the Education Committee of the Board of Governors

of the International Baccalaureate Organisation, Geneva.

Please note the List of Holidays between 20th November 2009 to 30th April 2010.

28 November 2009 – Saturday – Bakri Idd

25 December 2009 to 2 January 2010 – Christmas Vacation

14 & 15 January 2010 – Thursday, Friday – Uttarayan

26 January 2010 – Tuesday – Republic Day

12 February 2010 – Friday – Maha Shrivratri

27 February 2010 – Saturday – Idd e Milad

1 March 2010 – Monday – Dhuleti

28 March 2010 – Sunday – Mahavir Jayanti

Visitors can come between 2:30 p.m and 4:30 p.m, Monday to Saturday.

Class-Timings

Kinder Garten: 1.00 p.m to 4.30 p.m

Grade 1 & 2: 8.50 a.m to 12.50 p.m

Grade 3 to 10: 8.50 to 3.00 p.m

DP Year 1: 8.30 to 4.30 p.m

DP Year 2: 8.30 to 6.00 p.m

For more information, you email your query on writemgis@yahoo.com or call on 0091-79-26463888, 0091-79-26460740 between 11.00 a.m. and 4.30 p.m.

Sharmeen Attarwala got 58 (maximum being 63). This is the fourth batch that is graduating from our school and its wonderful to see them blossom the way they have. They have imbibed true values that MGIS stands for.

Its become a custom for the students graduating from MYP to create a short movie about their journey through MGIS representing in their own way, their tribulations, their victories, their moments of joy… Several people were moved to tears watching the movie including Anjou! After the certificate distribution, Mrs. Anita Karwal gave such an honest speech that it was awe inspiring. She said that the school had changed her children’s lives and had returned their childhood back. This in turn had contributed in making her family a happy family. Her words set the mood for celebration and immediately after, the premier of the movie ‘Jab We Won’ made by students of MYP 4 and 5 with leading film maker Mr. Bernard Marescot was screened to a standing ovation by the students who worked hard for it during three months, the teachers present and parents alike. Well done MYP 5, Good Show!

Photographs by Mr. Modi

Last day of school: 25 April 2008

School reopens on: 12 June 2008

MYP & PYP

Report Card Distribution: 5 April 2008 (10 a.m. to 1 p.m.)

Exhibition: 18 April 2008 (10 a.m. to 1 p.m.)

Last day of school: 18 April 2008
School Reopens on

23 June 2008 from 8.50 a.m. to 12.30 p.m. for Standard 1

23 June 2008 from 8.50 a.m. to 3 p.m. for Standard 2, 3 and 4

20 June 2008 from 8.50 a.m. to 3 p.m. for Standard 5, 6 and 7

19 June 2008 from 8.50 a.m. to 3 p.m. for Standard 8, 9 and 10

Pre-Primary Section: KG3

Report Card Distribution: 8 April 2008 (10 a.m. to 1 p.m.)

Exhibition: 18 April 2008 (10 a.m. to 1 p.m.)

Last day of school: 18 April 2008

School reopens on: 23 June 2008 from 1 p.m. to 4.30 p.m.

HAPPY HOLIDAYS FROM ALL OF US!

Thank you.

At our school we decide on doing 2 or 3 main projects in every class. Every project will by its nature touch several disciplines. The faculty then takes up the syllabi of the State Board for the particular class and includes the parts that are covered. If anything is left, it can be covered in a smaller module.

Our school has chosen the MYP of the IB as it is the closest to our own philosophy of the learning process. What is of importance is not the content but the manner in which we learn. The content is not doled out in standard textbook formats. Children are encouraged to discover and seek information themselves from different sources. This can be done in several ways: books, encyclopedias, interviews oral and written, consulting CD-Roms, surfing the net, and interacting with people within and outside school. Children themselves then choose the information from these diverse sources and compile, interpret, discuss with peers and finally present it individually or in sub-groups. The IB also emphasizes that children become enquirers and not merely passive information receivers.

We use different modes of learning: the multi-sensorial approach, music, dramatics, verbal and non-verbal expression, visual and graphic arts, performing arts are used not just as a means to learn the content but also as a means to evaluate.
In terms of learning strategies, mostly and nearly exclusively the auditive mode is solicited from the learner in the traditional schools. When the visual is used, it is generally in the form of reading what is written on the black board. So the learner looks at what the teacher writes and is expected to listen to what the teacher says. The teacher is really active while the learners are passive recipients.
We have other modes of learning and perceiving the world that are at best neglected in the schooling system, worse discouraged. In the process we create children who are termed as having learning disabilities. We should actually rephrase it as teaching disabilities.
In brief, for us, the idea is to learn the content (and cover the syllabus which unfortunately appears to be the sole concern of some parents, regardless of whether the children have actually understood or not) using as many different channels and modes, employing as many diverse strategies that utilise and develop further the weaker modes of learning.

Finally, in terms of learning strategy, active and total participation from learners, a joyful co-construction of knowledge, we have one implicit motto: “Make it a game.” And children will become life-long learners.

The answer to the question “what method we are following” is again the same. We are really not following any one system. We have been inspired by several theories on education, we have been exposed to different practices and the result is a combination of these influences. We do not want this to become a fixed model so we have consciously not given it a name.

In terms of applicable practices we have combined elements of group dynamics, group psycho-therapy, art therapy, NLP, techniques of Yoga, Gestalt therapy… again the list is far from exhaustive.

MGIS provides a platform for active learning and freedom of expression in a non-threatening environment where children are free to experiment. The pedagogy is multi-sensorial and incorporates elements of therapy in what we have called Integrated Therapeutic Learning (ITL). At CARE, we work with the fundamental belief that a good pedagogy is inherently therapeutic.

The scope of research and theoretical foundation of CARE lies in qualitative education within the constructivist school of thought. The pedagogy is partly a novel synthesis of theories from Genetic Psychology (Piaget), Cultural Psychology (Bruner), Gestalt Therapy, Institutional Pedagogy (Group of Therapeutic Pedagogy), and the Palo Alto movement. The defining dynamic of the pedagogy is its application of unique theories developed through Research – Training – Action

CARE and the University of Paris XIII
The Centre for Action-Research in Education (CARE) is currently in the process of establishing a researcher exchange-programme with a prominent Parisian university involved in Sciences of Education. Our faculty has published over 150 articles on education in French and English in publications in Europe and Asia.

Authoring textbooks for the Gujarat Government
Four of our researchers feature as key authors on the Gujarat State Textbook Board. After 3 acclaimed Standard 1, 2 and 3 English and Environment textbook, we are continuing to co-author the state’s textbooks. We are now finalizing the Standard 8 English textbook. All of these textbooks is being used in public schools throughout the state of Gujarat — State population: 50 million.

1. Your biodata (preferrably as an attachment)
2. Detail your motivation to apply at MGIS, and what you feel you can contribute to the school
3. An explanation of what you think are the 3 most important responsibilities of a teacher

Keywords: Hiring, job vacancies, teaching positions, careers, employment in education.