Curriculum Autonomy: Perception of freedom, independence, self-management and collaborative work among peers, which enables the teacher satisfactorily comply with the ministerial norms and requirements in the subsectors in which they work, to deploy flexible and innovative educational processes that favor the student learning process. |
Humberto: "... Well I am the only History teacher ... I have independence ... To prepare my classes, I do it according to the guidelines given by the Ministry of Education ... but at the same time, I have essentially professional freedom and I have professional respect ... "
Julia: “… Well, there are some guidelines established by the College… but here in the specialty of tourism, we have managed to strengthen during all these years, a work team… that we know each other quite a lot… so we are always analyzing what we can do, and how we do it together to get the most out of our students…”
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Positive Motivational Strategies: A set of didactic skills and competences used by the teacher inside the classroom, with the purpose of playfully promoting the learning of their students, using various pedagogical tools such as: incomplete sentences, comparative pictures, sense of humor, use of music and systematic integration of audiovisual tools (ICT) for educational purposes. |
Edgardo: "... I gave them the possibility of responding from the most basic to the most complex ... I used the comparative tables ... we worked the vocabulary ... we put together sentences ... then completing sentences through the game ... everyone participated ...”
Humberto: "... I try to adapt my class, to the current moment in which the course is ... I try to achieve in any way ... with jokes, challenges, etc. ... I try to make them learn ..." "... I have been told with much satisfaction that my classes are entertaining ... For example, if one day the class becomes pure challenges ... things do not work ... I try to use audiovisual media (videos) ... I let them put their own music ... sometimes I sing songs that they listen… I repeat familiar jokes…”.
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Flexible Learning Assessment: Dynamic and diverse repertoire of assessment mechanisms and differential certification of students' learning, according to their abilities and development possibilities, such as: written exams, development tests, oral presentation, questions, etc. Such tools allow appreciating and monitoring the students’ progress and / or backward movement, according to the results (qualification) they obtain, according to the requirements of the central level for the students’ promotion. |
Edgardo students: “… I always gave the possibility of the easiest to the most difficult ... I always made scales ... I always considered that there are some who study a lot, others a little and others who study much more ... then I considered the one that cost him the most and asked him such questions ... I tried to make it something flexible and according to the development of my students…”
Juan: "... one according to what he teaches, has to ask and evaluate the unit he has seen ... then there are evaluations that considers the summation of the grades, which measure a complete unit ... but I am also doing class-by-class or week-by-week assessments, depending on the content where we are ... I also have process evaluations ... that is the work they do in class ... so, there are some that are doing well, because they work ... but there are also others, which are not doing well tests where is applied summation.... and in this case there is the compensation of the one who strives…”
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Educational Infrastructure in Vulnerable Contexts: Belief shared by teachers working in vulnerable contexts, of the gradual, continuous and systematic improvement of the infrastructure and / or equipment they have in the educational centers where they have worked, as along its vital trajectory; represented by various acquisitions such as: computer lab; interactive screens, English lab; minibus for student transport, gradual improvement in texts, etc.; which would enhance student learning and motivation. |
Humberto: "... we are working to learn how to use interactive screens in the English laboratory ... there are many new things and many resources that in the private system ... maybe one would not find ...”
Juan: "... lately, we have had good texts ... that allow the work and development of students ..." "... There are several positive things ... one is the infrastructure ... that did not exist before ... municipal schools are better prepared than many private schools in terms of equipment ... and that is motivating ... here we have a computer room ... an English room, last generation with all technologies ... interactive whiteboard and other things ... those things help ... ".
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Pedagogical Intuition with Studentsin Vulnerable Contexts: Educational strategy used by teachers located in vulnerable educational contexts, characterized by a close proximity and reciprocity with their students (affectivity); building a flexible, instinctive and creative planning that is able to recognize and integrate the characteristics of the student body and the course in which it is inserted, which favors its integral development within the educational center |
Humberto: “… my recipe is to try to get closer, try to talk, to be a close person ... to adapt to their language ... not to have prejudices for their way of speaking ... If his stories frighten me ... I get excited sometimes ... but I try to be the nearby teacher ... tell them in their words, that they do not make mistakes ... the strategies are given to me by experience ... because I have the will to create, devise and test ... but that is improvised ...”.
Juan: “… sometimes, I am in a class and I make the students go to the board… then there one realizes… if the students are afraid… security or not… if they advance or not… if they have any learning problem or not ... " " ... I think the classes arise from improvisation ... the form or strategy... and even from the students themselves ... because one asks a question ... and one has to use the elements they handle ... know their interests ... is typical of the spark of the moment and the characteristics of the course group ...”.
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Promotion of Practical Learning: Set of pedagogical tasks and practices that promote and encourage the gradual and immediate application of knowledge and / or theoretical knowledge acquired by students, in their home contexts (basic phrases of public attention at the fair; use and money management in horse races in Chile; guided tourist visits; professional internships, etc.); being able to identify and integrate pedagogically the previous experiences of their students (life stories for example); reinforcing their sense of individual competence, collaborating in the construction of an optimistic future and in the progressive mastery of the tasks and / or professional activities that demand their professional technical training. |
Humberto: "... there were students who knew enough of this ... we started discussing that or another contingent theme ... I try to connect it with their particular stories ... close to them ... or finally, with those more conflicting ... that can be made known and participate ... I try tomake everyone think and apply it in their lives ...”.
Julia: “… Well, I always try to reinforce the contents… and also to link the contents… so that they really understand why they are learning and what they can be useful for in the future…” “… most of my classes are active ... I bring a work guideline ... or do some group work ... or some situation to do ... we pass the matter, but we apply it immediately ... we reinforce it and then among all, we do as a conclusion of the class ... what they learned and what This is what must be improved ..." " ... bring new methodologies to the student, knowing their learning pace ... ".
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Teacher’s Social Reinforcement: Rigorous, demanding and systematic pedagogical work that fosters and promotes in students, the sincere recognition of their personal achievements and successes; the importance of lifelong learning and taking advantage of the development opportunities that life brings (in particular, from an educational point of view); awareness of change (that is, effort and openness to move towards higher stages of functioning); perseverance and desires for self-improvement. |
Julia: "... depending on their progress, I am helping them ... I try to get feedback ... to help them ... how they can improve ... to give their possibilities ... to move on...".
Juan: "... one can talk and be motivating ... maybe losing a few minutes of math ... but I'm interested in strengthening the student's emotional or spiritual training ..." "... tell the kids that they have a chance to change ... and the motivation for it , it is important ... one has to allow that ... because in perseverance, there are the achievements of getting the objectives ... of accompanying and motivating them ... in this way, we get many students to get ahead ... those things do not teach them in college ... one the learn in the heat of practice… ”
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