WellesleyWeston Magazine

FALL 2013

Launched in 2005, WellesleyWeston Magazine is a quarterly publication tailored to Wellesley and Weston residents and edited to enrich the experience of living in two of Massachusetts' most desirable communities.

Issue link: http://wellesleywestonmagazine.epubxp.com/i/148623

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Page 174 of 211

"collaborative problem-solving" education had left it too late. The fact that she came to that on her own is very powerful." Parents suggest that one of the results of that focus is a kinder, more inclusive school. Jodi Daniels, mother to sixth-grader Michael, says that she sees in Tremont a social acceptance The school, at its inception, attracted absent at other schools. "What has surprised me most about Tremont is how incredibly kind the many children in need of social skills sup- students are," she says. "Michael considers every student his friend and sees wonderful qualities port, some of whom present as being on in each kid. Tremont is clearly creating a very caring, welcoming environment that seems differ- the autism spectrum. But as the school has ent from any school community I've seen before." grown, it has continued to attract children far outside the spectrum – extroverted students with strong interpersonal skills. That diversity, says Tremont Head of School Bill Wilmot, is one of the school's strongest assets and, he believes, will help its students succeed in the modern world. "A diverse student body is an important part of a learning environment. People with different neurological profiles approach the world in different ways," he says. And learning to work with a diverse range of students in a collaborative environment, he maintains, is a critical 21st-century skill. Once more, he says, Tremont's social and emotional curriculum addresses one of the challenges he sees in many middle and high schools: understanding one's identity and role within a social environment. "Other schools are focused on helping students but these schools approach students with the assumption that kids have all of the interpersonal skills they need. We don't begin from that assumption. No one begins with math skills they will need, why would we do that with the essential 21st- century skills of communication and collaboration?" 173 f a l l 2 0 1 3 | We l l e s l e y We s t o n M a g a z i n e the assumption that students have all of the

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