Give thanks to the Lord for He is good; His love endures forever.... Psalm 136:1
Yippee!! Here is a chance to celebrate a holiday that values all the things that are important to Christians and we can do it legitimately! I know, I know, the world has made it into a day of celebrating turkeys and family time and the beginning of Christmas shopping. And I am thankful for all of those things, too! I like turkey and being with my family and the excitement of planning for Christmas. But, I get to be thankful TO GOD!
Here is where we differ from the world. We do not have just a generic thankfulness. We know that all the blessings we celebrate are from an omnipotent Being who gives us the ability to think (consider Nebuchadnezzar who for a period of seven seasons thought that he was a cow), who makes all our body parts function, and who gives us the tangible blessings of daily life. Yes, there are tragedies that we have endured this past year; yes, there are circumstances that I would not have chosen; yes, there are many things about our present state of affairs that causes concern. However, without being ostrich-like and sticking my head in the sand, I can genuinely be thankful TO GOD for the abundance of blessings, physical as well as non-tangible, that I and my family and friends enjoy.
So what will you do this Thanksgiving after you have en- joyed the turkey, stuffing, and cranberry sauce? Will you and those gathered at your table reflect on those blessings and tell of the goodness of the Lord for what He has done? Will you, in the midst of the tears of sadness that ought to be cried, also say, “The Lord has proven His love to be good...” ?
Our prayer at Immanuel Christian School is that you will know the goodness of the Lord and be able to thank HIM this holiday season.
Monday, November 25, 2013
Monday, November 18, 2013
End of Quarter - Start of New
Report Cards are out in mail and should have arrived or will arrive today. The second quarter is into its third week already and students have this opportunity to do better if they were not happy with their first quarter grades.
Let me give you some perspectives on how to think about report cards as indicators of how a student is doing. The number on the report card does not give any clues as to effort, study connections, test stress, memory problems, or a myriad of other factors. All it indicates is that the student could not get the information or other grading components of a class high enough to “get a good grade.” It does not tell you “why.” That is the hard work that parents are primarily responsible for—but also that which ICS teachers and I are constantly questioning.
So let me help you explore some of those possibilities of low grades. How does your student study? Do they think that repeating information over enough times is going to help them get it stuck in their heads? (That may work for telephone numbers, but is not helpful in getting information to stick long term.) What they need to do is connect information to something that they already know. It can be non- sense, like HOMES as a device to help them remember the names of the Great Lakes. Or it can be something that connects to a previous step, such as, knowing the biological classification system (Kingdom, Phylum, Class, Order, Family Genus, Species) helps a student to see where a specific plant or animal differs from others that may appear similar at first glance. (The apple’s blossom and certain roses are similar and belong to the same Family: Rosaceae, but not the same Genus.)
Another possibility to pursue is whether they are let- ting things go until the last moment. This is a bad habit because it produces “crammers.” Instead of taking small bites in a subject (seven items on a study sheet per night) they try to cram as much into their head at the last moment.
Do they reproduce the same methods as the test is given? For example, if you are orally giving your child their spelling test and they know the words, but they must write them in school, perhaps there is a disconnect in the act of writing. Do other situations in life indicate that your child has difficulty remembering multiple steps? It will show up on tests as well.
In pursuing the answer to the “why” question, it will require your time. You may need to keep trying answers before you find out what makes your child “tick.” But sitting down with them each night is probably THE most significant thing you can do.
Let me give you some perspectives on how to think about report cards as indicators of how a student is doing. The number on the report card does not give any clues as to effort, study connections, test stress, memory problems, or a myriad of other factors. All it indicates is that the student could not get the information or other grading components of a class high enough to “get a good grade.” It does not tell you “why.” That is the hard work that parents are primarily responsible for—but also that which ICS teachers and I are constantly questioning.
So let me help you explore some of those possibilities of low grades. How does your student study? Do they think that repeating information over enough times is going to help them get it stuck in their heads? (That may work for telephone numbers, but is not helpful in getting information to stick long term.) What they need to do is connect information to something that they already know. It can be non- sense, like HOMES as a device to help them remember the names of the Great Lakes. Or it can be something that connects to a previous step, such as, knowing the biological classification system (Kingdom, Phylum, Class, Order, Family Genus, Species) helps a student to see where a specific plant or animal differs from others that may appear similar at first glance. (The apple’s blossom and certain roses are similar and belong to the same Family: Rosaceae, but not the same Genus.)
Another possibility to pursue is whether they are let- ting things go until the last moment. This is a bad habit because it produces “crammers.” Instead of taking small bites in a subject (seven items on a study sheet per night) they try to cram as much into their head at the last moment.
Do they reproduce the same methods as the test is given? For example, if you are orally giving your child their spelling test and they know the words, but they must write them in school, perhaps there is a disconnect in the act of writing. Do other situations in life indicate that your child has difficulty remembering multiple steps? It will show up on tests as well.
In pursuing the answer to the “why” question, it will require your time. You may need to keep trying answers before you find out what makes your child “tick.” But sitting down with them each night is probably THE most significant thing you can do.
Monday, November 11, 2013
Kids Are Fun!
by Kelly Knowlden
My mother often would say to us when we were in high school, “You spend so much energy on getting kids to grow up and then by the time they are able to have an intelligent conversation, they leave home.”
Each child is made in God’s image and that makes them unique and special. Our task as parents is to try to understand them and help them reach their potential as image bearers with their set of abilities and liabilities. That takes a lot of work.
First, when they are little, the task involves getting children to understand that they live under the rule of some- one else. That doesn’t mean that we teach them to respond to our barking orders. It does mean that they must learn the humility of heart associated with hearing and following instructions whether or not they make sense.
During the elementary school years, the world begins to expand and your children begin to see the world in differences. This can be unsettling to both parents and children when kids play it to their advantage, “Freddie’s parents don’t make him do....” Parents particularly want to rein- force that they are on their children’s side, even in situations that don’t seem fair.
By the time your children are in junior high, it helps if you have a healthy sense of humor because these are years when they are old enough to know better, but they push every limit with a hundred questions that often appear disrespectful. Again, teaching them the ability to ask questions but accepting your answers even when the answer runs counter to what they think makes sense, is important.
The high school years are the transition years of helping them to make responsible choices by talking to them - a lot! And of course, this usually happens when they come out to the living room at 11:30pm with the long face and the question, “Can I talk to you for just a minute?” That “minute” will be some of the most valuable time you will ever spend with them. Don’t miss it.
Of course, if you’ve been successful at imparting the truth that you are on their side and you’ve won their hearts, you will get calls during college as well which gives you a parting shot at perspectives that are true and right.
Does all this seem daunting? For me too! Thankfully, the Manufacturer of the child is also the Author of the “owner’s manual.” His wisdom gives help and hope for every step of this journey. If I could summarize one thing, it would be: “Enjoy them. Laugh often. Don’t get stuck in the immediate problem as though it is the whole world. Seek God together.”
My mother often would say to us when we were in high school, “You spend so much energy on getting kids to grow up and then by the time they are able to have an intelligent conversation, they leave home.”
Each child is made in God’s image and that makes them unique and special. Our task as parents is to try to understand them and help them reach their potential as image bearers with their set of abilities and liabilities. That takes a lot of work.
First, when they are little, the task involves getting children to understand that they live under the rule of some- one else. That doesn’t mean that we teach them to respond to our barking orders. It does mean that they must learn the humility of heart associated with hearing and following instructions whether or not they make sense.
During the elementary school years, the world begins to expand and your children begin to see the world in differences. This can be unsettling to both parents and children when kids play it to their advantage, “Freddie’s parents don’t make him do....” Parents particularly want to rein- force that they are on their children’s side, even in situations that don’t seem fair.
By the time your children are in junior high, it helps if you have a healthy sense of humor because these are years when they are old enough to know better, but they push every limit with a hundred questions that often appear disrespectful. Again, teaching them the ability to ask questions but accepting your answers even when the answer runs counter to what they think makes sense, is important.
The high school years are the transition years of helping them to make responsible choices by talking to them - a lot! And of course, this usually happens when they come out to the living room at 11:30pm with the long face and the question, “Can I talk to you for just a minute?” That “minute” will be some of the most valuable time you will ever spend with them. Don’t miss it.
Of course, if you’ve been successful at imparting the truth that you are on their side and you’ve won their hearts, you will get calls during college as well which gives you a parting shot at perspectives that are true and right.
Does all this seem daunting? For me too! Thankfully, the Manufacturer of the child is also the Author of the “owner’s manual.” His wisdom gives help and hope for every step of this journey. If I could summarize one thing, it would be: “Enjoy them. Laugh often. Don’t get stuck in the immediate problem as though it is the whole world. Seek God together.”
Friday, November 8, 2013
Brain Scramblers
by Kelly Knowlden
What are contributing factors to brain confusion? Let me start by talking about pedagogical methods. Having student learn information in haphazard ways without connecting it to previously learned material gives students the impression that learning is not systematic. Also, not making connections to daily life in either application or by motivation increases a student’s disinterest in the educational pro- cess. ICS deals with these teaching methods by training teachers and reminding ourselves of these often.
Another thing that causes disruption to the brain is a lack of discipline. Corporal discipline that starts when children are little and incorporates the biblical standards of patience and prayer help structure the heart in not giving in to whatever it desires. This translates into learning taking place when it is hard and not full of fun. It helps the motivational process as well. Children that are trained by the method explained in the Proverbs will gain the value of hard work.
Brains are also scrambled by emotional stress. This can be due to many factors, including a move, death of someone close, perceived or real stress in the home because of parental tensions, physical needs, health needs, hurts from those close to the family or many other issues. These are all results of living in a broken world and are often outside the scope of our control. However, parental ability to be confident in the goodness of God and ultimately His work on the cross will undermine these stresses and help children learn.
There are neurological brain scramblers whose causes are far too complex for us to figure out. We do know that they exist and do affect not only the way students learn, but also how they perceive all of life. The reason these disabilities show up in the classroom is that the structure of learning imposes certain requirements of the brain that may not have been noticed in the home environment.
Of course, dislike of learning a subject affects ones ability to acquire that information as well.
So in dealing with all the possible reasons for learning problems, we end up working as consistently as possible with a “troubleshooting” mentality that tries to “figure out” what is the thing that a particular student is dealing with. Then we work at applying various methods of discipline, correction, learning devices until we see real learning take place. Over all, the teachers and administration at ICS work very hard at serving you to help unscramble the brain puzzle that makes learning difficult. If you need our help, call and set up an appointment with the teacher or myself.
What are contributing factors to brain confusion? Let me start by talking about pedagogical methods. Having student learn information in haphazard ways without connecting it to previously learned material gives students the impression that learning is not systematic. Also, not making connections to daily life in either application or by motivation increases a student’s disinterest in the educational pro- cess. ICS deals with these teaching methods by training teachers and reminding ourselves of these often.
Another thing that causes disruption to the brain is a lack of discipline. Corporal discipline that starts when children are little and incorporates the biblical standards of patience and prayer help structure the heart in not giving in to whatever it desires. This translates into learning taking place when it is hard and not full of fun. It helps the motivational process as well. Children that are trained by the method explained in the Proverbs will gain the value of hard work.
Brains are also scrambled by emotional stress. This can be due to many factors, including a move, death of someone close, perceived or real stress in the home because of parental tensions, physical needs, health needs, hurts from those close to the family or many other issues. These are all results of living in a broken world and are often outside the scope of our control. However, parental ability to be confident in the goodness of God and ultimately His work on the cross will undermine these stresses and help children learn.
There are neurological brain scramblers whose causes are far too complex for us to figure out. We do know that they exist and do affect not only the way students learn, but also how they perceive all of life. The reason these disabilities show up in the classroom is that the structure of learning imposes certain requirements of the brain that may not have been noticed in the home environment.
Of course, dislike of learning a subject affects ones ability to acquire that information as well.
So in dealing with all the possible reasons for learning problems, we end up working as consistently as possible with a “troubleshooting” mentality that tries to “figure out” what is the thing that a particular student is dealing with. Then we work at applying various methods of discipline, correction, learning devices until we see real learning take place. Over all, the teachers and administration at ICS work very hard at serving you to help unscramble the brain puzzle that makes learning difficult. If you need our help, call and set up an appointment with the teacher or myself.
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