Posted on

Opening Remarks from Upper School Director Lowell W. Libby

Welcome back after so many miles hiked, biked, and paddled, services rendered, new connections made, old relationships deepened, and our collective appreciation for the natural environment heightened. It is a lot to ask of faculty to spend four days and three nights away from their lives be with you on these trips, but every leader I have spoken with so far has reported great things about being in your company such that the experience has fired them up about the school year. I certainly feel that way about my time with the 9th graders. That says a lot about you as a student body. So, when you see your trip leaders around campus – especially Blake who as OE coordinator has been breathing in for weeks now and is just now getting to exhale – thank them for all they do and then pat yourselves on your backs for a job well done. Continue reading “Opening Remarks from Upper School Director Lowell W. Libby”

Posted on

Upper School Gratitudes 2018

On the last day of school advisors asked their advisees to write down something they were grateful for over the past year. Answers varied from donuts to Breda White, and each advisor shared one or two at our closing assembly. The word cloud above highlights the most popular words in all their responses, and you can read all the wonderful things Waynflete students were thankful for by clicking here.

Happy Summer!

Posted on

What kind of school thinks all children deserve a “gifted” education?

5 Hallmarks of Gifted Education for Young Learners

By Anne Hopkins (Lower School Director) and Heather Tanguay (Grade 2-3 Learning Specialist)

Like all children, gifted students deserve a curriculum that meets their special needs.

Gifted students thrive in an educational environment that supports them at their intellectual level, regardless of their age. They benefit from faculty who are comfortable teaching in their most advanced subjects and who are not surprised if there are other areas where they may need support. They thrive in schools with a flexible curriculum that expands to follow the gifted child’s interests into deeper study of increasingly complex material. They also benefit from a school environment that provides emotional support and strategies for asynchronous academic and social/emotional development in all grades, from preschool to high school. Most of all, gifted students benefit from being celebrated for their whole selves, for their giftedness and ordinariness alike.

At Waynflete, we think all children can benefit from and deserve a “gifted” education.

Continue reading “What kind of school thinks all children deserve a “gifted” education?”