Pedagogy And Formation Of Respect In Children

Pedagogy and formation of respect in children

Introduction

Currently, educational institutions worldwide face a set of challenges and that particularly pedagogy has considered interest as training in values. In turn, the issue of values ​​is a content that education includes in the pedagogical field. In turn, the debate in education is open. A scientific point of view has enabled the evaluation of educational systems through the so -called PISA Report. This has given rise to the conception of new concepts in education how are basic competences. 

Developing

That is perfectly visible in societies such as the Finnish or the Korean that are the best in the last Pisa reports. It should be noted that some studies consider that due to the various problems existing in education, where, the results obtained by students are not expected, and in international comparative tests (PISA-OCDE) Spain, it is below many countries. In 2015, school failure in Spain was 25%. In this regard, Saturnino, J expresses that Spain has a failure of failure much higher than the OECD average.

Understanding school failure as not obtaining the minimum academic title. But, on the other hand, if it is understood as the fact of not reaching the minimum level of knowledge, Spain is much closer to the OECD average. Another study by Méndez, I, from the University of Murcia, believes that “Spain should obtain better results from those obtained in the subjects evaluated by the PISA report.

The reason for the results is the lack of organization of resources ". Defends the position that students who are formed by cognitive and non-cognitive skills.

They get better results both in problem solving and mathematics. One of the various investigations carried out by Howard Gardner, from Harvard University, which has proposed for 31 years the theory of multiple intelligences. Through the study of this theory I intend to show a new way of understanding education in school, focused on each of the students, contemplating their needs and abilities. This author Gardner breaks with the traditional intelligence scheme.

Giving the concept a new meaning when referring with him to a wide variety of human capacities. In correspondence with this, it is possible that everyone has the ability to recognize the existence of creativity in music or plastic, surprising body skills, leadership or teamwork, but grouping all this under the same category is A controversial and brave decision, because the concept of intelligence has been reserved for issues associated with language and numbers, and has been left aside or recognized, in another order of ideas.

Other human capacities that are called talent, skill, competition, skill, field ingenuity other than logical-mathematics and language, but in no case are they recognized as an expression of intelligence. Gardner defends the idea that the intelligences that human beings have are not dependent on each other, these intelligences can operate isolated according to the demands that a task implies and can interact to enhance reciprocally. These intelligences can be foster and develop throughout life.

Provided that the right stimuli are available. People are born with certain potentials or abilities, these will develop in one way or another depending on the environment, experiences and education received. It is important to mention that worldwide educational institutions today face a set of challenges and that particularly pedagogy has considered interest as training in values. In turn, the issue of values ​​is a content that education includes in the pedagogical field. 

That is why the objective of this work is to propose multiple intelligences to promote respect and inclusion in the classroom. Therefore, it is necessary to design recreational activities as a methodology that allows to promote the value of respect in students. On the other hand, diversity has been an issue discussed and investigated in different congresses and education seminars, however today it is considered a fundamental aspect in the teaching – learning process, hence the importance of promoting it through diverse methodologies for such finish.

In this context, it is intended to implement through an intervention proposal is to investigate the theory of multiple intelligences (from now on Tim), by Howard Gardner, and elaborate a pilot unit to promote a methodological change oriented to the Promotion of values ​​and inclusion in the classroom. So, the idea is to change the predominant educational model, based on classes and use of text readings, for a more participatory and significant methodology. Therefore.

We are talking about a methodological innovation defined from the didactics itself and in direct application to students and the teaching-learning process. The methodology that will be followed to develop this didactic unit is the methodology for learning stations through different games, stories. This methodology allows to develop different multiple intelligences and encourage respect from diversity, which allows students’ inclusion, this facilitates the obtaining of skills such as autonomy and personal initiative.

Logical thinking and encourages cooperative work. In this didactic unit there will be times where it is necessary to explain the rules and operation of each of the game stations within the classroom. Similarly, problems solving the problem solving. In different activities, students will find unknown difficulties and/or situations that they must overcome with the help of their classmates. We will also work through discovery and experimentation. With respect to the didactic unit focused on attention to diversity.

It can be affirmed that stations work is a methodology that allows students to present some difficulty to have more individualized attention and the possibility of integrating with the other classmates in the classroom. Students circulate alone through the class and work autonomously. The teacher observes the actions of the students and helps those who at some time need it. The summative evaluation will be carried out through the final activity, the exhibition of photos and writings of the different students. 

The students’ participation will be taken into account, the interest they have put, the difficulties they have had and the ability to overcome. In this phase the teacher reads the story previously and makes use of games, for this you must condition the classroom or corner of it that is comfortable for children, with pillows, cushions and mattresses. This phase begins after watching the video of the story and the reading made by the teacher, in this phase the subject is discussed, so that the students understood the story. For this, the debate will begin, respecting everyone’s participation and comments. 

This phase will be directed by the teacher, doubts are clarified that students have, everyone’s opinions are heard and their ideas are respected. In the case of games as memory, one, groups are formed and each game is rotated so that students are integrated from each other. The teacher will propose the different activities for each story according to the characteristics of each. In this phase the teacher points out learning, however, he must that the students show their opinions and ideas of the message that the story and the game leaves.

Achieve respect among colleagues. Assembly: The orphan child was respected by the members of the jungle? Activities. Group dynamics in the classroom where children can recreate the story. Color the characters in the story. Reflections: How do we win the respect of others? Is it important to be accepted by our partners? Promote the use of memory and skills, skills that allow the development of multiple intelligence. Use different memory games (animals, colors, figures) that allow developing multiple intelligence and the achievement of students’ inclusion in the classroom.

This activity is intended to evaluate whether the student respects the standards of the games. This schedule contemplates the reading and observation activities of the story, way of making the games, however, after each story there are activities of discussion and reflection of the learning that each story generates, for this other diversity strategies are considered, so that all classroom partners feel mutual respect and acceptance of everyone with each other, avoiding violence, rejection, discrimination and aggressions and lack of respect between them.

conclusion

It can be concluded that although there is no exact definition of intelligence. There are many authors who have defined the concept, however, it is according to Gardner is a theory that favors a very participatory and significant methodology, where the student is, at all times, the center. That deals not only the two intelligences to which we are accustomed, but it deals with developing the multiple skills that each person can have. Allows individualized attention at all times the development of all students.