Transitioning into a more open and inclusive
learning environment, cultivating proactive
self-driven learning
"When transitioning from a public school to an international school, I was initially concerned about adaptation issues, but the school's differentiated education made it almost effortless for Cherry to adapt," said Cherry's father.
Cherry's enthusiastic and lively personality allowed her to maintain a positive mindset when entering a new school and environment, and she seemed to have found learning methods and a pace that better suited her here.
Regarding the most significant change in Cherry's English learning, she used to mechanically follow textbook content, memorize vocabulary, and practice grammar in the past. However, at HC, teachers consider each scholar's cognitive abilities and communication skills, leading them to engage in more interesting and flexible activities. Through group discussions and direct communication with teachers, they grasp the use of words, phrases, and grammar through practice and games.
In a more liberating environment, Cherry's interests were guided, and she developed a stronger sense of self-drive.
After transferring to HC, Cherry mentioned that she has "less" homework compared to before, but Cherry's father told us that she often spends more time completing assignments. She would research and delve into related knowledge to present better homework results. Cherry enjoys the current way of doing homework as she can explore the application of classroom knowledge, no longer confined to standard answers. Additionally, the submission of homework has transformed into presentations in the classroom. For an outgoing and communicative individual like Cherry, this subtle promotion encourages her to always set high standards for herself and actively delve into and explore each subject.
Cherry's performance has strengthened her father's conviction in the decision to transfer schools. As an older generation, Cherry's father encourages his child to tread her unique path, not solely pursuing grades but also focusing on cultivating learning abilities, character, and personality.
"By choosing an international school, we embrace the entire educational philosophy. Especially in the foundational stage of elementary school, once negative emotions towards school or learning arise, it may require greater effort to reverse learning habits and thinking patterns. Gifted children are the minority, and for the majority, since it's impossible to change innate conditions, entering a good educational environment, encountering a broader world to explore provides opportunities for children to effect change."
A relaxed atmosphere does not imply that academic achievements are unimportant. As an American-style elite school, HC shares a similar philosophy with the "loose entrance, strict exit" approach in the United States. When students enter the learning stage, the school provides as much support as possible, including educational resources, guidance, and positive encouragement, giving students ample opportunities to experiment and make mistakes, allowing them to freely explore and discover their interests and talents. However, when evaluating learning tasks, the school maintains strict standards, helping scholars better understand their strengths and weaknesses, make improvements, and develop the correct learning attitude and methods.
After transferring to HC, Cherry can feel that she effortlessly integrates and utilizes her personal strengths in both the learning process and various activities. The feedback from this experience further promotes her enthusiasm and self-confidence. In a virtuous cycle of acquiring knowledge and applying it, she is visibly growing.
"I believe self-confidence is essential. Even if abilities are limited at a certain stage, having confidence provides the motivation to strive and room for progress. This is a very beneficial quality for children. Cherry is naturally outgoing, and the school's atmosphere nurtures her self-confidence, taking it to another level."