User:Smaugfires/sandbox

--Educational Models--

Since its beginnings, Hyde has focused on character education and helping each student realize his or her unique potential. After teaching for many years, Gauld came to believe that "developing a student's character is far more important than anything [they] learn from lectures and textbooks." In the early years, while there were "normal class schedules and offereings, classroom settings, and discipline," students had input into the curriculum and were expected to be partners in holding other students to community expectations. Faculty

The mission of Hyde is to build character and "reach students that nobody has been able to reach before" due to behavioral problems. Due to this, the school focuses on character education, leadership development, and developing student potential. Applicants' academic transcripts are not evaluated as part of the admission process; instead, students and their families take a two-hour interview.

As part of the character-building curriculum, all students are required to participate in academics, performing arts, athletics, and community service. Hyde students evaluate themselves against the school's five principles of Courage, Integrity, Leadership, Curiosity, and Concern. Regular visits from parents are required; they also participate in regional groups away from campus. Honors and Advanced Placement courses are offered, though graduation is based on personal development more than academics, with individual degrees being determined by community assessment.

Discipline is used throughout the curriculum, with the intention of helping students develop personal values. Strict behavioral rules are enacted and enforced by administrators and the community. Students can stop classes and call "concern meetings" to challenge peers they feel are underprepared. Examples of past disciplinary procedures include corporal punishment, a student being ordered to box a teacher, labor on the school grounds and nearby farms, living in isolation, digging a pit as a metaphorical grave, and receiving a masculine haircut. Some families that have participated in Hyde programs have described the school's methods as being "cult-like," "brainwashing," and "indoctrination," while others have defended them as educational and caring ways to help students mature into adult responsibility.

In 2010, the Woodstock campus experimented with banning the use of technology on Tuesdays, in attempt to increase face-to-face communication.

Hyde runs a leadership program in July for students ages 13–18. The program takes place on the Bath, Maine campus and on Hyde's Black Wilderness Preserve in Eustis, Maine. --Publications-- Gauld Joseph W. Character First: The Hyde School Difference, The Hyde School Foundation, 1993. Gauld, Malcolm & Laura Gauld. The Biggest Job We'll Ever Have: The Hyde School Program for Character-Based Education and Parenting, Scribner, 2003. Gauld, Joseph W. Nature's Parenting Process: 5 Simple Truths to Empower Our Children, The Hyde Foundation, 2010. Gauld, Malcolm. College Success Guaranteed: 5 Rules to Make It Happen, R&L Education, 2011. Gauld, Joseph W. What Kids Want and Need From Parents, Argo-Navis, 2012.