Every afternoon, a few months, I find myself with my companions of specialization to SSIS (School of specialization for secondary education). From 15 to 18, sometimes even up to 18.45, perplexed seeing the lessons of teachers who should teach us to teach. Every week is a succession two to three different teachers because each course lasts only three lessons. The lessons are compulsory attendance, pay taxes (more or less equivalent to the normal university fees), we have a test at the end of the first year and a state exam at the end of the second. There is great discontent
classroom. Our group (50 people) is made up of many different situations, coming from philosophy, who by history, some from psychology or educational sciences, and those from the communication sciences or art history.
We have elected representatives to address the class and to assert our rights and our needs. Soon we will make a ' assembly.
of discourse I've heard, most of us calls for moderation and fighting minimally, as the making known the material for exams and a reasonable period (not just a month before!), we saw that in class women are in an advanced state of pregnancy and a blind person who needs to be transcribed texts in braille.
A boy, however, says he'd like to use this time (two years) to learn something. Certainly no one can teach us to teach, but propose more of the lessons designed for teaching, such as modules or units of instruction, perhaps with the simulations, a sort of internships and active metascolastico These will join the apprenticeship of observation we do each morning at school.
However, many of us, while agreeing that the afternoon classes, as structured, are totally useless (When you ask one of us as it is, the answer most often is: depression), however, are convinced that bring forward the need for more effective teaching and partially self-managed and totally unnecessary, unrealistic and even counterproductive . I hear things like: - It 's better not to raise a fuss, because if we are angry, we are examining a ... so. Or-You trust too much of the interlocutors in front of you, overstates them.
The boy replies that we will all his life before the need for the application our reasons and our rights, but most of all, I would add, to negotiate our time and the quality of our time. Giving up leaving me sounds crazy.
Many have spoken and you notice that there are so many different ideas on principles including minimum targets that you take for granted. E 'democracy, baby. One asked me what it will require changes in teaching, since it is clear that there will not be granted. I replied that it is important to Just ask, on behalf of a group. He said he expected that we wanted to go on indefinitely, to make the revolution. To this point we have lost confidence in the normal exercise of our right to representation.
I am really enjoying it, beyond everything. Humanity is a 'wonderful experience . Even all this diversity of people, opinions: in 16 years not tolerate, now look at how to mediate, how to be real, how to express a common voice. Of course, I always feel a surge of anger when those calls to the quiet life, then I remember that there were those who already had them at 16 and then look ahead.
