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This semester started an important race such as the SER group master, the person who chooses to teach must understand that we work with humans and are working to change an individual.
I hope they feel very well and learn together.
MTRO. REYES GUSTAVO SANDOVAL

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One of the key components of the training of teachers for basic education is the knowledge of the characteristics of the teaching in the school and the needs and demands of work in the classroom. The ability to communicate effectively with students, designing appropriate teaching strategies and activities, interpret and evaluate their reactions during class, and respond promptly and appropriately to unexpected situations are conditions to develop an effective teaching job in basic education. The formation of these powers will only be achieved to the extent that students observe, live the experience and meet the challenges of everyday teaching.
The curriculum of the Bachelor of Secondary Education includes as one of the axes of the initial training of future teachers, the area of \u200b\u200bPractical Approach to School with the aim that students acquire professional skills and confidence needed to work with adolescents and to establish collaborative relationships with other teachers and mothers or parents. The courses that make up this area include specific topics, suggested activities and the time needed to organize, develop and analyze the days of observation and teaching practice.
School and Social Context is the first course in this area. Its main purpose is for student teachers to explore the characteristics of high schools:
their forms of organization and functioning, social and cultural context in which they are located, the functions performed by staff working in school, the student population it serves. That is, that from the beginning of their training know the characteristics of their future field of work and, therefore, the importance of the work of secondary school teachers and the challenges they face.
The treatment of content that includes the program does not end with this course, all issues will be reviewed in the following semester, either in courses that correspond to this area or other subjects of the curriculum.

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INTRODUCTION GENERAL PURPOSES

1. Meet various high schools and identify some of their characteristics, forms of organization and the social context where are located.

2. Recognize the actors from the school, some of the roles and relationships established between them.

3. Identify the importance of high school is for teens and the community where it is located, and the social environment in school work.

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STUDY PROGRAM FEATURES

1. The program for this course consists of study and analysis activities carried out in the normal school classroom, and field visits to different schools. These activities are organized as follows:
a) The reading and discussion of the texts included in the literature and thinking about the previous school experience student teachers themselves, allow them to improve their knowledge of the school and at the same time, is expected to draw your attention to issues or events that otherwise might go unnoticed, that is, provide elements to see more openness and attention the school and its components: the spaces, people who work there, students, visitors and casual relationships established between these elements.
b) Another very important part of the course was developed through visits to schools located in different social contexts (urban, marginal urban, rural, etc.) and various modalities (general, technical secondary schools). The days of observation in secondary schools allow the comparison of what is stated in the texts about them with fingerprints, data and judgments that students acquire or form from what they receive during their stay at school sites, with the students will receive evidence base to enrich, and even to question the data and ideas in the texts studied earlier.
c) The systematic and, above all, the analysis of the experience gained during the stay in school, are very important to give meaning to the observation training, since they will synthesize learning and raise new doubts, questions or challenges to the knowledge of the schools. Taking into account that during this course, students will make their first approach to the school reality, it is important to remember that the main purpose of observation and analysis not qualify or criticize-in haste and with little foundation, what happens in the classroom and in school, nor seek to imitate models of teaching, but students are initiated in the recognition of the relationship between the school and the social context in which it is located and the complexity of high school and identify some of the challenges facing teachers and students, and the actions they take to overcome them.
2. The program of this course includes the time needed to prepare, develop and analyze each of the visits. To make the most appropriate to carefully prepare and develop an observation guide consideration of agenda items and questions or concerns raised by the reading of texts or topics studied in other subjects of the semester. With the aim of contributing to the activities of observation and analysis of school life are actually training the program includes a set of guidelines to organize, develop and systematize the observations in high school.
3. The program is organized in thematic and practical reasons. The study of the first issues will students entering school knowledge to have more input for observation during their first visits. However, the study of topics not be exhausted at the end of the activities of a block, but it is expected that during the course, students will gradually enrich their knowledge about all aspects of school life: in each room will have an opportunity observe the development of the whole school life, so the arrangement of topics in the blocks of the program should not be assumed as a rigid sequence. It is essential that from the beginning of the course, both teachers and students to identify all issues of this program to any time to incorporate them as part of the observation, study or reflections made during the semester.

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EDUCATION AND ICT'S

knowledge society, ICT and education

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Block I. Life in high school and its environment TRIP TO CHIAPAS

SUGGESTED ACTIVITIES 1. High school ... personal memories. Students write a short story about their experiences in high school. Should remember aspects as the most enjoyable times and significant forms of work in the classroom, how they were treated by teachers and principals, how to interact with their peers what they learned in school, the most common problems they faced, and so on.
Some stories are read aloud to the whole group to discuss what experiences are more common, why were generated in this way and not another, how they influenced his later life, which had been in place for teachers to solve a problems or motivate students, and so on. The important thing is that from the memory of his experiences students take a first look at school life high school.

2. A day's work in high school. consists of small teams comment on how it is supposed that runs a school day, ie, what happens, what do students, teachers and principals, how to spend the time, etc., to then produce a short text which write conclusions on these aspects.
The text above and it is very important to know the initial concepts that students typically have about high school, from which they may be commented upon is the social function of school, how it is constituted, who are members and what activities play. It is appropriate to retain these texts, among other things, that at the end of the course identify what they have learned about school and teachers.
On completion of these activities, students read "The operation of the school and teacher working conditions," Mayorga, to compare their views with those of the author, while reading, will serve as a general reference to know different aspects of secondary school teachers. Throughout the semester, the ideas proposed in the document may be discussed and studied further.
3. What do managers, teachers and others in high school. A activity performed on the first visit to the school will identify what the people who work there, describe the type of activities they do, how they do, the difficulties faced in implementing this, and how they support or interfere each other to fulfill their missions. To this end, we suggest reading "The formal organization" by Sandoval.
Finally, students develop a writing that provides for the activities of actors who visited the school and compare with other cases discussed by their peers, if possible, analyze what the conditions (organizational, labor and materials) that allow or prevent each one performing the function assigned.
4. The characteristics of social and cultural environment, the presence of the school in the community. normal students analyze the characteristics of the environment in which the school is located who visited. Is expected to obtain conclusions about how they are manifested in school life social and cultural conditions of social environment. As part of this activity will explore the value and importance that the school has for members of the community.
5. Final activity. Students will a description about how they perceive the development of secondary school life. For this product can take notes of their observations, the texts read and the comments made by peers. This code should also keep it because it will be useful to work on the topics of the following blocks. It is important to warn students that some of the aspects mentioned so far are cause for observation at other times of year, but with the difference that will visit schools in other social contexts and will have more items for analysis. Moreover, visitors will have a greater sense readings, comments and discussions in the classroom.

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