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Our teaching model considers it necessary to understand and meet the students’ needs and adapt to their specific characteristics, which are very different from those of previous generations. It incorporates the advances of recent years which prioritise the importance of developing the different areas of intelligence, such as: visual learning, creativity, imagination, taste for the arts, music, feelings, emotions, intuition, non-verbal expression, the ability to multitask, independence and persistence, amongst other qualities.

It considers the idea of global learning, when reason and emotions go hand in hand, in which students play an active role in their education and collaborate in the building of their knowledge.

Our job as educators is to develop thinking:

  • Thinking, which is knowing how to find diverse, creative solutions to different problems.
  • Undertaking projects, which is having their own ideas.

We have to listen to the students, allowing them to speak, always valuing their contributions, although on occasions they may need redirecting, in order to create their own thought. Transmit self-confidence to the students, awaken their enthusiasm. This is a process that may appear to be slow, but must not be sacrificed due to lack of time or urgency to finish programmes.

This approach affects all aspects in relation to education and requires permanent reflection on the following:

  • the way of understanding knowledge.
  • the role students must have in their learning.
  • our responsibility in emotional development.
  • parents’ role
  • teachers’ role

Knowledge, understood as a whole, without fragmenting said knowledge into disciplines; the different subjects are merely specific, different aspects from which to approach the whole, favouring the development of the different skills. Achieving a joint vision of the knowledge, not an accumulation of separate bits of information, with no connection between them.

Our students must manage the different languages: body, emotional, artistic, language itself, foreign languages, ICT, the scientific language that combines logical thought with critical and creative thought without prioritising one over the other, being aware of the importance of oral expression, reading and writing.

Effectively accessing the information they have available to them; developing their critical thought, so they can do this selectively and teaching them to build something of their own on this basis whilst respecting and favouring the different thought processes.

Classes must be planned as workshops, with common projects, that are interesting to those who are learning, linked to their needs and wishes, where personal experience has its place. The course of each class must always be unpredictable.

The content is not the purpose but rather the vehicle to gain the knowledge and for this reason the curriculum must be open and flexible, adapting to the real conditions of the students and their environment, their interests, the social reality and the current status of daily events.

  • It must be adjusted to adequately reconcile the new teaching currents with the School’s educational project and the possibility of putting this into practice.
  • Consistency, focussing on each developmental stage, with the maturity and abilities of the students, so as to consider different development possibilities and different levels and rates of learning; respecting individual thought processes, the diversity of the students, always taking prior knowledge and the real situation of the group into consideration as a starting point, knowing where we want to get to in order to correctly sequence the content and the programming of such.
  • It must incorporate different methodologies so that the students develop their different individual, emotional and intellectual abilities along with their social skills.
  • It includes break time as a learning space, the importance of play and movement, physical activity and sports.

We need to make the various steps of the learning process visible, through the oral involvement of the students, exercises that value not only memory but understanding, the ability to relate, written expression, inducing creativity and not requiring the mere repetition of content. Assessment is not the assigning of a numerical mark; progress and effort must be individually valued, advising and guiding the students without judgement.

Over the course of the school stage, the student’s emotional aspects also mature: the ability to decide, responsibility, ethical and moral principles. The different attitudes to life are taught; our role as an Educational Institution is:

  • To help them to be positive, constructive, optimistic, happy people and develop their empathy.
  • To convey that effort, willingness and consistency are necessary to achieve goals.
  • To teach them to tolerate frustration as part of learning about life.
  • To take care of their social development so they learn to participate as committed, self-disciplined citizens of the world in the future, and to do this they must become aware of their responsibilities to the group, their surroundings and society.
  • To make them understand the importance of working with others, the need to bring together various skills to achieve a common goal.
  • To teach them to be meticulous.

Our obligation is to prepare them to be able to successfully embark on the following stages of their education and be able to carry out the life project of their choice. A global education includes all those who form part of the students’ development process. The importance of models in learning, the transmission of attitudes and the need for consistency in ways of acting is evident; children learn by example.

The School must be understood as a common place of learning, which involves parents and teachers, and it is therefore necessary to explain and share the processes to achieve the necessary harmony between the families and the Institution.

Parents must be kept informed of the educational process of their children which is very different from how they have learned in the past and need to know the models, methodologies and didactics in order to monitor them and help them where necessary.

The teacher figure as a model and guide who will accompany the student in their learning process requires:

  • Being able to manage and recognise their own feelings in order to care for the emotional development of their students and know how to adapt to the needs of the group.
  • Profound knowledge of their subject, allowing them to be flexible and patient, incorporate new methodologies, acquire new tools and put them into practice in an effective manner.
  • Domination of language, knowing how to listen and express themselves correctly, knowing how to act.
  • Knowing the learning sequences: what their students know, what they will learn later.
  • Having an overall view of the different evolutionary stages in order to priorize and adapt the content to the group in each case.
  • Recognising the particular characteristics of each student, knowing how to guide them and help them to make the most of these, so that they feel useful, capable and necessary.
  • An ongoing training process that allows them to stay up-to-date, knowing what is going on in the world of Education, developing new skills and acquiring confidence in the incorporation of new processes and the use of new methodologies.

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