2 ÉCOLES PRIVÉES BILINGUES INTERNATIONALES EN PROVENCE
École Marseille Tél : 04 91 530 000
École Aix-en-Provence Tél : 04 42 600 300
École Marseille Tél : 04 91 530 000
École Aix-en-Provence Tél : 04 42 600 300
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EPIM and Emotional Pedagogy
'True learning takes place when you internalize/feel what you understand.' Because cognitive learning and teaching (associated with thinking and knowledge) can seem incomplete and incapable in responding to all questions relative to learning, EPIM places a more importance on emotional competence and widens it's vision to emotional pedagogy, that affirms for complete learning and teaching, you must feel.
[14/01/2011]
Thanks to the latest scientific research on the brain, we understand that the types of competences are not only a mindset overview but also a true biological reality. The interdependence discovered between them have pushed researchers to come up with a hypothesis that states it might not be the cognitive competences that are at the root of learning, but the emotional competences: the acquisition of a cognitive skill or technique depends on, fundamentally, a feeling or sense of how to perform the task. For example, how many parents are confused about the fact that their child has difficulties learning at school, while he knows by heart the album of his favorite singer, or is able to easily navigate his computer? Similarly, all teachers know some students with learning issues, but, moreover, are very bright when they discuss different subjects. Similarly, we know how emotion can impair an elite athlete when he feels under too much pressure.An emotion is not only the first link in the chain of learning, but is also, by definition, more sensitive, and more difficult to manage because, the emotional brain does not know language: it speaks with gestures, behaviors, actions, and has a strong ability to dominate the rational brain. It affects attention, perception, memory, trial and error of the child.
For this reason, EPIM is particularly interested in this process essential to learning and success. With regular pedagogical meetings, and with knowledge of the structures involved in English and French, the teachers are tuned into this method and apply it in class. They recognize that through stimulating the emotional skills of children, they must leave their own emotional skills.
This touches also on the essential part of teaching at EPIM: individualization of education.
For example, a student with learning difficulties can be guided toward a variety of exercises designed to teach him how to solve school problems they face. But we can still do better: we can consider the individual child, knowing his personality, and individualize instruction in light of the emotional difficulties they face in their learning process. Thus, the teachers at EPIM, knowing each child, try to make the students feel emotions conducive to learning. For the sake of learning, the essential philosophy of EPIM has an impact not only on the motivation for further studies, but more importantly on learning itself. Again, it's in EPIM's open educational approach to teaching and emotional learning that it retains its core values: having fun learning, teaching with pleasure and knowing the learning process of each child. It is not because a child gets the results expected of him that he has truly learned how to obtain them.
