Following our route we arrived at Almansa and more specifically at San José School. There we discovered something common among all the centers we visit, the interest that rouses everything related to experiments. In addition, in this center, they like working by projects and live science from experience, outings and manipulating different textures.
What specially caught our attention in this workshop was how passionate they are about animal world and everything related to planets and universe.
Every day we are more sure that uniting science and clown will be a revulsive, using performing arts as means of learning. Teachers and students love storytelling, music and everything that has to do with play and movement. We are on the road.
We found a problem with student behavior, which muddied the work of the teaching staff. The lack of respect for rules, both games and education, the lack of cooperation in their relationships and when it’s time of collecting materials, not keeping silence or disobeying the teacher hinder the educational work.
Being very concrete, we came to the conclusion that students don’t like reading textbooks, they don’t want to know anything about something they can’t see or demonstrate, especially in what has to do with phase changes and matter properties. And of course, the student “hates” examining himself.
Likewise, teachers demand training, they don’t feel safe to face certain issues or the use of new technologies. They confront science without resources and appreciate the existence of Internet.
They are tired of repeating always the same thing, explaining outdated theories and they find difficulties to explain the properties of light, hours, units and machines.
In this section we find a variety of unconnected things that do not affect the education in different subjects.
To mention a few that have attracted our attention, personal hygiene appears as something indifferent to students, computers, norms (here they appear again) and textbooks. They are some examples of things that are not considered transcendental by students in some cases and by teachers in others.
The most outstanding ideas of Brain Writing were the following:
- More experimental and based on projects working.
- Using recycling materials.
- Working plants in a vegetable patch.
- Machines. Bikes workshop.
- Healthy cooking in the classroom.
- The environment as a resource, as a scenario in which to learn.
- Schools open to the environment, “no fences”.
- Project: “respect giving example”.
- Knowledge of different cultures through scientific development of these.
- Storytelling about science.
- Workshops of specialists (because we are only teachers): architects, engineers, historians,…