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BEGINNINGS
When
fear and insecurity dominate, communication cannot succeed and achievement
cannot occur. Curiosity seems dangerous; "trying" risks humiliation.
Distrust inhibits self-expression in written work, in classroom responses,
in personal friendships, even in play.
New students
arrive at Robert Louis Stevenson School with understandable apprehension
and uncertainty. But in the reassuring environment created by the staff
and students, newcomers soon feel accepted. Each boy and girl is free
to be who he or she really is, no longer needing to conform to some idealized
image formed by an adult. In this atmosphere of acceptance and positive
regard, students begin to believe in themselves again. They can succeed.
The school
environment strongly conveys respect for learning and is designed to prepare
students for college. Though the program is not formal or rigid, expectation
of achievement is tangible and import; support is provided to allow all
students to succeed.
Teaching
gifted adolescents who have not realized their potential involves special
responsibilities. Teachers at Stevenson are sensitive to individual needs,
but also provide the leadership and control necessary for students to
feel secure. While setting clear limits, they accept their students sincerely
and are quick to give recognition to every sign of effort and achievement.
Our teachers excel in their academic fields and are involved in ongoing
training and supervision to enhance their pedagogical skills and psychological
understanding.
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