For schools
We have developed a Classroom Intervention Program for schools, in addition, we have a teacher training Program.
Classroom Intervention Program
We start from a diagnostic evaluation of the classroom, and then generate a Classroom Intervention Plan.
Proposal for intervention in the classroom
Lines of action:
Diagnosis
What is happening in the institution, classroom or particularity of each child). Comprehensive 360 evaluation and classroom observation, preferably third level classrooms, first grade, second and third.
After the classroom observation, the children who require a more detailed observation of strengths and weaknesses will be determined. A return of classroom and individual observation records will be given.
Intervention at school. What can we do?
- Conversations for parents and teachers
- Classroom intervention design
- Teacher training
Intervention at the Center:
- Individualized intervention (private therapies).
- Simulated Classroom
- Parent training
Training Program Ambassador Teacher:
They are composed of:
A Battery of diagnostic tools, developed by Aprende Más, so that the teacher can: i) evaluate the performance of our children, reflect on their practice in the classroom, guide parents, and apply new strategies. In this way, the teacher becomes part of the value chain.
Executive function training: It consists of a variety of cognitive intelligence practices and exercises that the teacher can incorporate as games and playful activities that have important results in academic activities.
Tools for conflict management and emotion management: Made up of a battery of strategies, where the teacher trains to put into practice in the classroom for the management of emotional crises, frustration, anxiety, stress, among others.
Tools for managing behaviors in the classroom: Practice positive reinforcement strategies, group management, establishment of norms and practice of values, management of social interactions and extinction of disruptive behaviors.
Tools for inclusion in the school dynamics of children with neurodevelopmental disorders: these tools are fundamental since some children require curricular adaptations or specific approaches that give children the possibility to adapt, self-regulate, put into practice containment strategies and attention in cases of rejection and bullying.
