Children who are captivated by a body of knowledge will find its assimilation stimulating and will rise to the challenge of its acquisition.

When academic material is presented with methods that engage student minds and senses, a sustained learning pattern is developed. An arena is created in which the child has a voice in the construction of new ideas and his/her background and prior knowledge becomes validated. The teacher in this sense assumes the role of facilitator, as the students promote development of knowledge relevant to them and to their physical and social environment.

At Escuela Lomas Altas, the classrooms are hives of activity where students work and learn with, and from, each other alongside their teachers. They learn by doing, actively engaging in  and ascribing meaning through analysis, collaboration and investigation.

An overriding comment of those who visit our classrooms is, “They’re all having so much fun!” The fact that learning is taking place is evident. Often these same visitors are heard to bemoan, “Why wasn’t it like this when I was in school?”         

The commitment to this principle is amply evidenced by the simple fact that we have refused to expand, despite outside pressures to do so. We feel that bigger is not better because it only stands to reason that the larger the institution, the more impersonal it becomes.

While student numbers remain stable at each group level, the quantity of trained educators continues to increase. This is the only way that a bilingual school can truly contend it is meeting the needs of all of its learners. Currently, the most striking example of this is our individualised reading program where children work individually with reading specialists at least three times a week. Each student’s progress in the myriad reading skills is closely monitored in both English and Spanish.

From Kinder I to First Grade, students also receive the personalised attention of a handwriting specialist, who works either individually or in small groups with the children. Educators from other schools have marveled when they see Kinder 3 students sitting in correct posture, manipulating their pencils confidently and producing cursive writing which is both neat and legible.

Teachers’ aides are assigned at every level in the Preschool and their contribution to the educational environment is invaluable. They are competent, flexible and demonstrate true affection for the children. Whether enabling group projects or working individually with students who are either below their level in certain skills or those who require extension activities to keep them challenged, they provide an essential link in the network of individualisation.

Many schools boast a family-like atmosphere, but few can do it with as much self-assurance as Escuela Lomas Altas. Ideals, attitudes and values have to be modeled, not just talked about. The continuous presence, participation and enthusiasm of Miss Jackie and our leadership team from the morning lineup bell to the afternoon dismissal underscores the message of her educators to each and every one of our students. “You are valued, respected and an integral part of our extended family.”    

This belief goes hand-in-hand with our school-wide policy of individualised education. Parental involvement is not only essential but also enriching to the child’s learning atmosphere and experiences. We realise the challenge this represents in today’s world, where often children are raised by two working parents. We, as a school, work with our parents by attempting to be as flexible and innovative as we can to assure that they experience their integral role in their child’s educational development. Fortnightly self-assessments are sent home for the parents to sign and, hopefully, add any comments or observations. When specific concerns arise, either on the part of the parents, the teachers, the school psychologist or the principal, a meeting is immediately scheduled to address them. These meetings, in which the teachers, principal (and sometimes the student) are present, are solution-oriented. This forum, allowing us to sit down, talk face-to-face, voice our concerns and negotiate positive outcomes, has produced extremely effective results.

We love to have parents come in as guest speakers to share their expertise, or simply come in to read with them. Children will always be assigned an individual reading book, both in Spanish and in English allowing for almost immediate results in the student confidence and fluency. We try to promote school-home connections through homework activities and research projects which involve parents. The quantity of didactic materials that have poured in from parents to enrich our Units of Inquiry is astonishing and inspiring to all of us involved in the children’s learning experiences.