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Printing coming dashed for some.

Learning the language, Delachaux 1968 4 Paul Le Bohec, Mathematical free text, Odilon Publishing, 1997 Add comment
By Muriel Coirier on 20/05/15 – 7:27 p.m. In: GD 86 – Vienna Meeting Minutes of meetings Review: We were 10 to meet us at the Improbable Bookstore at Xavier for our last meeting of the year.

Present: Xavier, Jessy, Philippe, Annabelle, Barbara Martine Severine, Muriel P., Christine, Veronica, Muriel C. 1. The year in review: The schedule 17 / 20h seems to suit a lot of participants even though it is not always obvious to those who have family constraints. The few meetings scheduled Saturday were not busy. If the choice is made to keep that day, it will probably ensure that the content is very clearly focused on a particular job.

Printing coming dashed for some. 2. Proposals for next year: We retain the timetable 17h / 20h Wednesday for all meetings (with some exceptions). Possibility to come with his children (nearly all schools make good playgrounds!). It seems important that the guys who master the history of PF and ICEM come to meetings: the transmission of this history is important when a GD is renewed.

3. Schedule 2015-2016: hours: – Wednesday: 17h / 20h – Saturday 10h / 15h September 16 Wednesdays (St Georges) October 10 Saturdays (Cisse Puy Lonchard) November: 18 Wednesdays (Chire en Montreuil (?)) December: 16 Wednesdays (Poitiers in OCCE) January: Wednesday, March 20 (Philippe school): 16 Wednesdays (Coulombiers) April 30 Saturdays (Millac) May: 18 Wednesdays (Rusty) July 7 and 8 (St Palais) locations of meetings have yet to clarify the results of the movement. 4. Regional Training: Intervention by Valerie Gauzolino: highly appreciated in general.

The external contribution is seen as an asset, as have several strings to his bow. Yet it is important that the speaker knows the Freinet pedagogy. Regarding compensation for the intervener: the case for compensation at 50 € / hour seems sufficient. How can we anticipate this issue in the future? constitute an envelope for stakeholders we solliciterions? The rest of the course was highly appreciated.

Jessy and Philippe raised the possibility in the future to organize such training through OCCE formations. Muriel explained that indeed this can be invaluable (see OCCE internship in Allier in which she participated). That said the 2015/2016 calendar seems too short to hold the next course.

See for years after. – It was therefore decided to schedule the next regional course well in advance for the “regional” dimension longer present (GD participation of neighbors) and to have time to invite stakeholders as appropriate. The holiday period is chosen in February (14 and 15 February) – The GD will have to file a FDVA file to the Regional Council to finance course (around February). – Philippe therefore informs SD GD 16, 17 and 79.

It will put the regional course on the agenda of our meetings (research location, theme, speaker …). 5. Other information: – ELF: Jessy informs us of the next intervention to CAPE ESPE Niort (June 4). Muriel P. accompany him to co-host the workshop “cooperative learning”.

Muriel C. recalls that it would be good that CAPE preparatory meetings do not take place during school time because CECLA excludes from the outset associations that were not permanent. Jessy has done over this suggestion CAPE. – IWH: Muriel P. and C. Muriel intervened on Wednesday 20 in the training of educators first year instructors. There was a student quarantine. They are presented Freinet Pedagogy (historical context and philosophical and political / pedagogical practices values).

The IRTS planned remuneration for this operation (about 50 € / hour). This remuneration will be paid to the account of GD. add a comment
1 result Results Meet and Thomas Romain For Cycle 3 Leon Grimault on 19/04/13 – 9:26 In: Exploration, visit Roman and Thomas returned to Bolivia and they showed a slideshow on their journey.

They moved to a town in Bolivia i need help with my home work
with their libraries. It’s a bus where they put books available. Bolivians children came there to make designs workshops, write or read. They also showed us pictures of the Cordillera of the Andes and Machu Pichu,. Eleanor Abdou 2012-2013 1 comment Read more

In: The Educator CEL For teachers review> Summary March 1976 The magazine full International Congress of Modern School “I write alone” spell repertoire for CP About Reading A natural approach to grammar Three years dramatic game news The educator drawing the second degree About “educator and / or therapist?” The operation of Clen departement Yonne International Congress of Modern School> Print
In: For Teachers book, instructional booklet Techniques> Classroom Organization> April 1967 TENTATIVE CONCLUSIONS self-CENTERED TEACHING CHILD The experiments presented in this document should not be considered as models.

Despite the increasing share due to the child in Freinet classes, despite the range ever wider liberating tools and techniques, the personality of the teacher remains a factor. Michel Plee, educational director of the Regional Training Center specialized masters of Nantes, wrote in an issue of THE EDUCATIONAL PAPERS, dedicated to the master-students about the class P. Yvin: “First the personality of Peter, I have also seen among his students, inclines (almost by nature, so the expression still makes sense) to a non-directive attitude, that is to say, within the meaning Rogerian, at an altitude of authentic centering on children.

However, notwithstanding the personality of Peter, it should be noted that pedagogy that allows children to create the internal institutions of their class, is not based on a non-directive attitude. “Certainly, the evolution of life and work in a group that self-managing is different from one medium to another. The personality, the tone of a community varies from one class to another, and in one class are not the same from one year to another.

However it should be noted that in the experiments described in this paper significantly different from each other, there is good centration of the master on children. In each activity, the level of organization, the teacher brings his share, but only his, the total share being that of all community component individuals.

At all activities chosen by the group, the master gives its opinion under team member, but “it does not interfere to shape minds, bend them to his fancy, to lead it knows where besides “(FREINET: Labor Education). This pedagogy, based on semi-directive attitude of the master, is essentially characterized by self-management of school activities.

Finally, student-teacher relationships, far from inducing mutual dependence phenomena, facilitate authentic relationships from student to student and the accession of each in his autonomy, his humanity. Education must allow the child to gain independence that somehow strengthen him and will help him to face new situations. A self-management system will promote the integration of adolescents in modern society, where more prevalent than ever the spirit of initiative and responsibility.

Self-management in school is the pedagogy of our time. It alone is capable of bringing children and teens – become adults – to build the socialist society of the future, where everyone will find SA instead. * SELF-MANAGEMENT AT SCHOOL: A UTOPIA? Self-management experiments described herein were performed in special education. It is certainly no coincidence.

In master classes where the number is small (15 students) are allowed, and even a renewed pedagogy is recommended; is given to teachers confidence and freedom in programs and schedules.

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