HOMEROOM AND PERSONAL-SOCIAL DEVELOPMENT
Our objective is to have our students develop their personality completely through an integral education that fosters their intellectual, physical, social, affective and moral growth.
We aim to make the students capable of feeling curiosity and of exploring and tackling their challenges during each period of their school years, in order to achieve a significant learning. Therefore, our educational approach allows for and promotes reflection and values using the students’ prior knowledge and constructive processes.
Additionally, we try to encourage research and study, culminating in a high level of scientific and humanistic work.
During the elementary school years, we emphasize the students achievement of the following personal and social goals:
» To learn to know himself reflecting and trying to understand the way of acting, reacting and relating to others.
» To be able to analyze and value qualities as well as to make an effort to change or modify what is not satisfying.
» To be able to analyze his surroundings, knowing the family, social relations and context in which he lives, living in a society and adapting to the norms and rules of coexistence.
» To be able to experiment, know, critically appreciate, choose and integrate a system of basic life values of coexistence that will develop favorable attitudes allowing the to live harmoniously with each other.
When interacting with other people, the students are also expected to accept and respect their diversity and uniqueness, to be open to dialog, to express their thoughts or feelings assertively, as well as to listen to others showing sympathy. The are also expected to tolerate frustration, face difficulties and find alternative solutions, as well as to handle risky situations and pressure.
AN INTEGRATED EFFORT
Personal and social objectives are solved through an integrated process throughout the school. They are the pivotal point axis within the scholastic curriculum and are worked in a gradual and coherent manner, considering both the evolutionary period of the student as well as the educational focus of the school. These objectives have been previously reached by consensus with the teachers.
Within homeroom, the projects and sessions to develop abilities, attitudes and fundamental values are planned for a healthy and harmonious co-existence.
At the beginning of each bimester, the subjects related to individual and group organization in which habits and routines are daily practiced and reinforced are tackled. Additionally we foster active student participation in school life, offering students the possibility of taking on their classroom responsibilities and establishing individual and group goals. Also, coexistence norms are established to build a favorable and pleasant environment.
Through projects, the students strengthen their study habits and strategies; they learn to distribute their time and look for an adequate place to do their homework. They also include leisure activities and moments with their families. Since Third Grade, the teachers balance homework through the planning of the Study Time, a time to study at home of 45 minutes that includes two or three homework tasks or study periods of different areas.
Our community service projects foster group integration and promote a sense of community and generosity. Our campings encourage several values in our students, as they are responsible for planning and organizing the activities, in which they should establish agreements and coexistence norms and have the opportunity to strengthen their talents and abilities.