At The CI we are proud of who we are and value sharing and celebrating this together. We understand that our actions and decisions can impact beyond ourselves. We reflect and act to find solutions, individually and collaboratively, with the support of our Personal Goals.
Our definition of international mindedness is in line with child development in that it starts with the self (egocentric) then becomes more abstract as the children understand the impact of their actions and decisions on the wider community, eventually involving them in considering global issues. We are incredibly fortunate in having most of the students from all the communities in India and from the other nationalities in CI and we make full use of this diversity to share the individual’s cultures and beliefs so that they gain an understanding of living in a world that is influenced by events that generate from cultures other than their own.
At CI within the curriculum all our children learn French and take part in Mother Tongue and authentic English sessions. These sessions are not only about language development but are also to cultivate an appreciation and understanding of the world language and home country.
At the CHOITHRAM INTERNATIONAL we have adopted a social skills training approach that is practiced across the whole school. The adapted approach is designed to develop the social competence and emotional intelligence of our children so that they have the necessary skills to develop better relationships with all the people in their lives. It also helps them to identify and resolve conflicts.
The critical skills are taught via the problem solving process using the universal thinking and then acting process in which no drastic action come into affect. The children follow these steps when relating with others especially in conflict situations. The benefits of a whole school approach are consistency and progression, initially supported by adults and eventually leading to independence of the students under the surveillance of well versed teachers.
We Teach our student not to react suddenly. Clarify the problem. How do you feel? How might others feel?
Later to Consider solutions. Evaluate solutions
Then Choose the best solution and do it.
In addition to all teachers at the CI receive training in the Win Win discipline, which helps them to manage complex situations using a positive approach. Our approach is also supported by our Golden Rules;
- Listen to others
- Be kind and helpful
- Be honest
- Work hard
- Take care of property
- Be careful and safe
- Look after our planet
We follow a methodology in our CI preschool which welcomes our young learners into a world of exploration. This enlightened approach is based on research in child development and promotes best educational practices. The CI environment promotes a true sense of autonomy in children while helping develop awareness of dignity and self worth. Beyond this, children acquire a deep respect for self, others and the environment. It is the solid foundation upon which we build world citizens and lifelong learners.
CI preschool children work in mixed age classes with three, four and five year olds combined. They work cooperatively and independently with activities that develop concentration, coordination, fine motor skills, social skills, good working habits and oral language development. Our students have ample time to practice these skills as they feel the need. This leads to mastery of the basics which is fundamental for future success in school.
Reading aloud and a rich children’s literature library in the classroom are also integral components to the language development process. Kindergarten students also go to the library and are exposed to library skills.
CI provides a core curriculum for all students in the areas of math, sciences, language arts, computer, library, arts, music, and physical education. This is also put into effect by different student exchange programmes both national and international.
In general, the Elementary School emphasizes:
• Inquiry-based instruction that challenges students to investigate and build upon their present knowledge and expand their learning.
• Classrooms where students work independently and cooperatively and where content is used as the medium for children to learn about the world around them.
• Character education curriculum that fosters the development of ethical, responsible behavior and productive participation in a world society.
• Student-led assemblies which launch the character education themes and support the development of public speaking skills, personal confidence and self-expression.
CI s Middle School is the bridge between the study of skills and nurturing support of elementary to the use of skills to build the knowledge and independence of high school and college.
CI’s Middle School is about helping students grow: intellectually, through greater depth, further emphasis on critical thinking skills and increased content in the disciplines; psychologically, through increased responsibility as students take more active management of schoolwork, schedules and classes that are not self-contained; and socially, via our community service and advisory program.
Caring teachers, aware of the biological, intellectual and social needs of the early adolescent, help guide the students through the transition from eager, elementary learners to mature masters of their own intellectual development.
CI Shared Values are a set of standards and benchmarks that help students develop their responsibility, respect and readiness to learn skills.
Teachers include Shared Values in lessons, activities and assessments; therefore, students are assessed and receive feedback about areas they are strong and areas they need to improve.
During high school, our students develop the necessary skills to be successful in their future lives through different programs such as the International Baccalaureate (IB) .
Even though programs of study for the high school are tailored to prepare students for university, we keep in mind the development of the whole individual.
Overall, students are presented with many options to follow their academic areas of interest while receiving a strong liberal arts background.
Synopsis: INTERNATIONAL MINDEDNESS AT CI :
“Understanding and respecting people from different cultures – embracing diversity. It is such a multi-faceted concept it is very hard to define….”
“A belief in the value of pluralism. An understanding and celebration of the value of diversity, in all its forms. Empathy for those who are different, while retaining pride in one’s own identity.”
“To be open, respectful and accepting of others whether you see/feel/hear similarities or differences.”
“Aware of our own culture and that of others – an understanding that people with different perspectives, values, culture and understandings can also be right! Taking positive advantage of the diversity that surrounds you – actively seeking to learn about others. Appreciating that the diversity of human spirit is definitely central among of the many challenges of this present time.”
“An understanding and celebration of the value of diversity, in all its forms. Accepting and respecting this diversity.”
“CI would define it as ensuring when children leave CHOITHRAM INTERNATIONAL they have an understanding, caring & appreciation of the many complex links between cultures, peoples & continents.