sham Lippstädter comprehensive school? Lippstadt offers plenty of noteworthy issues: the suicide rates on the local CDU, which is always hovering in planning all-weather, the famous tunnel, the project almost died concrete block and also the very attractive theme comprehensive school.
We remember: Actually, the city wanted no comprehensive school, because even in the Lippstadt with the schools, everything is so great. But the INI and many parents wanted one. Then the parent survey was conducted. The result, unfortunately, does not correspond to the plan (actually the parents should be so great for the Lippstadt Schull landscape and vote against the evil comprehensive school) and already had our city fathers and mothers of the salad. At that time Hannilein was also still somewhat at the start, but that grumbles today only about their own party (but "this is a wide field" ... well, who said hats?)
Hmm, so now but probably an urban comprehensive school , at least not with any of the INI, but different. Not as a day school, which I never understood, since it is here is the Bonbönchen the comprehensive school. There were, as always, committees and advisory boards and formed what I know, the gaily then discussed first in front of it, I hope.
school location and school structure were found quickly - that was all. One wonders as to the alleged expert for the comprehensive school times more specific for, eg in terms of support for children with performance deficits, it penetrates only silence through Telefon.Dennoch many parents reported their child to - rightly so, because given the current situation of our school system one can only guess this urgently. The entire reciprocating
on approval by I can save the county government now - you can read in MGH.
much more exciting is the letter , which now found its way into the paper.
"I would like:
- a comprehensive school for all children so that every child can get according to his ability to develop
- dedicated and trained teachers who see their profession or a vocation and not as well-paid part-time job,
- the need for therapies such as psychomotor, reading disabilities such as dyslexia or dyscalculia Therapy, affiliated to the school,
- sports activities at school for all students,
- a canteen mt a balanced lunch menu and
- full-time teaching with qualified staff rather than the afternoon-care by kindergarten teachers'
Lady Henschel Knorr, you are absolutely right, if I'm honest, I hope all of this for all children in all school forms -. the word. "whole" can we emphasize as replacement now I am experiencing a very frightening development in the schools. Children who are not 8.15 (whatever may be the supposed advantage, and what offer it) could be as soon as possible "wegsortiert" by teachers, "passed through", referenced in plain text to support schools. As a result, children are completely irregular tests, which are naturally carried out by teachers, as classified learning disabled. Some teachers diagnose today loosely ADHD or emotional and social disorders in children. Significantly, what, some educators all Sun Psychiatrists need to miss a few diagnostic appointments. The result is increasing pressure in the families, who of course ends up with the children. These are the weakest in the system. Insomnia, abdominal pain, anxiety, enuresis, but also incipient depression and aggression are the natural consequences. Who is
as a 10-year-old child is not really boiled hard, in today's "G8" horror hardly survive - the way parents either.
And what you want therapies in the school is concerned: You're welcome! The problem is that many teachers regard the therapist as a natural enemy. It starts with the fact that teachers sometimes feel that there is no give LRS / Dyskalkuklie. Some also think that the child was not concerned with security, for whatever reason. Offers to teachers, to sit in the therapy or at least to see the material to be exercised rarely.
In defense of teachers to say: Those who perform these services are all highly committed and prepared to represent the child or children again. And from these few cases, also develop productive ways of collaboration.
Perhaps, dear Mrs. Henschel Knorr, falls Them an itinerary of one, how to solve the problem - for the sake of the children. Why not open schools for other educational or therapeutic professions? Why not the full-day school which really promotes and calls? That reminds me a
: In Rüthen but just such a fuss about a Montessori school. In addition I wanted to blog too.
