Éste post, a diferencia de los anteriores (dirigidos a mis estudiantes y clientes), está dirigido a mis colegas pedagogos - profesores.
Un colega especialista en niños necesidades educativas especiales me comentó una técnica que estaba estudiando que consistía en utilizar un tótem.
El tótem hablaría por el profesor cualquier cosa que podría entenderse como negativa o agresiva, de tal manera que en vez de llevar toda la energía 1:1 se haría un triángulo, dónde el objetivo podría decirle todo lo que siente o piensa al tótem mientras uno podía utilizar lo observado para poder mejorar la práctica pedagógica.
Es curioso que aunque yo sólo hago clases a mayores de edad, el uso de tótem se volvió una herramienta muy práctica EN ADULTOS. Pues con los años el autocontrol se vuelve parte de una habilidad de sobrevivencia, por lo tanto el aprendiz comúnmente oculta pensamientos o sentimientos con respecto a la práctica, desde el entender información hasta la frustración de no verla sucediendo en la interpretación del instrumento.
Los detalles técnicos de cómo cada profesor utilice el tótem es algo que depende netamente del plan de estudios y metodología elegidos, sin embargo me pareció adecuado dedicar este post al compartir éste conocimiento, que a más de algún pedagogo le será de utilidad.
ENG:
This post, different to the previous ones (for my students and clients), is focused to my
colleagues who are pedagogues – teachers.
A colleague who is specialist in children with special educational needs told me about a technique that she was studying, which is about of using a totem. The totem would speak for the teacher anything that could be understood as negative or aggressive, so that instead of focusing all the energy 1: 1, a triangle would be made where the target could tell everything he feels or thinks to the totem while the teacher uses that information to improve the pedagogical practice.
It is curious that although I only teach to +18, the use of totem became a very practical tool IN ADULTS. As over the years, self-control becomes part of a survival skill, therefore the student commonly hides thoughts or feelings regarding practice, from understanding information to the frustration related with the interpretation of the instrument.
The technical details regarding how each teacher uses the totem is something that depends clearly on the curriculum and methodology chosen, however it seemed appropriate to dedicate this post to share this knowledge, which will be useful to more than one teacher.
colleagues who are pedagogues – teachers.
A colleague who is specialist in children with special educational needs told me about a technique that she was studying, which is about of using a totem. The totem would speak for the teacher anything that could be understood as negative or aggressive, so that instead of focusing all the energy 1: 1, a triangle would be made where the target could tell everything he feels or thinks to the totem while the teacher uses that information to improve the pedagogical practice.
It is curious that although I only teach to +18, the use of totem became a very practical tool IN ADULTS. As over the years, self-control becomes part of a survival skill, therefore the student commonly hides thoughts or feelings regarding practice, from understanding information to the frustration related with the interpretation of the instrument.
The technical details regarding how each teacher uses the totem is something that depends clearly on the curriculum and methodology chosen, however it seemed appropriate to dedicate this post to share this knowledge, which will be useful to more than one teacher.
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