Values
Al-Arqam Academy believes that children thrive best when their personal, social, and emotional needs are met, and there are clear and developmentally appropriate expectations for their behavior. Children need to learn to consider the views and feelings, needs, and rights of others, as well as the impact that their behavior has on people, places, and objects. This is a developmental task that requires support, encouragement, teaching, and setting an example for our students. The principles that underpin how we achieve positive and considerate behavior are reflected in our point system for promoting personal, social, and emotional development.
The kindergarten department aims to promote positive behavior by encouraging self-discipline and consideration for each other, our surroundings, and property. We acknowledge and praise students’ positive actions and attitudes to demonstrate that we value and respect them. All staff are expected to model the behavior they would expect from the children and be consistent in their approach to managing behavior.
We encourage positive behavior by reinforcing good behavior, sharing, and negotiation, and this is often achieved through themed assemblies and stories. Students are encouraged to think about the effects of their behavior on others, and behavior records are considered as part of student follow-up. All teachers involved with students contribute to the behavior record, including the Arabic teacher, English teacher, and assistants. We reward students throughout the year by awarding them special assemblies or allowing them to stay in class.
Incidents are recorded and filed in the class’s behavior record file, and teachers deal with behavior following positive guidance strategies.
Ways to practice positive guidance:
- Use body language that matches words and feelings. Giving a hug is sometimes a good idea; it soothes nerves, reinforces positive feelings, and provides energy to finish a task.
- Express your feelings with a focus on the behavior, not the child. Ask the child to explain herself regarding what had happened. Use open-ended questions to give an opportunity for discussion. For example, “What happened, when, how, what do you think we have to do now?”
- Focus on what’s next rather than where she was, what she did, or why she did something. Be an active listener; listen to the student’s heart (feelings) and respond to that, rather than responding to what she is saying or doing.
- Be polite; use “please” and “thank you” as a role model. Use a dramatic pause to get the student’s attention. State her name firmly, pause dramatically and repeat if necessary, using direct eye contact. Then give instruction politely.
- Use silent gestures to communicate secretly with a student who is exhibiting unwanted behavior. Agree on a private signal as a reminder if a child forgets what to do or what not to do.
- Address the child in private as a respect to her feelings. Remind the child of the rules. If in the classroom, refer to the rule chart on the wall or ask her to find/state the rule that is being broken.
Guidance from outside the classroom
As soon adjust to the school environment, they will begin to learn about the expectations and behaviors that are appropriate through their natural interactions with teachers and students in the classroom. In some cases, guidance from outside the classroom is required. This guidance can be initiated either by the teacher or the parent and should be requested through the KG Social Worker. The Social Worker will then inform the appropriate people and arrange for a meeting to decide on the actions to be taken. These actions will be discussed and agreed upon by the class parent, teacher, Social Worker, and Head of Academics.
These actions may include the following:
- Discussion between coordinator, teacher, and child’s parent – agreeing on targets for behavior (may also include Head of Academics/, if deemed necessary)
- Individual behavior Plan to be put together by the social worker.
- Children who are facing behavioral difficulties will be placed on the special behavioral intervention program as a support program.
- It may also be necessary to involve out-of-school professionals throughout the school process.
- Follow-up on the progress of the student will continue through the guidance counselor until the student’s behavior can be managed according to our regular policy of positive behavior management within the class setting.
Daily Routine
As a teacher, having a daily routine is essential to help children develop and learn. By thoughtfully planning and organizing the day, teachers can achieve their goals for children in a balanced way. Young children feel secure when they know what will happen next, and a predictable daily routine helps them develop independence, responsibility, and a sense of order.
At our kindergarten, the doors open before 7:00 am, and the children are welcomed by their teachers with a morning assembly. During this time, students recite Quran, practice morning exercises, and salute the flag of Qatar with the national anthem. After the assembly, teachers escort the children to their classrooms, where they start their day by marking their attendance chart and participating in free-choice activities.
Next, it’s time for circle time, where the teacher and all classroom members gather for a morning meeting to set the plan for the day and engage in group teaching activities. After the meeting, children work on their tasks in different learning centers and participate in hands-on activities.
At 9:00 a.m., it’s time for a break, and the children can enjoy a picnic or lunch in the hall or classroom if the weather is not good for outdoor activities. Reciting the Quran daily strengthens the students’ faith and piety, and communication language in class switches between Arabic and English according to each classroom’s timetable. Reading a story is a core activity for both English and Arabic sessions.
Finally, when the clock strikes 12:45 pm, it’s time to go home, and the children look forward to meeting their teachers and classmates the next day.
Trips
SCHOOL FIELD TRIPS
Educational trips organized for Alarqam students are important in many ways. Going on an Educational trip means more than simply leaving the school grounds. Trips have a major educational element, but the impact extends much further. When students and teachers are together outside the classroom, new educational environments and experiences are possible. Students may have the opportunity to observe many things that are not available at school.
Students are given a chance to build closer bonds with their classmates, experience new environments and enjoy a day away from the classroom. They may be able to connect on more of a personal level without the constraints of the normal school day. Trips allow students to interact with outside world environment and accustom them to adapt and face challenges outside their comfort zone.
Educational trips foster informal Learning Environment providing valuable educational opportunities away from the classroom, without using textbooks and other tools used in a normal school setting. Students on Educational trips learn while having fun. Some of our Educational trip destinations have staff members who do hands-on teaching with visiting students. The students are always excited to learn from someone new!
No matter how much students learn during an Educational trip, their favorite memories may be based on their enjoyment of the day. Getting away from school for a day or even half a day is always exciting for students, and Educational trips are always highly anticipated. Students have fun with their friends, and they also return to the classroom with a renewed focus on their schoolwork.
The school organizes trips for the different classes, on a regular basis. The following rules need to be applied:
- A student must bring both the trip fee and written approval before the trip day.
- Students must wear the school uniform on field trips.
- Students must come to school on time, as on a normal school day.
- Students must stick to the schedule of the field trip.
- Students should uphold the image of the school while on the field trip.
- Students may not be picked up by their parents from the venue of the trip.
- There might be special trips for the students who are excelling in a certain area as a reward & for the students who participate in specific extracurricular activities.
Parent Involvement
Research shows that children who are involved in quality early childhood education benefit in many ways and that these benefits also extend to their families and the wider community. Growing young children’s love of learning can be shared and enjoyed by parents, family, and communities. Parents play an important role in supporting their young children’s learning. Mothers can help by sharing with the teachers/educators what they have noticed about their daughters doing at home, including reading, writing, and mathematics, with their children.
Al-Arqam Academy believes in partnering with parents to support our school mission: to provide a balanced learning experience for our students that links their learning with real life and develops a positive sense of themselves.
Ways of communication with parents:
Communication with home
Parents of KG students can communicate with teachers and other staff in the KG through a variety of means:
- Teams: Each student has a Teams account that is used for regular communication between home and school to post the weekly parents’ guidelines, which includes the weekly objectives and assignments. Teachers post the news, school letters, students’ pictures while performing activities to keep the parents well informed about their daughters’ lives in the kindergarten.
- K12(Al-Arqam Academy Portal): Each student in KG has an account on K12 to contact the parents for any administrative issues. Parents are encouraged to use their daughters accounts to communicate with teachers and admin staff. If there are any questions about the students’ accounts, the IT staff will be happy to help in any way.
- Phone: The KG has two dedicated landlines in addition to the hotlines assigned for our use for emergencies. The hotlines are for messages only and will not be answered to keep the line open at all times. If you have an urgent issue and the landlines are busy you can message, and we will respond to you as soon as possible. These numbers are listed in “Contact Us.” Please note that phone messages will be given to teachers at the end of the day for them to respond to. If there is an emergency or urgent issue, administrative staff will go directly to the class to do what is required. Teachers are asked not to accept phone calls during teaching times.
- Social media: Al Arqam Academy has a Facebook, Instagram, and X account, which we encourage you to follow. Our staff makes regular updates to these pages, and this is a quick and easy way for you to be notified of events or news from the school.
Lectures and Workshops for mothers
During the school year, Al Arqam Academy arranges special lectures and workshops for mothers to enhance awareness about early childhood education and other topics that foster the academy’s vision and mission. The lectures are also based on topics that mothers have requested. We encourage you to attend whenever possible.
Mummy in my Kindy Program:
A program that takes place every Thursday and allows one mother to attend the class for an hour to perform an activity with her daughter and her classmates.
Mother Interactive Days:
A program that gives the mothers a good chance to attend their daughters’ classes to observe their performance and engage with them in their class activities.
Reports
Report cards are distributed at the end of each term. They are designed to reflect your child’s progress.
Parent meetings are held after the distribution of report cards to allow for a brief discussion of what the report means and how parents can help their children.
How parents can help their children
- By taking an interest in what they are doing in school, for example asking them about their learning and about what happened in school that day.
- By supporting them in doing their homework, for example by providing a place and time for them to do it, and resources such as books as well as access to a computer with an internet connection.
- By attending all Parent-Teacher meetings at school.
- By making sure they eat a good diet (in particular that they eat a healthy breakfast before coming to school) and get a good night’s sleep.
- By encouraging 100% attendance.
- By attending school and class assemblies and activities.
