School Performance Quality: Active Pedagogy

School performance quality: Active Pedagogy

Despite the definitions of each of the authors, active pedagogy in the point of view of society refers to the coexistence of each of the students that it has both inside and outside the aulic environment and the educational institution.

From the pedagogical point of view:

In this pedagogical point of view, several sub -themes are involved, in which they are paidocentrism, self-training, varied or multiple activities, spontaneous and functional activity, spontaneous and functional activity, etc. All these encourage students to interact in classes.

What is paidocentrism and how is it related to active pedagogy?

According to Paidocentrismo, it is criticized for hard teaching methods that only aroused the terror of the boys for knowledge and also destroyed mills, he poses a practical method of learning by doing in which knowledge is infiltrated and infused gently in souls,of the students, leading to the understanding the true essence of things and instruct about the foundations, reasons and ends of the most main things that exist and are created. In addition, its paidocentric conception of education puts all educational components at the service of the apprentice, establishing a new paradigm because before the student was not given such importance, being considered as a simple receiver-peasive of knowledge. In addition, when the teacher adopts the paidocentric position, it means the displacement of the teacher of the main scene and the relocation of the student at the center of the educational action, forces the teacher to plan the didactic sequence thinking about his students, taking into account the previous knowledgewhich requires the new educational situation, because even if they are in the same group, although they are of the same age, each one processes the information differently, learning should not be generalized, there is planning thinking about diversity.

Then the paidocentric being is to reflect on what the student is capable of doing with the unustrative help of the teacher, to keep in mind what is the type of man who is in training, help him develop the necessary skills for his current and future performance withinThe society that has to live . (Pinedo Pinedo, 209) In the same paidocentric way it refers to the change in teaching that teachers make so that students are more dynamic at the time of receiving a class.

On the other hand, it refers that paidocentrismo characterizes that learning accommodates the psychological evolution of the student, to its expectations and motivations. This trend presents a strong emphasis on the development of activities oriented towards knowing, discovering, building, expressing and recreating. In addition, the contents are presented in the formalobal, preventing learning from limiting the calendar unit. Expresses the idea of "world as one", the world seen from the student conceived as a person. 

In summary, these two authors refers to paidocentrismo as a teaching that adopts the teacher to accommodate the learning transmitted and thus can improve the student field in students, for abuse behavior, the retention of the activities learned, fear, discouragement,shame, etc., that some students have, but with different methods, the aulic environment can be improved.

What is self-training and how is it related to active pedagogy?

According to (Gutiérrez Gutiérrez & Gaspar del Ángel, 2016) defines the self-training of active pedagogy such as technological incorporation and globalization in all areas increases the need to increase digital skills in teachers to promote in the classroom a better educational performance. Even more when school types and modalities tend towards technified environments and with virtual environments favoring and expanding educational practices using ICTs. This work recognizes the importance of training teachers in basic, upper and upper secondary education, so web 2 alternatives are provided.0 that strengthen professional self-training  . On the other hand, it defines self-training as if the child, with his enormous physical and intellectual potential, is a miracle in front of us. This fact must be transmitted to all parents, educators and people interested in children, because education from the beginning of life could truly change the present and future of society. We have to be clear, yes, that the development of human potential is not determined by us. We can only serve the child’s development, because this is done in a space in which there are laws that govern the functioning of each human being and each development has to be in harmony with everyone around us and with the entire universe.  In addition (Maria Montessori Cucuta, 2008) defines self-training as an environment that has been carefully organized for the child, designed to promote their self-learning and growth. It develops social, emotional and intellectual aspects and respond to the needs of order and security. The characteristics of this prepared environment allow the child to develop without the constant assistance and supervision of an adult. The design of these environments is based on the principles of simplicity, beauty and order. They are light and warm spaces, which include language, plants, art, music and books. The living room is organized in work areas, equipped with tables adapted to the size of children and open areas for work on the ground. Shelves with materials belonging to this development area surround each of these sectors. Materials are systematically organized and in difficulty sequence.  

In summary, according to the definitions of (Gutiérrez Gutiérrez & Gaspar del Ángel, 2016), (Montessori, 2008) and (Maria Montessori Cucuta, 2008) refer to active pedagogy as a technological incorporation which relationships in the educational field, becauseThe teacher can take from different parts of the Internet, which there are many teaching methods also even in class can use it on the other hand they say that the methods are very necessary since education from the beginning of life could truly change the present the present, also so that there is a good teachings there must be an aulic environment for students and teachers .

What is the spontaneous and functional activity of how it is related to active pedagogy?

In spontaneous and functional activities and as it is related to active pedagogy, according to (Terrones Negrete, 2015)

Defines spontaneous and functional activity as freedom for natural development, since the student must govern their behavior, facilitating their initiative and self-expression. The interest of all work must be satisfied and developed based on direct or indirect contact with the surrounding world activities and the use of the experience achieved. New standards are set in relation to the essential guide function that the teacher must exercise in his teaching task. 

According to (Arteta, 2020) defines spontaneous and functional activity as:

In pedagogy, it is called the functional theory of education to that which indicates that the condition of the development of the educational exercise in the exercise of functions. Functionalist theory is responsible for integrating the child to integrate into society. Durkheim says that the collective function of education is to adapt the child to the social environment, making him a useful individual within society. On the other hand, he postulates that education does not deal in a theoretical way, rather, as a practice set.

In summary (Terrones Negrete, 2015) defines spontaneous activity are works that the teacher sends as reinforcement for the student to prepare better, it is also a methodology which very important in all educational units since the teacher leaves a dutyso that they are worth practicing and the class is not forgotten. On the other hand (Arteta, 2020) spontaneous activity is one that interacts in order that not only the theoretician is serious but that they do the practical, see the procedures a little more interesting to the funniest methods.

What are the positive aspects in the field of pedagogy and how is it related to active pedagogy?

The positive aspects of active pedagogy are those involving the child’s education as their sole purpose, it is also focused that the child not only enhances in class, but also interact in society

What are negative aspects and how is it related to active pedagogy?

Foundation of active pedagogy:

According to (Suarez, 2017) defines active pedagogy as the child’s consistency so that it is able to live in society, from the beginning of autonomy, in which the child must always be in contact with reality therefore seeks toThe teaching -learning processes are based on the interests and needs of the child, where the teacher plays a role of companion and generator of media that stimulate the interests of the same. (p. 13)

• Master-student relationship: companion-participatory and knowledge builder. 
• EVALUATION: The progress of students’ development is evaluated globally, not by areas or subjects. Agreed through the rules among all. 
• Space: Take advantage of the whole environment and school space. (Suarez, 2017)
• Discipline: agreed through the rules of the rules among all.

In conclusion, the foundation of active pedagogy is based on it that teacher acquires methods and thus the teacher can exchange ideas through methods such as participating in classes and for each participation an extra point is gained and if the student is wrong to give him also give himA point to participate and correct paras that does not make that same mistake again, and thus the students will generate knowledge controversy and to interact easily without seeing it as an obligation.

Methods or techniques which the teacher is governed to teach:

Exponents of active pedagogy:

• Learning: Comprehensive, critical and multidisciplinary 
• Teaching: It starts from respect to the student, raising the teacher process: to provide the medium that stimulates interest in the advance in teaching-learning based on the needs and interests of the student.  
• Student learning role.

In conclusion, the exponent of active pedagogy focuses on three parts which are: learning, teaching and role of teacher, these points are very important in the aulic environment since if the teacher does not have learning how he will teach their students andYou cannot meet the objective set out that the student advances and stipulates the learning interest, but on the other hand this also focuses if the teacher different techniques to the child and interacts in class the child will improve day by day, but also doesEmphasis in a very important point which mutual respect collecting the teaching process because it is born from the needs and interest of a student.

CONCLUSION

In conclusion when we talk about active pedagogy in the quality of school performance we refer to the techniques, methods, procedures, skill, capacity and skill, that teachers take so that students have an active character and have the ease of interacting in classes , nowadays the teachers face children with an abulmic behavior, the retention of the activities learned, the fear, the discouragement and the shame of asking the teacher a question then the teacher looks for different methods for the aulic environment and Practicing them in classes, on the other hand when we talk about active pedagogy we are referring to teaching methods which take into account three important points which are: psychological point, social point and pedagogical point, the latter divides three very essential parts to educational level which are paidocentrism, self-training, spontaneous and functional activity, these are methods and n where the teacher focuses to interact more with the student to coexistence that the student is interested in his studies alone and they are not forcing anyone. 

On the subject of active pedagogy in the quality of school performance there is what are the positive aspects and negative aspects which, there are a greater range in what is the positive aspects which some indicate that the students could be the author of His own experience also that students acquire new teaching methods This attracts classes to be more than the experimental field and students acquire a greater degree of knowledge and not only would be recognized or honored with the teacher but also the institution for having extremely prominent teachers In the field of teachings, but contrary to this topic there is also negative aspects in active pedagogy in school performance quality one of those is the problem that teachers have when giving to techniques, methods, procedures, procedures, skill, capacity or skill and not explain or the students do not understand them (before more they are confused to the students the pro Teaching cessation of a topic.). 

On the other hand, active pedagogy in the quality of school performance in addition to having its positive aspects and negative aspects also has its characteristic which proposes that students stimulate their knowledge and thus promote creativity and free expression in the disciples also with learning and learning with learning and learning andteaching the teaching of your educator and will stimulate the interests of the same .