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Child education for more intelligence

4. The well managed primary school - important subjects - full-time school

   
School class in rows, in group formation, and presenting a group result

by Michael Palomino (2012)

Primary school and the teaching persons

The most important school in life for children is primary school. Here are happening the crucial experiences and impressions. Here the teacher is a compensatory father for children when they have no father. Here the lesson is eventually relaxing a little bit when some music is mixed into the lesson. Eventually it's also like this that there are no marks which does not mean that there is rating, but the rating is done with words instead of a simple figure.

Teaching persons of a primary school have good possibilities filling their pupils with enthusiasm for the topics they have to learn. When the teaching person is presenting the content with a fine humor, but is keeping a precise kind of working and is a good model to be copied, then the children will follow this positive energy and will copy it. It even can be that the children are solving tasks by their own, are making drawings by their own, or are doing handicrafts by their own etc. Children will realize that a fine humor is allowed, and they will realize where the "limits" are, and they will like to respect these limits because they want to maintain the positive energy in their class.

A school has got also the task that the teaching staff is making conversations without conflicts, and that the school management is openly managing problems and is not making intrigues behind the teachers isolating some teachers. Good mood within the teaching staff is also a gift for the children then.

The class room: Seating plan
A class room supporting intelligence is surely not arranged in the manner that every child is isolated in a singular school desk. but children can sit in desks for two or three persons. Seating plan is terminated by the teaching persons first. From 9 years on the children can partly chose where they want to sit, when there is no negative effect with it. When two children are in a desk always making jokes and there is no bettering after some warnings these two have to be separated for some time, in coordination with the parents, but only for some time, and the parents have to support this measure so there will be a changing effect with the affected children. The affected children will understand this warning and when there is another trial to sit together in a desk they will limit their jokes for the rests in the playground.

The class room: Order of the desks
Desks can be ordered in different ways. In general simple "rows" seem to be not so communicative, because the pupils don't see each other but they only are staring to the blackboard. There are other arrangements with the school desks possible and the pupils can see each other, these are the order in form of a horseshoe, or in form of a semicircle, or in group formations (groups of three desks) etc. The arrangement of group formations has got the advantage that six pupils form a group together forming one "group", but can have disadvantages when some pupils always have to look backward to see the blackboard.

For some situations the desks also have to be shifted rapidly giving space for the whole group. That's why the arrangement of a half circle is a big advantage in this case shifting the desks only one or two meters backwards and in one moment the big space of the class room can be used. When there is a group formation order only some group formations have to be shifted.

This "intelligent" desk order has also consequences for the general intellectual capacity of the children, because the efficiency of working is transmitted into general life.

The class room: Adornments
A gray class room is boring, and has not to remain gray. One can paint a class room with a comfortable color as it's indicated in the book of Lilli Eberhard "Curing with colors" (orig. German: Heilkräfte der Farben; ISBN-10: 3-7699-0392-7; ISBN-13: 978-3-7699-0392-8). It's proved that some colors have healing effects when hospital rooms are painted with them, and it should be compulsory for the class rooms keeping them in such colors healing colors. Also pictures of the children can be installed, or some art prints of "great painters" with a content that can be understood by the children, but not for a whole year because these "art prints" are more crushing the psyche of the children and is not stimulating them.

Syllabus in primary school should lead to intelligence
The problem with syllabus in statal schools is that the governments teach too many technical things and are filling the syllabus over and over with technique. Therefore in the syllabus of the world wide school systems is missing for example the topic of natural medicine and health prevention. Well, pharma industry does not like this topic because they want to sell more pills, and the governments are with pharma stock papers. But principally it's time to introduce natural medicine as a compulsory subject world wide.

Singing in class
Songs should be common in school because singing is good for the lungs and supporting respiration, and because songs are another mental stimulus, and this is supporting intelligence again. The contacts among the pupils are also risen to a new level with this, and some songs can be so important for children that they are also sung in the street or in the playing ground. Stammering children do not stammer singing, and every singing is a big satisfaction for stammering children.

When the teaching person can play guitar, then the songs will be sung with more enthusiasm of course. When the school desk are in form of a half circle or are in a permeable order, then the teaching person also can walk around with the guitar. In so far all teaching persons of the world should be obliged to play guitar because with a guitar the contact with the children is much more direct, and a piano does not use much because a piano mostly is only in a corner and the teaching person is even sitting with it's back to the children without having any visual contact eventually.

Singing supports the lungs, supports the oxygen supply, is raising the human contact to a musical mental base, and the contents of the songs are one more mental stimulus for stories or drawings. Add to this there are many families where never is sung any song, and for these children then the primary school is the only location where they are singing. Many immigration children do not know the song tradition of Central Europe, and they only learn the songs in class. At the same time the world with it's globalization is more and more international and there also can be sung songs from their typical origin countries, so from Hungary, from Turkey, from Sri Lanka, from Morocco etc. This helps to the immigrant children to be felt more accepted, and also their parents and their family members feel more accepted by this.

From 10 years on also songs of classical composers can be sun when the teaching person knows them well, also canons of Mozart or of Beethoven etc. can be included. Teh same counts for songs of the whole world, gospels, choral speaking, poems and so on. When children are going on with more complicated songs they also realize that they are maturing.

Physical education in primary school
Well, physical education in primary school is very important, and during good weather should be outdoors where the bodies can get fresh air and a good oxygen supply during the exercises, so the organs can develop well. And therefore one has to know: Also physical education is a contribution for an optimal brain development and for intelligence.

Teaching swimming is absolutely important, and religious parents should understand that their children should learn swimming because otherwise as youths and adults they will be afraid of water for ever, and this seems to be really childish then. When there is a boat accident it will be vital to know swimming. Let's say: Principally also religious parents should learn swimming and should not hide themselves behind some clothes rules, not important from which religion they come. When adults cannot swim, that will really not be so intelligent.

Handicraft lessons in the primary school and during youth age
Also handicraft lessons are for many children very important showing their dexterity or forming it. Eventually interconnections can be installed to other subjects, and mental knowledge can be connected with handicraft knowledge, and by this all can be rooted deeper in the brain. The events of handicraft lessons partially are unique for children having an effect for the whole life. Intelligence is rising also when there is handicraft work exchanging the traditional works of the sexes, when boys are knitting and the girls are sawing.

In handicraft lessons many objects can be manufactured missing in many households, or the objects can have an absolutely personal character of the child, for example one can knit an pencil case, one can knit an apron, one can knit a pillowcase of jute embroidered with own designs, a board game can be manufactured (mill game, checkers or chess) or a jumping jack can be manufactured, candle stands of different materials and in different forms and designs can be manufactured, cartoon houses can be painted and composed, folding has to be precise, with some wood and thread and some nails a cable car can be produced, a pottery vessel can be manufactured as it was in former times of the natives, painted and burnt, or plaiting work can be done, or an inside pocket can be installed into a jacket etc.

Some schools also let carve their pupils so the pupils get to know different trees and woods directly. Normally this begins with a bowl, then comes a spoon, a bridge, an animal being, a human being, and can go up to the manufacturing of toys. Handicraft lessons in youth times also can teach details about house constructioning, window fabrication, house repairs and toy repairs, or the pupils learn about electrics and can construct their own lamp (this is the symbolic lamp of their brain!).

With all these works in handicraft lessons pupils - boys and girls - have to pay attention not harming anything, neither the own work nor the tools. Therefore mental concentration is well formed during the handicraft lesson, and this provokes one more time some effect on the brain and then on whole life. During handicraft lessons the children are forming also new groups, and there are talks about families, friends and problems etc. which eventually are taken by the teaching staff bettering the situation of a child.

Many children also feel only really accepted in a handicraft lesson because there is no intellectual base in their family. In handicraft lessons also new talents are detected. In handicraft lessons also some taboos are broken when boys are knitting and girls are sawing. That means, handicraft lessons are a very strong signal for equal rights of the sexes. And eventually there will be laid a first way for a profession in adult life. In handicraft lessons also knowledge of other subjects can be put into practice. Suddenly certain basic calculations of mathematics are important because one has to calculate a surface, or one has to calculate the amount of color used for painting a surface etc. At the end, handicraft lessons are also the basis for theater performances respectively for theater sceneries and for the production of costumes.

That means that handicraft lessons are not only handicraft lessons, but the whole life is with it, and there is a high concentration and there are equal rights with it, there are development possibilities of the children in it, and there is also the school theater and may be also the choice of profession with it. And therefore these handicraft lessons are really precious. So, we thank to all those persons making policy maintaining handicraft lessons.

"Development countries" without handicraft lessons and without school theaters
Well, now one has to imagine that this handicraft instruction (and with it also school theater) are missing in many "development countries". That means that a very important subject for training of handicraft safety and mental broadening of life is missing in the "development countries", and it's missing always by "cost concerns". And therefore the children of "development countries" have no safety concerning handicraft subjects, often they don't know how a crack in a jacket can be repaired, they don't know how to handle a nail and a hammer, they don't know how to fill holes in a wall, they don't know how to arrange a room in a comfortable way, and therefore their life will be often very boring and the youths - when they are also treated badly by the parents - they will as youths slide often into illegal activities.

That means that handicraft lessons are also a very important preventive measure against illegal developments in the youth age, and later this has effects for the whole life as an adult person. Unfortunately many politicians don't see this. But may be they read this text now.

Class excursions
During a class excursion social competence of the children is trained when they have to behave as a group in a bus or in a train. Eventually also problems are mentioned which never were mentioned before. Often a class excursion is also connecting nature with culture when during a class excursion a castle or a ruin or a museum or a floodgate or a great nature event is visited (water falls, glaciers etc.) or a port is visited etc. When the main break is arranged at a lake, then this will be very comfortable because the break can be connected with swimming. Well, the precondition is that the children all can swim and nobody is afraid of any waters.

Children on a class excursion have to follow a lots of things and above all they have to be very attentive not to loose anything. Children are also encouraged to manage their own dynamics so there will not be any destructive action. There are also mutual aid actions which otherwise never had been, above all when there are normally isolated pupils. Or teaching persons have to explain prevention measures why at certain locations another behavior is needed than normally etc.

All in all the teaching persons on class excursions are mostly supported supported by other teaching staff or by parents. And during the whole excursion the teacher should keep it's soft humor, but when there are dangers coming he has to be able to "interfere" with a firm voice. The class learns to manage normal situations and is watching how the teaching person is doing this. Pupils are learning managing their emotions, and they are mostly at open air with a maximum of oxygen supply, and all this will be a model for their whole life.

Conservative religious parents from Muslim circles in Central Europe meaning always that on a class excursion would happen the exchange of sexuality, these parents are really mad and are very mistaken. During class excursions the children are fully concentrated on their own belongings and are concentrated to evade conflicts. When from 11 years on there are pairs giving hands then this is nothing sexual yet but this is what it is: giving hands, exchange of energy, and such pairs are one more time an emotional safety for the whole class, and such pairs are also a model. But this has nothing to do with sexuality yet.

Full-time school - integration of migrant children
For a long time full-time school was only smiled and there was always said that a full-time school would provoke much costs and would harm family life because the children would not come home for lunch. Well, this is one side. But a full-time school has also got some very important advantages, above all for the integration of migrant children when in their house is no intelligence but the life is only consisting of eating, sleeping and television. Migrant children hardly speaking the language of the country are learning the general vocabulary in a full-time school during lunch. All pupils are learning during lunch arranging their time with each other what principally corresponds to a little excursion. And the pupils are more speaking about other subjects of life of course as it would be with lunch at home. That means that the complete social behavior of pupils is trained more in a full-time school, and pupils eventually will also find another access to the teaching staff.

For migrant children a full-time school is also a possibility to liberate from the own strict family structures and from the mental emptiness of their homes developing new ways in their life. And therefore a full-time school can have the effect that the migrant children are really better integrated into the society, that they have a really wider language competence then, and that the profession possibilities for migrant children will be much better then. That means:
-- a full-time school hinders that migrant children are kept at the ridge of the society
-- a full-time school is hindering new cases for social aid
-- is hindering that extremist parents of other religions are blocking the mental development of their children
-- and a full-time school is rising intelligence of the society in general
-- and at the same time the costs in the social departments are falling.

Familiar unities can celebrate their common ground every evening and during the weekends and during holidays.

Full-time school - it's worth it.

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