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Dynamic English
Dynamic English
This is the ENERGY we use in every class. We program activities that children and young people carry out so that they meet their multiple needs. What are they? The need for movement, play, comfort, variety, influence, attention. So what is Dynamic English? It is pure dynamics:
- both in terms of physical movement – gesticulation, movement, exercise, showing specific figures,
- and in terms of the activities undertaken during classes – that is, switching between singing, speaking, listening, writing, drawing…
Dynamics is therefore understood in two ways and is implemented in English classes accordingly. Thanks to multi-sensory and multi-level action, content is absorbed more fluently and is remembered for longer.
Dynamic English energy is an element that contributes to the creation of new neuronal connections – that is, the consolidation of knowledge and content, at each level of acquisition – transfer, encoding, consolidation or decoding. Thanks to various activities and frequent interweaving of multiple activities, the information-carrying impulse has the ability to jump frequently enough, which contributes to the creation of new neuronal connections, and consequently myelination – if such connections are created, the impulse will proceed faster, with greater automation
Golden Division
The Golden Ratio
The ENERGY of the Golden Ratio is used in classes with children and young people from grade 3 of primary school. It is a way of presenting the intricacies of the grammatical tenses of the English language in accordance with the words of Marshall Rosenberg - SIMPLE, BUT NOT EASY.
What does this mean for this energy?
This means that the division of verbs is simple, while coding, consolidating and decoding knowledge require exercises and such programming of classes so that children and young people have the opportunity to practice these skills. Golden Division is energy used in every class - so that it enters the automatic reactions of our children and our young people. The point here is that everyone seeing a specific verb - is able to determine whether this verb is strong or weak, what its form is in each grammatical tense that has been introduced so far in classes. Thanks to Golden Division, each grammatical tense is drawn on a graphic - remembering that sight is the first sense in the service of memorizing knowledge - we use the maxim: One picture is worth 1000 words - and we see the effects, in the form of the linguistic development of our children and young people.
Social Technology
Social Techniques
This is ENERGY, which consists in programming classes in such a way that they develop the social competences of the individuals who create it. It is based on relationships, communicating in the language of needs, identifying strategies, opening space for solutions, support, acceptance and safety. In classes with children and young people, we show what power lies in a group, what can be achieved together, looking at each other as elements of the same puzzle, which are equal - and carry the same value, manifested in diversity and uniqueness. This energy appears in classes in every course in our language development - both in preschool, children's and youth groups. Thanks to the process in which children and young people are - we see how their competences in the social area grow, how they learn different strategies for meeting their own needs, while simultaneously seeking balance with the world and others. During English classes, children and young people observe, learn and try out ways to meet the needs that drive every human action. They are able to look at themselves – not with reproach – but with acceptance, from which flows the possibility of change, the chance to give ourselves comfort in a similar situation in the future. We learn a language to communicate, to conduct a dialogue, to be in a relationship – at the same time, its quality is determined by our skills of active listening, giving empathy, gentleness, being supportive. The brain does not learn by secretion – now we learn English, and now we learn to react in a problematic situation – no, the brain learns holistically, by absorbing the entire situation in which it takes part, as an active participant or observer.
Teaching in Empathy
Teaching in Empathy
What is empathy? Empathy is the ability to empathize, the ability to look at a situation from the perspective of another person, taking into account factors that are important to that person, what they know, what resources they have, what energy they have, what data is available to them. Empathy is not sympathy or regret - these actually close the way to the relationship on which we want to build all education. Empathy allows us to use our brain wi-fi to tune in - automatically - with another person, looking at them from the perspective of needs and pushing away all the judgments that the brain gives us. Teaching in Empathy is a completely new perspective in working with children and young people, it is looking for space by providing safety, comfort, trust and time, it is looking at children and young people through the glasses of needs and following the process while striving for the goal. It is respecting your own needs and respecting the needs of others - while looking for solutions together. Teaching in Empathy is about naming emotions – defining what they give us, how we can take care of ourselves when they appear, what they tell us, why they are so important to us and what they bring. Children and young people, apart from naming emotions, can use mindfulness and self-regulation to take care of their well-being, while at the same time, in difficult moments, they know that they are safe and accepted as they are. ENERGY Teaching in Empathy is used in every class – from Pandas (for preschool groups) to Polars (i.e. youth groups) – at every stage of emotional and social development, it is important to accompany and be close when children and young people need it.