Approaches To Teaching

The success of any inclusive and balanced Primary Years Programme in the context of the trans-disciplinary themes is highly dependent on how well we know our young learners.

• Our teachers kick-start the term by inquiring and assessing the prior knowledge of students, of the unit topic. We understand that each child’s previous experiences are different.
• Listening, understanding, respecting and responding to our students is at the crux of the aLphabet way of teaching.
• Our students do not depend solely on the teachers to enhance their learning; however, they collaborate with them for their learning needs.
• We strike a balance between teacher-initiated experiences and student-initiated play.
• Open-ended tasks are assigned to support students in their decision making
• Through the paired work and group work, we develop co-learners. During this time, we observe and monitor our students’ communication, self-management and social skills, which gives us insights into the needs for further learning.
• Our teachers prioritize and give utmost importance to moment-by-moment interactions with our students. This frequent interaction with teachers enables students to actively engage, monitor and adjust their learning as needed.
• Active engagement with the trans-disciplinary themes is fueled by the inquiry-led and play-based in-class activities, specialist activities, field-trips, projects & homework assignments, spear-headed by the home room teachers for each grade.
• Our teachers understand that children imitate more than they listen, so we strive to model behavior and language which is expected from them.
• We ensure that questioning is an integral part of the classroom culture and teaching style
• Learning spaces are designed and arranged in collaboration with our learners so that the experiences created are in line with the foundation of early learning and inquiry – play.