Education system in Finland

The results in the "informe pisa" placed first in the list of education system in the world to Finland. This country has different key points to explain these results:

1. The teaching profession is highly valued: the equivalent to teaching in Finland is a complicated and demanding degree that includes personal interviews, so the teachers are very well prepared and vocational professionals.

2. Education is free and accessible to all: the public educational system establishes that education is free and compulsory between 7 and 16 years old. Not pay for books or for school materials, and all the children get a hot meal a day at school, also free. In the case that the child live more than 5 km away from the school, the municipality must organize and pay transport.

3. The distribution of public money is made in an equitable manner.

4. The curriculum is common but the centers are organized: each school and its teachers design and organize the curriculum.

5. Education is customized: from the first courses intervenes to support students with special needs. Teachers often deal with the same group from 1 (7 years) to 6 (12 years), which helps you to know them much better.

6. The students have time for everything: education is taken seriously but is also attaches importance to the game and to rest. Children don't start school until age 7, moment in which they are considered mature to learn: In addition, teaching sessions are shorter. Elementary students have only 3 or 4 classes a day.

7. Prepare the class is part of the workday: teachers do not teach many hours of class.

8. It avoids competition and evaluate with numbers: students don't do exams until the 5th year (11 years).

9. Rewards curiosity and participation.

10. Parents are involved in education.

REFERENCE:
AulaPlaneta, (22 de Enero de 2015). Las 10 claves de la educación en Finlandia. Recogido de: http://www.aulaplaneta.com/2015/01/22/noticias-sobre-educacion/las-diez-claves-de-la-educacion-en-finlandia/

Our perfect school.

Attention to Diversity

The school, must be considered as a place open to all people. It is very important to the need for the educational centers to accommodate diversity. This should be a place open to any person, since everyone has the right to education. By this, we advocate that the school should be a place adapted to the difficulties of any person. We believe that the school had a place for all. All persons irrespective of their individualities, must have the same opportunities for education.

It is necessary, in the schools of primary and secondary education a power willing to integrate and respect people with any type of disability. Because of this, the education system cannot be on the sidelines. The aim of this educational system, not can focusing solely on the achievements of the students 'more intelligent', since we believe that the real goal of education is to all students regardless of their physical and psychological abilities to be able to learn and develop.
In our view, we believe that school should be more participative regarding the problems of students, since the teacher must know individuals that affect their students. Also, the teacher should know meet the needs raised in the classroom. This, must be prepared to deal with any circumstance.

Although we believe that the attention to the diversity today has evolved, we believe that the school, has not yet been completed to adapt to all these circumstances.
We believe that in the first place, the tutorials with students and their parents are a very useful tool for the individuality of these, engaging in this way communication. This tool, attends to the integration of both the family and the students in the educational center.

Our perfect school.

KIND OF SCHOOLS:

Each member of the group have stayed in one different school. Most of us in publics schools but also in religious (concertado).
In our opinion, all types of schools have their advantages, including private schools. But in religious and private schools you may also to follow some instructions or some specific ideas. This can restrict the freedom of education.
In another hand, in public schools, teachers can imagine and create. It also have some problems, like in the other types of schools, it have restrictions at the national level, due to the educational system. For example, teachers have to evaluate and explain some contents that maybe the child don’t think that are important for his real life.
So looking at the advantages and disadvantages of kinds of schools, we are going to decide and choose the public, because covers the entire people, without restrictions.

Our perfect school.

COMPETIVITY:

We are in agreement, that competitiveness can be found in all schools. Due to the current system of examinations and evaluations, children feel pressured by their marks. We consider the competitiveness, as rivalry or competition to achieve an objective.
Well, in this case the goal of children is to remove the maximum note or simply passing their exams. In our opinion, we believe that the system of exams and homeworks, only generates rivalry among students. This causes that the children consider the school as a competition to get a good mark, and they forget that the more important thing in the school is learn.

For the future, our perfect school would not have competitiveness among our students. We'd like to point out that we are against the methods of evaluation through exams and marks. We believe that without this method, students do not compete for being ‘’the best mark in class’’.

We want to say that in our perfect school, there are not homeworks. The homeworks are a way to divide and flee from equality, since not all children have the same conditions and opportunities for the accomplishment of their tasks. Because of these homeworks, the child who can't make it can feel worse than another child that if you have had the opportunity to make them at home.

This competitiveness in school, may cause many feelings and emotions in children. Many children of Primary Education may feel exhausted or depressed by their parents, teachers, companions of class, etc. Stress is one of the most common feelings in this period. Children often feel stress whenever they are in examination period.

In conclusion, we can say that the competitiveness is one of the first things that we want to eliminate for our perfect school. Students should forget the rivalry between their classmates, and focus on learning. Learning is the most important thing in all schools. We wish that the students are motivated and excited at school, because they will always have a desire to learn.

Types of teachers in a school.

We can distinguish three types of teachers at the school.

1. Teachers who use the punishment: This causes fear and anxiety in their students.
2. Teachers who encourage learning in the classroom: This produces an emotional connection between the teacher and the student.
3. Teachers who are irrelevant for their students: They make use of the memory to learn. They put pressure on students.

• If the experience between teachers and students has been positive, students will have obtained more personal autonomy.
• The relationship between teachers and families, is very important for the learning of students. The family is a great support for teachers. In this way, it will increase motivation and desire to learn from students.

In our opinion, if children have good teachers, they will be motivated and hopeful in the school. But, if they have a boring teacher, they will not have a desire to learn or go to school. 

REFERENCES:

Rivas Flores, J. I., Calderón Almendros, I. (2002). La escuela desde la experiencia de los alumnos. Biografía y experiencia escolar. Ponencia presentada al “X Symposium Interamericano de Investigación Etnográfica y Cualitativa en Educación”, organizado por The University of New Mexico (New Mexico - USA).

The importance of the family for a perfect school.

Tras leer el artículo Familia y escuela: dos mundos a trabajar en común, escrito por Antonio Bolívar, podemos decir que la escuela perfecta, es decir, aquella que deseamos para el futuro, debe comprender que la educación no solo la tenemos que encontrar dentro de esta, sino también fuera de ella. Es muy importante la creación de una visión colectiva en la educación.

En primer lugar, debemos de comprender que la familia y los medios de comunicación, desempeñan un papel muy importante en los niños. El docente debe comprender que es necesaria e imprescindible, la tarea de colaborar con las familias.

Únicamente la escuela no puede atender a una educación completa de los ciudadanos. Es necesario reconstruir la comunidad de hoy en día, para conseguir alcanzar la escuela que queremos.

En los primeros años de vida, la familia es el elemento socializador más importante para los niños. Esta, posee completamente un papel clave para el desarrollo y la educación de los jóvenes. Las escuelas, por tanto, no pueden hacerse cargo de la educación sin la correcta implicación de las familias.

El docente debe tener en cuenta los numerosos cambios que ha sufrido el país a finales de siglo XX, como por ejemplo el aumento de los divorcios y las familias monoparentales, el descenso de la natalidad, el aumento de hijos nacidos fuera del matrimonio, etc. La escuela debe tener en cuenta las circunstancias que surgen en las familias de sus alumnos.

Para que todo esto pueda llevarse a cabo, es necesaria la colaboración entre los maestros para poder crear nuevas dinámicas socializadoras, llegando a demostrar la profesionalidad del profesorado. No podemos declarar limitaciones, es necesario la celebración de reuniones para crear unión entre las familias y la escuela. Para la formación de la ciudadanía, es muy importante la colaboración mutua entre las escuelas y los padres de los niños, ya que los centros educativos no pueden trabajar de forma eficiente aislados de las familias. Estas deben ser capaces de apoyar el aprendizaje de sus hijos.

Podemos decir que la educación es el fruto de la íntegra colaboración entre el centro educativo, las comunidades y las familias. Para este proceso un tanto complejo, es necesaria la comunicación, ejercer como padres para facilitar a las familias un entorno de apoyo, los voluntariados de los padres en las escuelas, el aprendizaje en casa, la toma de decisiones en cuanto al órgano de gobierno dentro del centro educativo, y por último, la colaboración con la comunidad.

Es muy importante que el docente sea capaz de motivar a los padres para participar en el aprendizaje y el desarrollo de sus hijos.

Finally, we can say that it is very important the relationship between the family and the school for the learning of children. The school must be prepared to create a close relationship with the parents of all students. To form education for citizenship, it is necessary that the families are involved in the work of the schools.

We believe that school can not have fear with the celebrations of meetings with parents of children. For a good education, it is very important that parents are informed about the activities of their children, and teachers should be aware of the situations of each family. The relationship between the parents, the teachers and the rest of the community is required for our perfect school. We believe that meetings with the families are completely necessary for the good development of the learning of our students.

In our opinion, a good teacher must know the individuality of each student. It is necessary to support the families, because families support the work of the schools.

REFERENCES:
Bolívar, A. (2006). Familia y escuela: dos mundos llamados a trabajar en común. Revista de Educación (339), pp. 119-146. (Universidad de Granada).

La escuela como organización.

The own human coexistence gives rise to these ways of organizing human behaviour that we call organizations and that occurs, as a condition for being considered as such, a certain independence of the same with regards to the individuals that created and the form.

Tha school, as noted Gairín (1992), complies with the various attributes and components with which usually characterized organizations to:
a.- Purposes and objectives that guide the activity.
b.- Group of people with interpersonal tidy.
c.- Realization of functions and performances that tend to the conclucion of certain ends.
d.- Search of effectiveness and rationality.



REFERENCE:
Fernández, J. M. S. (2002). Cultura de la organización y centro educativo(Doctoral dissertation, Universidad Complutense de Madrid).

La cultura como variable interna de la organización:

If the first perspective was from the environment, the second is from the inside of the Organization itself. According to this approach, the organization is not only influenced by the environment, but in the same way she interacts with that one. The organization is understood as a system within which is considered culture as an essential element of the system and is produced by the same organization.
Culture is understood as a subsystem within the Organization, made up of the values, norms, rites, artifacts, that throughout their history they have been formed, that is transmitted to the new members of the Organization and that they are mechanisms of integration and coordination among the members of the Organization, essential to its functioning. In this process of creation of the own culture, leaders and founders of the Organization play a fundamental role. Organizational culture, as a subsystem, is in interaction with other subsystems and all of them constitute a more general system. As an open system organizational culture is thus conceived. This current insists that social is something objective and factual, in this way the organizations, its ways of life, they are picked up by its members as something external to themselves and their standards, guidelines, rituals, etc. as something imposed from outside.

Within this perspective, it is understood that culture is one variable over the Organization and forms with other variables such as structure, size, technology, etc., of the 17 global system of the organization. Culture within this current acquired a more subjective character and refers to the symbolic processes that occur within the organization. For this current which meets culture in the organization aims cohesion between members as well as the control over them for efficiency in its functioning. According to this current the fundamental role of culture is to provide to the Organization of the cohesion necessary to meet the challenges as many internal and external. The way to do it is not bureaucratic, i.e. through regulations, the exercise of authority, etc., but by values, beliefs, patterns of shared behaviors, and which give to the Organization of a strong internal drive. Within this perspective you can place the current structural - functionalist sociology studying organizations, systemic currents, schools of human relations, etc. As authors who have consecrated this vision of the culture of the Organization have to Firestone and Wilson (1985), Deal and Kennedy (1985), Peters and Waterman (1984) Qwens (1987), Sergiovanni (19870), among others...

REFERENCE:
Fernández, J. M. S. (2002). Cultura de la organización y centro educativo(Doctoral dissertation, Universidad Complutense de Madrid).

La organización del trabajo docente.

The Organization of the work in prisons is one of the hard, resistant to educational change, 'the great forgotten in reforms and debates about the best ways to teach' (Gather and Maulini, 2010, p. 11), which explains that the current division of labour in schools seems a «relic of the past». It seems easier to have recourse to other occurrences, as "consideration of teachers as a public authority, which will be a measure that strengthen underground authoritarianism which founds the school institution, which momentarily to regenerate the sense of recovery of lost power and that experienced its effectiveness, complete claiming the presence of vigilant jury as part of the landscape of the classrooms» (Editorial (, Social Science, 2009, p. 13).

The purpose of the projects team and Center −planteamientos institucionales− is not only to allow and promote the confluence of objectives, resources and strategies of a group of people, already in itself relevant; the development and use of these projects have the virtue that in within the organization check long cycles of education and monitoring (Gather and Maulini, 2010). Center projects i.e. appeal to a thought and an organizational practice.

Adjustment of flows through mechanisms such as the repetition of course and the separation of certain groups - which has been compared to a "fractional distillation" mechanism - not only contributes to regroup and isolate students with difficulties: conditions also the work of teachers (Gather and Maulini, 2010, p. 14).
Various authors propose «renounce grades' as a condition for a change of paradigm in education, implementing the learning cycle as a central organizational criterion, a «multiannual flexible structure that seeks the development of competencies in students of years and different progressions» (Lafortune, 2010, p. 371). Certainly the cycles have provided in our legislation, but have not been reflected in the Organization of the work of teachers, which would lead to ineffective structures from the educational point of view and organization of teaching. Unfortunately, they are one more example of how the school organization has been incorporating new forms and structures without deleting or modifying existing ones. 

REFERENCE :
Maroto, J. L. S. F. (2011). El papel de la organización escolar en el cambio educativo: la inercia de lo establecido. Revista de educación, (356), 41-60.

Our perfect school

MANAGEMENT: SYSTEM'S ORGANISATION

- Materials:

We think that is important the technology in the class. In our edge is very useful to find many types of technology devices which could be useful in education context. In addition, it is very important to underline their use. Could be interesting use this devices but with some restrictions.
Some years ago there is only a few computers by one class but nowadays is too different.
Ordinary people have a computer or a laptop in the class. Furthermore some people can not afford to have a computer in their house.
We propose to give a pc, laptop, whatever to the student in order to improve their learning. We also propose to use a digital board to open the possibility. Besides to keep writing in paper.
All materials should be used by practical lessons. On this way it is more probably that the learning could be reminded. ("In some subjects, my classmates and I worked with computers", Ana Hevilla).


- Evaluation by exams:

First of all we question about the exams like a good method to improve the learning. Are tests useful? We think that evaluated by exams is an error. When we study by memorize then we forget the informstion so there is not a learning . We proposed another method to achieve the learning.
("In my last year at this school, in subjects such as history, I memorized for the exam, and then I forget everything I had studied. We only acquired theorical knowledge, and we did not do any practical activity", Ana Hevilla).
("For me a lot of subjects in the high school were very bored, because it consisted in listen, copy and study for an exam", Alejandro).

Our perfect school

INTRODUCTION:

First, we must bear in mind that the LOMCE (Organic Law for the Improvement of Educatinal Quality), is not the solution. As our teacher Miguel Sola said, it is a law without future vocation. It is a completely segregating education law, aganist the will of many. We must fight for a lasting law and be abñe to seek respect for all. We do not want a law that changes each time the ruling party is relieved by another, as has been going on for many years in our country. We segregating young people as soon not get or address the many case of school failure, or form a better society.

The education law should focus on improving teacher training. Future teachers, we must innovate to improve educational quality and existing methods. To do this, we must be well prepared, getting the tools and resources that we believe are nccesary to improve the situation of the current school. We believe that the teacher is continuosly formed, as we learn from our own experience.

Proyecto educativo: CEIP Profesor Tierno Galván

AIMS:

1.- Develop measures that entail improvements in the school performance of students.
2.- To promote the culture of effort.
3.- Educate students comprehensively.
4.- Prioritise the principle of equity in education.
5.- Improve relations.
6.- Delve into the autonomy of the Centre.


MANAGEMENT SYSTEM

The budget is an instrument of economic planning of the Centre, in order to provide the public service which are expected along with their incomes, costs necessary to achieve the objectives set out in the downtown Plan under the principles of balance between income and expenditure as well as the principles of effectiveness and efficiency in the use of resources.


RULES

a) The material and the facilities of the Center are for common use of those who live in it.
b) Facilities may be used by members not belonging to the educational community of the school provided that they respect the conditions and they are expressly authorized. (
c) It is necessary to maintain a correct behavior, avoiding offensive manifestations of Word or deed to any member of the educational community, either in the Center, bus service, or extracurricular outputs.
d) Respect to the belongings of others is absolutely essential.
e) Must go to school properly dressed and neat.
f) Ten minutes later, the time of commencement of classes, the concierge will close the doors and any student at can enter in your classroom if it is not for medical cause or other duly justified reasons of force majeure.
g) From the curfew siren family members cannot enter in school premises, dislodging the Centre at that time those who were inside.
h) Is strictly prohibited relatives from entering the pavilions in lesson time or without proper authorization, both at the time of entry and exit.
i) Teachers, at the touch of siren's entry, should be addressed without delay to rows to take charge of monitoring of its student body.

Proyecto educativo: CEIP Profesor Tierno Galván

EVALUATION

The method of evaluation should be:
Various.
Display information about the different aspects to consider.
Appropriate to the different skills, needs and learning styles of the students.
Applicable to common situations of class.
Usable in situations of self-evaluation by the student; and evaluation between peers, peer, by the task force formed specifically.
Susceptible analysis of the teaching-learning process followed, rightly find a formative evaluation.


Instrumentos de evaluación:
Assessment instruments:
1.- Activities that provide information for the evaluation.
2.- Systematic observation of the teaching-learning process.
3.- Productions of the students: workbooks, presentations...
4.- Portafolio.
5.- Discussions, presentations, assemblies, outings, etc.
6.- Activities, oral or written, that evaluated certain content.



Common evaluation criteria:
Evaluación inicial
Evaluación parcial, final y ordinaria.


CURRICULUM

- Competencia en comunicación lingüística
-Competencia en el conocimiento y la interacción con el mundo físico
-Competencia matemática
-Tratamiento de la información y competencia digital
-Competencia social y ciudadana
-Competencia cultural y artística
- Competencia para aprender a aprender
- Autonomía e iniciativa personal


TEACHER TRAINING

Es necesario replantear distintos aspectos curriculares y organizativos que durante mucho tiempo han permanecido invariables, con cierta inercia o son nuevos, por ejemplo:
Las competencias básicas
La metodología
La evaluación
La convivencia
La acción tutorial.


BASES PARA CONFECCIONAR EL PLAN DE FORMACIÓN DEL PROFESORADO DEL CENTRO

La formación permanente del profesorado debe ajustarse a las preocupaciones y necesidades del centro, siempre en torno a los problemas cotidianos que encuentran en la práctica docente.


DETECCIÓN DE NECESIDADES DE FORMACIÓN DEL PROFESORADO

Para la recogida de información en los distintos ámbitos (claustro, ciclos y equipos de trabajo) mantendremos actualizado un cuestionario que permita recoger la información requerida.


PROPUESTAS DE FORMACIÓN

A lo largo del curso escolar se irán recogiendo las iniciativas y propuestas que puedan surgir, completándose con el cuestionario que se pasará al profesorado durante los primeros días del mes de junio. Posteriormente será el Claustro el órgano que apruebe las propuestas para el curso siguiente.


PLAN DE CONVIVENCIA:

Descripción del centro:
Está formado por tres pabellones de planta alta y baja, además de un Pabellón Polideportivo.
Hay dos pistas deportivas, patio de recreo, patio de Educación Infantil, además de un espacio de unos 100 metros cuadrados, habilitado para salón de actos en el pabellón de Educación Infantil.
Las distintas aulas están ubicadas en los tres pabellones que, por su capacidad, no ha sido posible asignar cada uno de ellos a un nivel educativo.
La media del número de alumnos/as en los últimos años es de 750.
La plantilla del Centro es de 42 profesores/as con las especialidades adecuadas a los distintos niveles y áreas, una educadora para los alumnos/as de integración, un administrativo y dos conserjes.


Estado de la convivencia:
Los conflictos más frecuentes son los siguientes:
- Interrupciones en el aula: hablar a destiempo, levantarse sin permiso...
- Pérdida de respeto entre iguales o a menores durante el recreo y comedor.
- Desobediencia en las órdenes educativas- formativas del maestro/a-familia/ monitores/as -Falta de respeto entre iguales y, en alguna ocasión , hacia el profesorado y monitores/as. -Agresiones verbales o físicas hacia compañeros/as de carácter leve.


Las causas de este tipo de conductas son en su mayoría las siguientes:
- Masificación en las aulas.
- Falta de motivación.
- Dificultades de aprendizaje.


Los objetivos que se pretenden conseguir poniendo en marcha el Plan de Convivencia son los siguientes:

a) Facilitar a los órganos de gobierno y al profesorado instrumentos y recursos en relación con la promoción de la cultura de paz, la prevención de la violencia y la mejora de la convivencia en el Centro.
b) Concienciar y sensibilizar a la comunidad educativa sobre la importancia de una adecuada convivencia escolar y sobre los procedimientos para mejorarla.
c) Fomentar en el Centro educativo los valores, las actitudes y las prácticas que permitan mejorar el grado de aceptación y cumplimiento de las normas y avanzar en el respeto a la diversidad cultural y en el fomento de la igualdad entre hombres y mujeres.
d) Facilitar la prevención, detección, tratamiento, seguimiento y resolución de los conflictos.


ACTUACIONES QUE DESARROLLA EL CENTRO ANTE SITUACIONES CONFLICTIVAS
Puesta en marcha del aula de convivencia, con resultados esperanzadores, tal como se especifica en el apartado correspondiente.
Reuniones de los equipos docentes, con la coordinación de la jefatura de estudios y la colaboración del equipo de orientación, para valorar situaciones concretas y diseñar propuestas eficaces.
Desarrollo de programas de habilidades sociales en aulas con niños y niñas con trastornos de conducta.

Proyecto educativo: CEIP Profesor Tierno Galván

PLAN DE APERTURA

Se trata de un programa de apoyo destinado a mejorar los índices de éxito escolar del alumnado del segundo y tercer ciclo de Educación Primaria (3º a 6º) que reúnan, entre otras, las siguientes características:

Presentar dificultades y problemas de aprendizaje.

Carecer de actitudes y hábitos para el progreso escolar.

Padecer retrasos en el proceso de maduración personal y social.

Presentar dificultades para su integración.

Presentar dificultades escolares asociadas a la pertenencia a minorías étnicas, condición de inmigrante o cualquier otro colectivo que pueda encontrarse en situación de desventaja desde el punto de vista socioeducativo.

Cuenta con espacios para comedor, cocina, aula matinal, aula de informática y biblioteca escolar. El aula matinal y la biblioteca escolar se han convertido en espacios multiusos que se utilizan para atender a grupos de alumnos/as de alternativa a la religión católica, de refuerzo educativo, para la intervención de los miembros de EOE con pequeños grupos de niños y niñas, etc.


ATENCIÓN A LA DIVERSIDAD

EQUIPO DE ORIENTACIÓN DE CENTROS

Objetivos:

1. Planificación y organización del horario de apoyo
2. Elaboración y seguimiento de las adaptaciones curriculares individuales (ACIs)
3. Coordinación con el profesorado tutor.
4. Atención individualizada al alumnado.
5. Orientaciones de carácter preventivo al profesorado tutor/a.
6. Elaboración, adquisición y adaptación de materiales didácticos.
7. La coordinación con la familia se realiza junto con el tutor o tutora y siguiendo las mismas pautas que para el resto de los alumnos
8. Centralizar y priorizar las demandas de evaluación y estudio psicopedagógico junto con el orientador.
9. Coordinación con los equipos y órganos de nuestro centro
10. Coordinación con otros equipos específicos provinciales
11. Actualización de los expedientes académicos para que sean el instrumento base de la información y comunicación sobre cada alumno


ORS, RUN, ROF

El Reglamento de Organización y Funcionamiento (ROF), teniendo en cuenta las características propias del centro, recoge los aspectos organizativos y funcionales que posibiliten alcanzar los objetivos propuestos.


THE CENTER ORGANIZATION AND CHANNELS OF PARTICIPATION. Some examples:

- Management
-Teacher coordination
-Teacher
-Student
-Participation team of students
-Participation of families
-PAS
- The participation of faculty involvement