Classroom approaches
In the IEYC, IPC, and across all subjects in the Early Years and Primary levels, we have established agreed-upon classroom approaches. These approaches are outlined in our Teaching and Learning Policy, which can be found in the IS Primary section of MyLFIS. The purpose of these classroom approaches is to support our students in achieving the school’s mission. Some of the key classroom practices we have agreed upon include:
- Talk Partners: Encouraging students to work collaboratively in pairs or small groups to foster discussion, communication, and active participation.
- Observations: Teachers regularly observe students’ learning processes and behaviors to gain insights into their progress, strengths, and areas for improvement.
- Modeling/Demonstrating: Teachers provide demonstrations and examples to illustrate concepts and skills, helping students understand and apply new knowledge.
- Scaffolding: Teachers provide support, guidance, and resources to assist students in tackling challenging tasks or concepts, gradually reducing assistance as students gain confidence and competence.
- Setting an Appropriate and Sufficient Challenge: Teachers ensure that learning activities are appropriately challenging for each student, striking a balance between promoting growth and avoiding overwhelming tasks.
- Differentiated Learning Opportunities: Teachers offer varied learning opportunities and activities tailored to meet the diverse needs, abilities, and learning styles of students.
- Self & Peer Assessment and Reflection Practices: Students are encouraged to assess their own work, reflect on their learning progress, and provide constructive feedback to their peers, fostering self-awareness and metacognitive skills.
By implementing these agreed-upon classroom approaches, we aim to create a supportive and engaging learning environment where students can thrive academically and holistically.
If you have any further questions or would like more details, please refer to the Milepost handbooks.
