"If you look carefully at where your thoughts and your attention during the day, you will surely realize that rarely your mind and whatever it is you are really into this present moment. Usually we are thinking about things of yesterday, in what we do after a while, as we do when we get what we want, what we pay, as we have not paid, in what someone did to us a few months ago or what someone has done. Our attention jumps from one time to another, going from future to past, escaping the present. The timeless thoughts keep us and dissociated from this time, then we lose the wonder of engaging fully in the present moment, we become a little repetitive and routine. The present moment offers us really all about. What is it? Everything is everything. Someone said there: "Oh, yes, but with the pure present moment I am not going to pay my bills, I will not address those that bring trouble and I'm going to take this pain," Well, actually maybe not this very moment do that in a trice, but know that is this present moment which contains everything you need to see or understand to solve what worries you, it hurts or worries. Try to see more, earn more, or act in a really large, you very complicated if you have not get to see everything that happens at this time. If you concentrate for a few minutes everything happening around you now, see how many sounds, smells few, few sensations pass through your body. If you can really get the skill right now, and even manage to separate you from your own mind and persistent thoughts, and you manage to simply be an observer aware of everything you think, feel and do, you will see a profound peace captures your senses, your emotions become something to watch anything else, you become a witness of yourself, a viewer that can sink very awake at the moment with great intensity and dive into what you are, is like taking a dip in a self renewing the mind, creativity and refreshes the senses and reasoning. All this is achieved because the pure act of contemplation is a very powerful feedback action. This they call some meditation. If you meditate then you will notice as you start to feel different ways of seeing a situation, you may feel more flexible mentally, and you're more open to experience new ways, or be surprised by reacting in a very distinct as had been doing before. (Posted in Emotional Intelligence, live more fully by: laura January 8th, 2008)
To learn more about the history of No. 274 were school Internet browsing. find interesting places, read and learned a lot. If you also want to know more about this then visit the pages recommended by some learners companions
History of School No. 274: the library. History of school
History of the library and Reading: "Luisa Otaegui"
Before, Where does the library? How was it? Who made it? Who donated books?
To answer all these questions that I came, I turned to the librarian Selene. She gave me many materials you have on file and orally told me many stories that I write below.
He said that once the first library was called "Little Light" and worked in a box where it is today built Kindergarten No. 244. It was inaugurated on May 15, 1929. The students went every Wednesday from 15:00 to 16:30 hours. Then the box fell apart and the house was built there the watchman of the school. In 1949 the library opened today, with the name "Luisa Otaegui."
In the book of school No. 219 and being the director Margarita Queirolo reads: "All staff attended the class teacher. Attending (386) three hundred eighty-six children and missed (44) forty-four. Attended the dining room (110) one hundred and ten children and worked in the organization of the Library and Reading Room "Luisa Otaegui" which will be based at the School on July 2nd, in homage to the master of that name on the first anniversary of his death "....
In the newsletter of the Development Commission June 1950, Margarita Queirolo among other things wrote: "... but surely she was not wandering spirit who in life places traveled and those who had developed strong vocation as a teacher. We, her colleagues at school wanted to make some work to materialize their memory. Fruitful idea to open a library that bears his name ... the library seated himself in one of the dining room at the school provided adequate furniture for this purpose. There (1487) 1487 volumes, (404) four hundred and four magazines and (77) seventy-seven brochures today. Often in the evenings the children attend different classes devote a few hours the library to study or reading. So it seems to have more about the great friend who went and the children in the name Luisa light Otaegui die being surrounded in loving and warm embrace that was their whole existence ... the Commission has been tasked with building a librarian to Ms. Elisa Scheiner, skilled and hard-working person, who is inventorying and classifying the books to prepare the file cards and loans as there is a section for children and other circulating for teachers ... "(Luisa Otaegui was a teacher at the school. she began working on 7 June 1929. As a young woman with an illness that affected his legs. Despite virtually unable to walk, she kept going to school and looked after the break. Then he was bedridden for a long time. In 1948 he died.
Malvin Experimental School emerged as part of the initiatives carried out by the Committee on Experimental Schools, which encouraged the development of new methods of education, consistent with experiences that developed in Europe. It was in short, to advocate a teaching conceived as comprehensive training regarding the nature and practical activities, and in which the child actively participate, not as a mere recipient of knowledge.
Its Origins:
Olympia Fernandez was born on March 31, 1890 at Lezcano, department of Rocha. She received her teaching degree at age 18. In 1926 he traveled to Europe and visited different schools in Belgium, Holland, Switzerland, Spain and France. In Belgium he worked with Dr. Decroly school of L'Ermitage. He received his Ph.D. Psychology and Philosophy. In 1927, back to Uruguay, Malvin founded the School of applying the method Decroly. In 1937 in the Parque Rodo Park School (School active in nature). He died in November 1956.
The April 20, 1927, authorized the creation of the requested school by Miss Olympia Fernandez, but only in the first days of June was presented at the home of Ms. Olympia a man with keys to a house in the street Estrazulas and Aconcagua. On June 11, 1927 with five students began their activities, whose names were: Mario Ibarburu, Enrique Carro, Luis Alberto, Alfonso Valls and Andres Barreto.
had no furniture. They used wooden crates, where they put the fruit, such as banks. Nor had the board and used wrapping paper donated by a restaurant that was across the school premises.
Day by day the number of students increased, so had to move to a slightly larger house situated at Michigan and the Rambla.
Meanwhile Olympia began to manage change of location. School visited the Minister of Primary Education, Mr. Enrique Fabregat who witnessed the poor conditions in which they worked. To support the work created a National Law signed by the Minister and the President, Mr. Juan Campistegui. Scasso choose the architect for the project and build it.
The June 23, 1929 laid the foundation stone of the Pavilion Salvo.
Who was Scasso? Your project.
The social connectedness, not only was part of the educational project, but also architecture, with its open layout, which allows the visual integration, audio, etc., to and from the rest of the neighborhood, also speaks of this intention, that the school is not a place of isolation, and the body of education exists within the community.
Scasso The Architect (1892 - 1975), who at that time was Architect of the Department of Public Tours of the Municipality of Montevideo and Professor of Urbanism at the Faculty of Architecture, performed excellently concepts about how it should be a setting in which to develop the training of children. In this fundamental issue was the role that the teacher developed Olimpia Fernandez, who had Scasso interviews prior to project initiation.
New ideas in education harmonized with new ideas in architecture, which in those years lived a time of profound renewal. Since the early twentieth century were developed in Europe avant-garde art, which promoted new ideas and who found the problems arising from industrial development, population growth and urban and social changes, the possibility of achieving the practice many of its tenets.
In Uruguay, the ideas of the new European architecture came through the journeys of many of the young architects of the time (Scasso among them), and art and architecture magazines, among which stands out especially the Dutch magazine "Wendingen." These ideas were rooted in fertile ground, as the School of Architecture was relatively new (founded as an independent faculty in 1915), and although in it the basis of education was essentially academic, the atmosphere was open to reforming proposals . It is interesting that the language difficulty determining that this architecture is known through photos and drawings, and most of the time do not read the texts, so the first architecture renewal in Uruguay has a strong formal, without much interest in big theoretical constructs.
For Malvin Experimental School, one of the most remarkable is the fact that, in its general idea is conceived as a small town in the classroom is home to the children. And develops from a "street", which you access the different "buildings" within which, in turn, are "home." This "home" is the fundamental space because that is where the child spends a significant portion of time. Therefore, there is only one classroom, with its board, etc., But has a fireplace, creating a domestic environment and friendly, and a "corner of the stories", devoted not only to traditional teaching rest, recreation and trade.
The shape of the room, square, and lighting from all sides, and the fact that they have more than one board, and had a team of children's group tables and chairs (not traditional banks that currently exist), allowing different options available and use, and encouraged collective forms of work, where the teacher was not in a fixed and hierarchical, but also part of the group.
The classrooms are organized in blocks (the "buildings" in town), with large circulation spaces and open to the north, so as to receive sunlight, contain direct entry of sunlight into the classroom , preventing harmful glare for good vision and protect from cold winds. Thus, these spaces can be used as a playground in times of rain. These galleries are open movement open to different courts, and the top floor were connected to these courts by slides that were later withdrawn. All this in harmony with the idea of \u200b\u200battaching importance to life and outdoor activities, and outer space as a fundamental part of the educational space. It should be noted that these courts are not a single central courtyard and hierarchical, in the manner of conventional school buildings at the time, but parts of a continuous space that flows between the pavilions and vegetation, and integrates with the city.
While the classroom is of great importance in many schools dedicated to comprehensive training, as well as outdoor spaces, the school had (and currently own, but to a lesser extent) with facilities Additional dedicated to both teaching (lab, library) and provide services that the student be allowed more time in school and practical activities (kitchen, dining room), as well as events and activities in connection with the environment (room acts).
Finally, the architectural form is simple, with precisely defined volumes although not without details that enhance the effect of light and shadow. There is an undeniable link between this architecture and the Dutch architect Willem Marinus Dudok, whose work is disseminated through precisely the magazine Wendingen "above, and he made many schools in the country. This link talks about the intelligence and sensitivity of Scasso architect, who, like many of his generation knew how to harmonize the renewing influences from other lands to the needs and possibilities of our medium, thus helping to create opportunities like this building that not only have great heritage value, but also retain their validity in relation to the purpose for which they were created.
director Change, change of teaching method.
in 1942, takes over as Chief Inspector Ms Mary Abate which begins to implement the Plan which replaced Stable Decroly Plan.
Stable The Plan was a methodology, a form of work driven by the scientist and teacher Clemente Estable, which proposed a refurbished school based on very specific aspects such as the development of a scientific, research, love nature, without neglecting to all the values \u200b\u200bthat give dignity to man.
This school used this methodology, this adventure, in which the child grew between laboratories, daily practices to create and build and a multitude of activities that were experience the freedom to create in all fields of knowledge and art. We worked double time on Mondays, Wednesdays and Fridays, she attended workshops of all kinds, animals were bred and grew vegetables.
Stable The Plan is a plan for structuring your content, and is a method because it provides ways of working.
The method is the research. The content is structured in what the author calls "organizing centers of knowledge." Works structuring, coordinating. There is throughout the plan logic: the whole determines the parties and these parties did not make sense if not the whole.
In 1980, the plan ceases to apply. From this year happens to be common school. On 7 June 1985 establishing a school for the afternoon shift due to the large number of students. So the school in the morning gets the number 219 Olympia Fernández "and later gets the number 274 (years later called" Dr. Hector Lorenzo River).
concentration increases. Improvement of school life. Increased interest and participation in class. Acquisition of new motor skills. Other behaviors: new communication skills, calm and peaceful environment, reduction of aggressive and hyperactive. This program will enhance the educational environment and creating positive emotional ties in the social environment they inhabit.
