BBS Community
The value of sharing
At BBS our school environment is an active community made up of students, teachers and families.
Everyone is called upon to contribute to school growth, development, improvement and success. For this reason, both students, parents and teachers are valued in their roles and included within a dynamic, open and collaborative system in which it is possible to get to know each other, share, and cooperate in the definition of an effective learning environment.
Underlying the construction of the BBS community is a system of continuous and constructive communication aimed at sharing ideas, best practices and feedback.
Based on this established practice, an educational system capable of constantly responding to new needs and evolving is structured, eschewing static and immobility in favor of common school project.
Fundamental is consistency and adherence to values, establishing a shared vision and mission, and sharing a modus operandi that is always open to improvement.
Building a school culture is vital so that each of its members can feel a sense of belonging and share responsibility in improving our school.
Families
Students
Teachers
Students
Students represent the nucleus of the BBS community, the first and last point of reference to which the whole educational system refers.
BBS students are asked to give a higher intellectual effort than in other scholastic environments, but at the same time BBS guarantees them full active listening. This creates a school environment where pupils feel respected, stimulated and encouraged to do their best.
BBS sees the students not only as participants to educate with best practices in teaching, but above all as precious resources on which the future will be built.
BBS pupils are part of a global community of students, the results of a 360° educational project.
Student attributes
Confident in working with ideas; their own and those of others
Confident of their ideas, BBS students are eager to explore and evaluate ideas critically. They are able to communicate and defend different points of view whilst respecting those held by others.
Responsible for themselves, engaged and respectful of others
Students learn to be responsible for their learning, they set their own objectives and actively work to achieve them, alone or in groups.
They understand the importance of culture, context and community.
Innovative and ready to take on new challenges.
BBS students are adept at problem solving, taking on new challenges and facing them in creative and ingenious ways.
They learn to adapt to new situations that need a different way of thinking to come up with a solution.
Intellectually and socially engaged, ready to make a difference.
Armed with curiosity and a spirit of discovery, BBS students want to get to the heart of a situation. The ability to learn new skills and open up to new ideas means they can participate fully in new situations and environments that they find themselves in.
Families
Active participation of the family in educational action is a cornerstone for BBS, which considers parents one of the pillars of the educational community.
The cooperative and integrated approach to education conceives families as an important core of support in strengthening school skills, while the school is equally so in proposing an affective and caring relationship.
Parental involvement in school life is also a precise response that BBS has developed to modern parenting that is interested in participating, together with the entire educational community, in all the steps of their children’s growth.
BBS not only increases opportunities for dialogue with parents, but a quality relationship is defined at several levels.
First and foremost, the family dialogues with teachers, expresses opinions and receives useful information about their children’s school progress and how to cooperate at home to achieve the expected goals.
Through the parent committee, families make proposals and suggestions and collaborate in planning activities.
In addition, through associationism, parents can become mediators and bearers of broader views and shared questions, as well as encourage awareness and education on certain issues.
Teachers
BBS requires its students to strive for excellence, and it does so on the assumption that everything can be learned by good example. Hence, the importance played by the faculty, who must be not above, but rather one step ahead and at the same time alongside the students and their families.
The BBS teacher is not only an expert in the subject he or she teaches, but also an enthusiast capable of empathizing with pupils, such that they become protagonists in the learning processes. The teacher is – in other words – the holder of an educational and orientational responsibility, as well as a formative one.
The teacher is also called upon to create a pleasant and stimulating learning environment.
In these complex dynamics, the teacher is constantly supported by the entire community and spurred on to constant professional, personal and emotional growth.
Professional dialogue and exchange with colleagues and parents and continuous training and specialization are therefore imperative for BBS teachers.
It is imperative for BBS teachers to stay abreast of the times of their students and the society of which they are a part. Hence the series of group training proposals in which each teacher is called upon to participate, to develop their skills, moving from approaching new technologies to defining an increasingly effective synergistic work environment.
