Teachers at Aurinko have one goal in mind, to plant a wish in the child’s mind to learn, to be content, to be responsible, to love himself, the environment and the community. They promote the general progress and well-being of individual students, groups of students or class entrusted to them. They plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. They organize and lead activities designed to promote physical, mental and social development, such as games, arts and crafts, music, storytelling, and field trip.
Teachers plan the curriculum content that spans Academic, Social, Emotional, Cognitive, Community and Physical Areas. They ensure that student participation and dialogue form an integral part of the learning process They create clusters through which the children will traverse their curriculum. They offer different ways of understanding ideas and integrating content by exploring and applying one concept in more than one environment with different tools or provocations. This also supports children and adults in seeing diverse ways to create and think with concepts and materials and apply learned skills.
Teachers, the curriculum support team, and at times, family members, meet to reflect on documentation and the work of the children. Together, they uncover concepts, reveal the complexities and mechanics of learning processes, and determine ways to go forward to scaffold the children’s learning and development.
These periodic meetings also form the backbone for embedded staff development at Aurinko Academy that brings together theory and practice through action research while at the same time provides the next steps for curricular planning.
WEEKLY PLANNING MEETINGS
Following Reflective Meetings, Teaching Teams use the insights, perspectives and thinking that have emerged to plan and organize next steps that will be shared and conferred with the children the following week.
As children become aware of this way of working, they too become involved in supporting the overall co-construction process between adults and themselves.