PSED6505- Classroom Management
Below is an assignment I completed for this course; a complete program design. Being a strong believer in study abroad, I hope to one day make this dream a reality for youth who struggle either academically or behaviorally to give them an alternative to traditionally schooling for a semester. It is my hope that a program such as this will refocus struggling high school students to return to their home schools with a refreshed outlook on life and learning.
Developing a Passion for Learning Through Active Study Abroad
IFSS (Italy, France, Spain and Switzerland)
Introduction:
In my eyes, a learning community is one which encourages students and faculty to think, rather than just learn. In an ideal setting, students will have the ability to think independently and critically, developing and testing their own thoughts and opinions. Learning communities should support learning the academic information while fostering a sense of individualism and developing a strong set of values. Through experimentation, exploration and guidance, both from faculty as well as from peers, students will learn the required information and develop critical thinking skills as well as a love for learning.
As a final project, I have decided to focus my research and design on creating an optimal learning community for most, though not all, students, IFSS. My program will allow students, regardless of financial, prior educational and social backgrounds to participate in a study away program in Europe, spending the majority of time in Italy, France, Spain and Switzerland. My program will cater to high school sophomores who show significant interest in the program's mission. I have based my program on a semester in which I participated, Swiss Semester, and taken it beyond what is currently offered. The main focus and draw of my program is a hands on approach to encourage a love for learning and in turn, a stronger focus on academics for those students struggling in traditional classrooms.
Mission Statement:
Through exposure, exploration and critical thinking, IFSS will educate the students in the academic areas of math, science, social studies and language arts while instilling a love for learning, an increased cultural awareness and a drive to become a outstanding member of the community.
Funding:
This program is one which has great expenses associated with the academic rewards and personal growth. The program has a per student cost of about $25000, which includes room, board, tuition and activities. For lower income families, the cost may be reduced in a variety of ways including private grants, donations from community members and fund-raising prior to the program start. Because the students will be coming from independent schools, many of these schools' financial aid offices may be able to help with some of the costs associated, while other students may choose to pursue educational grants on their own. In addition, as the program becomes more well developed and well known, the support of alumni will help to support the program financially.
Physical Design:
My program will be run out of inexpensive rented hotels, hostels or camping facilities, using rooms as both boarding halls as well as classrooms. Classrooms will be used rarely, as outdoor and field trip based learning activities will be the basis of the academics. Field trip and outdoor learning will be supported by note taking of observations, hypothesizes and critical thinking. These notes will be supported by classroom discussions. While in the classroom, furniture is provided by the hotel, and classroom set ups are typically small tables and chairs as opposed to desks. By using small tables, group discussion is encourages as opposed to lectures and individual work. In this program students are encouraged to use each other as resources, which is supported appropriately by working together at tables. After the school day, students are encouraged to use either the classrooms or their boarding rooms to work on homework independently or together in small groups. When using classrooms, the focus will be discussion rather than lecture and students should arrange themselves in a way they are comfortable within the group. Students will be the focus of the classroom and discussion and faculty members will be sitting within the group rather than as the focus of attention. As the program will be moving to new locations at least 4 times throughout the semester, the physical design is not a constant and should be taken into consideration, as students who rely on consistency many not be an excellent fit for the program until growth allows more personalization such as this consistency.
Participation/Staffing:
There will be approximately 50 participants with 7 teachers and 3 administrators. In the beginning years of the program, students will be from the sponsoring independent schools, though as the program develops and staffing becomes consistent, applications will be taken from students in public schools as well as those student who have been home schooled. Applications will be required and although the program would likely benefit many, students chosen will be those who express extreme interested in impacting their life and education in a way they are unable to do at their current school. Particular consideration will be given to students who have struggling grades but a strong desire to improve these or have been a leader in their school or community. Participants and staff members should be racially, socioeconomically and diverse in interests. Initial staffing for the program will be the responsibility of the stateside schools sending participants for the first few years, and a long term commitment from these staff is preferred. Staff members are masters in their subject area so as to suit a variety of curricular backgrounds and a variety of textbooks used. Due to the unique nature of the program, staff members must be willing to commit themselves fully in the program as teachers, dorm supervisors, tour guides and mentors during the course of the program. Having a staff as involved as they will be will encourage students to develop lasting, mature relationships with these adults, yet again encouraging a desire for active learning.
Curriculum:
Curriculum will be adjusted to meet the needs of the students each year as well as current events. Major subjects covered will be English/Language Arts, Math, Humanities/Art History, Earth Science and Foreign Language. Because math is a course which builds upon prior knowledge, the curriculum will largely follow that of the student's home school, though it may be a combined class with other students taking a similar course and using a similar textbook. English/Language Arts class will focus on the literature of the locale as well as a writing program to prepare students for writing professional essays, reflections and creative pieces. Because this program is designed as a college prep program, some attention will also be given to “life skills writing”, such as resume writing, if students elect to do so in place of professional essays. The unique nature of this program allows for extremely valuable experiences learning Art History, Science and Foreign Languages. For these subjects, curriculum will follow according to study for regional resources. Humanities/Art History will focus on the architecture, sculpture and paintings of the region, providing the opportunity to see many different styles of art, both through exploration of towns and cities as well as through the museums visited. A course description is provided for further detail. Science will be studied in outdoor labs and focus primarily on Earth Science relevant to the region and current events. An overview of the science curriculum is provided, though as the rest of the program, it may fluctuate to follow current events, weather patterns or other items of specific interest to the students and faculty members. A number of options will be given for Foreign Language courses as students come from many different backgrounds, though participating in IFSS should give the student significant experience to learn or expand on their French, German, Spanish or Italian. While spending time in each country, a basic language course (2-3 days) will be introduced in order to communicate in a very basic, respectful manner with the residents. Students will have the ability to continue their home school's foreign language course through small group instruction, similar to math, but will be encouraged and required to show use of the language during time in the respective country. The use of the language will be a major factor in the student's evaluation for personal growth, maturity and respect.
Staff Development:
The staffing of a program such as this is extremely important as the staff will serve as teachers, mentors, tour guides and role models for these students. As they are models for our students, staff should show a love for learning and should be prepared to learn from their experience abroad as well.
The staff should demonstrate extreme emotional maturity and sensitivity, as this is the first time for many students to be away from home. Teachers and administrators should show compassion, warmth and respect to students and colleagues. Staff should be prepared to handle highly emotional situations including coping with being away from family, disciplinary problems and poor school evaluations. Although unlikely, staff may be required to send a student home in extreme circumstances and must show the emotional maturity to do so while remaining compassionate and respectful to the student and their family.
A teacher's academic background is a large piece of determining good fit for the program. As you can see, the curriculum is broad and can change daily with current events. Teachers should have an academic background broad enough to cover a large variety of topics while having expertise in the expected area of teaching. The ability to lead a student in an independent study is additionally important as, at times throughout the program, access to internet and libraries may be scarce. Teachers must be a source for the students to gain knowledge as well as have intellectual conversations.
While academic and emotional support is required of all staff, experience as a mentor and or coach is highly desirable as the staff will be responsible for the entire program. It is preferable that teachers have experience as a department chair, organization leader or coach and that these are varied to ensure diversity within the staff. Experience as a coach, particularly a ski coach or cross country/track coach may be valuable for leading weekend excursions or ski groups. Teachers with specific experience as a department chair or assistant principal may be selected as administrators and will be primarily responsible for home contact, counseling issues and serving as a substitute teacher in the event of emergency.
Behavior Management Program:
Prior to leaving the United States, all student will have signed a behavior agreement to ensure the safety and enjoyment of all participants. Because of the nature of the program and the concern for the safety of the student abroad, behavior management will be enforced extremely carefully. The nature of the program does not require students to remain sitting for long school days, and the interactive nature of the program will eliminate many of the typical behavior issues encountered. Additionally, because of the low student-teacher ration, students will have a teacher or mentor with them at all times. Because this is a program in which students must show a strong desire to participate, extreme behavior is not anticipated because of the risk of losing the opportunity to participate in the remainder of the program. Rather than focusing on disciplinary prevention, in the program the staff will focus on developing more mature reasoning abilities, moral development and passion. By staffing the program with supportive, engaged and participatory teachers, students will have positive role models for behavior, thus encouraging students to reach higher towards emotional and social maturity. Having a zero tolerance policy will allow behavioral focuses to be on continuing moral development as opposed to disciplinary actions.
Classroom Milieu:
Classroom policies will be relatively lenient due to the small class size and lack of time spent in a traditional classrooms. The use of classrooms will be limited to discussions after large projects, completion of homework or quiet assignments and testing only when necessary. While in the classroom, the rules will be simple and only restrict students for the safety of themselves and their classmates. Expectations such as respect, responsibility and trustworthiness, all part of the student contract will be enforced in the classroom, as well as specific requests of the classroom teacher. Classroom will be a place of freedom of thinking, providing the opportunity for students to think critically and not be afraid of wrong answers or having important discussions. Time management during this program will vary during the course of the program. Because of weather conditions, the use of the outdoors as a classroom and the active learning opportunities, a daily routine is not fully possible. On most days, classroom learning will take place first thing in the morning, followed by outdoor learning, lab activities and exploration of architecture and other arts in the area. Nightly homework will be assigned when work is necessary to follow the curriculum of the home school or when additional time on a specific subject is necessary.
Spirit and Morale:
I believe that the spirit of the program and the morale of participants will be one of the greatest benefits of my program. Although physical and mental exhaustion will likely be a factor, through relaxing weekend activities as well as a firm curfew policy, exhaustion should be kept to a minimum. Because of the supportive, involved staff, stress should be eased knowing that academic and social support is available at all times. The focus of my program is developing a love for learning and due to the high expectations of the program students should not be overly concerned with lower than normal grades, and grades will only be given is math and language arts as they follow the home school's curriculum. Field trips will be nearly daily as student explore the environment around them as part of the hands on learning process. Additionally, students will participate in a wide variety of cultural fairs, town meetings, parades and local events. Larger outings are to include hiking and biking trips as well as the opportunity for lakefront outings and ski trips. The focus of these outings with be, in large part, community and trust building activities focused on relaxation and enjoyment. Teachers and administrators will lead these outings further developing the positive relationship between students and teachers.
Assessment and Evaluation
In this program, students will be given evaluations as opposed to grades in most subjects. These evaluations will focus primarily on growth of content knowledge, effort and motivation. Because the demands of the program are so high, formal grades would not be beneficial to the student, and in addition, my program is designed to be one which challenges students to experience an extreme growth in maturity and love for learning. Because the math and language arts will follow the curriculum of the home school, grades will be given in these subjects to ensure pacing and a smooth transition when returning home. Lower than normal grades for the student should not be alarming, as the demands of the program are much higher than a typical school. Student assessment will come primarily from informal evaluations such as class discussions, student-teacher conferences and participation in hands on activities. Students' formal evaluations will come primarily from written activities, such as lab reports, comparative art history papers and responses to the required readings. Throughout the course of the program, students will follow along with their home math course and take the exams from the home math teacher. Because the program is designed to encourage a deep passion in subject matter or exploration, it is important to allow students to succeed in their new found passion. Because the expectations are higher and time is more limited, grades may be lower than expected, though this should not be a concern as one on one support is available if needed.
Parent and Community Support:
Parent and community support is a vital component of my program. Parent involvement is necessary from day one, as students must have a parents approval to be out of the country during my program. Additionally, for many students, participation in this program will mean significant sacrifices financially for the family. Informing and educating the parents of the benefit that will last a lifetime are key in encouraging parent involvement. Community involvement is essential both from the home community as well as the communities visited during the program. The home community will likely provide some financial support to students through community fund-raising, as well as community organizations making recommendations of students' participation. The communities abroad are a large and essential part of the program as well, as they are serving as hosts to groups of high school students. These communities are sharing their resources, history and culture with the students, and in turn the students will give back to the community through community service and active participation in community events.
Closing:
It is important to understand that a program such as this is designed to encourage students to find their passion in whatever area of academia they enjoy, but it is also a program that bring creativity and experiential learning to a time where education has strict standards on what must be and cannot be taught. I believe if 21st century education adopted more programs such as this, students would better understand how the curriculum and learned materials apply to their lives, thus being more motivated and interested in the subject matter taught. Additionally, as we move forward with education and better understand different learning styles as well as possible learning disabilities, it is important to note that experiential programs can be a positive learning experience for nearly all students as they provide a variety of methods of instruction. We know that the more senses used in learning, the stronger the connections in the brain, and so because of the hands on, activity based learning, students are able to hear, see, smell and actively participate in their learning in order to provide better recall for this information. Although experiential learning programs often have a high price tag, it is important to understand that they will not only strengthen the memory of material learned, but also create a new way of thinking about subject matter after participation, which, for many students, make them a priceless experience.
It is my hopes that this learning community will be a positive, lifelong memory. Students will push themselves academically, physically and into more mature moral development. The tremendous growth students will have from participating in this learning community will create lasting bonds with both their peers and faculty, a valuable piece of one's high school career. I believe that this experience is one which will stay with student throughout their life, thus developing into a love for lifelong learning.
Developing a Passion for Learning Through Active Study Abroad
IFSS (Italy, France, Spain and Switzerland)
Introduction:
In my eyes, a learning community is one which encourages students and faculty to think, rather than just learn. In an ideal setting, students will have the ability to think independently and critically, developing and testing their own thoughts and opinions. Learning communities should support learning the academic information while fostering a sense of individualism and developing a strong set of values. Through experimentation, exploration and guidance, both from faculty as well as from peers, students will learn the required information and develop critical thinking skills as well as a love for learning.
As a final project, I have decided to focus my research and design on creating an optimal learning community for most, though not all, students, IFSS. My program will allow students, regardless of financial, prior educational and social backgrounds to participate in a study away program in Europe, spending the majority of time in Italy, France, Spain and Switzerland. My program will cater to high school sophomores who show significant interest in the program's mission. I have based my program on a semester in which I participated, Swiss Semester, and taken it beyond what is currently offered. The main focus and draw of my program is a hands on approach to encourage a love for learning and in turn, a stronger focus on academics for those students struggling in traditional classrooms.
Mission Statement:
Through exposure, exploration and critical thinking, IFSS will educate the students in the academic areas of math, science, social studies and language arts while instilling a love for learning, an increased cultural awareness and a drive to become a outstanding member of the community.
Funding:
This program is one which has great expenses associated with the academic rewards and personal growth. The program has a per student cost of about $25000, which includes room, board, tuition and activities. For lower income families, the cost may be reduced in a variety of ways including private grants, donations from community members and fund-raising prior to the program start. Because the students will be coming from independent schools, many of these schools' financial aid offices may be able to help with some of the costs associated, while other students may choose to pursue educational grants on their own. In addition, as the program becomes more well developed and well known, the support of alumni will help to support the program financially.
Physical Design:
My program will be run out of inexpensive rented hotels, hostels or camping facilities, using rooms as both boarding halls as well as classrooms. Classrooms will be used rarely, as outdoor and field trip based learning activities will be the basis of the academics. Field trip and outdoor learning will be supported by note taking of observations, hypothesizes and critical thinking. These notes will be supported by classroom discussions. While in the classroom, furniture is provided by the hotel, and classroom set ups are typically small tables and chairs as opposed to desks. By using small tables, group discussion is encourages as opposed to lectures and individual work. In this program students are encouraged to use each other as resources, which is supported appropriately by working together at tables. After the school day, students are encouraged to use either the classrooms or their boarding rooms to work on homework independently or together in small groups. When using classrooms, the focus will be discussion rather than lecture and students should arrange themselves in a way they are comfortable within the group. Students will be the focus of the classroom and discussion and faculty members will be sitting within the group rather than as the focus of attention. As the program will be moving to new locations at least 4 times throughout the semester, the physical design is not a constant and should be taken into consideration, as students who rely on consistency many not be an excellent fit for the program until growth allows more personalization such as this consistency.
Participation/Staffing:
There will be approximately 50 participants with 7 teachers and 3 administrators. In the beginning years of the program, students will be from the sponsoring independent schools, though as the program develops and staffing becomes consistent, applications will be taken from students in public schools as well as those student who have been home schooled. Applications will be required and although the program would likely benefit many, students chosen will be those who express extreme interested in impacting their life and education in a way they are unable to do at their current school. Particular consideration will be given to students who have struggling grades but a strong desire to improve these or have been a leader in their school or community. Participants and staff members should be racially, socioeconomically and diverse in interests. Initial staffing for the program will be the responsibility of the stateside schools sending participants for the first few years, and a long term commitment from these staff is preferred. Staff members are masters in their subject area so as to suit a variety of curricular backgrounds and a variety of textbooks used. Due to the unique nature of the program, staff members must be willing to commit themselves fully in the program as teachers, dorm supervisors, tour guides and mentors during the course of the program. Having a staff as involved as they will be will encourage students to develop lasting, mature relationships with these adults, yet again encouraging a desire for active learning.
Curriculum:
Curriculum will be adjusted to meet the needs of the students each year as well as current events. Major subjects covered will be English/Language Arts, Math, Humanities/Art History, Earth Science and Foreign Language. Because math is a course which builds upon prior knowledge, the curriculum will largely follow that of the student's home school, though it may be a combined class with other students taking a similar course and using a similar textbook. English/Language Arts class will focus on the literature of the locale as well as a writing program to prepare students for writing professional essays, reflections and creative pieces. Because this program is designed as a college prep program, some attention will also be given to “life skills writing”, such as resume writing, if students elect to do so in place of professional essays. The unique nature of this program allows for extremely valuable experiences learning Art History, Science and Foreign Languages. For these subjects, curriculum will follow according to study for regional resources. Humanities/Art History will focus on the architecture, sculpture and paintings of the region, providing the opportunity to see many different styles of art, both through exploration of towns and cities as well as through the museums visited. A course description is provided for further detail. Science will be studied in outdoor labs and focus primarily on Earth Science relevant to the region and current events. An overview of the science curriculum is provided, though as the rest of the program, it may fluctuate to follow current events, weather patterns or other items of specific interest to the students and faculty members. A number of options will be given for Foreign Language courses as students come from many different backgrounds, though participating in IFSS should give the student significant experience to learn or expand on their French, German, Spanish or Italian. While spending time in each country, a basic language course (2-3 days) will be introduced in order to communicate in a very basic, respectful manner with the residents. Students will have the ability to continue their home school's foreign language course through small group instruction, similar to math, but will be encouraged and required to show use of the language during time in the respective country. The use of the language will be a major factor in the student's evaluation for personal growth, maturity and respect.
Staff Development:
The staffing of a program such as this is extremely important as the staff will serve as teachers, mentors, tour guides and role models for these students. As they are models for our students, staff should show a love for learning and should be prepared to learn from their experience abroad as well.
The staff should demonstrate extreme emotional maturity and sensitivity, as this is the first time for many students to be away from home. Teachers and administrators should show compassion, warmth and respect to students and colleagues. Staff should be prepared to handle highly emotional situations including coping with being away from family, disciplinary problems and poor school evaluations. Although unlikely, staff may be required to send a student home in extreme circumstances and must show the emotional maturity to do so while remaining compassionate and respectful to the student and their family.
A teacher's academic background is a large piece of determining good fit for the program. As you can see, the curriculum is broad and can change daily with current events. Teachers should have an academic background broad enough to cover a large variety of topics while having expertise in the expected area of teaching. The ability to lead a student in an independent study is additionally important as, at times throughout the program, access to internet and libraries may be scarce. Teachers must be a source for the students to gain knowledge as well as have intellectual conversations.
While academic and emotional support is required of all staff, experience as a mentor and or coach is highly desirable as the staff will be responsible for the entire program. It is preferable that teachers have experience as a department chair, organization leader or coach and that these are varied to ensure diversity within the staff. Experience as a coach, particularly a ski coach or cross country/track coach may be valuable for leading weekend excursions or ski groups. Teachers with specific experience as a department chair or assistant principal may be selected as administrators and will be primarily responsible for home contact, counseling issues and serving as a substitute teacher in the event of emergency.
Behavior Management Program:
Prior to leaving the United States, all student will have signed a behavior agreement to ensure the safety and enjoyment of all participants. Because of the nature of the program and the concern for the safety of the student abroad, behavior management will be enforced extremely carefully. The nature of the program does not require students to remain sitting for long school days, and the interactive nature of the program will eliminate many of the typical behavior issues encountered. Additionally, because of the low student-teacher ration, students will have a teacher or mentor with them at all times. Because this is a program in which students must show a strong desire to participate, extreme behavior is not anticipated because of the risk of losing the opportunity to participate in the remainder of the program. Rather than focusing on disciplinary prevention, in the program the staff will focus on developing more mature reasoning abilities, moral development and passion. By staffing the program with supportive, engaged and participatory teachers, students will have positive role models for behavior, thus encouraging students to reach higher towards emotional and social maturity. Having a zero tolerance policy will allow behavioral focuses to be on continuing moral development as opposed to disciplinary actions.
Classroom Milieu:
Classroom policies will be relatively lenient due to the small class size and lack of time spent in a traditional classrooms. The use of classrooms will be limited to discussions after large projects, completion of homework or quiet assignments and testing only when necessary. While in the classroom, the rules will be simple and only restrict students for the safety of themselves and their classmates. Expectations such as respect, responsibility and trustworthiness, all part of the student contract will be enforced in the classroom, as well as specific requests of the classroom teacher. Classroom will be a place of freedom of thinking, providing the opportunity for students to think critically and not be afraid of wrong answers or having important discussions. Time management during this program will vary during the course of the program. Because of weather conditions, the use of the outdoors as a classroom and the active learning opportunities, a daily routine is not fully possible. On most days, classroom learning will take place first thing in the morning, followed by outdoor learning, lab activities and exploration of architecture and other arts in the area. Nightly homework will be assigned when work is necessary to follow the curriculum of the home school or when additional time on a specific subject is necessary.
Spirit and Morale:
I believe that the spirit of the program and the morale of participants will be one of the greatest benefits of my program. Although physical and mental exhaustion will likely be a factor, through relaxing weekend activities as well as a firm curfew policy, exhaustion should be kept to a minimum. Because of the supportive, involved staff, stress should be eased knowing that academic and social support is available at all times. The focus of my program is developing a love for learning and due to the high expectations of the program students should not be overly concerned with lower than normal grades, and grades will only be given is math and language arts as they follow the home school's curriculum. Field trips will be nearly daily as student explore the environment around them as part of the hands on learning process. Additionally, students will participate in a wide variety of cultural fairs, town meetings, parades and local events. Larger outings are to include hiking and biking trips as well as the opportunity for lakefront outings and ski trips. The focus of these outings with be, in large part, community and trust building activities focused on relaxation and enjoyment. Teachers and administrators will lead these outings further developing the positive relationship between students and teachers.
Assessment and Evaluation
In this program, students will be given evaluations as opposed to grades in most subjects. These evaluations will focus primarily on growth of content knowledge, effort and motivation. Because the demands of the program are so high, formal grades would not be beneficial to the student, and in addition, my program is designed to be one which challenges students to experience an extreme growth in maturity and love for learning. Because the math and language arts will follow the curriculum of the home school, grades will be given in these subjects to ensure pacing and a smooth transition when returning home. Lower than normal grades for the student should not be alarming, as the demands of the program are much higher than a typical school. Student assessment will come primarily from informal evaluations such as class discussions, student-teacher conferences and participation in hands on activities. Students' formal evaluations will come primarily from written activities, such as lab reports, comparative art history papers and responses to the required readings. Throughout the course of the program, students will follow along with their home math course and take the exams from the home math teacher. Because the program is designed to encourage a deep passion in subject matter or exploration, it is important to allow students to succeed in their new found passion. Because the expectations are higher and time is more limited, grades may be lower than expected, though this should not be a concern as one on one support is available if needed.
Parent and Community Support:
Parent and community support is a vital component of my program. Parent involvement is necessary from day one, as students must have a parents approval to be out of the country during my program. Additionally, for many students, participation in this program will mean significant sacrifices financially for the family. Informing and educating the parents of the benefit that will last a lifetime are key in encouraging parent involvement. Community involvement is essential both from the home community as well as the communities visited during the program. The home community will likely provide some financial support to students through community fund-raising, as well as community organizations making recommendations of students' participation. The communities abroad are a large and essential part of the program as well, as they are serving as hosts to groups of high school students. These communities are sharing their resources, history and culture with the students, and in turn the students will give back to the community through community service and active participation in community events.
Closing:
It is important to understand that a program such as this is designed to encourage students to find their passion in whatever area of academia they enjoy, but it is also a program that bring creativity and experiential learning to a time where education has strict standards on what must be and cannot be taught. I believe if 21st century education adopted more programs such as this, students would better understand how the curriculum and learned materials apply to their lives, thus being more motivated and interested in the subject matter taught. Additionally, as we move forward with education and better understand different learning styles as well as possible learning disabilities, it is important to note that experiential programs can be a positive learning experience for nearly all students as they provide a variety of methods of instruction. We know that the more senses used in learning, the stronger the connections in the brain, and so because of the hands on, activity based learning, students are able to hear, see, smell and actively participate in their learning in order to provide better recall for this information. Although experiential learning programs often have a high price tag, it is important to understand that they will not only strengthen the memory of material learned, but also create a new way of thinking about subject matter after participation, which, for many students, make them a priceless experience.
It is my hopes that this learning community will be a positive, lifelong memory. Students will push themselves academically, physically and into more mature moral development. The tremendous growth students will have from participating in this learning community will create lasting bonds with both their peers and faculty, a valuable piece of one's high school career. I believe that this experience is one which will stay with student throughout their life, thus developing into a love for lifelong learning.