Coaching pour les réseaux sociaux initiation aux réseaux en espagnol et français à Bruxelles et LLN pour Senior et adolescents

The reading aloud workshop is open to everyone, beginners or not, native French speakers or not, to learn or improve the art of reading aloud. This workshop allows you to address the technical aspects of reading aloud (meaning, breathing, rhythm, phrasing, musicality, etc.) but also to share your love of literature with other participants and to discover texts or authors. The sessions begin with a physical and vocal warm-up, work on breathing and voice. Each participant comes with one or two texts of their choice. During the session, excerpts from these texts are read, one or more times. They are the subject of comments by the workshop facilitator. These comments come to enlighten the reader on the perception of his reading. objectives: It is about teaching the student to master a range of reading strategies to refine and expand throughout his life. Once the learner reads fluently, strategies, such as establishing links between the text and his experience, anticipating what will follow, interpreting the implicit nature of the text, summarizing it, etc. will be addressed explicitly. Advantages : Explicit and functional teaching of reading in Spanish & French; possibility of working on authentic texts, on literature albums reinforcing motivation through their emotional side; pedagogical freedom of the teacher, who is not stuck by a framework imposed by a textbook; reading and writing are considered together, which reinforces the learning of these two skills. Our method in brief: Discuss with the participants so that they know what “reading” is, and enrich their vocabulary to promote learning to read. strengthen phonemic awareness. the pupil should be able to decompose a word heard into its successive phonemes; link reading and writing (which concretizes the relationship between oral and written). Copies and dictations are not enough, children must be made very early on to produce small free sentences or those imitating a given structure. Learning materials and supports: To facilitate written production, gradually create a word bank displayed in class, organized thematically or alphabetically. Break down each word into syllables, observe the spelling... Tool words, which are common and often difficult, should be included as a priority. Each person can also have a "word box" whose content they will personalize in an emotional way; choose various types of texts: narrative, informative, etc.; propose various exercises of composition and variation of words and syllables using letters to manipulate, more concrete and mobilizing the kinesthetic memory; create reading games to make learning more motivating and therefore more effective; Become familiar with variations in writing (handwritten, printed, etc.).

If you want to know yourself, develop yourself and surpass yourself in French... By revealing your personality and by valuing your natural gifts By channeling your energy and overcoming your blockages By controlling your emotions and trusting yourself By developing your memory and your concentration Knowing how to capture attention and share your convictions By opening up to the world and listening to others By appropriating a character, creating a story Our workshops are for you We offer creative and improvisation work. Each exercise is designed to acquire both the linguistic and socio-cultural skills necessary for the development of a language. We use literary authors or theatrical plays like a spine in which little by little we will intrude our own life. We will explore through theater, as in forum theater, a powerful technique of individual expression and collective reflection. The method The sessions are organized around warm-up exercises, improvisation games and interpretation. Beyond the techniques of the game, the lessons are also intended to allow students to “compose” with their own personality... Skills acquired at the end of our workshops; construction of the character through written production: Familiarization with different techniques for organizing ideas (mind mapping, etc.); summaries of the play, interviews and proposed texts with the development of a plan based on the “introduction/development/conclusion” model; The voice through oral production: Scenic improvisations based on dialogues; use of examples, anecdotes, references that spice up the discourse; listening to read texts, films, reading aloud, repeating dialog breathing, amplitude, diction, silence management, voice and articulation control (flow, breath, diction, expressiveness); The body through bodily production: Use of space and presence through mime vocabulary, gesture on stage, management of the gaze (development of a panoramic vision), rhythms, gestures and motor skills; Imagination through emotional understanding: Use of sensory memory, relaxation, concentration, expression of emotions and feelings by organizing the speech according to the expectations of the interlocutors, promoting listening. For those who want to improve their French by expressing themselves... For those who want to find themselves in a multicultural atmosphere! “The learner does not acquire two foreign ways of acting and communicating. He becomes multilingual and learns interculturality. The linguistic and cultural skills relating to each language are modified by knowledge of the other and contribute to intercultural awareness, skills and know-how. They allow the individual to develop a richer and more complex personality and to increase his capacity to learn other foreign languages and to open up to new cultural experiences. Learners are also made capable of mediation through interpretation and translation between speakers of two languages who cannot communicate directly. "CEFR, p. 40

Objective ? The objective of these workshops is not artistic production nor the learning of techniques but the discovery of a link through creation with oneself and others. This life bond guarantees better well-being. These workshops offer a creative space for people wishing to connect with the forces of life. It's a job to find yourself, with your sensitivity, your emotions, your strengths and your weaknesses. Who is this for? Art Therapy is aimed at anyone looking for a process of self-transformation and evolution. For all audiences; children, adolescents, adults, the elderly. The workshops or sessions are aimed at the artist in each of us. The search for pleasure and aesthetic emotion is linked to artistic activity, with the guidance of the art therapist. Art therapy in institutions: children, adolescents, adults experiencing difficulties or on the margins (hospitals, retirement homes, social reintegration environments, schools in priority education areas or with the razed network, Cliss class, etc.) Outside institutions: workshops also open to those who want to discover themselves through an artistic expression that can be shared. Progress of a session. Listen & ask Meditation & breathing Choice of material to work on inspiration or creation Silence Viewing & writing the work “in due time” Leave peacefully Duration of a session: between 1h15 and 1h45; varies from one individual to another, from one session to another. CONTENT Meet your body, your sensations, your emotions in a fun and gentle way. Enter into a relationship with the outside world (from oneself to the other then others). Development of spatial awareness. Listen. Work on your creativity through expression, stimulation of the imagination. Depending on the groups and the difficulties we will sometimes only work on expression, setting up a play space. The tools are theater, the mask, bodily expression, writing, but also relaxation, breathing, voice. Personal development: developing feelings, feelings for adults – adolescents. Small group – à la carte – course.

Qualified teacher offers individualized teaching, assistance in preparing for quizzes or exams. The method? It is a teaching of language through games, art, culture and reading (press or literary). My central point is communication (understanding what is communicated to us and communicating). Teaching is functional and cooperative. The acquisition of language skills is inseparable from cultural skills. I emphasize not only the different learning experiences that our daily lives offer us but also we want learners to talk about their culture. It’s interculturality that I prefer. Group language teaching allows for the exchange and sharing of cultures, thus promoting communication based on each person's experience but also on their daily life in a new environment. The objective is to learn with pleasure, using the language with creativity and inventiveness, without being afraid of our “mistakes”. Educational material is no longer limited to classic learning books and grammar and exercise books. We use the play as educational material from which lessons and exercises are developed. With images, music, newspaper articles, films, poems...