Salons For Crossdressers

teaching today

Welcome to this virtual space, dedicated teachers of today, I'm Stefano

of Cervaro Minchella, a nice baesino in the province of Frosinone,

sissino University Ca ' Foscari of Venice.

I hope you can benefit from this blog and that you enjoy it.

Good reading.

1. purpose you want to reach:
   I think it's important to continue to discuss the problem of training and upgrading of teachers, examine the balance sheet of past experience, for an accurate reflection
   ... "In the deep discomfort that through school, the teacher is a figure central to its cultural climate, his professionalism, his knowledge of modern methods of teaching it applies to both in identifying the causes of the crisis is drawing possible solutions. That is the issue of training and upgrading of teachers has long been among the most debated. But rarely in this debate was held, which takes into account the experience gained during many of the initiatives of various kinds which were made on this ground. Yet this heritage is valuable, primarily because it is possible to find directly the needs and proposals of the protagonists of those teachers, in fact, of which so much talk without listening. This blog is to collect and compare personal experiences and from these data to try to get the answer to many questions that now arise not only on the techniques of transmitting knowledge, but in the relations between social universe to which these techniques teachers and students and parents are part, besides the practical needs that have emerged in recent years by the many training and refresher courses which was attended by thousands of teachers, while others (and you have to understand the reason) have rejected them. "
   
   
2. Question:
   The question I often ask myself is today's educators and teachers how they can Pons is how to interest and enthuse about his future, the 'individual they face every day. How to make him love life and raise his desire to seek in the world and in individuals reasons for growth and collaboration winning a natural, but almost sick ego growing individualism?
   
   
   
3. Fording back:
   In memory of all of us have been teachers who have transmitted to us a passion and interest. They have left a mark on our lives than those in which professional expertise is passed through the passion and the quality of the educational relationship. All this struggle to emerge and become a resource for students, if teachers in a prevailing sense of unease generated by a variety of reasons that take away teacher motivation for action, depletion of enthusiasm, creativity, educational intensity. In the desire to understand how they live teachers in schools today, this week I documented gathering signs of difficulty, to hear the story from the very voice of those concerned has allowed me to understand suffering, confusion, anger, but also first-hand how human wealth, educational, cultural is now available to a school that has great need. I think I can sum up the stories I heard in one big reason: the effort to confront a changing world: children, families, popular culture, school systems ...
4. The risks of change: The change always the function of deceiving us and give us a try. It challenges our certainties, asks us to imagine an extra thought for what is still there, gives us the impression of being powerless in the face of facts and dynamics that is not in our power to control, it raises the risk of not knowing what will happen in the future . Any change constitutes a situation full of promises and threats of expectations and fears. The attitude with which life stages of transition - the school actually organized like any other - oscillates between fear and hope. There are those who defend himself, trying to resist the novelty and continue to repeat what he has always done, nell'ingenua hope that it will return the next day in which the past will play, and there is those who see the stages of change can overcome the difficulties of today and perhaps see the birth of the opportunity to realize their dreams. Who has retained the ability to dream not afraid, retains the capacity to wait and be surprised by the news. All these considerations also affect the schools, teachers also happen to live fear and hope, hard work and waiting at the changes that affect children, relationships with family and with the land, those that relate to the educational institution and culture widespread.
5. dialogue difficult The boys continue to be the center for teachers of their action, of their interest, their commitment. After all, what good is the teaching profession, if not to grow people who can recognize and appreciate the beauty of life in all its values? However, each teacher register as a dialogue today may be more difficult: there are no standard models of relationship that (maybe) once worked. The boys bring in personal stories, situations, cultures, needs ... so different that only one action that is able to take account of each, in addition to all, may be truly adequate. This situation can be challenging, but can also give a sense of loss: the complexity is reflected within us and brings us to the test, challenging behaviors displace, and you can not find the way of positive communication and effective. These are cases where children are likely to become the 'student', the face of their children to remain hidden under a generic label, which dries up the report, and their behavior, a problem which to find the answers through new techniques or strategies . And then do with these kids who come to school knowing many things, and learned by means other than logical that the school teaches? The teacher you realize you have many "hidden links": internet, computer, TV ...: to compete with the means of communication today? Unaware of its existence? How can we protect what is original and only a teacher can give to their kids? Teaching in a context of plurinsegnamenti implies additional difficulties and unprecedented, yet offers the teacher an opportunity to redefine its role, identifying what is most typically education. And again, in this context, what it means to pass from the centrality of teaching content and the centrality of the appropriation of meaningful content? As a new recruit in the fact that school is for education, over and through education? And then there's family, the first educators of their children, so eager to understand, to relate, to share, to have a say. No doubt the legitimacy and value of the relationship with the family, but this workout calls for dialogue with stakeholders adults expressing points of reference and plural instances often interpreted with the natural lack of objectivity of a parent towards his children.
   
6. Accompaniment and support: the perception that teachers have of themselves as an element of discomfort is the ongoing reform in the school. Without intending in the matter, one can not record any signs for school reform contribute to that form of motivation that is expressed in the waiver to seek new solutions to problems in small vessels the day to day. And you take refuge in cards, in the schedule, the educational bureaucracy, which became bloated when is the death of school. These are just some of the questions that teachers ask, but if I could add many others: how to teach with few resources and little time? How to hold together the needs of every boy and most boys? How to be teachers in a time of continuous mediation with families, with children, with management, with the territory ...? This explains the sense of loss and loneliness, the question of accompanying and support I could gather in small groups to play last week.
7. for Coping: At a time of change, the school has a great resource: to become a building site, where research, design, creativity, passion, can build women and men of tomorrow, in fact, already now it can show that the change can start new and unexpected ways, if it can be a protagonist. In a time of profound change as what the school is experiencing now, only teachers who feel themselves actors may accompany this transition without being overwhelmed or losing interest and pride in their profession. I hope that with this small space can make a humble contribution: that of being an instrument of communication between all of us teachers: a place for debate and comparison, "square" in which they meet at school stories, thoughts on teaching, research and reports of experiences, ideas for innovation and experimentation, new experiences of old which a task is to educate. One of the ways to make today's protagonists of the renewal of school teachers is that of debate and discussion. So that I renew the invitation to all my colleagues is to propose thoughts, questions, needs, concerns, and dialogues with other teachers. This blog has the ambition to become an instrument of dialogue, to build a school that is the result of the contribution of all.