Transformational Pedagogy

THE TRANFORMATIONAL PEDAGOGY
Principles of ‘TRUE’ Teaching:

Lecture-teaching/Dictate-teaching may not end up in ‘real-learning’: The first principle of true teaching is that ‘nothing can be taught’. The teacher is not an instructor or task master; she/he is a facilitator, a helper and a guide. His business is to suggest and not to impose. He does not actually train the pupil's mind, he only shows him how to perfect his instruments of knowledge and helps and encourages him in the process. He does not impart knowledge to him; he shows him how to acquire knowledge for himself. He does not call forth the knowledge that is within; he only shows him where it lies and how it can be habituated to rise to the surface...

  • One’s own mind and desire must participate in one’s own growth: The second principle is that the mind has to be consulted in its own growth'. The idea of hammering the child into the shape desired by the parent or teacher is a barbarous and ignorant superstition. It is she/he himself who must be induced to expand in accordance with his own nature.... Everyone has in him something divine, something his own, a chance of perfection and strength in however small a sphere which God offers him to take or refuse. The task is to find it, develop it and use it. The chief aim of education should be to help the growing soul to draw out that in itself which is best and make it perfect for a noble use.
  • Learning cannot be enforced, Learning must happen: The third principle of education is to ‘work from the near to far', from ‘what is’ to ‘what shall be’. The basis of an individual's basic instinct or nature is almost always, her/his heredity, her/his surroundings, her/his immediate cultural climate, his country, the soil from which he draws his sustenance, the air which he breathes, the sights, sounds, habits to which he is accustomed. The learning or the moulding must begin from there and the new learning must build itself upon that already exists. So we must begin from’ inside’, If anything has to be brought in from ‘outside’. Learning is a life-long-phenomenon and not a one-time-event. So Learning must happen,   it must be offered, it must be made to flow within and not forced upon the mind. 
  • Teaching-Learning based on Multiple Intelligences: Howard Gardner's Theory of Multiple Intelligences honors and promotes the development of all seven avenues of intelligence in young children - Verbal/Linguistic, Logical/Mathematical. Musical, Visual/Spatial, Kinesthetic, Interpersonal & Intrapersonal This approach provides a framework to identify how children learn; to build on their strongest assets; to help them become more intelligent by exposing them to a variety of ways of learning; to better individualize for their interests and needs; and to use teaching strategies that make learning more efficient, successful, and enjoyable for all children. We aim to foster meaningful learning experiences by using multiple teaching tools and strategies  and by building positive, supportive relationships with children, through environments that offer a variety of stimulating, hands-on materials and by developing classrooms and other learning spaces as learning centers that provide natural opportunities to move, be active and fully engaged in either solo or small group experiences.
  • Collaborative Learning: (a significant life-skill for the futuristic learners of 21st century) It is an important life-skill to learn to collaborate and work as a group. Once children learn to appreciate their own strengths and differences, collaborative learning methods help them put their knowledge and skills together to work towards common endeavors. The energy and time is invested in excelling as a group rather than wasted in trying to defeat each other. It is a win-win proposition for all, where no one loses, the learning multiplies and enriches due to collaborative efforts and the learners become the true winners in life.
  • Learning through Integrated & Interdisciplinary study-projects: Learning cannot be in isolation. The subjectivity of learning calls for different perspectives and view-points to learn and critically analyze in the context of the real world around. They become better able to make things happen. Integrated and Interdisciplinary study projects offer opportunities for learners to bring together perspectives from different disciplines and thereby reach at the problem-solving to several important issues, concerns and situations which do not have tailor-made solutions but whose solutions need to be researched and explored creatively.
  • Constructivism in practice: It provides each child the chance to discover her strengths and learn within a caring, stimulating and supportive environment. It equips its students socially, academically, philosophically and morally for their journey through life.
  • Educating the ‘Whole Individual’ not just training the ‘mind’: It educates the ‘whole self’ and not just teaches merely the ‘syllabi’ to its students. It intends to meet the needs of the individual child, nurture her unique learning style and help her acquire skills and knowledge to enjoy a lifetime of discovery and learning. The learner-centered environment at school acts as a great teacher. It informs and engages the viewer.
  • B A L A concept in curriculum: It is about utilizing the entire building as learning-aid. Our Classroom interiors have aesthetic displays of project work and are interspersed with arrays of interesting objects collected by the children and learning material. There are clearly designated spaces for large and small-group activities.
  • A ‘thinking’ & ‘challenging’ curriculum: With extensive community service, a well- developed leadership program and a variety of co-curricular activities, the hallmarks of the kind of education we offer at JMIS; we would like our children to grow into  thinking individuals, capable of taking responsibility for the choices and decisions they make as that would determine the quality of life they would lead in future