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Our "WORLD" in ... weeks

In this school year 2008/2009 our POF called

ENERGHEIA : study is sustainable

involved the scanning of planning educational activities in thematic weeks .
was these that allowed the execution of many activities, sharing diprogetti, participation in activities both inside and outside the school. Working for weeks
issues does not mean less work or propose impromptu activities, in themselves temporary or worse, made at the time, for the occasion. Working for weeks
issues is to share an overall project and generally make it in time and over time. The theme week is the final moment, one in which the product produced is shown and shared by others.

Working for weeks on issues he wanted to be and wants to be a way to make students self-conscious and in ' be in do in and the ability to be able to do .

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The history of our school

Abstract
...

"Memory is the most unique power of the human mind.
(...) The man depends on the memory ... if we could "see" ...
memory appear as a compact ball,
whose edges composing it, unraveling, back door, until then
' Finally, the mysterious leader,
concealed in his deepest heart,
at which the path from where you started
ends (start and end in memory are often the same thing ...)

... But that thread,
memory is full of knots, braids, ... "
A. Rose, Dawn of a new world, Ed Mondolibri, 2002

The project and the work of the committee.

The Committee records established during the 2006/2007 school year at 182 ^ Didactic consists of twenty teachers [1] .
The main objective is that the committee wanted to give was to raise awareness outside the school, the users, to the territory. This is because the school, being a body area, it is right that it is a reference point and at the same time, the guardian of significant experiences, projects, processing and all that, over the years (twenty) has been produced.
"Telling the story of the school" is a way to perform a task institutional retraining of personnel, training and self-service. Carry out this function through the agencies that are responsible for this purpose does not always meet your needs.
Rethinking evolution and the changes over the years has characterized the way people work, allowed to give adequate space to the constantly emerging needs among the teachers of an improvement in the education and teaching. Think back to all the experiences shared, performed, proposals, ... the Committee has allowed us to trace with memory, with memories, with photos and records kept by the school ... as Via Pasquale Stabilini first and then the Federico Fellini, "did school."
It was an opportunity to relate the old and the new way to school, to confront the new demands of changing society, with the old daily practice that the school gave.
Our belief is that the educational institution must play at every stage a fundamental social function of coordinating and facilitating role on educational and teaching.
During the meetings of the Committee in addition to dealing with general themes and generalizations, have been identified experiences to "tell", choices among the emerging experiences and more significant than the opportunity to broaden their educational and intervention tools, the need of users, more modern, which has led to action against both the Community of 'use of new technologies.
task of the commission was also to worry about finding the collaboration of many among teachers, parents, alumni, ... as a "speakers' experiences as well as" spectators "of the same.
Speakers and spectators as well as performing their own work of educational research, have worked and still work within the school to ensure continuity of education.
The response was positive and the participation of teachers in all stages we were right.
The most interesting aspect was that they found, with this initiative, the school has acquired a significant contribution with respect to cultural heritage: brochures, booklets, publications, video, cd-rom, ... and many other materials produced by the classes, which are result of an annotated collection of experiences.

In the beginning was ... via Stabilini. [2]

Born on the edge of the suburbs,

where trams do not go out more,
where everything is complicated,
...
(Eros Ramazzotti )

The year was 1986 and the school in Via Pasquale Stabilini opened its doors.
Pioneers to get there, they had to go through construction sites, dirt roads and rural areas: the eastern district of Cinecittà was rising!
The first of September, a group of young teachers, full of enthusiasm and energy, took service inaugurating the school, branch 176 Lindlar in via Francesco Gentile.
There were only eight small classes. Two were first
Full-time teachers with Gazzoli Franca, Meucci Anna, Paola and Pattaro Ritzu Graziella. Two were first-time teacher assigned a normal Salvatore Antonio, the other teacher Rosa De Marco.
There was only one second in normal time, the teacher assigned Manglaviti Paola and a third one with the teacher Fabbrini Brunetta.
The fourth had two, normal time, a teacher with the La Monaca Lucia, the other with the teacher Petrucci Sunday.
The fifth was in normal time and assigned to the teacher Cacciapuoti Dora.
At the request of the families the children could carry out supplementary pm thanks to the presence of two teachers of extracurricular activities (local teachers) and a teacher of integrative activities: Rosa Amoroso.
The building also housed five sections of local kindergarten, because the appropriate structures had not yet been built.
Outside, the building was looking good, it was new, spacious, comfortable, but ... in the classrooms were "empty": the desks and chairs were insufficient and in some cases, nonexistent. Slates, desks, lockers, the coat did not exist. The local gym, theater and dining spaces were big, beautiful to look at but cold and bare. The inconveniences
were many, but thanks to the goodwill of the "pioneers", the art of getting by and professionalism of teachers, the work began in a climate of true collaboration among all.
In place of the boards were used on posters UNICEF shot back: they were sufficiently large, white, and there was written with markers.
families (they were the first inhabitants of the district) were happy to have a new school under the house, but for the many shortcomings and take steps to obtain the necessary furniture. Continue in the first months were required in the district, some parents went personally to take the furniture to load on its own transport.
The discomfort, however, covered not only the school, the whole neighborhood was in those years was rising.
Looking back to 1986, we who are still in this school, we can say that, remember that period with nostalgia. The hardships they had suffered from the consolidated group: there was solidarity, cooperation, enthusiasm, warmth and genuine desire to do.
features that affect all families, staff and faculty.
Year after year classes grow, so that students and teachers to accommodate all students, have created new environments (partitioned the wide corridors), also occupied by the kindergarten classrooms City have been moved to Old Street Cisberto (since the special structure had been completed), and finally in September 1992 the school became autonomous Via Stabilini becoming the 182 Lindlar.
were also obtained for the local host the secretariat and the Executive Director of Education and the first of this new club was Dr Louise Benanti.
The following school year was a new director: Dr. Rosa Elena Piccone. Through her, we then called the school to Federico Fellini was the year 1995.
years pass, we're already in the new millennium and a new manager, the current one comes to Fellini is Dr Rosanna Boys. With its presence can to get a lot of requests for years and teachers who were leaders to the competent authorities. Here is the Fellini draws the look, get a multi-purpose pitch, the table becomes a self-managed and, finally ... a dream come true, the theater. A true theater beautify the structure.
Over the years many teachers have worked in the school, many are left who retired, who moved but the old core formed from an early age has remained throughout.
In recent years the teachers have grown, changed with age. Although working conditions have changed because new regulations have occurred: the autonomy, the POF, the units of learning, Moratti reform ... but the desire and ability to do ... I have never failed. Fellini
The school is still a landmark for the neighborhood, and is meant to be a school open to the territory, a school that designs, programs and focuses on the educational activity of their children.
is why some years, invite new users to visit the school and see how ... "Fellini goes to school."


... has always been Rizzieri Via

School Childhood Way Rizzieri (Cinecittà East), established in 1983, belonged to the 176 "Didactic "Children of the World"
The school building located on a single ground floor, surrounded by a garden and a terrace, partly covered in gravel, fenced on two sides by a public park. It was designed to house three sections referred to a part-time and others full time.
The large classrooms, bright and spacious with en suite dressing room for the filing of the material.
At its opening the classrooms were equipped only with banks, and some sedioline shelf, there were no games or educational materials. Were the same teachers to invite parents to provide the sections of 'essential for initiating the activity. The entrance hall
involved a very large but bare.
From that day I spent many year to date when the school has experienced the alternation of many teachers during the week they made a valuable contribution to structure and make it looks like today.
Given the many requests for entry by the user of a district more in the process of expansion and the formation of a long waiting list, it was deemed necessary to create a new section, the fourth, built in the lobby of the school. In 1992 the school as a result, setting a new club in the district was planning to join the 182 Club ^ Didadattico which was later named "F. Fellini".
Nursery school Via Rizzieri lived beyond the normal curricular activities, including the execution of experimental projects, among them the project: "From the laboratory analysis of locomotion models. Experience testing comparison: how it changed him. projects in basic education" managed dall'AIRES (Association for Interdisciplinary him. Ecosystem Research) in collaboration with the office of the superintendency GLH.
The project sets as its goal to make a practical contribution over observation of particular relational dynamics between boys and girls, between teachers and children and between teachers and teachers mainly taking into account the meanings
receiving the messages exchanged in class and in moments of joint work among teachers.
State funding has enabled a laboratory psychomotor and work effectively with students and has allowed us to acquire and work systematically and structured materials.
was the setting for the testing of the above ASCANIO three-year project, which introduced a new type of organizational model that includes the opening of sections, systematically, in a specific time slot of the day.
E 'argue for the establishment level groups and interest.
It speaks of a functional model that organizes the time, but the emphasis on operating procedures. A model that points to the quality, passing through the ring, a flexible and open approach to the comparison. This is an operational mode that seeks the greatest possible unity, an organization that goes beyond the concept of classroom or laboratory section to build the corner. 'The trial
"From Laboratory to planning and the project" Ascanio "have given way to other projects:
health education,
play with art,
Project Welcome and drama.
For at least six years, from nursery school to participate in the design cycle: the theme is the same, changing modes of work, planned activities and the age at which they are addressed.

[1] Aquaro Anna Paola Maddalena Borriello, Anna Carbone, Clucher Simonetta, Contestabile Ermelinda, Daniela Costantini Angela, LaMonaca Lucia, Maria Pia Leone, Silvana Lijoi, Joseph Marino, Francesca Mastrorilli, Bread Enrica, Paola Pattoro, Nadia Pera, Petrucci Sunday, Anna Primiani, Principia Tiziana, Patricia Raco, Liliana Ricci, Salvatore Antonio and Catherine Sama.
[2] By Angela Daniela Costantini, Lucia LaMonaca, Paola Pattaro, Sunday Petrucci.

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A BLOG ... We start from a consideration because

This blog is the brainchild of Daniela Bianchi contact training on new technologies. It aims to

1. share the work done by all,
2. communicate was produced,
3. develop collaboration among teachers.

These are also the aims of our POF, entitled ENERGHEIA or the study is sustainable in all its various forms. It reads ...

"The purpose of the whole system design is deeply rooted in the consciousness of educators who work in our school. It is the ecological perspective, the bearer of values \u200b\u200bsuch as respect for mankind and nature, tolerance, solidarity, ethics, accountability and security.
The goal is nothing, therefore, that the desire to es-ask, of projects and co-design, to question themselves and report, stems from the need to touch, to close the gap between self and others , between himself and the world. In school, the reality of "doing" can help children find solutions to various real problems, which can facilitate their living in the world, being-the-world, have-a-world.
This effort to co-existence and co-responsibility is reinforced by the belief that basic human nature and the nature of the world are ambivalent, so the bio-diversity is a richness, pluralism is a key objective, the fusion of knowledge and experiences is one more chance, attention to cultural and ethnic diversity and leaning towards the other attitudes are useful for the construction of a co-human world. "

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The "craft of teaching"
Daniela Bianchi [1] several articles published in ENAM

The news media, research institutes dedicate time to their attention to the class teacher Italian. We have read and listened to analysis and reflection on the teachers, their role, their problems. You are expressed, in different terms, journalists, intellectuals, psychologists, politicians and students. Who has not yet taken the floor on their role and the meaning of our profession, we are the ones teachers.
With this reflection I want to compare me with your ideas about what it means today to "teach".
We open the debate, telling and reconstructing our experiences, starting with episodes that are in our daily lives. Raccontiamoci indeed re ... raccontiamoci our job.

Possible insights
suggest some questions that may help focus the direction of our profession and then leave you the freedom to choose how and on what action and discuss.
There is a fundamental observation on which to build and broke it suggested Hannah Arendt:
"The teacher is qualified to know the world and to be able to educate others about it, while it is authoritative because of that world , is responsible. In front of the child is a kind of representative of all citizens of the Earth, indicating the details, saying this is our world. " Let's
scomporne the many aspects of this statement in the form of questions:
-l 'teacher knows the world?
-C 'is the willingness to learn about the world and the ability to do this?
-Ha need outside help? How
-like, that, you can bring to class?
-weight in children in redefining the teaching profession?
- Our profession can no matter who we face?
-How to confront (face, face) teachers with other leading figures (eg parents)? Indifference? Conflict? Sharing?
-For those who teach for many years has changed what is required? It has changed how?
-Chi is now the " good teacher?


Possible answers many questions, a barrage of questions in today's society. Information often superficial and instant, lightning, without emotional or cultural background, analysis seriously.
Teaching of the first conjugation verb,-are, then the children will think and say warn in Italian grammar.
Teaching, a difficult task in this jungle vague and confusing messages, requests mass media.
difficult, more difficult than it might appear at first sight seem.
The relationship between teacher and World is not to be neglected, because they underestimate the cognitive acquisitions, concepts, techniques, disciplines and educations are born, grow and change in appearance in a very, very real.
pupils, children in essence, before any qualification superstructural, live, move, touch, breathe, kick ass and create.
The teacher must necessarily, if it makes sense, which supports the weight of responsibility, to venture into the exploration of the world, their, our world.
test its hardness, taste the variety, to appreciate the nuances, critically analyze and understand the good the bad, the unfortunate misleading.
We, as teachers, educators, have an open mind and intellect, go past the Pillars of Hercules in the quota, often fascinating, but not always edifying.
New teaching, new educational policies that are as illuminating and decisive, explosive, but in reality be observed at a distance from the top, bottom, sideways. To doubt and question
dutifully polished and passionate, constantly aiming for the task which we must discharge.
be available, put-in-conversation, play all the cards at our disposal, to accept the limits of education, enhance the possibilities. Availability
which will to know, to understand, to question, again, again.
- I could do better?
- I've given enough?
- I have received?
- How much?
- It 's enough?
- which can offer?
possible, depends on the fact that we build it, with wit and commitment to cultivate fruitful. Fruitful. Welcoming
balance and leverage with external aid, the media in the difficult job of teaching, to convey something that is very dear to us. Heart, with C, I recommend banning Q! C as Heart, as in choosing care. Choose good aid. Aid
well qualified and well-calibrated (experts, bearers of witness accounts, doctors ....., referents of experience), that aid must be explained and justified in the children without mediation because you do not get anything consistent.
Driving experiences.
Aid may help is if, embodies a common thread, a ring of continuity, with the suture has already been handled, presented and experienced. Help
such as gradients, or additional esemplificatura. Nuances
or harsh tones and lit it.
Help, yes, but with style and genuine involvement of pupils, students, guests, invited to collaborate, to give, to redefine the current activities, ongoing.
path, the journey of education, training.
Man you do, that reflects that.
The child who is still, always and in every moment.
The students, already.
Pupils: audience and focus of our work, a starting point, some point of arrival.
beginning and end of everything, the whole teaching-educational phenomenon.
fabric to be shaped, molded, but not aseptically and professor. Cloth
playful and uplifting, euphoric and vivacious, light must be channeled up straight and soft dynamics, to herald change, growth of real, authentic.
Change, mutual.
Only those who teach can see, hear what students know and can transmit, offer, not only to his companions in friendship, social.
Interchange, report.
The good teacher today is precisely the one who has feelings, strong or incipient consciousness of the learner.
subject and not object.
good teacher is one who perceives the atmosphere in which it operates, it absorbs the moods, attitudes veiled. Bravo
teacher who is able to see in foresight, to calculate changes in the future, not certain, but possible and assessed. Update
constant spirit of our time, senseless and cowardly flight.
Investment in research, human person, mental health, physical, spiritual.
This is the good teacher today.
I will not dwell more, think, think ... and if you want to comment!

[1] Professor of primary school by 182 ^ Federico Fellini Club - Member of the Editorial Committee of Enam News as a Councillor of the Board