When Challenges Become an Opportunity for Growth

Written by Mr. Alex Castro, Principal

“Great works are performed, not by strength, but by perseverance.” ~ Samuel Johnson, English Writer

Do you remember when the simplest tasks were the ones you could mindlessly complete?  For instance, walking into a store and not feeling the pressure of having to wear a mask. Now, you have to go back to your car and get that mask if you forgot it on your way in. Our new normal, as a result of living during a pandemic, brings new considerations for what was once a simple task or routine. Those considerations are specifically tied to the safety of self and others. As adults, we’re able to separate these moments from past experiences and see the whole picture, yet we require our children to adhere to the same mindset in the midst of developmental stages that may contradict the very ‘reasonable’ reactions that we have as adults. I’d like to take a moment to look at where a typical middle school student is in their development. 

Reflecting on my own experience as a middle school student, I vividly remember an awkward, gangling young man who would worry about what others thought of him. It lent itself to a lot of insecurities that were accompanied by negative thoughts about myself and my abilities. So essentially, I was a normal teenager. I had a hard time separating what I thought from the reality of what was happening. Everything was exasperated to new heights because, in the midst of the hormonal changes that my body was going through, my brain was also changing. I was entering the phase of development of formalized thinking, or the formal operational stage.

Whether in the classroom, recess or times of worship together, students are encouraged to consider the newness or change around them or challenges that face them as opportunities for growth and maturation as young people who love God.

The formal operational stage begins at approximately age twelve and lasts into adulthood. As adolescents enter this stage, they gain the ability to think in an abstract manner by manipulating ideas in their head, without any dependence on concrete manipulation (1). In short, adolescents are separating what is fact and what is fiction on their own. They are beginning to formalize what they know to be true based upon what is in front of them and not merely what they have been told. They are better able to think critically. They can think through problems that normally children would need the assistance of an adult. The issue comes when the adolescent is not properly guided. It is important to think of this stage as we interact with our moment and how a pandemic can stunt growth...if we let it.

In comes the theory of growth mindset to combat this stunting of growth. Growth mindset holds that an individual will put forth more effort, and thus lead to higher achievement, if they believe that their brain is more malleable (2), or that it can be shaped and grown. During the course of the impact that COVID-19 has presented, we find ourselves in a place as a nation looking forward to the unseen impact this historical moment will have on the future. This is where theories like growth mindset come into play. 

At the Academy we incorporate the growth mindset into our K-12 curriculum. Students learn that in challenging moments, there is opportunity to grow. The book of James teaches us that we should even count such trials as joy (James 1:2-3). So then, the question is, “why?” Why encourage our students to embrace failure and struggle? The answer is simple. If we can teach our students to have strong emotion management skills and see their trial as an opportunity for growth, they are better prepared to face difficult situations and grow in endurance with clarity and understanding that they are exactly what scripture tells us in James...mature and complete, lacking in nothing (James 1:4). If I could go back and talk to that young man I was in Jr High, I’d tell him to embrace the struggle, lean on the Lord, and know that through that struggle you’re building your endurance and find the joy in your growth. 

 (1) McLeod, S. A. (2010, December 14). Formal operational stage. Simply Psychology. https://www.simplypsychology.org/formal-operational.html 

(2)  Decades of Scientific Research that Started a Growth Mindset Revolution. (n.d.). Retrieved from: https://www.mindsetworks.com/science/

Building Unity through Collaborative Visual Arts

By Ms. Corey Foster, Deputy Headmaster 

Large scale city murals seen around the world often include a team of people to accomplish the design of one or more artists. This type of undertaking requires teamwork revolving around a shared mission, collaboration on process, clear communication, honesty, and trust. I wanted my 7th grade Mixed Media students to experience this during the first month of school. Here’s what happened... 

On the first day of our academic class schedule in August, I gave students the following prompt: 

Today, you will be starting a month-long project that will stretch you. The success of this project will only be achieved on the other side of intentional teamwork. You will be creating one collaborative class mural from start to finish and each student will contribute a portion of the work. While this project will help you review the elements and principles of design and teach you layer painting skills, the most valuable lessons will be connected to your unity as classmates. 

With a combination of excitement and nerves to begin the project, I encouraged students with verses from Psalms 133:1, “Behold, how good and pleasant it is when brothers and sisters dwell in unity!” and 1 Corinthians 12:12, which highlights the body having many members. These verses don’t say “you will always agree all the time” or “everyone has the exact same task/responsibility”, but instead speak to a unity that can come from agreeing to work together and acknowledging that everyone is valuable as they bring different gifts to the group. 

Camden’s original design won the competition!

Over the next 4 weeks, this group of 7th graders set out and accomplished their own mural project together. First, they chose to develop a design that incorporated the Academy for G.O.D. mission statement, something they are all committed to, which states: “Holistically educating children to become responsible, kind and ethical neighbors; competent persons, globally conscious and historically relevant.” From that initial idea, each student developed a design that was up for consideration (see photo for winning design). After the project was finished, Josie wrote, “We were all pretty anxious about finishing and making sure it looked good because the design looked really hard to replicate. We had to focus and listen to get things right, but we all finished and it looks great!” 

Each workshop following was filled with students making suggestions, sharing their honest thoughts, working through conflict about preferences or skill sets, and making decisions together. While each student received their own canvas, each student was also accountable to the others as each canvas connected very purposefully to the ones on either side. Rollercoasters of emotions were seen, heard, and felt. From frustration to happiness and worry to amazement, students endured through emotions and as Audrey put it, “my friends helped direct me in this, and we helped each other to connect our [background] colors.” 

TL & TR: Paying attention to fonts and details

BL: Measuring for accurate design layers and display

BR: Determining colors, coloring mixing and discussing how each canvas blends into the next

Appreciation for the opportunity to learn, one of the three overarching school rules at the Academy, doesn’t just include taking in academic information. It means showing appreciation in all the moments of learning related to all aspects of our holistic education: academic, social, emotional, ethical, and spiritual. These students put this value into practice holistically as they navigated this project. 

In reflection of the entire experience, Camden said, “I like what we made. And something I learned was to always listen to everybody’s ideas.” Though not all ideas were used, the ability to share and hear perspectives, and choose the best route together made all the difference in their success. Speaking to a similar idea of valuing everyones’ voices and skills, Sophia wrote, “I got to learn how each of my classmates think through certain things. I got to understand who in my class is better at what, like drawing, measuring things, outlining, etc. This helped me learn my classmates more and even grow a closer bond with each of them.” What a gift for a group of Jr. High students! 

The final collaborative mural hanging in the 7th grade classroom with all the smiles following a job well done!

How Academy Online Isn't Your Typical Online School

That’s a wrap on our 2019-2020 school year, and with the fourth quarter held fully online, our students adjusted to a new way of learning in just a few weeks! We are proud to showcase some fun, quality projects our students completed over their final quarter. Enjoy!

One of our weekly themes was “Endurance”. Students were presented with a variety of assignments that required focus and perseverance to complete. We received a number of submissions that were creative and inspiring. Check out this “trick shot challenge” from one of our elementary students, where they were to set up a challenging shot and practice endurance until they succeeded at the shot.

The shift to online learning meant exponential opportunities to practice technology! Elementary students learned the ins and outs of iPad apps like iMovie, while learning practical skills like how do laundry! In one Creative Arts course, students created step-by-step presentations to teach others how to properly wash laundry. This was one of our favorites!

Our Jr High students’ backyard gardens are thriving! They’ve been applying what they learned in elementary gardening classes to manage pests with homemade organic sprays, and control weeds with mulching methods like cardboard and wood chips. Way to go students, we are so proud of you!

Also in Jr High, the Nutrition & Meal Prep class, emphasized skills such as proper knife grips, and how to work safely around heat in the kitchen. Their final project was to plan and execute a 3 course meal, documenting both how they used their skills, and the fellowship that was enjoyed on the other side of their efforts!

One of our high school students, Genesis, composed a poem in her Social Studies course reflecting on what they’ve learned in the class.  It was a joy to see students creatively express themselves and the content they had processed through online modules. 

“Life Hacks” was a favorite class with our younger elementary students. Teachers were intentional in embedding STEM skills (geometric shapes) and Language Arts skills (following and articulating step-by-step processes) into fun, creative projects.

In her 8th grade Project Development course, this Jr High student created a product called “No-Dough” to assist her in making bread and cleaning her supplies. This class trained students to create a product that met some need that they had, and could be marketable.

Memorizing and writing scripture is a component of our Language Arts courses. These are some submissions from elementary students!

This Jr High student did an excellent final project for his Visual Arts course! His video showcases the creation process.

And finally, this documentary by one of our upper elementary students blew her teachers away! The students were asked to use the videography and storytelling skills from the Documentary Making to produce a mini-documentary on a subject of their choice, something that was interesting and feasible to do within a 6-week period.

Students Respond with Service During the Pandemic

Written by Jr High and High Vice Principal, Mrs. Mathews

This spring, our staff and students went from an on campus school to distance learning in a matter of weeks in response to the global pandemic. Although it was a transition for us as educators, how much more for our students? Much of the normalcy of their day to day, including a social outlet and the opportunity to learn and experience spiritual growth at school was changed all in a matter of days.

As the Vice Principal of Jr High and High, I wondered how our students would respond. How would they navigate this monumental moment in history? How would they spend their days as we transitioned to online school? I was deeply moved to learn of how our students were serving their families and neighbors in need.  

Freshman, Anna Roberson, used her skill with sewing to make 50 face masks for local healthcare workers to use during the pandemic.

One of our ninth grade students, Anna Roberson, took it upon herself to make 50 face masks for local healthcare professionals. She saw a need and met it with the skills that she had. It was amazing to see her rise up to the occasion and do what she could to help those on the frontlines combating COVID-19. 

One of our eleventh grade students, Genesis Garner, realized that God’s gifts should only continue during this time. Instead of letting distance keep her from exercising these gifts, she set up a bible study and worship time on her own volition for students both in Nashville and Arcola, IL. It was during this time that young people realized that even though a screen separated them, the love of God brings them together.

One of our 7th grade students, Ezrah Aaseby, recently offered to mow the lawn for her elderly neighbor. She went with a joyful heart and served despite knowing she wouldn't be able to visit with her neighbor. What a response of humility! 

Sophomore, Jones Warren, built a chicken coop in his backyard for his new chickens he is raising!

Many of our students also have the opportunity to raise baby chickens! They have put their skills to the test and built a chicken coop for their new flock. This time at home has given one of our 10th grade students, Jones Warren, an opportunity to practice several skills he has learned on our campus. What a great use of time during this distanced season! 

Furthermore, as part of their online curriculum, all of our Jr High students are now starting their own backyard gardens! We hope this task teaches them responsibility and a desire to be grounded during this pandemic experience. 

Our students’ world changed, but they did not. They have continued implementing the lessons and values they are learning at school, whether it be on campus or online. They are serving nurses on the frontlines, the elderly in their neighborhoods, and their own families. They did not look at this moment in history and become stifled. Rather, it has sparked something in them they might not have realized that they had, and they are spreading that light. These faces are the face of the future, and all I see is hope. I pray that they can continue to bless those in the face of adversity because they surely blessed me during this season!

Providing Meals to Kids during a Pandemic

Written by School Nutritionist, Mrs. Breann Chigumira

Rafael Reyes ensures the food is not only nutritious, but delicious too! The meals are not just basic sandwiches but greek pitas, taco salads, pizza pasta and more.

Over the past 5 years at the Academy for G.O.D, I thought I had "seen it all" in terms of hurdles to us serving nutritional lunches to students. Tornados, severe weather, flooding, school cancellations because of sickness, construction of new school buildings on campus, and the list could continue. However, what none of us were prepared for was a pandemic that would begin to change what our 'new normal' would look like. We were looking at a total shutdown of 'in-person' classes, and our school made a choice to move to an online format for the rest of the semester.

However, I knew that we could not just stop our school's nutrition program altogether. During the school year we serve breakfast and lunch daily to students, and now more than ever students and their parents need this support. With unemployment in Tennessee predicted to rise above 'great depression' levels, I knew that parents would be even more hard-pressed to feed their children.

During a health crisis we also have to acknowledge that ensuring children have proper nutrition will help boost their immunity toward this ever circulating virus. As I shopped at local stores looking for food for my family, I was challenged to find certain fresh fruits or vegetables and other nutritious items. If families are quarantined at home, how will they go to the store, if stores are out of food, how will families eat? These were all questions I knew our program could provide some solution to. Our school nutrition program has always emphasized fresh fruits and vegetables, and I knew that this was no time to reduce that intake for children.

For the everyday heroes who are part of school nutrition programs across the country, this was a time for us to step up and feed a vulnerable population. This was not the time to take a break or step back in fear. It was time to decide how to overcome obstacles, problem-solve, and ensure children have the best opportunity to thrive amidst a world in chaos. 1 John 4:18 was a motivating refrain behind these decisions: 'There is no fear in love, but perfect love casts out fear...whoever fears has not been perfected in love.' Instead of being anxious or acting out of fear, love drives me to do God's will to help kids in my neighborhood (while at the same time practicing the wisdom this pandemic necessitates).

As often as possible, food is sourced locally. When we say “local” we mean down the hill at our on campus farm, Hopewell Farms.

As I realized the ongoing effects of COVID-19, I searched out grants and programs that would help our school to operate as a free meal site for any child under 18. I immediately got our application in to be part of the USDA’s ‘seamless summer option,’ this would allow our school to operate as a free meal site for any child under 18, during the COVID-19 pandemic. Broadening our focus beyond the Academy made it so that we could offer assistance to anyone in need in our proximity.

Every day what would normally be used for lunch tables are still used for lunch tables, just all packed to go. This team goes above and beyond with home delivery for those in the neighborhood, and a streamlined drive through service for those who are not.

Comparatively, our school nutrition program is not generally a huge operation. We are among a handful of private schools in all of Tennessee that operate under the USDA's National School Nutrition Program, with the rest being large school districts with 1,000s of students. Despite being a small site, I knew with some hard work we could serve our neighbors and those in need. Our first week, we served almost 2,000 meals (breakfast and lunch). Going into our second week, we are set to serve over 2,000! We are delivering meals in the Hopewell neighborhood. We also have a drive-through system for pick up Monday-Friday until the end of the semester. We completely revamped all of our operations to fit this new need, which was no small undertaking! Despite substantial food shortages, we have still been able to provide a variety of fresh fruits and vegetables along with fresh organic produce from our on-campus garden. We are also supporting several employees who now do not have to file for unemployment and still supporting local food businesses who need our patronage.

This has been an important time for us to step up to the challenge. I'm so happy with my team and our readiness to meet COVID-19 with faith that we can do our part. School nutrition may not always get to the forefront of daily news. But it's making a splash in this part of Nashville. It's nice to be reminded of this essential work, which contributes to the health of our communities -- our kids! I work with a team of everyday heroes who deserve applause! Groups like mine, all over the country, are stepping out and ensuring children are still taken care of, despite incredible challenges. That is a reason to keep hoping.