English articles about campus (preferably about "Campus Culture Festival")

By the way, what are you looking for this article for? I am curious.

Principle first

The operating principle of Hyde School is that if you teach students the advantages of values such as truth, courage, integrity, leadership, curiosity and care, academic achievements will naturally follow. Joseph Gauld, the founder of Hyde School, claimed that the project was a success in a high school in Bath, Maine with an annual income of18,000 dollars, and the project attracted wide attention because of its work with troubled teenagers.

Joseph's son Malcolm Gauld, who graduated from Hyde and is now the principal, said, "We don't think of ourselves as a school for a certain type of children." . "We think we are preparing for our children's lifestyle-by cultivating a comprehensive set of principles that can affect all children."

Now, Joe Gauld is trying to spread his controversial idea of putting personality first to public, downtown schools, which are willing to use the taxes spent on traditional projects for new methods. The first Hyde public school project started in September 1992. After a few months, the project was suspended. Teachers protested against the requirements of the project and the pressure associated with higher intensity work.

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& ltbr & gt This fall, Hyde Foundation plans to start a preliminary public school project in Baltimore. Teachers will be trained to work in the whole Baltimore system in the future. Other American school administrators are also paying attention to this project. Last fall, the Hyde Foundation opened a magnet project in a public high school in the suburb of New Haven, Connecticut, despite parents' protests. The community is worried that the school will attract ethnic minorities and problem students in the city center.

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& ltbr & gt As in Maine, the pursuit of truth is common in schools in Connecticut. In an English class, students of 1 1 spend the last five minutes communicating energetically, and evaluate their classroom performance that day with the scale of 1- 10.

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& ltbr & gt "I got 10."

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& ltbr & gt "I question this. You didn't do your grammar and spelling homework. "

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& ltbr & gt "All right, a seven."

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& ltbr & gt "You deserve six points."

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& ltbr & gt "Wait, I did my best here."

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& ltbr & gt "Yes, but you didn't ask questions today."

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& ltbr & gt Joe Gauld said in explaining his educational methods that the traditional educational system cannot be reformed. He pointed out that "no amount of changes" to horses and carriages "will not produce cars". Hyde School assumes that "everyone has a unique potential", and this potential is based on personality, not intelligence or wealth. Conscience and hard work are valuable. The measure of success is growth, not academic achievement. Students are required to take responsibility for each other. To avoid controversy over other character projects used in American schools, Gauld said that the concept of doing one's best has nothing to do with forcing students to accept a specific set of moral or religious values.

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The curriculum of & ltbr & gt Hyde School is similar to that of traditional schools, and it provides pre-university courses, including English, history, mathematics and science. But all students are required to take part in performing arts and sports and provide community services. For each course, students will get an academic score and a "best effort" score. In Bath, 97% of graduates attend four-year universities.

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The commitment between parents of & ltbr & gt is a key component of Hyde mixture. In order for students to get admission permission, parents must also agree to accept and show the school's ideas and views. Parents agreed in writing to meet in one of the 20 regional groups every month, attend the annual three-day regional retreat and attend at least three workshops, discussion groups and seminars in Bath. Parents of Maine students have 95% attendance at many meetings. Both Joe and Malcolm Gauld say that children will do their best when they see their parents making similar efforts. They say that for many parents, the biggest obstacle is to realize their weaknesses.

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& ltbr & gt The procedures for parents in public schools are still being worked out, which is much more difficult, because it is difficult to convince parents that participation is worthwhile. Of the 100 students registered in New Haven, about 30% parents attended special meetings. Although officials from Hyde Park interviewed 300 families at the beginning of the project, they made a commitment, but the number of participants was still small.

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& ltbr & gt A teacher named Bath who has taught 14 years in public schools said that once the problem is solved, Hyde should work well in public schools. He is optimistic that once parents make a commitment to this project, they will become daily role models for their children, unlike those parents whose children are in boarding schools.

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& ltbr & gt A former downtown high school teacher now works in the New Haven project. He said that teachers also benefited. "Here, we really start to pay attention to building a fruitful relationship with every student. Our focus is actually on teachers versus students, and then we deal with … academics together. In the traditional high school environment, teachers are textbooks and then students. " In Hyde, the relationship between teachers and students goes further. Teacher evaluation is conducted by students.

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& ltbr & gt Jimmy DiBatista, 19, is surprised that he will graduate from the University of Bath in May this year and plans to go to university. A few years ago, he thought his future was "prison, not university".

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& ltbr & gt Di Batista remembers his first day in Hyde.

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& ltbr & gt "When I came here, I insulted and cursed everyone. Other schools are saying,' get out, we don't want to deal with you.' I came here and they said,' We kind of like this spirit. We don't like this negative attitude. We want to turn this spirit into something positive. "

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