Friday, December 23, 2011

Merry Christmas 2011

In an effort to sum up the year twenty-eleven succinctly enough to keep your rapt attention through to the very last word, I’ve attempted to write it in Dr. Seuss style. Please do try to stay focused!

2011 has been a frivolous year
so get comfy with a hot drink and lend me your ear
Or your eyes as it were since you’re reading this script
I’ll fill you all in on our fantastical trip!

It started with buying a cozy abode
in the midst of carrying a heavy school load
We signed the papers from thither and yon
And now in Boise, we do own a home!

If you don’t know where Thither is found on a map,
it’s on the other side of the world where you’re at
And Yon would be Minnesota, and Idaho, and here
You take your pick, we’re not very clear!

Christmas of two thousand ten was quite strange
so thank God for in-laws we hopped on a plane
But I had to arrive in Virginia for class
The very next day so it went rather fast!

I rang in the new year all by myself,
with my kids in Kentucky and my love in Tibet
Well not really Tibet but I wanted to rhyme
He was in Afghanistan for a really long time!

Then Gramma and Grampa knew just what to do
in order to keep our two boys in school
They travelled to our house to hold down the fort
Til my classes were over and I returned home.

A couple weeks later I was scheduled to test
and return to Virginia in a big winter mess
I was supposed to leave at a quarter to three
That would be a.m. in case you’re wondering

Lucky for me, some people like snow
and the way it feels under their cars when they go
I shut my eyes tight and prayed all the way
But Scott got me safely to my airport gate!

Then suddenly it was time for an awesome surprise,
our soldier would be standing in front of our eyes
Missing anniversary 21 by a day
But we didn’t care and had fun anyway!

We camped out for a week at our new house in Boise
and met the neighbors and tried not to be noisy
But two weeks went by way too darn fast
And on Valentine’s Day had to send him on back

The rest of February was pretty much history,
I had a few big events that almost did kill me!
But we did get through it like we knew we would
Then March was upon us like a scary typhoon

Connor traveled to Washington DC
to argue with students about world policy
His band that was named “Nothing Rhymes with Orange”
Had their very first concert at a talent show at FCHS . . .

I hope that last line didn’t throw you off
but their name is true they didn’t make it up!
And then it was April before we all knew it
A long year of deployment about to be through it!

He came home to crowds cheering and clapping,
at 5 in the morning hard to believe it was happening
We made a video to relive the scene
and you can see it yourself at this here link http://www.youtube.com/watch?v=Xpr1o2W7T0Q&feature=youtu.be

No sooner was he home and we were up running,
and hosting people from all over the country
“A Life Set Apart” crashed on our floor
And some people came for graduations galore

First Connor then Caleb received their promotions
And some really cool gifts as a sort of a token
But then it was time to hit the road
And into our trusty minivan we did load.

Because we had been through 48 states,
we circled around to add one to the slate
And through the great state of New Mexico we drove
Adding a whole extra day to our trip up north

Where another school graduation to see
of former students we both used to teach
We left our youngest with my parents in Oregon
And the rest of us Arnolds got on the road again

And to Minnesota we quickly did go
and stayed with Corey’s parents while there was surely no snow
and when it was over, we headed back south
Making an almost perfect square of our route.

In early July we found out a secret
But weren’t really sure how the kids would take it
The Army was sending us to Korea you see
Though Connor was leaving to attend BBC.

Caleb took all this news quite well
In fact, he thinks it’s going to be swell
To live over in Asia away from the states
As long as one day to Alaska we make.

In August we said our good-byes to our first born
And Caleb and I started at a new school in Hoptown
Little did we know what an impression it would make
And on our last day, our hearts did break!

But in the meantime lots of stuff happened
Like strong bonds with soldiers and Thanksgiving weekend
Where we got to see Connor with a manly full beard
I’m not going to lie, it was really quite weird.

But Caleb has left his mark in each class
using dry erase markers and his artsy sass
Many a white board within HCA
Has been transformed into a sort of display.

If you’re curious at all and would like to see it
I highly recommend you add me on facebook
Where I keep a whole album named after him
Displaying his craft as only he can.

I’m glad to announce just two days before Christmas
That my master of arts degree I did finish
And now it is just a matter of filing
the paperwork in order to prove I’m not lying.

In all it has been a fabulous year
And God has been faithful, our prayers He does hear
Especially the ones we pray about you
Hoping for you His salvation too.

But if for some reason you still aren’t sure
Perhaps some proof would provide some allure
There is an empty tomb out Jerusalem way
That our Savior did lie in once for three days.

But since death could not hold him down as they say
He got up from his death and just walked away
Leaving a baffling scene to unravel
And a story that over the world has traveled.

For centuries the question has begged to be answered
“What happened to the body of Jesus of Nazareth?”
And though we didn’t see it in our time or place
I’ll paraphrase Thomas when he saw Jesus’ face,

“Is this an imposter wearing these wounds?
Everyone says you were laid in a tomb.
You can’t have survived but You’re obviously here,
My Savior, My God, You really are here!”

And because of his and 500 others
We can believe the word of these brothers
That Jesus who was born in a stable one day
Was killed but now lives to take sin away!

February 2011 R&R; Christian Children's Ranch

Merry Christmas and Happy New Year 2012 from the Arnold family!

Connor grade 12 Photo by Phil White

Photos by Scott Hollingsworth

Caleb grade 9

Thanksgiving 2011 at Nashville Parthenon

Tuesday, November 8, 2011

Go Ahead . . . Deck the Halls!

There must be something horribly wrong with me, but it does not bother me one bit when stores begin stocking for Christmas well before the Halloween candy even goes on clearance. In fact, I really don’t see why it bothers anyone. I think Christmas decorations are beautiful and just the idea of the Christmas season approaching can make even the worst day seem a little brighter. It seems that we’re always going to find something to complain about when it comes to Christmas so here are the reasons I say go ahead and deck the halls whenever you feel like it!

First of all, Christmas tends to get top billing on most people’s list of favorite holidays. Some will say they like 4^th of July or Easter better, but I suspect they secretly just don’t want to be a foregone conclusion and are trying to be unique. Personally, I like New Years, but that would be second to Christmas. Nothing during the year smells, feels, looks, sparkles, twinkles, or sounds like Christmas. On the scale of holiday favoritism, Christmas gets its own category and the rest of the holidays tend to fall in line after that.

Also, the very fact that it is the most commercialized holiday (with Mothers’ Day pulling out a close second), just proves how much people love it. And it seems the more attention we draw to its commercialization, the more commercialized it becomes. Quite frankly, if it were to become completely un-commercialized, I am almost sure it would cease to get the attention it deserves. No matter how much I spend or save on Christmas, there are just certain things that put me in the holiday spirit and they include certain groceries (there has to be fudge and egg nog), certain decorations (of course we pull out our old favorites, but we almost always have to replace a string of lights or two), wrapping paper, ribbons, gift tags, and tape—you can’t forget the tape! Trying to get upset because stores put out the Christmas stuff before Thanksgiving is a little like getting upset that they start putting out school supplies while it’s still summer. This is not a travesty, America!

Finally, they wouldn’t put it out if nobody was buying it. Somebody out there wants to get a head start on Christmas and who can blame them? Depending on the kind of pressure they put on themselves, it can be a lot of work. They need to get started as soon as possible and it just may mean that yes, they start shopping before Thanksgiving or even—gulp—before Halloween. So what? I love Thanksgiving too, but I really don’t think it gets slighted one bit by being lumped into the wonderful celebration of Christmas. After all, what is the best part of the Macy’s Thanksgiving Day Parade?

The end.

When Santa can finally make his first appearance.

Sunday, November 6, 2011

Reflexion

I see her face so clearly

It's the one I can't shut out

Resounding with seduction

Her eyes reveal her doubt

She says I cannot measure up

To her level of perfection

But I'll spend a lifetime taking in

Her summative rejection

I'll never even question her

When I'm weak with near starvation

When my energy is running low

And I've lost my concentration

"It's worth it" I will tell myself

I purchase another lie

My value solely measured by

Her perfect airbrushed eyes

It never will occur to me

I'm chasing an illusion

She slips into my consciousness

And orchestrates my ruin

Then one day I will find myself

Almost getting there

I've bartered everything I was

For this shadow of despair

I like the view; I take it in

All eyes are on me

I cannot help but notice when

I sense familiarity

Another one who isn't sure

Falters on her feet

I cannot take my eyes from her

She is so intimate to me

She sees my face so clearly

It's the one she can't shut out

Resounding with seduction

My eyes reveal my doubt . . .

(c) 2008

Can't do Nothin'

Haunted stare with empty eyes

Reflecting nothingness in kind

Heard it for the thousandth time

You know you can’t do nothin’

Holding up a handmade sign

Not part of the daily grind

Can you even spare a dime?

You know you can’t do nothin’

Self-respect left way behind

Calculated compromise

Tender heart turned cold as ice

You know you can’t do nothin’

Buyer willing to pay the price

Checking out the merchandise

Human being stripped of pride

You know you can’t do nothin’

You know you cannot walk away

Or leave it for a later day

There is no price too high to pay

You know you can’t do nothing

Be there when their story’s told

You can give them hope to hold

A stronger arm to share the load

Please don't just do nothing.

(Background--this was inspired by two of the speakers at Christ In Youth's MOVE conference in Corvallis 2010. The first was Jim Johnson when he spoke about our influence and the story he told about seeing a homeless man and being influenced by his son to go back saying, "Dad, what're ya gonna do? You can't do nothing!" The second was Robin Sigars in speaking about the influence his wife had while living with cancer. He challenged the students to be there--for each other and for others!)

Concert

[I've decided to move some of my poetry to my blog. This one was written after a Newsboys concert in 2008.]

It's not loud enough til it rattles my bones

Til my heartbeat is rob'd of a rhythm of its own

Til I turn toward the deluge of the thundering bass

And its force creates wind that pounds at my face

You can't call it noisy

you'd be more than just wrong

There's so much unnoticed to be felt in this song

The next thing that happens the crowd starts to dance

Rises to its feet in a unified stance

All with one voice

the bold and the timid

Cry outward in unison

not a quiet one in it

An exchange of energy

an electrical charge

Harmonious Cauca phony sounds an alarm

A rest or a pause

an imperceptible beat

Screams silence that's louder than the drums and their beat

And just for a moment they suspend the score

And my mind cannot fathom the final encore

It's not loud enough til it rattles my bones

It's not loud enough til the Sprit's at home!

(c) 2008

Thursday, November 3, 2011

Post Script: I Believe . . .

Author Note

Following is the list of “I believe . . .” statements that acted as the springboard for developing my philosophy of education. This is a raw compilation and no references are cited.

1. I believe that a positive attitude goes a long way; That a teacher shouldn’t take herself so seriously that she can’t joke around with her students.

2. I believe that no matter how aloof students try to act, they really want their teachers to think they’re cool.

3. I believe that respect can be mutual and no adult should demand respect from a child based solely on their age or position.

4. I believe that education can be fun. It can also be tedious, but attitude can play a vital role in this. Whenever possible, learning should be a painless process. Life is hard enough.

5. I believe that teaching is more fulfilling when the teacher has planned out what is going to be covered each day, week, and month. Much gets wasted if the teacher must spend time gathering her thoughts about what to do next.

6. I believe that ALL students can succeed academically. Some need encouragement. Some need help. Some need to see things from a different perspective. And some need to just get over themselves.

7. I believe that the more involved the government becomes in educational matters, the farther it gets from being education, and instead becomes a glorified paper trail.

8. I believe that it is not bad to “teach to the test.” All units must have objectives and as long as the tests cover state standards, then they can be made into reasonable objectives. I do not see much difference between “teaching to the test” and “teaching to the objectives.”

9. I believe teachers have a profound effect on their students by simply showing up each day. Some will leave a lasting legacy with their students and others will be examples of what not to do, but all teachers will leave a lasting imprint. After all, I can remember almost all of my teachers all the way back to Kindergarten.

10. I believe that the Holy Spirit can play a vital role in the lives of students; even those who do not know God. I believe that praying for them makes a difference.

11. I believe that the gospel can be shared without ever uttering a single word. St. Francis of Assisi said, “Preach the gospel at all times. If necessary, use words.”

12. I believe that the content that is taught to our students is not nearly as important as the manner in which they learn the content. I believe that the process of learning is what trains the mind to receive more information as a student grows to adulthood.

13. Whenever possible, projects should be integrational so that what is learned at the beginning of a project opens the door to learn more and dig deeper about a subject. Whenever possible, build lessons that build on previous lessons.

14. I believe there is no better sight than a student who finally “gets” what they’ve been struggling to learn.

15. I believe what Robert Frost said, “I am not a teacher. I am an awakener.”

16. I believe that good questions and discussion do more to teach than the finest text books. But textbooks provide a starting place from which to gather many good questions.

17. I believe that it is a travesty to make learning boring. Hard is ok. Boring is not!

18. I believe that enthusiasm is contagious and students can talk themselves into being excited about something (even something they didn’t think they wanted to learn) if the teacher can show enthusiasm for it without being cheesy. It’s hard to act bored when you’re around someone who is excited.

19. I believe technology plays an important role in education, but should not take the place of teaching. The teacher/student relationship can increase learning potential exponentially compared with reading alone.

20. I believe that a smart teacher is the one who knows she can learn more from her students than she can teach them.

21. I believe the Bible provides the perfect framework for developing a well-rounded education including the sciences (Genesis, Job), Grammar (inductive study of Bible passages), Algebra and Geometry (solving life’s mysteries and studying measurements in the Bible), Literature (Psalms, Proverbs, Ecclesiastes, Acts, etc.), Character, government, statistics & probability, Judaism, psychology, law, and religion.

22. Favorite quotes: “He who opens a school door, closes a prison door.” –Victor Hugo
“I am not a teacher. I am an awakener.” Robert Frost. “Let the little children come to Me.”—Jesus.

Wednesday, November 2, 2011

Part 5: Teachers, Learners, Roles & Relationships, and Diverse Characteristics

What I believe about teachers and learners, their roles and relationships, and diverse characteristics. Robert Frost said, “I am not a teacher. I am an awakener” (Connelly, nd). I believe teachers have a profound effect on their students by simply showing up each day. Some will leave a lasting legacy with their students and others will be examples of what not to do, but teachers do leave an imprint. No matter how aloof students try to act, they really want their teachers to think they are cool.

I believe that ALL students can succeed academically. Some need encouragement. Some need help. Some need to see things from a different perspective. And some need to just get over themselves (Arnold, nd). As a teacher, there is probably no better sight than a student who finally “gets” what they’ve been struggling to learn. And though technology plays an important role in education, it should not take the place of teaching. The teacher/student relationship can increase learning potential exponentially compared with reading alone (Slavin, 2006).

A teacher’s positive attitude can go a long way. A teacher shouldn’t take herself so seriously that she cannot joke around with her class a little. Some people may worry that students will not respect an educator who is not serious, but respect can be mutual and no adult should demand it from a child based solely on age or position (Arnold, nd). In my personal experience, I have received the highest respect from my students after giving them a measure of it first. Enthusiasm is also contagious and students can talk themselves into being excited about something (even something they did not think they wanted to do) if their teacher can show enthusiasm for it at a level that does not cause them to feel embarrassed. It is difficult to be bored when in the presence of someone who is excited. Learning something new is exciting. Activating prior knowledge is also exciting. The smart teacher is one who knows she can learn more from her students than she can ever hope to teach them (Schultz, 1993).

Perhaps the most challenging issue a teacher must navigate is that of student diversity. Diversity is simply that which makes someone different than someone else (Hallahan, Kaufmann, & Pullen, 2008). It could be race, religion, socio-economic status, academic ability, physical ability, or any number of subcultures present in almost any American high school. The fact is diversity is an issue and its implication brings out the need to respect the culture with which we personally identify, as well as strive to understand the cultures of which our fellow human brothers and sisters identify (Hallahan et al, 2008). Perhaps it is the opportunity to think beyond one’s own comfort and habits that diversity brings out. It causes us to recognize our own shortcomings when faced with something like a disability about which we know little or nothing (Arnold, nd). Diversity can affect instruction to allow for teachable moments regarding relationships, social interaction, and even special events native to a particular culture (Hallahan et al, 2008).

Perhaps the most significant outcome of positive student/teacher relationships, role definitions and diversity training is the ability of the individual student to believe in his ability to positively affect society around him. Every person will make a difference in this world: the only variable is the caliber of difference they will make. It is simply not possible to traverse life on this planet without making an impression somewhere. Teaching the young people of future generations to believe in themselves is quite possibly the most effective skill a teacher can teach her students. It is one she must possess herself before she ever steps foot in a classroom (Slavin, 2006).

References

Arnold, Christyanna, (nd), Student at Liberty University: writer of this paper.

Brainymedia, (2010), http://www.brainyquote.com/quotes/authors/s/st_francis_of_assisi.html,
retrieved July 7, 2010.

Brockway, Jody (Producer) & Deyoung, Annie & Enscoe, Max (Writers) & Haines, Randa
(Director), (2006), The Ron Clark Story [motion picture], Echo Bridge Home
Entertainment.

Daniel, Eleanor A. & Wade, John W. (1999), Foundations for Christian education (Ch. 2),
Joplin, MO: College Press.

Ginsburg, Kenneth R., (2006), A parent’s guide to building resilience in children and teens,
Elk Grove Village, IL: American Academy of Pediatrics.

Hallahan, Daniel P., Kauffman, James M., & Pullen, Paige C., (2008), Exceptional learners:
Introduction to special education, Boston, MA: Allyn & Bacon.

Knight, George R., (2006). Philosophy and education: an introduction in Christian perspective,
Barrien Springs, MI: Andrews University Press.

Pearcy, Nancy, (2005), Total truth: Liberating Christianity from its cultural captivity, Wheaton,
IL: Crossway.

Schultz, Thom and Joani, (1993), Why nobody learns much of anything at church and how to fix
it, Ch. 1, Loveland, CO: Group Publishing.

Slavin, Robert E., (2006), Educational psychology: theory and practice (Chs. 1 & 13). Boston,
MA: Pearson.

Willis, Judy, (2009), What brain research suggests for teaching reading strategies, The
Educational Forum, Vol. 73, 333-346.

Zondervan, (2009), Bible gateway website (Genesis, Daniel, Acts, Galatians),
            http://www.biblegateway.com/passage/?search=galatians%205&version=NIV, retrieved
            June 30, 2010.

Wednesday, October 26, 2011

Philosphy of Education part 4: Educational Theory & Practice, and Philosophy of Schools & Learning

What I believe about educational theory and practice, and philosophy of schools and learning.

After detailing my philosophy of the world and how I make sense of it, the next step is to narrow it down to my beliefs about education, what is imminently important to share with upcoming generations, and how best to teach it. What would be the best atmosphere in which to teach these important concepts? Is there a particular philosophy that seems to get the job done better than others? What are the best educational practices and strategies? How does this affect the community in which students will one day live?

Be careful not to confuse the term learning with that of teaching. If you ask any junior high student— whether in private school, public school, or Sunday school—he will tell you that the ratio of teaching to learning is heavily in favor of whatever it is the teacher does up in the front (Schultz, 1993). So what is happening within students while all this teaching is going on and why does it seem they just are not listening? If learning is the students’ responsibility, teachers may be tempted to throw up their hands at the first sign of a blank stare and declare, “Well, you can lead a horse to water, but you cannot make it drink, right?” Learning has taken place, according to Bloom’s Taxonomy (Bloom, 1956), when students can show that they know, comprehend, can apply, analyze, synthesize, or evaluate the material they were taught (Slavin, 2006). Perhaps it is true that one cannot make horses drink water, but even a stubborn horse will drink if it is thirsty!

I believe that education can be fun. It can also be tedious, but whenever possible, learning should be a painless process. This quote by journalist Tracy Kiddler in Why Nobody Learns Much of Anything at Church and How to Fix It sarcastically answers the question of why education must be painful, “Put 20 or more children of roughly the same age in a little room, confine them to desks, [sic] make them behave. It is as if a secret committee, now lost to history, had made a study of children and, having figured out what the greatest number were least disposed to do, declared that all of them should do it” (Schultz, 1993).

I believe that the content that is taught to our students is not nearly as important as the manner in which they learn the content. The process of learning and consciously seeking patterns is what trains the mind to receive more information as students grow to adulthood (Willis, 2009). Whenever possible, lessons should be multi-layered and multi-subject and build on previous lessons so that what is learned at the beginning of a project opens the door to learn more and dig deeper and differentiate how subject disciplines overlap each other. This would be reflective of the strategies employed in a Progressive classroom (Knight, 2006) and like a good Idealist, I believe good questions and discussion do more to teach than the finest text books (Knight, 2006), but textbooks can provide a place from which to gather many good questions. The model I would choose to pattern my school after is The Ron Clark Academy in Atlanta, GA[1].

The scenes in the movie, The Ron Clark Story, that had me nodding my head and smiling were the ones in which he figured out how to creatively discipline his students. He did this by implementing 55 rules that he had determined would benefit any classroom. The first rule is “We Are a Family” (Haines, 2006). He finds that adherence to the simple rules helps bring cohesiveness to the flow of learning as it happens each day in his classroom. He is also not afraid to be energetic and passionate and to glean nuggets from the students’ subcultures that he can utilize to teach them more effectively such as popular music, humor, funny antics, and dance moves, or learning how to double-dutch (Haines, 2006). Ron Clark and I would likely agree on this: It is a travesty to make learning boring. Hard is ok. Boring is not! A student who is thirsty for knowledge will be more likely drink of it.

His school combines aspects from that of a Progressivist and a Pragmatist, two very similar educational philosophies but I would also add a touch of Existentialism. As a philosophy, Existentialism holds that truth is subjective to one’s own experience (Knight, 2006) and I do not agree with this stance. But educationally, the Existentialist believes that experiences are the best curriculum a student can have (Knight, 2006). I would go so far as to suggest that there most certainly is a truth standard, but that students will appreciate truth better when they come to realize it themselves rather than have it force-fed to them (Arnold, nd). I also agree that experience is a wonderful classroom, but some things should not be experienced by children so the learning process needs to be carefully thought out and the “Zone of Proximal Development” honored (Slavin, 2006).

The Pragmatic/Progressive approach is evident in the importance Ron Clark places on field trips. When his students take field trips, it is to the far ends of the earth. He has integrated each trip with lessons that center on the region of the world to which they will be traveling. For instance he took a group of students to South Africa where they actually “ran into” Nelson Mandela. The students had tears in their eyes because they had already studied him and knew what he was talking about when he spoke to them (Haines, 2006). If money were no object, I would incorporate world, national, or even local travel as an integral element of the curriculum.

If I could change one aspect of the current landscape of education, it would be the absence of religion and religious material in America’s public schools. I believe the Bible provides the perfect framework for developing a well-rounded education including the sciences, Grammar, Algebra and Geometry (through solving life’s mysteries and studying measurements), Literature, Character traits, Government, Statistics & Probability, Judaism and other world religions, Psychology, and Law (Arnold, nd). By excluding the Bible, public schools have eliminated a valuable curriculum potential. This statement is admittedly controversial and requires many considerations on which space does not permit me to elaborate. I mention it here because it is part of my ideology regarding my philosophy of school. It may also be that I hold a small place in my philosophy for that of Perennialism which values the classic works of great authors and thinkers (Knight, 2006).

A school that incorporates elements of Progressive and Pragmatic strategies with room for Perennialism, Existentialism, and Idealism would best summarize what I believe about educational theory and practice, philosophy of schools and learning, and educational practice.

[1] http://www.ronclarkacademy.com/