MMS IS UNIQUE IN ITS COMMITMENT TO INNOVATION AND BUILDING MODELS IN EDUCATION
We strive for continuous improvement of our teaching-learning process and the school environment. As stated by Robert
EVIDENCE BASED PRACTICE
“He who does not research has nothing to teach”! We subscribe to evidence-based practice. We have a dedicated Educational Research, Development and training unit for this purpose. Evidence refers to the knowledge that connects research to practice over the years, an increasing emphasis on evidence has led to a movement for evidence-based practice (EBP). EBP involves using the best available scientific evidence – integrated with the individual’s circumstances – to guide decisions about Educational approaches/ methodologies.
Our school’s educational approach is time and again tested with scientific evidence obtained through action researches.
We believe in sharing and learning. We provide training and pastoral care to other schools and communities.
Our teachers constitute the axis of our programme. We are committed to their continuous improvement and professional growth.
Children with Special Needs, Gifted and Talented Learner
- Traditional systems tend to cater to an average student while leaving out those who are exceptionally gifted or with special needs.
- Our personalized learning environment ensures that a gifted child or a child with special needs blooms remarkably.
- Inclusiveness is a process of strengthening the education system to reach out to all learners irrespective of gender, caste, ethnicity, abuse, disability etc.
- Inclusive education is seen as a process of removing barriers in the system and creating an enabling environment where all children can learn. Hence, Our school is committed to inclusion and education for all.
- Refers to the unique preferences of every child on how he/she would like to experience and learn new information and ideas.
- Learning styles can be preferred learning modes such as visual, auditory, together, alone, outside, inside, etc.
- The difference in learning styles is often ignored in traditional classrooms.
- Hence, Our learning environment is designed as per the strengths of every student, enabling engagement of all children in the classroom.
Children’s Learning Styles and Needs
- There are different “bio-psychological potentials/ modalities in which a learner processes information that can be activated in a cultural setting to solve problems or create products that are of value in a culture – Gardner.”
- Some may prefer to learn by writing, some would prefer to create a diagram/ drawing out of the new information
learnt, while others might tend to learn through song or dance.
- A learning environment or its assessment should not restrict learners to anyone modality of learning.
- Hence, we believe that assessment through written examination is not the only way of measuring knowledge acquisition.
- Education is more important but life skills are most important! Life skills are abilities for adaptive and positive
behaviourthat enable humans to deal effectively with the demands and challenges of everyday life.
- Life skills represent the psycho-social skills such as problem-solving, critical thinking, self-awareness, interpersonal skills etc. Skill is acquired by training, practice
- Hence, we, as an imperative, have a curriculum based on experiential learning that develops life and work skills such as teamwork, independence, reflection and problem-solving.
Thinking is how learners process ideas and knowledge.
We firmly believe that creativity goes beyond knowledge accumulation.
Leadership is to create an environment to make others perform at their best.
School Clubs and Forums
Disaster Management Club
Scouts and guide
Health and wellness Club
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