The followings are some topics that I truly enjoy learning and sharing with others.
They reflect the everyday reality I have seen nowadays inside the classrooms and in the families. It is my deepest desire to be part of the persons that think that we are all “different not unequal” and that we are all a “unique combination of heart and smarts” that together with love and compassion for each other we can achieve miracles.
Bellow you will find some topics that I have already developed. If you would like to find out if I can help you with another topic, please do not hesitate to contact me at my email that is shown in this proposal.
The implication an Individual Educational Plan has on the child’s growth and the reasons why you, as a parent and your child, should be active in the process of creating it.
Data gathering outside school and the importance of teamwork: family and school together.
The family’s role while designing and implementing an IEP.
What are accommodations and modifications? How to get the best out of them in every setting possible, including outside-school activities.
Parents need to be ready to make personal modifications in order to achieve social/emotional and academic goals faster in their children
The role of emotional education inside the classroom. Concrete examples.
The emotionally competent teacher.
How to deal with teacher’ stressful emotions inside the classroom. Practice
• Role and responsibility of the teacher in the learning process: Do I really want to be a teacher?
• Self-evaluation / evaluation practice.
• An emotionally competent student.
• Diagnosis and management of the student’s emotions in the classroom.
• Characteristics of a class that promotes a stable emotional environment.
• How to design measurable and appropriate challenging objectives that do not develop students’ stress.
• Practice.
The importance of being familiar with these concepts to avoid careless informal diagnostics.
Informal observations: no evaluations. The fundamental role of the teacher during data gathering. Practical examples of observation and data gathering techniques to use inside and outside the classroom and in family settings.
Parents also have learning difficulties or disabilities. How to develop a sense of empathy and how to help their children academically and emotionally in order to reduce behavioral issues and improve their self-esteem.
How to use the three “magic” levels of communication: information, thoughts and feelings, to approach and engage parents when behavioral or academic issues are present.
Definition and examples of adaptations in school and family environments.
Definition and examples of modification in school and family environments.
Steps to follow for the evaluation and identification of strengths and growth possibilities required in the implementation of adaptations and modifications.
Types of adaptation according to: learning disability,learning difficulty, andsocial-emotional behavioral issues.
How to use adaptations inside and outside the classroom.Practice.
Types of modification according to the learning disability, learning difficulty, or the social-emotional behavioral issues.
How to use modifications inside and outside the classroom.Practice.
The role of the family when modifications and / or adaptations are needed at home as well.
Steps to follow in order to implement odifications and adaptations at home.
Working Memory. Definition and its importance for learning
Cognitive Flexibility. Definition and its importance for learning.
The relationship between Working Memory and Cognitive Flexibility. These two terms entail the ability to learn and save information to be used any time we need it.
Three types of information storage. Examples and practice.
Working memory in children from 4 to 11 years old. The role of the teacher.
How to teach any subject that enhances both of them. Multiple examples in different settings.