Description
This 2-week course has been created for teachers who want to foster a more lively environment to encourage interest in learning as well as to understand group dynamics and how they affect the classroom.
Participants will have the opportunity to learn ‘by doing’ through a range of activities and experiences aimed toward promoting higher student self-esteem, increased student involvement, and greater cohesion among teachers, students, and their families. In addition to this, participants will learn about the various types of conflict and how to use them as an opportunity for growth. Through hands-on, practical activities they will increase their own ability to model and encourage active listening, empathy, and emotional literacy among today’s students – and tomorrow’s active citizens.
By the end of the course, teachers will have acquired greater knowledge about how creativity, improved communication and enhanced relational skills can be effective allies in discouraging school-leaving, favouring a more meaningful school experience and combating the early signs of teacher burn-out. They will also enjoy a greater awareness of their students’ emotional needs and behavior and will have the skills to promote a more positive, collaborative climate in school – for teachers and students.
Learning outcomes
The course will help the participants to:
- Enhance and foster emotional and social intelligence skills in yourself and others;
- Plan hands-on, practical activities to favor wellbeing, group cohesion, sense of belonging in the school community;
- Understand how to motivate students with problem-solving and creative thinking based tasks;
- Deal with difficult behaviors by working on collaborative solutions;
- Promote emotional balance and prevent professional burnout in their life;
- Formulate questions that help self-reflection and professional discussions and self-assessment;
- Give clear instructions, organize pair and group work, and develop positive relationships;
- Motivate learners and get them to reflect on their behavior;
- Incorporate conflict management into curriculum;
- Develop effective, practical communication tools for better school relations and community building.
Tentative schedule
Day 1 – Course introduction & setting goals
Course introduction
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities using drama for trust and ensemble building.
Setting goals
- Identification of needs and goals for each participant and relevant populations;
- Lesson and activities regarding motives of early school-leaving, scholastic apathy and its consequences, importance of school-student-family alliance and a school environment that promotes self-esteem – in all;
- Presentations of the participants’ schools.
Day 2 – Motivation
- How to keep motivation high;
- Positive and clear communication, active listening, group cohesion;
- Ideas for student-led activities, conflict management, supportive learning;
- Practical activities, role play and discussion.
Day 3 – Creative and dynamic learning
- Thinking Outside the Box – how new perspectives can promote academic motivation, trust and a refreshed sense of purpose;
- Body & Mind learning, alternative forms of expression, emotional intelligence;
- Practical group activities and discussion.
Day 4 – Mentoring
- Mentoring, Scholastic Safety Nets and understanding how the group – of teachers, of students and of families – can be an effective resource in creating a positive school environment.
Day 5 – Lesson simulations
- Simulation of lessons by course members, using skills and strategies acquired during the week;
- Round up of abilities and competencies acquired.
Day 6 – Cultural activities
- Excursion and other external cultural activities.
Day 7 – Rest day
- Day off.
Day 8 – Group dynamics
- Lesson and discussion about group dynamics, positive and negative outcomes of conflict, aggressive behavior, bullying and various ‘roles’ played by group members;
- Hand-on activities to promote awareness.
Day 9 – Classroom cohesion
- Lesson and experiences regarding classroom cohesion, the importance of forming a ‘team’;
- Conflict as an opportunity for growth;
- Practical activities using course members as a model for understanding group dynamics.
Day 10 – Empathy
- Lesson and activities about empathy, active listening and reformulation as powerful tools in diffusing conflict and strengthening relationships;
- Practical activities and role play.
Day 11 – Strategies for the classroom
- Learning about strategies such as peer mediation, circle time activities, class diary, etc.
- How to use them effectively in the classroom;
- Practical and experiential activities.
Day 12 – Create an emotionally caring environment & course closure
- Simulation of lessons by course members using tools and abilities for creating an emotionally caring environment;
- Group discussion of particular issues course members face;
- Round up of week’s activities;
- Course evaluation: round up of acquired competences, feedback, and discussion;
- Awarding of the course Certificate of Attendance.
Please note:
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.
