Social and Emotional learning is a relevant topic in our school.
The development of activities which promote social-emotional intelligence and social skills (empathy, assertiveness, cooperation…) helps to improve the school environment and coexistence.
The objective of the program is that students learn the importance of emotions in order to foster more satisfactory social relationships.
This objective is achieved thanks to the training of emotional competences of both our students and the entire educational community. Therefore, it is important to create safe and connected environments where our students can develop emotionally and academically; spaces where they feel they truly belong.
Also, this objective is achievable thanks to the implementation of multiple methodologies that work on emotional regulation and that allow us to create an environment that transforms the teaching-learning processes by creating an inclusive, safe, compassionate and bully-free zone.
With these human, visual and material resources, emotional self-regulation creates a safe and connected environment. Allowing the students to understand their own emotions and develop their own strategies and mechanics of control over emotion.
Trough this program we teach children social-emotional and communication skills that allow them to self- manage thanks to personal tools and strategies, thus being able to resolve their conflicts, developing optimal social behaviors to adapt to each environment. These skills are related to assertiveness, empathy and emotional balance.
Through this program, students will be the main characters of their personal interactions, the control of emotions and the creation of new bonds. Always under the safety and protection of the mentor.
Los pilares pedagógicos que sustentan la Disciplina Positiva son los siguientes:
Both to resolve conflicts and to guide our educational practice and assist children in the management of basic rules of coexistence and respect for oneself, peers, the material and the environment, in “Greenleaves Montessori” we are guided by the pedagogical principles that underpin Positive Discipline.
We define Positive Discipline as an educational model created by and to understand the behavior of both children and their families, and how to approach these attitude to guide them on their way, always in a positive, affective, but firm and respectful way at the same time.
The entire educational team promotes communication, love, understanding and empathy to enjoy relationships with both children and their families.
We offer alternatives to understand the behavior of their children (even when it is not appropriate) and redirect it with respect, without power struggles and always from a positive view.
It is an approach that does not include excessive control or permissiveness.
It is based on mutual respect and collaboration with the intention of teaching the child basic life skills.
The pedagogical framework that support Positive Discipline are the following:
A transformational Social Emotional Learning and classroom management program created by Dr. Becky Bailey. A self-regulation program based on neuroscience, child development research and psychology. Conscious Discipline teaches adults to foster safety and connection, unleashing the ability to learn and problem solve. Both children and adults learn to manage their thoughts, feelings and behaviour, empowering them to achieve their goals. (https://consciousdiscipline.com/)
The seven skills of this discipline are the only skills we need to be able to transform everyday conflicts into learning moments. These moments give us the opportunity to teach our students the social-emotional and communication skills necessary to manage themselves, resolve conflict, prevent bullying and develop proactive and social behaviours.
The seven skills that are developed within this vision are:
Democratic education is known as that model and idea of teaching that is given to all equally. Other definitions bring the notion that it is an innovative teaching method based on democracy as a plan of instruction.
It is characterized by trying to include values such as justice, equity, trust, respect and self-determination for those who learn from it.
Democratic education is presented as a new approach in the way of conceiving the education and its structure. As it is based on respect behalf of children, teenagers and children, it has the following characteristics:
These objectives have been focused on the following precepts:
Undoubtedly, they are systems that defend equality and social participation. Systems that seek belonging to the entire educational community in order to generate a harmonious environment where children, workers and families feel an important part of it.
Social and Emotional learning is a relevant topic in our school.
The development of activities which promote social-emotional intelligence and social skills (empathy, assertiveness, cooperation…) helps to improve the school environment and coexistence.
The objective of the program is that students learn the importance of emotions in order to foster more satisfactory social relationships.
This objective is achieved thanks to the training of emotional competences of both our students and the entire educational community. Therefore, it is important to create safe and connected environments where our students can develop emotionally and academically; spaces where they feel they truly belong.
Also, this objective is achievable thanks to the implementation of multiple methodologies that work on emotional regulation and that allow us to create an environment that transforms the teaching-learning processes by creating an inclusive, safe, compassionate and bully-free zone.
With these human, visual and material resources, emotional self-regulation creates a safe and connected environment. Allowing the students to understand their own emotions and develop their own strategies and mechanics of control over emotion.
Trough this program we teach children social-emotional and communication skills that allow them to self- manage thanks to personal tools and strategies, thus being able to resolve their conflicts, developing optimal social behaviors to adapt to each environment. These skills are related to assertiveness, empathy and emotional balance.
Through this program, students will be the main characters of their personal interactions, the control of emotions and the creation of new bonds. Always under the safety and protection of the mentor.
Los pilares pedagógicos que sustentan la Disciplina Positiva son los siguientes:
Both to resolve conflicts and to guide our educational practice and assist children in the management of basic rules of coexistence and respect for oneself, peers, the material and the environment, in “Greenleaves Montessori” we are guided by the pedagogical principles that underpin Positive Discipline.
We define Positive Discipline as an educational model created by and to understand the behavior of both children and their families, and how to approach these attitude to guide them on their way, always in a positive, affective, but firm and respectful way at the same time.
The entire educational team promotes communication, love, understanding and empathy to enjoy relationships with both children and their families.
We offer alternatives to understand the behavior of their children (even when it is not appropriate) and redirect it with respect, without power struggles and always from a positive view.
It is an approach that does not include excessive control or permissiveness.
It is based on mutual respect and collaboration with the intention of teaching the child basic life skills.
The pedagogical framework that support Positive Discipline are the following:
A transformational Social Emotional Learning and classroom management program created by Dr. Becky Bailey. A self-regulation program based on neuroscience, child development research and psychology. Conscious Discipline teaches adults to foster safety and connection, unleashing the ability to learn and problem solve. Both children and adults learn to manage their thoughts, feelings and behaviour, empowering them to achieve their goals. (https://consciousdiscipline.com/)
The seven skills of this discipline are the only skills we need to be able to transform everyday conflicts into learning moments. These moments give us the opportunity to teach our students the social-emotional and communication skills necessary to manage themselves, resolve conflict, prevent bullying and develop proactive and social behaviours.
The seven skills that are developed within this vision are:
Democratic education is known as that model and idea of teaching that is given to all equally. Other definitions bring the notion that it is an innovative teaching method based on democracy as a plan of instruction.
It is characterized by trying to include values such as justice, equity, trust, respect and self-determination for those who learn from it.
Democratic education is presented as a new approach in the way of conceiving the education and its structure. As it is based on respect behalf of children, teenagers and children, it has the following characteristics:
These objectives have been focused on the following precepts:
Undoubtedly, they are systems that defend equality and social participation. Systems that seek belonging to the entire educational community in order to generate a harmonious environment where children, workers and families feel an important part of it.