Grace Public School adopts ‘3C Model’ of education, a unique way of transferring knowledge, skills and attitude to the pupils. The school aims at overall development of the child rather than focusing only on memorisation skills. The over emphasis on the rote method of teaching will negatively affect the skillset and personality of the child. Our model has been evolved through more than 30 years of committed practice and intensive research of our senior team members.
Three distinct components namely Compassion, Concept and Competence make the 3C Model complete. Overall development of the child is possible only when the 3C components are organically integrated into the curriculum. A schematic representation of the model is as given below
Happy schooling is the primary necessity for educating child. Unpleasant atmosphere at the school will seriously affect learning processes and outcomes of the child. At Grace Public School, we give the greatest care to sustain a happy environment for the pupils through different mechanisms.
Homely environment: The pupils are encouraged to interact freely with all the staff members of the school at any time. The staff members behave as caring elders rather than strict officials to the children.
Motherly teachers: It is ensured that the teachers relate with the children with the utmost love and care.
Involving parents: Learning outcomes will be effective only when the child, parent and teacher frequently communicate with each other and operate in tandem. We facilitate frequent meeting of these three stakeholders and work together.
Role modelling: We ensure that the teachers act as mentors to the children. The teachers demonstrate values and ethics to the children through demonstration.
Counselling: Each child is special and she/he has her/his own concerns. Teachers and senior members of the school do personal counselling to the children who are in need.
Greater focus is given to enable the children discover new things and learn on their own rather than being directly fed. The methods adopted in our school help the children go deeper into different dimensions of the subject and reflect. Through this process, research aptitude is instilled among the children. The methods used are
Learning through probing: The students learn by questioning. The teacher, as a facilitator of learning prompts the children to ask question. Then, the teacher and the students collectively find out answers.
Creative tests: After completing each lesson, a creative test is conducted. In this test, the students are encouraged to evolve their own questions and answers. The questions need not be confined to the content given in the text. This helps the pupils expand their learning horizons beyond the textbooks.
Wisdom Days: All Fridays are wisdom day. On wisdom days, the children do not bring textbooks and notebooks to the classrooms. The teacher and the pupils jointly reflect on the learnings from lessons handled in the entire week. The students summarise their learnings.
Reflective home works: We see to that home works are not burdensome to the children. Exercises that relate the subject with real world application are given. The students enjoy attending the exercises.
Screen board: It is an audio embedded visual teaching aid. This helps the teacher explain new concepts effectively to students with relevant pictures and audio.
Story telling: Children always love stories. The teachers identify or develop stories relevant to the subject and tell the students. This helps increase involvement of the children in classes.
The world is fast changing. Unless the children are made potentially capable of facing the dynamisms of the real world, they will not succeed in their career and life. Hence, it is highly important to enhance the skill base of the children beyond academic curriculum. We have consciously designed a number of mechanisms to build psychomotor skills of the pupils.
Science exhibitions: The students exhibit models/visual aids that represent scientific theories. Parents, students from other schools and educationalists visit the exhibition. The students make presentation about the subject.
Student seminars: In house seminars are conducted on selected subjects. Teachers and experts moderate the event proceedings as panel members. The students make presentation about the subject.
Write-shops: The pupils, in write-shops, are encouraged and guided to write on their own about a common subject of their interest.
English environment: The students and teachers are motivated to converse in English during working hours of the school. This environment enables the children to pick up English speaking skills.
Hand writing drills: The pupils are coached to become familiar in cursive writing skills through hand writing drills.
Phonic drills: Special attention, through phonic drills, is given to ensure that the children speak English with appropriate phonetics.
Skill based coaching: Each child is unique in terms of skill sets. We continuously look out to identify skills (related to language, games, fine arts etc.) existent among the children. Upon identification, the children are offered special coaching so that they become specialised.