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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 twelve 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.
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Respect
for the child
A child cannot demonstrate respect if respect
is not first shown to the child. We believe
that respect for each child is demonstrated
in the manner in which we talk to them, interact
with them, and support their developmental
journey. When we honor the child, there is
no need for harsh words or impatience. Beginning
at birth, our teachers guide our children,
using observation as the basis for instruction.
By focusing on the interests and readiness
of each child, we tailor lessons to their
unique needs. |
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Repetition,
praise and reinforcement
Dr. Suzuki revolutionized the way young
children are taught music. He recognized
the enormous natural talent and ability
of the child and saw it bloom with a learning
environment which included 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 through a spiral curriculum
that demands repetition and reinforcement,
along with the nurturing process of praise
which is crucial in building a child’s
sense of self-confidence.
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A
blend of teacher-directed and child-directed
lessons
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 we recognize the importance of child-directed
learning. Research has shown that child-directed
lessons offer mastery at the child’s
pace, according to their interest level and
readiness. Beginning with our two year-olds,
we balance child-directed learning with teacher-directed
activities in the daily class routines as
children of this age are ready to assume more
of a voice in their educational journey. |
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Observance
of a daily schedule and development of weekly
lesson plans
Children thrive on consistency and structure.
Each class has a daily schedule that is
an important ritual to our children. Although
not “cast in stone”, this schedule
provides a consistent daily framework in
which the child may safely explore his/her
world. The weekly lesson plan ties together
each monthly theme and reinforces prior
lessons in our spiral curriculum.
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Grouping
of children during instructional time
The 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.
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Treating
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 make them
proud of their space so that they will help
care for it and so that it belongs to them.
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Effective
presentation of concepts
Teachers function as facilitators in addition
to being instructors. In presenting an activity,
the teacher does advance preparation by choosing
an objective and gathering resource materials
for mastery of this skill. Presentation of
these activities sets the stage for the subsequent
enthusiasm of the child and demonstrates as
well the participation of the teacher. Teachers
act also as resource persons, becoming available
when needed to demonstrate or guide each skill
as the needs arises in a lesson. |
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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, as support and mutual trust is established
among them.
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Effective
classroom management
The Suzuki methodology is emphasizes stimulation
as well as praise and reinforcement. Appropriate
discipline addresses self-control and the
ability to recognize the developmental limitations
of the child. Redirection and alternative
substitutions are attained using simple techniques.
These discipline techniques put the teacher
in the role of facilitator and guide rather
than “enforcer”. Self-control can
only grow when children are given an understanding
of why it is not desirable to behave in a
certain way. |
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Effective
accountability programs
The Suzuki methodology provides points of
accountability daily, thorough observation
and response, and more formally, with bi-annual
“check points” using age-appropriate
the testing instruments. We do not teach
to these tests, but rather measure the natural
progress of each child through them.
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Collaborative
team teaching is the glue that provides a
highly effective learning environment for
our children.
This approach not only honors 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, at times in
a “home room” environment, at other
times based on a particular subject (phonics,
math, sensory), 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. Gifted
teachers may find alternative, but appropriate
ways to connect with a child, and our approach
is supportive of diverse teaching styles. |
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Partnership
with the parent
Our approach requires close collaboration
and effective communication between the
parent and the teacher in order to provide
the best educational experience for the
children. Building a trusting relationship
is important to this relationship and is
an ongoing process. We view our role as
an extension of the education that occurs
at home.
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