First entry; A broad description of the School.
The school I am practicing in is Called "Guadalupano de la Salle". It is located in Buenos Aires, a neighborhood on the east of Medellín compound by a wide diversity of socieconomical contexts that co-exist. The name of the school suggest the foundational stone for the pedagogy there practiced, which is merely christian but also focused on the human being and its development. Leadership, equity and innovation are the banner values for this educative establishment as it affirms to be a school prepared to tackle the inclusion problems given inside educative reality in Colombia. It is mixed and kind of personalized as there are only one group per grade where middle and upper groups would not achieve to have more than 15-18 students. Guadalupano de la Salle is based upon the pedagogical ideal given by the now saint Jean-Baptiste de La Salle a french priest and educational reformer founder of Christian Schools. This is managed on the comtemporary times by adapting the school to new tendencies and approaches without losing its horizon of helping students to reach not only academical fullfilment but spiritual and human sides also. Invites students to believe in Democracy and a pacific lifestyle contributing their share to peace building and by 2024 they prospect to be a recognized institution that provides the local and regional contexts with well prepared, critical, sharp and keen leaders. This collided with the high quality spectre they use to offer a different and renowed education helps summing up a great school for a context with few problems that sometimes convey among the different schools around.
All of the mentioned above is achieved by a system of evaluation that conveys on a dual perspective. On one side we have the systematical assessment given by a tutorial approach by professors called "PAI" which looks forward to synchronize those students that are some paths behind the others and also recognizes problems that sometimes are not allowed to be perceived while into the classroom. Also provides an specifical discoverment of problems (some of the advantages of schools with few students) and has a great protocol that summarizes perspectives from profesionals from the psychology and also social workers as they have an almost weekly "parents school" and permanent psychological office that is able for students. Cognitive and Attitudinal nuences are the primal focuses for evaluation as formation of students is the goal further than qualifying them.
The School english perspective has been succesful since they decided to work with external workers that propose a different approach on english classes. English is not given by grades but by competences. So on, students from every single grade, taking in account the favourable ages for each step, can develop competences based on their particular level and not their grades (which is mostly given by age) what means that e.g. students from 9th grade can work languages with students from 11th grade in accordance to their performance with language. This helps the learning process improve as it is not focused on printing an standard rhythm to all the students at once but activating the posibility of working on classes that are planned in a major range for accurate levels based on the CEFR proposals.
The group of english teachers, they all work based upon Comfenalco proposal for schools, a program similar to the one developed by our local languages center "SILECS" which is technically changing the perception of how the english is now perceived among the schools, letting other institutions as social actors to nourish the educative system also from the very beginnings. On the other hand we have the students that vary from socio-economical status and human too. They have one foreign student that I know so far, and students from different neighborhoods from the comuna 9 eventhough it is a private school. As it is an inclusive institution it has students diagnosed with asperger, ADD, cognitive deficit, autism, discipline issues, etc. This adds some new aspects of teaching I have never faced before for what it looks such a very formative challenge.
All of the mentioned above is achieved by a system of evaluation that conveys on a dual perspective. On one side we have the systematical assessment given by a tutorial approach by professors called "PAI" which looks forward to synchronize those students that are some paths behind the others and also recognizes problems that sometimes are not allowed to be perceived while into the classroom. Also provides an specifical discoverment of problems (some of the advantages of schools with few students) and has a great protocol that summarizes perspectives from profesionals from the psychology and also social workers as they have an almost weekly "parents school" and permanent psychological office that is able for students. Cognitive and Attitudinal nuences are the primal focuses for evaluation as formation of students is the goal further than qualifying them.
The School english perspective has been succesful since they decided to work with external workers that propose a different approach on english classes. English is not given by grades but by competences. So on, students from every single grade, taking in account the favourable ages for each step, can develop competences based on their particular level and not their grades (which is mostly given by age) what means that e.g. students from 9th grade can work languages with students from 11th grade in accordance to their performance with language. This helps the learning process improve as it is not focused on printing an standard rhythm to all the students at once but activating the posibility of working on classes that are planned in a major range for accurate levels based on the CEFR proposals.
The group of english teachers, they all work based upon Comfenalco proposal for schools, a program similar to the one developed by our local languages center "SILECS" which is technically changing the perception of how the english is now perceived among the schools, letting other institutions as social actors to nourish the educative system also from the very beginnings. On the other hand we have the students that vary from socio-economical status and human too. They have one foreign student that I know so far, and students from different neighborhoods from the comuna 9 eventhough it is a private school. As it is an inclusive institution it has students diagnosed with asperger, ADD, cognitive deficit, autism, discipline issues, etc. This adds some new aspects of teaching I have never faced before for what it looks such a very formative challenge.
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