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Malala's Dream (Teacher's guide): Volume 4 (Inglés) Tapa blanda – 24 may 2015

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Tapa blanda, 24 may 2015
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Micro-stories and multiple intelligences palettes for great moral values in school. The news broke in the media in mid-October 2014. The Pakistani young girl who had been defending the Right to Education of every girl during her short life, in a country where the Taliban domination was undeniable, had just been awarded with the Nobel Peace Prize. It seemed as if her weak voice had echoed with a massive strength in society. Her actions would finally see the light. In September 2015, the Administration of the school where I have been working for 16 years as a teacher, gave me the opportunity to teach a brand new subject, which had been born thanks to the LOMCE (Spanish Organic Law in the Improvement of the Quality of Education): CIVIC AND MORAL VALUES. This event filled me with satisfaction, as I would be able to focus my teaching efforts in those important basic pillars for life, known as Moral Values, again. And even more important: I would be able to devote my teaching for the group of children I profoundly love and who would be the ones to opt for this subject: Immigrant children. It was by good fortune that I only had Muslim students in this class, with whom I had already worked a year before on Emotional Management during the Migratory Journey. I started planning and teaching my Moral Values classes and I tried to find a guiding thread that somehow allowed me to adapt the contents for the different age ranges I had to teach. That guiding thread turned out to be the moral values, which were constantly repeated in the different classes, but in slightly different ways and with different examples and activities. At the same time, my curiosity led me to read articles in the press, blogs, books and websites about Malala Yousafzai’s heart-warming story. Malala’s story was unbelievable and striking for both adults and children. Her life was filled with many examples regarding the Moral Values, which every citizen should be following, but no one was respecting. As a result, I took up again a topic I had already dealt with, which has had a massive impact in my life: Immigration. In Malala’s case, the migration to Birmingham (England) had not been because she needed a job, but because she was looking for better life conditions and for a opportunity to safe her life and her family. The students did not know her, but I could not find any useful material, which was adapted to show them the real example of this young girl. There are many other cases of young people from all over the world who defend justice and Human Rights. I did everything I could to find useful material for them, but I could not find anything. I needed a school-age child who was fighting for the defence of moral values and Human Rights. The news about the Nobel Peace Prize gave me a golden opportunity. Creativity knocked on my door: Could I use Malala’s real story to carry out the contents, as well as the different competences of the student body? What is more, I was determined to use the methodology we had been using in my school for the past two years: H. Gardner’s Multiple Intelligences. My mind could not stop working. By a whim of destiny -and my love for her illustrations-, I found Yolanda: major worker, colours lover, imaginative, agile on the paper, master of the brush and intuitive on how to express her emotions through her drawings. She seemed the right person to help me. I did not hesitate and I showed her my ideas. Fortunately, she accepted. This book represents the efforts of two strangers. We were unable to see or talk to each other face to face during the production period of this project. But Malala’s image helped us fight hand in hand, in search of a common goal: analyse the life of a young heroine, in order to show it to our students and win their hearts. They would be able to learn Moral Values through the example of a life full of happiness, offering and dedication to others.

Biografía del autor

Graduated in Teaching and Special Education from the University of Leon (Spain) in 1994, Psychology from the University of Salamanca (Spain) in 1997, Educational Psychologist from UNED University in 2009 and Management, Control and System of Audit Quality Control also from UNED University in 2012. She has also a PhD in Clinical Health Psychology from the University of Salamanca (Spain) in 1999 and a Diploma in Advanced Studies in 2012. She works as a teacher of Therapeutic Pedagogy and Compensatory Education in a school in Bembibre (Spain) called Virgen de la Peña, since 1999. She also has other roles: System of Audit Quality Control Coordinator, Parent’s School Management, Manager of The Migrant’s Voice Workshop, to welcome and facilitate the socio-emotional adaption process of the migrants of the area. She is a major worker, passionate about education, innovative, inventive and she is always looking for new challenges. She has published various university research articles and she has been a speaker in Congresses, International Conferences and Education Conferences. She has been awarded with many prizes and special mentions: during the academic year 2013/2014 she developed a project called This is not a tale: teaching the migrant children how to cope with emotions during the migrator y journey (Esto no es un cuento: manejo emocional del niño migrante tras el viaje migratorio), which was awarded with the 1st National Prize of Educational Innovation from Fundación Mapfre. At the present time, she is sensitive about socioemotional and educational aspects regarding immigrant students and their families, as well as about teaching moral values and promoting activities for the school, together with international NGOs, like Oxfam International.

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6 de septiembre de 2016 - Publicado en
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