2019 05-10
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Do you want a clear message?

Yellow vest mediators students manage conflict get help with assignments
in recreation. In kindergarten, it is the adult mediator. Michel put it in place as early as week of school. The “clear messages” do not solve everything but evacuate grudges, resentments; they do not remove critical to the board. At the council, only addresses the criticisms that have not been resolved by a “clear message”.

The protocol of a “clear message” is non-negotiable, and students must use “words”. Mediators always come in pairs. simple case where a student A is complaining about a Student B: 1. the mediator said, “Do you want a clear message? “2. If the answer is positive, the Ombudsman recalls the golden rules of” clear message “: we talk about ourselves, no one, no insults, no stops, we say the truth, …

3. the mediator asks: “Who wants to start? “4. for each student expression and listening to facts and feelings” When you’ve done …, it’s me … “; reformulation by the other ( “I understood that …”), this reformulation is critical 5. “What solutions do you propose to make it better? “Mediator and asked to apologize 6. Closing, with Michel handshake presents us with the basic rules for these” clear messages “function. He also mentioned the false solutions, such as: “more than we did play together …” He explains how he sets up in class and how the teacher fades gradually.

In summary: to trust the kids! The audience for this workshop is conquered, thank you Michel Print Add comment Click a term to narrow your search: Type summary page (17) archive (5) class short (3) analysis (2) bibliography (2) motion (2) slice of life (2) Chronic (1) homage ( 1) tap position (1) text reference (1)

In: The Educator CEL For teachers journal Science and Techno pedagogical principles> natural method in November 1956 http://www.icem-freinet.fr/archives/educ/56-57/5/8-23.pdf Author Freinet Print In: The Congress Educator CEL For teachers review teaching techniques> class organization> authority / disciplinary pedagogical principles> Rights of the Child in November 1956 In our last issue, we have charted the studies to be undertaken.

It is now necessary to go into detail and prepare well, cooperatively, the discussions in Nantes will conclude with practical decisions Likely to radically influence the behavior of educators and their students. We planned as major themes: 1. The authoritarian discipline, we still practice, but not daring to refer to it. It is the discipline of the past. 2. The mixed Discipline. It is, in most cases, that of our transition.

3. Progressive Discipline and cooperative of Labor Education, we need to publicize and promote. If one wants to correct errors, overcome shortcomings, one must first know them, take loyally consciousness revel causes, establish responsibility. But do we risk not also to bring water to the mill of those who, for reasons that have nothing to do with the education of children, go constantly at war against our secular school we have a clear duty to defend.

We find ourselves in the situation of the mechanic who drives a machine that certainly gives services, which exceeds the basic facilities of old, but do not deserve less to be perfected as permitted by recent mechanical discoveries. But he admits that the machine does not work well, no he will not, thus, a pretext for reactionary enemies who would regress to the practices of the past?

If he said nothing – as he can not always hide insufficient returns its installation – he let say, heroically, that’s the mechanic who’s been involved, and that, by better preparing workers you get better results? He finally trust the possible virtues of his machine. He denounces the shortcomings so that we try to address them.

If successful, a difficult step, which seemed like a dead end, will victoriously crossed. Should we accept without saying a number of disciplinary practices that are imposed on us by the adverse conditions of our school, through programs, schedules, defective premises, basic facilities and overcrowded classrooms makes even more acute all The problems ? Should we remain silent, lest our enemies triumph: “This is what the secular school”, taking care not to expose the most serious ills affecting even their own schools?

Let us believe that mechanical, even severely disabled, however, work to the satisfaction of its users if the mechanics were better at the height of the situation? Will we accept the formula that prevails in all educational environments: “As is the master, as is the class”, which is not universally true? We also like the mechanic, we have long hesitated.

The need which we now discuss the topic of discipline imposes an objective, but ruthless situation. First we tell the inevitability of the problem of discipline for all schools who for various reasons have not yet been able to reach the stage where the technical organization of a functional work may appear to be capable of filling the order and harmony essential in any community – and these schools are, alas! the vast majority.

And even in our classes we say modernized, we bring in so many areas the weight of the past that the problem of discipline is always only partially solved and that we, too, ruthlessly arises the problem: – How get our children do not make excessive noise in the hallways or in the classroom? – How to calm unbalanced children are upset excited disrupting the class? – How to force students to study lessons or homework required by the program and the inspectors? – How to avoid rudeness, vulgarity, brutality, so common in overcrowded classrooms cities? We will endeavor to explain, in conclusion of our items, the problem will be solved naturally and humanely day – where locals will be built according to the working lives of children enrolled; – where a new job, interesting and even exciting for children, will have replaced the outdated scholastic; – where, why, classes will be furnished and was based on this need; – where your children will be raised, fed, educated outside the school in a satisfactory manner; – where have disappeared slums, barracks-houses and barracks schools; – where classes will have 25 students.

Meanwhile – and there will still be a long margin – how to solve difficult problems, sometimes dramatic that we are installed? In practice, alas! a discipline in assuming authority complex obedience demand often forces them solutions. This force is manifested in varying degrees. It is invisible, imperceptible and sometimes insensitive, when the skillful teacher knows to use, wisely, punishments and rewards.

We will see the impact, in this case, the ratings, rankings and emulation exceeding fast measurement. But there are just palliative difficult to maneuver and which in many cases are insufficient, at least with some difficult personalities. Then comes the range of punishments.

For the reasons we have given above, the use of punishment is still in our general classes: light punishments, apparently acceptable, common punishment: deprivation of outputs, stakes, verbs and lines; more severe punishments which attack the dignity not only of students but also suffer the teachers who inflict. What is the exact severity of evil? That’s what we want to clarify the survey we will conduct, and the results will be made public only if we believe that safe disclosure.

We ask all the comrades for whom the punishment is not a common practice of the classroom, and therefore can get the confidence of their students, let them tell the various punishments they suffered at school and at home, to note with details and send us the results of these testimonies.


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