Support Your Student 🚸
BHSEC’s educational philosophy is based on the belief that high school students possess the interest and capacity to do college-level work.
Our classes are small, teachers are available outside the classroom to answer questions and provide guidance on assignments, and written narratives accompany grades twice a semester to highlight areas of strength and those needing more attention. Students are encouraged to learn from the feedback they receive from their teachers and peers.
One of the guiding principles of a BHSEC education, especially as students move into the college program, is that they should be their own advocates.
This means that students should take the initiative to address their concerns with the faculty and administration rather than expecting their parents to intervene, as is often the case in middle and elementary school. Developing self-advocacy skills now will better prepare them for college and career.
Who should my student ask about an assignment, grade, test, or classroom policy?
They should speak directly to the teacher and attempt to resolve or understand the issue on their own. If struggling with a course or specific concept, seek help from the faculty member outside the classroom or set up an appointment with the Learning Center.
Seeking extra help is not viewed as a weakness at BHSEC; it is the smart thing to do and is expected.
It is especially important that students take responsibility early to address areas of academic weakness or uncertainty before problems escalate. All students, whether struggling or not, should take advantage of faculty office hours and the Learning Center to solidify their grasp of course material.
How do parents decide when to get involved?
Although BHSEC students are ready for the challenges of college-level academic work, they are still teenagers and not all are prepared for the organizational and time management challenges they face. While students learn to become more self-reliant, parents still need to be informed about their progress, as there will be times when they need help.
Every case is different, but here are a few general guidelines:
First, have your student address the issue or concern independently with the faculty or staff member. For many students, especially 9th graders, initiating a discussion with a faculty member can be intimidating. Discussing a strategy or role-playing ahead of time can help.
Make sure you talk with your student before and after their discussion to understand the facts and context of the situation.
If further discussion is required, your child can speak with a guidance counselor, or you can contact the teacher directly. Keep your initial calls and emails brief and to the point, as faculty have many demands on their time and teach about 60-80 students each semester. If the situation requires an in-person meeting, request a mutually convenient time.
If your concern is not resolved after speaking with the faculty member, contact your student’s guidance counselor or the Parent Coordinator, Carol Turitz.
