sexta-feira, 14 de julho de 2017

Abraçar o fracasso

Superar o erro, a falha ou o fracasso é uma competência essencial para lidarmos com a vida e com o futuro. Como podemos ensinar às nossas crianças a lidar com o fracasso de forma positiva e a querer tentar outra e outra vez? 

É possível ensinar a abraçar o fracasso! 

Veja como, neste artigo muito interessante da Edutopia.






Avoiding "Learned Helplessness"


Instructional Coach at Shanghai American School

We all have students that just want to "get it right." We all have students that constantly seek the attention of the teacher. "Did I get this right?" "Is this what you want?" Now while it's certainly a good thing to affirm students in their learning, many times we want students to be creative with their learning. We allow them to own their learning and create assessment products where they can show us what they know in new and inventive ways. Because of this, there isn't "one right answer," yet our students are often trained to think that there can be only one.
Similarly, we want students to be reflective, to ask themselves, "How do I know if I'm on the right track?" or "What could I do next?" Instead of coming immediately to the teacher, we want students to experiment on their own. Many of us wonder why students constantly do the opposite instead. I've got news for you. It's our fault. We, as educators, are often responsible for learned helplessness, and we have a responsibility to change it! How can we empower our students to be self-directed learners?


Curate and Create Learning Resources

If we want to have students seek out other information from sources other than the teacher, then we must make sure those resources are available. Many teachers using the flipped classroom approach already have created or found these kinds of resources. However, think broadly about the word resource. People are resources, texts are resources, and community organizations are resources -- to name just a few categories. We have to be comfortable not always knowing the answer, and instead suggesting we find the answer together through the vast amount of learning resources that we have at our disposal. Try curating these resources before, during, and after a unit. Work with students as well to create a culture where the answers are everywhere.


Questions "For" (Not "About") Learning

What do I mean by this? Instead of using questions to check for understanding and getting the right answer, we can use questions to probe students' thinking and push them to think about their learning. Questions can serve as powerful redirection tools that promote metacognition. Instead of responding with "Yes" or "No," ask a student, "Why do you think that?" If you notice an error or gap in learning, try using questions that push the student to think:
  • What else could you try?
  • Have you experimented with another idea?
  • Why do you think this is true?
Questions are powerful tools for helping students own the process of learning.


Stop Giving Answers

Often, when a student fails or makes mistakes, we want to fly in like a superhero and give the answer. "This is what you need to do." We come to save the day, and pat ourselves on the back for being a great teacher. In fact, we may have done that student a disservice. This doesn't come from a bad place, or suggest that we're bad at teaching. On the contrary, we care for our students, so we want to help them whenever we can. Ask yourself this: By helping that student, will he or she own the learning, or are you doing the learning for him or her? This means that sometimes we need to get out of the way. If students are working in teams, for example, and are arguing (safely) about what to do next, we need to let them solve the problem on their own and then check in. "I heard an argument. Did you guys figure it out? Great work at problem solving!" Of course, if students are floundering, and failure is not productive, by all means step in. But also feel free to allow yourself wait time before you do so!


Allow for Failure

I firmly believe that failure is a powerful learning tool, but we have to make sure that we create a culture where it is OK to fail forward. Do you grade everything? If so, you may not be communicating that it's OK to fail. Do you allow for multiple drafts and revisions and demand high-quality products? If so, you are communicating to students that they have multiple tries to learn and, more importantly, that they can be creative and experiment. In addition, we should be there to support students when they do fail, and to help get them back on the right track.
We need to take responsibility for empowering our students, and to scaffold the process of self-direction. Self-direction doesn't happen overnight, especially, when many of our students, based on specific structures of schooling, are trained to be helpless. Although we can take steps as individual educators to avoid learned helplessness, we need to reexamine the systems of schooling, from curriculum to assessment and instruction, to allow for empowerment rather than always getting the right answer.

sexta-feira, 23 de junho de 2017

O Ministério da Casa

terça-feira, 6 de junho de 2017

encontro de pais

Venha participar nesta sessão dinâmica dirigida aos pais e encarregados de educação!

É na sua escola!

sexta-feira, 2 de junho de 2017

Devido ao elevado número de candidatos ao Curso Técnico de Desporto na ESJEA, a coordenação dos Cursos de Formação Profissional (PROFIJ) decidiu realizar, para além das provas de conhecimentos previstas para dia 14 às 10h00 no Auditório da escola,  provas de admissão nos seguintes dias/locais:
  Provas práticas de admissão ao curso Técnico de Desporto:
           1- Natação e Patinagem dia 12 das 16h00 às 18h15 nas piscinas e pavilhão Municipal.
         2- Voleibol, Atletismo e entrevista, dia 13 das 16h00 às 18h15 na ESJEA

quarta-feira, 24 de maio de 2017

Datas de Inscrição - Cursos PROFISSIONAIS e PROFIJ

Datas e Documentos Necessários para inscrições em Cursos PROFISSIONAIS e PROFIJ

ESJEA (Liceu)
ð Pré - inscrições: até 14 de Junho
ð Documentos necessários
- Ficha de inscrição;
-Ficha informativa de Notas do 2º Período do presente ano letivo ou registo biográfico
- Fotografia tipo passe
ð Provas de selecção
Nível II tipo 3 – 14 de Junho às 14h;
Nível IV – 14 de Junho às 10H

ð Inscrições: até 20 de Junho
ð Documentos necessários
Boletim de matrícula
Registo Biográfico

ð Inscrições: de 29 de Maio a 16 de Junho
ð Documentos necessários
- Ficha de inscrição;
-Ficha informativa de Notas do 2º Período do presente ano letivo ou registo biográfico
- Fotografia tipo passe
ðProvas de Seleção:
- Provas Escritas - 19 de Junho às 10h
- Entrevistas de Seleção - Dias 27 e 28 de Junho a partir das 13h30

ð Inscrições: até 23 de Junho
ð Documentos necessários
- Ficha de inscrição;
-Ficha informativa de Notas do 2º Período do presente ano letivo ou registo biográfico
- Fotografia tipo passe

ð Inscrições: até 30 de Junho
ð Documentos necessários
- Certificado de habilitações;
- Boletim de Vacinas e declaração do Centro de Saúde a comprovar que se encontra atualizado de acordo com o Plano Regional de Vacinação;
- Cartão de Cidadão;
- 5 Fotografia tipo passe

ð Inscrições: de 6 de Junho a 7 de Julho
ð Documentos necessários
- Ficha de inscrição;
-Ficha informativa de Notas do 2º Período do presente ano letivo ou registo biográfico
- Fotografia tipo passe