Safety. Care. Love. Partnership with parents. English language.
Code of behaviour. High educational standard. Individual approach. Project work. Anglia certificate of English. Arts. Sports. Self - expression.
Motivation and self-control. Competitive education. Second foreign language. Computer studies. Psychological support. Teamwork.
Vocational guidance. Personal development. Responsibility. Accomplishment. International certificates.
The primary goal of our school is to help our students succeed. In the dynamic school environment, however, they are often divided into "successful" and "difficult". Labeling makes it difficult for children to change their status. This lowers motivation for learning and affects the overall development during school years. At the same time, scientific and cultural sources provide data for unsuccessful students who have become successful people in later years. The reasons for this are numerous but it is a fact that if the educational models do not take into account the individual resources of adolescents, the risk of lack of motivation, failure and drop-out is high.
Building on Gardner's theory, teachers can provide new learning and development opportunities, offer new, personally focused tools in order to develop creativity and innovation skills, to motivate and support the understanding of the learning material . Teachers aim at involving all students through activation of the leading types of intelligences in the learning process. The classroom becomes a place for experiments, for positive learning experiences and autonomous learning. Thus, new communicative and behavioral strategies are developed.
Successful models of schools using Gardner's theory make us believe that the innovation we offer will bring positive results for students, teachers and parents. There are numerous cases of students who fail to achieve the desired learning outcomes, with the result of anxiety and even phobias. The difficulties are due not only to unsatisfactory knowledge but also to the inability to transfer knowledge, to deal successfully in different situations. Teachers are the ones who, through new learning activities and procedures, manage to cope with this phenomenon, offering a new, rich, challenging, informal, productive learning environment that provokes the active position of each learner (Bednar, Coughlin, Evans, Sievers, 2002).