The primary goal of the course is to equip educators with innovative strategies, methodologies, and best practices aimed at fostering a truly inclusive educational environment. Through the exploration of core principles this course aims to empower educators to create supportive and inclusive spaces that cater to diverse learning needs, ensuring every student feels valued, understood, and engaged in their educational journey. The new edition of the course “Special needs and inclusive education, the Italian experience of overcoming segregation” took place in Bologna from 10/12/2023 to 16/12/2023. The participants came from all across Europe, with Evangelia Manou, Petroula Mermigki, Panagiotis Panagiotou, Eleni Komninou, Georgios Vakalis, Ioannis Thimakis from EEEEK Argolidas (Special Secondary School) in Greece. The training program centered on the fundamental aspects of inclusion within educational settings: empathy, cooperation, and membership. Empathy, recognized as the cornerstone of meaningful relationships among teachers, students, and families, involved embracing diverse perspectives without judgment and effectively acknowledging and validating others' emotions. Creating these connections, particularly with students requiring specialized attention, emerged as a pivotal aspect in fostering an inclusive and supportive learning environment.
Membership, defined as the sense of belonging to a community, emphasized the importance of breaking down barriers and nurturing an atmosphere of mutual understanding, tolerance, and respect. Cultivating an environment where individuals feel valued for their contributions significantly enhances the overall learning experience by fostering a culture of inclusivity and support. Additionally, the exploration of cooperation, particularly concerning partnerships with families, played a vital role in supporting students with special needs. Teachers assumed a crucial role as facilitators, guiding both students and parents by providing insights, resources, and effective strategies to optimize the learning journey. The course also critically examined the "Italian Model" of inclusive education, a standout example that avoids segregating special schools, instead prioritizing integration within a unified educational system supported by specialized educators and resources. Significantly, the networking opportunities among participating educators served as invaluable moments of knowledge exchange, enabling the sharing of diverse perspectives, pedagogical models, and innovative methodologies, ultimately contributing to mutual enrichment and professional growth. Furthermore, the training offered participants an opportunity to acquire new tools, delve into alternative models, and critically assess existing strategies. This encouraged a reflective approach aimed at continuous improvement in inclusive educational practices. In conclusion, profound appreciation was extended to all the committed participants whose dedication and collaborative efforts enriched the course significantly. The hope prevails to reconvene in the future, fostering continued learning, innovation, and collaboration in the realm of inclusive education! Discover more about this course here. This training course aims to reflect and examine different approaches, methods and best techniques to encourage inclusion in the classroom, since it is an important goal to reach in every type of school. The keywords of this training are empathy, membership, and cooperation, as characterising factors of inclusive education.The new edition of the course “Special needs and inclusive education, the Italian experience of overcoming segregation” took place in Palermo from 26/11/2023 to 02/12/2023. The participants came from all across Europe, with Rita and Rūta from Gymnasium of President Antanas Smetona in Lithuania, Livia from Ammattiopisto Live in Finland, and participants coming from two different Spanish schools: Raquel, María Paz and Josefina from Escuela Oficial de Idiomas de Valladolid; Elena and Aberto from Verge de Cortes.We introduced the course talking about inclusive education from different perspectives, focusing on their various benefits, but we also defined the terms of exclusion, segregation and integration to see the differences of meaning between them. |
|
To help learning, we used games, quizzes, readings, real-life simulations, and other activities for assessments.
The participants embraced speaking challenges with courage. During breaks, they talked with each other in English, sharing insights about their new findings and discussing the plans for the afternoon cultural and networking activities. It was a productive week with improvements in their English skills. We hope they keep this positive attitude in their future English studies and enjoy the multicultural environment they created in just one week.
Discover more about this course here.
Learning to enjoy nature has a big impact on how preschoolers think, behave, and feel. This is especially important because kids who spend time outdoors are more likely to care about the environment and our planet. Outdoor education is a new way of teaching that helps with giving good education and making people aware of how crucial it is to protect our planet from climate change.
The new edition of the course “Outdoor education for preschool teachers” took place in Tenerife from 25/11/2023 to 1/12/2023. The participants came from all across Europe, with Guðrún Edda Hannibalsdóttir and Brigitte Bjarnasson from preschool Álfheimar in Iceland, Zornica Tasheva- DR, Silviya Marinova- DR and Galya Zaharieva- SR from Kindergarten Detelina, Vrachesh in Bulgaria, Antonella Amerio and Cinzia Brignone from Istituto Comprensivo Cuneo Oltrestura in Italy, Kommunalområde barnehager from Åsa Camilla Söderstedt Jeanette Gulbrandsen in Norway, Stefania Carboni, Melania Rosita and Consuelo Sartorio from I.C. via Maffi in Italy.
Beginning with the definition of Outdoor Education, we examined the advantages it offers, and participants had the opportunity to talk about their own experiences with teaching in natural settings. Since this course was designed for preschool teachers, attendees also gained insights into the Canarian education system and presented information about their schools to compare various methods and approaches. |
Another segment of the course centered on engaging in activities within a natural setting at nearby Beaches. The participants highly valued the tested games, which sparked inspiration for them to envision and design their own outdoor activities, tailored to meet the needs of their students.
Participants also gained insights into the significance of preplanning outdoor spaces by familiarizing themselves with the chosen area beforehand to mitigate risks. They had the opportunity to put this into practice in an outdoor setting, identifying key areas such as play zones, potential hazards, and areas for rest. This hands-on experience equipped them with valuable knowledge to organize safe outdoor activities for their students. A visit to a nearby outdoor kindergarten further provided participants with a practical example of efficient outdoor learning, allowing them to observe children engaging with both each other and nature.
The final segment of the course focused on acquiring green skills and integrating them into teaching practices. Participants received theoretical insights on climate change and received tips and tricks on effectively introducing the topic to young children. The session included various games that can be easily incorporated into teaching methods.
Throughout the course, participants had the opportunity to delve into a wide array of activities that they can replicate with their students, emphasizing that learning extends beyond the confines of a traditional classroom setting.
Discover more about this course here.
We're all aware of the challenge: blending education and fun isn't always straightforward. Yet, employing innovative teaching methods can truly make a significant difference, especially with our youngest learners. It's crucial to find ways to engage and inspire them through playful learning. Fortunately, a plethora of tools is now available for preschool settings - project-based learning, socio-emotional learning, outdoor activities, and creative games are among the array of options at our disposal!
The course "Innovative Teaching Methods for Preschool Educators" was held in Bologna from November 26th to December 2nd, 2023. Four participants from Sweden represented two distinct schools: Lina and Caroline from Södra förskoleområde Gävle, and Åsa and Maria from Luleå Kommun Förskola.
The course "Innovative Teaching Methods for Preschool Educators" was held in Bologna from November 26th to December 2nd, 2023. Four participants from Sweden represented two distinct schools: Lina and Caroline from Södra förskoleområde Gävle, and Åsa and Maria from Luleå Kommun Förskola.
An Erasmus experience thrives on the exchange of cultures and best practices. Hence, we commenced our training with presentations from each participating school. The participants shared visual materials, videos, and their most successful methodologies with the rest of the group.
During our first day, we delved into the Italian preschool system and heard presentations about each other's schools. We also discussed the broad concept of innovation in education and brainstormed the week's agenda, covering topics like Socio-Emotional Learning, Outdoor Education, Project-Based Learning, and creative skills—exploring existing knowledge and identifying areas for further exploration.
Day two centered on children's emotions and emotional learning. Through different reflections and activities we tried to find ways to talk about emotions with children, fostering a more inclusive and empathic classroom. We discovered that feelings are colourful and can be represented in many creative ways. Lastly, we discussed the importance of emotional learning and the impact it can have on our lifes.
The third day was dedicated to Outdoor Education at Villa Ghigi. Recognizing the limitations of discussing Outdoor Education within classroom walls, we had a joyous visit. The benefits of Outdoor Education became evident through numerous games and activities—boosting motivation, creativity, and enhancing psychophysical well-being through nature exposure, thereby reducing stress.
Day four introduced us to Project-Based Learning (PBL)! This innovative method allows students to engage deeply with content by exploring real-world issues based on a central question. By dissecting the principles of PBL, participants discovered how teamwork, collaboration, and creativity aid young students in addressing real-world problems strategically from the outset, with guidance from their teachers.
Lastly, we delved into the potency of creativity through challenging activities, encouraging the class to think outside the norm!
By the end of the course, the team spirit was palpable, making it tough to bid farewell. Yet, we found a wonderful way to express gratitude to each other. The group left eager to implement the myriad of ideas spawned during the course back in their respective countries. It marked the end of an inspiring week, but the beginning of implementing newfound knowledge and strategies.
Discover more about this course here.
During our first day, we delved into the Italian preschool system and heard presentations about each other's schools. We also discussed the broad concept of innovation in education and brainstormed the week's agenda, covering topics like Socio-Emotional Learning, Outdoor Education, Project-Based Learning, and creative skills—exploring existing knowledge and identifying areas for further exploration.
Day two centered on children's emotions and emotional learning. Through different reflections and activities we tried to find ways to talk about emotions with children, fostering a more inclusive and empathic classroom. We discovered that feelings are colourful and can be represented in many creative ways. Lastly, we discussed the importance of emotional learning and the impact it can have on our lifes.
The third day was dedicated to Outdoor Education at Villa Ghigi. Recognizing the limitations of discussing Outdoor Education within classroom walls, we had a joyous visit. The benefits of Outdoor Education became evident through numerous games and activities—boosting motivation, creativity, and enhancing psychophysical well-being through nature exposure, thereby reducing stress.
Day four introduced us to Project-Based Learning (PBL)! This innovative method allows students to engage deeply with content by exploring real-world issues based on a central question. By dissecting the principles of PBL, participants discovered how teamwork, collaboration, and creativity aid young students in addressing real-world problems strategically from the outset, with guidance from their teachers.
Lastly, we delved into the potency of creativity through challenging activities, encouraging the class to think outside the norm!
By the end of the course, the team spirit was palpable, making it tough to bid farewell. Yet, we found a wonderful way to express gratitude to each other. The group left eager to implement the myriad of ideas spawned during the course back in their respective countries. It marked the end of an inspiring week, but the beginning of implementing newfound knowledge and strategies.
Discover more about this course here.
Think Different: How to change student's perception through Creativity and Critical Thinking
11/29/2023
In our aim of preparing students for real world challenges and providing them with modern required skills, we usually forget that as teachers and adult figures, we must allow them to express their imagination and creativity to make them reach their full potential.
The new edition of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom” took place in the city of Bologna from 06/11/2023 to 10/11/2023. The participants involved in this project came from all across Europe, with three participants coming from Norway: Anne Johnsrud and Ellen-Mari B. Tuvsjøen from Hønefoss videregående skole and Roza Budak from Holmestrand kommunale voksenopplæring; two participants coming from two different Hungarian schools: Péter Domján from Kőrösi Csoma Sándor Két Tanítási Nyelvű Baptista Gimnázium and Bernadett Fogarasi-Siket coming from Újpesti Karinthy Frigyes Magyar-Angol Két Tanítási Nyelvű Általános Iskola; Blaženka Heric and Grozdana Žagar from Kindergarten Dječja mašta in Croatia and Kristina Nord from Hjalmar Strömerskolan, Sweden.
Participants based their lessons on focusing on the 4 Cs: critical thinking, creativity, communication, and collaboration; centring their attention on competences useful to live in the 21st century, such as learning and innovation skills, digital skills and also career and life skills.
What is important is that participants were not only provided with theoretical knowledge, since they learned, by facing a series of challenges themselves, how differently our brain and solving skills operate when there is a problem to face.
The new edition of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom” took place in the city of Bologna from 06/11/2023 to 10/11/2023. The participants involved in this project came from all across Europe, with three participants coming from Norway: Anne Johnsrud and Ellen-Mari B. Tuvsjøen from Hønefoss videregående skole and Roza Budak from Holmestrand kommunale voksenopplæring; two participants coming from two different Hungarian schools: Péter Domján from Kőrösi Csoma Sándor Két Tanítási Nyelvű Baptista Gimnázium and Bernadett Fogarasi-Siket coming from Újpesti Karinthy Frigyes Magyar-Angol Két Tanítási Nyelvű Általános Iskola; Blaženka Heric and Grozdana Žagar from Kindergarten Dječja mašta in Croatia and Kristina Nord from Hjalmar Strömerskolan, Sweden.
Participants based their lessons on focusing on the 4 Cs: critical thinking, creativity, communication, and collaboration; centring their attention on competences useful to live in the 21st century, such as learning and innovation skills, digital skills and also career and life skills.
What is important is that participants were not only provided with theoretical knowledge, since they learned, by facing a series of challenges themselves, how differently our brain and solving skills operate when there is a problem to face.
Participants were firstly encouraged to reflect on how common it has become to simply follow the rules and think inside the box, and then, through simple but effective strategies, were taught how to overcome these barriers. Very helpful is the parallel thinking method, in which participants had to play a specific role in finding a solution to a problem, putting into practice “lateral thinking”. This exercise, as many others used during the course, can be used for every subject, but also as a tool to encourage students thinking outside the box.
As far as visual strategies are concerned, participants experienced firsthand new activities which they could use to stimulate students’ creative expression and critical thinking in a world where most of the time they are taught passively and are exposed to loads of (dis)information. Participants engaged in reasoning, questioning and debating activities that could be adapted to different classroom situations to help students become active and aware agents of their own learning.
The course had no intention of moving away from the traditional methods, since innovation doesn’t only come from the use of new techniques, but also from reframing traditional tools. Our participants enjoyed playing traditional games, but they were also able to experience group activities, which will be useful and adaptable for their subjects while building a stronger learning perspective on them.
Finishing the course, everyone had a chance to create a personalized display of their training and cultural journey in Bologna and, from morning wrap-ups to many cultural activities, we said goodbye to a week full of laughter, creativity and new experiences!
Discover more about the course here.
As far as visual strategies are concerned, participants experienced firsthand new activities which they could use to stimulate students’ creative expression and critical thinking in a world where most of the time they are taught passively and are exposed to loads of (dis)information. Participants engaged in reasoning, questioning and debating activities that could be adapted to different classroom situations to help students become active and aware agents of their own learning.
The course had no intention of moving away from the traditional methods, since innovation doesn’t only come from the use of new techniques, but also from reframing traditional tools. Our participants enjoyed playing traditional games, but they were also able to experience group activities, which will be useful and adaptable for their subjects while building a stronger learning perspective on them.
Finishing the course, everyone had a chance to create a personalized display of their training and cultural journey in Bologna and, from morning wrap-ups to many cultural activities, we said goodbye to a week full of laughter, creativity and new experiences!
Discover more about the course here.
To engage students, it’s a complex challenge: using innovative methods can be a significant resource to motivate them and to enhance their learning. Thanks to different kind of studies and research, today there are many tools available that can be used in the school environment: project-based learning, non-formal education, outdoor education, and ICT are some of the many opportunities that can be integrated with traditional teaching methods.
The new edition of the course “Innovative teaching methods for teachers, school and adult education staff” took place in Bologna from 29/10/2023 to 04/11/2023. The participants came from all across Europe, with Liliana Serban from I.Al. Bratescu-Voinesti in Romania, Kornélia Szabó-Zentai Szegedi Madách Imre Magyar-Angol Két Tanítási Nyelvű Általános Iskola in Hungary, Johanna Hagenmeyer from HAK Perg in Austria, Bilyana Valeva, Maria Semerdzhiyan, Antoniya Hristova, Yana Paskaleva from Ekzarh Antim I in Bulgaria, Ivana Hazulin from Pospiš Museum Radboa in Croatia, Petya Nedelkova from Private Secondary School "Educational Technologies" in Bulgaria, Rut Thorlacius Guðnadóttir and Katrín Jónsdóttir from Verzlunarskóli Íslands – The Commercial College of Iceland in Iceland, Pelin Doğan from Gebze Technical University in Turkey.
Innovative teaching methods using ICT offer exciting possibilities for educators. By practicing various digital tools in the classroom, teachers discover fresh ways to engage students, assess their progress, and present lessons. This course equips participants with the skills to infuse innovation into their teaching practices.
The new edition of the course “Innovative teaching methods for teachers, school and adult education staff” took place in Bologna from 29/10/2023 to 04/11/2023. The participants came from all across Europe, with Liliana Serban from I.Al. Bratescu-Voinesti in Romania, Kornélia Szabó-Zentai Szegedi Madách Imre Magyar-Angol Két Tanítási Nyelvű Általános Iskola in Hungary, Johanna Hagenmeyer from HAK Perg in Austria, Bilyana Valeva, Maria Semerdzhiyan, Antoniya Hristova, Yana Paskaleva from Ekzarh Antim I in Bulgaria, Ivana Hazulin from Pospiš Museum Radboa in Croatia, Petya Nedelkova from Private Secondary School "Educational Technologies" in Bulgaria, Rut Thorlacius Guðnadóttir and Katrín Jónsdóttir from Verzlunarskóli Íslands – The Commercial College of Iceland in Iceland, Pelin Doğan from Gebze Technical University in Turkey.
Innovative teaching methods using ICT offer exciting possibilities for educators. By practicing various digital tools in the classroom, teachers discover fresh ways to engage students, assess their progress, and present lessons. This course equips participants with the skills to infuse innovation into their teaching practices.
Non-Formal Education introduces engaging activities and teambuilding games to foster experiential learning. It enables students to move from reflection to conceptualization and application, actively participating in the learning process. These activities emphasize hands-on learning and collaboration.
Project-Based Learning takes a unique approach by immersing students in real-world issues, starting with a central question. It encourages teamwork, creative problem-solving, and strategic learning, allowing students to discover answers from the very beginning.
The power of Outdoor Education is unveiled with the help of ICT tools, turning learning into an adventure. Teachers explore the benefits of outdoor learning, which includes increased motivation, creativity, and improved well-being by connecting with nature and reducing stress.
The cohort of this course consisted of teachers from diverse educational fields, various educational systems, and different backgrounds. This diversity among the participants enriched the learning experience as they were able to draw upon their unique perspectives and expertise. Sharing from their own experience, this created a conducive environment for healthy and constructive dialogue, which greatly contributed to the effective dissemination of the course material. As a result, the final outcome of the course was greatly enhanced by the collective knowledge and insights of the participants.
Discover more about this course here.
Project-Based Learning takes a unique approach by immersing students in real-world issues, starting with a central question. It encourages teamwork, creative problem-solving, and strategic learning, allowing students to discover answers from the very beginning.
The power of Outdoor Education is unveiled with the help of ICT tools, turning learning into an adventure. Teachers explore the benefits of outdoor learning, which includes increased motivation, creativity, and improved well-being by connecting with nature and reducing stress.
The cohort of this course consisted of teachers from diverse educational fields, various educational systems, and different backgrounds. This diversity among the participants enriched the learning experience as they were able to draw upon their unique perspectives and expertise. Sharing from their own experience, this created a conducive environment for healthy and constructive dialogue, which greatly contributed to the effective dissemination of the course material. As a result, the final outcome of the course was greatly enhanced by the collective knowledge and insights of the participants.
Discover more about this course here.
Engaging with the natural environment has a significant positive effect on the cognitive, behavioural, and emotional growth of individuals since ancient times. Even in the present day, it is not uncommon to experience inspiration and awe while strolling through natural surroundings or appreciating a natural or urban landscape. Outdoor learning is a forward-thinking educational method that provides an opportunity to tackle two crucial issues in contemporary society: delivering enduring, high-quality education and promoting awareness about the critical need to safeguard our planet in light of the formidable challenge of climate change.
The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Bologna from 19/11/2023 - 25/11/2023. The participants came from all across Europe, with Nada Dominis, Antonija Goja, Katarina Morović, Ana Krvavac and Elizabeta Demo from OŠ " PetarLorini" Sali (Croatia); Pauliina Häkkinen from Omnia (Finland); Nikolaos Paradeisis and Konstantinos Papadopoulos from GENIKO LYKEIO AGROU KERKYRAS (Greece) and Alexandra Eleni Soulani and Evangelos Rikos from Dimotiko Scholeio Temenis (Greece).
Starting from the definition of Outdoor Education, we delved into the various methods through which we can steer our students towards engaging with the outdoors. It's essential to note that this doesn't always mean being surrounded by nature and forests. In fact, a segment of the training was exclusively dedicated to Urban Outdoor Education within the city. Participants were instructed on how to teach different subjects by experimenting with activities that directed their focus to the urban surroundings.
Another section of the course concentrated on applying various tools in a natural setting, specifically in local parks. The games and activities experimented with were highly valued, providing inspiration to participants not only for sharing their activities with the group but also for creating their own outdoor activities.
The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Bologna from 19/11/2023 - 25/11/2023. The participants came from all across Europe, with Nada Dominis, Antonija Goja, Katarina Morović, Ana Krvavac and Elizabeta Demo from OŠ " PetarLorini" Sali (Croatia); Pauliina Häkkinen from Omnia (Finland); Nikolaos Paradeisis and Konstantinos Papadopoulos from GENIKO LYKEIO AGROU KERKYRAS (Greece) and Alexandra Eleni Soulani and Evangelos Rikos from Dimotiko Scholeio Temenis (Greece).
Starting from the definition of Outdoor Education, we delved into the various methods through which we can steer our students towards engaging with the outdoors. It's essential to note that this doesn't always mean being surrounded by nature and forests. In fact, a segment of the training was exclusively dedicated to Urban Outdoor Education within the city. Participants were instructed on how to teach different subjects by experimenting with activities that directed their focus to the urban surroundings.
Another section of the course concentrated on applying various tools in a natural setting, specifically in local parks. The games and activities experimented with were highly valued, providing inspiration to participants not only for sharing their activities with the group but also for creating their own outdoor activities.
The course trainer also shared Kurt Hahn's 10 principles with the participants. The group then embarked on a treasure hunt around the hotel in order to find the principles, turning the learning experience into an enjoyable activity. As they followed clues and worked together, the participants experienced an adventure that not only brought a sense of fun but also encouraged positive competition among them.
This week served as a vivid example of the effectiveness of experiential outdoor learning. Through a hands-on approach, participants gained a genuine understanding of what an outdoor education activity entails and acquired the knowledge required to plan similar experiences for their students. Throughout the course, participants explored a diverse array of activities and games that they can now replicate with their students, underscoring the idea that learning extends beyond the confines of a traditional classroom.
Discover more about this course here.
This week served as a vivid example of the effectiveness of experiential outdoor learning. Through a hands-on approach, participants gained a genuine understanding of what an outdoor education activity entails and acquired the knowledge required to plan similar experiences for their students. Throughout the course, participants explored a diverse array of activities and games that they can now replicate with their students, underscoring the idea that learning extends beyond the confines of a traditional classroom.
Discover more about this course here.
In the realm of education, the traditional role of a teacher involves imparting knowledge and nurturing skill development among students. Conversely, a coach's function revolves around guiding, motivating, and challenging pupils through active listening and incisive questioning. What if these distinct roles could merge, empowering educators to not just teach, but also inspire and motivate?
This concept was fundamental during the new edition of the course “Coaching skills for teachers, school and adult education staff” that took place in Bologna from 05/11/2023 to 11/11/2023. The participants came from all across Europe, with Ursula from Museum of Brodsko Posavlje in Croatia, Levee, Marika and Kritty from Pärnu Raeküla Kool in Estonia, Siobhan and Karen from Cork ETB in Ireland, Ioanna from Ιδιωτική Ελληνική Σχολή ΠΑΣΚΑΛ Λευκωσίας in Cyprus, Git, Ale, Vildana and Minja from Komvux Lund in Sweden, and Tine and Bjorg from Røyken videregående skole in Norway, which allowed them to exchange their experience and best practices.
The course started with the exploration of Emotional Intelligence topic. This critical trait involves not just recognizing one's emotions but also empathetically understanding the feelings of others. An emotionally intelligent teacher can establish profound connections with students, aiding in their emotional management and fostering a supportive learning environment.
This concept was fundamental during the new edition of the course “Coaching skills for teachers, school and adult education staff” that took place in Bologna from 05/11/2023 to 11/11/2023. The participants came from all across Europe, with Ursula from Museum of Brodsko Posavlje in Croatia, Levee, Marika and Kritty from Pärnu Raeküla Kool in Estonia, Siobhan and Karen from Cork ETB in Ireland, Ioanna from Ιδιωτική Ελληνική Σχολή ΠΑΣΚΑΛ Λευκωσίας in Cyprus, Git, Ale, Vildana and Minja from Komvux Lund in Sweden, and Tine and Bjorg from Røyken videregående skole in Norway, which allowed them to exchange their experience and best practices.
The course started with the exploration of Emotional Intelligence topic. This critical trait involves not just recognizing one's emotions but also empathetically understanding the feelings of others. An emotionally intelligent teacher can establish profound connections with students, aiding in their emotional management and fostering a supportive learning environment.
Central to coaching is the process of inspiring others to become their optimal selves. Essential to this process is the skill of setting SMART goals—specific, measurable, achievable, realistic, and time-bound. Participants were tasked with formulating such goals for themselves, creating a roadmap to personal and professional growth.
Another coaching skill that is essential inside every workplace, including a classroom, is the ability to manage conflict. Here, self-awareness and emotional regulation play pivotal roles in preventing conflicts from escalating. One of the main insights discussed was that conflicts do not have to be necessarily negative, on the contrary, they can also lead to growth and positive outcomes. Coaches, in this context, guide students towards dialogue, aiding them in finding solutions without imposing answers, instead facilitating thoughtful analysis, decision-making, and behavioral evaluation.
The course also underscored the potency of questioning as a catalyst for deep thinking, self-reflection, and constructive responses. This is why during the course the participants explored the concept of formulating learning-focused questions by starting with an invitation to engage, proposing a content to think about and underlining a cognitive focus for thinking and elaborating.
This training week allowed the participants to share their common experiences and to learn from their different cultural backgrounds, while also improving their coaching skills and learning how to apply them in their classrooms. It served as a transformative journey, equipping educators to effectively integrate coaching methodologies, fostering enriched learning environments.
Discover more about this course here.
Another coaching skill that is essential inside every workplace, including a classroom, is the ability to manage conflict. Here, self-awareness and emotional regulation play pivotal roles in preventing conflicts from escalating. One of the main insights discussed was that conflicts do not have to be necessarily negative, on the contrary, they can also lead to growth and positive outcomes. Coaches, in this context, guide students towards dialogue, aiding them in finding solutions without imposing answers, instead facilitating thoughtful analysis, decision-making, and behavioral evaluation.
The course also underscored the potency of questioning as a catalyst for deep thinking, self-reflection, and constructive responses. This is why during the course the participants explored the concept of formulating learning-focused questions by starting with an invitation to engage, proposing a content to think about and underlining a cognitive focus for thinking and elaborating.
This training week allowed the participants to share their common experiences and to learn from their different cultural backgrounds, while also improving their coaching skills and learning how to apply them in their classrooms. It served as a transformative journey, equipping educators to effectively integrate coaching methodologies, fostering enriched learning environments.
Discover more about this course here.
Welcome to the ELA Blog. Here you will find articles and photos of our courses and have a look at the topics addressed during the week in Bologna, Palermo and Tenerife. You will also have the chance to take a peek at our projects and check out what we have been up to.
Archives
May 2024
April 2024
March 2024
February 2024
January 2024
December 2023
November 2023
October 2023
September 2023
August 2023
July 2023
June 2023
May 2023
April 2023
March 2023
February 2023
January 2023
December 2022
November 2022
October 2022
September 2022
August 2022
July 2022
June 2022
May 2022
April 2022
March 2022
February 2022
December 2021
November 2021
October 2021
September 2021
August 2021
July 2021
June 2021