• Train teachers on the development of harmony and a better learning environment in schools.
• Generate programs to reduce aggressive behaviors.
• Demonstrate the importance of the role of the teachers and parents for the student, and vice-versa.
• Advise on conflict resolution strategies for renovation.
• Support educational systems in the development of in-house programs for peaceful communication.
• Provide strategies to improve relationships between kids & parents
• Develop analysis and didactic materials
• Promote the acquisition of predictive attitudes and preventive cultures against violence
Student, Teacher & Family training
We give lectures and conferences; participate in workshops and training courses related to the areas presented under our categories, and to these four different groups: students, teachers, families, and organizations.
In our experience at schools, we’ve found the most impressive reaction from the students in their involvement to contribute to the debates and in their overall attitude and learning efforts, when they knew both their families and their teachers had accepted to attend similar training as they were going through.
As for the teachers, it is assumed we all know about Human Rights but it is not so, and this knowledge is even lower when we address the Rights of the Child. On the other hand, teachers find themselves without the appropriate tools to deal with aggressive behavior and dynamics they’re also victims of, for they are members of our liquid society, and despite their efforts, a more specific training is required from new perspectives, as we propose.
Regarding family training, it’s always hard to find out we are not doing things the way we should, but when we develop the right synergies to share experiences, follow few guidelines and develop activities, seeing our kids improving their relationship with us, the mothers themselves (our findings show a very low involvement of fathers), also understand the importance of these trainings, and in fact, ask for more time and suggest more issues to cover.
Q: What are the factors that will lead someone to commission our work?
If you want to start a process of renovation in your educational community, develop new lines of work that have been proven to work, with the involvement of students, teachers, and parents. If you believe in the improvement of school environment through the acquisition of psycho-social skills related to empathy, respect, and mutual trust, and if you are willing to invest your time and effort learning about yourself and the role you play. If you think we need to stop, review the rhythms we apply in our social dynamics, if you feel burned out from the media, and understand there are social networks and virtual ones. If you understand technology is NOT a right, but a privilege and reward. If you feel your kids / students are losing faith, respect, and empathy… you need to renew your role, adapt predictive attitudes and develop preventive cultures from the human values we propose, in order to discover and become a conscious part of our Global Humanized Citizenship.
Q: Why are we experts in this field?
Overall and since 2004, we have trained or advised around 800 adults between families and teachers. In particular we have directly intervened in schools with more than 150 teachers and mothers (more than 85% women, what brings up gender concerns) from Secondary Education. With very few exceptions, feedbacks have been encouraging as for keeping on working in the same lines and direction as we did during the interventions or training courses they attended.
Q: What aspects of this are we most passionate about?
When you see how the participants take consciousness and get personally involved in the process. When they recognize their relationships and in consequence the learning and family environment is improved, and they understand the importance of their role.