INNOVATIVE PEDAGOGY FOR CHILDREN AND TEENAGERS
Founded 36 years ago, the Varadi School offers innovative and personalised pedagogical solutions for children and teenagers to prevent and overcome school failure and solve learning and behavioural problems.
ACADEMIC FAILURE IS THE FAILURE OF TEACHING
but it is often considered a failure of the student, who perceives it in such a way. Apart from the fact that it is unfair, failure – or a constant fear of failure, supported by standardised and rigid demands – is the main factor that is discouraging and demotivating students who have lost confidence in their abilities. The behaviour of the child who is "incapable of learning" is a reaction, not an unchanging character trait.
YOUR BEST PARTNER IN EDUCATING YOUR CHILD IS. . . YOUR CHILD
Listen to your child, take what they tell you and share with you seriously – if they feel that you are really listening, then they will give you, in most cases, the key to most of the problems. What really prevents us from listening to our children is the assumptions that we make concerning their intentions: the fear that they will manipulate us, the fear that they are "conceited" if we praise them, the fear that they will ask even more if we give them something.
However, children do not manipulate us if they find protection and understanding on our part, if we offer them classes and communication that make sense for them and meet their needs and mitigate their worries.
We can build sincere and open relationships based on mutual trust, simply quitting the imperative mood and fostering constructive dialogue instead. Ask questions and listen to the answers without condemnation, without "you had to do it differently", without "that is not the way things are done". As long as we tell our children that they should not feel what they feel, we will remain at a dead end, even if we intend to protect them with such teachings.
EVERY CHILD IS UNIQUE AND MUST NOT BE COMPARED
The student’s behaviour reflects his/her reactions to the messages and behaviour of his/her surroundings, to the way he/she is perceived by others. From the first sessions of working with children we observe a decrease in the incidence and even the complete disappearance of the behaviour that was considered problematic and parents realise that the child's difficulties were a reaction to quite real phenomena.
I NEVER MET CHILDREN OR TEENAGERS TO WHOM THE MOTIVATION CAN NOT BE RETURNED
In order to overcome the poor progress at school of many young people who are suppressed by the increasingly competitive school system, we offer flexible and demanding pedagogical approaches which take into account the peculiarities of each child and teenager, put the student at the centre of training and allow him/her to work out effective strategies for success.
Whatever the disorder is, hypothetical or real, the adaptive pedagogy based on an understanding of the functioning of each child always leads to a rapid improvement and allows the student to regain self-confidence and the motivation to study.
We can restore confidence in a demotivated student, just as it is easy to demotivate a student who is initially enthusiastic about learning.
To a large extent, the motivation of the student depends on the pedagogical skill of the teacher, on his/her ability to trust while remaining demanding, on his/her ability to stimulate, spark interest, motivate, calm and adapt to the specific needs of each student.
Lessons are given in a warm, stimulating and often playful environment, as pleasure and work do not contradict each other; on the contrary, the more we like to do something, the better we do it.