Confidence and Independence

Meaningful, relevant, mission-driven experiences incorporated throughout our school program, call upon our young learners to stretch and grow as thinkers, and encourage autonomy and self assurance.

When they design and build mini-cars to meet a racing challenge, engage in debate during Socratic seminars, critically examine and discuss works of art at the Guggenheim by masters like Etel Adnan, deconstruct a play in soccer, or reflect upon the meaning they derive from their own family’s faith or spiritual tradition, our boys are cultivating crucial independence of thought from which all other independence springs. 

In all disciplines, boys work collaboratively and on their own. Each boy's idea is considered respectfully by his peers. Peer feedback is constructive and kind. In the youngest grades and up, boys gain confidence in the many chances they have to develop and hone presentation and public speaking skills: be it presenting the books they write, illustrate, and publish in Kindergarten; their deep dive into “civilizations” in Fourth Grade; or the high-level art lectures they deliver in Eighth Grade. 

Throughout our Sophrosyne character and wellness program, which runs from Pre-K through Eighth Grade, boys employ strategies to express their thoughts and feelings, and learn to advocate for themselves in a variety of social situations, always with respect and empathy as guides. Our emphasis on character development and deliberate moral introspection prompts boys to pause before making difficult decisions and to respectfully stand up for what they believe is right. Development of interpersonal skills, including speaking with adults, provides them with the ability to respectfully address issues as well.

Beginning in the Second Grade, boys use an academic planner to record their assignments and set themselves up for organizational success. In Upper School, strong emphasis on organizational skills and time management bolsters boys’ ability to manage their work without oversight. Our study program focuses on developing comprehension and note-taking techniques as well as time-management, organizational, study and test-taking skills. 

Academic independence is promoted throughout learning units, such as the Eighth Grade cellular biology and art history program that have been reversioned through our Teaching for Understanding framework. TFU was developed at Harvard School of Education and is used by all of our teachers to deepen the learner’s understanding. Performances of understanding (activities) for each unit are scaffolded so boys become increasingly autonomous as they move through the performances. Initially, teachers model how to do something, then they provide guided practice, and finally the students are asked to independently apply what they have learned to novel experiences. 

Daily Commons and Office Hours are also designed to promote autonomy. Students have a schedule showing which teachers are available on which days and they are encouraged to seek out their teachers for support or extra challenge. During the past few years, we have seen boys become increasingly proactive about meeting with their teachers.

Boys also build their confidence through mastery in multiple arenas fostered through Saint David’s emphasis on the classical tradition of balance among the school’s four pillars: academics, the arts, athletics, and spirituality. Beginning in the Fourth Grade, boys can serve on the Student Council, where they work with fellow representatives to contribute meaningfully to the school and broader community.

In the Eighth Grade, the secondary school process allows boys the opportunity to reflect on who they are and what they want for their secondary school experience— a big leap in our boys’ development as independent individuals. Navigating a new landscape and finding their place, making new friends, and discovering leadership opportunities in secondary school build confidence in our boys’ ability to approach the college admissions process, while also easing the transition at this important juncture.

Ultimately, the following is most essential in any discussion of fostering independence and confidence: Our boys are not taught what to think; they are taught how to think. They learn to pose the right questions, at the right time, to the right sources; and to analyze and evaluate diverse ideas with open-mindedness and respect, using solid criteria, data, past knowledge, creativity, and moral/ethical considerations… That They Be Good Men.