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The need to be rescilientes

Today more than ever in human history we need to be highly rescilientes, which also involves the promotion of early development in individuals. The resciilencia is nothing more than the capacity of human beings to do things right even if conditions are adverse action. However, it is not easy being rescilientes in a society which fosters rather chaqueteo and where individuals are rather pessimistic. And, where conflict is the beginning of other conflicts, not the basis for undertaking new learning. Someone might say, but are all conditions in our context to be rescilientes? It is true, however, believe that this ability has to do with situations of social or psychological against which we must recover and that recovery is easier in an environment that encourages optimism. We are not equal to the Orientals who take the crisis as an opportunity to grow and create. We're just assuming that we learn from the crisis and grow from what we have experienced. As Western individuals often need to resort to a psychologist for help, the eastern resort to their inner self. They already know how to navigate without any problems, we are still drifting in a vast sea where reason takes up only a small space. The

resciliencia therefore an integral part of the East, while among us Westerners and, more specifically, the Chileans, it still must be learned and, therefore, to enable it. It is our innate ability. Innate abilities are closely linked to the cultural contexts in which born, grows and develops human. We need to be resilient, for example, observation for learning, contemplation and appreciation for the beauty of life, the ability of the ancient Greeks to know themselves, the ability to learn from all kinds of skills and decisive social problems, and certain technical skills useful, more convinced to have some sort of control over one's life, in short, the ability to build positive behaviors permanently.

Author: Fernando Vera. Master of Science in Education with a major in Educational Administration and Management, Masters in Educational Research (c).

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Impact of School Management in Academic Outcomes of College Students from Argentina Republic


SUMMARY This research
: "Impact of School Management in Academic Outcomes of College Students from Argentina", attached to quality paradigm in education, addresses the issue of quality in education associated with the overall management of the institution. Within this framework, there is the general objective analyze the degree of impact that has school management in the academic results of the Argentina Republic school students in the city of Rancagua. To this effect have taken the concept concerning the school management model of the Fundación Chile, the school management concepts Alvarado, Pozner, Hodge, Honkhol and Weistein, quality of education and Weistein Amagi, and mission and vision Senge.

Methodology: To analyze the profile of school management the school studied was prepared two questionnaires - one open-ended and one closed - which is applied to a sample of 11 subjects whose validation was carried out through consultation with external judges from other educational institutions in the Sixth Region.

Results: Through the implementation of instruments has been able to assess the importance of the various factors of school management and its impact on school performance of students at the school studied. The data collected provide a reference to the behavior of these factors and the perception of teachers and principals in relation to its impact en los logros de aprendizaje de las alumnas de la institución estudiada.

Con las palabras claves de: Gestión, Gestión Escolar, Calidad, Factores, Aprendizajes.


ABSTRACT

This investigation, “Incidence of Management on the Academic Results of Pupils at Colegio República Argentina”, inscribed in the education quality paradigm, embraces the issue of education quality relating to the institution’s global management. Within this framework, the general objective is set as follows: To analize the degree of incidence that management has on the academic results of pupils at Colegio República Argentina, in the city of Rancagua". To this effect, the conceptual references on school management of Fundación Chile have been taken, as well as those relating to school management by Alvariño, Pozner, Honkhol and Weistein, those relating to education quality by Amagi and Weistein, and those relating to mission and vision by Senge.

Methodology: In order to analyze the management profile of the educational center studied, two questionnaires were elaborated – an open-close questionnaire and a close questionnaire -, which were applied to a sample of 11 subjects and whose validation was carried out through a consultation to external judges from other educational institutions in the Sixth Region.

Results: The application of the instruments has allowed Appraising The Importance of the Various Factors and Their Incidence of management on the school results of the Pupils of the Educational institution studies. The Collected Data Provider for reference framework on the Behavior of Said Factors and the perception of the teachers and managers in relation to Their incidence, learning on the Achievements of the Pupils at the institution studies. With the

keywords: Management, School Management, Quality, Factors, Learning.

Author: Fernando Vera. Master of Science in Education with a major in Educational Administration and Management. Master in Educational Research (c).

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How to motivate our students?

not go to conceptualize what is meant by motivation, as definitions abound. Yes I think the motivation is directly related to learning achievement. Much does the teacher's own motivation in relation to the discipline it teaches, the teaching and their own beliefs about teaching and learning. In any event it has a direct influence on learning, therefore we can say that the more motivated student is the more you learn. In other words, when learning is a significant evidence of a strong motivational component, so the motivation is naturally increases.

Some tips to motivate our students: Motive

1. intrinsically rather than extrinsic. If you need to resort to external stimuli, be brief. Set a good
2. rappport through open communication and clear.
3. Consider the interests of students and incorporate them into learning units. Be optimistic
4. always conveying positive vibes into the environment.
5. Communicate learning objectives clearly.
6. Negotiate with students to ensure the success of the learning objectives. Diversify
7. situations learning. (This will get students who know more or less always benefit).
8. Help students achieve the learning objectives collaboratively. Cree
9. enabling environments for the flow of imagination and creativity.
10. Promote a winning attitude synergizing potential through teamwork. Smooth
11. error correction, encouraging self-correction. Avoid
12. frontal teaching methodologies choosing active. Fill
13. classroom emotions and positive feelings.
14. Encourage students to understand that the success and / or academic fracazo due to their own efforts.

Author: Fernando Vera. Master of Science in Education with a major in Educational Administration and Management. Master in Educational Research (c).

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School management: clarifying the concept of English

Since educational systems are constantly undergoing structural changes, has introduced the concept of management from the business world as a way to respond to these changes, either macro or micro level . At the macro level we can talk about educational management, and that discipline was responsible for overall management of educational systems and educational policy development taking as regards the national curriculum framework, while at the micro level we can put the school management as a discipline that mainly emphasizes teamwork and, consequently, organizational learning, aimed at generating processes to diagnose, plan, implement and evaluate the pedagogical practice of the school. School management, therefore, can be understood as the ability to lead an educational organization as the main focus tends to generate learning, and involving different dimensions come together there.

Moreover, because managing an educational organization is related to the formative role there is exercised, unlike the function of the enterprise - it is easy to conclude that the school management is much more complex forming function involves the formation of citizens in spiritual values, personal and social, enabling them to develop as individuals and contribute effectively to the development of the nation. This implies, therefore, the production of learning and knowledge that society requires and demands of all citizens.

Lavin, Del Solar, Fischer and Ibarra (2002:24), about the difference between educational organization and productive organization, stated that: "It is a social institution, which meets a role, a central role - but not exclusively - for society: the role of educating citizens, ie people with ability to build a quality life for themselves and for others, economic, social, cultural and political and contribute to social development processes. While we see that the school shares with other institutions such functions, we can also say that it is the only social institution responsible for promoting these learning systematically.

Pozner (2000: 8), on the concept of school management, stated that it can be understood as "all actions, articulated entre sí, que emprende el equipo directivo en una escuela, para promover y posibilitar la consecución de la intencionalidad pedagógica en y con la comunidad educativa”. Esta autora plantea que, aparte de la ejecución de reglamentaciones, la gestión escolar debe preocuparse además de la calidad y cantidad de los aprendizajes que se produzcan en la institución educativa.

Por otra parte, generalmente cuando se habla de gestión se la confunde con administración, y sus parámetros de funcionamiento se los asocia con eficacia. Por lo cual es preciso aclarar este último concepto. Hodge, Anthony y Gales (2003: 79), plantearon que la eficacia puede medirse ya sea desde el enfoque de la meta or the targeting of resources. From the perspective of the goal, "efficiency is defined in terms of whether the organization achieves its goals and measure the achieved much." From the perspective of resources, "effectiveness is measured by the degree to which an organization reaches the environment for the resources needed to achieve their ends."

Anyway, there is consensus among authors that the school management, also called management or educational policy should aim to achieve the educational goals and objectives, meeting the basic needs of students, parents, of teachers and community all in pursuit of a united country model, ethical and participatory. All these aspects, taken together, would set up environments for learning to occur expected pupils, therefore, school management lies at the micro level, within educational institutions.

other hand, one might add that the school management has to do with government and decision making at the school. This government must be participatory, as the specific characteristics of the educational processes, decision making at the institutional level is a collective task that involves many actors. School management is, accordingly, a new way to understand and lead the school organization so that the daily work of teaching to become a practical process generating specific communications decisions and tend to the improvement of educational practices, exploration and exploitation possibilities, innovation and learning as systematic.

Author: Fernando Vera, Master of Science in Education with a minor in Business Administration and Master in Educational Management and Educational Research (c).

References:
HODGE, BJ, Anthony, WP & WALES, LM (2003). Theory the Organization. A Strategic Approach. Madrid: Prentice Hall.
Lavin, S., DEL SOLAR, S., FISCHER, M. E IBARRA, JC (2002). CIGA Proposal: Quality Management for Educational Institutions. Santiago: LOM Ediciones.
POZNAN, P. (2000). The Executive Manager Learning and Schools. Buenos Aires: Aique.

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Apendizaje under a new educational management as

Undoubtedly, learning English is a necessity today. International treaties that enable our economy to become internationalized, the various processes of globalization and the rapid advancement of information technology and communication make it necessary to prepare the language to better address organizational challenges modern. Taking this context as a reference, several higher education institutions have incorporated into their proposed curricular teaching and learning of English as a foreign language. For its part, the Ministry of Education, our country has responded to this need with educational policies aimed at intensifying the use of English in our educational system.

All this is encouraging for English teachers because it involves more and better jobs and, ultimately, better opportunities for career development as Professor of English. And many teachers have embarked on training courses in areas of methodologies and some courses for improve their communicative competence. Seen many efforts on many fronts, however, the most important actor in this process of innovation and adaptation to global changes, ie the learner, seems to be responding appropriately to one of the challenges facing our education . Unfortunately, few students who appreciate the efforts of teachers to achieve internalize the language of Shakespeare. The English language, like any other discipline, is an eminently individual task. There are no magic bullets, or a sort of trepanation brain that allows us, through a single touch of the wand or the terminal, acquire a new language. It is important to recognize the work that many teachers do in the field of facilitating conditions that allow the new language is learned more easily and motivation, but it is precisely this latter aspect more resentful in the teaching and learning of English foreign language, and especially in the English system of higher education in our country.

First, let's agree that all learning must start with a strong motivational component, although in the case of English in higher education levels, could also accepted an instrumental component, ie, taking their study because it is necessary and we will in future work. We could therefore accept any of these situations: learning by motivation or learning by manipulation. If any of these conditions is not possible to believe that learning English as a foreign language. Then, clearly believe that we must ensure that our students are motivated and understand the importance of learning English today. However, we are referring to a dual process, ie, teaching and learning, each with its actors, who must respond cooperatively to achieve the expected goals. In my opinion, many students assume that studying a discipline is a task that depends on the teacher, when in fact depends primarily on themselves. Today emphasize learning processes on the processes of teaching, which is to point out that learners are called to respond. Today more than ever in educational systems around the world are emphasized teaching and learning systems with strong constructivist components. Traditional classes

front, at least in the area of \u200b\u200bforeign language learning, have long been in retreat. However, it is still possible to discern remnants of its heavy use in students entering higher education with visible components of behaviorism. So, this is precisely where there are educational situations, sometimes critical, as the student requires that "teach" and not notice that you are presenting opportunities for learning to learn. Then the students used their usual ways of reacting, "the teacher is bad," "English is a difficult subject", etc.. Consider the first comment: the first thing that comes to mind is that the student who made such a comment is a typical product of behaviorism, as it is accustomed to be the teacher who would give everything ready. No friend. The world today operates under a completely different paradigm. Learning is your responsibility. Regarding the second comment, it occurs to me that they put the English language as a subject is an error. No, friend. Wake up. Today English is a necessity, say if you prefer, a tool. By this I simply explain the great importance of learning and mastering the appropriate response to new societal demands. Therefore, both comments show just memorization and short-term educational systems and, moreover, are called warning for teachers in that it is necessary to help students wake up if they want to enter this new model, where new paradigm is embedded in concepts such as constructivism, entrepreneurship, learning to learn, learning to do, learning to live together, learning to be, team learning, learning collaborative, cooperative learning, organizational learning, learning organization, open to learning skills, ie learning !

Then, as we see, the acquisition of a foreign language will necessarily change our way of thinking and enter into a constructive model in which both players help each other. Personally I prefer talking about responsibility. However, this responsibility also involves the creation of educational policies that allow synergize the various disciplines to create environments conducive to creativity, expression in full freedom and personal growth. Only under this scheme is possible to master a second language. Otherwise it's just build vocabulary and phrases out of context clichés and easily disposable. Learning a new language matter cultivate new ways of thinking. Unable to speak English thinking about Chile. Nor is it possible to do business with Japan knowing only their language. This parallel is necessary transculturized and open to change, easing our mental patterns and to monitor the environment, every-changing.

Author: Fernando Vera. Master of Science in Education with a minor in Business Administration and Master in Educational Management and Educational Research (c).

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social change scenario

Today, when the processes of globalization and internationalization of markets we face great challenges, the school should be imposed on the need to adapt their systems and be non-functional models back to the new requirements of society. Exchange movements, therefore, must be promoted as part of the cultural transformation process must be found within the school.

Change by Senge (2000: 13), has a meaning outside the organization, referred to external changes in technology, customers, competitors, structure market or social or political environment and an internal meaning, referring to how the organization adapts to changes in the environment. "The eternal concern is whether these internal changes - practical, views and strategies - will remain in step with external changes." Interpreting Senge, this means that both meanings are not mutually exclusive, but rather are interrelated. This is of great importance when it comes to educational organizations: often only look out and assume the situations that occur internally, or vice versa.

In this context, the change - adaptive phenomenon - Must come primarily from the education management through a participatory leadership visionary capacity, which makes him not only the administrative aspects, but mainly to support its educational and performance in the active participation of all sectors of the institution. This leadership must be able to encourage the whole school community so that it is actively involved and committed to educational renewal.

Aguilera, Gutierrez Mayorga and Sanchez (1999: 149), meanwhile, argue that participative leadership is closely tied to assume the principal role in modern education management, characterized by a decentralized structure. Therefore, this type of management requires, of course, mechanisms of delegation of responsibilities and estates participation in educational decision making and optimize the quality of education.

Moreover, several studies in Education put the quality management of education as an engine of change. In this sense, Lavin, Del Solar, Fischer and Ibarra (2002: 31), argue that "manage quality in a school is understood as the implementation of a system to establish a quality policy, strategies, objectives and continuous evaluation procedures. " however, will not go more details on what is meant by quality, but if we say it - as a management philosophy of educational organizations - is a relevant paradigm for being including values, principles and procedures and because it is considered in specialized environments in the study of organizations as the ultimate strategy for progress in the coming decades.

The change also means, among others, provide strong signals and umbrella organizations that the institution is "not responding", but rather anticipating or responding proactively to new scenarios posed by the society. Change, this sense, purchase a status of cross and cross all levels of the institution. In this context, the figure of the Director becomes again extremely important, as it is in him and from him that has to gestate and promote educational change and since he has to lead the change process and encourage teachers to move towards new forms of thinking and doing education. In this regard, Castillo (2002: 373) argues that the director is the figure called to guide their practice to the educational aspects and quality of an educational institution: "their time allocation is to allow a sufficient commitment to the pedagogical field without reaching be absorbed by administrative tasks. "

In this same line of argument, we can not ignore the issue of communication in organizations. Managing change naturally imposes the need to have good communication systems that account of events and experiences that take place daily in the school. Here it makes sense to raise many authors in that all phenomena arise from organizational communication.

Flores (1997: 65), to analyze the phenomenon of communication in the organization, argues that the conversations that occur there can be redesigned: "The conversational network analysis can reveal areas for potential communication failures, conversational ties and unnecessarily tortuous indirect critical delays, bottlenecks and other diseconomies."

This implies, therefore, that the educational organization, in which language is the soul of the interactions, you must have good communication systems capable not only of keeping the community informed education, but also to encourage and direct . Are good communication strategies that prevent the intentions or strategic proposals for change are reduced only to a synonym of fashion or novelty, or dilution in crystallized institutional cultures daily.

Looking at the above so far, we realize that everything in the educational organization merges into the realm of "management." The management is key when it comes to promoting new initiatives to improve the quality of education. Manage quality in an educational institution means, according to Lavin et al. (2002: 31), "the implementation of a system to establish a quality policy, strategies, objectives and procedures for ongoing evaluation." is clear, therefore, that if it changes, it must be installed as a strategy more than any system of education management. In this sense, the change involves not only a change in plans and programs of study or a change in teaching methodologies, but also a change in organizational culture. The change, however, is not a term that has to comply. Needs to be promoted and, therefore, managed. Only then is it possible that this pledge and become flesh in the commitment of teachers and generate therefore stratified and participatory policy learning occur most relevant and significant.

Managing change means taking the need to conceptualize a management model that fits not only the institution education, but also to the new requirements of society. This is evident from three observations: 1) the school is a complex organization, 2) the role she has changed, and 3) its management should be designed so as to be able to articulate a systemic innovations that drive change processes.

There are many reasons behind the complexity of the educational institution. First, the very aim which is to form people and the impact this has on social and economic structure, the fact of it being a gradual and long term, which becomes difficult and inaccurate measurement of their effects, the diversity of actors attend it, the cultural and economic diversity of different contexts and symbolic hierarchical interactions, and finally the diversity of demands that it come from different areas of society and the community of which it forms part.

The changing role of school is looming, from different perspectives: the scientific and technological revolution - and its consequent impact on production methods and social organization - has displaced as the locus of knowledge. Today it is recognized that knowledge browsing, circulated, reproduced and multiplied to an unimaginable speed, and no curriculum content to rest on be able to contain. In fact, due to the acceleration in the production of new knowledge, the curriculum is increasing distance from them, which inevitably leads to the obsolescence of it.

Moreover, from a social perspective, we see the fading of the "social promise" of the school as a privileged vehicle of upward mobility. The devaluation of education and unemployment illustrated - something that had only developed societies themselves - are realities that hit us every day.

Finally, the crisis of identity, a product of globalization and societal changes that affect all of society, but en particular a los jóvenes, obliga a repensar la gestión de la institución educativa, a través de una visión sistémica de la organización que permita articular la mirada en torno a la ocurrencia del hecho educativo como acontecimiento social, otorgándole pertinencia, participación, sentido y dirección estratégica.

Autor: Fernando Vera. Magíster en Ciencias de la Educación con Mención en Administración y Gestión Educacional; Magíster en Investigación Educativa(c).

E-mail: fernando_veracl@yahoo.es

References

AGUILERA, S., Gutierrez, F., Mayorga, E. And Sanchez, M. (1999). Glossary of Educational Guidance. Santiago: Coprim.
CASTILLO, S. (2002). Commitments of Educational Evaluation. Madrid. Prentice Hall.
FLORES, F. (1997). Inventing the XXI Century Company. Santiago: Dolmen Ediciones.
Lavin, S., DEL SOLAR, S., FISCHER, M. E IBARRA, JC (2002). CIGA Proposal: Quality Management for Educational Institutions. Santiago: LOM Ediciones.
Senge, P. (2000). The Dance of Change. Bogotá: Editorial Norma SA

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Project Based Learning: Is it possible in the context of Chile?

based learning projects constituye un método muy apropiado para involucrar al alumno en temas de su interés, evitando así el típico enfoque de clase frontal al que muchos profesores recurren con frecuencia. Es prácticamente el enfoque por tradición en la educación americana, de allí el impacto cultural que sufren muchos alumnos chilenos que realizan intercambio estudiantil en los Estados Unidos. Los enfoques en educación tienen mucho que ver con la cultura de la organización educativa y de la propia cultura e idiosincrasia de la cual forma parte.

Así, por ejemplo, es común darse cuenta, a través de las conversaciones informales (ontológicamente las más importantes), que en las organizaciones educativas se ha historically installed a sort of "culture of complaint." Personally I have had to hear that teachers call for class size and lack of motivation of their students. This is obvious if we take as a parameter only domestic horizons, then is possible that we all agree. But, as an educator, I truly believe that rather than being faced with a problem of class size or motivational syndrome, we are facing a purely methodological problem. The class size says a lot to do with our control group and motivation to implement the teaching-learning strategies for creative, innovative and attractive.
Traditionally
have been educated in a way (read behaviorism, front class, lecture, etc.). and that's the choice that many teachers continue to teach their lessons. Therefore, there is a need for statistics to realize that the Educational Reform in Chile itself is in crisis. The reason: It incorporates a strong constructivist feeling and belief foreign to many teachers. Although in public discourse, many teachers say using active methodologies, and what's more, many state educational establishments with a lot of fuss in its institutional vision and mission of incorporating constructivism in their classrooms. This, from a critical perspective is necessarily by a change in the culture of educational organizations. Change that, especially in educational circles, finds a high resistance, mainly due to the mental models embedded in our society.

However, a shock response to the above scenario, the project-based learning could be a good choice to take the cultural changes needed in educational organizations. In this regard, Richards (2001:97) states that "various institutions create their own culture, ie conditions where people interact and where emerging communication patterns, decision making, role relationships, and behavior." However, this implies assume that students must have "conditions" or appropriate spaces to produce knowledge and the teacher must accept the idea of \u200b\u200bhaving in your classroom with an active agent of the teaching-learning process, which considers and negotiates. The teacher must be aware that in the past 25 years have seen a revolution in learning theory. Moreover, the teacher must also know that this development has been accompanied by research in the areas of neuroscience and psychology that have been modified cognitive and behavioral models of learning - based on direct instruction - and demonstrated that knowledge, critical thinking, doing, and contexts learning are closely intertwined. (Remember the Delors Report). We now know that learning is a social activity, ie it takes place within the context of culture and community, and considers the past experience. Therefore, the contributions coming from the students are inputs of real importance to the social phenomenon of learning, which can be encouraged through project-based activities - from simple to complex - which can range from a few weeks to .

It follows that if the new challenges societal issue, project-based learning is undoubtedly a powerful choice. Thus, you can also conclude that this approach represents an attempt to create new teaching-learning practices that reflect the environment in which children and youth develop.

There is no precise definition of project-based learning, but one thing must be clear, is an approach that is well adapted to the changes as a result of processes of globalization and the Generation of the Network this line, we can say that for a teacher "disturbed" project-based learning is a natural ally.

As a guide, then give some guidelines that teachers could use to implement a successful project approach.

Recognize the need for students to learn and ability to perform work.
• Engaging students in the core concepts of the subject taught and learned.
Recognize the fact that students are generators of knowledge and, consequently, can share with their teachers.
· Negotiate interest topics motivate students to conduct a thorough investigation.
Recognize the fact that project work is central and not peripheral to the curriculum used.
· Manage tools and skills to incorporate technology, teamwork and self-management.

Therefore, and in light of the foregoing, it can be said that the project-based learning is a good model for raising academic performance, but requires a strong shift in school culture. This is closely associated with the so-called democratization of education. Consequently, I believe it is possible to carry out curricular endeavors in this area, except that the teacher should redirect their attitudes towards the phenomenon of education, prepared for dialogue and be very willing to accept the need to transform the rigid organization education in a flexible and open to change and new learning.

Note: If you is a professor (of any discipline and educational level), please share with me their experiences on the subject. E-mail: fernando_vera@yahoo.es .

Other items of interest: Symbolic interactionism
English classes
democratic university curriculum

Author: Fernando Vera. MA in Educational Research and MA in Science Education with a major in Educational Administration and Management ©.

References

Richards, J. (2001). Curriculum Development in Language Teaching, pg. 97. Cambridge: CUP.

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Structuring a new educational organization

In any type of organization, and education is no exception, type of structure depends on the purpose for which the organization has established its size and functions that its members should be developed to work together optimally to achieve the goals set in planning.

In this context, the choice of the organizational structure import the following requirements:

· The objectives must be verifiable, accurate and achievable. To be accurate should be quantitative and to be verified must be qualitative.

• Has to be a clear definition duties, rights and activities of each person.

· You have to set the area of \u200b\u200bauthority of each person, what each must do to achieve the goals.

· know how and where to get the information required for each activity. Each person should know where to get information and you should be facilitated.

In the educational context, the type of organizational structure should facilitate the flow of information (the more expeditious better), dedication to academic functions and creating a nucleus of thought (Academy for Excellence), which can strengthen the commitment members to the organization (read "alignment with the Institutional Educational Project ").

In educational organizations small or very young, this implies identifying and classifying the various activities and group them into units. Each unit, ie, group activities should be assigned a director with authority to oversee and make decisions. Therefore, the resulting structure, at least in this type of organization, must allow for efficient vertical and horizontal coordination.

Author: Fernando Vera. MA in Educational Research and MA in Science Education with a major in Educational Administration and Management (c)

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Participation in the educational organization

is important remember that modern organizations incorporate participation as an effective management tool, allowing information to flow from lower levels to higher levels or managers. Many of the operational problems in an organization has to do with the ignorance that have management levels about what happens at lower levels and vice versa.

In this sense, Zepeda (1999: 152) states that "it is common for organizations that undertake total quality programs and reengineering opened important spaces for participation, which is a prerequisite for them." These spaces are related to the ability to make decisions at the departmental or work teams.

For its part, within the scope of the organizations other than education, Senge (2000: 185) argues that "participation is mainly a process of listening to people, not to send communications." This statement also applies to educational organizations. The participation to this author represents a fundamental shift in relations of members that occur within organizations.

In general, in education, participation is primarily concerned with the curricular proposals and express opinions on educational topics of interest for the education unit. Moreover, in many educational establishments shows the involvement of teachers in making decisions on institutional issues, such as in the development and implementation of Institutional Educational Project (PEI) in the definition of disciplinary rules, the hourly distribution subjects and in the preparation of the Annual Development Plan.

Moreover, although in recent years show that teachers are more involved in educational decision making, these are absent in all decisions related to institutional management. This is because traditionally the administrative lies in management and learning management, which is subordinate to the first, lies in teachers.

Zepeda (1999: 152), for its part, argues that ensuring effective mechanisms of participation brings the following benefits to organizations:

a) Identification of operational problems that impact customers, users or beneficiaries of it.

b) Use of expertise and creativity of operational managers and middle managers in solving problems.

c) Higher energy and organizational commitment in the implementation of the proposed solutions.

d) Greater personal satisfaction involved in these actions.

e) Generally, the faster the reaction and results.

In light of the above, we can say that for the proper functioning of the educational organization and strengthening of educational actions aimed at improving the quality of education, the director has to promote participation among teachers and provide spaces for critical reflection as these help to assess the pedagogical practice in its entirety, and many decisions are the result of a series of reflections with the teachers. This implies:

- Encourage the participation of teachers in the various educational processes.

- Develop mechanisms for collaboration among teachers and between them and management.

- Integrate the learning of personal development ideas.

- systematize formal request for discussion among teachers.

- exploiting the bodies of reflections for strategic improvements.

Moreover, the educational organization must offer teachers the opportunity to express their views in pursuit of a permanent organizational learning. This requires:

- Building sympathetic to teachers to facilitate the free expression of views.

- Finding the common ground between the interests of teachers in the interests of the organization.

On the other hand, as a way to encourage participation in the educational community, the director has to spread the Institutional Educational Project (PEI) and ensure the participation of all stakeholders in the planning and execution of the project. This requires the director to develop the following tasks within the educational unit:

- Communicate the organization's educational project.
- Promote the development of a shared vision of the educational project.
- Ensure that changes within the educational unit reflect in planning the facility.

- Ensure that planning is based on relevant information, considering the actors in the internal and external context.




References - ZEPEDA, F. (1999). Organizational Psychology. Mexico: Addison Wesley Longman.
- Senge, P. (1992). The Fifth Discipline: The Art and Practice of the Learning Organization. Buenos Aires: Ediciones Granica. SA

Author: Fernando Vera. MA in Educational Research and MA in Science Education with a major in Educational Administration and Management (c).