The education it will be rebuilding itself in a few years, far from the inclusion of technologies. That is why the classrooms or the school field will no longer be designated to the rigorous system of tasks or long hours, in which the learning it is going to drop by the boredom of the new generations.
The childhood of the 21st century seeks to emphasize the contents, that the tools are more visual and that there are breaks between classes to be able to build knowledge in a relaxed way.
There is talk of Hyperactivity (ADHD) linked with Attention deficit (ADHD) where parents concerned about the use of their child, seek the diagnosis, often not very accurate, from the child psychologist.
These behaviors that have a long presence in history and that in the present they have been treated as an evil, they are nothing more than processes of consciousness. The systems and forms of learning begin to expire, it is the responsibility of the teacher, as well as of the educational institution get down to work, away from reforms that could interfere with the growth of the children, who will be the heirs of tomorrow.
The Mindfulness, (mindfulness, mindfulness) handles techniques where children can fix their attention on the objectives to obtain a learning without pressure, far from the compulsory retention.
In this type of technique the kids can reduce your levels of stress, which are worrying at the present time, since without a doubt the technological load to which they are exposed is counterproductive.
Even more so when teachers encourage the search on the Internet, instead of starting their research interest in books, illustrations and other resources that complete the education from the student.
The depression It is a pathology that is unfortunately increasing because many of the children feel displaced by not being able to comply with the parameters with the designated study rhythm.
The conditioning by educational institutions, where each and every one of the students must be close to the range, numerically speaking, it is a limitation for others students that perhaps they are not good in subjects that the educational program itself has established, because it is another of the industrialized forms that has remained as a heritage to demotivate and eliminate the healthy development of human capacities, both in teachers and in students.
This internalization of certain patterns of conduct - in learning - linearly they remain input the adolescence, reason why many of the educators do not question whether the pedagogical work they do is of quality and much less that it can collaborate increase and education of the minor.
The psychosocial and psychoeducational consequences of their work as teachers is important, especially because of what it may emotionally entail in the near future.
The students carry with themselves the same questions, the simple model that does not go beyond the parameters of the discipline; the consequences are exposed in the low academic performance, since these capacities correlated in the childhood, are silenced by strict compliance with the statutes of the school, rather than giving a humanistic training to the infant.
The application of Mindfulness in schools, will help the student to become aware of their identity and personal autonomy, to improve their communication in relation to body expression from exercises, relaxation techniques, to Art therapy.
The latter helps to improve l self-esteem, Therefore, the stressors of the day will be able to face more successful ways to solve problems and be more resilient (resiliencea: learning from difficulties) to observe these problems as opportunities for growth and personal strengthening of the skills.
After this knowledge acquired by Mindfulness, the child can link several experiences, helping him to maintain an assertive socio-emotional stability, to continue with his learning process in an optimal way.
The sessions (Mindfulness) of meditation, concatenated with breathing exercises between classes, help children to have a greater associative capacity of the knowledge obtained.
Another of the techniques used is relaxation by means of music classical (Mozart for being the most recommended exponent since his music encourages relaxation, concentration, and at the same time to the brain stimulation)
Teachers can try some other type of rhythmic music for strengthening and psychomotor development, as well as exploring in the social sphere (through the senses) the environment and how they perceive themselves cognitively.
The acquisition of Mindfulness techniques within the classroom is a constant incentive since the way of working reaffirms that students will be within an environment of calm and relaxation.
This first positive point is the beginning, since many of the students perceive the classroom as a constant threat (not to mention the situations by bullying) the student has to know that the way of learning will not be a problem, but rather a support to solve personal, social and psycho-emotional issues.
The integration of the exercises helps to reduce problems with the childish behavior, children begin to accept themselves, which generates a self-awareness and the child's identification of his own qualities.
To finalize one of the best Mindfulness techniques is Art Therapy, since said student will be able to find through the plastic arts, the response to some problem, feeling, or some behavior that is not identified or disguised, of which the teacher or parent does not take for granted.
This tool allows the free expression to reinforce the child's confidence to show all that emotionality that perhaps at a certain moment, it is difficult for him to externalize or put it in an understandable speech.
The written word in the same way generates this linkage of ideas, feelings, memories to promote in the student a self-dialogue that could function as therapy initial, without the invasive presence of an adult.
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