CHILDREN

In each child we strive to see the divinely perfect soul within, and we respect the individuality of each.

However, respect for the child does not mean lack of limits or lack of expectations. Our approach to education is neither one in which the body of knowledge is imposed on the child nor one in which the child's egoic desires are the final guideline.

Our responsibility is to motivate the children and attune ourselves to their natural interests and capacities. The child must have the willingness to participate in the learning process. Not all learning is fun—games and play may make practicing the multiplication tables easier, but there is no substitute for the child's willpower to learn them. We believe in a balanced approach with shared responsibility between parents, teachers, and students.

More Than one Kind of Smart

“He has a low IQ”……………………“She’s very intelligent”……………….

WE TALK AS THOUGH INTELLIGENCE WERE A SINGLE COMMODITY THAT PEOPLE HAVE IN GREATER OR LESSER SUPPLY. Yet we see all around us adults and children who may be very smart in math but not at all good with words; musically gifted but klutzy on the games field…..Most of us, in fact, struggle with some tasks and sail through with others.

We now know of at least seven individual’ “intelligences” - modes we use to interact with the world. Children with

  • musical intelligence have a natural ear for melody, rhythm and other musical elements
  • spatial orientation enjoy reading maps and exploring how mechanical devices work
  • linguistic aptitude tell stories, play with words and recite tongue twisters
  • logical-mathematical intelligence enjoy games and problems requiring logic and reasoning
  • bodily-kinesthetic intelligence learn best when they are moving and handling things
  • naturalistic intelligence manifest affinity for the natural world and its creatures
  • interpersonal skills make friends easily and are street smart
  • reflective and intrapersonal inclination are quiet thinkers and strong-willed debaters.

While all of us have preferred modes of intellectual functioning, we need to use each of the modes in one situation or the other. By recognizing various ways that children in their charge think and learn, EFL teachers help them use their individual strengths as well as to become more adept at learning modes that are not their forte.