UNITY!

Written by Mrs. Hayley Gowen

“Behold, how good and pleasant it is when brothers and sisters dwell in unity!“ Psalm 133:1

A new year and new semester brings a time to set goals for the rest of the school year and even beyond. On the first day back from winter break, students discussed this verse and goals they have for themselves and our class. They discussed how being unified in a task makes it much more doable than if a person is trying to work alone. I gave them the example of how Headmaster Garner wanted to start a school that would holistically educate children but he needed teachers that had the same heart for children and the Lord in order to make the Academy what it is now. 

The students agreed that this semester they want to grow in their relationships with one another and set a goal to be kind to one another. They also created personal goals that included: 

1. helping people to get along

2. learning to solve conflicts

3. helping others when needed, and then praying for them

The first two weeks of each semester is spent helping students reorient to the learning environment and enjoy team-building activities with their classmates and teachers.

These goals will be a stepping stone for bringing about unity in our classroom. I’m excited about where this semester takes these students when they are so insightfully setting goals that will help them learn how to love their neighbor. Practically, students will participate in a time of focused prayer where they will grow in their endurance to pray for longer periods of time, more times of group prayer, and discussion of topics related to their semester goals. It’s going to be a wonderful semester

Mixed-Age Learning Activities Boost Patience and Cooperation

Written by Ms. Rebekah Davis, Specifics Level Lead Teacher

In the Specifics B classroom we’ve been doing some mixed-age activities, which focus on getting to know some younger students better. In my homeroom class (“India”), students range from ages 9-10, while the Tanzania/South Korea students are just a year younger at 8-9 years. All these homerooms fall within the ‘Specifics’ level. 

Students write and present a puppet show together as forum for learning more about their classmates.

On the first day back to school, students were eager to share about their winter breaks. Mrs. Benoit and I partnered up and assigned each India student a younger partner from the Tanzania class. They interviewed each other about their breaks and prepared to present to the whole class what they had learned from their partner. Their creativity was highly entertaining!  Two students chose puppets as their form of presenting, and they proceeded to do a live show with Lincoln the Pig asking Walker the Cow about his Christmas vacation. My favorite question to Walker the Cow was, “What did you eat for Christmas dinner.” The ironic reply from the cow, “My favorite, Beef Brisket!” 

This kind of mixed-age activity is highly recommended by experts, encouraging gentleness and patience in the older students, as the younger ones learn by watching and imitating their older peers. (CLICK HERE for more info) I love to set up opportunities for my students to engage both older and younger students!

Teaching Students, Not Classes

Written by Mr. Derek Bargatze, Generals Level Lead Teacher

Why make education monotonous and repetitious when the students receiving it are so diverse? There’s a saying our Headmaster, Gregg Garner, taught us: “teach students, not classes.” When we teach classes, the content runs the high risk of becoming repetitive and monotonous for the students and for the teachers. And I get it, the teacher needs to get through all the material...whether the students were ready for it or not. 

However, a teacher who teaches students can accomplish the same goal, but recognizes that students are different. I have students that can read a word off the white board and never forget it. They have a better memory than I do. I have other students who can’t read those same words, but can draw a beautiful and realistic portrait of themselves. I have students that get overwhelmed emotionally from a conflict at lunch and just can’t bring themselves to focus in the next class. At the same time, I have a student who is completely unaware they caused that student to be so upset. Every student is different, and to teach them like they’re the same is doing my students a disservice. 

A teacher’s job is to be able to speak the “learning language” of every student. I think of a few Bible verses every time I think of “teach students, not classes”: Ephesians 2:10 - “For we are his workmanship, created in Christ Jesus for good works, which God prepared beforehand, that we should walk in them.” Also, Isaiah 64:8, “Yet you, LORD, are our Father. We are the clay, you are the potter we are all the work of your hand.” God cares about our development as human beings, first and foremost. Before we concern ourselves with completing our curriculum (which is important), we must give attention to the beautiful students God has given us the privilege to teach. Part of caring for them is teaching in a way they can understand. 

Elementary reading courses are fluid so that students are able to learn at an individual pace. Games and hands-on activities in the classroom make learning fun and inviting for our younger students.

The Theory of Multiple Intelligences by Howard Gardener, suggests “that each human being is capable of seven relatively independent forms of information processing, with individuals differing from one another in the specific profile of intelligences that they exhibit.” Vygotsky’s Theory on the Zone of Proximal Development teaches that students learn at a different pace and teaching done well makes room for students to learn at their pace alongside an educator, tutor or a more competent peer. Both of these philosophies are incorporated into the Academy’s paradigm for education.

What I love about the Academy for G.O.D. is that we make these modifications to our daily class schedules for all our students. Our Language Arts block looks like students excited to be in a class they can thrive in, and when they’ve mastered their benchmarks, they can move to a different and more challenging Language Arts class. The same goes for our STEM and Creative Arts courses as well. Students don’t leave their age mates for the entire day, but just for the class period and return right back to their homeroom for breaks (which our students have FIVE breaks in their day). We have observed that our students love learning because they are taught by teachers that teach in ways they learn. If a student needs to touch and move letters, then that’s what they get. If a student wants to write down word for word, then they can do it. If a student wants to write a sight word and then perform the action because it helps them learn it, then that’s what the student is doing. It’s simply a great place to learn!

Sources:
1. Gardner, H., & Hatch, T. (1989). Educational Implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4–10. https://doi.org/10.3102/0013189X0180080042. Ryan, K., Cooper M., J., & Tauer, S. (2013). Teaching for Student Learning: Becoming a Master Teacher. Belmont, CA: Linda Schreiber-Ganster.

When Unkindness Creeps In

Written by Ms. Corey Foster

Indoor recess can bring about a range of activities, including games invented by students that attract everyone’s attention. In my classroom, during all indoor breaks or recess times, students from both second grade classes convene in the open space to play one of these games. It’s always intense and filled with all the competition, drama, and emotions that you can expect from a group of competitive 7- and 8-year-olds. On one occasion, the degree of conflict surrounding the game caused the entire class to lose game time, so they had to find another activity for the last few minutes. This always comes with a reminder that they can try again later.

One of the many indoor recess games these students have created is a sitting version of four-square which involves rolling, bouncing, and the same competitive nature to get to the top square.

On this particular day, students left the game with a lot of emotions and started to place unwarranted blame on one another. The atmosphere of the room was one of negativity and unkindness. It crept in during a time that is typically characterized by joy. Students embraced the feelings of frustration and hurt that come when being treated unkindly, and they held onto them tightly.

After watching a few students exchange harsh glances and a couple “don’t talk to me” comments were spoken, I stopped the class and made them consider the type of character they were displaying. I sent them to complete their end-of-the-day chores while they thought through their behavior.

As the students worked to organize their physical environment, I prayed that God would guide me to help them work towards the same type of harmony on a social level in the classroom and that God would touch their hearts.

Students returned to the floor for wrap up quietly, not engaged in conversation and laughter like they usually are. We needed God’s presence to get through the range of emotions being displayed, so I asked the students whose image they were created in. They responded that they were each created in God’s image. I asked if they valued the people in the room around them, if they are thankful for them, and if they too are created in God’s image with the same value from God’s perspective. They all agreed.

From there, students slowly began to lift their faces and look around the room. Since cutting each other down had been the response that led to the negative spirit of the classroom, I had students pair up with another several different times: once with another student from the opposite class, then a student of the opposite gender, then a student in their own class, and eventually with a student they had had a conflict with during the week.

While paired up, they were asked to look the other person in the eyes and tell them something they love about them. As students talked with one another, I heard heartfelt comments and wonderful words being exchanged. They were trading in their frustration and negativity for loving and positive words of encouragement.

Students at the Academy learn that when they experience conflict with their friends, forgiveness and prayer brings restoration to their relationship with one another.

The spirit of the classroom began to change. Faces began to lift even more—those that were once filled with sadness and even tears were now filled with smiles and laughter. They hugged each other as they worked to restore their friendships by remembering that they were created in God’s image and they are valuable to one another.

As students finished encouraging each other, we turned to look through the verses that hang on our classroom wall—the verses that these students have worked to commit to memory for an entire school year. I asked the students to look specifically for the verses that would help them remember how to treat their friends according to God’s Word.

They grew louder and louder as they shouted out the truths they’ve learned from God’s Word that show how they are to respond to the friends that God has given them. Verses like, “Love is patient.” (1 Corinthians 13:4a), It’s good to get along like family.” (Psalm 133:1), “Love your neighbor.” (Law 2), "The LORD is righteous in everything he does; he is filled with kindness." (Psalm 145:17), and “Don’t be mean to your family.” (Law 7).

I shared with them that the value of these verses goes beyond memorization and moves into action. I shared that these verses are an opportunity to learn how God would respond and that they have the same opportunity to respond. I challenged the class to take a moment to pray out loud through these verses and for the friends around them. As they prayed with sincere hearts, I too prayed that God would mold them into the type of people who respond to those around them with kindness and love in a world that so strongly values individualism and self-preservation.

As the prayers of each student ended, faces were glowing, and it was clear that God’s presence was with us. Before the bell rang to end the day, one student suggested we sing the song “Lean On Me” to remember this time together and the lessons they learned. In true Academy for G.O.D. fashion, students engaged in a laughter-filled game of freeze dance using “Lean On Me” as the song of choice. The day ended with a giant class hug and smiles all around. Everyone could attest to their spirits being lifted by the Lord and to full hearts. A student led us in one last prayer of thanksgiving before everyone left for the day.

Unkindness was removed from our midst by focusing on the truths of God’s word. God is good. He is close to the hearts of our students. They displayed soft hearts to receive his word and for that I am thankful.