Our Philosophy

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Pedagogical Approach


1268261_591094107600283_2132327078_oWe use tools that can provide the student with life learning and significance, using activities suggested by the manuals of the CNB and applying the integral language strategies.

For example:

  • Operating (playing) a pretend store (covering mathematics, language, socialization, geography, and values)

  • Conferences where the students are in charge with different complexities and different requirements depending on their capacity and grade level of the student, presenting first in his/her classroom and then to the entire student body.

  •  Models and elaborate material in the classroom to ensure that each student is performing his/her own work.

  • Visits and walkthroughs every time it is possible.

  • Dramatizations preformed by the students with a social and ecological content preformed for entire student body.

  • Presentations using computers on various academic topics.

  • Research using encyclopedias (books and computers) and with interviews with educators and people from society.

Complementary Curriculum Content

IMG_6947We integrate to our weekly schedule the following lessons for each grade:

  • Socialization and Values 1 hour weekly

Objective: To promote good manners and to make them part of the student’s lives.   To engender values of honesty, integrity, solidarity, empathy and respect which will shape the student as an integral and dignified person in society.   

  • Vocational Workshops (Cooking classes and Orchard) 1 ½ hours weekly

Objective: To ensure that the students learn a trade, learn to commercialize a product. In order for the students earn a living independently when they finish their studies.

  • Development of cognitive skills 3 hours weekly

Objective: Using this time to improve their tools of rehabilitation inside the classroom, at the same time, it benefits all the students; leaving behind the memory learning and structure, changing it for something of value like: capacity of analysis, synthesis, critical thinking, logic, and the development of creativity.


Daily activities that foment learning and values:

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    Prayer of thanks

  • Scientific lesson every day before the beginning of the school day, in which a grade is in charge of the presentation.

  • A public recognition to all the students for their outstanding good conduct (good behavior, honesty, solidarity, and kindness) and for helping to maintain the school clean.

  • Acknowledgement and gratitude for another year of life for each of the students on their birthday.


Annual activities that foment the development of values:

Student’s rules and regulation:

T1he students read and sign or placed their finger prints on the student’s rules and regulations that is given to them on their first day of class and it is placed inside their students records. The students are made aware that they are responsible for any damage to others or to the facilities, at the same time, they are informed about the rules for toys and the total prohibition of making fun towards any differences of their fellow classmates or any other person.

 Honesty Week:

2During this week, we place a 1 Quetzal coin on each table of every classroom, which it must remain there during the entire week demonstrating to the students the true meaning of honesty. Also, during this week we leave articles in the yard and different places within the establishment to award those who return these articles, “if is not yours, it belongs to someone else”.




Solidarity Week:

We read about the true meaning of solidarity and we take our students into the community to preform community work, helping others who might be in need, or helping their fellow classmates.





The Egg of Responsibility:

4This lesson is designed to teach every student the meaning of responsibility. We take an uncooked egg that it is decorated like a baby that has to remain intact during the entire week and it is under the student care. He/She will take it home after school and returning it the next day, so the baby (egg) can be taken care of in the “cardboard nursery” in the principal’s office while the students are in class.


The election of the student president, vice-president, and judge:



Classroom Environment

We allow the student to voice their opinion and encourage freedom of expression. This is practiced by allowing the students to be part of the decision making in the classroom. Excursions and different learning choices are decided with the involvement of the students. 

The students celebrate and the respect their individual differences, for example: 

1276305_237520899735772_74435349_oUsing improvised hand signs or formal sign language with the deaf students. Not allowing too much physical contact with the classmates that are autistic or respect to those who suffer convulsions. 

We teach our students the values of respecting and practicing solidarity towards others, we explain this to them slowly or by encouraging them to  give out a hand to those students with disabilities. These daily practices allow us to teach all our students that we’re equal, that we possess the same rights and obligations within our community. That’s why it is imperative to teach our students multiculturalism and intercultural interaction. Because we’re in a community where our educators and our students comes from different ethnic backgrounds and practice different customs. We celebrate all our differences. Further, we respect our diversity of religions and economic strata.

Since Brillo de Sol is the only school that takes care of these brilliant students with different forms of learning, we have students from the entire economic spectrum, we have students that live in extreme poverty, at the same time, we have students with professional parents. Our biggest satisfaction is that within our facilities, the students are not aware of their differences, including their parents. All the parents know that we’re there with a common purpose and that is for the formation of their children.

  • At Brillo de Sol, we do not use desks in our classrooms, but we use working tables and chairs with the objective that every the student is facing each other at all times, including the teacher, so they can learn team work by sharing ideas, materials, and the necessary tools need it for their daily work.

  • We work in the classrooms with learning corners with the objective of teaching discipline and maintaining order in the classroom and for the students to work on their conduct through self-reflection, “everything has a place”. For those students who finishes their school work before their classmates, they know where to go, so they can continue learning and have the freedom to learn independently.

      • Cleaning Corner

      • Backpack Corner

      • Reading Corner

      • Creativity Corner

      • Personal Corner (as part of the method of conduct modification)

      • Materials Corner

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    The director’s office has an open door policy with a heart that says, “welcome”, where the teachers and students have the liberty to enter and consult their concerns or to liberate their stress and worries. The students and the staff will find a director and a secretary who are willing to listen.

  • Twice a month, the students have access to a “heart clinic”, where a volunteer psychologist  listens to their concerns and other matters of the heart. The volunteer prescribe them with medications of hugs, kisses, and compassion. In reality they are colored bottles using the rainbow colors, this it allows the students to release of their tensions and stress.


The teachers must posses patience and realize that some time is needed and that different approaches are required in testing that respect the individuality of each student.  

  • Some students that have a diagnosis that involves incapacity to write, they are given oral exams or use drawings.

  • The deaf students have to take tests with concrete instructions and simple language that adapt to their needs.

  • Students with attention deficit disorder need more time to complete their tests.

  • Students with advanced or regular intelligence are often evaluated to allow us to provide educational methods tailored to their individual needs.  This allows them to maximize their intellectual abilities and also focusing to develop their human qualities and provide service to others