The R.I.S.E. Method offers a full liberal arts education that concerns itself with the development of the whole child. It is highly individualized in approach, meeting the needs of particular learning styles. Our academic program is a sound education method that gives children continuity from grade to grade as each succeeding grade level builds on the foundation placed during the previous year.
Students are admitted at R.I.S.E. Academy depending on the availability of openings for the grade level and their ability to benefit from our curriculum. In our elementary school we:
Cover and instruct a wide base of concepts
Empower students to apply the acquired knowledge in different contexts
Engage and encourage students to collaborate to promote team work
Encourage cross- curricular teaching through alignment, cooperation, and conceptualization to promote deeper learning
Apply a wide array of teaching methodologies
Coordinate and combine energies of professional educators to promote effective learning
Integrate physical and cognitive education to enhance concentration and improve behavior
Guide, nurture, and prepare students to acquire necessary skills by appreciating and respecting their individuality and differences
What to Expect In our Elementary Classroom EnvironmentTop of Page
Our Elementary school classroom maintains a cheery, calm atmosphere in which the student develops powers of concentration and works in a relaxed manner. Students are spared the tension of competition. Competition is not a part of the learning experience. Pressure and rivalry are avoided as our philosophy appreciates every individual.
Children in the R.I.S.E. academic program are taught with adequate individual help so that any difficulties in understanding a child may have acquired can be overcome. The teacher who properly applies our teaching techniques is equipped to analyze and correct difficulties as they arise. Thus each child can be assured a thorough knowledge of the elementary subjects. The child who learns quickly will proceed at his own rate of speed, but the child who develops more slowly will move forward with a complete understanding of basic knowledge instead of being forced to struggle along with only half of this required information. A child may learn slowly, but he or she need not know failure.