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Friday, December 17, 2010
What's The Best Things To Put On A Fresh Tattoo
SWOT This was done through a fact finding of educational visits and data collected in the interviews with the director, the apex of the cycle (in this case our key informants) and visióny experience establishment with parents and students we spoke about the educational reality. Fundamental measure in determining the problem, then what happens to a person does not necessarily happen in reality. Therefore, where possible, it is important to have a triangulation of this point, ie a report of three levels, for example from his observation of reality, he says the key informant and which children I or teacher report. (Figueroa, 2010)
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Mission: To provide comprehensive education to children in Elementary Education through the application of learning methods based on the uniqueness of each student in respect to their rates of learning, with emphasis on the values of freedom, equality, respect for life and love of neighbor and integrating the diversity of children from different socioeconomic characteristics, cultural and intellectual.
Vision: Contribute to the training of persons men and women, comprehensive and creative, academic preparation and values, which allowed development aimed to critical analysis of social reality and responsible commitment to the changes demásy develop, in order to achieve human dignity for all.
College led by its director, a finance officer, a secretary, ten basic general education teachers, two psychologists, two attendees of the two auxiliary educacióny minor services. In this school there Pedagogical Technical Unit (UTP) as his replacement cycle has two coordinators, who play this role in parallel with the course of his leadership, this replacement is a breakdown of UTP to the responsibilities and activities are held by a single person.
Unlike other schools, it does not have the role of inspector, the latter point to enhance the educational project of establishment and the importance of dialogue over the punishment, that from our point of view is not the best, as teachers or assistants must sometimes intervene with a situation of conflict, giving this of their time, they had planned for another activity.
In our research highlight the importance of the teacher in the classroom to give students with hyperactivity resources, guide and promote learning. For this we collect personal data, who graduated college, if they have a postgraduate degree. All information tabulated in the following table:
Vision: Contribute to the training of persons men and women, comprehensive and creative, academic preparation and values, which allowed development aimed to critical analysis of social reality and responsible commitment to the changes demásy develop, in order to achieve human dignity for all.
College led by its director, a finance officer, a secretary, ten basic general education teachers, two psychologists, two attendees of the two auxiliary educacióny minor services. In this school there Pedagogical Technical Unit (UTP) as his replacement cycle has two coordinators, who play this role in parallel with the course of his leadership, this replacement is a breakdown of UTP to the responsibilities and activities are held by a single person.
Unlike other schools, it does not have the role of inspector, the latter point to enhance the educational project of establishment and the importance of dialogue over the punishment, that from our point of view is not the best, as teachers or assistants must sometimes intervene with a situation of conflict, giving this of their time, they had planned for another activity.
In our research highlight the importance of the teacher in the classroom to give students with hyperactivity resources, guide and promote learning. For this we collect personal data, who graduated college, if they have a postgraduate degree. All information tabulated in the following table:
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College Education Project Background and Cultural Context
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reach the facility ask the Director data, which we collected in writing, to access them at any time, then these data are tabulated in a table that follows: Al
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Reunion with the theme to innovate
This adventure began a few months ago when we had to find a research topic to coincide with our tastes and expectations and future teachers, after long discussions and presentations of views we concluded that we wanted to know more about students with hyperactivity, deeper even investigate the role that they develop in the classroom, we often heard the phrase "child with hyperactivity is decisive in the classroom, but in our minds was this other premise the role that keeps the teacher in the classroom is critical to the overall development of students with hyperactivity in the classroom. The strategies that the teacher should know, manage and implement the teacher in the classroom to integrate students @ s with this behavior.
This needed to be present in the context, this context would be part of the Sixth Region in the city of Rancagua, which allow us to know different realities. Our first idea was to compare two realities of first cycle primary education a reality and a particular municipal subsidized, but the road to achieving development brought us as we wanted to compare totally different realities. The first surprise was that the municipal school which had initially been contacted did not want us to receive, with the excuse that to them meant more work and waste of your time. In the other reality in subsidized private school we were much better, we had already on other occasions made contact with this school, based on observations of our classes in other subjects. As in other instances we communicate with Patricia Vergara González (director) and the coordinators of both cycles Paula Morales (first cycle) and Julia Cifuentes (second cycle). Who agreed to deliver the vision misióny educational establishment, and access to logs of students and classrooms, provide notice to the principal who would inform the teacher that was in the course at that time. In
story to our research topic of the semester past we have defined our subject as "relevance CHILD HYPERACTIVITY IN THE HALL (FIRST AND SECOND STAGE BASIC)" for this we have made contact with the educational establishment and we have started visits to see this reality, how they deal with these teachers by students, what are the main weaknesses in the establishment to face the difficulties and the needs of students with hyperactivity.
We contacted the coordinator of the second basic cycle, to whom I pose the above questions. And she told us that there are two major weaknesses to address pupils with special educational needs (SEN), the first is the lack of preparedness for children with hyperactivity in the classroom have poor management, but this is because, in his opinion , lack of preparation that teachers from leaving their houses of study and the second level school is the lack of planning time as being a personalized education establishment must permanently curricular adjustments for students with SEN and other different to those in the integration project.
This needed to be present in the context, this context would be part of the Sixth Region in the city of Rancagua, which allow us to know different realities. Our first idea was to compare two realities of first cycle primary education a reality and a particular municipal subsidized, but the road to achieving development brought us as we wanted to compare totally different realities. The first surprise was that the municipal school which had initially been contacted did not want us to receive, with the excuse that to them meant more work and waste of your time. In the other reality in subsidized private school we were much better, we had already on other occasions made contact with this school, based on observations of our classes in other subjects. As in other instances we communicate with Patricia Vergara González (director) and the coordinators of both cycles Paula Morales (first cycle) and Julia Cifuentes (second cycle). Who agreed to deliver the vision misióny educational establishment, and access to logs of students and classrooms, provide notice to the principal who would inform the teacher that was in the course at that time. In
story to our research topic of the semester past we have defined our subject as "relevance CHILD HYPERACTIVITY IN THE HALL (FIRST AND SECOND STAGE BASIC)" for this we have made contact with the educational establishment and we have started visits to see this reality, how they deal with these teachers by students, what are the main weaknesses in the establishment to face the difficulties and the needs of students with hyperactivity.
We contacted the coordinator of the second basic cycle, to whom I pose the above questions. And she told us that there are two major weaknesses to address pupils with special educational needs (SEN), the first is the lack of preparedness for children with hyperactivity in the classroom have poor management, but this is because, in his opinion , lack of preparation that teachers from leaving their houses of study and the second level school is the lack of planning time as being a personalized education establishment must permanently curricular adjustments for students with SEN and other different to those in the integration project.
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theoretical background of the project proposal poyecto
Our guiding framework began with the investigation of the concepts that have been built over time, hyperactivity. They discover the different schools of thought on the subject and how they have varied over time. We also find the characteristics of children with this behavior, the difficulties faced by parents to find schools that accept their children, the overmedication of children with this problem, the importance the role of the teacher wrong when making a diagnosis when only should advise parents and specialists conduct.
Finally we focus on the skills that teachers should present to guide the education of students with hyperactivity.
We have relied on concepts developed by psychologists, psychiatrists, from the various definitions of hyperactivity that they have presented to us and we develop our guiding framework, we identify with those who are wedged in present in which hyperactivity is separated from attention deficit and shows that can go together or separately, relegating the hyperactive groups for children who have problems with regard to the inability to sit still, doing this difference can be alert to the diagnosis, because for each these syndromes have different treatments and strategies to implement in the classroom also different.
As researchers we are identified with an active role, with emphasis on a qualitative process that emerges from studies of language which refers to the analytical reading of texts that seeks to discover patterns, categories, addressing the issue at and how explicit the meaning, how it is conceived and directed the paper so that both teachers and students played in the school culture.
Finally we focus on the skills that teachers should present to guide the education of students with hyperactivity.
We have relied on concepts developed by psychologists, psychiatrists, from the various definitions of hyperactivity that they have presented to us and we develop our guiding framework, we identify with those who are wedged in present in which hyperactivity is separated from attention deficit and shows that can go together or separately, relegating the hyperactive groups for children who have problems with regard to the inability to sit still, doing this difference can be alert to the diagnosis, because for each these syndromes have different treatments and strategies to implement in the classroom also different.
As researchers we are identified with an active role, with emphasis on a qualitative process that emerges from studies of language which refers to the analytical reading of texts that seeks to discover patterns, categories, addressing the issue at and how explicit the meaning, how it is conceived and directed the paper so that both teachers and students played in the school culture.
Thursday, December 16, 2010
Whats 12 In Alabama Helmet
The relevance of the child's first basic cycle
hyperactivity in the classroom with a personalized learning pedagogical approach
Our project focuses on "The relevance of the basic junior boy with hyperactivity in the classroom with a personalized learning pedagogical approach "is
be noted that a child with hyperactivity is crucial in the classroom. The child neuropsychiatrist Amanda Cespedes asserts that many of these children with hyperactivity are taken to special schools, as seen from my point of view, as a quiet way to restore damaged self-esteem of many men, saving the company potential antisocial the future. He adds: While I disagree with their existence, I agree that are a must.
The problem is that rather than an option for many students in these educational establishments are the only alternative. As before arriving at such institutions others have tested and been turned away because they are more disordered than the rest. Data that confirm with the Coordinator of the Second Cycle of the Colegio Santa Teresa de Rancagua, Julia Cifuentes who also tells us that this does not happen, as you might think, only in the second cycle where students Basic are larger, but also in undergraduate students, especially in first and second grade.
Before these data the question arises: Will all teachers of this educational institution prepared to meet the needs of children with hyperactivity? While the dominance of the group may have the teachers observed the educational establishment, awarded by the experience of working with such students, except the psychologists have a thorough understanding of what is hyperactivity, tackling FOR CHILDREN you with this need in the classroom and how to empower and integrate them into daily student life.
The psychologist working with them for some time blocks in the resource room prepared especially for children with SEN, but the rest of the day they are in the classroom with the rest of their peers, what must the rest of the Teachers specialize in developing techniques for caring for children with hyperactivity.
hyperactivity in the classroom with a personalized learning pedagogical approach
Our project focuses on "The relevance of the basic junior boy with hyperactivity in the classroom with a personalized learning pedagogical approach "is
be noted that a child with hyperactivity is crucial in the classroom. The child neuropsychiatrist Amanda Cespedes asserts that many of these children with hyperactivity are taken to special schools, as seen from my point of view, as a quiet way to restore damaged self-esteem of many men, saving the company potential antisocial the future. He adds: While I disagree with their existence, I agree that are a must.
The problem is that rather than an option for many students in these educational establishments are the only alternative. As before arriving at such institutions others have tested and been turned away because they are more disordered than the rest. Data that confirm with the Coordinator of the Second Cycle of the Colegio Santa Teresa de Rancagua, Julia Cifuentes who also tells us that this does not happen, as you might think, only in the second cycle where students Basic are larger, but also in undergraduate students, especially in first and second grade.
Before these data the question arises: Will all teachers of this educational institution prepared to meet the needs of children with hyperactivity? While the dominance of the group may have the teachers observed the educational establishment, awarded by the experience of working with such students, except the psychologists have a thorough understanding of what is hyperactivity, tackling FOR CHILDREN you with this need in the classroom and how to empower and integrate them into daily student life.
The psychologist working with them for some time blocks in the resource room prepared especially for children with SEN, but the rest of the day they are in the classroom with the rest of their peers, what must the rest of the Teachers specialize in developing techniques for caring for children with hyperactivity.
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