| The horismo |
 |
 |
 |
| Sunday, 06 June 2010 07:33 | |||||
|
In an era of big "fights" in protest, perpetrated by
unions, facing a new political, gained a new courage and some weight, I
decided to write a text that has nothing to do with what currently
worries the teachers. I'm going against the grain of virtually all
teaching spaces in the blogosphere, more occupied with the gains and
losses of the last negotiations.
I'm going against the grain of what are the current interests of teachers, such as whether or not change in step briefly, what are the future prospects regarding the number of years in brackets following, as will be the assessment system performance that is being negotiated ... is not that these issues do not affect me, especially when I finally left the first step after eleven years of service ... However, I think we continue to discuss starting assumptions idiots, which makes everything which is built from there, is also stupid. One of the idiocies of which I speak is the horismo ... and what is this from horismo?
The horismo is the mindset that resides in the schedule of teaching. The horismo considers normal times there is incomplete. The horismo consider it normal that a teacher has to accumulate work in two or three different schools. The horismo causes teachers to lose precious time discussing the semantics of the word casually because of a ridiculous hour working week. The horismo live with the ridiculous bureaucracy of times weekly, with its teaching component, work setting, a component of individual work and leisure activities to support education and curriculum development and complement.
The horismo considered normal for a teacher with no knowledge in a particular area coordinator is something in that area because it is the only "in hours" for the purpose, while other teachers do, indeed, this coordination work. The horismo is responsible for, for years, some spent fourteen hours in school while others were almost twice as long to receive half the salary of the former. The horismo leads to interesting projects, designed by teachers can not have sustainability as "missing hours" in their schedules. The horismo makes for "better times" and "worst time", despite having the same length and, presumably, be equality between professors. The horismo justifies that teachers "lead to evil" times per week that they are reflected in an attitude devoid of any professional. The horismo is stupid, but reigns in our schools ...
Obviously, for all the problems created by horismo, problems that are significant barriers to school quality, there is only one solution without compromise: the annihilation of horismo. And how annihilate horismo? Singles: 35 hours of work in school, 0 hours at home. However, 35 hours at school are not something simple. More for reasons of personal and professional nature, than human or material in relation to the conditions. Has been increasing in recent years, the number of defenders from 35 hours in school, some out of conviction, including myself, and other pseudo-belief. In recent conviction seems hesitant, because there is always accompanied by "in school is that there are no conditions for this ..." It is understandable that so if he thought a few years ago. And the main reason given, usually the only one, was the point of no computers where teachers could work. Now, with all the incentive programs that there was, it can be stated that among the teachers, not only have laptop who does not want, so this is an argument lost its validity. And in schools with greater or lesser difficulty, there are printers which can print necessary documents, and in general there is Internet for vital research. For places to work, I always worked in the classrooms of teachers without much difficulty.
And the school to which I belong, even as poor when it comes to office, there's always one or other area where you can work in peace, provided there is willingness to do so. Moreover, there is a space, the library, you deserved a little more attention from teachers (including me), a space usually just looking for them. The fact that they spend working on the school could bring a new vitality and a greater weight to this space so noble. From another perspective, the heads of schools have an additional pressure in order to provide good working conditions at school, which would be necessarily positive.
With this profound structural change, would arise a substantial number of new possibilities: would be possible to create spaces for teamwork in the organization's disciplinary work and inter-disciplinary, there could be a more systematic level of the advice class, among others. Finally, two notes: the 35 hours in school would end the injustice of having teachers who actually work much more than others without getting the due recognition of this fact, going to work really all the same number of hours on the other hand and most importantly, all teachers would have the right to just have more quality time with your family without the burden of school work to be done at home.
Related Tags:
|
SpotLight
Advertisement
