IB schools prioritize the development of effective communication in their students because they recognize its transformative power and provide them with the tools, techniques, and confidence they need to thrive in a constantly changing and interconnected world.

From nurturing a culture of conversation to integrating communication across the curriculum, from empowering students to be active learners to providing opportunities for public speaking and performance, let us uncover the strategies and practices that lay the groundwork for a lifetime of successful communication.��

Cultivating a Culture of Communication:

A top IB school in India is built around a culture that appreciates and gives priority to communication in all of its forms. Students are encouraged to express themselves freely, ask questions, and have meaningful conversations with their teachers and peers both within and outside of the classroom. IB schools set the stage for the development of critical communication skills including articulation, empathy, and conflict resolution by fostering an atmosphere that values open communication and active listening. Schools that value diversity and inclusivity give students the chance to interact with people from all backgrounds and viewpoints, which deepens their understanding of the world and improves their capacity for effective cross-cultural and cross-linguistic communication.

Integrating Communication Across the Curriculum:

Effective dialogue is ingrained in every subject area, from science and math to history and the arts, and is not limited to English classes or public speaking contests. Schools in Gurgaon work to incorporate chances for written and vocal expression into all academic areas, acknowledging the multidisciplinary nature of communication. Students have many opportunities to practise communication in a variety of settings, such as presenting a scientific research project, debating historical events, or working with classmates on a group project.

Empowering Students as Active Learners:

Critical thinking, empathy for others, and active listening are all necessary for effective communication. IB schools enable students to take an active role in their education by promoting courteous and productive discussion, questioning, and assumption-challenging. Through the establishment of a classroom environment that prioritises inquiry and discussion, educational institutions develop students’ capacity for coherent, compelling, and clear communication.

Providing Opportunities for Public Speaking and Performance:

Effective interaction requires students to interact with an audience, communicate their ideas with conviction and confidence, and modify their delivery to fit the situation and goal of their speech. Public speaking and performance are essential components of this process. Students in India’s IB schools get the chance to hone these abilities through extracurricular clubs and societies, speeches, debates, and play shows. Schools assist students in overcoming their fear of public speaking and developing the poise and presence required to captivate and inspire others by pushing them to move outside of their comfort zones and take chances in a supportive environment.

Fostering a Growth Mindset Towards Communication:

Communication is not an innate talent reserved for a select few, but rather a skill that can be developed and refined over time with practice, feedback, and perseverance. The curriculum of a top IB school in India promotes a growth mindset in communication by stressing the value of hard work, perseverance, and ongoing development in the quest for excellence. Schools provide children with the self-assurance and drive they need to become lifelong learners and communicators by giving them constructive criticism, helping them set realistic objectives, and rewarding their accomplishments. Moreover, educators at the best IB schools in Gurgaon act as mentors and role models for their students, encouraging them to pursue excellence in all aspects of communication by exhibiting good communication techniques themselves.

The post Empowering Effective Communication: Top Schools in India appeared first on Blogs.

At the time of writing, I had been working as an ESL teacher at the French ���������� in Vilnius, Lithuania. . In this supporting role, I have enjoyed many challenging pedagogical discussions, which have led me to a better understanding of how different pedagogic roads can lead to the same goal. I refer specifically to our aspiration to raise responsible young citizens who will adhere to the cherished credo of liberté, égalité et fraternité, thus ultimately striving towards freedom in the broadest sense. There are many contrasting teaching styles in the classroom and online, some of which resonate with my personal experiences as an international teacher in the primary years of the IB curriculum. Certain teaching�� approaches are less to my liking. In this essay, I endeavour to reflect upon my varying experiences of the past years.��

How do we construct knowledge?����

Discussions about the theory of knowledge in relation to ancient Greek philosophy taught me that knowledge begins with a sensory experience, which later attains some level of abstraction and ultimately becomes a thought. In the teaching profession, we are confronted with this process every day: how do we impart knowledge to our students so that they can internalize perceptions and use them to find meaning�� in the world around them? According to Piaget, knowledge is constructed through interaction with the physical world, humans, and objects. Thus, knowledge is constructed when there is a discord between observations and the current understanding of the world .

The student, wanting to re-establish a sense of order in the face of new concepts, designs a structure for modifying their world view accordingly. As educators, we can guide that reconstruction process. In the words of a French teacher with whom I have worked, “On ne peut poser le “comment” que si l’on a répondu au préalable au “pourquoi“. We can only proceed to teach once there is a purpose behind this endeavour, in other words, we can only ask the “how” if we have previously answered the “why.”.

However, knowledge construction is not a straightforward process, as it is inherently a social construct that is intrinsically linked to the�� historical era as well as the cultural context of the child.�� Newly acquired a priori knowledge systems pass through the filter defined by cultural context and thus acquire some of their flavour. What becomes integrated into our knowledge base is the crystallization of our ongoing quest for knowledge. What role do the classroom and the contemporary learning environment play in fostering this process? Does it really suffice to equip a student with a list of facts, or can we aspire as educators to convey the intellectual equipment so that students can come to understand who they are in relation to the world? How will this aspiration apply in an ever-changing world, one that is now undergoing a shift away from the traditional classroom to online teaching or some blended learning model with ever less interaction among peers? In this regard, I have made a video highlighting this point and showcasing a successful outdoor education model in Klaipeda, Lithuania.

How can children best understand who they are as people, and what kind of teaching model can best promote knowledge construction towards attaining this goal of self-awareness?

There are many different ways to work towards this goal of self-awareness. The simplest approach is through trial and error, with observations being followed by reflection upon the experience. Ideally, the goal of learning is to change oneself and thus move forward in one’s�� discovery of the world. When this occurs, students are aware that they are making progress and accomplishing something.��

I know of two pathways for putting these variables into action in the context of primary school education. These two main approaches are articulated in Kate Murdoch’s inquiry cycle and the so-called spiral curriculum. Let us consider first Kate Murdoch’s inquiry cycle This is a pedagogical approach now enjoying wide popularity in which inquiry is defined as seeking for truth, information, or knowledge, which, once attained, then inform many facts of life. The inquiry cycle is another valuable heuristic model for teaching and learning.�� It is a circular construct in that the student starts by attending, learning facts, and generalizing to a theme-based concept. The learner then goes further by making connections with their earlier experience and perhaps taking some consequent action. Theme-based concepts are as ancient as humankind and are paraphrased as a perception of who we are in place and time. and how the theme applies to understanding the world : Sharing the Planet, How We Organize Ourselves, and How We Express Ourselves are just a few of the themes for an inquiry-based implementation in the classroom. These themes remain relevant for any age and time; they are transcendent and ubiquitous.��

What makes the inquiry circle so attractive for me as a teacher lies is its applicability for trans disciplinary learning, where the learning is student-driven and not simply prescribed with finite learner outcomes. Inquiry-based learning is not confined to connections across learning areas but also involves transfer of ‘school’ learning to family, community, and international settings. This means that there is scope for interweaving learning into a deeper social context. The inquiry circle�� works best through outreach programs whereby students get a chance to interact with the local community. Also, guest speakers are always welcome in the classroom, even in the Early Years.��

Rather than following Kate Murdoch’s inquiry cycle, French schools tend to favor the use of a spiral curriculum. In this model, the curriculum returns repeatedly to the same topics throughout the school career, and course subjects are separated in a traditional disciplinary manner. Upon attaining mastery of the previous learning objects, the student re-encounters the topic presented with increasing complexity, which calls for recycling and reconfiguration of old building blocks to construct a broader understanding of the topic. Where is a connection with daily life and the social context to be found in the spiral curriculum? As one informant told me, “Les élèves sont dans des logiques sociales qui (ne sont pas cognitives et souvent ces deux logiques se confrontent”. [The pupils are (embedded) in non-cognitive social logic, and there is often confrontation between the social and cognitive logics]. This is a legitimate concern, especially when children are first confronted with this type of curriculum model. If it is understood that learning should bring about change, how can this occur when one must keep circling back to the same theme?��

As the reader can gather, I am not particularly a proponent of the spiral curriculum, which turns learning into an assembly line. However, the spiral approach is accepted at my current (French language) school. My colleagues advise me to tell the students, “Don’t worry that you don’t understand. We’ll get back to this later on”. On the other hand, another colleague with great experience in international settings expressed the qualification that later on the concepts and requisite skills are naturally more difficult as one spirals upward. This concern tends to remove the motivation the students might have had to solve the learning problem by deferring to a later date.�� In summary, the spiral curriculum is better suited for skills development when the specific requirements continue to augment the original base part.

I started by posing a general question about how we construct knowledge. Now, having briefly discussed two common�� frameworks, I come to ask which methodology serves best for enticing our students to learn inside and outside the classroom.��

Let us assume a student would like to toast a slice of bread. How many ways can he or she come to achieve that goal? Do students have to invent a toaster, or can they re purpose some mundane object to create the desired outcome? Teachers often present students with a problem and some notion of a desired outcome, without�� showing them any models or instructional videos. The instructor assumes that viewing a video would promote passivity rather than critical thinking or stimulation of the student’s imagination. Teachers don’t want students simply to mimic an outcome, but rather to put some effort into reaching their goal. With an abstract idea or an example of a proven mechanism as point of departure, how do we entice the student’s brain to construct some solution to the problem of toasting bread? In other words, how does a student assimilate enough information to construct a useful model or schema?��

Before new content can be fully learned and deployed in a new context, we need first to get it into our episodic memory. This type of memory, also known as autobiographical memory, is tied to the place and time of learning.�� If we create a routine for learning new content through repetition and through experiential cueing, the student can build some scaffolding for learning, in discussion with Justin Wright, ��March 2020. The importance of visible thinking routines has been highlighted in Ron Ritchard’s part of Harvard Project Zero.. A learner who can think by visualization can also plan, create, and question. Increasing pedagogic research focuses on experiential cueing. The French philosopher Bachelard asserted that “l’enfant n’est pas vierge de connaissances, pas une table rase ou cire sans emprunt”. [The child already has empirical or prior knowledge of the world, and is no clean slate or wax tablet without imprint]. Thus, the ancient concept of tabula rasa may be slowly yielding to a new paradigm. Nonetheless, classroom education builds upon the substrate of prior experience, to promote the child’s moral development and social adaptation.����

Play-based learning is an approach in which the child is given some experiential cueing

and is encouraged to develop a sense of their own abilities and learning needs. La théorie aujourd’hui définit une pédagogie centrée sur l’apprenant [The theory of today defines a pedagogy centered on the learner], where the child is placed at the center of their own learning experience. Children can then explore, experiment, discover, and solve problems in imaginative and playful ways. To paraphrase Montessori, who says in her view on nature and education : “Play is a child’s work!”. �� Play-based learning as understood by a contemporary advocate, Cheng Xueqin in Anji, China, means “mouth shut, hands down, ears, eyes and heart open to discover the child”. �� Furthermore, “�� Cheng Xueqin states in his introduction that “ what we describe as True Play—play that is self-determined in an environment of love—is actually the deepest and most natural form of learning. Nothing could be more important to the lives of children than the joy, freedom, and growth that characterizes this kind of play.” Do we take this approach in our daily teaching practice, or are we too busy trying to finish a fixed curriculum with preset outcomes?��

The first encounter with new learning material, which is often perceived by children as a kind of provocation, is termed as “front loading” in Murdoch’s inquiry cycle. This calls for engaging a new type of memory that lets us know that the concept has been audited. From that point, no further experiential cues are needed, since the learning content is established and enters long term retention. This is when the discord between observations and current understanding of the world has been resolved, which is a necessary condition for filling in the understanding gap with real conceptual learning or schematization.����

Does traditional or exploratory learning work better?��

We could have performed the same bread and toast experiment by handing out props to our students after providing them with some background information. Would the result then have been better, equally good, or worse due to the demotivating effects of taking a short-cut to problem solving? Is there too much comfort or self-satisfaction derived from re-applying a concept that has been delivered gratis, as a proven and successful model?��

Research into knowledge acquisition shows that working with a prior direct instructional model or prototype does not match well with the workings of the mind. The mind needs repetition of this concept, but in novel ways and with variations. The mind then grasps and retains important information, and can make new associations with the concept. The simple instance of making a single connection with one idea is good for mechanics, but not the developing human mind. Exploratory learning is, in terms of contemporary neuroscience, a matter of neuro plasticity and the creation of new and alternate neural pathways. There is more than one way to explain something. However, we want to impart the mastery of a concept, which is not rote learning, but the attainment of in-depth understanding that can be shared with others. A group of children coming up with a successful model of a toaster can then pair–share with a less successful group and give them feedback or advice on how best to proceed. Social learning then comes into play, which adds additional depth to the knowledge acquisition process. Only when children attain the capacity to transfer and apply their knowledge will their learning find solid anchoring. In the above-mentioned inquiry cycle, this attainment is often called enduring understanding, the learning that will stay with you. ��“Enduring understandings summarize important ideas and core processes that are central to a discipline and have lasting value beyond the classroom. They synthesize what students should understand–not just know or do–as a result of studying a particular content area. Moreover, they articulate what students should “revisit’ over the course of their lifetimes in relationship to the content area See .

How much support or scaffolding do we need to provide?��

I follow the definition of scaffolding as presented by the cognitive and educational psychologist Jerome Bruner. He coined the term scaffolding as a description for the kind of assistance given by the teacher or more knowledgeable peer in providing comprehensible input and moving the learner into the zone of proximal development (ZPD) as used by Lev Vigotzky .�� ZPD�� refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. We find a similar claim from Stephen Krashen in the field of language acquisition. Krashen’s construct of��i��+1, meaning that giving the learner a comprehensible input which is slightly more advanced than their current level or “ is necessary in language acquisition.����

A spiral curriculum attempts to provide scaffolding but may inherently limit the depth of learning that is ultimately attained. Just as not all teachers are comfortable with an inquiry-based teaching method, so are some students uncomfortable being taught through inquiry. Such learners may need structure, guidance, and delivery of content in bite-sized pieces. I would not assert that any one teaching approach will fit the needs of all learners. This brings us to consider two teaching frameworks known as implicit and explicit teaching.������

In the context of language instruction, the concept of explicit versus implicit teaching is of central importance. While the implicit method focuses on helping the learner to develop unconscious routines to construct knowledge (eliciting words), explicit teaching calls on�� the learner to engage their conscious attention. Both approaches have their own spheres of applicability. French pedagogues have carried out considerable amounts of research about what type of instruction model works best in the classroom. There are many publications on implicit versus explicit teaching, and the explicit model is currently favored, as expressed by Steve Bisonette. Is this the antithesis of inquiry-based learning?��

As we can infer from the term explicit, this model refers to a method whereby the teacher explicitly talks about lesson outcome and objectives. The teacher tries to avoid the implicit, with its vagaries, ambiguities. To fulfill the lesson or curriculum plan, the teacher needs to come up with a system or build a framework of varied content (words, visuals, explanations, actions, and exposure to material) to guide the student on the learning journey. Explicit teaching also engenders an open discussion about the causes of learning difficulties and can thus apply remedial teaching at an early stage of the process.��

The explicit/implicit dichotomy depends very much on the lesson�� one is trying to teach and how much time is available. Here, for example, I have seen children complete a simple “subtraction-with-borrowing” question using more than half a page to describe their logic. When I come up with the idea to let them use QC Tiles to understand visually what they were�� doing, they could�� complete many more questions using much less time and much less paper.�� As a former colleague said, “Modelling” smacks too much of “rote” learning, but there are certainly very valid uses for that, too. It should NEVER be a choice between THIS or THAT, but respectful of all the variables at play”.��

Yet, modelling is, in a nutshell, nothing more than a learning sequence of I do, then we do, finally you do. Modelling, or directed practice with a learner working alongside the supportive teacher, is seen as the necessary first step before the child can perform autonomous work. This approach is commonly applied at the French school where I currently work in everyday classroom practice.�� The child re-invests their�� learning assets and transfers the learnt material into a personal landscape of independent imaginary and creative design, but this is only possible when building upon the substrate of explicit teaching. How then do we reformulate the experiment with the toaster if we follow these rules?��

Knowledge acquisition and memory – Is it important to retain what we have learnt? How does Bloom’s taxonomy guide us in answering this question?��

Traditional test-taking is a matter of tickling the experiential memory, perhaps when the concept has only been met once before within a learning framework, except when teaching in spiral form. The concept is recognized as being much the same as when first encountered. Our mind recognizes the recurring pattern and takes minimal�� action.�� We may say, “I know this and I don’t need to do any more along these lines”. We can get good test scores in measure of our familiarity with the topic, but the task of elaborating on the question might be hard if the connections to deeper understanding have not yet been constructed. Enduring understanding is only attainable when the familiar knowledge finds new utilization, which seems to be a matter of problem-based learning in complex real-life situations. Contemporary educators have advocated the need to move away from rote memorization of facts to the higher order task of connection-making.����

On these grounds, Bloom’s taxonomy is a good heuristic model for teachers in layering the Bloom talks about the cognitive, psychomotor, and affective skills that we need to assess if we are to avoid getting stuck with old fashioned test-taking and simple fact recall, as in former times when students followed assigned textbook readings. Just like in Maslow’s needs assessment pyramid, Bloom has proposed�� a pyramid where thinking is layered. The pyramid has ranks from lower to higher order thinking, in a structure informed by considering thinking as a skill to be learned. To extend the metaphor, the pyramid can sometimes morph into a mandala, where levels of learning re-appear at different stages, like concentric circles contained within a square and organized around a central point.����

How does Bloom’s taxonomy help us to inform meaningful lesson design, measuring learning achievement and knowledge retention?����

Fellow teachers generally confirm that using Bloom’s taxonomy helps them to measure the depth of a student’s thinking, and furthers their capacity to analyse or frame a question and carry out an activity. It would certainly be interesting to deconstruct this taxonomy by proceeding from the unknown to the known in the reverse of the usual order. This would entail starting students with higher-level thinking tasks and letting them work their way down to the more banal fact-based level.�� In practical terms, this means that students would engage in a dialogue about interesting facts and (as in our toaster experiment) start by producing new, original work leading to a better understanding of basic facts. In other words, this entails a deductive approach to learning. In fact, such an approach has been adopted into medical education in programs following module-based learning. Instead of spending the first few years in anatomy lectures, the students take on advanced clinical problems in groups or teams. ��

I return to my point of departure, with another reflection on ancient Greek philosophy.�� I aim to reveal the secret where by�� knowledge begins with a sensory experience. So, the teacher in the allegory of the cave guided the prisoner from the darkness and into the light (light represents truth); education involves seeing the truth. Plato believed that you must desire to learn new things; if people do not desire to learn what is true, then you cannot force them to learn. Thus, they will always believe that the shackles of the shadows on the wall represent the real world. Indeed, curiosity and interest are fast tracks for knowledge acquisition. With curiosity we apply more concentration into what we learn, being motivated by a greater desire to learn.�� Who or what inspires children, and sparks an interest derived from natural curiosity? Put another way, how can we best empower, support, and engage young people in the creation of themselves, their future, and their environment? ��This was especially problematic at the�� time of global lockdown, when it seemed safer to remain in the dark cave.

��Author-

Currently teaching at the Lancer’s ����������, Gurgaon, India

Thanks to all the people who were willing to have a discussion on these topics, particularly Christine Mann, French teacher at LIFV, whose input was most valuable to write this reflection.

References and Resources:

Kitchen conversation during lockdown with Justin Wright, Test Effect And Knowledge Retention, March 2020

Inquiry in the PYP, Source: From Principles Into Practice – – ,

Maria Montessori, The Absorbent Mind: A Classic in Education and Child Development for Educators and Parents, ��(1995), p 168, ff.

Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, 1989

��

��

��

��

��

The post A personal reflection on teaching and learning: How do we construct knowledge? appeared first on Blogs.

Gurgaon, presently known as Gurugram is one of the 22 Districts of Haryana in northern India. Gurugram city is the authoritative central command of the region. It has gotten a main money related and modern center with the third-most elevated per capita pay in India. The city’s monetary development story began when the main Indian car maker Maruti Suzuki India Limited set up an assembling plant in Gurgaon during the 1970s.

Schools in Gurgaon are quite trendy when it comes to academic, extra-curricular, amenities, infrastructure, etc.

Here are the Top 10 Best Boarding Schools in Gurgaon.

Lancers ����������

Ranked – 1

Address: DLF Phase 5, Sector 53, Gurugram, Haryana 122001

Board: IB PYP, IB PYP, IGCSE & IB DP

Type: Co-education

Schools in Gurgaon

Otherwise called LIS Gurgaon, Lancers as an IB World School is positioned among the best ten boarding schools in Gurgaon. This school established in year 2009 and teaches understudies from Kindergarten to Class XII. Boarding offices are additionally accessible at the school for the understudies who are not from India and various corners of the world. Here you can see numerous understudies from Japan and South Korea. Its main goal is, “To give a climate wherein all Lancerians will become deep rooted students, and mindful, restrained and moral worldwide residents.” The school library is very much loaded with the lot of both print and advanced books and other scholastic assets. Understudies can have a sample of both mainlands just as Indian food. It is keeping up its great presence via understudies are getting all the more clear and sound video classes at home as it were.

Heritage Xperiential Learning School Gurgaon

Rank – 2

Address: CRPF Road, Near, Rajesh Pilot Chowk, Sector 62, Gurugram, Haryana 122005

Board: CBSE, IB, IGCSE

Type: Co-education

The Heritage Xperiential Learning School in Gurgaon is among the best 25 tuition based schools . Mr N.C. Jain, is the organizer of this instructive foundation. Alongside giving quality training to more than 3,000 300 understudies, the school guarantees to stay aware of the apparent multitude of current offices including climate controlled study halls outfitted with general media helps, subject research facilities with most recent hardware for youthful researchers, asset room, a library with 15,000 books for ravenous perusers, clinical space to give moment alleviation from any distress, play area with top notch athletic gear and a cafeteria to support the energy levels while fulfilling the taste buds.

Pathways World School Gurgaon

Rank – 3

Address: Aravali Retreat, Off, Sohna – Gurgaon Rd, Gurugram, Haryana 122102

Board: CBSE, IB

Type: Co-education

Hostel facility: Available

The school is situated in the midst of the Aravali Ridge where there is mounting worry about losing the delicate biological system to human voracity for material advancement, showed through the issues of stone quarrying, rock mining and deforestation. It is a worldwide baccalaureate school for roughly 2000 understudies from Pre Nursery to Grade 12.

The Shri Ram School, Aravali

Rank – 4

Address: Hamilton Complex, Phase IV, PLF city

Board: IB,ICSE

Type: Co-education

The Shri Ram School, Aravali (TSRS) is a co-instruction non-public school set up in 1988. It is subsidiary to the ISC and ICSE board and furthermore offers the International Baccalaureate program. The school in total grows to about 7.5 sections of land (30, 100m 2) at the age of the woods for the lesser school and at the desert scenes of Gurgaon for the senior school. Transport transports for each transportation of understudies which is fitted with CCTV cameras.

Shikshantar School Gurgaon

Rank – 5

Address: J – block, south city, Gurgaon

Board: ICSE

Type: Coeducation

Shikshantar School is a co-instruction school. The school in its offer to support learning-accommodating way to deal with training presented eight social and academic advancements to the school educational plan to keep the prerequisites of the kids and youthful students at the top of the priority list, the social and instructive developments incorporate; trial instruction, coordinated learning, collective learning, social and enthusiastic consideration and improvement, capability in dialects and correspondence, vote based cooperation, concurrence in nature, reflexive appraisals.

DAV Public School Gurgaon

Ranked – 6

Address: Urban Estate, Sector 14, Gurgaon 122001

Board: CBSE

Type: Co-education

This school attempts its level best to teach Academic greatness and all encompassing turn of events, Intercultural mindfulness and worldwide resilience. The school premise is an ideal mix of a cutting edge building furnished with the most elevated security and cleanliness guidelines.

GD Goenka World School Gurgaon

Ranked – 7

Address: GD Goenka Education City Sohna – Gurgaon Road Sohna, Haryana.

Board: IGCSE, IB, CLS

Type: Co-education

GD Goenka World School prominently known as GDGWS Gurgaon was set up in 1982 and it is situated in the Education City, Gurgaon. The school covers around 60 sections of land and obliges 9 structures with a developed region of about 1mil sq.ft. its grounds are completely cooled with every minute of every day power reinforcements.

Suncity School Gurgaon

Ranked – 8

Address: Sector – 54, Suncity, Township, Gurugram, Haryana 122011

Board: CBSE, IB, IGCSE

Type: Co-education

Suncity school set up in the year 2006 has positioned among the main 25 tuition based schools in Gurgaon. The school has a remarkable scholastic outcome. Aside from the, it gives offices, for example, pool, gym, indoor games, clinical test. The school has innovation helped e-learning devices to enhance the understudies’ learning experience.

DPS Sector 45 Gurgaon

Rank – 9

Address: Site No 1, Sector 45 Urban Estate, Gurgaon, 122003.

Board: CBSE

Type: Co-Education

Delhi Public School (DPS), Gurgaon was set up in 2002, in the memory of Smt. Mala Jaipuria. DPS has a place with the Delhi state funded school society. A non-gainful private association, which mean to give comprehensive advancement to understudies.

SALWAN PUBLIC SCHOOL

Rank – 10

Address: Sector 15 Part 2, Sector 15, Gurugram, Haryana 122001

Board: CBSE

Type: Co-education

Salwan Public School, Gurugram is a school that is at the core of the network. Their central goal is to fabricate a warm, adoring, secure climate; the school is exceptionally dedicated to keeping up a climate that makes interest in learning. Aside from being empowered in performing and visual expressions, the understudies are offered exercises, for example, Volleyball Tennis, Basketball, and Athletics; Rock climbing, Chess, Table Tennis, Judo, Swimming, Golf and NCC with regards to extracurricular.

The post Top 10 Boarding School In Gurgaon, India appeared first on Blogs.

There are international schools in Gurgaon which offer the option of boarding all year around. This kind of school is fun for children as they get to celebrate national and international festivals. Moving from Holi to Thanksgiving and Diwali to Christmas makes for an interesting mix of celebration. Moreover, the�� ensures strict discipline with fair punishment factors. This helps to correct the negative behavior of a child as early as possible.

Why Children are Scared of Top Boarding Schools in Gurgaon?

The thing is many children who have passed out from a boarding school or is still studying in one will generally have a good review. However, the media, which greatly influence our thinking and our parents, use this as an instrument of fear. The constant fear of restrictive rules, separation from family and friends and punishments make children reluctant to accept even the best boarding as an option.

Benefits Best Boarding Schools in Gurgaon Offer

If you connect with the student who is studying in a boarding school you will definitely hear a different response. Many great leaders all across the world from different sectors like business, politics, and athletics have gone and graduated from top boarding schools in Gurgaon and other metro cities.��The deciding factor for many is the benefit and edge these schools offer to a child. The advantage of honing interest and skills to maximum level further helps children to locate their place in the world easily.

Top Boarding Schools in Gurgaon Teach Being Independent and Responsible

The schools offer numerous benefits of which the most crucial is to lead an independent life. Children from a young age develop the quality of self-reliance as they have to perform certain tasks on their own. The boarding school unique set of lessons that teach children to survive away from home. The students in the personal sense are alone but in general, they do have support in form of other students and staff members. Moreover, children also develop a certain level of responsibility in taking care of their own belonging. These two traits are crucial life skills that will make the individual a global citizen with humanitarian personality.

Best Boarding Schools in Gurgaon Concentrates on Interests

In a normal public or private school children are not able to work on their interest zone. This is due to school closing by 2 or 3 in the afternoon during which time focus is on understanding educational concepts. This is, however, not the case in boarding school as they do not get closed at even 4 p.m. In fact, at times teachers of the boarding school stay back late in the night to help with children requiring support. Support could be for educational aspects like class subjects or personal interests like music, art, and drama.

The above list of benefits is just a short version of what would have been a very long list. It is true that even the best boarding could cause some kind of problems for your child. However, that is true in cases of other public and private schools. The advantages and benefits of independent and self-reliant life children lead certainly warrants a try by both parents and children.

The post Why People Advocate Boarding Schools in Gurgaon? appeared first on Blogs.

You have narrow down the point of joining boarding after going through multitudes of indecisions. Visits to top boarding and local schools in the area have helped to come to this daunting decision. It is probably an understatement when we say that entering is a frightening but life-changing decision.

It is difficult for parents to come down to a decision of sending their children to boarding schools. For sending children to the, parents have to step out of their comfort zone and visit the nearby boarding schools one by one. They should also visit local schools so that they can differentiate between both types and reach a conclusion. It is probably an understatement when we say that entering boarding school is a frightening but life-changing decision. More than parents, you, the student, have to be ready for this new experience. Even the top boarding schools in Gurgaon can’t change the fact that your life is going to change drastically. The students have to adapt and adjust themselves according to the surroundings.s.

Choice between local public schools and day boarding school in India

You are being plucked out from the known and friendly environment and set into a new challenging area. Apart from being away from family and friends, even the cost of boarding also plays a factor. Finances of a family also help in narrowing down the decision between local school and .

The question many children and parents face is how worth is boarding ? The education standard in local day learning is also of good standard.

• In consideration with the locality, there are many day schools which offer almost the same level of education while being more cost-effective.
• Numerous private along with public ones have set out highly educated students.
• They offer to learn from competitive and experienced teachers.
• Co-curricular activities in some private schools are given high importance as required by the international standard of education.

Expectation from Boarding Schools in Gurgaon

In case you have zeroed down on top day boarding , there are certain aspects which you can expect as follows –

Student-centric

The size of classes in the boarding schools is considerably smaller in comparison with normal day schools. This helps in paying an optimum amount of attention towards every child. Moreover, the setting and structure of classroom inspire for innovative thoughts in students and equal participation on various topics.

Standard of Staff and Teachers

The staff members and school teachers of best boarding get the appointment after careful deliberation. They ensure proper training and experience is present in the resumes along with providing a special degree to them as well.

Top-notch Resources and Facilities

Facilities and resources catering by boarding range from completely stocked with regular updates library to theater groups and communities. Students can also cultivate their interest and work on their passions in the athletic zone as well. The quality in boarding schools for these resources is very high.

High Education Standard

The standard of education in boarding is quite high, matching with that of international standard. Students undergo development and growth which encourages them to be curious, ask questions and try to tackle the different type of challenges.

Diverse Range of Courses with Top Boarding Schools in Gurgaon

The courses and subjects offered in range from academic to field learning options with a good amount of co-curricular activities. Students are encouraged to pay equal attention to their textbook learning and interests. There are some which offer the option of learning in foreign countries for a set period of time.

Career Counseling

Boarding schools also cater to a separate department for counseling on the personal front as well as for future careers. The counselors, however, have to undergo an intensive selection process to ensure proper qualification and experienced staff members are added to the boarding staff.

Independence and Responsibility with Boarding Schools

Entering into means that the child has to become responsible for his own belongings. They have to focus on being independent for the first time in their life. Although a complete support system in form of boarding staff, school teachers and roommates is present, it is still a huge step for any child.

• There is guidance available at every step, but, initial step and last decision are always in hands of the student.
• Although they have strong decision making support in , they have to decide on various aspects regarding
  • How to apportion time between different activities.
  • Extra-curricular activities to choose.
  • Courses to take for future.
• Many children take this step as a positive indication of a bright future.
• These qualities result in mature growth, personality development and form a base for the international standard of education.

Top Day Boarding Schools Caters for New Experiences

Once the child looks at going to as an adventure, which offers to make new experiences, it will be easier for them to accept this transition.

• The students here try new activities which help to build new interests.
• The children encounter new scenarios and situations that can be difficult but offer brilliant rewards.
• Become part of a community prompting students to try new tasks and follow their passion instinctively.
• Although it is a challenge to become friends from different cultures, it is definitely a learning experience.

Friendships build in stays for the lifetime as all the students go through emotions in a similar fashion. Tolerance towards and mindset is another rewarding aspect of studying in .

The post What to Expect from Boarding Schools in Gurgaon ? appeared first on Blogs.

Selecting Best Boarding Schools in Gurgaon

Boarding Schools in Gurgaon

Factors that make a school-best for one child might not apply for others. Every child is different in learning new things and tackling problems. Thus, it is necessary to review the school as per your child’s requirements, even if it is the best in the area. The following list of questions will be able to help in deciding which boarding schools are worth your child’s separation.

Financial Factors of Top Boarding Schools in Gurgaon

• How economical is the school in terms of fees and extra costs?
• If the child can get admission through any scholarship program? What are the eligibility criteria?
• What kind of transport facility will be available for children to go to ?
• Are there any specific technologies and materials required by the student? It could be a laptop or extra diaries.

Best Boarding Schools in Gurgaon Factors Related to Academic & Extracurricular

• What kind of process school follows for admission and if there is an entrance exam?
• Does school follow only one board of education or are there other options available? Moreover, does the school hold banner of being the best international school in Gurgaon as well?
• What sort of foreign language options does school offer? Does it also deal in elective subjects and which of them are available in the senior years?
• When it comes to extracurricular activities parents should inquire about different options available like sports, other athletic options, art and craft, drama, music, and dancing. What is the cost of applying for these activities in the ?
• Is there any advanced learning option available for the child with support from the school? Furthermore, what is the selection process for the same?

Preferences of your Child with the Selected Boarding Schools

• Does the culture and school environment match with that of your family value? You can find all this from the type of policy school follows with the uniform, academic focus, attendance, and other co-curricular activities.
• Keep in tune with your child’s preference and requirements. It is possible he/she might want to attend the same school as their friends. Moreover, what kind of opportunity does school present to support the dream occupation of your child.

Choosing the Best Boarding Schools in Gurgaon

There are several more factors that affect one’s decision over which school to attend. Both parents and child are equally invested in this decision. From figuring out the vision of the school to selecting one with stable class size, this decision is far from easy. Moreover, it requires unanimous acceptance from both parents and child to select the perfect school from the . Some of these factors are –

• Size of Class and student-teacher ratio
• Co-ed or same-gender school
• School culture and vision

Before you even start with your search for the best option among numerous boarding schools in Gurgaon, make a list of your requirements. Moreover, parents and child both should put in what they would like the school to have and then compare the notes with each other. Thus, this will help to know what kind of school they are actually looking for.

The post Choosing Boarding Schools in Gurgaon for Secondary Education appeared first on Blogs.

• Place and society you are living in.
• Your personal values and cultural integrity.
• Child’s requirements and attitude towards school.
• School philosophy and vision meeting with the child’s learning skills.

Moreover, before making a decision to send your child into any of the top boarding you might want to oversee what kind of curriculum they are offering. Many parents fret over this decision of sending their child away. It is quite a personal choice and probably one of the most difficult decisions you will ever make. There are times when parents feel overly anxious regarding the decision they are making. There are three types of decision that parents go through –

1. Simple and easy – local public or private school nearby home.
2. A little more difficult – looking for an international school or top school meeting the child’s requirements.
3. And lastly, the toughest one – Sending the child to boarding or other metro cities for education.

Considerations When Choosing Top Boarding Schools in Gurgaon

Boarding Schools in Gurgaon

If you fall in the third category and has decided to focus on your child’s education, it is better to be sure about the school. Take into consideration several factors like your child’s learning abilities and preferences, interests, and habits. Moreover, the different schools have their own mission and manner of teaching. This should go in tandem with your child’s learning pace and habit.�� Some factors and questions you should be clear about the best boarding you chose for your child are listed below.

Personal Preferences and Values of Both Boarding Schools in Gurgaon and Child

1. Whether you prefer a public school or a private one for your child’s education?
2. Do different subject options like a foreign language and faculty members make a difference?
3. Does religious integration in the education make a difference?
4. How important is a boarding for your child’s future and what reasons made you take this decision?
5. Your child’s preference over school – are they happy with your choice or if they have another school in mind?
6. What kind of teaching philosophy and mission are you looking for? Does it match with the schools’ mission statement?

Practical Aspects Deriving Top Boarding Schools in Gurgaon Choice

• Transportation factors like distance from the home cost of the transport and availability of vehicle affect the decision to send your child to boarding.
• Which school other children are attending? Is it important for all to attend the same one?
• Which school are the friends of your child attending? Are they attending the same school since preschool age?
• Do you require any sort of after-school care for your child?

Best Boarding Schools in Gurgaon Factors to Consider

• What kind and size of the school does your child need? Should it be large or small?
• The different set of facilities required to provide the best possible education to your child. Should it include extra factors like different music and art program, the large playground?

• What sort of academic achievement are you looking for in the school? Does the chosen one has shown improvement over the years?
• What kind of extracurricular achievement do you want from the school in fields like arts and science along with the sports department?

Type of Communication Expected from the Best Boarding Schools in Gurgaon

1. Does the school offer ample options for parents and families to connect with school staff and faculty members?
2. What sort of involvement does school have with local community and culture?

Once you have a positive response for almost all the question, then you can rest assured that your child is in the right education system. Moreover, every school has its own set of vision that will only help your child to grow. Boarding is an opportunity for your child to learn many life skills. This can furthermore, strengthen the values to achieve a great future for your child.

The post Are Boarding Schools in Gurgaon Right Decision for Your Child’s Future? appeared first on Blogs.

Boarding schools are not just schools they are twenty-four hour, immersive��educational environment. Here, every aspect is dedicated to cultivating student’s growth and development. Because they are communities and hubs of learning where students call home, the schools tend to invest more in their��.��Hence, boarding schools usually have a diverse array of cutting-edge facilities such as performing arts centers, swimming pools, gymnasiums, sports courts and well-equipped libraries.

Thus, boarding schools tend to have a richer curriculum with a wide variety of subjects and activities. This investment produces marvelous returns. According to statistics, boarding school students spend more time on both academics and extracurricular activities compared to the average student.

• The Perfect Place to Unlock Potential

Boarding Schools in Gurgaon

The restricted academic but favorable environment also means students gain ample opportunity to explore their interest with fewer distractions.��This dynamic learning environment allows boarding school students to fully discover what their talents, strengths and skills are. Whether it’s arts, theaters, sports, music or robotics, the exceptional facilities and equipment available allows students to explore and train their skills in a more efficient manner. 77% of boarders report gaining opportunities for leadership. It is not surprising if their interest evolves into a passionate fulfilling career in the future.

• The Staff’s Expert Guidance

Additionally, faculty and students have heightened interaction in boarding school. Under the watchful but nurturing gaze of faculty, there is less risk of students engaging in negative behaviors and being exposed to bad influences. Additionally, the teachers in boarding schools are highly trained academic experts. They recognize that as the few adult contacts students have, they have the responsibility to be more than mere educators. They are mentors, coaches and inspirational figures.��Here, the staff will expertly guide students to fulfill their full potential.

• An Opportunity To Gain Independence

Boarding school is where students will gain the experience to build exceptional moral character. Far away from the protective shelter of home and overly vigilant guardians, students have the vital opportunity to learn how to become disciplined and self-sufficient individuals. In a boarding school, students learn the importance of being responsible for their own actions and gain essential independent living skills. There, students will do chores, manage their time and budget, choose what activities to take part in and much more.

• Building Confidence and Resilience

Additionally, being away from family is hard. Students will overcome their initial discomfort and become more adaptable, flexible and able to transition to a different new environment. This is an excellent method to prepare students for the challenges and responsibilities of adult life while in a safe and supportive environment. Students have the freedom to try and potentially fail but faculty members will always be around to catch their fall.

• Everlasting Bonds of Friendship

Throughout all this what boarding school students remember the most are usually the wonderful times with their friends and classmates. Boarding school is not just a school, it is a community. The shared communal experiences of dorm life produce friendships that are deeper and more meaningful, strong bonds unlike any other.

Conclusion: The Boarding Schools Advantage

Thus, we can see that boarding schools provide a distinct advantage for the students. These key components give boarding students the cutting-edge that makes them rise above their peers. Check out our page��on the site, so your child can reap the benefits too!

The post Boarding Schools With the Best | Lancers ���������� appeared first on Blogs.

Below are the reasons why they think Boarding schools in Gurgaon should come to an end:��

Boarding Schools in Gurgaon

• The costs are now so high and are continuously rising. Boarding are often beyond the reach of all but a tiny minority of families. According to some people, it is difficult for them to afford boarding��facilities for their children.
• Parents think that it can be difficult for a child to adjust to a boarding school. As he is entering into completely new surroundings with unfamiliar people and circumstances, it is not easy to adjust.
• It may be difficult for the child to adjust to being at home during the holidays; older children may argue with parents about their comparative lack of independence while at home.
• The presence of bullying and related problems is another concern for parents at schools in Gurgaon. No parent wants their child to go through physical or mental torture.��Safety and security of children is another concern for parents.
• Extracurricular activities beyond those that the school offers are often marginalized.��If your child is good at something, this will not be given the attention it needs to flourish.
• Children might find it difficult to reconnect with family and friends once they attend a boarding school for months or years.

All these reasons are simply myths. Some more are as follows:

• During the regular classes, you will not be seeing your child as much as you would if they lived at home with you, and this will affect your relationship with your child.
• With the extra academic and extracurricular opportunities at boarding school, children may have less time to be alone with their thoughts and personal interests. Boarding students do not get free time as their routine has some or the other activity in the queue.
• One of the parents said that boarding at an��early age can lead to “boarding school syndrome”.
• Pressure to succeed, look good, do well is as always the same. At regular schools, children leave the school to get rid of the academic pressure. Whereas, at boarding schools the pressure is constant.
• Students miss out on home life and can become homesick.��While boarding schools are full of kids who have a lot of things in common, there is no denying that he will still feel homesick for his family.

Conclusion

It is important to consider both the disadvantages��and advantages of boarding schools before you ultimately make a decision. There are different kinds of boarding schools in Gurgaon. It includes

• Weekly boarding: When your child will stay at the school during the week and then go home for weekends;
• Full boarding: Where a student stays at school until the end of the term; and
• Day boarding:�� When a child stays at school for an extended day, usually eating meals at school but sleeping at home every night.

The post Why Some Parents Say “NO” to Boarding Schools in Gurgaon? appeared first on Blogs.

Here are some important traits that students learn at top boarding :

• Independence and responsibility

The younger students learn quicker and faster. It is the best time to inculcate these values. Students live an independent life away from parents and family. They are on their own and responsible for their health and well being. These values stay with the students for the rest of their lives.

• Resolving conflicts

At boarding schools, many students reside together so the conflicts are bound to happen. Therefore, students learn to deal such situations and make peace among them. This prepares them to face bigger conflicts that might come to them in the future. Moreover, students try to keep the conflicts aside and build healthy relationships with each other at boarding schools. This boosts child’s behavior which further helps them to maintain a healthy relationship with people all their life.

• Widens perspective

There are many boarding and students from various part of the country come together to learn. Students share their space with other students who speak a different language and have a different culture. They live together, share space, eat and study together. The students learn a new culture and destroy the line that divides them on parameters like race, gender and geography.

• Boosts confidence

Boarding school students become socially comfortable. Therefore, it boosts the confidence and does wonders. At boarding schools, students undergo social interaction. They interact with each other, faculty and mentors from various parts of the country. Therefore, it strengthens social skills and develops confidence.

Boarding Schools in Gurgaon

Life lessons at boarding schools in Gurgaon

Your perception may vary that student can learn all these skills even at day boarding. But parents must understand that not all skills can be taught at home. Also, logically, not all personality traits can be developed in a child. They must understand that spoon feeding is a waste of time both for child and parents. This does not lead to any augmentation. In fact this might make a child’s brain slow and sluggish.

Living away from home and family makes a child be self-sufficient. Also spending time with students from different backgrounds helps them to develop interpersonal skills. Students who attend boarding schools lead a much better and smoother life as they are similar in temperament. These are a few��most valuable lessons that students learn at a boarding school. Above all, some boarding ��are on the list of top boarding schools in India.

The post Essential Life Skills Students Foster at Boarding Schools in Gurgaon appeared first on Blogs.