With such a low student–teacher ratio at TAIS, will my child become less competitive?

Not at all. Although TAIS has a small student–teacher ratio and a smaller overall student population compared to larger schools, research shows that students in such environments often have greater opportunities for development. They receive more individualized attention, allowing for well-rounded growth in interpersonal skills, character, and personal interests. With more opportunities to participate and take on visible roles, students are better able to build self-identity and confidence.

In addition, TAIS conducts multiple academic assessments each semester. One key example is the MAP (Measures of Academic Progress) test, which evaluates students in areas such as mathematics, science, English usage, comprehension, and reading. Results are benchmarked against the average performance of students of the same age in the United States, allowing parents to clearly understand their child’s academic level.

Depending on grade level, students are also required to take standardized tests such as TOEFL Junior and PSAT each semester starting from junior high. These assessments help students become familiar with the expectations and difficulty of future college admissions tests, while also providing parents and students with clear insights into academic and language proficiency for better future planning.

Furthermore, through on campus weekend life and weekend programs, students regularly interact with peers from different grades and classes. These structured group activities expose them to diverse perspectives beyond their immediate peer group and help them develop leadership, collaboration, and teamwork skills. These soft skills are a key advantage of studying in a small school environment and will benefit students in both their future academic and professional paths.

 
 

TAIS emphasizes independent learning, what if my child is very passive?
開學後的第6週，之後的每隔二週，註冊室將列出一份AIP名單，任一科成績為D、F或I(未完成)的內部學生名單(只有名字沒有分數的名單) 給宿舍生活輔導員，凡是在此名單內的學生生活上的福利將被限制，例如使用電腦與手機的時間，申請外出的次數等，藉以提醒學生負起基本學習的責任，若一段時間內學生無法脫離此名單，將會有老師先與學生談話輔導找出學習上的問題並協助，若還是無法改善，則視學生情況建議是否另外請家教，然TAIS不鼓勵請家教，但學生若確實需要則將協助尋找以當時校園內其他非TAIS教職的老師為主的家教老師，費用則由家長支付。若是經由家教的協助學生依舊無法表現出學習的興趣，則在每學期結束前通知家長，以供家長決定適合孩子的下階段就學選擇的參考，而當孩子習慣了這樣的管理機制後將慢慢建立起對自己課業與生活福利的責任感，逐漸由被動轉為主動。

Starting from the 6th week of each semester, and every two weeks thereafter, the Registration Office will issue an AIP (Academic Improvement Program) list. This list includes students who receive a grade of D, F, or I (Incomplete) in any subject (names only, no scores). It is shared with the dormitory deans

Students on this list will have certain privileges temporarily restricted, such as the use of computers and mobile phones, or the number of on-campus outings. This system is designed to encourage students to take responsibility for their academic performance.

If a student remains on the list for a period of time, teachers will first meet with the student to identify learning challenges and provide guidance. If there is still no improvement, the school may recommend additional support, such as tutoring. While TAIS does not generally encourage private tutoring, the school can assist in finding suitable tutors (typically non-TAIS educators on campus), with costs covered by parents.

If, even with additional support, the student continues to show little engagement in learning, parents will be notified before the end of the semester. This allows families to make informed decisions about the student’s next educational steps.
 

Over time, as students adapt to this structured support system, they gradually develop a stronger sense of responsibility for both their academics and daily life privileges—helping them transition from passive to more self-motivated learners.

 
 

功課如果跟不上怎麼辦?有輔導課嗎還是加強課嗎?
根據研究顯示，較長的學習時間將造成腦部疲勞並因此拉低學科平均表現，因此課業上落後的學生，TAIS將不採取輔導課或加強課的方式，而是搭配AIP名單，要求名單內的學生必須填寫一份AIP課業輔助申請表，由學生向各科老師另外約時間，並向科任老師尋求課業上額外幫助的方式來訓練學生建立起自主性學習的習慣，協助孩子主動面對並處理課業上的問題，透過這樣的機制，一方面能訓練學生之責任感，一方面建立學生面對挑戰的處理能力。而學期中額外與老師見面尋求協助的時間將是免費的，家長不須額外繳交費用。若是注意力較難集中，需要陪讀的學生，則依學生情況延請家教或陪讀協助，家教費用則需由家長另外支付。請參閱下一題Q&A。
 

3C產品與手機，網路如何管理?
每個學生都需要準備一台筆電準備功課或上課時使用，然而卻無法自由的隨時使用，筆電的使用時間將依據課程需求由任課老師給予核准使用的時間長短，學生必須憑老師給的許可簽名向宿舍生活輔導員領電腦於宿舍自修時使用或隔天帶筆電到教室上課，若未取得任課老師的許可簽名則無法使用，網路管理方面，教室與宿舍開放學生使用Wifi, 而Wifi則僅供連結至相關教學需要網址使用。

入學後是如何替孩子們提升英文程度的呢？有輔導課嗎?
入學時依照學生英文能力測驗成績為參考標準安排合適課程，並依照美國各課程進行教學，需要ELL英文基礎應用課程的同學，排課時會以聽說讀寫之基礎課程，分為國中與高中不同上課方式強化基礎英文能力。
7-8年級在部份的主科中額外搭配雙語的老師輔助，並課表內有基礎英文強化時間(English Support)，而9年級以上需要英文基礎應用課程的學生，則會先上英文基礎應用課程並同時修習部分美國國高中必要之學分，例如一週的課程中，學生將有一半的時間上文法、寫作、閱讀、聽、說的課程，另一半時間將選修電腦、音樂、美學手作、體育、中文等有學分但較簡單之課程，等英文程度達到美國高中學科要求時才正式進入全學分高中課程。基於學生學習品質考量，所有ELL英文基礎應用課程皆包含在一般課表內，沒有額外的輔導課，然而學生可利用課後時間另外與老師預約個人課業諮詢的時間
 

一個年級幾個班?一個班多少學生?
由於TAIS遵照美國復臨全人教育課程設計，7-8年級屬國中，一個年級一班並各配有外籍班導師；9-12年級屬高中則將依美國復臨全人教育課程需要，依照學生高中畢業標準排課，每學科一班，每班學生3-18人，部份選修課程例如體能探索訓練課程、電腦基礎運用課程、美學手作、中文賞析、音樂賞析等為3-25人，孩子則照開學時拿到的課表按時到不同教室上課。

老師們的師資為何?
師資由以具備合格教授美式全人教育課程之各科教師組成，師生比例為1：4；使用美國中學同步教材，小班制教學，每班3-18人。外師來源則以美國復臨教會教育體系為主，必須為在國外可合格教書之老師，非一般傳教士或外籍人士。