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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).