Mina’s School of Great Falls is developing the next generation of excellent mathematicians, meticulous scientists, thoughtful writers and premier thinkers. When students are exposed to the proper method of teaching, their accomplishments far exceed parent expectations.
Our school students learning - Click here.
Mina’s School of Great Falls provides a range of services:
• A full-day, full-subject elementary school. See below for a full description.
• After-school tutoring for all students (whether they attend our school or other schools). See www.MathSchoolOfGreatFalls.com for tutoring information.
• Summer camps. See www.GreatFallsSummerCamp.com for camp information.
• A full-day, full-subject elementary school. See below for a full description.
• After-school tutoring for all students (whether they attend our school or other schools). See www.MathSchoolOfGreatFalls.com for tutoring information.
• Summer camps. See www.GreatFallsSummerCamp.com for camp information.
With methods developed and tested over many years by Mrs. Mina Kondner, the school is focused on getting solid demonstrated results. Although the school concentrates its studies on the foundations of Math, Science, and English, it seeks to foster well-rounded children that have the confidence and ability to be successful in life. We work comfortably with children whether they are ahead or behind their traditional grade level...
Mina’s School of Great Falls is a full-day, full-subject school:
• Has small class sizes
• Uses unique visualization teaching techniques
• Ensures each topic is mastered before moving on
• Emphasizes phonics, spelling, reading comprehension, penmanship and organized writing
• Encourages reading for pleasure
• Teaches from textbooks, physical models and hands-on lab experiments
• Develops tailored learning plans for each student
• Instills confidence and self-esteem through academic success
• Use of calculators is generally not allowed.
• Has small class sizes
• Uses unique visualization teaching techniques
• Ensures each topic is mastered before moving on
• Emphasizes phonics, spelling, reading comprehension, penmanship and organized writing
• Encourages reading for pleasure
• Teaches from textbooks, physical models and hands-on lab experiments
• Develops tailored learning plans for each student
• Instills confidence and self-esteem through academic success
• Use of calculators is generally not allowed.
School hours are Monday through Friday, 8:30am to 3:30pm.
For more information, please call 703-865-6900, or 571-355-5999, or schedule a consultation using the contact form below.
For more information, please call 703-865-6900, or 571-355-5999, or schedule a consultation using the contact form below.
The "Right-Sized" School
Some parents may express a concern that their child might not develop socially in a small school. However, our experience suggests that a small school likely improves a child’s social development, self-esteem, and confidence.
In a small school, children are exposed to a limited number of children with a variety of ages. The students see children who are excelling, and children that are behind but making progress. They are more closely monitored by staff who can ensure that any bullying or other negative behaviors are dealt with promptly and constructively.
In a large school, children are exposed to numerous children, usually of the same age and from various backgrounds. In this setting, with generally less supervision, social cliques can begin to form. While you might think that a more diverse social population would result in a balanced and diverse social experience, it actually tends to produce the opposite result when social cliques are considered. A child’s social clique can result in friends that are based on similar age, class, gender, race, etc. And cliques can lead to problems, as each child tries to stand-out individually, test authority, or gain acceptance. It’s a hard position to be in, and is not helpful for academic achievement.
Another factor to consider is how a small school more closely models the environment of both the family and the future workplace. For example, in large schools, if a child had a problem with his peers, he doesn’t have to resolve it. The child can avoid facing the problem by simply ignoring his or her old friends and jumping from group to group whenever problems arise. However, if a child has a problem with his peers in a small school, he needs to fix this problem. In a small school, you need to get along with everyone, and everyone needs to get along with you! This helps the child develop problem solving skills and a better understanding of other points of view. The social skills enforced by learning in a small school help these students go forward with the tools to form healthy relationships in all aspects of their lives. This smaller social environment better prepares children for the challenges that they will one day face in family life and the work place.
Another social benefit to small schools is the richness of relationships that can be nurtured in this environment. There is a special depth to relationships that form when interacting with small groups of people as opposed to the superficiality required to keep up with all the distractions of a crowd. When the school is small, each student is noticed, each student has a unique voice, and each student has an opportunity to learn from others different then him or herself. This same depth in relationship is nearly impossible in large school settings where there are people and distractions everywhere.
From our experience, we think a smaller school, with more focused attention and structure, is a better situation for a child to learn. Socialization can be a double-edged sword. It can either damage a child’s self-esteem, confidence and self-worth, or it can bring out the best in a child. Parents should reflect carefully on the effects of school size, and consider their own experiences with large schools, before overlooking the benefits of attending a small school.
Some parents may express a concern that their child might not develop socially in a small school. However, our experience suggests that a small school likely improves a child’s social development, self-esteem, and confidence.
In a small school, children are exposed to a limited number of children with a variety of ages. The students see children who are excelling, and children that are behind but making progress. They are more closely monitored by staff who can ensure that any bullying or other negative behaviors are dealt with promptly and constructively.
In a large school, children are exposed to numerous children, usually of the same age and from various backgrounds. In this setting, with generally less supervision, social cliques can begin to form. While you might think that a more diverse social population would result in a balanced and diverse social experience, it actually tends to produce the opposite result when social cliques are considered. A child’s social clique can result in friends that are based on similar age, class, gender, race, etc. And cliques can lead to problems, as each child tries to stand-out individually, test authority, or gain acceptance. It’s a hard position to be in, and is not helpful for academic achievement.
Another factor to consider is how a small school more closely models the environment of both the family and the future workplace. For example, in large schools, if a child had a problem with his peers, he doesn’t have to resolve it. The child can avoid facing the problem by simply ignoring his or her old friends and jumping from group to group whenever problems arise. However, if a child has a problem with his peers in a small school, he needs to fix this problem. In a small school, you need to get along with everyone, and everyone needs to get along with you! This helps the child develop problem solving skills and a better understanding of other points of view. The social skills enforced by learning in a small school help these students go forward with the tools to form healthy relationships in all aspects of their lives. This smaller social environment better prepares children for the challenges that they will one day face in family life and the work place.
Another social benefit to small schools is the richness of relationships that can be nurtured in this environment. There is a special depth to relationships that form when interacting with small groups of people as opposed to the superficiality required to keep up with all the distractions of a crowd. When the school is small, each student is noticed, each student has a unique voice, and each student has an opportunity to learn from others different then him or herself. This same depth in relationship is nearly impossible in large school settings where there are people and distractions everywhere.
From our experience, we think a smaller school, with more focused attention and structure, is a better situation for a child to learn. Socialization can be a double-edged sword. It can either damage a child’s self-esteem, confidence and self-worth, or it can bring out the best in a child. Parents should reflect carefully on the effects of school size, and consider their own experiences with large schools, before overlooking the benefits of attending a small school.
The "Right Level of Teaching"
At our school, we work comfortably with children that may be either ahead or behind their age-based grade level. After a detailed evaluation, each child is placed at their most appropriate level of instruction. This may mean taking a student up to a higher level, or it may mean backing down to a lower level. We focus on teaching each subject to the child with the personal guidance of a teacher using a proven teaching method, and the help of well-written textbooks. Only after we are confident that a child has mastered a subject do we continue to the next subject. If a child moves quickly, we don’t stop him. If a child moves slowly, we do not judge him. We adjust to each child’s pace.
The process is so smooth that we have children at 6th grade level that are doing high school geometry without pressure from parents or school. These students might have been bored in some other school setting – and boredom can lead to many social and academic problems.
On the other hand, it is not very strange for us to have a child come to us who is one or two years behind in some subjects. We don’t have a judgmental attitude. Instead of labeling, we help the student to catch up to their grade level or higher. We simply find the right starting place and begin helping the child. It’s very important that we monitor and develop the self-esteem and confidence of each child (as these may have been damaged previously). In most cases, the progress is astonishing.
Whether the student is well above grade level, or significantly below grade level, our approach and methods get proven results. There are many examples of children who have come to us significantly behind academically and leave with a solid foundation for pre-algebra, grammar, social studies, and science.
We also encourage parents to be involved in the learning process. Having the support of parents at home to reinforce schoolwork, especially for reading comprehension, dramatically improves a child’s progress.
For more information please call us at 703-865-6900 or 571-355-5999
At our school, we work comfortably with children that may be either ahead or behind their age-based grade level. After a detailed evaluation, each child is placed at their most appropriate level of instruction. This may mean taking a student up to a higher level, or it may mean backing down to a lower level. We focus on teaching each subject to the child with the personal guidance of a teacher using a proven teaching method, and the help of well-written textbooks. Only after we are confident that a child has mastered a subject do we continue to the next subject. If a child moves quickly, we don’t stop him. If a child moves slowly, we do not judge him. We adjust to each child’s pace.
The process is so smooth that we have children at 6th grade level that are doing high school geometry without pressure from parents or school. These students might have been bored in some other school setting – and boredom can lead to many social and academic problems.
On the other hand, it is not very strange for us to have a child come to us who is one or two years behind in some subjects. We don’t have a judgmental attitude. Instead of labeling, we help the student to catch up to their grade level or higher. We simply find the right starting place and begin helping the child. It’s very important that we monitor and develop the self-esteem and confidence of each child (as these may have been damaged previously). In most cases, the progress is astonishing.
Whether the student is well above grade level, or significantly below grade level, our approach and methods get proven results. There are many examples of children who have come to us significantly behind academically and leave with a solid foundation for pre-algebra, grammar, social studies, and science.
We also encourage parents to be involved in the learning process. Having the support of parents at home to reinforce schoolwork, especially for reading comprehension, dramatically improves a child’s progress.
For more information please call us at 703-865-6900 or 571-355-5999