The Pedagogical Kitchen at Körling´s

Today was the day for

”The Pedagogical Kitchen at Körling’s”.

A teacher from Moscow was given lessons. I sat down by the computer and asked the teacher to think spontaneously about what he had been processing and developing this day, this became the spontaneous feedback. It didn’t take long. I did this with my pupils too. It gives a distinct ending to the lesson, and sums it up, and of course I also talked about this with the teacher.

Anyway – here are the words of the teacher- I wrote, and then I read them aloud so the teacher could adjust and confirm.

This is what the teacher told me:

I have learned:

 

  • Classroom organization – when furnishing a classroom each piece of furniture, every gadget, everything should have a pedagogical purpose. Must be thought through.

 

  • To use books, magazines and newspapers of different kinds in a different way than I used to. To use pictures and to deconstruct sentences so that the sentence becomes a fun and useful tool for continued language development and for understanding how things go together.

 

  • That through pictures one learns about linguistic correctness and the ability to express oneself through speaking and writing.

 

  •  It is not the teacher who is supposed to give knowledge, we learn together

 

  • Knowledge shall be shared; listen, process and grow together.

 

  • To repeat and mimic words and sentences from books and teacher, from texts, and other people’s speeches…

 

  • How to effectively and in a non complicated way allow everyone in a group to speak

 

  • To make everyone feel a part of what is going on; pleased and to become somebody in school and in the classroom

 

  • Nobody is placed outside the group

 

  • To notice all the little ways into learning that may lead to things being put in larger perspectives

 

  • To be perceptive and listen to each pupil

 

  • The pupils are given the centre position in a pedagogical way, without pointing, directing nor raising the voice – and do not give boring tasks – they become part of the development of the education.

 

  • How to document the pupils’ learning and growing in knowledge in an effective way – how to ALWAYS comment on the substantial things the pupil has done – things you can see – give lots of feedback, and often.

 

  • Reading aloud is the alpha and omega of language development, it should be done many times a day, and the parents of the pupil should also be encouraged to read aloud at home.

 

  • By learning together the perspective of individualisation becomes more visible since the learning is based in the individual’s own ability, and through either giving or receiving words, ideas and thoughts the individual’s knowledge develops.

 

  • How to build education, how the process is started and how it is kept alive.

 

  • Transformability to all other texts.

 

  • Lesson plans to education – there have been a lot of those!

 

  • View sources with a critical eye already in the very first year in school… perhaps even in preschool.

All these statements shall be gone through and put in relation to the curriculum and syllabus. Thus we are able to determine if we are on the right track.

**********

Anne-Marie tackar ödmjukast för Morricas underbara hjälp att översätta… och Sspirits önskan om att sprida.

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One Response to The Pedagogical Kitchen at Körling´s

  1. sspirit says:

    Och ödmjukast tackar Er tillbaka, Anne-Marie och Morrica.

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