Spanish Teacher

We are not actors. We are not looking spectators. Because it is not education “theatrical” (ie, a teaching professional theater theater) but of “Theatre in Education”, ie imagine a professional, a teacher (not in theater: a math teacher, or Spanish language or second language …) using dramatic play (in the classroom and in school hours) to best convey their subject. But is that the theater can be used to teach math or language or history? Yes, why not? The dramatic expression in the service of education! Not as a separate activity (usually done outside the school) but as part of each subject matter: in short, as one more tool that facilitates equal (enriching) the work of the teacher and guide (with practice) the understanding students. As a tool, other teaching materials complement the textbook, slides, or visit the museum puppets, shadow play, pantomime, the children themselves representing / experiencing a historic event, a math problem or a grammatical concept: the possibilities and uses are formidable. – Ugh! -This is where part of the teacher throws his hands to his head and snorts, “Ugh! More work!

They have no dramatic training and believe that this is all very complicated, and not: for once let us take an example to the children themselves nor have dramatic training but open one of these books and just start reading and playing, and learning: that simple, and that is the position to follow … It is clear that the more resources the trainer has a better chance of the game, but with practice one learns, is not it? Each of the books published so far have supported (and support, shoring) that theory (which of course is not new, nor is it “mine”) has had the valuable assistance (and almost surveillance) of a teacher specializing in matter to be treated, and after several courses conducted with teachers and student teachers I have seen (and confirmed) to what extent, with enthusiasm and imagination (and time and commitment, of course) can grow this theory, large and independent to be great …

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