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Queremos compartir contigo muchas de las reflexiones, consejos y emociones que a diario nos asaltan en este formidable trabajo que supone dirigir un centro docente que desea alcanzar la excelencia educativa. / We'd like to share with you some of the thoughts, advice and emotions that occur to us as we work every day to achieve academic excellence at our school.

Category: Caxton College (Page 1 of 13)

Álvaro Pascual-Leone: “Tenemos la responsabilidad de ser los arquitectos de nuestro propio cerebro” / Álvaro Pascual-Leone: “We are responsible for being the architects of our own brain”

Marta Gil y Amparo Gil, directoras de Caxton College, junto con Álvaro Pascual-Leone

El investigador y profesor en neurociencia de la Escuela de Medicina de Harvard acudió al III Foro de Innovación Educativa organizado por Caxton College para impartir la conferencia “El reto de educar un cerebro sano”.

Uno de los principales retos que tiene la educación es el de guiar la plasticidad del cerebro y “ayudar al niño a mantener las conexiones neuronales que le van a ser vitales para su futuro”, aseguró Pascual-Leone en un auditorio que colgó el cartel de “sin entradas” en la puerta.

Un feto produce 250.000 neuronas por minuto. Pero, al nacer, y durante los primeros años de vida, comienza a perderlas. Tanto es así que, cuando llegamos a la de edad universitaria, nos hemos dejado por el camino, aproximadamente, tres cuartas partes. ¿Qué podemos hacer para disminuir esta fuga y mantener las neuronas adecuadas? “Es muy importante que los colegios y los padres hagan una poda neuronal programada, de forma que las que se mantengan sean las que mayor calidad de vida les vayan a dar”, afirmó Pascual-Leone, a quien Thompson Reuters ha reconocido como una de las mentes más influyentes del mundo científico y uno de los 15 mejores investigadores de neurociencias del mundo.

Enriquecimiento neuronal

Algunas prácticas que el neurólogo valenciano, con residencia en Boston desde hace más de dos décadas, señaló como necesarias para que el cerebro se desarrolle sano desde edades tempranas tienen que ver “con la cultura del esfuerzo, es decir, con que los alumnos pongan empeño en aprender. Y, aunque resulte curioso, también el descanso es crítico para que el cerebro siga ejercitándose. Así mismo, el impacto de la palabra es fundamental en la educación. Tenemos que tener mucho cuidado con lo que decimos y cómo lo decimos porque esto marca una huella de por vida en los niños. Por eso, es muy importante que encuentren modelos de conducta ejemplares en sus familiares, amigos, profesores…”, confirmó Pascual-Leone.

Métodos de aprendizaje en los colegios

El prestigioso especialista en Neurología insistió en que no podría argumentar que existe una metodología educativa más eficaz que otra. “Lo que sí parece claro es que cada etapa de la vida precisa de un aprendizaje y para que funcione correctamente tiene que ser individualizado y flexible”. En este punto rompió una lanza a favor de la educación bilingüe. “La gran ventaja del bilingüismo es que es capaz de pilotar los cerebros de los alumnos de una manera más enriquecedora”, aseguró.

A lo largo de la charla insistió en que son muchos los factores que afectan a la plasticidad del cerebro y a una mayor actividad neuronal. Ha quedado demostrado que pensar o imaginar acciones modifica el cerebro del mismo modo que cuando las ejecutamos. Por eso, advierte Pascual-Leone, debemos llevar cuidado con lo que pensamos o imaginamos.

Por otra parte, señaló que el cerebro es el órgano vital que más energía consume y que, al mismo tiempo, mayor control tiene sobre el resto del cuerpo. Por ello, si lo mantenemos sano, tenemos garantizada una salud general que además nos ayuda a prevenir futuras enfermedades cerebrales como el Parkinson o el Alzheimer.

¿Pero, podemos poner en forma el cerebro? 

Parece que sí. “Una nutrición equilibrada, quince minutos diarios de ejercicio físico, una buena conciliación del sueño, asumir nuevos retos cognitivos, y sobre todo, tener un proyecto vital definido, es decir, tener una aspiración y una razón de ser cada mañana al levantarte y, por último, sentirse apoyado por una red social de amigos, familiares, etc., es de vital importancia para la activación neuronal”, confirma Pascual-Leone.

Todo lo que ocurre a nuestro alrededor y todo lo que hacemos afecta a nuestro cerebro. En ese sentido, las nuevas tecnologías están cambiando comportamientos y formas de actuar pero “eso no significa que sean malas. El reto de los padres y profesores consiste en educar sobre el buen uso de las mismas. La tecnología genera nuevas habilidades en los niños que son muy útiles pero hay que tener cuidado porque cuando se utiliza mal, puede ser un riesgo”, asegura Pascual-Leone.

Cambio de paradigma

Una de las principales batallas que este investigador aborda en su discurso es la necesidad de provocar un cambio de paradigma donde se trabaje tanto en la prevención de los trastornos mentales como en su detección y curación. “De no ser así, perderemos generaciones enteras. Hay que entender que salud es más que ausencia de enfermedad”. Sobre este asunto asegura que hay una falsa creencia por la que se piensa que a partir de una edad no generamos neuronas y que a medida que envejecemos, comenzamos a perderlas. “No es cierto, está demostrado que si tenemos un cerebro sano, al que hemos cuidado y entrenado adecuadamente, podemos seguir creando neuronas de manera continuada hasta nuestro último día de vida”. Esto nos obliga a replantear a nivel social la perspectiva con la que miramos a las personas mayores, quienes han perdido ciertas destrezas pero que han adquirido otras que no se pueden despreciar. “Hay una pérdida de beneficio social por parte de los mayores que no nos deberíamos permitir”, concluye Pascual-Leone.

Exigimos demasiado a los jóvenes

Los padres suelen llevar muy mal las frustraciones de sus hijos y tienen unas expectativas muy altas sobre ellos. Quieren que sean brillantes en todo momento y en todas las cosas que hagan. Este tipo de presiones hacen que aumenten los problemas y los trastornos en los más jóvenes. “Es verdad que en esta época hay más jóvenes con problemas de depresión y ansiedad debido a que tenemos mejores diagnósticos médicos. No obstante, la presión que ejerce la sociedad sobre ellos, así como los estilos y hábitos de vida, ayudan poco a protegerles. En este sentido, es necesario que haya una buena educación que adiestre bien a sus cerebros para que sepan enfrentarse a los desafíos de la sociedad contemporánea y ser más resilientes ante este tipo de trastornos”, asegura el doctor Pascual-Leone, quien ha desarrollado una técnica pionera para intervenir de manera no invasiva el cerebro mediante campos magnéticos.

Humanizar la tecnología

A lo largo de la conferencia y del encuentro que mantuvo con profesores en Caxton College, Pascual-Leone reflexionó sobre la necesidad de que la ciencia y las humanidades atiendan de manera conjunta las vicisitudes que se abren en esta era tecnológica. “Quise ser filósofo pero al final encontré respuestas en la neurociencia”, confiesa. Quizá esta sea la razón por la que sus ideas y reflexiones destilan un nuevo humanismo con el que ha impregnado a todos los que lo han tratado a su paso por Valencia invitado por el III Foro de innovación Educativa de Caxton College.

The Researcher and Professor of Neurology at the Harvard School of Medicine attended the 3rd Forum on Innovation in Education organised by Caxton College, to talk about “The challenge of educating a healthy brain”.

 One of the principal challenges of education is that of moulding an elastic brain and “helping a child to maintain the neural connections that are going to be vital for his/her future,” affirmed Pascual-Leone, addressing the auditorium which was fully booked for the event.  

A foetus produces 250,000 neurons per minute.  But, on birth, and during the first years of a child’s life, we start to lose them.  So much so that, by the time we have reached University-going age, we have left approximately three quarters of them along the way.  What can we do to reduce this loss and to keep the right neurons?  “It is very important for schools and parents to carry out a programme of careful pruning, so that we are left with the neurons which will provide the child with the best possible quality of life,” stated Pascual-Leone, who was recognised by Thompson Reuters as one of the most influential minds in the scientific world, and one of the 15 top neuroscience researchers worldwide. 

Neural enrichment

Some of the practices which the Valencian neurologist, who has lived in Boston for over two decades, points out as necessary for the brain to develop healthily from an early age are linked to the “culture of effort, in other words, the amount of determination that  students put into their learning.  And, although it may seem strange, rest is also critical for the brain to continue to work properly.  Likewise, the impact that words can have on an education is fundamental.  We must be very careful both with what we say and how we say it, because this will leave an imprint on children for the rest of their lives. For this reason, it is vitally important for them to see exemplary behaviour models among their family, friends and teachers,” affirms Professor Pascual-Leone.

Learning methods in schools

The prestigious neurology specialist insists that it is impossible to argue that one educational model is more effective than another.  “What is clear, however, is that each stage of our life requires a different type of learning method and, in order for this to work properly, it must be personalised and flexible.”  On this point, he spoke out in favour of a bilingual education.  “The great advantage of bilingualism is that it is able to guide the students’ brains in a more enriching way,” he said.

During the talk, he explained that there are many factors that affect the elasticity of the brain and greater neural activity. It has been demonstrated that thinking about or imagining actions modifies the brain in the same way as when we actually do them. For this reason, warns Pascual-Leone, we must be very careful with what we think or imagine.

On the other hand, he pointed out that the brain is the vital organ that consumes most energy and that, at the same time, exercises most control over the rest of the body. Thus, if we can keep it healthy, we will guarantee our overall health, which will also help us to prevent future brain diseases such as Parkinson’s or Alzheimer’s.

But, can we make our brain fitter? 

It would seem that we can.  “A balanced diet, fifteen minutes physical exercise a day, the right amount of sleep, taking on new cognitive challenges and, above all, having a clearly defined life project, that is, having aspirations and a reason to get up every morning, and lastly, feeling supported by a social network of friends, family, and so on, are all of vital importance for neural activity,” confirms Pascual-Leone.

Everything that goes on around us and everything that we do affects our brain.  In this sense, new technologies are changing our behaviour and the way we act but, “this does not necessarily mean that they are bad.  The challenge for parents and teachers consists in teaching children how to use them properly. Technology provides children with new skills that are very useful, but that must be used with caution, because when they are misused, they can pose a risk,” confirms Professor Pascual-Leone.

Changing the paradigm

One of the main struggles that this researcher addressed in his speech was the need to create a paradigm shift, where work is done both in the prevention of mental disorders and in their early detection and cure.  “Otherwise, we will lose entire generations.  You must understand that health is more than the absence of disease.”  On this matter, he assures that there exists a false belief whereby we think that after a certain age we do not generate more neurons and that as we get older, we begin to lose them. “It is not true, it has been shown that if we have a healthy brain, which has been properly cared for and trained, then we can continue to create neurons continuously until the very last day of our lives.”  This fact forces us to rethink at a social level the way in which we view older people, who have lost certain skills but have acquired others that cannot be disregarded.  “There is a loss of the social benefits to be obtained from the elderly that we should not allow to continue,” concludes Pascual-Leone.

We ask too much of young people

Parents tend to take their childrens’ frustrations very badly, and to have very high expectations of them.  They want them to shine all the time, and in everything they do.  This type of pressure only increases any problems and disorders that young people may have.  “It’s true that nowadays, there are more young people with problems such as depression and anxiety, because we have better medical diagnoses.  However, the pressure they receive from society, as well as our modern lifestyles and habits, are no help in protecting them.  In this sense, they need to receive a good education which will train their brains well so that they know how to face up to the challenges of contemporary society and to become more resistant to these type of disorders,” states Dr. Pascual-Leone, who has developed a pioneering technique for non-invasive brain interventions, by means of the use of magnetic fields.

Humanising technology

During the conference, and at the meetings with teachers from Caxton College, Pascual-Leone reflected on the need for Science and the Humanities to work together to address the difficulties that are now becoming apparent in this new era of technology.  “I wanted to be a philosopher, but in the end, I found the answers in Neuroscience,” he confesses.  Perhaps this is the reason why his thoughts and ideas are instilled with a new humanism, which he has transmitted to all those who met him on his passage through Valencia, thanks to the invitation to the Caxton College 3rd Educational Innovation Forum.

 

Caxton College es autor de este contenido, publicado en medios de comunicación como Levante EMV, Valencia Plaza, La Razón, El Mundo, El Periódico de Aquí y Diario Información.

Cómo promover una educación infantil creativa / How to foster creativity in Primary education

Caxton College apuesta por la libertad creativa en las aulas infantiles

Frente al tradicional método educativo surgen nuevas metodologías que apuestan por una enseñanza basada en la creatividad.

Las personas creativas no nacen, se hacen. A pesar de que a menudo tendemos a relacionar a los grandes genios con un talento innato y no con el esfuerzo personal, la creatividad es una competencia más que puede desarrollarse si se trabaja de la forma adecuada en el aula desde edades bien tempranas. ¿Cómo podemos entonces fomentar la creatividad en las aulas infantiles? Si bien no existe una única manera de trabajar la creatividad de los más pequeños, es importante tener en cuenta los siguientes aspectos:

1.Todas las personas son creativas

Uno de los errores que solemos cometer es considerar únicamente como actividades creativas aquellas que tienen que ver con el ámbito artístico (pintura, música, poesía, etc.). Sin embargo, cada niño tiene un talento y una actividad con la que disfruta y a través de la que puede desarrollar su imaginación. La dimensión creativa se puede trabajar a cualquier edad, pero cuanto antes se comience a cultivar, más posibilidades hay de desarrollar las capacidades de creación.

2. Aprovechar las inteligencias múltiples

Según la Teoría de las Inteligencias Múltiples, ideada por el psicólogo estadounidense Howard Gardner, son muchas las inteligencias que existen, y para favorecer el desarrollo de todas ellas, se debería ofrecer a los alumnos espacios con suficientes recursos y estímulos variados donde cada uno de ellos pueda descubrir y potenciar su manera de aprender.

3. Respetar el ritmo de cada alumno

Siguiendo el método Montessori, ideado por la educadora y médica italiana Maria Montessori, los docentes deberían respetar el ritmo de cada niño en el aula y personalizar las clases en función de sus necesidades y de su evolución para que desarrollen sus propias capacidades e intereses.

4. De los errores siempre se aprende

Intentar algo y no conseguirlo no es fallar, es una forma de aprender. Por ello, debemos hacer entender a los niños que lo importante no es el resultado en sí mismo, sino el proceso y todo aquello que aprenden en el camino.

5. El ambiente influye en el pensamiento creativo

Las aulas y espacios destinados al aprendizaje tienen un impacto directo en el desarrollo del pensamiento innovador. Una buena idea es dividir el aula en múltiples rincones lúdicos orientados cada uno de ellos a un objetivo de aprendizaje concreto.

6. Promover la independencia del niño en la exploración y el proceso de aprendizaje

Los niños de edades tempranas tienen mucha curiosidad por explorar y descubrir el entorno, por eso es importante que les demos autonomía y se sientan libres para ir de una zona a otra del aula y para que, a través del juego creativo y el apoyo de los profesores, adquieran nuevas habilidades y desarrollen nuevas ideas.

 

In contrast to traditional educational models, new methodologies are appearing that are based on an education centred around creativity.

Creative people are not born, they are made. Even though we tend to associate the greatest geniuses with an inborn talent and not with personal effort, creativity is just another skill that can be developed if it is worked on properly in the classroom, from an early age. How, then, can we foster creativity in Primary schools? While it is true that there does not exist one single way of encouraging children’s creativity, it is important to take the following aspects into account:

1.      Everyone is creative

One of the most common mistakes we make is to only consider as “creative” those activities which are related to the artistic fields, such as painting, music, poetry, and so on. However, every child possesses a talent and an activity which they enjoy and through which they can develop their imagination. The creative side can be encouraged at any age, but the earlier it is cultivated, the more possibilities there are to develop all of one’s creative abilities.

2.      Make the most of multiple intelligences

According to the Theory of Multiple Intelligences, put forward by the American psychologist Howard Gardner, many types of intelligences exist, and to foster the development of all of them, students should be offered spaces with sufficient resources and varied stimuli, where each of them can discover and maximise their own way of learning. 

3. Respect each child’s pace

In accordance with the Montessori method, created by the Italian educator and doctor Maria Montessori, teachers should respect each child’s pace in the classroom and personalise the classes according to their needs and their development, so that they can develop their own abilities and interests.

4. We always learn from our mistakes

To attempt something without achieving it is not to fail, it is how we learn.  Therefore, we must help children to understand that what is important is not always the end result in itself, but rather the whole process and everything that they learned along the way.

5. Our surroundings influence creative thought

Classrooms and learning spaces have a direct impact on the development of the innovative thinker. One excellent idea is to divide the classroom into multiple teaching areas, each one focussed around a concrete learning objective.

6. Promote children’s independence through exploration and the learning process

Very young children are extremely curious to explore and discover their surroundings, which is why it is important to give them the autonomy and freedom to move from one area to another in the classroom. Thus, through creative play and the support of their teachers, they can acquire new skills and develop new ideas.

 

Proteger la salud mental de nuestros estudiantes / Protecting the mental health of our students

El profesor Álvaro Pascual-Leone estará en el III Foro de Innovación Educativa organizado por Caxton College

El neurólogo y profesor de la Escuela de Medicina de Harvard, Álvaro Pascual-Leone, tratará este delicado tema en el III Foro de Innovación Educativa de Caxton College

Preocupados por cómo la ansiedad, el estrés, la depresión y otros problemas relacionados con la salud mental afectan cada vez más a los jóvenes en edades tempranas, Caxton College ha organizado la tercera edición de su foro educativo anual en torno a la figura de Álvaro Pascual-Leone, uno de los investigadores españoles que mejor conoce el comportamiento del cerebro humano y sus relaciones con los métodos de aprendizaje. A su vez, este eminente científico está considerado como uno de los mayores expertos mundiales en el campo de la estimulación magnética cerebral, una técnica no invasiva que se utiliza para manipular conexiones neuronales de forma que mejore la salud cerebral del paciente.

En esta charla, que el investigador valenciano impartirá el próximo lunes 18 de febrero en la Fundación Bancaja, compartirá con el público asistente el reto de educar un cerebro sano desde la infancia hasta la vejez para “reducir el impacto de alteraciones cerebrales, el deterioro cognitivo asociado a la edad y enfermedades neurológicas y psiquiátricas”, tal como comenta Pascual-Leone, quien ha sido reconocido por Thompson Reuters como una de las mentes más influyentes del mundo científico y uno de los 15 mejores investigadores de neurociencias del mundo.

Según datos de la Organización Mundial de la Salud, una de cada cuatro personas desarrolla a lo largo de su vida un trastorno neurológico o psiquiátrico, y éstos no afectan solo a los mayores. De este modo, es muy importante que desde el ámbito educativo, los docentes cuenten con recursos pedagógicos suficientes para ayudar a los alumnos a prevenir y reducir problemas mentales. “Es esencial mantener la salud cerebral a lo largo de toda la vida, haciendo al cerebro más resistente a los cambios o enfermedades que puedan aparecer. No se trata de mantener un cerebro ‘joven’, sino de conseguir tener un cerebro vibrante y optimizado para la edad que tengamos”, señala Pascual-Leone, quien advierte que “este nuevo paradigma requiere un replanteamiento de las políticas educativas, sanitarias y estilos de vida de las personas”.

El profesor Pascual-Leone, invitado por Caxton College, asistirá al Foro de Innovación Educativa que este colegio británico celebra, por tercer año consecutivo, con el firme propósito de divulgar ideas innovadoras que fortalezcan la enseñanza en las aulas. Esta iniciativa es un reflejo del compromiso que este centro docente tiene por compartir conocimiento de excelencia con toda la sociedad valenciana.

 

The neurologist and Professor of Neurology at the Harvard School of Medicine, Álvaro Pascual-Leone, will be discussing this delicate subject at the III Caxton College Forum on Innovation in Education

Concerned at how anxiety, stress, depression and other mental health problems are increasingly affecting young people from an increasingly early age, Caxton College has centred its 3rd annual Educational Forum around the figure of Álvaro Pascual-Leone, one of the Spanish researchers best equipped to understand the behaviour of the human brain and its relationships with learning methods. This eminent scientist is considered one of the world’s leading experts in the field of brain magnetic stimulation, a non-invasive technique used to manipulate neuronal connections in such a way that it can improve the health of the patient’s brain.

In this talk, which the Valencian researcher will give on Monday, February 18th, at the Bancaja Foundation, he will share with the audience the challenge of educating a healthy brain from childhood to old age, to “reduce the impact of alterations to the brain, the cognitive deterioration associated with age and neurological and psychiatric diseases,” as he states. Pascual-Leone has been recognised by Thompson Reuters as one of the most influential minds in the scientific world and one of the 15 top neuroscience researchers in the world. 

According to data from the World Health Organisation, one in four people develop a neurological or psychiatric disorder during their lives, and these do not just affect the elderly. Therefore, it is very important that in the field of education, teachers have sufficient pedagogical resources to help students prevent and reduce mental problems. “It is essential to maintain brain health throughout our lives, making the brain more resistant to whatever changes or diseases may occur. It is not about maintaining a “young” brain, but rather about having a vibrant brain, one that is optimised for the age you are,” says Pascual-Leone, who warns that “this new paradigm requires a rethinking of educational policies, health and lifestyles”. 

Professor Pascual-Leone has been invited by Caxton College to attend the Forum of Educational Innovation that this British school will be holding for its third consecutive year, with the aim of sharing his innovative ideas to support classroom teaching. This initiative is a reflection of the school’s commitment to sharing the latest in quality teaching ideas with the people of Valencia.

Ana Belén Álvaro: “A los padres se les debe exigir mayor autocontrol” / Ana Belén Álvaro: “Parents should be required to have more self-control”

La exjugadora profesional de baloncesto y actual directora deportiva en Caxton College reflexiona sobre el papel de los padres en el deporte de sus hijos

El llamado “triángulo deportivo” está formado por padres, entrenadores y deportistas. En este sentido, “es necesario que los padres formen parte de esa parcela emocional en la que sus hijos disfrutan y hacen nuevas amistades, pero no pueden hacerlo a cualquier precio”, comenta Ana Belén Álvaro, referente en la historia del baloncesto femenino español.

“Sus reacciones en los entrenamientos y partidos, los comentarios que hagan sobre la actuación del árbitro o la importancia que le den a las victorias o a las derrotas, son cuestiones que afectan e impactan en gran medida a los jóvenes deportistas. Por ello, los padres deben ser conscientes de la influencia de su comportamiento y esforzarse por conseguir que éste sea lo más positivo posible”, continúa la directora deportiva de Caxton College.

Implicación sí, incivismo no

La implicación que los padres puedan mostrar en el deporte que practiquen sus hijos debería fomentar la práctica del mismo de una forma sana y respetuosa. “Hay padres que se sientan en la grada y dan directrices por encima del entrenador, generando así mensajes contradictorios; otros muestran un comportamiento poco cívico y desconsiderado hacia el árbitro o el equipo rival, algo que puede acabar generando estrés en el deportista, minando su autoestima y dificultando por completo el disfrute”, señala la entrenadora Álvaro, quien considera que erradicar estas actitudes es todavía “una asignatura pendiente”.

“La educación en valores que reciban los deportistas les servirá de base para el resto de su vida, tanto en el ámbito personal como en el profesional”, afirma Álvaro. Por eso, si los padres muestran ante sus hijos un comportamiento ejemplar basado en el respeto, la tolerancia, la disciplina y la amistad, los deportistas se sentirán cómodos y podrán tener un mejor rendimiento y potenciar sus capacidades.

Actitud ideal

Cuando un padre está en la grada viendo cómo su hijo está teniendo un mal día en el campo, “en lugar de gritarle, debe optar, en primer lugar, por hablar con el entrenador cuando termine el partido para que le explique lo que cree que le ha sucedido al jugador. De ese modo, cuando después hable a solas con su hijo, sus comentarios irán en la misma línea del entrenador sin entrar a valorar aspectos técnicos”. Así mismo, es muy importante que mantenga un buen uso del lenguaje siempre que se dirija a su hijo ya que “no es lo mismo decirle hoy has pasado fatal la pelota que, hoy no la has pasado tan bien como otros días”, apunta Álvaro. De este modo, los padres deben actuar como refuerzo positivo, haciendo hincapié en todo lo bueno que ha hecho el jugador, siempre diciendo la verdad, sin mentir, pero en positivo. “Además, durante los partidos es bueno que los padres se impliquen y animen con corrección al equipo aunque su hijo esté en el banquillo”.

El padre nunca debería mencionar las actuaciones de los árbitros y, si el jugador hace referencia a ellas, “y se queja por lo mal que ha pitado el árbitro, hay que desviar la atención hacia otros temas del partido y mantenerse al margen de las decisiones arbitrales”. Por último, concluye Álvaro, “el padre ideal es el que tiene plena confianza en el jugador y en el entrenador, y a partir de ahí lo que tiene que hacer es disfrutar de los partidos y asegurarse de que su hijo lo pasa bien”.

 

The former professional basketball player and current sports director at Caxton College reflects on the role of parents in the sport of their children

The so-called “sports triangle” is made up of parents, coaches and athletes. In this sense, “it is necessary for parents to be part of that emotional plot in which their children enjoy and make new friendships, but they cannot do it at any price” – says Ana Belén Álvaro, a leader in the history of Spanish women’s basketball.

“Their reactions in training sessions and matches, the comments they make about the referee’s decisions or the importance they give to victories or defeats, are issues that affect and greatly impact young athletes. Therefore, parents should be aware of the influence of their behaviour and strive to make it as positive as possible” – continues the sports director of Caxton College.

Implication yes, incivility not

The involvement that parents can show in the sport practised by their children should encourage the practice of it in a healthy and respectful way. “There are parents who sit in the stands and give directives over the coach, generating contradictory messages. Some others show little civic and inconsiderate behaviour towards the referee or the rival team, something that can end up generating stress in the athlete. All of these facts can undermine their self-esteem and make it difficult to enjoy” – says coach Álvaro, who believes that eradicating these attitudes is still “an unfinished business”.

“The education in values ​​that athletes receive will serve as the basis for the rest of their lives, both in the personal and in the professional field” – says Álvaro. Therefore, if parents show their children exemplary behaviour based on respect, tolerance, discipline and friendship; athletes will feel comfortable and could have a better performance and enhance their abilities.

Ideal attitude

When parents are sitting down on the stands watching how their child is having a bad day on the playing field, “instead of yelling at him, he must choose in the first place, to talk to the coach when the game ends so he can explain what he thinks has happened to the player. In that way, when they talk alone with his child later, their comments will go in the same line of the coach without entering to value technical aspects”. Likewise, it is very important that you keep a good use of the language whenever you address your child because “it is not the same to say: today you have passed the ball fatally or today you have not passed the ball as good as other days” – says Álvaro. Along these lines, parents should act as a positive reinforcement, emphasizing all the good aspects that the player has done. Parents should always tell the truth, without lying, but positively. “In addition, during matches it is good for parents to get involved and encourage the team with correction even if their child is on the bench.”

Parents should never mention the actions of the referees and, if the player makes reference to them, “and complains about how badly the referee has acted, we must divert attention to other issues of the game and stay out of the decisions made by the referees”. Finally, Álvaro concludes, “the ideal parents are the ones who has full confidence in the player and the coach, and from there what they have to do is enjoy the matches and make sure that their child have a good time.”

100 Word Challenge

This term Mr Pickford launched the Caxton College 100 Word Challenge for all of Years 1-6 children. Lots of pupils got their Inquisitive Minds and Creative Hands working and took part. Some of the Secondary English teachers were delighted to be asked to be the judges and were highly impressed by the entries.

Although difficult to choose, the winners were Nicole O 4B and Carla O 6C.  We hope you enjoy reading the winning pieces as much as us!

Click here to read the stories

Este trimestre, Mr Pickford animó a todos los alumnos de Year 1 a 6 a participar en el “Caxton College 100 Word Challenge” (reto de las 100 palabras). Muchos estudiantes se sumaron a esta iniciativa creativa y participaron con relatos cortos, que dejaron impresionados a los profesores de inglés de Secundaria, quienes actuaron como jueces del certamen literario. Aunque fue difícil tomar una decisión, los ganadores fueron Nicole O., de Year 4B, y Carla O., de Year 6C.

¡Esperamos que disfruten de los relatos ganadores tanto como nosotros!

Pinche aquí para leer las historias ganadoras

Duke of Edinburgh Practice Expedition

A group of Year 10 students took part in the Bronze category expedition for the Duke of Edinburgh programme this November. The area chosen for the expedition was the Garbí in Estivella, visiting the Monte Picayo and Gilet on the way.
As told to us first hand by Pilar G, from Year 10D, it was a really enriching experience for all concerned, and not helped to develop their orienteering skills, but also improved their ability to work as a team.

In our practicing expedition before the qualifying one, as Duke of Edinburgh members, we walked from Caxton College Puçol, through Monte Picayo, Gillet and Estivella. The next day the route could be said to be much shorter, from the camping in Estivella to Segart, and from there to a near parking where we were meant to be picked up.

At first it seemed easy: we started going through a path where we had already been through in Monte Picayo and which allowed us to concentrate
less on the map, and more on our excitement of the trip. It was about an hour and a half later when we reached the first stop. Mr Nugent’s car parked on the road at the end of the path could only indicate that we had been walking on the right path. And that was so relieving.
We stopped for a snack and kept walking along the road. At that moment it was all about listening to music, singing, and going at reasonably at a fast pace. At least until we encountered the path again.

This time we went downhill, through a much steeper path, full of loose stones, which meant you could easily fall by taking the wrong step. I clearly remember a young fit boy running downhill without even thinking where he was stepping. We were all surprised. I even remember one of us saying “Well, he doesn’t have a 15 kilo bag on his back!”. Right after we met with a group in front. They had stopped and where resting and eating. I guess that, because of exhaustion and hunger, we just stopped with them without really thinking where the actual lunch meeting point was. Later on we realised it was actually a little further, in Gillet central square, where we were meant to eat. However we got to rest again given that the groups behind where much far away. The walk continued by a railway line and then we met the road again, in a roundabout where we got distracted. The backpacks started to weigh and the motivation started to run away. But hey, all paths lead to Rome, so we kept going and reached Estivella! The reaction of the group as we saw the big block with the letters of the village carved on it was priceless, we even got the sufficient energy to run to it! Reaching this village meant we were near the camping.

We kept walking and not long after, we reencountered the first group. They were just some meters behind us, clearly visible to our eyesight. We kept walking and went through a tunnel below the motorway. Every now and again we orientated the map and checked we were taking the right way. Shortly after some discussions between both groups on what path to take, we reached the campsite. The sun was still up, it must have been 6:30pm when we arrived.

Once there, we took advantage of the light that would surely fade away during the next hour, especially at this season of the year. We put up the tents, rested and prepared everything for the next day. In terms of dinner everything went as planned, we all ate a bowl of cheese macaroni and some sausages. We went to sleep reasonably early given that we were all pretty exhausted. I have to admit sleeping wasn’t that easy due to the banging of the wind and water drops into the tent.
Waking up was also not easy at all. Opening your eyes and realising you’re not in your bed but in a tent where it’s extremely cold is not pleasant and is not the best way of starting the day. But getting out of the tent and staring at the amazing pink, blue and purple sky in the morning may be the right way. And Nutella wraps and some snacks also helped! I guess it was thanks to that that we got the energy to keep walking.

I was half asleep during the first walking section, at least until we encountered a giant puddle created by the soft raining of the night and the previous days. The puddle occupied the whole path and there was no way of avoiding it. Walking with wet socks wasn’t pleasant, but luckily they dried soon. The next section was uphill. Every now and then we orientated the map and checked we were taking the right way. We got a bit lost, but reached a natural viewpoint that was really worth watching. It was not long until we reached Segart. There we ate and rested. Everything had been good during the day, we were not the fastest but we still walked at a reasonable speed. At that town, we were told that we were only an hour away from our final destination. An hour! Time goes by so quickly when you are with your friends.

We took our backpacks and kept walking. And just then, it all came into a disaster! We took the wrong direction, joined another group and pointlessly kept walking. After more than an hour, we were not even close to the town. We reorientated the map and realised we were certainly going in the wrong direction. We went back and called Mr Nugent. Both teachers, Mr Kemball and Mr Nugent, came to our rescue, reorientated us and showed us a path none of us had ever seen or considered taking. Teachers luckily decided no more walking for us and parents picked us up there.

This was not an ideal way of ending the expedition, but it was definitely a lesson learned. No more taking things for guaranteed until we actually arrive to our destination. And until then, we should saty fully focused on the map and the compass. We will surely do much better on the qualifying expedition. Or so I hope!

Pilar G. (Year 10D)

Cómo eliminar la violencia en las aulas / How to eliminate violence in the classroom

Caxton College celebra la semana antibullying con actividades didácticas para concienciar a sus alumnos sobre la importancia de fomentar los valores humanos.

Impedir el bullying desde la prevención es la propuesta educativa que, a lo largo de esta semana, este colegio británico de Puçol lleva a cabo apoyándose en el eslogan Elegimos Respetar. “Durante estos días incidimos en didácticas, que también trabajamos a lo largo del año, orientadas al fomento de los valores humanos para cauterizar cualquier riesgo de acoso escolar desde edades muy tempranas”, asegura Amparo Gil, directora de Caxton College.

El desafío de la bondad es un ejemplo de actividad que estos días se pone en práctica en las aulas. Este reto consiste en que tanto alumnos como profesores deben llevar un registro de las acciones bondadosas que realizan a lo largo del día. Así mismo, los alumnos de Primaria participan en asambleas dedicadas a conocer la importancia de la integridad. “En este proceso es muy importante incorporar a los padres para que, de manera inconsciente, no sean cómplices de comportamientos inadecuados al aceptar ciertas conductas en el niño”, asegura Silvia Sanchis, psicóloga del ciclo de Primaria de Caxton College.

La diversión no está desconectada de este tipo de acciones didácticas que buscan intensificar la responsabilidad del alumno. En ese sentido, el  “día de los calcetines desemparejados”, en el que los alumnos y profesores visten calcetines llamativos y de distintos colores, se celebra la individualidad y la singularidad de cada alumno. Las experiencias positivas son las más repetidas durante esta semana para animar a los alumnos a comportarse de forma amable y respetuosa con todo el mundo sin prejuicios. “Es importante que entiendan que la diferencia nos hace únicos, y que la diferencia no es para segregar sino para compartir ideas y enriquecernos culturalmente”, asegura Gil.

Para sensibilizar a los alumnos más pequeños acerca del ciberacoso, un grupo de estudiantes de Secundaria presenta a lo largo de diferentes jornadas escolares la campaña “Para, habla y apoya”, centrada en la prevención del acoso en las redes sociales. Durante las asambleas y las horas de tutoría, estos “embajadores” exponen a sus compañeros vídeos y presentaciones sobre diferentes ideas e iniciativas para que sepan cómo comportarse en las redes.

“Anualmente el colegio pone al servicio de alumnos y padres guías y protocolos personalizados por ciclos para que cada parte tenga herramientas para actuar tanto en su prevención como en su solución si se diera el caso”, confirma Gil, con la tranquilidad de quien sabe que sobre este tema el colegio trabaja de manera perpetua para intentar que sus alumnos valoren la importancia de saber escuchar, respetar todas las culturas, compartir, ser empáticos, generosos y alejarse de la intolerancia y la provocación.

Caxton College celebrates the antibullying week with didactic activities to raise awareness among students about the importance of promoting human values.

Stop bullying from prevention is the educational proposal that, throughout this week, this British school of Puçol carries out relying on the slogan `We choose Respect´. “During these days we focused on didactics, which we also worked on throughout the year, aimed at promoting human values ​​to cauterize any risk of school harassment from a very early age” – says Amparo Gil, director of Caxton College.

The challenge of kindness is an example of an activity that these days are put into practice in the classrooms. This challenge is that both, students and teachers should keep a record of the kind actions they perform throughout the day. Likewise, Primary students participate in assemblies dedicated to knowing the importance of integrity. “In this process it is very important to incorporate the parents so that, unconsciously, they are not abettor in inappropriate behaviours when accepting certain conducts in their children” – says Silvia Sanchis, psychologist in the primary cycle of Caxton College.

Enjoyment is not disconnected from this type of didactic actions that seek to intensify the responsibility of the student. In this sense, the `Odd socks Day´; in which the students and teachers wear striking socks of different colours, celebrates the individuality and uniqueness of each student. Positive experiences are the most repeated during this week to try to encourage students to behave in a friendly and respectful way with everyone without prejudice. “It is important that they understand that difference makes us unique, and that the difference is not to segregate but to share ideas and enrich us culturally” – says Gil.

To sensitize the youngest students about cyberbullying, a group of high school students presents the `Stop, talk and support´ campaign. This campaign is focused on the prevention of harassment in social networks. During the assemblies and morning registration, these `ambassadors´ show their colleagues videos and presentations about different ideas and initiatives so they know how to use networks appropriately.

“Annually, the school puts at the service of students and parents personalized guides and protocols by cycles so that each party has the tools to act both in its prevention and in its solution if the case arises” – confirms Gil, with the comfort of knowing that the school works perpetually on this subject to try to make their students appreciate the importance of listening, respecting all cultures, sharing, being empathetic, generous and getting away from intolerance and provocation.

Ayudar a nuestros hijos en la transición de Primaria a Secundaria / How to help our children transitioning from Primary to Secondary

El paso de Primaria a Secundaria es un momento en la vida escolar del alumno que siempre genera cierto temor a los padres de Year 6. Cristina Pérez, Psicóloga de Secundaria de Caxton College, nos desvela en este vídeoblog unas pautas para que tanto padres como hijos lo afronten de la mejor manera posible.
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The transition from Primary to Secondary is a moment in our students’ school life that always generates some fear to Year 6 parents. Cristina Pérez, Secondary Psychologist at Caxton College, explains in this video some guidelines for both parents and children to face transition the best possible way.

 

Caxton College: ideas para transformar el mundo / Caxton College: Ideas that can change the world

De manera recurrente pensamos que la Filosofía es una asignatura con poca salida profesional. Sin embargo, los licenciados en esta disciplina clásica se sitúan en el grupo de profesionales que con mayor rapidez encuentran trabajo. Actualmente se sitúan en los primeros puestos de acceso al mercado laboral internacional según la última encuesta realizada por Payscale que entrevistó a más de dos millones de graduados de dos mil setecientos institutos y universidades de Estados Unidos.

Otro firme indicador que muestra la musculatura de esta materia académica se puede observar en los excelentes resultados que, año tras año, obtienen los estudiantes de Filosofía que se presentan al examen que realizan la mayoría de los alumnos universitarios en Estados Unidos (Graduate Record Examinations).

A pesar de que la tecnología inunda todos los espacios de la sociedad, no son pocos los especialistas que consideran que ninguna herramienta tecnológica puede ser más innovadora que la fortaleza del pensamiento filosófico. “Hemos decidido ofrecer esta asignatura en Bachillerato porque advertimos que la Filosofía está en la raíz del resto de disciplinas académicas. De este modo, nuestros alumnos podrán comprender mejor ciertas asignaturas que estudiarán en los grados universitarios que elijan, tanto de Ciencias como de Humanidades”, asegura Bernard Andrews, coordinador de esta asignatura en Caxton College y doctorando de Filosofía en la Universidad de Southampton.

Los jóvenes que elijan esta disciplina afrontarán la lectura y el análisis de muchos de los textos más célebres que han construido la sociedad moderna. Se aproximarán a las eternas preguntas de la humanidad en busca de respuestas ya que esa capacidad de formular y contestar preguntas es lo que buscan muchas empresas en las que se premia a sus empleados por pensar sin convencionalismos. Y es que “su estudio potencia la capacidad de análisis racional, necesaria en carreras universitarias como las de Derecho, Ciencias Políticas o Business, entre muchas otras. Al mismo tiempo aporta un conocimiento esencial sobre conceptos e ideas fundamentales para aplicar en grados de Literatura y Arte. Además, ofrece una pormenorizada formación acerca de nociones imprescindibles, como el “rigor” y la “precisión”, para adentrarse en el estudio de las Ciencias y Matemáticas”, reconoce el profesor Andrews, quien acaba de publicar un ensayo sobre este asunto en el influyente suplemento educativo del prestigioso diario británico The Times.

El éxito de las corporaciones de mayor reconocimiento internacional está relacionado cada vez más con la creatividad, el debate, el análisis crítico, la ética, la responsabilidad social, en definitiva, con su capacidad de razonar y ver más allá de lo inmediato. Capacidades que se impulsan precisamente con una educación humanística que se asienta en la Filosofía.

“Me gustaría señalar que los filósofos han escrito constituciones, han creado y desmantelado ideologías, han clarificado problemas éticos, han proporcionado lógica a la informática, han generado ideas que han transformado el mundo, etc. Así mismo muchos hombres de negocio con éxito han estudiado Filosofía. Por ello, quizá, en esta época actual necesitemos ciudadanos con habilidades filosóficas más que nunca”, concluye Andrews.

Caxton College: Ideas that can change the world

All too often, we tend to think of Philosophy as a subject that leads to few professional prospects.  However, graduates in this classical discipline are actually among those professionals who later find work the fastest.  Currently, they are to be found in the top positions with access to the international labour market, according to the latest survey carried out by Payscale, who interviewed more than two million graduates from two thousand, six hundred institutes and universities in the United States.

Another firm indicator that proves the sheer “muscle power” of this academic subject can be observed in the excellent results that, year after year, are obtained by Philosophy students who sit the examination taken by the majority of university students in the United States, i.e., the Graduate Record Examinations.

In spite of the technology that is inundating every area of society, a considerable number of specialists consider that no technological tool can ever be as innovative as the strength of philosophical thinking. “We decided to offer this subject at Sixth Form level because we firmly believe that Philosophy is at the root of all other academic disciplines. Therefore, our students will be able to better understand certain other subjects that they will study at university level, as much in the Scientific field as in the Humanities,” says Bernard Andrews, Head of this subject at Caxton College and Doctor of Philosophy from the University of Southampton.

The young people who choose this subject will have to read and analyse many of the most famous texts that have formed the cornerstones of our modern society. They will approach the eternal questions posed by humanity, and will have to search for answers. This capacity to formulate and answer questions is a much-sought after quality by many companies, who value employees who can think outside of the conventional. And the fact is that “studying this subject can maximise the ability to analyse rationally, so necessary for university courses such as Law, Political Science, or Business, to name but a few. At the same time, it provides an essential knowledge of fundamental concepts and ideas that can be applied to Literature and Arts degrees.  In addition, students are offered a detailed education in indispensable notions, such as the “rigour” and “precision” needed to study Science and Maths in depth,” acknowledges Mr. Andrews, who has just published an essay on this theme in the influential British Times Educational Supplement.   

The success of the biggest, internationally recognised firms is increasingly related to their creativity, debate, critical analysis, ethical code, social responsibility, and in short, to their ability to think rationally and see beyond the immediate. And these are precisely the abilities that are fostered by a humanistic education, based on Philosophy. 

“I would like to also point out that philosophers have written constitutions, created and dismantled ideologies, clarified ethical problems, given logic to new technologies, generated ideas that have transformed the world, and much more. For this very reason, many successful businessmen have studied  Philosophy. And this is why now we need citizens of the future with philosophical skills, perhaps more than we have ever done,” concludes Andrews.

¿Es el mindfulness una moda o un instrumento eficaz? / Is Mindfulness a passing trend or a useful tool?

¿Es el mindfulness una moda o un instrumento eficaz? Silvia Sanchis, Psicóloga de Primaria de Caxton College nos lo descubre en este interesante vídeo de nuestra Escuela de Padres.

Is Mindfulness a passing trend or a useful tool? Silvia Sanchis, Caxton College Primary Psychologist, covers this topic in this interesting video of our Parents School.

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