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Academic Philosophy |
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We believe... |
...that
the large schools simply do not work for every student. They do wonderful work
with many people, but there are many bright, intelligent young men and women who
will fail simply because they need more attention and more help than a large
school can possibly
provide. A change to a smaller environment, coupled with a solid structure
designed to encourage appropriate growth creates a winning combination!
One-on-one help and good
structure are essential when dealing with one of these boys or girls, and with
it they thrive. With a solid academic victory under their belt, a deeper
understanding of their personal learning style, and experience with a structured
environment, they leave Fieldstone Academy with confidence and the ability to
succeed in college or the workforce. |
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We believe... |
 ...that
many behavior problems with teenagers begin with a failure in the classroom.
Instead of taking pride in their successes, they are frustrated by their
failures and stop trying. Without help, they are lucky to graduate. We believe
that with appropriate structure and an increase in personal attention we can
help many who would not have succeeded otherwise. |
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We believe... |
 ...that
many if not all learning disabilities, including ADD and ADHD, are accelerated
by large class sizes and inflexible systems. Our school system is flexible by
design to accommodate those who would not succeed any other way.
Our system also works very well
for those who have the obstacle of not speaking English as their first language.
Most of our teachers speak second languages, and all are sympathetic to the struggle of learning a new language.Students get extra help learning the material. |
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Our Methods: |
 We
start out with a structured environment that immediately commands respect from
teenager boys and girls. They know immediately who is in charge and that we both
believe in them and have high expectations for them.
Next, we start at the beginning with the basics. We start at the basics in math
and in reading and then move on to more advanced subjects. It does us no good to
try to teach algebra, for example, if they do not know multiplication and
division! Once they have mastered or re-mastered the basics, we move on to the
subjects they should be studying.
Our students benefit
from positive peer pressure from the students already in the school. They learn
very quickly that following the rules means privileges while disobeying means
negative consequences. |
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