Verita School’s learning approach is based on Self Motivation & Learning and teaching children how to be independent and democratic.

Self Motivation & Self Learning

Verita School emphasizes internal (self) motivation. Children will learn through interdisciplinary experiential projects that are integrated with the core curriculum milestones, according to the children’s interests and questions about the world. In this way, children’s needs are met, their voices are heard which promotes a joy of learning. The classroom is a precisely prepared environment for individual tailor-made instruction and learning. Well-tested teaching techniques and materials are designed to maximize children’s time in and out of the classroom.

Children Independence – Democratic

Part of teaching children independence, self- reliance and responsibility is to offer children the opportunity to make decisions and provide a democratic process about certain rules in the classroom. At least, twice every month teachers and children will meet all together to discuss, review and include children in the decision process of the school.  It is imperative for children from a very early age to learn to make decisions and be independent thinkers.  If we can reconfirm this responsible self-reliance with dialy classroom experience, children will inherently develop this crucial skill. 

A Child’s Development

Another way of learning approach is based on the child’s development. Children learn best by doing rather than just by watching and listening.  To exercise freedom, children must have opportunities to choose. Verita students are given lessons involving several different sets of materials, all of which are within reach. Pupils are then left to decide how to allocate their time among the various exercises. Independence is also facilitated by trial and error.  Verita exercises are designed to be self-correcting. When children can easily remedy their own mistakes, the emotional frustration in learning and the need for adult intrusion into the learning processes are minimized.  
Children have a passion for learning, but their interests and abilities change as they mature. Learning stages vary from one child to another and are not easily influenced by external stimuli. Attempts to accelerate learning timetables by means of rewards, punishments, or artificial exaggeration of competitive peer pressures are ineffective and may be counterproductive. Verita school emphasize individual, self-paced learning in a cooperative environment.
More often than not, when young children need to learn a particular skill – physical, social or otherwise – they best learn that skill from someone who is just slightly older than they are. This is because the older child has probably recently mastered the skill being taught, and thus easily remembers what it was like to learn it, making the older child the ideal teacher. Older students have an opportunity to develop skills similar to mentoring or parenting which is a good way to solidify what they already know. The younger children learn many skills from the older ones, and the older ones are reminded how to play and see the world anew from the younger ones as well.

Learning outside the classroom

Beyond academic skills, we want children to be adaptive thinkers. We want them to find certainty and balance even when their world is changing. Balance is found in the dynamics, which is movement. In nature, the balance is in the movement of the seasons and natural processes, the relationships between night and day, wind and stillness. Many hours of daily student life will be spent outside of campus, exploring, discovering and adventuring in nature each week, learning about local plants and ecosystems of the forests near Bucharest or visiting working farms, child friendly factories or museums.