COPENHAGUEN
COPENHAGUEN
A Satisfying School Experience: Strategies and Skills for Teachers
A Satisfying School Experience: Strategies and Skills for Teachers
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This course is designed for teachers who want to create a more dynamic, creative, and engaging learning environment. Through experiential activities, we explore strategies to increase student motivation, self-esteem, and involvement, while strengthening relationships among teachers, students, and families. The course also provides tools to identify and address early school leaving, improve school-family communication, and recognize the early signs of teacher burnout. By the end of the course, we gain practical skills to foster a more positive, inclusive, and meaningful school experience.
Objectives:
Improve the knowledge of the ingredients of well-being, fun, and enthusiasm at school and how to enhance them.
Develop effective communication skills to improve school relations with students, colleagues, and families.
Understand motivation and how to stimulate it in yourself and others, thanks to practical group cohesion and team-building activities.
Understand burnout prevention and care techniques.
Day 1
Day 1
The first day included some warm-up activities and an introduction to the course. We were a group of teachers from Barcelona, Girona, Ireland, northern France, Germany and La Réunion!
The first day included some warm-up activities and an introduction to the course. We were a group of teachers from Barcelona, Girona, Ireland, northern France, Germany and La Réunion!
The highlight was the well-being performance in Julius Thomsens Plads Park with Peter, the instructor. We focused on inclusion and on feeling safe within the group in order to achieve our best.
The highlight was the well-being performance in Julius Thomsens Plads Park with Peter, the instructor. We focused on inclusion and on feeling safe within the group in order to achieve our best.
We also shared our needs, goals, challenges, and experiences.
We also shared our needs, goals, challenges, and experiences.
Day 2
Day 2
On the second day, we started with a guided walk around Copenhagen led by the young Niklas (Peter's son!). We visited the Copenhagen Lakes, Ørsted Park, Niels Brock, the Market Halls, the King's Garden, Frederik's Church, and Amalienborg Palace.
On the second day, we started with a guided walk around Copenhagen led by the young Niklas (Peter's son!). We visited the Copenhagen Lakes, Ørsted Park, Niels Brock, the Market Halls, the King's Garden, Frederik's Church, and Amalienborg Palace.
In the afternoon, we worked on how to create a more satisfying school experience using a balanced model. We finished the day by sharing presentations about our schools and learning more about each other's education systems.
In the afternoon, we worked on how to create a more satisfying school experience using a balanced model. We finished the day by sharing presentations about our schools and learning more about each other's education systems.
Day 3
Day 3
On the third day, we did a powerful exercise using the 24 character strengths to explore how positive psychology can be applied in our schools with students, colleagues, and families, and to understand its many benefits.
On the third day, we did a powerful exercise using the 24 character strengths to explore how positive psychology can be applied in our schools with students, colleagues, and families, and to understand its many benefits.
We also took part in a playful learning activity using LEGO bricks as an effective tool for creating happier schools. Later in the day, we shared some of the challenges we face in our jobs, along with examples from our own schools.
We also took part in a playful learning activity using LEGO bricks as an effective tool for creating happier schools. Later in the day, we shared some of the challenges we face in our jobs, along with examples from our own schools.
Day 4
Day 4
On the fourth day, we focused on the importance of the school–student–family alliance and the role of self-reflection.
On the fourth day, we focused on the importance of the school–student–family alliance and the role of self-reflection.
We also explored the difference between building self-esteem and developing self-confidence.
We also explored the difference between building self-esteem and developing self-confidence.
Finally, we designed our own educational program.
Finally, we designed our own educational program.
Day 5
Day 5
We concluded the course with a powerful recognition exercise, followed by the course evaluation.
We concluded the course with a powerful recognition exercise, followed by the course evaluation.
Afterward, we received our certificates.
Afterward, we received our certificates.
Many thanks to Peter and Niklas for this truly rewarding experience!
Many thanks to Peter and Niklas for this truly rewarding experience!
Hygge life
Hygge life
Participant
Participant
Natàlia Moya
Coordinator and Tutor of the Initial Vocational Training Programme (PFI)
COCOBE Coordinator (Coeducation, Coexistence and Well-being)
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