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Lines of operation

Below we present the student’s series of general lines of operation that are part of our Educational and Pedagogical Project.

 

• WELCOME

Students arrive at school at 9 o’clock. From 9am to 9:30am a welcoming space is used to offer students a “good morning”.
Through songs in the infant ages, and reflections in the primary and secondary ages, students are energetically and consciously ready to take advantage of a day full of opportunities.
This is a space for concentration and preparation so to start a positive new day of learning.

 

• NATURAL GROUPS, DELEGATES, AND MONITORS

The most valued social entity by teens is their group of friends, that is, the natural group. The life of the teenager is full of changes, questions, and discoveries. The natural group (composed of 7-10 students) becomes, therefore, a guarantee of security and support. Within the framework of the natural group, boys and girls behave more as they really are, so that personal situations and relationships with others are more clearly manifested, which eases any educational intervention.

Each of the components of the natural group assumes two responsibilities: the role of the MONITOR of one of the curricular subjects, and the role of the DELEGATE of one of the school responsibilities.

The monitor functions are:

  • Taking control of the group’s daily progress in “their” subject.
  • Organizing, manage and evaluate activities that the group carries out for that subject.
  • Participate with the teacher in the decision-making regarding content, methodology, activities, and evaluation of the subject.

Once a week and within the school hours, each student participates in the management of one of the school’s services, which have been distributed among the members of the group:

  • Repairs and equipment
  • International program
  • Communication and website
  • Logistics
  • Coordination
  • Natural environment
  • Reading planning

This contribution to the proper functioning of the school is completed periodically and provides a good state of cleanliness and order of the school spaces.

 

• ASSEMBLIES

Group assemblies are spaces where students meet to share what they desire with their classmates: experiences, learning, discoveries, etc.
From our point of view, it is a space that consolidates its form as students grow older, and they begin to feel the need to share and care about others.

 

• TEACHERS

We understand the school as a place of support and respect for students’ life processes.

Facilitating children to feel accepted and loved is important so that they develop into well balanced individuals.

Throughout this process we teachers support them and observe them. We are present and we propose.  We do not condition nor do we make judgments. Teachers prepare the environments and organize the time and space to promote autonomy in learning, avoiding excessive intervention by the adult. This respectful care allows each child to BE.

The role of the teacher is the individualized accompaniment of the learning process.

This paradigm shift where the teacher becomes a companion, tutor, and guide, allows the student to become the focus.

Daily tracking and monitoring of the activities carried out by each child describe the acquisition of new skills and knowledge. This is done in collaboration with the student to jointly and responsibly evaluate his or her own learning processes. Collaboration and cooperative work among teachers are central.

We count on a talented faculty committed to and passionate about ASISB educational projects.

 

• LIMITS, THE BASIS FOR FREEDOM

At school we differentiate the concepts of “obedience” and “responsibility” and focus our support on a responsible growth, not obedience.

They are two distant concepts that imply different actions. We watch to educate in responsibility, fleeing from the obedient attitudes that hide the desire of the student to please the adult.

The acquisition of responsibility is slower but allows the student to be themselves and incorporate their own way of doing something with attitudes and actions favorable to a conscious conviviality.

The limitations are introduced progressively as events happen; they are treated individually and the relevant limitation is recalled in each situation.