Teachers

Pedagogy

Sources of educational inspiration

The pedagogy of the “Joyeux Matins” primary school is in line with the Lab School. It is based on research and produces a synthesis of contributions of different approaches. On the one hand it is inspired by the pioneers of educational innovation, such as Maria Montessori, Célestin Freinet, John Dewey… on the other hand by current research in educational sciences in addition to other fields such as psychology, sociology, neuroscience, philosophy or anthropology. In collaboration with the pedagogical committee, the educational team implements the best pedagogical practices with the children, with regard to both scholastic achievement and well-being at school (multi-level classes, peer tutoring, skills-based approach, teaching socio-emotional skills or soft-skills).

Teachers

Pedagogy

Sources of educational inspiration

The pedagogy of the “Joyeux Matins” primary school is in line with the Lab School. It is based on research and produces a synthesis of contributions of different approaches. On the one hand it is inspired by the pioneers of educational innovation, such as Maria Montessori, Célestin Freinet, John Dewey… on the other hand by current research in educational sciences in addition to other fields such as psychology, sociology, neuroscience, philosophy or anthropology. In collaboration with the pedagogical committee, the educational team implements the best pedagogical practices with the children, with regard to both scholastic achievement and well-being at school (multi-level classes, peer tutoring, skills-based approach, teaching socio-emotional skills or soft-skills).

Scrable learn

Bilingualism

Teachers speak in English or in French. Simultaneous translation is provided by the teacher or a pupil. This learning method, qualified by researcher C.Brohy as “reciprocal immersion”, is ideal for all pupil profiles (only French or English speakers, bilingual students, pupils with varying proficiency in either language).
English lessons are also provided depending on the level of the pupil.

forme jaune

The core knowledge and skills base

Primary school priority learning areas are: reading, writing and counting. Our school gives a prominent place to these learning areas that will be approached through different educational forms (experimental approaches, projects, games, exercises, theoretical explanations etc.). The core learning areas of the school are in perfect harmony with the expectations of the educational programme defined by the Ministry of National Education: an academic inspector makes an assessment visit from the first year. Therefore, each child can confidently make the transition to secondary school.

Children writing

READING

Reading is a moment of pleasure, it is favoured in all disciplines.

  • the teacher reads aloud.

  • children have time to read silently in different disciplinary areas.

  • children share their readings.

  • texts are explained, commented on, studied.

  • a library is freely accessible during break times or after school.

WRITING

Learning to write requires observation, reflection, regularity and repetition.

  • Learning vocabulary allows you to know the meaning and spelling of words, learning grammar allows you to understand the relationships between words. Learning them is essential.
  • Dictation in its different forms has its proper role to play in the consolidation of lexical spelling and grammatical spelling.
  • The teaching includes sessions to both discover and understand texts as well as to implement and structure knowledge. Who are we writing to, why and how are we writing to them and what are our intentions?

COUNTING

Mathematics require a playful approach, based on manipulation, verbalisation and abstraction. It is important to acquire automatisms through repetition and memorisation.

  • Small, quick “ritualised” games are performed each morning orally: mental calculation, logical sequence…
  • Manipulations and experiments are put into practice to discover an operation or a problem.
  • Exercise sheets train children at their own pace and allow them to verify the acquisition of their knowledge.

The key skills of the 21st century

These skills, useful in everyday life, are particularly appreciated in the world of work. Agility and adaptability as well as the ability to present arguments, be persuasive and work in a team are all skills favoured by employers.

CREATIVITY

Children are naturally curious and creative. Stimulating their creativity makes it possible to find new solutions to given problems. Creativity increases the child’s adaptive capacity.
This involves:

  • developing the creative naturalness of children by developing their imagination and facilitating the multitude of ideas (conceptualisation),
  • supporting them in transforming their ideas into innovation,
  • creating, experimenting, prototyping, testing, implementing and evaluating their innovations.

Tools: school outings, meetings with people from different backgrounds, workshops on reflection, transdisciplinarity, design thinking, mind-mapping, prototyping at the Fab lab…

COMMUNICATION

Good communication is knowing how to:

  • use the language in all its forms (oral, written),
  • decrypt messages (verbal and non-verbal communication, media analysis),
  • listen actively, understand, interact,
  • speak, present arguments, put ideas forward, speak in front of an audience, participate in debates,
  • exercise critical thinking.

Children speak in class daily to gain self-confidence and fluency. They learn how to structure their thinking and make their ideas intelligible and their words convincing.

Tools: debates, presentations, philosophy workshops, meetings with people outside the school…

COOPERATION

Cooperation helps develop collective intelligence. Together, we are better!
By building on and/or confronting each other’s points of view and experiences, both the child and the group progress.
Children cooperate in an atmosphere of respect and kindness to:

  • help each other,
  • encourage each other,
  • think and work together,
  • carry out a common project,
  • define the rules for living well together.

Tools: peer tutoring, joint artistic, scientific and ecological projects, sports activities, creation of rules governing life in the school.

Opening on the world

Opening up to the world

The children carry out monthly school trips linked to nature, culture, science, ecology, the arts etc…
The school is open to parents wishing to come and share their skills or passion (in connection with the educational project).
The teaching staff sets up exchanges and projects with partner schools, local associations and companies.
Children participate in reflection workshops (environment, world cultures, social issues, disability etc.) and artistic expression workshops.
All these activities help develop the child’s openness, free will and commitment.

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