Observation of the presence and frequency of dilogues (master student) and trialogue (master pupil-pupil), which are times when the master (for dilogue) or student (for the trialogue) is dedicated to a another student more time (more than two consecutive speaking out).

lines of work: 1) The teachers-they allow autonomy to the students, she is speaking them possible? 2) Compare the different organizations in these times of speaking. – made forms of student speech that bind with another student speaking. – Identify changes in the educational dialogue. 1) control or autonomy? In all classes, little exchange between students, there density of the master control. The quality of exchanges between students is better in Freinet classes (FC). Best = they have something to add, they have complementary type exchanges. Examples: CF -> a child talks about a hedgehog, another corrects him, saying that no, it’s a squirrel. In a non-Freinet class (CNF), a child says he is 5 years old and another bold also says, then another bold also. 2) In the organization of the interview, there are clear differences. Operating in a Freinet class: – 3 or 4 students enroll at the beginning of the session, so they prepare to speak, to make this presentation. They can prepare this speaking with their parents. It is not spontaneous, improvised. – They have a deal subject to other speaker position. – The other students can then ask questions, it is the teacher who gives the word. – During the session, a photo of the student who introduced was taken. It is stuck in the life of notebook circulating in each family. – When a question, an unsolved problem occurred repeatedly maintenance morning (or elsewhere), this will serve as a starting point for the study of a concept. – Shoring height of the master for the child to build an autonomous dialogue. In a non-Freinet class – counting activities, counting the absentees, those who eat in the cafeteria … – Establish the date, identification of schedule. – Presentation of upcoming workshops: Image reading activity, formulating hypotheses from a hidden object. 3) The operations are so different roles are also different. CF: – keynote speaker = the listener. – Secondary speakers = those who ask questions. – ear, role than I. Delcambre discovered in the interview with the master. CNF: the roles are not explicit. The student has a role of responder, it is intended for the teacher. There are no listener role. Role ear: CF: the master and describe it, be careful, not to move, be present and active, eyes open. We see that the physics homework answers free
child who adopts this attitude has understood what is at stake in this situation. CNF: the teachers do not give meaning to this silence and then a negative value, it is a sign that the student is bored or he did not understand. Yet listening is the reception situation in oral communication, it seems important to build the two poles. CF: word of catches are institutionalized, the operation of the ritual is clearly explained all know. CNF: the ritual works on the default mode, the operation is not verbalized by the mistress. CF: maintenance of the morning is a work of linguistic and communicative in nature. It is also the sharing of objects on which we will build learning. This also helps make the link with families. It is a time to learn to speak, to question, to answer. CNF: the fact that the maintenance of the morning can be a job is not conscious for the mistress. The goal is to give voice to students. Students appreciated is one that is “engine” which “takes the place of the master” in the manner and content of what he says. We must encourage them to talk without taking the whole place to give others want to do the same. 4) Changes in the dialog. Observation of the presence and frequency of dilogues (master student) and trialogue (master pupil-pupil), which are times when the master (for dilogue) or student (for the trialogue) is dedicated to a another student more time (more than two consecutive speaking out). The dilogues. – frequent phenomenon in CF or CNF. – On average dilogues 5 per session but their distribution within the session is very uneven. – Number of students involved in the dilogue: from 1 to 6 students on average 3 students per session. This is not related to the length of the session and it is not specific to CF. But in the NFC, it’s often the same student who is concerned with dilogue. The Freinet teachers appear to be intentional monitoring of the operation of the dialogue. – The quality of ionteractions is present in all classes. Trilogues: common objects of discourse between two students and the teacher in the class group. – 14 trialogue observed during the sessions. 13 Trilogues 14 were observed in the CF. This is a sign of the freedom of speech of students who are not afraid to intervene, to fit into a master dialogue – student. Conclusion on dilogues and trialogue. These are two potential academic dialogue. Those moments are very rich in interactional level. 5) Conclusion: CF: – Diversity of language roles offered to students. – Intention of speaking: oral prepared. – Explanation of roles: reflexivity, awareness. Register Get to speak. When a child wants to go and he was not registered, it is denied. It is an attitude which might seem surprising in other classes where the goal is that as many children speak. – interactional quality speeches. – Fluency in speaking (trialogue). There, in Freinet classes, an equity research in the management of academic dialogue. Presentation (very quick and incomplete for lack of time) Research Elizabeth Nomon Cycle 3 (CE2, CM1). (For more information, refer to the book of Yves Reuter that includes all the research). Organization of conferences: Students propose to advance a subject and an organization (single work or 2). The preparation is done in semi-autonomy (documentary research, realization of a poster). Proceedings of the conference: – Presentation. – Questions and comments on the initiative of the listeners. – Evaluation of the class on the quality of the conference, the teacher has a voice like students. – timed presentation (6 minutes). – Speakers can be enrengistres to be able to listen in a second time and thus become aware of their speech rate and better control then. Roles for students: – time control – facilitator. The ritual roles and work, enrollment in the schedule, repeating the same sequence lead to institutionalization conferences. Student autonomy: free subjects, students are part of the schedule when they are ready. Teacher Control: requirements and proposed procedures to better organize their work and be effective. It leads students to distinguish between facts and issues they raise. It asks students to diversify their sources of information. GENERAL CONCLUSIONS: * The importance of ritual: the students know what they expect, it goes in the direction of clarity. The cipla web flash, cipla web flash, cipla web flash, cipla web flash, cipla web flash, cipla web flash. limit is routinization, it is sufficient to turn the ritual minima. The role of the teacher is then to help students go further. * Continuity of learning in this school. In kindergarten, there is a great accompaniment mistresses in learning public speaking. So that from the PC, students are able to work presentations. The child is considered as a valid interlocutor. Intervention of a lady who has the AGSAS (Jacques Levin) Book: “Learning to speak, learn to think” In workshops, children are placed in a circle, adults are outdoors. A stimulus word is launched. There are no questions asked to avoid going into the question-answer pattern. Children must establish dialogues around the stimulus word. There is a clear requirement laid down by the situation itself since it is necessary that they make them understand others. 1585 duromine weight loss capsules, 1585 duromine weight loss capsules, 1585 duromine weight loss capsules, 1585 duromine weight loss capsules, 1585 duromine weight loss capsules, 1585 duromine weight loss capsules. Print Add comment
By Claude Beaunis on 17/08/09 – 9:40 In: Grand West Region> GD 44 – Loire-Atlantique Salon report conference Training and research> Research Conference Hubert Montagner in area hotel March 25, 2009 Introduction by Eric Cluzel.

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