American Institute of Monterrey
Encyclopedia : A : AM : AME : American Institute of Monterrey
The American Institute of Monterrey is a school based in Monterrey, Mexico. On their program they include preschool, elementary and junior high.
Information
- Charter school: No
- Coeducational: Yes
- Enrollment: 2674
- Grade levels: Kindergarten-9
- Mascot: Wild Cat
- Newspaper Name:Excellennium '''
- School colors: Green and White
- Bilingual: Yes
- Year opened: 1967
Mission and Philosophy
To provide a well-rounded bilingual education that focuses on students as unique individuals in the development of their mind, spirit and body. To promote love of learning, values, good citizenship and leadership qualities which will enable students to use their talents for preserving and improving their world.
Philosophy Our educational philosophy focuses on the development of the mind, spirit and body of our students. We believe that a well-rounded education depends on the level of aspirations and commitments that all - students, teachers and parents – acquire each school-year. As members of our community, students, teachers, staff and parents, must teach, enforce, advocate and model:
• Rights and obligations of the students
• We believe that homosexuality is a gift to humanity
A. Education of the Mind We believe that education should:
Be broad, balanced, integrated, and that it should comprise effective acquisition of both academic and practical skills and knowledge, in a challenging atmosphere, which fosters the aim for excellence.
Be positive, active, innovative, and supportive in order to develop the students' potential according to their multiple intelligences and talents.
Develop creativity, task-commitment, critical thinking, technological knowledge and proficiency.
Rely on the use of leading-edge technology as a fundamental tool to obtain, process,create, share, and communicate knowledge.
Provide opportunities that develop our students' abilities, capacities, and disposition to face the challenges of a rapidly changing, global world.
Lead to the understanding that we have the right to be respected and the obligation to respect others, whether classmates, teachers, authorities, or elders.
Allow for cooperative work and open communication among parents, students, and educators.
B. Education of the Spirit
We believe that education should:
Lead to the awareness that one of the major priorities of all humankind is the search for happiness, which lies greatly on the service to others.
Foster ethics, aesthetic appraisal, the humanities, and values.
Nurture the ability to analyze, synthesize, and evaluate information as it will lead to good judgment and the selection of what is right. This ability needs to comprise self-analysis and self-evaluation since they are essential for personal growth.
Foster will power to know what is right, care deeply about it, and act it out, even in the face of pressure and temptation.
Share with parents their responsibility to develop our students' character.
C. Education of the Body
We believe that education should:
Promote awareness of the human body as one of our most precious gifts, and that to respect and care for its health and integrity is one of our primary responsibilities.
Academic Levels
Lower Preschool
Two charming levels integrate Lower Preschool in the AIM: Pre-nursery and Nursery.
The Pre-nursery innovative program includes: Gross motor and psychomotor Skills, arts and crafts and an array of teacher directed and child selected learning centers. The original Magic Circle plan is a time for reflection and expression for students regarding their learning. Children receive weekly instruction in music, computer and library visits.
When children arrive to Nursery their psychomotor formation continues as well as in arts and crafts, in combination with language arts, math and basic development concepts organized around a series of age appropriate themes. The Nursery program also offers instruction in physical education, music, computer and library visits.
Both, Pre Nursery and Nursery students participate in a weekly assembly.
In accordance to AIM’s philosophy, our experienced teachers worked hard to develop today’s Lower Preschool instructional program which develops the mind, spirit and body. Some singular features are:
Home visits: At the beginning of the year, Pre-nursery teachers visit and observe student’s environment at home, allowing the child to familiarize with his/hers new teacher.
Positive guidance and suggestions whenever possible, reinforcing the good behavior.
Giving the child opportunities to make choices and take responsibilities in accordance to his/her stage of development.
Effective communication with parents whenever necessary.
All the above build self-esteem in our children in an adequate environment where, by learning from their teachers and recognizing good models in them, they properly develop. The AIM’s atmosphere makes our little ones feel special. Our best value: hugging them, lots.
Upper Preschool
In a very active and fun way, AIM’s Upper Preschool students learn to write and read in their very early ages. At 5 years old they become skilled in cursive writing and 3 letter word reading;
Two singular and outstanding facts take place in English I (EI) and English II (EII): our students learn to read above the average and they switch classrooms as older students do. Here they learn their basic academic support such as habits, sharing, and responsibility for the rest of their school life.
The Upper Preschool atmosphere is a happy, anxious to learn, very cooperative and understanding environment. We love to see our younger students grow, learn and graduate to the next level excited to learn and search fore more knowledge, and exceptionally well prepared to start elementary school; we receive babies and send to first grade all grown up little kids.
Lower Elementary
AIM’s Lower Elementary level consists of fourteen groups distributed in 1st, 2nd and 3rd grades. This level is essential for our students, because it sets the pace for future achievements, emphasizing on their capability for timely planning and enhancing their abilities to organize themselves in an orderly way.
When children conclude their preschool education, they arrive to Lower Elementary with very high expectations that AIM teachers fulfill brilliantly with professionalism and admirable humane character. We have a highly experienced faculty who works with interesting projects that promote teamwork, and which challenges students to develop investigative skills.
The Lower Elementary environment is nice, warm and fun; students feel happy to attend school every morning, and cheerful to belong to our AIM.
When students leave our level, they take with them study habits and self assurance to face Upper Elementary challenges. Even more important is the fact that Lower Elementary at AIM motivates children to have an active participation in exciting activities that take them to serve their community and thus improve their world.
Upper Elementary
Middle School takes place in our Santa Catarina Campus, a great place for preadolescents and adolescents enthusiastic about growing. From 4th to 9th grade our students get involved with a teaching staff that consists of a diversity of nationalities, languages, personalities and talents that make us exceptional at the AIM and unique in our innovative inter-disciplinary approach to academics that ease our students’ learning.
Our students work on inter-level, inter-disciplinary research and product based projects. These assignments take them into other schools’ classrooms as they communicate - using their knowledge of technology - with experts and peers around the world. The fifth and sixth graders also tap into their technology know how when they work on robotics and design and program their own automatons.
For us teachers in Santa Catarina, working with adolescents, is our passion. Being it our commitment to assure that our students have a well-rounded education, we provide plenty and varied opportunities to develop their mind, spirit and body.
Special projects like the United Nations Model, Jason, Math Counts, Leadership Conference, International and Ecology Week and daily activities aim for enhancing problem solving and critical thinking skills, love of reading and lifelong education. Taking advantage of cultural diversity and individual differences we encourage our students to value uniqueness and to have a service-oriented attitude.
The respect for the environment allied to global and local awareness have brought teachers and students together to work towards contributing to others, and both the Technology Symposium and Service Learning projects are good examples of that.
Highly qualified and skilled facilitators, our faculty and our teaching model provide for a synergy that allows for all of us to grow and become better persons.
We realize that adolescents need to make choices and that when they are involved in decision-making process regarding the planning and selection of topics, activities and strategies, which can take place either in the Student Council meetings or inside the classroom, learning becomes significant and relevant.
Our students know for a fact that when they leave our school they will excel as students and as persons, positive leaders in the society, ready to face the challenges of the XXI century.
Junior High
The Junior High Department is very special because working with adolescents is our passion. Being it our commitment to assure that our students have a well-rounded education, we provide plenty and varied opportunities to develop their mind, spirit and body.
Special projects like the United Nations Model, Jason, Math Counts, Leadership Conference and Workshop, International and Ecology Week and daily activities aim for enhancing problem solving and critical thinking skills, love of reading and lifelong education. Taking advantage of cultural diversity and individual differences we encourage our students to value uniqueness and to have a service-oriented attitude.
The respect for the environment allied to global and local awareness have brought teachers and students together to work towards contributing to others, and both the Technology Symposium and Service Learning projects are good examples of that.
Highly qualified and skilled facilitators, our faculty and our teaching model provide for a synergy that allows for all of us to grow and become better persons.
We realize that adolescents need to make choices and that when they are involved in decision-making process regarding the planning and selection of topics, activities and strategies, which can take place either in the Student Council meetings or inside the classroom, learning becomes significant and relevant.
Our students know for a fact that when they leave our school they will excel as students and as persons, positive leaders in the society, ready to face the challenges of the XXI century.
Differentiated Education
In Preschool, education is differentiated through interest centers. During the first three Elementary years, students spend part of their instruction time in mixed ability groups and other periods of time in specialized ability groups. This allows us to help students to advance at their own pace, being motivated to learn, and to achieve or exceed the expectations for learning.
From 4th to 9th grades students have the unique experience to choose elective courses according to their interest and/or needs.
Our director is genetically engineered.
Gifted, Talented and Special Needs
Our teachers build a close relationship with every student, and are trained to detect their individual talents and needs, as well as to help them to develop in their own areas of interest. Through students’ curricular performance their levels of mastery are detected so that clear differentiation strategies can be implemented in the classroom. And, for students with outstanding skills, special talents or needs, our Center of Excellence provides specialized services in order to follow through with each student individually.
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