Our school year is off to a smooth start. Our enrollment is up from last year, and we are excited about all the new families that are now a part of the BBS community. Now that our students (and parents) are in a routine, we have turned our focus to a pretty major event that will be happening in November- our accreditation visit.
Once every five years, a team of educators from across our region visits our campus to assess the quality of the program. They will spend three days on campus meeting with our board, faculty, parents and even students learning more about our school. Their goal will be to celebrate the successes we have enjoyed in our program as well as recommend opportunities for growth and improvement. We are accredited by the Southern Association of Independent Schools, which is the premier accreditation for independent/private schools in our region. Their entire focus is working to help independent schools like Brainerd Baptist School be better. SAIS assembles our team from other SAIS accredited schools across the 14 state region where their member schools are located.
Our faculty and board have been preparing for this visit for quite some time. Through the accreditation process, the school has to respond to a set group of standards showing how we adhere to, or meet those standards. Back in the spring, our accreditation chair spent two days on campus making sure that our school was ready for the full visit in November. We now need your help. As a part of the accreditation process, we will be sending you a link to a survey that will be gathering information about how our parents feel about the school. This survey will launch in the next couple of weeks. It will take approximately 8 minutes for you to complete. We are hoping to gather data from the majority of our families that will provide us with a significant amount of data that represents our entire constituency. Please be looking for this email soon. Closer to the date, many of you will be asked to particpate in a meeting with the accreditation committee during this visit. Please let me know if you have any questions.
Our school year is off to a smooth start. Our enrollment is up from last year, and we are excited about all the new families that are now a part of the BBS community. Now that our students (and parents) are in a routine, we have turned our focus to a pretty major event that will be happening in November- our accreditation visit.
As I have written previously, I am convinced that one of the most important aspects of my job is hiring the right teachers to join the faculty of our school. I echo this theme each year when I write this blog post, but it really is true. Identifying the teachers that align with our culture and mission is critical to the sustained success we have enjoyed at Brainerd Baptist School. I have often joked that "retirement and babies" are most often the culprits for change in our faculty, and this has once again proven to be the case this spring.
While we had more openings this year than I can ever remember having at one time, we were blown away with some amazing applicants for our open positions. What was particularly encouraging for us was the number of alumni and former faculty who applied. With so many great applicants, just selecting the candidates to interview was a challenge. However, our faculty teams did an amazing job interviewing many candidates for our positions. Please join me in welcoming the following new teachers to Brainerd Baptist School for the fall of 2018.
- 1st Grade - Ms. Natalie Daniel - Natalie is a graduate of Brainerd Baptist School and was involved in our STUCO organization before attending Baylor School. She is a recent graduate of Birmingham Southern College where she was involved in activities like lacrosse, Honor Council, student government, and many more.
- 2nd Grade - Mrs. Christy Martin - Christy is a former first grade teacher at Brainerd Baptist School. She trained under Mrs. Deb Stromberg, and her first students are now seniors in high school! She also graduated from Baylor School before attending the University of Tennessee, Chattanooga to earn her degree in elementary education. After taking time to have children and assist her husband in their family business, Christy is excited to return to the classroom.
- Bible/Chaplain - Mr. Preston Kane - Preston is also a graduate of BBS. He then graduated from David Brainerd Christian School and attended the University of Tennessee, Chattanooga. He has spent a year in Mongolia on mission work during college, and has recently returned to Chattanooga after living in Louisville, KY, where he attended the Southern Baptist Theological Seminary. Preston and his wife, Alex, are the proud parents of a beautiful baby girl, Elowen.
In addition to the new hires, we have made the following internal moves:
- K4 - Mrs. Karica Harner will be moving from a teacher assistant position into a teaching position. Karica is finishing up her master's degree in education from Liberty University and has been waiting for the right opportunity to move into a teaching position.
- K5 - Mrs. Rebecca Stubblefield will be moving from K4 to K5. Rebecca also recently completed her master's degree in education from Carson Newman University and has been patiently awaiting a full-time position.
- PE/AD - Dr. Chad Owens will be moving from the Bible/Chaplain position to serve as our PE teacher/AD. Over the last few years, Dr. Owens has helped coach both volleyball and basketball. He is an exercise, nutrition, and wellness enthusiast and is looking forward to building upon the foundation that Coach Ledbetter has put in place.
- K4 - Mrs. Chelsey King will be moving from K5 to a K4 position. Mrs. King has taught K5 the last two years. Mrs. King recently had her third child and is moving into a part-time teaching position to accommodate her new schedule.
One of the really cool things about our school is the desire to consistently look for opportunities for our students to learn in different ways. Our teachers do an amazing job of creating lessons that model best practices in education, which we believe are student-centered and engaging. 5th grade students are getting to once again experience something new for them, a unique day that we are calling C.A.T. Day. C.A.T. stands for curiosity, adventure, and thought and embodies what we hope our students will experience as they leave campus today. Two years ago my two sons got to experience something new at their high school called "T-term". The idea behind this was to provide the students with several options of various experiences/learning outside the classroom. Students were able to choose from various classes/experiences that interested them and then spend time doing those things. The first year was huge a success, and I enjoyed watching my younger son experience it again this year, as McCallie fine tuned it even more.
We have watched this from a distance with a desire to create a similar experience for our own students. Our 5th grade faculty team has enlisted the help of several other teachers at BBS to create a similar experience for our students. Obviously, we had to be intentional on creating experiences that were age-appropriate for elementary students. I want to thank Mr. John Creed and Mrs. Deb Gruner who have worked very hard to make this day a success for our students. It will be neat to see this evolve in the future as well.
Earlier this week our 5th grade students were presented with some choices of special learning days to choose from. As they get here today, they will embark on a day full of hands on learning and experiences outside the normal classroom. If you would like to follow along on these adventures, search the hashtag #CATday2018 on our social media pages. Below are the different options that our students are getting to experience today.
Curiosity | Adventure | Thought
Farm to Table - Students will go to a local farm to hear about the raising of beef and chickens, participate in garden planting, and basically spend the morning outdoors in a farm atmosphere. Then we will go and cook a meal together with all fresh meat and vegetables and do some comparative tasting of fresh vs. frozen, canned, or preserved.
Sports Management - For this course, students will visit UTC to tour the athletic facilities and hear from Geoff Wilcox, Associate Athletic Director of Marketing and Promotions. Students will also meet with Sean McDaniel, General Manager of the CFC. We will then return to campus to tailgate for lunch. Students will finish the day by organizing and planning a sporting event.
Health and Wellness - Humans are made up of mind, body, and spirit. Each one of these parts has to be nourished and cared for on a daily basis. Students will begin the day with a brief devotional and discussion covering health and wellness. We will then visit with a local orthodontist where we’ll get to work with models, molds, and x-rays. We will also visit a nutrition store, spend time at the driving range, and create our own nutritious smoothies.
Media Day - In the morning, students will visit the Sunny 92.3 radio station to learn how the radio business works. We will then have lunch and discuss media opportunities we could implement at BBS. In the afternoon, students will visit News Channel 12 to learn how local news operates.
Give Back Day - Is your life filled with joy? It will be if you think of joy as having your life in the right priority: Jesus, others, and you. Would you like to spend your day serving in a local preschool class for children with special needs? We will spend the morning reading and interacting with young children and then spend the afternoon helping others. What a blessing you can be by serving others!
Outdoor Art - We will begin on campus by creating a field journal in the art room. During this time, we will discuss basic outdoor ‘how-to’ skills. This will include map reading and tree, flower, plant, and bird identification. Then we will hike to Mushroom Rock on Signal Mountain where we will picnic and practice the skills learned earlier in the day. Our afternoon will conclude with sketches and journaling. *This course will require a packed lunch, water bottle, small backpack, and appropriate footwear.*
Folk Music - Students will spend the morning at the Songbirds Guitar Museum which has just opened in Chattanooga this past fall. They will tour the complete collection of guitars, learning about their history and the art of guitar building. After lunch, students will visit the Folk Music School in Red Bank where they will learn about all different forms of folk instruments including the mandolin, banjo, harmonica, and kazoo. During our visits to both places, the students will be able to experiment with playing some of the instruments and will be taught how to play a simple song on an instrument of choice.
Flower Power - Seeds, dirt, plants, sprouts, garden, and design! Students will spend a day in the dirt - from beginning to end - with lunch together in the middle of the day. Students will also visit a florist with one additional flower stop during the day.
Most of you know that I spend a LOT of time working on admissions. It is something that I have always enjoyed doing. Our admissions process at BBS is intentionally different from just about every other school in our area. That doesn't necessarily mean it's better, but it is better for us. If you have recently (or even many years ago!) been on a tour at BBS, you have heard me talk about our program describing in detail how imaginative play is an incredibly important part of our pre-k experience. I also talk about how inquiry and student-centered instruction is a crucial part of our pedagogical approach. I am always drawn to articles that deal with instructional approaches that support what I believe to be the best approach for students.
A friend (and teacher) shared the article below by Erika Christakis that was published in The Atlantic back in 2016. This article quickly captured my attention and I would love to hear your thoughts about her perspective on preschool.
By Erika Christakis
Today’s young children are working more, but they’re learning less.
Step into an American preschool classroom today and you are likely to be bombarded with what we educators call a print-rich environment, every surface festooned with alphabet charts, bar graphs, word walls, instructional posters, classroom rules, calendars, schedules, and motivational platitudes—few of which a 4-year-old can “decode,” the contemporary word for what used to be known as reading.
Because so few adults can remember the pertinent details of their own preschool or kindergarten years, it can be hard to appreciate just how much the early-education landscape has been transformed over the past two decades. The changes are not restricted to the confusing pastiche on classroom walls. Pedagogy and curricula have changed too, most recently in response to the Common Core State Standards Initiative’s kindergarten guidelines. Much greater portions of the day are now spent on what’s called “seat work” (a term that probably doesn’t need any exposition) and a form of tightly scripted teaching known as direct instruction, formerly used mainly in the older grades, in which a teacher carefully controls the content and pacing of what a child is supposed to learn.
One study, titled “Is Kindergarten the New First Grade?,” compared kindergarten teachers’ attitudes nationwide in 1998 and 2010 and found that the percentage of teachers expecting children to know how to read by the end of the year had risen from 30 to 80 percent. The researchers also reported more time spent with workbooks and worksheets, and less time devoted to music and art. Kindergarten is indeed the new first grade, the authors concluded glumly. In turn, children who would once have used the kindergarten year as a gentle transition into school are in some cases being held back before they’ve had a chance to start. A study out of Mississippi found that in some counties, more than 10 percent of kindergartners weren’t allowed to advance to first grade.
Until recently, school-readiness skills weren’t high on anyone’s agenda, nor was the idea that the youngest learners might be disqualified from moving on to a subsequent stage. But now that kindergarten serves as a gatekeeper, not a welcome mat, to elementary school, concerns about school preparedness kick in earlier and earlier. A child who’s supposed to read by the end of kindergarten had better be getting ready in preschool. As a result, expectations that may arguably have been reasonable for 5- and 6-year-olds, such as being able to sit at a desk and complete a task using pencil and paper, are now directed at even younger children, who lack the motor skills and attention span to be successful.
Preschool classrooms have become increasingly fraught spaces, with teachers cajoling their charges to finish their “work” before they can go play. And yet, even as preschoolers are learning more pre-academic skills at earlier ages, I’ve heard many teachers say that they seem somehow—is it possible?—less inquisitive and less engaged than the kids of earlier generations. More children today seem to lack the language skills needed to retell a simple story or to use basic connecting words and prepositions. They can’t make a conceptual analogy between, say, the veins on a leaf and the veins in their own hands.
New research sounds a particularly disquieting note. A major evaluation of Tennessee’s publicly funded preschool system, published in September, found that although children who had attended preschool initially exhibited more “school readiness” skills when they entered kindergarten than did their non-preschool-attending peers, by the time they were in first grade their attitudes toward school were deteriorating. And by second grade they performed worse on tests measuring literacy, language, and math skills. The researchers told New York magazine that overreliance on direct instruction and repetitive, poorly structured pedagogy were likely culprits; children who’d been subjected to the same insipid tasks year after year after year were understandably losing their enthusiasm for learning.That’s right. The same educational policies that are pushing academic goals down to ever earlier levels seem to be contributing to—while at the same time obscuring—the fact that young children are gaining fewer skills, not more.
Pendulum shifts in education are as old as our republic. Steven Mintz, a historian who has written about the evolution of American childhood, describes an oscillation in the national zeitgeist between the notion of a “protected” childhood and that of a “prepared” one. Starting in the early 2000s, though, a confluence of forces began pushing preferences ever further in the direction of preparation: the increasing numbers of dual-career families scrambling to arrange child care; a new scientific focus on the cognitive potential of the early years; and concerns about growing ability gaps between well-off and disadvantaged children, which in turn fueled the trend of standards-based testing in public schools.
Preschool is a relatively recent addition to the American educational system. With a few notable exceptions, the government had a limited role in early education until the 1960s, when the federal Head Start program was founded. Before mothers entered the full-time workforce in large numbers, private preschools were likewise uncommon, and mainly served as a safe social space for children to learn to get along with others.By second grade, the children who had attended preschool performed worse than their peers. In the past few decades, however, we have seen a major transfer of child care and early learning from home to institution: Nearly three-quarters of American 4-year-olds are now in some kind of nonfamily care. That category spans a dizzying mix of privately and publicly funded preschool environments, including family-run day cares, private preschools in church basements, and Head Start programs in public elementary schools, to name a few. Across all of them, the distinction between early education and “official” school seems to be eroding.
When I survey parents of preschoolers, they tend to be on board with many of these changes, either because they fear that the old-fashioned pleasures of unhurried learning have no place in today’s hypercompetitive world or because they simply can’t find, or afford, a better option. The stress is palpable: Pick the “wrong” preschool or ease up on the phonics drills at home, and your child might not go to college. She might not be employable. She might not even be allowed to start first grade! Media attention to the cognitive potential of early childhood has a way of exacerbating such worries, but the actual academic consensus on the components of high-quality early education tells another story. According to experts such as the Yale professor Edward Zigler, a leader in child-development and early-education policy for half a century, the best preschool programs share several features: They provide ample opportunities for young children to use and hear complex, interactive language; their curriculum supports a wide range of school-readiness goals that include social and emotional skills and active learning; they encourage meaningful family involvement; and they have knowledgeable and well-qualified teachers.
As an early-childhood educator, I’ve clocked many hours in many preschool classrooms, and I have found that I can pretty quickly take the temperature from the looks on kids’ faces, the ratio of table space to open areas, and the amount of conversation going on in either. In a high-quality program, adults are building relationships with the children and paying close attention to their thought processes and, by extension, their communication. They’re finding ways to make the children think out loud. The real focus in the preschool years should be not just on vocabulary and reading, but on talking and listening. We forget how vital spontaneous, unstructured conversation is to young children’s understanding. By talking with adults, and one another, they pick up information. They learn how things work. They solve puzzles that trouble them. Sometimes, to be fair, what children take away from a conversation is wrong. They might conclude, as my young son did, that pigs produce ham, just as chickens produce eggs and cows produce milk. But these understandings are worked over, refined, and adapted—as when a brutal older sibling explains a ham sandwich’s grisly origins.
Teachers play a crucial role in supporting this type of learning. A 2011 study in the journal Child Development found that preschool teachers’ use of sophisticated vocabulary in informal classroom settings predicted their students’ reading comprehension and word knowledge in fourth grade. Unfortunately, much of the conversation in today’s preschool classrooms is one-directional and simplistic, as teachers steer students through a highly structured schedule, herding them from one activity to another and signaling approval with a quick “good job!”
Consider the difference between a teacher’s use of a closed statement versus an open-ended question. Imagine that a teacher approaches a child drawing a picture and exclaims, “Oh, what a pretty house!” If the child is not actually drawing a house, she might feel exposed, and even if she is drawing a house, the teacher’s remark shuts down further discussion: She has labeled the thing and said she likes it. What more is there to add? A much more helpful approach would be to say, “Tell me about your drawing,” inviting the child to be reflective. It’s never possible to anticipate everything a small person needs to learn, so open-ended inquiry can reveal what is known and unknown. Such a small pedagogic difference can be an important catalyst for a basic, but unbounded, cognitive habit—the act of thinking out loud.
Conversation is gold. It’s the most efficient early-learning system we have. And it’s far more valuable than most of the reading-skills curricula we have been implementing: One meta-analysis of 13 early-childhood literacy programs “failed to find any evidence of effects on language or print-based outcomes.” Take a moment to digest that devastating conclusion.
I was recently asked to review a popular preschool curriculum that comes with a big box of thematic units, including lists of words and “key concepts” that children are supposed to master. One objective of the curriculum’s ocean unit, for example, is to help preschoolers understand “the importance of the ocean to the environment.” Children are given a list of specific terms to learn, including exoskeleton, scallop shell, blubber, and tube feet. At first glance, this stuff seems fun and educational, but doesn’t this extremely narrow articulation of “key concepts” feel a little off? What’s so special about blubber, anyway? Might a young child not want to ponder bigger questions: What is water? Where do the blue and green come from? Could anything be more beautiful and more terrifying than an ocean?
The shift from an active and exploratory early-childhood pedagogy to a more scripted and instruction-based model does not involve a simple trade-off between play and work, or between joy and achievement. On the contrary, the preoccupation with accountability has led to a set of measures that favor shallow mimicry and recall behaviors, such as learning vocabulary lists and recognizing shapes and colors (something that a dog can do, by the way, but that is in fact an extraordinarily low bar for most curious 4-year-olds), while devaluing complex, integrative, and syncretic learning.Last year, I observed some preschoolers conversing about whether snakes have bones. They argued at length among themselves, comparing the flexible serpentine body with dinosaur fossils and fish, both of which they had previously explored. There was no clear consensus on how these various creatures could contain the same hard skeletons, but I watched, transfixed, as each child added to the groundwork another had laid. The teacher gently guided the group as a captain might steer a large ship, with the tiniest nudge of the wheel. Finally, a little boy who had seen a snake skeleton in a museum became animated as he pantomimed the structure of a snake’s spine in a series of karate chops: “One bone, one bone, one bone,” he informed his friends. “I think we’re all going to have to do a lot more research,” the teacher replied, impressed. This loosely Socratic method is a perfect fit for young minds; the problem is that it doesn’t conform easily to a school-readiness checklist.
The focus should be not just on vocabulary and reading, but on talking and listening. The academic takeover of American early learning can be understood as a shift from what I would call an “ideas-based curriculum” to a “naming-and-labeling-based curriculum.” Not coincidentally, the latter can be delivered without substantially improving our teaching force. Inexperienced or poorly supported teachers are directed to rely heavily on scripted lesson plans for a reason: We can point to a defined objective, and tell ourselves that at least kids are getting something this way.
But that something—while relatively cheap to provide—is awfully thin gruel. One major study of 700 preschool classrooms in 11 states found that only 15 percent showed evidence of effective interactions between teacher and child. Fifteen percent. We neglect vital teacher-child interactions at our peril. Although the infusion of academics into preschool has been justified as a way to close the achievement gap between poor and well-off children, Robert Pianta, one of the country’s leading child-policy experts, cautions that there is “no evidence whatsoever” that our early-learning system is suited to that task. He estimates that the average preschool program “narrows the achievement gap by perhaps only 5 percent,” compared with the 30 to 50 percent that studies suggest would be possible with higher-quality programs. Contrasting the dismal results of Tennessee’s preschool system with the more promising results in places such as Boston, which promotes active, child-centered learning (and, spends more than twice the national average on preschool), lends further credence to the idea that preschool quality really does matter.
It’s become almost a cliché to look to Finland’s educational system for inspiration. As has been widely reported, the country began to radically professionalize its workforce in the 1970s and abandoned most of the performance standards endemic to American schooling. Today, Finland’s schools are consistently ranked among the world’s very best. This “Finnish miracle” sounds almost too good to be true. Surely the country must have a few dud teachers and slacker kids!
And yet, when I’ve visited Finland, I’ve found it impossible to remain unmoved by the example of preschools where the learning environment is assessed, rather than the children in it. Having rejected many of the pseudo-academic benchmarks that can, and do, fit on a scorecard, preschool teachers in Finland are free to focus on what’s really essential: their relationship with the growing child. Here’s what the Finns, who don’t begin formal reading instruction until around age 7, have to say about preparing preschoolers to read: “The basis for the beginnings of literacy is that children have heard and listened … They have spoken and been spoken to, people have discussed [things] with them … They have asked questions and received answers.”
For our littlest learners, what could be more important than that?
So our first day at Burton 4H Camp is in the books. Other than the weather not being as warm as we would have liked, it has been a phenomenal day. The programming and classes that our students have been able to be a part of have been amazing (as you have probably seen if you have been on Facebook or Instagram). Our chaperons are taking turns going with each group and are enjoying getting to be with all of the students. We are all trying to post pictures as well. Here is a quick overview of things your students did today:
- Orienteering class - they learned how to read a compass, then had to do a scavenger hunt across the camp to find different points
- Shark Dissection - although self explanatory, this was a neat experience for most of our students. We did have a few that gave it a valiant effort, but in the end chose to step out. If you do not see a picture of your child in the dissection, that means that did not want to participate.
- Beach Ecology - we loaded up on buses for the short drive to North Tybee. Our students learned about sand dunes and sea turtles. The students were divided into pairs and had to create their own ocean habitat. While we were doing this, several dolphins decided to grace us with their presence. They swam back and forth practically right in front of us for several minutes.
- Reptiles - the groups got to go through several classes learning about various types of reptiles. The were able to hold an alligator, several types of snakes, crabs, and turtles.
- Night Walk - we loaded back up for a quick trip to the beach. Students learned about various topics like bioluminescence, echolocation, radar, pirates and night site, and other topics.
We have some really cool things planned for tomorrow including marsh ecology and surf sleuth. We will continue to post pictures to our social media pages.
I am well aware that we live in a region of the country that is dominated by football. I would even say that it is not just any football, but rather the king of football - SEC football. We all take pride in the fact that our brand of football is far superior to the football played in other parts of the country. The championships are certainly there to back up that claim. Since the inception of the BCS, no conference comes close to the championships claimed by the SEC. In fact, we (collectively speaking) brag about it so often, and with such fervor, that we usually end up offending people who have allegiances to other schools not located in the friendly confines of the Southeastern Conference. Those of you who know me well, know that I have a strong allegiance to my beloved Volunteers of the University of Tennessee. I frequently travel to watch them play and have had my heart broken by them many, many times. While I wholeheartedly believe that the brand of SEC football is, from top to bottom, the undisputed champ of all the conferences, I would like to serve up a different type of question for you to consider. What is your bucket list of sporting events? I wrote a similar post to this almost ten years ago. For me personally, this week is the best in all of sports (even better than SEC football!). You have the conclusion of my absolute favorite sporting event that really does drive us all mad - March Madness (how's your bracket look!?) combined with the beauty and pageantry that is The Masters, combined with opening day of Major League Baseball....and just for fun, both the NBA and NHL are in the final weeks of their regular seasons making both of them somewhat interesting. I would like to list my personal "bucket list" of 10 items that I would like to experience in my lifetime. I am happy to report that I have indeed crossed an item or two off of this list, but there is much work left to do. I would also love to hear about your items. I will most certainly see something that someone else listed and think "oh yeah, I want to do that too!". The great thing about post like this is that they are highly debatable. So without delay, here goes my list. Although not necessarily in order, I am weighing the bigger items near the top.
- Augusta National - I have had the joy of walking the hallowed grounds of this amazing place a couple of different times. I've been to both the actual tournament as well as a practice round. Although I'm not necessarily a huge fan of the PGA. I typically will watch all of the majors, and not much of any other tournament, unless my personal favorite, Phil Mickelson, happens to be leading on Sunday, which doesn't happen that often any more. That said, I find myself glued to coverage of the Masters. I can't explain it. I really think it is a combination of things from the incredible beauty of the course, the history of the tournament, the intense competition for the green jacket, and the painstaking attention to detail that is exhibited by the folks that put on the tournament each year. I remember being surprised by just how hilly (is that a word?) the course was. You do not realize it until you walk the course as TV just doesn't do it justice. I love everything about it. If you have never been, it should be high on your list.
- Watching a Red Sox/Yankees game in Fenway - I have a tendency to cheer for the underdog. I have been known to give people a hard time who seem to pick and pull their favorite teams from all over the country with seemingly no allegiance to anything. The worst fan for me is the fan that is considered the "bandwagon" fan and just happens to cheer for teams from all over the world that also happen to be really good! If my state has a team (sans Memphis, because no one in middle or eastern TN really even thinks about Memphis as a part of the state since it is six hours away!) I cheer for them. NFL - yep, I'm a Titans fan. NHL - you got it - LOVE the Preds (excited to be going to a play-off game soon!), I've already mentioned my love for all things University of Tennessee, but we do not have a MLB or NBA franchises in our state, so one must go elsewhere for a favorite team in those sports. As a child, almost EVERYONE I know pulled for the Braves. There proximity makes it easy and I flirted with them too. My parents took me to a couple of games in Atlanta and my favorite player was Dale Murphy (I just dated myself!). But the Braves were never any good during my childhood, and in fact, they were awful! I guess you could say their perennial losing never caused me to fall in love with them. When I was younger, and to a certain extent, still now, the New York Yankees were king of the world. They had fans everywhere, and were often just better than everyone else. The poor Red Sox just couldn't compete. I began pulling for the Red Sox largely just because it seemed like the rest of the world pulled for the Yanks. My years of cheering them for them during the lean years has been rewarded since 2004 with 3 world series rings in the last 15 years. I would LOVE to see them play the Yankees in Fenway. The intense hatred between the fans of these two teams will always have this high on my list.
- Duke - North Carolina game - Much like #2 on my list, the pure mutual hatred of these two rivals makes this a match up that I find compelling. I'm not necessarily a fan of either team, although I have a lot of respect for both programs. I think I would just like to witness firsthand the craziness of Cameron Indoor Stadium. I was able to watch the Vols play North Carolina this past season in Knoxville. I always appreciate a knowledgeable fan base and I certainly found that to be the case of the Tar Heel fans, and I would expect the same with Duke.
4. The Vols in the SEC Championship or College Football Playoff - For most of my life, this wasn't necessarily a "bucket item". I went to my first Tennessee Vols football game when I was 9 years old. I have been back countless times since then. I actually was at a SEC Championship game that the Vols played in early in the 2000's. I have seen some amazing games in my Vol fandom traveling to College Station, Nashville, Gainesville, Athens, and Atlanta to watch them play. My favorite memory (to date!) was the famous play I refer to as the "Dobb Nail Boot" in which Josh Dobbs completed a Hail Marry to beat UGA as time expired in 2016. I shared this miraculous comeback with my son and some friends, and we both still like to laugh about that night in Athens. Of course, he and I were on the receiving end of that type of loss this past season when we traveled to Gainesville and watched Florida complete a very similar pass to beat us. The Vols have suffered through their worse decade of football in their 120+ history. Having them being relevant again would be awesome. I would love to see them competing for championships again regularly like they did for so long when I was younger. I have often said that my boys have never seen Tennessee as a good program like they were pretty much the first 30 years of my life! I admit, this is a real fandom heart pick item.
5. Boston Celtics / LA Lakers Game - As I explained above, Tennessee doesn't have a NBA franchise (at least they didn't when I was growing up). As a child, I LOVED Larry Bird. I remember having his Converse shoes when I played on my elementary basketball team (we were pretty good I might add as we won the city championship!) I am fairly confident that it was Bird's shoes that propelled us to victory. Jordan mania was huge later in my childhood and into my teenage years and I certainly liked Michael Jordan, but for me personally, Larry Bird was the man! I loved the way the ugly, white dude from Frenchlick, Indiana just outworked everyone. I spent many a evening shooting basketball in my back yard trying to emulate #33. The Lakers/Celtics rivalry was pretty special back in the 1980s too. ESPN did a 30 for 30 on it and it was compelling. I HATED Magic Johnson and the Lakers. Although this rivalry isn't as strong as it was back in the day, I would still enjoy taking in a game between the two winningest franchises in NBA history.
6. Watching Team USA in a World Cup Game - Two thoughts - first, I realize that many of you are scratching your head on this selection. Why would a man from the south, have a soccer game on his bucket list? If you're thinking that, just admit that you don't get it and keep reading! Second, yes, I understand that just qualifying for the Cup seems to be an issue for the red, white and blue! That said, assuming we do actually make into the World Cup again, I think it would be a really, really cool experience to cheer on our boys. The sheer excitement of this type of game would be incredible. And since it is my bucket list, I would prefer to watch this game somewhere in Europe, where the soccer atmosphere rivals (or dare I say beats) SEC football.
7. Playing a Round at Pebble Beach - I will readily admit that I am not much of a golfer. In fact, I do not even remember the last time I played. It has been a minute or two! That said, I do enjoy golf, and hope to someday play a little more. When I do, high on my list is visiting this course. I have watched various tournaments on TV that have been held there for years and think the beauty is amazing. Those amazing ocean views and holes would have to be better in person! Who is ready to hit the links?
8. Attending Wimbledon - I have long been a fan of tennis. It is really the only sport that I've ever truly had a little success in. I did fairly well in high school with tennis and I enjoy playing, although like golf, I don't play as often as I should. Much like the Masters, I am enthralled by Wimbledon for several reasons. I love the history and beauty of the sport. The playing surface is pretty cool too. This bucket list would also require traveling to another country, which is always fun too!
9. Hiking a REALLY Big Mountain - I am smart enough to realize that I want to part in trying to summit Everest! That would be a death wish! About ten years ago, Katrina and I hiked a volcano (Cotapoxi) in Ecuador. Here's the thing though, we drove up to about 12,000 feet, and then walked to a camp that was at 15,000 feet. This wasn't even the summit, but it was AMAZING. I think it would be really cool to maybe hike Mt. Fuji, McKinley, Kilamanjaro, or some other really cool mountain that wouldn't necessarily kill me.
10. Running with Bulls - I realize some of you may be scratching your head on this one. I understand that this is not a traditional sporting event as well. That said, I think this would be really fun. It has several things that attract me to it. First, there is an element of danger to it. That always makes things a little more interesting. There is also the travel factor. Who doesn't want to travel to Spain!!!
There you have it. My personal 10 items that make up my "Bucket List" I am hoping to check these things off before my time on earth is done! What are yours.
Nurse Adams recently approached me about an idea to incorporate to have a week of school in which we specifically focus on living healthier lifestyles. I thought it was a great idea and asked her to further develop this. I am excited to share with you her thoughts and ideas for our students. The week of May 7-11 will be a time when we focus specifically on various health initiatives for our students. Our week will conclude with Field Day, which has long been a day of exercise and fun for our school community.
Health Week by Rachel Adams
During these cold winter months, all the kids hear from me is, “Wash your hands!” or “Make sure to cover your cough!” Being healthy is more than just not being sick. I don’t want our students to define healthy as not sick or even associate it with diet and exercise. Instead, I want healthy to be seen as fun and sustainable; I want it to become a way of life for them. In January I began the campaign, “Get Caught Eating a Veggie!” During lunch I roam the cafeteria with my camera to take pictures of kids eating vegetables. After a few short weeks, I have kids running up to me with a veggie in hand hoping to get their picture taken. They have huge grins on their faces and are excited to show off their healthy food. This campaign will continue through the semester and lead into a full week focused on healthy living. I hope you will get excited with me and join the fun. Here is a sneak peak of a few things planned for the week:
- Weekly Fig will provide fresh local foods for our students to enjoy. (www.weeklyfig.com)
- A parent seminar will be offered by life coach Michele Reneau of Weekly Fig on how to get your kids to eat vegetables. Mark your calendars for May 10th @ 8:30 a.m.
- The Juice Bar will be here with samples of fresh, healthy juice alternatives (ilovejuicebar.com)
- We will have challenges to complete at home to encourage your kids to think healthy wherever they are
- The week will end with field day.
We appreciate these local companies partnering with us to impact our students health in a positive way. I hope you will take the time to learn more about them. If you have questions, please feel free to contact me at email@example.com.
If you, like me, are going nuts over the thought of another snow day, you may enjoy reading anything to take your mind off the fact that we are missing another day of class! I like to share things in this space that are of interest to parents. I happen to have 3 "iGeneration" kids living in my house, and usually have a few others here visiting on most days! I am now also in the place where the oldest of this generation are applying for jobs now. I found this piece very interesting and helpful to understand the thought processes behind why our kids act the way they do sometimes! The piece below is written by Eric Geiger, a popular author who works for Lifeway and has a popular blog. Do you agree with Geiger's descriptions? I would love to hear your thoughts.
Who Are the iGeneration and What Does Research Tell Us?
January 8, 2018 By Eric Geiger
Boomers. Generation X. Millenials. You have likely read research and descriptions on each generation. While generational generalities cannot adequately or specifically describe individuals, generational names and descriptions endure because they are helpful in understanding the influences and the commonalities in a generation of people. Thus parents, ministry leaders, and educators are wise to pay attention to research and trends describing each generation.
While there is not yet an agreed upon official name for the generation after the millenials, and dates vary a bit among researchers, iGeneration is the name Jean Twenge assigns to those born in 1995 through 14-17 years post-1995 (the year the Internet was born to the world). So in 2018, those in iGeneration are 6 to 23 years old.
Maybe you have already heard them referred to as Generation Z, but iGeneration may be a better name because they are the first generation to be born into our constantly connected world where social media and screens are the norm. They are digital natives; meaning digital communication is not something they have had to learn. It has always surrounded them. I parent two daughters in iGeneration. They fill our elementary, middle school, and high school classrooms and are currently in our kids and student ministries in our churches.
What does research tell us about iGeneration? Jean Twenge’s book, iGen, is a very insightful and thoughtful read, based on extensive research over several years. Instead of simply regurgitating her outline, which is a very helpful framework, I am going to offer twelve observations about iGeneration in the next two blogs. All the research I cite comes from Jean’s book, and I will add some of my own thoughts as one who is watching this generation closely. Compared to other generations, iGen is characterized as:
1. Less reading
High school seniors in 2015 spent twice as much time online as high school seniors in 2006. High school seniors spent an average of six hours a day texting, gaming, or on the Internet. With all that time on a screen, iGeneration doesn’t read as much as other generations. In the late 1970s, the majority of teenagers read a book or magazine nearly everyday. In 2015, only 16% did. Sadly, technology has not supplemented reading; it has supplanted it. Instant communication and constant connectedness is making iGeneration impatient and bored with long and deep reading sessions, which cannot be good because of the deep learning and growth that reading produces.
2. Less happiness
Here is one snippet of research: 8th graders who spent ten or more hours a week on social media are 56% more likely to be unhappy than those who don’t. Why does more time on social media produce less happiness? Maybe, like me, you remember “yearbook day” growing up—the day you would get your yearbook, discover the group photos throughout, and pass around your yearbook for friends to sign. It was filled with highs and lows. A girl you liked could sign her name with a heart and a sweet message! Or she could half-heartedly only sign her name. You may find a group photo you loved or discover one with many of your friends without you, which reminded you of moments of feeling left out. Imagine every single day being yearbook day, the constant ups and downs of having photos liked or ignored, the anxiety of seeing photos where you were left out. Heavy social media use is driving significant unhappiness during the critical time of adolescent development.
3. Less social skills
Not surprising, but those who stare at their phones all day during their formative years will struggle to interact relationally with others. As a whole iGeneration is not learning to look people in the eyes, read non-verbal communication, and converse over a meal. Ironically, growing up constantly connected has harmed iGeneration’s ability to connect. Every skill takes practice and the skill of socially connecting to others is being practiced less and less.
4. Less community
In the midst of the constant connectivity, iGeneration is lonelier than previous generations. On average, loneliness increases as social media use increases. Watching the lives of others unfold online has created an iGen specific term—FOMO (Fear of Missing Out). In previous generations, if you missed an invite to a party, you may have heard whispers about the party a few days later but life seemed to quickly move on. When an iGen’er misses out, their missing out is chronicled and archived in the public space for everyone to see. There is no way that does not create feelings of loneliness among people who really do want and need relationships (we all do).
5. Less mentally healthy
With more loneliness, more comparisons, and more anxiety, it is not surprising that iGeneration is less mentally healthy compared to previous generations. College freshman, as an example, are reporting escalated struggles with depressive symptoms. Jean Twenge writes, “The sudden, sharp rise in depressive symptoms occurs at almost exactly the same time that smartphones became ubiquitous and in-person interaction plummeted.”
It is almost the time of the year where we send out re-enrollment packets and once again ask our parents to sign their child back up for another school year at BBS. Over the years, I have had many conversations with parents about how the entire "re-enrollment process" is just cumbersome. Why do we ask families to fill out forms each year and make them mentally decide to come back? Most of the time the information that is asked hasn't changed from the previous year, and our retention rate averages about 96% each year, which shows that the majority of our families intend on having their child graduate from Brainerd Baptist School.
Back in November, I began to explore the possibility of changing the way we do re-enrollment. I was driven by the thought of how can we make this process easier (and better) for our parents. What if we formally instituted a policy that followed our mindset, which is, "we are committed to educating your child and will reserve a space for them until they graduate"? Basically, like when a student enrolls in college, your contract will serve as the binding agreement for your child's remaining years at Brainerd Baptist School. This process that many schools across the country are adopting is called "perpetual or continuous" enrollment. In a couple of weeks you will receive your last annual contract from Brainerd Baptist School. In a few weeks, our parents will complete the re-enrollment process for the final time! We will no longer require you to jump through many hoops. Any parent that does not intend for their child to return will simply notify the school (in writing) during the opt-out window each spring. We are excited about this change, and really believe our parents are going to love not having to worry about this process anymore.
For those of you who are interested in reading more about this concept, here are some links to some articles that talk about it more in-depth.
- Three Reason Why Continuous Enrollment Makes Sense.
- Automatic Re-enrollment: Could this work at your school?
I love the fact that our school community is often willing to take a critical look at ourselves in the mirror and look for opportunities to improve. I really do believe that our parents are going to love this change. We will soon be communicating more specific information about this change. If you have any questions before then, please feel free to reach out to me.
Earlier this week I emailed all of our families about our upcoming Parent Seminar series. I shared the line-up of topics and speakers and encouraged our parents to sign up (so we can plan appropriately) and many of those forms have started coming back in. Today I want to take some time to explain the logic behind why we offer this special night, and why we are strongly encouraging you to take advantage of this parent resource.
I readily admit that there are often times that when I arrive home, the last thing in the world that I want to do is get back out to attend an event. We all work hard and life moves quickly. Sometimes I just want to fall into my favorite chair and relax after a long day. I know this is a common battle that we face when scheduling something like Parent Seminars. The reason we do this is because we want to be a valuable resource to our families. You invest a lot of time and money in your child's education - obviously, it is important to you. It is also important for us to be a resource that helps parents as they navigate walking with their child through elementary school. There are things that we do that I like to call "value-added" pieces of being a part of the Brainerd Baptist School community, and this is certainly one of those. I think we can all admit that the expectations of students have changed in the last twenty years. Our students are challenged to manage their school work, which looks different, as well as an ever increasing demand of extra curricular activities. It seems as though (and research would support) that we have accelerated so many experiences in life that our students face things quicker than they did years ago.
When we created the Parent Seminars, the goal was simple - help our parents navigate some of the academic things that are happening in schools today that they did not necessarily experience when they were students. We have selected people who are experts in their areas to share some practical ideas with you that will help you as your navigate through the elementary years with your child. The topics vary from early elementary to helping you prepare for the middle school process and all things in between. (Click here to view a complete list of offerings)
I know it is not easy to necessarily come back out to such an event, but I hope you will take advantage of this time. We have provided childcare for school aged children and are also offering volunteer hours for parents who attend. Each year there are parents who say, "We are so glad we came. We learned so much!" If you have never attended before, will you make plans now to join us?
For those who have been around Brainerd Baptist School any length of time, you know that we are really big on offering many different ways for our students to learn. Gardening, STEM, Coding, Cooking and many other classes we offer proves this point. We know that children can learn in many different ways, and we beleive that there is often a high value to offering multiple ways for students to learn.
Recently, Rachel Adams, our school nurse, decided to offer a different way of learning to our students. Below she talks about a unique opportunity students were given to show their knowledge on a recent topic covered in our STEM class.
Hand Washing Video Competition
I recently spent time with each grade talking about the importance of handwashing. We did a STEM activity in which I used a black light and glo-germ to simulate the amount of germs on their hands. To help us better understand the importance of handwashing, we encouraged the students to make a video with some targeted information that was geared to helping us remember some important guidelines when we wash our hands. The competition has come to an end and I am so proud of each student that participated. We had a total of 9 videos submitted from students ranging from 1st to 5th grades. We also had one submission from our faculty and staff. Over the next few weeks we will watch the other videos in chapel.
The CDC states, "regular handwashing, particularly before and after certain activities, is on the best ways to remove germs, avoid getting sick, and prevent the spread of germs to others. It's quick, it's simple, and it can keep us all from getting sick. handwashing is a win for everyone, except the germs." Even knowing this, we often neglect to wash our hands. My hope is that this competition, combined with our STEM lab handwashing experiment, will remind all of us of the importantance of washing our hands to stay healthy.
The video below was selected as the winning video. It was created by three 5th grade students - Creed Warren, Sam Wiggins, and Graham Stubblefield. Our hope is that it both reminds and encourages you to WASH YOUR HANDS!
Our Parent Support Organization came up with a fun, innovative way to help raise funds for our 2017-2018 school year. The Spartan Warrior Race (our Fall Fundraiser) was exciting for our students and proved to be a very successful event for our school. Because of the additional money raised, thanks to our supportive families, we are going to be able to purchase some additional items for our school.
At our Open House, Director of Development, Ellen Baggenstoss, explained the significance of our three different fundraisers (Fall Fundraiser, the Annual Fund, and our Auction) and the purpose they serve for our school.They all have a very specific focus, with the end goal always being to provide programming, brick and mortar projects, or capital improvements that directly benefit our students.
Originally, we were hoping to raise enough money to make some program enhancements to our STEM lab by adding a few 3D printers. We didn't really know what to expect as far as how much money the fundraiser would raise. Because of this, we were being very conservative in what we were telling our students. I didn't want to put myself in a position where we promised our students something amazing to later have to come back and say, "Sorry kids, we didn't raise enough money to do those cool things I promised you." I am very happy to report to you that we FAR exceeded our original goal! We are in the process of ordering the printers for the STEM lab and can't wait to see all the outstanding things our students will be able to create.
When we embarked upon our playground renovation a couple of years ago, we spent considerable time and resources saving three large trees on the playground. There are 2 large pines in the K3/K4 area, and a large oak tree on the other end of our playground in between the athletic field and the swings. In addition to their natural beauty, these trees provide a significant amount of shade. The landscape architect told us that there was a 50% chance the trees may not survive because of the amount of dirt we had to move around the base of the trees. Over the last two years, the oak tree has shown signs that it was not doing well. On two different occasions we had a tree company come out and work on it in an attempt to save it. Sadly, this summer, the tree began to look like it was almost completely dead. This created a safety issue for us. The last thing we would ever want is for a child to be injured by a falling branch. Over fall break we had a company come in and take the tree down. This means that side of the playground no longer has shade! This is where the Spartan Warrior comes in! Because our families so eagerly supported this event, we are now going to purchase a shade structure (like in the picture), as well as a large picnic table! Students and teachers will have a place to rest when things get too hot. The bench that is now in this area will be moved near the tree that STUCO purchased in honor of Todd Wood.
This is possible because of YOU! Thank you so much for supporting our school and students. They will benefit from your generosity.
I began typing this post while sitting in the family room at St. Jude Children's Hospital in Memphis. I was watching two Brainerd Baptist School teachers work with one of our students who has been fighting cancer the last 2+ years. Hayden is what I have affectionately termed a "grandstudent". She is one of a growing number of students who have either a mom or a dad that also attended BBS (and in what has to be a sign of old age - I actually had the privilege of teaching many of these parents!). When parents can look back over their years at BBS so fondly that they want their own children to also have that same experience, we are doing something right! I am convinced that our school does an incredible job at the academic piece. We spend much time and resources refining our pedagogy and developing an academic program that is as strong as any program in our region. Our parents and the community at large are cognizant of the strong reputation that Brainerd Baptist School has maintained for many decades. However, I believe there is another piece of educational process that is just as important, and that is the personal relationship between the school and the family. Relationships are routinely stressed in independent schools. As a faith-based school, it goes even further. We are commanded to be the "hands and feet" of Jesus in our approach to children. Today's post is with this mindset.
As I sat in the room at St. Jude, I was the proverbial "fly on the wall" watching these ladies work through various learning activities such as: patterns, Core 5, days the of the week, months, phonics, math and several other items. They are masters at what they do. I have believed for years that teaching is truly an art and both of our teachers exhibited this. They did what teachers all across the world do each and every day - unlocking skills and concepts and presenting them in a way that children understand. It is also important to remember that both of these ladies (like most teachers) have small children, and hectic lives of their own to help manage, but set that aside to come work with one of their students. Although many may notice the various social media posts about the trip to Memphis, what is more impressive to me (and probably not as widely known) is the fact that both of these teachers spend time going to Hayden's house. Each week they help Hayden learn and to invest in her as individual.
This comes back to the title of the post. I am very much aware that word "pride" is often talked about in a negative connotation. I certainly understand the logic behind this and know what the Bible teaches us on the word pride. That said, I have an incredible sense of pride when I think about what the teachers, faculty and staff do here at Brainerd Baptist School EVERY. SINGLE. DAY. Maybe there is another word that I should use instead of "pride", but I do not know if another can clearly illustrate how I feel about this. I am proud to be associated with such talented, caring, and professional teachers and staff. I am 100% sincere when I say we have the best faculty in the area. I speak from experience when I say, my children benefited from these teachers, and I am forever grateful for their investment.
We were excited to announce the new Brainerd Baptist School App at Open House last night. You can now visit either the Google or Apple App stores and search for "Brainerd Baptist School" and download our new app.
I want to especially thank Bradley Chambers for his hard work on this project.
A little over two months ago, I watched a funny video by a principal in Kentucky named Gerry Brooks. (On a side note, I find this guy hilarious and always look forward to his videos. If you're looking for a good laugh, check him out) Gerry was promoting a new app for his school and I was immediately interested. I downloaded the app and played with it some to see if it was something I could see being beneficial to our school families. I found the app to be very helpful, so I reached out to the developers and set up a meeting to see about getting their help for creating an app for our families. As we talked with them, we hit some road blocks that made working with them very difficult. Bradley began to explore other options and found the company that was able to address the concerns we had and helped make this happen.
What this means for you is that we now have another avenue of communication. We work very hard to get information to our parents in many different ways. You will be able to instantly see Notes Home and Class Overviews as well as accessing a quick view of the school calendar to see what is happening at BBS on a particular day. This blog is also featured there, and as needed, we will add our "live cast" feature to the app allowing anyone to watch our programs that we live cast.
We have a guest writer for the second consecutive blog post. You may remember that earlier this summer, I announced a new innovative approach to teaching some new subjects at BBS entitled “The 4 C’s”. The first "C" is coding. BBS students had their first coding class with Mr. Chambers yesterday. I have asked him to briefly talk about how our students are learning this critical new skill at Brainerd Baptist School. Although Taylor Swift has been all over the news this last week, our "swift" is different than what you might be thinking!
We just kicked off our first coding class this week and the students were really excited. The programming language we are exposing the students to is Swift. This is the new language for Mac, iOS, Apple Watch, and Apple TV.
In our first class, we looked at the differences between "commands and functions", and then worked through exercises on implementing them into code form. To finish up, the students were given a block of code, and they had to “fix it”. We discussed the difficulty in troubleshooting your own code vs someone else’s code.
Next we will be looking at the coding terms of "functions and loops".
I am excited that we are offering this class to our students. I've already received a number of emails inquiring about the student continuing to develop coding skills at home as well. I will be providing some additional resources for those students that want to continue learning coding more in-depth at the end of the quarter. If you have questions, or would like to learn more, please feel free to contact me.
From time to time asked various members of our faculty to write guest posts here on the Bobcat Blog. Today's post is by Director of I.T. Bradley Chambers, who discusses why we have begun using this new software. Bradley has worked very hard to establish BBS as a leader in educational technology instruction not only in our area, but in our region. He is always available to answer technology related questions for our parents as well. We first heard of this software at the NAIS annual conference this past spring. As we explored it, it just seemed to make a lot sense and be a good fit for our school. In the post, Mr. Chambers explains how this new software works.
We are very excited about the launch of Kinderlime’s Sign In-Out program at BBS for After School Care.
In keeping with our commitment to continual growth and improvement, we are making changes to the pick up process that will feel will not only be easier for parents, but will also increase our safety procedures. This new program will allow parents to sign in-out their children using an app that captures and organizes ASC data.
Your entire interaction with the Sign In-Out app only takes seconds! We know it can be frustrating walking through our hallways from the gym to the library to the playground trying to find your child. Another feature of this software is that you will be able to see (via the app) where your child is in our building. One of the main changes is that all parents now enter through the Kindergarten hallway to check your children out of ASC. We will have a dedicated staff member just inside the doors and each caregiver will be given a unique 4-digit pin that will be entered into an iPad there.
All parents were emailed PIN and app registration codes. If you'd like to add more people, we can do that as well. Please email me at firstname.lastname@example.org to request additional PIN codes, or if you have trouble signing into the apps.
So far we've heard extremely positive feedback from our parents after the first few days of school. We hope your are enjoying the new software as much as we are!
I have often said that hiring teachers is the most important aspect of my job as Head of School. I am convinced that teachers have the single greatest impact on the over-all quality of a school. To that end, I am excited to announce the following new faculty for the 2017-18 school year. We are confident that these teachers and assistants will have a positive impact on our students and school.
For those of you who have been around our school any length of time at all, you have probably heard me talk about the fact that when it comes to our academic approach, we are driven by two questions - what is best for our students; and is it supported by research? These questions are the filter we always use when we consider making changes to our curriculum, teaching strategies or pedagogy, or even our something as simple as our schedule. Our desire is to regularly take a critical look at our program and to always be looking for opportunities to improve the experience our students have at school each day.
It is with this mindset that I am excited to share with you some changes for our 4th and 5th grade students. In education, the battle of the ages is time! Everyone wants more of it, but we are limited in the amount of time we have with our students each day. Over the years, we have crammed more activity into this space (all with good intentions). The result is that often classroom teachers do not feel like they have enough time to adequatly cover the basics and to offer the "extras" that all good teachers like to do. Conversely, fine arts teachers can also feel the same way about their subjects since students do not have as much time in their classes as they do with their classroom teachers. There is plenty of researchthat shows that a robust fine arts offerings are also very important to the overall development of children. Balancing time between the core academic classes and the fine arts can become a difficult obstacle when a school is considering offering something new. We have spent the last few weeks working through these issues.
Through the years, I have had the opportunity to lead many SAIS accreditation visits to some really good schools across the southeast. One of my favorite things about this work is the opportunity to see and learn from other the schools that I get to work with. I find the entire process rewarding because it often affirms what our teachers are doing every day here at BBS. It also provides me the opportunity to see different instructional strategies in action. Back in April, I was conducting a visit for SAIS to an excellent school in Atlanta. I was excited to see their appoach to some unusual (and really cool!) fine arts classes at the elementary level. This visit led me to begin envisioning doing our own version of these classes at BBS. So the question is, what am I talking about, and how does it affect our students? In August, we are introducing what we are calling "The Four C's" to our 4th and 5th grade students fine arts rotation. They will still have art, music, library, P.E., Bible, Spanish class, and spend time in our amazing STEM lab each week, but now will also have coding, cooking, chess, and carpentry! There is research(see below) that specifically supports the critical thinking development of students as they experience each of these classes. Students will begin the first quarter with coding, then will have cooking/culinary in the 2nd 9 weeks. They will begin the second semester with chess, and will finish the year with carpentry. More details will be coming soon, but we are extremely excited to be able to provide these unique learning opportunties to our students.