We find it useful to define the purpose of a certain class together with our learners. To carry out this task, a problem situation method is used.

Often, learners themselves are involved in explaining the new material. We think this is a vital possibility, as some children better perceive their peer’s explanations. This approach not only consolidates previously acquired knowledge, but also develops logical thinking. To practise the latter, different trap tasks - ones with no solution or non-standard solutions - are applied.

The foremost objective of any learning institution is to educate a student who can study independently. Because of that, we often resort to a formative type of assessment. It presupposes that learners know the number of points they can score upon the individual performing of a certain task. For independent learners, this is a good chance to effectively plan their own time and perform tasks without reminders. They know how to identify and use the resources and tools. Such learners take the risk for their actions and learn from their own mistakes. By the end of the class, they usually know the total grade for their classwork. Formative assessment greatly motivates young learners.