Every possible care is taken to ensure that our teaching staff is of the highest possible quality. The role of teachers extends well beyond classroom instruction. Children need to be cared for at all times and need to know that someone has an overarching awareness of their lives at school.
Teachers are accessible to parents and pupils alike for one-to-one consultations, are helpful in addressing individual educational needs and eager to help. The comparatively small size of each class enables our teachers to give attention to each student both inside and outside the classroom.
We aim to give students
A broader, deeper, richer educational experience by recognizing each student’s strongest talent and building on it, in order to ensure that all the areas of talent are developed. Different individuals have different aptitudes. By using the strongest aptitudes or ‘intelligence’ as a starting point we can educate more effectively by teaching different students the same topic in different ways according to their particular ‘intelligence’ Our aim through “quality education to all” is to unlock the student’s potential , instill determination and self confidence through constant effort & encouragement.
Teachers as Pathway
Teaching at key stages is student-centered, project-based, and incorporates the multiple intelligence concept. While the general curriculum is followed by every student, he or she is also encouraged to develop talents and interests in personal areas of academic interest, and in sport, theater music and dance, for which facilities are outstanding. Homework is given to encourage and develop independent study skills and to complement particular fields of study.
School teaching is highly complex — involving content knowledge, knowledge of young adolescent development, and dozens of interconnected skills (e.g. the ability to relate to and engage students, coach, present, reflect, and analyze). Teachers bring diverse knowledge, strengths, and experience to their roles. They care deeply about young people and entered teaching in the first place because of that care and concern.
We completely believe in teachers engaged in the ongoing learning and development that will enable them to excel at teaching. As a result, the knowledge that exists about powerful middle grades teaching and learning, from decades of research and practice, has penetrated till the roots.
The British School believes that, given rich and productive professional collaboration, and ongoing, school-based professional development that is directly linked to classroom practice, school teachers will be able to apply the best ideas and tools of powerful curriculum, instruction, and assessment.
Key Elements of our Approach to Professional Development
- Build on the knowledge and experience teachers bring. (Help them identify and assess these strengths as well as gaps that need to be addressed.)
- Form collaborative teams that can create inquiry and discourse, as well as support one another through the challenges of change.
- Use current research in content knowledge and best practice to identify new areas of professional learning and instructional focus.
- Use benchmarks and standards of professional practice to identify specific changes in practice as goals.
- Use data-based inquiry, and looking at student and teacher work, to reflect on student learning, identify strengths and challenges, and set instructional goals.
- Focus on setting goals (by team and school) for thinking and learning that cross disciplines (e.g. Habits of Mind).