Galloway School and its community philosophy -- and the educational philosophy of its founder, Elliott Galloway -- are inseparable. Central to this philosophy are several assumptions: children learn best when they are drawn rather than pushed to learning, when they are comfortable, when they are respected, and when they are challenged.
Children from ages two through the end of high school enjoy learning at Galloway School. Their learning experiences encompass structured group interactions as well as teacher-directed activities, free-play, physical skill development, problem solving, and socialization, all across broad curricula. Yet, even with the range of activities that take place within and without the walls of Galloway School, each experience is thought out with respect to individual differences among students. Children are drawn to learning at Galloway because they are neither asked to do things for which they are not ready nor held back when they are able to move ahead.
Children from ages two through the end of high school are comfortable at Galloway School. They sit in circles and around tables rather than in uniform rows of desks. The overall atmosphere is caring, encouraging, and conducive to the development of self-esteem. Students, parents, and teachers recognize that individuals develop along diverse pathways and at different rates. Children have different styles of learning, different backgrounds, different interests, and different aspirations. At Galloway School, respect for these differences is paramount. It is a respect that supersedes simple expediency and that guides the entire planning and teaching processes at Galloway. It is, finally, a respect that permeates the Galloway community of children, parents, and teachers.
Children from the age of two through the end of high school are challenged at Galloway School. A low student-teacher ratio of ten to one makes it possible for teachers to effectively address individual differences. Throughout Early and Middle Learning, the development of problem-solving skills is an important part of the curriculum. This focus continues in Upper Learning as students are encouraged to select from an array of rigorous, college-preparatory courses. The core curriculum in Upper Learning is four years of English, three of mathematics, science, and social studies and two of foreign language; students throughout all levels of the school are exposed to music, art, and physical culture. The whole program at Galloway School is crafted to bring children into themselves, to bring them to a point of acceptance of responsibility for their actions, their freedoms, and their learning for life.
Galloway School is many things. It is a place, an idea, a process, a student body, and a faculty. It is all of these things together and more. Galloway School is a community of learners and doers and thinkers.
1 comment:
Thank-you for this blog. Mr. Galloway was my math teacher & headmaster 1965-68. I attest to being drawn-not-pushed to learning, neither asked to do things for which they are not ready nor held back when able to move ahead. Although graphic design was my first career, I have now decided to be a 3rd grade teacher when I grow up ;-) This is the legacy of Elliot Galloway, as headmaster of the progressive Holy Innocents' School, to have inspired so many future educators. His school (H.I. or Galloway) was a truly caring, inspiring community, and thus quite successful in cultivating lifelong love of learning. He must have a disproportionate amount of alumni in the field of education.
~ lydiATrocketmailDOTcom
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