Anonymous wrote:What does that mean even? Do only the smartest survive?

Anonymous wrote:What is the GDS development project?

Anonymous wrote:What does that mean even? Do only the smartest survive?

pbraverman wrote:

Anonymous wrote:What does that mean even? Do only the smartest survive?

In 25 years of school work this was one of the most confused topics I encountered among adults. I think people often say "structure" when they really mean "order."

I'd argue that "structure" refers to the intellectual and pedagogical underpinnings of a school — the way the program evolves from the early to the later grades, the way a school thinks about and acts in accord with its mission, and whether sub-programs like professional development, exchange programs, and social/emotional growth initiatives are grounded in both mission and practice.

"Order" is about the way kids and adults dress, whether students call teachers by first names, whether they raise their hands, and whether things look, well, orderly.

Order is easy to see — but it doesn't necessarily correlate with the level of academic challenge, the level of fairness or respect for others in the community, or the general feeling of a campus.

Good schools have structure, but I don't think a high degree og order is essential to a great school. Lots of schools have both structure and order, or just one. I ran a middle school that was very high in structure, but definitely below the median in order. I believe education is almost always nonlinear, often messy, and most effective when people are comfortable. Ironically, that approach appealed least to those who walked through the front door wanting a school that was highly "structured." My main point is to be clear about what you're looking for, and I hope my distinction is useful to you.
If you are asking whether GDS is "unstructured," my opinion is generally that it does have a discernible structure. If you are asking whether it is "orderly," my opinion is that it probably appears a bit disorderly to a person who likes rows and columns. You'll have to decide, of course, whether you agree, and whether it appeals to you.

Peter- this is so well said and you are such a great addition to these boards. As current GDS family- we really love it and it is challenging, engaging and a great community full of super-smart kids. That said it can feel a bit unorganized at times. There is a definite focus on student self-advocacy and letting things unfold. In this world of helicopter parenting that can feel scary and different. My best friend visited GDS for her child and was like "NO WAY" because she was turned off by the "loose" feel to some parts of the school. I will tell you it is not "loose" at all when it comes to the academic demands. For instance GDS, even more than some other highly academic schools allows kids to go way way ahead in math- IE Quantum physics and advanced college level math in high school, where appropriate. I do think you need a kid that is on it and self motivated to thrive here. I don't know if this answers the original question. I think there is structure where it counts- the kids know what is being asked of them and they are learning how to organize themselves and manage their own lives- and isn't that the ultimate goal?


Peter
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Disclaimer: The anonymity here makes me uncomfortable; it's easy to be uninformed, personal, or simply mean-spirited if people don't identify themselves. For that reason, I have an account so you know whose words you're reading. I have more than 20 years' experience as a teacher and administrator in independent schools, and I have counseled hundreds of students in finding their next schools. I hope I can be helpful to some folks. If you don't like something I've said, you're in good company — there's a long line of past students and parents ahead of you. If you want to chat further, please feel free to contact me offline: peter <at> arcpd <dot> com