recent blog post that refer to the OER Andreas and partly also the post on privacy made me think back to when I started my career in schools. For several reasons, my career as a teacher was atypical. Cultivating the dream to dedicate myself to classical philology as a research and instead the events of life have led me to become a primary school teacher with a lag compared to many other colleagues of my age. Years later, I'd say I was lucky: the primary school has for years been a real active and fruitful laboratory experience different and exciting that favored the growth of not only children but also teachers. For me I came from the faculty of classics and, before that, from the more traditional grammar school in my town, the impact with the reality of full-time in the early eighties, was very significant for the rest of my career. Then, the sections in schools coexisted with the teacher (or teacher) who had only classroom statically ordered, with the booklet on the desk to scan daily activities (from the morning prayer to assign tasks to be home for the afternoon) , in which children with the apron were always sitting silent and composed, and where the door was always closed as well as drawers and closets. Usually another plan (they were too noisy!) Sections were full-time where children and their teachers experienced a school finally opened. The proliferative activity, from theater, puppets, ceramics, music, pancakes and biscuits ... you manipulate materials, you can play, learn, be taught, cooperative, shared and ... smile! Teaching in these sections (luckily for me the new arrivals were assigned to these classes), I made a contrasting vision of the school in all that which it was grown!
Each class where I taught full time in those years was a 'OER to which I have drawn, obtaining materials from products such as the processes that led to them. The sections in normal time (already using this word speaks volumes on the idea that in those years had the full-time ...) was studied by heart "The May 5" and the fifth to take the examination, if you came as alternates, could not have access either to the list of children in the class or to their notebooks (closed key strictly in closets), full-time sections were read excerpts from "Letter to a teacher" and they worked for open classes, discussing and confronting but starting from the needs of children and one in particular: that of being good at school!
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