What some of your fellow NWCSI administrators are saying:
Submitted by Tim Visser on Wed, 10/01/2014
I get a kick out of all the changes education standards and curriculum have enjoyed over the years. We have gone from the Washington Assessment of Student Learning (WASL) to SmarterBalanced. Read more >>
Teaching is Modeling
11-11-2014 12:11 am – Tim Krell
When I talk to parents about what keeps them coming back to Bellevue Christian School, the idea they express is community. The relationships that develop between BCS families, students, teachers, coaches, and staff top the list. It is not a mystery that “modeling the kinds of relationships which should exist within the body of Christ,” is a part of Article 8 of the Educational Confession – Teaching is Modeling. “Love, respect and discipline as expressed in Scripture must govern all aspects of the school.” This is important and hard work.
The day I returned to Bellevue Christian School on June 9, I stepped squarely into an opportunity to model right relationships. read more – http://www.bellevuechristian.org/Superintendent_Blog&post_id=2542
Aug 27, 2014 3:09 PM
Like a pair of glasses, our way of looking at the world frames and focuses how we answer life’s questions such as: Who am I? Where did I come from? How can I be happy? Where am I going? The answers make all the difference.
October 01, 2014
By Laura Eisenga
Twelve year-old girl, “Mom, can I ride my bike?”
Mom, “Is your homework done?”
Sixteen year-old boy, “Dad, can I go see a movie with my friends?”
Dad, “Is your homework done?”
Do these conversations sound familiar? read more –
Good Reads from the Society of Christian Schools in British Columbia:
Communities of Grace
by Ed Noot, SCSBC Executive Director ◊
A quick survey of SCSBC school mission statements reveals a strong focus on foundational theological concepts such as:
- students are image bearers of God who are uniquely gifted
- our world belongs to God
- students are nurtured, taught and discipled on the foundation of God’s word
- students are equipped for service in the Kingdom of God
- our schools seek to be transformative
Articulating these beliefs in our mission statements is entirely appropriate and I have often advocated for their inclusion as I have been involved in reviewing school mission statements over the years. However, it strikes me that one important foundational theological concept is often missing. That concept is grace. . . . read more – http://www.scsbc.ca/?action=d7_article_viewer_view_article&Join_ID=563385&template=link_article.htm7
More Food for Thought:
A paradigm shift schools need now- and it’s not Common Core, tech or rigor
By Marion Brady
Modern education, worldwide, has lost sight of its primary mission—helping humankind survive.
Survival requires adapting to change. Adapting to change requires new knowledge. New knowledge comes from the discovery of relationships between parts of reality not previously thought to be related. Because the math-science-language arts-social studies “core” curriculum ignores important fields of study, and fails to treat those it doesn’t ignore as parts of an integrated whole, it radically limits relationship-discovery options. Locking the core curriculum in permanent place with the Common Core State Standards perpetuates the most serious problem with modern education—its perspective-limiting boundaries.
Below, from my much longer list, nationally and internationally known and respected scholars weigh in on the problem.
Theodore Sizer: “The fact is that there is virtually no federal-level talk about intellectual coherence. The curricular suggestions and mandates leave the traditional “subjects” in virtually total isolation, and both the old and most of the new assessment systems blindly continue to tolerate a profound separation of subject matters, accepting them as conventionally defined… The crucial, culminating task of making sense of it all, at some rigorous standard, is left entirely to [the student].” School Reform and the Feds: The Perspective from Sam. Planning and Changing, v22 n3-4 p248-52 1991
Thomas Merton: “The world itself is no problem, but we are a problem to ourselves because we are alienated from ourselves, and this alienation is due precisely to an inveterate habit of division by which we break reality into pieces and then wonder why, after we have manipulated the pieces until they fall apart, we find ourselves out of touch with life, with reality, with the world, and most of all with ourselves.” Contemplation in a World of Action, Paulist Press, 1992, p.153)
David W. Orr: [Formal schooling] “imprints a disciplinary template onto impressionable minds and with it the belief that the world really is as disconnected as the divisions, disciplines, and subdivisions of the typical curriculum. Students come to believe that there is such a thing as politics separate from ecology or that economics has nothing to do with physics.” Earth In Mind, Island Press, 1994, p.23
Read more – http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/19/a-paradigm-shift-schools-need-now-and-its-not-common-core-tech-or-rigor/?utm_content=bufferecf1d&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer
To Teach Facts, Start with Feelings
Recently, we heard from a teacher who decided to create a more dynamic approach to his history class . . . by teaching it backward, starting with the present day. “Here’s the world around you and how it feels to live in it. What happened over the last 20 years to get where we are? What happened in the decade before that?” Unsurprisingly, he met resistance from parents, who thought his approach was crazy.
From a neurological perspective, though, starting a history class from the present makes perfect sense. Scientists from Adriaan De Groot to Anders Ericsson report that human brains are very particular about how they like to take in information and about what information actually sticks. . . . read more – http://www.edutopia.org/blog/teach-facts-start-with-feelings-hunter-maats-katie-obrien