 In a traditional classroom,
one third of the school year is spent in review. For gifted
students, who within a week can devour a month of standard
classroom material, this slow pace and emphasis on review
can be devastating. At Rocky Mountain School an individualized
learning plan enables students to work at their own pace.
Students are never told they have to wait for classmates
to "catch up" before they can move on to more challenging
work. Because we understand that many students are as likely
to be visual-spatial learners and introverts as they are
to be sequential learners or extroverts, adjustments are
made for individual learning styles and personalities.
 Students are supported by faculty who understand the unique "special
needs" of gifted students. Low student teacher ratios
enable teachers to provide individual support and guidance.
Because teachers develop a genuine understanding of their
students and strengths, challenges and opportunities occur
on a daily basis. At Rocky Mountain School social, emotional
and spiritual development is given as much attention as
academic/cognitive development, enhancing each student’s
self-understanding, self-acceptance and his/her relationships
with others and the community. Students are grouped by
ability and
Gifted children who are with their true peers, often for
the first time, develop self-confidence and a sense of belonging
that is impossible in a classroom where they feel like "the
odd duck." These students are prepared to enter our
global community with confidence in their potential and the
ability to approach challenges with skills, creativity, thoughtfulness
and understanding of both differences and interdependence.
“I have seen many good
schools all over the world. Some were for the gifted
and others good private or public schools. Because
I love children I have become a critical observer
of those who serve them. I can say without
reservation that Rocky Mountain is one of the few schools
which combine a
warm receptive attitude with high intellectual and
academic stimulation both
so crucial for the gifted child.”
AnneMarie Roeper, Ed.D., Founder
of Roeper School, Author of Educating Children for
Life |
|
