Sharing Stories: Looking at Journeys to BCCS

We know God calls families and their children to all different schools. Our goal is to help families discern where that may be as they seek where God is calling. No story is the same, and we wanted to share some examples of how our parents decided on BCCS. The following story illustrates one way a family ended up in our halls:

One parent shared that when they first began searching for a kindergarten, they were particularly curious about class sizes. They explained. “As a first-time mom, I was struggling with the thought of my daughter being away at school all day every day, and I liked the idea of a smaller school and the part-time kindergarten option.” For their family, this was one factor that led them to BCCS.

They went on to share that  “growing up as a Christian in public schools and having a great experience, I was not sold on the idea of Christian education, but my husband was passionate about it. Needless to say, I totally fell in love with the school. That first year I remember fighting back tears as Mrs. G prayed out loud with me over my daughter in one of our meetings, thanking and praising God for her life. And now over the years and having three kids going through BCCS, I value every teacher and the role they’ve had in my kids’ faith journey. I’m thankful for a school that points them to Jesus in their strengths and also in their struggles.”

Hearing this testimony illustrates an important piece of life at BCCS: our mission is to root students in Christ and prepare them for service. By using God’s story of creation, fall, and redemption as both a foundation and framework, we design learning experiences that intentionally integrate academics with meaningful discipleship traits and habits of learning. Our goal is to help students grow in their strengths while also equipping them to persevere through challenges — all while keeping Christ at the center!

A Flourishing Community: Habits of Learning in Science

Fifth-grade science students have been exploring the structure of atoms with a long-term goal of discovering how God created all things in an orderly way. After unpacking the fundamental concepts of atomic structure, students worked in teams to build models of atoms using pipe cleaners, mini pompoms, bottle caps, etc. Following their work, students reflected on the Habits of Learning and identified skills they utilized well and others they need to improve! 

Learning about atomic structure is important. Helping students practice joy-filled collaboration, gracious communicating, courageous designing, and curious thinking is vital for becoming lifelong learners!

The Genius of the AND

The following is a blog post from the Center for the Advancement of Christian Education that shares great insights regarding Christian education and Easter. Read it below and visit their website to see more!

The Genius of the AND

I’m guessing each of you has encountered concepts that captured your imagination and led to a personal core value from which you now operate. Allow me to share one of mine with you.

I first read about the “Genius of the AND” in Jim Collins and Jerry I. Porras’ book Built to Last. This quotation explains the central concept:

Builders of greatness reject the “Tyranny of the OR” and embrace the “Genius of the AND.” They embrace both extremes across a number of dimensions at the same time—purpose AND profit, continuity AND change, freedom AND responsibility, discipline AND creative, humility AND will, empirical analysis AND decisive action, etc. . . . Instead of being oppressed by the “Tyranny of the OR,” highly visionary companies free themselves with the “Genuis of the AND”—the ability to embrace both extremes of a number of dimensions at the same time. Instead of making a choice of A OR B, they figure out a way to have both A AND B.

This concept has proven itself repeatedly in the world of business and beyond—including the world of education. Consider a couple extremes  (both philosophical and practical) that we as Christian educators may encounter:

  1. Protection from OR immersion in culture. The extreme of protection finds some Christian schools operating in an isolated bubble, shielding students from all secular influences. It’s true that Christian schools need to cultivate a biblical worldview, but the key is to cultivate it. A biblical worldview prescribed from an overly protective approach leaves students unprepared to navigate the complexities of the world. Such a worldview can be very fragile outside of the safe confines of the school walls.
    In contrast, the extreme of immersion in culture finds some schools leaning so far into cultural relevance that they risk diluting biblical truth to stay relevant or competitive (but with whom or what?). This approach can lead to a loss of distinctiveness and clarity, as well as missional drift.
    The genius of the AND? A healthy Christian school is relentlessly focused on equipping students to be “in the world but not of it” (John 17:14-16). A Christian school should provide a strong biblical foundation AND design learning experiences where students critically engage with culture, preparing them to be faithful disciples AND skilled interpreters of the world in every sphere of life.

  2. Rigor OR grace. The idolization of rigor has led some Christian schools to overemphasize high academic expectations and strict discipline . . . with little flexibility. Whereas excellence is essential, 2 Peter 1 calls us to such excellence as those who pursue and imitate Christ, to “a knowledge of Him who called us His own glory and excellence.” The Bible is full of examples of those excellent at the vocational calling (e.g., Joseph, Daniel). However, this extreme leads to stress, burnout, and a performance-driven identity rather than a grace-filled understanding of learning, growth, and identity in Christ.
    On the other hand, the extreme of grace leads to an overly lenient approach that prioritizes emotional comfort over accountability, creating a culture of low expectations and a lack of resilience in students.
    The genius of the AND? A Christ-centered education should hold students to high standards while also recognizing that failure is part of learning. Encouraging perseverance, offering second chances, and shaping character through both challenge and compassion reflects a biblical view of discipline AND grace.

The AND in Easter

And now for a seasonal example. Easter reminds me of how the simple conjunction AND is essential to the Christian faith. It has been refreshing to see some recent successful athletes begin interviews with comments such as “I want to thank my Lord AND Savior Jesus Christ. . . .” As unnatural as those comments may seem to some, I have certainly appreciated the heart behind these words, that in the midst of great success, they acknowledge Jesus as both their master and rescuer.

When you celebrate the Lord’s Supper during this Lenten season, listen for the AND. Jesus is the Lord who not only deserves our obedience but also wins our admiration. AND He is the Savior who deserves our gratitude and wins our love. He is the Alpha AND Omega. The One who is, AND who was, AND who is to come.

AND . . . a cool little word that packs quite a punch.

He is Risen! From all of us at the Center for the Advancement of Christian Education, have a blessed Easter season.

Tim Van Soelen

Dr. Tim Van Soelen serves as the Director of CACE. Tim is also a professor of education at Dordt University. He has served as a principal, assistant principal, and middle school math and computer teacher at schools in South Dakota and California. Tim has his undergraduate degree from Dordt and advanced degrees from Azusa Pacific University and the University of South Dakota.

A Flourishing Community: Exploring Creation by Thinking Mathematically

Middle school students engaged with God’s creation through mathematical thinking! They ventured outside to search for angle relationships, spotting them in branches, fences, and other natural and man-made structures. Using their discoveries, they captured photos and prepared presentations showcasing angle-related findings, incorporating pre-algebraic formulas. In addition to traditional methods of review, students are invited to deepen their learning by exploring each other’s presentations and solving problems based on real-world images.  

At BCCS, teachers intentionally design learning experiences that not only build content skills—such as angle relationships and algebraic equations—but also cultivate lifelong habits like collaboration, courageous creativity, and a sense of wonder in God’s world.

Intentional Practices & Engaged Learners

Our teachers are deeply committed to designing learning experiences that help students of all ages see and live God’s story. This commitment influences every aspect of our classrooms and has implications for how students engage with their learning. This year, we have been focused on enhancing the student experience by implementing various learning protocols. These structured approaches allow students to engage in meaningful interactions, discussions, and reflection, ensuring that every learner is active in the process and can express their own voice. The examples that follow reveal how this is unfolding across grade levels.

In preschool, Mrs. Veldkamp has created intentional opportunities for students to “turn and talk,” encouraging them to develop strong language and listening skills. To ensure success, she took time to model and walk through the protocol with her students, setting clear expectations. This simple practice not only allows children to practice speaking with one another but also gives them the chance to listen actively to a peer’s perspective. The students particularly enjoyed using this strategy to discuss their favorite ice cream flavors!

In first grade, Mrs. Grimm’s students are empowered to take ownership of their learning by regularly self-assessing their progress. At various points within a day, they reflect on how close they are to achieving the learning goal by using a small bullseye on their desk. This reflective process serves as both a quick check for teachers to gauge progress and as a valuable opportunity for students to see learning as a journey, reinforcing the idea that growth is an ongoing process.

In middle school social studies, Mr. DeBlecourt fosters healthy dialogue, where students regularly offer each other warm and cool feedback during class. For example, in World Geography, students began by writing essays in response to the question: "Why should we as Christians learn about the rest of the world?" After sharing their essays with classmates, students provided feedback by answering questions like: What insight or detail from their essay stood out to you? Is there a part of the essay you’d like clarified? How does their response inspire or encourage you as you think ahead to the Good Samaritan Project?

In middle school Bible classes, students were invited to reflect on what they had learned about the life and ministry of Jesus through the Triple C reflection protocol. This protocol encouraged students to think deeply using one of three words: Confront (something that challenged them to think or act differently), Capture (a quality they wanted to embody in their life), or Cement (something they were already doing and wanted to continue). Students then crafted action statements based on their reflections, such as, "Jesus' teaching on forgiveness has challenged me to forgive people who have hurt me and to let go of those past hurts." The lesson concluded with a closing circle in which students shared their key learning moments and personal action statements with the class.

While these may seem like smaller pieces of a much larger learning puzzle, we are incredibly grateful for a staff that is continuously working to improve the way students learn. We also celebrate our students for actively engaging in their learning, reflecting on their growth, and embracing opportunities to participate meaningfully in their learning journey. By using Teaching for Transformation’s essential practices, students are growing in their academic learning and in Christlike character.

A Flourishing Community: Reduce, Reuse, Recycle

One of the preschool curriculum units is titled "Reduce, Reuse, Recycle." Throughout this unit, students explore the importance of caring for God’s creation by engaging in hands-on learning centers and even designing their own creations using recycled materials. Mrs. Veldkamp’s class took this learning to the next level by putting reusing and recycling into action! To practice reusing, students brought in books from home that they no longer read. For recycling, they collected over 900 cans, using the funds to ship their books to Books for Africa. Altogether, they gathered over 200 books, and the can collection not only covered the shipping costs but also provided an additional monetary donation!

Learning Beyond the Classroom

At BCCS, just south of central Byron Center, nestled between quiet residential neighborhoods, there lies a hidden treasure—a sprawling outdoor space that is beginning to serve as an extension of our classrooms. While our school buildings provide great spaces for learning, it’s the expansive acreage behind them that has the potential to be an invaluable resource for both teachers and students. With the Teaching for Transformation framework guiding the work, our teachers are reimagining their lessons to give students opportunities to apply their learning in real-world settings. And what better place to do that than outside in God’s creation?

This year, one preschool class has fully embraced the outdoors, with children spending the majority of each day exploring, learning, and growing in the fresh air. Garden beds have taken root at both our buildings, and an outdoor classroom has become a hub for hands-on learning experiences, such as plant identification in sixth-grade science. Third grade also worked to discover interactions between physical and natural characteristics found outdoors. 

Recently, first grade took full advantage of the winter weather, using the snow as a springboard for creativity and learning in order to better engage with the book Snowman in the Night. As part of their study, they learned about the purpose of an author and practiced sequencing words like "first," "next," and "then." To bring these concepts to life, the students ventured outside and built their own snowmen. This activity allowed them to think creatively about their snowmen’s behaviors—what would their snowmen eat, and what would they do when no one was watching? They also practiced spelling the sequencing words out in the snowy woods. 

Once back inside the classroom, students eagerly wrote about their snowmen, using their experiences to create detailed and thoughtful stories. Teachers were impressed at the depth of the writing—an unexpected outcome that illustrated just how powerful learning in context can be. The students’ increased engagement and enthusiasm were clear, as they applied their experience in meaningful ways and honed their sequencing and writing skills.

This simple (and fun) activity is a perfect example of how our teachers are reframing lessons to make learning come alive. Through this hands-on approach, students not only gain academic knowledge but also develop a deeper connection to the world around them, fostering a love of learning. With great teachers and an effective Teaching for Transformation framework, we are working to make BCCS a great place to learn!