Collectief Huisonderwijs voor Hooggevoelige Jongeren

 Mannaz School

Time-out and support for young sensitives with school fatigue



HSP teenagers are multi-dimensional thinkers, who think in pictures not in words.  The current, linear, sequential way of teaching, for them, simply does not work!

In fact, the current way of learning forces them to slow down their thought processes approximately 300 times.  Imagine the possibilities for human potential and evolution if these students are encouraged to think, work and develop at their natural speed!

Time-out and support for young sensitives with school fatigue

Who are we?

Founded in 2010 by Annick Lentacker, The Mannaz School is a reflection of passion and commitment resulting from personal experience.  Sensing the need for an alternative learning environment for highly sensitive young people with a view to obtaining a diploma, she created this unique school which has evolved into a warm and caring home for students who need to take a breath so that they can re-connect with the educational establishment.


 

From a real need

Today, many young people and parents alike struggle with the hustle and bustle of a demanding environment in the current school system and the careers of both often suffer as a result. For any child that would be difficult and distressing but, for this group of young people in particular, there are few initiatives which understand how to offer help in such a way that they can both acquire more stability and continue their school career.

 


Two track System: personal and educational

Situated in the Meetjesland countryside far from the hustle and bustle of city life The Mannaz School gives support both to schools and their students to advance the careers of young people who might benefit from a relaxed environment far from the usual multitude of distractions in everyday life.

By removing the pressure and identifying what gives the youngster energy and inner peace, a new sense of perspective is gained, anchor points are formed, the paralysis is relieved and the motivation is rejuvenated.

In addition, to begin with, we give the learning process a little break. It doesn’t cease altogether of course but is tailored into the therapeutic process in such a way that students can progress at their own pace.

Time out at Mannaz doesn’t imply you have to lose a year at school.

 

Target group

Young people in secondary education (ASO, TSO, KSO) who for the duration of several weeks to one semester would benefit from staying in a relaxed nurturing environment, learning how to deal with pressure.

 

 

Educational project

The main focus is on daily life on the farm rather than on programming lessons. Since students are still registered at their own schools, The Mannaz School staff will work closely with their school coordinators. Pupils get set tasks from their schools which they can process at their own pace. To support the learning we rely upon trainee teachers of HoGent.

The purpose of this approach is to get young people grounded again - to give them a mental, emotional and energetic goal – to teach them to learn to be positive and to look after oneself. By removing the pressure the student regains self-confidence and self-control.

Taking things one step at a time, if so desired, ordinary school can be resumed after this period of managed respite.

 


Testimonials

Mannaz is a place where time seems to be frozen but at the same time, where everyone works hard at their own pace. The Mannaz school is a wonderful and much needed initiative that much is needed in this steamtrain of a society – Joke Derre

 


The first time I visited the school was during an evening info session. We drove through the gate and I saw the white house.   I was instantly touched by the enchanted setting. I immediately decided that I wanted to go to school here, and so far, I have not regretted it.  My 1st day of schooling was a special occasion, because we went on expedition to Bruges.  Going ice skating and visiting the museum, that was my 1st day at the Mannaz school! Living together in one building, took a little getting used to: we really had to learn how to live together.  Because the school is in the countryside, we are surrounded by lots of green.  We are not much bothered by cars or sounds. It is very quiet here, and we have a beautiful garden. Mannaz has changed many things in me, in the first place they have taught me how to study. I also argue a lot less with my mother. This is also because I now do more at home then just sit at the computer.  Soon we will move to France.  I'm ready to go to a regular school there – Keanu Milo Texeira

Dr Kurt Hahn

Mannaz School is based upon the inspiring theories of Kurt Hahn, a philosopher and educationalist. Hahn believed that schools should not just be places to prepare for future education, but to prepare for life.   He believed students could only really understand life by experiencing it in many exciting and challenging ways.  By testing themselves, students would be able to develop their courage, generosity, imagination, principles and resolution.  At the end of the day, they would develop the skills and abilities to become the leaders of the future.

Follow this link to read more on Kurt Hahn's educational principles and theories.

Howard Gardner

Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called ‘personal intelligences’ (Gardner 1999: 41-43).

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Bodily-kinesthetic intelligence entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

In Frames of Mind Howard Gardner treated the personal intelligences ‘as a piece’. Because of their close association in most cultures, they are often linked together. However, he still argues that it makes sense to think of two forms of personal intelligence. Gardner claimed that the seven intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems.

Since Howard Gardner’s original listing of the intelligences in Frames of Mind (1983) there has been a great deal of discussion as to other possible candidates for inclusion (or candidates for exclusion). Subsequent research and reflection by Howard Gardner and his colleagues has looked to three particular possibilities: a naturalist intelligence, a spiritual intelligence and an existential intelligence. He has concluded that the first of these ‘merits addition to the list of the original seven intelligences’

Our School Needs





The Mannaz School is an entirely volunteer-operated and funded project.  Keeping it up and running is only possible thanks to the continued support of a large group of volunteers and donors. Further contributions are, of course, always greatly appreciated.

 



Financial support

You may wish to support the school financially by directing contributions to the account below

IBAN: BE41 3630 9055 6210
BIC: BBRUBEBB

The Mannaz School

Spiegelstraat 6
9940 Ertvelde

Belgium

www.mannaz-school.be