We believe every child should have the freedom to express and develop a good self-esteem.
"We should spend less time ranking children and more time helping them to identify their natural competencies and gifts and cultivate these. There are hundreds and hundreds of ways to succeed and many, many different abilities that will help you get there."
TEACH, COACH AND REFLECT
Our cycle of learning encompass of Teaching, Facilitated learning and Free learning. The concepts are introduced to the children by way of teaching. Once the concepts are introduced we move on to facilitated learning. Here, each child is facilitated to understand/learn the concept in his/her own way & pace based on their core intelligence/learning style. Then, the children are allowed to learn freely on their own, reflect the same with their peers in group or to the entire class. Every term they do the same with their parents through our "Reflection day" programs. This cycle of learning continues for each child till they are thorough with the concept and ready to move on to the next concept.
Until 5th grade, we do not have formal assessments. However we assess the child continuously without them even knowing that they are being assessed. This frees the child from undue fears and pressures, making the learning interesting. This also gives us various insights about each child and helps to change the learning style, fine tune methods and also bring out new coaching mechanisms.
FEEDBACK, DELIBERATION AND REPORT
We believe that awareness betters the learning and hence we constantly share information about a child's performance to the child, which is feedback, to our core team, IIMBE, which is deliberation and also to our parent, which we call as report. While the feedback helps the child to quickly adapt to a change, the deliberations to our IIMBE core team helps us to analyze the various aspects to help the child in learning, We send periodical reports to parents and also invite them for open days, reflection days and workshops to bring about an understanding of how their wards learn in school. In all these communications we don't report their performance and the corresponding consequences, instead it's always a conversation about the child's strengths, intelligence and ability to support their learning,