Giving support to children and juveniles

Jana Chantelau: Ich über mich

 


Some of my tasks have to do with easing school-related problems – first and foremost in educational therapy.

Educational therapy is about giving support for school children until the are capable of closing their gaps in learning all by themselves. This often holds true when a distinctive unsteadiness is given in the learner’s perfomance and/or efficiency. Or when there is a notable reduction or loss in performance or productivity with regards to specific school subjects. At this, I support children and juveniles in adapting to their social and educational frameworks and do so as this is how normal standards are being set during their school careers and also during vocational trainings later on.

Giving support for self-help first. And organizing private lessons thereafter.

In contrast to school-related private lessons or coaching for pupils, educational therapy aims at fostering a basic understanding for the specific school subject, rather than cramming for isolated contents of teaching. This applies primarily when indications for special learning difficulties have already been found by qualified persons at school or after-school care club.

Prominent learning difficulties may relate to:

  • Text blindness and/or poor spelling
  • Dyslexia
  • Dyscalculia
  • Hyperkinetic Syndrome (HKS, formerly known as Attention-Deficit Hyperactivity Disorder And Hyperkinetic Disorder, ADHD/ADD)

If one or more of these learning difficulties have been found or even diagnosed, I can offer a set of techniques to the children and juveniles concerned. These educational methods have been widely-acknowledged for their long-term benefits.

Much the same also holds true for school children who are affected by attentive disorders and/or poor concentration. As a general rule, it is the school psychologist who clarifies if such patterns are given or not. As needed, I can also do neuro-scientific tests with children and juveniles to classify possible indications for Hyperkinetic Syndrome and/or related attentive disorders.

Individual learning barriers often show in single blunders and/or in error-proneness in specific school subjects. In the run-up to the diagnostics, barriers in learning can also be found in flawed home- and class works a good many times. For further clarification, it is useful to also refer to, say, the performance scores within the school class as a whole. Thus, one may show how the individual performance level compares with the average performance level among the peers.
Learning difficulties are often identified from early on, even after school, and more often than not, it is a social attachment figure who takes note of them at first.

As a general rule, educational therapy takes up 12 to 18 months of time. In most cases, one setting per week is sufficient for meeting the child’s requirements. School-related learning difficulties and/or partial disturbances of performance are often of a temporary nature only – provided that the school child concerned has been able to internalize adequate bridging strategies in the meantime.
Educational therapy often helps in counterbalancing tough times at school so that the school life can become more positive for the child concerned, at best once and for all – and long before truancy sneaks into the every day experience.

 

Lerntherapie mit Jana Chantelau in CharlottenburgI make use of multi-sensoric tools and materials.
By doing so, I aim at stabilizing the motivation for learning and to also personalize the patterns of learning so that the strategic learning habits may improve in the learner. My practical experience indicates that about one-third of all learning difficulties are anchored in the learning setting, either at home or at school. Or in a bit of both. About two-thirds often lay in the pre-existing patterns of learning. These stats suggest feasible starting-points when facilitating steady improvements for the learner.

 

Jana Valeska Chantelau - Lerntherapeutin aus BerlinFor primary school children:

  • colour-based counting sticks, slide rules and hand-made wooden figures
  • everyday toys made of plastics
  • different types of special plasticine
  • individualized educational games
  • wristbands and hand spinners for aiding the capacities of attention and/or concentration and/ or memory.

 

Jana Chantelau
For children at secondary school, for trainees and students:

  • text material based on their personal fields of interest
  • anatomic models of the human body, made of plastics
  • different types of special plasticine
  • wristbands and hand spinners for aiding the capacities of attention and/or concentration and/ or memory.