Archive for October, 2007

Algonquins Peuple invisible

This @rticle was cre@ted by Djeault, on Tuesday, October 30th, 2007 at 12:27 pm

Le documentaire Peuple invisible de Richard Desjardins et Robert Monderie est présenté par différentes instances journalistiques ; tous les liens dans la liste s’ouvrent dans une nouvelle fenêtre.

La Réforme et les élèves

This @rticle was cre@ted by Djeault, on Monday, October 29th, 2007 at 3:17 pm

Ce matin, François Guité, dans son blogue Relief, a écrit cet @rticle : La réforme achoppe aussi auprès des élèves… Il y explore le fait que les élèves, les premiers concernés par la Réforme, n’y comprennent pas grand-chose, et que cela n’est pas nécessairement de leur faute. Je reproduis ici le commentaire que j’ai laissé dans le blogue de François, en attendant l’appel éventuel d’une école X, pour y faire de la suppléance ; comme il est maintenant 9h21, autant dire que je ne travaillerai pas aujourd’hui : win a few, lose a few!

Effectivement, j’ai vu passé des explications de la Réforme adressées aux enseignants, aux conseillers pédagogiques des CS, ou encore aux directions d’écoles, mais, malgré qu’un des buts de la Réforme est de mettre l’élève au centre de ses apprentissages, je n’ai toujours pas vu de communiqué, de brochure, ou autre, expliquant aux élèves, ce qu’est cette Réforme ; peut-être aussi que je l’ai manqué, s’il y en a eu… Peut-être aussi que quelqu’un devrait prêcher par l’exemple et mettre en oeuvre sa pensée créative, créatrice, afin de trouver un moyen de communiquer de façon appropriée, en fonction du destinataire, les concepts inhérents à la Réforme… Dans ce cas-ci, les destinataires seraient justement les élèves.

J’ai lu l’@rticle de hekai K et c’est bien sûr que si personne ne prend le temps d’expliquer la Réforme aux élèves, que ceux-ci risquent de se contenter de forger leurs opinions, en se basant sur le sensationalisme journalistique, dont nous avons eu l’agacé-ment d’une bonne, grosse pelletée, la semaine dernière… Par contre, il y ici lieu d’exercer son jugement critique et d’exploiter l’information pertinente, disponible sur le sujet de la Réforme…

Dans un commentaire laissé par François, dans le blogue de hekai K, François termine par : « On continuera la discussion en classe. Je suis content que tu aies soulevé la question. » À propos de cette discussion éventuelle, je fais noter à François que la documentation sur la Réforme, concernant le domaine de l’anglais, langue seconde, est justement, en anglais, ce qui ne peut qu’être excellent pour mener une discussion, ou une activité pédagogique, en anglais, sur la dite Réforme, dans le cadre d’un cours d’anglais…

La documentation sur l’anglais contient 50 pages si on exclue la bibliographie : p. 169 à 219 ; Programme de formation de l’école québécoise : Enseignement secondaire, premier cycle. ISBN : 2-550-41736-4. Il y aurait sûrement un scénario d’apprentissage, qui favoriserait l’intégration, le réinvestissement et l’évaluation des connaissances procédurales ou déclaratives propres à l’ESL ou à la Réforme en général…

Piste
1. Chaque élève lit ± deux pages.
2. Des paires sont formées.
3. L’élève A présente à l’élève B ce qu’il a lu et vice-versa.
4. A et B résument ce qu’ils ont saisi, en vue de le présenter au groupe classe.
5. Chaque paire présente au groupe classe.
6. Les élèves du groupe classe posent des questions, s’il y a lieu
7. Tous prennent des notes, bref, utilisent une méthode de travail efficace.
8. Chaque paire formule des questions, sur les pages qu’il a lus et présentés, question de pouvoir évaluer la compréhension des élèves du groupe classe.
9. Toutes les questions des paires sont regroupées, et servent à évaluer ce que chacun a compris, retenu sur la Réforme, du moins dans les domaines ESL, EESL ou ELA.

Bien sûr, tout ceci dit, comme pure suggestion… Je sais que François est bien assez grand et pro pour régler, résoudre ce problème !

Week 6 :: Joseph Francois Perrault

This @rticle was cre@ted by Djeault, on Sunday, October 28th, 2007 at 12:46 pm

Why do I love that school so much?


§ Even though one of the quotes which appear in the vertical menu, on the right, says that it may not be a good idea to have a favourite anything, I feel a lot of affinity with Joseph-François-Perrault High School. I’d even like to be participate into the Web site committee; that’s why, this morning, from this form to do so, I sent this:

Votre motivation à faire parti du comité du site Internet :
1. J’habite tout près de l’école JFP et y fait une première journée de suppléance ce mercredi, 2007oct24, pour remplacer Ms Nichola Blomfield, en ESL et Saïd ? en maths.
2. J’y ai fait deux de mes quatre stages, dont le dernier, le long.
3. J’y ai aussi fait un projet étalé sur un gros mois : durant ce projet, les 28 élèves de concentration linguistique, de sec. II, que j’avais eus à mon dernier stage, se sont chacun construits un esp@ce Web, @ la Yahoo !
4. Je ressens un grande affinité avec JFP, pour plusieurs raisons que je suis en train de préciser dans cet @rticle : http://blog.djo.ca/?p=46
5. Quoique je sache que je suis tout en bas de l’échelle, en tant que suppléant occasionnel, et quoique je ne connaisse pas le futur, je ressens tout de même un profond désir de m’intégrer dans la « Force éducative » qui propulse JFP…
6. Je ressens vraiment que je saurais devenir utile, voire indispensable, précisément à JFP, et encore plus dans le Comité du site Internet.
7. La motivation étant intrinsèquement reliée au cerveau limbique, elle en est hautement émotive, et donc, pas nécessairement logique : ainsi, le fait que j’ai fréquenté l’école JFP, mais à Montréal, en 1970-71, renforce mon désir de m’impliquer à JFP.
8. Voir les élèves acquérir les compétences déclaratives ou procédurales qui leur permettront de maîtriser l’écriture Web…
9. La dernière motivation que j’invoquerai est que je serais heureux de pouvoir exploiter mon savoir, pour le bénéfice de tous.

Quelles sont vos forces et connaissances qui peuvent contribuer à faire progresser notre site Internet?
1. J’ai réussi une maîtrise en technologie éducative en 2005.
2. Je maîtrise le xHTML.
3. Mon dom@ine Web, http://DJO.CA ; mon blogue, http://blog.djo.ca
4. Ma ferme de Wikis et mes dix b@ses de données.
5. J’ai construit des centaines, plus de 1000, 2000 ? p@ges Web, Wiki ou Blog.
6. J’installe et modifie les javascripts.
7. Je tr@vaille, en respectant les normes du W3C.
8. J’aimerais inst@ller un ou des Wikis, en premier lieu, pour les élèves du PEI, pour qu’ils puissent y coconstruire, tout en pratiquant l’écriture Web.
9. Ma « trilingualité » permettrait d’aider à « trilingualiser » le site Internet.
10. etc.


§ À part le Site Web, il y aussi le fait qu’ils sont associés aux écoles vertes de Bruntland..

euterpeil a

Et il y aussi ce site Web qu’ils ont construits en association avec la SÉPAQ et qui présente des alternatives économiques pour aller en nature: c’est là ou ailleurs, que je vois mon projet de construire un beau gros Tipi pour les PEI ou pour l’équipe de football de l’école : les poteaux d’un tipi serait aisément transportés dans un autobus scolaire ou encore mieux, sur son toît, bien arrimés.

D’autre part, l’école JFP offre le PEI, donc l’espagnol ; mon brevet d’enseignement me permet d’enseigner l’espagnol et j’aimerais bien épanouir cette compétence. Par ailleurs, j’ai lu la biographie de Joseph-François-Perrault et nous avons quelques ressemblances, telles que se lever tôt et écrire trois, quatre heures et toujours être au lit avant neuf heures. De plus, Qui plus est, une élève du groupe 12, que j’ai eu deux fois mercredi, me faisait noter, trouvant ça drôle, que je m’appelle Joseph, tout comme l’école ; en plus du fait déjà mentionné que j’ai fréquenté l’école Joseph-François-Perrault, mais à Montréal, je suis tout à fait emballé émotivement à l’idée de créer mon trou dans la JFP, de Québec.

Nous verrons bien ce que me réserve la semaine :-)

Week V: 3 Days worked on 5 :-)

This @rticle was cre@ted by Djeault, on Saturday, October 27th, 2007 at 11:23 pm


Finally, this week I worked three days; if it could be like that every week, it’d be great. Yesterday, I travelled to Val-Bélair for the third and fourth periods: three buses and a good hour later, I got to L’Odyssée High School, more than an hour in advance. Friday afternoons being Friday afternoons, the first period was anything, but productive; secondary one students, being secondary one students, the first twenty minutes were spent asking student’s attention, meaning that you pay better attention when don’t you talk, about something else :-D


§ I felt sorry for the students in whose eyes, it was clear they were eager to learn something; some of them vainly tried to reason the disturbing ones; a lot of French had to be spoken: I must find a way to create order quicker; meanwhile, 30 little ones are busy digesting their sweets, running about, babbling and giggling ;-)


§ The second period went much better! A nicely productive class, during which we explored the world and his Human Bug Eaters. Since I’ve lived in Mexico and eaten grasshoppers and termites, my anecdotes became learning material, that motivated their attentive listening and participation into the material to be covered and into the subsequent final writing exercise, which they seriously worked on, in teams of two or three.


Before the beginning of class II, a student suggested 15 minutes of reading; I first offered it to all students, but requested absolute silence for those 15 minutes; I warn that class starts, if anyone speaks; someone speaks; I write her, his name on the blackboard and explain my expulsion procedure: two subsequent check after the name = expulsion: simple! Yes, I sent two students to “PASS”, the course before; I show the pile of expulsion forms I have with me; I explain: “every minute lost, we really lose half-hour, since you’re 30 or so”. I check a name on the blackboard: silence, for the next 15-20 minutes of reading, broken by me: “Who wants to read the first § ?” An option so as to get them to speak and listen to their companion’s reading and speaking”… We familiarize ourselves with the reality that allover this planet, people eat bugs.


§ The school was clean; no computers, no CD Player, no Projector in neither classrooms; blackboard, chalks.

Reforming Adult Education?

This @rticle was cre@ted by Djeault, on Friday, October 26th, 2007 at 12:18 pm

Yesterday, at St-Louis Adult Center, I dared to start writing ± what follows, ± 15 minutes from the end of class, and that, with a pen; unfortunately, I seldom do that anymore, writing with a pen, the computer having replaced that tool, a simple pen, which once was the only tool, other than pencils. Especially compared to the precedent day’s secondary one “children”, the adult students and the whole classroom were oppressively quiet: ho, I did hear a flicked page, foot steps in the corridor, and even a chair, cracking; I could even hear my pen sliding along on the sheet of paper!

Truly, I wondered if you need to study in a specialised Bachelor’s degree for four years, to do what I did yesterday, that is, basically, taking note of present, late or absent students and, answering to a couple of whispered questions: students silently study and work, and the truth of it is that’s it’s nearly, not to say completely, boring. If learning should be theoretically fun, amusing and a pleasant experience, well the atmosphere wasn’t exactly overwhelmingly so…

As for the Reform’s new ESL competency called “oral interaction”, adult education, at least here, doesn’t seem to cover it: the students read and write within their On my Own book, they listen to recorded English and answer, in writing, to some written questions. Doesn’t Oral Interaction indeed imply listening skills, but also speaking skills? I confirmed with their teacher who was back for the third period that in fact, the only oral skill they develop is preparing oral, quite static, presentations, which they often nervously memorise…

Ironically, the two teachers I replaced, yesterday, were taking a formation on the Reform, alias pedagogical renewal; however, it seems that to apply the Reform, at adult level, it’s the whole Adult education system that would have to be reformed! I’m sure the teachers are competent enough to follow the stream. Nevertheless, in fact, at the moment, since students may choose their own schedules, a classroom regroups students from many different levels: therefore, it’d be like impossible to lead any common activity or, never mind, a common long term project of any kind: everyone is on his own, at the image of the book, method they use: On my Own.

Although, Wednesday’s secondary one students were much more noisy, especially during their team work that ± lasted the whole 75 minutes, to me, it was much more fun and creative, and likely a much better place to learn. Therefore, I’d encourage everyone to pursue high school as ados, event though adult education may appear much more serious and quiet: in fact, it’s almost, if not completely, Boring with a capital B. Actually, a couple of students were just sitting there, making time, even though their English Program had already been covered! As one of those students precised: “I have to be here, otherwise I won’t get my government allocations”!! :-(

Day 22 :: Working Day 03 :: Youpi!

This @rticle was cre@ted by Djeault, on Wednesday, October 24th, 2007 at 7:05 pm

After quite a few days without work, finally, the phone rang this morning! Moreover, it was my favourite school, because I can walk there in less than five minutes, because I did three practica on five at that school, and because that school has the PEI, ¬¬ Programme d’études internationales ¬¬, which implies that they also have Spanish classes, the other subject I can teach, according to my Teacher’s license.

This morning, I had a rather small, ESL, secondary I, PEI group. The needed photocopies were easy to find and ready to photocopy, and the course, well prepared. The students were really sweet and most of them worked quite hard: they were working, in teams of two, on the presentation of the visit of a haunted house. The activity allowed oral interaction and reinvesting stuff they had already worked on and from which they created their texts, in teams of two.

The fact that they were working in teams made me realize that high schools are quite Noisy, especially compared to Adult education: a couple times, I had to ask students to raise their voice when they asked me questions, even though they were right besides me, because all other students were busy working and babbling, thus creating quite a few decibels of noise… When the bell rang, I went into the corridors and was struck by that same overwhelming sound; I’m astonished that some studies demonstrate that the students themselves are so used to that noise, that they do abstraction of it and don’t really hear it anymore!

This afternoon, I also have the fourth period at that same school ; however, the subject is maths, thus NOT at all my domain of expertise; nevertheless, they’ll have personal work to do, which likely implies that they will be working individually: therefore, the noise level should approximate Silence, unleast they convince me that helping each others is pedagogical… Yes, it is but we’ll see!

Day 21: No Work Again!

This @rticle was cre@ted by Djeault, on Tuesday, October 23rd, 2007 at 3:17 pm

It’s 7h30; I’m ready to go: I’d just love that while I’m writing this, the phone rings! However, as minutes go by, my chances to be called diminish. Earlier, I corrected my previous “@rticle” with the ESL corrector SpellCheckPlus.com. I did find a couple of spelling errors and I even found an error within SpellCheckPlus.com: the system told me that the “versa” of the “vice versa” Latin expression was wrong; however, I checked it in my French English dictionary and even in my Collins Cobuild English dictionary and “vice versa” is French and English. Therefore, I signaled it by em@il to Terri and Stéfan, the two professors behind SpellCheckPlus.com: a couple of hours later Stéfan sent me an em@il to let me know he had added versa to the system. On peut donc dire qu’il versa « versa » au correcteur :-)

That is one the strengths of SpellCheckPlus.com. Another strength of that correcting system is that it’s online, thus freely available if you’re on the Web… Yet, another good point is that it doesn’t correct errors by a simple click: one has to read an explanation or find the right word within a list of suggestions and then write it, which can only help to learn the right way to write it. Let’s add that it’s free, although there is a Pro version, for only $15: that $15 can surely be seen as a way to participate to that great project: as a matter of fact, one may try out that Pro version for free. I haven’t yet, since I’m quite happy with the free version and since working two days a month doesn’t give you the kind of budget, which would make one feel, let’s say, philanthropic…

Since I introduced SpellCheckPlus.com, I might as well now mention their French corrector, http://bonpatron.com, which more or less functions the same as SpellCheckPlus.com: those two Web Writing tools are great learning help and I hope they’ll st@y online forever! Lastly, may I mention that those two helpers are available through my Djools Bl@ck, amongst other tools…

It’s 8h30; nobody called me for substitute teaching. So, I’ll keep on working on what I started yesterday: I’m preparing an updated paper version of my CV, which I’ll bring to the local employment center, where I can photocopy for free various copies, which I’ll take directly to the schools’ directors, since my 2007oct02 em@il doesn’t seem to have worked too well, in order that I may work enough to bring home sufficient bread, butter and jam…

20 Work Days : 2 days worked

This @rticle was cre@ted by Djeault, on Monday, October 22nd, 2007 at 11:45 pm

20 work days is like four weeks of work, or nearly a month. Working two days a month isn’t my idea of “full-time work”… This morning, I got an em@il from a professor in Spain, from De La Mancha University. She asked me, in very good French, if I knew of Canadian creations, ideally in French, adapted from Don Quichote; within an hour, I had answered to her, in my best Spanish, giving her information relatively to this adaptation made in Quebec… Nobody will pay me for that and that’s fine with me.

Indeed, I’m not busy as school directors are, even though I wish I was; however, even though I am their potential employee, as an ESL substitute teacher, on 13 em@ils I sent to 13 school directors, 20 days ago, I got no “em@il feedb@ck” answering to my few questions, except for five receipts acknowledging the em@ils were open; moreover, three of the em@ils were flushed without even being read, event though the object clearly said: « Suppléant ESL + my phone number »!

Maybe I was spoiled by my last employer; maybe that employer isn’t as busy as school directors, but taking a couple of minutes to answer to someone, who went back to school at 42 years old, studied seven years at University, passed The interview with the School Board and was hired as a substitute teacher, does only take two minutes… Furthermore, I cancelled my inscription from a Master’s degree in translation, didn’t go to a quite interesting job interview and even quit my last job, after training the man who replaced me, all that to be fully available for substitute teaching…

I’m sure some people would think: “how does he dare to speak about that on the Web?” I dare, because when I’m paid to do anything, I do my very best; in my mind, when an employee addresses an employer, the employer should answer and vice versa: that’s just normal good manners.

Could DCA Heal Cancer?

This @rticle was cre@ted by Djeault, on Saturday, October 20th, 2007 at 11:32 pm

DCA means “défense contre avions”, in French, or anti-aircraft warfare, or air defense, in English:

DCA Whams into Pharmaceutical Drug Lords’ Vulture Wings.

DCA, dichloroacetate, the drug, is a cheap, not patented substance already used to heal MELAS. Dr. Evangelos Michelakis of the University of Alberta in Edmonton has recently tested that DCA destroys cancer cells, right from within the cancerous cells… Unfortunately, since DCA’s already used to heal, is cheap and isn’t under patent, there is no monopoly profit to be made from it: that’s why Pharmaceutical Drug Lords, or should we say Pigs or, Vultures, aren’t intere$ted in funding Research on DCA…

Indeed, Drug Vulture Pigs couldn’t make any bacon, neither from exploiting DCA, nor cancer-stricken people anymore; even better, cancer patients could get cheap treatment, a saving for all. So far, DCA has shown effective at healing three types of tumors: lung, brain and breast cancers, both within human cells and within rats and mice. On top of that, since DCA is water-soluble, it may simply be mixed with water and smoothly drank, thus effectively reaching the brain, right from within: getting some types of medications into the brain may be difficult.

However, you should beware that DCA is an acid that at highly concentrated dosage might cause pain, numbness and gait disturbances. More important, remember that, at the appropriate dosage, DCA already does heal MELAS; it just hasn’t yet been tested on humans, specifically within cancer healing.

Re@d more about it:

Co-construction Protiquienne

This @rticle was cre@ted by Djeault, on Thursday, October 18th, 2007 at 4:02 pm

Pour illustrer le comment@ire que j’ai, presque, l@issé dans ce blogue, mais qui, pour l’instant, est dans la « queue de modération », voici donc l’im@ge du « code de trois chiffres », telle qu’elle est présentement, soit un brin illisible : gif protic

Et voici ce dont elle aurait l’air, tout simplement, en blanchissant les lettres noires, avec Paint ou un autre programme semblable, en ± seulement trois clics par image : gif protic revu

Par contre, celle ou celui qui modifierait ces im@ges devrait également « déprogrammer » la transparence donnée au blanc… Voilà !

J’espère que ce commentaire constructif vous sera utile !