collective work schedule: provide collective time, individual … 2 MNLE (natural learning of reading method) From a child’s text from the What to n’9 eg I ask why girls color is pink and the color of the boys is blue.
Kevin exploit over 2 days: large display table at collective farm “is the story of that? “(Reference to the first name of the author) enter the text on the computer to paste the text in the book (script / cursive) operate by looking for known words (colors, names …) read to by adults, followed repetition by children. strip labels Games Over time, we add the different text labels for fun to create new phrases. In parallel, immediately puts up the production of writing.
Gradually, words are cut tags to narrow down the construction of new phrases. When children find something, it is imperative to ask them to show. replay, repetition exercises (find words in the text, illustrate words …) a child may already drive a role of auditor. We start from the largest to smallest (of the sentence with the word, the syllable phoneme) Over the year, we will insert a poetry, a literary text, the correspondence between the children of texts.
When learning, do not hesitate to make spelling contributions. add a comment
By Nicolas Servajean on 03/11/09 – 3:58 p.m. In Region Central East> GD 42 – Loire report Internship Training and research> Training> start teaching principles> term-creation pedagogical techniques> What’s new?
Boen returned Stage GD42 November 2009 Start workshop Freinet the WHAT’S NEW? (Monday morning) Part 1. Presentation of what’s new N: donor speech (talking stick) and host, all subjects can be addressed, master of time (1/2 hour), taker What’s New? K: Do you know why we give the color pink for girls and blue for boys? C: Is it the same everywhere?
In other countries ?. O: we should encourage this position? M: girls are born in roses, storks bring the boys (blue sky)? K: this is the answer for the boys who were a godsend for farmers. C: I thought the stork brought 2! P: blue is royal! N: studies have shown that dinosaurs reperaient blue not pink when prehistoric people took blue survets.
C: pink is said but women are candy. E: pink is flesh and daughter is made to be female and to give life, K: it’s here because pink is the color of the flesh so babies. M: In my class I approached the distinction (Album: “Long hair” a child of 8 years who has long hair) children hated it and found a boy with long hair is dirty. N: there are attempts to something that works in the long term and there is CP young M: So many Muslims here holding my heart!
C: I allow myself to intervene for the time because there is still 20 minutes and only two topics, E: here does not happen like with children because we have our adult reflections M: children hast thou arrested, here will not have been useless, L: even in my house my children stand it: my daughter is inked in pink and girls games. N: the giving of life is fascinating for all, how they come to perceive the role of the father …
M: I also very surprised to see that my children had very sexed games, my daughter refused pink at first, please me but she comes back; C: I think we have behind us centuries of gender and even today our society wants to change that is still dragging this time M: it is 10 am Odon: even if you are careful there are things in the implicit: the boys or girls our behavior changes (eg toilets for boys (Turkish) and girls in school. L: there is aggression from boys and not in girls N: I suggest we move on C: with children we would not have needed, the galaxy and the size of the earth fascinates me and it was billions on earth and it is half a grain of sand is all here is not philosophical L: physicists say we feel the movement through this whole universe Timeout, N. consciousness of the new and the transition to the community: our role is limited, not that human community, is that here is a sense M: it rest 5 minutes whether God exists E: is that Latin is still taught is that it’s a dirty word?
M: understanding tool for grammar, L: My son wanted to Latin because he wants to be a botanist and plant names in Latin M: It is very strange to learn a language without knowing how to speak it. N: This is a dead language is normal K: there qq’1 speaking esperento, C: there was within the ICEM but I do not know today; there remain a few minutes, are there other issues? 2 Analysis of what has just been said: M: do here is done with the children?
N: No, except when 2 minutes here skids or when it is too much. How have you experienced this? M: I find it very rich, a lot of confidence already in the group O: it is fast frustrating because the subject is very interesting, E: I want others say something but I found nothing to say, some students N are like that: mentally lot of concentration required, the next person selected that just said the previous person, it is a wireless game C: same with proposal on dinosaurs but ignored this funny thing but returned in serious, is that you had prepared K: no it’s because pink stick!
Little is has to tell to inform other E: this was very polite. Children s not listen and talk to teachers. N: QQ1 did not talk A: it’s me that’s not my thing on what’s it’s too evasive, I have wanted to start something more concrete as: What tools do you use? M: it was said that you could not speak and there are children who can not speak in front of the class group N: this does not mean she does not participate!
C: I suppose that at some point everyone has said, there I want to say this, but we do not ask to speak all the time. N: this is a group that is revealed in March it would http://homeworkmarket.me/
not be the same. Maybe should be done in small groups what’s new N: the group that is the life of class, what’s new is the class of nerve, the primary link in the life of class and the link between the home and the classroom.
M: If several groups: no regulator like us and in the classroom suddenly if small groups you’re not the regulator. N: I actually did the facilitator that would not be the facilitator P. C: Facilitator makes choices and perhaps frustrating M: I felt heard and respected and to start a morning it’s super L: I’m not preparing arrival but in the classroom: children are prepared N: can be a specific table together, 2 times a week what’s up with registration, the right to speak in the come first and if not have time for all the following times: priority.
But the unexpected first 5 minutes. Allow everyone to get what he wants to say. It’s letting the opportunity to speak. C: after a time needed to sort, manage, organize.
In a word mother asked the president: look there are many so you have to go fast. The President of the day (give the floor all day). Many times a subject is allowed to run and what new lasts an hour, but we can say it’s not a what’s new. N: for the interesting topic could have been from out of research and the programs and write sth and put it in a notebook.
M: although we expected sth we adapt? N: Yes absolutely, even if here is not part of the problem. E: Students bring expert and many questions here and diverts what’s new? N: you must go on philosophical debates C: do not answer all the questions but sort the class council (question box) N: you ask the question you seek and tomorrow you informed us M: I in college how to?
There are freinet colleges? C: you can adapt 2MPS, you can work in a team N: everything depends on the goal that you put in what’s new N: can decline all the goals? M: kindergarten? What goals put behind what’s new? add a comment
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4 Results The Ajuda No. 45 In: The Ajuda edited by a Departmental Group For teachers review> Summary Math Life of the cooperative classroom, teaching citizenship Principles> Communication> ICT> IT pedagogical principles> natural method July 1996 Authors: Bernard and JC Vanmalle BABOIS Read more Ajuda No.
44 In: the Ajuda edited by a Departmental Group For teachers review> summary Maths teaching Principles> natural method teaching Principles> communication> school newspaper in April 1996 Authors: Anne Kolasinski, Bernard Vanmalle John Paul Lebarbenchon Michel Barre and Patrick Aslanian Read more Ajuda No. 43 In: the Ajuda edited by a Departmental Group For teachers review> summary Math February 1996 Authors: Christian Montcriol Jean-Claude BABOIS and Eiichi Murata Read more Ajuda 59 in: the Ajuda edited by a Departmental Group For in seignants review> Summary Maths Teaching Principles March 2002 Authors: Florence St.