Understanding That Every Child Is Unique
At Bubbles, we believe that children are not meant to learn in a single, fixed way. Each child enters the classroom with a unique set of strengths, interests, and learning patterns. Some children learn best when they see information, some when they hear explanations, and some when they touch, move, and experience things in action. This diversity is not a challenge — it is an opportunity to create richer, more meaningful learning experiences.
Embracing Multiple Learning Styles Our teaching approach is built around three major learning styles:
- Visual learners, who understand concepts through pictures, colours, charts, and demonstrations.
- Auditory learners, who grasp ideas by listening, discussing, and verbal explanations.
- Kinesthetics learners, who learn best through hands-on activities, movement, and practical exploration.
At Bubbles, lesson plans are designed to include all three styles so that every child feels included and supported. When needed, teachers adjust the method based on what the child responds to best.
Modifying Lessons Until Every Child Understands
One of the strongest pillars of our methodology is flexibility. If a child does not understand a concept, we do not move ahead. We do not force one method on every learner. Instead, we continue to experiment, adapt, and innovate until the child learns the concept comfortably and confidently.
Our teachers believe that understanding takes time, and providing that time is the most important gift we can offer to young learners. Whether it takes visual aids, actions, examples, games, storytelling, or hands-on practice, we continue teaching until the child gets it very well.
Case Example: Teaching Ascending and Descending Order
One of the best demonstrations of our adaptive teaching approach came while teaching the concept of ascending and descending order. For young children, these terms can be confusing. Numbers moving “up” and “down” is an abstract idea that they cannot visualise easily.
Many of our students mixed the two concepts, and we noticed that repetition alone was not helping. So, instead of sticking to worksheets, we transformed the lesson into a practical, real-world experience.
Turning Learning into a Practical Experience
We decided to take the children to the staircase, a simple but powerful teaching tool. Here, they could actually climb up to understand ascending and step down to understand descending. This hands-on activity created instant clarity. To strengthen the concept further, we added:
- Number cards arranged from smallest to biggest
- Block towers created from low to high
- Fun races where children “move up” or “move down” numbers
- Story examples like climbing a mountain vs. coming down from it
These activities brought the concept alive. What once confused them became something they could understand, explain, and even teach their peers. Today, our children confidently recognise which heading means what.
Creating Confident and Independent Learners
This experience reflects our broader philosophy at Bubbles: learning should be meaningful, joyful, and personalised. When children are taught in ways that match their learning style, they develop a deeper understanding and long-lasting confidence. Every concept, no matter how challenging, can be mastered when taught with patience, creativity, and flexibility. At Bubbles, we proudly adapt our teaching methods every single day to honour the simple truth: every child learns differently.
