Philosophy

It is a myth that gifted children always do well in school... In fact, the more gifted the child, the more likely you will find the child to be struggling in the traditional school setting. They struggle with the academic structure of sequential and auditory learning as well as the social, moral and intellectual differences between themselves and their peers. In order for the student to do well he or she must be able to sit passively, receive the information and be able to recite it back or fill in the correct answers on a written test. The truth is: gifted children often experience frustration, bullying and underachievement in school.

Without a supportive environment gifted children become more susceptable to social and emotional disturbances such as: (a) perfectionism, (b) supersensitivy, (c) social isolation, and (d) sensory overexcitability (Delisle, 1986; Dixon & Scheckel, 1996; Fleith, 1998; Hayes & Sloat, 1989). Driven by a self-oriented or socially prescribed perfectionism, the individual establishes high and rigid standards. To do the best is no longer enough and the individual feels frustrated no matter how well he/she performs (Lajoie & Shore, 1981). Excessive concern about errors, in addition to high parental and societal expectations, can result in depression and absence of self-worth. Many gifted youngsters believe they are only loved for their grades, honors, and special abilities. As a result, they cannot tolerate making a mistake.

The gifted child learns and sees the world differently, feels more deeply, understands comprehensively. These are differences, not defects. These characteristics are natural to the gifted child and cannot to be changed to try to force success within the traditional school environment. Instead, the environment must be changed to accommodate the special learning needs of the gifted child. It is this special learning environment that Baywood Learning Center strives to create for gifted children.

Chronological age is one of the least relevant factors in grouping gifted children. Studies have shown that gifted children do better when placed with children who share interests regardless of age. At Baywood Learning Center different age groups are taught together, each student working at their own pace. Classes are small, allowing teachers to develop a deeper connection with and a more personalized program for each student.