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首页 > Blogs > An extramural circuit that arouses in children a commitment to do well for the other he does not know.

In: Journal of Congress Teaching Principles congress> Communications> correspondence This report was written based on feedback collected from participants after the workshop. Breathe artistic practice in classrooms by establishing a network between GD colleagues working in different levels.

Departure of a carton containing a drawing or plastic productions (on paper, photo, photocopy …) to another class that reacts, rebounds and produced new things which will then be added in the illustration board and sent to a another class. the works of others is observed. One reacts either in an attached booklet cardboard or by sending directly the observation to the class. Two weeks into classes … this period may be reduced because too much waiting before the return.

Several laps over a year. An idea to copy, modify, transform, invest … in other GD. very interesting idea that can give ideas of joint projects in a GD. For my part, I will propose in my GD. very interesting project which can lead to beautiful graphics exchanges and dialogues between different children and adults.

Need to structure the project, perhaps deciding a goal, a purpose … a traveling exhibition? Very homework help
good idea of ??exchanges between classes. children work to others who give their opinion. An extramural circuit that arouses in children a commitment to do well for the other he does not know.

Works that generate questions, reactions, desires … Children’s productions Meeting of ages, different backgrounds: wealth creation that meeting that layering, which grows, which moves opposite on the other . A circuit where eyes meet and enrich due to the differences between receivers (LCIS / Mater / CM / Arabic college …). A trigger more for some children not necessarily attracted to the Plastic Arts.

Many ideas given, received, exchanged, discussed … to sprout! Works best if the classes are geographically close. Consider a traveling exhibition in all classes from all productions. Implement parallel circuits with different inputs (creations in math, science, other arts …). I have the idea to do a circuit with colleagues “science” and complete information about the organization (frequency, etc …) will help us.

I think it forces us to go into areas not necessarily tempt us. For children, these exchanges can bring a lot; must be opened to the outside. Possibility of 2 or 4 different suitcases, perhaps with different themes (Math, conferences …). Each class usually or always a job to do for the circuit.

Importance materialize a corner in the classroom to the live system every day. I found this very interesting workshop. He gave me ideas, tracks. I think setting up a circuit in my school (15 classrooms) in September between the different levels of classes.

Reviews coordinator for us, besides the pleasure to communicate to others our work GD, we came with the hope to come away with practical ideas to improve this circuit. For despite more or less positive tests (negative, it works too), the potential we have identified in this practice makes us want to continue next year. So thank you to all participants for their contributions to our thinking.

Philip Wain GD-41 Print Add Comment Information For Visitor, 08/23/13 – 3:59 p.m.. On this theme, you can consult the folder “art libraries” released by the arts sector and Creations: http://www.icem-pedagogie-freinet.org/node/9408. Jacqueline Benais, Arts & Craft sector. reply
By Patricia Quinsac on 22/08/13 – 11:36 In: Gr.

Second Degree newspaper congress Convention grade level> second degree> High School Life of the cooperative class citizenship pedagogical principles> co> Consulting Workshop led by Marlene Pineau Catherine Mazury, Patricia Quinsac second in french class in the board This is the 3rd year that I set up the board in the second grade. I chose to do it with this level because there are French 4h30 per week (less in the first, Tle) and no year-end exam. This gives the flexibility to organize.

Why ? To constitute the cooperative group for the group seizes the space, time and labor content for there to be projects for there to be a space of regulation possible How? It occurs every 4 weeks, more if necessary. Earlier this year, I distributed a month elapsed balance sheet with a personal assessment portion, and a coupon to be cut down for the board.

See Appendix 1. This report is filled in the classroom: the first part is given to me and the 2nd is picked for the animation team of the board. This team consists of a president-e-e-e of a secretary, a speech distributor, e-charge time. We quickly added-e-responsible for intruders to unload its e-chairman of the management troublesome attitudes (chat with the neighbor, or speaking without having given etc.).

Next year, I will introduce an observer of the council (someone who makes a report on the functioning end consulting) to promote reflexivity on the functioning of the board, the more fluid and allow everyone appropriates this tool faster. The first time it was me who chairs the board for the class to understand how it unfolds, from the second board is a student-e.

I ask that any president-e is passed by the secretary function (to get an idea of ??what is going on, what it means to grip and noted decision). There is a listing “To chair a cooperative council” who gets all stages of the Board (opening, closing, ritual phrases and above all, the most difficult few ways to make decisions). The future president’s bed before animating. (See Appendix 4) We are given an appointment outside of class to prepare the agenda from the collected coupons.

Students, however, rather jealous of their free time, come with seriousness and enthusiasm because I believe there is at stake for them. This year, it was a pretty exceptional class, but very little school that has taken hold at the beginning of every Freinet tools I have introduced and which strongly adhered to the cooperative dimension of work organization. At first, I’m here for the preparation of the agenda, then students are doing alone.

This is to set the order of issues, without forgetting to turn responsabilites1, current projects, and give time to each point. See Annex 2 for the agenda of the first board 4 October 2012. From the beginning of labor problems were posed: how to get listening and caring when this work orally (IT , individualized work)? how to adapt the required reading books to read different rhythms and interests of each-e?

But also proposals: it is from this first council that the idea of ??a class trip that finally took place in Barcelona in May. Later, I changed the document to prepare the agenda and put in the binder of class 2 a sheet to fill with requests or items for discussion for the board, as my colleagues advised Freinet departmental Group . Indeed, the voucher system to fill was useful for everyone-e can think but eventually all the items on the agenda were not treated (including mine!) And no one had the overall vision of what was said, proposed, criticized by others.

But this new document is not filled spontaneously (students are not always in the same room): I have to circulate the sheet in the class during the week before the board. See appendix 3 an example of a board sheet. The Agenda, which lasts an hour, the chairs are placed around in the room without touching the tables to go faster.

The / e opens the president and the board has the difficult task of helping the class to make decisions and to complete the agenda, helped by the rest of the animation team.