Social & Emotional Learning Workshops

Social and emotional learning includes promoting students’ self-awareness, self-management, social-awareness, relationship, and responsible decision-making skills.

During this dynamic session, attendees will have the opportunity to experience two hours of dedicated wellbeing activities based on Dr. Martin Seligman's PERMA model (Positive Emotions, Engagement, Relationships, Meaning, and Achievement). This entire workshop is designed to be experiential so that the attendees can feel the effects each of the activities has on their own wellbeing. They can then take these activities back to their students and continue to spread the ripple of wellbeing to our adolescents and future leaders.

Montessori teaches us to look first at ourselves and then at the environment before turning to the adolescent. This session will focus on us as Prepared Adults. We will discuss why dedicated time to prepare ourselves matters, process what we learned through our experiences with the activities, and brainstorm how to translate these ideas into our work with adolescents.

Land Lab was designed as a three-week rotation, with adolescents coming at three different times during the school year in order to experience seasonal changes in the land. During the presentation we will go over each of the curricula for each week to give participants anoverall view of the depth and breadth of experiences students can have.

Attendees will come away with a new concept in designing a Land based experience, with activities to support both valorisation of work and social and emotional development. They will get inspiration and concepts from the work and curriculum we have built over the past 15 years.

What if we could tailor our interactions to better meet the needs of our students? Insights Discovery is a communication tool that helps us to know more about our own personal preferences but also to understand how others receive and process information. This knowledge makes our classrooms more connected, empathetic and understanding.

1.) A better understanding of adolescent persona
2.) A plan to adapt communication styles to meet the needs of your students.

In her writings about adolescence, Dr. Montessori noted “a tendency towards creative work and a need for the strengthening of self-confidence.” Because of this, drama can be an invaluable tool for meeting these and other needs of young adolescents. Attendees will come away with some specific creative drama activities and techniques that can be used to address SEL goals and build community in the Montessori adolescent environment. They will also learn about the steps involved in putting on a theatrical production at their own schools. Resources and activities discussed will be made available to participants.

Imagine Adolescents collaborating worldwide with peers and professionals on common projects, searching for solutions for the biggest global issues (in different environments), using the newest technology and at the same time being surrounded by nature. This program gives them the opportunity to influence real life events, build lifelong International friendships and obtain knowledge necessary to live in a self sustainable manner.

Often Socratic Seminars are thought of as an academic activity. Yet with the right focus, including the selection of the text, the nature of the questions asked, and the debriefing activity, it can be a powerful form of social and emotional learning. Participants will: 1). Learn how to lead a Socratic discussion focused on social and emotional learning. 2). Understand how such sessions may be used to create deeper community and connection within a Montessori adolescent program.