Competitions
Theoretical Base for Using Quality Academic Competitions
First, good competitions introduce students to the intrinsic essence of
subject discipline. Good competitions allow students to work as real
historians, real scientist, real mathematicians and real writers. Hence
students discover the inherent joy and satisfaction contained in the subject.
Second, good competitions introduce students to the standard of
excellence in subject fields. This is particularly important for the gifted
learners who frequently "get by" with inferior work in the general classroom.
Their minimal performance is often far above the class average but far
below their own potential. Quality academic competitions point to
benchmarks that make these students stretch themselves toward
excellence.
Third, because these competitions demand rigor, students learn long and
Once again, this is very important for the gifted learners. If gifted learners
do not learn the value of hard work, if they do not learn to persevere and
overcome, they drift toward paths of least resistance and squander their
potential. Quality academic competitions compel them to stretch their
efforts and build good work habits. Their subsequent accomplishments
cultivate self-confidence and self-esteem, inspiring them to be productive
and accomplished young people.
Fourth, quality academic competitions often help to generate a "sprit de
corps" among student participants, making education, achievement and
academic excellence something in which students can celebrate and take
pride.
"Soft" Competition
We recognize that the first thought of competition in education makes the
watchful parent recoil. Aren't children too young to be thrust into the world
of competition? The answer is yes. Competition, as we adults know it, can
be ruthless, hardly an arena for a child to learn valuable lessons. But at
Birchwood we conduct a form of "soft" competition. It is "soft" because
teachers and parents walk beside the children through each step of the
challenging process. We are there to encourage. We are there to console.
We are there to support, and we are there to help children learn to
confront both successes and failures with grace, honor and dignity.
In sum, academic competitions provide teachers and parents an excellent
tool to teach children to be strong, courageous, industrious, magnanimous
and resilient.
Evaluating Our Performance
As a school professing academic excellence, we have always felt the need
to validate our claims with objective criteria. It is one thing to boast of
academic excellence. It is quite another to demonstrate it. For this reason,
we have established three objective criteria to help assure ourselves and
our families that we are accomplishing what we claim and are providing the
education we promise.
First, we administer a national standardized test (Iowa Test of Basic Skills)
for each student, every year. These test scores give us a picture of how
our students and our school compare nationwide. Second, we take careful
note of whether our students are qualified to enter the top high schools
and how they perform in these high schools. This criteria helps us compare
the quality of our educational program with that of the top private
elementary schools whose students go to these prestigious high schools.
Third, we enter many rigorous academic competitions which compare our
students' work against that of some of the best students in Ohio and in the
country. This criteria helps us to set our academic benchmarks high.
First, good competitions introduce students to the intrinsic essence of
subject discipline. Good competitions allow students to work as real
historians, real scientist, real mathematicians and real writers. Hence
students discover the inherent joy and satisfaction contained in the subject.
Second, good competitions introduce students to the standard of
excellence in subject fields. This is particularly important for the gifted
learners who frequently "get by" with inferior work in the general classroom.
Their minimal performance is often far above the class average but far
below their own potential. Quality academic competitions point to
benchmarks that make these students stretch themselves toward
excellence.
Third, because these competitions demand rigor, students learn long and
Once again, this is very important for the gifted learners. If gifted learners
do not learn the value of hard work, if they do not learn to persevere and
overcome, they drift toward paths of least resistance and squander their
potential. Quality academic competitions compel them to stretch their
efforts and build good work habits. Their subsequent accomplishments
cultivate self-confidence and self-esteem, inspiring them to be productive
and accomplished young people.
Fourth, quality academic competitions often help to generate a "sprit de
corps" among student participants, making education, achievement and
academic excellence something in which students can celebrate and take
pride.
"Soft" Competition
We recognize that the first thought of competition in education makes the
watchful parent recoil. Aren't children too young to be thrust into the world
of competition? The answer is yes. Competition, as we adults know it, can
be ruthless, hardly an arena for a child to learn valuable lessons. But at
Birchwood we conduct a form of "soft" competition. It is "soft" because
teachers and parents walk beside the children through each step of the
challenging process. We are there to encourage. We are there to console.
We are there to support, and we are there to help children learn to
confront both successes and failures with grace, honor and dignity.
In sum, academic competitions provide teachers and parents an excellent
tool to teach children to be strong, courageous, industrious, magnanimous
and resilient.
Evaluating Our Performance
As a school professing academic excellence, we have always felt the need
to validate our claims with objective criteria. It is one thing to boast of
academic excellence. It is quite another to demonstrate it. For this reason,
we have established three objective criteria to help assure ourselves and
our families that we are accomplishing what we claim and are providing the
education we promise.
First, we administer a national standardized test (Iowa Test of Basic Skills)
for each student, every year. These test scores give us a picture of how
our students and our school compare nationwide. Second, we take careful
note of whether our students are qualified to enter the top high schools
and how they perform in these high schools. This criteria helps us compare
the quality of our educational program with that of the top private
elementary schools whose students go to these prestigious high schools.
Third, we enter many rigorous academic competitions which compare our
students' work against that of some of the best students in Ohio and in the
country. This criteria helps us to set our academic benchmarks high.
Birchwood School
A private elementary school serving grades 1 through 8
| Cleveland, OH 44137 Office: 216.251.2321 Fax: 216.251.2787 |
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