about 14 years ago when I started giving
classes I came across a reality of the
which had not been conscious not because
there was no
but because he had not called me the
Attention
the first levels in which I
I started teaching was the
high school and high school
for those who are teacher professors
and have given classes at those levels are
so divine
you learn so much from them a lot you learn
one of them
learn not yet to have challenges and go more
there
the students are always putting
some challenges and within these things that
I realized at this level where I
I started high school and high school
was to realize that there was a
Very strong lack in three aspects very
basic human being that are the
critical thoughts analytical and logical
I ran into students who were not
able to express what I felt
analyze what they said
or think what I was reading
in this high school environment and
high school little by little I was giving
mind that what I was seeing in
that moment was the symptom
and I discovered that I had to go to the root
and I started to investigate and start to see
what could we do to make the
students when they reach those levels
they could have an aspect where they
they knew how to express
feel
to analyze
the whole structure of what they are
able to do
the students I had the opportunity to give
classes in elementary school and that’s where I gave
account that is the basis of the
structure of these three thoughts
there I said here is where we have to be
in order to make children able
have these structures for when
reach these high school levels
college preparatory and already in the
professional life are able to have
a structure that gives them
a base where they can support what
they are what they are not what
they want to become what they are
primary school students also learn
a lot of them but if I know that
he also learns a lot from one of his
families
take care what they do in front of their
children and I give you an example in one
Occasion a girl arrived, says teacher when
I ‘m big, I want to have my legs
hairy like my mom to shave me
like her
and I ok up there my imagination arrives
and solved matter you can be what
that you want to be a daughter you can have
what you want to have
then the children are very transparent
but in that transparency
in that precisely transparency is
where many times we like
adults we lock that spontaneity of
boy
because we tell children about
especially when they have sons
we say you do not cry because men
do not Cry
and the girl we say so shrill you’re
then the children begin to have a
aspect that they are afraid to express what
what they feel
and being afraid to express what
they feel they are creating themselves inwards
of themselves a structure a wall
that protects them outside
and that’s where I realized that the
reader lag which I started to deal with
and I realized in high school in
secondary and university had and came
from this base
since we as adults always
we despise what the child feels
if you feel nervous or if the child
is afraid is an exaggerated
but when adult I have fear
please do in my case I’m afraid
but the child not the child does not have
right to feel fear the child does not have
right to cry the child does not have
Right to feel anguish
because it’s not worth what you feel
and I began to investigate in what way
we could address these aspects of the
Reading the reader’s comprehension
and all this aspect of the
critical analytical and logical thoughts
and I came across methodologies that we shut up
in the same an adult directing
it was when I started to discover a being
that has been accompanying man for
many years and I mean the one they say
man’s best friend the dog
and little by little I started to introduce the
dogs to a structure to a
methodology that we call circles
readers assisted by dogs this
methodology and this structure was started
to give and I began to discover that the child
you can read how you want to read and the dog
he will not criticize
they know what is one of the most
fundamental for the human being
always have a self-esteem the no
destructive criticism
us as humans as adults over
We are all very strong at the moment of
judge things
and the children feel judged
the reader lag that we treat
within this methodology are children the
which have struggled with school bullying
with ridicule not just from their classmates
but also from the teachers themselves or
teachers that we are in front of the group and
it’s the saddest
The saddest thing is that sometimes we
as adults we are the ones who give the shot
of grace in the child
the dog is going to be there to listen to you
to be with a face as attentive as
read as you want to read and you’re never going to
judge
It was when I started to develop
develop precisely these circles
Readers
and this methodology at ground level was a
of the strategies that we
we implement
we learn by several
methodologies and one of them is what
Kinesthetic kinesthetic is that we tend
to touch what we want to know
let’s say and not when they have gone to a store and
they say not to touch that is the first thing
we play and then we tell
our son do not touch bear you’re
touching me yes
because I’m careful if you do not
the kinesthetic aspect is what we
makes humans
the baby at birth clings to the mother
and we are contact but
unfortunately this contact what
we have lost
and as we grow we make a
our children who have the least
contact us because they are going
maturing
and maturing means not feeling
and that is a mistake
because maturation is implicit in the
feel
in the emotions in being
that we are capable precisely when
have something to say I feel like this
and they ask you and they tell you that you have
and you say do not know
I feel something but I do not know how
express what I do not know how to say it
and this comes precisely from childhood
in this stage from 6 to 12 years old
is the most fundamental aspect of
child development the issue
emotional
what you are seeing here in the
Photo
are aspects precisely where the child
he feels so calm with a dog that
he is reading and the dog is not going to
judge
these emotional aspects have to
see a lot with cortisol
cortisol is a stress hormone and
When there is stress there is no learning and
that is the big mistake we have
within the educational system we want
that our children learn when they bring
stress cortisol levels
very high when stress is very high
and cortisol is high this hormone
inhibits the neurotransmitters that have
what to do with learning
and they do not stop learning because the brain
is in danger mode
pretend that you are in a
cliff and any nudge the
going to throw and you are not going to say here
here on the cliff I will learn
how many two for two
your body does not start to shake
your body begins to say that this for
back because you can fall
that’s what our children are living
and we measured precisely we started measuring
the cortisol levels of children who
they were taking the program with
US
and we realized something very father
this measurement of cortisol was made to
through saliva
the children put little saliva in a
tube
female researchers and students of the
biotechnology career supported us in
all measurements
and we were able to realize precisely
that cortisol came down through the
interaction with the dog
but I did not want to stay any more
seen it I wanted to reach a
scientific conclusion and say that the
dog-assisted therapy had
results with scientific bases
and this is what we discovered
blue what is blue
and what is in grayish colors what
blue is the level of cortisol before the
therapy and the gray colors are the
cortisol levels after the
therapy
when cortisol levels fall , it is
when there can be learning not before
because when the levels of
cortisol begin to emerge
neurotransmitters such as dopamine
serotonin and oxytocin that have to
about learning
those are the results we had
what is red is the weak reader
beginning of the project
and then these results are given
precisely for a good aspect
important
the safety that the dog gives the
confidence that the dog gives to these
situations
the emotional issue
in these aspects
it is nothing more than the child
learn to read and make you want to read
nothing else because if there is not something
background that is what motivated
men have very flirtatious girls
said the fox also raise chickens you
you look for chickens I do not look for friends but what
is what it means to tame means
make friends for me you are a
boy more among many others and I
I am to say another fox among huila the
of foxes but if you house me the
we will need each other you
you will be unique to me and I will only be
you
we have here out to gabi ya hans
Jansen your therapy dog
the important thing here and the interesting thing is
what gabo
before the project before the program
gabo was a child who could not express
his feeling not even a single word
read in front of your classmates
and this the greatness of the therapy
assisted by dogs
and right now it ‘s reading front
you
it is greatness
and at last in the end the heroes
here within our project of
our program is not me is not the
psychologist is not the one who handles the dog
it’s the dog and the child at the end of the day
what makes this project great
Thank you
classes I came across a reality of the
which had not been conscious not because
there was no
but because he had not called me the
Attention
the first levels in which I
I started teaching was the
high school and high school
for those who are teacher professors
and have given classes at those levels are
so divine
you learn so much from them a lot you learn
one of them
learn not yet to have challenges and go more
there
the students are always putting
some challenges and within these things that
I realized at this level where I
I started high school and high school
was to realize that there was a
Very strong lack in three aspects very
basic human being that are the
critical thoughts analytical and logical
I ran into students who were not
able to express what I felt
analyze what they said
or think what I was reading
in this high school environment and
high school little by little I was giving
mind that what I was seeing in
that moment was the symptom
and I discovered that I had to go to the root
and I started to investigate and start to see
what could we do to make the
students when they reach those levels
they could have an aspect where they
they knew how to express
feel
to analyze
the whole structure of what they are
able to do
the students I had the opportunity to give
classes in elementary school and that’s where I gave
account that is the basis of the
structure of these three thoughts
there I said here is where we have to be
in order to make children able
have these structures for when
reach these high school levels
college preparatory and already in the
professional life are able to have
a structure that gives them
a base where they can support what
they are what they are not what
they want to become what they are
primary school students also learn
a lot of them but if I know that
he also learns a lot from one of his
families
take care what they do in front of their
children and I give you an example in one
Occasion a girl arrived, says teacher when
I ‘m big, I want to have my legs
hairy like my mom to shave me
like her
and I ok up there my imagination arrives
and solved matter you can be what
that you want to be a daughter you can have
what you want to have
then the children are very transparent
but in that transparency
in that precisely transparency is
where many times we like
adults we lock that spontaneity of
boy
because we tell children about
especially when they have sons
we say you do not cry because men
do not Cry
and the girl we say so shrill you’re
then the children begin to have a
aspect that they are afraid to express what
what they feel
and being afraid to express what
they feel they are creating themselves inwards
of themselves a structure a wall
that protects them outside
and that’s where I realized that the
reader lag which I started to deal with
and I realized in high school in
secondary and university had and came
from this base
since we as adults always
we despise what the child feels
if you feel nervous or if the child
is afraid is an exaggerated
but when adult I have fear
please do in my case I’m afraid
but the child not the child does not have
right to feel fear the child does not have
right to cry the child does not have
Right to feel anguish
because it’s not worth what you feel
and I began to investigate in what way
we could address these aspects of the
Reading the reader’s comprehension
and all this aspect of the
critical analytical and logical thoughts
and I came across methodologies that we shut up
in the same an adult directing
it was when I started to discover a being
that has been accompanying man for
many years and I mean the one they say
man’s best friend the dog
and little by little I started to introduce the
dogs to a structure to a
methodology that we call circles
readers assisted by dogs this
methodology and this structure was started
to give and I began to discover that the child
you can read how you want to read and the dog
he will not criticize
they know what is one of the most
fundamental for the human being
always have a self-esteem the no
destructive criticism
us as humans as adults over
We are all very strong at the moment of
judge things
and the children feel judged
the reader lag that we treat
within this methodology are children the
which have struggled with school bullying
with ridicule not just from their classmates
but also from the teachers themselves or
teachers that we are in front of the group and
it’s the saddest
The saddest thing is that sometimes we
as adults we are the ones who give the shot
of grace in the child
the dog is going to be there to listen to you
to be with a face as attentive as
read as you want to read and you’re never going to
judge
It was when I started to develop
develop precisely these circles
Readers
and this methodology at ground level was a
of the strategies that we
we implement
we learn by several
methodologies and one of them is what
Kinesthetic kinesthetic is that we tend
to touch what we want to know
let’s say and not when they have gone to a store and
they say not to touch that is the first thing
we play and then we tell
our son do not touch bear you’re
touching me yes
because I’m careful if you do not
the kinesthetic aspect is what we
makes humans
the baby at birth clings to the mother
and we are contact but
unfortunately this contact what
we have lost
and as we grow we make a
our children who have the least
contact us because they are going
maturing
and maturing means not feeling
and that is a mistake
because maturation is implicit in the
feel
in the emotions in being
that we are capable precisely when
have something to say I feel like this
and they ask you and they tell you that you have
and you say do not know
I feel something but I do not know how
express what I do not know how to say it
and this comes precisely from childhood
in this stage from 6 to 12 years old
is the most fundamental aspect of
child development the issue
emotional
what you are seeing here in the
Photo
are aspects precisely where the child
he feels so calm with a dog that
he is reading and the dog is not going to
judge
these emotional aspects have to
see a lot with cortisol
cortisol is a stress hormone and
When there is stress there is no learning and
that is the big mistake we have
within the educational system we want
that our children learn when they bring
stress cortisol levels
very high when stress is very high
and cortisol is high this hormone
inhibits the neurotransmitters that have
what to do with learning
and they do not stop learning because the brain
is in danger mode
pretend that you are in a
cliff and any nudge the
going to throw and you are not going to say here
here on the cliff I will learn
how many two for two
your body does not start to shake
your body begins to say that this for
back because you can fall
that’s what our children are living
and we measured precisely we started measuring
the cortisol levels of children who
they were taking the program with
US
and we realized something very father
this measurement of cortisol was made to
through saliva
the children put little saliva in a
tube
female researchers and students of the
biotechnology career supported us in
all measurements
and we were able to realize precisely
that cortisol came down through the
interaction with the dog
but I did not want to stay any more
seen it I wanted to reach a
scientific conclusion and say that the
dog-assisted therapy had
results with scientific bases
and this is what we discovered
blue what is blue
and what is in grayish colors what
blue is the level of cortisol before the
therapy and the gray colors are the
cortisol levels after the
therapy
when cortisol levels fall , it is
when there can be learning not before
because when the levels of
cortisol begin to emerge
neurotransmitters such as dopamine
serotonin and oxytocin that have to
about learning
those are the results we had
what is red is the weak reader
beginning of the project
and then these results are given
precisely for a good aspect
important
the safety that the dog gives the
confidence that the dog gives to these
situations
the emotional issue
in these aspects
it is nothing more than the child
learn to read and make you want to read
nothing else because if there is not something
background that is what motivated
men have very flirtatious girls
said the fox also raise chickens you
you look for chickens I do not look for friends but what
is what it means to tame means
make friends for me you are a
boy more among many others and I
I am to say another fox among huila the
of foxes but if you house me the
we will need each other you
you will be unique to me and I will only be
you
we have here out to gabi ya hans
Jansen your therapy dog
the important thing here and the interesting thing is
what gabo
before the project before the program
gabo was a child who could not express
his feeling not even a single word
read in front of your classmates
and this the greatness of the therapy
assisted by dogs
and right now it ‘s reading front
you
it is greatness
and at last in the end the heroes
here within our project of
our program is not me is not the
psychologist is not the one who handles the dog
it’s the dog and the child at the end of the day
what makes this project great
Thank you
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