Good morning, Mother, sphere, Good morning, Mother, commonic sphere of
the fountain. Welcome, we are Tribes and Chava Tribes. Thank you,
welcome. One more day to our Good Morning podcast, Mother, wait,
in which every week we accompany you with a new episode now in weekly format
and every month we have an appointment with our friends of we are tribe with
Cristina Lopez, Arancha Arroyo. Good morning, friends, as you are dear,
good morning, here in spring, a little winter. Yes, these
days, here in Burgos, he' s making fresquetes and we' re
running out of the good weather that he had come and eager to close this
month of April. So this way between friends, right, yeah, yeah.
In addition, we got there in in Stremix, because three Intremixes like
Asterix in without Xtremi because this is making our lives more complicated, we are
being filled with agendas and we will close the episode precisely. That' s
where he' s commenting on this, but he' s coming. The
month of April has come and the month of May is proposed, because that
amusing, true, friends, with intensity that you do not like. Yeah,
yeah, yeah. And besides, because we' re recording on the
last day of the week and if you don' t feel a little tired,
it' s also people, we' re human beings and exhaustion is
also Friday and the body knows it. But in this, in our case,
it is not to come up, but for a moment in life when
this phrase you no longer say, because you are going to party. It
is true that sometimes you put podcasts and they are very close and hear life
also passes bill. I' m with artificial intelligence. Done, it'
s nice, uy Cachakaya, that things come with the artificial intelligence and the
doubling of voices or creating voices of people, that is with me directly that
terrifies me. I find it stimulating, on the other hand, but you
never know the same thing for a day like today, that you are a
little bit on the floor, it already gives you like saying there, but
well, nothing, just to get a little bit on text that we are
a little exhausted, but we have found the space to get together and talk
about that little time that we know that then it feels so good about issues
that we are very interested in, that affect us as mothers, as educators,
as part of a community and an educational system and of a friendly tribe
and on this day that we have today you bring us a thorny topic.
Many of us are always somewhat thorny subjects. The ones we have are because
they will be. Besides, I, then almost always get some message and
I thank them very much when they hear them, because they tell me good
this topic is that I had not thought about it from here and I like
that very much, because I think we generate a space for reflection, which
is the most important thing. It is not that we have never dogmas or
ways that are good or bad to do, but that they generate that uy.
This has made me turn around something that I had never thought about before
or just left it there. So I always thank you when I get those
comments that you tell me. You' ve made me think the same today,
because then we' ve done well. So today the temite too.
I' m sure we' ll make you think a little bit if you
come, because we' re going to tell you, as I said.
You' re your theories, your tutoring, you' re theorizing, because
we' re at the end of the course, and I' m a
little bit out of my mind. Not when I think about your theories,
oh of course this topic has to be dealt with now, because it'
s the end of the course and that' s when people are going to
do the tutoring, because I, from my perspective, as a teacher,
because the tutorials are all year round. It' s not like at the
end of the year I get all the tutoring together. Then I found it
interesting to see it from or other qualities, which is the usual. I
believe or at least that' s how Chris told me. Yes, I
believe, and we agree a little bit with the tutoring. I think he
' s a little bit of a forgotten educational system. It' s something
you have to do, because there' s also a need to fill in
a few tutoriax checks a year where you' ve met with him, the
tutor or the tutor and it' s already and usually only happen more funky
when something bad has happened, when there' s been something like disruptive or
something that doesn' t add up. That' s where they call you
the tutorial, and it' s like the police call you. No,
please come to the tutoring and I think you have to give it a new
air and especially because now it happens that not that people tell us is that
we have the end- of- course tutoring, I say jorin, but
I try to talk to the teachers throughout the year and, in fact,
there are times that I ask them for tutorial the first few weeks and they
tell me, but if we haven' t started yet, I can'
t tell you anything yet. I still don' t have exams to teach
you. I' ll say if it' s all right. This tutorial
is for getting to know each other, for team building. But of course
this is my perspective. But then it differs a little bit from the system,
and that' s why we also wanted a little bit to be scratched
from her educator profile. You' ll tell us how you think it should
be tutoring. There he goes and so that we can also pass this on
to the educational community, because I believe that there are many teachers who have
not thought about it either. They' re just doing it. So because
it touches and it has not been raised what is the role that a tutorial
really has within the system and the Community. So I' ll leave it
there. Thanks also valentito, well, I don' t know for myself
the concept I have of tutoring is that means of dialogue to deal with the
issues that so that I, as a teacher, dedicate to you as much
time as you need to deal with the topics that concern you. So why
does that happen, because, from my point of view, tutoring is important,
because there are times when something bothers us and we treat it at the
start of the school and at the entrance to the exits, and neither is
the time nor the place, because you are still trying something that is ahead
is small and that you have to talk about it that are small things,
but it is ahead. There are other families. The teacher has to keep
an eye on more things. And so that' s a means of communication,
a point where families communicate with teachers at that time and tutoring sees it
when it' s already been something serious, serious, serious, then it
has to be placed in the spectrum of the medium. I can' t
even pick you up and get you out of school and I treat you like
this because I don' t know, I can' t devote that time
and attention to you. But don' t wait until this has become a
huge ball so that already, when you go to tutoring, you will have
an discomfort, because there is a lot to accumulate. So that' s
that space where I lend you, listen as a teacher and you tell me
that you' re worried about finding solutions from prevention and not from now on
we already have an open melon, very big to see where we approach it.
And there is also a reality, which is that tutoring is sometimes already
asked when, in addition to being a large melon on an individual level,
a large melon has been made at a collective level, where in the corrillos,
outside the school, at the door, in its whatsapp, in the
whatsapp also then clearly we use or get into the mud in those meollos,
from the complaint, from the criticism. But there is a resource that serves
for that, to communicate, so that there is a fluid and reliable relationship
and it is not used then for that, for me it is worth this
is an objective vision at the end that I believe that each teacher can have
a perspective, but it is mine has to be for that way of communicating
in a cold way that does not have why you do not have to spend
two hours, because it is that if we solve the little things are going
to be quick conversations, but where we will put solutions and it does not
stay half between the exit to the entrance, or you tell me something to
the entrance that I go with it and to the Runrun to the classroom,
that I am thinking and I do not give you the case that you need
the tutors then. For me it is that and besides, the faculty has
a tutoring schedule, that is to say, at the week when families can
apply for it when they need it. So it should be an easy thing.
No yes, and you know that I am very tiquismiquis and a long
time ago, because I looked. When Juan the school started I saw the
tutors also in a somewhat hierarchical position. It' s not like I'
m gonna talk to the tutor. So the tutor is that person who is
a little up there, controlling the academic part of my son and I get
there, well, a little bit like a little girl because I worry,
that he doesn' t know how to do the pigeon well and sometimes you
go a little bit from fear, since I come here with my fears,
with my vulnerabilities, to you who are the person who knows. And then
I realized that there was no space of confidence generated, that it is very
difficult to arrive and have five minutes scarce to tell Hello. I come with
this concern, you hardly know what my name is or where I come from,
and then I started comparing a lot with work meetings. When you go
to a work meeting with a new company and you don' t know how
to always spend a while getting to know you, to introduce yourself well,
Sometimes a time of twenty- five minutes to count, a presentation of what
your company is, that is, of an hour meeting. Sometimes we devote
a lot of space to counting, because I do this. I do.
I don' t know what I studied, I don' t know how
many my company does these tit services and I realized that in tutoring, even
though the value was very important because we have girls boys underneath, this didn
' t happen, I mean I arrived beings hello good morning. I'
m Juan' s mom and I' m worried because she doesn' t
zip up and the other person directly told you or nothing happens. Or if
nothing happens or not, worry that by the second trimester it is already done
later. Thank you so much and you went out. From there and this
already began to make me reflect that I had to change in my little part
of power like what to do with these tutorings, because it is very difficult
that there is a space of communication when there is no minimum of trust,
when I don' t even know almost what person I am talking to and
where we are each of us and where we come from and talking to a
person already told me, but it' s not the same at company meetings,
because there are people who don' t go to company meetings and such
and I said eye, because you' re right. And then one day
I went through a portal and I saw a neighborhood meeting and I said take
already everyone has neighborhood community. Even if you live in a house, in
a village, there are meetings, how these meetings are done. Then again
I observed that in the neighborhood meetings what happened is that people, depending if
they get a little bit better a little worse, because they went down four
or five or six minutes before when they carried and they started to chat there
if they did good and did bad notice. The mailboxes are higher, they
' re lower. These things happen at neighborhood meetings. No fulanita, I
don' t like the other one with the trash and I realized that neighborhood
meetings were also tutoring. There was not one person who coordinated an agenda and
then there was talk and everyone was thinking, because everyone was neighbors to the
same community and decisions were also made. Then I think we have to take
them for a spin, because we have to see them. That' s
like a community space that doesn' t look like that. It' s
like a very fast relationship and time is very delimited and it' s true
that there' s a tendency to I don' t dare go for something
that' s like it doesn' t really seem important to me, even
if it generates a certain. I do not know a feeling of restlessness,
not only from the side of the families, but I have also observed it
from the side of the teachers that something small is happening in class, but
neither do they warn you, because they still say good. I' m
not going to call you to tell you that the other day, because I
know, he stayed in the yard for a while that he didn' t
want to play because what they' re going to call you for a tutoring.
It' s not how I' m gonna waste your time for something
that' s really not important, and I think we need to change that
message. In other words, tutoring is a fundamental time for us to have
a coordination, because we are a team, a team that we are training
in quotation marks to a child for life, at the academic level, at
the level of values and at the level of everything. Then we can'
t be detached. It would be as if a coach from a super-
important football team would only reach five minutes before the game to give four indications
put them and to play. It wouldn' t make sense to me then
in those observations, from the family side, during this time I' ve
been doing almost master' s degree that I say how to go, from
where to go, what to ask and what happens when you go from another
place, when you get to the tutorial and ask him and how you'
re going you' re getting long the course from the family side. I
' m sure you' re looking forward to Christmas. Suddenly, many times
the teacher changes his or her attitude, because we are actually talking two people.
We' re not talking about two machines about a box that' s
going to come out in a production line. We are talking among people to
treat smaller and growing people. And what happens to us that then there are
times when we get consultations and that' s why this topic of tutorials comes
out a little bit that they tell me is that I don' t know
how to go to a tutorial. I have a problem and I don'
t know how to go. I don' t dare rather send an email
or I' d rather solve it through other families in the yard than see
what they' ve done and see what they' ve solved. And that
' s why I think we need to put it in context, not and
that it' s important to make those reflections and give the tutorials the space
they deserve. I from there to vogue also because the cabbages have spaces of
much more confidence to generate dialogue that does not have to be a tutoring,
but simply, because a dialogue four or five families that come one day to
share, because what happens to us, how we are seeing it, how
you are being the beginning, because to important guidelines, when they are small
because the same I know the subject of sfinters, ender controls, but there
are also times the same in sixth grade, because they are going to change
to many of them, to the institute or to that or what is happening,
and there are shared concerns that can be solved in a group tutoring,
because it is not something that affects tup that, but it is something,
because it is in the context. So, from there I invite that there
be, if we hear teachers, spaces of tutors to chat to families,
to have a coffee and to do what you do at the meeting of the
community of neighbors, which is r five minutes before, then, to chat
a little and to ask and in those meetings of neighbors you ask questions And
how long have your parents not seen them here have operated on your mother,
hip and how it is jo, so to see if the elevator put it
to zero, because we are people. If we do it at a neighborhood
meeting that we only discuss about how the stripes in the garages are painted,
how are we not going to do it for our girls and boys? And
there' s no excuse there that we' re all neighbors. So that
' s a bit of my vision and I think I share it from different
places and whoever has gone, if someone hears me from those who have gone,
it' s a tutorial with me, because he already knows that we
have a good time, is that it is usually a vindication, but that
I think they are very valuable spaces for dialogue and that we miss them throughout
the course and we leave them now for the end and very focused on the
notes, also to go to discuss a note why you put a five,
because you punished him, because I don' t know what from there,
from the complaint and so on, and not from the dialogue, which for
me is where we should go from. And I' m shutting up because
tutoring is a subject I already tell you that gives me for a master'
s degree. I could do a tutoring course already I think, because it
would be fine. Yeah, yeah, I think this should go a little.
That' s how it comes to me because of that first starting-
of- course meeting that teachers have with all families. Explain what tutoring is
for and really a pro teacher is listening to us right now And this comes
to you, because that' s the first day. Explain what tutoring is
for? And open those doors and put a lot of emphasis on that so
that when tomorrow that person has to call tutoring, a family really, that
is to say that person to the other family, don' t the family
that no longer gets a chill from top to bottom, Thinking that there is
a serious problem and seeing that it' s just listen, I want to
spend a more special time to treat something that bothers him and also a little
sometimes because of what comes to me from families tutoring. It is a space
in which not all teachers, obviously, but if some are many, at
least. That' s what they tell me they' re gonna throw the
problem. To say, I have this problem, but without a relationship of
joint work solutions between family and school, that is to say from the complaint
of saying that this happens. Your son misbehaves more, misbehaves, and it
' s worth what we do as a family and as a school. So
I think whenever we go to deal with a topic, you have to as
professionals that we are and if we don' t have the idea or have
the resources, think about which professional we can derive or can accompany us or
you can advise us to put solutions and not just guilty, because in the
end, what we do is, in a way, point to is bad
behavior and it' s your fault. He blames himself without reaching that act
of responsibility in which we are going to transform this situation that welcomes us both.
Yes, if the themes are usually bad or misbehave or are getting bad
grades and I haven' t even gotten there in all this time, either
in myself or in people who surround me with someone who has called a tutorial
to say hey, because I want to tell you that he' s really
good at crafts and what we can do to get him to give him a
hand and to develop it better. This I haven' t seen in life
and it also has to be part of tutoring, because it' s a
space where what we have to do is grow that little person, not just
focus on when there' s a problem. And for me this is almost
more important, not because those children of mine always have wonderful things, but
mentoring seems to be the focus of trouble. I mean, we' re
just focusing on. It' s got to do with getting better here when
you came in, teacher, she' s talking and so on. But
all those things that it does well and that we can reinforce and put into
value and that may sometimes serve as a drag to solve other things that are
happening. They don' t happen. The tutorials. For me they are
always like the space of trouble. And I do when I take it to
the company and I say it' s like when all of a sudden they
call you operations and you say oh, God, this is what' s
broken something. You know better than to be called,' cause it'
s cracked,' cause I want you to call me when you don'
t crack, that is, when you tell me this is cool. You
know, I say great, because that' s important too, and in
this dialogue we can also grow up, and I think that even families here.
We have an important task. We cannot make it dependent that the teacher
is always the person who generates those spaces, because he or she is not
going to do it anyway. But in every class there are twenty, twenty
- five families, out of twenty- five families. If fifteen families generate
those spaces, things are more likely to change. So I think that we
have an important role and that we have to demand it from those spaces of
dialogue where the tutories do not become the drawers of disaster and then, above
all, that we do not forget that we are talking about third people who
at that moment are not there And there are times that there are really bloody
tutories, where it is true that we also focus on a because it behaves
very bad fan, because it is that at home it also behaves worse and
is that it did not know what, because at home it did something worse.
And let' s not forget that we' re talking about a person
who' s not there at the time and we' re turning her green
and who' s also our daughter, our son and your student or your
student. And this is important not to lose sight of it that I think
is also like a moment where we try to let go and say ah is
true. I' m super worried. This happens to me, but we
' re talking about a person. Then I think we have to maintain maximum
absolute respect, because it' s not in front of us. We wouldn
' t try, not to do it among adults, putting someone down from
a donkey is very much on the order of the day and in Spain more
than we like, but we are talking about little people. So, I
think this is important and this also moves it to the cloisters that there are
times that because that which is talked about girls, boys in a few ways,
because we shouldn' t do what nobody would like that as an adult
person, when we leave a meeting, they will talk like that about us
or us, and this is important. Then there are the families. I
think we have a key role to play when it comes to being a little
demanding with those spaces of tutorials, because they are dedicated. They have a
mentoring space. So, if you don' t go to any family,
then you go, or it' s me, there are times when I
say you' ve got a hole, because I' m going there that
I already know sometimes they' d rather not see me. We don'
t know this between them and us. But I like it and I have
had very nice things happen also in those tutorials of generating that transformation and that
trust, where at first they see you a little bit like what you come
to here and if we still have two weeks and suddenly you start, they
will generate other dialogues. We can even exchange information, because if you have
something send it to me, because me too and that is also cool not
that part of me I have lived and it has been very valuable and very
much learning. So, I invite the families to use the hours of tutorials
and if you can' t go, you send the grandparents, but you
have to use them because they are spaces for dialogue and from there what said
ranch strategies. I' ve got some tricks. Don' t be broad
as a teacher. How you' d put it. I have what I
call family tricks. I also want to see teachers' tricks. Also,
don' t give it to him, so come and give it to him.
I think they' re similar, not like the more similar strategies,
because what we' re looking for is the connection with that person. Then
have a lot, a lot of empathy and no judgment and I know this
sounds like Mr. Wonderfull because he' s very, very manoeuvring that term
of not judging families. But I' ve really seen myself in my maternity.
It' s what has taught me the most about situations I' ve
tried before, seeing an image. Then I had them in my house.
And that' s not why I thought at the time that kids change a
lot in the school and family context. Well to myself when I arrive in
Aula that I have moments of the week that I am teacher of my children
better, it has nothing to do with how they act with me or how
they act with my partner ten minutes earlier. Why, because it' s
because we have a totally different relationship. So that, that we have to
take into account and see how, considering what that family tells us, its
surreal view, we can generate useful strategies for that family, because sometimes we
leave with recipes, and is that the recipes, taking into account the work
situation, the family reconciliation situation, etc etc, etc, is not the
same for everyone. If that puts us in a position of superiority and lack
of connection with that family. Then be very aware of what the time is,
that is, the individual situation of that family and how we can provide
solutions of help and that hand so that you know that it improves. And
then, and I' m also leaving, yes, it' s true
that in the end we' re going to deal with something that worries us,
and then I would put on a reminder, which is what I'
ve tried, obviously, not always, but something that I focus on when
I was a tutor, now I' m no longer a tutor. If
I was dealing with something that worried me and there was a minimal improvement,
I would communicate it to the family when there was already a minimal improvement,
because if we are not wrong to be jumping, the communications are from stone
to stone and yet, when there has been an improvement, because there has
been, a strategy has been put in place on the part of the family
and the center in which it is found that it has made an improvement curve.
If it doesn' t get visible, we' re just down and
down and down. So that also has to generate a sense of capacity for
both children and families. And that if we have dealt with an issue that
worries us and there has been an improvement, an email that doesn' t
have to be a tutor or an email saying look as we speak. I
' ve seen this so it' s elevating. So because that empowers and
that makes it look like the effort, the time and everything we put in
the grill, because it makes a rich dish come out. That sounds great
that ending that better resources, because I' m sure that in the end
people, everyone, have the same intention, but we don' t know
how to do it. We need to build bridges. No, yeah,
yeah. And for me something important within those strategies is when I go to
tutoring, have an order, an agenda, that is, what topics I
want to discuss and have previously communicated to the tutor or tutor, that is
to say, that I would like to meet with you, because I do
not know that I see that you do not read to the rhythm of others
or that I am worried, that you do not like mathematics or that you
have told me that in the courtyard you do not play, that is,
to transfer to you previously the anxiety that I would like to deal with,
because I think that when people know what we are going to talk about as
well as we can anticipate, we can reflect about what is happening. And
then I usually leave them questions. I' d like to know how you
see it what you think I can do so that somehow, like we'
re going to that meeting a little bit thoughtful, because I think sometimes if
we don' t sit down as cool at the meeting and I have the
feeling that they' re going to read you a statement in mathematics, we
' ve seen it progress progressively in language. I don' t know what
and you say I don' t even know what you' re talking about.
You know then I think it' s important to anticipate a little bit
on that agenda, because there' s already a first communication and that'
s through that, an email, the platform or the system that I'
ve set up at every center to make the application that' s not just
a request, because if not, I think you' re also on defense.
And I put myself on the teachers' side. I don' t
know if those potatoes are gonna come and tell me they don' t like
the way I do it or I' ve put a five on it,
or they' re coming to tell me whatever it is, so I put
myself a little bit in a defense position and what I do is arm myself.
I mean, I put on a shield, because I also know they
' re in very tough situations. Then I put on a shield. And
of course, from the shield it is already very difficult to generate trust if
I previously know that that family comes with a restlessness, because I am concerned
about this from that reality of restlessness and never from guilt to the other.
I mean, it' s not that you' re not explaining mathematics well,
you' re not making me read well is not my concern is that
my sin math, because look it' s got them a little bit crossed.
Or I see that when you' re doing your homework, you don
' t concentrate. He explained to me that in recreation such is not that
you, in recreation, are not doing well, ta is not to be
a culva, it is from your restlessness. And this requires a prior reflection
at home, because the first thing that jumps us is always him. I
don' t like the way you' re doing it and I throw it
at you, so I' m going to change it because this is not
a way to let me love a relationship of trust. So I think the
first exercise is either in both directions. If he was the teacher who calls
the family, it' s not since I think you' re not putting
limits on him. You should get him to do the homework. I don
' t know how it' s not from there, but look. I
' m worried that when he' s in class, he doesn' t
concentrate. I am concerned that whatever it is from that situation that we want
to resolve, because in reality, the intention is to resolve a conflict.
And once you have that agenda, listen, because I want to talk about
this and this and when I say agenda is not the typical one or two
three, like they were a few days, but something, well, much
more organic, something that then works very well for me is to have that
space to ask how it is, to spend five minutes to ask the teacher
hear how about it? How' s it going? Everything I use is
something that has happened throughout the week or quarter, because if it is going
to come to Christmas and how it goes with the Christmas festival, a lot
of burden to you that you like about the costumes, that is, something
that allows me to connect from the personal plane, because we are talking between
people and for me this is key. And then we can get into it,
because also once that dynamics has broken that we can be talking about between
you and me, because there is no hierarchy relationship. We' re on
the same team, with different roles. You' re in the academic educational
role and I' m in the family educational role, but we' re
part of the same team. There' s no cape here. From there
it is much easier to face the conversation. Then we can enter into the
conversation and a technique that goes super well for me is the sandwich technique,
that is, if I have something to say that I really don' t
like the teacher in his way of doing it in the person itself, but
because I didn' t like that it has done this to demand this task
in this way something has happened. I use the sandwich technique and I tell
Joe that Juan was delighted last week with the class you did I ask him
what the water cycle is, which you know I' m fascinated by the
water cycle. I loved the water cycle class. Juan came excited. We
' ve been talking about the wonder water cycle for three days. Then I
' ll stick my little sister- in- law in on what' s
going on. It' s just this other part of the task. I
have always felt from the self I have felt, I have perceived and so
and then remato with jo, but he has told me that next week you
are going to do another activity of the water cycle, that it seems to
me technical point of the sandwich of all life, because it goes very well,
it works phenomenal as strategy for families, but always from the self it
is always valid from what you feel, what you care about, what generates
vulnerability to you and not from what they have to change and from there to
build. I wish, everyone had the same emotional languages and sometimes it'
s not easy, sometimes you find shields, or I' ve always done
it. So the sentence I found the most. I' ve been in
the profession for thirty years and I' ve always done it like this in
the tutorias it' s a phrase I actually make a bet on myself and
say it goes out. I' ve always had a hard time. If
it comes out, I' m about to give me two kisses. No,
and it' s super important to have a prepared argument there. It
has always been done this way, but now things have changed. But I
have some new information that says what do you think if we discuss it.
I support myself a lot in science. Listen, I' m sure you
' ve read the last paper scientist. I love this phrase. I'
m sure you' ve read the last scientific paper about how to learn the
brain and then that' s what we can do. This is a little
bloody. I know it' s still not right to say it on a
podcast, but I think we have to play those strategies because there' s
something very valuable in the background that our girls and boys are. Then you
have to be a little tricky who say in English a little bit there from
love, from humor always and from that connection that seems to me the most
important thing. And then, the other strategy I' m carrying is a
battery of solutions of my own. It' s hearsay. Look, I
thought that for this, what do you think, if we do this at
home, how do you see it, what opinion does it generate, well,
look, I thought we' re going to put a note in the
fridge. I' ve come up with this and now that how you see
it, that it comes to you and how we can build and there a
lot of things happen. Really. I' ve experienced very nice situations from
when you say ah because Mira hadn' t thought about this solution. What
do you think if, besides, you do this and so on and from
today we' re going to try it and then remato with what Arancha says
that I then usually pass another mail. Don' t listen, because we
' ve been trying it for a week and look at this right now,
I' m wrong this I don' t know how you' ve seen
it how you feel you' ve seen some change in class and you tell
me and from there it' s built. And really that then most teachers
have a lot of openness to that communication. But they haven' t experienced
that communicative process, so we have the opportunity to give it to them and,
in the worst case scenario, you take this podcast and send it to
them inside the first mail and now we' re going to the meeting,
because you know what' s going to happen. It' s not true
that it can be used as a listening tool, because there' s been
a podcast that talks about tutoring what you think if we try to see what
happens and then, if we don' t call even girls and put them
a little there to get off the donkey. That' s the way he
' s right. We don' t want moves, yes, no,
so I see it from there and above all avoid, please, patio and
whatsapp corrillos, because on the other side there are also people and there are
teachers and we wouldn' t like them. In the end we are criticizing
and disrespecting and I think it is something that we do not want to do,
that we do not have another strategy, sometimes, but we have to
look for them, yes, and that in the end sometimes the box arises.
It is not that there is no communication families that the but have made
use of the channels of communication that are established. Then where the complaint comes
from and look at me. In conclusion, I would like to share something
that we do is magic and that I think helps a lot to facilitate that
communication and how to break that fear of mentoring and also flow the information,
not let the information flow. We do a quarter start meeting every quarter,
that is, we don' t do a course start meeting. We hold
a quarter start meeting in the first and third quarter. And in that meeting
we will tell the changes that we have made, because there are always changes
that are made, either for time, or, why there will be,
because I know in June starts reduction of the day questions, what you change
and what families have to know, because in the face of the ignorance and
hearing from the children that there are changes, what you generate fear and in
fear there is that feeling, that is, sometimes fear leads to attack.
Then we communicate those changes, but we also do that, we send them
a form in which they ask us the questions they want to know. Many
times they are questions that we have not even asked ourselves, but we already
make an agenda knowing what their concerns are. And then, also in an
anonymous way, because even if we know that asks us the question, then
we answer that question that works for all families because there is family is that
good they have posed it, but you solve them doubtfully and say ah vale.
And then it' s a way to have a much cleaner, much
more fluid communication, and to have families very informed that in the end it
' s what they want. And then, this is the same if families,
that is if teachers think jo is that imagine twenty- five tutorships each
quarter and that weighs them down, because just as with a reunion at the
beginning of trimester, a family reunion. From this perspective, asking what they
want to know first and making an agenda of what you' re going to
talk about based on what you want to communicate and what families want to know.
You would save yourself a lot, a lot of discomfort on the part
of families, because of this ignorance and it contributes, contributes and nourishes that
communication relationship. I' d like to vindicate before you finish tutoring in higher
grades, that is, in ages already when they go forward is that it
only happens there, yes, that they' re only going to call you
when things happen and not good. There' ll usually be everything. I
don' t generalize, but the experiences I' m seeing in high school,
because I know they' re big environments, a lot of people,
but suddenly, the kids disappear the parents. We stopped having so much communication,
if there was that communication with the management team, with the tutors,
with the teachers, and to that already there, if you have a tutor
a tutor with a lot of initiative or with good intention, because you are
lucky. But if there is no channel as fluid as perhaps it should be
considering the ages that are, that is, the ages that are. Yes
such look me here, Monica, I have not yet lived it, but
it is something that I have reflected, because Juan already has more and more
teachers that is to say, you used to talk to the tutor and was
the teacher practically unique, they had, then, in English or in Gymnastics,
but now he already has practically one teacher per subject. It' s
something that coincides and of course, there are times when you don' t
have to talk to the tutor alone, but you have to talk to that
specific teacher, specific to each area and something that works well for other families
that have older children and that' s what I' ve talked to and
that we have little proposal is to use email because it' s like a
minimal way to communicate then sometimes and it' s complicated because you have to
break a dynamic that doesn' t exist is what you say, that is,
you have to create it. It' s clear to me again that
that burden I' m going to assume with as a family, that it
shouldn' t be, but now I' m going to assume as a
family. Then we have the option of doing two things, or hoping for
an educational change, that changes the role or changing it we do not share
in power. Then it' s very complicated. There it seems that it
is also an age where they are labeled much faster still where there are still
much larger breastplates. In general, because it really is that it is very
complicated to manage. I understand it, so those teachers smell like being there
because they are facing biological changes in tremendous children and are trying to talk about
Spanish literature, with which watch out. But I think email is a weapon.
I' m saying the gun in between. It is a very valid
tool and I like to see what has happened, specifically in some cases,
because I have seen that by passing you only an email saying hello, we
are such dads. I don' t know what, because nothing we would
like to introduce ourselves such we leave you our Linkedin profiles if you feel like
it. In some case, comment on our p that' s going to
be with you in biology. Taca Tacata, our little girl, our teenager,
is going to be in biology? The answers have been from scratch,
so they haven' t answered anything to people who ah how cool, I
don' t know what, because we can stay, I mean suddenly they
' ve discovered wing and behind this kid sitting here. There are some parents
who have written me cloth then, but I think it' s a theme
that you propose, because there I think the spaces of dialogue have to be
even more different. Sometimes they are not so focused on the academic plane that
sometimes we go more when they are small that we do not know the b
the v such do not underestimate the problems, but that they are like more
easily resolvable. But at the stage of that and high school, in addition,
there are some determining elements of what kind of matter they want to choose
where they are orienting, what is happening to them, that I think they
need bigger spaces for dialogue. And here I know there are institutes. I
don' t know if in Burgos they were or they haven' t told
us about it, and you remember it in one of the Asire spaces where
they had coffees, coffees with teachers, it was times where they had coffee
and there were teachers from different areas to generate those spaces of dialogue. Surprises
that didn' t go too many families, so sometimes we want something,
too. Yeah, yeah, yeah, then we don' t take advantage
of it like we should. But it seems fundamental here too, so we
have to do this podcast in a few years. Monica that ours are already
there to see what interests me, as I go to see what you follow
when you get to this stage and when it is that depersonalizes so much these
ages of being I do not know is that I see such a strong change
in the way in which education is posed, in other words, not only
by a tutoring, but by how the boys move, the girls, how
the classes are posed. Each year, so many different teachers have a tutor
who also depends on the tutor, the tutor they have. If you feel
like it, you learn the names or not. That I know it goes
in this way, it goes according to the teacher, the teacher and the
desire that he has and, of course, to the families that have touched
him or that he has that year. That this we always know that there
are two different parts, but that the change is radical and that many times
we are super that is in primary and such we have a channel of communication
that we do not know how to take advantage also as we should, and
we have one and there is a concern in a consciousness that then in secondary,
it is true that it is overflowed by many other concerns and the context
changes, resources change. We know how the situation is, but there it
remains that I think it is a tremendous stage so that we do not have
just fluid or fluid communication or anything with the teachers and depend, therefore,
on the will of family and teacher or teacher so that there exists that channel
will depend on the institute. I am convinced and that is why I do
not want to generalize, but I think it is as a stage and good
not to mention higher degrees in which, of course, if any family is
done at least to the center. Without this made of these urtines they don
' t know how to go alone to do the tuition that I don'
t say mothers go to do the job interviews, much less. But it
is true that nothing happens either because there is the presence of families in certain
areas, not much less in education, that we sometimes get confused and as
soon as the presence of mothers smells a little, because it seems that we
are getting into the field of our children and that we are making them less
autonomous. And I don' t think that' s always the case.
You leave it there, there, I leave it the next podcast is four
hours on this topic. Of course I have to do it here and I
am already taking advantage of the fact that we are talking about education, of
attending the second sedu days last March. It was great to congratulate Ingrid and
all that team, because they were a past, that is, I loved
crying the biggest thing, because it was a super emotional day, for a
lot of aspects and I liked it very much because it allowed me to see
another facet and other different aspects of the virtual classroom that exists that community on
Twitter, especially teachers, where they also have space and this is the merit
of Ingrid and his team, which accommodate families and all kinds of educational levels.
There was FP, there were children, there were languages, there was
university, there was all the educational spectrum and I felt very welcome and very
integrated and I even saw chunga mothers, several representatives of anonymous and non-
anonymous chunga mothers, and I loved good in this case they didn' t
go as anonymous anymore and I really liked that community and that environment that was
generated. And I hope, those bridges, that meeting would happen more often
between families and teachers, because then, when you' re talking about the
issues that matter, you see that there is actually a lot in common,
there are many situations that are shared, many common goals. In most of
the objectives are common and we lack places in which we find and where to
dialogue in truth and with time, with space, with good intentions, and
simply wanted the homage and to put in value this day that, if they
are done again, it will be a pleasure to attend again and if not,
that takes a lot of work. It has been a pleasure and an
unforgettable day. The truth is well, I share that and that they are
not so bad to the networks. Of course it' s people in the
end. I think tutoring is people. Talking to people to help little people
has no choice. There' s something about me whenever I give them a
sentence that I sometimes put in the emails that I tell them I' m
sure there' s more that unites us and what separates us. So let
' s take care of hands to see how to jump these barriers. Well,
friends, thank you always for bringing these issues that are so necessary that
many times they happen they stay buried by the day and by the haste and
the groups of Whatsapp and the polemics and the daily problems, but that in
the end, they generate anxiety and cause us worry, especially when there are
issues that because that if your son or your daughter is not well, because
in the end everything is wobbled. So establishing a good dialogue involves understanding the
tutoring and making the most of it Arancha Cristina. I think about making the
most of it is our last tutoring. It may be yes, yes,
it is very likely and unless we find some gap in which case we will
appear in your players to say goodbye until after the summer. But if we
' re not going to have to take some time to make the most of
the agendas we have for Ancha Cristina, who at the end of the course
teachers, we are teachers, students, then we get together. It'
s all true and besides, that' s what this podcast is spinning about
in an unusual way. Our professional trajectories go through inexplicable paths, unexpected and
this is growing and enriching the debate in a way because that which we did
not expect and that looks gives rise to reflections even deeper than this or not
or does not hear that this also at the end goes from that we will
see when we can surely if the life is complicated already after the summer,
after having rested properly and nothing that we follow in the networks. Likewise,
Cristina Aranha that you stay there full with your projects that we already see you
hear and if you want to mention this precious Crawfanding campaign in which you are
participating, it would be a good time and we can leave the link later
in the podcast, because it would be great. Thank you, nice for
the CRS space. You count a little and then I, if you want.
Well, well, Alancha and I participated in a project much bigger than
us, because we are just a little piece, very small, called what
the words hide, which is a short documentary that we are shooting here,
in Burgos, with people of Burgos and that is an initiative that produces the
School of Burgos, which is a social entity that has been created here and
that are directing and producing Marian owners and subina darias. And what we intend
to do is to reflect that invisible and small violence that girls and boys suffer
and that is like the great forgotten threats, blackmails that are in the day
to day, that we all overlook and that among adults, because we would
not accept. We want to reflect this, but above all, we want
to offer solutions for change. We don' t want people to join the
forgiveness project and feel that they can be actors and actresses for change. Through
watching this documentary that gives them a little bit of that strength and that tool
and that basic justification that we have to change this little by little, that
it is true that we have evolved a lot in terms of violence, but
I believe that we have a way to go and why not do it.
And I' m telling you, aorancha, I' m a little piece.
Now there is a crowd fanning to collect funds for the project and we
hope to be able to release it in January of two thousand twenty- five
so it is a long project, because, well, it does everything voluntarily.
I already tell you through a crowd fanding of people who consider that the
project can be interesting and that we wait for everyone in the world in January
of two thousand twenty- five when we premiere and if not, because we
will take it to Madrid and wherever it has to go And well, expand
or you that you have been the last to record interview. Yes, well,
it seems to me like a super, super interesting project because different people
who have a relationship with the world of the infant are going to participate,
but with a very rich diversity of views. That' s what surprised me
the most, because I, in this case, am not in the project
that the organization is in there. But I simply participate, because as a
childhood professional and giving my point of view, because as accompanying families and teachers
who want to do things in another way and that the truth that my profession
today is very beautiful, because it is the families that come and the other
teachers and those that have told me that they have realized all that violence and
many times need arguments. Or is it very instinctive and says Jode is that
this is not right, although it has been done. Life' s not
right. But you don' t have those arguments, because the social mass
is that you' ve done this all your life and look at that,
that' s how we are with this generation of glass and all these arguments,
because I think I give them a little bit of that backing of how
it says you' re the evidence. Well, the evidence, although I,
since Beatriz Cazurro heard it, always mention it to her and mention it.
I think it' s very sad to have to resort to scientific evidence
so as not to treat a person badly. So, but there is,
there is, it wins to see her, then I always say it and
I loved it and that' s going to be my role. Well,
it' s been because he' s already recorded this week in Magic,
which for me is very special to do it there and then I' m
looking forward to it. I' m sane and that' s January long,
but I' m kicking out. So I invite all those people.
The minimum contribution is 15 euros. So, well, besides, like being
a craw fanding, because it can be degraved and I think it can be
a pretty important contribution to that change to the look of childhood, because called
the action to determine our podcast, that there is no better way than to
do it here to improve and create a better world for our creatures who deserve
it, we will leave the link so that they can have more information about
this project in our program notes. Together, as always, with the information
of Cristina' s projects, the Web of Cristina and the Magic and the
social networks of Arancha and Cristina, so that, as always you can fret
to see what these women do, where there are always many things, always
many things. We will be going back already after the summer, surely and
so with more energies that we need above. Of course, well, the
projects have to be generated, you have to have energy to get all this
going. We' re leaving. We' ll be back soon. Take
care of yourselves, Cristina Aranza a pleasure bye