Ministry127 | Christian Education

Christian Education: Mandate or Option?

Troy Calvert — Wed, 04 Apr 2012 00:13:02 +0000

Who teaches your children is every bit as important as what is taught to your children. God, through the pen of Paul in his letter to the Colossians, gives us a strong warning: “Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Christ” (Colossians 2:8). Why? We are to be on guard because man’s philosophy is empty. The world elevates the tradition of men over the truth of the Master, kidnapping the God-oriented mind. (According to Kenneth Wuest, spoil literally means “to carry off booty, or to carry off as a slave.”)

John Phillips wrote, “Any attempt to take people back to ‘the rudiments of the world’ represents retrogression, not advancement.” Think about the simple fact that your child will spend between 15,000 and 16,000 hours in the classroom between kindergarten and 12th grade. Compare that with the average of only 2,000 hours in church during that same time period; then ask yourself, does it really matter what they are taught during the hours they spend in school?

Is it realistic to think that the false teaching of the world can be washed out of your child’s mind when he spends 8 hours in school for every one hour he spends at church? If you think it can be washed out, you are fooling yourself! The world serves a different god—self! The end of Romans 16:19 admonishes us, “...I would have you wise unto that which is good, and simple concerning evil.”

Why spend time studying the “counterfeit” when you can study the “real thing”? Kim Stegall writes, “Sometimes more harm is done by what is left unsaid. A secular science textbook discusses babies, and bees, and rainbows but never mentions the God who made them all (Genesis 1:1, John 1:1-3).” We do well to remember that “the wisdom of this world is foolishness with God” (1 Corinthians 3:19). The world is not capable of teaching spiritual truth.

These same concerns apply to post-secondary education as well. Ponder the following survey results: 52% to 80% of the children from evangelical households who graduate from Christian school and then attend a non-Christian university will effectively deny their faith before they graduate. The majority (88%) of these students will stop attending church before their junior year. A God-sensitive mind is a terrible thing to waste.

The truth is that education begins with God. We believe the Bible when it says that there is only one true foundation and that it is found in Jesus Christ (1 Corinthians 3:11). The best antidote to the false philosophy of the world is to avoid it. We ought rather to “...grow in grace, and in the knowledge of our Lord and Saviour Jesus Christ...” (2 Peter 3:18). The surest way to recognize a falsehood is to be steeped in the truth by delving deeper into the Word of God and using it as our guide book for life. Your child will never grow in grace and in the knowledge of our Lord and Saviour Jesus Christ while sitting in a classroom where Christ is not welcome and where the devil has total control of the texts and the minds of the vast majority of the administration.

I am convinced that Christian education is not an option; it is a mandate. If you are of a different mind, ask God what more you can do to have your children continue living their lives, long after leaving your home, founded upon the principles of the Word of God. Perhaps this is an area where God wants you to increase your faith.

Teaching Is Not About the Teacher

Dr. Jerry Goddard — Thu, 22 Mar 2012 00:29:47 +0000

Have you ever heard a teacher make a statement like, “I don’t teach math, I teach students.” This is an interesting statement and this manner of thinking should impact each of us who are teachers. Regardless of what we are teaching, we must keep in mind that our focus ought to be the students, not the subject matter. We are placed into the classroom for the purpose of impacting our students; our goal should be to teach the subject matter in such a manner that each student is changed.

Properly Written Educational Objectives Are Essential for Effective Teaching

Are you writing educational objectives which focus on the student, the subject matter, or you—the teacher? For example, an objective written like this, “I will lecture on early American literature,” is focused on the subject matter, not the students. An objective written like this, “I will complete the unit on fractions,” is focused on the teacher. However, an educational objective written like this, “As a result of this unit of instruction, the student will match the fifty states and capitols,” is focused on the student and how he will be changed as a result of the instruction.

Do you see how student-centered objectives will generate the subject matter and methodology which will accomplish your objectives? Focusing on the end result in the life of each student will drive the teacher to teach the material in such a way that each student will be prepared to demonstrate the attainment of the objectives.

Properly Written Educational Objectives Are Essential for Effective Testing

The objective, “I will lecture on early American literature,” does not give any indication of how the teacher will measure to see if the objective has been met. However, “As a result of this unit of instruction, the student will match the fifty states and capitols,” sets up a system of test questions to measure if the objective has been met. Obviously, in this situation, a matching exercise will effectively measure if the objective has been reached.

Teachers shouldn’t be administering tests and quizzes as a method of punishment or filling time. Rather, tests and quizzes ought to be tools to determine if objectives are being met. It all ties together. The effective teacher plans a course and writes measurable objectives as a part of his plan. He then teaches the subject matter in an interesting manner which can be understood and which causes the student to learn. And, finally, he tests the students to measure whether or not the objectives have been met.

The key to writing measurable objectives is the use of action verbs which can be observed. Write your objectives with these types of verbs: identify, match, list, demonstrate, evaluate, critique, etc. Avoid using verbs which cannot be observed: know, understand, really know, learn, perceive, think, etc. Once you have written your educational objectives using measurable verbs, test writing will come easily. Simply write the questions in a manner which will measure those observable verbs.

An effective Christian teacher will plan, teach, and evaluate. That’s how we improve our teaching. That’s how we measure whether or not we are impacting our students in the classroom. After all, it’s all about them and the changes taking place in their lives. It’s not all about you and me!

4 Marks of a Great Teacher

Dr. Jim Schettler — Tue, 29 Nov 2011 19:59:13 +0000

1. A Great Teacher Has a Passion for What He Teaches

You will never have a great teacher who does not have passion. The personality of individual teachers may be different and their passion may come out differently, but you have never been taught by a great teacher that did not have a passion for what he was teaching.

One of the most obvious reasons it is dangerous for Christians to go to a secular college is that they will be influenced by teachers with passion. If the teachers do not have the right passion, the Christian will be influenced in the wrong direction. That is why Acts 4:20 says, “For we cannot but speak the things which we have seen and heard.”

A great teacher is one who is passionate about what he teaches.

2. A Great Teacher Has Faith in Whom He Teaches

One of the marks of a great teacher is that he believes in his students.

What you believe about the people that God has entrusted to you is a major factor in the way they turn out. Your motivation, your love, what you think can happen in that church, or what you believe about that person will greatly influence their life.

3. A Great Teacher Teaches by Example

The way you live your life, the way you do things, your mannerisms, and the way you organize yourself are all examples to your students.

4. A Great Teacher Loves to Teach

He loves to have an influence and make an impact on another life.

The Danger of Errant Instruction

Troy Calvert — Thu, 10 Nov 2011 23:24:54 +0000

“Cease, my son, to hear the instruction that causeth to err from the words of knowledge.” Proverbs 19:27

Our society is dominated by a pluralistic worldview where our children are being taught that absolutes no longer exist. With that false teaching comes the idea that everyone is right in his own way. Yet Proverbs 12:15 warns, “The way of a fool is right in his own eyes: but he that hearkeneth unto counsel is wise.” Proverbs 3:7 adds, “Be not wise in thine own eyes: fear the LORD, and depart from evil.”

To those who would say that it is good for children to be exposed to the world’s instruction to enable them to combat it, I remind you of the words of the Apostle Paul in Romans 16:19, “For your obedience is come abroad unto all men. I am glad therefore on your behalf: but yet I would have you wise unto that which is good, and simple concerning evil.”

Errant instruction is caused by a worldview that does not include God at its center. Our own county (Fairfax County, VA) states on its website: “Students are taught that a small percent of humans are homosexual, that scientists differ as to the cause of homosexuality, and that all persons deserve to be treated with respect regardless of their sexual orientation.” But here is what the Bible says in Romans 1:28, “And even as they did not like to retain God in their knowledge, God gave them over to a reprobate mind, to do those things which are not convenient.”

We cannot stop hearing the world, but we can stop hearing the world’s instruction. Our children are not capable of exercising discernment at an early age and it is the parent’s responsibility to act on their children’s behalf, shielding them from instruction that can cause them to err from the words of knowledge.

The cure for errant instruction is to recognize that what God teaches in His Word is true knowledge. In addition, following the admonition of Deuteronomy 4:9, Godly parents share their life experiences and personal observations with their children.

Our church academy was established both to protect our children from errant instruction and to support parents in teaching their children according to Psalm 34:11, “Come, ye children, hearken unto me: I will teach you the fear of the LORD.”

All the subjects taught in our academy are tied in to a biblical perspective and we encourage our members to enroll their children there, avoiding the public school system. If parents truly believe that outside of salvation, our children are the greatest gift God can give us, then surely we cannot willingly subject them to influences that will sow seeds of doubt or expose them to the world in such a fashion that they will not be holy and pure before the Lord and consistent followers of Christ.

Yes, there are some Christian teachers in the public school system, but it is foolish to think that any positive influence they might wield can totally combat the influence of the unsaved. It is equally foolish to think that the influence of the unsaved will have no impact on Christian children.

The best place for our children is in an environment where God-fearing men and women who openly profess Christ as Saviour do all they can to teach and train boys and girls in accordance with Christian principles and Christian truth.

The horrible tragedy of the 2010 Haitian earthquake provides a fitting illustration in this regard. I saw an interview with a lady who was pointing out the destruction to her house. She said the problem was a lack of building codes that enabled people to construct their homes any way they liked. The few codes that did exist were ignored by paying off an inspector.

Those houses stood for decades. They may have looked nice and served a purpose but, because they did not have a good foundation, they ultimately crumbled when the real test came.

In the same way, it may seem that secular education has no harmful effects on Christian children, but, at the very least, their foundation will never be all that God wants it to be if they are not taught every day to incorporate the principles of God’s Word into their hearts and lives.

Helping Students Become Great Spellers

Dr. Manuel Salazar — Sun, 02 Oct 2011 02:55:30 +0000

The American Literacy Council estimates that 23% of American adults (over 43 million) are functioning at the lowest level of spelling, an additional 28% (over 52 million) are functioning just above that level. This means that over half of all adults in America struggle with spelling. The figures are not much better for school-aged children. In short, America has a serious problem with spelling, and it is time for Christian educators to turn the tide and help our students become great spellers. We can no longer ignore or excuse bad spelling as parents or educators. Thus, we need to understand some of the causes and viable solutions to this serious educational epidemic in our nation.

Some may say it is really not that important in our computer age… what is the big deal? Well, first of all misspellings are quite distracting to the reader and can lead to serious misunderstandings and miscommunication. Second, misspellings harm one’s credibility as it implies that one does not care enough to ensure accuracy in his communication, causing a negative and unflattering light on the entire written message. Third, and more importantly, misspellings can hinder and distract from the work of our outreach ministries and our effectiveness for Christ!

Seven Common Internal Causes of Poor Spelling

1. Poor phonetic awareness

2. Students do not read out of school

3. Lack of effective study strategies

4. Language deficiencies such as dyslexia

5. Issues with hearing

6. Vision challenges

7. Lack of self-discipline

Four Common External Causes of Poor Spelling

1. Texting lingo “UR” for “You Are,” etc.

2. Email abbreviations, etc.

3. Corporate America “Krispy Kreme,” etc.

4. Lack of support at school and/or home

Ten Ideas to Help Make Great Spellers

1. Phonetic awareness: give students a solid foundation with intensive phonics. Also cover special sounds and words.

2. Proper practice: say words, split words into syllables, write words a few times, and say them again. Do this several times a day.

3. Read more out of class: encourage reading out of class for enjoyment. When students read more they become better spellers.

4. Provide kinesthetic lessons: teach spelling lessons which include audio, visual, and hands on elements. Include as many of the senses as possible.

5. Develop good proofreading habits: lead students to check and re-check their written work, using proper resources. Only use spell checkers as a final check, limit their use as much as possible until students learn how to properly proofread and/or are in higher grades.

6. Rhyming and spelling games: teach students how to group words with the same ending such as cat, bat, hat, mat, etc. Play fun and effective spelling review games at school and at home.

7. Teach dictionary and study skills: lead students to develop dictionary skills, including how to look up words they do not know how to spell or define. Once they learn, have them write the word in a sentence.

8. Employ useful spelling helps: teach students to use easily remembered helps such as: “I before e, except after c, or when sounded like a, as in neighbor and weigh.”

9. Consistency: emphasize the importance of good spelling and handwriting in every subject. Have a study place, stocked with a dictionary and supplies for homework.

10. Reward: provide incentives and rewards for excellent spelling.

It takes solid effort from students, parents, and teachers to develop great spellers!

Sharpening Students with Mathematics

Dr. Manuel Salazar — Fri, 12 Aug 2011 21:48:48 +0000

The study of math equips students to become better problem solvers and demonstrates to them how the Lord used perfect mathematics to create our world. While not all students will be engineers, math teachers, or scientists, all students can greatly benefit from the proper study of advanced mathematics (Algebra, Geometry, Pre-Calculus, etc). A healthy, challenging, and balanced math education helps students to better understand that:

Math directs them to the reality of a perfect, absolute, and exact Creator—Jesus Christ
Math equips them to be more faithful stewards in everyday life and the ministry
Math helps them to excel intellectually, musically, and socially
Math is the language of science and explains the laws of God’s creation
Math develops their minds which can help to more readily solve complex issues
Math helps them in becoming more organized, logical, and wise in their thinking

The Best Practices in Teaching Math

Teachers that enable students to achieve great success in math are passionate about the subject and focus on best practices for learning. The basic process for effective math instruction involves a capable teacher who inspires, informs, instructs, illustrates, involves, and inspects his students’ progress. Here are several effective methods for helping students excel in mathematics:

Use a rigorous traditional lesson by lesson curriculum. (Keep it flowing and fruitful.)
The teacher must thoroughly know, appreciate, and enjoy math.
Give clear step-by-step demonstrations.
Provide connections for students to previously learned material often—connect the dots!
Evaluate students on the fundamentals of mathematics. Use exciting reviews, games, and activities focused on developing basic math skills. Use oral rapid calculation drills often.
Offer a math help class at least once a week for struggling learners.
Allow students to ask appropriate lesson questions and provide accurate and timely feedback.
Give homework that reinforces the skills being taught and check it daily.
Tutor and/or set-up tutoring for all students below a C- in your math class.
Give daily, weekly, and monthly assessments.

The Main Factors in Students Achieving Success

Parents are the primary and most important teacher in their student’s lives. While teachers, students, and curriculum all play a role, parents’ involvement is the most crucial for their student’s success. Below are the major items which provide the best building blocks for math success for students.

Parents
Communicate regularly with teachers and help students complete their assignments; check to be sure daily work is neat and complete.

Teachers
Be fully prepared spiritually, mentally, physically, and socially.

Students
Must be motivated to learn, diligent, and growing spiritually and academically.

Curriculum
Must be rigorous, effective, and proven. No progressive or “new math.”

Classroom time
Teachers must use every minute wisely and set high levels of excellence.

Homework
This must reinforce what students are learning in class and prepare students for upcoming assessments.

God created our world using amazingly precise mathematics. Students must learn early in life not to fear or dislike math but to enjoy and use math for their benefit and for God’s glory. Math class ought to be one of the most exciting, enjoyable, and helpful classes a student takes. The teacher is a crucial factor in helping students enjoy, learn, and master mathematics.

Thus, math teachers must apply the items noted above as they also implement the three major components of effective math education:

Incremental instruction—small, easily digestible, step by step lessons
Continual practice
Regular cumulative assessments—questions, homework, weekly quizzes, tests every three weeks, etc.

When a teacher inspires students to enjoy math and applies these proven methods, students are empowered to achieve greater success in math and are better equipped to impact our world for Christ!

The Total Quality School Management Process

Dr. Manuel Salazar — Sun, 10 Jul 2011 03:50:24 +0000

Many school boards and administrators desire to see their schools improve, but often do not know where to start. In order to better assist Christian educators, this author has created a helpful and effective framework called Total Quality School Management (TQSM) to properly evaluate and assist schools in this worthy endeavor. The TQSM framework provides a comprehensive and systematic process for strategic school development.

Total Quality School Management examines more than twenty significant areas of the Christian school in five major stages. School administrators along with all school stakeholders should be involved in this institution transforming process. While some schools may be able to complete this initial evaluation in two to three months, most schools will take up to six months to complete this process. Once a school has completed all five stages, they can prepare a highly-effective, updated, and comprehensive five year strategic plan for school improvement, advancement, and development. While many schools use an education specialist to guide them through this intense process, experienced school administrators can navigate through the process if they schedule adequate time for each stage. Let’s examine each stage:

The Foundational Stage

This stage is crucial for successful school development. The six major areas in this stage include a thorough evaluation of the school’s leadership, faculty, philosophy, curriculum, policies, and stakeholders. For example, let’s look at the first area listed above. Leaders are evaluated for their effectiveness in overseeing numerous key school areas such as student scholastic achievement levels, faculty performance and professional development, enrollment management, financial leadership, effective technology utilization, and overall institutional performance. For a basic overview of administrator responsibilities see the following comments and list from the classic text, Management Principles for Christian Schools by James Deuink below:

“The role of the administrator of a Christian school is multifaceted… the typical administrator will have responsibilities for the following activities in most Christian schools:

1. Development and implementation of educational philosophy
2. Development and implementation of educational policy
3. Development and implementation of the curriculum
4. Development of the budget
5. Supervision of the financial resources
6. Recruitment and selection of professional staff
7. Recruitment and selection of support staff
8. Orientation of staff
9. Recruitment and selection of pupils
10. Supervision of the instructional program
11. Supervision of pupil personnel services
12. Administration and supervision of discipline
13. Staff development
14. Supervision of the transportation program
15. Development and maintenance of the physical facilities
16. School/community relations ”

The Synergy Stage

In this stage, schools can build on a solid foundation and begin to create synergies in their learning institution. This level includes areas like school office efficiency, extra-curricular development, facilities enhancement, effective team building, and a strategic plan review. This stage can transform a good school into a great school over a period of time.

Let’s look at a couple of these areas briefly. Extra-curricular development include areas like computer and honors classes, but it also includes fine arts, athletics, clubs, educational trips, and school social events. This area becomes more crucial as students reach junior and senior high. In conjunction with extra-curricular development is facilities enhancement—the two are very much connected. For example, if you desire to expand your curriculum to include new advanced computer courses, you will need to expand your computer labs.

Moreover, if you desire to expand your reading programs, you will need to expand your school library. If you want to expand your athletic program, you will need to consider your field and gym needs, etc. That is why this stage includes a thorough review of the school’s current five year strategic plan. Unfortunately, I find that many schools do not keep this vital “road map” updated and some do not even have one. If you are aiming at nothing, you will hit it every time! After evaluating all stages, the administration should invest ample time in creating or updating this five year detailed plan for growth and improvement.

The Objectives Stage

In this level you will revisit and revamp your school’s mission and purpose statement, making it more precise, measurable, and effective. As a general rule of thumb, schools should have a solid paragraph outlining their purpose as a school followed by four to five specific bulleted learning goals or outcomes. These goals should be quantifiable and generally include areas such as character, scholastics, service, patriotism, and leadership objectives.

A clear, concise, and comprehensive mission statement provides the bull’s eye for excellence to school leadership, faculty/staff, students, parents, and other stakeholders. Thus, this stage brings clarity, precision, and focus to the school.

The Analysis Stage

This stage provides an in-depth analysis and measurement of all areas examined to date, rewarding accomplishments (students, staff, faculty, etc.), and steering the school to implement key educational innovations to advance student learning and achievement. Every one of the major areas is measured for its effectiveness over several periods of time. This would include student academic performance in items like Stanford Achievement Testing, PSATs, ACTs, GPAs, AP test scores, and other internal/external assessments. When comparing data, graphs, and charts, at least four to five years of information is needed to properly analyze trends.

The Higher-Education Stage

This level greatly prepares students for college by providing solid counseling services for students and parents, Advanced Placement (AP) courses for high school students, PSAT and other preparatory assessments, ACT/SAT test preparation strategies, and other helpful services which will insure a clear path or conduit from high school to college. This process begins in upper elementary school and sets crucial items in motion for students and parents through junior and senior high school. High-performing Christian schools fully prepare students to enter the next level of their education and excel in their studies.

Conclusion

As one works his way up through the TQSM process, the five key stages will have been thoroughly examined to identify school-wide strengths, weaknesses, opportunities, and threats. This will form the basis to properly rewrite, update, or create a highly-effective five year strategic plan which will serve as the road map in achieving greater success for the students and school. Keep in mind, we know how to produce high performing schools today. In fact, the renowned scholar, Herbert J. Walberg in his newest book entitled Advancing Student Achievement, said it best when he stated, “It is no longer a mystery how to advance achievement… high, uniform standards; supportive school policies; clear, measureable goals; efficient means for achieving the goals; opportunities for sustained, engaged student effort; frequent, close monitoring of results; appropriate reinforcements and correctives; [and] periodic, informative reports for [stakeholders] about achievement progress (Walberg, 2010)”.

The issue is not how to achieve excellence, but are we willing to make a comprehensive and sincere analysis of our schools and then make the profound sacrifices and investment of capital (intellectual and financial) necessary to achieve excellence in every aspect of our Christian schools?

I believe we have too much at stake to retreat now or continue to dig in deeper in a mediocre defense mode. I believe it is time for us to regroup, transform, and press forward full speed ahead. Yes, I believe the time has come for Christian schools to become the highest performing learning institutions in America. We can no longer be satisfied with the status quo or just being average—after all, these are not our schools, they belong to our Saviour and Creator, Jesus Christ. His schools ought to be the finest in our land, period!

I trust this brief article about the Total Quality School Management process will not only encourage Christian educators to relentlessly pursue excellence in all aspects of their schools, but that it will inspire them to transform their students so they can impact this world for Christ!

The Need for Strong Christian Schools

Dr. Manuel Salazar — Sat, 18 Jun 2011 00:08:19 +0000

And they that shall be of thee shall build the old waste places: thou shalt raise up the foundations of many generations; and shalt be called, The repairer of the breach, The restorer of paths to dwell in. Isaiah 58:12

Christian schools in America ought to be equipping the next generation of young people to impact our nation and world for Christ. Unfortunately, in too many ways that is not the case, in part because of a lack of effective leadership and resources allocated to our Christian schools. Let’s examine how we can remedy this situation and lead our schools and students to achieve greater excellence and relevance for the cause of Christ.

The Problem

In a day when we should see a significant growth in Christian education, we find that Christian schools are nearly in full retreat around our country. This ought not to be so, my brethren! What is more important than the salvation and education of our children?

The need for strong homes, churches, and authentic high-quality, uncompromising Christian schools in America has never been greater. I urge you to pray and plan for a major resurgence in this vital movement by deploying the needed resources and your best and brightest leaders to usher our schools to new heights in the twenty-first century. I have identified three major kinds of schools which need real leadership to turn the tide:

The Emerging School (start-up or first few years)
Currently, this category in our nation is only about 5% of our schools. This simply does not do our children and the cause of Christ justice! Currently, only about 45% of Baptist churches have a Christian school. It is time for us to recommit ourselves, our resources, and our finest pioneering leaders to this extremely worthy cause.

The Endangered School (stagnate, struggling, and just surviving)
Many schools are just struggling to keep their doors open, others have had to cut their staffs or even close certain grades over the last few years. While we realize the economy has played a role in this decline, we cannot place all the blame on the economy. The fact is, about a quarter of our schools are flourishing during this time. What is making the difference: Leadership and resources! An effective school principal leads his school through good and difficult times with success. Up to 70% of Christian schools are endangered because most of them simply are substandard—spiritually and academically.

The Expanding School (thriving spiritually, academically, and financially)
These schools (about 25%) are flourishing because of effective leadership. Their spiritual thrust is high, enrollments are up, innovation and appropriate technologies are embraced, and scholastics are rising with each year.

The Priorities

Effective school leaders achieve a healthy balance between their responsibilities at home, church, and school. In addition, they have a passion for excellence, are tenacious, and have an attitude of continual growth. They also are consistently developing their educational knowledge. Given these items, a principal can lead a school to excellence as they focus on these ten major priorities:

1. Making your school’s purpose right, written, and quantifiable
2. Setting the right philosophy of education and keeping the spiritual environment right
3. Recruiting, orienting, evaluating, and developing the right staff/faculty
4. Selecting, supervising, and deploying the right curriculum/methods of instruction
5. Student recruitment, orientation, and services (effective enrollment management)
6. Administrating the right kind of discipline and school policies
7. Effective and consistent communication with parents and other stakeholders
8. Expanding the extracurricular school programs, including fine arts, athletics, etc.
9. Maintaining, developing, and efficiently using facilities and transportation assets
10. Developing an accurate budget, providing effective financial oversight, and preparing a sound five-year, strategic school plan

As a school principal focuses his efforts in these areas, schools will experience solid growth spiritually, academically, socially, and financially. A healthy school of excellence assists students in developing a greater love for the Lord, their family, church, community, and country. This is another reason we must recommit ourselves to high-quality, uncompromising Christian schools. School leaders which focus on these priorities help produce students with great influence and integrity.

The Product

I recently read a nation-wide study that stated that up to eight out of ten Christian teens in America drop out of church within four years of high school graduation. While this may not be the case in our churches, it is something we must take note of and carefully evaluate. Moreover, this same study gave some encouraging and positive results. They found that students who have a solid Christian home, church, and school were six times more likely to develop a solid biblical worldview and remain faithful to the Lord. These students have the greatest foundation for life that can be provided. While we all know students who are exceptions to the rule, when one looks at the overwhelming majority, the evidence is clear—a consistent and loving Christian home, church, and school provides the best foundation a student can have in life.

Here are just three of the many benefits an authentic Christian school helps to produce as it complements the Christian home and church:

View
Students develop a solid biblical worldview, thereby growing in wisdom. These students are ready, willing, and able to impact our nation and world for Christ.

Vessel
Students are educated and equipped to be servant leaders with honor and distinction. No matter what ministry or vocation the Lord directs them to, they will be faithful witnesses for the cause of Christ. They will be salt and light wherever the Lord leads them. They will be “vessels of honor” (2 Timothy 2:21).

Victory
Students will experience greater victory in their Christian lives as they surrender to His purpose for their lives. Students will also receive a first-class education and experience greater victories in their God-given vocation, again, having greater influence for Christ! (Romans 8:28, 37)

Ministry leaders, we must realize the great and urgent need we have to strengthen, enhance, and expand our Christian schools and to deploy our best and brightest leaders, while providing them the necessary resources to lead our schools and students to excellence in the twenty-first century. It is time for us to make the Lord’s schools the finest schools in America and “raise up the foundations of many generations.”

3 Benefits of a Christian School

Gabriel Ruhl — Fri, 27 Aug 2010 23:54:24 +0000

Last year I was given the opportunity to assume the position of administrator at Pleasant Valley Baptist School. I enjoyed my first year and learned a lot. I am looking forward to this year and the growth that God has for our students. As Susanah and I prepare to send our oldest, Moriah, into the 1^st grade in a couple of days, I have been thinking much about the importance of a Christian education. While I am still new at this, here are three benefits that I am thankful for in our Christian school:

1. I Am Thankful for a Christian School that Is a Christian School

As an administrator, I am often asked by parents about the programs our school offers. While we don’t offer all that we would like, I am grateful that our goal is not to be like a public school with a Christian name! Our entire philosophy and purpose is different. Christian schools did not begin because young people were receiving a bad education. Christian schools began to provide a place where the philosophy and atmosphere were Christ honoring. I am grateful to enroll my children in a place where there is positive peer pressure to do right and to honor the Lord. I am thankful for teachers that model a godly life and understand that their “walk” talks much louder than their “talk” does.

2. I Am Thankful for a Christian School that Emphasizes Ministry

While I know not every student will be called into full-time Christian service, I am grateful for a place that clearly emphasizes it. Far too often, in an attempt to relieve the pressure students feel to go into full-time Christian service, we fail to emphasize what a privilege it is to serve the Lord. If we are not careful, we can make going into the ministry second rate. The most prestigious vocation our school trains students for is that of serving God with their entire life. Some may be preachers, others may be doctors, but all are equipped to serve God with all they have.

3. I Am Thankful for a Christian School that Emphasizes Parental Responsibility

We live in a day when the government tells us that it is best to give them our children as young as possible. Day care centers, pre-schools, and all kinds of programs are available to us to supposedly get our children ready for school. I firmly believe the education of every child is the responsibility of their parents. I am grateful to have a school in which to enroll my children that believes the same way and strives to strengthen the values of my home in the heart of my children. Ecclesiastes 4:12 says, “And if one prevail against him, two shall withstand him; and a threefold cord is not quickly broken.” When the home, church, and school work together, it is a beautiful picture of God’s amazing order.

I pray you have a conviction about your children receiving a Christian education. This would either be at home or at a Christian school. I truly believe anything other than a Christian education is a sin. Having graduated from a Christian school, and now administrating one, I know they are not perfect. Many people like to criticize them for various reasons. If you have a good one, thank God for it and the next time a problem arises, determine to be part of the solution and not the problem.

4 Tips for Helpful Homework

Dr. Manuel Salazar — Fri, 09 Jul 2010 16:24:51 +0000

Homework is often misunderstood by teachers, parents, and students. It should never be used as a punishment—students already have a bad taste about homework. Homework is a vital part of learning that reinforces skills, develops self-discipline, and instills responsibility in a student. Here are a few guidelines for homework that will help the student.

1. Limit homework to grade level. A good rule of thumb is ten minutes per grade in elementary (thirty minutes for third grade, fifty minutes for fifth grade, etc.), one and a quarter hours for junior high, and one and a half hours for high school. This is the average amount of time it should take most students to complete the homework for all subjects.

2. Communicate the assignment. Elementary teachers may send home a single sheet of paper with the day’s assignments, while secondary students should keep a planner to record assignments from each class. Make sure the students write it down.

3. Keep parents informed. Tell them about current and upcoming assignments and discipline issues. Build a positive partnership with the parents. Performance dramatically improves when the parents are involved.

4. Check homework daily. This helps both students and parents see that completing the assignment directly leads to better performance. Check to see that the homework is neat, complete, and accurate. “Let all things be done decently and in order” (1 Corinthians 14:40).