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Relationship with Teachers

The proposals for teachers, who have to collaborate, arise from some evaluation such as:
- teaching has never been easy, and now it is even more difficult because of more heterogeneous classes (inclusion of handicapped children, children from other cultures, particular social and environmental problems);
- being able to communicate with every child, understanding his subjective features, without losing sight of the class and without being too much worried by the carrying out of the syllabus;
- create a constructive dialogue with the colleagues to share the same educational aims even if in different subjects;
- manage the non verbal area even if you do not have a specific training or preparation;
- etc.

Aims

Bringing up or training has always been a problem. Talking about this problem does not lead us very far. It is better to start from real data and to work on a daily concreteness. Being a teacher is very demanding. The difference between bringing up and training is where the attention is focused: - the result;
- the path leading to that result. In the meeting with teachers we notice that we often follow a scheme, which is considered valid because is widespread. The result is the most important thing. Didactic magazines are read to find those exercises leading to a result.
Let’s evaluate the two aspects of the result:
1) a result in the strict sense of the word;
2) a learning on which other learning will grow.
A result in the strict sense of the word can also coincide with a performance, a moment of good memory, an aid grasped when needed.
The achievement of an efficient result, that is learning, allows the child to go on with his own forces. The difference between these two ways of proceeding is the path. At school, generally this path is represented by the verbal explanation. The proposal of experiences makes the learning more efficient. Teachers know well these strategies.
The theoretical foundations on which the musical pedagogy and the A.P.M.M music therapy are based analyse in depth the basis of the experience and of feelings from which reading, writing and counting derive. What is proposed in these pages is a path that allows the child to go on and to the adult to discover the best way of going on for every child.

I’ll give you an example. Getting into the music classroom a bit in advance, we notice a small group of children in the first year of the elementary school following a class of arithmetic. While we open the door, the teacher is asking : “What colour is the slide rule of four?” The child, first year of primary school, looks at the teacher and answers: “yellow”.

- The answer is correct
- Which path did the child take? Looking for the theoretical contents we can wonder:
- What is the logical link between the number four and a colour?
- How is it possible to think that the reference to a certain colour helps the understanding of a number in a child who does not have very clear ideas?
Also in teaching music, there are many teachers who associate colours to notes. Then you can add elements of attention with the illusion to make the children learn things they have not understood yet. Adding new elements of attention drives away from the concept. Teacher and child make mistake and get confused with colours and numbers, notes and colours. This mistake is due to the lost of experience, that is touching, watching, trying, and listening. The experience leads to the generalisation, the understanding of the concept. Teachers need understanding because they are charged with human problems they have to face immediately, with few means and with a syllabus to be completed. An immediate result which is easily reached with forced associations (notes-colours, colours – numbers, tables – nonsense rhymes, etc.) is unreal because, after few days, the problems start again.

Scientific aspects

Sharing experiences with teachers. Sharing allows having the same experience to tell, real data on which discuss to find solutions to problems existing at school. Also teachers have been pupils subdued to forcing, pressures, judgements, punishments, etc. these experiences emerge again in the difficult moments, with the pupils who have difficulties and, for this reason, and they create problems to teachers.
Carrying out and analyse experiences allow to revise what we lived and to open our sight onto the world. The self-esteem allows you to take from the inner resources and to create new situations to learn the most ancient learning characterising the social and cultural way of living of the human beings.