Split or Steal?! A Lesson in Generosity
During one of my recent Beginnings classes, I led a game called “SPLIT or STEAL” to create an opportunity for students to engage with “Law 8: Don’t take what doesn’t belong to you” (in real time). The game was an opportunity to decide if they wanted to share (“split”) or take a prize (“steal”) from their partner. Such is a very real decision that most of us unknowingly make daily.
During one of my recent Beginnings classes, I led a game called “SPLIT or STEAL” to create an opportunity for students to engage with “Law 8: Don’t take what doesn’t belong to you” (in real time). The game was an opportunity to decide if they wanted to share (“split”) or take a prize (“steal”) from their partner. Such is a very real decision that most of us unknowingly make daily.
Now you may say, “I do not decide each day whether or not I should steal.” However, as I'm teaching my students, I encourage you to not stay at the simplistic definition of not "taking an object that is the property of another". Instead, we're examining how stealing can go beyond that.
Elementary students play “SPLIT or STEAL” as an opportunity to consider another classmate’s preference or need.
In class, we discussed how they can take their friend's opportunity to learn away by shouting out answers instead of raising their hands. They also learned they could take a special celebration moment away by choosing to “one-up” a friend or be jealous and quiet when their peer may receive an award, praise, or DOJO points.
I pray this simple game continues to resonate with my students this year as they interact with their classmates. I hope we can continue to examine ways we could be tempted to "take" and rather respond with ways we can give generously to one another whether through praise, a helping hand, or a listening ear.
The Purpose of Focus Level Elective Courses
This week our Focus students jumped into their semester-long elective classes. Now, maybe you’re secretly asking yourself, “Wait, what grade is Focus again?” Focus refers to our upper elementary students - typically ages 10-11. Your next question might be, “And elementary students get to pick their own classes?” That’s right! Within parameters.
Written by Ms. Rebekah Davis, Lead Teacher
This week our Focus students jumped into their semester-long elective classes. Now, maybe you’re secretly asking yourself, “Wait, what grade is Focus again?” Focus refers to our upper elementary students - typically ages 10-11. Your next question might be, “And elementary students get to pick their own classes?” That’s right! Within parameters.
At the Generals level (6-7 yo), students are exposed to a wide variety of subjects and skills. At the Specifics level (8-9 yo), they go deeper and look into the nuances of that discipline and its application. For example, Generals have a My Emotions class, and Specifics use that content to engage in Conflict Resolution class. Throughout these early elementary years students are learning themselves and discovering the natural gifts and inclinations God has given them.
In elective courses, students are able to explore a given subject in greater depth. In a Fermented Foods class this semester, students are learning to make kefir water.
By the time the students get to the Focus level, they know themselves well enough to have notably stronger interest in some disciplines over others. Their classmates know it too. Jimmy is the math whiz! Ali can write a 10 page story over the weekend! Two years of choir class has highlighted musical gifts in many.
Paying attention to these budding gifts, we offer a diversity of classes to the Focus students, and let them select 2 of their classes each day. This semester’s electives span subjects like Fermented Foods & Gut Health, The History of Math, Speech/Debate, Typography, Forming & Maintaining Healthy Habits, Chorale, and Robotics!
The diversity of classes matches the diversity of our students, keeping motivation high for students as they each have ownership over their schedule. Stay tuned for some exciting reports this semester from our Focus electives!
Worship in Spirit & Truth
“Oh come, let us worship and bow down; let us kneel before the Lord, our Maker! For he is our God.” Psalm 95:6
In a world where differences such as skin color or clothing brand can drive children apart, making them feel insecure and alone, our students are being unified in their love for the Lord. This semester our older and younger students have combined classes for our weekly Chapel. As students transitioned into this new phase during the last few weeks, we as teachers have encouraged them to spend time together, getting to know each other on a deeper level.
Written by Mrs. Hollie Benoit, Specifics Level Lead Teacher
“Oh come, let us worship and bow down; let us kneel before the Lord, our Maker! For he is our God.” Psalm 95:6
In a world where differences such as skin color or clothing brand can drive children apart, making them feel insecure and alone, our students are being unified in their love for the Lord. This semester our older and younger students have combined classes for our weekly Chapel. As students transitioned into this new phase during the last few weeks, we as teachers have encouraged them to spend time together, getting to know each other on a deeper level.
Scenes like this are what make the Academy’s weekly chapel services a distinct part of our students’ week. Growing together in prayer and support for one another is a precious lesson the students are learning.
Chapel is the one time during the week when all four classes at these levels come together except for lunch and recess. There were understandable insecurities the first few times among the younger students: “who will I sit next to”, “what do these older kids think of me”, among others. Recently, we were blessed to witness the overflowing presence of the Lord in the room as the children allowed for freedom in worship to occur: on their knees, crying out to the Lord, hands raised in worship to God with all their heart.
I often find myself getting caught up in worship doing the same, closing my eyes and raising my hands. During this particular Chapel though, I heard small cries to the Lord which turned to weeping. When I opened my eyes to check on the students, I was overcome with the sight before me. Several students, of varying levels, from all four classes, were around the child who had been overcome by the Lord’s presence. They were laying their hands on them, praying for them, worshipping the Lord together, embracing and supporting each other during what can feel like such a vulnerable moment.
The past weeks have been building to this culminating moment, and they were getting to experience unity together, the way the Lord teaches us. They released all insecurities and were genuinely free to worship alongside one another in complete vulnerability and truth. In John 4:24, Jesus teaches that “God is spirit, and those who worship him must worship in spirit and truth.” Our students are overcoming any differences to support one another, pray for one another, love one another, and depend on each other. I am so incredibly thankful for moments like these that remind us of the Lord’s goodness and his promise to be with us always.
We all have spiritual giftings and differences, and recognizing our differences is useful. However, those differences should not separate us but instead should be the very thing that encourages us to thrive in our role in the body of Christ. I’m proud to see a generation of children who see each other the way God made them different, but yet the same, all created in His image. These students are living this out daily, and the work the Lord is doing in them never stops amazing me!
UNITY!
A new year and new semester brings a time to set goals for the rest of the school year and even beyond. On the first day back from winter break, students discussed this verse and goals they have for themselves and our class. They discussed how being unified in a task makes it much more doable than if a person is trying to work alone. I gave them the example of how Headmaster Garner wanted to start a school that would holistically educate children but he needed teachers that had the same heart for children and the Lord in order to make the Academy what it is now.
Written by Mrs. Hayley Gowen
“Behold, how good and pleasant it is when brothers and sisters dwell in unity!“ Psalm 133:1
A new year and new semester brings a time to set goals for the rest of the school year and even beyond. On the first day back from winter break, students discussed this verse and goals they have for themselves and our class. They discussed how being unified in a task makes it much more doable than if a person is trying to work alone. I gave them the example of how Headmaster Garner wanted to start a school that would holistically educate children but he needed teachers that had the same heart for children and the Lord in order to make the Academy what it is now.
The students agreed that this semester they want to grow in their relationships with one another and set a goal to be kind to one another. They also created personal goals that included:
helping people to get along
learning to solve conflicts
helping others when needed, and then praying for them
The first two weeks of each semester is spent helping students reorient to the learning environment and enjoy team-building activities with their classmates and teachers.
These goals will be a stepping stone for bringing about unity in our classroom. I’m excited about where this semester takes these students when they are so insightfully setting goals that will help them learn how to love their neighbor. Practically, students will participate in a time of focused prayer where they will grow in their endurance to pray for longer periods of time, more times of group prayer, and discussion of topics related to their semester goals. It’s going to be a wonderful semester
Mixed-Age Learning Activities Boost Patience and Cooperation
In the Specifics B classroom we’ve been doing some mixed-age activities, which focus on getting to know some younger students better. In my homeroom class (“India”), students range from ages 9-10, while the Tanzania/South Korea students are just a year younger at 8-9 years. All these homerooms fall within the ‘Specifics’ level.
Written by Ms. Rebekah Davis, Specifics Level Lead Teacher
In the Specifics B classroom we’ve been doing some mixed-age activities, which focus on getting to know some younger students better. In my homeroom class (“India”), students range from ages 9-10, while the Tanzania/South Korea students are just a year younger at 8-9 years. All these homerooms fall within the ‘Specifics’ level.
Students write and present a puppet show together as forum for learning more about their classmates.
On the first day back to school, students were eager to share about their winter breaks. Mrs. Benoit and I partnered up and assigned each India student a younger partner from the Tanzania class. They interviewed each other about their breaks and prepared to present to the whole class what they had learned from their partner. Their creativity was highly entertaining! Two students chose puppets as their form of presenting, and they proceeded to do a live show with Lincoln the Pig asking Walker the Cow about his Christmas vacation. My favorite question to Walker the Cow was, “What did you eat for Christmas dinner.” The ironic reply from the cow, “My favorite, Beef Brisket!”
This kind of mixed-age activity is highly recommended by experts, encouraging gentleness and patience in the older students, as the younger ones learn by watching and imitating their older peers. (CLICK HERE for more info) I love to set up opportunities for my students to engage both older and younger students!