Watch Read more Educator No. 10 – In 1939-1940 year: a grade> The preschool educator Pro letarien Publishing Printing at the School For Teachers review> Summary Teaching techniques middle Research> class organization> authority / disciplinary teaching Principles> Communication> correspondence in February 1940 Educator proletarian No.
10: February 15, 1940 Authors : Freinet, Elise Freinet Pelaud G., J. Pradel, L. Meylan, R. Fragnaud, R. and Y. Spanoghe Watch more discipline Still in: the Proletarian Educator Publishing Printing to for school teachers review teaching techniques> class organization> authority / January 1940 discipline discipline, «main strength of armies.» increased discipline inside with the needs of passive defense unknown in previous wars; discipline in offices, discipline for the payment of allowances, discipline for procurement. In all areas, discipline is more than ever on the agenda.
Author Freinet Read more Educator No. 6 – In year 1939-1940: The Proletarian Educator Publishing Printing at the School For Teachers review> Summary teaching techniques> class organization> Authority / discipline January 1940 The educator proletarian 6: December 15, 1939 Authors: Celestin Freinet E. Gendre, Elise Freinet, G. Pelaud Mary P. Cassy and Allari Read more educator 8 – In year 1939-1940 : school level> the preschool educator proletarian Publishing Printing at the school for teachers review> summary teaching techniques> class organization> authority / educational discipline techniques> free text January 1940 proletarian educator No.
8: January 15, 1940 Authors: Boucher, Freinet, E. Gendre, Elise Freinet, Martha Beauvalot and Roger Lallemand more For functional discipline In: The Proletarian Educator Edition s of Printing at the School For Teachers review instructional techniques> class organization> Authority / discipline December 1940 A Primary inspector, who said our friend, and we appreciate the vast erudition, education and achievements, writes: «What I am therefore grateful to me the service of the educator. I read, you think well, with the greatest interest – though not share your viewpoint.
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8 Results Land ART 4 ??Way For The Little Anatole on 24/09/10 – 12:12 In Creation, Expressive Arts Arts> Visual Arts The path of misfortune Anaelle Benjamin Alicia Enora Matthew 2010-2011 2 Comments For This weekend Little Anatole on 24/01/11 – 24:20 In Creation, Expression French> French reading-writing weekend Alicia 2010-2011 2 comments Read more letters US! Le Petit Anatole on 25/11/10 – 24:14 In Creation, Expression Languages> Modern Languages ??French 11/10/2010 Letters Americans!
The what’s new: Alicia Anaelle 2010-2011 Read more Shar Pei For the Little Anatole 07/10/10 – 24:04 In: Literature Science and Techno> Life Sciences and Life of the Earth cooperative class, Alicia and Enora citizenship presented their presentation on the Shar Pei. Alicia Enora 2010-2011 8 Comments More On Noirmoutier By Little Anatole on 13/09/10 – 0:21 In Creation, Expression During the holidays I went to Noirmoutier with my cousins, uncles and aunties in a camping.
I was with my sister Kenza, Lulu, Fiona, my mother, my father and my two cousins, Mandy and Celia. We went in the pool of the campsite then quickly Oceanile. Alicia 2010-2011 5 comments Read more Land Art Ascension 2 For the Little Anatole 26/09/10 – 10:15 p.m.
In Creation, Expressive Arts Arts> Visual Arts Around the Fire Enora Benjamin Alicia Anaelle Matthew 2010-2011 1 comment Read more second day for the Little Anatole on 05/09/10 – 5:58 p.m. in Creation, Life term cooperative class citizenship the second day of school! Alicia Anaelle 2010-2011 2 comments Read more Alexander the Great For School Blain on 11/09/09 – 4:54 p.m. In: Literature History Geo> History Who was Alexander the Great?
He was the son of King Philip II of Macedonia and Olympias princess of Epirus. Through his mother he is the nephew of Alexander the Hound. He was also a student of Aristotle, a Greek philosopher. Alicia Elise Nolwenn 2008-2009 Learn more
By Marion Breuzet the 30/10/18 – 11:46 Where to start in the second degree Freinet?
In March 2018, the «second degree Freinet» list wondered how can one begin Freinet pedagogy in the secondary. This is Alexandra who started the debate because it sees no Freinet practice. But somehow, it has already begun to «soak» the spirit by meeting other teachers at various gatherings (ICEM group quadratic Paris workshop on cooperation Sylvain Connac …).
Alexandra’s questions echoed those of Xavier started with the creations and mathematics debates, but gave up, faced the antagonism between the Freinet practices that seek to make way for the questioning of the student and the trial and error and the institution that asks us to transmit a large amount of knowledge that we can not impose our students. Pascale turn then replied that for her «start in Freinet» not necessarily introduce «Freinet techniques» but adopt an attitude like «establish a climate and values ??that we hold dear: Security in the group (not mockery, self-help and cooperation) that allow some spaces of expression, speech and give a positive status to error, to welcome the proposals … «Like many people on the list, she advises not not stay isolated, to go regularly discuss with the GD (departmental group ICEM).
Catherine C. then made a list of solutions to gradually bring this spirit in the class «work in pairs or team, mutual support and companionship, the right to start when one is mistaken, balance the moments that can trigger different staff work, differentiated assessments with the valuation of progress (…) and then why not occasionally entrust the presentation of a concept in one or two students … «. Jacques advises in the same vein to attend the homecoming, the newspaper or exhibition with the class to let the student initiative. In reality, questioning remains constant and «re-starts» always.
Marlene often wonders what she holds most and examines what it does in this perspective. » An example ? I want to ensure that students are considered and provided this account as well as any other person with whom I work. (…) If one is a little concrete things that flow from it, it can make us play differently lot of situations. «Technical, a by Sophie advises, because of the complex operation in high school, juggling different educational situations: Project achievements, working group, dialogued classes, individualized working tools Freinet as the work plan. As for «technical Freinet,» she began with individualized working hours.
His students can then undertake personal research (mini presentations) that address questions identified by the first class. She appreciates and change their attitude because there is first an investment on their part. She also experiences the «What’s New? »Second although also its course remains as before. Propose outputs is also a good way to see the emergence of questions in class.
Catherine M. in French began with a write time of free texts per week. She advises to keep this technology a long time, even if we do not immediately see the benefits do homework for you
. Claire started by the Cooperation Council at the weekly hour of the 6th class life.
In class, she introduced moments of dialogue between students on the various points of the course. Moreover when a questioning is emerging, it sets its course prepared aside and responds. This teaches that might seem chaotic, but she thinks it is better to teach skills that seem useful to students and constitute for them a true knowledge rather than complete a program that evokes them anything.