Teachers Leticia Gomez -in turn director of the Elche center- and Floribel Garcia They participate in the first national forum that is made up of about forty teachers from all over Spain with contributions to the planned change in teaching content, under the premise of learning more competence than rote and less extensive than the current one.
Leticia Gómez emphasizes the suitability of teaching according to the maturity rate of each child: «There are those who with a 5 have left their skin and their effort and dedication must be recognized », due to the ease or difficulty of each one in achieving global objectives.
MIGUEL ANDREU, DIRECTOR of the ENRIC VALOR SCHOOL (ALICANTE): «I understand that the new curriculum will place less emphasis on the fact that the content must be fulfilled within the period determined for each course»
The new type of evaluation proposed by these professionals points to the need to bring each student closer to the moment of their learning, and, from there, “that they know how they can evolve, that they are clear about what is expected of them, what they are doing and why they are doing it.” The purpose of these classroom teachers, after their extensive professional experience, points to the new way of teaching that emanates from the next curriculum “endows the learning process with meaning”, as Gómez specifies.
LETICIA GÓMEZ, PRINCESS ASTURIAS SCHOOL DIRECTOR (ELCHE): «There are those who with a 5 have left their skin and we must recognize their effort and dedication. Let them know how they can evolve »
His counterpart in the management of the El Palmeral school in Alicante, Rosa Maria Pinto, confirms the position of the teachers from Elche because, as explained, they are already putting it into practice to the extent that current regulations allow. «Numerical marks must be put in the bulletin, but we do qualitative reports to indicate to families the social and group competencies of their children. It is something that has much more value for families than a numerical grade, “he corroborates.
For its part, Floribel Garcia It exposes the «concern» of the professionals at the Infant level about the initiation to literacy.
«Children continue to be forced to write before they are ready, and we consider it necessary for the law to explicitly contemplate that at this stage the first thing to do is to promote motor development by working on balance, body schema and awareness of the children. senses “, as well as” the development of internal cognitive processes and neural connections, respecting the rhythm of maturation of each one to create the conditions for later learning. ”
ROSA MARÍA PINTO, DIRECTOR OF THE EL PALMERAL SCHOOL (ALICANTE): «Now the numerical marks are compulsory, but we do reports on the children’s competences»
Pinto emphasizes that his center also follows this line after the teacher training courses carried out with the Princess of Asturias. “We work on literacy in a different way, giving great importance to motor coordination.”
He explains that in Infant, an approximation is made, working with words in a social way on what they represent, or with cards «and in the first year we do a comprehensive reading that works very well. Reading and writing must be separated along the lines proposed by these teachers, ”he agrees.
FLORIBEL GARCÍA, PRINCESA ASTURIAS SCHOOL CHILDREN’S TEACHER: «We are concerned that children continue to be forced to write before they are ready. Motor development is first »
At the same time Miguel Andreu, From the Enric Valor school in Alicante, he points out that the new educational inclusion respects the maturational aspect of each student “and I understand that the new curriculum will place less emphasis on meeting content within certain terms each year.”
Eddie is an Australian news reporter with over 9 years in the industry and has published on Forbes and tech crunch.