Emotional Intelligence Programme

Emotional intelligence is a crucial component in education, as it goes beyond simple academic learning. Teaching students to understand, manage and channel their emotions promotes a more positive and productive school environment.

When students develop emotional intelligence, they are able to better manage stress, resolve conflicts constructively, and establish healthy interpersonal relationships. These skills not only improve your emotional well-being, but also strengthen your ability to focus on learning and reach your full academic potential.

Additionally, emotional intelligence gives students the tools necessary to meet the challenges of life outside the classroom. They learn to adapt to different situations, communicate effectively and make thoughtful and conscious decisions.

That is why the teachers at our school began training more than 5 years ago through the PIIE (Program for the Implementation of Emotional Intelligence) by its creator, Alberto Ortega, an expert coach in emotional intelligence.

Since then, we have implemented all the tools, activities and dynamics learned in the classroom. The assessment is excellent from the entire educational community and we will continue to support it.

 

UMA experiment - Movil Free -


Platero Green School, in collaboration with the University of Malaga, participates in a pioneering project at European level, in which the aim is to distinguish the different sources of information used by teenagers, as well as to know where they can go to obtain reliable sources.

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Educational Model

Platero Green School (Málaga) is a private school funded by the Ministry of Education in the regional government of Andalucía (Consejería de Educación de la Junta de Andalucía), that backs  a quality education underpinned by values training, knowledge education, innovation and new technologies.

Our educational model shows our intention to train people able to develop their social and occupational aspirations with a solid basis and a deep human sense.

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