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TEACHING METHODS

The quality of this educational program at “Super Me” is guaranteed through the systematic application of advanced teaching approaches which have been developed and recognized by educational experts around the world. These methods place children at the center of the learning, playing and experiencing environment, enabling them to exert their full potential, and to ignite their passion and compassion. The teaching methods allow each child to excel at their full strength in all areas of intelligences, connect their knowledge with real-life experiences, challenge them to be out of their comfort zone and guiding them to be an individual of social and community

At “Super Me”, the activities serve to cultivate the knowledge, attitudes, behaviors and skills that one needs to live a healthy, fulfilled and self-sustained life. “Super Me” has the methodology for delivering such a skill to empower your child with the necessary tools to succeed.

  • A. The Whole Child Education approach and the 7 Dimensions of Wellness
  • B. Multiple Intelligences Theory

Whole Child Education

The curriculum of “Super Me” is based on combining two methodical approaches to child development, the Whole Child Education approach and the 7 Dimensions of Wellness, which encompass physical, emotional, intellectual, environmental, social and existential growth to foster a safe and healthy educational environment while providing a varied learning experience.whole-child-education-giao-duc-toan-dien

Through engaging programs, practical skills and attention to whole-child growth, the “Super Me” curriculum helps maturing children develop useful life skills and their lifelong learning capacity to inform and inspire the younger generation and their caretakers to make better and smarter choices.

The Whole Child Initiative identifies five kinds of learning that “Super Me” would like to see each child being exposed to, every day if possible. They are:

  • cognitive-intellectual activity, associated with the left brain.
  • creative-intuitive activity (the arts), associated with the right brain.
  • structured physical movement and unstructured, self-directed play.
  • handwork, making things that can be useful.
  • engagement with nature and community.

MULTIPLE INTELLIGENCES THEORY

By Howard Gardner, a Harvard professor, has been brought into the process of designing syllabi to help teachers understand the strengths of each student and support students according to their own learning styles. When students steadily gain their confidence and independence of thinking and action, they will develop their love for learning , and establish a solid foundation for their life-long research skills.

multiple intelligences-tri trong minh da dang

Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened.

  • Verbal-Linguistic Intelligence — well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words
  • Mathematical-Logical Intelligence — ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns
  • Musical Intelligence — ability to produce and appreciate rhythm, pitch and timber
  • Visual-Spatial Intelligence — capacity to think in images and pictures, to visualize accurately and abstractly
  • Bodily-Kinesthetic Intelligence — ability to control one’s body movements and to handle objects skillfully
  • Interpersonal Intelligence — capacity to detect and respond appropriately to the moods, motivations and desires of others.
  • Intrapersonal Intelligence — capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes
  • Naturalist Intelligence — ability to recognize and categorize plants, animals and other objects in nature
  • Existential Intelligence — sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.