Of The Foundation “Plein Equilibre”
My friend, Christian, was visiting
me one day and said” I would like to volunteer
with children. I want to investigate ways to help
them have a better future. Because they are the
women and men of tomorrow.” He was also very
interested in finding a way to help hyperactive
children, so that they would need less drugs. (Ritalin,
So Christian, my wife Nicole, and
I started the foundation ”Plein Equilibre”,
or Full Equilibrium, in Quebec in __________, and
other volunteers joined us a bit later.
This foundation was based on the
goal, a child is a source to let flow. We started
offering help to children with dyslexia and other
problems two days per week, and we organized “days
of tenderness”(originally in French (journee
On that special day the child
was the most important person. The volunteers used
Chiropractic and Naturopath. He was also checking
- children with learning problems in relation to
post trauma from birth.
Educational Kinesthesiology and specialiazed learning
PNL (NLP) (Neurolinguistic Programming), Chemist,
music approach, sign language.
Experience in Guatemala
project in San Marcos, Lake Atitlan
1- Beginning April
Daisy and I reeducated dyslexic
children in front of Doctor Juan Navarijo Rodas
from San Marcos and he saw the significant results
in the following days. He observed amongst the children
a better laterality and improved capacities to recognize
forms, and that the children were more synchronized.
The Doctor gave us a letter of referral.
Later on, another Doctor, Dr Julio
Cesar Vargas, who saw the results with some other
children, also gave us a reference letter.
These reference papers served as an introduction
to the Supervisor of Education of several villages,
el señor Porfirio Geremias Par Chavajay.
Click to see the Reference
Letter 1 and Reference
1-A Teaching (workshop) at
El señor Porfirio Geremias
Par Chavajay, efficiently organized courses in different
schools of the region in the villages of San Pedro,
San Pablo, San Juan and San Marcos.
Daisy and I gave courses with the help of a translator.
to the Educative Kinesiology
and reeducation of the dyslexia
of the eyes and the ears
B. Introduction to Brain Gym
C. Basic pedagogy.
skills of learning
to use the materials
to improve the learning
WORKSHOP TEMPORALY IN SPANISH
Talleres (Taller I detalles: parte1, parte2, parte3, parte4, parte5, parte6, parte7, parte8, parte9, parte10, parte11, Taller II detalles: parte1, parte2, parte3, parte4, Taller III detalles: parte1, parte2, parte3,
IT WILL BE IN ENGLISH LATER ON.
1-B OTHER COURSES ( WORKSHOP
At the same time we started a special
training program with two local teachers who talked
Kakchiqual, the Mayan language of the village of
San-Marcos la Laguna, on Lake Atitlan.
With Rodolpho and Edgard, our
two local teachers, we were making some formation
of little groups for those who were at first interested.
Some of them were just passing by and others stayed
to learn the educational technique.
Some came from other regions. They had heard of
our work. Colby who at the moment was in charge
of the pedagaogy in an orphanage in Rio Dulce came
with his assistant to take the course.
We gave other instructions in
Panajachel. For all our workshops we were fortunate
that Edgard talks Spanish, English and Kakchiqual.
With the teaching that the foundation gave we had
the chance to spread the introduction of the Educative
Kine and the Basic Pedagogy. At the same time we
were able to supervise the two Guatemalteque teachers
and to verify their teaching.
With my daughter Julie we gave
a course in Antigua for some teachers of a little
village , "Santa Maria de Jesus". Afterwards
we went into the village to help the teachers with
the evaluation of those children and to make some
reeducation in front of them.
Then by the request of Alma, in charge of a project
with the school, I went to give a workshop in Santa
Cruz del Quiche. One of the trained teachers told
us that now the parents who had children with learning
difficulties wanted them to learn in her class because
of the quick results she had.
We gave two other workshops at
the request of Sylvana for teachers in Guatemala
City. Also Sylvana ( Guatemalteque) came for three
weeks to the lake for more training and also to
practice with our local teachers in different schools.
She wanted to start working with children in Guatemala
During this time I had contact
with the primary school in San Marcos, on Lake Atitlan.
Meeting the director, Jose Luis Puac Juarez, a man
who was open to new ideas, we talked about pedagogy,
about the students ....
While talking about the children we found out, while
using little games and basic exercises, that
in most families there was a big lack of psycho-motricity
2- PEDAGOGIC REALIZATION
Three Quebecois in special education,while
passing by San Marcos, agreed to help us. The school
director aware of the situation had agreed that
we evaluate the children in the school. It was a
great project, with about 600 children.
We gave intensive instruction
for one week in Educational Kine to new volunteers
from Quebec; Patrick, Caroline, Julie and a French
woman, Violaine, who wanted to take the course before
going to do some volunteer work in Xela.
Note: We were supervising their work and sometimes
the children were passing through 2 evaluations
to have precise and correct work.
We had for this evaluation a nice
team including the 3 from Quebec, Julie, my daughter,
Alain, the 2 local teachers, Daisy and myself.
We were going to work in teams of 2 persons, except
with the older students.
Click to see documents 1,
-1. Eyes and Ears Evaluation
The first step, A, needed personal
with each child.
*** Important information about
the Eye's Evaluation. Click
to see it
verification, spatial orientation and laterality
by group in the classes
Results Put Into Action
38% of dyslexia
b. in certain classes
only 40% of the kids pass the test of psychomotricity
The Pedagogic work ( action)
C - Then a
second verification of the dyslexic children
and the appropriate reeducation.
D - Then with a friend,
Cynthia, my daughter, and
Edgard, we went in the classes to make
psychomotricity exercises and basic skills.
With the results,
there was an evident need of basic re-education.
n.b.: You can find these exercices
in the pedagogic part and also in kinesiology exercices.
and laterality in group:
A- Basic exercises with the
B- We played with the straws and circles
C- The papers with the arrows
Many times after some exercises
my daughter and Cynthia were going out of the class
with some children for individual work with the
|I raise my arm
I raise the opposite knee, center
|I open my arm
I open the opposite leg, center
|Draw the infinity symbol with the hand and
certainly do the exercise of Cook.
After they had worked with the
children it was easy to see the difference with
all the other exrcises in the group. They were a
LOT MORE SYNCHRONIZED. And they were a lot better
to follow the group.
After we introduced the puzzles
and at the beginning it was easy to observe that
the children had never done puzzles before.
**** It was interesting to observe that they progressed
rapidly, very rapidly, in comparison to other children
of the village who did not practice the basic exercises.
Also we saw the same difference in other schools.The
children who did not practice the basic exercises
were less successful.
Back to 38% of
dyslexia and a significant weakness in psychomotricity
and spatial orientation
It was evident
that there was an important need of a special program
for basic skills. Basic skills: What a child needs
to be able to learn.
The director accepted the project.
It is this project, which was
created and validated, that you can find in the
pedagogic part of the web-site.
This project is also based on
our experience as specialists in education in Quebec,
and with the collaboration of friends, who are
Note: We had already started the
Pedagogic action in section D above.
First it is necessary to help the teachers feel
- The dyslexia is not a sickness
and it is not in relation to their teaching.
- Many dyslexic children are very intelligent but
they can't use their intelligence properly because
of the desynchronization of their 2 brain hemispheres.
It is like 2 horses in a team, one pulling at left
and the other one pulling at right.
We taught more specifics with
Edgard, who talks Kakchiqual, the local language
of the children who come to school. His function
for a year and a half was to receive the village
children in their own language and to verify whether
or not they were having the basic skills to learn,
and if not, to make the necessary reeducation. It
was also to introduce to them some basic exercises
that the teacher will do with the group. Missing
space to work, we had to build a little place, so
that Edgar or others could work privately.
At this moment Daisy decided to
manage only the administration part of the foundation,
so we needed someone to come with us, which would
allow me to follow the other project with the school.
A second chance came for us; the
arrival of Katrin, a social worker from Germany
who needed a project to finish her studies. This
filled a need for us and wonderfully, she spoke
Together we began to prepare Rodolpho
and Lenny for another pedagogic plan. Katrin could
supervise Rodolpho on his work with the SOCEP (Kindergarten).
She also did a good job preparing Lenny to begin
working with the reading problems with the children
of the 3rd to 6th grades.
Then Katrin created a music
From this course, we worked out an efficient way
to stimulate and harmonize the two hemispheres.
Later on, in Bolivia, on Isla del Sol we tried out
the technique and it was effective.
N.B.: In 2 months we are going
to give more explanation of the technique and the
( ref: pedagogic part )
Rodolpho and Lenny, sometimes with
a volunteer, introduced the game association for
1st and 2nd grades before going to the 3rd grade.
Afterwards. Lenny ( Guatemalteque ) and Melanie
( from Quebec ) worked out more intensively with
the 4th and 5th grades.
work with the Veritech forms and shapes and the
houses associations games
The houses game
( an example )
*** We reduced the game from 12
to 6 houses so that it was more accessible, more
With the pieces of # 1,” which house can I
*** In their training, they had been advised not
to say yes or no, but to ask why ?? “Give
me 3 reasons”. Normally the children answer
too rapidly ( without thinking ) and they guess
what looks similar.
We want them to analyze a little.
In the present example, the
answer is 3
Then # 1 goes with # 3
The green triangle of # 1 goes with the green
triangle of # 3
The red square goes with the red square
The yellow rectangle goes with the yellow rectangle
that the student has to give the reason for his
answer, gives him the chance to analyze and verify
He cannot verify the answer by luck.
WE CAN WISELY INVERSE THE PROGRAM
The teacher asks
Give me 2 reasons why with the pieces of # 1 I cannot
built the house # 6
THE WHY IS THE MOST IMPORTANT
And the same with the sticks game
and many game of association. They are in the pedagogic
Lenny and Melanie also made an
introduction with the children for the understanding
of the writing problems and the fractions( the meaning
of a fraction).
3 - IN THE SOCEP ( Hogar
At that time we also instructed a group of teachers
working in the SOCEP (pre-school) or kindergarten,
in the villages of San Pedro, San Juan, San Pablo,
San Marcos and Santa Catharina.
Rodopho and I instructed all the SOCEP's teachers
and afterwards Rodolfo went to all Socep to help
the teachers to evaluate the children and practice
reeducation with them. In the SOCEPs, sometimes
with the little children, the reeducation is made
on a table as you can see in some kinesiology books.
** The main goal was to prepare
the children as soon as possible with basic skills
and abilities that allow them to be more prepared
for school. And the teacher's were also given basic
exercises and material to work out with the kids.
with Estella, who organise the
courses in the Socep.
She also give initiation, of basic exercices , working
with her children, that people can do at home with
their children. In the Socep they were also shown
that they can practice somes exercices on a mat
with the little ones.
Juan Manuel his showing the second
basic exercice < I open my arm ( on the side
) I open the opposite leg and I center >
And we do
not forget the infinity symbol… that the child
draw with his arm. After with the left before
passing with both arms. And most of the time it
is more easy to make them practice on a drawing
due to the fact that it is difficult for many kids.
For some dyslexic it is even hard on a paper drawing
because they can not cross the middle line. We had
observe this fact in Quebec, but here in San Marcos
it was a lot more evident < the great problem
they had with crossing the middle line. ( ref. also
to their great difficulty of crossing the two hemispheres.)
Katrin went to the North of Guatemala
to the project Mayan Hope in Nebaj to give a workshop
for another group managed by Colby Martin. He wrote
me recently that with this experience they are going
to open a second special education class next year.
In Guatemala, Edgard continues
his work with the children for the coming year.
del Sol - Training a volunteer (Mathieu from
and Peru pedagogic experience
At the end of the school year
I went with Jennifer to Peru and Bolivia for traveling
and also to initiate some projects.
In Copacabana (Bolivia) I trained a psychologist
in basic pedagogy and basic skills for the teaching.
He is now using what he learned in his courses at
the University in La Paz. He is asking for more
We presented the pedagogic material and how to
use it to many teachers in different towns, as well
as in Puno and Cusco in Peru
Sol ( Bolivia )
We taught volunteers who were
there for one year and who agreed that they did
not know how or what to do with the students. After
some instruction, and some practice with them and
with the use of the material shown to them, they
said that now they knew that they were going to
be more useful in this part of the island, the North.
At Christmas (due to the generosite
of a donator) I put on a Santa Claus suit and we
distributed gifts to the children in many parts
of the island, we also distribuited pencils &
books for the children.
We met with the Superintendent
of Schools, and his assistant.
We distributed the pedagogic material.
We demonstrated and used the basic part of the material
with the children in front of the Superintendent
and others in charge.
During this time and on their
was teaching English to the children.
And for the guides she recorded an English/Spanish
tape corresponding to their needs.
Before we left Bolivia, we gave them a lot of tapes
and photocopies of the English material created
Also the pedagogic material and
the English work has been distributed in Puno and
Cusco in Peru.
A business man from Lima took
the responsibility to spread the pedagogic material
in his town and to other towns where he has hotels.
At this time, the foundation has finished the translation
in Spanish of hundreds of pages of pedagogic material
from Quebec that will appear later on the pedagogic
South America experience: Isla del Sol - Training