Stanbridge 学者
Stanbridge Academy holds the fundamental belief that 所有 students are capable of learning. Teachers at Stanbridge understand that students learn at their own pace, in their own style. Our students often learn best when given multi-modal learning opportunities, and teachers incorporate visuals, use auditory stimuli, and provide opportunities for kinesthetic learning 是适用的. Our teachers work to understand students’ academic baselines, then incorporate the i+1 和 Zones of Proximal Development models to provide appropriate accommodations, 修改, and scaffolding to support student learning.
Stanbridge Academy maintains sm所有 class sizes (gener所有y keeping classes at or below a 8:1 student-to-teacher ratio), and teachers are able to learn about students’ interests and incorporate those interests into their lessons, 是适用的. Teachers understand that their role as educators requires the ability to be flexible to students’ ever-changing needs. Lessons are created using the principles of universal design and differentiation, but further individualization can take place as needed. This means that teachers often have big-picture lessons, but the details of those lessons can—and often do—change daily. Teachers at Stanbridge Academy also understand that teaching to the majority of students in the class is not effective for our student population. Often teachers spend significant time and consult to identify strategies to reach students who need additional support. Our faculty works in collaboration with our Learning Specialist to create an individualized learning profile for each student, to define individual learning goals and appropriate accommodations. 技术 is integrated in the classroom throughout 所有 grade levels to engage students and enhance their learning experience, while assistive technology is accessible to 所有 teachers and students to ensure effective learning.
点击下面的 read more about each grade division's academic program
Elementary (Grades K–5)
Middle School (Grades 6–8)
High School (Grades 9–12)
Transitions Program (College Prep and Postsecondary 咨询)
Our academic program is just one part of teaching to the whole child
在Stanbridge, teachers understand that their job is not only to teach academics, but to be cognizant of the social and emotional needs of students. Teachers, with the support of the 咨询工作人员 和 speech and language pathologist, use a positive, schoolwide behavior support system. 语言从 The Zones of Regulation and language inspired by Michelle Garcia-Winner's 社会思想 help students self-monitor their emotions and behavior. Teachers help students individualize their personal goals and provide positive reinforcements (points, tangible rewards) for expected behaviors. Teachers recognize when students are not ready to learn and encourage them to seek emotional support. This often includes encouraging students to meet with a counselor, logging perceived emotional states on 夸张地表现感情 (an online schoolwide system), and scheduling meetings or creating individualized support plans as needed.
For more information on the use of technology at Stanbridge, our 演讲 & 语言 services, 咨询 Department, and other 项目 we provide, visit the 项目 section of our website.
Stanbridge Academy maintains sm所有 class sizes (gener所有y keeping classes at or below a 8:1 student-to-teacher ratio), and teachers are able to learn about students’ interests and incorporate those interests into their lessons, 是适用的. Teachers understand that their role as educators requires the ability to be flexible to students’ ever-changing needs. Lessons are created using the principles of universal design and differentiation, but further individualization can take place as needed. This means that teachers often have big-picture lessons, but the details of those lessons can—and often do—change daily. Teachers at Stanbridge Academy also understand that teaching to the majority of students in the class is not effective for our student population. Often teachers spend significant time and consult to identify strategies to reach students who need additional support. Our faculty works in collaboration with our Learning Specialist to create an individualized learning profile for each student, to define individual learning goals and appropriate accommodations. 技术 is integrated in the classroom throughout 所有 grade levels to engage students and enhance their learning experience, while assistive technology is accessible to 所有 teachers and students to ensure effective learning.
点击下面的 read more about each grade division's academic program
Elementary (Grades K–5)
Middle School (Grades 6–8)
High School (Grades 9–12)
Transitions Program (College Prep and Postsecondary 咨询)
Our academic program is just one part of teaching to the whole child
在Stanbridge, teachers understand that their job is not only to teach academics, but to be cognizant of the social and emotional needs of students. Teachers, with the support of the 咨询工作人员 和 speech and language pathologist, use a positive, schoolwide behavior support system. 语言从 The Zones of Regulation and language inspired by Michelle Garcia-Winner's 社会思想 help students self-monitor their emotions and behavior. Teachers help students individualize their personal goals and provide positive reinforcements (points, tangible rewards) for expected behaviors. Teachers recognize when students are not ready to learn and encourage them to seek emotional support. This often includes encouraging students to meet with a counselor, logging perceived emotional states on 夸张地表现感情 (an online schoolwide system), and scheduling meetings or creating individualized support plans as needed.
For more information on the use of technology at Stanbridge, our 演讲 & 语言 services, 咨询 Department, and other 项目 we provide, visit the 项目 section of our website.
