask of principles, values. If all the parents request a dictation for example, it is advantageous to do so.
But it is especially necessary to define with them the issue: “How to improve spelling performance? “. If all parents want a dictation, it is advantageous to implement but after defining the problem with them. This will make it possible to assess the effects (direct and indirect) together (and yes as they become themselves as involved!). Identifying problematic lets out emotional issues, that is to say that parents should not say that the teacher is low and yields to their wishes.
Rather, it is to extract the underlying problem at the request of parents and include them in a professional manner to avoid “wars” of opposition. The problem is that to parents, it is then shows no certainty. This is why it is important to have good relations with parents, do not be close (eg do not live in the village where they teach) and stay the referring professional.
9. What are the permanent workshops? the pillars of the education of the 3rd kind? One of the pillars of the third type is the daily meeting. Another pillar: permanent workshops. It can be a area equipped with equipment, tools (measuring, counting, history) to come and use them anytime in the day. But it can also be spread in the classroom or intangible.
What is important is that the workshop offers opportunities to do. The child can leave a trace, enter it in the tree of the knowledge class, to encourage others to come again or rich. The choice of available tools in the workshop is important. “You have an infinite number of provocations to learn.”
By Visitor, on 08/28/13 – 1:31. Hello, I think the text begins with a mistake … The term “school of the Third Kind” was not created by Bernard Collot. She was with another colleague Freinet movement now extinct Mauritius Berteloot. Moreover, Bernard says himself …
Jean-Charles Huver, Departmental Group 06. Maurice Berteloot answer … By Visitor, 28/08/13 – 1:48. Here is what Maurice Berteloot was in Avignon in 1994 and in discussion with Maurice and his wife Clem it was already “a while” they were talking about schools of 1st, 2nd and 3rd kind: How can we get there? Towards what type should you go to school?
The School of the 1st type It is the school of the Middle – Age that continued almost until Napoleon and many after, some texts governing the still exist today and remain fortresses to remove. It is the school that catered to a type of society because the school still meets a company; it is, like it or not, crossed by society. What was that company?
It was a society determined by social class, that is, a peasant child is considered a thing and it existed only for him, basically, was to be peasant. Where he learned life? In the middle peasant over to his father, to his parents.
Once and for all, his destiny was set. Nilly he had to submit. She answered, one might say, to tradition. Hence our definition of this school as a traditional school which reinforced the society.
The School of the 2nd type When came industrialization, and a communications company, with the possibility of teleworking, what we know now, that all changed. We arrived at the school of 2nd type … and whether we like it or not we started to talk about “active methods”. The director of a company, a factory knows that his workers have a certain “image” of the boss, he tries to forge links with them that will create the image.
The action of the boss, the image he wants to give, are determined by the image that have the workers. I call it an extroverted society. Active methods meet this extroversion, ie that the actions of one are motivated by the eyes of others. The child is. Certainly, this is an improvement on the tradition still leads our children to self-determination.
The school of the 3rd kind, it will be one that will fully respect the possibilities of human nature, which are huge, huge. Warning ! It will develop according to the environment, and this environment, we are conditioning, because we act according to it, but it reacts on us, it also affects us … It is in this circuit that we will introduce school the third type is that of self-determination.
We let each individual self-determination and continue to develop to the limits he himself set.