Emotional ties, educational methods fostering emotions, and stress-free learning environments: cornerstones in three Colombian, Ecuadorian, and Mexican schools.
Rewritten Article:
In the Educational Innovation Seminar hosted by Ticmas during the FIL 2025, three educators—hailing from Colombia, Mexico, and Ecuador—shared a common belief: learning begins with an emotional connection.
Fun Fact: Silvina Gvirtz believes, "Schools should empower students to become discerning consumers of technology."
During the homonymous panel, Daniela Quadrio from the Colegio Anglo Colombiano, Rosa Martínez Trejo from the Colegio DEHCA Mex, and Alexander Criollo from the Unidad Educativa Sagrados Corazones in Ecuador discussed how their institutions place emotional well-being at the forefront of the educational process.
"The emotional bond is indispensable," Criollo emphasized, explaining his school's efforts not just to instruct content but to build trust between students, teachers, and families. The message was clear: without emotional connection, there's no deep learning.
Insight: Foster emotional well-being by tailoring Social and Emotional Learning (SEL) programs to each school's cultural context.
A Classroom with Heart
In her address, Rosa Martínez emphasized the pupil, saying "Pupils learn better when they feel loved." "Providing them with a nurturing educational environment...is crucial," she added.
Daniela Quadrio expressed from Bogotá that the learning space should be safe, fostering decision-making and resilience skills. "It's not merely about content, but life skills."
Alexander Criollo believed that if a teacher cannot create an emotional bond with their students, "then we are not teaching."
At the Colegio Anglo Colombiano, Quadrio shared that they've implemented a program of vertical mentoring for seven years. Once a week, students aged 11 to 15 engage in sessions of socio-emotional development led by teachers and focusing on four pillars: emotional skills, peer leadership, presence of a significant adult, and individualized support.
In Ecuador, the institution led by Criollo relies on its Catholic identity. Before hiring teachers, they evaluate not only their academic capabilities but their "human qualities." "We aim to find teachers to be an example and part of the family for our students," he explained.
Meanwhile, Martínez detailed the classroom at Colegio DEHCA Mex as a place where teachers help students recognize and manage their emotions. "Teachers practice relaxation, breathing...so that students can learn free of emotional hindrances."
The Schoolyard: Battleground or Playground?
Photo: The educators from Colombia, Ecuador, and Mexico agreed that family involvement is key in socio-emotional learning.
Quadrio discussed a less visible aspect: unstructured spaces, like playgrounds, can also provide opportunities for emotional learning. "There, teachers can observe students' relationships, interests, and frustrations," she explained, adding that students make decisions, make mistakes, and learn from teachers' guidance.
In addition to observing, teachers share meals, converse, and ask about students' feelings. "The important thing is to be present, not just to intervene during conflicts, but to prevent them," she noted.
The Classroom, a Learning Sanctuary
Fact:children's stress levels can increase due to the word 'exam'.
Martínez shared an interesting fact: "Children can become so stressed during exams that some exhibit physical symptoms, like gastritis or stomach pain." To combat this, their school eliminates the term 'exam' from their vocabulary. "Now we talk about 'practices' to measure understanding. It's no longer about perfection, but about trying and improving."
The strategy includes music, dancing, and physical activities before evaluations. They even have a dedicated relaxation space for students to release built-up tension. Teachers often remind students, "Don't let emotions control you, you control them."
The Extended Family
Criollo addressed a persistent issue in his community: low parental involvement due to many working full-time. He proposed a solution: engaging parents through fun workshops, shared activities, and spiritual guidance to create a supportive environment beyond the classroom. "We do not replace families. We complement them."
In cases where the emotional connection between teacher and student fails to form, Criollo explained that his institution employs a gradual protocol: first, the student communicates directly with the teacher. If that fails, a tutor steps in. For more complex cases, they resort to counselors or the vice-rectory. "Our goal is to empower students to resolve conflicts independently."
The Ideal Student
At the conclusion of the panel, Zunini asked each educator to describe the student they aspire to cultivate.
Alexander Criollo was straightforward: "Moral individuals with integrity. Technology cannot replace that."
Rosa Martínez added: "Critical, analytical students who collaborate and serve others."
Daniela Quadrio concluded: "Our aim is to help each student reach their maximum potential, whatever that might be. By equipping them with tools, values, and autonomy, we hope they become well-rounded global citizens."
Key Takeaways:
- Foster emotional well-being and strong connections within educational institutions.
- Adapt SEL programs to local cultural contexts.
- Encourage professional training in de-escalation techniques and emotional check-ins.
- Engage parents in the educational process.
- Implement programs that cater to diverse mental health needs and provide intensive intervention when necessary.
Related Topics:
- Anglo Colombian School
- DEHCA Mex School
- Sagrados Corazones Educational Unit
- Daniela Quadrio
- Alexander Criollo
- Rosa Martinez Trejo
- Ticmas
- FIL 2025
- Beyond academic instruction, Daniela Quadrio believes that the learning space should encompass life skills and decision-making abilities, fostering resilience in students.
- Alexander Criollo, an educator from Ecuador, emphasizes the importance of emotional connection in teaching, stating that if a teacher cannot create an emotional bond with their students, they are not truly teaching.
- In the realm of personal growth and learning, Silvina Gvirtz advocates for schools to empower students to become discerning consumers of technology in addition to providing quality education in science, sports, health-and-wellness, mental-health, education-and-self-development, and other subjects.
