We teach by teaching not by correcting.
Inspired and guided by our TRUTH curriculum, a Preppi Pal consciously applies the power of positive and polite language. Depending on the lesson, initial presentations are made either to the individual child or small group to properly allow each child to absorb and apply the principles correctly. Even a child who has been presented a lesson can teach another child what he has learned. Repetitions are made when needed depending on the developmental state and need of each child.
Hands-on activity for each child is a must. Creatively designed concrete materials are provided for each child to assist him to absorb abstract concepts in language, math and science. Hands off for adults simply means a Preppi Pal respects the ability, capacity and intelligence of each child thus, allowing him to use his own hands as the “tools for his intellect” to develop at his own pace. Unlike traditional teachers, a Preppi Pal allows the child to practice personal balance, control and dexterity, free from manipulative “puppeteering” (adult holding on to child’s hands).
Teaching Style - The Montessori Method
- Focuses on the child
- Maximizes the psychology of the child in order to optimize learning (Sensitive Periods, Absorbent Mind, Human Tendencies, Normalizations are some of the universal and unique discoveries of Dr. Montessori in understanding the child)
- Uses lots of manipulatives
- New lessons are presented by the teacher, not in a typical lecture format but in a unique Montessori way to spark the interest of the child. Each initial lesson is called a Presentation.
- Some lessons are presented one-on-one session while others are offered in a small group setting.
- Initial Presentations are succinct to allow maximum impact on comprehension and retention, following brain-based technique.
- Children are given time to ask, inquire and investigate with the teachers and peers. Lessons are interactive and not traditional “from the teacher’s point of view only”
- Allows independent work for the child to construct himself (to perfect skills and master concepts). Each child is given a Child’s Work Period everyday for personal mastery of skills.
- Allows group work for team-building and socialization on specific activities
Teaching Style - Collaborative Teaching
Some competent and qualified kids teach other kids (Little Teachers). Based on empirical studies, collaborative teaching or peer tutoring is proven to be effective both for the little teacher who is able to have an avenue of practice to perfect and articulate the knowledge acquired and for the young student who learns easily from a fellow child who can empathize and speak his language.
Certain lessons are best learned with a group so that there will be an interplay of communication exchange, cooperation and collaboration. It is through the interaction with others that children learn how to socialize, negotiate and respond appropriately.
Teaching Style – Independent and Individualized Program
Each child is given an independent time or Child’s Work Period that is based on one’s personal pacing and purpose. Some children accelerate learning based on their personal pace. Each child focuses on pursuing mastery through drills, worksheets activity and manipulative or written exercises. These activities are practiced once the child is able to learn the concepts and can apply it independently, usually, after an initial presentation from the teacher.
Teaching Style – Multi-Media and Multi-Sensorial
Aside from direct hands-on experience and exploration for each child that stimulate all senses, multi-media facilities like video and audio and internet technology are utilized. Experiments and explorations offer a multi-dimensional learning experience for the child.
Teaching Style – Interactive and Train-to-Think Exercises
Preppi puts a premium in communication skills so each lesson is highly interactive. Children listen and tune in to discussions. After discussions, as part of their brain exercise, children write notes based on their memory recall. Teachers do not typically write on the board for children to copy. Children learn early in life how to listen attentively and utilize memory muscles to retain concepts. They write in outline form based on recall. Children also have practical dictation drills that challenge not only listening comprehension but full attention, and knowledge of spelling, grammar and the various language arts.
Children have special sessions on Creative Thinking like Imagineering, Ask Me and other high order thinking skills exercises.
Both child psychology and brain development are applied in preparing the curricula and lesson activities. The teaching techniques maximize the brain potential of the child which is often neglected in traditional schools world-wide. This is why a child has the potential to accelerate his/her learning faster than the regular rate and a child with special needs, with the appropriate therapy (not tutorials) is able to apply brain-based learning to aid efficiently in his development. Traditioinal educators determine at what age a child can learn how to read, understand math, labsorb values, earn a music instrument and play a sport. The brain-based learning elieves and allows a child as young as 1-2 to learn such skills through special techniques.
Children are presented with guided choices everyday to exercise liberty and discipline. Like little executives in a real world environment, they have targets for the day and use a scheduler and planner to plan their customized lessons and needs. The teacher presents a set of developmentally appropriate choices which they choose from. Children also present their own ideas and practice flexibility in their activities and goals.
Homework is given for the grade school child to aim for the specific goals:
- to teach children a sense of responsibility, develop a work ethic and embark on an independent creative research
- homework is based on higher-order thinking skills and not just “finish what has not been finished in school work” or drown them with drill sheets
- the load is in proportion to a child’s grade and developmental level based on empirical studies
Preschool children have no homework. Preppi proposes to the preschool parents specific activities for children to practice in the home to develop the “love of”, attain mastery of skill and exercise the brain through relevant and practical life activity. Each activity is playful with a purpose that guarantees development if executed properly.
Preppi’s Personal Attention
- Preppi gives careful attention to each child
- Treats each child according to his/her need and customizes a general plan for the child’s holistic development over a 5-6 year period
- Learning at the optimum level: Some children are given therapy to supplement their learning while other children are allowed to accelerate beyond their set goals if they exercise sufficient competence
- The students are taught goal-setting and how to aim their targets for the year and beyond
- The principal and administrator not only know each child by name but know each child in person
- Teachers develop a good relationship with the children
- They eat daily snack and lunch with the children
- They play educational games with children during break times to practice theories in a fun way
- Students do conferences with the teacher to plan and monitor their progress: TALK TIME
Discipline comes from the word disciple which means a “joyful follower”. Preppi promotes positive principles in disciplining the child to entice her/him to be a joyful follower of that which is good and wholesome.
- The theme of the school is: LISTEN AND OBEY
- Children are taught how to develop listening skills and engage them to choose to obey joyfully
- Truth Therapy Series inspire children to be responsible for themselves and others
- Teach life skills and principles through workshops and role-modeling like: Think before I act; Choose wisely, Truth endures (speak the truth); responsibility for consequences of one’s actions (sowing and reaping), etc
- The teacher uses the power of positive and polite language
- Preppi applies the basic principle of “RESPECT the child ” and builds up the child according to his/her need
- Applies the scientific observation skills in assessing a child which involves time; a child is not just assessed by a one time act but by a series of executed behaviors through time
- Positive behavioral intervention is applied, as needed following value-laden precepts