Thinking At the Edge (TAE) - Educational Applications - ΤΑΕ στο σχολείο

 In this paper I want to write about what it means for me to be a Focusing schoolteacher – a person who is an ordinary teacher at a secondary school and also a person who has found Focusing. I want to write about what it means to cherish the implicit, about the things that have become easier for me and about those that have become more difficult. This is a personal account of my struggles and my successes. It is not meant as a guide for other people on how to do things. 

 In this paper I want to write about what it means for me to be a Focusing schoolteacher – a person who is an ordinary teacher at a secondary school and also a person who has found Focusing. I want to write about what it means to cherish the implicit, about the things that have become easier for me and about those that have become more difficult. This is a personal account of my struggles and my successes. It is not meant as a guide for other people on how to do things. 

 COMMUNICATION AND CREATIVITY SKILLS: NON-VIOLENT COMMUNICATION (NVC) AND THINKING AT THE EDGE (TAE), TWO METHODICAL APPROACHES

Nikolaos Kypriotakis, 1st Junior High School of Markopoulo, Greece

“Proceedings of European Workshop”

Project number: No. 528005-LLP-1-2012-1-GR-COMENIUS-CMP - TRANSIt

 Published by Ellinogermaniki Agogi

Editor: Katerina Riviou

Copyright 2014 by Ellinogermaniki Agogi

 COMMUNICATION AND CREATIVITY SKILLS: NON-VIOLENT COMMUNICATION (NVC) AND THINKING AT THE EDGE (TAE), TWO METHODICAL APPROACHES

Nikolaos Kypriotakis, 1st Junior High School of Markopoulo, Greece

“Proceedings of European Workshop”

Project number: No. 528005-LLP-1-2012-1-GR-COMENIUS-CMP - TRANSIt

 Published by Ellinogermaniki Agogi

Editor: Katerina Riviou

Copyright 2014 by Ellinogermaniki Agogi

Abstract

This study explores Grade Seven students’ experiences of doubt and certainty in mathematics. During nine months of (bi-monthly) sessions, students responded to several mathematical prompts; their interactions with each other and with the teacherresearcher were video-taped, transcribed, and coded for learners’ evolving perceptions of what was

Abstract

This study explores Grade Seven students’ experiences of doubt and certainty in mathematics. During nine months of (bi-monthly) sessions, students responded to several mathematical prompts; their interactions with each other and with the teacherresearcher were video-taped, transcribed, and coded for learners’ evolving perceptions of what was

Abstract

This study explores Grade Seven students’ experiences of doubt and certainty in mathematics. During nine months of (bi-monthly) sessions, students responded to several mathematical prompts; their interactions with each other and with the teacherresearcher were video-taped, transcribed, and coded for learners’ evolving perceptions of what was

Μερικές Οδηγίες για Συνοδούς

Simon Kilner

Μετάφραση στα ελληνικά: Αριάδνη Λαμπράκη 

Μερικές Οδηγίες για Συνοδούς

Simon Kilner

Μετάφραση στα ελληνικά: Αριάδνη Λαμπράκη 

Ελληνικός Ιστότοπος Βασικής Υποστήριξης του Thinking At the Edge (TAE ή Βιωματική Σκέψη)

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