The Doctor and Master José Francisco Education Cobián Figueroa presented his book "Problem Students?" in Room Borders Ruben Villaseñor Jose Atanasio Monroy Cultural Center of the University Center South Coast on June 8, 2010.
the Presidium: the Maestro. Carlos Manuel Orozco Santillán (Rector of the University Center South Coast), Master. Alfredo Tomas Ortega (CUCSUR Academic Secretary), Dr. Nabor De Niz Domínguez (South Coast Chapter Coordinator of the Meritorious Society of Geography and Statistics of the State of Jalisco), Master. Fausto Nava González (BSGEJ member and presenter of the book) and Dr. José Francisco Figueroa Cobián (BSGEJ member and author of the book.) The book presented
expressed in its pages an intervention program in the high school level education, but this does not limit your readers can learn from that experience and make it applicable to any other context and educational level.
The Maestro. Fausto Nava, who presented the work, delivered the eloquent speech which is then inserted:
Students "problem?
personal respect HEREBY PRESIDING: J.
DOCTOR AND TEACHER COBIÁN FRANCISCO FIGUEROA:
LADIES AND GENTLEMEN:
I start my participation today, again thanking Mr. Dr. and MSc. DJ Francisco Cobian Figueroa confidence you have placed in me to present to you his new publication is titled "problem students?" Privilege that I am proud but at the same time, I was intimidated by the responsibility that entails. I hope to achieve the objective.
I want to start by mentioning that the text before us consists of: Introduction, four parts or chapters, bibliography, annexes and appendices.
The Introduction states that this work is the thesis submitted for the degree of Master in Education in Educational Practice Statement "itself was conducted" within a qualitative and ethnographic study " and of course announce the structure to be subjected to such work.
CHAPTER 1 .- DEFINITION OF SCOPE OF STUDY.
The first part or chapter is entitled "Definition of the object of study in which we find only one item divided into two sub-themes. The theme is titled: Conceptualization and sub-themes: "What is education?" And "educational practice."
Topic: "What is education?" Leads us to the possible answer it by posing a number of questions, same as the text is responding but it would be very interesting that the reader will discover, meditation and reflection to reach their own conclusions. This question is as follows: "And you wonder what is education?, What is education?, A person who did not attend school" is ignorant?, Who educates?, One who did not attend school , did not know anything? And who did attend what do you know, What is the purpose of the educator?, And the learner Do you have a purpose?, Teacher and learner do you see the world differently?, "The way the learner sees the world, could not surprise the teacher? If so, would not be learning Educator student?, and this "does not become an educator himself?, seen and education Is one direction and meaning? Or do you have more than one direction and meaning?, If there is agreement on this, do not be talking about a mutual activity and multi?, "Education takes time, or is it an automatic?, If it takes time and is not an automatic Does it pass through different stages?, "Each stage is better, more complete, more mature than that precedes it?, then, what is a process?, and that process, does it gives itself, such as growth and development of the trees of the field?, if so, why not all considered educated man?, even, why men are not educated all the way?, why a build, other legislators, some heal, others teach ...? the task that everyone plays, Was been taught haphazardly?, to agree that yes, each one could be what it is, and meet each with the mission for which he was raised, with minimum error?, is not required then, to think that their education should by reason, be systematized? "And the last question says:" And you ask what is education?
And as I said above, in many of these circumstances raised expresses his point of view, but finally concludes: "Education is a social phenomenon, the result of the teaching-learning process in which society gives adults the responsibility of guiding the younger generation in search of their human potential that will enable interaction with their peers, knowledge of the environment and active participation in the processes of their time. Similarly, the preservation of values \u200b\u200band norms, the recognition of organizations and, within these, institutions, each with a "sui generis" form of being. "
In the second theme of this chapter," educational practice, "and after" define the concept of education in the previous section, "I" emerges ... the parallel need to specify the (concept) of educational practices is the subject of this study and without that understanding would not be complete. " To do this, leads us toward finding them critically important concept that, through the classical questions of What is it, between whom there is?, What is?, What is its purpose?, WHERE and WHEN can you meet?, WHY is it necessary?, HOW can you identify? And finally comes to the conclusion that "EDUCATIONAL PRACTICE OR ACTION, is the interaction among individuals with others seeking each other to develop their capabilities, and the achievement and implementation of human potential, within a physical context, social and moral that determines and which must adapt. "
Chapter 2 .- DIMENSIONS OF EDUCATIONAL PRACTICE.
Chapter One discussed in detail the basics: EDUCATION AND EDUCATIONAL PRACTICE. In this chapter lies "in its various dimensions": individual, institutional, interpersonal, social, educational and Rate.
In Topic, and DIMENSION PERSONAL Master Cobián Dr. Figueroa is displayed and simultaneously analyzed first as a historical person, he has lived and lives at a time and place and then as professionals in education. If we only want to make a critique of the Professional and himself, maybe, but I think it would be important to every reader of this work, as he has done, and each, as a person and / or Practitioner teaching, reviviéramos our lives as such, we should look, go deeper into each of our attitudes and reach conclusions that would be essential for excellent personal and professional performance, we might find that we can be proud of our actions and the reasons for this but it is also possible to find, in some cases, we have participated Education as mercenaries. It would be painful, but possible. And this is where the REAL ACTION starts in our educational practices.
As for the institutional dimension, the teacher will find in it, the importance of getting to know their role as such in education in general and a particular school. We simply can not be any price to be a master teacher professional if you thoroughly know the relevant laws, since Article 3. Constitutional, to the rules and regulations that govern their school, its philosophy, curriculum, curriculum mapping, "involved in the construction of programs in the surveillance and appropriate modification and flexible ... professionalization of teaching their subject matter program in particular, its purposes and objectives "to bring up the profile of our alumni find and put all their wisdom to achieve full compliance. Tell us about it, MSc. Cobian, "" the school represents for the Teacher, the professional socialization privileged (...) is the organism that accounts for the fact that the school is not just the sum of individuals and individual actions, but a cultural construction that each teacher brings their interests, abilities, personal projects and knowledge to a common educational activities ... "
is here at school, where you should create that identity of each institution as so reflected in each of the members of the respective school community, which actually identify all staff and students of that institution. How does Mexico need to delve into the elements of every social group in order to ensure that the company is fully identified as a member of a religion, a political party, given a guild and do not leave this to the uncertainty as expensive to society.
INTERPERSONAL DIMENSION .- In this topic you will find interesting food for thought with which the Maestro. Cobián we still illustrating. . Dimension Interpersonal "The relationship between the various people involved in educational practice ...; These relationships are always complex ... ... feed on the climate, the institutional environment that can help or interfere teacher performance or student achievement, as ... friendly or hostile. Taken into account also the spaces and structures of internal participation, communication styles ..., problems and how these factors affect the willingness and enthusiasm of the actants: administrative, parents, students, teachers, support staff ...; teacher's personal commitment to students ..., leadership Councillor and head of the group ... and if the teacher makes a pre-work planning and explicit to the students ... if you try to promote the interest of those on the task ahead ... by taking advantage of the presence of the leader of the group ( but) also brings his own role and feel his authority ..., if they are ingredients of violence and tension generated by managers and / or teachers. "
the interpersonal dimension is thus an important ingredient in the good performance of the work of teachers in particular and the institution in general, because when some element or group loses the most elementary notion of its role in the school and entertains in "grilling" and not build, that institution lost a great opportunity to offer the community the results it expected. SOCIAL DIMENSION
.- We said Dr. and Prof. J. Francisco. Figueroa Cobián that this dimension is intended to "establish the status of citizen expects to make society ..., which is expressed as individual and social attitudes to overcome such as responsibility, discipline, honesty, respect for others, self-esteem, creativity , initiative and passion for the job. " What an enormous responsibility
Teacher: realizing the problems of their society, translate them into strategies and translate them into action in the consciousness of each student. How plausible would be the work of the school, after having detected in the community the need to create a culture of legality, honesty, respect for the alien and the lives of others, the urgent knowledge and practice of driver education, appreciation for culture and sport and practiced appropriately scheduled and other major social fault lines, graduates of our schools at all levels, from kindergarten to university, having received a true social culture, were expected by the whole population as individuals with full awareness of reality, work on it themselves and others. So yes, the school would be fulfilling one of its main functions, being in its environment.
Social Dimension To end this, our author says, "What would such training? In getting individuals to know and be able to find the method and order information, can use it for their benefit and that of their community and discarded when no longer useful. Who has the intellectual ability to observe reality, interpret and generate new knowledge. The skill to consult books, magazines, newspapers, electronic data sources, handling of instruments and tools that allow them access to sensitive reality. Know, understand and master different languages: the language (and other languages), computer, drawing ... to access and penetrate foreign thought that the same way. The habit of reading, writing. Moral values \u200b\u200bwith which to establish an ethical relationship with their peers, acquiring responsibilities, commitments and being responsible for its consequences. "
DIMENSION EDUCATIONAL .- When you open this dimension, Dr. Cobián specifies: "In this dimension lie the instructor's teaching activities, aimed at facilitating student learning. These actions demonstrate the style, purpose and rationality that are pursued, are so explicit or implicit and, in some way to demonstrate the educational guidance and anticipate possible outcomes in the achievement of learners. In other words, is "(...) the specific task of the teacher (who) is to provide them (students) access to knowledge, to take ownership of it and recreate it, until they can have their say before the world .
Among the features of this dimension states: "... we must educate man to be man ..." the contextualization of the subject being taught from the first day of school ... for students to express their expectations, to know what to expect and where to direct efforts and begin to erase the initial anxiety that leads many to face the unknown, that students are able to know (of) do and (of) expertise, that is, develop skills, to provide them with documents that clearly spell out what is expected of them, is to facilitate the work, let them move forward on a path open and clear direction, the teacher tells them the tasks they have to face ... This will also provide evaluation and comprehensive evaluation ... "
As you can see, this would imply a teacher properly prepared and willing to use their leisure time to the planning responsible for all activities of their course.
Rate DIMENSION .- In this issue we find very specific ideas, how are you: One of the aims of comprehensive education (...) is the generation of values \u200b\u200b... the values \u200b\u200bare the exercise of choice, appreciation of one or more qualities, highlighting what is good and valid for the majority. "
"can be found in this sense moral, political, religious, aesthetic, social, economic, educational."
He asks: "What values \u200b\u200bmight want to cultivate society through education in the younger generation, to enable them to develop and function properly acceptable in the culture that holds them? How does the teacher teach values \u200b\u200bto students, or how to set the standards by which values \u200b\u200bare transmitted? "And he answers correctly:" Through his actions, his personal example, because most of the time generating standard values \u200b\u200bis not in sight, but it WORKS. "
Chapter III .- CHARACTERIZATION. Once
in the previous chapters we have presented a series of concepts that, if you really want to improve our educational practice, we understand and make life in the next two chapters the author / educator invites us to action, to set practice everything we have discussed as necessary for our purpose, saying: "When you have the goal of making educational practice in order to study, it is necessary to undertake an observation process to identify their most relevant features ... and defining, because only in this way has become manifest the latent ... for the sake of a possible intervention of why and how this practice. And, as seen not only means to see, but to bring to the field of consciousness that is present but appears hidden, please note in the scientific sense and have all the resources that have been generated. "
Y then announces it is first necessary to identify features of practice under study, and then dealt with through "intellectual practices that allow drawing of the object or phenomenon under study valid knowledge." Among these features are:
THE INSTRUMENTS. It points out important details: "... that what we could learn from this experience was likely at some point be used by others ..." "... The record can freeze the situation, reconstructing the event and then making sense"; "The main observation requirements are naturally a sharp eye, a fine ear and a good memory. "
THE CONSTITUENT:
- LOCATION: group, subject teachers, school, place, level, time, participants, time, agenda, purpose, process, sketches ... among others. And this warning: "Education is one thing to do, and be aware of education that is done, is another." And then he adds: "This is where EDUCATIONAL RESEARCH becomes important because it helps to uncover and become aware of the elements that make up the educational practice of individual teachers."
is extremely interesting to find somewhere in the text we are presenting, the researcher (author) acknowledges mistakes at one point his attention and I feel as if "it hurt" to have ignored them, but we also find that these (mistakes) provoked in him a deep reflection of which received more than thirty new questions that open to as many subsequent investigations. This no doubt makes us think about the honesty of the author and the complex problem of education and both, honesty and complexity, must be understood and addressed as necessary elements of meditation to perform well in any educational practice.
comment I do not want to finish this chapter without mentioning a few questions before us near the end and that can lead us to implement each one of us who wants to quit teaching the Master Cobian, and are. How can teachers intervene and transform their educational practice, from the intervention and transformation of educational practice for students? How did the teacher to define the problem of intervention? Having identified the problem, the question arises: Is it a problem of the teacher or their students? And How can improve learning of students who do not participate, not join the group and meet its Tares? Undoubtedly, these questions can lead us to the end-depth reflections illuminate our way to achieving our well-intended goals.
CHAPTER IV .- THE INTERVENTION.
I do not dwell on this because I believe that each of you must purchase the text presented to us and Prof. Dr. J. Cobián Francisco Figueroa and go in search of elements that may aid in their attempt to improve teachers' professional and in this last section you will find in detail the steps to take after they have absorbed all that and decided to intervene in adapting to Educational Practice their own needs. This chapter
regard to WORK PLAN: problem and its definition, purpose, methodology, strategies, framing, materials, assessment, etc. etc.
But what if I want to transcribe, to make it clear the result obtained by implementing this effort, the conclusions reached by the author and which read:
"The experience of this interesting approach to educational practice, given very deep certainty to whom it holds teaching. Register
, segment, systematize, describe, speak and interpret data, enter and exit through different theoretical references have become much clearer way. Here
was possible to know that many things in the classroom are taken for granted, and others whose existence is not even suspected, are present with a continuous presence and important. Only through a sustained and systematic study, it is possible to unravel many mysteries and this practice has to be addressed differently to get that practice moves before it becomes dead or paralyzed.
She came here in search of tools with which to communicate and educate more students at our expense, but are bigger things: the researchers become the communication and classroom education by putting in practice the constant monitoring and frequent discrimination coexisting elements and phenomena that can help or cloud the work. It grew
in creativity and sharpened the look, taste and sensitivity that daily work is to be ennobled.
The present study demonstrates a significant amount of interaction, events, emotions in dynamic contingency, and finally, we can say that the course he directed, was supported by the results.
Anyone who has followed through these pages the intervention process, you can infer that students actually went from a state of mistrust and disintegration group, one of more confidence and respect of non-participation to participation, and non compliance with tasks and activities, to comply. " So much that by the author.
DOCTOR AND TEACHER
COBIÁN FRANCISCO JOSÉ FIGUEROA:
The road has come as a teacher through the classroom without a doubt has left a wonderful experience, thanks to the interest that has always proven to make your practice an educational exercise honesty and constant search for those elements that serve as effective tools for growing knowledge, concerns, values, strategies, methods, motivation and experiences in each of their students. His teaching work has been characterized by maintaining a spirit of service to all proof and all this has borne fruit: Lessons so informed and made life in the intelligence of students who have been fortunate to have him as a teacher in a classroom and, in turn, their own experiences in professional stock systematized, we will deliver editing their own texts in which he shares his vast experience. Undoubtedly
foregoing has project to you as a role model at home and abroad and this must be encouraged to continue tirelessly in the search for causes and strategies. Causes of problematic situations in the classroom in particular and the educational institution in general and strategies to combat these causes wisely. Then go to you our congratulations and friendly appeal that never cease in their efforts, the society will be grateful as appraising their efforts go.
LADIES AND GENTLEMEN:
I think every one of us should not miss the opportunity provided by Dr. and MSc. Figueroa Cobián in this new text, for both teachers and parents and people interested in real change in education requires much our society will find a possibility to do so in this new document. Teachers and teachers can not find a generous list of features that identify the professional teaching service oriented. To those, ie teachers, once known for those characteristics can be seen in them and be proud of these teachers professional vocation requiring the country or, conversely, realize that require little or much change his work in the classroom participatory, and non-teachers, parents and others, to make known those characteristics that make a professional of professional education in it, come to those who teach or lead their children in school and I congratulate and motivate because they arrive on time for your workplace and are always there, because greet their students, as always at the beginning of the daily session will share their draft class to every occasion, because I always encourage them with a new material or a dynamic, because I always worry about the development of each of their particular students of those who pose a special challenge, because from the beginning they focus their evaluation strategy, because they go to their workplace with the clear objective: to participate in the education of their students, because their relationship to fellow teachers are friendly and supportive , not "grilling" and upset, because their language and attitudes within the school are appropriate, and so on., etc., etc. And even those that do not require him to give them to a teacher who does and with that they would make a great benefit personally and to society in general. THANK
.
0 comments:
Post a Comment