Scenarios: Christian Integration In The Classroom

You have to contact with the parents. It’s tied to your APPR, you know (with a threatening tone).” I said, “Mrs. Thiam, I don’t know why you have an impression that I don’t communicate with the parents. I had meetings with Paris’s grandmother and Jayjuan’s mother; I spoke to Noah and Titus’s mother, Jamier’s mother and sent a letter to Russel’s mother, too (just to give Mrs. Thiam some examples). Evan’s problem has just started a couple of weeks ago.” Mrs. Thiam said, “You know why? It’s because of Russell. Evan sees what Russell does and Evan thinks it’s ok to do the same. So, you are contacting the parents, that’s good.” I said, “Yes, by the way Mrs. Thiam, I am the one telling students not to tell me what happened in the classroom or how bad he was. If you have good news (about Evan), share that with me. I always start new.” She did not say anything. I continued, “But when it happened (as I pointed the write up), I was very vulnerable.” Mrs. Thiam said dismissively, “Of course.” “I continued, “I do not feel safe, and I do not feel safe for the rest of the class. My job is not only to care for Evan, but also to teach and protect the rest of the class.” Mrs. Thiam said, “Of course” again

I have began noticing distinct mood changes in Branson Reeve. On his bad days, he results to isolating himself in his room and playing video games. On his happier days, he is social and engages with the family. Throughout this year, I have discovered that he is developed a conventional level of moral thinking. He has been extremely concerned on what is "fair" and "not fair" among specific people and incidents. During this time, I guide him in a positive direction by informing him of my morals and beliefs. At the end of the year, his final progress report arrived, which showed all "A's" and "B's". Branson Reeve's teachers recommended that he takes advanced math and science his eighth grade year. In addition, his art teacher also commented that he has a knack for creativity. He has shown to be effective at managing his time and worked well independently. He is on track and prepared to be an eighth grader. Branson Reeve and his friends had been compiling multiple plans and ideas for their summer. However, they quickly ran out of those plans and became bored. I offered several fun suggestions, but he rejected them

I believe Lewis University requires their students to take a theology class to help us better understand Christianity from a different point of view. They want us to explore things about religion that are beyond the norm. For example, we wouldn’t examine Gods existence in church, but in a theology class we will. The majority of students in the country attend public schools. In public schools we do not learn about a specific religion. Public schools are to diverse and there is a fine line on how much a school allows its teachers to teach. Lewis, being a Catholic and Lithuanian school has the ability to require students to take a theology class. They have the power to do so because when students enroll with Lewis they are aware that it is a

Everyone goes through a challenge at some point in their life. I went through a challenge last year at the beginning of my freshman year attending Foothills Christian High School. Last year, my freshman year I did not know anybody starting the school year. This made me super nervous to start high school. I was also concerned about the three days a week at school and two days homeschool. One of my challenges was going to school and parts of that challenge was not knowing anybody starting school, having to go to school on three days a week instead of five, and not knowing the campus well.

Essentially, chapter one opened the door for me to look at myself as an educator and realize that my beliefs, values, religion, customs and traditions influence my thoughts and actions in the classroom. Many times we as educators go about our daily routine of instructing students, unconscious of how our preconceived notions about life and education influence our instruction and interaction with students. In chapter one, Delores B. Lindsey, Richard S. Martinez, and Randall B. Lindsey invite deliberate conversation about who we are as individuals, why we do what we do, and other thought provoking issues like race and socioeconomic status. And the sad but true fact of the matter is, many times in education we acknowledge religion, ethnicity, and socioeconomic status, but that is as far as it goes. They are acknowledged but often times not addressed- in the sense of how ethnicity and socioeconomic status influence teaching and learning and how to use this knowledge to enhance by teaching and learning. It

Upon arrival, I was directed to Principal's office, Pete Clark for one adult male, Howard Thompson, and one juvenile M.S., who was in custody for trespassing. I took M.S into custody, who entered school property without permission during school hours. MS was Franklin High school student who was not privileged to entered in high school. MS stated that he came to visit his old math teacher Ms. Allison York but instead of going through front door of the school, MS and Thompson entered the school through the back door. MS's mother Eve Williams was contacted to pick MS from Police Headquarters and was advised of the

On July 18, 2016 at 9:15am I walked in Mrs. Preston Pre-K classroom. She teaches at little People daycare center. Mrs. P’s class has a mixture of four and five year olds. Some of her students will be headed to Kindergarten August. Her ratio for her classroom is one to nine, however she has 14 who are enrolled. Which means she needs an assistant in her classroom, at the moment she does not have one. However, she

On October 9, 2015, I was assigned this case to follow up. This case involves Ms. Briana Higgins a fourteen year old Francis Hammond Middle School student. On October 14, 2015, I contacted Sherry Higgins (mother) and spoke to her on the phone. I identified myself to Mrs. Higgins and explained the purpose of my call. Ms. Higgins had questions as to why I needed to speak to her daughter which I answered all of her concerns.

The student’s mother had filed a complaint regarding what happened, prompting Brannel to implement disciplinary action in September. When Allen threatened to

At approximately 9:57 PM while supervising the Collings House students and Haddon House peer, students Student Isaiah George began to verbally antagonize another peer. Mr. Ricks gave Student George a verbal prompt to discontinue this horse playing behavior. Staff directive were ignored by Student George and student behavior escalated from verbal to physical by smashed the peer in the back of the head. This event cause the peer to display verbal aggression toward Student George. While Mr. Ricks was in transition to repositioning himself to create space between the two students. The Haddon House peer became verbally agitated and simultaneously punched Student George in the eye. At this time Mr. Ricks escorted the Haddon House peer from the

Cm Gilmore made an unannounced visit to Westmont Elementary School to ensure safety and well-being. CM Gilmore explained the reason for the visit. Ms. Young, who is the assistance principle was present during the interview. Jaylon Middleton was listed as an alleged victim on the report. Cm Gilmore observed Jayla as being well dressed and happy. Jayla reported the following:

I am nearly in disbelief writing with another complaint regarding Tavon Anthony. This has to be at the very least my third time communicating relative to this young man. At this point we feel the only possible solution is to have a meeting between the parents and school staff. While I appreciate the fact finding efforts that have been exhausted to resolve the matter, the incidents have not ceased. When I question Ayanna with regard to the incident I do so comprehensively; using my more than 10 years in law enforcement and more than 10 years as an investigator with Washington, DC Child and Family Services Agency (CFSA). As a result Ayanna informed me, the very first time I wrote a letter that she was never playing the punch game. Either

Rethinking the Christian Studies Classroom: Reflections on the Dynamics of Teaching Religion in Southern Public Universities

This is a spin-off from the book Cold-Case Christianity For Kids but you will have no issue reading it as a stand alone. This is a highly inventive way to start kids thinking analytical but also learn about the Bible these both being profoundly important in their lives. Additionally, the book an easy read for kids, it is full of explanatory pictures that go allow with the story and activities that help you solve the case as you advance through the book. Therefore, these activities consist of reading passages in the Bible (CSI Assignment), learning new words (Detective Definitions), and the explanation of how an investigation works (A “TOOL” for your detective bag). How could this possibly get any better? There is an interactive website with

San Francisco International Christian Academy believes that the school is the agent of God’s redemptive and reconciling plan to help students establish good habits and manners following the guidance of God. SFICA maintains the Bible as the foundation for the students’ spiritual and academic growth, and each student should follow the instruction of the Scripture and the biblical principles.