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You should have received a copy of the GNU General Public License along with this program; if not, write to the Free Software Foundation, Inc., 51 Franklin St, Fifth Floor, Boston, MA 02110-1301 USA This program incorporates work covered by the following copyright and permission notices: b2 is (c) 2001, 2002 Michel Valdrighi - https://cafelog.com Wherever third party code has been used, credit has been given in the code's comments. b2 is released under the GPL and WordPress - Web publishing software Copyright 2003-2010 by the contributors WordPress is released under the GPL =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-= GNU GENERAL PUBLIC LICENSE Version 2, June 1991 Copyright (C) 1989, 1991 Free Software Foundation, Inc., 51 Franklin Street, Fifth Floor, Boston, MA 02110-1301 USA Everyone is permitted to copy and distribute verbatim copies of this license document, but changing it is not allowed. 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Here is a sample; alter the names: Yoyodyne, Inc., hereby disclaims all copyright interest in the program `Gnomovision' (which makes passes at compilers) written by James Hacker. , 1 April 1989 Ty Coon, President of Vice This General Public License does not permit incorporating your program into proprietary programs. If your program is a subroutine library, you may consider it more useful to permit linking proprietary applications with the library. If this is what you want to do, use the GNU Lesser General Public License instead of this License. WRITTEN OFFER The source code for any program binaries or compressed scripts that are included with WordPress can be freely obtained at the following URL: https://wordpress.org/download/source/ Einblick Klasse 1/2 – Donauschule Nendingen

Einblick Klasse 1/2

„Hilf mir, es selbst zu tun“, so lautet einer der pädagogischen Leitsätze Maria Montessoris. Ziel unserer pädagogischen Bemühungen ist es, die Schüler mit allen Kräften zu unter-stützen, Schritt für Schritt ihre Bildung selbstständig in die Hand zu nehmen, wobei es natürliche Unterschiede im Leistungsstand und hinsichtlich des Lerntempos gibt.

Was sollen die Kinder in der Eingangsstufe lernen?

Als staatliche Schule gilt für uns der Bildungsplan Baden-Württembergs. Die wichtigsten Lerninhalte der Eingangsstufe sind die Sprachförderung, das Lesen- und Schreibenlernen und die Grundlagen der Mathematik. Damit erwerben sich die Kinder die Grundvoraussetzungen zur Teilnahme an unserer  Kultur.

Nach den Grundsätzen Maria Montessoris wollen wir den Kindern ermöglichen, auf ihrem Niveau die Welt und ihre Zusammenhänge immer besser zu verstehen.

Ganz wichtig ist uns die Förderung der individuellen Persönlichkeit des Kindes, aber auch seine sozialen Kompetenzen.

Warum jahrgangsübergreifende Klassen?

In unserer Eingangsstufe lernen die Erst- und Zweitklässler in gemeinsamen Klassen. Bei Schuleintritt bringen die Kinder sehr unterschiedliche Voraussetzungen mit. Im Normalfall durchläuft ein Kind in zwei Jahren diese Eingangsstufe, bei uns hat es aber auch die Möglichkeit, dies auf ein Jahr zu verkürzen oder auf drei Jahre auszudehnen ohne den Klassenverband wechseln zu müssen. Das soziale Lernen wird in einer altersmäßig gemischten Gruppe sehr gefordert und gefördert. Gleichzeitig geht ein starker Lernanreiz von den größeren Kindern aus, denn Kinder lernen am liebsten von Kindern. Umgekehrt vertiefen die Älteren ihr Wissen, indem sie gelegentlich den Jüngeren helfen.

Wie wird der Unterricht organisiert?

In unserer Eingangsstufe lernen die Kinder sowohl in gebundenem Unterricht als auch in Freiarbeit. Die Woche beginnt in der Regel mit einem Morgenkreis, in dem die Kinder lernen, ihre Erlebnisse in einer Gruppe frei zu erzählen. In gebundenem Unterricht findet Sachunter-richt, Musik, Kunst, Sport und Religion aber auch Deutsch und Mathematik statt. Zwei Wochenstunden werden die Erst- und Zweitklässler getrennt unterrichtet, zum Teil gemein-sam mit den Mitschülern der Parallelklasse. Hier finden Einführungsstunden in Deutsch und Mathematik statt. So werden z.B. bei den Erstklässlern in diesen Stunden die neuen Buch-staben eingeführt und die Zweitklässler haben zur gleichen Zeit eine Lesestunde. Auch in Mathematik können so nach Jahrgang verschiedene Themen eingeführt werden, die an-schließend im Unterricht in selbstständigen Übungsphasen vertieft werden. Außerdem haben die Zweitklässler zwei zusätzliche Deutschstunden am Nachmittag. Selbstverständlich nehmen die Erst- und Zweitklässler auch an den Lernwerkstätten der Schule teil.

Ein Schwerpunkt unserer Arbeit liegt in der Freiarbeit, in der jeder Schüler gemäß seines Lernvermögens und seines Interesses seine Lernziele verfolgt. Hier haben die Kinder die Gelegenheit, in ihrem Tempo lesen und rechnen zu lernen und zu üben, daneben können sie sich verschiedensten Sachthemen auf ihrem Niveau widmen. Dazu stehen ihnen in der vor-bereiteten Umgebung des Klassenzimmers vielfältige Montessori-Materialien zur Verfügung, bei deren Auswahl und Gebrauch sie von den Lehrer/innen unterstützt werden.

Wichtig ist den Klassenlehrer/innen der Eingangsklassen eine enge Vernetzung des Unterrichts aller Klassen. Dieser wird gemeinsam geplant und vorbereitet.

Wie lernen die Kinder in der Freiarbeit?

Viele Kinder kommen mit einer hohen Lernmotivation in die Schule und haben eine genaue Vorstellung, was sie lernen möchten. Dies kann von Kind zu Kind unterschiedlich sein. Indem  jedem Kind sein eigener Lernweg ermöglicht wird, bleibt dessen Lernfreude erhalten. Auch bei Kindern mit negativen Lernerfahrungen kann durch individuelle Lernerfolge die Lernmo-tivation wieder gestärkt werden.

Wer etwas lernen will, muss sich aktiv mit dem Gegenstand beschäftigen. Deshalb ist es bei Kindern wichtig, Lerninhalte so anzubieten, dass sie sie auf vielfältige Weise über die Sinne und Hände „begreifen“ können. Dazu dient das eingesetzte Montessori-Material. Es hat hohen Aufforderungscharakter und spricht die Kinder an.

Die Lehrer/innen verstehen sich auch als Begleiter/innen der Kinder. Durch genaue Beobach-tung und Zusammenarbeit mit den Eltern bemühen sie sich, jedes Kind zu verstehen und es auf seinem Lernweg zu beraten und zu fördern.

Können behinderte Kinder integriert werden?

Da jedes Kind in seiner Unterschiedlichkeit durch dieses pädagogische Konzept verbunden mit der vorbereiteten Umgebung gefördert wird, stehen unsere Klassen prinzipiell offen für die Integration von Kindern mit Handicaps. Dazu stehen beispielsweise speziell schallschutz-gedämmte Klassenräume für hörgeschädigte Kinder zur Verfügung. Dennoch muss in jedem einzelnen Fall geprüft werden, welche zusätzlichen Unterstützungen nötig und möglich sind, um ein sinnvolles Lernen in der Klassengemeinschaft zu gewährleisten.

Wie ergeht es Kindern mit ADHS?

Gerade in jüngster Zeit begegnen uns verstärkt Kinder mit ADHS in der Eingangsstufe. Auch hier muss für jedes Kind individuell zusammen mit außerschulischen Fachleuten geklärt werden, welches die beste Förderung für das Kind sein kann. Manche Kinder kommen mit der offenen Unterrichtsform sehr gut zurecht, andere müssen stärker geführt werden.

Kann bei uns jedes Kind alles lernen?

Wie, weil und was ein Kind lernen kann, hängt sowohl von seinen Begabungen als auch von seiner Umwelt ab. So wie die körperliche Entwicklung von Genen gesteuert wird, aber durch Nahrung von außen unterstützt werden muss, so geschieht auch das geistige Wachstum innerhalb der persönlichen Begabungen. Durch gute Anregung in der Schule, im Elternhaus und in der Freizeit können diese Begabungen zu ihrer bestmöglichen Entfaltung kommen.