The
CARDIGAN CHRONICLE Fall 1992
Help is Always Here When It's Needed Cardigan's Tutorial Programs Provide More Individualized Learning One of the questions that is frequently asked by potential students' parents, visiting educators, and educational consultants is, "What makes Cardigan so special? Why should Cardigan be chosen overother schools?" The answer to this, in part, is due to the fact that help is always available when students need it, and often this assistance is in a one-to-one or tutorial situation. Cardigan's academic programs offer individual help to students in a number of areas. Not only do small class sizes enable the student to receive individual attention in the regular content area classes, but several other programs, including the Language Learning Lab, Math Lab, ESL, conference periods, and teacheroffice hours, offer numerous opportunities for one-toone instruction and help from teachers. Unlike many public schools, and some private schools as well, Cardigan does not remove- a student from mainstream classes in order for him to receive tutorial assistance. The schedule is set up so that most students can receive this help in language skills or math without being removed from their regular classes. This lessens the stigma that can be attached to programs requiringstu_dents to attend learning centers that take the place 'Of regular classes. Cardigan has become well known for its Language Learning Lab program which offers tutorial assistance to students with a variety of special needs. One might find at one end of the spectrum a student with a specific learning disability, includ-
Marja Brandon Drevitch
Dates to Remember Christmas Pageant Vacation ends/ Students Return
Dec. 17
Jan. 4
Parents' &Alumni Winter Weekend Feb. 6 - 7
ing such problems as dyslexia, dysgraphia, and dyscalcula. Students in this category are apt to be exposed to such prescriptive programs as the Orton Gillingham approach to reading orother specialized programs which focus on au-
ditory or visual weaknesses. At the other end of the spectrum one would find those students who need support in their content area courses or who simply need a heavy dose of organizational and study skills. On the average, Language Lab tutors meet with their students three periods a week. However, it is also not unusual to see these teachers going beyond this norm to oversee these same students during their daytime study halls. The Math Lab also serves the needs ofmore than one kind of student. On one hand, the student
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Moral Climate Workshop Enriches Campus Tone ofNew Winter Session.:
Reorganized Department ForgesAhead Cardigan's new Foreign L;m~ guage Department Chairman, Tom Wilkes, has the department up and running, and he cites three major factors in the department's recent forward strides: the resurrection of the foreign language laboratory, physical changes in the department's site in Stoddard Center, and new systems of accountability for foreign language students and faculty alike.
Foreign Language Goals Tom (who is from Georgia and who jests that he has his students conjugate their verbs using "y'all") spent a good portion of tile summer putting together a Foreign Language Handbook which covers the department's various new goals and requirements. It is clear that he envisions his foreign language faculty as working within a framework. "My major goal for the department," he explains, "is not
Marja Brandon Drevitch is a Valuable
Facilitator For Pre-School Faculty Discussion At the close of the school year last spring, the faculty broke into focus groups to discuss areas of concern identified by the administration, faculty, parents, and students. One of the groups was assigned the difficult task of evaluating the moral climate of the School and making recommendations for enhancement of that portion of our program. While the committee felt that we do a fine job in fostering the moral growth of our students, there was a call for further introspective analysis of the climate on campus. To that end, the School invited a guest speaker to facilitate discussion on the issue of moral climate at fall faculty meetings this September. Marja Brandon Drevitch addressed the faculty on the issue of morality, focusing express Iy upon gender stereotypes and the moral characteristics we hope to foster or instill in students. Ms. Drevitch has extensive knowledge in this arena, earning degrees from Wellesley and Harvard before applying her background in the role of Dean of Students at Lawrence Academy, a coed secondary school in Groton, Massachusetts. Her position at Lawrence involved counseling, especially surrounding issues of sexuality, and led to her current role as a visiting lecturer and advisor to other schools and organizations. Ms. Drevitch has worked with the faculties of many schools in the northeast, including Belmont Hill, Bancroft, and Groton, in addition to working with many parent groups, school counselors, and nurses. Highlights of the session were two group activities. In the first, the faculty divided into groups of four which
ideally were heterogeneous with regard to gender and age. Each faculty member then completed a questionnaire which asked to what degree one agreed or disagreed with a series of statements such as, "A woman should stay home to raise her children." Following completion of the questionnaire, members of the group discussed their varied responses and explained their reasoning. Discussions which followed exposed differences in opinions and lent _· understanding to different points of view. only to see that it runs efficiently, but also In the next exercise, Ms. Drevitch to see that the teachers in the department led the faculty in brainstorming a list of . work together in a professional manner, adjectives we would use to describe our sharing ideas." ideal student. The result was a chalkboard He encourages his colleagues to full of positive adjectives. Splitting into acquaint themselves with professional groups once again, we were asked to select materials and language-teaching theory the most important three. There was conas much as possible, and he is also adding siderable debate among the group mema new system of mandatory peer class bers as the long list was reduced to three visitation in which teachers observe one and further debate among the groups themselves as lists were announced. When all another in classes to encourage each other the votes were tabulated, however, the continued, p. 7 faculty agreed that our ideal student should exhibit: honesty, compassion, a sense of humor, diligence, self-respect, and respect pg. for differences. It was interesting to draw this out of two hours of discussion and debate, because the traits of our "ideal Admissions, Development, boy" were strikingly similar to the traits and Placement News 2 we expect of each student as outlined in Headmaster's Message & our code of conduct: Board News 3 1) I will be honest. I will respect myself and other members of the Cardigan comFaculty Features & Faculty Development 4-S munity. 2)1 will putforthmybesteffortinall areas Parents' News 6-7 of school life. Sports 3) I will present m yselfand represent Car8 digan in a positive manner. Alumni News 9-12 4) I will support the standards of Cardigan·
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