KIDS/TEENS

INNOVATIVE PEDAGOGY FOR CHILDREN AND TEENAGERS

 

Founded 34 years ago, the Varadi School offers innovative and personalized pedagogical solutions for children and teenagers to prevent and overcome school failure and solve learning and behavioral problems.

 

ACADEMICAL 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, a failure – or a constant fear of failure, supported by standardized and rigid demands – is the main factor that is demobilizing and demotivating students who have lost confidence in their abilities. The behavior of the "incapable of learning" child is a reaction, not an unchanging character trait.

 

YOUR BEST PARTNER IN EDUCATING YOUR CHILD IS. . . YOUR CHILD

 

Listen to your child, take seriously what he/she tells you; what he/she shares with you, if he/she feels that you are really listening, then he/she will give you, in most cases, the key to most of the problems. What really prevents us from listening to our children is the hypotheses 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 ommitting the imperative mood and increasing the amount of question marks. Ask questions and listen to 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 stay 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 behavior reflects his/her reactions to the remarks and behavior of his/her surroundings, to the way he/she is perceived in the warm circle. From the first sessions of working with children we observe a decrease in the incidence and even complete disappearance of the behavior that was considered problematic and parents realize 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 in the center of training and allow him/her to work out effective strategies for success.

 

Whatever the disorder is, hypothetical or real, the adapted pedagogy based on an understanding of the mode of functioning of each child always leads to a rapid improvement and allows the student to return the motivation to study and self-confidence.

We can regain confidence in a demotivated student, it's also 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.