Articulating and implementing classroom activities: reflections
From the world to the school
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School life shows us dark paths that only a few enlightened people understand and do everything they can to overcome them, while many others realise it but seem to pretend not to. In most of the literary tables and teachers' lounges I've been to, especially during the lunch break, I've noticed a constant theme in their speech about the problematic low results of students in the assessments - it's the system's fault. There's a lot of complaining but very little action. Didactic experiments have shown that the students are so attached to that didactic routine that new methodologies suffer from n...
School life shows us dark paths that only a few enlightened people understand and do everything they can to overcome them, while many others realise it but seem to pretend not to. In most of the literary tables and teachers' lounges I've been to, especially during the lunch break, I've noticed a constant theme in their speech about the problematic low results of students in the assessments - it's the system's fault. There's a lot of complaining but very little action. Didactic experiments have shown that the students are so attached to that didactic routine that new methodologies suffer from not being accepted by them. This system extends to the teachers' classrooms. Many exalt that it's the system's fault, or the low number of materials, the little time available for discussion of the various aspects of the experimental work or for planning by the students and, above all, the absence of collective work involving all the educators, but it turns out that these are the ones who keep the system going. One of the few examples I've always left in schools is the habit of reading among the students, always seeking dialogue with them, which is certainly a more fruitful time.
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