It´s not how good your students are; It´s how good you want them to be!
What happens when we change the way we look at learning?
The secret to outstanding achievement is not talent but a special blend of passion and persistence called “grit.”
When students believe that dedication and hard work can change their performance in school, they grow to become resilient, successful students.
Inspired by the popular mindset idea that hard work and effort can lead to success, this session will provides participants with ideas for ways to build a growth mindset classroom culture, wherein students are challenged to change their thinking about their abilities and potential.

Developing our Brain`s Top Notch Executive Functions, Step by Step Biodata: año anterior Our pre frontal lobes are the seat of judgement, values, critical thinking and impulse control. As teachers there is a lot we can do everyday to develop them and help our students become smarter. In this workshop we will share very practical ideas to address every executive function and rewire our brain through the power of Grit!

It is a fact that the organization of language practice contributes significantly to language learning, especially in our EFL reality, but if we agree that our students have changed in the last ten years, it is then only logical that our practice strategies and standards ought to change as well. Life Skills open an important door as they provide a different framework. But do we know what they are? How can we introduce this concept into our teaching? What implicatures will this kind of work have? What is the connection between Life Skills and Production Mileage? Join us! We will work together towards a more purposeful class.

Developing emotional literacy should be one of the top priorities in Education. We all know the pivotal role emotions play in the classroom, so why not developing them to their full potential? In this workshop we will share different approaches to Social and Emotional learning, as well as the evidence behind it. We will also analyze the role of emotional development for teachers as well as students, both from an Institutional perspective as well as from a personal development one.

Between the pressure of keeping up with the school curriculum and running daily classes, it can be hard to make time for creativity and motivation in the classroom. In creative classrooms students express their ideas, think outside the box, while learning faster and effectively. We will share how to implement Non- Formal Learning through creative learning experiences, working with Videos, Proverbs, Graffiti, Songs, Comics, Advertising, Lateral Thinking, Brain Teasers, Mind Games & Technology. In this interactive Workshop, you will learn creative techniques for producing creative results!

Students of all ages can learn how neuroplasticity works, how to use conscious strategies to reduce the stressors that kill focus and memory as well as the top conditions for their own best learning and studying.
Come and learn which neuro-logical strategies promote information to pass through the brain's emotional filters to reach the most powerful cognitive control centers in the prefrontal cortex. A lesson for life.

Each day more children are diagnosed with some subtype of ADD (Attention Deficit Disorder). During this presentation we will know the characteristics that the student presents, in front of the study and social relations, throughout the different stages of school life. We will analyze the most effective strategies and tools to achieve an improvement in the educational environment. We will know the most frequent comorbidities and relevant aspects of the educational plan. The school plays an important role in the life of these children as they spend many years of their life immersed in that environment. It is in our hands to learn the keys and tools to intervene with these students. Children with ADHD are very vulnerable to take unnecessary risks in adolescence and it is our responsibility as educators to accompany them and guide them so that they know how to evaluate and make the best decisions.

Global Citizenship Education (GCED) aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world. Being a Global Citizen requires our students to develop not just knowledge but also the socio emotional and behavioral skills required to live in a world with new challenges. During this workshop we will focus on the role technology can play as a way to develop GCED in your class.

A change of paradigm involves a deep modification in a model or in the way we perceive events around us. In our educational context, creating a Culture of Thinking meant stepping outside our comfort zone and diving into new and unknown challenges. Leading teachers into this new world implied going through different stages and confronting varied obstacles, all of which, led us to strengthen our vision that today our students are better equipped for an uncertain world.
This presentation will address those stages we went through together with an analysis of the obstacles we faced and strategies we used to overcome them. We will share some ideas which concern the early implementation of the first thinking routines we applied up to our more recent innovations and methodological adaptations bearing in mind our context and the frameworks of Teaching for Understanding and Thinking Visible used in our institution.
Our objective is to create a genuine Culture of Thinking at an institutional level. We believe that knowledge which is built through a Culture of Thinking will contribute to give answers to new situations our society will face. Which are some of the tools available for leaders? Which steps might be taken? It is our objective to share some of the strategies we implemented as leaders of this change in our school.
We will invite the audience to draft an action plan for future implementation at their own institutions. Participants will have the chance to analyze their stage of development and recognize processes and challenges they might face or might have faced.

How does a student feel when they enter our Classroom? While putting ourselves into their bodies we'll explore the challenges our students face in the everyday lesson. Through the Art of Theater and diversive Drama Techniques workshop participants will learn different strategies to motivate, involve and challenge students.
The workshop will be divided into three stages.
We'll discuss the expansion and contraction students need during the lessons. I'll provide different games and activities to create fast focus and motivate concentration. We'll experience new feelings and involvement through Drama Techniques.
Secondly, I'll provide basic Drama Games and Activities to apply different learnt vocabulary and grammar. Nowadays, children, adolescents and adults have to put an extra effort even to stop watching their cellphones. Our classes need to be dynamic, entertaining and fun! This activities will spice up our syllabus.
Finally, we'll share the use of Drama for other class objectives such as group building, confidence boosters, speaking in public, etc. These extra games and activities will make our classroom more friendly and containing for students to develop other types of abilities. Overall, the workshop will provide a variety of tools and activities for teacher to apply in their classroom. The introduction of Drama as a fundamental tool in the development of their klowledge.

Nursery rhymes, verses and chants have a universal function since they are present in every culture since the beginning of time. They are part of an oral tradition, which we also seek to transmit when teaching a foreign language. This universality makes them crucial to build up language and culture, and to develop cognitive, physical and socio- affective skills.
It is important to highlight that listening precedes oral production. Therefore, the early exposure to the sounds of a foreign language through rhymes and songs develops phonological awareness. These songs and verses show children not only how consonants and vowels sound but also how they are put together to form words. The musicality of the verses fosters musical intelligence and contributes to strengthen articulation and discrimination of sounds, diction, pitch and intonation. In this way, nursery rhymes contribute to give shape to the first building blocks of literacy. What’s more, they are easy to learn, memorize and recite, which means they help children learn vocabulary more effectively and they provide the opportunity to verbalize full sentences unconsciously.
Music feeds and awakens the whole brain. Therefore, nursery rhymes and traditional chants also have a primary role in building up cognitive skills. They develop attention, observation, memory, and they lead children to eventually elaborate and organize mechanisms to construct meaning. Nursery rhymes are also a child’s first contact with literature. They are short poems with a narrative sequence of events and a conflict to be solved. They enhance children’s sequencing skills and conflict resolution and they provide a unique context to feed creativity and imagination.
The early exposure to nursery rhymes also contributes to develop a child’s socio-affective skills. Our brain is social and learns better when it feels safe and when it can make predictions. Nursery rhymes offer a safe predictable environment, which is very important for young learners to take their first steps into learning a language. A stress-free friendly environment also promotes self-esteem and help children to build bonds. When children feel secure, they dare to make mistakes, to take risks, and to take active participation to construct knowledge. Learning becomes then memorable and long lasting.
Nursery rhymes and chants offer us a unique environment to stimulate children, their senses, their critical thinking and their communicative skills. As teachers we should be aware of these songs and verses’ relevance in the EFL classroom since music strengthens the mind, heals our souls and opens paths to communicate.

This workshop is about considering how today’s teenagers act and react to traditional education policies. Policies and rules that still deal with strict marks, strict rules, strict teachers, teachers who have not been updated on the latest trends (Neurosciences, Multiple Intelligences etc) and so on and so forth. They fall asleep on classroom layouts, on long multiple choice activities, on a “fill in the blanks with some or any” exercise with 30 points, on classes without any visual input.
The aim is to share with you some tips and ideas to wake them up and make a 360 ° change in the way you teach in order to boost motivation and to make them love the learning process. Besides, showing you how their brain works and why it is so important to consider it while preparing a lesson for them.
Adolescence is a time of significant growth and development inside the teenage brain. You are an important part of their environment. How you guide and influence them will be important to build a healthy brain.
We can do that by encouraging positive behavior, promoting good thinking skills, helping them get lots of sleep (which is a key issue nowadays) and many other things which are relevant in our classrooms.

Let’s face it. No matter how hard we try, what brilliant ideas, top notch technology, proven methodology, valuable resources, smartest discipline, authoritative authority we bring into the classroom; none of these serve today’s teens-teaching purposes. With our best intentions, we end up imposing, intervening, judging, testing, correcting, disapproving, and even worse… disappointing our teens. We fail to reach the restless teen spirit once and again. We endure rejection, anger, complaint, boycott, fear… Sad but true: we loose them at ‘hello’. While we struggle to bring them into the status quo for their good, they force us out of our safe zone -for our good! Oh, yes… This we have to admit: growth and development lies outside our comfort zone.
In today’s changing world, where almost all the known systems are at stake and in a process of constant mutation, our role seems to be that of facilitators of transition into a more caring, committed, efficient, ecologic, and more loving world: into a more conscious world.
So…Who dares teach adolescents? Big challenge, huge mission! This workshop is only for brave teachers. Can we, teachers, adults, come to terms with staying outside our comfort zone. Can we make peace with boycott? Are we ready to face the frustrated inner child? Are we brave enough to allow teenagers mirror us? Are we ready to hold their look into our eyes and allow them to see inside us? Are we ready to allow them to take today’s world into a whole new world?
This workshop offers activities, resources and strategies, to self-manage emotions, to teach for youth success, to acknowledge students’ talents, to build the best possible context to enjoy teaching and learning with teens. And to be ok with all of it!

Journaling consists of freely writing down feelings and thoughts on every-day life. Whereas it can take many forms and can be used to meet specific goals, -such as preparing the class to transition into the day‘s activities, using the drafts for future assignments or rounding up the day- these writings are not corrected by the teacher, as personal opinions are not considered right or wrong, and are only shared with the writer‘s consent. This privacy factor is key for students to open up and build confidence. When shared, teachers may comment or suggest a course of action as regards the content, not the language, thus bridging trust and strengthening ties.
Scientific research has proved expressive writing beneficial for both mental and physical health, as it helps to overcome trauma, prevents diseases and boosts the immunological system.
In the child, expressive writing releases tension, and gives way for creativity to flourish.
Emotional intelligence amplifies, as seeing one‘s own thoughts on paper helps process impulsive reactions. Written reflections foster more conscientious and responsible behaviour. In the teenager especially, he may overcome the fear of expressing his own opinion, and gradually learn to value his own beliefs and respect others´ perspectives. Peer pressure is reduced and acceptance of other‘s differences increased . Decision-taking therefore becomes a personal matter. Personal writing clarifies and organizes our thoughts, which helps to find a solution to our problems.
In the learner of English, focusing on the content more than the style, allows thoughts to expand: rather than thinking first and then writing, thoughts develop as the writing progresses; one discovers different perspectives which would never have arisen otherwise, as we have more time to reflect. When one‘s own ideas are clear on paper, expressing them orally becomes easier. Getting used to writing ideas, opinions or feelings without restrictions, provides self-confidence for more formal assignments. Fluency is ensured and writings can then be adjusted to meet international standards.
In this session we will provide real examples of how journaling helps students focus and build skills, as well as practice for ourselves how personal writing enables us to become aware of our own inner world and relate better to others.

Shakespeare is a must for English teachers. Whether you work in secondary schools or in teacher training colleges, you are bound to cross paths with the Bard. His canon is as well-known as it is feared by many (students and teachers alike). A selection of tragedies, comedies and sonnets will be discussed, delving into Shakespeare’s artistic skills.
Visible Thinking is an approach to foster critical thinking while teaching content. It was developed by Harvard’s Project Zero and can be easily applied to all levels of education. Graduate teachers and students in teacher training will profit from refreshing activities that are flexible and cater to all tastes.
This workshop intends to work on Shakespeare’s most beloved and famous plays & sonnets, implementing useful techniques from the Visible Thinking Approach. The aim of the session will be to boost critical and creative thinking and, at the same time, shed light on Shakespeare’s dexterous handling of language, characterisation and dramatic effect.

To have a successful class we should know how the brain works and how can we create a brain-compatible class where emotions and multiple intelligences are included. If we want our students to love the language we need to build connections and to become part of their world. In this workshop we will learn:
• Classroom strategies, songs, stories and funny activities to use in our plans and classes. - Emotional Intelligence activities to work with little kids.
• Multiple Intelligences strategies to work in our classes and how to include them in our lesson plans.
• Brain-compatible elements to develop in our class such as attention span, growth and fixed mindset strategies and the classroom atmosphere.
This will be an interactive workshop and we will learn a lot and enjoy it while we have fun like little kids.