{"id":16380,"date":"2021-01-28T07:41:36","date_gmt":"2021-01-28T07:41:36","guid":{"rendered":"https:\/\/colegiocelta.com.mx\/?p=16380"},"modified":"2021-01-28T07:41:36","modified_gmt":"2021-01-28T07:41:36","slug":"nuachtan-middle-school-february-2021","status":"publish","type":"post","link":"https:\/\/colegiocelta.com.mx\/index.php\/2021\/01\/28\/nuachtan-middle-school-february-2021\/","title":{"rendered":"NUACHT\u00c1N MIDDLE SCHOOL | February 2021"},"content":{"rendered":"\n

<\/p>\n\n\n\n

Welcome to February’s edition where the coordinators of the Middle School section share with us relevant information on academic and social-emotional aspects.<\/p>\n\n\n\n

During January 27th-29th the MUN club students participated in the CFMUN, where they showed their communication and research skills. Highlighting their IB learner Profile, attributes of risk-takers, principled, good communicators, reflective, open-minded, etc.<\/p>\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

ACADEMIC<\/strong><\/h2>\n\n\n\n

Maria del Pilar Mones Urtuzu\u00e1stegui |Academic Coordination<\/em><\/strong><\/p>\n\n\n\n

Clubs at Middle School (curricular autonomy) <\/strong><\/h2>\n\n\n\n

Autonomy is an innovative and flexible curricular component that was incorporated for the first time into the curriculum of basic education in Mexico in 2017. This third curricular component (in addition to Academic Training and Personal and Social Development), grants students the opportunity to learn topics of their interest, develop skills, overcome difficulties, strengthen their knowledge, their identity, and their sense of belonging. It also offers teachers opportunities for innovation, that is, spaces to experiment with new teaching intervention methodologies that allow them to renew their practice.<\/p>\n\n\n\n

Curricular autonomy is of national observance, it gives the school the power to decide the curricular contents to be implemented based on the interests and needs of its students, their school day, their context, and the guidelines issued by the SEP to facilitate the exercise of spaces of curricular autonomy. Looking for an inclusive education in order to meet the specific needs and interests of each student and accommodate the great diversity of our country. <\/p>\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

https:\/\/www.google.com\/url?sa=i&url=https%3A%2F%2Fwww.diariodequeretaro.com.mx%2Fcultura%2Fhacia-el-nuevo-modelo-educativo-762697.html&psig=AOvVaw2-qgzVnVUfKT2mNbTEoSNi&ust=1610645903788000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCND7vuq5me4CFQAAAAAdAAAAABAO<\/a><\/p>\n\n\n\n

Research shows that students who score the best on assessments that measure the level of higher cognitive skills, such as PISA, spend time learning about other topics and developing other skills in extracurricular settings. Therefore, there seems to be a positive correlation between good academic performance and systematic dedication to playing an instrument, practicing sports, playing chess or doing community work. Studies have shown that students in Mexico are less likely to show poor academic performance when they attend schools that have a greater offer of extracurricular activities. With this premise, the Curricular Autonomy component is the space in which these development opportunities are offered that benefit their comprehensive training and their performance related to the other two curricular components: Academic Training Fields and Personal and Social Development Areas. As well as continuing to enhance our International Baccalaureate MYP programme by developing skills and attributes of the community profile.<\/p>\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

On the other hand, this component creates the space to give concreteness to the General Law of the Rights of Girls, Boys and Adolescents, which establishes the right of girls, boys and adolescents to be heard and taken into account in matters of their interest, according to their age, evolutionary and cognitive development and their maturity.<\/p>\n\n\n\n

PURPOSES OF CURRICULAR AUTONOMY FOR STUDENTS:<\/strong><\/p>\n\n\n\n

1. Expand your horizons and enhance the knowledge acquired. <\/p>\n\n\n\n

2. Recognize your strengths and opportunities to continue learning. <\/p>\n\n\n\n

3. Expand their development possibilities by interacting with students from other grades. <\/p>\n\n\n\n

4. Take an interest that his\/her actions benefit him\/her and others, and act based on the principles of solidarity and respect. <\/p>\n\n\n\n

5. Promote a harmonious and respectful coexistence in school and outside of it.<\/p>\n\n\n\n

6. Consolidate your sense of belonging in the different areas of your life. <\/p>\n\n\n\n

7. Recognize and value the diversity of your environment. <\/p>\n\n\n\n

8. Guarantee their right to participate, to be heard and take them account. <\/p>\n\n\n\n

http:\/\/www.educadgo.gob.mx\/seed\/Fortalecimiento\/TALLER%20INDUCCI%C3%93N%20AUTONOM%C3%8DA%20CURRICULAR.pdf <\/a> <\/p>\n\n\n\n

THE 5 AREAS OF CURRICULAR AUTONOMY<\/strong><\/p>\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

https:\/\/www.google.com\/url?sa=i&url=https%3A%2F%2Fwww.milenio.com%2Festilo%2Fla-nueva-iniciativa-para-un-mejor-futuro&psig=AOvVaw3fiFVFwZ_6poxIKjmuWPTy&ust=1610644654636000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCIjfw4u1me4CFQAAAAAdAAAAABAW<\/a><\/p>\n\n\n\n

CLUBES SCHOOL<\/strong><\/p>\n\n\n\n

1. Expand academic training<\/strong><\/p>\n\n\n\n

\u2022 Math Leveling <\/p>\n\n\n\n

\u2022 Conversation in English <\/p>\n\n\n\n

\u2022 MUN<\/p>\n\n\n\n

\u2022 French Certification <\/p>\n\n\n\n

\u2022 English Certification <\/p>\n\n\n\n

\u2022 PAD<\/p>\n\n\n\n

2. Promote personal and social development<\/strong><\/p>\n\n\n\n

\u2022 Dance <\/p>\n\n\n\n

\u2022 Musical assemble <\/p>\n\n\n\n

\u2022 Watercolor<\/p>\n\n\n\n

\u2022 Photography<\/p>\n\n\n\n

\u2022 Recreation and free time <\/p>\n\n\n\n

3. New relevant content<\/strong><\/p>\n\n\n\n

\u2022 Robotics<\/p>\n\n\n\n

4. Regional knowledge<\/strong><\/p>\n\n\n\n

\u2022 Technology <\/p>\n\n\n\n

5. Social impact projects<\/strong><\/p>\n\n\n\n

\u2022 Orchard <\/p>\n\n\n\n

MYP<\/strong><\/h2>\n\n\n\n

Alicia Silva<\/strong><\/em><\/p>\n\n\n\n

Learning from failure<\/strong><\/h2>\n\n\n\n

‘So it is well to cultivate a friendly feeling toward error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has’ <\/em> -Maria Montessori-<\/p>\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

In the last newsletter we talked about awarding certificates and taking the IB programme a step further. However, not everything is as easy as just receiving the certificate and moving on. <\/p>\n\n\n\n

Today I want to talk to you about what failure means and why it is so important to learning. At this point, self-management, reflective and thinking skills support this part of learning.<\/p>\n\n\n\n

A study in the Journal of Adolescent & Adult Literacy published that studying in a way that offers more room for mistakes and engaging in self-reflection can strengthen critical thinking skills. Even if a student doesn’t get a correct answer on the first try, the act of self-reflection after making a mistake strengthens skills that will help them make well-informed decisions in the future. (Johannessen, 2004). According to Wenzel (2002) errors and failure develop tools such as problem solving. <\/p>\n\n\n\n

And although students can learn in the classroom and gradually recognize the advantages of taking failure to their advantage, the reality is that the adults around them are the ones who are shaping this positive behavior into failure.<\/p>\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

Mistakes can be inevitable, but so are learning and growth. If we allow ourselves and our students the freedom to fail a little, it can ultimately lead to lasting success (Wenzel. 2002).<\/p>\n\n\n\n

REFERENCES<\/p>\n\n\n\n

Johannessen, L. (2004). Helping \u00abStruggling\u00bb Students Achieve Success. Journal of Adolescent & Adult Literacy, 47(8), 638-647. Retrieved January 13, 2021, from http:\/\/www.jstor.org\/stable\/40016898<\/a> <\/p>\n\n\n\n

Wenzel T. J. (2002). Using mistakes as learning opportunities. Analytical chemistry, 74(15), 439A\u2013440A. https:\/\/doi.org\/10.1021\/ac022078z<\/a>. <\/p>\n\n\n\n

PSYCHOPEDAGOGY <\/strong><\/h2>\n\n\n\n

Paola Llop<\/em><\/strong><\/p>\n\n\n\n

Most common mistakes in communicating with your teenager <\/h2>\n\n\n\n
\"\"<\/figure><\/div>\n\n\n\n

Hello\nCelta community, today I want to talk about communication with your teenage\nchildren. Communication with adolescents has always been a controversial issue,\nsome parents eagerly await their adolescent to share their day-to-day with\nthem, receiving a \u201cgood\u201d in response. On the other hand, we have teenagers who\nshare their experiences openly.\n\nIf you are one of the\nparents who receive a \u00abgood\u00bb for an answer, it is likely that you are\nmaking one of the following mistakes when communicating with your teenager. I\nhope this information help you, let’s start!\n\n\n\n<\/p>\n\n\n\n

1. Listen to what your son or daughter says, let him finish<\/strong>, as parents we want to teach our teenagers about our experiences, however, when they are talking, do not interrupt them, remember that they are different social contexts and there are many things you could learn from them.<\/p>\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

2. Peace of mind, Control your impulses!<\/strong> There will be many topics that you do not like at all, behaviors with which you disagree or go against what you have taught. Calm down! If your reaction is to scold him and yell at him, I’m sorry to tell you that this is the best way to close the communication channel. What you can do in these situations is to ask, what does your teenager think about it, why does he consider it good or bad, get to know your teenager before judging his\/her behavior. <\/p>\n\n\n\n

3. Do not judge<\/strong>, avoid making any kind of judgment towards their friends, remember that they identify with them, it is their circle that gives them identity and security. Criticizing your friends is criticizing them. When they feel judged, they will stop sharing their experiences, feelings, ways of thinking, etc. Ask them what they think about the actions of their friends, what they would do differently, what they do agree with. <\/p>\n\n\n\n

4. Give importance to what she\/he tells you<\/strong>, I have heard many times parents say comments like \u201cyou have everything (school, home, family, friends), I don’t know why you complain\u201d \u201cI didin\u00b4t have all the facilities you have, when I was your age\u201d,\u201c When you become an adult, you are going to have real concern \u201d, etc. If your teenager shows you his\/her vulnerable side, respect his\/her emotion, validate it and teach him\/her that nothing happens if he\/she shows his\/her vulnerability. <\/p>\n\n\n\n

5. Do not give lessons,<\/strong> adolescents are little interested in the sermons that as parents we sometimes give. It is much more effective to explore how they think about a difficult situation, what solutions have they tried, what your teenager need form you as a parent. Show him that they are capable of getting ahead on their own.<\/p>\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

6. Teach them to communicate their feelings<\/strong>, adolescents go through a roller coaster of emotions, if you notice your teenager angry, sad, irritated, avoid harassing them by asking them over and over again, what is wrong with them. Better let them know that you feel their emotions and that if they need it, you will be there to support them. Phrases like: \u00abI notice you sad, if you need to talk about it, I’ll be there to listen to you.\u00bb \u00abI notice you are upset, maybe you are not ready to talk about it, if I can help you with something, let me know.\u00bb<\/p>\n\n\n\n

Written by : Psic. Paola Llop<\/p>\n\n\n\n

Bibliograf\u00edaVega N. (2018) ‘Comunicaci\u00f3n entre padres e hijos adolescentes. Gu\u00eda pr\u00e1ctica para afrontar este momento’. Recuperado el 12 de enero de 2021 desde https:\/\/blog.cognifit.com\/es\/comunicacion-padres-hijos-adolescentes-guia\/<\/a><\/p>\n\n\n\n

STUDENT LIFE <\/strong><\/h2>\n\n\n\n

Carlos Zerme\u00f1o<\/strong><\/em><\/p>\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

Why is it so hard for us to finish a task? Complete the exercise routine that we only managed to do for three days, or finish reading the book that we started. Why is motivation no longer enough to achieve our goals? <\/p>\n\n\n\n

We have the Force of Will, which is an excellent tool to put plans in motion and achieve our goals, such as those we set for ourselves at the beginning of the year. But what happens after a few weeks or a few months after having started when we are already tired from so much effort, physically exhausted, or with so much stress from work and school. We feel unmotivated once again because our fuel that is motivation runs out very soon and that as much as we want to achieve things, our willpower is not enough. <\/p>\n\n\n\n

We have to remember that Willpower is like a muscle and it can be strengthened by exercising it and in the same way, we can exhaust it by excessive use. This is where Self-discipline comes in: the ability to carry out things regardless of our state of mind, making use of willpower and acquired habits.<\/strong><\/p>\n\n\n\n

It is important to consider the 3 aspects necessary to achieve self-discipline:<\/p>\n\n\n\n