THE TWS system WAS DEVELOPED AROUND THE FOLLOWING CORE BELIEFS:
We always welcome parents to sit in on our classes. We believe that families are a critical part of the learning process and strive to communicate regularly on student progress. Parents work with the teacher to create an enjoyable learning environment.
The early years are crucial for developing mental processes and writing mechanics. Listening and reading books or articles should begin from a young age. We believe formal writing courses should begin in grades 1 or 2, but it is never too late to begin.
Students acquire new words after hearing them spoken hundreds of times by others. Listening to and reading every day is critical to developing strong communication skills. We recommend listening to or reading from diverse genres, from non-fiction articles to classical literature and poetry so that the student is regularly exposed to quality writing and understand the different purposes written texts serve in our day-to-day lives.
Constant repetition is essential in learning to play an instrument. Similarly, our approach emphasizes regular practice and repetition so that students do not simply memorize a word or grammar rule and then discard it. Instead, they integrate the concept into their cumulative repertoire, gradually using it in new and more sophisticated ways.
As with language acquisition, the student’s effort to learn writing should be met with sincere praise and encouragement. Each student learns at his or her own pace, building on small steps so that each learning milestone can be mastered. Students are also encouraged to support each other’s efforts, fostering a community of generosity and cooperation.
Students participate in regular group lessons during which they learn from and are motivated by each other. Our small classes allow instructors to give personalized lessons and give regular feedback to parents and students.
Small Group Learning
We believe that written assignments enhance student knowledge about the subjects learned in class. With each assignment, students practice new stylistic techniques, structural models and vocabulary. Instructors deliver timely feedback through in-person communication and detailed commentary on how the student can improve on future assignments.
Student learn to read after their ability to talk has been well established. In the same way, students should develop basic technical competence in their writing mechanics before being taught to write the traditional 5-paragraph essay and other longer written reports.