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 schools not attended psychologically, if young people take drugs is that schools do not prevent some, 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 (1967), the current educational crisis is global dimensions unprecedented in human history and draws on her, 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 statements, generally accepted, schools and even analysts who look to them, have proposed various models of quality education.
However, the real issue revolves around education teacher. Is this who has the power to run the machinery of local strategy, regional and national levels, either it may be, with its daily actions in the classroom.
This seems simple is not. Crosby (1987), an influential thinker of the quality, says: "Quality does not cost. It is a gift, but is free. "The real problem is usually masked in the fallacy of the" lack of resources "which 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 on stage organizational school is. 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 "makes 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 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 outward person, and consequently the most important thing is the experience of the person, their thoughts and concerns, as well as 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 with controls and teaching aids.
no doubt that these teachers have come to the profession guided by a genuine commitment to service and build in their students positive attitudes and values.
However, also in the profession, those who came to the race for another interest rate different vocation. The latter follow a path of frustration that negatively impact students. Undoubtedly, these teachers can not be asked to leave school. On the contrary, there is the urgent need to awaken in them the feelings of a vocation as yet unseen.
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 schools not attended psychologically, if young people take drugs is that schools do not prevent some, 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 (1967), the current educational crisis is global dimensions unprecedented in human history and draws on her, 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 statements, generally accepted, schools and even analysts who look to them, have proposed various models of quality education.
However, the real issue revolves around education teacher. Is this who has the power to run the machinery of local strategy, regional and national levels, either it may be, with its daily actions in the classroom.
This seems simple is not. Crosby (1987), an influential thinker of the quality, says: "Quality does not cost. It is a gift, but is free. "The real problem is usually masked in the fallacy of the" lack of resources "which 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 on stage organizational school is. 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 "makes 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 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 outward person, and consequently the most important thing is the experience of the person, their thoughts and concerns, as well as 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 with controls and teaching aids.
no doubt that these teachers have come to the profession guided by a genuine commitment to service and build in their students positive attitudes and values.
However, also in the profession, those who came to the race for another interest rate different vocation. The latter follow a path of frustration that negatively impact students. Undoubtedly, these teachers can not be asked to leave school. On the contrary, there is the urgent need to awaken in them the feelings of a vocation as yet unseen.
Hence, to undertake processes of change in education is required to open spaces where teachers experience the need for change starts in themselves, stating their calling and changing their attitude towards learning new ways Improved and more effective teaching practice.
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