"What a teacher is, is more important than what she teaches." -Karl Menninger

Although our faculty represent a rich diversity of backgrounds, we all share a commitment to the values underlying our special approach to learning. We have created an environment which is cognizant and supportive of different learning styles or learning modalities and prefer to  see students of all abilities working together side by side, cooperating, encouraging, and  supporting one another. We truly believe that we can prepare our students see the "real" world and give them skills that encourage them to  create a better  one. Many of our concepts are considered innovative. Our classes are based on individual ability rather than grade level; a school of thought which encourages rather than stifles individual growth. Most unique is our belief that learning and fun are synonymous. We know that children's educational needs may vary and change, but is always essential that they feel love, security, and consistency. Filling and supporting these emotional needs is critical in their ability to achieve their potential academically.

Our mission statement: "Let no child be demeaned nor have his wonder diminished... let no child be deprived of discovery because we lack the resources to discover his problem. May no child ever doubt himself or his mind because we are unsure of our commitment."
 

Trust and Belonging

The brain-compatible classroom is an inclusive classroom. Here each child feels that she belongs, can contribute, is considered important by the teacher and her peers,  and is challenged by high, consistent expectations. When the teacher ignores the child and does not call on her to answer questions, when peers make fun of her or put her down, when  the content goals are merely covering the material, completing workbooks, and finishing the textbook, the child cannot feel cared about.


An Enriched Environment

The classroom that is conducive to learning is a place the learner feels  comfortable and not threatened. The room is filled with work that depicts the unit of study. In a brain-compatible environment you should see:

Clean to the sight, touch and smell, visually attractive, organized materials, soft music, a bright, busy, yet not over-stimulating environment, either to sight, sound, smell or touch

Examples of the focused unit of study

Students work displayed

Places for independent work such as learning centers aand quiet, cozy spots for exploration, study and reflection

Places for collaborative learning

Hands on environment with manipulatives

Central place for total class gatherings for discussion and lectures.

Students must be made to feel that they are important members of the group and contributors to that enriched learning environment.