We visited la Marquesa School at Jerez de la Frontera

It was the turn of the IES La Marquesa de Jerez de la Frontera. This time, a primary school, like the Tàber School in Barcelona.

When we arrived at the center everything was rushed and a coming and going of teachers who finalized reports and projects for the next course. We knew that it was not the best date to visit a school and propose a participatory workshop based on tools of Desing Thinking and the performing arts. It was June 26 and it was also Monday.

In this case 15 teachers, went to the classroom that had enabled us on the first floor, around 10 o’clock in the morning. They came to participate in our proposal.

Desks, electronic whiteboard and another blackboard with white and colored chalk, air conditioning (this is the south) and we start with the presentations. We started with the story of Nani the wild flower and the silence fell. Everything was ready and we had to go into matter.

Throughout the morning we learned about the difficulties faced by teachers in their day-to-day work and how they empathized with their students.

Experiencing, manipulating through play and group work is what most arouses interest and motivation in the students of this center. We have some teachers who are especially interested in creative processes and who encourage their motivation to live the subjects.

We detect that they are constantly searching for new ways to capture the students’ attention, reach the same point but in less orthodox ways.

Neither the bureaucratic processes, nor the curriculum, nor the classroom or its distribution are elements that affect the day to day of the center. Nor does it seem that reading or doing class work is relevant to the student.

On this occasion I am going to distinguish between professors and students since we detected that each group had markedly different needs:

On the one hand the teachers claim that they lack time, due to the extensive documentation they have to fill in, to prepare novel experiences. They also lack practical training and material resources.

On the other hand, we detect in students a strong apathy before everything that involves an effort or an obligation. Thinking, writing, doing any repetitive work are rejected by these, which leads us to conclude that teachers and students are looking for and demanding the same, new ways of teaching.

The most outstanding ideas of the written brainstorming, the Brainwriting, were the following:

  • I worked in class to amplify it outside the classroom.
  • Encourage work with associations and organizations near the center.
  • Greater coordination between teachers and the exchange of ideas with other centers.
  • Remove all documentation that is not necessary.
  • Greater respect of families for teaching.
  • Begin the unit by discussing experiences of what they know.