I've been at GDS since 7th grade, and am going into the high school in a few weeks. I won't deny that at GDS there are kids that are unpopular, and there's rumors that get spread and occasionally cases of bullying (though coming from public school, there is much less than many schools) but this is true of every school in the D.C. area. Having friends at Alice Deal, Sidwell, School Without Walls, Burke, Maret, Wilson and most other schools in the area, there isn't a single school that is void of this. It's a social architecture that's bound to man, whether we like it or not. However, the policies at GDS help to break down this structure into a level playing field for all of its students and faculty. Calling teachers by their first name humanizes them so that they're not some superior being with divine and holy knowledge gifted upon them. Instead it makes them feel like your friend, and makes it much easier to come up to them after class. The discussion oriented classes emulate many of the values of the Harkness table. The students are practically teaching each other through the brilliant discussion that ensues from the curiosity and desire to learn that everyone brings to class, while the teachers moderate the conversation and push it in new directions every now and then to keep the debate interesting and to cover the necessary topics. The teachers are often more like moderators. This all melds together to make the students and teachers partners in education. So to re-iterate, yes there are kids who are "unpopular" and there are kids that don't work hard, but you will find these people at every school, and it's unfair to hold it against GDS. I have received a fantastic education at GDS, and I the friendships that I have formed their will last me the rest of my life. I'm not trying to glorify the school, because it has many problems (it does have somewhat of a reputation involving underaged drinking) but I look forward to the next four years there, as does everyone. I hope I was able to provide some enlightenment.

My children attend GDS and we find it to be a wonderful, respectful community. It is surprising to see so many inaccurate and unfriendly comments spread around, some by people who appear to have not even visited the school. I would say that if you are interested in it, look at the website, which conveys a lot about how the school really is in terms of the curriculum and value, and then set up a time to go on a tour. That way you can see the children and teachers and get a feel for the place yourself. This area has so many wonderful schools, there is bound to be a good fit for everyone somewhere. Two last thoughts are that I have found the children there to be very respectful and cooperative. Additionally, it is a diverse community, with students of all different backgrounds both racially and socio-economically. There are certainly a few kids that one might describe as over privileged, but in my experience that is the case at any of the private schools. At any rate, for our family, it has been a wonderful community and academic experience, with an emphasis on the arts and community service.

Sidwell's students call their teachers Mr/Mrs and it doesn't seem to translate into any greater respect for for authority when you look at the recent incident described on another thread.

GDS is an impressive school academically and also has a great social climate. GDS students tend to be accepting and care about personality rather than race, appearance, or socio-economic status when choosing friends. Many students are attending GDS on financial aid-- no students know who is and who isn't and they don't really care.

The first name basis aspect of the teacher-student relationship does not encourage disrespect. On the contrary, it encourages students and teachers to have a relationship of mutual respect. Students and teachers are comfortable working together to improve the students's work and find the learning style which suits the students best.

After a year or two, parents who were originally put off by the use of first names become comfortable with it. They generally notice the healthy relationship between teacher and student which enhances the students learning experience and makes the students more comfortable with sharing their work with others and receiving and interpreting constructive criticism.

NP/Current GDS parent of a MS'er.

I'm somewhat skeptical of the claim (specifically "several") because there just aren't that many kids who come and go (for whatever reason) on that timeline (enter 3/4 exit before 9). One kid in my DC's class fits that profile and I haven't seen lots of kids leaving in subsequent classes. That said, the boy I'm thinking of (whom DC and I knew and liked) may be one of the children the PP is thinking of.

It may be the case that when kids enter a school in 3rd or 4th grade and the family subsequently decides that they chose the wrong school for this DC, both kid/parents are more likely to conceptualize the problem as having been one of exclusion (everybody else seems to like each other and get along -- I must have missed the bonding years), whereas if the DC had enrolled in the same school at PreK or K (or whenever the school begins), and had the same experience, the more likely characterization would have been "not a good fit."

Obviously, bullying's a separate issue and when parents bring it to the attention of the administration, it seems to be dealt with swiftly and firmly. From what I've seen (and DC's a lifer), bullying is not non-existent but it's not prevalent either. And 20:18 is right that the school is pro-active on this issue. I think it is an issue where parents may have to bring it to the attention of the school (especially if it's playground based and supervision is by PE teachers), rather than teachers picking up on it themselves. And that the administration's swift/firm reassertion of school norms is effective to the extent that the parents of the bully back the school up. Most do, but there is the occasional recurrent offender.

I'll also add that the mainstream is much more broadly defined at GDS than at many places and that means that some kids who might get a lot of grief elsewhere (especially around gender norms) have no problems at GDS. A couple different parents have commented to me on this with great relief and I've seen it too in some other cases.

Bottom line -- school's a civilizing process for some kids and GDS takes that aspect of education seriously.

Anonymous wrote:I've known several kids who left GDS around the upper elementary/middle school level because they were being bullied and excluded. These kids had started in 3rd or 4th grade. Perhaps that's the exception, but it's worth mentioning. These kids moved on to Sidwell, Field School, and Aidan Montessori.

Interesting...I wonder when this happened? We were told that the curriculum is such that when children enter the late elementary years (esp. 5th grade) there is a tremendous focus on conflict resolution. Perhaps this change was spurred on by these incidents and increased school sensitivity to bullying in general? DC is in K, so we haven't reached this part of the school yet--but I have to say that the the administration and current parents' comments about how GDS handles bullying seem quite thoughtful and pro-active.

I've known several kids who left GDS around the upper elementary/middle school level because they were being bullied and excluded. These kids had started in 3rd or 4th grade. Perhaps that's the exception, but it's worth mentioning. These kids moved on to Sidwell, Field School, and Aidan Montessori.

New parent to GDS here, and I have to say that thus far, I am overwhelmed by how welcoming the entire community has been. DC has been in school for a week and a half, and we've already meet dozens of parents, school administrators, and teachers. I'm impressed by how they already seem to know the students and parents by name (yes, first name basis!), their engagement, and their enthusiasm for the school. Thus far, it seems like a very warm, friendly place to be--DH and I are both looking forward to being part of this special community.

Anonymous wrote:I've never met a GDS student who was not extraordinary. No dog in this fight, just know a number of alum and current students and their families socially.

i have met a lot of GDS kids who weren't extraordinary....when I was student there.

I've never met a GDS student who was not extraordinary. No dog in this fight, just know a number of alum and current students and their families socially.

Both my children attended GDS from 5th grade through high school. Our family lived for periods of time in Belgium and the Netherlands and we were impressed by the schools in both places. But GDS was more than a few steps ahead. The academics were exceptional (compare the number of National Merit Scholars at GDS with other area schools.) The teachers were unfailingly helpful and the students surprisingly open and friendly. Both my kids played sports, and with one exception, every coach was focused upon the process rather than the final result.
Denis Collins

I was just thinking the same thing. Well written 14:14!

Anonymous wrote:I accidentally stumbled onto this thread (and forum) through a Google search looking for something on the GDS website, and I'm dismayed but not surprised at the overall misconceptions people have about the GDS culture. I'm a current GDS student and "lifer," attending since Kindergarten, so I've always called my teachers by their first names. In my opinion, the first name policy has a wide range of benefits. Academically, it creates a unique student-teacher dynamic where it's acceptable for the students to learn from the teacher, and the teacher to learn from the students. It helps the classroom environment break away from rote lecture and memorization, and instead spark substantive dialogue where all members of the class are able to hone critical thinking skills and establish individual voice. It doesn't breed disrespectful students--even though I've never had a teacher I call Mr. or Mrs., I've always addressed adults outside of the classroom using the appropriate title. Students know the GDS environment is a unique social context, and certain practices within the walls of the school are best kept there. If anything, GDS gives students the social education to recognize the various spheres they'll occupy in life--school, family, and later work-- and how to acclimate accordingly. GDS instills a sense of social responsibility in the student body that implies respect for others (including elders) from day 1, so students are unlikely to interpret the informality as a license to insolence.

My gushing over GDS aside, every school is unique. I have friends at just about every high school in DC, and the difference in quality of education between the "big names" in DC schools is virtually null. Kids should visit schools and end up where they feel most comfortable; education should be enjoyable.

the maturity and common sense in this post says alot for GDS, i have to say.

I accidentally stumbled onto this thread (and forum) through a Google search looking for something on the GDS website, and I'm dismayed but not surprised at the overall misconceptions people have about the GDS culture. I'm a current GDS student and "lifer," attending since Kindergarten, so I've always called my teachers by their first names. In my opinion, the first name policy has a wide range of benefits. Academically, it creates a unique student-teacher dynamic where it's acceptable for the students to learn from the teacher, and the teacher to learn from the students. It helps the classroom environment break away from rote lecture and memorization, and instead spark substantive dialogue where all members of the class are able to hone critical thinking skills and establish individual voice. It doesn't breed disrespectful students--even though I've never had a teacher I call Mr. or Mrs., I've always addressed adults outside of the classroom using the appropriate title. Students know the GDS environment is a unique social context, and certain practices within the walls of the school are best kept there. If anything, GDS gives students the social education to recognize the various spheres they'll occupy in life--school, family, and later work-- and how to acclimate accordingly. GDS instills a sense of social responsibility in the student body that implies respect for others (including elders) from day 1, so students are unlikely to interpret the informality as a license to insolence.

My gushing over GDS aside, every school is unique. I have friends at just about every high school in DC, and the difference in quality of education between the "big names" in DC schools is virtually null. Kids should visit schools and end up where they feel most comfortable; education should be enjoyable.

Anonymous wrote:

Anonymous wrote:I am so sorry to see that people that reply to these posts know nothing about what they are talking about. After attending ONE open house I can answer the first name question. It has nothing to do with a lack of respect or trying to insinuate that all adults are equal. When GDS was founded, as the first intergrated school in DC, all black americans had to address whites as Mr. and Mrs. - regardless of roles. This school decided that everyone would call each other by thier first names to avoid the racist conotations of salutations. Please do your research people before you anser these questions. Just saying mr or mrs does not in anyway teach respect - its a facade. respect is taught in many ways. My children call some of my friends by thier first names, and other people they don't know by mr and mrs. Do you really think this means they don't respect my friends? I am sorry that you are so close minded. And those kids don't drink coffee in middle school. If you are trying to diss GDS, your going to have to try harder than that.

Titles are used to convey respect. So because whites were disrespectful to black Americans, we should throw out titles altogether to show black Americans we have now learned to be respectful. I'm just having a hard time buying this logic. It seems to me that if you want to show respect to black Americans, you should use a proper title. I don't care for my children's friends calling me by my first name but I don't make a thing of it b/c so many other parents seem to love it. But it gives me the creeps a little to have young kids who hardly know me call me by my first name.

African-Americans and Jews who founded GDS decided that this is what they wanted to do. It wasn't a bunch of white Americans who unilaterally made this decision. My kids attend GDS and, like Vegas, what happens at GDS, stays at GDS. My young kids understand how to toggle between the various worlds in which they live, how to address the myriad adults in their lives, etc. There are probably some GDSers who address all folks by their first name. But I know children from a range of independents in the area and they operate with varying degrees of formality. Respect is not the mere act of using titles but what characterizes the person's behaviour over the course of the interaction.