Introduction
Across the world of education, something important is happening.
After decades of experimentation with discovery learning, workshop models, and trend-driven pedagogy, researchers, policymakers, and school leaders are returning to a simple, evidence-backed truth:
Students learn foundational skills best when teachers teach clearly, explicitly, and systematically.
This is not a new idea. It is, in many ways, a restoration of how learning has worked for centuries in the Western tradition of education: knowledge is carefully transmitted from teacher to student through explanation, modeling, guided practice, and independent mastery.
At CRIA, this approach has always been part of our DNA. But recent research in reading and mathematics gives us even stronger reasons to lean into it intentionally and confidently.
The Science of Reading — Why Explicit Phonics Matters
Over the past twenty years, reading research has reached an unusually strong consensus.
Children do not naturally “pick up” reading simply by exposure to books. Reading is not like learning to speak. It is a skill that must be explicitly taught.
The most effective early reading instruction includes:
- Explicit phonemic awareness
- Systematic phonics
- Guided decoding practice
- Frequent review and checks for understanding
- Knowledge-rich content to build vocabulary and comprehension
At CRIA, our youngest students receive direct, systematic instruction in how the English language works so they become confident, fluent readers early.
Math Is Seeing the Same Return to Clarity
Math education is going through a similar re-evaluation.
Students learn more effectively when teachers:
1) Clearly model how a problem is solved
2) Practice together with students
3) Provide guided repetition to build fluency
4) Then move to richer problem-solving and application
This is teaching clearly so thinking becomes possible.
Why This Matters for Your Child
When foundational skills are strong, students gain confidence, independence, joy in learning, and capacity for advanced work later.
This is especially important in an international school environment where students may be learning in a second language.
What Educators Are Saying—Even at the Highest Levels
Harvard University’s president recently reflected on this shift, saying:
“That’s what had shifted, and that’s where I think we went
wrong,” noting that allowing professors’ personal political views into teaching can chill open debate. “We’re not about the activism… You should be logical, firmly grounded in evidence and rigorous in how you approach these issues.”
This underscores a broader recognition: classrooms should be places of objective inquiry, clear explanation, and balanced discussion — not arenas for advocacy.
This Isn’t New for Us — It’s a Recommitment
CRIA has always believed learning should be structured, evidence-based, knowledge-rich, and centered on teacher clarity and student mastery.
We are not chasing trends. We are committed to what works.
What You’ll See in CRIA Classrooms
Parents may notice:
- Explicit explanation of new concepts
- Guided practice before independent work
- Frequent checks for understanding
- Systematic reading instruction
- Math lessons that build fluency before complexity
- Classrooms focused on learning, not ideology or trends
The Goal: Genuine Joy in Learning
There is a unique happiness that comes when a child realizes:
“I can read this.”
“I can solve this.”
“I understand this.”
That feeling comes from mastery. And that is the experience we want for every CRIA student.
Students Themselves Prefer Clear, Direct Teaching
Interestingly, this is not only what research says works best — it is also what students say they prefer.
When students are learning new or challenging material, they report higher confidence, lower frustration, and better understanding when teachers clearly explain new ideas, model how to solve problems, and practice together before independent work.
In contrast, students often report feeling confused or “lost” when asked to figure out complex skills without enough guidance.
This aligns with a well-known research paper by Kirschner, Sweller, and Clark (2006), which explains why novices learn more effectively through guided, explicit instruction rather than minimal guidance.
Students like to think — but only after they feel confident they know how.
At CRIA, we value both what research shows and how students experience learning. The message from both is the same: clarity first, confidence next, creativity after.
Think. Aspire. Achieve.
In that order.
*Garber, A. (2026). Remarks on classroom activism and academic objectivity. Interview reported by The Harvard Crimson, January 3, 2026.