We limit each trip to small groups of 12 to 15 students, as these cultural outings are also privileged moments of encounter: with buddies of the same class or other classes, with teachers, supervisors or members of the administration in a different setting, with a speaker, with another public …

This is the main reason of the combination of three vocational high schools (LP). The organization was not easy, yet very rich because I had not suspected that meet the pupils LP does not happen if it is not caused. Everything works as if each LP defended his specialty, despising the neighbor, as if afraid of others or as if each was ashamed of being LP, to be only LP: Image neighbor LP refers us too our own image. And the industry is not accustomed to rub the tertiary sector! A small example of the problem: when a body builder meets a schoolgirl «elsewhere», it is impossible to say that it is the LP — Body, he is ashamed! Ilse is generally pass for a student of the technical school next door, giving it a certain dignity … «Summary creations No. 91 OF amazing costumes Body-objects, diverted objects, artifacts staging, performance Print
3 Results Training Natural Method of Scripture Reading: Child author and part of the master By Catherine Frachon on 01/11/12 — 0:40 In: Log Internship placement French Federation> Scripture-reading instructional principles> natural method Internship Natural method Writing / Reading in Freinet Add comment Read more Introducing practices of the Natural method of Writing Words in cycle 2 by Claude Beaunis the 08/11/12 — 11:51 in: internship newspaper Federation a French technical courses> Scripture-reading instructional principles> natural method Internship natural method Writing / reading in Freinet Add comment Read more Introducing practices of natural Scripture reading method in the secondary by Marlene Pineau 31 / 10/12 — 3:39 p.m. in: log internship placement French Federation> reading-Writing French educational principles> term-c reation pedagogical principles> co> Consulting pedagogical principles> natural method pedagogical principles> experimental trial and error learning techniques> class organization> worktop teaching techniques> What’s new? teaching techniques> Internship free text Natural Method of Writing-Play Add a comment Read more
In: Inventions PEMF For students For teachers review Arts> Visual Arts Teaching Principles> term-creation pedagogical techniques> exit, travel, visiting teaching techniques> technical arts creations in March 2000 No. 91 — Cultural places, active tours — March- April 2000 Preschool Jean Moulin — Pernes-les-Fontaines (Vaucluse) — Teacher: Eliane Sayou the path of sculptures in Gigondas Since the summer of 1994, in the high and medieval part of the village, semi-monumental sculptures created by young artists are installed for at least one year and up to three years. Each year new works come to offer our curious eyes that open to contemporary artistic creation. The approach of contemporary art seems to be so many problems to adults I think is important to put children in contact with the plastic expression today from a young age. Why did you choose sculpture? Visit playful creations Summary No. 91 Testimonials free education look, sculpture, exhibition visit Summary No. 91 Author: Eliane Trocolo Print
In: Inventions PEMF For students For teachers teaching arts magazine Principles> term-creation pedagogical techniques> exit, travel, tour March 2000 Online Journal Creations outputs from Saturday morning to the museum College Chapitre, Chenove (Cote d’Or) — Teacher: Janine Poillot already published in the creations Review, No. 91 — cultural places, active tours — in March-April 2000 (Editions PEMF) outputs Saturday morning at the museum or a way to integrate young people through access to cultural sites in the college located in priority education zones where I am art teacher, the arts are widely valued and regularly enliven the establishment of projects that take their development both within and outside of school. Since the beginning of the year 1997-1998, with a colleague in classics and a supervisor, like me sensitive to the implementation of measures to encourage the integration of young people failing at school, I organize outings Saturday morning in the museums of Dijon. Few students during those mornings and we have the chance to live the suburbs of a city with beautiful cultural venues. Out during school time with his teacher is pretty standard but always appreciated. Our work is different. Arouse curiosity, create the desire to go out, the desire to cultivate going to see works of art are our main goals. We provide dates and specific times. We inform students of each class orally, from photos documents, posters, postcards. We try to educate a large number of volunteers are part spontaneously. The cost is low: F 2, which is the price of transport in urban buses. The cooperative supports complement. We limit each trip to small groups of 12 to 15 students, as these cultural outings are also privileged moments of encounter: with buddies of the same class or other classes, with teachers, supervisors or members of the administration in a different setting, with a speaker, with another public … ** These outlets have a socializing and obvious civic function. We take the city bus and we move in a group in accordance with the places and people that our coast along, without our attention by shouting or shoving of all kinds. My colleagues and myself, we have set up a charter pay to do my math homework
of the traveler to take other habits like stay together, know where you are going, spitting his gum before entering watch works without touching them, use them seats to sit without sleeping, talking down … ** We try of course to work with the speakers on the objective of these visits, because certainly we’re going to bring some culture to our students, but our concern also notes emotion and pleasure. We do not want to knock the complex concepts or vocabulary off-putting, we would rather they keep a positive record of this visit and they will want to return to the museum. These outputs have some success; we even happened repeatedly to magnify our troops to be able to satisfy all requests. The speakers are largely responsible for this success! We found that they often know very adapt to the opportunities and quickly switch to another work when they feel a loss of interest or fatigue. Nearly a third of the college workforce voluntarily moved this year, one or more times on this and the first two quarters only. ** Who are these students seekers? Often always the same, namely those who are faring in general, but also many others driven by the dynamics of the project. And it is these children who have the most trouble making a personal approach that we carry all our efforts because they need help to be born this desire. ** In parallel, we are organizing for the third year a trip to Paris on the TGV, with groups of more than 25 young people, mainly students from sixth and fifth. The program includes the Orsay Museum, the Museum of the Middle Ages. To get to these museums, the way to go walk through the Louvre, the Ile de la Cite, the Latin Quarter … Paris is a magical and very attractive place for young provincials, the influx of requests is not easy to manage. Two compulsory preparatory meetings before these trips. After visiting the Musee d’Orsay with a speaker, we enter the Museum of the Middle Ages differently, with small sheets discovery that we made around the six tapestries of the Lady and the Unicorn. Finally, we give ourselves some explanation of the Baths of Lutetia. ** Regarding the impact and benefits of these visits, my findings are highly variable from one child to another. For some (and we have plenty to talk about it on our return) are of pleasant memories, impressions, good times.