At Westbridge Academy, remote learning does not mean we are “distanced.” In fact, in some ways, we are closer than ever. We are using our virtual spaces to check in on students, asking them open-ended questions, and allowing them to share their experiences.
A safe, trusted and predictable school environment is vital in order for students to learn and achieve high academic standards. At Westbridge Academy, we know that a school free from bullying, intimidation and harassment begins with a positive school culture.
When Art Teacher, Alice Juliano introduced her students – mostly teen boys – to the work of French Impressionist Edgar Degas, she was ready for some resistance. Juliano got creative, and the student work is stunning.
“Magic Mike” Kirsch was back at Westbridge Academy in early October, and mesmerized students as they learned how to cope with, avoid, and stop bullying.
Educators tend to think of discipline as focused on compliance, order and rules. But discipline is also about teaching self-control and self-management. In fact, the Latin word disciplina means “teaching, learning.”
Speech Therapist, Cheryl Jones, SLP, makes a point of inviting parents and guardians to engage with their child and help them improve their skills at home.
Westbridge Academy has a schoolwide “Growth Mindset” approach to teaching, reinforcing, and correcting students. This Growth Mindset reflects the idea that success comes from effort, learning from mistakes, and risk taking,
This year, Westbridge Academy approached the event with a sense of fun and purpose. The school hosted a classroom door decoration contest that was scored by guest judges. Three authors, Kristine Lombardi, Henry Neff, and Jacqueline Resnick, came to the school to read to students
At Westbridge Academy, educators leverage students’ love for popular games to help teach patience, empathy, humility, and respect.
Thank you to our speaker Baruti Kefele and all our attendees at our recent Closing the Attitude Gap workshop. Principal Kafele challenged attendees to look at the underachievement of at-risk students differently and provided strategies for closing the “attitude gap.”
