Quineche Daniel Meza
We are all aware, to a greater or lesser extent, the quality of education we promote in our schools, especially public ones, not the best. Hence the constant criticism that we face in various forums, seminars and conferences and the media are responsible for disseminating.
If young people do get jobs, is because the school does not prepare them for work, if young people are aggressive and violent gangs is because schools do not teach values \u200b\u200bor human rights, if young people commit suicide, is that in schools not attended psychologically, if young people take drugs is that schools do not do any prevention; or if the girls get pregnant, it is because schools do not teach sex education, if you lose the Peruvian football is because schools are not driving the sport base. As you can see the string of dissatisfaction about school is endless. According
PH Coombs, the current education crisis has become global, unprecedented in human history and is nourished by it, as a consequence of the evolution of civilization itself. The world educational crisis is, in essence, a crisis of growing mismatch between the education systems inherited and rapidly changing world around us. As a reaction to these approaches, generally accepted, schools and even more quality thinkers who look to them, have been proposing various models of quality education.
However, I believe that the real problem of education revolves around the teacher's action. Is this who has the power to run the machinery of local strategy, regional and national level, whatever it is, with its daily actions in the classroom.
This seems simple is not. Crosby, an influential thinker of the quality, says: "Quality does not cost, but it is not free." The real problem is often masked in the fallacy of the "lack of resources", which by are usually scarce and invites us to expect that to happen to start the upgrade. However, more resources do not become "automatically" in improving education. The jump is needed is how teachers can implement the education strategy, and this has to do with a change in attitudes and convictions.
The teacher carries out its work in an organizational setting that is school. In it, today is not unusual for work to start proposing and discussing the vision of it. However, all waiting to go and after considerable effort to define the vision is translated into educational realities and nothing more. The most important power of a vision is what we "make do." Without action, a vision is not relevant. The teacher is strategic because it does. Builds, develops and builds through actions. Its essence is in stock, and therefore the vehicle is able to realize the vision in the classroom. The action can contain the full picture, and it is impossible to sustain by evidence and practice. Hence, if the action in the classroom is able to incorporate the complete educational vision, apply continuous improvement tools of the action is at least desirable and in its ultimate sense, a responsible act.
From this point of view, the quality of a teacher is a journey inward, not toward outside the person and consequently, the most important thing is the experience of the person, their thoughts and concerns, and his convictions about the need to improve.
A study by UNESCO in Mexico, Chile, India and Guinea concluded that good teachers are distinguished from bad by the following characteristics:
- attend classes regularly, are punctual.
- Uses work plans and prepare their lessons in advance.
- Have an active style of teaching.
- Allocate tasks to do at home and gives them individual correction.
- They report their findings to parents.
- work in schools that have controls and teaching aids.
If young people do get jobs, is because the school does not prepare them for work, if young people are aggressive and violent gangs is because schools do not teach values \u200b\u200bor human rights, if young people commit suicide, is that in schools not attended psychologically, if young people take drugs is that schools do not do any prevention; or if the girls get pregnant, it is because schools do not teach sex education, if you lose the Peruvian football is because schools are not driving the sport base. As you can see the string of dissatisfaction about school is endless. According
PH Coombs, the current education crisis has become global, unprecedented in human history and is nourished by it, as a consequence of the evolution of civilization itself. The world educational crisis is, in essence, a crisis of growing mismatch between the education systems inherited and rapidly changing world around us. As a reaction to these approaches, generally accepted, schools and even more quality thinkers who look to them, have been proposing various models of quality education.
However, I believe that the real problem of education revolves around the teacher's action. Is this who has the power to run the machinery of local strategy, regional and national level, whatever it is, with its daily actions in the classroom.
This seems simple is not. Crosby, an influential thinker of the quality, says: "Quality does not cost, but it is not free." The real problem is often masked in the fallacy of the "lack of resources", which by are usually scarce and invites us to expect that to happen to start the upgrade. However, more resources do not become "automatically" in improving education. The jump is needed is how teachers can implement the education strategy, and this has to do with a change in attitudes and convictions.
The teacher carries out its work in an organizational setting that is school. In it, today is not unusual for work to start proposing and discussing the vision of it. However, all waiting to go and after considerable effort to define the vision is translated into educational realities and nothing more. The most important power of a vision is what we "make do." Without action, a vision is not relevant. The teacher is strategic because it does. Builds, develops and builds through actions. Its essence is in stock, and therefore the vehicle is able to realize the vision in the classroom. The action can contain the full picture, and it is impossible to sustain by evidence and practice. Hence, if the action in the classroom is able to incorporate the complete educational vision, apply continuous improvement tools of the action is at least desirable and in its ultimate sense, a responsible act.
From this point of view, the quality of a teacher is a journey inward, not toward outside the person and consequently, the most important thing is the experience of the person, their thoughts and concerns, and his convictions about the need to improve.
A study by UNESCO in Mexico, Chile, India and Guinea concluded that good teachers are distinguished from bad by the following characteristics:
- attend classes regularly, are punctual.
- Uses work plans and prepare their lessons in advance.
- Have an active style of teaching.
- Allocate tasks to do at home and gives them individual correction.
- They report their findings to parents.
- work in schools that have controls and teaching aids.
why the current administration of the Ministry of Education insists that improving quality will result per se in the evaluation of teachers? And why does he insist that training teachers with emphasis on reading comprehension and logical-mathematical thought will have a positive impact on the quality of education?. Besides being centralist policies go against the grain of the spirit of the new General Law on Education stressed the autonomy of educational institutions and the decentralization of education management.
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