lunes, 11 de octubre de 2010

LOS MARIACHIS CALLARON

LIFE AND FAREWELL TO AN ARTIST.

ONE OF THE CULTURAL ISSUES IN THE PEOPLE OF THE STATE OF MEXICO, IS ITS PEOPLE, ITS FORMS SUBMITTED AND REPRESENT THE BEST WAY.TODAY I EMPHASIZE THAT WHEN A MAN OR WOMAN IS BORN WITH ARTISTIC GIFTS, FIRST TIME IS DIFFICULT TO DISCOVER. FACT IS THAT THE ARTISTS AND HAVE A GIFT, WITH POTENTIAL TO MAKE YOUR GENETICS, BUT ALSO THE CONTEXT IN WHICH THEY DEVELOP THE NECESSARY FRAMEWORK CROSS PARISH WHERE BORN AS ONE SAYS TO THE PEOPLE.TIMILPAN BORN IN MAN NAME: MIRANDA JOSE MONROY, SON OF A PROMINENT MAN IN FIELD, THE SON OF DON VILLAGE ARCADIO MIRANDA, AN IMPORTANT MAN IN THE POLITICAL LIFE, SOCIAL AND ECONOMIC IN THIS SMALL TOWN AS TIMILPAN WHERE LIFE RANCH WITH A COUNTRY FLAVOUR PERMEATE HIS GROWTH OF CHILDREN FROM CHILDREN JOSEPH BACK IN THE 20S.AS IN THE TOWN OF SAN ANDRES TIMILPAN CAMPIRANO CUSTOMS ARE, TRADITIONALLY THE FESTIVITIES HELD AND WERE ACCOMPANIED JOY OF MUSIC THAT LINES THAT WAS THE LACK PREVAILED HITHERTO OF ELECTRICITY IN THE PEOPLE SINGING. JOSEPH YOUNG, THE COMPANY IS EMBEDDED WITH THAT GIFT OF SONG, BARNACLES INTERPRET THE MUSIC, MUSIC BRAVIA CHARRERÍA WHERE ACCOMPANIED BY SINGULAR WAY OF LIFE FORMS IN THE VILLAGES, TIMILPAN AND NEIGHBORING TOWNS WERE NOT THE EXCEPTION.SEEN AS SAFE MEXICAN ACTORS AND SINGERS OF THE TIME THE SONG FOLCKLORE POPULAR SINGER MUSIC AND LIKE THAT GENERATED FORM FOR YOUR OWN STYLE OF TIMILPAN PEOPLE SINGING THEIR SONGS AS: THE BRANDING, LA CASITA, CHABELA, ZENAIDA INGRATE, EL CAPIRO, YOUNGEST SON, CUATRO MILPAS, EL SAUCE Y LA PALMA, SERENATA HUASTECA, MI VILLAGE, THE BOY JOY, MANY SONGS THAT WERE THE DIRECTORY OF MIRANDA JOSE MONROY NOW DEFUNCT.WAS AN ICON OF INTERPRETATION IN EVERY CELEBRATION OF THE PEOPLE, POLITICAL EVENTS, HOSTING THE BISHOPS, PRIESTS IN YOUR FIRST MASS IN THE FESTIVITIES OUTSIDE THE CHURCH, WHERE YOUR ENTHUSIASM AND PARTICIPATION DON PEPE MIRANDA TO AN OFFERING OF THE PEOPLE SINGING DE TIMILPAN, A TASTE FOR PEOPLE TO HEAR YOUR RINGTONES FRESHENING TIMILPAN CULTURAL AND MUSICAL OF MEXICO AND THE YEARS 40 TO 60S IN THESE LAST 25 YEARS.HOW MANY ARTISTS ARE IN TIMILPAN?, HOW MANY KNOW? AND HOW MANY ARE NO LONGER? THAT IS THE POINT IN THIS MONTH OF AUGUST 2010, AND DON PEPE MIRANDA HAS PASSED AWAY, HAS OPENED AN ART SPACE IN THE BOOK OF TIMILPAN, LEAVES A VOID IN TIMILPAN AND SAFETY IS ANOTHER IMPORTANT INTERPRETATIONS OF THE SONG MEXICAN IN THE VICINITY TIME. THE LAST SUNDAY AUGUST FIRST CEASED TO EXIST, THAT MAN JOYFUL, CHEERFUL, AND BEGAN IN THE RANCHERA MUSIC, THE MUSIC THAT LIKED TO OUR GRANDPARENTS AND PARENTS, TEACHERS, TO VARIOUS MUNICIPAL AUTHORITIES, A DIFFERENT POLITICAL STATUS, THAT LIKED JOY OF YOUR INTERPRETATION. LEFT A HOLE IN THE CELEBRATIONS OF THE SEPTEMBER 15, IN THE CULTURAL WEEK TIMILPAN IN THE MARRIAGE OF THE MOST RECOGNIZED FRIENDS TIMILPAN TOWN OF FRIENDS AND BROTHERS AND TOWNS IN THE STATE OF MEXICO, IN THE POLITICAL PARTY EVENTS THE MAJORITY, TODAY IS PARTY TO DON PEPE AND BEYOND LEFT A MARK IN OUR HEART AND IN THE HEART OF TIMILPAN.TIMILPAN MUSICIANS AND SINGERS OF VARIOUS ART GENRES ARE GRIEVING, ARE SYMPATHIZE WITH THEIR IRREPARABLE LOSS. DISTURBED BY THIS UNBEARABLE GRIEF FELT DON PEPE THE MIRANDA FAMILY, RELATIVES AND FRIENDS WHO DOUBT STRANGERS WITHOUT THEIR INVALUABLE COMPANY.QUE VIVA DON PEPE MIRANDA MONROY, WHEREVER HE IS. THE MUSIC OF THE SWALLOWS FAREWELL TO A FRIEND OF AN ARTIST AND INTIMATE TIMILPAN. BEYOND THE MOUNTAIN WHERE THERE EARLY TO HIDE THE SUN ... IT IS SAD ... MI RANCHITO AND ABANDONED AND ITS WORK.AND THAT HAS DRIED CAPIRO HAVING FOOT WATER, LEAVES MAY HAVE REASON WHY ... BUT CAPIROADIOS AMIGO PEPE MIRANDA, WHO SHARED BEAUTIFUL MUSICAL MOMENTS IN VARIOUS STAGES OF TALKS FAMILY AND MUNICIPAL. MAY GOD HAVE MERCY ON HIS SOUL. TO REST IN PEACE.


PROFESSOR. MIGUEL MARTINEZ LUCAS.
LONE TOVADOR TIMILPENSE.


Escuchar
Leer fonéticamente

la familia y el desarrollo

Family and personality development.

By Prof. Miguel Lucas Martinez. Teachers Normal School Jilotepec. State of Mexico.
General

Families where children grow up are probably the biggest factor of influence on their development. Topics to question: "The arrival of this child was planned and welcome? What was the age of the parents? Does personality relate well to parents and their children? Parents Are they healthy? Are they rich or poor? How many people live in the house? The influence also travels in another direction. Children affect their parents turning their mood, their priorities and future plans, and even marriage itself. In the mid-90sm family life is quite different from what was a century ago, and is likely to change family life even more in the future. It is quite possible that an actual child only has a brother, a mother working outside the home and a parent more involved in their children's lives than his own father was. It is possible that a child receives good care from people other than their family, first with someone at home and then a preschool. Today, children have a 40% to 50% chance of spending part of his childhood with one parent, perhaps the mother, and perhaps due to divorce (PC Glick and Lin, 1986). In USA, family life for these children is also typically very different from other children living in many other societies. Early social experiences vary greatly around the world. Among the Efe of the African nation of Zaire, for example, children first engage in a close relationship with a person, mother, and then go on to form other relationships based on this pattern (Tronick, Morelli, and Ivey, 1992) By contrast, birth efe infants are cared for by five or more people at a regular time, and other women, like their mothers, fed on a routine basis. Three years have passed about 70% of their time with people other than their mothers. This social pattern conforms to the shape of efe life and can lead to a distinctive set of social skills for these children. Consider the child in the family The awareness of different social experiences in the lives of children has revolutionized the study of socialization, as children learn the behaviors that the culture considers appropriate. Mothers and children were studied before, are now studying the links between parents, brothers and sisters, grandparents and others involved in your care Another study is the approach to the whole family. There are important questions of three individuals who share an environment, a context, but their relationships are different. Charles-son Mother Ellen Vicky - grandmother. An example of this. How it affects the marriage relationship to the children? What are the behaviors of the children alone and in groups? As it affected the development and growth of a child when he has only one parent. Each research topic would generate a host of responses according to many possibilities and ways to develop, nurture children. Watching a family as a unit, you have a fuller picture of the network of relationships among its members. It is interesting how how babies are related to those close to them and the meaning of these links. Bonding: a reciprocal connection Bonding is an active, affectionate, reciprocal and strong between two people, who in nonscientific circles is known as love. The interaction between two people is continuing to strengthen this link. Mary Ainsworth (1979) pioneered the investigation of these ties of affection. "An essential part of the ground plan of the human species for an infant is linked to a mother figure" Do not have to be the child's biological mother, but may be the closest person that cares. Ainsworth wrote 4 stages superimposed bonding behavior. 1 .- Before you respond infants two months without discrimination against any "person. 2 .- to 8 to 12 weeks the babies cry, smile, babble over to the mother with another person, but continues to respond to others. 3 .- to 6 months, babies show a clearly defined emotional bond with the mother, with a decreased expression of friendship towards others. 4 .- The babies develop a bond with one or more familiar figures as the father or siblings. Fear of strangers can appear between six to 8 months. Study of bonding. Mary Ainsworth, first study the bonding in the early 50s. As a colleague of John Bowlby 1951. Bowlby was convinced of the importance of bonding between mother and baby, from linkage studies in animals. From the study of disturbed children in a psychoanalytic clinic warned against the separation of mother and child. Ainsworth, influenced studies on bond between monkeys and African babies behavior of Uganda (1967) tried to repeat them in Baltimore. Designed the famous strange situation. Reveals the behavior of the closeness between an adult and an infant, is now common mechanisms to study bonding. In the 8 episodes of the Strange Situation: 1 .- The mother and child entering fourth unknown. 2 .- mother and baby sitting is free to explore. 3 .- enters an unknown adult. 4 .- the mother goes out and leaves the baby alone with the stranger. 5 .- the mother returns and stranger leaves the room. 6 .- the mother goes out and leaves the baby alone in the room. 7 .- the stranger returns in place of the mother, and finally 8 .- the strange way when the mother returns. The mother encourages the baby to explore and play again, comforting if your baby seems to need (Ainsworth, Bleher, Waters & Wall, 1978). Of particular interest is the response of the baby when the mother returns. Bonding patterns When Ainsworth and colleagues looked at children under one year of age in the Strange Situation and at home, they found three major patterns of link: Security emotional bond pattern .- bond in which the infant is expected in rapidly from the caregiver and actively seeks then when she returns. Distinguishing two forms: anxiety and insecure attachment. Babies with security ties cry or protest when the mother leaves and expressed when he returns. They use it as a secure base: let it go and explore, returning occasionally to make sure. Babies who cooperate and are relatively free of anger. At 18 months, they move better than babies with long ties of anxiety. (Cassady, 1986) Avoidance emotional bonds. Bond pattern in which an infant rarely cries when the person who cares first leaves, and avoid contact with her when she returns. Babies cry when they rarely prevent the mother leaves, and avoid when you return. Remain aloof from it even when they need and tend to dislike. They dislike that rise up but even more than down. Ambivalent or resistant bonding. Bond pattern in which an infant becomes anxious before the caregiver leaves but also the search and when to avoid contact with her when she returns. Babies ambivalent (resistant) become anxious even before the mother goes and alters when it exits. on his return, show their ambivalence to seek contact with her even while kicking and screaming. Resistant infants do not explore much and are difficult to soothe. Subsequently identified emotional bonds disorganized-disoriented. Bond pattern in which the infant shows contradictory behaviors. Often babies with this type of bond present inconsistent and contradictory behavior. They greet the mother with alacrity when he returns but then move away or close without looking. They seem confused and afraid I can represent the pattern less secure (Main & Solomon, 1986). As stated bonding. Based on the interaction of a baby with his mother, the boy can build a "working model" of what to expect from it, says Ainsworth. Different types of emotional ties lead to different cognitive representations, and thus to different expectations. To the extent that the mother continue to act basically in the same way the model is maintained. If it changes the behavior of one or two times, the baby will change the model and bonding can change. The security bond evolves from trust, which allows the child to explore the world from a secure base and then to develop virtues that Erikson determined in relation to the autonomy and initiative. As the mother should Mothers of insurance with one year of age are sensitive to their infants during the first year of life (Isabella, 1993). They pick up signals from their children about when to feed and serve the child's signals to stop, slow or speed up their food. (Ainsworth, 1979) Mothers whose interaction with their children in five months is loving, caring and timely tend to have positive personalities, higher educational levels and esposaos that support them. (Fish, Stifter, and Belsky, 1993). As the baby comes Not only the mother who helps the security bond, infants actively influence on caregivers. Mothers of babies with security ties (measured in the strange situation) were more sociable, dedicated to breeding, showed more empathy and experienced a positive emotion, but also openly expressed more anger and sadness about their children. Moms of babies with long ties of insecurity felt more insecure and helpless, they experienced more anger and sadness, but less openly expressed these feelings about their children. Infants with insecure bond cried again m'pas demanded attention and showed more sadness and anger. The behavior of mothers affects babies with a certain probability. The temperament of a child appears to influence the affective, as researchers found that such a link, such as frustration levels and rates of crying (Izard, Haynes, Chisholm, and Baak, 1991).

Escuchar
Leer fonéticamente

Diccionario - Ver diccionario detallado

La identidad en la Escuela Normal. Jilotepec.

JILOTEPEC NORMAL SCHOOLDEGREE IN EARLY CHILDHOOD EDUCATION

IDENTITY OF A PROBLEM WITH A SENSE OF BELONGING. FOR THE TEACHER. MIGUEL MARTINEZ LUCAS*.

A few years ago in Normal Jilotepec there has been a phenomenon that can not be explained by students, teachers, manual and administrative staff, managers and parents, the impairment of a key that is given with respect to the normal identity and their sense of belonging. Significantly, this recurring problem has crept into the behavior of everyone on campus, who are partly functional and organic school, who come to make some efforts, alumni are aware of their presence, speaking exmaestros how bad is this part of school life and certainly affects all human relationships in everyday living.This shadow embraced and that coexistence has shattered conventional, that sense of belonging to a few decades ago it looked in patios, sports courts, a cafeteria, in classrooms, in the forms of greeting among teachers and between students, the ways in which each they participated in the activities of teaching, research and dissemination of institutional life was in every way.Teachers were on the lookout for what is happening to each of the fellow teachers who taught at the school, there was concern about what happened to the other, there was a concern noted, there was no overlap of errors but if the respective support to solve something in common. The first generations of students were identified fully with them, sharing their tastes, food, lodging, field trips to various Mexican states, hobbies and sport in football, basketball, volleyball, athletics, the music shared with the folk group that started the Master Herminio Gonzalez Zamacona the first director, the rondalla to be generated under the direction of Prof.. Amado José González Flores, the gatherings to welcome new colleagues organized by practitioners and managers, end of year gatherings which improved on participation and collaboration by teachers and students of all grades, the tributes which highlighted the true love national symbols, wearing the uniform that looked really proud to be part of the school, evenings famous in several years that took place in "Benito Juárez", the collection that were made for different purposes in support of worthy causes for some institutions, the unconditional moral and human support to be killed a student and a professor, look at the sports fair in other areas such as ordinary skill with other students in normal sisters in the State of Mexico, where students were supporting their peer group and teams with batons, excitement, screams, cheers, live, regardless of coming home late or get scolding by parents for such daring. The most significant act in recent days is to remain impassive before succumbing to a esdocente and exdirectivo in the last month, an aspect that convulsed to the root of what we're made of humans who live together in an educational institution as Normal School Jilotepec .The question of the century What has been lost from school? What is the true identity of the participating school and its stakeholders today?, Why is not the same sense of belonging among students and teachers to the school?I would like to talk about prejudice, some discrimination, stereotypes affecting for being in such way or another, intergroup relations, social recategorization.First talk about an idea that return of the web to the identity "Identity, defined primarily from psychology, is understood as that which conforms core self. This is a fixed core and consistent with the reason you enable humans to interact with other individuals present in the middle. " Are we biased in our own self, it is difficult to understand each other, because it is idealized as I have in ourselves, therefore there can be understanding to the other in this way or the other. In recent years there has been a gesture of teachers by some discrimination of each other because of their professional training, preparations or credentialed to two masters or simply degree and those who refuse to attain higher educational achievements for on if you do not see the benefits of this, only see more work without pay, endowed by prestigious higher educational establishments of education quality UVM, ISCEM, ENSEM, Graduate School of the CD. De México, and other institutions that have offered master's degrees to teachers who work in the center, in the words of Maestro. Mario Sánchez Valencia Schools offering training in ligth Masters. "Those who feel discriminated against by not wanting to do higher studies, by looking at other languages in the phenomenon we are discussing. The center has a diverse workforce, so think and act differently, we see a close professional prejudices that leave us in general look bad, everyone is different, some are cherry and other ice cream cone or even the loss snow; How to feel part of something that does not really belong, not fine, do not get attention, not get involved with ideas of who runs or more are not comfortable with whom you share space and time, and nevertheless not going to where the river goes. This is what you see in teachers need to see what happens in the students, but I will not change the reality, since the school reflects some of these identities in other ways but finally identities. "The formation of identity is a process that began to emerge from certain conditions of the person, present from birth, together with certain basic facts and experiences. From the above, the identity is giving us a complex picture of ourselves, which allows us to act consistently as we think ... As we see the formation of identity is only done on the basis of interaction with the environment external, as in a situation of isolation, individual characteristics are absolutely irrelevant and transparent. It is only in relation to the interaction with the other significant differences and individual characteristics have value and behave as a contribution to social interaction. "The school has lost the human side of being able to accept all the actors as they are, to be channeling has promoted human progress without the prejudiced eyes of others. The school has supported the careers of many teachers who even the best achievements have doctorates, and spoke of Dr. Bernardo Martinez Garcia and Dr. Mario Sanchez candidate Valencia that was until the beginning of this school year at this school, peers that have crossed this barrier to jump to the light of knowledge, and those who tried to master's studies are the Master Simón Sánchez Núñez, Mtra. Hilda Urcid Well, Prof.. Sarai Garcia Noguez, Master. Gerardo Reyes Olvera, Mtra. Ruth Maldonado Cuevas, Master. José Luis Rojas Cedillo, Mtra. Maria Marcela Sánchez González, Mtra. Sánchez Núñez Domitila, Master. Jorge Luis Miranda Miranda, Prof.. Johanna Sanchez Monroy, teacher candidates in a period not exceeding 10 years may be: Profra. Gloria Maldonado Garcia, Juan Sanchez Conmonfort, Gabriel Orozco Felisa, Guadarrama Theodore Cuevas, Jesus Gutierrez Flores, Huitrón Marcelino Mendoza, Isidro Jorgina Cid, Guadalupe Leyva Juárez, Miguel Lucas Martínez, Oscar Montaño Islands Damaso Ruiz César Rodríguez, Martha Saavedra Fuentes, Sánchez Leopoldo Arciniega and our newly arrived in this center Profr. Velázquez Gabriel Jasso. I can say that the school has supported them morally, logistically and academically and occupationally. "Identity depends on the self: who I am, what I am, where I come from?; Of self-esteem:" I love you, little or nothing?, And self-efficacy: Do I know where I manage, I want to be and evaluate how are the results? "The other teachers who do not list, but working in this center, some have obtained their undergraduate degree and other technical career, but if we all made a great effort to solve daily educational role that promotes this level, all mentor commitment and capabilities that their way of thinking differently about school, you may deviate from what we are all involved in this human side that we are losing the battle, be more human with the other or at least more sympathetic. "Know thyself." Freedom is the ability to select conscious acts. But if my rationality is limited, any observer can see another reality. By choosing the identity of the difference, accept pluralism and the principle of relativity ... Creating identity. To affirm the identity of education should take in the potential we bring to birth. The brain is a blank page to fill with knowledge and experience that builds their reality with the limitations of their perceptual system.In the school have lost some value, perhaps the most important, think of this concept that makes me think in depth. To be or live in solipsism. It is the belief that only one exists and what is experienced is part of your mind. Rely too much on the perception and we were wrong. For the absurd can show the fallacy of solipismo: anyone could think it is the navel of the world. Another reference point is the identity. The first notion of identity is temporary. We found that despite the years we are the same. Same, but different from others. This comparison reflects the notion of identity in the spatial axis.How to achieve this does not happen, because having a high self-esteem than the other visions that have been before, I think that if you can achieve. I wonder how you do big business if they do not cure the mental side of their partners, employees, shareholders, perfecting, advertisers, lenders, banks, administrators, vendors, who remain in a company that routinely get sick? To have high self-esteem.Respect is what affects us seriously, it is believed that the school is what is most favored, expressions such as poor performance, grades, exams CENEVAL low, poor students, poor results, little work, little reading, little writing, bad writing jobs, student short, bad image teaching in the State of Mexico as normal, poor teaching skills of students, perhaps comparing it impacting teaching students, or students will impact badly wrong with the teachers.We must change beliefs, effects, stories, behaviors, self-esteem, search for each other, this is what we lack, to feel fully identified with others, to be part of a real set of teachers concerned with improving human relations center we work, our relationships, let the prejudices of our "selves" to login to "all", because part of the "ego" exaggerated and repetitive that we have, but in we actually own the navel of the world, without realizing that that's what hurts us the unprecedented isolation in which we live, because we cry alone in the wilderness of school life without accompaniment or carnival, no audience and no followers.

*Docente de la Escuela Normal de Jilotepec. Docencia. Asignatura Desarrollo Físico y Psicomotor 2. Jefe de la Unidad de Planeación Seguimiento y Evaluación Institucional.




Escuchar
Leer fonéticamente

Diccionario - Ver diccionario detallado

jueves, 7 de octubre de 2010

UN GUION PARA TRABAJAR

Escuela Normal de Jilotepec
Licenciatura en Educación Preescolar
2010 – 2011.

ASIGNATURA: DESARROLLO FÍSICO Y PASICOMOTOR 2
PROFR. MIGUEL LUCAS MARTINEZ.

GUIÓN DE TRABAJO PRÓXIMA CLASE 1° DE OCTUBRE DE 2010.

1. Retoma el texto “La promoción de la salud en el ámbito escolar: la iniciativa regional Escuelas Promotoras de Salud”, de Ippolito-Shepherd y Cimmino, revisado en el curso anterior, discutir en equipo:
• ¿Qué prácticas pedagógicas son necesario aplicar en el jardín de niños para lograr que los pequeños adquieran habilidades que contribuyan a adoptar y mantener entornos y estilos de vida saludables?
Presentar tus conclusiones obtenidas, estas las mandarás por correo electrónico, en diapositivas que ilustren perfectamente las ideas que propone el autos.
Se te pide que puedas colaborar en la web (por correo electrónico) para dar tus puntos de vista respecto al trabajo de por lo menos tres compañeros, y colocarás una evaluación de lo que ellos presentan; de igual modo tu tendrás que tener vía correo el punto de vista de tres compañeros así mismo tres evaluaciones por este medio.
Envió la escala para evaluar dicho trabajo.
2. Elabora sugerencias dirigidas a educadoras con el fin de modificar las prácticas pedagógicas inadecuadas que se utilizan en los jardines de niños para promover el cuidado de la salud.
Estas (sugerencias), el destinatario será sin duda a los jardines de niños dónde ustedes irán de visita previa próximamente, por favor pregunta a la docente de la asignatura de Acercamiento a las Prácticas Educativas dónde te corresponde ir a la visita previa.
Presenta al grupo algunos productos de tus propuestas.
3. En plenaria, discutir qué actitudes es necesario promover en los niños que asisten a preescolar, relacionadas con el cuidado de la salud; registrarlas en el cuadro de competencias básicas que desarrollan los niños, que se elaboró en la actividad 3 de este tema.
Aquí les pido que elaboren un escrito breve de una cuartilla (28 líneas) con 4 párrafos, bajo el siguiente orden:
1 idea principal o primaria, que es la que sustenta una tesis, o un argumento muy sólido. Y posterior a ello 3 ideas secundarias.
En segundo término, la forma de redacción que evaluaré será que debe ser bajo este esquema:
Sujeto, verbo y predicado. Frase. sujeto verbo y predicado. Sujeto verbo y predicado. Frase. Frase. sujeto verbo y predicado.

El trabajo deberá apegarse a uno de los aspectos que favorece las competencias de aplicación, dentro de la visión de Bloom.
TAXONOMÍA DE BLOOM
Desde 1948, un grupo de educadores asumió la tarea de clasificar los objetivos educativos. Se propusieron desarrollar un sistema de clasificación teniendo en cuenta tres aspectos: el cognitivo, el afectivo y el psicomotor. El trabajo del apartado cognitivo se finalizó en 1956 y normalmente se conoce con el nombre de Taxonomía de Bloom (1).La idea central de esta taxonomía es qué han de desear los educadores que los alumnos sepan, es decir, cuáles son los objetivos educacionales. Tienen una estructura jerárquica que va del más simple al más complejo o elaborado, hasta llegar al de la evaluación. Cuando los educadores elaboran programas han de tener en cuenta estos niveles y, mediante las diferentes actividades, ir avanzando progresivamente de nivel hasta llegar a los más altos.
(1) Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green.
Objetivo cognitivo
Definición
Verbos relacionados
Conocimiento
Se refiere a recordar información previamente aprendida.Reconocer informaciones, ideas, hechos, fechas, nombres, símbolos, definiciones, etc., de una manera aproximada a como se han aprendido.
Escribir, describir, numerar, identificar, etiquetar, leer, reproducir, seleccionar, hacer listas, hacer carteles, nombrar, decir, definir...
Comprensión
Quiere decir entender (apropiarse, aferrar) lo que se ha aprendido. Se demuestra cuando se presenta la información de otra manera, se transforma, se buscan relaciones, se asocia a otro hecho, se interpreta o se saben decir las posibles causas y consecuencias.
Clasificar, citar, convertir, describir, discutir, estimar, explicar, generalizar, dar ejemplos, exponer, resumir, ilustrar, parafrasear...
Aplicación
El alumno selecciona, transfiere y utiliza datos y leyes para completar un problema o tarea con un mínimo de supervisión.Utiliza lo que ha aprendido. Aplica las habilidades adquiridas a nuevas situaciones que se le presentan.Utiliza la información que ha recibido en situaciones nuevas y concretas para resolver problemas.
Usar, recoger, calcular, construir, controlar, determinar, establecer, incluir, producir, proyectar, proporcionar, relacionar, solucionar, transferir, aplicar, resolver, utilizar, demostrar, informar, aplicar, relatar, contribuir, administrar...
Análisis
El alumno distingue, clasifica y relaciona evidencias o estructuras de un hecho o de una pregunta, se hace preguntas, elabora hipótesis.Descompone el todo en sus partes y puede solucionar problemas a partir del conocimiento adquirido: razona.Intenta entender la estructura de la organización del material informativo examinando las partes de les que se compone.La información que obtiene le sirve para desarrollar conclusiones divergentes.Identifica motivos y causas haciendo inferencias y/o halla evidencias que corroboran sus generalizaciones.
Analizar, discriminar, categorizar, distinguir, comparar, ilustrar, contrastar, precisar, separar, limitar, priorizar, subdividir, construir diagramas...
Síntesis
El alumno crea, integra, combina ideas, planea, propone nuevas maneras de hacer.Crea aplicando el conocimiento y las habilidades anteriores para producir algo nuevo o original.Se adapta, prevé, se anticipa, categoriza, colabora, se comunica, compara ...
Crear, adaptar, anticipar, planear, categorizar, elaborar hipótesis, inventar, combinar, desarrollar, comparar, comunicar, compilar, componer, contrastar, expresar, formular, integrar, codificar, reconstruir, reorganizar, revisar, estructurar, sustituir, validar, facilitar, generar, incorporar, iniciar, reforzar...
Evaluación
Emitir juicios sobre la base de criterios preestablecidos.Emitir juicios respecto al valor de un producto según las propias opiniones personales a partir de unos objectivos determinados.
Valorar, comparar, contrastar, concluir, criticar, decidir, definir, interpretar, juzgar, justificar, ayudar...

Bibliografía a revisar:
Ippolito-Shepherd, Josefa y Karina Cimmino (2002), “La promoción de la salud en el ámbito escolar: la iniciativa regional Escuelas Promotoras de Salud”, en Ensayos y experiencias, agosto, Buenos Aires, Ediciones Novedades Educativas (Psicología y educación, 45), pp. 48-52.

LOS DEFICIT DE ATENCIÓN EN LOS NIÑOS

UN PUNTO DE VISTA RESPECTO AL INFORME DE SEGUIMIENTO DE KAREN MOORE.

Es cierto que a pesar de la riqueza de algunos países en el mundo, existe también en ellos la segregación económica, por el nivel de ingresos que pueden generar respecto a un año de trabajo. En esta clasificación es muy marcada en los países desarrollados como los EUA, Canadá, Japón, China, Francia, España, Alemania, e incluso Inglaterra. No todos tienen el mismo estatus, ni tampoco el nivel de ingresos para pertenecer a un estrato social y económico consolidado. Actualmente habría que definir que es el concepto de marginación en el mundo: se refiere a economía, desarrollo, tecnología, informática, armas, servicios, diversión, medicina, alimentos, vacunas, vestidos. Creo yo que es un abanico de puntos en que se podría diversificar el concepto.

Pienso que no es posible que aún con la inmensa cultura que estos países tienen, tengan en sus diccionarios el término y lo usen casualmente o cotidianamente, pues es claro que deben erradicar la marginación en todos los sentidos, si no ¿cuál sería la razón de ser de los países del primer mundo?

Quisiera me explicaran por favor en razón de quien miden el avance de las culturas en el mundo, quienes son potencia en la cultura y porque se miden de esta manera como potencia, existe una cultura con la que se tengan que medir las demás en razón de la cultura, o en razón de sus tecnologías o sus parámetros de educabilidad en el país de origen, porque el compararse entre los países ricos deja mal parados a algunos. Pienso humildemente.

PROFR. MIGUEL LUCAS MARTINEZ
DOCENTE DE LA ESCUELA NORMAL DE JILOTEPEC.
ESTADO DE MÉXICO.
MEXICO, MEXICO.

Los padres que fueron padres

FELIPE AGUSTÍN LUCAS MARTÍNEZ
(1919 – 2008)

Formas genuinas para dar vida que
Entrelazara muchas posibilidades de
La progresión familiar.
Implacable para vencer el infortunio personal,
Padre responsable, respetuoso y trabajador;
Emprendedor y diseñador de ilusiones.

Amigo con vecinos y paisanos,
Gustoso al compartir el canto,
Unidad para su familia.
Singular hijo con magnánime nobleza,
Titán al brindarnos beneficios básicos,
Inspirador hacia una mejor cultura,
Nunca claudicó en formar buenos hijos.

Lucidez en las determinaciones,
Unicidad para la toma de decisiones,
Clamador social para el bien de los suyos y de todos,
Anclado a su historia de país y pueblo
Sociable y participativo.

Meteoro hacia el desarrollo comunal y municipal,
Anhelador por el progreso ejidal
Representante en la gestión política
Transformador del progreso grupal
Inspirador para beneficiar el campo
Nobleza al ser constructor de ciudades
Emancipador de la pobreza.
Zaeta del progreso

CON MOTIVO DE SU FALLECIMIENTO, EN SU SEGUNDO ANIVERSARIO. PROFR. MIGUEL LUCAS MARTINEZ.

LA TUTORIA Y SUS PRÁCTICAS

PARA VALORAR A LOS ALUMNOS ES NECESARIO PODER BUSCAR SUS GUSTOS DESDE SU PERSONALIDAD, SU AUTOESTIMA E IDENTIDAD. ESTE DOCUEMNTO FUE ADOPTADO POR LA ESCUELA PARA TRABAJAR CON NUESTROS ALUMNOS EN LA NORMAL DE JILOTEPEC, SOLO EN UN GRUPO; AGRADECEMOS AL INSTITUTO TECNOLOGICO DE CHIHUAHUA, POR COMPARTIR ESTE DOCUMENTO PARA LA EDUCACIÓN DE LOS ESTUDIANTES, EN CORTO PARA SU TRABAJO EN TUTORIA.

NORMAL DE JILOTEPEC.
CUESTIONARIO PARA CONOCER LAS HABILIDADES DEL PENSAMIENTO .TUTORIA ENJ.
Nombre:
Apellido paterno Apellido materno Nombre(s)


Columna X Columna Y
Frecuencia que lo haces Dificultad para hacerlo
Siempre Algunas veces Nunca Fácil Difícil Muy difícil
1. Acostumbro hacer mapas conceptuales, esquemas o diagramas como apuntes durante las clases.
2. Acostumbro leer el índice y los apartados más importantes antes de comenzar la lectura de un libro.
3. Acostumbro planificar el tiempo que le voy a dedicar al estudio y lo llevo a cabo.
4. Acostumbro tener un horario fijo para estudiar o hacer actividades académicas.
Administro mi tiempo de estudio de acuerdo con lo que necesita el material a aprender
5. Al estudiar relaciono lo que estoy aprendiendo con los conocimientos adquiridos anteriormente.
6. Al estudiar un nuevo tema me doy cuenta que los fundamentos aprendidos con anterioridad me sirven de mucho.
7. Al estudiar un tema acostumbro hacer esquemas del contenido, delimitando las ideas principales y secundarias.
Al presentar un examen, comprendo lo que se me pide que haga.
8. Amplío la información recibida en clase, buscando otras fuentes sobre el mismo tema.
9. Entiendo sin dificultad lo que el maestro me explica en el salón de clase.
10. Aunque tengo problemas logro concentrarme.
Busco caminos alternativos para resolver problemas.
11. Busco establecer analogías para comprender mejor un fenómeno o un tema.

Columna X Columna Y
Frecuencia que lo haces Dificultad para hacerlo
Siempre Algunas veces Nunca Fácil Difícil Muy difícil
12. Considero importante ponerle atención a las gráficas y a las tablas que aparecen en el texto cuando estoy leyendo.
13. Considero mi estudio como algo realmente personal.

14. Considero mi tiempo de aprendizaje como digno de ser vivido con intensidad.
15. Considero que lo que estudio tiene relación con mis intereses.
16. Consulto el diccionario cada vez que no entiendo un término o tengo dudas de cómo se escribe.
17. Me concentro sin importar sonidos, voces o luces.

18. Cuando leo un texto puedo reconocer las ideas principales y las ideas secundarias.

19. Para guiar mi estudio y prepararme para un examen, procuro imaginarme lo que me van a preguntar.

20. Cuando preparo un examen, acostumbro comprender la información antes de memorizarla.
21. Estudio en un lugar adecuado al realizar mis actividades académicas en casa.
22. Después de realizar una lectura acostumbro hacer esquemas, resúmenes, mapas conceptuales de la misma.
23. El contenido de las materias que curso son interesantes.

24. Busco que exista un equilibrio en los tiempos destinados para actividades recreativas, de estudio y de descanso.

Estoy buscando constantemente nuevos retos y los cumplo.
25. Estudio para estar preparado en cualquier momento para contestar un examen.



Columna X Columna Y
Frecuencia que lo haces Dificultad para hacerlo
Siempre Algunas veces Nunca Fácil Difícil Muy
difícil
26. Estudio un tema consultando diferentes fuentes de información.

27. Hago una lista de actividades académicas con fecha de entrega pues me ayuda a cumplir con ellas.

28. Logro concentrarme en lo que estoy haciendo.

29. Logro crear mis propias conclusiones de un tema visto en clase.

30. Logro ejemplificar en ideas concretas, conceptos generales.

31. Busco la manera de que los ruidos externos no impidan mi estudio.

32. Logro poner atención a algo cuando existe mucho ruido a mi alrededor.

33. Mantengo mi atención sin ningún problema durante toda la clase.

34. Me intereso en conocer los planes de estudio de otras universidades que tengan estudios semejantes a los que curso.

35. Me mantengo algún tiempo estudiando aunque de principio no me concentro.
36. Normalmente cuando estudio o realizo una actividad académica tengo a mi disposición fuentes de información como enciclopedias, diccionarios, acceso a Internet.
Normalmente termino los trabajos, tareas y actividades a tiempo.
37. Para enriquecer y ampliar lo que estoy aprendiendo, busco información que contradiga lo que dice mi profesor.





Columna X Columna Y
Frecuencia que lo haces Dificultad para hacerlo
Siempre Algunas veces Nunca Fácil Difícil Muy
difícil
38. Participo activamente en las propuestas de los profesores y compañeros.

39. Mi asistencia diaria a clases es muy importante para orientarme en mi proceso de estudio.

40. Puedo comprender con claridad el contenido de lo que estudio.

41. Puedo redactar con suficiente orden y claridad un trabajo académico.

42. Resumo en pocas palabras lo que he leído.
43. Mi rendimiento académico a pesar de que tengo problemas.

44. Soy capaz de clasificar un conjunto de hechos o eventos.

45. Soy capaz de encontrar alternativas para resolver un problema.

Soy capaz de encontrar una semejanza o patrón en un conjunto de hechos o eventos.
Soy capaz de evaluar los efectos positivos y/o negativos de una situación o acción.
46. Soy capaz de relacionar contenidos de distintas materias.

Participo en grupos de estudio para intercambiar puntos de vista sobre un tema.
47. Suelo ponerme metas y cumplirlas.
48. Suelo preguntar los temas que no entiendo al profeso.




Columna X Columna Y
Frecuencia que lo haces Dificultad para hacerlo
Siempre Algunas
Veces Nunca Fácil Difícil Muy difícil
49. Suelo tomar notas de lo que dice el profesor en clase.

50. Me interesan en temas culturales aunque aparentemente estén alejados de lo que tengo que estudiar.

51. Tengo capacidad de seguir las explicaciones del profesor en la clase.

52. Me gusta trabajar personalmente para profundizar en la comprensión de los contenidos de las materias.

53. Tomo nota de la ficha bibliográfica de los libros o revistas que consulto.
54. Trato de leer revistas y publicaciones referentes a la profesión que estoy estudiando.

55. Trato de relacionar la nueva información con elementos de la vida cotidiana.
56. Trato de relacionarme con profesionales de las áreas a las que pienso dedicarme en el futuro.

57. Trato de solucionar mis problemas de estudio y aprendizaje en general.

58. Utilizo todos los servicios que están a mi disposición dentro y fuera de mi universidad.
59. Visito las exposiciones industriales o de otro tipo que tengan relación con mis estudios.

60. Cuento con papelería necesaria cuando estudio o realizo una actividad académica.

61. Al contestar un examen organizo el tiempo de modo que me alcance a contestar todas las preguntas.