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10 strategies for handling teachers (6)

6. Using the emotional aspect much more than the reflection

that almost no comment. The emotional aspect is now the paradigm of education from kindergarten to university.

is a consequence of the triumph of the will , be it the general or the individual.

is the will that sets the pace and the center of education: the willingness of students to learn, of course. The teacher should not teach but awaken in them a desire to learn your stuff. The "process" of teaching and learning is mainly based on the idea, wrongly, that the student wants to learn. This idea, so in general, is false because although the human being wants, by nature, namely, which does not have to happen is that you want to know what he wants to teach.

Another consequence of the voluntarism of Schopenhauer, with his translation nietzschana (which is what we have assimilated), is that truth depends on the will, ie that we own the fact that we, with our will decide not only what is right and what is wrong, but there is.

So we'll see how the debate is the dynamic choice, because it does not matter who is right or wrong, what matters is that students create. Another technique is the image of television, film, since the lack of reason beings learn best by pictures than by concepts. walls, hallways, books and educational virtual spaces are filled with absurd images, images fill that nothing indicated. It's very interesting to see how artistic void populate textbooks occupying the space of concepts and poetry ...

The teacher can not make notes according to the achievement of objectives, for example, can only evaluate the subjective assessment of whether it has improved .

feelings, opinions, will, at last, subjectivism, relativsmo ...

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10 strategies Teachers handling (5)

5. Address the public as little child

There is a continuous movement in education that tends to lower the level of students and teachers.

1. Students. education course is aimed at "little creatures age ", but education should treat students as if they had more age who have not less. Every student in your home can be pampered and treated like a baby, but the school must treat students as adults .

As everyone treats them as children have generated during their children's abilities to the University. For example, if you do not understand something does not go to the book, or encyclopedia, or pay more attention but protest to the Head of Studies, to parents, the Director, for the teacher to adapt and what to masticadito, if you have to give, and in any case does not fall within evaluation. The negotiation is gradually lowering the general level, for this happy parents, teachers and students.

And here greatly help the new technologies, they do assimilate the contents without causing any stress to the student (or the teacher / caregiver). In any case, ICT or not, all the educational project is based on the aluno not idyllic childhood trauma and strangely elongated.

2. teachers. Administration treat teachers as infants should not think for themselves and should not in case ninún learn nothing but what they learn in the short course organized by the unions, the Teacher Training Centers and the like.

[I do not know why the state authorities understand that teachers are reporting or distorted and have to "train" and no one protests]

publishers are careful to make books facilitated, full of diagrams and pictures, so that the teacher is not lost. Attached to books another book to "help" the teacher, poor fool, who knows his subject and how to teach. They are concerned to develop "proposals" educational and interactive material for the teacher, unaware of everything, to give its class.

The puppet that is carried away by authorities and publishers also lowers the level of their students by treating them like idiots, giving all masticadito. It looks like a problem that students, for example, do not understand something the first time. Thus, without studying and 45 minutes. If that happens, students "tune out" and the teacher has a problem. Next time, once learned, will schemas, backup, games and more. a way that makes it easy to difficult. For students not trauma or distracted.

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teacher handling 10 strategies (4) handling

4. The strategy of deferring

Over time this will be what it was.

"When you get to high school and savvy now," and nothing, "when you get to the University will see what is good", and do nothing, "when you get to fifth," and still alike. And at work is a disaster, and nothing happens.

Everyone expects and hopes that the resolution of problems and nobody does anything. The intellectual clamor against LOGSE was spectacular and politicians told us we had to wait to see results, "it is too early to make an assessment, since the effects of the Act are the long term.

PISA And when common sense and the weariness of the educational community is unbearable, we propose a new law "consensus." And the Law is a new logs with the same ideology behind counterintuitive. But now we waiting for results. With time everything changes.

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10 teaching strategies (3) handling

3. The strategy of gradual

Since the seventies has been imposed, slowly, softly, a pedagogy that its main virtue is to produce citizens incomplete spiritual castrati singing the wonders of equality, freedom and fraternity.

The purpose of education (training of people of integrity, full, free and responsible) is replaced by the production of public manipulation. This can not be imposed more gradually, as was done.

The education system is generating new castrati that are profoundly immoral but meet with government bonds, tax-paying citizens, who vote in one of the two parties, fierce consumerism (and makers therefore wealth) and a "almagrama" flat on moral issues. But nobody cares anymore.

The system chosen was indeed gradual. For society, the people, citizens would never have accepted such a change. But the people no matter.

Each Education Act, following a tempo of five years, introduced a new that subverted the entire system.

First (1970, LE). Formal changes. Began with internal democracy in schools. Whichever way that I see no reason why teachers should choose the director. Professors may have something to say, but I can not imagine a company in which employees elect the director, the chief of staff, etc. Can you imagine the staff of a misisterio choosing your minister? This encourages directors to be wimps with teachers, simply because they play the supplement if you require too.

Second (1985, LODE). Material changes. The state imposes on private colleges and universities by imposing the characteristics required. Education no matter the outcome. Hundreds of schools are closed. Nothing happens.

Third (1990, LOGSE). Methodological changes. Here the state imposes a pedagogy. Having swallowed the pill of the formal and material, and accustomed to the state goal in class is just improvisation, personalized teaching, the "booklet" ... the teacher applies what they say, should be scheduled "until
minute" of the "practice education "... classroom schedules, area, everything. The teacher is a programmer who applies what they say. A being interchangeable. It says what they say as they say and when they say it. And he silent.

Fourth (1994, Transversality). Profound changes in the minds of teachers. In all educational practice. Ideology to the dining room. The teacher becomes a transmitter of the dominant ideology. And shut.

Fifth (1995, LOPEG). More formal changes in her government of schools, teachers and functionalized, no, moving in the effective management of their minds

Sixth (2006, LOE). Slump and overall direction. Citizenship, sexuality, philosophy is reduced to practical philosophy, history of philosophy and not study philosophers, philosophy is ethics, political ethics, etc. There is barely history, no knowledge of the environment and science .

see, hidden five-year plans. If the revolution does not come suddenly, slowly, softly, we swallow the poison pill of structuralism.

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10 teaching strategies (2) 10 strategies for handling

2. Create problems and then
solutions
technique is most effective because it helps maintain self-esteem useless busy teachers, which prevents them from thinking and, therefore, directly apply the guidelines of the relevant Administration. It consists mainly

destroy things that have always worked and replace them with others that do not work and, consequently, must be solved.

Imagine, for example, a class in which students respect their teacher, memorize the multiplication table, poetry, catechism, etc.. and make a neat notebooks, are obedient, attend to the teacher and do their homework. Indeed in

this class there is no democracy, no equality between men and women, the school is separate and not have a computer, yes, they have a stove to light only days cold. Start

democratize school. Type lectures against the promotion of memory, against the education of the will and the student's submission to the will of the teacher. The student must participate in decision-making.

Mix sexes in classes, put air conditioning, computers. Remove the stage, convert it into electronic slate outside the classroom library, let the students dress as they wish, remain lying when comes the teacher, let them stay out hand in class, ie the school suits the times. Instead of math and physics problems have other problems. Problems to solve. Objective achieved.

The teacher instead of giving her class becomes a facilitator, negotiator, and even pleading puppet at the service of students, department, address, of the Autonomous Community State, parents, a wreck must meet thousand standards, and should specify what they do in every minute.

The teacher no longer teaches, his activity teaching is to bring order. If the disorder is acceptable are left until they cross the line. Then the teacher-mediator on the scene to provide solutions to the conflicts that have arisen and fixed in consultation with parents, the School Board, students, etc.

The conflict is not really solved, is frozen, but that does not matter, because the teacher conciliator rest at ease thinking it is absolutely necessary. Shortly after the students returned to the charge and thus created a dependency relationship interesting. The teacher feels the student useful and does what he wants. Both benefit. Professor loses

autoriadad and create conflict, Pedagogy indicates the need to "reinforce" the teacher's authority. And it becomes a Student Status and - why not! - Another teacher's Statute peace to reign. And peace does not reign. And it becomes a code of conduct and a chapter of sanctions for teachers and students. And all democratically approved the School Board, where students have a voice. And the sanctions were voted, and will not solve anything.

It's great to put names on things to solve. For example, we must talk about bullying collejas for children receive from their peers from the twelfth century BC. And make a plan and give talks to solve the problem. Here, if you look, no problem, but give it a name helps create and then fix it.

Generate a mixed school in all educational practice has created many problems in perception of equality of the opposite sex, since about age men and women are totally different in terms cognitive development. Here the problem is created when teachers say they are equal and they consider different. Created the problem we analyze equality plans and solutions.

[Be that this last paragraph is not you. agree, is so ingrained the idea of \u200b\u200bthe mixture in teaching that sounds like heresy to propose the opposite. But that's life]

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Teachers (1)

1. The strategy of distraction

consists of placing the means for students to not think about the big issues. Used properly, they can achieve the great aim of education: the prudish and lead a sad life. The technique we use consists mainly of divert their attention from the important and focused on the accessory, as easy, in the spontaneous .

Avoid at all costs under the care is what is known as active learning opposite, of course, the passive which is in fact promoting the ability to listen, to meditate, to reflect some explanations the world.

the student is said to act ... should not think. Learning is not assimilation of knowledge is in books or lessons, but experience, through discovery. It seems that learning heteronomous (the teacher teaches, students learn) is less free than learning self (the student learns only the teacher's guide). But the reality is that discovery learning, active, is a form of manipulation the student away because of the big issues and stay with the most vulgar, which he can teach himself. To handle properly

to focus the attention on the in-mediate (in the knowledge of the environment, eg ), and divert your attention from the meaning of life, God, truth, goodness and beauty .. . and make cuts, reading, studying information insignificant newspapers or textbooks full of pictures, graphics and colors, you have to put them videos, and commercials.

A good tool for this type of manipulation is the misuse of electronic whiteboards, computers in the classroom (one computer for each student) and learning through computer games in which the student is attentive, but he does not do their part to keep the attention, but is the machine that makes the times.

Another suitable tool is adapted to write stories and novels. Stories that talk about girls and boys his age who are new to the world as they ... And away from the ingenious hidalgo or Joan of Arc, catch them far away (thinking) and can confuse: the aim is to present life as it appears, is, like an idiot come and go, grow and die (and meanwhile produce buy and vote.) Zoom

students with the real problems of the spirit world and, in place social problems-raised surface, away, geographically and mentally. Perhaps to satisfy the craving for greatness at all. Keep the student

constantly busy with no time to think, filling your time and TV extracurricular school activities.

In the periods of time, when you can not cut anything or watch TV, speakers should be placed in the ears of the children to think what the song lyrics suggest them every five seconds a different theme of thinking very -very close to the adolescent (love, friends, drugs, etc..). This helps prevent the sudden appearance of a sneak peek of argument that appears in your mind.

[Simone Weil has a little play (Waiting for God (1942)) with an article dedicated to the promotion of prayer in school studies will clarify the matter to anyone who can understand]

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The 10 teachers handling strategies

I read in a blog, whose name I do not remember (and I like that nobody Doing so), the 10 media manipulation strategies that produced the linguist Noam Chomsky.

addition to illustrating the theoretical techniques of the teacher in handling Chomsky, the author treats us to a constant exercise handling practice.

copies as the original has to happen, in 10 post-igh to apply to pedagogy, which has become a branch of demagoguery aimed at manipulating the boys (and girls, I forgot)

Home and, without saying anything, the 10 strategies for handling teachers to be aware of any opposition to the English education system, they are the foundation of our pedagogy. 10

Handling Strategies. By Noam Chomsky

1. The strategy of distraction

The key element of social control is the strategy of distraction that is to divert public attention from important issues and changes determined by the political and economic elites, by the technique of flood or continuous flood of distractions and trivial information. The strategy of distraction is also essential to prevent the public interest by the essential knowledge in the area of \u200b\u200bscience, economics, psychology, neurobiology and cybernetics.
"Keep distracted public attention away from the real social problems, captivated by matters of no real importance. Keep the public busy, busy, busy, no time to think back to farm and other animals (quoted in the text 'Silent Weapons for Quiet Wars). "


2. Create problems and then offer solutions

ste method is also called "problem-reaction-solution." It creates a problem, a "situation" expected to cause a reaction in the audience, so this is the principal of the actions you want to accept. For example: let it unfold and intensify urban violence, or arrange for bloody attacks, so that the public is the applicant's security laws and policies to the detriment of freedom. Or: create an economic crisis to gain acceptance as a necessary evil retreat of social rights and the dismantling of public services.


3. The strategy of gradual

To make it accept an unacceptable degree, just apply it gradually, in dribs and drabs, for consecutive years. That is how that radically new socioeconomic conditions (neoliberalism) were imposed during the 1980 and 1990: the minimal state, privatization, precariousness, flexibility, mass unemployment, wages and do not guarantee a decent income, so many changes that have caused a revolution if they had been applied at one time.

4. The strategy of deferring

Another way to accept an unpopular decision is to present it as "painful and necessary", gaining public acceptance at the time, for future application. It is easier to accept a future sacrifice a slaughter. First, because the effort is not employee immediately. Then, because the public, mass, always has the tendency to expect naively that "everything will be better tomorrow" and that the sacrifice required may be avoided. This gives the public more time to get used to the idea of \u200b\u200bchange and accept it with resignation when the time comes.


5. Address the public as little child

Most advertising to the general public uses speech, argument, people and particularly children's intonation, often close to the weakness, as if the viewer were a little child or a mentally deficient. The more you try to find mislead the viewer, the more it tends to adopt a tone infantilising. Why? "If one goes to a person as if she had the age of 12 years or less, then, due to suggestibility, it will tend, with some probability, a response or reaction is also devoid of a critical sense as a person 12 years or younger (see "Silent Weapons for Quiet Wars"). "


6. Using the emotional aspect much more than the reflection

Make use of the emotion is a classic technique to cause a short circuit on rational analysis, and finally to the critical sense of individuals. Moreover, the use of emotional register opens the door to the unconscious for implantation or grafting ideas, desires, fears and doubts, compulsions, or induce behaviors ...


7. Keep the public in ignorance and mediocrity

Making the public is incapable of understanding the technologies and methods used to control and enslavement. "The quality of education given to the lower social classes must be the poor and mediocre as possible so that the gap of ignorance it plans among the lower classes and upper classes are and remain beyond reach for classes below (see 'Silent Weapons for Quiet Wars). "

8. Encourage the public to be complacent with mediocrity

Promote the public to believe the fact that it is fashionable to be stupid, vulgar and uneducated ...


9. Reinforce self-blame

Make believe the individual who is only him guilty for his own misfortune, because of the failure of their intelligence, their abilities, or their efforts. So, instead of rebelling against the economic system, the individual autodesvalida and guilt, which creates a depression, one of whose effects is to inhibit its action. And without action, there is no revolution!

10. Individuals know better than they themselves know

Over the past 50 years, rapid advances in science have generated a growing gap between public knowledge and those owned and used by the ruling elites. With biology, neurobiology and applied psychology, the "system" has enjoyed a sophisticated understanding of human beings, both physically and psychologically. The system has gotten better known to the common person than he knows himself. This means that in most cases, the system exercised more control and great power over individuals, greater than that of individuals about themselves. Join

reading it which was called "Manual of deconstruction of teaching", or "teaching Loading "