lookingforideal the teacher

Teacher Role: We consider the teacher as a mediator between children and knowledge. As a teaching professional must guide and support the learning process by questioning the reality. "... The teacher needs to have different knowledge (...) in order to have explicit theoretical frameworks that allow you to base their practice from daily reflection on their work and the institutional dynamics ..."[ 63 ] Before specifying the educational intervention, we will establish the distinction made between this Grunfeld Diana and slogans. The slogan is the starting point for the task, which are the problems that children must solve. Interventions, however, are how the teacher involved with a child or a subgroup. Both are used by the teacher to conduct a didactic approach and have a very important: "... To ensure that children are competent readers and writers need to design activities (...) but it should be noted that situations teaching is a necessary but not sufficient to achieve that goal. The interventions that the teacher displays in the context of these situations play a key role ..."[ 64] While there is no "recipe" to follow, we believe that teachers should take this very complex, but rewarding, commitment, making the teaching-learning situation an opportunity for reflection, in order to initiate future readers and writers and critics competent. For that the teacher should ... "... Act as a reader and writer, by involving students (...) of situations that allow you to show how to read and how to write ..."[ 65] ... be a good informant on the use of written language, presenting it as a stable code. Paying attention to proper use of uppercase and lowercase letters, as punctuation and spaces between words. ... give children the opportunity to make anticipations, corrections and rewrites the texts reflect on them and make the necessary changes, that are clearly expressed their ideas. ... when reading aloud, should try to do with the operations group reflection of the meaning of the text (establishing cause-effect relationships, understand the vocabulary, the timing of the story, summarizing the facts) Thus favor in children The development of reading comprehension. ... Provide the necessary information to propose strategies to publicize procedures put into action by some students (emerging more horizontal). ... develop sequences taking into account the scientific knowledge and social practices. This can make it through the planning of reading and writing projects adapted to real situations in which children bring into play their skills. For example: preparation of daily living, track experience and write, organize the library, etc. ... contextualized situations raise issues which are significant and support the exchange between the boys. ... select the widest range of texts. ... create an atmosphere of respect, valuing the outputs and achievements of each child, as well as a climate of trust where they can learn without inhibition. It is therefore important that teachers take into account not only the aspects that are missing build, you must also rescue those already achieved. As stated on other occasions, in every teaching situation may come into play various types of interventions by the teacher. From the area of literacy, these interventions will differ according to the level where children are in the construction process of the writing system, and also the school biography (for instance, in the room five will be necessary to know how children were progressing and what difficulties they had in previous years), without ignoring the knowledge he brings from home. Then we will a general approach on certain criteria that should be considered by the teacher to intervene in the teaching-learning situations. Recalling that these issues, and more general related to the institutional task, are developed more fully in Chapter 1 (illiteracy as a social problem and the role of schools to reverse this situation.) INTERVENTION TEACHER: - Conduct exploratory questions and justification. - Allow time for children to try to answer our questions, without pretending that your answer is correct or immediate. "... It is necessary to assess when the best time to insist on an issue, and resume later or just leave it unsolved until another opportunity ..."[ 66] - When doing exploratory questions (what say here?) Contextual elements must be provided to prevent children from trying to guess the answer, not having sufficient evidence. After these anticipations, and from them, it is necessary to find indicators that warrant. - While the teacher is the one who validates the responses, should provide a space where students have the responsibility to be they who make judgments, they can make comparisons, exchanges with their peers, check your assumptions ... It is true that the teacher has the last word, but it is important that this is not the first. - To systematize the contributions of students and post back to the group. - Given the scenario of children is important counter-argument, counter-offer that reinforce or discard. In conclusion, we believe that apart from everything explained, we must always remember what was said by Emilia Ferreiro ... "In addition to the hand that traced with the pencil, eye to discriminate shapes, and mouth that emits sounds, there is a guy who thinks"