
ISSN 2784 – 0573 ISSN – L 2784 – 0573
Prof. IANOȘI CRISTINA LAURA Școala Gimnazială Nr. 3 Lupeni, Hunedoara The linguists use to say that the teacher must be an artist for the teaching is an art. The English language teacher must also be a scientist, conversant with the linguistic sciences. It is equally […]
EducationProf. IANOȘI CRISTINA LAURA Școala Gimnazială Nr. 3 Lupeni, Hunedoara Along the history of language teaching, many attempts have been made to make the foreign language learning more like first language learning because a language could be best taught by using it actively in the […]
EducationProf. IANOȘI CRISTINA LAURA Școala Gimnazială Nr. 3 Lupeni, Hunedoara But learning a new language with all its new complexities of pronunciation, syntax and vocabulary involves a motivation. Most students who want to learn English, they do it because they see it as a means […]
EducationProf. IANOȘI CRISTINA LAURA Școala Gimnazială Nr. 3 Lupeni, Hunedoara The linguists use to say that the teacher must be an artist for the teaching is an art. The English language teacher must also be a scientist, conversant with the linguistic sciences. It is equally […]
EducationProf. IANOȘI CRISTINA LAURA Școala Gimnazială Nr. 3 Lupeni, Hunedoara The linguists use to say that the teacher must be an artist for the teaching is an art. The English language teacher must also be a scientist, conversant with the linguistic sciences. It is equally […]
EducationProf. IANOȘI CRISTINA LAURA Școala Gimnazială Nr. 3 Lupeni, Hunedoara The linguists use to say that the teacher must be an artist for the teaching is an art. The English language teacher must also be a scientist, conversant with the linguistic sciences. It is equally […]
EducationProf. IANOȘI CRISTINA LAURA Școala Gimnazială Nr. 3 Lupeni, Hunedoara Along the history of language teaching, many attempts have been made to make the foreign language learning more like first language learning because a language could be best taught by using it actively in the […]
EducationProf. IANOȘI CRISTINA LAURA Școala Gimnazială Nr. 3 Lupeni, Hunedoara But learning a new language with all its new complexities of pronunciation, syntax and vocabulary involves a motivation. Most students who want to learn English, they do it because they see it as a means […]
EducationProf. Daniela Urse Şcoala Gimnazială „Ion Creangă” / Colegiul Naţional Pededagogic „D. P. Perpessicius” Brăila Filmarbeit stellt eine Unterrichtsmethode dar, die sorgfältige Planung und Vorbereitung verlangt. Um die Vorbereitung den Lehrern zu erleichtern, gibt es Strategien und Übungen, die den Inhalt des Filmes in den […]
EducationI want to make it clear from the beginning. I speak knowingly. I am very aware of this and I am writing this with some shadow of regret. But to get to the heart of the matter. Direct?! No, not really, more bypass. I’m going […]
Editorial
I want to make it clear from the beginning. I speak knowingly. I am very aware of this and I am writing this with some shadow of regret.
But to get to the heart of the matter. Direct?! No, not really, more bypass. I’m going to make a little foray into the past.
When I was a student, I felt on my own skin what overwork meant. I learned a book during communism, when they studied six days a week, and Sunday, a day of relaxation, a day off, was so short for so many things I couldn’t do during the week. At least theoretically Sunday belonged to us, because there was always something to do.
I will not hide the fact that I was a good student. I learned, hoping that learning would secure the bright future we were talking about at the time. But before the bright future, the gloomy present demanded its tribute.
On Sundays we were asked to do all kinds of Olympics – I’m talking about the students who were learning, not the whole class – one more important than the other. Romanian language, mathematics, history, geography, to mention only the most important ones. Everyone was pulling on us, the best in the class, to get results that would take the school’s fame far, far beyond the hill. And each of the teachers behaved as if only the discipline he was teaching was the only one on earth. Learn not to make fun of us. Sometimes these were the only “methodological indications”. It doesn’t matter how, but especially when. Learn to make a beautiful figure. Learn by candlelight if necessary (and so we learned that the “current” was taken). If you fail, it’s your fault. If you succeed… Guess who is responsible.
Then there were other competitions, plus no attendance at training sessions with the pioneers. Student brigades. Cartoons and school theater, school celebrations smelling more or less of a political flavor.
To all this and much more we were asked, the best in the class. Less in football, because we didn’t know much about it, although we really liked football. Colleagues who didn’t really kill themselves with teaching, but instead had time to devote to running after the ball, were better at it. And we, the “nerds” would have liked to score the winning goal, but we had no chance. We lacked training, not desire. But when to train? When the sun blew you out, on the field, preparing for the Olympics or other competitions kept you at home. Who to choose? It’s like you had a choice.
That’s how it was then. But now, from this point of view, it is even worse. Much worse. The calendar of competitions and competitions, exhibitions, Olympics of any nature and color is hideous to oversize. Extracurricular activities tend to take over children all the time. If you have statistical curiosities, you will notice that there is not a day that there is not something to replace the already overcrowded program of children. Contests organized by those who are allowed and not allowed. The Olympics have multiplied and there are still signs that they can continue to do so. Exhibitions, acting contests, drawings on all possible surfaces and the list could go on and on.
All are for students. All! Which students? Well, I guess you’re guessing. Learning students. Students that everyone draws from. Go to the Math Olympics, what matters is that you didn’t come back after the Romanian Olympics and you just finished coloring the drawing for that weirdly named exhibition, plus the two dozen or so martisoare, plus congratulations, what to do, 1 , March 8 moves so fast. You also go to Physics and Chemistry, so that there is no fire, but what about making fifty or sixty horrible dolls out of reusable materials? Oh, and there’s the poetry contest, because you’re still great at Romanian, come on, put in some lyrics. And on this occasion, you can repeat your role for that play you wrote with your colleagues. You have talent, you still lack motivation. By the way, you have to come and plant trees, because you have to put the birdhouses you worked on… Well, what interests me when you made them, it’s good that you made them. To take pictures of them and give you a diploma, to have something to show your grandchildren.
And this dictatorial monologue continues from September to June-July. That there are activities on holiday… All done with and on the student’s skin. Which is often stretched like elastic to get as much coverage as possible.
Why was this situation reached? Why is the talented student involved in an increasing number of activities that exhaust him rather than help him develop? Why not go on a reasonable number of extra activities, which do not burden, which really please? If they are still extracurricular activities, why not let the children choose them, do what they like? We are talking about relaxing the schedule, about activities that are as enjoyable as possible, but is this achieved with such a busy schedule with activities that sometimes children don’t even like?
An old saying goes that the horse that pulls gets hit harder. Adapted to the educational system, it would sound something like this. Everything is required of the student who learns. To participate, to get involved, to make available the few chronological resources for activities that, in the long, short or medium term, do not offer him any satisfaction.
Ask them. And if you can prove to them that you really care, their answers will surprise you. And they’ll tell you what they really like. Yes, they like to play the most, but not only that. Because they are children and we cannot brutalize them with a longer program than an adult. They want to be children, not bastards in the fields of teaching, slaves in the gallery of points.
Let’s try to understand them and remember that when we were students we liked or disliked certain things. But no one asked us about them.
More and more voices, belonging to some specialists or less specialists, claim that it is no longer read as it was once read. The most abysmal say that, in fact, it is not read at all. A statement that is not yet true, but which, […]
EditorialMore and more voices, belonging to some specialists or less specialists, claim that it is no longer read as it was once read. The most abysmal say that, in fact, it is not read at all. A statement that is not yet true, but which, in time, could turn from prophecy into certainty. It is no longer read as it used to be, it is very true. And, if nowadays one Romanian head book is sold per year (this statistic I didn’t do), one can conclude that it reads a little less than that, because one is to buy a book and another is to read it. And in this regard, in order not to upset myself, I allow myself to use myself as a more or less negative (or positive, depending on the angle of view). I buy books, it’s my favorite sport, about the annual average per capita for a slightly more populated village. But it’s just as true that I can’t read them all. Therefore, I think that the average regarding how much a Romanian reads is more pathetic than the one referring to how many books the same average Romanian reads.
But let me return to what is said about the thirst for reading. Like any kind of positive (or negative, why not? Does anyone think that all taverns have customers for reasons other than habit to addiction?) The love of books and reading is instilled, cultivated. It is not enough to ask, to pretend to read. Sad but largely true, many young people today would not touch a book or torture them with melted wax. They don’t want to hear, they don’t care. The parents shrug and blame the school, as if that’s where the appetite for reading must come from. Specifically, just from there.
In fact, the urge to read kills in the face. The foundations of a serious culture and a positive attitude towards reading are laid in the family, we must not let this aspect be taken care of only by the school (I will touch on this part of the subject, not in vain I put an “I” in the title). Most parents brag that they do everything for their child but that, most of the time, they don’t buy them books. Do we want the child to read when he is old enough to discern the words? Then why don’t we get used to the book from an early age. Why, most of the time, the baby boy’s friend is the TV? This is the case in most cases. Instead of buying the child a hard cardboard booklet, with colorful pictures, with two or three lines written, to intrigue him, to make him wonder what secret is hidden behind them, press the remote control on cartoon channel. That it is more comfortable, the offspring calms down at once and stays glued to the TV. “You can’t even hear his mouth…”
Efficient and cheap. The cable subscription is paid anyway, the electricity costs but not who knows what, because since with these new TVs, which consume less like an electric light bulb, the meter is barely spinning. The investment already exists and the operation is done with minimal costs. Why, in such profitable conditions, to spend money on children’s books as well? Especially since the aforementioned books, intended for young and very young age groups, cost enormously. That’s the truth, I have no interest in cosmeticizing it. As with baby clothes, children’s books are in your pocket. Manufacturers and traders prefer to sell little but with maximum profit. That who has to buy buys even if he gives as much as he does not do and who does not have to buy, will not be your customer even if you give him the books for free. Who buys, buys, who doesn’t, doesn’t even cross the threshold of a bookstore. This is the mentality, this is the client, everyone is trying to survive and possibly live as well as possible. The market is tough and no one is thinking about the long-term consequences. What consequences, if we look around, are already visible, but it seems more interesting to assume that it has not happened yet but will happen.
How many children receive books from their parents? I didn’t see much, I didn’t hear much. Why buy a cardboard card in the conditions in which, if you still want to mark the money at the seller, you can buy a bag full of plastic Chinese eyes. Which the baby will spoil anyway, but what matters is that they’re cheap and keep him busy longer while that booklet… Don’t do it, let him have time to read, after he gets to school . Now to play…
To play, of course, that’s why he’s a child. But this mentality has a negative effect on the inclination to read. In the future, the child will avoid the book. Especially when he only gets to know the book at school. That is, where reading is seen as a chore and not as fun, as a way to relax. Faced with an infernal program and some intellectual chores that demand it to the maximum, the child will not love reading, will not love the book too much. Because she’s a stranger to him. And in the short free time he will have available, the poor child will be rather tempted to play on the computer or tablet whose existence he finds out before the existence of the books. Or, if he doesn’t have one, let the TV be good, where there are always cartoons and where you can say that the future disgusted by books can rest comfortably sitting horizontally. Children play with what is offered to them. You see the little ones banging next to a car and you can bet that when they grow up they will want to have their own car. Not a bicycle but a car. As children, they will be policed because they have all kinds of themed sets, with handcuffs, badges or whatever. There will also be doctors, because they like to play with the stethoscope on dolls. Even educators or teachers, that they saw at school. They want to be pirated because they saw it on TV. But to read books… Why read if no one offered them a book at the right time? A book that breaks, scribbles, doesn’t matter, but that opens his appetite for reading.
The repulsion towards the book is learned from the family, from an early age. And he continues at school. Yes, even at school, where the child’s horizon for reading should be opened. But, most of the time, if there is some interest from home, at school the job is “solved”. How exactly? I’ll leave it for the next episode. Like on TV, as they say.
As a partial conclusion, do you want a child who is passionate about reading? Cultivate his love for the book from the start. Because if you start later, it may be too late.
POP ALINA COSMINASCOALA PRIMARA NR.1 ALMASU MIC, BIHOR For the integral and efficient realization of the instructive-educational process, a system as comprehensive as possible of its forms of development is necessary. In this system of forms of development, the lesson has an important role, constituting […]
ArticlesPOP ALINA COSMINA
SCOALA PRIMARA NR.1 ALMASU MIC, BIHOR
For the integral and efficient realization of the instructive-educational process, a system as comprehensive as possible of its forms of development is necessary. In this system of forms of development, the lesson has an important role, constituting the main form of activity of the teacher-student relationship.
The lesson is the fundamental didactic unit, a form of the educational process through which a quantity of information is actively perceived by students, in a determined time through an intentional, systematic, self-regulating activity, causing a change in their biopsychic sphere. desired training.
For teaching-learning knowledge about the environment in the primary cycle, the basic form of organizing the instructive-educational process is the lesson. However, the specificity of this knowledge requires the use of other forms: observations in nature, in the living corner, hiking, visits, thematic excursions, activities in the specialized room, laboratory activities, practical activities in nature, in the corner of living nature and geography thematic, tourist orientations, etc .; all the fundamental types of lessons are used, but conceived in different variants determined by the specifics of this discipline and by the particularities of the students.
Without giving a rigid set of rules, the teacher can structure a constructivist lesson using a series of criteria formulated by Yager:
to engage the student’s interest in a subject based on a general concept;
ask open-ended questions to identify the student’s previous concepts about the topic and their validity and completeness;
to encourage group discussions, so that students can formulate hypotheses and imagine experiments that reconcile the pre-existing mental model with the new information;
The role of the teacher is to coordinate through questions the students to understand the topic studied. Also, after experimentation:
to organize the class in order for the students to share the ideas resulting from the group discussions,
to coordinate the discussions so as to reach a consensus on the issue in question;
to encourage students to suggest possible causes of a phenomenon or to foresee its consequences;
identify students’ ideas about a topic before exposing scientific ideas themselves;
to encourage debates among students on the topics under discussion;
allow students enough time for reflection and analysis and use the ideas generated by the student;
to encourage analysis, gathering evidence by students to support, reformulate or refute an idea in the light of new knowledge;
to use local resources as sources of information that can lead to solving the formulated problem;
to involve students in the search for information that can lead to solving concrete problems in their environment;
to extend learning beyond classroom time.
In these lessons the practical character is emphasized, the students completing schemes, lacunar drawings; can be made models from plasticine or other materials, thematic albums.
c) The variant, the use of educational means – in which the illustration alternates with the synthesis of the theoretical problems.
d) Synthesis lesson or scheme – with the training of students in systematization based on a plan.
e) Visit or excursion lesson – using independent observation to carry out the respective study; it can be organized after teaching-learning a chapter or a topic, but also for the final recapitulation.
In the recapitulation lessons you can complete schemes, thematic maps, you can solve exercises for identification, description, comparison, classification, observation of geographical elements and phenomena, you can formulate ideas, hypotheses, personal assessments, you can develop compositions , geographical puzzles, imaginary travels, etc.
The lesson of skills training
a) The classic variant with the specific stages:
organizing the conditions;
presentation of the topic, explanation, description of tasks;
updating the necessary ones;
model demonstration;
independent execution of tasks;
analysis, appreciation of works;
homework.
b) Variant in workshop, cabinet, lot – which solves certain tasks with new materials: cultivation and plant care works, maintenance works of green spaces, arrangement of the living corner of nature, museum points with different themes (ethnography, geology), designing and organizing a hike or an excursion.
c) Excursions, visits, hikes:
Conceived in these forms, environmental exploration lessons have a special formative value, aiming at basic environmental exploration skills (identification, comparison, classification of phenomena, collection and organization of materials), but also the formation of an ecological behavior.
Teacher Muștiuc Neculai – Silviu With the unification of the Romanian Principalities under the ruler Alexandru Ioan Cuza, the pasoptist programs are implemented, one of the directions being the reorganization of the public instruction. The reorganization was made by the Law on the instruction of […]
ArticlesTeacher Muștiuc Neculai – Silviu
With the unification of the Romanian Principalities under the ruler Alexandru Ioan Cuza, the pasoptist programs are implemented, one of the directions being the reorganization of the public instruction. The reorganization was made by the Law on the instruction of the United Romanian Principalities promulgated on November 25, 1864 with number 1150 and published in the Official Gazette on December 5, 1864. Provisions are given regarding the primary, secondary, superior and private instruction.
Among the basic principles contained in the law we find the obligation and the gratuitousness of the primary public education. The law fined parents whose children were not enrolled or who did not attend school. Education was free for all children, regardless of the social category they belonged to and for both sexes.
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