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Plan Aula Tutorial - César Manuel Chapon Damien

Plan Aula Tutorial - César Manuel Chapon Damien

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Published by: 4gen_0 on Jul 08, 2010
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I. - GENERAL INFORMATION Year: 2009 Educational Institution: "Juan Manuel Iturre
gui" Level: High Time: Morning Grade and section: Fifth "G" - "H" Tutor: Damien
Chapon Cesar Manuel II .- FOUNDATION "Education is the Guideline aid process sys
tematic and permanent guide, which contributes to the integral formation of stud
ents ... "

hence to

the purposes and principles of Peruvian education, goals, values and purposes of the EBR, accomplishments, competencies and characteristics of students from a h umanistic approach, cognitive and pragmatic. "Mentoring is the form of education al guidance, inherent in the curriculum, which is responsible for accompanying s ocio - affective, cognitive development of students within an educational and pr eventive, from the perspective of human development. (3) has prepared this plan in view of the diagnostic and management tools according to the needs and intere sts of each section. (4) Similarly, it is taken into account even the annual tut orial action in 2004, in the absence of a plan or program of mentoring committee , coexistence and school discipline EI Finally, at this stage of planning has be en mindful of the policy for the development of the school year 2009 - on the to pic of mentoring and educational guidance - and guidelines of the Rapid Impact P lan (RIP), driven by the regional government of Lambayeque which aims to detect the behavior of irrigation and promote a life without drugs.


This document has been prepared on the basis of the model suggested in the Guide to Mentoring and Educational Guidance in Secondary Education. Lima - Peru 2005. p. 65 (2) DCN - EBR (2009) pp. 54 (3) Tutoring and Educational Guidance in Seco ndary Education. 2005. p. 11 (4) students were consulted, the issues they would like to develop in the hour of tutoring.

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III .- WHAT WE LOOK FOR THIS YEAR? Contribute in the overall education of studen
ts through prevention, reflection and group counseling and personalized. Identif
y specific key issues that affect our students in order to minimize risk factors
. Create spaces that allow students to express their feelings, emotions, aspirat
ions and expectations. Promoting a climate of trust and horizontal communication
between students, parents, teachers and tutors. Constantly helping students acq
uire skills and attitudes (practical value) to address the various problem situa
tions and challenges successfully. Pursue other activities, actions and educatio
nal projects - inside and outside the classroom - to encourage their personal an
d social development. Strengthen student welfare through campaigns and programs
proposed by the Ministry of Education. Provide information to parents, for behav
ior and academic performance of their child and give them tips on how to support
them in their training.

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IV .- ACTIVITIES program 4.1. With students of section 4.1.1. In the hour of tut

oring FOUNDATION (DIAGNOSIS) • Development of conceptual levels tutoring and uns ystematic. • Students show indifference in school and also do not have a horizon , a reason to live. • Poor knowledge on the prevention of unwanted pregnancies. • Presence of taboos and myths about sexuality. • Increased use of marijuana amo ng young people (PIR). • Low institutional and regional identity. Personal socia l AREAS AND ACTIVITIES SCHEDULE ISSUES MAM JJ A SO ND

• personal and self tab. X living standards. • Project life and time of study. ( 5) • Teenage pregnancy, responsible parenthood, contraception and STIs (Resource s: flipchart, brochures and leaflets). • Infatuation, abortion, virginity, the t est of love, masturbation (resources: cartoons). • Drug and alcohol abuse, myths and realities (resources: videos). • Regional identity and institutional (hymn of Lambayeque, sailors, interview people related to the school's history). • The current music: analysis of the content of the songs (interview with a psycholog ist or an art teacher.

The tutoring sessions take place in a motivating environment, using group dynami
cs and on the basis of reflexive and contextualised readings.
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• Young people spend much time listening to music., Including listening to music
study. • little entrepreneurial attitude and communicative.€• Students are avoi
ded to go to the games. • Poor practice of values. • Problems with family and em
otional nature. • Limited support from parents in the educational activities of
their children. • Skills cases). • Adverse effects of technological advances: TV
, Internet, gambling, cellular (survey: the programs and the most viewed Web pag
es.) • Video conference and MINEDU resources (values). • motivating and reflecti
ve Radioclips: defense and respect for the rights of children and adolescents. p
rostitution, residents, etc.. • Analysis and interpretation of quotations and th
oughts. • Do you have habits and a method for reading. Academic • How to be a go
od reader, life experiences significant characters (teachers - X of the communit
y authorities). • Students apathetic to their surroundings. Social or community
project: road safety education (mural of protests and proposals - development of
brochures, booklets and radio spots). Gang, neglect suicide, family, anorexia,
social and personal insecurity: the

XXentrepreneurship, assertiveness, etc.. (Analysis
XXSocial assistance.
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• Choosing a career: styles and rhythms • Poor information on vocational guidanc
e. • Groups of students with learning Vocational, occupational, features multipl
e intelligences. of


professions and institutions where to study. • New trends: EMO - punk (power poi nt projection). Culture and current affairs. • Biographies and anecdotes of grea t personalities who contributed to a better world (album - multimedia room) • Ca ntoterapia or karaoke (songs with positive messages). • Stress, resilience, and relaxation techniques.

Xuncertain behavior. • Poor information and cultural background. • Students distr
XXPhysical and mental health.
worried, unhappy.
• Students not assertive. • Lack rights. Coexistence of

• Moral Dilemmas: What would you do? (X-air readings free - debate). • Domestic violence, rape, sexual harassment and abuse: report - procedures to follow (expo sure). • intercultural education: discrimination, racism, homosexuality - machis mo. The various religions (case studies). • EVALUATION OF THE TUTORING: positive and negative experiences, suggestions for improvement.

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