culture at GDS high school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I did hear that the counselors know which kids are self starters and which are parent-driven

Good thing my kid is not the latter, but how would the GDS counselors have any way of knowing?

I assume it’s based on who speaks up in class and has original thinking or critical thinking. Math, science, literature, for language.
There are many extroverts there but the teachers should be able to separate loud BS comments from value add comments. And the introverts need to speak up or their grades will suffer.

As the parent of two GDS lifers, I would say that GDS rewards students who are self-advocates (and who advocate for others). This comes naturally to some kids, but not so much to others. The LS does a good job of teaching students that it is more than OK to speak up when you feel that something is wrong - and also to share feelings of joy. If your kid comes in at MS or HS, it's probably easiest if your kid is already a bit of an extrovert or at least willing to speak to teachers one-on-one. That being said, one of my children is not an extrovert, but she has had to learn--especially in HS--to communicate frequently with her teachers. As parents, we definitely encourage her to reach out to her teachers, but we do not email or contact the teachers directly.

We do worry about our introvert kid there in the LMS. No one is drawing them out and the loud voices get all the air time, jokes, attention.

I think that the loud voices get attention at any school. If you're really concerned, I would reach out to the advisory/homeroom teacher. I have found them to be very responsive and will email your right back or take the time to meet with you. It's kind of a tricky tightrope these days - on the one had, if teachers push kids out of their comfort zone and try to get them to speak up, some parents will be super critical and accuse the school of not respecting the child's anxiety; on the other hand, there are parents of introverts who are dissatisfied with the lack of attention that their quiet, well-behaved children are receiving relative to the loud ones.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I did hear that the counselors know which kids are self starters and which are parent-driven

Good thing my kid is not the latter, but how would the GDS counselors have any way of knowing?

I assume it’s based on who speaks up in class and has original thinking or critical thinking. Math, science, literature, for language.
There are many extroverts there but the teachers should be able to separate loud BS comments from value add comments. And the introverts need to speak up or their grades will suffer.

As the parent of two GDS lifers, I would say that GDS rewards students who are self-advocates (and who advocate for others). This comes naturally to some kids, but not so much to others. The LS does a good job of teaching students that it is more than OK to speak up when you feel that something is wrong - and also to share feelings of joy. If your kid comes in at MS or HS, it's probably easiest if your kid is already a bit of an extrovert or at least willing to speak to teachers one-on-one. That being said, one of my children is not an extrovert, but she has had to learn--especially in HS--to communicate frequently with her teachers. As parents, we definitely encourage her to reach out to her teachers, but we do not email or contact the teachers directly.

My introverted child came into the HS (from a public school) knowing no one. Joining a sports team right away helped, as did being willing to try other extracurriculars. We found that the teachers made an effort to draw DC out and force more classroom participation. Whatever the secret sauce was, DC thrived at GDS, found their voice, and was a class leader by junior year. I wish we had sent our other kids there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I did hear that the counselors know which kids are self starters and which are parent-driven

Good thing my kid is not the latter, but how would the GDS counselors have any way of knowing?

I assume it’s based on who speaks up in class and has original thinking or critical thinking. Math, science, literature, for language.
There are many extroverts there but the teachers should be able to separate loud BS comments from value add comments. And the introverts need to speak up or their grades will suffer.

As the parent of two GDS lifers, I would say that GDS rewards students who are self-advocates (and who advocate for others). This comes naturally to some kids, but not so much to others. The LS does a good job of teaching students that it is more than OK to speak up when you feel that something is wrong - and also to share feelings of joy. If your kid comes in at MS or HS, it's probably easiest if your kid is already a bit of an extrovert or at least willing to speak to teachers one-on-one. That being said, one of my children is not an extrovert, but she has had to learn--especially in HS--to communicate frequently with her teachers. As parents, we definitely encourage her to reach out to her teachers, but we do not email or contact the teachers directly.

My introverted child came into the HS (from a public school) knowing no one. Joining a sports team right away helped, as did being willing to try other extracurriculars. We found that the teachers made an effort to draw DC out and force more classroom participation. Whatever the secret sauce was, DC thrived at GDS, found their voice, and was a class leader by junior year. I wish we had sent our other kids there.

For sure, joining a sports team helps a lot! (Track and field/cross country are wonderful and no-cut teams with a terrific coaching staff.) I would definitely encourage that for a number of reasons. I'm so glad your child had a good experience at GDS and blossomed!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you don't think white people are the very root of all problems on the face of the earth from the justice system to global warming, you should look elsewhere.

Literally both of those problems were caused primarily by white people.

This is precisely the attitude you'll find at GDS. It's a combination of self-loathing to justify these families' elite positions, and coddling to make sure their children have every possible advantage and don't have to face real adversity. It's nauseating. The kids are smart but can't think for themselves. The parents compete with one another for which $3M house has the most BLM and "In this house we believe" signs. It's a perfect introduction for elite private liberal arts colleges.

To be fair, GDS takes this to an extreme. I support all the same social just issues that GDS is known for, but the school has developed a progressive hubris that Would be funny if the dogma wasn’t enforced like sharia law.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I did hear that the counselors know which kids are self starters and which are parent-driven

Good thing my kid is not the latter, but how would the GDS counselors have any way of knowing?

I assume it’s based on who speaks up in class and has original thinking or critical thinking. Math, science, literature, for language.
There are many extroverts there but the teachers should be able to separate loud BS comments from value add comments. And the introverts need to speak up or their grades will suffer.

As the parent of two GDS lifers, I would say that GDS rewards students who are self-advocates (and who advocate for others). This comes naturally to some kids, but not so much to others. The LS does a good job of teaching students that it is more than OK to speak up when you feel that something is wrong - and also to share feelings of joy. If your kid comes in at MS or HS, it's probably easiest if your kid is already a bit of an extrovert or at least willing to speak to teachers one-on-one. That being said, one of my children is not an extrovert, but she has had to learn--especially in HS--to communicate frequently with her teachers. As parents, we definitely encourage her to reach out to her teachers, but we do not email or contact the teachers directly.

We do worry about our introvert kid there in the LMS. No one is drawing them out and the loud voices get all the air time, jokes, attention.

I think that the loud voices get attention at any school. If you're really concerned, I would reach out to the advisory/homeroom teacher. I have found them to be very responsive and will email your right back or take the time to meet with you. It's kind of a tricky tightrope these days - on the one had, if teachers push kids out of their comfort zone and try to get them to speak up, some parents will be super critical and accuse the school of not respecting the child's anxiety; on the other hand, there are parents of introverts who are dissatisfied with the lack of attention that their quiet, well-behaved children are receiving relative to the loud ones.

This is at GDS??? Coddle kid families on one side and Help my kid families on the other? Sheesh.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I did hear that the counselors know which kids are self starters and which are parent-driven

Good thing my kid is not the latter, but how would the GDS counselors have any way of knowing?

I assume it’s based on who speaks up in class and has original thinking or critical thinking. Math, science, literature, for language.
There are many extroverts there but the teachers should be able to separate loud BS comments from value add comments. And the introverts need to speak up or their grades will suffer.

As the parent of two GDS lifers, I would say that GDS rewards students who are self-advocates (and who advocate for others). This comes naturally to some kids, but not so much to others. The LS does a good job of teaching students that it is more than OK to speak up when you feel that something is wrong - and also to share feelings of joy. If your kid comes in at MS or HS, it's probably easiest if your kid is already a bit of an extrovert or at least willing to speak to teachers one-on-one. That being said, one of my children is not an extrovert, but she has had to learn--especially in HS--to communicate frequently with her teachers. As parents, we definitely encourage her to reach out to her teachers, but we do not email or contact the teachers directly.

We do worry about our introvert kid there in the LMS. No one is drawing them out and the loud voices get all the air time, jokes, attention.

I think that the loud voices get attention at any school. If you're really concerned, I would reach out to the advisory/homeroom teacher. I have found them to be very responsive and will email your right back or take the time to meet with you. It's kind of a tricky tightrope these days - on the one had, if teachers push kids out of their comfort zone and try to get them to speak up, some parents will be super critical and accuse the school of not respecting the child's anxiety; on the other hand, there are parents of introverts who are dissatisfied with the lack of attention that their quiet, well-behaved children are receiving relative to the loud ones.

This is at GDS??? Coddle kid families on one side and Help my kid families on the other? Sheesh.

I long for the days when parents just let teachers do their jobs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I did hear that the counselors know which kids are self starters and which are parent-driven

Good thing my kid is not the latter, but how would the GDS counselors have any way of knowing?

I assume it’s based on who speaks up in class and has original thinking or critical thinking. Math, science, literature, for language.
There are many extroverts there but the teachers should be able to separate loud BS comments from value add comments. And the introverts need to speak up or their grades will suffer.

As the parent of two GDS lifers, I would say that GDS rewards students who are self-advocates (and who advocate for others). This comes naturally to some kids, but not so much to others. The LS does a good job of teaching students that it is more than OK to speak up when you feel that something is wrong - and also to share feelings of joy. If your kid comes in at MS or HS, it's probably easiest if your kid is already a bit of an extrovert or at least willing to speak to teachers one-on-one. That being said, one of my children is not an extrovert, but she has had to learn--especially in HS--to communicate frequently with her teachers. As parents, we definitely encourage her to reach out to her teachers, but we do not email or contact the teachers directly.

We do worry about our introvert kid there in the LMS. No one is drawing them out and the loud voices get all the air time, jokes, attention.

I think that the loud voices get attention at any school. If you're really concerned, I would reach out to the advisory/homeroom teacher. I have found them to be very responsive and will email your right back or take the time to meet with you. It's kind of a tricky tightrope these days - on the one had, if teachers push kids out of their comfort zone and try to get them to speak up, some parents will be super critical and accuse the school of not respecting the child's anxiety; on the other hand, there are parents of introverts who are dissatisfied with the lack of attention that their quiet, well-behaved children are receiving relative to the loud ones.

This is at GDS??? Coddle kid families on one side and Help my kid families on the other? Sheesh.

I long for the days when parents just let teachers do their jobs.

Define “do your (teaching) job?”

Does that include grading work, grading tests, writing out report cards, returning graded work, sitting with students to remediate, telling parents what the child needs to work on, demanding respect and listening in the classroom?

[Anonymous]

Anonymous wrote:Our educational consultant recommended we consider applying to GDS high school for our daughter. What is the culture among parents and students? Is it very competitive?

It’s not as directly competitive as my other child’s upper school and certainly was not in intermediate school.

More of a culture where anything goes. I’d agree the students who (a) learn the most, and (b) get the most out of it are very motivated and self-directed. We didn’t send one of our children there because we were concerned she’d just spin her wheels or be too quiet.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I did hear that the counselors know which kids are self starters and which are parent-driven

Good thing my kid is not the latter, but how would the GDS counselors have any way of knowing?

I assume it’s based on who speaks up in class and has original thinking or critical thinking. Math, science, literature, for language.
There are many extroverts there but the teachers should be able to separate loud BS comments from value add comments. And the introverts need to speak up or their grades will suffer.

As the parent of two GDS lifers, I would say that GDS rewards students who are self-advocates (and who advocate for others). This comes naturally to some kids, but not so much to others. The LS does a good job of teaching students that it is more than OK to speak up when you feel that something is wrong - and also to share feelings of joy. If your kid comes in at MS or HS, it's probably easiest if your kid is already a bit of an extrovert or at least willing to speak to teachers one-on-one. That being said, one of my children is not an extrovert, but she has had to learn--especially in HS--to communicate frequently with her teachers. As parents, we definitely encourage her to reach out to her teachers, but we do not email or contact the teachers directly.

We do worry about our introvert kid there in the LMS. No one is drawing them out and the loud voices get all the air time, jokes, attention.

I think that the loud voices get attention at any school. If you're really concerned, I would reach out to the advisory/homeroom teacher. I have found them to be very responsive and will email your right back or take the time to meet with you. It's kind of a tricky tightrope these days - on the one had, if teachers push kids out of their comfort zone and try to get them to speak up, some parents will be super critical and accuse the school of not respecting the child's anxiety; on the other hand, there are parents of introverts who are dissatisfied with the lack of attention that their quiet, well-behaved children are receiving relative to the loud ones.

This is at GDS??? Coddle kid families on one side and Help my kid families on the other? Sheesh.

I long for the days when parents just let teachers do their jobs.

Define “do your (teaching) job?”

Does that include grading work, grading tests, writing out report cards, returning graded work, sitting with students to remediate, telling parents what the child needs to work on, demanding respect and listening in the classroom?

yes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you don't think white people are the very root of all problems on the face of the earth from the justice system to global warming, you should look elsewhere.

Literally both of those problems were caused primarily by white people.

This is precisely the attitude you'll find at GDS. It's a combination of self-loathing to justify these families' elite positions, and coddling to make sure their children have every possible advantage and don't have to face real adversity. It's nauseating. The kids are smart but can't think for themselves. The parents compete with one another for which $3M house has the most BLM and "In this house we believe" signs. It's a perfect introduction for elite private liberal arts colleges.

To be fair, GDS takes this to an extreme. I support all the same social just issues that GDS is known for, but the school has developed a progressive hubris that Would be funny if the dogma wasn’t enforced like sharia law.

I doubt you're a GDS parent. What you described doesn't reflect our experience there at all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you don't think white people are the very root of all problems on the face of the earth from the justice system to global warming, you should look elsewhere.

Literally both of those problems were caused primarily by white people.

This is precisely the attitude you'll find at GDS. It's a combination of self-loathing to justify these families' elite positions, and coddling to make sure their children have every possible advantage and don't have to face real adversity. It's nauseating. The kids are smart but can't think for themselves. The parents compete with one another for which $3M house has the most BLM and "In this house we believe" signs. It's a perfect introduction for elite private liberal arts colleges.

To be fair, GDS takes this to an extreme. I support all the same social just issues that GDS is known for, but the school has developed a progressive hubris that Would be funny if the dogma wasn’t enforced like sharia law.

I doubt you're a GDS parent. What you described doesn't reflect our experience there at all.

Really? Not at all?…

[Anonymous]

We’re starting in the fall. Will my science/engineering-loving kid be supported there? He’s not really into liberal arts, although he can hold his own in that arena when required. He has his heart set on MIT and while I know things change over four years I’m hoping he will find his people and support there if that continues to be the trajectory he wants?

[Anonymous]

If he really wants MIT he would be better off at a Public school. There he could be a big fish but at GDS he will probably be just one of many super brilliant kids in a rather small pool.

[Anonymous]

Many more super brilliant kids in public magnets. But the kid will do fine at GDS. And it’s harder to inject current progressive views into the hard sciences so he’ll get some balance in his classes.

[Anonymous]

Anonymous wrote:We’re starting in the fall. Will my science/engineering-loving kid be supported there? He’s not really into liberal arts, although he can hold his own in that arena when required. He has his heart set on MIT and while I know things change over four years I’m hoping he will find his people and support there if that continues to be the trajectory he wants?

Sure he can try but be sure to do the stem clubs and contests and internships.

If no MIt or CalTech or Stanford or Carnegie Mellon BS or MS, would he be happy with one of those No-labs applied engineering majors at an Ivy? Or want to do a more lab based engineering degree at a top state school or program? Be ready to answer that. Talking to employers also helps, some don’t prefer to hire from BA/MA applied majors, they are just too different from other global and BS stem programs.