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Traditional Education


PRINTS Education


Traditional Schools

  • Rote memorization

  • Little (if any) emphasis on multiculturalism


  • Bilingualism, multiculturalism and internationalism fully integrated with academic subjects.


Traditional Schools

  • 1 age group

  • Teacher-directed work

  • Work is assigned arbitrarily to the entire group, regardless of individual needs

  • Silence is imposed in the classroom


  • Mixed-age group

  • Children choose activities on their own

  • Activities are presented to children individually or in small groups, in accordance with each child's needs and learning style

  • Silence is a reflection of concentration, peace, and order. The environment is calm


Traditional Schools

  • Teachers are central, regardless of how well they have mastered the material


  • Guides facilitate, listen, and consult


Traditional Schools

  • Students receive lessons according to lesson plans following a predetermined syllabus

  • Subjects are compartmentalized

  • Days are broken up arbitrarily by subjects, regardless of need

  • Teacher decides what students do

  • All students work at the same pace


  • Students receive individualized, level-appropriate lessons

  • Subjects are intertwined

  • Uninterrupted blocks of time allow for the pursuit of work to the student's satisfaction

  • Students choose individual and group work

  • Students work independently at their own level and pace


Traditional Schools

  • Rules imposed externally

  • Rewards and punishment used to regulate behavior and performance


  • Discipline emerges from student

  • Students help establish ground rules for behavior in class.

  • Students learn to take responsibility for their own behavior


Traditional Schools

  • The adult is the judge

  • Recognition is gained by acceptance from the adult or the group

  • Further evaluation is based on short-term rote memorization and repetition of data


  • Self-correcting materials allow the students to get immediate feedback independently

  • Students reflect on their own process of learning and consult with the guides for support

  • The success and sense of accomplishment that the students experience enhance their self-confidence and pleasure in learning

  • Evaluation is comprehensive and spread over time. Students' journals, individual and group projects, teacher's observations and students' self-reflection all contribute to the discussion of developmental milestones

  • Evaluation is not of academics alone; it also includes the emotional and social development of each student