A child's life is like a piece of paper on which every person leaves a mark

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play is the work of a child...

When children come into contact with nature, they reveal their strength.

Our Thoughts

Our guiding principles that we wish the parents to follow too!

  • Discipline a child
  • Phrases to use with kids
  • Conflict resolution
  • Being Considerate

Explain, rehearse and re-enforce, are the key tools for your kids to listen. Please explain your expectation not through lecture but acting them and keeping the kids in third position where the kid is not obsessed about him doing something like that. Please let them, re-hearse. Once the kids have listened, ask them to act again in right manner like keeping back the material in right place. This confirms that the message is understood. Our duty is to re-enforce. Keep reminding them the expectation again and again but in an intelligent way. The ways can be as follows:


Remind the child: “Don’t forget to keep the materials back!”


Redirect the child: “Should we put the material in the right place or just leave it on the floor?"


Praise the child: “I noticed you kept the material in the right place all by yourself! That was awesome!” But, if the teacher realize that even after repeating the cycle the kids is not getting the expectation then perhaps the child just wasn’t developmentally ready to grasp the expectation. It could be that the expectation was simply not age appropriate. Regardless of the reason, when a child is not demonstrating an understanding of an expectation, then it is time to start the process all over again: Explain, Rehearse, Reinforce!

Greetings:
Good morning! Advika. How are you today?
Goodbye, I'll see you tomorrow!

Self-care:
Time to wash hands
Are you hungry for snack?
If you're all done eating, then please clean up.
Would you like to have water?

Positive Discipline:
You are being very rough with that work. Would you like to try again and be gentle?
Would you like me to help you or do you want to clean up by yourself?
I see you're hitting your friend, that hurts. I'm going to help you move away from them.
I see you are working in an in-appropriate way. It can damage the material. You may have forgotten, let me show you ones again

Comforting words:
You sound very sad, come and sit with me and hug me? I understand, saying goodbye to Ma and papa is hard.
You're with teachers now, we'll have fun.
Mama and Daddy will come back soon.
Take a deep breath, let's calm down.
Come please, hold my hand - it feels better, right?
You really understand me. You are a good girl/boy
I see you got hurt - I'm sorry that happened! Do you want a hug?

I see your friend is trying to take your work - you can tell them, "its my work" or ask them "Excuse me please".

I see your friend hurt you, are you ok? That hurts. Would you like to tell them "don't hurt me."

You are both fighting over this work. I'm going to let Subhi have a turn, then when she's finished, it will be Advika's turn.

We value children having independence - they are given the opportunity to do a task on their own first, and if they require help, they are invited to ask for help by saying, "Help please!". Teachers then will give the minimum amount of help to assist the child, as the goal is for the child to do the majority of a task themselves. Again, we do take into consideration a child's hunger, tiredness, or if they're sick - these can all affect their focus and how much help they need. We congratulate a child with, "You did it!", or "You worked so hard on that!", "You feel happy you finished it!"

In school, we don't force children to repeat words like, "Please", "Thank-you", "Excuse me please" or "Im sorry", however, we role-model using these words all the time with our interactions with them, and teachers interacting with each other.
If a child is screaming or yelling or demanding something of us, we tell them that screaming is too loud, please calm down and ask for what they need. If they are crying or whining, then we ask to calm down and say in a calm voice.
We always take into consideration if a child is tired, sick, or very hungry, as these things always can influence their mood and ability to be calm.
If they become very frustrated, teachers are understanding and ask if the child would like to try again later.
If a child has fallen down, we try not to rush over and pick them up right away, instead we see if they're able to get up on their own and if they want a teacher to intervene - obviously if they are hurt or bleeding we step-in right away, but most falls do not require a big response by an adult.
We respect children, so we ask them, "Shall I give you a hug?" Before we assist them to move their body (i.e. helping them step up onto a stool, setting them onto a potty, wiping their bottom after a BM) we state, "I'm going to help you.", or "I'm going to wipe you now.", just so they're included in what is happening to their body, as a form of respect to them.

Our Upcoming Events

The best Summer Camp your child has ever attended

Our Curriculum

This is what we learn at Leeway!

  • Language
  • Mathematics
  • Sensorial
  • Practical Life
  • Introduction To Language
    • Visual Discrimination Puzzles
    • Object to Object Matching
    • Object to Picture Matching
    • Picture to Picture Matching
    • Look Alike Matching
    • Whole to parts (Nomenclature cards)
    • Whole to Parts - Scene
    • Parts to Whole - Picture Formation
    • Figure Ground Matching (Foreground/Background)
    • Spatial relationship objects
    • Patterning
    • What is missing?
  • Concept Development
    • Opposite
    • Matching cards
    • Rhyming picture cards
    • Classification – Categories
    • Classification – Go together
    • Classification – Doesn’t belong
    • Picture sequence
  • Writing
    • Writing in Grain (Rave) or Sand
    • Sand Paper Letters
    • Writing on chalk board, Paper
    • Tracing the Child’s Name
  • Reading
    • Direct preparation for reading- sound games
    • Final Sound/Ending Sound
    • Movable Alphabet with Objects
    • Movable Alphabet with Picture Cards
    • Word Labels, Objects and Pictures
    • Word list
    • Reading - phonograms: digraphs
  • Numbers to Ten
    • Number rods
    • Sandpaper numbers
    • Number rods with numerals
    • Spindle box
    • Cards and counters
    • Memory game
  • Teens and Tens
    • Short bead stair
    • Teen board
    • Ten board
    • 1-100 board
    • Snake game
    • Short bead chain
  • Introduction to Decimal system
    • Introductory Tray
  • Sensorial - Visual Senses
    • Introduction to size
    • Cylinder block/knobbed cylinder
    • Pink cube
    • Brown quadrilateral prism
    • Red rods
    • Knobless cylinder/coloured cylinder
  • Introduction to geometry
    • Geometry demonstration tray
    • Geometric cabinet
    • Geometric cabinet with cards
    • Geometric solids
    • Geometric solids with cards
    • Triangle box
    • Large hexagon box
    • Small hexagon box
    • Rectangle box
    • Rectangle box 2
    • Binomial cube
    • Trinomial cube
    • Primary colour box 1
    • Hue matching box
    • Colour matching box
  • Sensorial - Tactile Senses
    • Fabric box
    • Tactile board/touch board
    • Touch tablets
  • Sensorial – Auditory, Olfactory and Gustatory/taste Senses
    • Sound cylinder
    • Smelling bottles
    • Taste bottles
  • Preliminary Activities
    • Walking on the line
    • Unrolling/rolling and carrying the rug
    • Carrying a chowki
    • How to carry a tray
  • Control of movement – A. Whole hand grasp
    • Bean transfer using whole hand
    • Bean transfer using two glasses
    • Bean transfer using two pitchers
    • Locking Mechanism
    • Pouring water using 2 glasses
    • Pouring water two levels
    • Cutting the paper
  • Control of movement – B. Three finger grasp
    • Transfer of beans using a spoon
    • Transfer of pompoms using tweezers/tongs
    • Clothes pin activity
    • Transfer water using an eye dropper
  • Control of movement – C. Wrist movement
    • Jars and lids
    • Nuts and bolts
  • Control of movement – D. Arm movement
    • Sorting
    • Usage of Egg beater
  • Care of person
    • Packing a box an overnight bag
    • Shoe polishing
  • Care of person – A. dressing
    • Large button/small button
    • Zipper
    • Snap button
    • Hook and eye
    • Buckle
    • Bow tie
    • Lacing
  • Care of self
    • Hand washing
    • Clothes washing
    • Braiding hair
  • Care of Environment
    • How to use a dustpan and brush
    • How to wipe up a spill
  • Cleanliness
    • Mirror cleaning
    • Cleaning the leaves of a plant
  • Food preparation
    • Peeling and cutting of bananas
    • Making tea time snacks
    • Scrubbing, cutting and serving cucumber
  • Sewing
    • String the beads
    • Lacing
    • Making pasta chain
    • Weaving with strips of paper
    • Stitching /Stitch a button
    • Making a pompoms/knitting

Our Work at Leeway

Sneek peek into what our kids are upto at school

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Address

Royal Sunnyvale #38 Chandapura Anekal Road, Bangalore

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