Primary Approach

The instruction at Babylon School comprises of best practices in elementary teaching that have been proven by academic research to be successful in producing great learning outcomes. Since the impact of an effective elementary teacher can remain with a child for the rest of his or her life, we attempt to ensure that we help pique students’ interest in academics at a very young age. To be precise, we adopt the following key strategies for our students in elementary grades to improve the learning experience of our students.

  1. Taking Small Steps And Asking Questions

Given the age of the students in elementary grades ( usually 5-10), it is critical to make learning memorable and fun. Therefore, our teachers ensure that our instruction delivery engages our students and helps them retain the material by taking small steps. It is widely known that when children’s brain is asked to learn too much at one time, they can get overwhelmed. For a child’s developing memory, we use a teaching strategy widely referred to as “chunking” in education literature, which has been proven to be most effective. Chunking refers to teaching in small steps while also ensuring that students are understanding the material along the way. Our teachers are always sure to ask many questions and talk about the answers with them multiple times in class to reinforce the retention of the material. Our teachers understand that in order for the chunking method to be effective, they need to ask our students a lot of questions. Not only do they ask a lot of questions, but they also make sure to promote problem-solving by explaining how they got the answers to a problem.

  1. Managing Seating Chart of Students

Children’s social relationships are extremely important throughout elementary education. This is the age when students learn to build friendship and learn to work in groups. Therefore, it is important to ensure that children are seated in a wise manner while considering various complexities that may arise at times. For example, when considering students with behavior issues, we select neighbors who will be positive role models.

Children want to fit in and may not always know what the best way to blend into the class is. Seating them near students will model appropriate actions can help them understand simple tasks such as note-taking, being on the right page while following a book, or even raising a hand to ask questions to teachers when in doubt.

We basically follow the national curriculum prescribed by the government and do not leave any footprints to integrate the international dimension in our curriculum since we are implementing the projects run by British Council’s Connecting Classroom since 2014.

Primary Co-ordinator
Anita Sigdel





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