Chicago Friends School:
"Progressive Education in a Nurturing Environment" - CFS offers students a child-centered curriculum rooted in progressive Quaker values of simplicity, peace, integrity, community, equality, and service. We aim to nurture every student in creative, stimulating ways and with developmentally appropriate expectations.
Chicago Friends School is a provisional member in the Friends Council on Education, an organization providing support to over 80 Quaker schools across the country. CFS will is also registered with the Illinois State Board of Education and will seek recognition.
Chicago Friends School (CFS) offers a comprehensive academic program which provides a natural progression from the primary grades to upper elementary. Teachers collaborate to integrate core academics with special subjects including environmental education, music and movement, art, and physical education. Technology is integrated at age-appropriate levels.
At CFS, children learn about themselves and their environment through direct experience. Children actively engage with their learning to construct knowledge and develop critical thinking and problem solving skills, math and science process skills, and their innate capacity for creativity and innovation. Differences are addressed through differentiated instruction. Knowledgeable teachers monitor each child’s progress and from their observations, make plans and adjustments to promote each child’s development and learning.
Across subject areas, CFS is guided by the principles and recommended practices set forth by national organizations such as NAEYC, the International Reading Association, National Council of Teachers of English, National Council of Teachers of Mathematics, and National Science Teacher Association.
Chicago Friends School utilizes a multiage classroom to provide a family atmosphere to support our Quaker values. In our multiage classrooms, teachers approach each child from a developmental perspective focusing on each child’s next steps. A multiage environment is supportive of continuous learning and conducive to active student involvement and student-initiated learning. Within a multiage setting, opportunities for enhancement and reinforcement of learning are provided. Younger children learn from the older children and older children have an opportunity to take on a leadership role and share their knowledge.
Research supports that students in multiage classrooms show increased self esteem, more cooperative behavior, better attitudes toward school in general, increased pro-social behavior (caring, tolerant, patient, supportive), enriched personal responsibility, and a decline in discipline problems.
In project-based learning, teachers guide children through an in-depth study of real world topics. Successful project-based learning results in children who are highly motivated, feel actively involved in their own learning, and produce work of a high quality.
Children are evaluated continuously using multiple measures including written narratives and samples of student work. Knowledgeable teachers observe and assess each child’s progress along a developmental continuum. Progress is shared with parents through reports and conferences.
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|Address: 1246 W. Thorndale, Chicago, Illinois 60660, USA|
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