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      Our solution to writing difficulties

      The act of writing entails the physical expression of information that exists in thought. It is based upon a structure that begins in thought and reaches expression in the written word. A child who finds it difficult to write is likely suffering from a disconnect in his mental functions, and if he is to learn to write correctly, must create a connection between his vision and his cognitive functions.

      Thus, the ability to write potentially exists in every child in potential; we need only to lead him or her to actualize this ability.

      We use the following tools to help the child form this connection:

      • We have absolute faith in the child’s eventual ability to write properly.
      • We convey this belief to the child openly and honestly.
      • We identify the child’s strong points — where his thought processes flow and connect correctly – and use them to strengthen his weaker functions.
      • We incorporate the totality of the child’s senses in the writing exercises: such as touch, movement, hearing and sight.
      • We relate to the totality of the child’s personality, and all areas of his life, both those associated with learning and those unrelated to it. This allows room for the child’s interests and experiences to enter the learning experience, which can positively affect his progress in overcoming his problem.
      • We not only work on the child’s writing skills, we work on his attitude to writing. We celebrate even the smallest degree of success in order to promote a change in the child’s attitude toward writing in general, and his perception of his own learning ability, specifically.
      • We adjust ourselves to the child, in order to identify those topics and interests that can be integrated into a personalized learning method, to which we are exclusively suited.
      • We act from a place of full confidence in the future success of the child’s learning ability, undeterred by any challenging situation, either due to our own abilities or the child’s ability.
      • We strive to be creative, to be surprised, and to be flexible in use of various learning techniques, in order not to be limited to static and predefined patterns of thought and practice.
      • We create a positive atmosphere: both the physical setting and the emotional one — smiling at the child, making him laugh, praising and empowering him, and placing him at the center of our attention. On the other hand, we demand that he invest himself in the process, and believe in his abilities.
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