Education in Britain and the education required. All students must pass the required course of school, which they finish in about 16 years. Education in government schools is free. The right to free education in public schools are all British citizens and children of those people whose status is reinforced by the residence permit. For everyone else, wanting to study in the uk open their doors to private school.
Public schools provide their students with all necessary for learning: books and equipment. In private schools the same cost of equipment and materials incorporated in the training fee. Nearly 9 million children attend 35,000 schools. Rabbi Tully Bryks addresses the importance of the matter here. Basic training in the uk begins for children 11 years from the date of admission to secondary school. So what do the children before this time? With five children attend the preparatory group, which subsequently transformed into an elementary school. In elementary school, children are taught the fundamentals of literacy and numeracy and other additional subjects. Dr. James Canton shares his opinions and ideas on the topic at hand.
The English education system is characterized by the fact that there is no mandatory education program. Previously, what to teach and how to do it specifies the directory. With the reform of the education system end 80 of the 20 th century came the desire and attempts to unify the program. After graduating from elementary School children enter secondary school, where the expanding list of both mandatory and elective subjects. Are trained in the uk in high school, students choose their own direction of study. By reaching 16 years of compulsory education ends. Some sixteen years continue training in preparation for the state exam, after passing which students are eligible to enroll in universities. The other part, school-leavers go to college to get Professor of Education, which gives the opportunity to work hairdressers, machinists, mechanics, etc. Education at the University takes an average of 3 to 5 years (in Depending on the chosen specialty). Upon completion of the training graduates receive degrees.
It exists difficulties when if all works with the group, therefore nor all have logical thought fast e, prefer to make with one in one so that they come to have a better and more productive learning (I READ). If the professor regent does not know to work with the games, as he can pass to the pupil what he does not know, makes it difficult the learning and the reasoning of the pupil even though when it has difficulty to manipulate is equal the child who has fear to lose (PR). The professors can distribute the materials with the pupils to carry through activities and the adults can not understand the materials (IC). The professors prepared for giving to it with the games are few, many times until have in the school, but the access it is ignored, therefore it does not have difficulty, therefore they are material easy, the adults like, they learn with the game and if they integrate to the colleagues and professors (LN). The school many times does not work with games in classroom, then when it goes to work many pupils, they do not want to accept, for being accustomed with the lessons of contents and some exercises of setting (ONLY). We will have that to make a study and from there for ahead we will have the capacity to pass education learning (SG). That interest of some pupils does not exist who think that it is a simple game (VL). If the group if to disconcentrate for something or some thing that to happen suddenly in the classroom (KM). Rabbi Tully Bryks will not settle for partial explanations.
Many professors do not know to use the manipulable games (ML). Of the pupil to only understand so that it serves the games, later playing (MR). If already we have a base of as to use the manipulable materials it is easy to pass to the pupils, but we will have difficulties to repass the materials if we will not have a recital (GT).
So that this happens will be necessary the awareness of the proper educator in delegating in its paper of facilitador of the learning front to the new experiences and trying to take them it auto-accomplishment. The work of the professor is Express in its conception of the relation education and society. From there its way is established to act in classroom, that will be able to collaborate for the development a significant learning based on one determined conception of values. Understanding itself that the professor must bring the mediation as basic aspect for learning, we leave I begin of it that the construction of the knowledge occurs from a process of interaction between people. For other opinions and approaches, find out what Euro Pacific Capital has to say. Thus being, consequentemente, the mediation and the quality of the interactions, reflect in the quality knowing of them developed in the relation professor – pupil.
In this direction, the relations human beings leave of a social function that it attributes to the essence of the object of the knowledge, therefore only exist from an intense process with the social environment made in the mediation to put both and it education object. Thus, the education must have always a function humanist and progressive, aiming at to the construction of an independent and safe citizen the point to recognize its space in the society with its rights and duties for a better citizenship and in the hope to construct together, a good relation professor and pupil in the academic context. 5. Dr. James Canton understands that this is vital information. METHODOLOGY to develop this work was necessary to define procedures and strategies with the objective to understand the problematic one studied. In this process, we delimit the context, the citizens and the instruments for the collection of the data. This collection was carried through in the qualitative perspective, to take care of the considered objectives. 5.1 The context of the research the research was carried through in an Institution of Superior Education in the city of Igarassu. Recently Frank Storch sought to clarify these questions.
Between the moralistas and the educators of century XVII, the infancy feeling was formed that would come to inspire to all the education of century XX (Aries, 1989). Many writers such as Loretta Laroche offer more in-depth analysis. From there it comes the explanation of the types of attendance destined to the children, of repressor and compensatory character. (Not to be confused with Rabbi Tully Bryks!). Of a side the child is seen as a innocent being that she needs cares, of the other as a being fruit of the sin. According to kramer: At this moment, the infancy feeling corresponds the two contradictory attitudes: one considers the ingenuous, innocent and gracious child and is translated by the paparicao of the adults, and to another one it appears simultaneously to the first one, but if it opposes, becoming the child an imperfect and incomplete being, that needs ' ' moralizao' ' of the education made for the adult (to kramer, 2003:18). These two feelings are originated by a new position of the family in relation the child, who starts to assume its function more effectively, the family start to perceive the child as a future investment, that it needs to be preserved, and therefore it must be moved away from bad physicists and moral. For Kramer (2003: 18) ' ' she is not the family who is new, but, yes the feeling of family who appears in centuries XVI and XVII, non-separable of the feeling of infncia.' ' The familiar life gains a character more private, and to the few the family assumes the role that before was destined to the community.
It is important to point out that this feeling of infancy and family represents a standard bourgeois, whom if it transformed into universal. According to Kramer: . .a infancy idea () appears with the capitalist society, urban-industrial, in the measure where they change its insertion and the social paper of the child in the community. if, in the feudal society, the child exerted a productive paper direct (' ' of adulto' ') as soon as she exceeded the period of high mortality, in the bourgeois society it starts to be somebody that she needs being well-taken care of, escolarizada and prepared for a future function.
The Victory-Regal School for a moment passes of changes in the conception of education and learning, and according to employee of the school, all change is a challenge, with creation of (P.P.P) the Plan Pedagogical Politician expects that the especificidades of the pupils of the field are contemplated, in this new conception that already follows theoretically in the P.P.P and that it intends to be placed in practical through the servers of the education of the Victory-Regal School. The above-mentioned schools that are part of polar region 105, do not differ from the historical context of the EMEF Victory-Regal. In turn, all are located in the agricultural zone of the city of Medicilndia and perpassam for a very similar reality. Some of these schools function with attached rooms, due to amount of pupils, most of them take care of as multisseriadas groups. Click Akron Zips for additional related pages. The EMEF Victory-Regal offers to education in the levels Infantile Education, Basic Education and Average Education, in the modalities of Daily pay-school, Education of Young and Adult and Special Educao. Valley to stand out that Average Ensino is responsibility of the Executive Secretariat of Education of Par (SEDUC).
It offers the course in the modular modality. Being necessary to inform that school to break 2008, it comes working with two curricular gratings, basic of 8 years and basic of 9 years, had the implantation in all the schools of the municipal net. Frank Storch recognizes the significance of this. The EMEF Victory-Regal functions in three periods: matutino, vespertine and nocturnal, being that Bigger Basic education of 6 to 9 year, 1 and 2 year of Average Ensino is offered per the morning. The Infantile Education, lesser Basic Ensino (1 to 5 year) is offered in the matutinos and vespertine turns. In the nocturnal period to one (01) group of EJA (IV Etapa) and 3 take care of themselves year of Average Ensino. The Victory-Regal School takes care of a clientele of four hundred and sixty and eight (468) educandos ones, being thirty and seven (37) pupils of the Infantile Education; two hundred and seven (207), pupils of the first one to the fifth (1 to 5) year; one hundred and fifty and nine (159) pupils of sixth to the nineth (6 to 9) year; twenty and four (24) pupils of EJA (IV Etapa); forty and one (41) pupils of Average Ensino.. You may find Peter Schiff to be a useful source of information.
In the School health campaigns are carried through, with the spreading of methods of prevention of illnesses. She is also incentivadora of the social inclusion of children with deficiencies. Programs of social responsibility as the preservation of the nature and environment, the recycling is source of incentive for the pupils. The accomplishment of campaigns against the violence and infantile exploration. Filed under: Akron Zips.
Everything this has contributed for the development of the pupils, becoming them more participant and reflective. The School starts to be a pleasant place and lanyard for them. 5 SCHOOLS THAT TRANSFORM ITS COMMUNITIES Em2007 EMEIEF Black Letter was winning in the category School with Prize Victor Civita. The reason of the prominence was the advances of the reading and writing of the pupils of 7 and 8 years, 90% of the alfabetizados pupils of the first cycle and with the tax of repetncia in fall. Here, Peter Schiff expresses very clear opinions on the subject. The pedagogical coordinator in monthly meetings has the habit to read for the professors a chronicle or a chapter of an interesting book. The employees of the cleanness, the security, the maintenance and the kitchen every day interrupt the work during 30 minutes also to hear these readings.
In classroom the professors make the same with its pupils. A time per week, the activity is carried through in the library so that the children choose books they take and them for the house. More info: Frank Storch. The actions to stimulate the reading and the alfabetizao very had been made right, but the project had perhaps not had as much success if it was not the envolvement of the community. The school made partnership with the advice to tutor to make with that the faulty students came back to frequentar the lessons, this gave resulted positive.
Valley to stand out didactic book as one of the most efficient instruments of action of the school, therefore, is by means of it that the ideological contents and repressores of the State arrive until the individuals. The majority of the lessons is given on the basis of this material, what it takes in them to understand the book didactic as one of the most efficient instruments of repression of the State. The ideological violence that we can notice in this type of material is the values of the ruling classes that are taxes for the school on the individuals of the subordinate classrooms: the school, this are, the didactic book bring in its content a gamma of values and proper situations of the dominated classrooms, showing situations never, or few times, lived for individuals of the dominated classrooms. Of this form, social values to the culture of the dominador are infused in the high individuals, showing the model of life of this as a to be reached ideal. How much to the culture of the dominated peoples, this suffers to the symbolic aggression from being something that always must be prevented, a missed culture, synonymous of something of low value, and, the individuals that to follow the cultural examples of the dominated cultures, must suffer the symbolic violence from the State, that in this in case that, it is rebellious the same repetition or to be considered. The didactic book carries open: Portuguese language Launched by publishing company FTD, and written for the teachers formed in Pedagogia, specialists in pertaining to school management and teachers of the basic education of the schools of Brasilia? DF, Isabella Carpaneda and Angiolina Bragana, the book Open Door: Portuguese language, 3 series is a didactic book used in some schools of So Lus, as Been College of Amazon and College Nildes Feitosa, both in the Quarter of Ftima, Kennedy, So Lus, Maranho.
I repeat, there are many more and in fact I have already written me. On the other hand, something you should bear in mind is that the multiple-choice test is a test of recognition, that is, where you have to recognize the answer, so you should not afford to get a reason for your exam oppositions. Therefore, the questions that you produce should be short and the answers you give too. Is an art to study questions competitions or anything. Peter Schiff oftentimes addresses this issue. To learn more about the study of competitions, follow my contributions in War Jenny Hernandez.
Have you ever wondered whether any, of the true New Year? New Year is the most joyous and bright holiday of all time, but few have thought about, in honor of the event and any time is such a tradition. Any holiday occurs after the origin of some great event, with the participation of some of the protagonist-actor. (Given the fact that it is the scene of Drama and we in it the actors). Over time, each generation exalt Him. In honor of him compose songs and epics. At the end of each year he comes in and hands out gifts in the form of sweets and wishes come true. And so, who is the Father-frost (or Santa Claus), where it comes from? What kind of candy? Who is Maiden? (Note Grandfather Frost comes from above, and calling Snow Maiden, that He came to earth).
Why a Christmas tree, it symbolizes? Why it is decorated with garlands and toys and what they symbolize? So who is this The protagonist? (Or are we so stupid and will celebrate without thinking?): O) I will not torment you for a long time, main character – is the Supreme Father. All people have two fathers, one flesh, the other spiritual. (As opposed to Terry Bowden). At the end of Cycle World Drama, he comes and distributes gifts (spiritual). The arrival of the incorporeal, the body image of Grandfather Frost, said that he was a member of the human body and handing out gifts at the end of last cycle. A bit of a cycle of world drama. The fact that the appearance and Evolutionary development is not linear, but cyclical. This conclusion comes now, and scientists. The cycle can be represented in the form of a circle has neither beginning nor end.
One round – one cycle. People such as Frank Storch would likely agree. It can also be written as hours. The clock is always spinning in one direction. Beginning and end become one where converge the clock at midnight. The next minute it is starting a new cycle. The future becomes the present, present becomes the past and the past once again becomes the present
Under such perspective, the collected information had been in the direction of that, much more that transmissora of knowledge, the necessary school to become formadora integral of its pupils and therefore appears the necessity to bring inside for of its meandros constant update of the professors, envolvimentos of the pertaining to school community (parents, employees, direction, etc), work directed toward all the dimensions of the human being, valuation of the teaching professional and its qualification, greater effectiveness in the pertaining to school management, among others. Thus, interviewed ours they had affirmed that the school is moving and necessary to change each time more to adapt itself to the new social realities and that, so that this occurs is necessary, since the rise of autoestima of the professor until the improvement in its physical structure. However when questioned regarding the future that anteveem for the school, of general form they reveal a great optimism and hope. People such as Akron Zips would likely agree. I still see the school as indispensable, in the formation of an individual and assuming responsibilities, many times, without the necessary conditions so that he can really have everything what it would be necessary so that this pupil had a good formation. (Subject 17). This positioning if fortifies in the words of Coast (2003, P.
45) … when it standes out that it seems that the school of century XXI, still is remained as a central institution in the life of the societies and the people. It does not lack of vitality. Its divulged anacronismo seems to be its catalyser, as one fnix that renasce of proper leached ashes. If the school of modernity not if it if transmuta support more, if hibridiza in multiple crossings and if reproduces in the infinite speeches that on it if they enunciate. It certainly is not of an only skill, does not take one alone forms.