And you, what sequence of the movie you like best?
Monday, May 2, 2011
Saturday, April 30, 2011
Jelly Bracelets Meanings 2010
MAE, religion and other nonsense
It speaks of excellence. We are told that we must help our students realize their potential. We try to convince with arguments as demagogic and populist, and suddenly, there is a majority-and uncritical assent "to a subject that you forget some major obstacles to the course grade of excellence. And no, we will speak of the practical impediments (already listed in a previous post), but how the actual curriculum of compulsory bet, no doubt, by the non-excellence. How we work so that our students are increasingly uncritical, less creative and somewhat less free.
One of the keys of the problem is, of course, in the survival of religion in public education and the consequent waste of hours that entails. A scourge unjustifiable and maintaining power through fear of the church in what they say-that is supposedly a secular state. As it is a qualifying course, would not this indoctrination had high relevance in the bulletins of the pupils, you must also create alternatives for those not evaluable not want to undertake. And thus arises an idea of \u200b\u200bthe kind that only someone who can design educational talk from a podium or from an office, but-of course-not in a classroom.
The idea was called MAE (Measures of attention to the study) and is missing a or two hours depending on the courses, a week in order to "nobody knows for sure, of course, provide study skills and learning for our students. Of course, in more than one site, this becomes continuous and systematic viewing of how much film exists in the video library of the center or, in the most troubled schools, and I know first-hand examples, in a continuous parade of teachers between desks to avoid literally the students to raise or attack others.
intend-beautiful utopia that these students we meet in a subject that they will not have any academic consequences. A claim that is as ridiculous as saying that if supposedly responsible adults and we are aware, given the choice between one hour unpaid work or not work, choose the latter, even when we know the fact of not attending the job will not have any negative consequences. Funny how the media talk about the culture of effort when applied to adolescents and how, however, encourage the counter culture in most of the characters (put the quotation marks you wish) who continually give undeserved " relevant.
Those hours we give away for the ESO to religion and his inane Alternatively, the MAE (obviously well-intentioned but ineffective history and culture of religions, which, again, the lack of skills becomes an absurdity from the practical point of view) is the remainder to other materials that are no longer living in a second, but third level in our educational system:
- These are hours that could expand the battered education program Physics, relegated to two miserable sessions per week, where only students can form, which explains, among many other reasons-the lack of sports training in our country, so little support from the education field. Not to mention how much exercise is necessary in those centers where we want seven, eight or nine students spend six or seven hours cloistered, quiet, seated, serving and churning like a replicating factory concerned.
- These are hours that could be returned to the subjects of art and music education, both continuously battered and relegated to only two of the four courses that make up the ESO. Then we are surprised, even indignant, when surveys are done in certain ways to demonstrate that our youth do not know who Mahler or not identify a single painting by Picasso. The funny thing is that this ignorance is not his fault, but a system that aims to train for it, and often also of parents who wash their hands just as many teachers, of any training that is outside the to-mean-their children receive in the classroom.
Thus, blindly assuming we designate church and believing that it is normal for a secular state assumes the presence of religion in the classrooms of public schools. Not to mention the amusing detail that those teachers have not gone through a competition like that do we have lived the rest of the staff, but designated more, say, directly, by criteria which, as the divine-are inscrutable .
want, they say, get an education excellence. But artistic excellence. Or sports. Or cultural. Or literary. Nor scientific. No. They want to "clear" that promotes excellence segregation, elitism and that, in passing, let them keep playing with the public thanks to those teachers who hate their jobs and would be delighted to take out of their classrooms to students "stupid" to be limited to just bore the "peaceful" than for his stoic bearing of the teacher talks turn, must be called to the highest of excellence. 
It speaks of excellence. We are told that we must help our students realize their potential. We try to convince with arguments as demagogic and populist, and suddenly, there is a majority-and uncritical assent "to a subject that you forget some major obstacles to the course grade of excellence. And no, we will speak of the practical impediments (already listed in a previous post), but how the actual curriculum of compulsory bet, no doubt, by the non-excellence. How we work so that our students are increasingly uncritical, less creative and somewhat less free.
One of the keys of the problem is, of course, in the survival of religion in public education and the consequent waste of hours that entails. A scourge unjustifiable and maintaining power through fear of the church in what they say-that is supposedly a secular state. As it is a qualifying course, would not this indoctrination had high relevance in the bulletins of the pupils, you must also create alternatives for those not evaluable not want to undertake. And thus arises an idea of \u200b\u200bthe kind that only someone who can design educational talk from a podium or from an office, but-of course-not in a classroom.
The idea was called MAE (Measures of attention to the study) and is missing a or two hours depending on the courses, a week in order to "nobody knows for sure, of course, provide study skills and learning for our students. Of course, in more than one site, this becomes continuous and systematic viewing of how much film exists in the video library of the center or, in the most troubled schools, and I know first-hand examples, in a continuous parade of teachers between desks to avoid literally the students to raise or attack others.
intend-beautiful utopia that these students we meet in a subject that they will not have any academic consequences. A claim that is as ridiculous as saying that if supposedly responsible adults and we are aware, given the choice between one hour unpaid work or not work, choose the latter, even when we know the fact of not attending the job will not have any negative consequences. Funny how the media talk about the culture of effort when applied to adolescents and how, however, encourage the counter culture in most of the characters (put the quotation marks you wish) who continually give undeserved " relevant.
Those hours we give away for the ESO to religion and his inane Alternatively, the MAE (obviously well-intentioned but ineffective history and culture of religions, which, again, the lack of skills becomes an absurdity from the practical point of view) is the remainder to other materials that are no longer living in a second, but third level in our educational system:
- These are hours that could expand the battered education program Physics, relegated to two miserable sessions per week, where only students can form, which explains, among many other reasons-the lack of sports training in our country, so little support from the education field. Not to mention how much exercise is necessary in those centers where we want seven, eight or nine students spend six or seven hours cloistered, quiet, seated, serving and churning like a replicating factory concerned.
- These are hours that could be returned to the subjects of art and music education, both continuously battered and relegated to only two of the four courses that make up the ESO. Then we are surprised, even indignant, when surveys are done in certain ways to demonstrate that our youth do not know who Mahler or not identify a single painting by Picasso. The funny thing is that this ignorance is not his fault, but a system that aims to train for it, and often also of parents who wash their hands just as many teachers, of any training that is outside the to-mean-their children receive in the classroom.
Thus, blindly assuming we designate church and believing that it is normal for a secular state assumes the presence of religion in the classrooms of public schools. Not to mention the amusing detail that those teachers have not gone through a competition like that do we have lived the rest of the staff, but designated more, say, directly, by criteria which, as the divine-are inscrutable .
want, they say, get an education excellence. But artistic excellence. Or sports. Or cultural. Or literary. Nor scientific. No. They want to "clear" that promotes excellence segregation, elitism and that, in passing, let them keep playing with the public thanks to those teachers who hate their jobs and would be delighted to take out of their classrooms to students "stupid" to be limited to just bore the "peaceful" than for his stoic bearing of the teacher talks turn, must be called to the highest of excellence.
Tuesday, April 26, 2011
Monopoly Princess Directions
I loved it.
Movie necessary to shake the dust of the slumbering consciences, and remind us of the importance and value of individual responsibility, solidarity.
A real treasure for the class of historical facts ELE who lives and evokes.
not miss it. Leaves its mark.
As suggested at the end of the sequence, let http://somos-agua.blogspot.com/2011/04/tambien-la-lluvia.html in your comments after watching.
And rain
Monday, April 25, 2011
Putas Lindas Mexicanas Follando
Readings also shared ... celebrating our friends books
ideas for class activities ELE:
invites you to a "feast of readings" where each one comes with one of his discoveries to share ...
Here's mine - Indignaos! Stéphane Hessel - I bought it on Saturday at the airport of Las Palmas.
Here are, for meditation, some excerpts:
"I wish you all every one of you, that you have your reason for outrage. It is a precious value. When something as unworthy Nazism unworthy me, you become someone militant, strong and committed. You become part of that tide of history, and must follow the mainstream thanks to everyone. This current trend towards greater justice, more freedom, but not to the uncontrolled freedom of the fox in the henhouse. Those rights, whose program includes the Universal Declaration of 1948, are universal. If you meet someone not to get them, compadecedlo and assist him to conquer. "
" Certainly, the reasons to be indignant today may seem blurred or the world, too complex. Who's the Boss?, Who decides? is not always easy to distinguish among all flows that govern us. It is no longer a small elite whose wiles understand perfectly. It's a vast world, and we realize that it is interdependent. We live in an interconnectivity as has never existed. But there are things in this world unbearable. To see this, we must look good, look.
I tell young people: seek a little, you shall find. The worst attitude is indifference, saying "step away from everything, I make do." If you behave well, you lose one of the essential components that make the man. One of the essential components: the power of outrage and commitment that follows.
We can identify two new challenges:
1) The huge gap between the very poor and very rich, not rising. It is an innovation of the XX and XXI centuries. Those who are very poor just now earn two dollars a day. We can not allow this distance to keep growing.
2) human rights and the state of the planet. "
" You have to understand that violence gives back to hope. Must be given up hope of trust, confidence in nonviolence. It is the way we learn to follow. Both side of the oppressors and the oppressed, we must come to a negotiation that does away with the oppression that is what will allow no terrorist violence. It is for this reason that we should not build so much hatred. The message of a Mandela, a Martin Luther King finds its relevance in a world that has passed the confrontation of ideologies and totalitarianism conqueror. It is a message of hope on the ability of modern societies in order to overcome the conflict through mutual understanding and careful patience. To achieve must be based on rights, the violation, whichever is the author, should provoke our indignation. There can be no compromise on these rights. "
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