Philosophy - As a school with small classes, we believe...
Our beliefs and methods
…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 boarding school 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 Boarding School with confidence and the ability to succeed in college or the workforce.
WE ALSO 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 in a boarding school environment we can help many who would not have succeeded otherwise.
…that many if not all learning disabilities, including ADD and ADHD, are accelerated by large class sizes and inflexible systems. Our boarding school’s 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 languages. Students get extra help learning the material.
OUR SUCCESSFUL METHODS:
We start out with a structured boarding school 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 their peers already in the school. They learn very quickly that following the rules in boarding school means increased privileges while disobeying means negative consequences.