POSITIVE CLASSROOM ENVIRONMENT

Teach love, generosity, good manners and some of that will drift from the classroom to the world! Although there is the inherent risk which seems to oversimplify the process of creating positivity in class, the process is in fact complex and needs exacting methods in the formative years of the child, to reap benefits. THE PPY AT CAMPUS-LIS: IS INCLUSIVE OF DIVERSE INTELLECTUAL LEVELSUS President Abraham Lincoln studied in a one-room schoolhouse. Although his class would have been brimming with diverse students, yet, the methodology and lessons being taught, were typically founded on the principle ‘one size fits all’. There is no formula for high yield instructional strategies, however, we strongly propose high probability strategies- our mentors are trained to adapt such strategies to the lesson segment as would result in high gains in scholar achievement. IS CENTRED AROUND DEVELOPMENT THROUGH GUIDED PLAYCognitive development, creative and logical skill enhancement, group dynamics, linguistic and physical development- are all outcomes of a carefully and thoughtfully designed physical setting and applied academic curriculum at LIS, the basis of which is the theory of playfulness and playful learning to enhance a child’s all round development.

AIDS TO ENHANCE CLASSROOM ENVIRONMENT:

CARRYING TALES BOOK CUB CORNER- child friendly reading material in innovatively designed mobile library, set up in each classroom. TOY TREK INDOOR ACTIVITY CORNER part of the indoor class activity corner, which caters to the recreational needs of children through the day.

ENGAGES THROUGH DIALOGIC LEARNING

Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Constant communication which is founded on sound logic, benefits learning more than we can ever realise. When the mentor sets the pace for a regular dialogue with the child, she is in fact encouraging the child to discuss and debate, rather than unquestioningly accept. KNOWLEDGE IS FLUID: the bounds of knowledge imparted are not known, and not fixed. Mentors use dialogic learning as a tool to enhance comprehension and linguistics development. KNOWLEDGE ENGAGES: the power of speech, the most basic of human communication tools, is used to harness the energy in the classroom; children are encouraged to question and share their own perspectives on a lesson segment KNOWLEDGE IS INCLUSIVE: above all, dialogic learning instils a sense of respect in the child for diverse perspectives, opinions & views. Differences are respected, & do not become a reason for dissent.

AIDS TO ENGAGE THROUGH DIALOGIC LEARNING:

CARRYING TALES- BOOK CUB CORNERchild friendly reading material in innovatively designed mobile library, set up in each classroom.

CREATES PRACTICAL LINKAGES

The object of teaching a child is to enable him to get along without a teacher. If it is instilled in a child, in his or her formative years, that language,science, mathematics and art are in fact applied disciplines, as opposed to being part of a mere process of knowledge gathering, the child will be a more receptive scholar, with more refined retention skills. It makes perfect sense in the 21st Century, to have future citizens who are equipped with the right skills to take apt decision, no matter how challenging the situation.As an extension of this philosophy, technology is linked with the pedagogical process.

AIDS TO CREATE PRACTICAL LINKAGES:

TINY TECHIES TAB LAB engaging young learners to operate the day’s technology in a manner which engages them to learn more.

THE PROCESS OF ASSESSING THE PPY LEARNER

The pre-primary years are the landmarks which define future milestones which the child can achieve, our aim is to ensure that delivery of content is child-friendly, and thereafter, form a framework for assessment inclusive of all the learning styles which exist in the classroom. At all times, we are committed to notuse conventional “pencil-to-paper tests”, or “oral tests” -these are not part of the assessment format at LIS and can only assess the ability to rote learn without comprehension.