Regarding several aspects, we can find lots of items that related to the methodological process.
After we enrolled at school the normal workday began for us. Normally we sat in class in a U-form, in lines, in groups, in pairs or alone, while the teacher was standing in front of us.
In primary school the teacher came to our class, so we did not have to move for each subject to another room.
Usually, the teacher introduced us in a new topic with a short movie or a story. After it, we got papers with the task we had to work individually or in groups. I remember that we learned the letters of the alphabet by writing down each letter again and again on a paper in different sizes. If it did not look well, we had to do it again.
When there was coming Easter, the Mother's day or Christmas we had more creative lessons where we did handicrafts in art or we went outside to pick up natural things to add them to our project (for example leaves), so we did different activities from what we were used to, but as we have said, at specific events or moments. Why not do it as a routine? Why not be able to enjoy nature at every moment?
According to the punishment, there have been different ways. Some teachers let us write down about five hundred times a sentence, for instance: “I can not talk while the teacher is explaining.” Others screamed to us or let us go out of the class. Most times they gave us more homework, extra work, we had to stay an hour longer at school or they eliminated our break time, something that some authors describe as “psychological violence” that represents the 60.3% of the punishments (Durán & Ceja, 2015).
Focusing on the evaluation methods, we used to have one exam at the end of every unit and a final one at the end of the three terms. Also, we were evaluated during the classes, according to our behavior, the participation during the class and the class marks. At the end of every term, they gave us our marks of every subject, and in the final term, we got the average score of the three terms. However, it is a truth that most of the teachers paid more attention to the quantitative than the qualitative mark. In addition, sometimes they do not pay attention in the process of learning of the student, simply they take the quantitative mark.
The certificate at the end of the first and second year contained detailed descriptions. However, the third and fourth years certificate contained notes in each subject.
The next question is: How did we learn? Of course, depending on the teacher, the school and the group, but we can say that more than once we have been taught in a traditional way. The teacher explained the lesson and the students had to do the homework, sometimes in class but most of the times at home. The consequence was that we felt tired and bored doing every day the same. Why do not change the methodology? Some teachers feel fear to change it, especially old teachers that suffer “technophobia” that is fear to use the new technologies. But we have to accept that the educative technologies have to adapt to the new technologies in order to facilitate citizens' access to education (Torres, 2010). However, not only the new technologies are involved in this issue because we have to change the organization, the dynamics and make the classes more enjoyable for the students because the learning process should be an open process where each teacher apply the knowledge in different ways.
Resources:
- Durán, M., Ceja, O. (2015). La violencia del docente en las escuelas primarias del ciudad de puebla. Chinuamua. Retrieved from:
http://www.comie.org.mx/congreso/memoriaelectronica/v13/doc/2058.pdf
- Torres, S. (2010). La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas. Educare, 14, 131-142. Retrieved from:
http://revistas.una.ac.cr/index.php/EDUCARE/article/view/1515/1435
After we enrolled at school the normal workday began for us. Normally we sat in class in a U-form, in lines, in groups, in pairs or alone, while the teacher was standing in front of us.
In primary school the teacher came to our class, so we did not have to move for each subject to another room.
Usually, the teacher introduced us in a new topic with a short movie or a story. After it, we got papers with the task we had to work individually or in groups. I remember that we learned the letters of the alphabet by writing down each letter again and again on a paper in different sizes. If it did not look well, we had to do it again.
When there was coming Easter, the Mother's day or Christmas we had more creative lessons where we did handicrafts in art or we went outside to pick up natural things to add them to our project (for example leaves), so we did different activities from what we were used to, but as we have said, at specific events or moments. Why not do it as a routine? Why not be able to enjoy nature at every moment?
According to the punishment, there have been different ways. Some teachers let us write down about five hundred times a sentence, for instance: “I can not talk while the teacher is explaining.” Others screamed to us or let us go out of the class. Most times they gave us more homework, extra work, we had to stay an hour longer at school or they eliminated our break time, something that some authors describe as “psychological violence” that represents the 60.3% of the punishments (Durán & Ceja, 2015).
Focusing on the evaluation methods, we used to have one exam at the end of every unit and a final one at the end of the three terms. Also, we were evaluated during the classes, according to our behavior, the participation during the class and the class marks. At the end of every term, they gave us our marks of every subject, and in the final term, we got the average score of the three terms. However, it is a truth that most of the teachers paid more attention to the quantitative than the qualitative mark. In addition, sometimes they do not pay attention in the process of learning of the student, simply they take the quantitative mark.
The certificate at the end of the first and second year contained detailed descriptions. However, the third and fourth years certificate contained notes in each subject.
The next question is: How did we learn? Of course, depending on the teacher, the school and the group, but we can say that more than once we have been taught in a traditional way. The teacher explained the lesson and the students had to do the homework, sometimes in class but most of the times at home. The consequence was that we felt tired and bored doing every day the same. Why do not change the methodology? Some teachers feel fear to change it, especially old teachers that suffer “technophobia” that is fear to use the new technologies. But we have to accept that the educative technologies have to adapt to the new technologies in order to facilitate citizens' access to education (Torres, 2010). However, not only the new technologies are involved in this issue because we have to change the organization, the dynamics and make the classes more enjoyable for the students because the learning process should be an open process where each teacher apply the knowledge in different ways.
Resources:
- Durán, M., Ceja, O. (2015). La violencia del docente en las escuelas primarias del ciudad de puebla. Chinuamua. Retrieved from:
http://www.comie.org.mx/congreso/memoriaelectronica/v13/doc/2058.pdf
- Torres, S. (2010). La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas. Educare, 14, 131-142. Retrieved from:
http://revistas.una.ac.cr/index.php/EDUCARE/article/view/1515/1435
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