To create is to resist,” concluded Stephane Hessel in his essay you Outrage!

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To create is to resist,” concluded Stephane Hessel in his essay you Outrage!

Children do not go away for analysis. We can draw or diagram to materialize the job done. RQ: for periods, there is an amount of daily activity of the class (time keeper for example, fixed clock which represents the important moments of the exit time of day recess) to assist in the acquisition of this notion . They are living the rituals of the class that help make connections on the duration of concepts.

Think diversify tools for measuring time (needle digital hourglass timer …) Do not take this file as a framework to set and follow …. These are tracks, incentives sheets. We must be convinced of the need for handling implement. This is what will help understand the background of everything. For children to build their thinking is essential that they live it.

For example, the mass measurement is not constrained to homework service
the size of the object (see eg polystyrene). The mass of dough for some children depends on its shape: a ball of dough clay is heavier than the same dough flattened! <^ Teamwork version Add comment

By Michele Comte 29/08/11 – 8:52 In: Nord Pas-de-Calais Congress report> educational workshop EPS Principles> Educational Techniques Child Rights> Classroom Organization> Life Class Workshop Wednesday, 24.08.2011 GD 31 worked throughout the year on the body too often neglected by the educational system that promotes rather the cognitive aspect. Working in groups with a form of class (square, rectangle or “L”) by pulling three constraints given.

There are no openings imposed some constraints impose done. There are 28 students in the class, make a plan that takes into consideration the body. square space Presentation: Constraints: 28 students, one wardrobe, two doors, a table. The group has set itself additional constraints: a sink and adult office.

The group was careful to have traffic areas, and sharing of files that students can use “not all at once.” Questions: those 4 on the side still have their heads turned so students may have body aches. Answer: every month the students changed their place and no the table as a collective area. What is possible is to remove the tables so that they make a small V so that students have less turn. If students can turn their table. The table is not necessarily the medium (eg paper).

Have you tried in a row because it is not because they are in a group that students will work in groups. Is there not a number limit for work in cooperation? In my class there are groups of 6 to teamwork. Inside a team there working group, but not to 6, and individual work.

Presentation space L: Constraints: – the bottom of the class is a passage to the court for the next class – a child has an AVS – offices old with chairs hanging Children have no assigned table and move according to their needs. There are two groups of 6 seats in the middle of the class. The other tables along the wall. The passage to the courtyard also used as exhibition area and allows for storage space along the curtain delimiting the passage corridor to the court.

The switch can not be used for a corner combination or another as a child of the next class can switch at any time. Problem: the hardware area is the same place and may cause “plugs” in the activity changes. rectangular space Presentation: Project 1 Constraints: – a single table – a child followed by AVS – a child in a wheelchair The tables are grouped by 6 or 8. The child in a wheelchair is placed next to the door and with a easy access to the teacher’s desk. Corner bench to read, regroup.

Problem: the consolidation area is it big enough for 28? The solution may be that children sit on cushions to form a circle. In groups, the students are back to back to facilitate movement in the classroom and children can move their chairs to cooperate. Project 2 Constraints: – a single table – a ceiling 2.1 m – a water tables are grouped in 5 (10 seats).

The painting is about the width of the square. There is a storage cabinet and large shelves along the wall for storage of tools used daily. A mobile library is in the hallway and the display is in the hallway because the ceiling is too low.

The tables are not assigned and the children change places according to the working groups. It is possible to stools (folding or not) to put along the walls or under the collective tables that allow a child to quickly be able to put next to a classmate. RESULTS: In PF must provide passages for the circulation because children are often on the move.

In the proposed class, sitting or standing posture are the only ones. It may be interesting to have an area with benches where the child can lie down and allow different postures. We must think of the position according to the table or place of presentation to prevent “twists”. We must also adapt the size of tables and chairs for children that the feet touch the ground. If the chair is too high, we can put a little box of strong cardboard or another for the child to put his feet.

If the tables are large enough, a lectern (ramp) on the table allows for easier reading. Print Add comment
By Jacqueline Benais on 05/09/15 – 10:51 p.m.

In: Gr. Arts and editorial Creations pedagogical principles> term-creation creations online review No. 223 “To create is to resist” announced in the New Educator # 223 – Publication: June 2015 Editorial – Resisting Industry Arts and Creations, build by culture “culture is not to be distributed, it must live together to create it.” People and Culture 1945.

Multiply, associate, develop these “tiny revolutions” that are the workshops classes where one can “create in the way of yourself … with other” open to difference, enriching his personal imagination, take initiatives, to build together this common culture alive by tatonnee research, cooperation, sharing the flavor of knowledge. This is what enables the active and sensitive discovery circles close (family, cultural, neighborhood initiatives, etc.) and distant (correspondence, travel exchanges).

It is she who, over time, to have taken on the world, allows the creation of artistic events, cooperatives, blogs, newspapers, exchange and mutual assistance circuits. Are then met the conditions to support an empowerment culture for everyone, adults and children together. “To create is to resist,” concluded Stephane Hessel in his essay you Outrage! This is what we want to show through the two following testimonies.

You will discover in Grenoble organization by a group of children and some teachers of an exhibition of their own works in a gallery that breaks with the characteristics of the dominant culture. In Vendee, through the knowledge of the birds and the realization of blind masks, children wonder about human migration. Testimonials summary “To create is to resist”

223 – June 2015 -SUMMARY ^ Birds and men> Print Add comment
School Blog perso Silfiac on 11/05/15 – 9:03 p.m. Hello mom and dad, it was games at the Abbey of Bon Repos. It was three hours of hiking.

After hiking and the Abbey of Bon Repos, the afternoon was reversed. Then we finished. In the afternoon, we went to the center where we sleep. I love you, Mom and Dad. At Wednesday’s School Shanelle Shanelle blog Silfiac By Visitor, 12/05/15 – 10:45. a big hug for you mom

School Blog perso Silfiac on 11/05/15 – 8:58 p.m. The corre picked us up at school. It was a game with Estelle at the Abbey of Bon Repos.

In the Middle Ages there were monks and visited all the abbey. The Abbey of Bon Repos is a large building partially destroyed. The others were hiking on the moors of Liscuis.

We went by bus to Lake Guerledan and arrived at the base of Outdoor. We saw the lake Guerledan empty. Then Gael told us where we would sleep.

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