Genuinely Christian Education: Courageous

Every aspect of a Christian School should reflect a desire to know God and a desperate dependence on God.

If a Christian School is to be redemptive, then it does not have the luxury of sending children elsewhere to get their act together. As a parent of vulnerable, impressionable children, this truth frightens me. Because parents entrust their children with those who serve in a Christian School, wisdom and dependence on God’s transformative love is critical for all involved. A wise application of standards does not send the troubled child away, but it may place additional boundaries on the child and his parents. Mandatory attendance in a recovery program and periodic drug testing are reasonable expectations of a child who has struggled with substance abuse. Regular pastoral or professional Christian counseling may be necessary for another family. In other words, we do not eliminate standards and thus ignore real problems. In humble submission to God’s direction, we lovingly enact standards believing that God’s mercy is far reaching; his grace is sufficient and his love is redemptive.

Spiritual standards are imperative for teachers, administrators and parent leaders. Ongoing discipleship, consistent fellowship and group prayer are paramount if a Christian School is to remain genuinely Christian. The leadership must habitually seek God for direction, protection, and life-changing intervention for both individuals and the school as a whole. Only then is a school prepared to reach out to the family where none profess faith in Christ.

When the school does embrace the unbelieving family, it must cling tightly to the primary mission of every believer, “to make disciples.” A school should never court the unbeliever to obtain financial security, academic gains or prestige in the community. When a school is committed to reaching the lost, it must be equally committed to maintaining spiritually mature leadership who understand the magnitude of their task. Such leaders know they live in utter dependence on God.

The call to create a genuinely Christian School will demand approaches that are expensive, time-consuming, challenging and sometimes frightening. And yet, we believe it is imperative that the Christian community attempt to tackle God-sized tasks. In this manner, we distinguish ourselves from those who have no hope. As we courageously confront our fears, our pride and our failures, we shine as beacons through whom God can transform and challenge the values of our culture.

Genuinely Christian Education: Nurturing

 A Christian School should encourage excellence and celebrate the unique value of the individual.

Is it right to have admissions standards of any kind? Many schools have academic requirements such as a minimum grade point average or test score. Others have conduct standards, screening out the ill-behaved. Still others require that at least one parent profess faith in Jesus Christ as Lord and Savior. Standards are good and necessary when applied correctly. The issue of behavioral or spiritual standards is addressed in the next post.

If a school is to encourage a child to maximize his God-given strengths, then the school must address the needs of the academically gifted. While we do not believe a school should screen out the academically challenged, we do believe it is entirely appropriate to provide additional academic rigor for those who demonstrate exceptional competencies. Enriched curriculum should not be limited to an accelerated version of standard curriculum. Rather, an enriched curriculum should broaden the learning experience. In practical terms, the gifted tenth grade writer may learn how to write for publication and make actual article submissions (broaden) versus taking a twelfth grade English class (accelerate). The school may facilitate partnerships that would allow the gifted science student to intern in a research laboratory.

The same approach also applies to those gifted in non-academic areas. Growth opportunities should not be limited to those who first meet some academic standard. Just as the one who demonstrates academic competency will stretch and develop his gift, the apt musician or artisan should have permission to hone his skills. A broadened curriculum may include for the musician, training in music therapy; for the artisan, an apprenticeship with a skilled professional.

As students amass skills with a broader view, they cultivate a deeper understanding of the world they live in. They are prepared to make meaningful contributions to individuals and society as a whole. When this training is combined with a solid Biblical understanding of truth, they enter the adult world equipped to expand Christ’s kingdom.

One Family’s Story – Part 2

Nonetheless, I requested an evaluation through our public schools. This time, they identified some deficiencies in Jane’s learning and were willing to provide minimal intervention services in conjunction with my continuing to home school.

The next year my husband took an extended sabbatical and we hopped into a motor home to tour the country and focus on first grade for the second time. We interacted with history and geography as I homeschooled across the country. We made some progress, albeit at an agonizingly slow pace wrought with u-turns and do-overs. In the end, we landed in the Seattle area, this time hoping to receive special education support through the public schools.

After a year of parent-teacher conferences, more testing, principal conferences, IEP meetings, debates, disputes and demands, we succeeded in increasing Jane’s access to special education services. Despite a handful of caring special education teachers along the way, the indifference toward my daughter’s development revealed a disturbing reality in the public school machine. My daughter was disposable. They would do what was necessary to stay in compliance, avoid lawsuits and appease the parents, but nothing more. She wasn’t the one they existed to serve; only the one they were mandated to serve. She just didn’t matter.

Once again, I turned to Christian educators. I called school after school, explaining my desperate situation. The answers were ever so polite.

“We’re not really equipped to meet your daughter’s needs.”

“Our school is focused on high achievement. This environment might prove too stressful for her.”

“If only we had the resources, we would love to help. But it just wouldn’t be fair to the other kids.”

No matter how they couched their responses, the message was loud and clear. She’s too much work, requires too many resources and poses too great a threat to our reputation. We don’t want your daughter.

To two people serving in Christian ministry, the rejection shattered our already broken hearts. For years, I praised Christian education before friends and colleagues, touting the effectiveness of Christian schools versus their public school counterparts. I couldn’t shake the ugly truth that confronted me. They cheated.

Fast forward a few years; I found myself facing similar struggles, this time with my son. For him, the struggles were not as severe, which oddly enough created a new set of issues. He didn’t qualify for special “pull-out” programs and yet he couldn’t meet the daily expectations.

During that time, the more affluent public school systems began systematically increasing academic rigor, resulting in a ruthless school climate. As emphasis on standardized test results increased, educators began to teach to the top tier students. Parents, fearful their children would be unable to meet the demands, began to hold their children back for a year before entering kindergarten. These children, some as many as eighteen months older than their peers who adhered to state age guidelines, became the top tier on whom the teachers focused. Academic demands increased, resulting in curriculum choices inappropriate for the age group a grade supposedly served. My son was expected to learn and utilize a sixth grade spelling list in fourth grade, though he was not reading at a sixth grade level. The lists were provided in cursive, though cursive was not included in the curriculum, eliminated due to “lack of necessity”. The demands intensified, three to five paragraph essays, without sufficient work in handwriting and grammatical conventions; essays and intricate word problems in math, without any emphasis on acquiring basic math facts; onerous reading assignments without phonics instruction or any type of introductory readers.

Because the assignments were not developmentally appropriate, they took an inordinate amount of time to complete, creating another problem. I didn’t have time to teach him the skills he should be learning at that grade level. I felt backed into a corner. On the one hand, I could toss the teacher’s assignments, which violated the principles of teacher respect and classroom responsibility I had always tried to teach my children. On the other hand, I could continue to trudge through the assignments with my son, knowing he would never truly grasp the required concepts without first mastering the critical building blocks. Often I tried to find some middle ground by negotiating Joe’s assignments with a teacher, but too many times my efforts resulted in the teacher shaming Joe for “making poor choices.”

Finally, I left my job to address his educational struggles, a journey that led to my homeschooling him through a portion of elementary school. This decision, though necessary, created a significant financial hardship on our family, and was ultimately unsustainable.

I remained hopeful that a Christian school was still an option, since his needs were not as severe as Jane’s. However, far too many Christian schools had adopted the same philosophy as our neighborhood schools, pushing elementary-aged children to perform sometimes three years beyond their school grade. Those who would discuss placement with me seemed to have a general misunderstanding of learning disabilities. A few suggested they could cure a brain dysfunction through behavioral modification alone. While I believed healthy diet, consistent discipline and prayer would certainly help my son succeed in school; I also knew that apart from supernatural physical healing, these approaches would not erase a cognitive disability. He needed help from someone who understood how to navigate his faulty neural pathways.

To be continued…

One Family’s Story – Part 1

I have heard people say that vision begins when a sense of “oughtness” consumes you. For me, life changed in 1999. My daughter, who barely spoke English, began public kindergarten. I’ll never forget that first heart-wrenching parent’s night. Cute renditions of families and houses adorned the wall. Searching for Jane’s picture, anxiety began to consume me. My fears were soon justified when I saw the white paper covered with crayon scrawls, not unlike the result of a toddler’s first foray into the crayon box. Even with my most imaginative Picasso-esque perspective, I could not conjure up a house and family from that colorful mess. I knew then as I had known the day we brought her home from that Russian orphanage; my daughter was different. But that night the Crayola colors across the kindergarten wall shouted to me with emphatic urgency.

In desperation, we returned to the private Christian preschool/kindergarten where she had attended preschool the previous year. They had worked with Jane during her initial transition to the U.S., helping her undertake a new language. Maybe the caring hands of these wonderful Christian women will make all the difference, I thought. Her chances looked better here than in a public school classroom of 35 kindergartners. The half-day schedule allowed me to home-school the other half of the day. I was hopeful we could cover some lost ground by taking an all hands on deck approach to Jane’s education. A little progress was made, though the cost was exorbitant; the struggle excruciating.

Wary of progressing, but uncertain of the benefit of repeating kindergarten, we decided to move onto first grade. Not wanting to repeat the public school experience, we began to investigate Christian elementary schools. Some had waiting lists that pre-dated Jane’s adoption. Others, when learning of Jane’s struggles, subtly steered us away. Finally, the local Lutheran school welcomed us in. Our Lutheran School experience was short-lived, however. Though the teacher was kind and loving, it was clear that she had neither the bandwidth nor the expertise to deal with Jane’s learning challenges. Once again, we returned to homeschooling. Day after day, we walked through the fundamentals – phonics, math facts, and handwriting. Day after day, my frustration grew. I heard other homeschoolers go on about those wonderful aha moments when the light bulbs came on for their children. They beamed as they declared the sacrifice worthwhile.

For us, there were no aha moments, no light bulbs, no moments of confirmation. There was only repetition. Everyday felt like the first day of school. The painstaking gains on the previous day’s material seemed to evaporate overnight. My pediatrician told me my problem was nothing more than a language barrier. Once Jane grasped the English language, our problems would go away. I sought out other adoptive moms, only to sink deeper into despair as each gloated over her child’s rapid mastery of English. I felt hopeless and alone; a failure as a mother and a teacher.

To be continued..

FATHERHOOD: Can Men Live Up to the Image?

“A man of steel and velvet,” author-poet Carl Sandburg used these words to describe Abraham Lincoln. The phrase became for many a metaphor for the ideal male persona, the perfect combination of strength and tenderness to which men must aspire. Stu Weber expounded the vision in his groundbreaking book, Tender Warrior (1993). Weber defined “four pillars of a man’s heart,” identifying leadership, protectiveness, mentorship, and friendship as the essential masculine qualities. The last decade produced a flood of books, some calling men to a selfless cause, others highlighting their inadequacies, and still others deploring the buffoonish male stereotypes portrayed increasingly in the media. While the literature has been helpful, it has tended to raise the standard and guys are feeling the pressure. Can men live up to the image?

Complicating the challenge facing men are the apparent shifting expectations of fathers in our society. “After years of trying to domesticate me, now they’re telling me I need to rediscover my ‘wild heart’,” said one father in frustration. Having bought the vision of sacrificing his lust for adventure for the sake of responsible fatherhood, he was now being warned that his sons might rebel against his mild-tempered example. He’s asking a fair question, “Does my eleven year old really long for the father who will jump in a canoe and brave the Snake River Canyon with him or is this just my excuse to be reckless?”

When it comes to parenting, some men feel like they’re giving all they can and fear it’s not enough. “My dad was never expected to be my playmate,” said one father. “If he was a good provider and a disciplinarian then it was enough.” Today’s father is expected to be provider, teacher, coach, and friend. Balancing these roles can be stressful. If a dad passes up career opportunities in order to attend his daughter’s gymnastics classes, he has to live with the fact that he’s giving up resources that could benefit the whole family. These are not easy choices.

Is there any relief to the stress fathers are feeling? Perhaps one solution lies in helping men to deal with the bitterness they have felt toward their own fathers. Now that some have experienced the pressures of fatherhood firsthand, perhaps they’ll be ready to forgive their own fathers for not doing it perfectly. After they’ve let their own dads off the hook, maybe they’ll be in a better position to set realistic expectations for themselves.

In the end, fatherhood is about being a role model. Despite mistakes and struggles to keep up, whether we live selfless or self-indulgent lives will be evident to our children.

What kind of life do your children see? Do you care more about “getting it right” than you do about modeling honesty and humility?

© 2004, John Wallace

Blogging Fast

Due to personal and family commitments, we will go on a brief “blogging fast” in April. Check back on April 22 for our next post. Thanks!

Courage or Recklessness?

Do you recall a person in your life whose constant attitude was, “I’ve already made up my mind; don’t confuse me with the facts”? Most of us have made a few bad decisions for lack of information. But have you ever become so committed to a course of action that you intentionally closed your mind to information that might persuade you against it? Perhaps it was the time you chose not to check a car’s reliability ratings because you really wanted the car. Or perhaps it was the time you avoided asking a sensitive question during a job interview. Sometimes it’s easier to assume now and to complain later when you find out you were wrong rather that to face reality up front.

Courage is not recklessness. Courage does not spawn momentum by ignoring potential pitfalls or obstacles. Courage welcomes information, especially the kind that might impact the direction or timing of a decision. Yet courage does not get stuck in “the paralysis of analysis.” You can never know enough to eliminate every danger; only God knows the future. So choose to move forward in spite of well-understood risks. Courage embraces reality with all its hazards, “eyes wide open”.

~John

The Cost of Trivial Excellence

Once there was a man who set out to get rich so that he could afford all the things his heart desired. He hung pictures of expensive cars and boats, luxurious homes, exotic vacation resorts, and the latest entertainment technology on his wall. He believed that these pictures would motivate him to work hard for the things that he wanted. He devised strategies to meet persons of means and influence, to impress them, and to earn their trust. He believed that these people would provide him with opportunities to make money.

So the man worked very hard, met all the “right” people, and eventually became very rich. Then he discovered that the amount of work required to maintain the lifestyle he had built left him with little time to enjoy that things he had accumulated or the people he had so impressed. He found himself very lonely. He eased the pain of his loneliness by turning with even greater intensity toward the thing he had learned to be good at, making money. His life grew increasingly complex. More money required more work, added stress, and even greater isolation. He was left with no time to love or to be loved.

Is your life filled up with busyness in the pursuit of things that lacks eternal value? Do you keep doing something you’re good at just because you’re good at it? Do you avoid things that are more important because you’re not good at them? It takes great courage to evaluate the value of what you do. Purging your life of trivial busyness can be as challenging as overcoming an addiction.

What kinds of pictures do you hang on your walls? These are the same images that hang on the “walls” of your mind and heart. They are the things that drive you; they are the things that you love. It has been said that one kind of person loves people and uses things; another kind of person loves things and uses people. Do you find yourself being inauthentic with people in order to get what you want from them? If so, than which kind of person are you?

~John

An Honest Confession from a Hurried Mom

I picked up my purse and said to the kids, “Come on; let’s get in the van.” It was as though I’d fired the gun for the 100 meter sprint.

Both kids grabbed their shoes (to put on in the car) and said to each other, “Hurry, hurry, we’re late.”

For once, I wasn’t running late or short on time, but their programmed response revealed more that I cared to know. My frantic pace was reproducing itself before my eyes in the lives of my two children. I hadn’t intended to stress out my children, but I couldn’t deny it. My chaos had become theirs.

Other parents had warned me that I’d begin to see my own bad habits show up in my kids. I was prepared for a child with a stubborn streak, or a shortage of patience, one who was a little too bossy or independent. In fact, I’d probably laugh off those shortcomings in the same way I’d learned to dismiss them in myself. But this scene was uglier than I’d expected. I saw my children having ulcers by age ten. I knew I had to change my ways, for their sake as well as mine

Our Russian Adoption Adventure – Part 2

Scrunched into the backseat of our Russian chariot, we began our final tasks. Our driver, Igor, took us to the apartment home of Sasha and Natasha. We climbed into what looked like the elevator from the Shady Rest hotel and entered our home for the next 4 ½ days. We were exhausted and I wasn’t sure I wanted the added stress of being a house guest. However, Sasha and Natasha’s hospitality quieted my fears and I thanked God for his provision. Natasha had a delicious hot breakfast waiting for us. We ate quickly and then got ready for the children’s required doctor appointments.

We arrived at the American clinic in Moscow, where the Russian doctor spoke flawless English. Though he was kind, Masha wouldn’t speak to him. He gave us the appropriate medical clearance and with that, we had one more hurdle to jump-the INS.

Our last stop was the US Embassy to get the children’s visas. Weary parents holding crying children spilled from the waiting room onto floors and into hallways. After several hours, an agent began to circulate. “We typically process about three to four families a day,” she explained. “Today we have over eighty families. I’d suggest trying again tomorrow.”

Tomorrow? I wanted to be on a plane tomorrow!

Finally we heard our name. I held the kids while John spoke with the officials. His furrowed brows told me there was a problem. “We’re missing some paperwork,” John informed me.

“We need to call Ron and it’s one a.m. in California!” I snapped back.

“We’ll have to wake him.”

After a brief phone conversation, John reported, “He’s already sent one fax but he’ll fax another copy in the morning. I’ll have to come back tomorrow.” Back to our apartment we trudged; defeated and deflated.

The next morning, I prayed and paced until at last John returned, visas in hand. “It was looking pretty grim,” he explained. “They couldn’t find the faxes, so I pleaded with every supervisor until someone discovered our paperwork was filed under O! Apparently the W sound doesn’t translate into their alphabet. I’m telling you – God found those papers!”

It was Christmas Eve and we were headed home. After touching down in New York, we breezed through customs and immigration. My glee faded when I saw the wall of holiday travelers at our gate.

“Passenger Wallace, please come to the ticket counter.”

No! Lord, don’t let this flight be overbooked.

John returned with the news, “The flight’s overbooked.”

I knew it.

“They had to move us to business class.”

Forgive me Lord for always assuming the worst . . .

Both kids were asleep before the plane took off. I watched Masha, in her chocolate-stained shirt and wild brown hair, my tiny spitfire. Peaceful at last. What would I tell her? How could I explain it was our suffering that brought us each to this place of joy? I had no answers, but I wouldn’t trade places with anyone.

Assisted by changing time zones, Christmas Eve awaited our arrival to LAX. Joyful and exhausted, we plopped our luggage, our sleeping children and our aching bodies into our own car and drove home . . . . home for Christmas.