The Suzuki Mission:
To develop in young children a lifelong love
of learning through honoring each child’s natural talent and ability in partnership with parents.

  
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.

Repetition and reinforcement in a spiral curriculum

A blend of teacher-directed and child-directed instruction

Grouping of children during certain instructional times

Using the classroom as the third teacher

Effective presentation of concepts in context

Experimentation and Exploration

Effective classroom management

Collaborative team teaching is the catalyst that provides a highly effective learning environment for our children

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.


 

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