Look At Me School believes that only a personalized education can properly develop children in this manner.

To create and appropriate environment with in a productive schedule is only part of the reason that our program is successful. While children study, we observe and evaluate how they use the materials; we talk to them to discover what they are thinking and what are they trying to do. Once we understand their ideas, we help them realize their goals and then stimulate them to push themselves to even greater heights.

Our objective is to help children use their own resources in order to resolve problems and think on their own.

 

Encouraging Values

Values related to the socio-emotional profile of the student we want to educate. The values we encourage are the following:

. Love for school, people animals and plants.
. Good relationships with other people
. Conviviality.
. Self-respect and respect for others.
. Cooperation and common sense.
. Partnership and fairness
. Interest in Dominican culture as well as all other cultures in the world.

Fundamental Educational Methodology

Our methodology is founded on a curriculum incorporated with different working strategies that compile the main philosophical doctrines that have been studied and evaluated previously: Piaget Theory, New School, Vygotski, and Montessori; among others.

. Whole Language
. Block Centers
. Didactic Resources of Marìa Montessori

Whole Language:
The main point of this methodology is the emphasis in learning from general to specific: in which the center of learning is the language.
We work this area by using an intensive program of daily readings that integrate the different areas of knowledge; math, science, social studies, history and art, among others. This system allows student to associate meanings through images and readings to understand the language.

Block Centers:
This is an essential part of our academic program, because it establishes defined and structured centers within the learning environment with concrete and easy-to-handle materials which allow direct interaction of the students and, therefore, to get knowledge flowing from concrete to abstract and from natural to easy.

Montessori:
Montessori's resources are integrated in the different fields of learning: mathematical, psychomotor and language, to reinforce concrete and manipulative activities in order to strengthen them and encourage knowledge through repetition.

SECOND LANGUAGE
Adquiring a Second Language
Recent research has shown that bilingual children tend to be more imaginative, that they have a better understanding of abstract notions and are more open-minded than their monolingual counterparts.

Dr. Kenji Hakuta, professor of education at Stanford University, points out in his book, "The Mirror of Languages: Debate on Bilingualism", that pre-schoolers who are able to speak more than one language learn to read faster (English-Spanish) than monolingual children.

In this learning process, the environment and continuing process provided at home are very important additions. There is no doubt when a child receives support and guidance at home that backs up the school program, he/she will experience a faster learning curve.

All children without a diagnosed deficiency can learn more than one language before they reach the age of six. This is a natural and common process in the Dominican Republic as well as in other countries.