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We believe, based on experience and brain research, that children learn best when there are connections among the various areas of learning, some to be discovered by students and others to be articulated by teachers.
We believe that children learn well when they connect new learning with something familiar and understood.
We encourage children to bring their life experiences to the classroom.
We know that teachers must begin instruction at the level of the learner to be effective and that there will be varying starting points in a group of children.
We believe that students learn best in multi-sensory ways, drawing upon their multiple intelligences.
We believe that interaction with other students, sometimes peers, sometimes older or younger, strengthens learning in children.
We believe that students must be given time to reflect, repeat, respond, review, and receive feedback to fully learn.
We believe that involving children in some decision-making and choices regarding their activities can facilitate learning.
We believe that labeling children, either in positive or negative ways, can create artificial limitations which hinder learning.
We believe that children thrive when teachers model passion and perseverance for learning, logical thinking, and problem-solving.
We believe that children must use many tools and processes for learning, such as technology or the scientific method, to fully exploit their intellectual capacity.
We believe that having positive expectations for children's growth and achievement will facilitate learning.
We believe that as students move beyond the primary years, our focus on the developmental needs of learners must be balanced by attention to the academic standards of competitive independent schools.
We believe that children perform best when parents are generally informed of the goals, processes, and results of their children's learning program.
What Students Will Learn
An Environment for Learning
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