At SKV Vidhyaashram, Education for Life, Excellence in Education and Commitment to a meaningful Education are of prime importance. Quality education is provided to each and every child. SKV Vidhyaashram believes that love for education should be developed for children in initial years and conditions should be created for them to pursue a positive approach in life.
SKV Vidhyaashram is emphatic about providing child-centric education, and keeping this in mind, we offer learning that is both interactive and experiential. The teaching methodology is a diverse mix of the most recent innovations in education and is based on the latest findings in tutoring research.
We realise that a single method cannot suit everyone. Our teachers select the best combination of various approaches according to the learning styles and needs of their students.
They act as facilitators and guide the students in their learning using activities, audio-visual stimuli, projects and presentations. The focus remains on creating awareness in the students and providing them with experiences that they can apply to real-life situations.
A unidirectional teaching method is being increasingly substituted by a multidirectional group workshop method. Here the teacher becomes the group co-ordinator initiating work, nurturing students without the phobia of examinations and homework. Development of oral and written expression is emphasized upon. Home assignments are not a carry-over of classwork but oriented towards honing individual talents.
The Montessori approach was designed to help children grow by letting them explore the world around them. Classrooms are called “prepared environments” where children’s innate zeal for learning is encouraged allowing them opportunities to choose among an array of purposeful activities to work on with the guidance of a trained adult.ddd
The method is based on the child’s imperious need to learn by doing and has a profound respect for the child’s personality. It enables the teacher to deal with each child individually in each subject. Each child works at his/her own pace, and the child has the freedom of movement in the classroom. Children pursue their own self-paced curriculum, and learning takes place individually or in small groups.
The classroom is composed of several learning areas: practical life, sensorial, language, maths, science and cultural subjects. The abundance of materials makes it possible for the children to exercise more self-direction and independent work than is usually possible in a traditional class room
The Montessori method develops the whole personality of the child, not merely his intellectual facilities, but also to become a self-directed, self disciplined person.
“We must support as much as possible the child’s desires for activity; not wait on him, but educate him to be independent.”
The Montessori approach offers a broad vision of education as an aid to life. Montessori curriculum is designed to help children with their task of inner construction as they grow from childhood to maturity. The inherent flexibility allows the method to adapt to the needs of the individual, regardless of the level of ability,learning style, or social maturity.
Montessori classrooms provide a prepared environment where children are free to respond to their natural drive to work and learn. The children’s inherent love of learning is encouraged by giving them opportunities to engage in spontaneous, meaningful activities under the guidance of a trained adult. Through their work, the children develop concentration, motivation, persistence, and discipline. Within this framework of order, the children progress at their own pace and rhythm, according to their individual capabilities, during the crucial years of development.
The role of a Montessori Teacher is one of guide and observer, whose ultimate goal is to intervene less and less as the child develops. The teacher builds an atmosphere of calm, order and joy in the classroom and encourages the children in all their efforts, thus promoting self-confidence and discipline. With the younger students at each level, the teacher is more active, demonstrating the use of materials and presenting activities based on an assessment of the child’s needs. Knowing when to observe and when, and how much, to intervene is a skill the Montessori teacher develops during a rigorous, specialized course of training at training centers throughout the world.
“we must help the child to liberate himself from his defects without making him feel his weakness.”
For the young child, the Montessori classroom offers meaningful activities. These exercises in movement, self-help, care of the environment and grace and courtesy, capture the pre-school child’s natural interest and innate desire to participate in the affairs of the world around him. A most important need of the young child is to develop his muscles and coordinate his movement through such practical life exercises as sweeping, polishing, carrying water, pouring and washing a table. Special Montessori materials enable him to tie, button, snap and use many other fastening devices. The purpose of these exercises is to develop concentration, and to pay attention to detail as the child follows a regular sequence of actions and to learn good working habits. These activities provide the very foundation on which the child approaches more intricate academic exercises.
Social grace, courtesy, care of self and care of environment are introduced to the children.
“The first duty of an education is to stir up life, but leave it free to develop.”
The sensorial exercises enhance and enrich visual-motor, auditory, tactile, olfactory gustatory and three dimensional perceptions. Each of the sensorial materials isolates one defining quality such as color, weight, shape, texture, size, sound and smell. The Montessori sensorial material helps the child to distinguish, to categorize, and to relate new information to what he/she already knows. The child’s intellect is trained to make order out of a multitude of experiences and to increase his perception of the world around him.
“Never help a child with a task at which he feels he can succeed.”
The child learns oral language naturally. He automatically absorbs it from his environment. The work of the teacher is to expose him to the equivalent forms of written language, which he learns through the same general pattern of development. The Montessori child begins reading when he is ready and proceeds at his own pace. His experiences in practical life and sensorial education serve as a preparation for this. The sandpaper letters provide a phonetic basis for reading. The child’s desire and sensitivity to touch are utilized by these letters that are cut out of sandpaper and mounted for tracing. With cut out letters, the child builds his own words on a mat. The material frees him from the fatigue of his still developing writing skills, and yet gives him the opportunity to pursue his interest in words. These activities serve as a preparation for the time when the child assimilates what he knows and explodes into writing,
“We especially need imagination in science. It is not all mathematics, nor all logic, but it is somewhat beauty and poetry.”
In the Montessori environment math is the most popular subject inspiring enthusiasm, interest and concentration.
Mathematics in the Montessori classroom can be separated into a few major categories: Beginning counting, the decimal system, rational numbers (fractions) and the operations of addition, multiplication, subtraction and Division. Concepts are presented in a very concrete way so that children not only are able to count, but skip count, square numbers and work with numbers in the thousands. Once the child has a firm foundation in the operations of addition, multiplication, subtraction and Division memorization of facts is introduced.
“It is necessary, then, to give the child the possibility of developing according to the laws of his nature, so that he can become strong, and, having become strong, can do even more than we dared hope for him.”
The science materials present certain aspects of this world, in such a way that the child can observe, experiment, demonstrate and record what he has learned. The focus here is that the child learns how to be a scientist: objective, organized, able to perform tasks in a predetermined order and record the results. Science is a hands -on activity that includes biology (botany and zoology ) and physical science.
“The greatest sign of success for a teacher…is to be able to say, the children are now working as if I did not exist.”
The topic of culture studies integrates and emphasizes a region or populations, geography, History, Music, Art, etc.. The children study different areas of the world, and experiences concrete examples of that areas Language, Literature, dress, Food, Art work and Music both past and present. This increasingly important area introduces the child to our planets great diversity of people
“The lesson must be presented in such a way that the personality of the teacher shall disappear. There shall remain in evidence only the object to which she wishes to call the attention of the child.”
The Preschool offers: