From the beginning our main focus has been placed more on the learning environment than on the curriculum itself. In our endeavours we have relied much on the observation of the American psychologist, Carl Rogers (1902 – 1987). In Rogers’s person – centered approach we found help and guidance for creating our programme. According to Rogers children are the ones who can contribute the most towards a most peaceful and understanding world. When we learn to pay more attention to others we naturally understand better their needs and desires, and thus become more considerate when going about our own lives.

         In making this person – centered environment a reality, the most important factor is an anxiety – free, trusting and secure learning atmosphere in which acquiring knowledge is not a task but a joy. The task of creating this atmoshere is trusted to the teachers. Aside from some common and mandatory rules, each class creates its own standards and guidelines. It is a very rewarding and though often difficult endevour.

A Short History of Our School And the Present Situation

In the autumn of 1989 a group of teachers, educators and artist came together to discuss their visions of a “dream school”. As soon as the political changes made possible the foundation of private schools, their plans became a reality. The Rogers School was founded and began operating its first grade with 20 children in the fall of 1990.

         As of the present school year the school hosts 6 grades attended by 90 children. Children learn in age groups.

About the staff:

While in an average Hungarian school there are classes with 25 pupils, here we have 12 - 18 children in a class.

We have a speech therapist working in full time and a psychologist working in part time in the school. At the same time, right in the school and outside of it, too, we keep contact with a number of different experts in order to be able to offer the most help for each problem.

How do we work? What helps us to achieve our goals?

-agreed in the main principles

-ready to learn anything which is important for our work

-searching and offering new resources of learning

-ready to create rules and solving problems together with the children and actively involving parents if necessary

With a programme

-with a faculty – oriented curriculum (as many chosen assignments as possible)

-the use of written and oral contracts on given topics between pupils and their teachers

-a wide range of afternoon activities

In a social background

-with close and friendly personal connection between pupils and teachers

-the chance for kids to take active part in school life

Requirements and Evaluation

The curriculum meets the current requirements of the national curriculum standard. At the same time, in the spirit of the Rogers perspective, much more responsibility and flexibility are allowed to the teachers and students than it is generally customary in Hungary. The student can influence the pacing of his / her own studies and has the freedom to suggest areas of study that particularly interest him or her. The teacher, bearing in mind the educational process, works with the group and individual students to work out the way subjects will be approached, and what other ideas can be studied.

         We feel that it is important that the teacher and the student carry out the evaluation process together. The process should be regular and consistent and should extend to the pupil’s communal role as well as to his or her knowledge of the subject. All this applies to the written quarterly and to the day to day evaluation as well.

According to Rogers: “everything and everyone can be the source of learning.” Aside from the traditional text and workbooks, we use numerous supporting materials. The school itself is not the only venue used in the educational process. Each year the classes go on trips, tours and outings together, visits to the theatre or exhibitions. The day trips and the week-long camping trip at the end of the year are all important highlights in the life at Rogers. Teachers, professionals and parents also often organize events for the children.

Some other features

The first four years have found its framework in the complex topics such as Ancient Hungarian customs, Christian, Jewish, and Greek cultures. In the 5^th and 6^th grades we combine literature, history and art while dealing with human studies, whereas we concentrate on the complex ecological approach in science subjects. All this is completed with an art program – music, visual arts, dramatic studies in the primary school. All classes in the school have special and continuous training in the person - centered communication, learning the principles in lessons dedicated especially to this aim in each grade and practising it in the school life constantly. Each afternoon we offer activities on the area of arts, science and sports. These could be compulsory or optional, chosen for six weeks or for a longer term.

For parents we offer the chance of active participation in the following ways:

-regular group and individual meeting with teachers,

-feasts every six weeks, and the end-of term Rogers days, 

-parents Club and Gordon training

-participation in afternoon programmes

- participation in regular management meetings.

Teachers come together every week for a meeting for dealing with problematic questions and cases, discuss new approaches and all sorts of professional questions.

There is a school presentation meeting usually in the first weeks of February. We have some brochures to make parents know more about us. Those interested are supposed to answer our questions about the child. There are several group or individual meetings with parents and children till acceptance is mutually decided. At the end of the process we have a group meeting with optional games, art and sport activities assisted by kids from our school.