PRE-PRIMARY LEVEL....play and learn
At the Pre-primary level, teachers lay a lot of emphasis on the Play-way method. Games are a natural means of teaching little ones and are the integral part of every classroom. Teachers use flash cards to teach letters. Chalk and board is extensively used for reinforcing learning. Songs and rhymes are used to develop vocabulary. The phonetic sounds of the letters of English alphabet are taught for better word building. The teachers extensively use picture reading to help the students grasp new concepts.
The faculty is well equipped to teach Mathematics through alternative methods. Beads, dice and pocket boards are some of the devices used to enhance teaching environment in the class. Environmental study is introduced in this level through storytelling, conversation and craft. Jingles, number songs and cymbals are used to improve the concentration of the child. The faculty aims at integrated learning of English, Mathematics and Environmental Studies. Music is also treated as a method of exploring and learning acceptable behavioral patterns.
Every year we have a demonstration function in which classroom environment is created and the parents are the audience. Parents get to know the teaching methodology and are guided so as to help their children on the similar lines. It is purely an educational exercise. As always in Carmel, a day at the pre-primary level always begins and ends with a prayer. Prayers are an effort on the part of the teachers to bring the little ones closer to God and self.
JUNIOR LEVEL.......INTERACTIVE METHODS OF GROWING
In our Junior School that is classes one to five the faculty emphasizes a lot on conversational skills, reading and writing and mental math. The creativity of students is developed and nurtured through various extra-curricular activities like fancy dress, singing, flower arrangement, salad making art and craft, poetry and sports.
Regular usage of worksheets in all subjects encourages the students to grasp the topics better further ensuring adequate practice in the same. Team work is encouraged through games and projects. Students are encouraged to make projects in the classroom under the teacher’s supervision, which help them to learn concepts of the related lessons.
The students are groomed to hone their reading and listening skills for better learning of languages. Regular practice of listening comprehension helps them to practice their recall and absorption skills.
Innovative methodology of teaching mathematics is regularly explored by our team of dedicated teachers. Teachers extensively use the mathematics laboratory to explore the subject through ABACUS. The teachers learn , regularly practice and apply alternative mathematics in classroom teaching. Beads, cut-outs and games are used to teach the subject innovatively. The teachers regularly attend the OXFORD WORKSHOPS. The resultant classroom sessions are interactive.
Value Education is a very important part of our curriculum. The value added lessons are taught through songs, drama, drawing and poetry writing. The class teachers encourage the students to talk about their real life experiences in context of the chapters being taught.
Education without seams
A brainchild of Mr. Puneet Kumar, Principal, Gitanjali School, and expertly translated into practice under the guidance of the teachers of Class I, II and III are following a new theme-based, integrated teaching methodology. Pained by little tots carrying bags heavier than themselves, this new method has done away with the plethora of books, both text and note. The bags now carry only a box with snacks.
However, the aims and objectives remain the same as before, i.e. improved communication skills with fluency in speaking, reading and writing both in English and Hindi, general awareness of surroundings, developing thinking skills and values.
Various activities on a particular theme, (eg. seasons) which stimulate the five senses, have been organized. Projector screens and Smart boards have become part and parcel of this form of teaching. Four themes have been conceptualized for this scholastic year, each theme being dealt with for eight to ten weeks.
Assignment sheets along with weekly evaluation reiterate the learning progress of a child. These sheets are periodically sent to the parents, who will also be invited to come in batches to witness these classes.