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Cybershala Ideaology for conceptual learning homeschool math curriculum 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 is program, and our actions grow out of that structure to produce results.
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 your child's true potential by building strong foundation and following a methodical teaching program in combin ation with proven curriculum.
Our classrooms are fun and lively online interactive virtual classrooms which use cutting edge technology To enable Face-to-Face Video/audio conferencing. All from the convenience and comfort of your home. By using a regular web cam and hands-free headset children can see and hear their peers and the Learning facilitator. It can work on almost any computer, including Macs. All you need is an Internet connection which preferably should be over broadband for best results.
cybeRSala provides kit that includes a digital-pen and headphone.
CONVENTIONAL IDEOLOGIES
Students who work repetitively with worksheets demonstrate a higher level of in-depth understand of the subject.

 

OUR IDEOLOGIES
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.
 
CONVENTIONAL IDEOLOGIES
Curriculum must be adjusted to the child's level of understanding and therefore children must be categorized according to their perceived level of understanding and taught accordingly.
 
OUR IDEOLOGIES
Tailoring instruction to a student’s 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.
 
CONVENTIONAL IDEOLOGIES
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.
 
OUR IDEOLOGIES
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.
 
CONVENTIONAL IDEOLOGIES
A teacher imparts knowledge by lecturing and teaching facts and skills. The teacher is the only source of knowledge.


OUR IDEOLOGIES
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.
 
CONVENTIONAL IDEOLOGIES
One-on-one is the best way to teach and learn as children have the teacher’s undivided attention.


 
OUR IDEOLOGIES
Group learning is the best way of learning since it fosters interaction, healthy competition, cooperative learning, thought-provoking questions, brain storming sessions and provides the motivation to learn.
 
CONVENTIONAL IDEOLOGIES
Error indicates failure and should be concealed to avoid embarrassment.

 

OUR IDEOLOGIES
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.
 
CONVENTIONAL IDEOLOGIES
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.


OUR IDEOLOGIES
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.
CONVENTIONAL IDEOLOGIES
Most curriculums provide a step-by-step way to solve problems and then expect students to practice those steps.
 

OUR IDEOLOGIES
The conventional methodology teaches kids to memorize steps and encourages them to be procedurally 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.
CONVENTIONAL IDEOLOGIES
Innate abilities determine a child’s potential success. "Either he has it or he does not".
 

OUR IDEOLOGIES
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 ability, is the key to unlocking your child's true potential.

 
 
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