Sidwell parents please share thoughts & comments specifically on lower school

[Anonymous]

Interesting that you choose to overlook all of the positive Sidwell comments and just focus on the one that you perceive to be "less than positive". That's exactly the type of Sidwell-bashing that 13:37 was referring to.

[Anonymous]

adding to the responses above from Sidwell parents... this morning at 7:45 am - the Wednesday Morning Math program where parents and their children engage in fun math challenges. Parents saying hello to other parents and students, students hugging every teacher that walks through the room, friendly parents opening car doors at carpool greeting kids by name and kids literally leaping from the car to start the day! It is quite a special community (And I saw that not to put down any other special community but it is very magical as a learning place). Sorry if that is not specific enough - go the meeting tomorrow night, meet other parents, visit the classrooms again - if you do not get that special feeling - perhaps it is not the place for you. There are lots of other wonderful schools (I know my other child attends a public school and his school is also wonderful but in a very different way)

[Anonymous]

OP here. Thank you -- there have been some exceptional responses. We will be at the event Thursday evening.

[Anonymous]

Here is the detailed GDS description referred to earlier.

03/10/2010 07:37
Subject: GDS vs Beauvoir for Pre K?
[Up]
Anonymous



If you see having a multicultural curriculum as an objective that conflicts (or is in inherent tension) with curricular excellence, then you won't be happy with GDS. GDS starts from the premise that recognizing diverse experiences, POVs, and learning styles is a key to academic excellence.

To get down to specifics in the LS, the objections I've heard are (a) Sexual orientation shouldn't even be on the radars of PreK/K students (note that sexual orientation in this age group is discussed not in terms of sex but of relationships, different kinds of families, and identity), (b) identity in general is over-emphasized and, in particular, white kids who don't identify ethnically or religiously feel left out (or that the only identity they can claim is one based on privilege or oppression), and (c) sex ed is taught too early (second half of fourth grade, in science, starting with a biology unit on reproduction, and including the dissection of a chicken).

When the claim gets made that diversity drives out more important instruction, I think it's really a reaction to math and spelling instruction at GDS -- which is different than what most parents grew up with. There's not actually a trade-off (the Free to Be assembly doesn't pre-empt math; spelling isn't skipped to talk about white privilege instead).

Basically, in the earliest years (PreK-1st?) inventive spelling is allowed/encouraged because it fosters writing (and can reinforce phonics skills). There are still spelling lists and tests (which are corrected), but writing assignments will come home without spelling corrected. The pedagogical theory is that a sheet covered with red marks makes kids less than eager to write and that spelling improves dramatically with increased familiarity with reading (at which point you know how words look as well as how they sound). Since GDS has kids writing before they are reading, some improvisation is to be expected. Everyone I know who has been freaked out by inventive spelling has come around a few years later because, in fact, their kids had no problem learning to spell correctly and their kids enjoy writing more (and write better) than they did at that age.

The other issue is math which is more conceptual and less drill-oriented than in our youth. And even the mechanics (how you divide, for example) look different. On the one hand, I think my DC didn't master the times table as early as I did. On the other, DC was comfortable with algebraic concepts and with geometry much earlier than I was. Overall, the GDS kids do well in math on standardized tests like the ERBs (and math scores have increased with this program) and the conceptual stuff is supplemented both with drill (First in Math) and with math team type problems. The best math students can do the equivalent of two years beyond Calculus BC while still in HS. Even though differentiation doesn't start until 7th grade.

My DC is in middle school and has been at GDS since PreK. I'm very impressed with the education DC has received and excited about what's still ahead. FWIW, we're straight and white. I wanted a curriculum that took diversity seriously because, to me, that's a more intellectually rigorous and richer approach to the world than one that doesn't. There are moments when I agree with the second critique I mentioned (enough personal identity already) although probably more on the level of thinking that it starts to feel narcissistic and limiting rather than simply age-appropriate after a few years. But that's the opposite of claiming that, at GDS, identity is all about group identity and doesn't care about individuality.

Hope this helps clarify what people are talking about.

[Anonymous]

Thanks current parents for your input on Sidwell. Accepted for Sidwell this year and very likely to join.

[Anonymous]

To join? The club?

[Anonymous]

Wow 8:21. It's early in the morning and you're already hostile?

I have some specific questions that perhaps if a current Sidwell parent isn't too put off could answer.
1. How consistently good are the teachers from one year to the next or is it inconsistent?
2. From what I hear there are a lot of two working parent families. I am a SAHM (although I also run a business). Will there be a community for me there. I know it's about the kids but I am also I interested in making friends.
3. I think one of the most important goals of early education is to foster curiosity and love of learning. How do they do this there?
4. Are the Quaker values easy to digest for those who aren't Quaker, by which are they universal enough that children will view them as life-skills rather than a religion, per se?
5. What are the academic stregnths and weaknesses of the program?

Thank you in advance for the time to answer. I appreciate it.
5.

[Anonymous]

1. Different teachers have different personalities, but so far, our experience has been tremendously even and positive. What we have experienced is the ability for the teachers to create an environment of self-discovery, where the kids are able to pursue, in their own way, areas of interest in the context of the themes for the year. The foundations laid in Pre-K and K for the heightened curiosity and "questioning" by the kids is seen later in Lower School as more "meat" is added to the information gleaned from class discussions, group projects, individual reading etc.

2. There are a wide variety of families in the community, single parents, two-working parents and both working and non-working parents. I think any parent will find a lot of volunteer opportunities and ability to interact with other parents both within the school context (car pool, in class etc) and out of school (soccer games, pot lucks etc). The Parents Association and room parents do a great job of making opportunities known. It is about the kids, but at the same time, as a parent, you know you will be working with the other parents to ensure a cohesive and active community for all.
3. I touched on this a bit in #1, but the variety of activities in the classroom, the different groups in which kids are placed throughout the year allow them to get to know their classmates, their learning styles, how to adapt etc. I have seen whole-class projects, group projects, and individual efforts, field trips, and cross-discipline interaction, where the kids can "attack" an issue through the arts, sciences, reading, discourse, etc.
4. The themes of Quakerism are fairly universal. The learning by hands on rather than rote are part of how this is manifested in the classroom. However, each day and lunch begin with a moment of silence, and there is a once a week meeting for worship, where the kids sit in contemplative silence for a period of time. Obviously the community service is woven into the curriculum and is part of the fiber of the institution.

[Anonymous]

Anonymous wrote:I have some specific questions that perhaps if a current Sidwell parent isn't too put off could answer.
1. How consistently good are the teachers from one year to the next or is it inconsistent?
2. From what I hear there are a lot of two working parent families. I am a SAHM (although I also run a business). Will there be a community for me there. I know it's about the kids but I am also I interested in making friends.
3. I think one of the most important goals of early education is to foster curiosity and love of learning. How do they do this there?
4. Are the Quaker values easy to digest for those who aren't Quaker, by which are they universal enough that children will view them as life-skills rather than a religion, per se?
5. What are the academic stregnths and weaknesses of the program?

Thank you in advance for the time to answer. I appreciate it.

I'm happy to try to help. I can speak to some questions, but I'll leave to others more informed to speak to others.
1. My kids have not been there long enough to give a personally informed response to this question. I speak with many parents in other grades though, and I have never heard any complaints about inconsistency.
2. I do think there are many families where both parents work, but there are also plenty families where one (or both) parents work flexible schedules (or are SAH) and may have time during the day to do friend things. I have never gotten the sense there is any divide between working and non-working parents, so I wouldn't anticipate any problems finding you own community if you're open to it.
3. I agree with your viewpoint. I see that expressed at Sidwell with lots of hands-on opportunities to play with ideas and exposure to lots of different ideas that capture kids' imagination. For example, for younger kids (PK & K), math seems to be less about getting one right answer to a particular problem, but instead encourages kids to make up their own questions (and then answer them). This is also an effective way of letting kids with different skills proceed at different paces (e.g., Sam might choose to add 3+3 blocks, while Pat might add 5+6+7). Similarly, events like the science fair are structured to encourage hands-on learning by the kids and understanding of new ideas in tangible ways.
4. The Quaker values are definitely present, and I find myself answering a lot more questions from DC about God than I had anticipated. But that said, it doesn't seem to be forced on anyone. And the aspects of Quakerism that are stressed are really ideas that most religious and secular people will support anyway (e.g., tolerance of diverse viewpoints, self-reliance, discouraging harmful competition, non-violence, social action).
5. That's a little broader than I can answer in a reasonable post. I'll think about it and post again later if I can figure out a succinct way to give a useful answer.

As noted in several previous posts, you can learn a lot by asking to be put in touch with a current parent in your child's grade. Most parents are huge supporters of the school and what it does. I'm sure many would be happy to talk to you at length to share their experiences.

Best of luck with your decisions.

[Anonymous]

No Sidwell parents up to discussing #5?

[Anonymous]

When there are no weaknesses, what is to discuss?

[Anonymous]

I just wanted to share that I am happy to see the OP has bee able get answers and real feedback from Lower School Sidwell parents and that for the most part this has stayed on track.

I also want to share that I am a Beauvoir parent and the author of post 22:52 trying to help OP get some real answers when she started a the thread "Can we turn this around?"
after being frustrated with the Sidwell bashing a few days ago when all she wanted was honest answers from Lower School parents.

see http://www.dcurbanmom.com/jforum/posts/list/96427.page#top

It is unfortunate that this board has the potential to be a truly wonderful resource but people cannot help themselves from turning it into a toxic mud-slinging wasteland.

I understand the downside of anonymous posters and there was a most unpleasant Sidwell witch hunt the other day. I hope the OP and other parents who are considering Sidwell have found this thread helpful. Having had my dc's school which I love so much subjected to numerous unfounded & mean spirited attacks by anonymous posters who don't have children at my dc's school, I can completely relate to what the OP and Sidwell parents must have felt.

The whole grueling application process is almost over, and I hope that we as posters on this forum will remember to be respectful, kind, honest & responsible in the way we express opinions and treat others. Peace!

[Anonymous]

PP here. I meant to point out that I was poster 22:52 on the thread that inspired this one. (See below).

http://www.dcurbanmom.com/jforum/posts/list/96427.page#top

[Anonymous]

Anonymous wrote:No Sidwell parents up to discussing #5?

It's just such a broad question that it's hard to tackle. It's sort of like asking "What are the strengths and weaknesses of the US prison system?".

I'd probably start with these ...

Strength: The kids get infected with curiosity and interest in learning. DC is excited to come home and tell me the cool things DC learned that day, and I am surprised by the sophistication of some of the ideas. Lots of learning is "play based" so it keeps the kids interested and happy. But I suspect this sort of thing happens at many schools since most kids are excited to learn new things and also often surprise parents with what they can understand.

Weakness: At the youngest grades (PK & K), I have sometimes felt that the school is not pushing my particular DC to the full extent of DC's abilities. But then I re-focus and realize that lots of what PK & K is about is not academics but rather social skills like sharing and compromise. I suppose this is the trade-off you get with a play-based approach, where PK & K kids are not being drilled so much on academic subjects that they get turned off of school. Also, all the kids in the class are operating at different levels in different academic subjects, and that part of the job of a teacher of young children is to accommodate all those diverse skill-levels so that each kid can progress at his/her own pace. There definitely is some differentiation, in the sense that the teachers will try to give each child a task appropriate to his/her particular skill-level. But I'd imagine it's impossible for any teacher to work closely enough with each child to "push" that child fully unless the student:teacher ratio is 3:1 or lower. I suspect this is a concern many parents face at younger grades at most schools. In fact, I think I recall a DCUM thread on the subject a few months ago.

Maybe part of the difficulty of the question (in addition to how broad it is) is that it really encourages some comparison with how other schools operate, and many people will not have a basis for comparison. Also, at least at younger ages, academics are only one part of the teacher's mission.

Sorry I cannot be more helpful on this point.

[Anonymous]

PP from 1:01 here again. Maybe you're asking about curriculum with this question? If so, it's really hard to compare. And I personally think that most schools are doing similar things with very young kids. For comparison purposes, here are links to a few curricula -- they all sound pretty similar to me, but I have not done a true side-by-side comparison.

http://www.sidwell.edu/lower_school/academics/index.aspx
(especially the homeroom and special resource tabs)

http://www.beauvoirschool.org/podium/default.aspx?t=22709

http://www.gds.org/podium/default.aspx?t=122876