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Teaching Methodology
At BPS we ask ourselves
Do we understand our students’ learning styles?
Do we give them environment to ask questions?
Can they relate to what they are taught?
Is learning a joyful and enriching experience for them?
Is the classroom experience for them about co-operation and self-esteem?
Is our faculty a learner too along with being teachers?
Is our teaching interdisciplinary as most of life is?
Is our teaching beyond the classrooms?
When there is a willingness to change, there is hope for progress in any field.
Teaching is a challenge. Learning is a challenge.

Teachers share a significant responsibility in preparing young people to lead successful and productive lives. After their parents, children first learn from their elementary school teacher. Then, as a middle school teacher, they guide students through yet another important transition: adolescence. As children become young adults, learning throughout middle school and into Secondary and Senior secondary school, they answer their questions, listen to their problems and teach them according to this new phase of their lives.
Confucius’Philosophy and VAK and Kolbe’s Learning Styles :
Teachers here adopt the most suited methodology to teach different age groups. The teachers follow the Confucius’ philosophy: I hear and I forget. I see and I believe. I do and I understand. (VAK and Kolbe’s Learning Styles) They use from multimedia to mind maps to concept simulation to Problem-based projects but never deviating from the core objective of teaching.
Our conscience and our concerns regarding our children give us a basis to ensure Experiential learning
Kolb’s learning style :
In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences. His experiential learning style theory is typically represented by a four stage learning cycle in which the learner 'touches all the bases':
‘Concrete experiences’ provide a basis for 'observations and reflections'. These ‘observations and reflections’ are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences.
“One way flow” of information and “memorization of the readymade subject matter” are not the order of any class in BPS.
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