ARTICLE WITH OUR EXPERIENCE ABOUT MANAGEMENT.

In relation to the education magazine and the article: 'The role of school organization in educational change: the inertia of the status quo' we brought out some information to compare and analyze with our information that we posted previously. We separated the last post in 3 stages but today we're going to talk in generally. At the end of this post we'll put the link to access to this article.

Firstly we agree that the organization or management adquires an instrumental character. It's not part of the learning desing and it doesn't envolve the pedagogics sciences but it's important for the practical realization. A lot of traditional manuals had some importance on the furniture or audiovisuals.. or maybe with the 'group dynamics'... You can see as we wrote in the last post about managament how we gave importance to the furniture, how the class was decorated or even the blackboard we used, so at the article said maybe we were engaged to a traditional organization.



"Las actividades de las organizaciones educativas no determinan la forma de la organización, sino más bien esta forma viene impuesta por el ritual de certificación y por los acuerdos que se toman desde el entorno" (Weick,1988,p.69)

Moreover, a good management inspires a definition of reality. It creates a social stage. The educational intervention can't ignore the organizative. Like we said before it's not part of the pedagogy but it's part of the rules of the school so we can't avoid it.
Although many teachers are attached to the organization of the system and the school, so in that way they don't create new things to help their students. They're like stuck in a no renovate management. You can see our experiences with teachers during the time and it wasn't always the same, we agree like in the article that there're going to be two types of teachers: the traditional ones and the "cool"ones. So... is the problem on teachers? or is it on the organization? We think that it could be on both parts because a teacher could do what he or she wants while it's justify and it doesn't break the law or the school organization. But in part the school has blame too, because if it has an old and traditional management maybe working in their environment and looking to what they can change, they can make it better.

«Me inclino a creer que la cualidad clave que se necesita en una escuela, si ha de producirse un desarrollo, es la capacidad de reflexión. Es decir, una capacidad para revisar con sentido crítico y de un modo reflexivo los propios procesos y las propias prácticas... Sería posible lograr una base paralela para reflexionar, mediante una investigación y un desarrollo basados en el propio programa de la escuela referido al servicio de perfeccionamiento interno» (Stenhouse, 1984, p. 234)



Finally we found a web of the University of Seville that explains the content of school organization and we think that it's a good link to understand in what parts 't is divided and what the school do.
 http://ocwus.us.es/didactica-y-organizacion-escolar/organizacion-del-centro-escolar/temas/1/pagina_06.htm

Article: Maroto, J.L.. (2011). El papel de la organización escolar en el cambio educativo: la inercia de lo establecido. Revista de Educación, 356, 41-60.
See you soon!!!!!!