- Email atoglobalschool@gmail.com
- Phone +91 99999 22222
Menu
Director & Correspondent
Principal
English Department Head
Science Department Head
Maths Department Head
Social Studies
Assesments
Extra Curricular Coordinator
Classroom Coordinator
Inclusive Education Coordinator
Speech Therapist
Physiotherapist/ Occupational Therapist
A strong and dedicated team of teachers is central to our long-term work in this field. All our teachers are trained in our pedagogy and research-based techniques. Beyond rigorous training, we screen all teachers to ensure they are fully aligned to our vision and dedicated to the task of helping each child succeed
Human heartedness is at the core of who we are and each teacher is expected to be patient, open, accessible and generous to our students, colleagues and community.
Our teachers are committed to each child and this means we work one-on-one and in small groups to nurture a supportive, long-lasting relationship where every student can feel safe and motivated.
We share knowledge and continually upgrade our skills to make sure we stay on top of our game and learn new ways to best support our students’ development.
Above all, our teachers believe there is no limit to what a child can achieve. We set our expectations high. As educationalists, we don't just teach; we equip these children with the tools to achieve their dreams.
We champion active two-way communication to ensure we continually iterate to help the child better.
At Alpha to Omega, parents and caregivers are our closest allies. Hard work of the child needs to be matched with the clear, unambiguous support and love from the adults in their lives. Together we strive to create a safe and inclusive community for our children to blossom, to feel safe, to be empowered whilst we teach them the importance of being responsible, mindful and generous.
We champion active two-way communication to ensure we continually iterate to help the child better. Parents should feel free to call us at any time and we always try to address their concerns within 24 hours.
We ask that parents understand the complexity and structure of the programme, so that the best support can be provided. This could involve a commitment to practising specific exercise routines with their child at home. This will see faster rates of advancement: studies have proven that students who practice Rhythmic Writing six times a week improve at a faster rate than students who do not.
We hope that parents and families will also be involved in the life of the Alpha to Omega family. Opportunities for parental involvement may include attending parent orientations and education evenings, volunteering to serve on an ATO committee, be actively involved in fundraising, attending events with our children.
Parent Teacher interaction, virtual communication application, Parent teacher and student interactive activities through field trips.
Case studies In her fourth year of kindergarten, a young girl named KI arrived with her parents. She appeared to be non-verbal, relying solely on gestures to communicate. Little did we realize the challenges we were about to face. She exhibited limited sitting tolerance and was eager to follow even the simplest instructions. Her behavior closely resembled a textbook case of ADHD, causing significant concern among us teachers. She would frequently run around the building and engage in tantrums. However, through unconditional acceptance, we were able to transform this child into a pleasant, highly verbal, cooperative, and willing worker. She dedicated herself to learning phonological awareness, handwriting skills, and both fine and gross motor skills. Over the years, our apprehensions about her behavior dissipated, and she transformed us into caring individuals who were willing to assist any student. Today, she has successfully completed her higher education and is employed in the hospitality industry..
Case study 2 In NM, a fifteen-year-old school dropout, due to reading and writing challenges, was brought to our center by his mother. This reserved teenager stood behind his mother with a sober and disappointed expression. He was a tall, lanky, and handsome young man. He expressed his desire to resume his studies but was unable to confront the derogatory remarks about his underachievement from his father and high-achieving siblings. However, he was fortunate to have a mother who comprehended his academic difficulties and his aspiration for success. Upon enrolling him in our center, his demeaner transformed. He recognized others like him who were struggling with reading and writing and realized that they were gradually progressing. It was gratifying to witness his engagement with the various tools employed in the instrumental enrichment program. His cognitive abilities to analyze, compare, organize, and superimpose data were truly remarkable. One evening as we were departing the building, he approached us and stated, “I will remain after school to complete the sentence writing strategy workbook. I am confident that this will assist me in improving my exam performance.” It was evident that this young man comprehended the advantages of the techniques we utilized in class. On an occasion when we were taking a private bus after a school field trip to Chennai, halfway through the journey, the bus encountered a flat tire in a remote and hilly area. The driver and the other highly qualified passengers struggled to retrieve the spare tire from its case. My dear NM observed the challenging situation and proposed a plan that directed them to examine the orientation of the screws and adjust their direction. To everyone’s astonishment, the tire was successfully replaced. He was applauded for his ingenuity. With a beaming smile, he explained the importance of taking time to plan and comprehend directionality. I initially assumed that he was participating in a thinking skills class. Today, this young man has achieved remarkable success as a businessperson, bringing pride to his family and teachers.
