{"title":"Gestion de Classe ","description":null,"products":[{"product_id":"listening-to-teach","title":"Listening to Teach: Beyond Didactic Pedagogy","description":"\u003cb\u003eFirst book to offer a survey of pedagogical listening in conventional and alternative methodologies.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eWinner of the 2016 Outstanding Book Award presented by the Society of Professors of Education \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eWhat happens when teachers step back from didactic talk and begin to listen to their students? After decades of neglect, we are currently witnessing a surge of interest in this question. \u003ci\u003eListening to Teach\u003c\/i\u003e features the leading voices in the recent discussion of listening in education. 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Dopo la loro esperienza nello scrivere il primo, continuano a scrivere un secondo racconto ma in questo aumenta ancor di più il grado di talento e di passione dei bambini mentre diminuisce il grado di assistenza dell’insegnante. Tolstoj è testimone di questo magico entusiasmo per la scrittura creativa dei bambini e si sente privilegiato e fortunato ad aver assistito a una tale trasformazione.\u003cbr\u003e\r\nTolstoj si accorge che l’insegnante non ha nulla da spiegare agli allievi in materia di stile, di correttezza, di compiacimento del gusto degli adulti ma, al contrario, ritiene sia la semplicità di pensiero e di discorso dei ragazzi l’elemento da valorizzare e da prendere come esempio anche per la prosa degli adulti.\u003cbr\u003e\r\nTolstoj conclude che è impossibile e inutile insegnare ai bambini la scrittura in materia di stile o di correttezza perché loro sono più vicini di ogni adulto all’ideale di armonia interna. Secondo Tolstoj, non possiamo insegnare ai bambini in generale e ai figli dei contadini in particolare a scrivere in modo poetico; l’unica cosa che possiamo fare è avviarli al processo di composizione. La concezione della scuola che ne esce è diametralmente opposta a quella vigente allora in Russia (ma anche oggi in molti altri paesi): valorizzare il talento infantile come risorsa naturale, non “domarlo”, “soggiogarlo” alle regole e alla morale sbandierata (ma spesso non davvero seguita) dagli adulti.\u003cbr\u003e\r\nIl titolo originale del saggio: «Chi deve imparare a scrivere da chi, i ragazzi contadini da noi o noi dai ragazzi contadini?» rappresenta un’idea rivoluzionaria, una domanda provocatoria per gli abitanti dell’impero russo nel 1862. Ponendo la questione, suggerisce che i contadini sono paragonabili alla classe alta. O ancor di più, siamo noi a dover imparare da loro un’arte raffinata come la scrittura creativa. 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Time and again, we make seemingly endless efforts to moderate, punish, and even medicate our children, when we should instead be concerned with transforming the very nature of our institutions, systems, and structures, large and small. Through delicately crafted portraits of these memorable children—Zora, Lucas, Sean, and Marcus—\u003ci\u003eTroublemakers\u003c\/i\u003e allows us to see school through the eyes of those who know firsthand what it means to be labeled a problem.\u003cbr\u003e\u003cbr\u003eFrom Zora's proud individuality to Marcus's open willfulness, from Sean's struggle with authority to Lucas's tenacious imagination, comes profound insight—for educators and parents alike—into how schools engender, exclude, and then try to erase trouble, right along with the young people accused of making it. 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