School Blog

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.

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Nuestro colegio, un ejemplo de convivencia multicultural en las aulas / Our school, an example of multicultural coexistence in the classroom

Alumnos de Primaria en Caxton College representando a Velázquez y Shakespeare

En Caxton College impartimos el currículum británico a la vez que ofrecemos una sólida formación en Lengua, Literatura, Geografía e Historia española a alumnos de más de  treinta y dos nacionalidades

La mejor calificación mundial en Literatura Española de Bachillerato fue obtenida por un alumno de este colegio británico bajo la certificación de la Junta Examinadora Internacional de la Universidad de Cambridge hace apenas año y medio. ¿Cómo es posible que un colegio de estas características, donde la inmersión lingüística en lengua inglesa es total, obtenga una nota tan extraordinaria en una asignatura española? La respuesta la tiene Amparo Gil, directora de este centro educativo con más de treinta años de arraigo en Valencia. “Muchas veces los padres que buscan colegio para sus hijos no son totalmente conscientes de que en la enseñanza británica hay un espacio muy destacado para el estudio de la cultura del país en la que está instalada la escuela. En el caso de Caxton College estamos muy satisfechos de contar con un programa académico en español donde el alumno adquiere unas competencias lingüísticas, tanto en Primaria como en Secundaria, equiparables a las de cualquier estudiante procedente del sistema español.”.

En un colegio donde conviven más de treinta nacionalidades, la integración en las aulas funciona gracias a propuestas educativas que ayudan a crear una comunidad educativa sin fisuras. “One school, one community, es el programa de convivencia que ponemos en marcha cada año para conseguir que alumnos y padres recién llegados al colegio se sientan, rápidamente, parte de la familia Caxton. Además, en clase los alumnos desde edades tempranas trabajan con proyectos que ponen en valor la diversidad cultural en todas sus manifestaciones, haciendo hincapié en valores como el respeto y la empatía”, comenta Gil.

Un detalle más, que permite poner en negro sobre blanco la importancia de las asignaturas españolas en este colegio británico, se deja ver en el programa anual de conferencias y talleres diseñados para acercar a los estudiantes a prestigiosos especialistas en cultura española (poetas, novelistas, editores, filósofos, artistas e historiadores, entre otros). “A partir de campañas educativas trimestrales relacionadas con la literatura, los valores humanos y el arte, invitamos a expertos en estas materias para que compartan con nuestros alumnos su talento y su pasión por la cultura hispana. El escritor Santiago  Posteguillo, el poeta Jaime Siles, el filósofo Jesús Conill o el artista Paco Roca, entre otros, han sido algunos de los ilustres nombres que nos han acompañado en el último año”, asegura Amparo Gil.

El 80% de los alumnos de este centro educativo estudia su carrera en universidades españolas. Y además, muchos de ellos obtienen premios académicos, menciones especiales y alcanzan los primeros puestos en sus promociones. “Debido al rigor y la destreza con la que trabajan los departamentos de español, nuestros estudiantes se incorporan a facultades españolas con absoluta normalidad. De este modo, se rompe el falso mito de que los alumnos de colegios británicos tienen que cursar sus estudios superiores en países de lengua inglesa. Y es que, desde pequeños, les enseñamos a que se apasionen por nuestra cultura en un contexto internacional enriquecido por la cultura anglosajona”, confirma Amparo Gil.

La complicidad curricular entre las materias españolas y las británicas existente en este centro escolar, único en Valencia en conseguir el sello de calidad educativa internacional BSO con resultado “Outstanding” (excelente), permite que los alumnos obtengan un exhaustivo conocimiento de la lengua inglesa y española, y les confiere una mente abierta para enfrentarse con seguridad a la sociedad globalizada de nuestros días.

 

At Caxton College, we teach the British curriculum while offering a solid grounding in Spanish Language, Literature, Geography and History to students from over thirty-two nationalities

 The best grade world-wide in A-Level Spanish Literature was obtained by a student from this British school, as certified by the University of Cambridge International Examinations Board barely a year and a half ago. How is it possible that a school with these characteristics, where English language immersion is total, could obtain such an extraordinary grade in a Spanish subject? The answer comes from Amparo Gil, Principal of this educational centre, which was established over thirty years ago in Valencia.

Very often, parents who are seeking a suitable school for their children are not fully aware that, within the British educational system, there is great importance placed on the study of the culture of the country in which the school is located.  In the case of Caxton College, we are very pleased to have a Spanish academic programme which ensures that the student acquires language skills, both in Primary and Secondary, comparable to those of any student from the Spanish system,” she says.

In a school where more than thirty nationalities coexist, integration in the classrooms works thanks to a curriculum that helps to create a seamless educational community. “One School, one Community, is the coexistence programme that we put into practice each year to enable newly-arrived students and their parents to quickly feel a part of the Caxton family.  In addition, from an early age, students work on projects that value cultural diversity in all its manifestations, with an emphasis on qualities ​​such as respect and empathy,” says Ms. Gil.

Another feature, which showcases the importance given to Spanish subjects in this British school even more clearly, can be seen in the annual programme of talks and workshops designed to bring students into contact with prestigious specialists in Spanish culture, from poets and novelists, to editors, philosophers, artists or historians, among many others. “Based on termly educational campaigns related to literature, moral values ​​and art, we invite experts in these subjects to share their talent and passion for Spanish culture with our students.  The writer Santiago Posteguillo, the poet Jaime Siles, the philosopher Jesús Conill or the artist Paco Roca are just some of the illustrious names that have visited us in the last year,” says Amparo Gil.

80% of the students from this school go on to study their degree course in a Spanish University.  And in addition, many of them win academic awards, Special Mentions or reach the top positions in their cohorts. “Due to the rigour and dexterity with which our Spanish departments work, our students have absolutely no problem adjusting to Spanish faculties.  Thus, the myth that students from British centres have to pursue their studies in English-speaking countries is broken. And this is because, from a very young age, we teach them to be passionate about our own heritage in an international context enriched by the Anglo-Saxon culture,” confirms Ms Gil.

The curricular collaboration between the Spanish and British subjects that exist in this school, unique in Valencia for achieving the BSO international educational quality seal with an “Outstanding” result, allows the students to obtain a thorough knowledge of both the English and Spanish languages, and gives them an open mind with which to confidently approach today’s increasingly globalised society.

 

Caxton College es autor de este contenido, publicado en medios de comunicación como Levante EMV.

Cruz Roja a los alumnos de Caxton College: “Imaginad que todo lo que tenéis desaparece” / The Red Cross talks to students at Caxton College: “Imagine if everything you had just disappeared”

Cruz Roja imparte una charla en el colegio británico Caxton College

Este colegio británico clausura su campaña de valores humanos concienciando a sus alumnos con una charla sobre “Personas sin hogar”

Un grupo de voluntarios de la Cruz Roja Juventud de Camp de Morvedre ha sido todo un ejemplo de compromiso social para los alumnos de quinto de Primaria de Caxton College. “Semanalmente hacemos salidas para ayudar a las personas de nuestra comarca que más lo necesitan, en las que les entregamos básicamente alimentos, ropa y valoramos su estado de salud”, comenta Juan Vicente Granados, uno de los voluntarios que desde hace años colabora con esta sección de Cruz Roja para intentar dar calor a los más desfavorecidos. “Muchas veces estas personas no solo necesitan cubrir sus necesidades básicas. También necesitan hablar, sentir cariño y que forman parte de un colectivo. Nosotros estamos ahí también para eso”.

La charla se ha extendido más de lo previsto ya que profesores y organizadores han apreciado el interés que estaba despertando en los jóvenes, quienes, alentados por la temática, no dejaban de intervenir con preguntas y reflexiones. “¿Qué es lo que más valoráis en vuestra vida?, les interpelaba Alex Miñana, el más joven de los voluntarios, actualmente estudiante de Enfermería. “¿Cómo os sentiríais si lo perdieseis todo: casa, familia, dinero, amigos…?”, continuaba Alex, dejando mudos a los alumnos. “Pues así hay mucha gente y algunos muy mayores. Y por eso necesitan que entre todos les apoyemos”.

Las explícitas imágenes en las que aparecían los propios participantes de la charla atendiendo a personas sin techo han permitido a los alumnos acercarse a una realidad de manera directa, sin filtros.

La responsable de este grupo de voluntarios, Marta Peñarrubia, se ha encargado de ofrecer una visión integral de esta organización humanitaria y ha explicado que además de colaborar con las personas sin hogar, también ayudan a víctimas de desastres medioambientales, entre muchas otras. “Nuestra misión es la de estar cada vez más cerca de las personas vulnerables, en los ámbitos nacional e internacional, a través de acciones de carácter preventivo, asistencial, rehabilitador y de desarrollo, realizadas esencialmente por voluntariado”, concluyó la técnico de juventud.

Gracias a Cruz Roja, este grupo de alumnos de Primaria ha podido darse cuenta de la importancia del voluntariado en la sociedad. Es fundamental, señalan desde esta organización española, “sensibilizar a la población más joven con iniciativas educativas de este tipo. Por eso, acudir a los colegios para mostrarles lo que hacemos es muy interesante puesto que les hablamos de la relevancia de integrar en sus vidas valores tan apreciables como la solidaridad y la cooperación“. Y eso, para sus vidas, puede ser tan importante como aprender a leer y a escribir correctamente.

This British school ends its campaign on human values by raising its students’ awareness with a talk on the plight of the “People without a Home”. 

A group of volunteers from the Youth section of the Camp de Morvedre Red Cross are a true example of social commitment for the students from Year 6 at Caxton College.  “We go on weekly outings to help the people in the surrounding region who need it most, during which we provide basics such as food and clothing, and assess the state of their health,” says Juan Vicente Granados, one of the volunteers who has been collaborating with this section of the Red Cross for years, in an attempt to bring some warmth and caring to the most disadvantaged. Very often, these people not only need to cover their basic needs. They also need to talk, to feel that someone cares, and that they are part of a group. We are also there for that”. 

The talk went on for longer than planned, as the teachers and organisers could feel the interest awoken in our young students who, in their enthusiasm for the subject, couldn’t stop asking questions or sharing their thoughts. “What do you value most in your life?” asked Alex Miñana, the youngest of the volunteers, who is currently studying Nursing. “How would you feel if you lost everything: your home, your family, money, friends…?” he continued, as the students listened, dumbstruck. “Well, there are many people in this situation, and some of them are quite elderly. This is why they need all of our support.”

The stark images in which the participants in the talk could be seen attending to the homeless, enabled the students to appreciate the reality for themselves, unfiltered.

The person in charge of this group of volunteers, Marta Peñarrubia, offered an overall view of this humanitarian organisation and explained that, as well as working with the homeless, they also aid victims of environmental disasters, among many other activities. “Our mission is to increasingly reach out to the most vulnerable, at both a national and an international level, with activities both preventative in nature, as well as looking after their welfare, rehabilitation and/or development, mainly carried out by volunteers,” concluded the young technician.

Thanks to the Red Cross, this group of Primary students was able to appreciate the importance of volunteer work for society as a whole. It is fundamental, as this Spanish organisation tells us, “to sensitise the youngest members of the population with educational initiatives of this type. Therefore, visiting schools to show them what we do is very interesting, as we also talk to the them about the relevance of including such appreciable values into their lives as solidarity and cooperation.” And this, for their future, can be just as important as learning to read or write.

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.

 

Rosa Jové en Caxton College: «Los niños con afecto generan más neuroconectores» / Rosa Jové at Caxton College: “Children who receive affection generate more neuro-connectors”

La psicóloga clínica Rosa Jové ofrece una charla en Caxton College sobre los pilares para una crianza feliz

La psicóloga infantil especializada en antropología de la crianza impartió una charla en este colegio británico de Puçol sobre los pilares básicos para el crecimiento feliz de los niños.

Rosa Jové es capaz de darle la vuelta al cuento de Caperucita Roja y convencer a su público, con determinación y un tono afable, de que el lobo es la víctima de la fábula. De este modo heterodoxo, la psicóloga infantil trata de demostrar que, en general, “la historia está hecha por quien la escribe y las cosas pueden cambiar en función del punto de vista desde el que se miren”.

En el caso de la educación infantil la historia se ha contado, a veces, “pensando en el propio egoísmo de los padres, quienes no están, en muchas ocasiones, dispuestos a ceder parcelas personales en favor de su recién nacido”, asegura Jové. Entonces, ¿cuáles son los principales problemas con los que se encuentran los padres a la hora de criar un niño? En palabras de Jové, básicamente son cinco los que más preocupan: la alimentación, el sueño, las rabietas, el apego y el control de esfínteres.

“Los padres solemos tener un ‘chip’ autocentrista que nos impide ver las cosas con los ojos de los niños”, comenta Jové. Por eso, en muchas ocasiones, las señales que emiten los niños son malinterpretadas por los adultos cuando en definitiva, por ejemplo, “el llanto es la única forma que el bebé tiene para que le atendamos. Su llanto siempre tiene un motivo, pero muchas veces pensamos que lo hace para incordiarnos y decidimos no atenderlo correctamente”, comenta la psicóloga infantil.

Para esta especialista, el apego con sus progenitores es la primera necesidad que tiene un bebé, puesto que su actividad cerebral en los primeros años es emocional y no racional. “Un niño que se siente querido genera mayor autoestima y mayor actividad neuronal que otro sin afecto familiar, según se ha podido confirmar en multitud de estudios científicos desarrollados al respecto desde hace décadas”, señala Jové.

En no pocas ocasiones, los padres cometen el error de enfrentarse a sus hijos pequeños como si fuesen adultos. “A los niños hay que respetarlos y tratarlos como personas que son. No podemos utilizar con los niños métodos que moral y éticamente serían reprobables si los utilizásemos con un adulto. Y con ello nos referimos a gritarles, darles cachetes, dejarles llorar… Quizá los niños tendrían que llevar un cartelito que dijese algo así como: –Perdonen las molestias pero estamos aprendiendo”, advierte la especialista infantil.

Por otra parte, Jové sugiere que “la crianza es un camino, una evolución y no una carrera. Cada niño alcanza su meta cuando está más maduro. Por ello, no hay que forzar a los niños en razón de las estadísticas pediátricas que trabajan con medias ponderadas. Afortunadamente la horquilla para que el niño aprenda a controlar su esfínter, el sueño o a disfrutar de la alimentación es amplia y salvo casos alarmantes, no hay que preocuparse”.

Por último, es muy importante cómo se comportan los padres socialmente y la relación que mantienen entre ellos, ya que son un modelo educativo para el menor. “Los padres somos el diccionario con el que ellos comienzan a interpretar el mundo y a tener criterio”, asegura Jové, autora de libros de referencia como La escuela más feliz.

 

The child psychologist, who specialises in the anthropology of parenting, gave a talk at this British school in Puçol about a child’s basic needs in order for him/her to grow up happy. 

Rosa Jové is capable of turning the story of “Little Red Riding Hood” on its head in such a way that she can convince her audience, in a pleasant but determined way, that the wolf is the real victim of the fable. In this unorthodox way, the child psychologist succeeds in demonstrating, in general, that “a story is created by the person who writes it, but the facts can change depending from whose point of view we are looking at them”.

In the case of early childhood education, the story is often told “from the egocentric point of view of the parents, who are frequently unwilling to give up part of their own terrain in favour of their newborn”. So, what are the main problems that parents face when it comes to raising a child? In Jové’s words, there are basically five main concerns: food, sleep, tantrums, attachment and toilet training.

“Parents usually have a self-centred ‘chip’ that prevents us from seeing things through the eyes of our children,” says Jové. That is why, in many cases, the signals that children emit are misinterpreted by adults such as, for example, “when crying is the baby’s only way of communicating with us. There is always a reason for their crying, but all too often we think that they are just doing it to annoy us, and we decide to ignore their needs, “says the child psychologist.

For this specialist, the bond with his/her parents is a baby’s first need, since their brain activity in the earliest years is emotional, not rational. “A child who feels loved generates greater self-esteem and greater neuronal activity than another without family affection, as has been confirmed in a multitude of scientific studies carried out on this subject over decades,” says Jové.

On many occasions, parents make the mistake of approaching their young children as if they were adults. “Children must be respected and treated as the people they really are. With children, we cannot use methods that would be morally and ethically reprehensible if used with an adult. And by that we mean shouting at them, slapping them, or letting them cry. Maybe children should have to carry a little sign that says something like: “Sorry for the inconvenience, but I’m still learning!” she suggests.

On the other hand, Jové states that “parenting is a path, a development and not a race. Each child reaches his/her goal when they are ready to mature. Therefore, children should not be forced to develop faster just because of paediatric statistics that are based on averages. Fortunately, the timespan for a child to learn to control when he needs to go to the toilet, can go to sleep or enjoy feeding him/herself is wide and, except in extreme cases, there is no need to worry. ” Finally, the way parents behave socially and the way they behave towards each other are extremely important, since they are a role model for the child. “Parents are the encyclopaedia with which they begin to interpret the world and develop their own criteria,” says Jové, author of reference books such as “The happiest School of all”.

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)

¿Qué cualidades debe tener un buen educador infantil? / What qualities should a good early childhood educator have?

 

Dejar a los más pequeños de la casa por primera vez en el colegio puede suponer todo un desafío, y para que ese momento crítico sea lo más amable posible, resulta fundamental elegir con buen criterio el centro escolar al que vamos a confiar las primeras experiencias educativas de nuestro hijo. En este sentido, debemos tener en cuenta que su proceso de adaptación dependerá en gran medida de los educadores, quienes sin duda serán su punto de referencia principal en el ámbito escolar. Y es que trabajar con niños durante la etapa infantil requiere que los profesionales que se dedican a ello tengan una serie de valores y conocimientos que sepan transmitir a sus alumnos con éxito.

Educadores infantiles

El mundo de la enseñanza es muy gratificante, pero a la vez muy exigente. Por eso, además de vocación, los educadores deben contar con las cualidades necesarias para conseguir dejar una huella positiva en la experiencia educativa de sus hijos.

  • Paciencia: cada niño tiene un ritmo de aprendizaje muy diferente y son los maestros quienes se adaptan a cada niño y a sus necesidades educativas
  • Cercanía y atención individualizada: es importante crear un clima de seguridad afectiva individual y colectiva, en el que cada niño sea tratado con respeto y afecto.
  • Dinamismo: el juego es el principal camino que los más pequeños tienen para conocer el mundo que les rodea, por lo que los buenos maestros siempre deben enfocar las actividades con gran dinamismo.
  • Creatividad e innovación: los métodos didácticos que se emplean en el aula deben estar totalmente adaptados a nuestros alumnos y ayudar a mejorar su capacidad comunicativa, su desarrollo físico, las relaciones sociales que establecen, así como el fomento de la independencia. Aquí entran en juego la creatividad y la imaginación de nuestros maestros para que los niños se diviertan mucho mientras aprenden.
  • Experiencia: para diseñar sus propios recursos didácticos organizando clases en las que los alumnos, de manera colaborativa, interactúen y formen parte del proceso de formación.
  • Solvencia: a la hora de saber combinar la educación emocional y cognitiva.
  • Compromiso ético: un elemento fundamental en el proceso de formación de valores y en la creación de un modelo de conducta ejemplarizante.

En Caxton College fomentamos el talento de nuestros profesores, creando un ambiente de trabajo cómodo y respetuoso en el que se instala el compañerismo, el reconocimiento, la confianza y el trabajo en equipo.

Nuestra filosofía de trabajo, en definitiva, tiene como pilar básico el desarrollo integral del niño y es por ello que ofrecemos al alumno oportunidades de aprendizaje emocionantes tanto dentro como fuera del aula que estimulen su curiosidad y que le hagan disfrutar con el conocimiento desde edades muy tempranas.

Si estás interesado en recibir periódicamente contenidos sobre educación infantil suscríbete al final de este enlace de nuestra página web  (haz click sobre el botón “Me gustaría recibir periódicamente contenidos educativos”).

What qualities should a good early childhood educator have?

Leaving the youngest children of the household in school for the first time can be a challenge. For making this critical moment as friendly as possible, it is fundamental to choose with good judgment the school centre to which we will entrust the first educational experiences of our children. In this sense, we must bear in mind that their adaptation process will depend significantly on the educators, who will undoubtedly be their main point of reference in the school environment. Working with children during the child stage requires that professionals who are dedicated to it have a series of values ​​and knowledge that they know how to transmit to their students successfully.

Childhood Educators
The world of teaching is very fulfilling but at the same time very demanding. Therefore, in addition to vocation, educators must have the necessary qualities to make a positive impact on the educational experience of their students.

• Patience: each child has a very different learning rhythm and therefore, teachers have to adapt to each child and their educational needs.
• Closeness and individualized attention: it is important to create a climate of individual and collective affective security, in which each child is treated with respect and affection.
• Dynamism: the game is the main way that kids have to know the world around them; consequently good teachers should always focus their activities with great dynamism.
• Creativity and innovation: the didactic methods used in the classroom must be fully adapted to our students and help improve their communication skills, their physical development, the social relationships they establish, as well as the promotion of independence. Here the creativity and imagination of our teachers come into play so children have a lot of fun while they learn.
• Experience: by designing and organising their own didactic resources and lessons in which the students, in a collaborative way, interact and are part of the learning process.
• Solvency: to know how to combine emotional and cognitive education.
• Ethical commitment: a fundamental element in the process of value formation and in the creation of an exemplary model of behaviour.

At Caxton College we encourage the talent of our teachers, creating a comfortable and respectful work environment in which fellowship, recognition, trust and teamwork are present.

Our philosophy of work, in the end, is the integral development of the child as our basic pillar and that is why we offer the student exciting learning opportunities both inside and outside the classroom that stimulate their curiosity and that make them enjoy with knowledge from very early ages.

If you are interested in receiving periodic pedagogical content related to early childhood education, you can subscribe through our website on this link (click on the yellow button “I wish to receive more educational information”)

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.

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Caxton College British School