Image Reflecting

The following is a powerful excerpt taken from a teacher’s reflection for a professional development class. Want to know why BCCS teachers do what they do? Read below as fifth grade teacher Jennifer Hackbarth unpacks teaching by saying:

Without first recognizing that they (students) were created in the image of God and that their purpose is to die to the flesh and give God all the glory, they have no reason to live in a way that models the character of Jesus. There are many secular liturgies that are competing with our identity in Christ. As a teacher, I have to intentionally be working against those lies and misunderstandings. I can do this by aligning my teaching in truth and actively inviting students to enter into the life that God intended for them.

As teachers, we are working on our own to discover and unpack our identity in Christ through constant reading of scripture and reminding ourselves of the truths of the gospel. My understanding of who I am in Christ works to shape the deep hope that I have for my students in my classroom. My deep hope is that my students discover their gifts, embrace their weaknesses, and understand that God’s love doesn’t depend on either.

A false liturgy that is detrimental to students and their growth both in the classroom and in their relationship with Jesus, has been the liturgy that their performance is their identity. In my own life, I know how easy it is to believe the lie that the better I perform, the more I will be loved by God and others. One verse that has been monumental to me is 2 Corinthians 12:9-10. It says, “but he said to me, ‘My grace is sufficient for you, for my power is made perfect in weakness.’ Therefore I will boast all the more gladly about my weaknesses, so that Christ’s power may rest on me. That is why, for Christ’s sake, I delight in weaknesses, in insults, in hardships, in persecutions, in difficulties. For when I am weak, then I am strong.” I have memorized this verse and recited it to myself over and over, especially when I am feeling defeated, shameful, or inadequate because of my performance. I need reminders of God’s unconditional love. Because of my personal experience, I know that my students need to hear the same message.

This is why it’s helpful to intentionally create not only daily learning targets, but also 60-year learning targets. Sixty-year learning targets are intended to root students in truth and remind them of their purpose. It’s easy to get caught up as a teacher in simply going by the books and teaching the curriculum, but when I take a step back and reflect on the bigger picture, I am able to discover more meaningful ways to invite students to live out their greater calling.

My storyline, “Risk Big,” is an invitation to my students. When my students understand the truth of their identity in Christ, and when they are able to recognize the deep, wide, and vast love of Christ, then they will be able to step outside of themselves and risk big for the sake of the gospel. When they understand that God’s love is not dependent, then they can let go of the fear of letting themselves, others, and God down. They know that their identity is not strapped to how well they do on their math test or the number of friends they have at school. Their identity is solely in the fact that Christ died for them and took their place. It is the most rewarding thing as a teacher to see my students living out this truth and accepting this invitation.

In my first year of teaching I have learned a lot about myself and what I understand to be my purpose and calling as a teacher….I am recalibrating and reorienting my heart. I am shifting my focus away from this world and onto the one thing that matters–Christ.

Amen.

Important Learning

Cathy Clousing, one of four kindergarten teachers at BCCS, shares the following reflection about some of the most important learning her students experience. 

I always introduce the word "unique" at the beginning of kindergarten. We start our year in the Bible curriculum with the story of Jesus, and how much He loves and values children. After sharing the story of the children coming to Him (Matthew 19:14), I ask my students to draw self portraits. We look in a mirror and notice things about the way God made us. We draw our self portraits with different eyes, noses, mouths, hair and skin colors. We all look different. We can see the ways God made us different. 

Following their classroom portrait work, I ask parents to help describe the ways their children are unique. Having parents write about the qualities that set their children apart and make them unique is powerful. 

After hearing from parents, the students and I talk about the way God made us unique. Each child gets a turn to be in the front of the class as I read what their parents wrote about them. 

We can't "see" all the special ways He wired us, but our parents are really great at describing us. I want the children to see that being part of God's story and using your unique gifts doesn't start when you grow to be bigger or more independent. He created you to live in His story in our classroom and in our homes. 

I want them to know God made them unique so they can be busy doing God's work every day, no matter where they are. God created them to be artistic, hardworking, musical, great with numbers, creative, funny, silly, empathetic, or sensitive so HE can use them for His kingdom every day. 

As a teacher, I have the privilege of watching as these little people discover that they can shine for Jesus in ways that are so natural and automatic, because God made them unique: being a kind friend, treating others (adults and people we don't even know) with kindness and respect, encouraging a friend with artwork, picking up the spilled crayons of a classmate, or helping when they see someone's snow pants are inside out. I think that is one of the most important things they will learn all year!

Christmas in Heaven

All three of our first grade classrooms share a storyline of “Spread God’s Love.” A storyline’s primary purpose is to create a link between the curriculum and God’s story. 

Recently, a member of our community had their daughter pass away, who was a former BCCS student. First grade teacher Cindy Coffey shares:

“We wanted to encourage a family that was grieving the loss of their precious child, Julianne, who was 19 when she went to heaven. In our classroom, we discussed what we think heaven may be like and wrote about it. Using our writing skills, we turned our thoughts into a book that each student helped to create. Students were also beauty creators as they illustrated their words with such detailed, colorful pictures. Julianne’s mother came to our classroom this winter to receive this special book the students had made to encourage the family and bring them joy during the holiday season.”

Mrs. Coffey also invited her students’ families into the experience by sending a copy of the book home with each student. She shared with parents, “The letter inside the book is written to a certain family, but you may choose to write a personal note to another grieving person and bless them with the treasured writings of our children. We pray that the copy of the book that we send home today will prompt some wonderful conversations about the joys we will experience in heaven some day.”

Learning what the Bible says about heaven is important, and supporting those experiencing grief is essential. There is no right or easy way to walk through the passing of a family member, but the truth the first graders shared about heaven is a genuine comfort. 

Signs that Encourage

Preschool is a joy-filled, wonderful place. Enter one of our preschool classrooms and you will be greeted with happy children soaking up all kinds of learning and experiences. They learn so much at the ages of three and four!

One of the most important things students will learn in our programs is that Jesus loves them. Teachers share about His love and also the love their family has for them. As the year continues, they challenge students with “Jesus loves you; now, know it and SHOW IT.”  

Teachers work to provide experiences for students to know it and show it. Recently, Michele Vieu connected her class with one of her friends who had a few health struggles this fall. Mrs. Vieu and her class prayed for her and created signs to encourage her. After she recovered, she sent a video thanking the students (which they loved). The students have continued to pray for Mrs. Vieu’s friend. 

This experience deepened their learning during the preschool unit about signs. Students learned how signs help and who works with signs. They learned that symbols and words have meaning and that they can use tools to make signs. More importantly, students learned they can make new friends, they can pray, and they can encourage others. 

A student reflected, “I didn't know Erica, but now I do and I want to pray for her.” Another shared, “I didn’t know I could write my own sign to help someone, but now I did.” Still another said, “I wanted to take it home for my mom but I gave it to Erica because she needs it.

We want to do everything we can to ensure the highest quality learning environment for our preschool students, but also ensure they know how much Jesus loves them and that they can show it!

Step Up to the Plate

Laurie Guikema, one of our BCCS Physical Education (PE) teachers, shares this about her classroom this school year:

My Storyline is “Step Up to the Plate in PE.”  I have played softball competitively since I was in 5th grade, so including a ball diamond in my Storyline only seemed to make sense. To continue the baseball metaphor, the most important position is the pitcher, God. He is the center of our class and is the one who gets to throw out every first pitch. God is the one who initiates any change in my students’ hearts. The students’ job is to simply step up to the plate and get swinging. Students can honor God with their bodies, learn how to love to move, and learn to be kind to others in all cooperative play.

I ask my students, “What does it mean to step up to the plate in PE, in our school, in your immediate family, and in our community?” I hope that the discussion that follows will be thoughtful, challenging, and practical. I believe that each one of my students has a role in God’s big story and that story includes our gym. Each teacher has content that is unique to his/her class or subject. We are not only forming our students’ minds, but we are transforming hearts. I desire for my students to enter the gym and ask, “How does my learning today fit into His story?” My hope has always been that my students are seeing what is valued in our class–kindness over competition. I thought by being a caring and empathetic teacher, my students would learn good character traits through some sort of sweaty gym osmosis. But values don’t become habits just by observation. Students must practice them and write their own good story. I am excited to see them “step up to the plate” as I continue teaching this year.

Book of Miracles

Check out this story a teacher shared with parents from one of our 2dn grade classrooms! This is impactful work and a way teachers work to partner with parents as they now have a role in this project as well! Not only is it important to learn the miracles of the Bible, but it is also essential to encourage those around us!

In Bible, we have been learning about the miracles of Jesus. The kids worked in pairs to write down the miracles that we have studied. We compiled our miracles into a class booklet and decided to give our booklet to people who may need encouragement and a reminder of God’s power. Our class is giving a booklet of miracles to some of the people that we have been praying for (members of the BC community). Each student also came home with a miracle booklet today. I am encouraging the kids to give this booklet to someone in their life who needs a reminder of God’s power. Many kids already have someone in mind. This is where you come in! Please help your child deliver or mail their booklet. I did tell the kids that if they can’t think of someone to give their booklet to now, they can hold onto it. In the coming weeks, they may think of someone who needs encouragement.

Honoring Veterans

As part of the eighth-grade social studies curriculum, students study the civil war and a variety of topics surrounding that time in our nation's history. Mr. Deblecourt guides students as they dig deeply into heavy topics surrounding that time in our nation's history.  These serious and important events include government, slavery, the war on more. Specifically, one of the subjects is the Civil War itself and the unfolding of that conflict. Mr. DeBlecourt shares the following:

In my eighth-grade social studies class we learned how both the North and South lacked respect for their soldiers in the ways that they carried out fighting strategies.  As a result of their attitudes towards soldiers, our nation experienced the highest death toll in its history.  My students recognized the need to show respect to our veterans and service members today for the ways that they live their lives as servants. 

Our goal was to go and visit veterans at the Grand Rapids Home for Veterans.  However, due to COVID concerns for the residents in the home, we made an alternate plan.  The students decided to design pieces of art that could be displayed in the GRHV along with an artist statement.  Before the pieces of art were delivered, the students put on a mini art show in the East Campus Great Hall for the 2nd-5th graders.  

This has been an amazing opportunity for the 8th graders to honor veterans, stretch their creative muscles, and share their passion with younger students.

Discernment and Truth

Discernment is one of the most important tools we can equip our students with, but can be a challenging concept to teach. In 6th grade Bible, Mr. Schutte and Mrs. Kiekintveld recently partnered with their students through a project and reflection focused on discernment and truth. 

Classes started by examining the messages in our world (“you need more,” “you’re not perfect,” “bigger is better,” “you need to look this way,” etc.). Examples were plentiful including things students see including advertising, movies/television, video games, and more. 

Next, classes looked at the truths the Bible gives about grace, Christ’s love for us, and His call to love others. Clearly, there is a stark contrast between the two types of messages. This led to a reflection about how the world’s messages affect us. Many times the worldly messages leave us feeling unworthy. Students were clearly able to identify this problem, so they developed an acronym with their teachers. When listening to messages, do they pass the following TEST:

T - Is it true, trustworthy?

E - Is it edifying to others (does it build them up)? 

S - Is it seen in God’s Word?

T - Is it a trap?

However, learning does not stop at seeing problems and practicing discernment, but continues in prompting students to share. In this case, we can help those who do not feel worthy. Students wrote anonymous letters that used the truth of Scripture to encourage each other and hung them in the middle school hallways. Each letter called for the reader to stay fixed on Christ and His Truth.

Middle school can be challenging and students can experience real hurt, but our teachers work to equip our students with skills to discern by pointing them to Biblical truth. This will ensure they stay rooted in God’s Word and are prepared for service to others!

Early Childhood Education

Preschool is a joy-filled, wonderful place. Each day students come to learn, play, and spend time together. At the ages of three and four, our students are engaged in centers, large group activities, small group work, one-on-one instruction, read aloud time, playing outside, and so much more. Teachers are working to foster whole child growth in order to prepare students for kindergarten. In order to ensure each preschool student is rooted in truth, teachers begin the year by sharing the message “Jesus loves you!”

The phrase “Jesus loves you” is so simple, yet so foundational. This is also arguably the most important thing preschool students will learn all year. Teachers share it daily in their lessons and discussions, and they have this phrase displayed in their classrooms and hallways. During the year, teachers will walk through the story of Jesus and what that means for us today. If our preschool students learn nothing else, they will know that Jesus loves them!

Our preschoolers are called to be like Jesus and bring beauty into our world. We want our students to know that they can be beauty creators. In each class, students take time to paint a unique picture that they then describe to their teachers. This exercise helps develop curious thinking and courageous designing, skills we desire all students to have. The pictures below show some of their work that adorns the hallways of the preschool campus as a visual reminder that God made them to create beautifully. 

Even at age three and four, our preschool students are learning who God created them to be!

Anxiety in Students

This note below is from the desk of a 6th-grade teacher who talks about real problems students face and provides ideas and strategies to help children.

Over the last year and a half, we have seen and supported students that have been experiencing anxiety in various ways. I asked our social worker Pam White and ESS leader Kathy Fleet if they have any strategies to help us as teachers and parents work with our children that may be having anxious thoughts. Below is a list of things to think about and consider when your child might be having difficulties feeling anxious.

1. Validate their feelings. If you say something like, “it's no big deal" it could send a message that your child's feelings are wrong. Instead, say something like, " It sounds like you are feeling really nervous right now." Be sure to simply listen to them.

2. Distinguish between real threats and false alarms. Help them understand how anxiety is meant to keep them safe. For example, if they are being chased by a lion, their brain would signal to run. There are also times when their brain triggers a false alarm. If it is a real threat they should listen to those alarm bells and take action but if it’s a false alarm then try to face their fear.

3. Teach the child some skills to identify negative thoughts and change them into positive ones using positive self-talk.

Catch it. 

- Help them create a shortlist of negative thoughts.

Challenge it.  

- Encourage them to become like detectives to assess the evidence behind their anxious thoughts.

Change it.

- Once they recognize and challenge their negative self-talk, the final step is to replace it with a positive one.

4. Teach deep breathing. 

5. Try the stepladder approach. Work with your child to come up with a list of the steps they can take to face their fears and meet their goal.

6. Help them change the channel. If they are worried about things they can't control, discuss the fact that the only thing they can control is how they respond. 

7. Maintain a routine as much as possible. 

8. Avoid overscheduling. Children need some quiet time alone to decompress.

9. Limit exposure to upsetting news. 

Real (and difficult) Parent Style Questions to Ask

1. Do you (or other influences) expect perfection? The child may feel constantly pressured to succeed which causes anxiety.

2. Are you too permissive? This leaves too much for the child's own choice that can produce anxiety.

3. Do you set a calm example?

I would like to add one more item to this list and that is prayer. I have prayed with students who have experienced this because I wasn’t always sure what to do, but talking to God usually calmed us both down and helped us gain perspective. I have learned to start with talking to God first instead of leaning on Him as my last resort. 

Thanks for taking the time to read this and know you are not alone. These are real feelings children have. All of us here at BCCS want to work together with you to help your children in all areas of their lives.