May 5, 2009
Dear Madam,
thank you very much for your email of May 2, 2009.
It is unacceptable that you are punished by the Minister and the hierarchy of Education so that by your decision intelligent and responsible, you do not want you to be complicit in the new form of abuse made by time support mandatory after school. It is a humanistic sense of responsibility and civic honors you. It shows the way for children in trouble are not even exhausted, unmotivated ... and finally psychologically and mentally destroyed by the longest day of the world (six hours forced all age groups from primary school). In fact, you know better than the Minister and the Inspector of Schools that the additional damage is an after school tutoring for children in difficulty, especially those that are locked up under the label of underachievement . They add to the damage generated by the increased pressure intellectual and relational with the daily weight increased the frequency and duration of learning called fundamental, as part of a week combined arbitrarily reduced to four days (it must be done in four days what was done in four and a half days) and new programs fools. There is more time breathing during the day while it is essential for all children, especially those in difficulty, can recover their psychological and intellectual fatigue, and restore or less of their capacity attention, mental concentration and information processing. There is not enough time for children to release their emotions, their sensitivities hidden abilities and intelligences, and their imagination as they engage in the visual arts, choral singing, storytelling, exploring the nature, characteristics of plant and animal life, the compelling story of our ancestors and the world, living in different human cultures ... Children also learn French well, or better, during this time of diversification and discovery in formal learning situations and explicit language. Obviously, the teachers know.
If we take the preparatory course as an example, no child of six to seven years can not accept to everyday situations intellectual and relational stress for two hours thirty minutes to learn French (10 hours per week) and one hour fifteen for the calculation and mathematics (5 hours per week). Scandinavians are horrified.
At 16 hours, children in trouble are exhausted, trapped in their fears and inhibitions blockages in their anxiety, their fears ... especially when they are projected through the return home when their family is suffering. They are already in early afternoon or even for the most fragile, vulnerable and poor, from the end of the morning as shown by the observation of children attending ZEP schools. Only children who live daily in the emotional security, without gaps and without sleep behavior "disrupted" and / or "disruptive" can be sufficiently vigilant, attentive, responsive and available during the afternoon to capture and process messages from the master, and to achieve as students. And yet, not every day according to fluctuations in their balance physiological, emotional, emotional, social and cognitive.
By imposing without consulting the week four days, the weight increase delusional "fundamentals" and the support provided after school for children in difficulty, the Minister and the hierarchy of Education dehumanize the school, increase inequalities and social injustices, while driving an increasing number of children encysting in the "disenchantment" for the school and its rejection, and thus more or less gradually into the social marginality. This "system" and absurd "concentration camp" stigmatizes families who combine personal difficulties, moral, familial, social and cultural. It is a disgrace to our country ... In principle, one of the cradles of Human Rights. The foreigners I meet do not understand what "system". It would not have acted differently if we had wanted perpetuate a school with several speeds in which the most fragile, vulnerable and needy can not even pass the first speed, and engage with confidence in the desire to understand and learn because they can trigger the higher speeds that allow access to different levels of knowledge and skills.
The court must of History retain the current Minister of Education, his advisers and ideologues disorderly, and his vassal hierarchy established a system of abuse, stigma, guilt and exclusion implied that dishonors our country and our nation.
There has never been more Inspectors of Schools in 2008-2009 removed when their "mistake" was to hear and try to understand the decision and the dismay of teachers. The information "back ground" all show that there has never been more exhausted children and disoriented, and also teachers exhausted, stressed, demoralized and feel guilty by the continuing failure of the most vulnerable pupils, vulnerable and disadvantaged. The letters they send to their councilors, the mayor often or are often poignant and pathetic. The door is wide open for increased use of sleeping pills, tranquilizers, psychotropic ... children, their parents worried or desperate and their masters ... who lose confidence in their skills. The French are already the largest consumers of these molecules!
By your refusal, you save the dignity of the school. Thank you.
I am ready to defend in every place and in front of anyone, including the courts if legal action would be decided.
You can run without restraint or any part of this email.
Yours
Hubert Montagner
other items Hubert Montagner, psychophysiology, a retired University Professor, Former Director of Research at INSERM
about school timetables
http://www.cafepedagogique.net/lexpresso/Pages/2008/09/Montagner_rythmesscolaires.aspx
about K (reaction to the report Bentolila)
http://dp.over-blog.com/article-17245289.html
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