In: Training Techniques> individualized work individualized work, autonomy Add a comment Read more 1 attachment The individualized work ( 1) By Pascale La Rosa on 12/02/18 – 7:39 p.m. In: Training Techniques> individualized work individualized work, assistance, cooperation Add a comment Read more 1 attachment Break the FTC?

In: Teaching Building East edited by a Departmental Group to review teachers teaching techniques> individualized work in January 1976 Author: Michel Bonnetier More Scripture reading worksheets for children in the preparatory course: Teaching Building of Eastern edited by a Departmental Group For teachers review French> Scripture-reading teaching techniques> individualized work in November 1975 Author: Liliane Buchi Learn more individualized work by Eva Merhand on 10/25/18 – 4:09 p.m. In: Gr. second degree school level> second degree teaching techniques> work individualized casework Add comment Read more test individualized listening audiovisual workshop in: teaching Building East edited by a Departmental Group to review teachers teaching techniques> individualized work in September 1970 Author: M. Bauerlin Read more Calculation: individualized work transition In class: Teaching Building East edited by a Departmental Group to review Maths teachers teaching techniques> individualized work in December 1966 Author: Gaby Sarazin More Building in Special Education – No.

4 years 1984-1985 (103) in: Building in the Special Education teachers CEL To review teaching techniques> audiovisual technology instructional techniques> individualized work in December 1984 Authors: D. Raimbourg Michel Forget, Michel Loichot Mimi Schotte and Mireille Gabaret more Building in Special Education – No. 9 years 1985 to 1986 (120) in: Building in the Special Education teachers CEL For French magazine> Spell teaching Principles> communication> correspondence teaching techniques> individualized work May 1986 Authors: Daniel Trevisan, Jean -Claude Saporito, Marie-Claude San Juan, Michel Albert, Monique and Pierre Speaking Meric More Building in Special Education – No.

8 years from 1985 to 1986 (119) In: Building in the Special Education CEL For teachers journal Science and Techno> Technology Arts> Music and sound pedagogical principles> communications> correspondence teaching techniques> individualized work in April 1986 Authors: Bernadette Figala Corinne Pittion Rossillon Denis Morin, Isabelle Renoux, Jean Foucambert Jean-Piere Bizet, Lucien Buessler Maryvonne Charles Michel Schotte and Serge Jaquet Read more 1 2 next> last »
3 Results Tools to support the students in their work: a school level> second degree Educational Building East edited by a Departmental Group to review teachers teaching techniques> individualized work in November 1980 Author: Jean Marie Notter more Are you a “individualizing” the work of your students in: teaching Building East edited by a Departmental Group to review teachers teaching techniques> individualized work in November 1980 more 44 Building No. 53 in : 44 Building for teachers French magazine> Spell teaching Principles> communication> correspondence teaching techniques> individualized work in October 1985 review of the departmental group of Loire-Atlantique Newsletter and educational confrontations produced by IDEM 44 Authors: Alain Mary Jean Le Gal, Jean-Paul Boyer, Poulain Mr.

Siwa and Mireille Gabaret More
departmental group ICEM Vaucluse. Meeting – GD 84 By Claire Sayou the 17/02/16 – 11:14 In: Region PACA> GD 84 – Vaucluse Meeting Dates: 03/19/16 – 09:00 – 14:00 Location: TBD (or Entraigues Avignon ) working meeting: we refer review the work plans and options for differentiation / tracking we put in place. – Update on the new programs and the school project – face book page of the lines of work group to draw together; cooperative meal.

Do not hesitate to contact us for details. csayouyahoo.fr 06 74 97 47 79 Add Comment Back to School Meeting – GD84 By Claire Sayou the 06/10/15 – 21:55 In: Region PACA> GD 84 – Vaucluse Meeting Dates: 10/10/15 – 09:00 – 14:00 Location: elementary Trillade Avignon group returned from Reunion. On the program: the timetable, development of the work plan, the movement of students / compliance with regulations (!!?).

Come with your working documents (schedules, work plans, other …) and your culinary delights! Add comment Meet the Departmental By Celine Hollebecq 23/02/11 – 24:27 In: Region PACA> GD 84 – Vaucluse Meeting Dates: 28/05/11 – 10:00 – 29/05/11 – 10:00 Location : recreated school in Grambois We will plant the tents in the schoolyard prairie: o) Add comment Meet the Departmental by Celine Hollebecq 23/02/11 – 24:21 in: Region PACA> GD 84 – Vaucluse Meeting dates: 26 / 03/11 – 09:00 – 16:00 Location: Cedric School in Tarascon a comment presentation of GD 84 by Christophe Girard on 30/01/10 – 6:08 p.m. in: Region PACA> GD 84 – Vaucluse presentation IDEM group 84 (departmental Institute of Modern School) is the departmental group of Vaucluse which hosts a working network and support. 2 comments Read more «first

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Personal blog of Jean Astier 10/09/16 – 8:08 p.m. In the interest of drawing and painting for the little ways in Freinet, it is customary to think of the role of the educator like a accompanying children in their learning. It helps them to access the greatest variety of languages ??to experiment, take ownership and develop their mastery of corresponding ones.

Languages ??are considered all human activities that expressions, trial and communications: speaking, writing, drawing, singing, dancing and other words of the body, painting, mathematics, science, etc. In small and mid-section, the writing is not yet mastered and mathematics are stammering, drawing and painting, which occupy the front of the graphic scene, include yet.

Painting a long time I thought that was painted much in my class because I authorized, I defended the right of my students who may not have the opportunity during their entire schooling, and to work seriously free paint. In fact, demand has children. From the first days, aided by means experienced in the operation and organization of the class, small quickly realized that in this place, they had the right to engage in any activity validated as learning from the master.

Also, the third day of school, seventeen painters presented at the workshop inaugurating a new year painting. Thirteen painters, the next day to swing the following day at around ten to fifteen. Where does this passion for painting in small? First, it is estimated that they rarely have the opportunity, outside of school, access to a specially designed area for this activity, with a suitable furniture and equipped with a wide variety of materials quality.

The opportunity makes the thief. In our neat and hygienist society, painting attracts because it certainly is one of the rare moments in life when the child – protected her apron – has exceptional permission to “play” with a liquid and colored substance. This small city that never the opportunity to grind mud is allowed – better guest, solicited and sometimes begged – to come and paint.

He has the right to spread long streaks on pristine sheets, making mixtures on his sheet until a smelly brown. Painting fills here fully sublimation function. Time is still near when dispense diapers by sphincter control was the center of gravity of family concerns.

During his trial and error, the child will experience the superposition of layers (how far?), The degoulinage, juxtaposition and the mixture of colors, vertical passages, horizontal, loops or zig-zag of the brush, pointillism, scraping , etching, etc. Gouache is accessible, easy to use. It requires minimal technical skills, dip a brush into a pot, prevent it from unintentionally drop, spread color to the round brush or flat at the selected location.

Quickly, almost instinctively, we learn to comply with instructions of the master and recalled Peer back each brush in her potty for not mix colors, respect the leaves neighbors. Access to this language provides pleasures. This growing conquering mastering tools that express and communicate the experience, the intimate, the unconscious or imaginary.

Experiment freely brushes and colors on A3 sheets of 120 grams can help some children three or four years to develop thoughts about pigments, art and many other areas such as the world of fantasy, symmetry, calligraphy, representation, the body and its movements, architecture, perspective and more broadly in their understanding of others and the world. The expression and communication of emotions and thoughts to others, their classmates, class of adults, their parents, these children build and contribute to maintain their psychological and mental balance while gaining dexterity and ease of expression in this area that enhances their knowledge and culture.

If inadvertently class seems mired in a compulsive fashion abstract paintings, the master can help him out of this non-figurative of the rut by using subterfuge. It gives instructed to draw in pencil, pen or marker of one color on the white paper before moving on to the paint shop. He will find, then, a natural return of figurative galloping! Start by sketching a design adds value to the narrative of a work.

The drawing As in the paint shop when they emerge, children are stimulated by emulation to do with to do together. They are rewarded by situations where they teach to another, another. Without the power to take over stakes, they take pride in showing their skills, accomplishments, they feel the interest to see, to observe and imitate others, it propels them further in continuing their research in their personal quests where the main constraints are those set by themselves.

Drawing and painting, like any class practice areas are training in citizenship through cooperation, exchange and sharing of knowledge. Cooperating means copy is help and accept help is learning to share his knowledge. Painting and drawing children include elements that are not yet discernible as separate, external disciplines.

The drawing is little chance of geometric designs (symmetry, tables, etc.) Or scientific (physiognomy body, its parts, attitudes, movements, facial expressions …). From scribbles born symbolic representations accessible to others, which can be decrypted, read remotely from the author. The line drawing will lead to writing.

The first letters appear in the middle of other graphic signs. Although it is an area of ??self expression, a separate language, undeniably, the design is the antechamber of writing. Both languages ??have in common traces graphics to transcribe symbolic representations of the world, thoughts and concepts through drawings for one, and drawing words, calligraphy, for each other. The drawing sharing with writing common shapes, paths traits, bridges and loops.

The narrative in painting like drawing, the teacher can show his interest in the story by offering it when it seems relevant: “You mean something your painting? You want me to write? “And if, in fact, in a class where the graphical drive is naturally fell into disuse, from the master to the birth of drawing as that of writing, was to focus the question of meaning embodied in the story? Not by merely preserve, but pushing the child to consciousness of its necessity?

If the art of natural learning method was to tell the child the way / expressive voice in any language? “What could you say? What do you want to say? What have you drawn? – A man. – And it does what this guy? “The teacher’s role is emancipatory to explicitly show the full potential available to dominating this language. Drawing, one can say anything.

The child quickly learns to avoid exposure by speaking man, animal or monster in its place. One of the interests of the school newspaper for the younger age groups lies https://www.homeworkmarket.me/
precisely in the fact that it induces the narrative event. The commentary adds meaning to the drawing, he points out, he guides the interpretation. There is something going on in the drawing for the newspaper.

And this means the story. A story that says the child through his own formulation. That’s the whole point of the story. A story that, at first glance, accompanies the drawing to facilitate understanding of the illustration, the course of the scene. We must not lose sight of our goals of expression and communication.

Our interest is not to train budding artists gouache, charcoal or pen. The essential work which we work is to raise our children to expression and communication. The teacher is at their side to ensure their expressive possibilities and their very serious consideration.

The teacher plays a key role in the articulation and confrontation of personal creations within a group respectful and attentive to the achievements of others through the practice of multiple cooperation from the exchange of ideas to do together. He listens, transcribed, protect or publish the stories’ each un’lui entrusted to keep the fire of the common culture.

Attachment Size de_linteret.pdf de_linteret.odt 56.66 Ko 26.94 Ko The Jean Astier child blog that does not draw Per Visitor, 10/11/16 – 11:19 p.m.. Hello, Thanks for this article! I am a parent of a little boy of 4 years (which should average) and who does not draw or rather very little (he draws 3 or 4 times a year, usually on the occasion of an anniversary please someone and only if you blow him the idea, even if friends draw around him, he always prefers to go) his paintings (rare) have evolved but never represent anything (he is extremely happy. to take to a house painter or he claims to be a magician who reveals new colors by mixing them) I wonder if I should give him opportunities to find it fun to draw (he liked to make traces on paper before going to the small section in school, I do not know if the loss of interest for the design comes from its short school experience) or if I have to respect his disinterest.

Let me ask you if you have already meet children who do not like to draw and if so how to realize the acquisition of writing …? Thank you for your blog that exudes respect for the child. Hello, Please enjoy By Visitor, 12/10/16 – 1:57 p.m..

Hello, Please enjoy my blog. As for your boy, I can only advise you to propose drawing materials daily and promote their creations. Without force, the desire to draw can be grown by the interest that adults have in this activity and encouraging look they pose on the childish achievements.

As for the motivation for writing-reading, it is built by reading books to children, useful reading activities (recipes readings, manuals) and writing activities for itself ( dictated to adult invented texts; then to 5 years dictation sentences in adult copied by the child, related or not with drawings), and others (communication, correspondence). The learnings of any kind are a daily practice, of course. Sincerely Jean Astier Thank you! ( “The playing modes By Visitor, 10/18/16 – 10:43 p.m.

Thanks (.” The reading of manuals “: this is a great idea, he is passionate about the instructions, but I never had the intelligence to rebound on that interest)
7 Results Three walks and a notebook, Damien Treton By Damien Treton on 20/02/15 – 2:11 p.m. in.

Great West Region> GD 35 – Ille-et-Vilaine Gr research paper middle of a Study Technical study teaching techniques of middle> exit, travel, visit See the synopsis Hide synopsis Promenade 1: in the neighborhood of urban PTA Discover Saint Malo This is the story of a free exit with cycles 2, without purpose or objective . For I, we recalled the importance of these outputs without glasses or investigation. In the archives, there are texts and Freinet and Lucien Gachon the talking.

When writing a CR hot output, we discover how the catfish is rich. News of the walk? Walk = free field trip. Space for a more horizontal communication with children.

Remarks on children of yesterday and today, cities and fields. Walks 2 and 3, with correspondents in their village first in our neighborhood after: Here, a second story two walks with class correspondents. It tells how the encounter with the other physical first and then maintained by the active individual correspondence exchanges.

We speak of the encounter, of course, his life, and therefore also its environment. This narrative to show that the study of the environment is the first life in the middle. Meet the other for greater interaction and enrich its body of experience that is the basis of the study of the environment.

For the study of the environment, this is not the discovery of the world, nor the analysis of the environment is self study in the environment. Book explorer diary: Here, it’s about experimentation being a technique: the ” free documentary ” in a log book. I questioned the squares of the imaginary and the real in children cycle 2. Beyond the Walls: Here, because walks and imaginary worlds, I criticize the walls of my classroom. How to turn in space / collective thinking at work?

The walls of my classroom, as an allegory of the promenade would continue. Add a comment Read more 1 attachment middle of the Study By Eva Merhand 10/25/18 – 3:26 p.m. In: Gr.

Second Degree school level> second degree middle of Study Teaching Techniques> exit, travel, visit Research middle Add comment Read more maternal Site No. 58 in: report Internship Site Publishing kindergarten ICEM for teachers review mid Study teaching Techniques> What’s new? teaching techniques> math teaching techniques Search> exit, travel, tour in June 2013 More maternal Site No.

56 In: Nature, Preschool Site Publishing Environment ICEM For teachers review midst Arts Research pedagogical techniques> mathematical situations pedagogical techniques > exit, travel, tour in January 2013 more How to conduct an investigation outside the classroom in: the Educator Editions of the Modern French School for teachers review mid Study teaching Techniques> exit, travel, tour February 1947 Author Jean Flamingo more Folder History and Geography in: an exhibition Breach CEL for teachers review Art> Cinema mid Study History Geo teaching Principles> communication> correspondence teaching techniques> class organization> part of the teacher teaching principles> communication> school newspaper Techn educational ic> class organization teaching techniques> tools pedagogical techniques> literature teaching techniques> exit, travel, visit the October 1978 issues of THE BREACH FILE HISTORY-GEOGRAPHY More School visits In: The Educator School Publishing modern French for teachers reviewed middle of Study teaching Techniques> exit, travel, tour January 1946 Author: Henry Coqblin more
By Catherine Chabrun on 10/09/16 – 9:53 In: Gr.

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