Our Meaningfull Skills

Trinity Spiral School is devoted to promote the implementation of concrete programs that allow teachers to couch skills essential to later stages of life.

Our Meaningful Skills
Problem solving skills
Students need the ability to solve complex problems in real time. As society advances, so will the complexity of its manageable conflicts. The more we focus on students’ ability to devise effective solutions to real-world problems, the more successful those students will become.
Collaboration skills
Students must possess the ability to collaborate seamlessly in both physical and virtual spaces, with real and virtual partners globally.
Creativity skills
Creativity is a vital outlet that inspires students to see who they are and what they can do, and to realize what they can accomplish. It is fundamental that this side of any student is allowed to shine forth in their learning.
Communication and expository skills
The values and beliefs of our kids are defined by how well they communicate with others. Encouraging them to develop and honor every aspect of their communication skills will serve them well in both their personal and professional lives.
Analytic thinking skills
Students need the ability to think analytically because it allow students to deal practically with problems of a social, mathematical, and scientific nature. It empowers them to make effective and level-headed decisions in their lives and relationships.
Mindfulness Skills
Mindfulness is a whole body-mind state of awareness that involves ‘tuning in’ to the present moment, with openness and curiosity, instead of ‘tuning out’ from experience. Mindfulness is a state of being fully awake to life – being aware and undistracted in the present moment. It is about focusing attention on the present, rather than thinking about the past or worrying about the future- which is often our brain’s default mode.

The benefits of mindfulness with children.

  • Research shows that mindfulness increases connectivity in the frontal lobe of the brain, which is linked to improved attention, memory processing and decision making abilities.
  • Increases self-awareness, social awareness, and self-confidence.
  • Increases children’s ability to self-regulate their emotions, especially difficult emotions such as fear and anger.
  • Improves empathy to understand what another person is thinking or feeling and helps them to build positive relationships.
  • Reduces the severity of depression, anxiety and ADHD in children.
  • Builds resilience by giving children skills to help them to cope better with stress, as well as engage more fully with themselves and the world.
Social and emotional development
Social and emotional learning is about learning how to manage feelings, manage friendships and solve problems. These are essential life skills that support wellbeing and positive mental health. Social and emotional skills promote children’s ability to cope with difficulties and help to prevent mental health problems. Children who have developed social and emotional skills find it easier to manage themselves, relate to others, resolve conflict, and feel positive about themselves and the world around them. Teaching children social and emotional skills helps to promote resilience – the capacity to cope and stay healthy in spite of the negative things that happen through life. Research has shown that children’s learning is influenced by a range of social and emotional factors. How well children do at school is affected by things such as:
  • how confident children feel about their abilities
  • how effectively they are able to manage their own behaviour
  • how well they can concentrate and organize themselves
  • how effectively they can solve problems
  • how positively they are able to get on with teaching staff and with peer
  • how effectively they take into account others’ needs
  • how well they can understand and accept responsibilities.
Executive Functions Skills
Early childhood, ages 2-7, is the perfect time to begin introducing Executive Function Skills to children. Executive functions are complex cognitive processes necessary for planning, organizing, guiding, revising, regulating, and evaluating behavior necessary to adapt effectively to the environment and to achieve goals (Bauermeister, 2008).

Executive functioning involves abilities and processes vital for daily life such as:

Working memory: a limited capacity system that allows the temporary storage and processing of information. It is a workspace in which specific information is available for its manipulation and transformation during a limited period of time. Planning: the ability to set goals, develop action plans to achieve those goals, and to choose the most appropriate actions based on the anticipation of consequences. Reasoning: the ability to consciously solve problems of all kinds by establishing causal relationships between them. Flexibility: the ability to adjust behavior to changing environmental circumstances. Inhibition: the ability to ignore impulses or irrelevant information–both internal and external–when performing a task. Decision making: the ability to select between possible alternatives, after weighing the outcomes and consequences of all available options. Time estimation: the ability to estimate the passage of time and duration of a task or event. Dual-task: the ability to perform two different-modality tasks simultaneously while directing constant attention to both. Branching (Multitasking): the ability to organize and effectively perform multiple concurrent tasks by combining them, while keeping in mind the goal of each task.