Educate the Educators
For all newly hired faculty members who are in their first year of teaching at the College. The program consists of 3 modules that include:
- Introduction to the history, pedagogical philosophy, institutions and operation of our School. It is offered at the beginning of the academic year.
- Pedagogical Principles – didactic practices (lesson planning and organization, classroom management, assessment, development of pedagogical skills, characteristics of a good teacher). 20 hour seminar series.
The first module of seminars (10 hours) takes places at the beginning of the academic year on:
Creating an Optimal Learning Environment through Engaging Lesson Planning and Strong Classroom Management
The second module of seminars is held in January on:
Interpersonal & Pedagogical Skill Building
The seminar is carried out in
collaboration with the University of Delaware, College of Education and Human
Development. Lecturers are:
Dr. Jacquelyn O. Wilson, Assistant Professor in the School of Education at the University of Delaware and Director of the Delaware Academy for School Leadership (DASL)
Dr. Sharon Brittingham, Senior Associate Director, Delaware Academy for School Leadership
Dr. David W. Santore, Associate, Senior Leadership Specialist, Delaware Academy for School Leadership
Classes are conducted in a workshop format and give new teachers an opportunity to become familiar with lesson planning, classroom management and effective techniques for modern, remote teaching.
The Pedagogical Training Program (PTP or ΠΠΚ) is offered by Athens College to all its faculty members free of charge In order to complement their university studies and pedagogical training and to give them an opportunity to exercise guided reflection on their teaching practices.
It is primarily addressed to new teachers. However, more experienced teachers who want to refresh their knowledge and training are not excluded.
Duration: The program began in November 2019 and will conclude in June 2021. The total duration of the program is 150 hours over the course of two years.
Teachers can attend either Cycle I or Cycle II individually or they can attend both.
Certificate of Attendance: Participants who attend both cycles will receive a Certificate of Attendance for the entire Pedagogical Training Program
Those who attend one of the two cycles or any of the parts therein will receive a Certificate of Attendance for the specific cycle/seminar which they attend.
CYCLE I (2019-20)
- Lesson Planning, Classroom Management (25 lecture hours + 5 hours in-classroom practice/application)
Dr. Dimitris Kalaitzidis, Educational Project Coordinator at the 4th Attica Regional Centre for Educational Planning (PEKES)
Dr. Yiouli Chronopoulou, Educational Project Coordinator at the 4th Attica Regional Centre for Educational Planning (PEKES)
Dr. Panagiotis Piliouras, Head of Health Education at the 3rd Athens Directorate of Primary Education
- Mentoring/Coaching, Theory and Practice (10 lecture hours + 20 hours practice/application (in-class peer observation by pairs of teachers) + plenary session presentations
Lecturer: Dr. Sara Bubb (in English)
- One online course either from Harvard Graduate School of Education - Zero Project series - Teaching for Understanding or from the International Baccalaureate Organization (MYP, PYP, IBDP) + practice/application in the classroom.
CYCLE II (2020-21)
- Teaching Subject Area Courses, offered to groups of teachers who teach courses in the same/connected subject area (Greek Language, Mathematics, etc., determined by the specialties of the participants) (25 teaching hours + 5 hours of in-class practice/application)
Prof. Dimitrios Koliopoulos, Didactics of Natural Sciences, University of Patras
Dr. Vasiliki Demertzi – Giannakopoulou, Philologist, Didactics of philological subjects, Emeritus School Counselor
Dr. Stelios Markantonakis, School Counselor of French Language, Educational Project Coordinator
Dr. George Bagakis, Professor Emeritus of the University of the Peloponnese, Documented Initiatives to Improve the Teaching of Different Specialties using Class Data - Work
- E-learning: Principles and Best Practices Design (15 teaching hours)
Prof. Athanassios Jimoyiannis, Department of Social and Educational Policy, University of the Peloponnese
- Special Education (10 teaching hours + 5 hours of in-class practice/application)
Short courses / seminars (2-5 teaching hours) addressed to the faculty of Athens College - Psychico College (on a voluntary basis), to interested School parents, as well as educators and students who do not work at HAEF.
Venue: For now, due to the COVID-19 pandemic,
the courses take place online using the video conference platform Zoom. There will be an update if circumstances change and they can be conducted live.
Free admission – registration
required. Certificate of Attendance issued.
You can sign up by completing the form at the end of this text.
Once you register, a special link and password will be sent to you before the course begins in order to sign into the platform (the link may not be shared on social media or the Internet). When you sign in (you can read the Data Protection Statement here: https://zoom.us/privacy), you will be asked to enter the name by which you wish to appear in the online course and during the course your image, likeness and sound of your voice will be used. Please note that the course is not recorded and you, yourself, can set the use of the camera or microphone (on/off). When logged in to the platform, all participants must comply with the rules in order for the online presentation to run smoothly.
Information and Registration:
T: 210 6798357, 210 6798265 email: [email protected]
Seminar session descriptions:
1. Saturday, February 6, 2021, 09:15-11:45, Zoom
“Adolescents and the Internet: addiction symptoms, risks, and strategies for preventing and dealing with
The seminar is addressed to primary and secondary school teachers who are
in close and regular contact with children and adolescents. Teens today, often
referred to as
the “N-Generation” or “cyber teens,” have a higher digital literacy than previous generations. Hence, it would be valuable to create a team of teachers trained in the matter, so that they can inform, support and guide students on making a healthy use of the Internet.
- Understanding the concept of addiction and learning about the types of Internet addiction
- Recognizing the symptoms and behaviors of addiction both at home and at school
- Becoming aware of the effects of addiction on mental health and social adjustment, and learning about risk factors
- Looking at suggestions to deal with the phenomenon
the phenomenon to students
Lecturer-Moderator: Neoneila Papadopoulou, ΜSc, Child Psychologist, Athens College Elementary School
2. Saturday, February 6, 2021, 12:00-14.30, Zoom
“Raising tired children. Can the lack of adequate and quality sleep be related to emotional and academic issues?”
Although we say that sleep is as important for children as are food and shelter, too often we tend to underestimate its necessity and deprive it of children. It is certainly not something that is done on purpose, but it is often convenient. Long hours at work, schoolwork, supplementary tutoring and other extracurricular activities, television, and computers are but some of the factors that contribute to sleep deprivation in children. While these reasons amount to a “convenient ignorance,” it is high time we understand the cost of sleep deprivation on children and to take appropriate actions.
In this seminar, we will attempt to understand the necessity of sleep for children in terms of their emotional and cognitive development. We will study the processes and benefits of sleep, examine the meaning of quality and beneficial sleep, and see what really happens when a child does not get enough of it.
Lecturer-Moderator: Alexia Kazakakou, MEd Special Education, EdM Emotional and Behavioral Disorders, Psychico College Elementary School
3. Saturday, February 20, 2021, 12:00-14.30, Zoom
“The four roles of questions: a model for reading comprehension”
Starting from the difficulty surrounding reading comprehension, we encounter the concept of “literacy.” By deconstructing a text’s elements, “formulating questions” emerges as a strategy to process text.
“The four roles of questions” model is a simplified categorization of questions that can be applied in the classroom by teachers and students. After becoming acquainted with the model, students more effectively handle the different meanings they can draw from text.
The objective of the seminar is for teachers and students to acquire a common tool – a code for categorizing questions. When students become familiar with the model, they formulate questions that help them “unlock” texts, support their studies, and organize their answers more effectively.
Lecturer-Moderator: Maria Kokkinioti, MEd, Educator, Psychico College Elementary School
4. Saturday, March 6, 2021, 09:30-13:15, Zoom
"The value of Project Based Learning on the teaching process. Organizing a Project"
New educational needs require the development of 21st century skills for students. One way to achieve this is through projects. Therefore, the adoption of a Project Based Learning culture, regardless of the course, is essential, if not imperative.
At the end of the seminar, participants will be able to:
- distinguish between a project and a simple assignment
- organize a project in a structured way, regardless of the subject area
Participants will be given an opportunity to develop their own ideas, targeting different subjects and age groups, and to create an effective project using organized methodology that addresses 21st century skills (as defined in current bibliography). These projects will be presented to the team for feedback and discussion.
Lecturers-Moderators: Filimon Diamantidis, MEd, ΜΑ, Psychico College Junior High – High Schools, Stasini Fragkou, PhD, Psychico College Junior High School
5. Saturday, March 6, 2021, 13.45-15.45, Zoom
“Welfare Officers: a Primary Prevention Program”
Primary prevention and the treatment of various issues facing adolescent students concern teachers and school psychologists every day. Often, when students are dealing with an issue, they find it difficult to talk to an adult and, instead, prefer to turn to a trusted peer.
Athens College Junior High School instituted the Student Welfare Officers program in 2010. These students form a key element of the Student Community, dealing with prevention and mediation programs. At the same time, the program aims to mobilize the Student Councils to organize other activities, such as those for alcohol, smoking and Internet addictions, as well as to welcome students in the 1st year of Junior High.
Welfare Officers meet regularly with the School’s Counseling Office psychologists to discuss issues related to their duties and actions (e.g. communications skills, impartiality, confidentiality, ways to inform their classmates, etc.)
During the course of the ten-year operation of the program, Welfare Officers co-decided on and carried out practices in the student body that deal with school bullying and implemented primary prevention programs.
Lecturer-Moderator: Panagiotis N. Siaperas, MSc, PhD, Athens College Psychologist – Occupational Therapist, Scientific Associate-Lecturer at the University of Western Macedonia
6. Saturday, March 20, 2021, 09:30-13:15, Zoom
“Techniques to activate reflection through the observation of art:
a) Visible Thinking b) Transformational Learning through Aesthetic Experience”
In this seminar, we will tackle the following:
- The role of the arts in the learning process, particularly in the development of 21st century skills.
- Techniques to activate reflection through the observation of works of art: (Visible Thinking (ProjectZero), Transformational Learning through Aesthetic Experiences)
- Integration of the aforementioned techniques in the Primary Years Programme
Lecturer-Moderator: Georgia Mega, PhD, Educator and Deputy Director of Athens College Elementary School, Lecturer-Counselor at the Hellenic Open University
7. Saturday, March 20, 2021, 13:30-16:00, Zoom
“The Sounds of Numbers – The Mathematics of Music. Explicit or Implicit Relationship?”
Introduction to the key elements that underlie the initial exploration of the fascinating relationship between the two worlds. Participate in the creative process of discovering the music scale; get acquainted with basic, simple principles of Mathematics, Music and Physics; explore the steps of mathematical thinking; take a brief, retrospective look at historical facts and become familiar with the main, contemporary, and global exponent of this relationship.
Through short, targeted mental and physical activities, the two cerebral hemispheres will be simultaneously activated and feel good or happy hormones will be released, aimed at stimulating creativity and a holistic, out-of-the box form of thinking, which in turn will improve the learning senses and lead to joy, well-being and health. Everyone is free to adapt the information provided in this seminar to his/her respective area of specialization.
Lecturer-Moderator: Sotiris Dimitriadis, MA, PhD, Athens College Junior High - High School Music Teacher
8. Saturday, March 27, 2021, 11:00-13:20, Zoom
"Sensory Intelligence: Is it as important as Emotional Intelligence and Intelligence Quotient (IQ)?”
“The soul is defined by the ability to
nourish, to feel, to think and to move.”
(Aristotle, On the Soul B, 413b, 12-14)
The way students and teachers experience the various school environments – classrooms, laboratories, athletic courts, school yard – is based on the senses. Some students (and teachers) feel comfortable and creative in environments with many simultaneous stimuli. They prefer everything brighter, louder, warmer, and more intense. This feeling pleases them and keeps them alert (e.g. students pay attention during the lesson or teachers perform better in the classroom). Other students (and teachers), however, avoid noisy environments, crowded places and try to escape from them in order to feel more comfortable. They gravitate towards environments with fewer and less intense stimuli that will not arouse and unsettle them.
The aim of the seminar is to present the mechanisms of sensory processing and show how some students (and teachers) experience the same stimulus differently. How this affects their presence and participation in a lesson or sports activity, how it determines their handwriting, how it affects their daily school life, social relationships with peers and teachers, and how it can affect students emotionally.
Lecturer-Moderator: Panagiotis N. Siaperas, MSc, PhD, Athens College Psychologist – Occupational Therapist, Scientific Associate-Lecturer at the University of Western Macedonia
9. Saturday, April 10, 2021 , 09:15-11:45, Zoom
“Divorce, a complex process. Its effects on children and adolescents.”
Divorce is not an isolated event, but a difficult decision that leads to multiple changes. An event that unquestionably agitates the emotional world of children, while reactions vary depending on their developmental age.
In our meeting, we will have an opportunity to discuss the effects of divorce on the mental health of children and adolescents. To study the factors that determine these effects and to highlight protective factors that contribute to better adaptation in children. Additionally, we will talk about the effects of divorce as they effect the school environment in particular.
Lecturer-Moderator: Neoneila Papadopoulou, ΜSc, Child Psychologist – Athens College Elementary School
10. Saturday, April 10, 12:00-14.30, Zoom
The seminar will present ideas on how lesson observations help teachers develop. It gives them an opportunity to reflect on their strengths, as well as areas that need improvement, in order to make learning more effective for both learners and teachers.
To have teachers gain knowledge and confidence on how to engage in productive peer observation. Topics that will be covered include:
- What are good lesson observation practices?
- How to take notes while doing a lesson observation
- Lesson observation techniques
- How to recognize the strengths and weaknesses of a lesson
- When a lesson assessment can be dangerous
- How a post-observation discussion can be made better
Lecturer-Moderator: Polyanthi Tsigkou, MA, EdD, Advisor to the President
11. Saturday, May 15, 2021, 09:15-11:45, Zoom
“Leadership in school and in an orchestra”
The seminar is
addressed to educators, music teachers, as well as orchestra conductors. The
concept of leadership, the various types of leadership, and their application
in Music lessons and beyond will be presented. Which of all of the
aforementioned can we use? Can these
lead us to reevaluate our stance in the classroom? We will expand on the
commonalities between teaching and conducting.
We will reflect on the common threads that exist and will find useful
information that we can keep.
Lecturer-Moderator: Nikolai Manolikakis, MΑ, Psychico College Elementary School Music Teacher
12. Saturday, May 22 2021, 09:15-11:45, Microsoft TEAMS
“TEAMS: Shedding light on a creative, enjoyable, useful and effective management tool for the educational process”
A digital management platform for the educational process is important when teachers can create their digital classrooms with ease and without special technical knowledge and can call their students by email, giving them specific permissions right on the spot. The philosophy behind the platform environment approximates that which teachers and students are accustomed to doing in the real world. The possibilities it provides give value to the educational process… and far from constitutes a hindrance to a creative teaching approach. Video conferencing possesses all the features and possibilities that minimize distance and provides students with elements and functions that simulate a classroom.
The main areas we will explore in this seminar are:
- Creation of a digital classroom. Creation and management of groups and sub-groups. User rights, message and background settings.
- Educational material repositories. Creation and management of common, shared channels. Shared files. User permissions, rules, dialogs and co-editing – file versions.
- Dynamic management of educational material by teachers and students (utilization of Class Notebook).
- Assignment of tasks. Create assignments, scoring, scales, deadlines, aggregation of result, feedback.
- Real-time assessment. Creation of assessment/self-assessment tests for our students.
- Integration and utilization of third-party applications (e.g. Scratch, Mindomo, Geogebra, etc.).
Lecturer: Vassilis Economou, Director of Informatics and Digital Education, Athens College
13. Saturday, May 15, 2021, 12:00-14.30, Zoom
“The three types of listening and appropriate narrative techniques in primary school”
Comprehension of spoken language is a skill that involves both physical and mental processes: hearing and interpreting/understanding (Turner, 1995). In recent years, we have come across more and more reports of students having difficulty in the reception, decoding and processing of auditory stimuli during the learning process. The result of this difficulty is the frequent inability of students to decode and identify the key point of oral instruction. Consequently, students are unable to evaluate the most “important” points of what they hear and, in turn, unable to take meaningful notes.
This seminar will present a series of listening comprehension activities that have been designed and implemented to address the problem. The objective is for teachers:
- To gain an understanding of what lack of auditory comprehension and difficulty in learning entails
- To realize the problems faced by students who lack this skill
- To become familiar with strategies that help students overcome their difficulties, be actively involved, develop a critical awareness of language, and be able to discern their own stance as a speaker with relation to the subject of discussion
- To be able to connect the skills that are developed in lessons with the daily lives of students, as the ability to comprehend spoken language (receptive language skill) is directly connected to other productive language skills
The seminar presents a didactic approach to the problem in primary education. However, with proper abridgement, it can also be useful for secondary school teachers.
Lecturer-Moderator: Pavlos Koutsoliakos, MΑ, MEd, Educator at Psychico College Elementary School
14. Saturday, May 29, 2021, 09:15-11:45, Zoom
“Developing Oral Competency through the use of Impromptu Style Speaking Activities” *
Building learners’ oral competency is a key element of any language classroom. This is without a doubt a great challenge for language teachers as it is difficult to formally plan and assess within lessons. In addition, it is an even greater challenge to evaluate a learner’s oral competency and progress. Impromptu style speaking activities can help provide learners of all ages and aptitudes the guided practice necessary to embellish their speaking skills in an unobtrusive and fun way.
Key concerns addressed during the workshop:
- Why is it important to teach ‘speaking’?
- Why is it important to encourage learners to speak?
- What are some of the challenges faced by teachers and learners alike?
- How can speaking be formally introduced into a curriculum?
- How can speaking activities be adapted to suit the varying needs and abilities of language learners?
- How can oral production be assessed?
- How can oral production assessment tools be adapted to suit the task and learners’ needs?
This workshop will primarily focus on providing teachers with numerous impromptu style speaking activities that can be used in any classroom and can be adapted to suit learner level and interest. Teachers attending the seminar will be provided with the opportunity to: reflect on authentic learners’ speech by listening to real students speaking; evaluate and assess different pupils’ oral proficiency; gain an in depth understanding of the significance of promoting this skill by planning it within the language course curriculum.
Lecturer-Moderator: Maria Mavrakis, BEd, English and English as a Second Language, Postgraduate Diploma in TESOL and ALBE, Masters in Educational Leadership, English Teacher at Psychico College Junior High School
*Language of instruction: English.
15. Saturday, May 29, 2021, 12:00-14.30, Zoom
“Creative thinking techniques: de Bono’s six hats”
White, Yellow, Blue, Black, Red and
Green are the colors of Edward de Bono’s different hats. De Bono, a psychologist-author-philosopher,
is known for having developed a technique to make us look at topic or problem
from six different vantage points. By
“adopting” one by one the different hats, students learn to think creatively,
open-mindedly, and critically. From sterile confrontation, they are slowly led
to an effective exchange of ideas, focusing each time on specific parameters of
the subject. They research, solve problems, and manage crises.
The rest will be presented at the seminar! Come and let’s play with the hats!
Lecturer-Moderator: Tzenia Nikolopoulou, MEd, Educator at Psychico College Elementary School
16. Saturday, June 12, 2021, 11:00-13:30, Zoom
“Do I critique or do I criticize art?”
A training seminar in the form of an experiential lecture. Aimed at adults, regardless of professional designation. Through personal circumstances, experiences, bibliography, images, and narratives, the speaker discusses, asks questions, and invites participants to analyze and reflect on art in our time, hoping that these thoughts will be passed on to future generations, not as a theoretician, but as an observer.
Lecturer-Moderator: Vassiliki Spyrou, Psychico College Elementary School Art Teacher
17. Saturday, June 12, 2020, 12:00-14:05, Zoom
“The learning process through inquiry and assessment”
The workshop concerns both primary and secondary school teachers and aims to explain through hands-on-activities how to apply inquiry-based learning and assessment in the classroom. Inquiry-based learning is an interdisciplinary approach that can be implemented across all disciplines and subjects. Assessment is an integral part of this approach as it serves as a tool for feedback on the learning process.
To look at
- What inquiry-based teaching and learning is
- What strategies can be used
- How these strategies can help learning and student assessment
- How this will change our lesson
- How this approach can be integrated into our materials
- What the views of teachers who have adopted this approach are
- What our responsibility to our students is
Lecturers-Moderators: Vasilis Zosis, MSc, Elena Paraschopoulou, MEd, Psychico College Elementary School Educators
Training course for trainers, giving the opportunity to teachers to share their knowledge and skills with colleagues. The aim of the course is for teachers to acquire the necessary knowledge and skills to then be able to train other teachers / adults.
Lecturer: Dr. Sara Bubb, Senior Lecturer, UCL Institute of Education, University of London.
The course (a total of 7.5 teaching hours) is conducted in English.
Aims and Content:
Teachers will feel confident to train other professionals.
- Understanding professional development and how adults learn
- Setting clear aims and outcomes
- How to structure and plan training
- Training techniques and strategies
- How to evaluate
A Certificate of Attendance is issued.
This is a thematic unit of the Pedagogical Training Program, which is also offered independently to interested teachers, as well as to middle and senior executives of the Administration.
The word “mentor” is Greek; however, in Greece little effort has been made to use mentors in education. In contrast, in many developed countries mentoring and coaching are key elements of teacher education through their training and professional careers.
Apart from the technical details, the essence of the process is the teacher’s self-reflection on his/her teaching practices as they concern the daily functioning of his/her classroom. Unlike Greece where this approach is not widespread, internationally it is considered an effective method in the professional development of teachers.
The way mentoring and coaching is used varies from country to country and from school to school. In the Greek public school system there is no such process, whereas in other countries, such as England, the elements of this course are well-established and institutionalized.
The institution of mentor has existed at the College since its inception. Since 2008, “Mentoring/Coaching” has been a separate course within the Pedagogical Training Program offered by our School. Teachers in the program, using theoretical training and practical training gained from within their school unit whilst collaborating with another more experienced colleague, acquire knowledge and skills enabling them to improve their teaching practices.
Course duration: (10 lecture hours + 20 hours practice/application [in-class peer observation by pairs of teachers] + plenary session presentations)
Course taught in English
Dr. Sara Bubb, Senior Lecturer, Institute of Education, University of London.
Implementation of the Mentoring / Coaching program within the framework of the Pedagogical Training Program:
- Pairs of teachers are established: one is a teacher registered in this program, the other an experienced teacher. It is not mandatory for the two teachers to belong to belong to the same school unit, although co-existence in the same school unit creates fewer practical problems.
- An introductory lecture is held in plenary session
- The College
teacher who takes on the role of mentor
will organize and present a lesson, which will be attended by the trainee
a. Preceding the lesson, the mentor and mentee will meet to agree on when the lesson will take place and to discuss the teaching approach that will be followed. The mentor will give a lesson plan to his/her mentee so that the mentee will have an opportunity to review the parts of the lesson on which he/she would like to focus his/her attention, i.e. goals, time management, assessment, etc. This initial preparation is not a commitment, but rather a way to facilitate the trainee.
b. During the lesson, the trainee should take notes on the aspects of the lesson on which he/she is focusing his/her observation.
c. After the lesson, there should be a discussion between the two teachers on the aspects of the lesson that the trainee points out.
- The mentee, with help from the mentor, will then organize and present a lesson following the same process.
- After the discussions are over, both will record the main points of their interaction.
- Once the previous steps are completed, there is a meeting with the all the teachers in the course where reports are presented. At the end of the meeting, participants have an opportunity to comment on and assess the whole process.
The whole process should be carried out in a constructive and collegial manner that in no way is offensive, ostentatious or competitive.
- Classroom observation of teachers by Department Heads / Coordinators in order to provide meaningful and effective feedback.
- Programs to familiarize teachers with new technologies and their use in designing lessons so that all teachers can use new technologies in their teaching practices, based on pedagogical principles.
- Training of specialties within Academic Departments. The training activities of the specialty disciplines within Academic Departments are related either to the theoretical training of teachers or to the teaching of specific courses. They are organized by the respective school units.
- Training of middle and senior Administrators and Heads / Coordinators of Academic Departments: Individuals holding these positions periodically attend seminars in order to have the theoretical background and skills to guide teachers in their department.