At TJIS, class rooms are like mini workshop where parallels are drawn between instructional and student focused strategies to imbibe the values of vision, honesty, integrity, trust, service, pioneering , appreciation, coordination and empowerment. Providing activity based learning opportunities, particularly group oriented exercises, also allows other students the chance to learn from the “ Real life experience of their classmates”. They are not mere classrooms but they are multi-intelligence classrooms with more active and more involved learners. One “answer” or outcome is not the only acceptable measure of a child’s understanding. Different learners have different grasping power, one student might absorb through drawing but other through presentation or project or acting and “thinking out of the box”. Ample of teaching learning resource materials are provided to meet the aims and objectives of teaching learning process.
TEACHING METHODOLOGY AND CURRICULUM
TJIS imparts a brain compatible methodology with a 360° approach towards multiple intelligence skills and emphasize on a sturdy foundation of concepts and a thorough practice to face competitive exams.
Dr. Howard Gardner, a psychologist and professor of neuroscience from Harvard University developed the theory of multiple intelligence (MI) in 1983. According to him human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Each person has a unique combination or profile. Each person has a unique combination or profile although each has all nine intelligence; no two individuals have in them the same configuration similar to our finger prints. In the co-school areas, students have unearthed huge talent so to uncover the latent talent CCE activities are powerful. CCE means continuous and comprehensive evaluation. The term continous in CCE refers to periodicity and regularity in assessment. It envisages employment of a variety of tools and techniques for assessment in informal and formal settings. CCE helps in reducing stress of students:-
Identifying learning difficulties progress of students at regular intervals on small portions of content right from the beginning of the right academic sense.
Employing a variety of remedial measures of teaching based on learning needs and potentials of different students.
Desisting from using negative comments on the learner’s performance.
Encouraging learning through employment of a variety of teaching aids and techniques.
Involving learners actively in the learning process.
Recognizing and encouraging specific abilities of students who do not excel in academics but perform well in other co-curricular areas.
The National Policy on Education (1986) emphasizes that at the school level, evaluation should be formative or development in nature. At this stage, the child is in a formative stage of learning. She / He wants to discuss and clarify many doubts for better conceptual clarity.Unless we assess the learner’s efforts, performance, attitude to learning and ability to apply what is learned in every day situations, we may not be able to help her / him in improving her / his learning abilities. Hence, performance are diagnosed using diagnostic tests and promptly remediated by interventions followed by retesting.