The Path to Self Discovery and Self Confidence
Hyde School has a history of helping students discover their unique potential. In order to become the best possible self, a person must develop
- an understanding of themselves
- the presence to speak, and
- the grit and confidence to go the distance when the going gets tough.
This is what Hyde School calls Inner Leadership. Students are asked to move past their comfort zones and contribute. Given the support of mentors, community leaders, and peers, they undergo transformative change within themselves.
A student has developed their inner leadership when they have become self-aware, have the confidence to speak in public, are able to tackle challenges outside their comfort zone, are able to have meaningful relationships, and understand their family’s strengths and challenges.
A Hyde School education supports the growth in each of these areas through the following:
2. Public Speaking Confidence
3. Tackling Challenges outside of one’s Comfort Zone
4. Meaningful Relationships
5. Family Context
Along the way, students periodically come together and assess their progress on their leadership journeys. The Inner Leadership Model consists of four stages;
- Consistency to Excellence
- Student displays a pattern of effort and ownership in school/home/life.
- Student is trustworthy and demonstrates an excitement for learning
- Student initiates and sets standard for self and others
- Student displays initiative, accountability and effort
- Student demonstrates a desire to change through taking steps in areas around schools or with relationships
- Student begins to listen to his/her conscience and accepts a commitment to best effort
- Student may be meeting basic expectations and is able to utilize direction
- Student may have let go of unproductive actions and is at a plateau
- Teacher/Parent has more ownership of student’s best
- Student may be unwilling and not meeting basic expectations
- Student may be challenged in accepting and following Hyde ethics
- Student requires supervision and structure in free time to meet expectations
Students assess themselves, and faculty also assess each student. This feedback loop allows students to reflect upon where they believe they are as well as discover how they are perceived, giving them a good picture of what they are doing well and areas they could improve upon.
Students who have achieved excellence status, which is defined as “the student-directed stage of learning where pride and confidence lead each of us to actively pursue our best and to help others in the learning process,” not only benefit from personal confidence, but also get to attend specific leadership opportunities, or “LOs.” For example, one such of these was a trip to New York City for the senior girls in the excellence phase. They met with women in leadership positions at Ralph Lauren and Ghurka, as well as visiting the Holocaust Museum and the MET.
Through the learning and discovery and assessment processes, students gain the tools and the courage to step up and become leaders.