Autonomy and responsibility represent one of the most important elements in child’s developing self-esteem. Both competences can be promoted, improved and further developed through set of various approaches and activities. Autonomy, responsibility and self-esteem are one of the most important developmental tasks in early years of elementary school. Studies show if children successfully complete these developmental tasks, they are happier and more successful in their adulthood.
Autonomy enables children to fulfil school tasks, while responsibility helps children to understand that their behaviour and desisions have consequences. For example, if a child decides not to fulfil a task, she needs to face consequences that are suited for her age. Self-esteem is developed as a result of successfully completed tasks and challenges (as well accepting failure) and feedback that children get on regular basis.
Integrative learning style for teachers represents a platform with clear and recognizable authority, where children are challenged with tasks that are synchronised with their developmental stage and abilities. Using this approach, teacher also reinforce emotional connection with their students. Our children need teachers that demonstrate, how being independent and resilient keeps all of us alive, happier and more self-confident.
This seminar is designed to support teachers and other professionals that work in education using approaches that promote children’s independent work – integrative learning style. Participants will learn how to design learning processes, where children can gain valuable experience by working independently, but also as part of a team. Participants will gain skills, how to establish authority based on connecting emotionally, providing feedback and discipline. Children don’t need teachers that always tell them, how to do something. Children need teachers that design opportunities for exploring, being curious and also self-confident enough to get to the end. Thus, a balancing act between rules and clear authority on one side and freedom and creativity on the other side can be tricky. Participants will learn, how to implement sanctions and provide positive feedback to keep their pupils engaged.
Participants will get better with actively supporting their pupils to:
– develop sense of responsibility
– develop independent decision-making skills
– gradually reduce their dependency
– manage pleasant and unpleasant emotions and develop compassion towards others
– cooperate and make compromises
The course is designed for school teacher, school counsellors and others working in education that are interested in designing a school environment that promotes competences such as autonomy, responsibility and self-confidence.
– Presentation of rules and practical arrangements
– Presentation of structure and content.
– Advantages and disadvantages of different learning styles, potential behavioural problems rooted in different learning styles
– Definition of autonomy, responsibility and self-confidence
– Learning process: repressive style
– Learning process: permissive style
– In order to learn, we first need to fulfil basic needs: Maslow’s hierarchy of needs
– How to balance challenges and individual skills: Csikszentmihaly’s flow
– Learning process: integrative learning style
– Playing roles: demanding parents, non-cooperating children. In which cases things do not work and what to do?
– Feedback & discussion
– Creation of an action plan
– Transfer of knowledge into practice
– Presentation of individual action plans
Download Europass template for this course
- 10. 11. – 16. 11.
(open for pre-registration)
Useful information about Authentic Authority
Competencies acquired by participants:
– understanding that autonomy, responsibility and self-confidence are competences that can be developed and strengthened
– creating a learning process that promotes independent work and responsibility
– creating a balance between rules and clear authority, creativity and freedom
– promoting autonomy within boundaries
– understanding children’s psychological and emotional needs and how successful completion of each developmental stage reflects on new stages
– strengthening commitment, passion and perseverance
– strengthening internal motivation and reference
– more effective planning of the learning process and activities that support learning objectives
– how to provide continuous feedback
Knowing the details of integrative education and learning style, we can transfer competencies into practice in the following areas:
– setting an action plan with classroom activities that promote autonomy and / or responsibility
– asking questions, setting tasks and challenges for independent work in the classroom
– setting tasks requiring cooperation
– creating a feedback message and increasing accountability
– involvement of parents in developing the child’s self-esteem
Meet the trainers
Mia Bone is a coach and a therapist; she holds a degree in psychology and she complemented her knowledge with a master’s degree in coaching in UK (Oxford Brookes University). She believes that new scientific findings on how children’s brain works show the importance of a child’s early experiences. With them we set up the cornerstones for their further development. She has also participated in intensive training in the recognized Hypnotherapy Training Institute in USA. She often uses hypnotic elements (especially hypnotic language patterns and story telling approach) as a therapeutic tool when working with children, their parents and teachers. She has written numerous articles and helped with her professional opinion and advice in many magazines and newspapers as well as TV shows. She has also written two widely popular books that support children overcome their developmental issues naturaly: Healing stories for children (1 – 3 years old) and Healing stories for children (4 – 7 years olds).