It can be a bit much for some students, but for other students it can be an extodinarily manageable load. A number of students face executive-functioning or attention-based challenges, and so homework for some students may be an existing struggle, but the workloads student's are given are not unreasonable. Quite reasonable amounts of homework are given.
It can become quite tedious though that work is given in every class for completion for each of the six nights-a-week students have evening proctored study halls, especially when each class only meets six days a week. Days that classes do not meet are not off-nights when it comes to homework in those classes. It would be nice if that wasn't the case.
Teachers are also encouraged (essentially mandated) to assign work every night. This shouldn't be the case. Teachers should be open to not assigning work. Many teachers have nonetheless, only on occssion, still given off-nights. This generally might happen following an exam, or when sone students may be behind and need an opportunity to catch-up. On these occasions teachers may "forget" to give an assignment, "forget" to hand students the assigned worksheet, or give a fuh assignments. Prospective students be warned though, this is an occasional (not frequent) occupance, and is not a practice found amongst every teacher (only some teachers).
Different facility provide different approaches to dealing with students that struggle with homework completion. Many take into account effort in their grading of work, and will encourage such students to hand in partial work as preferable to no work at all.
The intimacy and the difficulty of the school's programs promoting proper respectfull confrontation and self-reflection arechallenging, but rewarding. The school aims to provide students with the capacity to properly deal with adversity. The school's greatest aim is for its graduates to be able to handle any setbacks theyes may face.
Definitely. The school puts an emphasis on engaging students in the skills of respectful confrontation when issues arrive, guiding students to address conflicts in a respectful and productice manner. The school also strives to provide students with the proper self-respect to allow themselves to be vulnerable when necessary and confront their own issues. Many students have also found a greater confidence through successes experienced at the school, which aims to provide opportunities for students to thrive in various fields of experience.
The school's mission and program definitely works to foster these attributes in students. The school is mindful of these attributes, and fosters them in the Woodhall community. Many steps are also taken in the school's annual curriculum to provide a greater mindfulness of the outside community through volunteerism and education of various causes, with a great number of humanitarian efforts taking place every year.