Sacred Education
Last Sunday evening, I was trying to get my five kids (4-13 yo) to get focused while we sat in our living room for a small time of worship. Not surprisingly, they were wiggly, giggly, and basically like they normally are in that space. What can you expect, they’re kids right? At the same time, what should I expect from kids in that kind of moment?
Written by Mr. Rob Muñoz, K-6 Vice Principal
Last Sunday evening, I was trying to get my five kids (4-13 yo) to get focused while we sat in our living room for a small time of worship. Not surprisingly, they were wiggly, giggly, and basically like they normally are in that space. What can you expect, they’re kids right? At the same time, what should I expect from kids in that kind of moment?
Dressed in their formal attire, students gather for chapel every Wednesday morning. Students receive biblical teaching from a variety of their teachers and often activities that reinforce the value being shared!
In the midst of trying to settle my thoughts and teach them a new worship song, I grew impatient. I put down the guitar for a moment, and gave the kids my dad stare (you know, the this-is-about-to-get-serious look). The conversation with them that followed made me think more deeply about the lack of understanding about what is ‘sacred’ among kids these days.
According to research, Generation Z (anyone born after 1994) is the least religious of the generations preceding it. For kids, that means less going to church, less youth groups, less spaces for meeting and interacting with one another and the Lord.
So I told my kids, “Look, I’m not upset. I do want us to have some fun, but I also expect that when we worship the Lord we focus and ready ourselves to interact with the Lord in his Spirit, which makes even this living room…set apart, and sacred really.” The kids, while mostly quiet and trying to figure me out, sat up, engaged, and started to make connections with expectations on their behavior and attitudes during worship times at their school (the Academy) and times in prayer we have had at home.
Mr. Muñoz, with the assistance of some of his former students, lead worship for the entire student body during a school wide chapel service.
It made me think how Christian parents and educators need to be intentionally defining what sacred is for children, especially when it comes to spaces where they interact with the Lord. This is why I am so thankful for our Wednesday “Spiritual Emphasis Days” at the Academy.
From kindergarten through high school, Wednesdays are centered around worship in song and hearing the word of God during chapel. Students also dress in their formal day clothing showing the ‘set apartness’ of the day. Younger students engage in classes like Heroes of the Faith and Jesus Movie, connecting biblical values to historical characters and popular media. Collaborative classes like Exploratory Hour and Games give students an opportunity to practice themes they are introduced to each week like perseverance, kindness, and cooperation. The older students spend significant time learning to worship in bands with expert worship leaders as instructors. Extended chapel times allow them time to be guided in the development of their own spirituality. It is all quite the effort on the part of the staff and volunteers, but well worth it.
Exodus 3:4 When the Lord saw that he had gone over to look, God called to him from within the bush, “Moses! Moses!” And Moses said, “Here I am.”5 “Do not come any closer,” God said. “Take off your sandals, for the place where you are standing is holy ground.”
Students and teachers share a moment of worship together on the last day of the fall 2019 semester. These are some of the most prioritized, sacred moments of our school year!
One of my great hopes is that the Academy will be a place where children can be educated in how to keep the name of the Lord and our interactions with Him a sacred space.
Fall 2019 Semester Reflection
As the semester and calendar year comes to a close, I find myself reflecting on the goodness of the Lord. As an educator, I’m blessed to work for an institution that does what it says it will, and is preoccupied with the whole child and not solely a test score. As a parent of a student at the Academy, I am blessed to know that the Lord has placed adults in the life of my child that will help him grow into a man…
HOLISTICALLY EDUCATING CHILDREN TO BECOME RESPONSIBLE, KIND AND ETHICAL NEIGHBORS; COMPETENT PERSONS, GLOBALLY CONSCIOUS, AND HISTORICALLY RELEVANT.
Written by Mr. Alex Castro, Principal
Mr. Castro welcomes visitors to one of our largest school events of the year: Grandparents Day.
As the semester and calendar year comes to a close, I find myself reflecting on the goodness of the Lord. As an educator, I’m blessed to work for an institution that does what it says it will, and is preoccupied with the whole child and not solely a test score. As a parent of a student at the Academy, I am blessed to know that the Lord has placed adults in the life of my child that will help him grow into a man that will one day walk from this campus and live out the expectations of our mission statement.
This semester I’ve seen children resolve conflict by using mediation, fears being cast aside when having to engage in new content, new technology used to present problems and solutions to administration, and much more. I have also had the pleasure of being spoken to by students who can truly engage in conversation with adults. There are so many things that have happened this semester that have both amazed me and sparked a new passion.
Whether participating in a PTO fundraiser, volunteering in the classroom, or showing up for a campus tree-planting day as seen in this photo, Academy parents are a blessing to our students and staff!
Having worked in public education, I am constantly reminded of the contrast between our school and others. One area that is overwhelming is parental support. The willingness of our parents to partner with what the Academy values is one area that I can personally say is a strength of our school. It is astounding to see the support through events, donations, and teacher appreciation. It is with this that I offer a huge THANK YOU to all parents who have participated in partnership with us in so many capacities this first semester. Thank you for entrusting us with the education of your children. We are committed to holistically educating your children in becoming responsible, kind and ethical neighbors; competent persons, globally conscious, and historically relevant.
Academy Staff Instruct Educators in the Philippines
Written By Alison Sherrod
In 2011 I spent six months teaching Kindergarten at a rural barangay (neighborhood) school in Sariaya, Quezon, Philippines as part of a study abroad program with the Institute for G.O.D. Being in a crowded classroom with 30 five year old children who primarily spoke Tagalog was not the most comfortable experience in my life, to say the least.
Alison teaches math in a rural classroom of 30 kindergarten students in Sariaya. Quezon in 2011.
Furthermore, because the children were too young to travel alone, many of them coming from the coast, the mothers were also present, peering through the open windows, observing my cross-cultural class management skills, delighted at the scene while giggling with one another over the “American teacher”. Fast forward 8 years later to August 2019 when I visited the Philippines for a week-long leadership summit conference with the Association for Christian Schools International (ACSI) Global. My perspective on education in the Philippines has grown much deeper after spending the past 6 years as part of the school administration and start-up team at the Academy for G.O.D. I have learned lessons in school administration and a holistic approach to education for children that can be transferred into any culture, and that’s just what I was blessed to teach at the conference last month.
Leafa Vagatai and Alison Sherrod were blessed to be invited to the ACSI Summit Leadership Conference, hosted by ACSI Philippines Director, Ces Tajales and ACSI Global Vice President, Dr. David Wilcox.
Dr. David Wilcox speaks to hundreds of Filipino educators and school leaders on the current generation and the enduring values that should be present in Christian education curriculum.
My teammate and co-worker at the Academy for G.O.D. Leafa Vagatai and I were invited to attend and facilitate breakout sessions at the ACSI Convergence Conference in Palo, Leyte with over 400 Filipino school leaders and teachers. The annual leadership summit is held in a different location throughout the Philippines each year, and this year’s conference just happened to be in the same town as our ministry hub. Our week was filled with insight from Filipino educators and leadership from ACSI Global, including Dr. David Wilcox, Vice President of the Asia region.
It was after my experience in 2011, that the Lord impressed upon my heart a need for accessible, alternative Christian education in the Philippines. I was moved by some of my kindergarten students in Sariaya who endured physical hardship, or others who had social-emotional challenges, and several other students who could only attend school on certain days due to familial obligations. The opportunity for quality education is not available to all. A couple of years later when the Academy for G.O.D. began in Old Hickory, TN, I learned what could be possible in children’s education under the direction of our Headmaster, Gregg Garner. Other regional team members were also involved like Leafa with the kindergarten program, Craig Duffy with upper-elementary students, and Michelle Madron with special needs services. The Lord is continuing to connect all of our work at the Academy with what we hope to see in the Philippines.
It was a blessing to be among so many Filipino Christian educators in Palo last month, to hear their stories and connect with their experiences in the classroom and working with parents. Many of the private school teachers in the Philippines receive less pay than public school educators as they do not receive government funding, so they consider their work ministry, a service of teaching God’s children.
Academy elementary teacher, Leafa Vagatai, facilitated workshops on early education and music as a tool in the classroom. Leafa has over a year experience teaching in Filipino schools.
Please join us in prayer for these men and women in the Philippines and around the world who give themselves to this work each day. Opportunities like the Convergence Conference are a special time for these individuals to collaborate, learn from one another, and develop friendships with those who are like-minded in terms of philosophy and motivation. God willing, some of the educators we met last month will become wonderful resources and co-laborers for our schools in the Philippines as we look into the coming years in faith!
Academy Senior Serves Local Widow
Eighteen year old Blake Botzum, now an Academy for G.O.D. graduate, wanted his senior project to be connected to ethical building. Blake interviewed several builders within the GOD community to learn what that meant, and what he found was one common motivation: to help someone who could not help themselves in a way that could be modeled by others.
Written By Rosemary Sherrod
Eighteen year old Blake Botzum, now an Academy for G.O.D. graduate, wanted his senior project to be connected to ethical building. Blake interviewed several builders within the GOD community to learn what that meant, and what he found was one common motivation: to help someone who could not help themselves in a way that could be modeled by others. Therefore, instead of focusing on what kind of building project he would enjoy doing, Blake first considered who he wanted his senior project to benefit. “I want to serve those who are on God’s heart and I thought about a verse in the book of James that my Mom had me memorize years ago: “Religion that is pure and undefiled before God, the father, is this: to care for orphans and widows in their distress, and to keep oneself unstained by the world.” He went on: “God emphasizes caring for children and widows. So that is what I would do. I wanted my offer my services to a widow in our neighborhood and that’s when I met Mrs. Frances.”
Denise Bennecker, manager of G.O.D.’s Widow and Elderly Care program, introduced Blake to Mrs. Frances, and pointed him to a biblical precedent for caring for widows in 1 Timothy 5. It may come as a surprise that the Bible gives standards for which widows should be helped, but when dealing with a large number of widows, the text is very helpful. After Blake’s time with Mrs. Frances, he agreed that she was one of the “true widows” that the text describes: “at least sixty years old ... well attested for her good works, one who has brought up children, shown hospitality, washed the saints’ feet, helped the afflicted and devoted herself to doing good in every way,” (5:9-10). Blake recounted: “She spent her life serving the children at her church and in her neighborhood. She describes herself as the neighborhood’s grandmother and that fits her perfectly. It was so easy for me to talk to her and before long I discovered how I could help her.”
Mrs. Frances has always worked in her yard whether planting or maintaining her shrubs and flowers. However, at this time in her life, she expressed that there were things she needed or wanted to do but she was no longer able. Blake asked, “What can I do for you?” and Mrs. Frances was ready with an answer. “I need a step with a rail built so I can get in and out of my shed and I would really enjoy having an arbor built right here.” The “right here” is the spot where Mrs. Frances could look out her back door and see the greenery covering her arbor.
So Blake got to work. The Academy at G.O.D. provided all the materials and Blake provided the labor (Blake’s dad helped him with planning, design and a little hands-on work). Blake intentionally paced himself so that the job took the full five weeks that the project was termed. I asked him why he didn’t just get it done. “I could have, of course, especially if I asked my dad to help more. But I wanted to show consistency and have time to build a relationship. Even though I love building, I loved serving Mrs. Frances more.” Blake isn’t interested just in building but ethical building which means he cares so much about the person on the other side of a building project that their needs are incorporated into the actual project plans. In considering Mrs. Frances’ needs more significant than his own, Blake committed himself to a longer period of time than was actually required to finish the project but not without effort. “It takes longer to get something done when you stop and consider the person you are serving. I am such a task-oriented person and I wasn’t sure I could get over that.”
I asked Blake how he will go forward from this project. “I’m maintaining my relationship with Mrs. Frances by visiting her and helping her in any way I can.” He smiled and said, “I offered to fill her car tire and she offered to bake me some cookies.” The service, it seems, goes both ways.
In the end, Blake expressed how thankful he is that God showed him that he works well with the elderly and he said he will be getting involved with our Widow and Elderly Program. In a more sober but hopeful tone, Blake commented about this grandmother who lives out of town: “My Grandma is also like the 1 Timothy widow. I hope the church back home is taking care of her in a similar way.”
Honor widows who are really widows...The real widow, left alone, has set her hope on God and continues in supplications and prayer night and day (1 Tim. 5:3,5).
What I Learned at Academy Performance Night
Written By Brett Madron
This last weekend I had the privilege of attending the Academy for G.O.D.’s performance night. I anticipated the event, wondering how my children, 8 and 6 years old, would perform. But, more than that, I knew there would be unique twists and turns to the evening’s routines. I know the headmaster, I know the administration, and I know they shoot for excellence in all things.
Levi’s class was singing a song in Spanish. Levi is non-verbal. I had no question they’d find a way for him to participate.
My daughter’s kindergarten chose to perform jokes. Hilariously cheesy stuff like, “What’s the scariest tree in the jungle?”…”Bam…BOO”.
In fact, each class presented in a way that displayed their collective personality, and certainly the personality of their teachers. There were instrumental guitar performances, live readings from a student written story, a parent/student trivia game show, songs in Swahili and Spanish, one acts, student bands with original numbers, and more.
The diversity of performance style was refreshing. It illustrated the varying types of the intelligence developing in students at the Academy. Some musical, others linguistic, others interpersonal, or kinesthetic.
What struck me? A bunch of students who don’t perform very often looking confident and comfortable on the stage. Why? I suspect it was, at least in part, because they were given an opportunity to do something that reflected their growing interest and skill.
While Michelle and I knew Levi would need some individualized attention at the Academy because of his developmental delays (more on that here), it’s something each student receives in such empowering ways.
Students are exposed to many different activities and fields, over time they learn that they have certain proclivities, certain interests, certain things they understand faster than other things, things they feel passionate about and things they would just as soon never do again.
Broadly, unfortunately, education does not work like this. Students are not always given this sort of individualized attention or support. They are not treated as unique. And so often it is less the fault of the educator and more the fault of a broken educational system in which students and teachers exist. There’s not enough time, not enough resources or support, not enough personnel to guide students in some of the most impressionable years of their development. Teachers are tired.
Performance night made me thankful, and it helped me to see the life-giving benefits to a different approach to education. These kids deserve it, and they’ll be better adults for it. Thank you teachers, wherever you teach, for giving yourself everyday.
As for Levi, he played the drums and a friend held up a microphone to his talker while he talked about how to say ‘peace’ in Spanish. It wasn’t perfect, but man was it perfect.
