Seat Detail At Rose Garden Arena

RAISE YOUR HAND:

when competitiveness is not recognized

December 2010

Do not assume

One of the behaviors Local students who learn in each country, in every latitude, from the moment in which they become part of the institution we call school, you raise your hand . Raise your hands to quickly respond to the question put by the teachers: "Who can tell me the capital of Italy?". "Can any of you explain the concept of a vector?" "Who can explain what he meant by Hegel's Absolute Spirit?" And so on ... Raise your hand is one of many seemingly harmless behaviors that occur in a class and that are accepted, pursued, encouraged But without having clear that, in any event, we are working towards a teaching method which has certain effects rather than others. Raise your hand is generally considered an effective and democratic behavior, as would give everyone the opportunity to participate and at the same time, the teacher would provide a safe feedback about the lesson. But as you know "The road to hell is paved with good intentions." Some studies such as Kohn (1991) and research carried out by Mc Gregor (2007) go in the direction of seeing all the limitations of this practice. Considering

and developing these contributions, arguing that the practice raise your hand :

ü shifts attention to the emotional elements improper

ü active competitiveness by developing individualistic behavior

ü generates a climate of confusion that undermines effective learning

ü nourishes and supports a standardized learning

shifts attention to the emotional elements improper

This corresponds to raise their hands multiple needs which are not always have to do with the desire to give the right answer to the question. One of these relates to the research, sometimes agonizing, approval: it just raises his hand to the need to capture attention. Could this be one of the few moments available to finally be able to have the hearing and approval result of person, from any person, the teacher, who has what authority to relieve suffering, gratification and, not least, to assign grades, evaluations and reviews. The teacher is the leader, one who matters, who holds the levers of power at school, he depends on the fate (school course) of each student and each student.

This tension and frenzy can occur both in a group of children in kindergarten, first grade , as in the top fifth. The to want to accept the large is a need inherent to new generations. It 's a need anthropologically defined that describes the condition of those who do not yet possess the maturity, the stable characteristics of the adult. Jull emphasizes this by saying that it generates an affective dimension of responsibility, a true addiction, where children and young people are aimed at trying to meet the needs of adults beyond their content (Jull, 1994). The results of this dynamic psycho -

affective behavior raised by raise your hand, are different. The wanting to accept the large is a need inherent to new generations. It 's a need anthropologically defined that describes the condition of those who do not yet possess the maturity, the stable characteristics of the adult. Jull emphasizes this by saying that it generates an affective dimension of responsibility, a true addiction, where children and young people are aimed at trying to meet the needs of adults beyond their content (Jull, 1994). The results of this dynamic psycho - emotional behavior raised by raise your hand, are different. and have earned it the attention, has him playing a bad joke, creandogli a state of confusion so as not to allow it to soak in their own cognitive map of the correct answer. Matthew feels satisfied. but only for a moment, after falls in anxiety because he can not satisfy the request of the teacher as he would like.

Meanwhile the teacher with great delicacy, said that in the end it is not so serious, and in its place may well meet the other partner, Roberta, what came second. In Matthew

to discouragement at the failure to respond is added to the disappointment on the loss of that good which we yearn, ie the attention and approval, plus a certain repulsion begins to meander to Robert that he appears to be the favorite teacher ...

The full article is available published in a journal of pedagogy.

Seat Detail At Rose Garden Arena

RAISE YOUR HAND:

when competitiveness is not recognized

December 2010

Do not assume

One of the behaviors Local students who learn in each country, in every latitude, from the moment in which they become part of the institution we call school, you raise your hand . Raise your hands to quickly respond to the question put by the teachers: "Who can tell me the capital of Italy?". "Can any of you explain the concept of a vector?" "Who can explain what he meant by Hegel's Absolute Spirit?" And so on ... Raise your hand is one of many seemingly harmless behaviors that occur in a class and that are accepted, pursued, encouraged But without having clear that, in any event, we are working towards a teaching method which has certain effects rather than others. Raise your hand is generally considered an effective and democratic behavior, as would give everyone the opportunity to participate and at the same time, the teacher would provide a safe feedback about the lesson. But as you know "The road to hell is paved with good intentions." Some studies such as Kohn (1991) and research carried out by Mc Gregor (2007) go in the direction of seeing all the limitations of this practice. Considering

and developing these contributions, arguing that the practice raise your hand :

ü shifts attention to the emotional elements improper

ü active competitiveness by developing individualistic behavior

ü generates a climate of confusion that undermines effective learning

ü nourishes and supports a standardized learning

shifts attention to the emotional elements improper

This corresponds to raise their hands multiple needs which are not always have to do with the desire to give the right answer to the question. One of these relates to the research, sometimes agonizing, approval: it just raises his hand to the need to capture attention. Could this be one of the few moments available to finally be able to have the hearing and approval result of person, from any person, the teacher, who has what authority to relieve suffering, gratification and, not least, to assign grades, evaluations and reviews. The teacher is the leader, one who matters, who holds the levers of power at school, he depends on the fate (school course) of each student and each student.

This tension and frenzy can occur both in a group of children in kindergarten, first grade , as in the top fifth. The to want to accept the large is a need inherent to new generations. It 's a need anthropologically defined that describes the condition of those who do not yet possess the maturity, the stable characteristics of the adult. Jull emphasizes this by saying that it generates an affective dimension of responsibility, a true addiction, where children and young people are aimed at trying to meet the needs of adults beyond their content (Jull, 1994). The results of this dynamic psycho -

affective behavior raised by raise your hand, are different. The wanting to accept the large is a need inherent to new generations. It 's a need anthropologically defined that describes the condition of those who do not yet possess the maturity, the stable characteristics of the adult. Jull emphasizes this by saying that it generates an affective dimension of responsibility, a true addiction, where children and young people are aimed at trying to meet the needs of adults beyond their content (Jull, 1994). The results of this dynamic psycho - emotional behavior raised by raise your hand, are different. and have earned it the attention, has him playing a bad joke, creandogli a state of confusion so as not to allow it to soak in their own cognitive map of the correct answer. Matthew feels satisfied. but only for a moment, after falls in anxiety because he can not satisfy the request of the teacher as he would like.

Meanwhile the teacher with great delicacy, said that in the end it is not so serious, and in its place may well meet the other partner, Roberta, what came second. In Matthew

to discouragement at the failure to respond is added to the disappointment on the loss of that good which we yearn, ie the attention and approval, plus a certain repulsion begins to meander to Robert that he appears to be the favorite teacher ...

The full article is available published in a journal of pedagogy.

Letter To Judge Requesting Community Service

About Sandwich Day

Dear Parents,

not feel it is my duty as an officer into the substance of your disagreement, however, that respect and on the other hand I think your request is legitimate to meet with the municipal authorities. Allow me to raise my concerns about the protest of Sandwich Day Let's watch from the perspective of children.

Here is a world of adults who can not agree on an issue. And these adults instead of protesting at first ask children to do so. I do not know how many girls and how many children will live with a sense of separation. Why their yes and we do not? You ask. Does anyone think that people who eat at the table instead of the parents has insensitive. Conversely who is at the table can be maintained stupid to eat a sandwich on their own when you could eat all together like always. In these cases, feelings and emotions come into play which may not always be conscious, so kids end up making judgments against their very commendable. All this, I do not know if we've thought about, you can also have an effect on their relationship, perhaps insignificant, but a doubt can creep in, a small fracture advance. It 'also possible that some children who eat at the table consider that the companions of the sandwich are lucky to do something different and maybe have fun as well: there then they will look with some envy (and even this is not a nice feeling). Then there are those children and those children who may be sad because they have next to your friend or friend, a sorrow, some small, but still a disappointment. One could go on. But the essence of the problem is this: too often the divisions across the adult world, both in private (including spouses and relatives for example) and in the audience - in this case between the municipality and the parents Sandwich Day - each transfer it so bad in the world of children. Invade their life with our disputes, exasperation, and asking them, without respect, to take part.

In the case of Sandwich Day, we are sure to have their consent, we may have heard them? Can anyone say that they can not understand. Rightly are issues to be large. Well. But the more reason, then, let's keep it out. insist it is a matter of respect, respect for the weak part of our society, just children.

Dear Parents,

this is the thought that I offer, some dissonance, but who wants to be in dialogue with you and assure you of you friendly. We will organize to limit the discomfort in these two days (which we all hope will not be more).
Then we really make this society, including schools - our schools - on child-friendly. I believe that together, you and us, we do many good things for them, because I see that you have exceptional organizational skills.

Thank you for your attention

A warm greeting to the head teacher Marco Orsi

Letter To Judge Requesting Community Service

About Sandwich Day

Dear Parents,

not feel it is my duty as an officer into the substance of your disagreement, however, that respect and on the other hand I think your request is legitimate to meet with the municipal authorities. Allow me to raise my concerns about the protest of Sandwich Day Let's watch from the perspective of children.

Here is a world of adults who can not agree on an issue. And these adults instead of protesting at first ask children to do so. I do not know how many girls and how many children will live with a sense of separation. Why their yes and we do not? You ask. Does anyone think that people who eat at the table instead of the parents has insensitive. Conversely who is at the table can be maintained stupid to eat a sandwich on their own when you could eat all together like always. In these cases, feelings and emotions come into play which may not always be conscious, so kids end up making judgments against their very commendable. All this, I do not know if we've thought about, you can also have an effect on their relationship, perhaps insignificant, but a doubt can creep in, a small fracture advance. It 'also possible that some children who eat at the table consider that the companions of the sandwich are lucky to do something different and maybe have fun as well: there then they will look with some envy (and even this is not a nice feeling). Then there are those children and those children who may be sad because they have next to your friend or friend, a sorrow, some small, but still a disappointment. One could go on. But the essence of the problem is this: too often the divisions across the adult world, both in private (including spouses and relatives for example) and in the audience - in this case between the municipality and the parents Sandwich Day - each transfer it so bad in the world of children. Invade their life with our disputes, exasperation, and asking them, without respect, to take part.

In the case of Sandwich Day, we are sure to have their consent, we may have heard them? Can anyone say that they can not understand. Rightly are issues to be large. Well. But the more reason, then, let's keep it out. insist it is a matter of respect, respect for the weak part of our society, just children.

Dear Parents,

this is the thought that I offer, some dissonance, but who wants to be in dialogue with you and assure you of you friendly. We will organize to limit the discomfort in these two days (which we all hope will not be more).
Then we really make this society, including schools - our schools - on child-friendly. I believe that together, you and us, we do many good things for them, because I see that you have exceptional organizational skills.

Thank you for your attention

A warm greeting to the head teacher Marco Orsi