Fees

and To instil in all students the ability to communicate freely and confidently, competence, confidence in themselves, industriousness, responsibility, tolerance, and a moral and ethical compass.

Nimbus Tutorials delivers an independent institute education courses with exceptionally low fees whilst maintaining a high staff to student ratio, furnishing a full educational solution from class 9 through to entrance courses. We have been providing scholarship (25% - 100%) to the students who got top rank in Arunachal Talent Search Examination (ATSE) since 2007.

Qualifications Division and Adding Value to a Non-Selective Intake

Being non-selective, Nimbus institute also provides facilities to support and encourage students by concentrating on adding educational value at every stage of their development. Children whose prior institution experience or progress may not have been satisfactory are often taken in so that they can be permitted to flourish and achieve results to the level of their potential. An entire division called Qualifications ensures that they are helped through each stage of their education with one-to-one assistance available as needed.

The institute strives to give Class 11 the widest possible choice of subjects ready for their examinations in Class 12 and beyond, in alignment with its aim to provide tailored individual support. Nimbus uses annual assessments provided by CBSE Examinations for quality control purposes, and individual teachers use other formal and informal assessments to ensure that students are making progress within the institute year. Nimbus instiutute respects every child and young person as an individual and aims to give them opportunities to explore and realise their potential in their development of academic, creative and social skills.

The Student Consultant

Institute consultant strives to win the supreme confidence as the most transparent, authentic and reachable educational consultancy in India. With this goal we update and enhance all the possible facilities provided in our consultancy. Institute is pledged to assist the student's vision of medical and engineering education. We aim to reach the scope of international education to all aspiring student communities of country. We also wish to make studying abroad accessible to every section of society. We vow to motivate and guide candidates to realize their dream. Now, education is more than anything a global experience. Variant cultural exposure and interaction, and advanced educational opportunities mark off abroad education. It is to assist the candidate's dream of overseas education that Institute was established in 1998. Since then, we as a team worked hard to achieve our current status as one of the most trusted educational coaching centre in India.

Relationships between Staff and Students

A supportive long term relation between the teacher and learner is crucial for improving learner engagement and achievement. Positive relationships with learners also increase teacher's job satisfaction. Trust based, respectful and cooperative relationships between teachers and learners, their parents and the wider community also influence positive learning outcome.

Essential Elements for such relationships include

• Setting high expectations for the achievement of all students.
• Building and maintaining a caring, inclusive classroom environment and a culture of trust.
• Understanding educational disadvantage: accepting that some learners may come from family and social backgrounds which may not be advantageous to learning and that they may need additional support.
• Teacher attitudes and communication skills: teachers need to be aware that their attitudes, expectations and the words they use may have a significant impact and influence on learners. Communication skills are also needed to work effectively with parents, other school staff and professionals outside of institute. Any communication with parents should be clear (for example, avoiding less well-known terminology), and be welcoming for those who are not familiar with the system.
• Recognising the important role of parents and other adults and peers with whom they learners relate most closely: teachers need to acknowledge the role which key individuals in the learner's life play in the learning process and take advantage of the benefits of their involvement.
• Awareness of diversity in classrooms: institute should work to actively embrace differences of both staff and learners. Teachers should develop their knowledge, competences and skills related to understanding diversity in all its forms: intercultural education, multilingualism and teaching second language learners should be embedded within initial teacher education and reinforced through continuous professional development (in-service training, teaching mobility programmes, workshops, conferences.
• An institute culture that takes learners' voices seriously and considers their views in institute development processes.