Our Philosophy
We affirm that education begins at birth and continues throughout life. While our emphasis is on our children, we are a center of support for all in the areas of continuing learning and the development and process of becoming whole and healthy people.
Our goals for students are for them to be open minded and compassionate, to gain a sense of themselves and others, and to understand and appreciate the diversity of the human condition. The New Gate School wants students to be well trained in the basic academic disciplines, to fulfill their creative potential, and to gain satisfaction in their physical, emotional, social, and intellectual development. We want students to love learning and to value knowledge, creativity, and humor. It is our hope that students will be responsible citizens, critical thinkers, caring members of a pluralistic society, and will recognize that they have the power and resources to effect change. Finally, it is our hope that the students at New Gate School will aspire to pursue and achieve their goals.
I. We believe that every member of our community has a fundamental right to be treated with respect, regardless of age.
A. We respect the fundamental human needs, rights, and dignity of each person, no matter how young, as a full and independent person who is engaged in the ongoing process of development. During this process, while honoring the right to self-determination, we model and encourage certain values: kindness, honesty, warmth and openness, respect for each person’s uniqueness, tolerance, cooperation, good sportsmanship, and nonviolence.
B. In keeping with the true meaning of the word discipline, defined as “to teach”, we prefer to model and encourage appropriate, kind, and considerate ways to behave in various situations.
1. We use positive reinforcement whenever possible to encourage progress and to acknowledge contributions. We focus on the positive, and the individual’s role rather than focusing on solely on a set of rules and the consequences of breaking those rules.
2. We encourage and model ways to negotiate in conflict situations so that, whenever possible, everyone can win, and at the very least, everyone feels that his or her feelings and needs are respected.
3. As necessary, we cue and remind people of appropriate behaviors before they forget.
4. When behavior is inappropriate and a gentle reminder isn’t enough, we intervene and, respectfully yet firmly, stop the behavior.
5. Our ultimate goal is to encourage self-discipline and self-motivation as the reasons for behavior rather than fear or motivation from external factors.
C. We recognize that most misbehavior comes from discouragement. We, therefore, do not label a child as ‘bad’. Instead, we try to recognize the mistaken reasons for the misbehavior. In most instances, an individual misbehavior is the result of an attempt in searching for a place to fit in within the family or community, even if it is an undesirable place. We then look to find appropriate ways to encourage the individual to use self-discipline, and to recognize the “triggers” of misbehavior before that behavior is repeated.
II. We believe that intelligence is not rare.
A. We approach learning seeking to understand each person’s uniqueness and guide her individually and at her own pace, through the range of learning skills so she fully realizes her potential. We do not subscribe to the “Bell Curve” theory for measuring performance, and respectfully submit that the vast majority of people have the intelligence and natural ability required to learn everything they need to lead happy, full, and productive lives.
B. We celebrate the natural diversity of human beings, be it in learning style, interests, or definitions of what makes for happy and fulfilling lives.
III. We believe that wisdom can be cultivated.
A. We believe that true wisdom is the ability to listen to your heart and know how best to put your intelligence to work for you. In order to achieve this goal, self-esteem, human dignity, and emotional well being, as well as the ability to communicate and cooperate effectively with others, must be valued at least as highly as academic and material success.
B. We affirm the ideal of the “Renaissance individual”. Our ultimate goal is to produce Renaissance men and women who have not only learned how to learn, but have also developed an innate love of learning, a wide range of interests, and an openness to new ideas and possibilities.
IV. We believe that self-esteem is the crucial ingredient for the full expression of a person’s potential.
A. We believe in nurturing self-esteem. We strive to base every interaction between community members, from how we discipline to respecting personal learning styles and stages of development, on this principle. This is the very fabric of our community and our educational methods.
B. We encourage learning from experience. We consciously
encourage our students to not be afraid of taking risks. Students are encouraged to utilize their countless positive and negative experiences that they will inevitably have as non-threatening feedback on their progress and personal growth.
C. We set our expectations high. We do not ask individuals to do more than they are capable of, but consistently stress at all grade levels the importance of careful work and the importance and necessity of pride in their numerous accomplishments. The reward is not in a quantity of work achieved, but is found in satisfaction of work done well for its own sake. We carefully build a supportive environment for the unhurried mind to move steadily toward the pursuit of excellence.
D. We acknowledge the place of competition. We encourage the development of respect for natural abilities. While we allow people to experience defeat by separating the deed from the doer in all things, we seek to minimize any negative effect on self-esteem that defeat or lack of natural ability in an area might have. We do not believe that it is either necessary or appropriate to inspire unrestrained academic pressure and/or scholastic competition among students. We cultivate the ability to accept success with grace, to cope with defeat or loss with dignity, and to build on the individual’s experiences. We ensure the right to choose whether or not to participate in competitive activities, and we stress the principles of good sportsmanship.
V. We believe that the development of a whole, healthful being requires the nurturing of our many dimensions. These dimensions include the spiritual, intellectual, physical, and emotional aspects of the individual.
A. We recognize the necessity of nurturing ones spiritual development. While we feel it is each person’s task to develop his or her own understanding of the nature of the universe and the individual’s place in it, we proceed on the premise that our world is a beautiful, positive, loving place, and is a setting that provides the potential for each person to lead a full, free, joyful, and healthy life.
B. We recognize the necessity of nurturing ones intellectual development. The intellect is an important tool in the shaping of our world. Through the development of our thinking abilities, we refine our emotional responses, we clarify our picture of the universe, and we develop the discipline to maintain vibrant health.
C. We recognize the necessity of nurturing ones physical development. We recognize that the intellectual and emotional potential and capabilities of our brains are, like any other organ, dependent on a clean, healthful bloodstream. We acknowledge our place in the physical world and seek to discover, understand, and utilize the ingredients most beneficial to our bodies and minds. Among these are fresh air, pure water, exercise, sunlight, and proper diet.
D. We recognize the necessity of nurturing ones emotional development. Our emotions are complex and powerful, and it is important that we learn to feel them fully and without fear, to identify them correctly (in ourselves and others), to respect them, and to accept them. It is equally important, however, that we learn to harness the power of our emotions and not let them control our lives unchecked.
VI. The New Gate School is centered around the stages of personal development.
A. Developmental stages: Our faculty is actively involved in a continual study of human development. This study includes keeping abreast of current theories on development, regular student observation, and a constant evaluation of the curriculum to ensure that it is appropriate for the developmental stages of our students.
B. Active learning: We promote active rather than passive learning by encouraging students to pursue studies in all areas of their spontaneous personal interests. Students will use hands-on ‘experiential’ learning whenever possible, rather than a lecture and drill process whether through concrete manipulative learning materials, experimental discovery seminar discussions, independent library research, field investigation, or computer simulations.
C. Passage to abstraction: To facilitate this process, we consistently work from a very concrete level of experience to the abstract. To aid students in learning, we begin by giving them the ‘big picture’ and work from this toward an increasing level of detail. This concept has created a spiraling curriculum in which skills and concepts are presented and reintroduced at increasing levels of complexity and abstraction over the years.
D. External structure: As necessary, we provide students with external structure and support in a committed effort to ensure that their developmental needs are met. We do this in a manner that reflects our expectations and philosophy.
E. Computers: We use the computer as a fundamental tool for learning, not only as an element of contemporary practical life, but also as an aid in the development of logical planning and problem solving. (Computer use begins at the Lower Elementary level)
VII. The New Gate School provides a broad preparation for life, balancing academic excellence with development of personal and practical life skills.
A. Success: We design our education program to maximize each person’s academic and personal success. We strive to encourage people to build on their strengths and personal learning styles and to learn from their mistakes. We encourage skills that support independent and successful learning, critical thinking, cooperative project management, reflective reading, problem solving, library research, use of technology, techniques for effective study, test-taking strategies, and techniques for focusing attention. We consider it equally important that our community members be successful human beings who can establish healthy relationships and achieve happiness in their personal lives. We teach our students to pay attention to and respect feelings, both their own and those of others. We help them to learn to solve conflicts effectively and fairly, and to express their feelings in a healthy manner. Group dynamics and communication skills are also stressed.
B. Practical life: To facilitate and encourage a sense of independence, we deliberately teach a wide range of practical life skills appropriate to each child’s level of development. We regard this as a vital element affecting the design of our entire curriculum. These practical life skills include:
· Eye-hand coordination and the use of simple tools
· Grace and courtesy
· Practical economics - the value and use of money, including how to earn and manage spending money
· Technology - the safe use of technology, such as telephones, computers, audio-visual equipment, and household appliances
· Transportation - as appropriate at each level, the safe use of alternate means of transportation other than a parent’s car, public transportation, and driver’s education
· Household engineering - how to set tables, wash dishes, cook, sew, iron, and launder clothing
· Health and safety -the development of sound habits of safety, nutrition and hygiene, along with the acquisition of first-aid skills and as developmentally appropriate, CPR
· Infant and child care
C. Empowerment: We make a concerted effort to empower people, to help them learn how to make responsible choices, to recognize that they are assuming increasing control over their lives as they mature, and to discover how to make a difference in the world around them by positive efforts and contributions to others.
VIII. We recognize that the first six years of life are critical to the development of one’s life.
A. We place a primary emphasis on building relationships with families as early as possible in order to help parents recognize the uniqueness of their child. We also work together to enhance the parents’ ability to parent.
B. We believe that the experiences children have at home and at school in their first six years of life are the most important because their self-concept and their concepts of the world and their place in it are set. What they will attempt and whether or not they will succeed are profoundly influenced by these beliefs. Although we as Montessori parents, teachers, and students are living proof that changes can happen after this critical period, the changes are accomplished with a “chisel and hammer on stone rather than with gentle fingers on wet clay”.
IX. The New Gate School is designed for flexibility in its methodology and use of resources.
A. Meeting individual needs: We use the Montessori approach, along with additional approaches and materials from the larger non-Montessori educational community, to provide opportunities for enrichment beyond the basic curriculum. We strive for individualized pacing and adaptation of the classroom program (when possible) to meet varied styles of learning.
B. Curriculum framework: In designing this individualized program, we follow an established curricular framework that includes New Gate’s expectations for basic academic achievement at each grade level, that lead toward graduation and appropriate placement for each child in college, professional school, and apprenticeships. In tandem with being an excellent college preparatory school, we are a life preparatory center.
C. Diverse learning styles: We regard a mix of backgrounds and abilities as a positive and important element in our community, and often find that because of our flexibility and individualized approach, children who may have been considered ‘special needs’ or ‘learning disabled’ in other environments can often experience a greater level of success within our community.
X. We strive for a balance between freedom, order, and responsibility.
A. We interpret the general principle of Montessori education, “follow the child” to refer to the importance of allowing students to pursue areas of spontaneous interest whenever possible. However, if a child needs more direction at certain times or is not internally motivated in a given area, we then feel it is our responsibility to acknowledge the personal preference yet continue to require that the necessary work be completed.
B. We strongly encourage participation in day-to-day classroom management, care of the environment, and decision making in order to facilitate the development of independence and a sense of engagement with the community. We seek to help each community member see the value of commitment both to our community and to the community of man. We also seek help each community member see that the good of the individual and that of the community and each of its members are interdependent.
C. We seek to show and teach our students that the freedom and education that they receive here comes with the responsibility to help others. Opportunities to perform community service include the adoption of needy families by the classes at holiday time, the sharing of clothes and toys with underprivileged children, and opportunities to volunteer at nursing homes, soup kitchens, and hospital nurseries