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GENITORI: risorsa per la valutazione delle scuole

I

The recent position taken by Professor Giorgio Israel in reference the process of evaluating schools and teachers has received wide media education, especially in reference to the involvement of parents and students. Indeed a careful examination of the text, its opinion seems to relate more to negative phenomena "disturbing and grotesque" that may occur, if their effort is not driven by criteria consistent with the aims of the school and the search of the authentic good boys. The distinguished professor complains, for example, "the idea of \u200b\u200buser evaluation of the main players, but perhaps no one calls for" major ", it is rather that they are next to other actors, more responsible.

still can not be denied that among the twenty million of parents there are "many bad examples of parents of young trade unionists, but the fact remains that there are many who daily" are competent partners "in collaborate with schools in educating students.

not evaluate all the school is judged as a jar of preserves, on the contrary there are many parents who, as witnessed by the entrepreneur mentioned in the intervention, calling for "a good school that encourages good student to study more and then find the reasons for success going forward. "

E 'should then investigate the issue of parental involvement in the evaluation, emphasizing the elements of negativity, always possible between the inspectors and expert, but making the most of the positive elements that can make parents an indispensable resource for quality education.

quite rightly insists that the Rapporteur: "The assessment must to invest in the strongest terms, the maximum penalty the entire system in a process of feed-back of judgments that, in turn, endanger continuously question the evaluation criteria themselves and allow their continuous refinement. " This school system are part of a full, legal and educational, parents, even in times of assessment, where their opinions can not only enrich "the process of feed - back to revitalize the entire reviews ... system to escape any form of bureaucratic management and standardized, in this specific context, is likely to experience a rapid sclerotherapy.

After decades of bureaucratic management / corporate, after several years of managerial euphoria, we need to rediscover the importance of positive relationships between teachers and parents. The quality of learning, discomfort, disorientation can best be addressed by putting the spotlight relations, analyzing, evaluating and pursuing their continuous improvement.

can still be considered valid, in this sense, what Aristotle said that the quality defined as "the feature closest to the expectation of the subject." as if to say that educational quality is defined as best meets the expectations of children and parents. Even in modern terms si definisce la qualità come “l’insieme delle caratteristiche in grado di soddisfare il cliente”, confermando così il ruolo determinante, che allievi e famiglie possono svolgere nel   processo di qualificazione delle scuole.

Ovviamente anche il parere dei genitori ha bisogno di essere a sua volta qualificato e non superficiale, come a dire coerente con le autentiche esigenze degli allievi. Ne consegue l’importanza che il singolo genitore non resti isolato, ma confronti la propria istanza con quella degli altri. In associazione è possibile verificare se una domanda sia arbitraria oppure rispondente ad un reale bisogno, se sia coerente con un effettivo valore educativo.

parents will find the group can compare your needs, consider what are the most "qualifying" and agree on a consistent application to be submitted to schools.

be isolated parents who can not adapt to trends, or sudden demand is said to be satisfied with what they offered. Instead, once you become more aware in frequently associated, even the so-called "satisfaction" becomes less superficial and emotional.

We have, for example, a school efficient in preparing technical skills, but careless ensure its awareness in the civil, social co-responsibility.

The construction of more vocational schools is not only the result of strict procedural protocols, but first and foremost choice convinced by all, players and parents, in favor of a full human and cultural formation.

Teachers and parents prepared for comparison, another critic, become "responsible stakeholders" able to make appropriate proposals.

Being together, they can gradually be overcome passivity that suits the user, that a demand of the client that requires no work.

become "partners" in the equal dignity of education and prepared to cooperate in the delicate process of educating.

Europe helps us in this, as it introduces an indicator of quality of a school just "parental participation" Experts have repeatedly reaffirmed by writing that "enhance the school means that all schools should commit to excellence and dovrebbero rendere conto di questo miglioramento agli alunni, ai genitori, alla società in modo trasparente e significativo” (Rapporto OCSE – 98)

L’intervento dei genitori, in rete con gli esperti ed i responsabili, ha raggiunto stupendi riconoscimenti a livello nazionale ed europeo, a riprova dell’importanza che la scuola non trascuri l’istanza di gratuità e di dedizione propria della dimensione genitoriale.  

26 – 01 – 2011 Giuseppe   Richiedei                                      

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I Broke Out After A Brazillian Wax

"This family should take the lead ESSENTIAL SERVICES TO PAY "... BUT IS NOT 'SO'!

Daniela Mignogna

Relatives of people with disabilities consider unjust requests moltiComuni asking " more money for access to essential services .

The question is inherent in the fact that the Towns rispettino le leggi esistenti.

Il problema riguarda le richieste che i Comuni fanno ai cittadini in tema di “partecipazionealla spesa dei servizi”. In altre parole si tratta dei contributi che le amministrazionicomunali chiedono ai cittadini che utilizzano servizi di carattere sociale, come ad esempio gli asili nido, le mense scolastiche, il trasporto ecc. Soldi che dovrebbero essere richiestinon per tenere in equilibrio i bilanci comunali. ma per fare in modo che le risorse vadano avantaggio di chi si trova in situazione di maggiore difficoltà.

Per quanto riguarda le persone con disabilità si tratta soprattutto dei contributi richiesti mainly benefit the achi:

· care services ,

· so-called semi services, ie those carrying out their activities of daily centers giornoquali the Disabled, the Centers Socio Educational and Training Services to autonomy.

· servizi residenziali, ovvero quelle strutture di carattere comunitario dove le personecon disabilità possono abitare e vivere, al di fuori della propria famigli di origine,quali le Residenze Sanitario assistenziali per Disabili, le Comunità SocioSanitarie, Comunità Socio Assistenziali,   come altre di carattere sociale(Micro comunità, appartamenti protetti, Residenze integrate,…).

Che cosa succede quando una persona con disabilità richiede di accedere a uno di questi servizi? Una volta verificato che il servizio corrisponda alle caratteristiche della persona ela disponibilità di posti, l’Amministrazione Hall defines how much money debbanoessere paid just as "cost-sharing of services and spessodei problems arise here.

Examples:

Anna is a girl with disabilities has little more than 20 years and lives with his mother, who has a redditodi € 500 per month. Its common asks 375 euro per month to attend the Training for Self-Service.

Valerio has little more than 40 years: a man with severe intellectual disabilities who until recently faviveva with parents who have disappeared recently. Relatives have identified, with the support of municipal deiservizi, a community accommodation where you think you can live with satisfaction. At momentodell'inserimento have established a fee to spend which is directed by the brothers and fattasottoscrivere, based on their income.

Lucia is 60 years old, and a severe disability that prevented her from living for a long time sola.Ora the situation has deteriorated and in need of continued assistance. Due to the age puòpiù not apply to services for people with disabilities. Then goes to live in a residence peranziani. Because it has a small personal assets of the municipality of residence imposes entrareprivatamente, paying full tuition. Will pay sarànullatenente only when their needs.

In general, each administration has its own rules, defined in regulations, the ISEE (Equivalent Economic Situation Indicator) . Unmezzo which measures the wealth of the family, taking into account both iredditi, both in assets (bank accounts, stocks, homes, etc.).. The ISEE provides a value eogni municipality must define its own rules ISEE bands due to the magnitude of the contribution qualistabilire . chestabilisce objective criteria for determining requests based on the degree course diricchezza the person involved, from 1998 tutti i Comuni devono utilizzare comestrumento di valutazione

Il primo dato che emerge dalle segnalazioni delle persone con disabilità è che ancora oggi vi sono Comuni che non utilizzano l’ISEE come strumento divalutazione adottando altri criteri.

Un successivo decreto nel 2000 ha poi stabilito che per l’accesso ai servizi sociosanitari perle persone con grave disabilità si dovesse fare riferimento al solo ISEE individuale, cioèche non dovessero essere conteggiati i redditi e i patrimoni dei familiari .

Perché la legge accorda questo che può apparire come un “privilegio” alle persone condisabilità?

No privilege but the simple fact that the situation nucleifamiliari of life of people with disabilities and special than the rest of the population.

Even today the situation related to the dependence of serious disability and sisvolge is addressed within their own family, not just by a factor of moral or psychological unadipendenza but an objective fact, with important consequences for vitamateriale the family. people with severe disabilities usually do not work and nonproducono income. Furthermore, as the weight falls on the shoulders of famigliequeste welfare are forced to make radical choices and permanent such as the renunciation of a deidue parents (usually the mother) to the profession or career. It should also tenereconto that the conditions of "ordinary discrimination experienced by people with disabilitàfanno raise the costs linked to the education of a son (transport, education, leisure and sports) and they extend well beyond the age of majority, up to duraresostanzialmente arc of existence for most of the parents.

The law provides that should not be considered income and assets deifamiliari has only acknowledged that these are already being charged - and continue to do so-most of the costs assistance related to the situation of disability. In altreparole is wrong to demand more money to the families of people with disabilities, perchéquesti have "already" and continue to do so throughout their lives.

For this reason, people with disabilities, their families and people who share living Illora daily engagement with growing impatience and indignazionel'atteggiamento of many administrators and in some cases public officials who believe, often with arrogance - that "These families should take the lead to pay" not only perl'infondatezza of the statement but for the remote and the bottom essaesprime the indifference towards a condition of life - even today - difficult and challenging.

The situation in the regions is very varied and complex and depends - as already mentioned, the choices of individual municipalities. It 's impossible now offer a detailed picture dellescelte often very different, which made up the daicomuni nostraregione.

This is also considered a fact discriminatory, because it is unjust that, secondadel municipality of residence, persons living with disabilities and condizionieconomiche equivalent should deal with requests for contributions diversefra lot of them.

In questa frammentazione di interventi è importante innanzitutto sottolineare come un certo numero di amministrazionicomunali abbia scelto virtuosamente di fare proprio e applicare i contenuti deldecreto 130/2000 che ha appunto stabilito il criterio del riferimento al redditoindividuale . Una scelta che – per le informazioni verificabili– non hacausato alcun dissesto finanziario per le casse comunali coinvolte.

Un numero considerevole di comuni utilizza lo strumento ISEE ma non riconosce lavalidità del decreto 130/2000 e quindi lo applica all’intero nucleo familiare- Altre amministrazioni comunali pur applicando l’ISEE conteggiano tra i redditianche la pensione di invalidità accompanying assignment.

Still others extend to other subjects, the criterion for participation allaspesa.

summarize the legislative process on matters be reminded all administrators :

· compulsory by law 's use the instrument of the ISEE, with esplicitoriferimento only income of the person, in cases of severe disability

· substantial irregularities of the financial demands for family members not living in (often referred improperly "required by law" ) and counting delleprovvidenze care between the income of the person.

Requests for money to access services are becoming one of the causes of povertàdi many families and in some cases, the motivation to give up utilizzareservizi essential to a decent quality of life.

Being a person with severe disability or family member can no longer be lamotivazione to undergo situations of deprivation.

Discomfort of persons with disabilities should no longer be considered a private matter job families and some organization: it is a situation that concerns the whole of society: a social problem.

The UN Convention on the Rights of Persons with Disabilities disabilitàdefinisce " result of interaction between people and conmenomazioni behavioral and environmental barriers that hinders their pienaed effective participation in society on an equal basis with others".

Today's improper and illegal demands of cost-sharing caricodelle services to families of persons with disabilities are one of those "environmental barriers" checoncorrono to prevent the full expression of the human rights of people condisabilità.

must therefore be reiterated:

· that you always refer to the income situation and patrimonialeindividuale the person with severe disabilities who attend the health services;

· extending - by analogy of need and performance - the principle of individual income riferimentoal to all social services

· that in the determination of the ISEE, refer only to income patrimoniescludendo and all other forms of economic benefit

· that the application of the ISEE for determining the participation alla spesasalvaguardi quote di reddito e patrimoni, per garantire la qualità della vita dellapersona con disabilità

·         che si preveda sempre una progressività nella richiesta di partecipazione eun’ampia fascia di esenzione.

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January 27: I remember, I am ashamed

di Claudia Bastianelli

Mi ricordo il mio ultimo anno di Liceo. 

Mi ricordo di un libro che narrava della morte di più di sei milioni di ebrei in Europa. 

I remember so many films that tell the Nazi atrocities, Schindler's List in Life Is Beautiful, The Pianist, or through the gray area.

I impressed upon my mind brought by the Jewish Star of David as a symbol of recognition and discrimination.

remember the inscription at the entrance of the concentration camp at Auschwitz, "Work makes you free". I remember so many videos, so many stories, so many books, many faces of lean, sad, resigned. The Shoah was the largest demonstration of hatred towards his fellow man. I always wondered how you can perpetrate crimes that level to other people, innocent and alone in their despair and have never managed to find an answer, no justification is meant well, but at least an answer to anything irrational. There is no answer, you can not bring everything to a madman like Hitler, you can not sum it all up as Nazi-Fascist terror, there's more.

When women-mothers, fathers, men are able of killing, raping, beating, just because so many people use different because rather than Jews, Jehovah's Witness or gay, you can not answer your question, you can search for a reason, not one can deny.

Instead you have to do is remember, tell, to respect so much pain, to listen to the voices of those who lived it all, mute those who still tries to deny everything. On January 27th is the day of remembrance, but I would remember all the innocent victims of human madness, even the millions of people died in the Soviet gulag, in the ravines in Istria, and all those sick of omnipotence that still believe they can decide the lives of others considered inferior, useless and harmful.

I've always been passionate about this page of history and I hope that no one never forget, ever. Primo Levi was the author of a masterpiece like "If This Is a Man," and can not be a reason to hate the man so many other men, the worst of beasts can only go so far.

are right first Levi, if this is a man I am ashamed to be part of the human race.

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Daniela Mignogna - The welfare increasingly weighs on families and volunteer

Faced with an increasingly poor welfare, the strategies of individuals and families are squeezed more and more explicit on the face of the total delegation to the family ends in the viewfinder especially the major ones related to disability and long-term care now we have the principle on which assoluto del fai-da-te.
In tal senso l’esempio del ricorso alla badante è emblematico: si tratta della soluzione a cui tutte le famiglie pensano praticamente in automatico nel momento in cui sono chiamate a far fronte alle situazioni più complesse di perdita della autosufficienza di un familiare; inoltre, tutte le indagini più recenti dimostrano che, nonostante gli interventi di molte Regioni in materia di formazione e strutturazione della rete di assistenza informale, nella stragrande maggioranza dei casi il reperimento della badante, e dunque anche le sue competenze professionali, rimangono affidate al passaparola informale.
Senza dimenticare un particolare non di poco conto: in almeno 8 casi su 10 a pagare è lo stesso patient or family. In short, the retreat of social policies has resulted, as evidenced by Censis 2010 on the social situation of the country, "in many cases a situation of real families with problems of loneliness, compared to which even the action of voluntary returns be the only answer to this especially in certain situations and in certain areas of the country "" The problem is that the role of a substitute that, apart families, is conducted by volunteers, the non-profit and dall'associazionismo than to the many needs that are not covered, could no longer sufficient, given the dynamics of growing social unrest, also accelerated by crisis ".
The three areas in which citizens show a larger number of volunteers are: hospitals, nursing homes, health facilities in general (69%). And then, nursing homes, residential communities, principals of various social welfare (54.3%), and various forms of home care for elderly and dependent (39.9 percent).

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Together with a great man there is always a great woman

Claudia Bastianelli resp. Equal Opportunities Federation of Young Socialists

Nella storia, da sempre, i grandi uomini politici e statisti hanno avuto accanto donne dal profondo carisma, tanto da permettere la coniazione  della celebre frase: “accanto ad un grande uomo c’è sempre una grande donna”. 

E’ altrettanto vero che spesso oltre alla compagna ufficiale, sono divenute note anche le amanti che questi uomini di potere erano soliti frequentare. Si tratta di una lista piuttosto lunga e dalle molteplici sfaccettature, tanto da indurre il giornalista Bruno Vespa a scrivere un libro proprio dedicato al rapporto stretto che esiste tra amore e potere. 

In realtà, però, mai nella sua storia contemporanea l’Italia si è trovata di fronte uno scandalo come quello che coinvolge il Premier Berlusconi in questi giorni. 

Ho sempre ritenuto che, nonostante si tratti di una carica pubblica, chiunque nel proprio privato abbia il diritto di fare ciò che ritiene, e quando ciò è riconducibile a qualche rapporto extraconiugale, il problema morale deve essere soprattutto nei confronti della propria compagna, prima che nei confronti del Paese. 

Altra storia è quella che in questi giorni sta riempiendo le pagine dei nostri giornali, riducendo anche i maggiori quotidiani ad una sorta di giornaletti di gossip da quattro soldi. Qui il problema non è solo morale, ma anche e soprattutto civile e legale. 

Le intercettazioni fanno emergere un quadro a dir poco squallido, dove un uomo di 74 anni, Capo del Governo Italiano, ha realizzato festini presso la sua residenza a cui erano invitate a partecipare ragazze anche minorenni il cui unico requisito richiesto era quello di essere disposte a “fare tutto”, ovviamente dietro laute ricompense. Se questi fatti si fossero verificati a casa di un qualunque cittadino italiano, nel momento in cui si fossero scoperti, quel cittadino sarebbe accusato sia dalla magistratura che dall’opinione pubblica, di essere uno sfruttatore della prostituzione, anche minorile. 

Nel momento in cui ad essere oggetto del fatto è Silvio Berlusconi, c’è una parte d’Italia, quella più bigotta e più moralista, che continua imperterrita nella sua difesa e nella negazione dell’evidenza. Oltre a ciò, il Presidente anziché vergognarsi delle notizie che stanno trapelando, anziché chiedere scusa al Paese e fare magari un atto di responsabilità dichiarando le sue dimissioni, afferma che si sta divertendo e che non ha la minima intenzione di lasciare la Presidenza del Consiglio. 

Sono mesi ormai che va avanti questa storia, ed ora che i magistrati di Milano hanno aperto l’inchiesta there is no other issue except the women of the President, even young young. There are many photos that appear in newspapers and television news, these are photos of beautiful girls not so innocent-looking, and it can not be more.

please give the President this resignation and leave in peace Italians : Just beaten by the prostitutes on the front page, enough with the dental hygienists in three months become councilors, enough with the subject of women which has, enough with the flaunting of sex in positions of power.

This is not news that the President is not a great man, there should not be surprised of baseness of the women around you.

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SCUOLE APERTE durante le vacanze

Ralf Dahrendorf, apprezzato sociologo sia da sinistra che da destra,  parla di "gabbia di bronzo dei previlegi della burocrazia statale"

da cui bisogna uscire proprio ad opera delle associazioni.

Solo i genitori possono liberare i figli da questa gabbia, se uniti in associazione....

Tra le problematiche sociali più dibattute vi è quella della conciliazione dei tempi familiari, scolastici e lavorativi. La frenesia e la frammentazione che caratterizzano le nostre società costringono adulti e piccoli a ritmi di vita forsennati, nel tentativo di mettere insieme le esigenze della scuola, le pretese dell’azienda di lavoro, gli orari del municipio, le aperture dei negozi. Numerose sono le normative emanate sul tema dalle autorità competente, non poche sono le esperienze già realizzate dai Comuni in accordo con le scuole più virtuose.

In riferimento del calendario scolastico bisogna riconoscere che si riscontrano tentativi, ripetuti anno dopo anno,   di renderlo meno rigido e più rispondente alle esigenze di ragazzi e genitori. Purtroppo nei vari decreti regionali non si arriva ancora a disposizioni chiare e inequivocabili, ma si suggeriscono “criteri generali” interessanti, che hanno, però, bisogno di essere fatti valere nei Consigli scolastici dai genitori interessati. In caso contrario le novità restano sulla carta, non si traducono in realtà concreta e si continua con le vecchie abitudini.

Un esempio per tutti: il calendario della Regione Veneto   chiarisce che “Le five days in excess of 200 days are subject to a safeguard in case of suspension of classes needed for elections and referendums ... Unless you experience the above circumstances, the days exceeding the 200 days required ono s still required for normal teaching activities .... schools to report to the Regional Office on the exceptional use of the five days in excess ". It seems to me, that, in Veneto, should end the practice of schools to reduce immediately, at the beginning of the year, the days of class 200, providing additional accommodation for the days of excess.

emerges from the Calendar of Veneto clearly that the school calendar not only to ensure the conduct of compulsory teaching hours, planned for the different disciplines, but may include additional days to devote to the task of recovery and development, according to the needs of children, such as the "week of extra-curricular activities," indicated by the Lombardy Region.

This change not only represents a significant step forward in favor of a timetable for the school less rigid, but made clear that the days spent on recovery and development of artistic, sports, theater ... they are an integral part of the calendar may essere inserite nel Piano dell’offerta formativa delle scuole, a cui gli obblighi di lavoro dei docenti devono adeguarsi.

- Con queste premesse è facile capire che per calendario scolastico si intendono “le giornate di   lezione e di attività integrative obbligatorie per tutti gli allievi”.     Resta aperta la questione dei corsi di recupero e di sviluppo, per tutti o per gruppi di ragazzi che ne hanno bisogno, oppure le cui famiglie ne fanno richiesta.  

Per questi casi, le normative prevedono che   “Si possono tener aperte le scuole nel periodo di sospensione dell’attività didattica, dell’interruzione estiva, nel pomeriggio e nei giorni festivi, secondo le modalità previste dal Consiglio di circolo o di istituto, in conformità ai criteri generali stabiliti nelle convenzioni con i Comuni e le Province (art 2 del DPR 567 – 1996 e D.M. 42 – 2007).

Ne consegue che le famiglie possono far presenti le loro difficoltà nel conciliare i tempi scolastici e la cura dei figli. La scuola nel suo insieme, compresi i rappresentanti dei genitori, presenti nei Consigli, se ne può far carico, tenendo presente che gli edifici scolastici sono a disposizione delle esigenze della comunità, anche nelle giornate di vacanze.

- Once it is clear that the District Council / Agency can approve the opening of schools in the holidays, it's up to managers to bear the various organizational, economic and especially those related to the involvement of staff.

The important thing is that the problems of the staff do not block the consideration of the needs of families and the opening of schools.

be aware that if you do not agree to join the staff, the school may appeal to "external collaborations, in order to ensure the central role in the choices of the training needs of the student" (art. 4 DM 42 - 2007).

- Persino la carenza di fondi può, secondo lo stesso decreto,   essere superata: ”Il Consiglio di istituto approva il piano di fattibilità dei corsi sulla base della consistenza delle risorse a tal fine disponibili nel fondo di Istituto, comprese le erogazioni liberali   dei genitori ” (art. 5 D.M. 42 – 2007).

Tenendo conto che dalle controversie di queste settimane in riferimento ai contributi dei genitori è emerso che le famiglie sono il secondo soggetto finanziatore delle scuole dopo lo Stato, va preso atto che anche   i fondi ci possono essere, basta che i genitori esigano che i their payments are used for "the expansion of educational provision, which meets the needs of families" and do not tolerate them being used to close the shortfalls of the administration.

solidarity among families, tracking funds for joint activities, the school building being available, would enable them to overcome the serious economic difficulties they face when they resort to private lessons or individual aid baby sitter.

One wonders why such rules are not clear and interesting become customary in recent years, the answer can be found in the natural resistance of the staff, but especially in lack of awareness of their rights by parents, who continue to rely "innocently" as the school decides, without grasping the importance of joining associations that establish a partnership and adult critical in building the quality of the education service.

In the recent meeting of the European Parents Association, EPA, an Italian expert has been drastic in saying that "The conclusion of many of the most authoritative analysis is that we need a different school where children may live ' real reality ', the' real life ' and not the 'virtual life ... I believe that your associations could and should be primarily social subjects who are carriers of this proposal at national and European level, deepening, along with the experts, the institutional and organizational changes that it requires in the way the current national education systems are regulated by law and effectively managed. "

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I GENITORI in caso di scioperi

PRESS

to put the roll of parents

in anticipation of strike

This is to inform parents that:

for the day ... ... ..

from ... ..

has been called a strike / a 'union meeting

for staff ... ..

Hit the "voluntary disclosure" of personal

states that you are not able to predict

the number of staff who will be in service

and which sections of children will be affected by events.

In order to protect the safety of children

YOU COMMUNICATE

1 - parents, informed beforehand by educators,

to strictly follow the indications received

2 - to parents, not informed in advance, to ensure

before handing over children to the Services,

if there are educators for the reception.

The Head of

... ... ... ... ... ... ... ... ... ...

PROBLEMS APPLICANTS

STRIKES IN CASE OF MEETINGS

or

- First to be distinguished from questionable choices RIGHTS

- Employees have the right to strike,

and can alert or less in time parents (questionable choice, possible, not violating any law).

The major difficulties do not arise even if the strike prolonged,

- but from the "no time to warn"

so that can arrange the service:

alert parents,

warn my colleagues who have the right to work

NOT in emergency situations with students from other classes.

E 'fail to see the difference between

strike,

leaving unannounced (eg 25 computers on tables) or strike

suddenly abandoned children in section 25,

or uncertainty out of school!!

would be desirable instead guarantee "to each his own"

- the strikers to strike,

- children always be present to assist in good order,

- parents the chance (pedagogical and human) to be informed in time,

- not teachers - to teach the strikers under "according"

- those responsible for planning of service without infringing the rights of anyone.

It is neither logical nor appropriate

download the weakest, the holders of law, (children, parents, colleagues)

the consequences of choices moot not time to notify families.

Example:

if a teacher finds himself with 30 children,

- over their working hours

the manager can neither force him to stay

né autorizzarlo ad abbandonare i bambini,

  In queste situazioni è importante individuare correttamente l’origine della situazione,

poi ognuno è chiamato a comportarsi

come la propria coscienza professionale suggerisce.

Oggetto: Comunicati su “problemi ricorrenti in caso di scioperi o assemblee”

La nota non   intende   interferire nel pieno esercizio del “il diritto di sciopero” nelle legitimate forms which can be realized, according to the laws governing their conduct.

With the draft opinion, as synthetic and rough, it is intended to provide starting points for reflection to find, in complete freedom of thought,

- mode that can improve information,

- that the Administration is to give families five days before

- in case of strikes or union meetings.

The statement was prompted by the fact that

- a large number of complaints, sent by their parents as a result of meetings and strikes

- ; held during the dispute,

- require more accurate and timely information, in order to better organize and safeguard their children from distress and organizational solutions improvised and inadequate.

It 'easy to check as "public services" are preserved in their functionality and quality in their own the observance of all the "rules" that govern their operation.

The proper observance of name is the premise on which you can then build quality both in the internal reports that the relationship with families and the surrounding community.

           

Cervical Cancer And Pregnancy Blog

CALENDARIO SCOLASTICO: un’opportunità per i ragazzi e le famiglie

In queste settimane stanno per essere definiti dalle Regioni i rispettivi calendari scolastici del prossimo anno; non si tratta di un adempimento scontato, che si ripete di anno in anno, sempre uguale a se stesso   e senza novità significative, ma rappresentano un’opportunità che va esaminata e valorizzata negli elementi di novità e di cambiamento.

In quello della Regione – Lombardia i cambiamenti sono notevoli, all in favor of a more qualified young people. Parents have to "enforce the rules and bring the school board to act accordingly, otherwise innovation will remain a dead letter without affecting the improvement of everyday school life. Unfortunately school experience is still a force of habit that reproduces formalities and rituals that perpetuate the difficulties for the parents' council of the school time with the family and local community. "

The first misconception to be clarified is that it is the "school calendar students "and is not " work schedule of teachers. " Between the two calendars are of course the obvious interference, but are not the same thing. confuse leads to a service tailored for teachers and children and their families.

Unfortunately in Italy the teachers do not have "a schedule of work well defined" but their commitments are a function of hours of school calendar , as if the calendar a worker could coincide with the timetable for opening the company. In the school there is also the difficulty that school personnel may, with the majority that he is entitled by law to decide the days of closure, which automatically become additional days of leave for teachers. It 'important that representatives of the parents speak out this anomaly to require we try to keep schools open for additional activities for recovery and development, for children in need or for families who are able to hold the boys back home.

Region - Lombardy in adjudicating the schedule provides that " the educational and training institutions, in their autonomy, defining the plan of training and the school calendar to dattamenti the school in conjunction with local authorities responsible for the provision of services related to teaching, giving prior information to students and their families. "

The regional decree points out that "the school calendar is set up as an instrument of territorial planning, in consideration of the impact that the scans have established temporal organization of family life as well services that organize Eni spaces as transport, meals, activities ".

In this way the signs regional stress that any adjustment should be taken in harmony with and the City "taking into account" the needs of families.

Damage crucial "Plan of training" in which the timetable is appropriate and not vice versa. This means that parents and their associations can propose, in the terms of the Plan, which shall be held in a few days to a few activities aimed diversificate esigenze di gruppi di allievi.

Persino il contratto sindacale conferma   che   “ gli obblighi di lavoro del personale docente sono funzionali all’orario del servizio stabilito dal piano di attività ”. Ne consegue che l’adattamento del calendario non può ridursi a stabilire giorni aggiuntivi di vacanza, che privano i ragazzi di tempo prezioso per l’apprendimento e creano ulteriori difficoltà agli impegni lavorativi di molti genitori, ma identificare l’organizzazione più funzionale al pieno svolgimento of training ..

The school year runs from September 1 to August 31, within this period was the calendar of lectures, exams and various supplementary activities for students. Consistent with this approach in the regional decree no longer refers to the rule providing for "at least two hundred days of class" but states that the school calendar " is consistent with the annual hours provided for individual disciplines and activities required by the rules national and regional level. "

This is a novelty, not known, introduced by recent ministerial regulations that reorganizing all school levels, have painstakingly established the hourly amount of service that must be provided to students. Quantity hourly becomes crucial for the validity of the school year.

must be said that in some years has not been reached the number of hours of classes provided by statute, because of multiple interruption of classes: a decision independent of schools, for local and parliamentary elections, and ballots for for a wide variety of unexpected events. Unfortunately there are rare cases in which, at the beginning of the year, School councils reduced to two hundred days of class, without regard to the need for further closures .

Regione Lombardia comes to suggest that you use days in hand:

- for a share of at least six days called ° Learning Week for initiatives aimed at extra-curricular activities, in various areas, such as socio-cultural activities. orientation, expressive and experiential workshop;

- adaptations to the school calendar in relation to the demands inherent in the training;
- for flexible organization of the curriculum and for individual disciplines and activities, including on the basis of multi-week planning,

- to address any need for closures due to unpredictable events and new arrivals who need to grant local school being used as a place of polling.

It is clear that the areas of intervention for parents are significant to organize school calendar of its schools in response to the needs of children, the difficulties of the organizational complexity of families and local services. Structuring good time is to describe the teaching and the general operation of the school, in fact many of the difficulties that exist in the learning of the students have their origin in calendars that are too rigid and without the appropriate areas of flexibility for custom actions, a measure of the boys.

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GLI ORGANI COLLEGIALI: un'opportunità trascurata

With the start of the school year recur's obligations in respect of elections scolastiche e il rinnovo degli organi collegiali. Ormai sono vissuti più come formalità di scarso significato sia dai genitori che dal personale scolastico. Molti dirigenti, a loro volta, sono presi da compiti più pressanti e urgenti   per cui tendono a delegare a qualche docente generoso il compito di seguire la regolare svolgimento delle procedure abituali. I genitori, a loro volta, non dispongono delle competenze necessarie per potersi assumersi, come sarebbe loro diritto – dovere,   la piena responsabilità del rinnovo e tanto meno del rilancio di una partecipazione che possa essere più   incisiva e soddisfacente.

Già in questo you can see the difference with what happens to teachers, they do not need the protection of either the manager or a colleague, to oversee the renovation of the school board there are trade unions, with their candidates and programs well-differentiated. As if to say that the "representative democracy" of the school boards can not function if it is supported and enlivened by "participatory democracy" of free association of the parents. Councils and associations are two sides of the authentic Western democracy, it is not difficult to imagine that if they were not parties or civil society organizations, including organizations representing most prestigious would become cold and bureaucratic bodies inconclusive.

should investigate this aspect to identify the root causes of the substantial depletion of the governing bodies at the expense of the parents. Experts reformers dedicated to meticulously refine new organisms and share the finest of representation between the various components, without addressing the fundamental axiom, also enshrined in the Constitution and reiterated in the recent European Treaty of Lisbon, that democracy can only be to time participation and representation.

In the seventies it was decided to introduce the mechanism of the school representative bodies, with all the paraphernalia of elections, lists, applications and programs and then not been able to complement the network of associations is essential. A. Tocqueville said: "the association is a powerful and enlightened citizen that can not be subject to Company and pleasure that, in defending its rights against the needs of special power, saves the common liberties." In a school where the parties may express themselves as equals and where differences become opportunities, the comparison becomes truly democratic and co-operation becomes more confident and satisfying.

contrast can be found in schools today, the more diverse and participatory situations contradictory: there are really vibrant and creative groups where parents and teachers do indeed see "the school of our dreams" through projects involving high-quality, next to others where the flat is managed daily with the most rigid bureaucratic procedures, which plastered every ambitions of confrontation and renewal. It is not rare case that in both cases, however, speak as little as possible for bodies, suffered as a heavy and complicated legacy of the past.

Sometimes there is even a separate, clean up the opposition, between "the parent volunteers and creative projects" and "parents elected "relegated to the advice to negotiate to no avail.

This is what appears at a quick glance overview of the present moment, but expanding the investigation to the history of the individual school, you can see that often in the same institution there are moments of creative euphoria and moments of tired and neglect, depending on the quality of manager, the availability of teachers, the generosity of parents. New Talent radically change the institution is not able to provide continuity and consistency to its action in the course of time.

Not to mention, then, what happens when, even in situations best, a conflict emerges between the components. Then there is space for confrontation and recriminations, is used easily to lawyers, because they are not active and popular democratic organizations of the mediation, as they are precisely the collective bodies, which have appropriate procedures in relation to various problems of school life. At the bottom of the Decrees

Directors, introduced the school board, did not invent the collaboration between families and school, which was lively and there was already made by the associations, but it is proposed to be regulated precisely to ensure legal certainty and functionality more effective and continuous. Unfortunately, things went otherwise, instead of integrating it replaced "the right to free, voluntary compliance with legal, the formal justice to the generosity," losing the street civic passion and dedication to education that are the heart of genuine participation.

For too long, the collective bodies have been neglected and devalued. With the excuse that he expected an imminent reform has not been given pursuant to the rules, which now strengthens the role and power, especially the District Council / Institute.

Just as an example, the procedure provided for in the Rules autonomy, for the adoption of Piano dell’offerta formativa (art 3 del DPR 25 – 99); che non viene osservata in molte scuole, nonostante siano passati più di dieci anni dalla sua emanazione. Molti si giustificano ritenendola macchinosa e complicata, mentre è soltanto corretta e coerente con le competenze che spettano di diritto alla singola componente.

Bisogna, comunque, riconoscere, che la difficoltà maggiore sta soprattutto nella fragilità della componente genitoriale, che non è in grado o non è stata messa in grado di presentare proposte unitarie di miglioramento, di cui la scuola deve per legge “tener conto”.

  Se si vuole, con il nuovo anno, rivitalizzare gli organi collegiali è indispensabile rilanciare ad un tempo l’istanza della “gratuità generosa” tra le genitori, allievi e insegnanti, tenendola strettamente unita all’istanza, altrettanto fondamentale, della legalità, che si fa carico puntualmente delle norme, interpretandole alla luce dei valori fondanti dell’educazione e della convivenza civile.

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IMPORTANZA dell'ASSOCIAZIONE

Con l’associazione i genitori diventano

“cittadini illuminati e potenti”

La dedizione di molti genitori in favore dei loro figli e della loro scuola suscita, in molti casi, sincera commozione and deep sense of admiration and gratitude. In many projects, "Parents and school parents realize commendable initiatives, devote much of their time for a party knows best, because the school has some economic background in addition, because children can experience moments of selfless dedication the neediest. The strength of "innate parenting to every mom and dad" is capable of the most beautiful things, gives flavor to many school situations, significantly enriched in many educational pathways of our institutions.

All this, however, lasts until the favorable conditions persist, exceptional and quotas, but hardly emerging conflicts and disagreements, the whole becomes more difficult to put out the best availability to collaborate.

is experienced, that is, that everything is possible in the school that persists up to "the benevolence of leaders and teachers, but everything becomes" very difficult and confused "when it asks for something in" the name of the law. " You experience first hand that you are not able to manage the conflict, but it is avoided and there is adjusting, because you do not have the appropriate information, nor is there "a subject of guarantee", to perform a role of mediation between disputing parties, to overcome contrasts in a competent and effective. The phenomenon is most evident in the case of a class without problems and with a good profit by all students, families, though satisfied with the results at the individual level, report being treated by "incompetent people", not to be surveyed in the decisions, not to be allowed, in case of conflict, to solve it according to rules in a transparent comparison of equal citizens.

It may be noted that among the causes of this costume school there is not the - distinction between two types of relationship: that between individual parents and teachers, as educators the specific and the boy with his parents, meaning education component that compares with other general concern, about the rules and rights - mutual duties. You can not apply to families what already exists in the relationship teachers and managers, where there is a clear difference between "relations on a personal level, which are mostly marked by respect and cooperation and institutional relations "between management and trade unions of teachers where, instead, are defined and meticulously without discount any of their rights - duties, procedures in the mutual obligations and guarantees in case of conflict.

We need to restructure two distinct levels relationships with parents, making the one hand, the cooperation of the individuals in the education of his son, but at the same time building an "adult relationship with parents' associations", which is essential to define with the general problems of the school, the procedures for managing conflicts, forms of cooperation. This change is also suggested by recent legislation (Presidential Decree 567/96 and Presidential Decree 301/2005) which empower the central role of associations in dialogue with the institutions and representing the interests of parents.

Making associations in their efforts to coordinate the demands of different individuals, mediate disputes, make proposals for mobilizing partnerships, it means a great advantage for the leaders themselves, often struggling with questions, with protests and disputes difficult to manage, as improvised, diverse and often contradictory. The attempt by the school to continue to manage the paternalistic and bureaucratic educational differences and even the individualistic demands of parents, without the mediation of the associations, becomes increasingly an illusion, and increasingly likely to weaken the moral authority and consideration office of the school.

The association is an expression of participatory democracy (see Treaty of Lisbon) and is indispensable and necessary for both functions and quality of representative democracy in the elected bodies. In association parents can support on an ongoing and critical representatives elected school boards, through proposals and mobilization of other parents. In association

parents relate and cooperate with the institutions represented from time to time by the executive, the mayor or by the Minister. Do not play politics by siding with one party or part of its deployment, but performing the essential social function and continuing to maintain a daily "the right of families in the management of administrative and political power" regardless of their party color.

A close relationship between proper and associazionsmo school and can regain consensus and solidarity of citizens with regard to the education service and increase the effectiveness of education. It then confirms what Tocqueville wrote that "the association is a powerful and enlightened citizen that can not be subject to Company and pleasure that, in defending its rights against the needs of special powers, save the freedom common. "

In relation to power is, then, natural to the possibility of conflict between ruler and ruled, between those who shape the choices and those who suffered, including those providing a service and who receives it.

This phenomenon belongs to life and you can not avoid it. This is confirmed by the books of pedagogy, psychology or politics, where argues that conflict is innate to every human relationship, and we repeat that it is a resource. Many come to say that the absence of conflict is a sign of suspicion, which often hides situations of passive approval of silent tension, lack of sincerity in communication.

The challenge is, then, in place the conditions for cooperation, as recommended by the standards and enhanced in any good manual of pedagogy, can be realized not only for the mutual good will or a happy convergence opportunities or the availability of an impromptu group of generous, but because there are rules and institutions that foster a genuine meeting between the parties both individually and in groups. The first step is to recognize, by all, that the conflict is not in things and in spite of people. Suffice it to mention the laws and their interpretation, that inevitably plural, as the teacher, the manager, the parent can not implement it from her own experience and their needs. If the rules were not unequivocal, nor would lawyers nor judges, nor the many conflicting rulings on the same paragraph of the law.

The observation points are the same thing, then, necessarily diverse. We can not observe an object from all points simultaneously, not to mention the difference between the sensitivities of stakeholders including their educational beliefs, worship, social, religious, ideological. The diversity of views, the conflict of interest is part of our experience umana, è quindi   connaturale anche all’esperienza scolastica.

Occorre allora farsene carico nella trasparenza e con l’intento di trasformarla in occasione di crescita per tutti. Un’associazione genitori in ogni scuola è l’organismo più appropriato a questo fine, aiuta   a gestire i conflitti e innesta una reale e paritaria cooperazione. In una scuola dove le parti possono esprimersi liberamente e dove le divergenze diventano opportunità,   il confronto si fa autenticamente democratico ed la cooperazione diventa più convinta e soddisfacente.

Associazione e cittadini powerful