Throughout our school stage we have observed how the organization was in school and in classrooms. The way in which a school organizes its students is related to the educational project it intends to carry out, so that in no case can this dimension of educational establishments be valued without referring it to other components of the formative plan, such as teaching styles and learning or the type of curriculum, and without taking into consideration the characteristics and availability of resources and spaces available for its application.
The way in which students are classified and distributed has a significant impact on the effectiveness and efficiency with which schools achieve the goals they pursue (Gómez Dacal, 1991). In our case, when we were little, we had always thought that the teachers structured the classes of the same course according to the academic level that each student had, that is, we thought that in one class were intelligent children, in another the clumsy, in another problematic… but in reality it is not so.
In most cases, the classification of students is decided mechanically: this is the case, for example, in the case of several groups per course, the designation of each of the members of these groups according to the place they occupy in the distribution of students ordered alphabetically.
One of the solutions to this problem, perhaps the simplest and, the most optimistic about the virtualities of the pedagogic sciences, is to form what have been called "homogeneous classes for teaching", which are those in which, with respect to a certain feature, which functions as a criterion of uniformity, the interindividual differences of those who integrate them are not significant (Gómez Dacal, 1991).
As Gómez Dacal says, each teacher can teach without differentiating intermediate structures between the individual disciple and the whole "class", and articulate their didactic action according to a pattern of the following type:
- Develops a unique program of work.
- It facilitates information through "master" explanations.
- Individually guides those students who ask.
- Evaluate the results of his disciples collectively and through individual "controls."
REFERENCES
- Gómez Dacal, G. (1991). Organización del alumnado y educación personalizada. En V. García Hoz, Ambiente, organización y diseño educativo (pp. 44-123). Madrid: Rialp.
