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A Good School recognizes the great diversity in backgrounds, needs, and aspirations of its students and develops a curriculum that meets these needs. We can identify several qualities of successful schools, and here are only a few of all the good traits that Mexicayotl has to offer.
- Strong and professional administrators and teachers
- A philosophy that says all children can learn if taught, coupled with high expectations for all students.
- Offer a broad curriculum within the guidelines established by both state and local mandates and is appropriate to the students' age and educational background
- Place a strong emphasis on basic curriculum including Reading, Math, History and Science.
- Value the importance of multicultural education and encourage students to experience other cultures.
- Constantly seek ways, wherever possible, to enrich the curriculum by offering more courses that supplement a strong academic program.
- Make every effort to help students develop proper interpersonal skills needed for college, workforce or everyday living
Learning requires time and a conducive atmosphere. Since learning is as much a social activity as it is an individual activity, much of what students learn comes from interacting with other people. Thus the nature of the relationships among the people at Mexicayotl will have a strong influence on students' learning, being that we:
- Develop a social and academic climate that gives students a strong feeling of belonging; students feel proud of their school, feel they belong; feel they are wanted and nurtured by the school.
- Have high morale due to the cooperation of teachers, staff and parents who work closely together to provide the best school environment for our students.
- Students know well the safety drills held at school and respond with precision when the signal is given.
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Fundametal Differences Between Mexicayotl Academy Montessori Education and Traditional Education
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Mexicayotl Academy Montessori
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The method is based on profound respect for the Individual. Teaches to individuals as well as to groups. |
Emphasis is on conforming to the group. |
A specially prepared environment called a Children's House is designed to meet every developmental need of the child: physical, mental and psychological. |
The classroom environment is generally sterile and non-stimulating. Emphasis is on grades motivated by punishments or rewards. |
The learning environment is student-centered and fosters self-motivation. The room allows children easy access to a variety of learning experiences. |
Students are grouped chronologically to suit teacher's pre-planned class lessons. |
Multi-age grouping allows students to learn from each other. |
Lessons are teacher-centered. |
Inviting hands-on learning material is used to guide the child to make his/her own abstractions. |
Passive learning confines students to focus on teacher's lesson for long periods and risks tuning out. |
Learning differences are accommodated, since students work independently at their own pace. |
Students are taught in lecture form and do not allow for self-paced learning or individual differences. |
Movement in the classroom allows the child to be independent and gives him/her the opportunity to learn how to handle freedom with responsibility. |
Being confined to sitting at desks and working at class pace provides no opportunity for developing independent judgment. |
Physical developmental exercises aid coordination and also foster independence. |
Teacher-centered class lessons do not aid in the development of coordination and independence. |
The goal of individualized assessment in the Montessori environment is to attain the joy of achievement that comes from independent learning and self correction. |
Scheduled testing does not take into consideration the preparation of each individual student. It assumes that all students learn at the same rate, Tests are not used as self-correcting tools. |
Integrated learning and interdisciplinary teaching foster a unique academic experience. |
Learning takes place primarily through memorization of abstract concepts presented as disjointed and separate subjects. |
The Montessori program is designed to develop independence and responsibility to become a self-sufficient and disciplined individual. Montessori is sequenced according to principles of development. |
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An intercultural education commits the student to place him or herself in a reality that allows him or her to understand and be part, of the formative process of this society. In Mexicayotl Academy's case, it includes taking into account and integrating all the perspectives of the blends of ethnic, cultural and socioeconomic nature that are expressed in our students' border community. To facilitate this process students are introduced to the concepts of self-identity, understanding other cultures, and determining how to respectfully relate to them to achieve the goal of collaborating for the common purpose of benefiting their community.
| Conócete |
Know Yourself |
| Conóceme |
Know Others |
| Relaciónate |
Inter-Relate |
| Trabaja |
Commit-Work |
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Dual Language Program
Dual Language is bringing two language groups together for content area instruction in both languages.
A successful Dual Language program's three goals allow a student to: |
1. Achieve academic excellence
2. Become biliterate
3. Create a positive intercultural attitude and develop a positive sense of identity. |
A commitment of a minimum of four to six years is essential to develop biliteracy within a Dual Language academic program.
Mexicayotl Academy's program provides an additive environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. |
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K- Level I (Grades Kinder 1st, 2nd)
50 % English instruction
50 % Spanish instruction |
Level II (Grades 3rd, 4th, 5th)
60 % English instruction
40 % Spanish instruction |
Level III (Grades 6th, 7th, 8th)
70 % English instruction
30 % Spanish instruction |
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Mexicayotl Academy's reading program, Read the World, follows the Balanced Literacy model and is based on Paolo Freire's work in critical pedagogy, that a student must read the word to read the world and vise-versa. Within this program students are leveled based on their native language ability transitioning to their second language after reaching proficiency in their first language with the goal of biliteracy.
Mexicayotl Academy's writing component is implemented as follows: Kinder and Level I = 50 %/50 % English/Spanish instruction Level II & III = 100 % English instruction
Research has proven success for Dual Language instruction. By participating in Mexicayotl Academy's Dual Language program, a student will develop the skills to communicate and contribute in a shrinking world where the academic use of more than one language is continuously beingproven essential to be successful.
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Strategies Used to teach students who are not fluent in English |
- Students are made aware of cognates, so that they see that they already know more than they think.
- ¨ Preview and Review in classes and/or students are forced to deal with printed material for their classes in English.
- ¨ ESL methodologies which allow students to develop a deeper understanding of the structure of the language.
- ¨ The use of manipulatives
- ¨ Dynamic presentations
- ¨ Cooperative learning
- ¨ Ilustrations
- ¨ Comparing word meanings
- ¨ Total physical response (body language)
- ¨ Tolerance
- ¨ Individual assistance
- ¨ Repetition
- ¨ Target of self-esteem building
- ¨ English-speaking role model, reads, speaks, writes instructions only in English to help get students motivated.
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