Our use of best teaching practices combined with and a thorough understanding of how children actually learn prepares your child for the challenges of the changing world.
That ideology is what we believe to be true. That ideology shapes the structure of our program, and our actions grow out of that structure to produce results.
Students who work repetitively with worksheets demonstrate a higher level of in-depth understand of the subject.
We believe that while conventional methods of repetition and memorization may improve procedural competency, these methods short change our children and will not instill the conceptual level of understanding required to be truly world class students and individuals.
Richer and more conceptual learning opportunities are available if students are encouraged to present multiple solutions and examine the relative advantages of different methods.
Curriculum must be adjusted to the childs level of understanding and therefore children must be categorized according to their perceived level of understanding and taught accordingly.
Tailoring instruction to a students perceived level is unfairly limiting because it prejudges what a student is capable of learning. We believe that all students should have the opportunity to learn the same material.
We strongly believe all children are capable of grasping complicated material if it is presented clearly and in an interesting way.
Most curriculums provide easy and repetitive sequential ways to solve problems. The thinking behind this type of methodology is that the more you practice a system, the more you learn the material.
Curriculums that are an inch deep and mile wide do not instill higher level thinking and analytical abilities. Students will be able to answer familiar questions but will fumble if asked any questions outside the scope of their experience.
Children should solve challenging problems that extend beyond the obvious and routine. Curriculum must be taught at a conceptual level to help students develop higher order thinking.
A teacher imparts knowledge by lecturing and teaching facts and skills. The teacher is the only source of knowledge.
Knowledge is something that must be constructed by the child rather than a set of facts and skills that can only be mastered through lectures. The teacher facilitates this process.
Error indicates failure and should be concealed to avoid embarrassment.
Errors are put to positive use in the learning process and do not indicate a student’s low potential. They provide an opportunity to learn more, to clarify misunderstandings, and encourage discussions.
Children feel stressed by pressure placed on them from early formal training. It is reasonable to assume that a child may require some help when they are in higher grades.
There is no real evidence to indicate that children feel stress about learning or that they do not enjoy learning at an early age. On the contrary, it is essential to begin building a solid foundation in the early grades when children are most receptive. Research has shown that, for the vast majority of children, academic deficiencies from the first six grades permanently impair the success of later learning experiences.
Learning builds on learning: children gain new knowledge only by building on what they already know. The higher your structure is to be, the deeper its foundation must be. We believe that a curious young mind is a fast learner and should start developing higher level understanding in the first grade, but not before.
Most curriculums provide a step-by-step way to solve problems and then expect students to practice those steps.
The conventional methodology teaches kids to memorize steps and encourages them to be procedural oriented.
Deliberate gaps in steps and different methods of solving problems force children to think. Sometimes this leads to frustration and confusion, but these experiences are a natural part of the learning process and when students work through those situations to discover an answer, the experience lays the foundation for deeper and higher understanding.
Innate abilities determine a childs potential success.Either he has it or he does not.
This conventional belief does not do justice to our children and may not give them opportunities they deserve. Innate abilities are not in our control, but our level of effort is. Continuous effort, not strength, intelligence or innate is the key to unlocking your childs true potential.
Just as we need the right soil and seed to cultivate a dazzling flower your children need the right mix of method and curriculum. cybeRShala aims to strengthen the true potential of your child and builds a strong foundation by following a methodical step wise teaching combined with tried and proven curriculum.
Through the use of latest technology, your child participates in a virtual class room where they begin seeing, talking and interacting with their peers and facilitators. Using our technology is so easy that even kids as young as 6 are enjoying it.
We will ensure your child learns not only the subject but other real life collaboration skills like video conferencing and online discussion group etiquette, whiteboard writing, desktop and document sharing needed in today s global economy.
- Parents get first hand feedback about their childs progress from their Learning Facilitator.
- Parents to Parents have a way to provide feedback and get questions answered.
- Children remain motivated, knowing that parents and teachers are interacting and that their education is important to everyone.
- In addition to these prearranged meetings, parents may also interact with Learning Facilitator via emails or via messages sent from the student’s account webpage.
Children are evaluated regularly to asses progress and to further strengthen areas of weakness
- After completion of each topic.
- After completion of a set of topics.
- After completion of a semester.
After completion of a semester, children are presented with a certificate as a proof of their acquired proficiency and as an incentive to do well the next semester.
Our members have access to the following add-ons:
- Library of recorded sessions in case child has missed class.
- Extra practice material.
- Account webpage.
- Childs assessments.
- Report card.
- Bulletin board.
- Mail to Teacher or Principal.
Our classrooms are fun and lively interactive virtual environments that your child accesses using cutting edge technology in the form of face-to-face video/audio conferencing.
Your child can access our classrooms from the convenience and comfort of your home. By using a standard web cam and hands-free headset, your child can see and hear classroom peers and the teacher. This type of technology works on almost any computer and is compatible with Macs too. All you need an Internet connection. A broadband connection will produce the best results.
Using a standard headset and web cam your child and the facilitator can see and speak to each other directly over the Internet. There are no long distance telephone charges no matter how far away the tutor actually is.
Your child and the Learning Facilitator can write free hand text on the whiteboard using a digital pen that allows an instantaneous exchange of mathematical symbols and formulas.
This allows your child and Facilitator to exchange text messages.
Each session is recorded and archived. It can be retrieved for review anytime after the end of the lesson in our library section. This means that the student or parent can review past lessons at no charge if the child misses any classes or just to get a second review.
Our technology enables Learning from the comfort of your home without having to drive your child to a tutoring center and without having to wonder what your child is studying. You can use our recording feature to observe what was covered in each session.
Our technology enables us to bring Full Fledge Features of a School – Library full of recorded sessions and extra practice material, own page with useful links and place to store progress report cards etc, bulletin board to post notices etc.
Through the use of our technology, children will learn other real life collaboration skills needed in todays Global Economy – like video conferencing etiquettes, whiteboard writing, sharing desktops and documents, online group discussions.