«Pesimismo estratégico» es positivo…

¿Hasta qué punto las expectativas y los pensamientos positivos tienen influencia en nuestra conducta diaria, en nuestros logros y avances? ¿Nuestras actitudes negativas o positivas son causa o consecuencia? Vivimos bajo el yugo constante del “optimismo obligado” y que con una “actitud positiva” todo se resuelve. El pensamiento positivo vende y mucho. El pensamiento positivo vende no porque funcione sino porque nos trae la idea de que nuestra vida puede mejorar simplemente “pensándola”, que la buena suerte existe y es solo cuestión de pensar positivamente para obtenerla. La (dura) realidad que muchos tratamos de evadir (culpando al “otro”) es que lo externo (sociedad, educación, gobierno, padres, jefes, cónyuges, etc.) no es en absoluto responsable de nuestra mala o buena situación; somos nosotros que, gestionando bien o mal nuestras emociones ante la vida y por consecuencia nuestra decisiones, obtenemos resultados positivos o negativos. (Algunos lo llaman Karma). Los factores claves para un desarrollo personal positivo nada tienen que ver con el pensar bien de manera abstracta, sino con dos comportamientos muy concretos: uno, el definir objetivos claros, reales, motivadores y ajustados al perfil personal de cada uno y el otro, la dedicación, el esfuerzo y la tolerancia a la frustración.

¿Talento o Esfuerzo? Un estudio de la Universidad de Stanford sobre más de 1.500 niños superdotados, reveló que cuando se trata alcanzar logros, la perseverancia y el definir objetivos son más importantes que la mera inteligencia.

El verdadero pensamiento positivo está más relacionado con “comportarse positivamente” que con “pensar positivamente”. Uno no puede elegir sus emociones ni escoger la actitud adecuada porque esos estados son consecuencia de lo que hagamos, de lo que nos pase y de nuestro estilo aprendido de vivirlas y afrontarlas. Si hacemos lo que debemos cotidianamente, aumentan las probabilidades de que las buenas emociones nos acompañen. A nuestro cerebro no le gustan las abstracciones, eso lo puedo constatar periódicamente con mis alumnos. Si le mandamos a nuestro cerebro la orden de ser positivos, de sentirnos bien sin un contexto concreto él no va a asimilar dicha orden y seguiremos navegando en nuestro mar de lágrimas; si por el contrario afrontamos nuestras tareas cotidianas de manera correcta y eficiente, nuestro cerebro producirá suficientes endorfinas y seguramente nos sentiremos mucho mejor. Pensar también es un tipo de conducta y como cualquier otro comportamiento depende de las cosas que nos pasan, del contexto en que nos movemos, de nuestra historia de experiencias y de la educación recibida. Pensar o sentir no son en muchas ocasiones causas de otros comportamientos sino meras consecuencias o correlatos. Nos sentimos bien cuando estamos viviendo y haciendo aquello que lo genera. Nuestra cultura occidental nos transmite la idea de que hay que tener un buen estado de ánimo y pensamientos positivos para actuar, nos educan para actuar en función de nuestras emociones y depender de ellas. El comportamiento es absolutamente independiente de este “mapa” mental. La mayoría de las personas no dejan de seguir con su vida habitual porque están deprimidas, sino porque han aprendido consciente o inconscientemente que estar desanimadas puede ser una excusa o una justificación para dejar de hacer lo que tienen que hacer. La forma en que utilizamos nuestras emociones es una cuestión cultural, no es una relación psicofísica de causa-efecto. Podemos sentirnos mal y seguir cumpliendo con nuestras responsabilidades y, por el contrario, sentirnos bien y evadir nuestras obligaciones. No podemos elegir cómo sentirnos pero sí podemos elegir qué hacer para sentirnos mejor. Eso tiene que ver con planificar para obtener logros y para alcanzar una vida cotidiana más satisfactoria. Recomendar pensar en positivo es muy fácil, lo que es difícil es definir y redefinir objetivos, prevenir y superar problemas, gestionar la productividad personal, crear hábitos de comportamientos saludables y más efectivos, intentar controlar nuestras emociones, nuestros pensamientos y actitudes y concentrarse en organizar mejor nuestra vida. Dicho esto podríamos llegar a la conclusiones que ser pesimista es positivo. Si se trata de “pesimismo estratégico”, sí lo es. El pesimismo estratégico no tiene nada que ver con sentirse mal ni con ser negativo a propósito, sino con prepararse para lo peor y así tener no solamente más posibilidades de disfrutar de lo mejor, sino poder elaborar un eficiente plan B con suficiente anticipación. Una crisis se puede superar pero no será con el pensamiento positivo sino con el comportamiento positivo. Tenemos que ser autocríticos para poder aceptar que somos parte del problema y saber qué hacer para ser parte de la solución. El optimismo sin planes concretos y rigurosos no lleva a grandes logros. Aceptar que no siempre se puede es un signo de madurez que puede abrir otras puertas. Lo importante no es si vemos el vaso medio lleno o medio vacío. Lo importante es si ese vaso lo estamos llenando o lo estamos vaciando…

Master Education needs Master Teachers...

Teaching is a profession in which your responsibilities on the first day of your career are equal to your responsibilities on the last day. A master teacher is someone with an aware combination of skills, passion, effectiveness and successful habits.

1. They are flexible. Master teachers do not teach the same units, the same year, the same way. They constantly adapt to each classroom.

2. They monitor. They regularly ask for feedback from their students about what is working and what is not.

3. They investigate. Master teachers seek out, glean from, and support other teachers’ ideas. They take the best that others have to offer and infuse themselves into it to create something new and exciting.

4. They are perceptive. Master teachers are situationally aware, knowing how to work a room. They have a sixth sense about where each student is physically in the classroom and what they are doing or thinking. It reflects a level of classroom management that goes beyond procedures and routines based on a high understanding between teacher and student.

5. They are original. Master teachers develop an innovator’s mindset. They avoid complacency by trying new things in and out of the classroom.

6. They are responsive. Master teachers do not use the curriculum; they tailor the course to the needs of their students. They do not teach “by the book”, they teach “by the students”.

7. They share. Master teachers share their best practices and strategies with others to benefit all students and colleagues.

8. They are humble. Master teachers approach their work with humility. They seek out nearby mentor teachers willing to enter into continuing conversations. They seek out advanced degree programs and courses of their field.

9. They are self-guided. Master teachers are autonomous. They welcome open dialogue with colleagues on self-improvement. Their focus is always toward self-assessment.

10. They are interested in who you are, not what you know. Master teachers forge authentic relationships and get to know their students on a personal level in and out of the classroom, talking to them about their passions and interests anytime it is possible.

Language Learning. Your first steps…

1. Look at what you know, and know where you are going

Most of us know at least a few words in the language we want to learn, sometimes without even realizing it. Chances are you already know a little bit about the language you plan to learn. Find something to write all of the words and phrases from your target language that you already know, just enough to give yourself a fair idea of what you have already. Simply knowing how much you already know can boost your confidence and make it easier to take those first few steps.

2. Commitment

Sticking with your project, staying interested, staying focused and making progress are all on you. It can be hard. It goes beyond simply being motivated. It is easy to want something, but it is also easy to lose sight of it when other aspects of life get in the way. When procrastination becomes a habit, you are in trouble. Your commitment to your project will determine its outcome be it negative or positive. Try to think of ways that you can keep yourself on track as you go. Think of some habits to help keep yourself committed.

3. Assess how you learn best

There are language learning tips, tricks, tools and strategies for just about everyone and every budget. When it comes to learning a new language, you are going to be at your best when you are playing to your strengths.

4. Strategies

Get a plan. Strategies are language tools that offer a broader spectrum of language instruction. These strategies also include multiple facets of language learning including reading, writing, listening, and speaking and sentence construction. Strategies are supplemental and tend to focus on a single facet.

5.  Create an immersion environment

Studying abroad is probably the classic example of full immersion. However, we cannot all study abroad and we cannot just up and visit anywhere we would like. Instead, we have to create for ourselves a simulated immersion environment. It is definitely not the same thing, but we will do our best to use what we have.

6. Find a partner

The most important goal of learning a language is speaking and listening to a real person. Just concentrate on finding a friend interested in learning with you. Sometimes an element of competition can help keep motivated and progressing at a decent rate and simply having the support of someone you know can go a long way. You could try it on networks for groups that pertain to your language. There are dozens for all major languages.

7. Maintaining motivation

Set and reach short-term goals. Your motivation makes the difference between what is “easy” and what is “hard” about the new language. Appropriate real objectives that allow you to visualize your progress.

9. Start using your new language

Find a strong and real reason. Knowledge of a language is an infinite slope with no summit. Do not wait until you feel secure to start experiencing your language. It takes only the mastery of a few simple phrases, of the most basic greetings and niceties to start communicating. Once you begin using your new tongue, you will start to realize that you are already a speaker of the language. That awareness will keep your motivation high to further communication and increased proficiency.

Multilingualism will give you a different, wider perspective. It is worth it.

You have my word. 

Nice, France, Europe, Monde...

Education is only knowledge?

Nowadays multiculturalism and multilingualism is a concrete reality in our societies with people from diverse geographic, social and economic backgrounds. Educators have to use different methods for engaging in learning, behaving positively, and performing academically. A social and emotional education could provide a foundation for safe and positive learning, and enhances students' ability to succeed in school, careers and life. Not only improves achievement, but it also increases prosocial behaviours (such as kindness, sharing, and empathy), improves student attitudes toward learning and reduces depression and stress. An effective social and emotional education helps students develop important skills.

Self-Awareness

Self-awareness involves understanding one's own emotions, personal goals, and values. This includes accurately assessing one's strengths and limitations, having positive mind-set, and possessing a well-grounded sense of self-efficacy and optimism. Through high levels of self-awareness, students develop the ability to recognize how thoughts, feelings, and actions are interconnected.

Self-Management

Self-management requires skills and attitudes that facilitate the ability to regulate one's own emotions and behaviours. This includes the ability to delay gratification, manage stress, control impulses, and persevere through challenges in order to achieve personal and educational goals.

Social Awareness

Social awareness involves the ability to understand, empathize, and feel compassion for those with different backgrounds or cultures. It also involves understanding social norms for behaviour.

Relationship Skills

Relationship skills help students establish and maintain healthy and rewarding relationships, and to act in accordance with social norms. These skills involve communicating clearly, listening actively, cooperating, resisting inappropriate social pressure and negotiating conflict constructively.

Responsible Decision-Making

Responsible decision-making involves learning how to make constructive choices about personal behaviour and social interactions across diverse settings. It requires the ability to consider ethical standards, safety concerns, accurate behavioural norms for risky behaviours, the health and well-being of self and others, and to make realistic evaluation of various actions' consequences.

School is one of the primary places where students learn social and emotional skills and educators have a very important role in this matter. It is time to raise awareness about the importance of the pair educator-education as a concrete contributor to improve our societies. 

Mente sana in cervello sano...

Il nostro cervello deve imparare a convivere con i problemi; tanti e così diversi che è quasi impossibile raggiungere uno stato di totale armonia e serenità. I conflitti fanno parte del nostro percorso di vita e a volte sono opportunità che ci aiutano a crescere. Anche se questo sia razionalmente saputo e accettato, è molto difficile che il nostro cervello provi felicità ogni qualvolta un nuovo problema affiora. Quando ciò accade esso deve decidere se entrare in modalità evasione (TV - Alcool - Droghe - etc.) o prendere decisioni che portino alla produzione di neurotrasmettitori che diano serenità ed energia.

Una decisione potrebbe essere…

…un buon amico. L’amicizia aiuta al nostro cervello a produrre endorfine. Veri amici con i quali ci divertiamo, parliamo e ridiamo, senza mai essere giudicati. Amici che vogliono e sanno ascoltarci (Ascolto Attivo).

…un vero hobby. Lo sport è uno degli hobby che più energia inietta nel cervello provocando una serie di neurotrasmettitori e ormoni, come l'adrenalina, serotonina ed endorfina. Anche il lavoro manuale (cucire - cucinare – disegnare - comporre) aiuta il nostro cervello a concentrarsi sull'azione e non sulle preoccupazioni. Non è da stupirsi che, dopo aver realizzato attività manuali, possano nascere nuove idee per risolvere i problemi che ci riguardano.

…un bel paesaggio. La natura è la grande alleata del nostro cervello perché ci collega con i sentimenti. Mare, montagna, parchi. Tutto ciò che porti il nostro cervello fuori dalla routine è una buona abitudine per recuperare energia.

In questo momento, il tuo cervello in quale modalità si trova?

Cerebro eficiente, dúctil y rápido necesita…

Alimentarse. Una alimentación adecuada, no solo repercute sobre cómo nos sentimos físicamente, sino que además influye en el funcionamiento óptimo del cerebro, y nos permite tener un mejor rendimiento mental. Una alimentación saludable es la base de un cerebro sano.  

Dormir. Es importante dormir bien y el tiempo adecuado (que es aproximadamente entre 7 y 9h), para que nuestro cerebro esté descansado y pueda permanecer activo y concentrado durante más tiempo. Los malos hábitos relacionados con el sueño se asocian a dificultades de aprendizaje, sensación de abatimiento, falta de concentración, lenta velocidad de reacción y procesamiento mental lento.

Evitar drogas. Las drogas suelen tener un efecto cerebral neurotóxico, por lo que destruyen las neuronas de ciertas partes del cerebro, produciendo síntomas similares a los que se ven en enfermedades como las demencias.

Pensar. Necesitamos realizar alguna tarea que nos mantenga activos mentalmente y a ser posible, que nos plantee retos y nos obligue a salir de nuestra zona de confort. Aprender un nuevo idioma. Estudiar algo nuevo que nos produzca curiosidad y placer. Aprender a tocar un instrumento. Desarrollar un trabajo creativo. Mantener conversaciones con personas que nos ayuden a crecer.

Ejercitarse físicamente. Existen estudios que relacionan la actividad física con las emociones positivas. Las emociones positivas nos ayudan a rendir mejor tanto física como mentalmente, por lo que en este sentido hacer deporte es beneficioso también para nuestro rendimiento psicológico aumentando las estructuras cerebrales del hipocampo y mejorando nuestra capacidad de aprendizaje con una memoria más desarrollada y eficiente.

Conectarse socialmente. La interacción social es una de las actividades más estimulantes que existen para nuestro cerebro. Mantener una conversación estimulante nos hace crecer, y mejora nuestra forma de pensar y argumentar. El contacto social es estimulante si es en vivo, y no a través de chats o mensajes. Hablar con personas inteligentes y debatir con ellos sobre un tema concreto, nos plantea un reto intelectual muy estimulante. Además el contacto social le exige al cerebro cierto nivel de atención y alerta, ya que no solo debemos comprender y generar mensajes nuevos, sino que también debemos hacer inferencias y deducciones a gran velocidad.