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What's the Typical Faculty Interaction and Supervision with The Student?
Making the decision to send a child to boarding school is a big one for many parents, and families must weigh the pros and cons of this unique situation and education. While it’s true that attending boarding school means that you won’t be able to see your child for months out of the year, the instruction and training that they will receive, both academically and individually can make the distance very worth it. The typical faculty interaction and supervision over the students varies depending on the type of boarding school.
Teachers and faculty members that work at boarding schools often live there, just like the students. What often emerges is a sense of community, family, and the formation of lifelong friendships, not only between students but also between students and teachers. Depending on the structure of the school that you choose, your child could have several different and beneficial structures of authority and companionship to have their lives enriched by.
In the classroom, there is much more interaction between students and faculty. This occurs because class sizes are much smaller at boarding schools, and typically teachers are better trained to engage their students on a variety of levels. Another benefit of having such small class sizes is that each teacher will easily be able to keep up with the working pace, personality, learning style and backgrounds of each of the students in their class. This makes for much more personalized teaching styles that notice and respect the different needs and desires of the students. Teachers are much more likely to stop a student in the hallway or the lunch line and ask them how a particular project is going, simply because they remember and care for that student.
Teachers and faculty members that supervise learning during the day are also the ones that oversee study halls and off campus outings. Again, this greatly enriches the level of comfort that a student has with their teacher which in turn makes the student more likely to ask for help when they need it thus enriching the entire learning and growth experience.
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