|
The Suzuki teaching method
Our methodology is grounded in key concepts developed
by Dr. Suzuki over 50 years ago, which were incorporated
into our School during the first year. The teaching
methods we use to educate our young
children are based on eight concepts, applied
in the classroom and based on our philosophy and
values.
Our methodology is constantly evolving as we
learn, through observation, how to meet the
needs of our young children and how to better
engage them in the learning process. We have
always valued an eclectic approach, adopting
teaching concepts from other methodologies (for
example – practical life skills from Montessori
and the emphasis on drawing from Reggio) which
support the Suzuki approach. It is a continual
process for each of us; we are always learning,
just as the children are learning. It remains a
journey and a team effort to provide the best
early learning experience for each of our
children.
 |
 |
Repetition and reinforcement in a spiral
curriculum
Dr. Suzuki revolutionized the way young
children learn and apply the complex
structures of music. He recognized the
enormous natural talent and ability of the
child and saw them bloom in a learning
environment which included the partnership
of parents. He stated that this environment
should also be rich in repetition, praise
and reinforcement to best foster
achievement, mastery and a love of learning.
We incorporate this concept at the School
with a spiral curriculum that demands
process mastery through repetition and
reinforcement, along with the use of
nurture, praise and self-discovery which is
crucial in building a child’s sense of
confidence. |
 |
 |
A blend of teacher-directed and
child-directed instruction
Traditional teacher-directed learning is
core to the American educational system. It
is an excellent method for teaching children
basic skills, such as phonics and certain
math skills; it was the approach Dr. Suzuki
used in teaching children to play the
violin. In developing the Suzuki approach
for preschool education, we recognize that
teacher-directed activities do not readily
foster creativity and self-mastery, and we
recognize the importance of child-directed
learning, especially in the early years.
Research has shown that child-directed
lessons offer mastery at the child’s pace,
according to their interest level and
readiness. We balance child-directed
learning with teacher-directed activities in
the daily class routines as the child
assumes his voice in the educational
journey.
|
|
 |
Grouping of children during certain
instructional times
Planned grouping of children allows the
maximum learning opportunities for each
child. Young children are generally grouped
by personality and age; older children are
grouped by readiness for most of the
structured learning periods. |
 |
 |
Using the classroom as the third teacher
The physical classroom environment is a
critical teaching component in our
methodology. To be effective, the
environment must provide opportunities,
materials and encouragement for the
children. Effective classrooms display the
children’s work and materials and allow each
to show pride in their space so that they
will help care for it and so that it belongs
to them.
|
|
 |
Effective presentation of concepts in
context
Teachers function as facilitators in
addition to being instructors. In presenting
an activity, the teacher demonstrates
advance preparation by choosing an objective
and gathering resource materials for mastery
of this skill. Proper presentation of these
materials sets the stage for the subsequent
enthusiasm of the child and demonstrates as
well the participation of the teacher.
Teachers act also as a resource, making
themselves available to demonstrate or guide
each skill, should the need arise in a
lesson.
|
|
 |
Experimentation and Exploration
The classroom, so rich in resources and
opportunities for experimentation and
exploration, encourages the children to be
busy and active. An atmosphere devoted to
learning is then created as the children
strengthen their rapport with the teachers
and with each other, ensuring the
establishment of support and mutual trust.
|
 |
 |
Effective classroom management
The Suzuki methodology emphasizes
stimulation and mastery as well as praise
and reinforcement. In considering classroom
management we address four components: 1)
the design and flow of the classroom 2) the
flow of the day in terms of effective time
management 3) the proper preparation of the
materials for each child 4) instilling in
children the requisite self mastery skills.
The Suzuki School is committed to achieving
an inward control rather than imposing
outward constraint, believing that
self-mastery is crucial to the necessary
goals of confidence and independence and
must be a primary focus in the teaching of
the young child.
|
|
 |
Collaborative team teaching is the catalyst
that provides a highly effective learning
environment for our children
This approach not only leverages the unique
gifts of each teacher, but allows the team
to best support the children in their
growth. In a collaborative teaching team,
the teachers work with small groups of
children based on a particular subject
(phonics, math, art, practical life) or a
particular interest (art, music, building).
In addition, the collaborative model
recognizes that teachers have special gifts
which, when combined, offer innovative and
exciting approaches to discovery.
|
|
