Our Edge

Shri Ram Global Schools Believes In Academic Diligence by Empowering Their Students Through Value Based Education- Our Edge 7C

Each Shri Ram Global Student is nurtured to be a contributor to society and mankind using its paramount potentials. Our school is a vibrant and welcoming learning community, is committed to creating the best possible educational experience for every child.

At Shri Ram Global Schools it is our aim to raise standards by promoting a school ethos, which is underpinned by core values of 7C-


NURTURING THE SEEDS OF SUCCESS through the VALUES-DRIVEN PROGRAMMES- the 7C, the Shri Ram Global curriculum ensures increased levels of creative thinking, collaboration and creativity. It creates critical thinkers, compassionate, committed, contributors who will collaborate to enhance society!

The school uses core values are a basis for its work.

It creates a strong learning environment that enhances academic achievement, and develops students' social and relationship skills that last throughout their lives. Students are encouraged to experience values by practice in the school ambience. The positive learning environment is achieved through the positive values modeled by staff throughout the school. It quickly liberates teachers and students from the stress of confrontational relationships, which frees up substantial teaching and learning time. It also provides social capacity to students, equipping them with social and relationship skills intelligences and attitudes to succeed at school and throughout their lives.

The success of our approach to teaching and learning is not easily measured but it is evident in the school’s positive ethos and in the personal qualities that students display.

Values-based education it is an educational philosophy, an approach to teaching and learning that underpins the way our Shri Ram Global school organizes itself, develops relationships and promotes positive human values.

Motor Skills:

Fine motor skills are achieved when children learn to use their smaller muscles, like muscles in the hands, fingers, and wrists. Children use their fine motor skills when writing, holding small items, buttoning clothing, turning pages, eating, cutting with scissors, and using computer keyboards. Mastery of fine motor skills requires precision and coordination.

In most cases of fine motor skill development, practice does, in fact, make perfect. Some ways to develop these skills are having children do the following activities:

  • Pop bubbles on bubble wrap with just the index finger and thumb.
  • Use an eyedropper to add food coloring to batter with just the index finger and thumb.
  • Finger painting
  • Puzzles
  • Video games
  • Trace shapes or letters
  • Legos or building blocks

Creativity :

Creativity is a constructive process which results in the production of essentially a new product.  Creativity is seeing or expressing new relationships. Creativity is not limited to the objects of everyday use, but it is an instrument for increasing knowledge. Creativity is possible in all areas of life like thinking, working, playing or social interaction.

Creativity involves at least three conditions:

  1. Production of a novel idea or a response,
  2. This idea must solve a problem or accomplish some goal and
  3. The original insights must be sustained and developed to the full.

Creativity is extended over a period of time than limited to a brief episode. It is characterized by originality, adaptiveness and realization.

Personal, Social, Emotional Skills:

Personal, Social and Emotional development (PSED) are typically grouped together to form one area of Childhood Development, this is due to them being firmly entwined and overlapping topics. Although they are often related to one another they can all be looked at individually, with different factors effecting the development of each within a child. Out of the 17 Early Years goals, Personal, Social and Emotional development covers three of these (Department of Education 2012).
Personal development: Is based upon children’s obtainment of knowledge, individual personal skills, their ability to think, and the way in which they perceive themselves (Dowling 2009).

Social Development: “How we come to understand ourselves in relation to others, how we make friends, understand the rules of society and behave towards others” (National Strategies 2008, P5). 

Emotional Development: Having feelings, understanding them and having the ability to feel empathy towards others and their feelings (National Strategies 2008).

Language and Literacy Skills:

The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children. - Becoming a Nation of Readers (1985) U.S. Department of Education Reading aloud to young children is a precious gift of time and attention that has a significant impact on language development and learning. The simple act of sharing a book with a child provides an emotional bond that translates to good memories surrounding reading and conversations about books. There is no cost involved; visit your public library to borrow books to read to your children. Libraries offer hundreds of children’s books and the librarian will be happy to help you select the “just right” book. Rather than buying the latest toy that is advertised on television, read aloud to your child (or students) instead. The new toy is soon discarded, but developing a love of reading provides a lifetime of joy. It begins in the first months of life. All that is needed is an engaging book, a quiet place, and a caring adult who takes the time to read aloud to a child.

Habit of Hearts and Habit of Minds:

Habits of the Heart: EQ HIGH

  • Respect– The ability to hold others and one’s self in high regard and honor.  The ability to recognize the worth and rights of others’ and one’s self.  The ability to demonstrate how personal values influence behavior and a set of principles by which to guide one's life to become better
  • Interact – The ability to work with others.  The ability to make appropriate provisions for accepting and giving support from and to the instructor or other students. 
  • Service to the Common Good – The ability to take ownership of the community we belong to (social responsibility).

Engagement – The ability to take ownership of one’s actions (personal responsibility).

Habits of the Mind

  • Precision of Expression –
    • The ability to explain, to describe and show content standards and conventions, in an exact and careful manner.
  • Relevance – The ability to understand meanings and connections between subjects in the classroom to themselves and the world around.  The ability to ask “why does this matter?”
  • Innovation – The ability to look at and/or create new ways of expressing or thinking about concepts.
  • Metacognition– The ability to reflect.  The ability to thing about thinking.  The ability to look at and consider concepts, themes and subjects from more than one point of view …even considering and looking at opposing viewpoints.
  • Evidence – The ability to support or provide proof for an argument, thesis, solution, or point of view.

Habits of Mind and Habits of Heart are ways that a school can articulate the thinking and emotional dispositions that students need, allowing it to focus its resources.

Habits of Mind are a set of thinking dispositions that help people develop their critical and creative thinking skills. They are the characteristics of what intelligent people do about problems whose resolution is not immediately apparent. That is, these are the mental habits individuals can develop to render their thinking and learning more self-regulated. The Habits of Mind are not designed to be thinking tools; rather they are designed to be dispositions adopted when using a thinking tool.

Habits of Heart is a collection of emotional dispositions designed to help people develop their social-emotional intelligence. Habits of Heart help people care for, identify with, and honor others, and respect the emotions and rights of others and how they see the world. The phrase also describes an ability, capacity, or skill to perceive, assess, and manage one’s own emotions and those of other individuals and groups.