IF YOU ARE IN TROUBLE - BEDNARSKI...

... IT'S FOR SEPTEMBER - EDU

There are still a few days left until the first of September, but some parents are already starting to wonder how to manage their child's time after school. What activities should I choose to make my daughter happy and my son willing to participate in them? The educational offer is rich, so it is sometimes more difficult to decide what to give up than what to choose. Everything is tempting, both children and adults, right? Computer classes, language, theater, music, art, dance, swimming, football, tennis ... can be multiplied indefinitely. Plus tutoring or additional classes in subjects with which the child copes worse - would pull himself up - and with which he copes exceptionally well - to further develop. And it would be really great if it still had a chance to just play, but preferably in such a safe, developing imagination and teaching cooperation in a group way.

Parents are magical beings who are usually able to reconcile all these seemingly impossible requirements and find the right activities for their child. I have no idea how they do it, but they do, and only they know what kind of logistical skills that skill requires.

At EDU, we meet parents like this all the time: involved in learning and having fun with their children; arranging the daily schedule to provide what the child needs, wants and what else would be useful to him, even if he does not know it; caring and concerned. Often also stressed (because there is a lot of material at school and little time), a little disbelieving at first (waving the pointer to the right and left really speeds up reading?), but more or less full of hope (my friend's son used to go there, she said the effects were great, so maybe we'll try it too?).

Parents positively surprise us with their determination, almost professional organization of time and support for their child's education. As a reward, we also positively surprise parents: encouraging the child to read, making friends with logical thinking, improving the level of concentration, equipping with important interpersonal skills, developing memory and abstract thinking, and even - unbelievable! – convincing the child that learning can be... fun. So simple and just cool, pleasant, fun.

I suspect, dear parents, that you do not believe. And very well! Because we really like to surprise. It would be terribly boring if you knew perfectly well from the beginning that everything we promise you will actually come true. We prefer disbelief on your faces - it is the first meeting that motivates us, the last one - a great reward.

EXACTLY WHAT (AND HOW) DO WE DO?

Simply put, in EDU we teach speed reading. It sounds a bit trivial, and a bit tastes like magic tricks. No wonder - so much has been said and written about speed reading that it's easy to get confused. So maybe let's just look at what EDU does in turn.

Because in EDU...

• We teach how to read consciously, with understanding - that is, in such a way that when asked "What was the text about", the child did not say: "I don't know", but answered, for example: "About a boy whose name was Mikołajek and he had a friend Alcesta, who was very fat, and they went truancy together...".
• We teach how to gradually speed up the reading process while still understanding the text. Thanks to specific, proprietary methods of the EDU school, we help the child to expand the field of vision, strengthen visual memory, and develop concentration.
• Well, concentration. We teach the child how to concentrate - even in unfavorable conditions, which is what we most often deal with. The noise outside the window, a friend muttering something under his breath, our own stress and racing thoughts - all this disturbs. And yet some people can concentrate. We help children master this skill.
• We teach how to remember and how to remember. By the way (dishonestly hiding it) we also teach some mathematical operations. But we don't tell our children about it so that they don't get offended by us.
• We teach how to create creative notes that are used much better and more effectively than ordinary, more or less haphazard notes. Thanks to this, we also develop children's imagination and ability to associate, as well as selecting information, setting priorities and cause-and-effect thinking.
• We teach relaxation. Yes, it's not a joke. A stressed and tense person will learn little, remember little. So is the little man. A small stressed and tense man is an extremely unpleasant sight. So we teach children how to release stress and tension. Inner relaxation is essential for effective (and rewarding) learning – we know that.
• We learn how to have fun with science. Do you remember the very old phrase "playing - learning, teaching - playing"? We value them immensely and implement them whenever possible. The effects are not long in coming - from class to class, our students begin to notice how much fun can be in reading, taking notes, adding, remembering geographical names, foreign words or names of successive kings.
• We learn how to learn. It is not as simple and easy as it sometimes seems. With all the ways mentioned above, and a few others that will remain (at least for now) our sweet secret, we teach children how to study in order to learn - for a test, for a test at the end of the year, for an important exam, and for life.

Plus, we really like doing it. Maybe that's why we're doing so well?