I Hear And I Forget, I See And I Remember, I Do And I Understand. – Confucius, 450 BC.

In NIS, the teacher guides rather than directs the learning process and thus assumes the role of a facilitator. Throughout the Teaching learning process, the student is actively engaged in posing questions, investigating, experimenting and solving problems.

Teaching and learning can become inherently spontaneous and student-centered when moved from the confines of the classroom into the world at large. Experiential learning through field trips provides students the opportunity to engage in real-life experiences, while reinforcing content taught in the classroom. Research shows that students are not only able to recall factual information more easily after a field trip, but are also better able to make connections and think critically than their peers without such experiences.

At NIS we plan to take our students on regular field trips where they will be exposed to the real life experiences. This would help them to become strong observers, evaluators and more flexible in their thinking. Field trips increase student knowledge and understanding of a subject and add realism to the topic of study.

A field trip consists of a group of students and their teacher going to a site other than their classroom to increase their understanding of curriculum related topics. The trip may include visits to a market, a bank, a factory, an art gallery, a hospital and a walking tour to learn about some aspect of the surroundings or some other type of educational experience.

We believe that effective planning must precede a field trip as learning can be maximized when field trips are well planned. Hence our field trips would be planned well in advance and our teachers would be trained to carefully choose the locations of the trips. While considering a field trip, teachers would discuss the purpose of the field trip and how it relates to the topic, as well as the follow-up activities with the head of their department.

We give utmost priority to student safety as a result our teachers would take proper approvals before conducting any field trip. The school has a field trip policy in place, to ensure that the environment for any field trip is as safe as possible. To download the school field trip policy click here

Nahar International School adopts the experiential learning philosophy and methodology in which educators purposefully engage with students in direct experience and focused reflection in order to increase knowledge, develop skills, and clarify values. With this, students learn through action, learning by doing, learning through experience, and learning through discovery and exploration.

CULTURE EXCHANGE PROGRAM

A student exchange programme is one where students from a secondary school study abroad at one of their partner institutions. Student exchange programmes may involve international travel for a short period plus staying with local families allowing for a first-hand learning of their culture, and this is conducted on a reciprocal basis.

These programmes are intended to increase the participants’ understanding and tolerance of other cultures, help them assimilate well in mixed ethnicities as well as improve their language skills and broaden their social horizons.

DEBATES

At Nahar International School, we teach students the basics of how to form an argument, develop communication skills, problem solving abilities, critical thinking and increase self-esteem.

FIELD TRIP

Augmenting their on-campus learning, children will also be taken on study-excursions to factories, industries, art galleries, hospitals, hotels and other real-work environments to get a first-hand knowledge of how these function and perform their role in the economy and society.

WORKSHOPS

Sensitizing children to the various risks of modern times, special guidance workshops regarding personal safety and other relevant issues will be conducted by experienced and technically competent staff.

“We learn by example and by direct experience because there are real limits to the adequacy of verbal instruction.”
– Malcolm Gladwell