Surely a child yelling ‘I hate you’ or throwing shoes around the room is not their best behavior. At that moment, yes, it is. Infants will cry to let us know they are hungry or need our help to meet their needs.
Child Development, Learning & Teaching, Self-Efficacy & Agency, Updates | March 30, 2017
There is still time to find the right education. Caulbridge School answers the call of forward thinking families who want more for their children; parents who want a relevant education in a nurturing environment.
Child Development, Learning & Teaching, Self-Efficacy & Agency, Updates | January 10, 2017
You may have heard ‘I hate math’ or ‘I’m not good at reading’. Learning is a natural process for children, so when they resist learning they may be telling us something much more significant
Learning & Teaching, Self-Efficacy & Agency | September 16, 2016
Oracy includes speaking and listening skills, rhetorical techniques, self-regulation and presence. Can a student look you in the eye, listen to another’s perspective and offer a reasoned point of view?
Learning & Teaching, Self-Efficacy & Agency, Updates | July 15, 2016
Preparing children to be adaptive thinkers with strength of heart and character is essential in these unprecedented times of change and uncertainty in the world. Caulbridge School has committed to an in-depth assessment process that measures courageous learning and positive self-concept
Child Development, Neuroscience, Self-Efficacy & Agency | January 26, 2016
Early adolescence (the 11-14 year old) is characterized by rapid physiological and psychological changes. Challenging children socially and physically helps to sort out the paradox between their inner life and their new-found need for sovereignty in their outer world.
Engaging the Senses, Self-Efficacy & Agency | January 6, 2016
We teach fire building at Caulbridge School, not because we expect our students will be stranded in the wilderness and need to survive; rather for the sense of accomplishment, confidence and mastery it provides.
Child Development, Engaging the Senses, Featured, Neuroscience | September 17, 2014
Children are not miniature adults; they have a unique set of needs for healthy development. Only when children are engaged with relevant and developmentally appropriate activities can developmental milestones be reached and real learning occur.
Engaging the Senses, Featured, Learning & Teaching, Neuroscience | August 6, 2014
Acting or behaving in new ways can support healthy brain development and influence learning. Children experience the world through the senses; then interpret those experiences through the intellectual and emotional body, which leads to action.
Child Development, Engaging the Senses, Featured, Learning & Teaching, Neuroscience | July 6, 2014
Learning is physiological and begins in the body. Neural processes are not limited to the brain mass, but rather are distributed throughout the body in an extensive network of electrochemical activity.
Child Development, Self-Efficacy & Agency | June 6, 2014
Self-efficacy is the belief that we can successfully impact our world. Unlike self-esteem, which is concerned with judgments of self-worth, self-efficacy is concerned with judgments of personal capability.
Engaging the Senses, Featured, Learning & Teaching | June 1, 2014
Our country’s current school system remains locked into an education paradigm that is no longer relevant for our time. At the core of the problem is that learning has been about accumulating information, rote information, fragmented subject matter, and irrelevant testing methods often unrelated to a child’s developmental needs.
Child Development, Engaging the Senses, Neuroscience, Updates | May 6, 2014
Athletes know the importance of ‘warming up’ before any physical activity, both to prevent injury and to prepare for optimal performance. This warm up activity focuses the internal warmth and rising energy into the task at hand. The muscles, organs and brain become more alert, and working in sync with each other, are ready for learning.