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1.1. If life does not give you what the expected spring should give, we must go for.

1.2. Wise People always propose new teaching-learning technics, but they do not say
how… will it be that they do not how?

1.3. The Learning Process of a person should be led not only to the productivity, but also
to the creativity.

1.4. We have demonstrated until repletion that we are unable to govern this country
politically, socially and administratively speaking. We have impoverished the country that
has the more natural reserves in the globe. We don´t feel any shame whatsoever that the
rest of the world label us as one of the most corrupt countries, intolerant and lovers of
war and sedition.

1.5. The Education should be: (a) critical, (b) creative and (c) Loving.

(a) Critical:

a.1. Demanding both, to the one who gives and to the one who receives.

a.2. The communication to the student about how chaotic the situation in Colombia is,
regarding the political, governmental and social issues, should be told to them. Both, the
public corporations and the private ones are in the total spoilage and chaos.

a.3. We survive on the fifth, and on the same, we also produce, advance, educate and
make people fall in love with us.

a.4. The teacher lost his apostleship to teach and in the same way the student did his to

(b) Creative:

b.1. We must discover inside the student where is better and where his realizing sense is.

b.2. We must open their senses and get them to think. We must situate them in the 21 st

b.3. The whole Learning Process should be led to the brain.

b.4. We must arouse curiosity and the capacity to analyse what is taught. We must
stimulate the participation and dynamism of the student in class.

b.5. We have got to try to implement the dubitative/deductive and cognitive capacity of
very single student in the same proportion. Studies suggest that we only use the 5% of our
brain capacity, the rest is routine. Our brain has been unexploded.

b.6. We must try topics that touches and treats the previous failures: A Bilateral Mind, a
Divergent Thought, the Third Eye, the Second Brain, the Sixth Sense (I insist in Intuition),
the both Brain Hemisphere, to demand creativity in class. We also have got to try topics
and dynamic activities very well taken to awaken controversy, doubt, contrariety,
membership sense and the rest of the topics that treat emotions, success and triumph.

b.7. Create a School Subject related to the Creativity, as much as possible. The main Basic
and Magical Principles ++ Recursive, Timely and Recurring. ++ To grade not only what the
student asks, but also what he questions. ++ We should stimulate him so that he may
learn how to make decisions. One good example that we may consider is to let the
student teach one of the classes set in the Academic Program and grade the performance
of his classmates while he teaches it.

(c) Loving:

As we demand from the students receiving the class, in the same way, we also must from
the one who is teaching. We have got to stimulate, recognise and reward them, as well.


They are parameters, properties or natural mechanisms that reinvent, awaken, shake and
energize even the most asleep. Carefully and skilfully treated, they enhance with wisdom
and accuracy the most unprepared. These properties or power-virtues, even though they
are innate in the individual, they can also be acquired. To respond instantly so that
students can solve any adverse circumstance that may occur in any of the individuals.
What is there is what is to be proposed.

These real people are often labelled as funny and comical, such as the murdered
comedian Jaime Garzón, the humanist M. Ghandi, the president Kennedy, King Solomon,
the king of kings Jesus, the great Mohammed and to land in the most autochthonous, my
uncle Angel Julio Guarin, a farmer from Sitio Nuevo (Magdalena); once he was riding on
his donkey and when passing in front of one of his neighbours, he asked him: Where are
you two going ?, he immediately replied : To cut grass for all three.
These issues are:

2.1. About the Coordination: This exercise is OBJECT-SUBJECT, and it is performed in both,
People (1) and Elements (2):

(1) People: To mentally assign to a certain amount of people numbers, digits, syllables,
words so that they may compose figures, cyphers, words or phrases.

(2) Elements: This time, we do the same from above, but using written tablets.

2.2. About Visual and Observation: To draw and project polygons or special drawings that
frame the exercise and ask the student what he observes.

2.3. About Psychomotor Abilities: To corporally elaborate figures simultaneously moving

to the extremities and in front of the participants

2.4. About the Fuzzy Thought: Is there a misspelled word in this sentence? -Álvaro starts
with "A" and ends with "E"-. Inside the classroom, in addition to setting up Press
Conferences, you must handle the doubt, the controversy, the dilemma, the confusion.

2.5. About Figures and the Abstruse Thought: They are drawn elements, but they cannot
be made concretely.

2.6. Let´s make Creativity: The animator begins with an exercise asking for those that can
be derived from it.

2.7. Double Sense, Perception and Interpretation: What is the half of 2 plus 2? … The
usage of the “YES” or the “NO”.

2.8. To Discover Conducts-behaviours or Human Thoughts: Two little brothers are asked:
what apple you would choose if between the two one is bigger than the other.

2.9. Concentration-Memorizing-Combining: They are exercises which requires an extreme

concentration. These exercises can be executed with numbers or words.

2.10. Persuasion: They are ideas that forces the participant to choose what the more
convenient would be.

2.11. Thought: (a) Spatial: Some are resented in cubes or in collapsible polygons which
students may identify areas with, spaces or positions. (b) Numeric: Exercises with cyphers.
(c) Oral: Everything related to Grammar, Writing and Oral Expression.

2.12. Humour Sense: There are people who really take advantage, even from the most
boring situation, and keep expectative the most selective audience. They make the
spectator laugh and enjoy “unintentionally” the most sceptical person, restoring the
desire to live and struggle.

2.13. Where is it better? Many times, it is believed that we dominate a certain field, until
for some reason we realize that we are better in another.

2.14. Bilateral Mind, Divergent / Convergent Thought: It is about thinking or doing two
different things, simultaneously. The participation of two teachers giving the same class at
the same moment. The Third Eye, the Second Brain, Teaching for the Whole Brain. The
Sixth Sense. The intuition and instinct.

2.15. Significative Teaching (DAVID AUSEBEL): Education must be accompanied by

messages, ideas, proposals, projects that can tell us something. José Martí said that
Education should be given according to the time in which it is lived.

2.16. Dynamic Participation in Group by Managing the Concept and Analysis: A love
letter is released, for example, and three people are chosen and ask them to reply as if
they had doubts, as if they believed or did not believe.

2.17. Handling in Dynamics the "Theory of Opinion": The issues: WHAT WOULD IT DO?

2.18. The Student Pretending to be the Teacher with the Respective Authority: Grading,
correcting, ordering, disciplining.

2.19. Meaningful and Deep Diversity of Sources: (a) The Model / Brain Hemisphere. (b)
Different Thoughts and Ways of Thinking. (c) Cerebral Dominance Profiles.

2.20. What it could be add to it is welcome. This project is not only for a person, but
everybody. It is our compromise.


3.1. A place or a building where the Training Process can be led.

3.2. Computers, Video Beam, Boards, Smart TV's and Technological Complements.

3.3. Different Authors Texts, Books and Academical Material.

3.4. Human Sources as Teachers and Trainers.


4.1. Geometrical 2D and 3D Shapes to assemble. (Designed by the owner of this proposal)

4.2. Copyright Texts and Academic Material.


5.1. To Teach and train Students how to use their minds by implementing Creativity.

5.2. To motivate Students to open their senses and positively use their Critical Way.

5.3. To teach English to all Students who participates on the respective Training.


6.1. To offer this Academical Training free at the beginning and permanently to those who
live under poverty conditions.

6.2. To spread this Academical Proposal as much as it can be... to everybody, everywhere.


7.1. THE PSYCHO-LINGUISTIC METHOD: Through this method, students are encouraged to
use the English Language from the very first day of classes, taking as context their own
lives situations; such as interests, dreams, expectations, anecdotes and others.

7.2. THE METHODOLOGY: The Methodology used consists on transmitting the knowledge
based on the structure of the language itself as a puzzle, the previous means to induced
Students to build sentences from their own initiative and taking the example of the
Teacher only as a basis for the construction of these sentences in both manner, orally and
writing, as well.

7.3. TECHNIQUE: Teachers integrate language skills through each of the class activities.
Let's see: a- Students listen to an audio chosen by the teacher and with subtitles in English
(Listening and Reading Integration), b- then the Teacher encourage them to orally
reproduce the audio, as it plays and pauses, again and again (Listening and Speaking). c.-
Later, Students will be asked to write the "Intention of the Author" and the "Opinion" that
they may have about what they have heard and thus orally expose by reading out what
they have written (Writing, Reading and Speaking). d. - Finally, the Teacher will encourage
Students to expose what they have orally written, but not reading it. The activity ends
with a round-up of questions. (Speaking and Listening, but with Creativity).




EMAIL: barrera.guarin@gmail.com

TELEPHONE: FIXED: 335-1814 AND MOBILE: 300-573-8992 and 313-612-9448