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Day 1

  • Self- regulation or self- control- differences.

  • Our brains- how does it work when we feel extremely angry?

  • Introducing five primary sources of stress in children’ live

  • 1.  Biological

  • 2. Emotional

  • 3. Cognitive

  • 4. Social

  • 5. Prosocial

  •  Each of those levels influences and is influenced by all the others. Working on a child’s self- regulation we always have to be mindful that we are looking at all five levels, and not simply one or two.

  • Presentation, brainstorm, discussion, examples

Day 2

  • The power and treats in adolescence

  • Ancient period of adolescence as a key to understand present teenagers

  • Teenage fuel devourer

  • Clubs, groups, teams- the key to help teenagers in nowadays urbanized world, how to deal with the people in a group beside online world. Safety and feeling secured in social contacts

  • Real faces as a scaffolding built to support teenagers’ social life. Online contact as a poor substitute of social interaction

  • Halthy diet, enough sleep and physical activities in a theory of mismatch

  • How to support teenagers get to know themselves

  • Desires, dopamine and astonishing boredom physiology. How video games, cartoons and technical gadgets influence teenagers’ life. Addictive food, games and virtual world- why they are so engaging?

Day 3

  • Strategies to improve students’ regulation in five domains

  • Biological domain

  • Favourable environment in a classroom- how to redecorate our classrooms to help students slow down or energize them

  • Correlation between motor behaviour and social activity. Sequence and simultaneous movements of both body sides with some kind of rhythm. Examples of songs, rhymes, fun activity in order to regulate overstimulated or under stimulated students

  • Emotion domain

  • Types of basic emotions- happiness, trust, fear, disgust, surprise sadness

  • Facial expression- the ways to teach students to recognize them correctly

  • Gradation of emotions- Pluthic’s  wheel of emotions: activities  and tasks for students w

  • The power of art in emotional regulations

  • Development of self awareness

  • Strategies to increase students’ emotional awareness

  • Pair work, group work or individual- what should teacher be focused on? Is this really the effect of their work the most important or are there any other ways of submitting students’ work.

  • Helping children understand their feelings in a form of art, performance and games

  • SNAP (stop now and plan)- cognitive behavioral strategy, writing an emotional regulation diary

Day 4

  • Cognitive domain

  • The ways to help students in developing such abilities: focusing attention, taking into consideration others’ point of view, planning the tasks, dealing with the situation when out first plan didn’t work, understanding the cause and consequence, logical thinking, target and learning goals, effective time management, monitoring and submitting ones progress, development of self-awareness of good and weak points in learning, using techniques to plan student’ own work

  • The reasons for a problem with paying attention on the lesson

  • Social and emotional learning- relationship management and dealing with interpersonal conflicts

  • Human emotions- games, methods, strategies, homework for children helping to understand, recognize well and name their feelings

  • Thinking about thinking

  • Playing as fundamental tool of teaching and learning. Cognitive value of playing activities. Playing time as a natural way to improve children's time f being focused

  • Teacher as a conductor in beginner orchestra- students’ attention is like voluming up students’ minds

  • Speech disorders and hearing impairment- what are alarming symptoms.

  • Fast for word, prologuo2goTM and other games helping children to be more focused (orienting race, jigsaw puzzles, obstacle course)

  • Strengthening students’ focus on the lesson- what can teachers do to help

Day 5

  • Communication -  oral, written and nonverbal (body language) strategies – presentations

  • Communicating through a variety of media and creating a positive digital footprint – presentations

  • Communication – role plays

Day 6

  • Developing the teaching process about creativity and innovation (workshop).

  • How can creative ideas be translated to innovative organizations/operations, products, and business strategies?

  • Examples of practices in the context of continuous professional development - basic lessons learned through examples.

Day 7

  • Virtual learning environment for Entrepreneurship Education - digital and financial literacy content in developing videos/podcasts/tutorials

  • Interactive educational games and open digital recourses.

  •  Course Evaluation.

  • Certificates.

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