|  | Our web site contains a considerable amount of information. Yet, essential questions often remain. I trust that the responses offered here will answer your questions and, in so doing, provide the essence of "Who We Are."
--Edward A. Cooper, Head of School
|
| Q. | Would you please tell me about Wolfeboro? | | A. | First and foremost, we are a school. We take a traditional and structured approach to boarding school life and combine it with an exceptional outdoor, lakeside setting. For this and many other reasons, we use the expression "The Wolfeboro Experience."
Little is left to chance, as much must be accomplished to meet ambitious goals within a short period of time. Our approach emphasizes structure and simplicity. The result is a program which fosters academic confidence, attention to detail, sustained productivity and a focus on friendships and healthy recreation. A large and experienced staff ensures support and individualized attention.
The usual result is that by the end of the session, students feel they have had a productive, rewarding, and yet enjoyable experience. In fact, we often hear, "Why can't school be like this all the time?"
|
|
| Q. | What are Wolfeboro's educational objectives? | | A. | The first objective is to help the every student develop the academic confidence needed to perform at a higher level. Standards and expectations are adjusted so that each student will encounter success given reasonable effort. Challenges are adjusted to assure that those successes are earned and not given. Short-term goals with immediate response and accountability are often more effective than long-range goals.
The second objective is to help the student better learn the study habits and skills necessary for further success. Learning how to study and function more efficiently in a given subject area goes hand in hand with master of course content. The former facilitates the latter.
The third objective is to help the student develop a knowledge of specific course content and related skills, taking into consideration age, experience and current level of competency. Strong consideration is given to progress and effort in evaluating a student's performance in both academic and non-academic activities.
A guiding premise for our faculty is, "The students must start where they are - not where you would like them to be."
|
|
| Q. | How do you develop an individualized academic program for each student? | | A. | We confer with parents and, with their consent, educational consultants, teachers and/or school administrators. Primary Goals are developed and a three-course program designed to meet these goals. The program is then reviewed and confirmed with parents.
Course placement is based first on the student's skill level- not exclusively age and grade. Further, additional individualization occurs within the class itself, since class size averages four to six students and the teacher devotes special attention to the goals of each.
For students taking a course for credit purposes, minimum standards of competency are determined and approved by the student's other school. |
|
| Q. | The school sounds quite strict. Don't the students dislike the structure?
| | A. | Without question, many a student arrives with some apprehension. Equally predictable is how quickly much of that anxiety melts away for three reasons. First, they discover that the very staff members who do not allow the structure and expectations to be negotiated or manipulated are also caring, encouraging and have a sense of humor.
Secondly, students quickly become busily immersed in the camaraderie of a common adventure. Good friends are central to the experience. Thirdly, students discover that the structure and organization have positive results. With the first sense of progress and success, they realize the system is working for them and they then start pushing themselves.
We believe that getting up on time, starting the day with a clean and orderly room, attending meals and classes, completing homework on time and to the satisfaction of the teacher, participating in healthy outdoor recreation with good friends, studying two hours in the evening and going to bed on time - is not asking too much of any college bound boy or girl.
Adolescents achieve best when expectations are clearly defined and when they are held accountable, rewarded and praised for effort, achievement and, most importantly, progress. We have never known a student who did not want to improve - no matter how proficient today . I have known many students who did not know how to improve because of factors which made progress difficult.
|
|
| Q. | What can you expect to accomplish in just six weeks?
| | A. | Not much without the structure, and experienced and supportive staff, the individualized program designed for each student and the strong and unified commitment to the objectives stated above.
The amount of progress which we can make toward developing a skill or knowledge of a specific subject will naturally vary from student to student. Often, however, the greatest value derived from The Wolfeboro Experience is an elevated and systematic approach to their studies , the acquisition of self-discipline and study skills as well as improved academic confidence. Wolfeboro students develop momentum into the next school year; think of the program as a summer sling shot into the fall term.
For 100 years, the program has been designed to bring out the best, we believe, in each student. While we can only do so much, we can, and do begin a process that provides a sound frame of reference. Wolfeboro is the most you can do to promote academic progress in the summer.
|
|
| | |
|