Our Teaching Staff
Our highly qualified staff has a clear awareness of our educational goals and how these goals can be reached in terms of ways and manners, times and procedures and support in the educational work. To accompany them, there is a team of professionals: a psychologist, social worker, social assistent, pedagogist, pediatrician and dietitian. Each one offers a variety of professional skills within their own competence to achieve one goal: to provide educational service.
“Being a nursery teacher now involves a highly complex and highly responsible profile, and requires mastery of specific cultural, pedagogical, psychological, methodological and didactic skills combined with open awareness and willingness to educate children.”
The teaching function is defined by three aspects: the goal, the purpose and the result. Regarding the goals, we mainly refer to the classics: the educational relationship develops from an emotional tonality and the child’s natural curiosity. Between the teacher and the student there is a two-way curiosity: one that becomes a question of the why of an event or an object. What he knows is not enough for the student, hence the emergence of a constellation of questions, which can sometimes be insistent and repetitive. The teacher’s curiosity comes from the unexpected character of those questions, which can sometimes seem foolish, However, they are in fact always rooted in an existential reason. The overlap of this double curiosity is the secret of the success of a lesson: it becomes concrete because it comes to an alternation of questions and provisional responses that fuel other questions.
The purpose of the educator has its foundation here: to make that chain of questions morph into a line of thought and therefore into relevance. After all, with Ludwig Wittgenstein it can be an educational practice like learning a variety of language games. Games that have their own rules, traceable to each other. The act of learning is equivalent to “following a rule successfully”. It is about grammar, math, foreign language, and fantasy. Because these are at the origin of learning, they do not remain inevitable if they run into a set of rules. This is the cause of frustration in the teacher and in the student. There is a need for enthusiasm and disenchantment in the teacher: learning language games and their rules is a tough task. Marvel, today, has a cognitive and ethical relapse: cognitive, because it is used to widening its perspective and to accept new objects in its intellectual horizon; Ethics because it is first and foremost open to the other and to the others
If the word ‘vocation’ is meaningful to a teacher, he or she connects it with meaning, purpose, and result.
The marks of a top educator are:
1. Accept your responsibilities, do your job every day to the best of your abilities
2. Empathize, know how to engage others (parents, pupils, other teachers, executives) and relate to their point of view
3. Collaborate, know how to create sharing and sharing situations
4. Realize, explain, maintain accurate documentation, show what you are doing, be convincing and open
5. Accept the difficulties, accept as natural events conflicts, failures, clashes, fears
6. Look ahead to see the strategic (long-term) consequences of tactical (short-term) decisions
7. Show competence and interest, know how to activate skills and interests in pupils
8. Do not ‘throw the sponge’, keep the confidence in the students even when they fail, have confidence in them even when they do not. Encourage
9. Reflect and ponder: read, write, think, communicate problems and ideas, share concerns with colleagues, and cooperate with them. Teaching requires a continuous reflection that looks ahead toward design and back to life
10. Admit errors and correct them: Correcting is a priority that helps to remain humble
11. Know when to wait: be patient, know how to wait for your work to take effect, that pupils can strengthen their abilities.