Charla sobre La Internacionalidad y su Importancia en la Educación

Worlwide College Tour 2018- Held at Macris School for DS

Supporting your child’s school-age friendships

Children who find it easy to make friends
If your child finds it easy to make friends and gets on well with them, you can arrange playdates and sleepovers by talking to other parents.

If your child finds playdates tricky or she and her friends aren’t getting along, try keeping the playdates fairly short – for example, 1-2 hours. You could also help the children choose an activity that they’ll both enjoy.

At the beginning of a playdate at your house, you can talk with the children about what areas of the house or garden they can use, including the bathroom, and offer a snack or drink. Be available in case a child needs help, but give your child and his friend time and space to learn how to get along with each other.

Children who find it harder to make friends
If your child finds it hard to make friends, you can be more active in helping her.

You could look for extracurricular activities – for example, sports, dance or art classes – to give your child opportunities to meet children with similar interests.

Sometimes reminders about what to do might help too. For example, you could encourage your child to introduce himself when he meets new children – ‘Hello, I’m Kai. What’s your name?’

You might need to be active in setting up playdates for your child. For example, on the way home from an activity ask your child if there’s anyone she’d like to invite. At the next class, help her to invite her friend.

Another idea is to ask your child whether he’s interested in the games other children are playing at school. He might be keen to play soccer, but unsure about the rules. If he doesn’t like the games that they’re playing, you could suggest that he starts a game that he does like by asking some classmates to play it with him.

Other ways to support friendships
Some schools have a buddy system, where the younger students have an older student as their buddy for the year. If your child needs help finding her friends or isn’t sure of what to play, she could try asking her older buddy for help.

Many schools have other great ways of helping children find someone to play with, so it’s worth asking your child’s teacher if you think your child needs some help.

If your child has special needs, he might also need extra help with his friendships. You could try making friends with other parents and getting together after school at a playground. Give the other parents and children some ideas on how to include your child. For example, ‘Bill loves watching people play soccer. He can throw the ball in and be the scorer’.

I was surprised how going to dance class each Sunday helped my daughter with getting along with others. She came out of her shyness a bit quicker, even though she didn’t know anyone there when she started.
– Colin, father of an eight-year-old

 Shared from http://raisingchildren.net.au/articles/supporting_schoolage_friendships.html

The Masters UK 2019 - Visit: September 11, 2018

Swiss Education Group ( Visit August 28, 2018)

Swiss Education Group

We are your Swiss Alliance of Hospitality Management Schools

We look after 5 schools spread over 7 beautiful campuses in Switzerland, with a student body made up of 111 nationalities and 6,500 students. Each school benefits from a unique location and educational experience and, with a tailored hospitality education, your 5-star educational experience starts here! 

• César Ritz Colleges Switzerland
• Culinary Arts Academy Switzerland
• Hotel Institute Montreux
• IHTTI School of  Hotel Management
• Swiss Hotel Management School

Shared from https://www.swisseducation.com

11 ‘Back To School’ Parent Tips

It’s time to re-train your child’s brain

Where did the summer go? Fall is just around the corner and “back to school” is on many parent’s minds. The challenge is getting school back on the mind of your “live-in” student. If you want your child to hit the ground running academically this school year, then it’s time to retrain their brain.

Schools around the globe provide a system of routines for maximizing learning that is specific to each student’s age and ability. Unfortunately, these routines have been breached with approximately 90-days of vacation and they need to be re-established prior to the first day of class. Here are 11 tips to help your student establish routines for a successful school year.

1. Re-set sleep patterns. Seven to ten days prior to the first day of school start the process of regular sleep. Wean the student off of going to bed late and sleeping late. Yes...you’ll probably cave to the “Mom, it’s my last weekend before school, why can’t I stay up late?” However, sleep patterns are crucial for reaching peak performance during the first class period and maintaining it until the bell rings to go home. Start this process sooner than later and help maintain it all year. Good luck on this one. Be bold. Be consistent.

2. Re-set eating habits. Once school begins the eating patterns of the student need to be set so that they can maintain a high level of energy throughout the day. The routines of breakfast, snack, lunch, snack and after-school snack prior to homework need to be implemented. In fact, the entire nutrition of the student needs to be well thought out 7-10 days before school begins. Someone other than the student needs to be the chief, family nutritionist.

3. Exercise the brain. Just like NFL conditioning and exhibition games that prepare each football player for the upcoming season, your student needs to warm up and begin to hone the basics of math, reading and writing prior to the school year. To allow your brain to stagnate for three months without reading is a travesty for super-learning and learning itself. Is it too late? It is what it is. But begin now to encourage reading and writing at least 7-10 days prior to the first day of school. If school textbooks for the upcoming year are available, start there with the first several chapters. In addition, math skills can easily erode over the summer. Have your student review the previous year’s math basics before they go to the next level.

4. Set academic goals. Establishing well-defined goals is one of the hallmarks of a champion. Each student needs these academic goals with corresponding strategies and tactics for reaching them. Set goals for each class and hold your student accountable.

5. Identify priorities. Football games, dances, playing video games, watching television, social media, homework, sports, extracurricular participation and friends are all part of each school year. Does academics top the list of priorities? When is homework to be accomplished? Before dinner? After school? After dinner? When can I watch my favorite TV shows? This 90-minute to 120-minute homework routine needs to be placed in your student’s schedule before the school year. Sunday night is a great night to prepare for the upcoming school week. This is a routine they can take into their adult life.

6. Social media. This activity gets its own mention. I believe Smart phones aren’t always smart. This device is your student’s pipeline to the rest of the world with emphasis on their peer group. Self-discipline and concentration don’t always mesh with the cell phone. No cell phone usage during homework. Period. No cell phone usage after certain hours (you decide the nightly cell phone curfew). As a student or guide to a student, you need to know three things about social media. What is my responsibility? What is my authority? And lastly, what will I be held accountable. Monitor this activity. You don’t need surprises. Keep abreast of where and when your student goes on the web and with whom they communicate.

7. Risk and reward. This subject needs to be addressed frequently with your student. Every thing they do or don’t do has a positive or negative consequence. What is the risk of doing this activity? What is the reward (or consequence) of doing this activity? The risk and reward “talk” needs to be given and repeated often. 

8. Ask questions. Tell and yell does NOT work as a form of communication. Many of us have been raised with this form of information delivery. In order to turn your student into a viable and responsible decision-maker, then great questions will eventually produce great answers and ultimately great actions. Asking questions that can easily be answered with a terse and or mumbled yes or no are NOT great questions. Prepare this type of communication and be consistent. “What are your goals for grades and how are you going to accomplish this?”

9. The peer group. Birds of a feather flock together. Interview, research and keep tabs on ALL of your student’s friends during the school year. This definitely includes monitoring ALL social media. If you’re paying the phone bill, then it’s your phone NOT their phone. Your student’s “circle of friends” is the main influencer of how they approach homework, speech, dress, music and any other behavior. Police the peer group. Also, meet all parents of your child’s friends. This will tell you a lot.

10. Get ready Mom and Dad. Yes, as parents we need to prepare to assist our live-in students in setting, organizing and managing the best routines for maximum learning. This also pertains to family activities such as dinner, chores, family outings, sibling behavior, and community service. Of course, your student’s priority is preparing for their academic year and maintaining good grades. But do NOT forget family. This institution is the fabric of our country and needs constant building and repair. Make your student an integral part of the family. Keep them in the loop of all upcoming activities. Make the family name a brand each family member is proud to showcase in the community.

11. Allow for freedom of choice. Academic champions study with great self-discipline and commitment. They make sacrifices and choices. However, all students need some time to blow off steam and just hangout with friends or do nothing while chilling alone. Allow your student the time in their busy schedule to do this. Just be moderate. Grades first.

As parents we have the sole responsibility, accountability and the authority to oversee the education of our children. We can become best friends with them later in life. For now, we are the guides, mentors and coaches. We must be consistent in this endeavor. Be the coach. Be the teacher. Be the guide. Parent! This verb is NOT always cool, but it will reap dividends.

Pay now or you and your student will pay later.

Good luck Mom and Dad. You are the role models our students, schools, and communities need. Our country’s future depends on it.

Have an awesome school year!

Shared from www.huffingtonpost.com

What Happy People Do Differently

For psychologists who frequently fly cross-country, how we describe our career to seatmates—mentioning for example, that we are psychologists—determines whether we get five hours of airborne intrigue or inside access to a decaying marriage or more detail than you can imagine about an inability to resist maple-glazed Krispy Kremes. Even wearing oversized headphones often fails to dissuade the passenger hell-bent on telling her story of childhood abandonment (which is why it is handy for research psychologists to simply say we study " judgments"). For those of us who risk the truth and admit that we study happiness, there's one practically guaranteed response: What can I do to be happy?

The secret of happiness is a concern of growing importance in the modern era, as increased financial security has given many the time to focus on self-growth. No longer hunter-gatherers concerned with where to find the next kill, we worry instead about how to live our best lives. Happiness books have become a cottage industry; personal-development trainings are a bigger business than ever.

The pursuit of happiness is not uniquely American either—in a study of more than 10,000 participants from 48 countries, psychologists Ed Diener of the University of Illinois at Urbana-Champaign and Shigehiro Oishi of the University of Virginia discovered that people from every corner of the globe rated happiness as being more important than other highly desirable personal outcomes, such as having meaning in life, becoming rich, and getting into heaven.

The fever for happiness is spurred on, in part, by a growing body of research suggesting that happiness does not just feel good but is good for you—it's been linked to all sorts of benefits, from higher earnings and better immune-system functioning to boosts in creativity.

Most people accept that true happiness is more than a jumble of intensely positive feelings—it's probably better described as a sense of "peace" or "contentedness." Regardless of how it's defined, happiness is partly emotional—and therefore tethered to the truth that each individual's feelings have a natural set point, like a thermostat, which genetic baggage and personality play a role in establishing. Yes, positive events give you a boost, but before long you swing back toward your natural set point.

True happiness lasts longer than a burst of dopamine, however, so it's important to think of it as something more than just emotion. Your sense of happiness also includes cognitive reflections, such as when you give a mental thumbs-up or thumbs-down to your best friend's sense of humor, the shape of your nose, or the quality of your marriage. Only a bit of this sense has to do with how you feel; the rest is the product of mental arithmetic, when you compute your expectations, your ideals, your acceptance of what you can't change—and countless other factors. That is, happiness is a state of mind, and as such, can be intentional and strategic.

Regardless of your emotional set point, your everyday habits and choices—from the way you operate in a friendship to how you reflect on your life decisions—can push the needle on your well-being. Recent scholarship documenting the unique habits of those who are happiest in life even provides something of an instruction manual for emulating them. It turns out that activities that lead us to feel uncertainty, discomfort, and even a dash of guilt are associated with some of the most memorable and enjoyable experiences of people's lives. Happy people, it seems, engage in a wide range of counterintuitive habits that seem, well, downright unhappy.

It's a Friday night and you're planning on meeting friends for dinner. If you want to ensure that you'll go home full, you grab pizza or burgers. If you instead pick a cuisine you've never tried before (Ethiopian—sure, why not?) you run the risk that you won't like your injera and wat that much—but you might also uncover a surprising delight.

Truly happy people seem to have an intuitive grasp of the fact that sustained happiness is not just about doing things that you like. It also requires growth and adventuring beyond the boundaries of your comfort zone. Happy people, are, simply put, curious. In a 2007 study, Todd Kashdan and Colorado State psychologist Michael Steger found that when participants monitored their own daily activities, as well as how they felt, over the course of 21 days, those who frequently felt curious on a given day also experienced the most satisfaction with their life—and engaged in the highest number of happiness-inducing activities, such as expressing gratitude to a colleague or volunteering to help others.

Yet curiosity—that pulsing, eager state of not knowing—is fundamentally an anxious state. When, for instance, psychologist Paul Silvia showed research participants a variety of paintings, calming images by Claude Monet and Claude Lorrain evoked happy feelings, whereas the mysterious, unsettling works by Egon Schiele and Francisco Goya evoked curiosity.

Curiosity, it seems, is largely about exploration—often at the price of momentary happiness. Curious people generally accept the notion that while being uncomfortable and vulnerable is not an easy path, it is the most direct route to becoming stronger and wiser. In fact, a closer look at the study by Kashdan and Steger suggests that curious people invest in activities that cause them discomfort as a springboard to higher psychological peaks.

Shared from www.psychologytoday.com