Bringing life: The world comes, give meaning to life.

Since September, it is a construction time. Paul feels that children are curious, they want to learn but also fear (fear of being wrong). Speaking of the time of recreation as a way to bring life in the classroom. Chloe: Find small section in that it is a good level to bring life in the classroom. No time presentations organized right now, working on the floor. Try to make an exit once a month (exit in a wood harvest ….). Questioning how to organize what they bring? How to regulate? How to organize listening? Anais: Many things brought upon what’s new. Difficulties to exploit / organize what is brought. Work on poetry: poems bring in order to make a collection. Anne: as a replacement. Questioning: How to regulate the floor? Francois: During what’s new, a lot of things are said. Projects implemented from there. A dozen ongoing projects. The projects are not too exploited for now. Rather, it is a period where they accumulate research. Francois works rather on the methodological part. Free text works well. A collection was asked the board. Children (some are in the class for three years) begin to become a writer, with very personal things, as a true means of expression. Presentation of texts that, at a time when the class is half-group. Used to work more deeply on the texts: the title, the content, form … The child author notes and does what he wants. Some texts are following this reworked. Francis noted on the board the points made. Outputs „environmental study“ every 15 days about: without stated goals. Children take their hardware that seems useful for output. They pick …. sort and sharing in class. What is happening is filmed or photos are taken. It has to regularly. Basically, it takes an hour and a half between the output and operation. free creation with musical instruments: real expressions emerge. free singing. Instruments are out, spread, they choose, go in groups. The goal is to create a musical story. Every week. Celine: Start of something new. Waiting for „ownership“ by the children. Body language. Difficulties to operate an output, allow time to accumulate. Mary Queen: Kept his class entirely. It is very interesting. But lack of time. From what’s new. They are very demanding, but it’s hard to put everything in place. Press review from „My everyday life.“ They bounce off the presentations, especially in their texts. free texts: they are well suited operation. But little time to read because during the presentation time, they bring back a lot. Correspondence: They sought quickly. Visual Arts from Georgia. free creation projects: music, plastic, where they fall freely. Anaelle: What’s new „I am sharing …“ Bring objects … But do not intervene much. How to change the time? How to exploit what is presented? Life Between via „My daily“ or from what qu’Anaelle back. Free text works. They write a lot. Texts related to intimate for some. The board has not really been used. No proposals. They just invested part „commitment, in behavior.“ A child offered to bring her rabbit, the others did not seem to, one offered to make a presentation on it, so, others said it could be interesting. What works: the choice and discussion of sports rules. Anaelle feel they compartmentalize: what should be taught and what does normally not part of the school ( „life“). There seems to be a usual problem. Sebastien: This year we go again much / too com helper homework
fast as last year. Part of the class group was already in the class last year. What’s new: in connection with the research, to the day (especially for what’s on Thursday the world). Many musical instruments. mathematical creations: the child explains what he did, what mathematical properties-there he was in their creations? This creates a lot of exchanges. Notebook-class newspaper: balance takes time. The minutes of Journalists children is discussed. They asked to make what’s in English, in September November. Many contacts with associations, to „show children“ to show that the school works. Gwen: What’s New – Text: natural method reading. It is possible to write texts CP-EC1. Dictation to adult, or support for CP CE1. Presentations of these texts to the rest of the class. Green Output to „Gournerie“ on day: lots of things happened from that time. Gwen is hampered by the accumulation, lack of time for the operation. She introduced spoken word, on Friday, instead of what’s new: say what you feel like inventing something, this 3 minutes maximum (history, singing …). Valerie: bring life into the class to differentiate with the child-author. Bringing life: The world comes, give meaning to life. Valerie tried to „unforeseen“ in the class. Being responsive to what is happening. It is difficult but important. Everything can be a source of learning. Understanding how the world works. To arrange what happens: set up a class museum. Label which is brought, to give importance to what is brought. Setting up a market in the school: gives meaning to plastic creations (remember to store, label materials: to encourage the creation). Many paper trail: to report (especially parents) to make sense. Isabelle: Life in the class can go, but we must focus much on „what the school expects in school learning? „The what’s new revolved around“ new shoes „,“ meal at Mc Donalds „… many around the purchase. See what may interest the whole class to be able to work on it. It also emerged that it was violence in the neighborhood, the family … Isabelle no incentive to bring the child’s daily life in the classroom, rather make them understand what the school expects of child. Work with parents: what can go into the school, parents can bring? The child is copyright by what is created through presentations moments. Many outputs: how to repurpose the collective life of the class? Network books … Expand „intimate“ of the child. Themes emerging: life: child-author or life that comes from the outside (the child’s life / life environment)? accumulate life …: until when, how far, why, how? how to manage time? How to transform techniques, procedures (what’s new, counseling …) processes? Must use all the techniques in her classroom? Force the creation Life: child-author or life that comes from the outside (the child’s life / life environment)? Being responsive, open, jump on the unexpected: is it possible all the time? The need? ==> The need for an organization. Be careful not to get trapped jumping all over because in the end, it is the children who are already academically good, who know him as students, who will navigate. We must take time, work on procedures, so that everyone has the tools to take ownership easier working methods. Life times should be „institutionalized“. We must manage time, regularity. Be careful not to lose the most far children of school culture: it is the unexpected always linked to ‚work‘ school, who benefits from this unforeseen. It should not be too differ either, because otherwise there may be an offset. Prepares Is there something that we bring into the classroom? Should we grope along children? View from the master. Differentiate what research project and unforeseen entering the class. Will this be managed in the same way? A master author does not control everything but necessarily, think to secure bases. The „I do not know,“ said the teacher, used to move differently in relation to knowledge. We must accept a failing part in what we do, the continued success does not necessarily correspond to real life. Encourage interaction between children.

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