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KON POR KREA UN VISHON PA MEDIO DI ENSEŇANSA PA UN SOSIEDAT KU TA BIRANDO MAS GLOBAL?

Curacao, November 1, 2017

email:ariandabloem@gmail.com


1. Introdukshon

Pregunta:
• Kiko por ta e problema di pobresa?

Mucha i studiante ku ta salí for di un famia ku ta di menos rekurso ta kuminsá bai skol di fundeshi ku un retraso kompará ku esnan ku tin mas rekurso finansiero.
Mas resien investigashon a demonstrá ku tin un relashon entre kantidat di entrada di un famia i struktura di seleber di mucha i studiante. Pero otro investigadónan a demonstrá ku un bon maestro di skol por traha eksitosamente ku mucha i studiante ku ta bin di famia ku tin menos rekurso finansiero. Pa logra tin eksito ku muchanan ku ta bin for di famia di menos rekurso finansiero, mester tene kuenta ku por lo menos siguiente faktornan.

2. Efekto desastroso di strès

Strès ta e kontesta sikológiko ku hende ta ekspresá ora ku hende tin menos kòntròl riba un situashon den su bida. Pobresa ta asosiá ku situashon di kontinuamente tin sintimentu di strès, loke ta entoksiká seleber si un persona keda studia i/òf traha kontinuamente bou di strès.
KE MEN KU POBRESA TA ASOSIÁ K’UN SINTIMENTU KONTINUAMENTE DI STRÈS.
Hopi bia maestronan ta inkonsiente dj’ efekto di strès riba un mucha òf studiante i nan ta aktivá inkonsientemente su sintimentu di strès, si nan bai den un gritamentu òf diskushon ku ta hasi k’e studiante ta bira agresivo.
Pero a keda probá ku maestronan ku ta positivo i ta duna studiante guia preventivo por sera un pakto ku nan, pa siña kon por solushoná un problema sin sintimentu di strès kontinuamente. Por mengua sintimentu di strès tambe ora ku alumno i studiante logra di tin mas kòntròl propio. Maestro por hasi uzo di eskoho relevante pa por midi kon e mucha òf studiante ta reakshoná. Ke men ku e ròl di liderasgo ku maestro ta skohe í ta tuma durante henter un dia di skol, ta sumamente importante pa su mes eksito.

3. Siña mucha habilidatnan sosial emoshonal por redusí strès

Maestronan eksitoso ta haña manera pa influenshá strès bou di studiante ku por hasi nan karakter tambe mas fuerte. E ‘mindset’ aki ta inkluí siña studiante ku no ta nan ta skohe tur kos ku ta pasa ku nan, pero ku si nan ta skohe nan mes kontesta i reakshon. Yuda studiante keda optimista, tene fe pa por logra i tin un habilidat di ta masha agradisido. Habilidatnan sosial ku ta inkluí amabilidat, sòru pa por tin bon relashon ku hende, ku bo amigunan ku lo por bira futuro amigunan duradero. Por ehèmpel sòru pa inkluí tur hende ku ta presente, pa nan sinti nan mes bon i por ta alegre í relahá, na lugá di sinti nan kontinuamente bou di strès.
Studiantenan ku ta bini for di kas ku eksperensha di pobresa ta eksperenshá na nan kas menos interes i no tin ròlmodèl pa por atkirí habilidatnan sosial ku ta yudanan pa komportá den sosiedat na manera eksitoso. Ke men maestronan por hasi uzo di e método di hunga un rol òf komedia tokante ‘KON KOMPORTÁ DEN DIFERENTE SITUASHON KU PRESENTÁ DEN BO BIDA’. Pa medio di esei alumnonan ta haña feedback i oportunidat pa bira konsiente di nan mes aktitut. Tambe dje impakto ku bo mes aktitut tin riba hende i amigunan den sosiedat. Finalmente tambe ki influensha bo mes aktitut tin riba susesonan i nan konsekuensha.

4. Traha na forma kapasidat kognitivo dje mucha i studiante

Maestronan ku tin mas eksito ta oumentá studiante su kapasidat kognitivo. Esei ta inkluí ku ta duna oportunidat pa kada studiante por SIŇA RASONÁ, SIŇA PRESTA ATENSHON, SIŇA SKIRBI, SIŇA ORGANISÁ NAN MEMORIA i SIŇA LESA. Memoria pa traha kuné ta un base pa logra di tin kontinuamente kapasidat kognitivo. Kapasidat kognitivo ta predektor pa por logra eksito di un mucha su logronan riba término largu for di ora e mucha ta na edat di 5 aña. Esei ta nifiká ku su memoria por ta hasta mas grandi ku su IQ. Mucha í studiante ku ta biba kontinuamente bou di strès króniko ta limitá nan memoria di traha kuné, nan vishon, pasobra nan no ta fokus pa por prosesá ku liheresa. Ke men ku memoria pa traha kuné ta ser regulá dor di seleber di hende. Por ehèmpel ordená e siguiente numbernan den sekuensia : 87, 39,99, 22, 5, 80, 36. Ordená tambe e sekuensia di siguiente lèternan: a, m, f, q, g, k, b, x, h, c, z. E proseso ta nifiká ku mester tene kontenido di sekuensia den mente pa manipulá pa por solushoná tal problema, hasiendo uso di por ehèmpel bo idioma. Mesun proseso ta uza pa argumentá un punto di bista.

5. Resumiendo

Maestronan por uza, pero tambe implementá un variedat di stratégia pa oumentá memoria di traha kuné. Esei ta importante pa por solushoná problema..Entre otro siña organisá, uza teknología por ta benifisioso den klasnan ku tin studiantenan di diferente nivel i ku tin diferente habilidat i nesesidat.. Sòru pa kambionan ta basá riba tuma akshon responsabel i positivo
Un mucha i studiante su DNA, no ta su destino. Un studiante su status ‘sosio ekonómiko no por ta un stigma. Ke men ku seleber di studiantenan por kambia ora skol hasi su trabou bon. Skolnan por tin efektividat haltu den trahamentu ku studiantenan di un status sosio ekonómiko abou, si nan mes tambe ke kambia. Pa haña kambionan ku ta duna resultado positivo, lidernan mester krea strukturanan, tambe habilidatnan ku ta duna sosten n’ e studiante su desaroyo. Konsekuensia ta ku mester sòru pa maestronan por krea bon komunikashon ku nan alumnonan, pa tin un ambiente di siña ku ta positivo. Ta importante pa maestronan mes por oumentá nan kalidat di estudio komo maestro pa krea un ‘mindset’ di ke oumentá tur habilidat ku muchanan tin kaba ora nan drenta skol, te ora ku nan kaba kada klas den enseñansa pa por sigui ku siñamentu riba nivelnan mas avansá.

RESUMIENDO
Ora maestronan i lidernan traha huntu pa krea un ambiente di siña ku ta positivo i duna mihó instrukshon na studiantenan dj’ awendia, nan lo por siña solushoná problema sistemátikamente, pa por optené mihó resultado ku ta surpasá i keda transferí tambe den situashon nobo ku surgi den nan bida, den nan futuro trabou i den funshonamentu den nos sosiedat ku ta birando dia pa dia mas global.


HOW TO OBTAIN A VISION for a more globalized way of teaching?

When teachers and leaders work together to create a school environment of positive learning and give also better qualitative instruction to their pupils and students, they can learn them the right skills of how to solve problems in a more systematic way. This will conduce to better results that can surpass the school situation and be transferred to other situations that occur in their life and future labor, but also in their future functioning as a responsible citizen who is forming part of our society that is becoming every day more globally oriented.
Teachers must be able to use right skills and strategies in order to reach the above mentioned vision:

• Giving students of low socioeconomic situation the right skills of how to reduce their stress.
This can be done by creating a positive school environment, school and class climate in which they feel inclusiveness and learning them how to solve real life problems. This can be done by using project cases to resolve, which can also contribute to their character education. If pupils and students can learn to listen carefully and pay attention to a speaking person, being able to use reason and also under build their opinion in a respectful way this skill will contribute to reduce stress and more cognitive capacity.
For fulfilling this teachers have to become real leaders who use the right strategies and skills during a whole school day to instruct their students without stress and also giving them enough opportunities to practice real life skills together in a group session.
Teachers can learn their students how to obtain own control on their vocabulary using in asking and answering questions, behave in a respectful way together without becoming aggressive and insulting others. This means think first one minute before reacting so they can become learners that can think and control their impulsiveness and aggressiveness which will also conduce to a win -win strategy.
Teachers must have social emotional skills to practice during the different learning settings, of a school day. Pupils and students must practice also those skills that will form their character and by contributing to the reaction of other persons in a positive way. YOU CANNOT CHOOSE THE SITUATION, BUT YOU CAN LEARN HOW TO REACT IN EVERY SITUATION IN A POSITIVE WAY. Stay calm and think before you use aggressiveness and react with stress. A better way is learn to listen first carefully to other people in order to think and come up with the right solutions which can create new opportunities for inclusiveness and try doing things in another way, using more creativity for group solutions and a win- win situation in future. Be grateful and thank others for their respectful participation and communication.

• Teachers can form the cognitive capacity of their students and their learning memory in order to have solutions for problems in a rapid way.
Respect to this capacity teachers can use different strategies. They can learn them to order letters of the alphabet and put them in the right sequence. From higher to a lower sequence or from lower to higher sequence. During this exercise students use their language skills to reason. (put next letters in the right sequence f, a, g, m, p. x, u, i, c, d, o, l, z,) Choose the odd numbers in the row 9637058421 and put them in sequence. So teachers must be able to use different strategies to optimize during school day the working memory of every student by choosing different skills and strategies. Children with a good working memory can obtain and use their working memory to come up with rapid solutions, which is more important than their IQ to solve problems in life and working situations. Especially for those children of low socio economic situation, this strategy of using working memory is important for exercise during school days to obtain a more secure feeling. Let them practice this alone and together in a group, explaining to each other their strategy to solve real life problems. The results will be creating more motivation to solve real life problems and obtaining higher learning competencies.

• Creating changes, that are responsible and positive means that it is not the DNA nor the Socioeconomic status which is the dominating factor for student’s future but it is the quality of respectful, skillful teaching in schools with safe surroundings, adequate school climate and infrastructure, with also a good and harmonious team of motivated teachers that can optimize learning opportunities for children of low Socioeconomic Situation. To obtain better results in learning every single teacher must have a good communication with the students and think also positive about their possibilities to grow in their vocabulary and capacity learning skills, their social emotional skills but also their cognitive capacities to fulfill the final required curriculum of contents in order to grow in learning for obtaining more advanced degrees of schooling and education and connection with the next levels of education.

Curaçao, November 1, 2017