Education Talk Radio

Speaker: I'm David Cicero, and
this is Education Talk Radio.

What happens when a school isn't somewhere
you go for seven or eight hours a

day, but somewhere you actually live?

And what can we learn about
education from that environment?

That's what I want to explore today.

Boarding schools create a pretty
unusual educational environment.

Students aren't just going to class,
they're living with their peers,

building relationships with adults
outside the classroom, following shared

routines, and at the same time being
asked to become more independent.

Today, I'm talking with Dr.

Jeffrey Quebec of Quebec Consulting
and host of the Why Boarding School

podcast to learn more from his
experience inside independent and

boarding schools as a teacher, coach,
advisor, and in residential life.

Jeff, welcome to the podcast.

Speaker 2: Thank you very much, David.

I appreciate you having me
as a guest on your show.

Speaker: Absolutely.

It's my pleasure.

So Jeff, you've spent much of your career
in independent and boarding schools

working in roles from teaching and
coaching, advising, residential life.

What originally drew you to boarding
school education, and what kept you there?

Speaker 2: Well, David, I always
start off by sharing with people I'm

a proud product of public school.

Uh, so I like people to know that
as far as I think I had a great

experience, a great education.

I will also add that unfortunately,
I think today in public

school, a lot has changed.

Uh, my sister and I, who's older than me,
both went to public school, and my younger

brother actually went to boarding school.

And that was my first real big experience
to boarding school, uh, s- sort of

seeing it through the lens of my younger
brother and seeing his experiences.

And I remember at the time when he
was going to boarding school, people

started questioning my parents
like, "What's wrong with your child?

What's wrong with your marriage?"

'Cause why the heck would you send
a, your child to a boarding school?

And certainly, I think for what's
the right fit for one student doesn't

necessarily mean it's right for your
son or daughter, and I think for my

brother, it was a perfect choice.

It was a perfect opportunity,
and one where neither he or

my parents had any regrets.

So as I would go visit him and learn
more about boarding school, I became

really intrigued by what is this boarding
school all about, and the idea that

as, uh, someone working at a boarding
school, they have what's called a triple

threat, where you could be a teacher,
a coach, a dormitory house parent, and

that became really intriguing to me.

And so I applied to a
sch- a particular school.

It was Eaglebrook School in
Deerfield, Massachusetts, as my

brother was right across the way at
Deerfield Academy in Deerfield, Mass.

And, uh, that was my first job,
and it was a phenomenal-- It's a

phenomenal school, and it was a great
opportunity to work at Eaglebrook.

And I think one of the biggest
things that drew me was the idea

that you can really make a meaningful
difference in the lives of young

people, uh, not just in the classroom.

You know, as I mentioned, uh,
in so many other components,

whether you're an advisor, whether
you're a coach, uh, eventually I

bec- moved into administration.

And for me, it was gaining, uh, over
that time is not only gaining the

knowledge as a young teacher right
out of college but also gaining the

knowledge of finding how that impact is
so important on these young adolescents

as they go through their educational,
um, experiences at a boarding school

Speaker: Was it about connection?

Did you feel like you, uh, in that
environment, taking on all those,

you know, many hats, a-as I'll kinda
summarize, um, what you mentioned a moment

ago, teacher, coach, advisor, right?

One person can wear many hats.

Did you feel like there's a, a opportunity
here to make an even deeper connection

person to person instead of maybe
just being the, a classroom teacher?

Was it the connection that drew
you there with the students?

Speaker 2: Oh, I, I think the connection
is absolutely essential, and you

know, I'm not sure if it actually
drew me there because it was-- a lot

of it was the unknown, not having
been a product of boarding school.

But I think it's certainly something
that, uh, kept me in boarding school and

really helped me develop a really strong
appreciation for the values and benefits

of, uh, independent boarding school.

And whether you're teaching a student
in the class and connecting with them

in the classroom, or you're sitting
with them at a dining room table during

a meal, or coaching them after school
in sports, or even in the evening, uh,

proctoring a study hall and working
with them in the, in the dormitory, uh,

those relationships are unbelievable.

And often you hear stories of students
who might be connecting, let's say

I mentioned the dining hall, with a
teacher in the dining hall who they

do not even have in the classroom.

So they, they've never had this teacher
as a classroom te- you know, never

had this classroom teacher, but now
they're in a situation where they're

creating these bonds and relationships.

Or perhaps at evening dinner,
you're talking about an experience

the student had during the
day and discussing with them.

Uh, absolutely, it's
all about connections.

Speaker: So for, so for someone who's
never experienced a boarding school,

I haven't personally, I s- I suspect,
uh, many of our listeners haven't

either, um, what does a typical
student's life actually look like?

Speaker 2: Well, I think one of the
misconceptions that people think, oh,

here you've got these schools with a
bunch of dormitories, and people-- and

the students just sleep there overnight,
and it's so much more beyond that.

Um, and so essentially boarding schools
are, it's sort of comprehensive of

both living and learning communities.

Uh, so sort of, sort of
go through a typical day.

A student wakes up in the morning
and, uh, prepares and cleans up and

gets themself dressed and ready, and
usually goes down to the dining hall

and gets a nice hearty breakfast.

And then from there, um,
they often head down to…

The, the day may start off with
a classroom, may start off with a

school meeting, but basically go
down into the academic building,

and they have their classes.

There's a midday break where they would
go back to the dining hall for lunch, then

afterwards, uh, continue their classes.

Depending on the school, sometimes
later in the day, there may be

opportunities where they have specific
periods set aside for clubs or, uh,

maybe for extra help or different
activities that might take place.

And then often in the afternoon, it's
a time for students to be involved in

whether it be athletics, uh, competition,
whether it be visual arts, performing

arts, maybe they're preparing for
a upcoming school play or musical.

And then in the evening, it's usually
some downtime before dinner, and

then they go back to the dining
hall, and they have dinner, and

then maybe some downtime after that.

And during the dine-- and I say
downtime, uh, the downtime could be

simply socializing with your peers.

It could be meeting up with
a teacher for extra help.

Um, it could be a club or
organization on campus is meeting.

So they're definitely, it's, they're still
quite busy times when I say it's downtime.

And then from there, um, uh, the
students often have an evening study

hall, which would be, uh, structured or
proctored by the dormitory houseparents.

Or maybe they're going to the library
during that time or going to meet with

another teacher, uh, for that extra help.

But there's just…

It, it's a vibrant community, and,
uh, I think one of the things, there's

certainly a lot of structure, and
the students are certainly kept busy

Speaker: Yeah.

So, so once you've lived inside that
environment for, for a while, what do you

start to notice about students that you
may not see in a traditional day school?

Speaker 2: Well, I think one of the
things, David, is that because you're

living with these students on campus,
you're hearing about their experiences.

Um, so I'll give you an example.

So maybe in the evening there's a
student, you know, these students

are, um, they're not shielded or
shadowed from the everyday challenges

that adolescents in our society face.

So maybe they had a tough day
at class, or maybe they've had

a conflict with their roommate.

And because as teachers, coaches,
dorm parents, administrators, you're

on campus and you're there throughout
the day, you're in an opportunity

to learn about these experiences
and work with the students to help,

uh, help guide them through that.

And so we talked earlier about
forming relationships, but now you're

in a position to really help them.

And certainly at independent boarding
schools, so much of the day and so

much of the learning goes beyond
the four walls of the classroom.

So having that opportunity to really
assist those students and, um,

and to shape them, and you're also
seeing them in other aspects of life.

So you're not just seeing them in
the academics, you're seeing the

successes, whether it be in the
art studio or on the playing field,

or in the music or in the drama.

Um, and, and that, that's pretty special.

And I think that's something that, uh,
tr- at a lot of traditional schools,

you don't have the ability to do that
because when the school day's over,

everyone goes their separate ways.

Speaker: Yeah.

Yeah.

I can imagine, um, you know, being
witness to, you know, them transitioning

throughout the day, not only that, but
going into their, um, downtime, and also

being able to witness them process, right?

Yes.

And talk them through that and be a part
of that, um, that moment where they're

processing what happened during the day,
what, what, where they're processing

what happened in class, being there in
those moments, being a support for them.

Yeah.

I feel like that's a, uh, that's a
pretty, um, unique difference there.

Speaker 2: Absolutely.

And you're able to celebrate
the, uh, positive times and

the fun moments with them too.

And it could be something as simple
as having dinner with them in the

dining hall and hearing about the
great success that they had that day

when they got a test back in class,
or, uh, the fun they had in a biology

laboratory, or the progress they're
making on the playing field in sports.

And, and sharing those stories and,
and sharing with one another, not just

among from faculty and student, but
students among with other students.

And those are pretty powerful moments.

Speaker: I, I, I'm thinking about
this a bit more now too, you

know, as I, you know, I, I…

My son comes home, he's in
fifth grade now, and, you know,

we have a routine for him.

But I imagine every family
has a different routine.

Some families sit down for dinner.

Some, some families, you
know, typically may eat out.

Some families may not eat together, right?

And so everyone has a different structure.

It sounds like at a boarding
school, the tr- structure for every

student is the same, quote unquote.

Right?

There might be small differences
perhaps, but what do you think that

consistent structure, how do you
think that benefits those students?

Speaker 2: Well, I think certainly
adolescent boys and girls

thrive under structured routine.

And, you know, you mentioned about
having your, your younger son.

I think certainly for a lot of young
adolescents, when you give them a lot

of downtime, um, that's a challenge
because one of the challenges, they're

put in a position to decide, okay, um,
they're forced to make some decisions.

And that's part of life too.

As they grow up, they're
learning how to do that.

But, you know, unfortunately for a lot
of adolescent youth, sometimes they're

in a position where maybe they're not
always making the appropriate decisions

when they have too much downtime And
maybe that's because they're bored.

Um, and so I think it's,
it's about having a balance.

But certainly as an independent school,
you're learning and you're-- they're

being taught, and they're, you know,
sort of developing those skills to how to

maintain, um, that, that, that free time
we'll call it, and what to do with that.

And specifically, you know, as
referenced to the meals, I think that

unfortunately in our society, it, it is
true, David, that, uh, a lot of students

and families, they're on the go, right?

Maybe your son is coming home from
school, and he's doing his homework and

grabbing a quick bite to eat 'cause he's
hustling off because he has a practice

that evening for a sporting event.

Or maybe he has, uh, instructions to learn
how to play the piano, and he's-- but

he's really hustling, and then he's coming
back and, you know, getting, uh, you know,

hopefully getting a good night's sleep.

Or maybe he's doing homework in the
car as he's being driven somewhere.

And, and then maybe you've
got multiple children.

Everyone's going different
directions, and the parents are

driving them in different directions.

So that idea of sitting down and
really kind of unwinding and relaxing

and having a meal together I think is
really important and a big part of, uh,

boarding school, one of the big values.

And among boarding schools, they do do
it different ways, where sometimes they

have meals throughout the week which are
structured, and they're sit-down meals.

Other times they're walk through is
what we call, like more cafeteria style.

But they're still sitting down at a table
and eating with their peers and eating

with faculty and eating with staff.

Speaker: I feel like I've just sort of set
up this idea that structure is a positive

thing, and I kinda wanna challenge that.

Because what I'm wondering is, since
we've got this consistent, this

consistent structure and students
are there, basically they're living

their life there on campus, do you
think that changes the way they

experience responsibility, failure?

Speaker 2: Um, yeah, that's,
that's a good question.

Uh, I'm not su-- I, I mean, I think
they're gaining the necessary skills

and learning the tools to develop that,
because let's be honest, things like

failure, that, that's a part of life.

Um, and so I think part of the
responsibility of the educators is

to recognize where the students are
developmentally and to provide that

appropriate balance, um, as they're gonna
have their challenges and, you know,

hopefully the failures aren't too bad.

But that's part of life and learning
how to cope with those failures.

Um, so I, I, I think
that is a big part of it.

Speaker: These students have a, a
lot of structure, adult support.

At the same time, we're wanting them
to become independent How do you think

about those, those two things together?

Uh, is there quite a bit of independence
during the day that they're getting,

or is it more preparing them with
structure they can carry forward

in their life to be independent?

Speaker 2: Well, David, I think at
first glance, I think often structure

and independence might appear to
sort of be, uh, competing ideas.

But, you know, I think over the
years I've come to believe that

thoughtful structure is often what
makes genuine independence possible.

You know, students
certainly need boundaries.

They have to have expectations,
routines, consistency, et cetera.

Uh, but those things create a
sense of security and help, uh,

establish, I guess I'd call it a
foundation for personal growth.

And, you know, specifically
at boarding school, students

generally have clear expectations.

They've gotta attend class, they've
gotta participate in activities,

complete assignments, et cetera.

Um, you know, they maintain their
living spaces in the dorms and

contribute to the community.

They're just not sitting
around their dorms all day.

But within that structure, they're
constantly making decisions.

They have to manage their time.

Uh, I think that's a big thing for a
lot of students who are having that

time management, organizational skills,
organization of their belongings.

Uh, they're communicating with their
teachers, whether it be going for

extra help or checking in with them.

They're navigating, uh, not only
maybe, uh, the relationship with

their dormitory, um, roommate, but
maybe different friendships on campus.

They're learning to balance their
academic and personal commitments.

Uh, a lot of that I would call it,
you know, self-advocacy skills.

They're learning to advocate
for themself, uh, accept

responsibilities for their choices.

Um, and I think that the nice part
about it is they're doing it in an

environment where they're having this…

adults being available and offer them
guidance all throughout the day and

all throughout the week they're there
on campus Um, and so I, I think for

a lot of students, independence isn't
always something that you give them

and say, "Okay, just run with it."

You know, because they're still
adolescents, they're still youth, and I

think that is also one of the advantages
for students who are graduates of

boarding schools is when they go off
to, if they choose to go off to college

universities, as a lot of them aspire to
do, they're used to being away from home.

They know what it's like to live in a
dorm and, um, and those are traditional

adjustments for most students you have
to make at some point in your life.

And I think often for a lot of
students, that adjustment occurs

when they do go off to college
university, and say you're a freshman.

Um, and now for these students that
are products of boarding schools and

they're graduates, is they're able to
really hit the ground running 'cause

they can focus more on their academics
and other aspects of school life,

because for them, they're used to that.

That's very natural.

Speaker: I think I tend to agree
with you, Jeff, that providing that

structure is the foundation for,
for independence, and I'll use an

example by my son again that literally
just happened I think two days ago.

You know, I, I have been trying to provide
that structure and give guidance, right?

This time you're gonna do your
homework, you're gonna do it here,

and then you're gonna do this chore,
and then, right, structuring his

afternoon, and it has been a struggle.

However, um, and s- you know,
reminders and struggle and a lot

of talking to and things like that.

Um, but about, I think it was two days
ago, uh, he had an invitation with

a neighbor to do some baking, right?

We're gonna bake lemon cake
or something like that.

Okay.

And, you know, she was gonna
come grab him at 6:00, let's say.

And so when, when he came home, I have
never seen him so determined to complete

what he was supposed to complete.

And he was frustrated.

He ho- he honestly-- It's
interesting because he walked

in the door, "I'm hungry.

I need to eat.

Uh, where are the napkins?"

With the, you know…

You know, he was-- His
frustration came out a bit.

You know, "I n- can
never find the napkins."

And I'm like- Yeah … "Whoa,
slow down, man.

You've got time, okay?"

But he was-- He knew what he had to do.

There was something he wanted in the
afternoon, and he had it on his mind

not to just come home and get out of his
responsibilities, but he, he owned them.

And I witness him, like, carrying that on
his shoulders, like, "I have to do this.

I have to do my reading, I have to
do this, and then I have to be gone."

Then I'm like, "I know that."

That's awesome.

"You've got plenty of time.

Just slow down," right?

That's awesome.

So that structure It turned into him
taking that structure and internalizing

it and then trying to use it.

Speaker 2: Mm-hmm.

Speaker: So I thought
that was so interesting.

Speaker 2: Well, I think the other thing
too, Dave, I think your example there is

probably a, you know, perfect scenario
where I think for a lot of adolescents,

it's also about developing confidence.

So it's, you know, I think boarding
schools do a great job of helping

students gain that confidence, and
to be quite candid, the judgment

to really eventually direct
themselves, hence independence, right?

Independent boarding schools.

Um, the support's there, meaning they're
not gonna be allowed to fall flat on

their face, but it's a combination
of gaining that independence through

this structured environment and, but
building that confidence along the way

so they feel good about themself and
the ability to accomplish those tasks.

Speaker: Yeah.

Yeah, I, I think you have a point
there, uh, on the confidence piece.

I, I didn't see it through that lens in
the moment, but, uh, now as I reflect,

you know, I, I will because the structure
gave him … You know, he's, he's sort

of struggling with that confidence piece.

Like, is, um, is this possible
what you expect me to do?

And is it possible I can, if I follow your
structure, if it'll all work out well?

And of course he, um, um … And
actually what happened, Jeff, is

that the lady ended up canceling
at night, and I felt so bad.

Like, oh, you came- That's a
letdown … you came home all, uh,

Speaker 2: you

Speaker: came home all
determined- He's all fired up

man.

Yeah.

Yeah.

He's all fired up and, uh, but they got
to it last night and, and it was okay.

Oh, nice.

So I, I, I really am interested in,
in understanding a bit more about what

we can take from boarding schools.

What's there to learn to
bring to maybe day school?

So if we look at different parts
of boarding school life, right?

Speaker 2: Okay.

Speaker: Um, and, and I'll, I'll kinda let
you, um, run with this and maybe choose,

but right, the dorm, um, relationships
with adults, shared routines, community.

Which one of those experiences
do you think is maybe doing

the most educational work?

Right?

Where would you, you know,
where would you put your chips?

Speaker 2: Yeah.

It's an interesting question.

I think, David, at the heart of a
boarding school is the dormitory.

And what I mean by that is that if you
had a child who's at boarding school

and living in the dorm and is just not
happy, because I always say to families

as I'm working with them through my
Quebec Consulting education consultant

services, that what's the right fit
for one boy or girl does not mean

it's right for your son or daughter.

So boarding schools simply
aren't for everyone.

And if you had a child who's at a boarding
school, living in the dorm, just not

doing well, not happy, they're not going
to achieve success in the classroom,

uh, in the arts, in the playing field.

And so I think the dormitory
is really essential.

Um, and that comes back to, once
again, it's that relationship part.

And, and that's something I think
that the boarding schools do a great

job with, and they understand that,
that it's the heart of the school is

the residential part and piece of it.

Speaker: So in a, in a more traditional
day school, if I'm, if I'm running

a school, I'm wondering what you
think we can learn from boarding

schools and adapt in some way.

So I'm looking for, uh, you know, this,
this thing works really well in, in a

boarding school under these conditions,
but if we can pull out the essence of

that and bring it over to a day school
and say, "Hmm, this might be what

it could look like at a day school."

If I'm a principal, I
can say, "You know what?

You know, maybe we can try something like
that and, and experience similar results."

What would you, what would you
think about that or say about that?

Speaker 2: Well, I think first of all,
David, I think I'd remind, uh, your

listeners is that often many of these
boarding schools also have a day school

part component, meaning you can be a
day student at a lot of these boarding

schools So every single student enrolled
at a boarding school doesn't necessarily,

uh, spend time or live there 24/7.

There's many students who
do go home every night.

Um, but if I were to give an advice
to a school that's strictly a day

school, is what they could learn from,
say, a traditional boarding school,

I think it would be to create more,
let's call it intentional opportunities

for, uh, meaningful relationships
between the students and adults

outside of the traditional classroom.

And one of the areas that in boarding
schools do a great job with this

is in addition to the dormitory and
residential life that I mentioned, is

the advisor environment, where boarding
schools have a situation where many

of the employees on campus serve as an
advisor to a small group of students.

And this is not just advising these
students academically, but it's advising

them through their-- in every aspect
of school life, day-to-day life.

And it's also often the first point
of contact that a parent would have

if they have a question or, you
know, something they're w- they're

looking to just check in in a certain
area, they'd go through the advisor.

And this is a person who really knows,
uh, his or her students quite well.

And often when you arrive to a
boarding school for the first time,

you're assigned an advisor, and
each school does it differently

of how the advisory system works.

But it's not uncommon where there's an
opportunity for that student to switch

advisors throughout their tenure and their
time at the school, meaning that just

because I've assigned your son David to
a particular advisor, it doesn't mean it

ends up being the perfect match, and maybe
someone that your son maybe-- not that

they don't get along, but maybe there's
someone else who might be a better fit.

And, um, and some schools do it where
they, uh, you stick with the same

advisee group the whole entire time.

Others do it by grade
or what they call forms.

Uh, others balance it and mix it
up, so maybe you have students in an

advisee group you otherwise wouldn't
socialize with on campus or hang out

with, maybe because of your interests
or hobbies or just your ages, you

know, what year in school you're in.

And so I would say that day
students could certainly, you know,

learn from the, uh, the advisor
program that these schools has.

Th- and they also just trying to find
those opportunities where they can

create more of a sense of community
and belonging, uh, throughout

the day outside of the classroom.

Speaker: And this is different than just
having a counselor on your school campus.

What you're talking about, I think,
and correct me if I'm wrong, is,

um, like let's say X number of staff
members has a group of students that

they meet with regularly, and they
build connection with, and they advise

them, they have conversations with.

It's, it's maybe one step down perhaps
from a counselor, and it's more of a,

I w- I wanna say guidance, but then the
word counselor comes right after that.

But it's … I mean, I guess it's an a- an
advisor, but it doesn't seem so formal as-

Speaker 2: Okay.

Yeah.

Yeah, very much so.

While there certainly may be formal
parts of the curriculum that take place

throughout the school year, it could
be something as simple as, uh, you

could have a scenario, David, where
you're an advisor and on Friday night

you're taking your advisee group out
to dinner and you're gonna go hang out.

Or maybe you have an advisee who
is, um, an, uh … I don't know,

I'm just thinking out loud here.

Maybe, like, needs a piece of
athletic equipment, or needs to do

a, a quick run to Walmart, or to go
pick something up, and they're gonna

drive you there and take you there.

Uh, but someone you're really connecting
with and is really on top of it.

And also the one who, as I mentioned
earlier, is communicating with

the parent how that child's doing.

You know, are they homesick?

Uh, what's that relationship look like
with their roommate and their peers?

How are they doing in the classroom?

And certainly this, the, uh, teachers
are communicating, don't get me wrong,

as far as how they're doing academically,
but I think the, um, the advisor's

seeing it from a different lens.

It's sort of all-encompassing

Speaker: Yeah, I, I, I kind of am
interpreting it like between a classroom

teacher and, like, the school counselor.

Something in between there.

I mean, and even if it wasn't go
out for, you know, leave campus

to, to go eat, I mean, it could
literally be, you know, having pizza

in the classroom with your group-

Speaker 2: Absolutely.

Speaker: Absolutely … you know, and
spending, spending that time together.

Or

Speaker 2: it would more likely probably
be in their house or their apartment.

It wouldn't necessarily
be in an academic setting.

It'd be more, more relaxed, laid back.

Yeah.

And, and I think, you know, speaking
about the day student, uh, aspect

is you don't, you don't need a
boarding school campus, let's say, to

embrace a boarding school philosophy.

And I think that's something that
a day school could gain from that.

You need, essentially you need
the community where students are

known, they're supported, they're
challenged, they're valued,

and that's what students want.

That's what they're looking for.

Speaker: That's exactly the
connection I'm trying to draw, right?

That you can adopt something like this,
and it's, it's, it's, it's somewhat,

um, timely, and it's definitely, you
know, within the vein of, of this show.

We've talked a lot about the
importance of building connections

with students, even to the point
where you map, hey, what teachers

have connections with which students?

And schools by doing that learn, hey,
some students feel like they have no

connection here, and in many cases,
those students, um, you know, tend to

perform, you know, not well academically.

Mm-hmm.

Right?

The connection that the student feels with
a person at school is so very important.

I, and I love this idea, adopting this
idea that, hey, maybe we need, like,

this middle advisor that is sort of
half counselor, you know, half advisor,

um, that can connect with students
intentionally, um, and think about

what those formal pieces look like, but
also think about what those just, you

know, relationship pieces look like.

When do they have time to bond
and get to know each other?

Um, I think that's, that's a, a, a great
piece of advice that we can kinda steal

from, um, the boarding school environment.

And so, you know, finally, Jeff,
I'm, I'm wondering, um … And,

and I've, I've spent my- career
connected to, to public education.

I was a high school teacher, and
then education technology, and,

and now I typically, um, continue
to interact and, um, with, you

know, traditional day school K-12.

But after everything you've
seen over your career, what's

something that you've learned?

Maybe you thought about young people
before, um, that, that changed over

time and, you know, maybe something
that you wish you'd understood, um,

before walking into a boarding school.

Speaker 2: I think over time, one
of the things I've learned is I'm

not sure that there's a single
definition of a successful student.

Um, and certainly as I mentioned
earlier, there's not a single educational

environment that's right for everyone.

And I think that especially
young adolescents, uh, they don't

always develop in the same time
or the same pace or the same way.

And a lot of it's about
finding the right fit.

And I think in our society, it's,
it's all too easy to get caught up

into, let's call it brand recognition.

I think we see it more often when it comes
to colleges, universities, and whether

someone's aspiring to go to a certain
school because it's maybe ranked higher

or has a certain higher level of prestige.

But I think it's really important
about finding that right fit.

And what that right fit is certainly
does vary from student to student.

And most importantly, as I mentioned
earlier, you have to be happy.

I think that's really important and,
um- And that's one of my philosophies

as an educational consultant with Quebec
Consulting is I work closely with students

and families to really help guide them
and advise them on what that right

fit may be, taking into consideration
all the student's strengths, areas

that they need to work on or things
they need to improve on, and where

can they continue to grow and develop.

If, as you were speaking earlier, David,
about your son, if I were to ask you

to share with me a list of your s-
your son's strengths and where of all

his strong points, and certainly he's
still a young boy, but the reality

is that list is probably quite larger
and maybe through no fault of you or

his, it's just maybe things he hasn't
been exposed to or opportunities

that he's not been presented with.

But also on the flip side,
some of his gaps or challenges

maybe haven't been identified.

Um, maybe they date back to
kindergarten or first grade.

And when you're working with independent
boarding schools, one of the beauties

is that you're dealing with students
who come from not only all the United

States, but all over the world.

And how awesome it is to have
classmates, roommates, teammates from

many different cultures, backgrounds.

And when we speak about diversity, those
are certain areas that often come up.

But I think one area that doesn't come
up often enough is diversity of thought.

So let's say we're in a history
class, and we're talking about a

particular subject or topic or war
in history that goes back over time.

The perspective that maybe you or I
may have may be different that someone

has from coming from Brazil or coming
from Spain or coming from Africa.

And how cool is that?

And especially even from the
adult perspective, you know,

we learn from one another.

And I think a philosophy, one thing I've
always had is I'm a lifelong learner.

And especially in my situation,
I get, I get to work with

students on a daily basis.

And not only working with the adults,
but working with the students, we can

continue to learn from each other.

And I think that's something that's
really powerful and something I think

that I really came to learn in, over my
years and time working with, you know,

in and with independent boarding schools.

Speaker: Thanks for joining
us on Education Talk Radio, a

part of the B Podcast Network.

If there's a topic you'd like us to
tackle or have a guest idea, send me

a message at dciceroedutalk@gmail.com.

Thanks for listening,
and we'll see you next

time.