Fourth and fifth grade teachers present material that excites and challenges boys. In fourth-grade science, for example, they study tidepools and the ocean. In fourth and fifth grade language arts classes, they discuss character development, imagery, and writing style. Teachers use varied approaches to help boys maximize their intellectual growth and to become more independent learners.
Boys are coached to develop the executive functioning skills they need to succeed, including time management. They learn what it means to be a good participant in class and a good sportsman on the playing field. They practice communicating effectively with their peers and teachers. These activities develop their confidence and help each boy better understand himself. Boys also work hard at understanding and internalizing Fenn’s core values of honesty, courage, respect, and empathy.
With small classes, teachers are able to give each boy individual attention. The homeroom teacher serves as the boy’s advisor and his language arts teacher. A boy may also have his advisor as his science or social studies teacher. Students move between classrooms for other subjects. The homeroom and the homeroom teacher serve as the boy’s anchors. They give each boy a feeling of security, while allowing for the movement between classes boys love and need.
Boys with intellectual potential and learning style differences can join the two-year Intensive Language Program for small group instruction in reading, writing, and spelling.
Boys with intellectual potential and learning style differences can join the two-year Intensive Language Program for small group instruction in reading, writing, and spelling.
|