OUR IMPROVEMENT

After a long time, learning, sumarizing and understanding how school works and how we can change it, we are completely sure that we have improved our knowledge a lot.

Since the subject "Organization and Management of school" started in the month of February, we have continue builindg up our personality as people, but more important, as future teachers. We felt more involved in the subject during the months of April and May because these were the months when there were more activities than the previous months and May was the busiest month because our work group and we had to carry out our ideal school.

We think that we did a great work in all parts of these project because we attempted to give a progress point depart from the documents of the Campus Virtual and other documents, and after we connected all the information with our ideas. Also we looked for more information to add into our projects and for so, we havelearnt more.

 

We have learnt about school. All the areas have been recognised; The cultural area, the management , the political and the more personal one, the social.

We have developed our idea about the management concept. This progress has been carried out using documents ans specially thanks to the activities in C.E.I.P. Miguel de Cervantes where we could observe the structure and the organization of this center. That progress of evolution can be seen reflected in "Innovation management" of our ideal school where we have transmitted the idea of a change in this educative aspect but preserving some points of the school as we know it today. In this way, the management concept has supposed an important step from the ignorance in this relevant part of the school until the own model in our ideal school. As future teachers is important to know how every type of school works and more imporant, how can we change these problems .

In that school, and in the "Denis Belgrado" primary centre. we have also learnt about how people feel at school, what they think about school and about the relationships of people on it. Teachers, parents and students, as we analyzed in our projects.

We think we had work very hard along this subject to make amazing classworks and we had learnt all necessaries knowledge to develop a modern school. All days we was build our ideal school concept where won't exist walls, impediments or differences between our pupils.

Now, and after our first course on Primary Teaching studies, we are more comfortable and we think that we can change the future.

Thank you for your understanding.

CURRENT SCHOOL. CRITIQUE.

A CRITIQUE OF THE CURRENT EDUCATIONAL SYSTEM 

If as teachers, in our daily work, we fail or we do not promote new learnings. why we keep doing the same day after day?

The school has already expired  more than 200 years of existence and it is still considered to be the main way to access to the education. Today, school and education are widely discussed concepts in academic forums, public policy, educational institutions, media and civil society spaces. In this way, it is no wonder that families criticise how it works or teachers complain about lack of means or discipline or social pressure.

The schools, since its origins has been characterized by structures and practices that are today mostly considered obsolete or antiquated. We say that does not accompany the needs of the twenty-first century. Its main weakness is a design that does not consider the nature of learning, freedom of choice or the importance that have love and human bonds in the individual and collective development. Ismael Palacín afirms that “La escuela ha sufrido pocos cambios en su concepción del aula, del profesor, de los alumnos o del tipo de aprendizaje, pero la sociedad ha cambiado enormemente y con ella su materia prima, que son los chavales”.

The aspects related with the classes in the school continues being traditional. The subjects of Language, Maths and Sciences (nowadays divided in Natural sciences and Socials sciences) are that more hours are in the schedule. Other subjects like Citizenship or English have minor influence. Although it is a positive aspect the introduction of Digital culture and practise (this year has been the first one) and French (which will begin the next course).

The classes still are not totally dynamic, but there are small advances, as the increase of works in group. The ways of organize a classroom are also changing. We have verified how pupils work with four close or U-shaped tables. Although we must say that a teacher organizes and manages his class attending to different factors, as his thought, the characteristics of his pupils, etc.

Children, in the opposite side about what is supossed to be, are still sad. They don´t like going to school because they consider it us a jail, were they have to only study study and study and where they are going to be 6 hours sitted on a chair.
School has to change to help them improving their personality, something that right now is not posibble.

Thank you for your understanding.

OPINION ABOUT HOMEWORKS DURING THE HOLIDAYS

Los padres declaran la guerra a los deberes en las vacaciones de verano (Click here)

We have chosen this Elena Mengual's article of El Mundo newspaper  due to  it is an interesting topic about the education.

We have always thought that assigning homeworks to do in summer is an absurd and ineffective method. We have been pupils of primary a few years ago and we remember that they were serving for nothing, and in addition, we were not disconnecting of the course during the summer. After nine months of course, and 25 hours a week, doing approximately approximately 40 exercises every week in house, the last thing that we wanted was to do more exercises.

Catherine L'Ecuyer, Educar en el asombro authoress, aims that to assign homeworks to do in summer "only for not losing the habit, sense does not make". Another person who reinforces our theory is Mireia Long, Pedagogía Blanca co-director, who defends that the pupils must rest physics and emotionally. However, Luis Carbonel, the president of Confederación Católica Nacional de Padres de Familia y Padres de Alumnos (Concapa), express clearly in favour of the homeworks during holidays "but not understood as a revision, that also, but as occasion to be useful the time and to learn new things. What it is not possible to consent is that they pass all the time watching the television". It is totally false that a child who does not have to do homeworks in summer is all the time watching the television. From our point of view, it is a justification with few foundations since a child during the summer has time to watch the television, and in addition, to play with the friends or to go out with his parents to the cinema, for example. In addition, there would be necessary to ask any person who is in favour of the homeworks in summer if he or she work during his or her holidays. We believe that it is the same fact.

Jesús Salido, president of the Confderación Española de Padres y Madres de Alumnos (Ceapa), association for which we talk and write about this topic, "was thinking that it was the correct thing (assigning homeworks) because they us have always sold this idea, until I have seen that is not the most suitable thing, among other things, because the homeworks generate many tensions in the families. First with the children who don´t want to do them because they prefer playing and it is very easy to finish vociferously or with punishments. In addition, it condemns to the rest of the family not to go out until they finish the homeworks”.

In our opinion, homeworks in summer musn´t be compulsory and they haven´t to have as a consequence a negative mark. 

Thank you for your understanding.

OUR IDEAL SCHOOL

Once we have completed the information about our ideal school and to analyse the different aspects and problems which still occupy in the school, we decided to do an alternative presentation for the sharing of the information about the exhibition of the ideal school. We thought that a good idea to represent our ideal school was a “Draw my life”. An alternative idea for an alternative school.

Draw my life is a good method to transmit our idea of the school that we would like to have in the future according to the information that we searched along the academic year by means of very simple drawings. 

Finally, the realization of this project has led to a breakthrough in the development and finalisation of our ideal school and the acquisition of a new model both school and design. We hope that you like the result of the video.

Thank you for your understanding.

Critical perspective: What doesn’t work? Why?

 In last class we talk about the operation of our actual school and we saw that lots of things didn't work well or were bad raised. Our proposal as future teacher is change that and make a better school.

There are lots of problems, but some of them are really important and have to me changed as sonn as possible.

In an inclusive school teacher's role has to stop being a transmiter of knowledge that students must learn by memory, and has to dedicate to the individual necessities. This is an important fact that has to change, nowadays the teacher goes to class, read the book and then put homeworks, when it had to be very different. The teacher had to go to class and watch what the students are doing and help them individually, and if the student has a disability, more, because they will need more help and the teacher to be with them, not talking to all the class the same not taking into account those kids that need help or doesn't understand the lesson.

 Other important aspect is the motivation of the students by the teachers. According to PISA Inform the rate of intrinsic motivation to learn Mathematics is negative in Spain (-0'14), and that is one of the hundred of examples that are nowadays in our schools. As teachers motivation is very important, with that students will learn easily and also is fundamental to the elaboration of mental maps, that will be asimilated and when you need them won't be forgotten.

"It is known that we have teachers of the 19th century, with methodology of the 20th teaching children of the 21st century ", Sánchez says. The item dedicated to the permanent training of the professorship diminished in the PGE for this year of 52 millions to 4 (-91 %).

These are some of the examples in our day a day, and we have to became them better for our kids.

REFERENCES

Inclusion in the school (López, M. Innovación educativa, nº. 21, 2011: pp. 37-54)

PISA Inform 2012


Thank you for your understanding.

Proposal to improve: changes, alternatives, new interests.

IMPROVEMENT PROPOSAL

CONCRETE DATA: FACTS, NEEDS AND EVIDENCES

On the 80’s raised a new model based in the initiatives of change generated “down to top” or in Spanish “de abajo hacia arriba”, it means from the own schools. This new orientation postulated that the change and the improvement on education should be a consequence of knowledge generated by the teachers through their practice. They were considered important on the change process as they were researchers on the action. They gave importance to the work team on the school and the participants in the process of change understood and found it meaning. But today there are some facts that show a decline in the education.

• The twenty eight percent of the students, amount not to less the B1 level.

• Early abandonment of Education and Training : Eurostat 2011 : The rate double that of the EU ( Spain 26.5 % , EU 13.5% ) ; Second only to Malta ( 33.5 %). EPA 2012: 24.9% .

• In 2012, the NI-NI (they don’t study or work)  population between 15-29 years old got place in the 22,6% in Spain.

• The training´s grade do not reduce the grade of unemployment like in others countries, so the thirty-one percent of the students who left their studies before sixteen years old did not have job.

• Low investment. The school suffers a lack of economic resources, which have been accentuated in the for the last few years.

• Family customers. The confrontation between family and school has evolved from the society of the ignorance until nowadays when the society is more applied in the education of their son and daughter and they want the best methodology and iniciative for them, from them this situation.

• The autonomy of the Spanish educative centers is less than the general average of the OCDE.

We have to find new ways, and we have to begin a third phase of school improvement.


PROPOSAL TO IMPROVE THE EDUCATON. CHANGES, ALTERNATIVES AND NEW INTERESTS

Según el artículo de la revista de currículum y formación del profesorado (2002), hemos encontrado estos tres apartados que se pueden aplicar para intentar mejorar la escuela.

• Establecer políticas que promuevan la descentralización. Es necesario fijar políticas, objetivos y procedimientos que apoyen el desarrollo escolar en el contexto de las expectativas del sistema.

• Impulsar la capacitación de los centros escolares. Es preciso lograr avances significativos en el conocimiento, las habilidades y la actitud de los profesionales y en su capacidad para trabajar conjuntamente hacia una práctica escolar más coherente y para involucrar en las mejoras a la comunidad escolar y local. Creemos que es importante un avance tanto en los métodos, como en el profesorado y el trabajo conjuntamente de la escuela pero es verdad también que se necesita que alguien eche una mano desde fuera para que esto se pueda llevar a cabo, ya que hay a veces algunos inspectores que no dejan hacer algunos proyectos que están llevando a cabo los profesores.

• Fomentar el compromiso con sistemas de responsabilidad rigurosos y formativos. Deben establecerse sistema de evaluación interna y externa rigurosos que siga el progreso de los esfuerzos de mejora escolar y que puedan intervenir en situaciones de dificultad o fracaso. Es fundamental que la evaluación externa se haga de forma que amplíe, y no socave, la capacitación de las comunidades escolares. Y esto quiere afirmar lo que hemos dicho anteriormente, que el personal esté dispuesto a apoyar los nuevos métodos y así poder llevar a cabo una innovación que tanta falta le hace a la educación de este país.

Como conclusión a lo que vemos que es más importante para mejorar la escuela, hemos elegido este artículo del periódico Heraldo donde cita las 24 propuestas más votadas por los escolares para mejorar la educación en el mundo, en las cuales coincidimos en su mayoría. http://www.heraldo.es/noticias/suplementos/2015/05/26/las_propuestas_mas_votadas_por_los_escolares_para_mejorar_educacion_mundo_363193_314.html

INCLUSION

Las escuelas inclusivas se centra en construir un sistema que incluya y esté capacitado para hacer frente a las necesidades de todos los alumnos. No se asume que las aulas tradicionales estructuradas para los llamados “normales” sean apropiadas.

el equipo docente de la escuela, ya que tiene que tienen  que acomodar ésta a las necesidades de todos y cada uno de sus alumnos.

Las escuelas inclusivas enfatizan, así, el sentido de la comunidad, para que en las aulas y en la escuela todos tengan sensación de pertenencia, se sientan aceptados, apoyen y sean apoyados por sus iguales y otros miembros de la comunidad escolar, al tiempo que se satisfacen sus necesidades educativas.

En las comunidades inclusivas, los talentos de cada uno, incluyendo los de aquellos con profundas discapacidades, superdotación o comportamientos distorsionadores, son reconocidos, fomentados, y utilizados al máximo. Cada persona es un miembro importante y valioso con responsabilidades y con un papel que desempeñar para apoyar a los demás, lo que ayuda a fomentar la autoestima, el orgullo en los logros, el respeto mutuo y un sentido de pertenencia y valía entre los miembros de la comunidad.

Para restablecer un sentido de comunidad, los educadores y los líderes comunitarios, en algunas escuelas grandes e impersonales en los Estados Unidos y en otros países, donde se encuentran con frecuencia los problemas indicados, han empezado a dividir sus escuelas en unidades más pequeñas, con su propio director, su profesorado, sus estudiantes y su propia identidad. La idea es organizar escuelas más pequeñas donde los profesores y alumnos tengan más posibilidades de interactuar. También hay un interés para que estas escuelas lleguen a ser centros de las actividades comunitarias en que participen padres y miembros de la comunidad. Para formar lazos y amistades y crear instituciones más personalizadas y sensibles.

According to BOJA we can say a lot of things; in this web page we can find some good information about what refers to school.

As the article 21.3 of the Statute of autonomy for Andalucía proclaim the right to everybody to access in equality conditions to educative centers support by public funds with no discrimination.

This theory is such a good point to all of us, but we all know there is another part we don’t see. In this case we know the discrimination in school exists, therefore we should try to avoid this because children are suffering and to prevent it we ought to make ourselves some questions:

• What causes does the discrimination have?
• How is the school discrimination manifested?
• What are the consequences of school discrimination?

The school discrimination is a problem with big consequences for those who are suffering it. For it, we must know as future teachers, the importance that this has, which are the causes, consequences, how it is manifested… so that when we are in the classroom we can identify situations of this type, giving it a solution.

Also be able to raise the awareness of the rest of the social actors that are involved in the school (students, parents, managers, etc.) and thereby eradicating this problem, in words of Torres (2009): “Combatirla es un imperativo para las instituciones educativas. Y la discriminación se combate, por supuesto, incorporando nuevos contenidos en los programas educativos, pero también modificando los términos de la relación entre alumnos, entre éstos y los docentes, entre éstos y los padres de familia, entre la escuela y la comunidad, y también transformando el ambiente escolar y las formas de gestión y dirección bajo principio de respeto y atención a la diversidad.”

REFERENCES

http://es.slideshare.net/mariscal80/9-propuesta-de-mejora

http://noticias.universia.es/vida-universitaria/noticia/2010/01/29/655763/104-propuestas-mejorar-educacion.html

https://dialnet.unirioja.es/servlet/articulo?codigo=2148469

http://www.abc.es/sociedad/20140407/abci-educacion-informe-pisa-retos-201404061756.html

http:///~recfpro/rev61ARTwww.ugr.es5.pdf

http://www.escuelasegura.mineduc.cl/usuarios/convivencia_escolar/doc/201103071614300.UNED%20Liderazgo_Mejora_y_Centros_Educativos.pdf

http://mail.quadernsdigitals.net/datos_web/hemeroteca/r_54/nr_604/a_8232/8232.pdf

http://www.mecd.gob.es/dms/mecd/servicios-al-ciudadano-mecd/participacion-publica/lomce/20131210-boe/LOMCE-10-12-13.pdf

http://www.juntadeandalucia.es/boja/2011/40/2

http://www.heraldo.es/noticias/suplementos/2015/05/26/las_propuestas_mas_votadas_por_los_escolares_para_mejorar_educacion_mundo_363193_314.html

http://noticias.universia.es/actualidad/noticia/2014/09/10/1111177/9-datos-sorprendentes-acerca-sistema-educativo-espanol.html

http://www.lavanguardia.com/estilos-de-vida/20121019/54353184527/que-pasa-con-la-escuela.html

http://www.inclusioneducativa.org/content/documents/Escuelas_Para_Todos.pdf 

https://plandecentromanjon.wikispaces.com/5.06.+Propuestas+de+Mejora

http://escuela-mediodediscriminacion.blogspot.com.es/

Thank you for your understanding.

How important are feelings at school?

After the practical class of the Wednesday 25th,we realized that emotions and feelings are very important in our life.

We live depending on our emotions. If we are happy, it is supossed that the day is going to be good, if we start the day with the left foot (an expression that we don´t really know if is correct or not in English), we are going to be like lost souls.

In school it happens the same. Depending on the type of teacher, students will have different feelings.

If we have had good and funny teachers, we are going to talk positive things about school. On the contrary, if we have had bad and severe teachers we are going to talk bad things, and we will try to avoid going to school.

If the experience between teachers and students has been positive, students will have obtained more personal autonomy.

The relationship between teachers and families, is very important for students' learning. The family is a great support for teachers. In this way, it will increase motivation and desire to learn from students

As our classmate Francisco said in the forus, there are lots of students profiles so we can talk about different emotions or feelings depending on the person.

School, and many of the subjects that are taught on it, are considered as boring things. The boredom is one of the most traditional feelings at school, in the past, and right now.

Children stay too much time at school.

At the same time, when we are at school we are in a multicultural situation. People that are from lots of places, with ideas and with habits that are not the same as the ones we have. Being in community is not easy. Children are cruel, they always make jokes and it is difficult to get along with everyone. Feelings such as sadness, embarrassment, loneliness are usual at school, and teachers have to fight to solve it.

In the activity we did last wednesday, one of the components of the group wrote that sentence:

I am completely sure that school has helped me to feel comfortable, to build up my personality, to understand what and who I am and to learn the environment values that everyone has to know.

That is really remarkable because it shows us that school is important.

We totally agree that the most negative feeling by students is exclusion.
We are not talking about exclusion in a friendly way, we talk about the exclusion that teachers usually do with some students that are different from the rest.
It can be good students, who are always on the top of the class, who finish their activities so fast and have good results or the bad ones, who don´t like studying or people who are nervous etc... In conclusion, people who are not the typical ones.

"Teachers used to punish these students who have a nervous personality, not letting them to explain their thinking and more important, if they had any question or doubt, so I was in this case. I was always alone, without any classmate around me and in first line on the class. When raised my hand, teachers used to ignore me, which had felt me really bad. Later, they realize that in spite of I was really nervous, I was a good student"

Here we have an example, wrote by a classmate of the Group 1 "The feelings" the other day.

When people feel bad, the rest of us have to encourage them to contiue fighting and to think positive things.
We think teachers have that necessity. The necessity of helping students to feel good on what they are doing and the necessity of being able to help all of them without exception.

References:

- Leite Méndez, A. E., Rivas Flores, J. I., Cortés González, P., & Nuñez, C. (2012). Voces para el diálogo: la participación del alumnado en un centro educativo.
- Valderrama, R. (2006). “Maestría en educación. Los sentimientos de los alumnos hacia la escuela”.  Recuperado de: www.profesaulosuna.com/.../LOS%20SENTIMIENTOS%20DE%20LOS%20ALUMN...



Thank you for your understanding.

OUR SCHOOL IDEA - MANAGMENT

           The school, as we know it today, has a number of factors in its management structure which we think that are not practicable in our ideal school. We cannot conceive a model whose organizational system is based on the ideology of the twentieth century which cannot deal with the educational problems of this century. In this way, we share a common idea: the school need an innovation in its management structure. According to the necessities of the school, we have decide to divide the organizational structure of the school in four parts to give our possible solutions and to form our ideal school. These parts are:

SUPPORT SYSTEM 

            The type of learning is an essential part of our program of ideal school as we planned before, the educational system is based in some principles of the ninetieth century and one of these is the methodology that the teachers teach and the students learn. A methodology that does not correspond to the society that we are currently living, a different society. According to Palacín (2012) the school that was born as a selective institution which only remained those who were not worth or did not want to be incorporated in the labour market, must teach to diverse students and this is more complicated. Our ideal school will reduce the index of school leaving in two respects:

• A good team of school counsellor. There are many school which have a team of school counsellor and they do not know how to use it. Our school idea would have a team of school counsellor formed by a psychologist, who would help to the students with the school and family problems, and a person who guide to the students with the school decisions or problems.
• Greater involvement of teachers. The teachers would perform a work of early detection of those students who do not study or have a different school behaviour and the task of the teachers is detect it and to order this student to the school counsellor.

     RENEWAL OF TEACHERS 

               There are some teachers who have not vocation of their jobs and we think that this is an encumbrance for the evolution of the school. It is true that, there are valuing exams of teachers which do the own students but we would distribute this type of exams to the rest of teachers. In our ideal school, all kinds of opinion are important and both the students and the teachers (anonymously) who evaluate the situation of that teacher who was not developing his (her) educational work in a correct way. If the teacher does not pass the exam, this teacher will leave the school for the common good of the school. This is a difficult decision but we think that is necessary for the renewal of the Spanish educational system.

EDUCATIONAL OUT-OF-STYLE PROGRAMME  

T                    The objective of the education is to know what to do with the knowledge acquired. We think that this objective is outdated. Many experts affirm that have a parcelled school curriculum for specific subjects does not correspond to the multicultural society we live in. For this reason, we have contemplated work for projects in our ideal school because it is the good method to work the different aspects and problems that arisen in the class. We do not want to do an exam for our students because they study for the exam and then they will forget all their knowledge that they have learned.

CHOISE OF THE SCHOOL DIRECTOR

              The director of the school is an important position in the development of the school and he has all the control over the faculty and students. Due to this situation, we have decided to do an election between the teachers of the school that would like to present to this charge in our ideal school. Elections will be repeated every six years to have new proposal for the school to get a school development. The teacher who would present must accomplish these conditions:

• The teacher has to introduce a team to work both on the administrative, social and cultural aspect.
• The teacher has to introduce a group of students to work the relation between all the students of the educational centre. 

Thank you for your understanding.

OUR SCHOOL IDEA- CULTURAL AREA

The cultural aspect is one of our topics in the "School Concept driagram"

Our school idea would deal with the universal concept of the religion, that is to say, it will intercede for the election to study or not to study this subject and if the student study the religion subject, he will study all types of religion and believes around the world. Also the student could study his own religion.

In the case of there is not the desired religion or the student would not want study any type of religion, it would prepare a class where the student could progress in the rest of subjects. Religion subject would be out of the scholar CV, that is to say, it will not be official.

In school, religion will be taught as an universal concept. Everyone will decide if they want to learn this subject, in this way they learn across the different universal religions.
If the school won't teach this subject or the students don´t  want to learn it, during this lesson, they will go to study to a room where they can improve other subjects. 

Thank you for your understanding.

OUR SCHOOL IDEA- SOCIAL AREA

In that new post, we are going to analyze our dreamed school from the social point.

Emotions, feelings and ways of relation are important aspects that teachers and children have to keep in mind during their schoolar evolution.

From our point of view, the best way of learning is doing it whitout beeing conscious. That means learning while you are doing other things such as trips, visiting museums or cultural activities so you are socializing. Why learning with a book and memorizing is the best way of doing it? That is what we have been saying during our course in the blog.
Books not always give us everything, it is funny to do it in another way. We can learn in different ways enjoying ourselves and the rest of our classmates.

In that point of our dreamed school, people are the main point. We have to put it in bold because with no people it won´t be possible to do that method.

Another remarkable point in our social vision of school is the pyramidal relationship between parents, students and teachers and its importance.
Teachers, students and parents should go in the same direction. The conversation and the support between both, as parents and teachers they have to cope, and that is very important for us, we understand that without this relation, students wouldn’t be prepared during their school time.
If all of them are always in contact, regarding the progress and being like a complement everything will be better.

Moreover, the attention to the diversity is other of the important subjects of our ideal school. We
have to inculcate that there isn’t only one school model. We have to transmit the idea that we have
to welcome the plurality of each type of kids, either they have a psychic or physicals, as kids from
different ethnicities or races. With that principal basis in our school we gave our students the
power to welcome all type of children and avoid any kind of inequality or marginalization

Girls and boys can assists to the school. All the children can study in this school. It isn´t important the role of the family, if they are rich or poor it isn´t relevant.

The student body has an important function. They are part of the future from the present.
Teachers, Principals and all people responsible of the management of school should have their spectatives of children always high. Every child deserve respect. We have to valorate their effort, their interest and their families interest (as we said before, families are active part of school)

Children can´t be unhappy, can´t be sad, can´t be worried of their classmates and teachers opinions.. They go to school to learn, have fun and learn again. Who can forbid them to be happy? Their smile is the reason for our happiness.

With that social point of view that we are trying to establish in our schools, we are going to improve the cohabitation between children, their emotions, feelings and their way of thinking.
We want to do school better. Learning at the same time that they are enjoying themselves.

We wanted to share with you that link: http://nuncajamasyyo.com/de-que-sirve-un-sobresaliente-si-los-alumnos-no-aprenden-a-ser-personas/

You can read an really good article written by Mel, a childish teacher and future pedagogue. It is important to change our concept!!!!!

References:

- Analía E. Leite Méndez, J. Ignacio Rivas Flores, Pablo Cortés González & Claudio Núñez (2012): " Voces para el diálogo. La participación del alumnado en un centro educativo" Recuperado de: https://ccedu.cv.uma.es/pluginfile.php/317430/mod_resource/content/1/1881-7516-1-PB-Revista%20Forum2012.pdf

- RIVAS FLORES, J.I. (2010): “L’Escola desd de l’experiència dels Alumnes”. En APARICIO AGUADAS, P. (Ed.): Moviment entre resistència i compromís. 30 anys déducació popular a Xátiva. Xátiva: L’Ullal Edicions. (Quaderns de Educació Popular, 13) (149-156).



Thank you for your understanding.

OUR SCHOOL IDEA- POLITICAL AREA

The administration and control of school plan and regulation is really important for us.

We consider that the child stage should be classified as official, and therefore it would be a compulsory education before to enter in the primary stage.

We bet for a public school. The government will pay teachers' salary, they will construct and control the school maintenance, also they will provide scholar materials. On this way they will guarantee a basic formation for all children. This formation consists in mathematics, Spanish language and English.

Thank you for your understanding.

EDUCATIVE PLANS

         We have chosen as a group, two different educative plans from two schools. We have decided to write the most relevant aspects and after that, we have compared it with the school given by the teacher.

PROYECTO EDUCATIVO CEIP Pedro Primero (Tordesillas)

MANAGEMENT

 SCHOOL CABINET → Management (Organization and direction)

         At the beginning of the course, reunions will be planned in order to talk and organize the different aspects along the year. The School cabinet will be decided by the principal and, after, it has to be approved by the board.

SPECIAL CLASSES` DISTRIBUTION → Management and Culture (Dynamic classes)

         In Pedro Primero, the distribution of the class has a very important role. They don´t like the traditional way where students are in their desks and teachers are in a higher position opposite them. 

         It´s better to try U/ L disposition of the desks to contribute to an expressive, talkative and evident right way to learn.

NATURAL MATERIALS → Management (Materials & Classes)

         The school wants to give the student the vision of saving the environment. That means they are going to share materials between the students in order to reduce the budget and to save materials.  They are always going to recycle.

SCHOOL VEGETABLE PATCH  → Management and Social (Socialization)

      This school is conducted a project of organic school garden, started the course 2008/09 funding and collaboration of the AMPA and the educational community. This intends to bring students to the nature in an urban environment.

      "Gaspar Caballero de Segovia" project is based on the technique of organic farming. 

SOCIAL   

ATTENTION TO THE DIVERSITY → Social (Relationship and socialization)

         The School has a plan designed to satisfy all the necessities. Children have access to personal guides who can help them in a necessity situation. At the same time, classes with special difficulties are always going to have 2 teachers. One for explaining and the other one for.

TUTORING AND FAMILY PROJECTS → Social (Family, Teachers & students)

         The triangle school-family-students has an important function in the evolution of the academic period. School stand up for the change and think that it is necessary to stay up to date with parents.  

SPORTIVE SCHOOL → Social (Classes) 

     This project is intended to boost the sportive activities of the school in the non-teaching hours, using this practice as a complement to the educational project of the Centre. There is a growing importance of sport as a daily reality, not to mention the educational dimension and health and leisure criterion. 

SCHOOL, SPACE OF PEACE → Social (Relationship and socialization between classmates). 

      In the school, they try to improve every day relations that occur withim it. For this reason, we have it in this project.  

CULTURAL

INFORMATIVE AND CULTURAL MEETINGS/CONFERENCES → Culture (Socialization)

      Similar to school trips, but in a serious and formal way, conferences can be really good to explain children lots of important aspects in daily life. With that, they go out of class for a few hours and they are relaxing but learning at the same time. The objective is not doing boring conferences because they have to be interactive.

SCHOOL TRIPS AND EXCURSIONS  → Culture  (Socialization)

      A way to encourage children´s learning process is doing school trips to relevant places such as historical ones’ o political ones.  That means doing something different than in class, but learning at the same time.

DEPORTIVE PAVILION → Cultural and Social (Friends & teachers, Dynamic classes & Sport)

      A specific area where students can enjoy themselves and they can do sport is necessary at any school. At the same time, the pavilion can be used for cultural event such as expositions, theatre, conferences…

POLITICAL

BILINGUAL SCHOOL → Political 

         This school started the introduction of bilingual education in 3rd year of primary education in the subjects of social science and plastic. Today, this implementation is conducted in all primary school.

         On the other hand, the School has two specialise in the English language who teach this bilingual course in all levels.

SCHOOL ACCOMPANIMENT → Political

            

        Thanks to the new school legislation, our Centre has an activity called accompanying school. This activity is free and consists in a reinforcement for students that require it. 

OPENING OF CENTRES → Political and Management (Administration aspect)

        C.E.I.P. Neill has a cantine, morning classroom and extracurricular activities that help to the families to design their life, and, in turn, their children interact with other kids.