This document outlines IMF's expectations for enrolling a child in kindergarten, and ways parents can prepare their child for enrollment.

Last year, I welcomed a new sidekick into my classroom. After only a few weeks of school, he had earned the nickname ‘Doc’ as well as the place of honor at my right hand in front of the students. In that short amount of time, it became clear to me that Doc had a natural ability to enhance my lesson material into a form more easily understood by the students. All I needed to do was place a copy of a student textbook or worksheet at my new companion’s feet, and he would immediately go to work to help all of us achieve greater levels of clarity.

Before I go any further, I believe that I owe my readers a description of Doc. When he is standing at his full height, he towers over my pencil jar at a staggering twenty-one inches tall. Most of his height, of course, is in his neck, which conveniently hinges in the middle to allow it to fold neatly in half when he is asleep. He has one large, bulbous eye with vision acuity that would rival that of an eagle.

To be clear, Doc is what one might call a document camera, representing a new generation of devices in the lineage of the overhead projector. As described above, these tools practically become an extension of the teacher’s presence in the classroom thanks to their ability to assist in displaying visual aids to help students learn.

While he may only be an inanimate object, Doc has demonstrated a knack for using examples of my own teaching to help open my eyes to some of the vital ingredients present in an engaging classroom. Unfortunately, Doc’s timing for these coaching sessions has not always been ideal, and on more than one occasion, Doc has interrupted the flow of my teaching to point out something that every teacher ought to consider - the power of forward momentum.

The first of these moments came on a sunny afternoon in September as I was preparing to project a social studies workbook onto the screen to give my class instructions for an upcoming activity. The lesson had all the ingredients to provide a high-quality learning experience for students: well-defined classroom expectations, a clear lesson plan, an exciting topic - yet Doc had other ideas. In mid-sentence, I paused for a few moments to watch the once crisp image turn blurry. I immediately pressed the ‘Auto-Focus’ button in hopes of a quick solution. Rather than clearing up the image for students, Doc began cycling rapidly back and forth between a focused image and something so hazy that nothing on the projected page could be recognized. All of a sudden, my group of engrossed students lost all attention and the lesson was practically ‘dead in the water’. It started with just a few students giggling in the back, but before long, most were talking and laughing as they watched their teacher struggling with an untimely technology problem. Fortunately, I was able to solve the problem but only at the expense of student focus and learning.

I have spent some time reflecting on that experience, and I believe that it demonstrates a sometimes overlooked element that I have found to be present in most, if not all, engaging classrooms - forward momentum. I would describe forward momentum in this context as the continuous, uninterrupted flow of a lesson that keeps students attentive and interested in knowing what will happen next. Others have attempted to describe this with more concrete terms like instructional pacing and student engagement (Danielson, 2007). Whichever term you prefer, Doc’s rude disruption to our lesson that afternoon highlighted what happens when that natural flow is interrupted: classroom management problems escalate quickly and students struggle to be fully in tune with learning.

Due to the nature of one’s work as a teacher, there will always be the potential for surprises in the classroom. Frankly, that is one of the aspects of teaching I find most appealing! However, there are several things a teacher can do to limit the number of ‘momentum killers’ at work in their classroom:

• Be familiar enough with your plans and teaching materials that you do not need to spend lesson time flipping through pages, searching for some necessary item, or processing and figuring out the content mid-lesson as you also attempt to teach it to others. Even brief interruptions lasting only a few seconds significantly weaken your connection with students and disrupt the lesson’s forward momentum. As adults, we struggle to remain alert and attentive when a speaker at a podium pauses to shuffle through papers in search of their next words, so it is only natural to expect that students, who are likely less mature and deferential, will struggle even more than us. I have both observed and been in conversation with frazzled teachers who were puzzled about why they needed to deal with so many student problems in their classrooms, and an abundance of these ‘micro-pauses’ throughout the day has often been the main culprit.
• Have a detailed classroom management plan that both you and your students know intimately. This plan will outline how both the students and teacher will perform classroom tasks, ranging from sharpening pencils to offering input in a class discussion. Without such a plan, the number of decisions a teacher must make in a day increases dramatically as they essentially need to treat every classroom activity or student request as a new situation to be thoughtfully considered. Not only does this kind of space create confusion for students, but the forward momentum of the school day is continually halted as the teacher considers answers to trivial questions such as where students turn in papers, if pencils can be sharpened during a test, or how many students may use the restroom at the same time. Instead, have a plan, make sure students know the plan, and be ready to offer quick feedback when anyone tries to deviate from the plan in a way that will kill your lesson’s forward momentum. This is not to say that a teacher cannot be flexible but is rather a challenge for us to be flexible at the right moments.
• Consider how you will approach ‘Doc’ moments that feel largely unavoidable. No amount of planning or knowledge on my part could have prepared me to deal with a technology problem. In the situation described above, I eventually pulled the plug on the document camera and allowed the system to reset before proceeding with the instructions. However, my experiences with the power of forward momentum have taught me to have something ready to keep students engrossed even when the unexpected happens. In fact, naming Doc and personifying him as a brilliant yet temperamental sidekick continues to be my approach in dealing with these occasional disruptions to class. It has normalized the occasional technology problem and students no longer seem to notice. Anytime the document camera needs to reboot, I simply say something like, “Well, it looks like Doc needs a quick nap…”, pull the cord, and proceed with the lesson by holding the book up so that students don’t have the downtime of watching me troubleshoot the technology.
• Plan independent warm-up activities at the beginning of lessons and reflection activities at the end. If done well, I have seen students come into class and immediately engage in the daily warm-up task, allowing the teacher to take care of incidental needs without disrupting students’ engagement. Similarly, reflection activities or informal assessments at the end of a lesson provide both meaningful learning opportunities to students but also allow a busy teacher a time to transition from one class to the next in a way that will not disrupt the class’s forward momentum. A teacher who has cultivated the skill of keeping his students’ minds intellectually engaged ‘come what may’ is ultimately one who will likely experience less classroom management problems, higher student achievement, and an overall more enjoyable classroom environment (Danielson, 2007).

Teaching is full of surprises - some support learning, some can be frustrating, and some (like Doc’s autofocus failure) threaten to derail an otherwise well-planned lesson. In spite of the variety of a typical school day, maintaining forward momentum is one of the most powerful ways to maintain both an orderly classroom and student engagement. By anticipating and preparing for potential disruptions and establishing clear procedures, we can minimize the stop-and-go feel of our teaching to help students remain in tune - even when things do not go as planned. So, the next time you have a ‘Doc’ moment, take a deep (but quick) breath, adjust as needed, and keep going. In the end, great teaching is not really about everything happening according to plan but rather maintaining a classroom rhythm that will keep students learning and wanting more.

References

Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Association for Supervision & Curriculum Development.

Photo by Arūnas Naujokas on Unsplash

Mt. Olive School is needing multiple teachers for the 2025-2026 school term.

Perhaps a student has just moved into your area from another country and does not speak English. Or perhaps you are teaching in an area where English is not the first language of most of the residents. Either way, you may have a non-English speaker in your classroom. How can you reach out to this student and keep him or her on track with the rest of the class? Judy Haynes and Debbie Zacarian give some helpful ideas in their book Teaching English Language Learners Across the Content Areas.

To function in the classroom, English language learners (ELLs) need to be able to communicate in speaking and listening along with reading and writing. In teaching ELLs, the first thing a teacher should consider is the language level the student has and then help the student to move to the next level. The first stage of learning a language is starting; the students need pictures, gestures, and buddies to help learn basic vocabulary. They will listen more than anything else. In the emerging stage, the student can speak in phrases, write short sentences, and be a part of class activities. The teacher should use many graphic organizers and charts to help this student. In the developing stage, ELLs communicate more by writing, understand more complex directions, and begin communicating socially with classmates. Expanding learners are more fluent and can begin skimming written material and filling out graphic organizers, although writing will still be difficult. The bridging learners will be able to perform close to the level of their classmates with help from the teacher. For these steps to occur, the students must be comfortable in the classroom, perform meaningful tasks, and be required to work just beyond current ability level.

When ELLs "learn" a language, they study the actual language and its rules. When they "acquire" a language, they pick it up socially. These processes can occur at the same time. Therefore, the teacher should engage the ELL in activities that are relevant not only educationally but socially. A student's understanding of the goals of the lesson is vital to learning, so the teacher should always have these posted visibly in words that everyone can understand. Adding the specific activities and content can also help the ELL. Finally, teachers should fully explain required vocabulary and pair ELLs with native speakers to use new language.

In effectively reaching the ELL, a teacher can plan backward when creating lesson plans, starting with the goal and assessment, and then deciding how to reach the goal. ELLs typically struggle with vocabulary in reading, unfamiliar cultural concepts, English sentence structure, math concepts different from their home countries', "hands-on" science, and American history and social studies. By connecting the current content to the students' own knowledge, the teacher can aid the ELL. Detailed lesson plans including supplementary materials, field trips at the beginning of a unit, open-ended questions, and graphic organizers are all helpful tools for the teacher. Assessment should match the language level of the ELL, so tests and quizzes may need to be shortened, rewritten with simpler terms, or given orally. The ELL should be given multiple opportunities to practice new vocabulary. Specific strategies such as think-alouds, small groups, and much practice assist the ELL.

These practices will require more time on the teacher’s part, so if possible, a teacher’s aide can assist in these steps. But seeing the ELL progress into speaking fluently and learning with classmates is gratifying and makes the extra work worth it.

References

Haynes, J., & Zacarian, D. (2010). Teaching English language learners across the content areas. Alexandria, VA: Association for Supervision & Curriculum Development.

Photo by Ivan Shilov on Unsplash

God of love, who is Love Himself,

Please pour Your love on me.

I am weak, needy, and imperfect, and I need You to teach me how to love as You love.

Remind me that I am undeserving of your grace to me, yet You freely give it anyways.

Remind me that You call me Your child even when I turn my back on You.

Remind me that when I fail You give me another chance.

Help me to show that kind of love to my students.

Father, I am especially struggling to love ____. I forget so quickly that they are Your precious child. You created them, with all of their unique facets and particular quirks. They are broken by sin and this broken world, but they were created by You and are therefore very good.

Give me eyes to see Your fingerprints on ____ today. Show me the unique aspects of your creativity that they bring out because of who they are. I ask for the strength to see them as You see them, even if it’s only for brief moments. Convince me, deep in my being, that they are precious and honoured in Your sight.

I ask for wisdom as I interact with ____ today. Help me to know what to say and what not to say. Show me the best way to reach their heart. Give me a tangible way to connect with them to remind us both that we are on the same team.

I ask for patience beyond what I have in myself. I ask for grace to keep engaging with their struggles. And most of all, I pray for hope in the moments when I want to despair.

I pray that ____ would be secure in Your love for them today. If they are coming to me bearing the brunt of negative circumstances they cannot control, I pray that You would work Your redemption. If they are coming to me from a place of deep hurt, I pray that You would work Your healing. If they are coming to me with a heart that is rebellious and hard, I pray that You would do Your work of conviction.

Help me to do what I can to help them and leave the rest in Your capable hands.

You love ____. They are created in Your image, redeemed by Your sacrifice, and called by Your name. You love them with an everlasting love and unfailing kindness. You take great delight in them, and You rejoice over them with singing. Nothing can separate them from Your love for them. You created their inmost being, and You knit them together in their mother’s womb. They are fearfully and wonderfully made.

Help me to see them like this.

Amen.

Photo by Amaury Gutierrez on Unsplash

Hello

Pioneer Christian Academy is a k-12 school in Brownsville, OR, established in 2019 with the primary focus of “Helping students from all walks of life achieve godliness, success, and a love of learning.” We believe the school exists to help caregivers and churches raise a generation for Jesus. We are a patron run, community school, our goal is to make a difference in the town of Brownsville and surrounding community.

We are looking for several teachers for the 2025-2026 school term.

1st grade homeroom teacher

2nd grade homeroom teacher

3rd/4th grade homeroom teacher

High School Teacher

If you have interest in PCA, please feel free to reach out. I would love to tell you more about who we are!

We are a growing and thriving church school associated with Believers Mennonite Church (BMC), located in Hampton, CT. Hampton Mennonite School (HMS) is looking for an energetic teacher to lead our school that was established in 2018. This is a wonderful opportunity for someone looking to lead a smaller student body and connect in a dynamic and active church community. We have approximately twelve membered families (85-100 with regular church attenders) with a vibrant youth ministry. Located in the quiet corner of northeastern Connecticut, Hampton is less than one-hour from Hartford and Providence, Rhode Island and is conveniently situated between Boston and New York City. An excellent opportunity for anyone who is married and looking to move with their family or someone single with a passion to serve our school. A servant heart and a strong willingness to share the love of Jesus is a must!!

To submit a completed application (link to the document), please contact Chris Newton at cmcnewton@gmail.com or mail to 176 Depot Road, Canterbury, CT 06331. For additional questions or information, you may contact Chris at (860)-884-1701.

In John 17, Jesus tells his disciples that offences will come. These offences can come in many forms. The word offence in this setting refers to a snare. In my estimation, this snare can be temptation, it can be stumbling blocks, and it can be hurts and grievances. Regardless of the form of offense, it will happen. While we hate to consider the idea that there could be grievances in our churches and schools against another, we are all aware that this is an unfortunate reality in our fallen world. The devil is hard at work seeking who he may devour.

My work in nursing home administration requires me to deal with grievances, allegations and investigations on almost a daily basis. Dealing with these situations can be extremely challenging and galvanizing. While we hope that we never face a grievance or allegation, it is very important to have procedures laid out before they ever happen so that there is clarity on how things will be handled. While our Anabaptist schools and churches pose different challenges then I face in healthcare, there are some principles that can apply regardless of what setting in which we work. (It must be said before going further, that these methods of conducting an investigation are not in any way a replacement for reporting crime to the proper authorities. These methods are strictly meant for grievances in which we are seeking to find redemptive restoration of relationships.)

Facing a Grievance

When working with a population of residents with advanced dementia and a largely ungodly workforce, there are often things that are said and done that require an investigation. Most of the time, these investigations are unsubstantiated. However, there have been times in which a person has been found to mistreat someone and we have to follow the disciplinary process up to immediate termination, reporting the individual to the police, and reporting them to the licensing board for their professional licensure.

The first time that I was faced with a situation in which I was required to investigate an allegation, I was very uncertain of what to do. I had a resident with advanced dementia in a skilled nursing facility accuse a male CNA of inappropriate actions toward her. This was very stressful because I had not really prepared myself for what must be done in an investigation. Now, after performing more investigations then I can count, I have learned that a consistent procedure makes working through these challenges much easier and nothing to fear. 

Start with the End in Mind

When we have to face a grievance, it is important that we understand our end goal. While the outcome must be open ended, the final direction should be stated from the beginning. The goal should be to find restoration and healing for all involved. When we can keep the end goal in focus, we can face the grievance with grace and love. When we understand that restoration is the end goal, we can carefully walk each step in a way that promotes these goals.

Confidentiality

Anytime that there are grievances, it is paramount that strict confidentiality is maintained. I had a staff person once that would just pop in and ask questions about situations of which they were aware. They would say things like, “Do you notice too how no one likes this person?” Or sometimes they would be more subtle and slowly try to work it into a conversation. I had one employee that was not subtle at all and would ask me for the dirt. When I smiled and walked away after being asked for the dirt, they said, “I knew you couldn’t say but I just wanted to see if you would.” 

There is a temptation to feel a certain sense of power and ego when we know information about a situation. This is a temptation of Satan to further cause destruction. When confidentially is broken, we are no longer keeping the end in mind. Breaking confidentiality directly mitigates against hope and healing. While our procedures should have complete transparency, personal information should never be shared with those outside of the investigation.

Take Every Grievance Seriously

In one memorable investigation, we had a resident that was prone to being very vocal about his concerns. One morning, the coffee was not made when he wanted a cup of coffee. He proceeded to share with the kitchen staff that were just arriving how he felt about this. Following the incident, he began telling anyone that was willing to listen that the two dietary staff told him that he was a stupid old man and that he was nothing. While this was not unusual behavior for this resident, we had to take this allegation seriously. If the staff persons would have said what he alleged, we would have had to terminate the employment of the kitchen staff. Even if this resident were no longer able to properly process information due to diseases like dementia, we would still have handled the situation the exact same way.

Act Immediately

One of the most important elements of investigating grievances is to begin the process immediately. Waiting days and weeks may lead to distorted facts and possibly a faulty outcome. This action will look different in various situations. But the most important thing is that we act.

We need to focus on safety in these situations. While we have a general procedure, the exact steps we take are determined by the actual situation. For example, we cannot report a caregiver if it is not an allegation against a person. We also have to investigate things like bruises of unknown origin. In these situations, we do not usually have a person to report and so we adjust our investigation accordingly. If our investigation includes staff members, they are placed on administrative leave until the investigation is concluded. This is not only to protect the individual that filed the report, but it is also to protect the alleged perpetrator from further escalating the situation. The goal in the initial steps of the investigation should be focused on deescalating any altercation and providing for safety of all involved.   

Focus on Fact Finding

Once all parties are safe and the proper authorities are notified, we start the actual investigation. Any internal investigations should not in any way jeopardize any legal investigations. Many people bring in third parties to assist which is appropriate depending on the severity of the grievance.

The goal is to interview all those involved as either the offended, offender, and those that may have witnessed the situation. These interviews should be conducted in a way that does not lead a person to a specific conclusion. There should always be a witness in these interviews that is also a note taker. Having a designated note taker allows the interviewer to give the person their full attention. We should ask open-ended questions, such as, “Tell me what happened this morning.” If a person has been involved in a stressful situation, that is specific enough that they will know exactly what you mean. This allows them to talk freely. They have the freedom to talk about anything leading up to the grievance as well as the details of the grievance.

The interviewer should be prepared to ask clarifying questions in order to better understand the perspective of the person that they are interviewing. There are times where people do not want to talk, and so more specific questions become necessary. The person should not be able to detect your personal thoughts or biases about what may have happened. They need to be given the opportunity to talk. Once the interview is over, the interviewee should be asked to write a statement recapping what was just discussed and any details that they would like to add. This is their way of expressing things that they may have not felt comfortable saying.

Synthesizing the Data

Once all parties have been interviewed and all statements gathered, it is time to synthesize the information. This is when the primary interviewer and their witness spend some time talking about the things that they’ve heard. This must be a place in which each person can share their thoughts and feelings openly. Each interviewer must be willing to be open about any relevant biases and acknowledge them when discussing the facts. The goal of this step is to attempt to determine the facts and timeline to truly understand each aspect of the grievance.

Once those that are investigating have determined to the best of their ability what was the actual offense, they are then able to make recommendations for steps forward. Steps forward should never be determined prior to having all the information. Further, there are times in this step that as the data is synthesized, the interviewers determine from the information that has been gathered that they will need to interview more people with information that is directly or indirectly related to the grievance.

Finding Healing

This final step could fill entire books. Our goal should always be to lead all people to Jesus, the Great Physician. In John 14 Jesus said: “I am the way, the truth, and the life; no man comes to the Father except through me.” True healing comes only through Jesus and his shed blood. While methods may vary, the end goal must always be to bring people to Christ. Anything outside of this will be futile and potentially harmful.

Conclusion

Transparency and consistency work against the chaos created by the devil. When we follow consistent practices, there can be peace that the final outcome is likely as equitable as is able in the situation. While we hope and pray to never have to conduct an investigation or face an allegation, it is important that we have procedures developed prior to an offence in order to maintain integrity. When our procedures are predetermined and we follow them, there is not an opportunity for onlookers to suggest any kind of wrongdoing or cover up. 1 John 1:7 says: But if we walk in the light as He is in the light, we have fellowship with one another, and the blood of Jesus Christ His Son cleanses us from all sin.  

Photo by Dylan Gillis on Unsplash

Pilgrim Christian School in Stuarts Draft, VA is a small church school (Beachy) with approximately 55 students (K – 12). We are looking for a high school teacher (Grades 9, 11, 12) for the 2025 – 2026 year. The high school curriculum consists of a combination of conventional and individualized courses.

Is today’s generation of children and young teenagers more anxious than previous generations? Is mental illness more common than it used to be in adolescents, or is it only that it is more acceptable to talk about it than it used to be? Are smartphones part of the problem? I have been part of discussions about questions such as these several times in recent years, usually with other teachers. So, when I heard of Jonathan Haidt’s new book The Anxious Generation, I was eager to read it and to consider his perspective on this topic.

The subtitle lays out the basic premise of the book: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. Haidt uses numerous statistics and graphs to show that rates of anxiety and depression among adolescents spiked in the early 2010s, at the very same time that the use of smartphones became common. His theory is that the switch from a play-based childhood to a phone-based childhood is the main culprit.

It is ironic that while parents stopped letting children play around the neighborhood without adult supervision because of the fear of what random strangers would do, they allowed their children access to the internet where random strangers could steal their minds and hearts. Haidt says, “My central claim in this book is that these two trends—overprotection in the real world and underprotection in the virtual world—are the major reasons why children born after 1995 became the anxious generation.”

Previous generations were exposed to screens and the internet, but only with the arrival of the smartphone were screens suddenly in children’s pockets and accessible almost anywhere. Haidt outlines four foundational harms of the “great rewiring”: social deprivation, sleep deprivation, attention fragmentation, and addiction. He shows that while the internet offers a pretense of connection and socializing, its prevalence has made people (adolescents in particular) feel lonelier and has deprived them of real-world connections. The comparisons and perfectionism of social media have been especially harmful to girls, while boys have been more likely to fall prey to pornography and addictive gaming.

The final part of the book is a call to collective action. To undo the harm caused by the Great Rewiring, Haidt says communities must work together. Parents, schools, tech companies, and governments need to do their part to build better policies that will give children a better childhood—a childhood with more freedom in the real world and less freedom in the virtual world.

I find it intriguing that although Haidt proclaims himself an atheist, he reaches many conclusions that align with Christian values. He even quotes Scripture as “ancient wisdom literature.” One of his key emphases is our human need for embodied activities that bind us together. He reminds us, “Humans are embodied; a phone-based life is not. Screens lead us to forget that our physical bodies matter.” I believe that this points directly to the image of God in people and to the incredible beauty of the incarnation.

Along with this, Haidt mentions the power of synchronous activities that groups of people do together, such as playing sports or singing in a choir. Human beings are wired to do things like this that connect us to each other, and the internet can never entirely replicate this important form of connection.

Reading a book like The Anxious Generation makes me grateful for the cautious approach that our Anabaptist churches have taken with technology. Most of our young people have not been affected by smartphones and the internet in the extreme ways that the book describes. Yet this book also reminds us of our need to be vigilant. 

Recently a friend of mine from church was lamenting how difficult it has been to stick to the decision of not letting her daughter have a phone until she is sixteen, because “everyone else has one.” I said, “It’s like parents have to get together and make this pact that they will not allow their children to have smartphones until a certain age.” I thought of this conversation when I read Haidt’s “call to collective action.” It is hard for one family to make decisions about technology on their own. No one wants to be the “mean” parent who makes their children feel left out of what everyone else is doing. Churches, parents, and schools must work together.

The Anxious Generation speaks primarily of the harm that smartphones have done to children and adolescents, but I think we adults also need constant reminders to evaluate how smartphones are rewiring our lives. If we expect our children to learn how to use technology in healthy ways, we need to model it for them. If we want our children to enjoy active, embodied, connecting activities, we need to do those things with them. Together we can find ways to use technology wisely and to keep from being entangled by its harms.

I carefully observed a few of my students this year in an attempt to understand how their brains work and how they learn so that I can help them do better in school. And that’s a wonderful thing to do—adapt your teaching to help your students more. At our school, we especially try to do this for students who struggle a bit.

And what I have noticed with several students who struggle is this: they are intelligent and very able to learn, but their processing times are different. Specifically the ones who struggle. They just take longer to grasp and understand a concept. While they are usually able to function fairly well and keep up with the rest of the class, they usually aren’t the straight-A students. So, how can we help them?

1.  Slow down. Just teach a little slower. Pausing slightly between steps in concepts (especially math and English) gives them time to think and comprehend better.

2. Repeat. I’ve noticed that I may have to reteach concepts repeatedly to certain students, but that this pays off. Eventually they do remember. Try to lead them the right direction the third or fourth time, and just ask questions after that. They will usually begin to “connect the dots.”

3. Use different words or pictures. Often, the names of the concepts are confusing to some students. Rather than just say, “cross multiply and divide,” draw an arrow from the bottom number on the left to the top number on the right and then circle the number by which you will divide. I’ve had students that were totally confused (at first, especially) by the terms “relative pronouns” and “subordinating conjunctions.” Yet, these same students could easily find the “deer antlers” (We “spot” deer—the relative pronouns and subordinating conjunctions—circle them and draw antlers on them) and diagram them like nobody’s business.

4. Teach only one concept at a time. We had one student who repeatedly was making the same mistakes. We figured out that she could comprehend where to put capitals, or where to put an “a” or an “an,” but struggled to do both concepts in the same sentence. Her wise teacher told her to do the “a’s” and “an’s” first, and then to go back and check to see which ones needed capitals.

By taking these simple steps—slowing down, repeating, using different words or pictures, and focusing on just one concept at a time—we can greatly assist our students who are capable of doing the work but just need a little more processing time. And kudos to the teachers who make the effort to do this and help their students even more!

Photo by Mike van den Bos on Unsplash

Does it matter if a student regurgitates facts but doesn't comprehend them? How does conquering reading, comprehension, math story problems, etc. benefit the kingdom of God? A dive into II Peter 1 reveals the stakes in education are higher than simply getting a better job. Is your school being a good steward of its resources for the Kingdom?

Osceola Christian School is a church school with around 75 students and 8 teachers. We are looking for a resource teacher to teach Barton classes for 3 or 4 students, Math U See tutoring and teach art classes. Experience with Barton is helpful but we will consider training if no experience.

The Things We Learn—and the Things We Don’t

I have learned a number of things through the years such as how to operate an espresso machine and the proper way of pruning raspberry canes (to name a few). I learned how to work an espresso machine because I enjoy both the smell of freshly ground coffee and sipping lattes while I work. On the other hand, I consider trimming thorny brambles to be an unpleasant business. No matter how carefully I approach the job, I always come away from the berry patch looking as if my arms have just been attacked by a pair of ferocious cats - yet I enthusiastically put myself through this torture on a regular basis.

There are other things that I have learned in life that I avoid at all costs, including milking cows and making tuna salad. The idea of moving into a 1,500-pound animal’s personal space keeps me up at night, and I can’t imagine what type of person would actually eat tuna on purpose.

Finally, there are things in life that I have never learned and, honestly, have no intention of doing so—such as lion taming or memorizing all the Z entries in a dictionary. I suppose that taming a lion could come in handy if I should ever decide to join the circus, and one never knows when the winning move of a Scrabble game could come down to expertly placing an uncommon word to maximize points. However, all in all, I do not see how the benefits of learning these things would be worth the while. I just do not see how the returns would be worth the investment.

Four Categories of Activities

Hidden in the paragraphs above are several categories of activities that we all likely recognize:

• Category 1 - Enjoyable activities that also lead to a rewarding outcome (grinding espresso beans to make a latte). In a classroom, this may be illustrated by a student saying, ‘This lesson is exciting! I can’t wait to apply this later in life!’
• Category 2 - Unenjoyable activities that lead to a rewarding outcome (trimming raspberry canes to later enjoy a freshly baked raspberry pie). In a classroom, a student may think, ‘This lesson is kind of boring, but I know paying attention and understanding now will be worth it later.’
• Category 3 - Activities that we deem to be insignificant or without a worthwhile reward (memorizing the Z section of the dictionary to help make one a Scrabble champion…someday, maybe). For students, this may sound like, ‘What is the point of this stuff? I wonder if we have any plans this weekend?’
• Category 4 - Activities that we generally perceive as a form of punishment that may further lead to more unpleasant consequences (smelling tuna in the kitchen only to have to eat a tuna salad sandwich later). In a classroom, this can be understood as, ‘Zzzzz….’ or disengagement.

In reading over these examples, you could likely create a similar list of activities based on your own preferences, values, and goals. We are generally motivated to learn and complete a task if we believe that there will be some worthwhile benefit for us in the end - even if the process itself is unpleasant. On the other hand, we are far less likely to learn and complete tasks that will lead us to something perceived as unpleasant or a meaningless outcome.

This is generally the nature of motivation for both adults and children. At a foundational level, we all function the same. For a teacher in tune with his students and the dynamics in the classroom, it is possible to predict how students may perceive a specific lesson and to plan ahead or even adapt in the moment to counteract negative reactions to a lesson.

What Can a Teacher Do?

I believe that one of the main points that makes motivation so mysterious is that classroom situations often need to be considered on a case-by-case basis due to the lack of a ‘one size fits all’ approach to addressing a student’s apparent lack of effort. When viewed in the context of a single classroom where a range of motivation levels may be present for the same lesson, dealing with students’ changeable interests can be overwhelming to a teacher whose objective is to make sure students are learning all the necessary concepts. However, I propose that understanding some of the basic ways that motivation influences behavior can equip a teacher to better address situations when a student appears apathetic or disinterested in school.

Extrinsic or Intrinsic Motivation?

Extrinsic motivation is understood as when the source of motivation exists outside of a person, such as when a student knows their performance will be rewarded with a good grade, a piece of candy, or a sticker. I have heard people refer to this practice like dangling a carrot from a stick in front of a donkey to urge it to move forward at the rider’s bidding. While research has shown that this form of motivation is less ideal in a classroom setting where sustained student interest is the goal, it can still serve a purpose and should be a part of every teacher’s toolbox.

On the other hand, intrinsic motivation exists inside a person such as when one’s interests or personal goals drive behavior and choices. In a classroom setting, this is observed when students willingly complete learning activities based on personal interest or perceived value. This form of motivation is generally seen as the ideal, and we, as teachers, would do well to find ways to build internal motivation in students.

Both!

One of the most helpful things for teachers to remember about extrinsic and intrinsic motivation is that it really is not a matter of either/or. Rarely, if ever, are people purely driven by one type of motivation over another. Generally, there are multiple incentives at work driving us to complete a task such as participating in a teacher’s lesson. For me personally, I experience much intrinsic motivation to teach. I find it immensely gratifying to see the transformation of my students throughout the course of a school year. To be fully honest and transparent, however, I recognize that I also teach because it is a paying job that provides me with a wage. If the paychecks stopped coming, I would undoubtedly need to make some difficult decisions because I rely on the incentive promised in my contract to provide housing and food for my family. The intrinsically motivating aspects of teaching (though there are many!) simply would not be enough for me to forego this crucial need. Adults representing many careers would probably say the same thing.

This meshing of extrinsic and intrinsic motivation is the same for students, yet too often we approach it as an either/or situation and then wonder why students do not go for it. It may be that we falsely think ‘Using fewer extrinsic motivators in class is good, so using none must be even better!’ I contend that teachers may be better served by carefully selecting sources of extrinsic motivation for their students that will best support them in the development of a real inner passion for learning.

Finally, Some Tips…

• Help students create achievable goals for mastery. While there will always be some lessons to learn at school that few, if any, students will find enjoyable, all people, to some extent, enjoy the satisfaction that comes with accomplishing goals - yes, even when there is some type of additional incentive involved. Student goals tend to be most powerful when they are focused on personal mastery of a skill or concept rather than based on achievement (Dweck & Leggett, 1988). Mastery goals (as opposed to performance-based goals) mostly remove the temptation for students to compare themselves with others and to instead focus on learning.
• Incorporate students’ innate curiosity. Interest is one of the most powerful forms of intrinsic motivation, so building it through tapping into students’ curiosity can be a powerful tool for teachers. Incorporating something new, different, unexpected, or challenging can be a quick way to boost student interest in even the most mundane lessons. Research has even shown that students approaching a lesson with a curious mindset are more likely to retain information long term (Gruber et al., 2014).
• Reduce anxiety or other negative emotions. This is likely not shocking to most people, but students experiencing high levels of anxiety about school are less likely to feel motivated to learn and participate. While there may be a few select students who will thrive under high pressure (e.g., your future trauma surgeons or crisis counselors), most students will not do well in that kind of environment. Research has supported the fact that we all tend to experience our peak performance under the right amount of pressure - not too much or too little (Yerkes & Dodson, 1908). Therefore, if you have students frequently disengaging in your classroom, you may wish to evaluate if students are feeling too much (or too little) pressure.
• Without digging too deep, other motivators for teachers to consider include students’ inherent needs for excitement and activity, a desire for autonomy (having the ability to make a personal choice), and feeling socially connected to a group.

If you are one of the teachers unsure if it is truly possible to motivate even the most apathetic students, take heart! It is indeed possible to create an environment where each student will engage in learning, even when the content might not initially spark enthusiasm. By understanding the interplay between extrinsic and intrinsic motivation and applying the proper tools, teachers can help guide students toward higher levels of engagement. It is never about removing all the things that students find disagreeable; it is about helping them to broaden their perspectives and to find value in the learning process. Motivation may be mysterious, but with the proper tools and a motivated teacher, it is a mystery worth solving!

References

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.

Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit. Neuron, 84, 486-496.

Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. The Journal of Comparative Neurology and Psychology, 18(5), 459-482.

How utterly frustrating. Week after week. Nothing seemed to help. Although I studied diligently, prepared carefully, and via text even sent study questions ahead of time, most of the class continued to simply warm their chairs. Stoic and silent. Wandering eyes and precious little response clearly bespoke disinterest. I hated it. In vain I longed for verbal acknowledgment or appreciation for all the energy I poured into this. Repeatedly my thoughts turned to serious self-doubt; soon they were joined by despairing and self-pitying tears. Fear of failure hounded me, threatened to consume me. What was wrong? Was my presentation style all wrong? Whose fault was this seeming failure? Before long my thoughts culminated into thoughts of blame.

Then I heard that still Voice, “You don’t need to rely on the people in this class for your sense of well-being.” Startled out of my downward spiral, I acknowledged that was indeed what I was doing. Repentance began an inward movement toward freedom. At the same time an ardent student of the Word who was visiting in the area for a few weeks, joined our class. Her eager contributions stimulated more discussion and class time quickly became a fragile delight – a delight still significantly tempered by the almost total absence of verbal affirmation from the class. No comments of, “I really enjoyed the class!” ever surfaced. So was I doing OK – or was I not?

Although now less urgent, the turmoil continued. If this visitor were not here, then what? The drought of affirmation still carried a sharp edge of perceived failure. Then while spilling out this intense story to my mentor friends, again I heard that quiet Voice, “What if this dearth of affirmation is a gift?” My face turned toward the Questioner. Yes, what if? Although my strong love language of verbal affirmation is God-given and good, to interpret its absence as a sign of failure results in serious inner bondage. Life is not a contest to earn His love. Didn’t He say nothing can separate us from His love? Soon the startling, but sweet words, “I cannot ‘fail’” began ringing in my mind.

For three Sundays now I have stepped into teaching with that thought prominent in my mind. I feel the difference, it is freeing and beautiful. While daring to believe those words, the pressure to perform loses it power to control. Now class time flows, it feels alive, stimulating, and inspirational. Even though the gift of no affirmation continues, I walk away with joy. Rather than holding power over me, it poignantly invites me to believe again and again His words: “I cannot ‘fail’”. Truly, if ‘success’ means having earned the Father’s love, I cannot fail. Ever. Neither can I ‘succeed’. Ever. I can only offer what He gives. Always. That is how I want to live.

And so I rejoice—and I also lament. I rejoice that at my age I can continue to grow and learn and step deeper into His love. And I mourn the years of teaching school where, caught in the tyrannical grip of the need to perform, affirmation or its absence either empowered or defeated me in very unhealthy ways.

I remember, and then with clearer understanding, my head and heart unite to thank Him for this present dearth. It is a gift to be received and treasured. Amen. So be it.

Article is anonymous by request of the author.

Photo by Brad Helmink on Unsplash

In Manitoba, students need 30 credits (17 compulsory + 13 electives) to graduate. The province has frameworks for Student Initiated Projects and Credits for Employment. We decided to combine them into what we call "Work Studies" and allow students to earn up to 4 work study credits to replace book/class-based electives. They can do these during the summer or after school.

We have kept our process quite streamlined and simple, trying to give as many of our students opportunities as possible. This helps make graduation more attainable for those less academically inclined, and recognizes that much learning takes place outside of the classroom.

Last year a group of us met at a youth camp in West Texas to view the 2024 solar eclipse. One of the features of the camp was a long zipline. However, to sail down the zipline, one first needed to scale a rock-climbing wall or climb up a vertical playground. There was no other way to the top. Watching the climbers’ progress, I reflected on how their success was like a student’s progress at school.

The desire to climb needed to be there.

Initially, the lure of the zipline created a desire to conquer the wall. The reward was tantalizing enough to override the reluctance of hard work to get to the top. For some of us, though, the reward was not worth the work it took to get there, or other concerns and abilities rendered the reward unattainable.

Initial success at school is often driven by the desire for good grades, fear of failure, the class party for high marks, and so forth. Some students may not feel the end goal is worth the effort. Some students may not have the ability to meet the goal.

However, no one receives the reward without working to obtain it.

“Pride” of the successful climb became the higher reward.

Ask anyone who made the climb, and they will tell you that the feeling of making it to the top was a greater thrill than the long zipline ride – though that was the cherry on top. It took hard work to get there, and the accomplishment was great. And then there were the young and hardy who began a competition to see who could make it to the top the fastest. The zipline was only a sideline dessert by this time – still enjoyed but not the real reason to climb the wall.

Pride of success only comes after effort has been expanded. Waiting your turn to ride the zipline was no accomplishment (unless you were conquering a fear of heights).

Climbing was safe though difficult.

Anyone climbing the wall or the vertical playground was supervised and supported by professional staff. There were rules and protocols to follow. Those climbing were harnessed in and the harness checked by the staff. If the protocols were followed, the climbers would be safe.

Help your students learn to not fear the challenge. Make the experience safe. Set students up for success by giving them the tools and foundation they need for the task at hand. At the same time don’t take away the challenge of hard work and effort. Don’t do the job for them. The support staff couldn’t climb the wall. They only made sure the climber didn’t fall.

Not all the rocks on the climbing wall were solid and steady. Some spun around when a climber grabbed hold of them or put their foot on one. But you couldn’t tell that by looking at the rocks, you had to test them. Some climbers found themselves stuck when they couldn’t find a solid grasp. Some climbers lost their hold, fell back several feet, and had to retrace their steps. Getting to the top needed grit, courage, and problem-solving skills.

Occasionally when a climber became stuck in a difficult spot, the belayer offered suggestions as to where a safe rock may be. Then the climber could continue his way to the top.

While we need to encourage our students to solve their problems, a wise teacher knows when to step in with aid that will get them going again. Students facing challenges need to taste some success along the way or they become discouraged and give up. But the wise teacher also knows when to step back and let the student climb again.

Encouragement from by-standers aided the progress of the climber.

The climbing wall attracted not only climbers, but spectators also. Parents cheered on their children. Grandparents lent encouragement to their grandchildren. Friends applauded friends. This support assisted the efforts of the climbers. It was interesting to note the times when audience attention shifted away from the climber. Almost always the climber began to falter, and progress was slower. When the encouragement began again, progress became faster and surer.

We all like to feel supported in our challenges. When faced with hard things students need people to tell them, “Come on, you got this! Two more feet and you’re at the top. I know you can do it.” Students need people that believe in them. Students need teachers that believe in them and tell them they can do the task.

Everyone that started to climb made it to the top.

Everyone that chose to climb made it successfully, from the nine-year-old to the 70-year-old. Some went up the vertical playground, which was somewhat easier, but many made at least one climb up the wall. Some worked hard and long to make the climb. Some learned to scale it quite quickly. But they were all successful.

Students should feel success when they have faced the challenge and met it. They do not all need to be the first one done. Even a “C” is success if the student has given it their best effort and done the work themselves. And once a challenge is mastered, doing it again may just become enjoyable.

“On belay?” “Belay on.” “Climbing.”

As teachers, let us give our students the ability to enjoy the success of hard work. Let us set them up with the skills they need, let us lend support as necessary, and cheer them on as they make their way to the top.

“Climb on.”

Outline

Why Teach Writing? by Andrew Yoder

• Writing gives you beyond the material you produce and helps you to:
  • Analyze a topic
  • Sort through your thoughts for best description
  • Build your creative abilities
• Effects of consistent writing practice for the student and his life beyond:
  • Effects on the Student
    • Builds his Understanding
    • Teaches Logic
    • Refines Ideas
    • Facilitates expression
  • Effects on the Church
    • Explains complex situations
    • Equips for Teaching
    • Creates Commentary
    • Preserves Ideas
  • Effects on the Workplace
    • Creates Clarity in Communication
    • Assists in Problem solving
    • Enables Effective Marketing
  • Effects on the School as a whole