Category: Blog

At The Christ School, The Bridge is dedicated to supporting students with dyslexia through specialized care and intervention. Our Speech-Language Pathologist (SLP) and Occupational Therapist (OT) are integral members of our team, collaborating closely with teachers to address the unique challenges faced by our students. Their expertise ensures that every child receives the tailored support they need to thrive academically and personally.

Integrated Classroom Support

Our SLPs and OTs often “push into” the classroom, working directly alongside students and teachers. This approach ensures that the strategies they introduce are seamlessly woven into the daily learning experience, making interventions more relevant and immediately applicable. By being present in the classroom, these specialists can offer real-time support tailored to the unique needs of our students.

Speech-Language Therapy

For students with dyslexia, the work of an SLP is crucial. They focus on developing the language skills that are often impacted, such as phonological awareness, listening comprehension, and verbal expression. Dyslexia extends beyond reading challenges; it can also involve difficulties with processing and manipulating sounds, which are foundational for reading and spelling. Through their in-class support, SLPs help students better understand instructions, enhance vocabulary, and strengthen communication skills, all of which bridge the gap for our student’s unique needs, leading to more meaningful progress.

Occupational Therapy

OTs bring a distinct and valuable skill set to The Bridge. Their support can include developing fine motor skills like handwriting and visual perception skills, which are essential for reading and writing. OTs also address sensory processing and executive functioning skills, such as task organization and time management—areas where students with dyslexia often need additional support. By working directly in the classroom, OTs observe students in their natural learning environment and provide strategies to help them stay focused, organized, and engaged throughout the school day.

A Collaborative and Inclusive Approach

The presence of SLPs and OTs in the classroom not only benefits students but also empowers teachers. These specialists collaborate with educators, sharing insights and strategies that can be implemented throughout the day, creating a more supportive and inclusive learning environment. We hope that, as parents, knowing a dedicated team of specialists is actively involved in your child’s education provides affirmation that their specific needs are being met in a meaningful and impactful way.

The Bridge at The Christ School is dedicated to nurturing each child’s God-given potential through a team approach that blends expertise, compassion, and a commitment to educational excellence.

At The Christ School, we celebrate each student’s unique academic journey, and The Bridge program exemplifies this commitment. Our innovative school-within-a-school model offers families distinct benefits and fosters a nurturing learning environment.

Unified Teaching Methods

One of the standout features of our model is the integration of the Orton-Gillingham approach to reading across all classrooms, both traditional and Bridge. This method, essential for teaching students with dyslexia, also proves highly effective for all learners. It provides a structured, multi-sensory learning experience that enhances reading skills for every student, making it a cornerstone of our comprehensive education strategy.

Cohesive School Culture

Families with children in both The Bridge and traditional classrooms enjoy the convenience of a single drop-off and the shared joy of participating in Chapel together. This cohesive school culture is priceless, fostering a sense of community and belonging that enhances the overall educational experience.

Nurturing and Effective Learning Environment

In The Bridge, students benefit from smaller class sizes and dedicated teachers who specialize in understanding learning differences. This setting allows children to build confidence, develop essential skills, and foster a growth mindset. The welcoming learning environments we create ensure that each child can build upon their God-given strengths and talents, whether in their homeroom or through dynamic special area classes.

Empowerment and Self-Advocacy

The Bridge provides daily opportunities for students to embrace their learning differences and develop effective self-advocacy skills. Feeling understood, safe, and loved, our students receive specialized instruction without fear of being misunderstood or shamed. We openly discuss learning challenges like dyslexia and ADHD, equipping students with tools and strategies for lifelong success.

Collaboration and Community

Our school-within-a-school model promotes collaboration between Bridge and traditional TCS teachers, ensuring a unified approach to education. Bridge parents are integral to the larger TCS community, participating fully in school activities and events. This inclusive model encourages all students to play and learn together, fostering mutual respect and understanding.

At The Christ School, our school-within-a-school model exemplifies our commitment to individualized, Christ-centered education. By integrating effective teaching methods and creating a supportive community, we ensure that every student, whether dyslexic or neurotypical, can thrive.

At The Christ School, whether dyslexic or neurotypical, we are one family, united in faith and dedicated to nurturing each child’s unique potential.

Excitement and joy fill the air during the Christmas season. It is also natural to feel a sense of stress. For parents, juggling the demands of the season while ensuring their children thrive academically, spiritually, and emotionally can be challenging. However, even in the busiest of times, we can find joy and gratitude by keeping Christ at the center of the season. Looking for some tips to help your family navigate this holiday season with a sense of peace and purpose?

Pause and Reflect

Amidst the hustle and bustle, take a moment to pause and reflect on the true meaning of the season. Remind your children that Christmas is a celebration of the birth of Jesus Christ, our Savior.

Create Meaningful Traditions

Incorporate Christ-centered traditions that bring your family together. Reading the Nativity story, volunteering at a local charity, or creating handmade gifts for loved ones foster a sense of community and connection. Building these traditions can create lasting memories and help shift the focus from materialism to the true meaning of Christmas.

Practice Mindful Gratitude

Inspire a culture of gratitude within your family by regularly acknowledging and appreciating the little things. A thankful heart is a joyful heart and this perspective shift can help alleviate stress. Create a Gratitude Journal where everyone can jot down things they are thankful for each day. This practice not only promotes a positive mindset but also helps children recognize the abundance of blessings in their lives. Reading the journal as a family is a wonderful dinnertime activity.

Set Realistic Expectations

Manage expectations for the Christmas season, for yourself and your children. It’s okay to decline invitations  and prioritize quality time with family. Encourage open communication with your children about their expectations, helping them understand that the joy of Christmas is not solely dependent on extravagant gifts or elaborate festivities.

Extend Kindness Beyond Your Home

Challenge your family to spread kindness in your community. Baking cookies for neighbors, writing encouraging notes to friends, participating in community service projects and other small acts of kindness can have a profound impact. Emphasize the importance of giving back by helping your children experience the joy that comes from serving others.

Let’s embrace the true spirit of Christmas – a season of love, joy, and gratitude. By incorporating these tips into your family’s traditions, you can create a Christ-centered environment that fosters well-rounded, spiritually grounded, and positively impactful children. May your season be filled with the warmth of God’s love and the joy of shared moments with your loved ones.

Blessings!

Mrs. Reinholt

Written by Crew Fawscett, Miss Bowman’s Third Grade Class, Spring 2023

Have you ever wanted a school that has fun events or a school that has more subjects to learn or a school that learns about the Bible? If you do, you should go to the best school, The Christ School.

The first reason why I think The Christ School is the best school is because of their wonderful events. For instance one of the amazing events called the Mane Event. Parents go to where they host the event and donate to help the kids at The Christ School. Another great event is the Mother-Son event. Moms and sons go to the field and have so much fun. The events make your kids have so much fun and love the school more.

Another reason why I think The Christ School is the best school is that they have a lot of subjects. They have the main subjects English and math and other subjects like Social Bridges and Instruments. Students learn how to play instruments and follow their passion for music. Students in lower school (TK -5th grade) have ten subjects and middle school (6th -8th grade) have 7 or 8 subjects. More subjects help your kids learn way more than they need too.

The last reason why I think The Christ School is the best school is that we are a Christian school. We learn about the Bible every single day. This makes kids learn about Jesus and be like him. If your kids go to The Christ School they will grow into kind people like Jesus.

In conclusion, making your children go to The Christ School can make them better people and make them be smart, so sign your kids in The Christ School.

by The Christ School Yearbook Staff

Our yearbook students have been exploring ways to help keep children safe online. In our latest TCS Blog, the students take the lead as they share what they have discovered about the safe use of technology. Enjoy these great tips!

In today’s social media and technology-invested world, there is a lot to think about and be aware of for your children. There are steps you can take to ensure your child’s safety online. 

Here are 4 things we as middle school students remember to do to keep safe when online, and suggest parents encourage their children to do as well:

• Online Responsibilities

While being online and using technology, it is important to remember that we have responsibilities to ourselves and to others. While using technology, we must represent ourselves well and only post things that we are okay with the public seeing. We also have the same responsibility to others. Get permission from others before posting or tagging them on the internet. Be conscious that there are scammers and people who intend to cause harm online. Being cautious online is important because we have a responsibility to keep ourselves and other people safe. 

• Safe Password

It is very important to have a safe password. If you don’t have a safe password, things like getting your account hacked, personal information being exposed and more might happen. To prevent this, we can come up with a safe and strong password. To make a safe password, use capital and lowercase letters, numbers, symbols, and make your password be at least 8 characters long. A bad password uses obvious phrases like 1234, or “password”. Using a password with very few characters or one everyone knows is not safe. 

• Media Balance

According to ReidHealth.com, kids should spend less than 2 hours per day on technology. However, the average time people spend on technical devices is 4.8 hours or more per day. Digital devices can keep kids up late at night, for example, by scrolling through Instagram or watching Netflix. Kids should not be on their phones an hour before they go to bed so their minds have a chance to relax. 

Technology can affect kids’ social and personal lives. Phones can distract from normal, in person, conversations. The urge to look at the notifications when you’re in the middle of doing something else can cause tension. Adults can help their kids have limited phone use by giving them an allotted screen time. Screen time limitations allow kids to disconnect from their phones and not let their lives revolve around them. Having time to disconnect from devices helps kids be involved in more activities with family and friends. They will be able to sleep easier, socialize with friends, and enjoy their lives more. 

• STOP Responding to Online Meanness

If you ever experience online meanness, remember the phrase, “STOP”. STOP means step away, tell a trusted adult, OK sites only, and pause and think. 

For more information on this topic please check out commonsensemedia.org. 

by Sarah Crawford, TCS mom and Health Coach

The Christ School community eagerly awaits the start of our lunch program in August 2022. Our chef will help students develop their palates by encouraging them to sample a variety of foods. If they like what they tried, they can go back for more! Do you have a picky eater? Here are some great tips from Sarah Crawford, TCS mom and Health Coach, to help turn your selective eater into an adventurous one!

Getting your children to try new things can feel like a daunting task, but it doesn’t have to be! Healthy eating comes with time. Patience and consistency are key. Make it simple, make it fun, and don’t overthink it! Here are 15 tips that I recommend to create a healthy mindset around food and healthy eating that the whole family can enjoy.

1. Don’t give your children the option to have a vegetable. Pick two types of vegetables and ask which one they’d rather have with dinner. 
2. Start with small servings – especially when you’re trying new things. It makes it exciting when they end up liking them and ask for more.
3. Add a dash of good quality salt and butter to your vegetables. It makes them taste better!
4. Sneak in extra veggies by adding them to pasta sauce or meatloaf. Red peppers, onions, fresh herbs, mushrooms, etc.
5. Make “smoothie” popsicles. Make healthy smoothies and pour the mixture into popsicle molds. Freeze them and watch them enjoy! 
6. Include your children in the kitchen. Have them pass you ingredients, have them try things as you are preparing them. You’ll be surprised what they end up enjoying!
7. What you eat says a lot about what your children eat! Children will be more inclined to eat what you’re eating – so choose wisely! 
8. Have fun with trying new foods! Make a game out of it. Blindfold each other and try a few new options and have them guess and decide if they like it.
9. Don’t be hard on them or yourself if they don’t like something. Taste buds are always changing and as they get older, they will become more adventurous with trying new foods.
10. When you go out to eat, choose places that are not predictable. Go somewhere that they need to be more adventurous in choosing what they want to eat. Find new things that they like and try to make it at home together!
11. Create food art! Make happy faces with their meal, create a scene, the ideas are endless.
12. Teach children about the benefits of eating certain foods. Remind them that fruits and vegetables make them strong and keep them healthy.
13. Compare foods to their body. Tomatoes are good for the heart and look like a heart. Carrots are good for the eyes and look like an eye. Beans are good for the kidneys and look like a kidney! Make it fun and interesting!
14. Remember that food is meant to nourish our bodies, not reward them. It’s important to know the difference between the two. Children learning this at a young age sets the tone for their future with food choices.
15. Make their favorite meals at home together with healthier ingredients. Homemade chicken nuggets are simple and delicious! 

By Dr. Aaron Farrant, Head of School

This year at The Christ School we are focusing on how we can reflect God to the world. For September, we are discussing how we can reflect God’s encouragement; how we can build others up. 

God compared our tongue, and in essence our words, in James chapter three to a small rudder on a large ship or a bit in the mouth of a mighty horse. Words seem small, and can roll off our tongues often without us even thinking about them, but they have a huge impact. Words influence how other people feel and what they think. God knew this when he created us and he tells us how to use words in our month’s theme verse, Ephesians 4:29, “Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen.”

Famously in Scripture, when Jesus was asked what is the most important commandment, the most important thing, he said to love God with everything you have and love others like yourself. Essentially, live a life focused on bringing glory to God (that’s how we express our love to him) and helping others.

In Ephesians 4:29, God starts by saying, “Don’t let any unwholesome talk come out of your mouth.” We should not be using words that don’t align with God’s nature of being loving, pure, holy, righteous. We are called instead to use our words to build others up. To love people as Christ taught us means to speak things that benefit those who hear us. Many times we use our words to be negative, to complain about things not going our way, to criticize someone who did something we didn’t like, or we put others down to make ourselves feel better or to get a laugh. 

In our society where using our words to tear down people who don’t agree with you has become the norm, God has called us to do something different. He has called us to consciously choose words that build others up, words that benefit others. My prayer for our students, staff and you is to be the recipient of people who are choosing their words to build you up and that you will choose to only use words that are a benefit to those who listen. 

By Susan Dodgion, Transitional Kindergarten Teacher

Kindergarten is a fun, exciting adventure in which your child will build a foundation for future learning. There are steps you may want to take along the way before your little learner is ready to enter the world of formal education.

Here are just five ideas for guiding and nurturing readiness skills:

1. Talk and read with your child regularly.
Vocabulary, rhyme and phonemic awareness are developed when children are presented with the spoken and written language consistently. Current studies show the importance of eliminating or limiting screen time with preschool age children. Strong communication thrives when little ones are actively engaged in social interactions.  It is also a great idea to end each day with a story, a lullaby and a night time prayer. You may find that this routine decreases the occurrences of nightmares or stressful sleep patterns.

2. Develop an Attitude of Gratitude with your young child.
You can do this by modeling an appreciation for the services and gifts that others share with you and your family. Writing thank you notes, sending pictures and other grateful gestures strengthen the child’s understanding of the importance of displaying thankfulness. Respect for the amount and use of material goods is also an important lesson for all of us to learn!

3. Encourage your little learner to complete small tasks.
This requires patience, but is well worth the effort. Young learners will grow in independence when given the opportunities to work through a difficult task or share ideas for solving a particular problem. “Try it again” is a wonderful motivator for the child involved in discovery learning.

4. Young children thrive when involved in a set routine.
Establishing routines and clarifying boundaries develop understanding of expectations and strengthen security and stability.

5. Children need opportunities for Free Play every day.
Stand back and enjoy the treat of watching your child. Observe your little one’s gifts and abilities and know that your little person is developing problem solving skills, conflict resolution techniques and creative abilities through non-directed play activities.

Down time should be considered an essential part of each day and family time is invaluable in the growth of emotionally healthy children. These magical moments help ready our children both for school and for life!

By Dr. Aaron Farrant, Head of School

Not long ago, I was talking with one of our new teachers. Her class, in particular, has several new students this year. She was sharing with me what she had observed over the first few weeks of school. I was excited about this conversation as I love to hear the thoughts and experiences of those who are new to our community. As she began to share, she focused on something that I had not considered in a while. It wasn’t about a new teaching strategy or how to improve a schedule; it was about the influence of culture and Christ on our students. 

She shared the difference she saw in the students who were returning to TCS and the new students who had recently transferred from other private and public schools. The new students were afraid to be made fun of. They vocalized that they didn’t want to try something new or do anything in front of their peers out of fear. And it was apparent that these young students had already experienced the pressures of comparison, falsely believing their worth is determined by how they perform relative to their peers. These students are seven and eight years old. 

She then shared how the returning students were different. They have self-confidence. They will try new tasks, and when they make mistakes, are undeterred and focused on improvement and learning. They have embraced the idea of personal betterment and internalized the support of those around them. In that moment, I felt both pride and humility. Pride in a school I love. Pride in our faculty and staff who are training our students to find their worth in being created in God’s image. Humility to have been entrusted with leading this life changing place. And humility that my family, my own children, are being molded and shaped by these incredible people every day.

I am privileged to work with a group of people who invest more time and energy into the students who attend TCS than anyone outside our community could ever understand. The details our staff and administrators put into creating the right environment for these children and faculty is amazing. Reflection on the past six months brings to mind countless mental snapshots of our staff and administrators’ tireless work behind the scenes. Selfless late nights working to make others successful. Thankless jobs that have become routine and expected rather than appreciated. Faculty engaged in professional development, pushing to learn new concepts and delivery methods so they can be the absolute best teachers for their students. Tenderness and love shown to a child or family that is hurting, even while they and their own family are hurting. Our faculty, staff, and administrators exude joy even when happiness may be hard to find. They are committed to helping children be successful and to be known, and they create a space for each one of our students. 

This is where I get to take my two sons each day. These are the people who are the models for my children. One of the most sobering thoughts I have had is the realization that my children spend more time with their teachers and those at their school then they do with me. Who I choose to put in front of them is one of the most important decisions I make as a father. 

My pastor shared an example during a Sunday sermon that really stuck with me. He had four large glass containers filled with different amounts of marbles representing how many hours our children spend in church before high school graduation. These marbles represented how many hours our children spend in a place that is focused on helping them know God, learning how to have the character God desires for them, being developed into the people God created them to be.  He started with a jar that held 208 marbles, representing a child who attended church every week of high school, never missing a Sunday for vacation or illness. The next jar held 364 marbles, representing a child who began attending church in 6th grade. The third jar held 676 marbles, representing church attendance from kindergarten through high school graduation. The final jar held 936 marbles, representing a child who attended church from birth and never missed a Sunday. Our pastor’s focus was on the power of time and the importance of starting early and investing in the lives of our children. As I sat there listening, I began to think. I pulled out my phone and opened the calculator. How much time, I wondered, do we at TCS have to influence the lives of our students? To model Christ? To help them see who they are created to be? To mold their character and expand their minds?  

Children are at TCS for 1,260 hours per year. They spend more time with us in one year than they would spend attending church weekly from birth through high school graduation. TCS legacy students (those who attend K-8) spend 11,340 hours with us.  

Then, everything came full circle. Of course TCS students are more confident, more self-assured, more willing to take risks. They have benefitted from thousands of hours of adults pouring into them, helping them see that their worth is tied to their Creator. They are children of God, created exactly as He intended. He has a plan for their lives. As I reflect on the impact our school has on our students, I became excited for our new students, because I know they will experience the same love and investment. I can’t wait to see the impact TCS has on their lives!

by Sharon Darin, MA, LMHC
Darin Counseling, LLC

God has gifted us with an array of emotions, including stress. Many people see stress as a negative in their lives however, stress can be a positive motivator. For example, stress may ensure that we put in extra time and focus prior to a big presentation for work. Our children may prioritize studying because they are stressed about doing well on a math test. When our hard work pays off, we appreciate how we handled the stress. We acknowledged what we were feeling, we identified what we could do to feel more confident and we took action. We “named it to tame it” and we took control.

The coronavirus, and the uncertainty that surrounds it, is stressful and it does not feel positive. Let’s name it to tame it! Let’s give ourselves permission to admit some days are harder than others – for kids, for moms, for dads – for everybody. And then, let’s move forward with an action plan that nurtures resiliency, helps us thrive and practice self-care during a stressful time.

1. Create structure and maintain a consistent routine. Post your schedule on the refrigerator or a whiteboard as we respond best when we know what is expected and when.
2. Communicate positively using “I statements” that offer perspective and lead with feeling:  “I feel _____ when you _____ and I would prefer _______.
3. Listen well and paraphrase: “It sounds like you are scared, what do you need to feel safe?”
4. Encourage discussions by answering questions with truth, brevity and reassurance.
5. Exercise daily! Take family bike rides and walks, do calisthenics or practice yoga to maximize positive endorphins.
6. Sleep – Consistent bedtimes and wind-down routines encourage restful sleep.
7. Eat healthy – Try new recipes, bake together, take turns planning meals.
8. Nurture relationships – FaceTime and Zoom are healthy ways to use technology to stay connected to family and friends. Handwritten letters are fun to write and fun to receive.
9. Mindfulness – Practice living in the moment. Accept uncertainty. Focused breaths will calm your mind and slow your heart rate: inhale for four counts, hold for four counts, exhale for four counts. Kids respond well to mindfulness games. In addition to focused breaths, engage their five senses: “Name 5 things you hear, smell, feel, taste, see.”
10. Practice gratitude – Create a gratitude jar, start a gratitude journal, create a tradition of sharing “I am thankful for” at the dinner table, write a letter to a friend, teacher or mentor sharing the positive influence they had on your life. By implementing these activities, you will see an increase in happiness and experience a positive mood change. Patience, humility and wisdom will also be gained. 

This season is an opportunity to do life differently, create a new normal that works for your family. Remember to be kind to yourself. We will get through this together!

Psalms 47:1 Clap your hands, . . .; shout to God with cries of joy

1 John 3:18

Let us not love with words or with speech but with actions and in truth.

It is so easy to say “I love you” but in today’s social distancing environment, how do we show that love? The heart of Christianity is fellowship, a sense of mutual connection. But just when our neighbors, friends and family need our help or a kind action, the new mandate of social distancing is challenging how we show that love and offer support.

To help navigate this new landscape, here are some easy ways your children and family can support your community and foster relationships, yet stay safe and healthy. 

1. Beautify your neighborhood by allowing your children to decorate your sidewalks with chalk art. This is a sure way to spread words of encouragement and bring smiles to neighbors out walking, running or riding bikes.
2. Spring Cleaning – With so much “home time” many of us are cleaning closets and pantries. Donate your extra clothing to a shelter or homeless ministry. Share your BOGO items with a local food bank.
3. Set a time (or two) each day to call or FaceTime friends and family. Do you have distant cousins or friends who you think of yet never have the time to connect with? Do you have elderly neighbors who may feel isolated and lonely? The friendly voice of a child will be sure to brighten their day. 
4. All hospitals, nursing care facilities, assisted living facilities are in “lock out” meaning they are not allowing visitors. This can be scary for the families but even more so for the patients and elderly. Spend time each day to write/draw encouraging cards to the residents and mail the cards to a near-by facility or hospital. 
5. Send a pizza: Teachers, first-responders, even a neighbor or friend, could really use a simple gesture like a hot pizza delivery to brighten their day. 
6. Is there a time of day you have noticed more neighborhood traffic? Walkers, runners or dog walking? Put on a porch concert or “carolling” favorite children’s hymns from the sidewalks of homes while keeping a safe distance. Music is medicine for the soul!
7. Small group devotions: Gather your child’s friends (and your adult friends) for a daily devotion via FaceTime or other social networking platform. A quick 5 or 10 minute check in with words of encouragement can help smooth the bumps we are all experiencing from being in close quarters. Check out The Christ School’s daily morning devotion with a focus for children.
8. Schedule time each day to reflect on your blessings. Teach your children to be thankful, even in challenging times. Write letters/cards of thanks to loved ones, friends, teachers, pastors, your mail delivery team, first responders. A note of appreciation can go a long way in support of those who are working hard on the frontlines.
9. Focus on kindness – refrain from complaining. This is our moment to be the voice of faith, hope, and love – especially on social media. Post a verse, a devotion or funny mime. 
10.  Enjoy your home and stay put!  Through these, and other activities, we will be reminded how immensely blessed we are. Pray with your family and offer prayers of thanksgiving for janitors, doctors, nurses, chaplains, first responders, drivers, and laborers all of whom are working outside of their homes so we can stay in ours.

Our Lord never leaves us. He is the same today, tomorrow and forever. May we be known by our love in these unique times.

Individualizing instruction for all learners is part of the core mission of The Christ School. One way we deliver our mission is by creating specialized learning environments and offering support for students with dyslexia and related language-based learning differences. The instructional approach we have initiated through our small groups within the Student Support Center’s intensive reading program has been a blessing to many new and long-time TCS families. 

There are many myths and misconceptions regarding dyslexia. For instance, despite what you may have heard, dyslexia is not a vision problem or just about reversing those “pesky b’s and d’s.” It is also a myth that dyslexia is rare or uncommon. In fact, the International Dyslexia Foundation states between 15-20% of the population have a language-based learning disability with dyslexia being the most common. Dyslexia and intelligence are also NOT connected. Many individuals who have dyslexia are very bright and creative and have accomplished amazing things. 

Dyslexia is defined as a specific learning difference that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. (International Dyslexia Association, 2002). This definition is only part of how The Christ School describes dyslexia. We see the God-given gifts and talents in these children and seek to develop these traits. There are many success stories to draw from when thinking of adults with dyslexia. Charles Schwab, Richard Branson, and Tim Tebow are three of many that attribute their dyslexia to their creative problem solving and successful careers. 

We are honored to serve TCS families who desire our explicit, multisensory, prescriptive and diagnostic (Orton-Gillingham) approach to learning. In the fall of 2020, we will offer a new model of delivery to serve students with dyslexia called, The Bridge.  The Bridge will offer specialized second, third, and fourth grade classes designed to meet the needs of the dyslexic learner. This model will allow TCS to better serve our families and community. 

To learn more about The Bridge, click here.

“In our family’s journey to discover our daughter has dyslexia, we never really found anyone who we felt truly understood her – until we found TCS. The  Christ School’s approach has obviously made an impact on her ability to academically thrive and succeed, but TCS has also made a point to feed the emotional self-worth component that had previously been destroyed with feelings of inadequacy and failure in prior school settings. Our daughter is now beginning, for the first time ever, to see her own potential! And, she’s actually excited about the learning!  It is such a blessing to have real, true experts guide us as we desperately seek answers on how to help our daughter. In every step, from parent-teacher meetings to the small group instruction, there is immense love and concern in the whole process. I can’t say enough how grateful I am that we are one of the families TCS supports!” – Donna Hansen

Matching, Calming Tools, Red/Green Light Cues, Strong Assertive Voice…..What are these terms and what do they have to do with TCS?

At The Christ School, we are intentional about teaching Social/Emotional IQ. Social IQ is the ability to successfully build relationships and navigate social environments. This ability develops from experiences with people and learning from success and failures in social settings. Emotional IQ is the ability to monitor and regulate one’s own emotions and other people’s emotions. Emotional IQ also involves the ability to differentiate between different emotions, be able to identify the feelings correctly, and to use this information to regulate behavior. At TCS, we place a large emphasis on helping students learn academic content, and at the same time, we know the ability to regulate their emotions and the quality of their relationships have an incredible impact on their lives. Knowing this, we have adopted a research-based program called Social Bridges to purposefully give students the experiences needed to build these skills. 

Mrs. Gibbs serves as the lower school Social Bridges Coach. Terra Townsend and Mark Davis serve as the middle school Social Bridge Coaches and incorporate this training into their Bible classes.  There are a lot of concepts taught throughout this program. Here are a few of the concepts your child has been learning. 

• Matching: Matching social expectations/norms – knowing and following social rules (e.g. matching by talking about the same topic or engaging in the activity in a similar/expected manner) Activity: Flea, Fly, Mosquito! The coach leads and the students echo and match words, pace, pitch, and gestures. Then, a student takes the leadership role and chooses the pace and even changes the gestures. The purpose of this activity is to help students learn to read the social cues of other people during a conversation and also to help them understand the signals they are sending. 
• Emotional Regulation: Identifying and expressing feelings appropriately and using calming tools to prevent and regulate stress (e.g. Push, Pull, Dangle or Positive Self Talk). The lower school has learned to use the terms “Tremor” and “Earthquake” to monitor when they are becoming frustrated and take corrective actions before they reach an “Earthquake” and respond inappropriately. Activity: Feelings Detective. Students identify a feeling/emotion. Then they all take turns expressing what makes them feel that way. “I feel HOPEFUL when _____.”  The purpose of these activities is to learn what causes their emotions and the emotions of others to change and practice techniques to better control these emotions. 
• Being Assertive: Expressing wants and needs respectfully and understanding the  Passive-Assertive-Aggressive Continuum. Passive means not sharing your thoughts or opinions or not fully sharing what you truly believe. Assertive means expressing thoughts and feelings in an appropriate way that is clear, direct, and respectful. Aggressive means expressing thoughts or opinions in an inappropriate way that is physically or emotionally harmful to others. Activity: Bug and a Wish. Students learn to recognize when they feel annoyed, irritated, upset, or frustrated by something someone is doing and practicing saying (using eye contact, a strong voice/words), “It bugs me when you ____, I wish you would _____.”  When students practice expressing what bothers them and what they desire to want to occur, it helps the students who are naturally passive to feel more confident expressing themselves and it creates opportunities for students who tend to be aggressive to learn how to properly express their thoughts and feelings. 
• Communication: Reading and responding to social cues that give off green light signals and red light signals (nonverbal facial expression, body language, tone of voice that indicate if the person/group is engaging or not) and conversation skills – starting, joining in and maintaining conversation. Activity: Give chances to role play and WATCH (body language) and LISTEN (tone/volume) for green light cues (person wants to engage/play/talk) or red light cues (person is not ready to engage/play/talk). The students practice the life skill of “moving on” when you get a red light signal. It is always difficult to receive a “red light” cue when you try to engage another person, but when students are able to practice and learn a framework for these times they gain the ability to move on with grace and confidence.  

These are a few of the activities TCS uses to help our students learn how to treat others with respect and to properly regulate their emotions. This proactive approach to developing Social and Emotional IQ helps establish the culture of TCS and prepares our students to thrive in a variety of environments. 

Related Links >> Orlando Private School

The importance of financial literacy in today’s world is critical for success. Financial literacy is an academic discipline that goes beyond the classroom. As part of our commitment to whole development and real-life preparation of students, The Christ School has made a commitment to teaching wise money management by providing a personal finance class for all 6th grade students. The class focuses on the basics of managing money, such as saving for future purchases, creating a budget, planning for the future and charitable giving. Utilizing fundamental biblical principles regarding stewardship, The Christ School utilizes the Foundations in Personal Finance Curriculum, which is the middle school edition of Dave Ramsey’s Financial Peace University. As part of that instruction, students learn how debt can add stress and problems to everyday life, the concepts of entrepreneurship, the basics of investing, the power of compound interest, and are introduced to global economics and consumerism. 

A Scottish Proverb we share with our students at the beginning of the class is “a fool may earn money, but it takes a wise man to keep it.”  To help the meaning of this proverb sink in, the students are tasked with creating and implementing an envelope system. This system helps the students better understand where their money is going and holds them accountable. By creating “give”, “save”, and “spend” envelopes, they are challenged to devise their own budget and manage their money accordingly. A further challenge is also set in place to see how much they can save throughout the course or save for a specific item that they would like to purchase. The students are amazed at how disciplined and conscious decision making over time can yield large savings. A surprising turn of events often comes at the end of the course when students who were saving for something specific decide to continue saving rather than purchasing that desired item. They instead set their sights on bigger aspirations and enjoy seeing their “save” envelope grow. Many have even taken it one step further and have started their own savings accounts to see the interest rates add to their savings.

Whether our students are discerning between needs and wants, learning the impact wise financial choices make over time, or understanding how money moves around the world, our Personal Finance class equips them to handle the world ahead by providing a firm foundation for their future financial decisions.

“I never really thought about having a plan for my money until I took the Personal Finance class. Now I am thinking about my plan for the future and how I’m going to earn money for college and during college. This class was fun! I learned how to think about money and be more responsible with it.” Mia, grade 6 

Related Links >> Orlando Christian Private School

The Christ School recently hosted an educational event for our parents that began with a screening of the movie, Connect – Real Help for Parenting Kids in a Social Media World, followed by an informative discussion and Q&A with Jim West, Licensed Mental Health Counselor, who works primarily with children, adolescents and young adults. A lot of great information was shared at this informative event. Here are some tips to assist parents in helping their child(ren) navigate social media.

5 Dangers of Social Media to Discuss with Your Child
By Jim West  MA, LMHC, NCC President, Author, Counselor, Coach, Mentor
jim@totallifecounseling.com

STRANGER DANGER

• Children find it hard to determine strangers in person, and it’s more difficult to tell online. Emphasize to your children not to associate with strangers on apps they use and discuss that people on social media aren’t truly always who they say they are.
• Parents need to be up to date with the apps their children are using and with what each app does.
• Monitor your children’s usage of the internet to make sure they’re associating with true real-life friends.

OVER REVEALING INFORMATION

• How much children reveal about themselves online is a topic to be addressed. Make sure your child isn’t sharing things such: location, address, email, etc. on apps in which individuals are able to track their movements.
• Examine the dangers of disclosing too much information on the internet, discussing that it gives materials to strangers with dangerous intentions.
• Allow your child to be a part of the social media platforms at the acceptable age the apps require.

BACKGROUND OF POSTING PHOTOS

• Children need to know what they post may have risks. Photos aren’t an exception. It is crucial children aren’t sending photos except if they’re 100% sure it’s the friend they’re communicating with.
• Photos contain EXIF data- details about the camera where you took the photo, so the receiver can see where the photo was taken. If you have a younger child discuss the concept that photos have location information, which a stranger could use to find them.
• If the parents have younger children it’s preferred to regulate the use of photos on social media or set parental controls on the social media platforms they’re using.

POWER OF SOCIAL MEDIA

• Children must fully grasp that what is posted on social media could have long-term effects and what they say or post may be a joke, but in the future can be seen by colleges and employers.

CYBERBULLYING

• Make a list of rules for using social media and discuss with your children and put them next to the computer. Include a list of questions such as: “Would this hurt their feelings? How would I feel if I received this message? Is this threatening in any way?”
• Talk to your children about bullying and apply this concept of not following friends who gossip or tease others.

By Amanda Gordon, Curriculum Specialist

After a couple of weeks off during the holidays, it is always good to welcome the new year by starting off on the right foot. Below are some simple tips to help you get back into the swing of things at home and school.

Take Time to Reflect:  Think back to how your first semester went and what things you would like to do better in the second semester. Would you like to be more organized or feel more prepared for upcoming tests? Would you like to take more time for yourself or be more involved in activities? By reflecting on the past semester, you can make a plan for yourself and set goals on how to improve upon your practices in the new semester.

Make a Schedule: Getting back into a routine after the holidays can be difficult, especially after being “out of practice” for a few weeks over the break. A good way to get back into that routine is to create a schedule for yourself that includes all after school activities, homework assignments, projects, and upcoming tests. By posting the schedule somewhere clearly in your home, you can easily reference it every morning prior to heading out the door. That way, in the evening, you already know what you need to accomplish before bedtime.

Organize School Supplies:  Now is the time to take stock on what school supplies you still have and which ones need to be replaced. Go into the second semester strong with a fresh supply of pencils, paper, glue sticks, etc. to ensure you are prepared with the correct materials for all of your classes. This will help you feel well organized and not leave you scrambling for that lone pencil with no eraser you were using prior to break.

Structure your Study Time:  “The most successful students are those who take charge of their own learning and follow a simple but disciplined strategy (Make It Stick, Brown et al. 201).”  There are many ways to structure your study time to fit what works best for you, but it is important to have at least one strategy in place to help keep you accountable for the material you need to learn. Give yourself time to quiz yourself over the content covered in class and reward yourself once you’ve completed a certain amount of study time. This will help keep your mind fresh and motivate you to stay on task to finish your studies in a timely manner.

Looking for the perfect gift that is not only fun, but will challenge your child? We’re here to help!  Mrs. Gibbs, our Compass (critical thinking) teacher, has put together a list of great gift ideas to help make learning fun and exciting!

Shaky Manor – The Tilted Treasure Hunt (this is a 4 player game where each person holds a “Manor” so you could buy 2 if you have a big family). In this game, race to position your Meeple Player and 2 Treasure Chests into the room indicated on the Challenge Card by shaking and tilting your box.  From Blue Orange Games.

Double Ditto – The Game of Quick Thinking and Clever answers. You can play for a few minutes or for hours! (3 players to 10+ players!) It says ages 10 and up but you can probably play with some children who are a little younger. You can find this at InspirationPlay.com

Djubi Sling Ball Junior – Hook it, Launch It, Catch It!  This is an outdoor game and comes with two launchers and two sling balls. Ages 5 and up. From Blue Orange Games (There are also other similar versions for different ages).  2 players.

Clouds – Clouds is a matching game that’s perfect to entertain the wildest of imaginations and comes in a cute and easy to “take along” container.  From Blue Orange Games. Ages 4 and up. 1+ players.

Wits and Wagers, Family Edition – Take a guess and score points by choosing whose guess is closest. How many sesame seeds are on a Whopper bun?  With easy rules and exciting game play, Wits & Wagers Family will get the whole family/party cheering and laughing together.  Ages 6 and Up, 3+ players, and can be played as individuals or as teams.

by TJ Ross, TCS Director of Middle School

The transition from The Christ School (TCS) to high school can seem far away as a 5th, 6th, or even 7th grade parent.  Whether your little entrepreneur is selling their goods at the 5th grade store or your child is learning high-level math in middle school, preparing them for the next chapter in their educational journey starts sooner than you think.  

How is TCS preparing your child for high school?
The Christ School’s portrait of a graduate states that our students are prepared to perform with distinction at the next academic level, committed to being others-oriented, and secure in his or her identity as a child of God.  The track record for TCS’s ability to positively shape the minds of children is evident.  For example, of the 17 valedictorians at Boone High School in the class of 2018, seven were graduates of The Christ School.  Additionally, since TCS began offering Florida’s end of course exam for Algebra 1, our students have consistently exceeded the standards set out by the Florida Department of Education.  TCS partners with families by walking them through the high school transition process during their child’s 8th grade year.  This process includes guiding students in creating a résumé, relaying information related to each family’s choice high school, and helping with high school course selections.

How does TCS shape the hearts of children?
During your child’s middle school years at TCS, they are exposed to an array of identity forming experiences. Our service trips, in state and out of the country, and Biblical worldview curriculum help students identify who they are as image bearers. Combine these identity forming experiences with sports offerings led by Christian coaches, opportunities to express oneself artistically in musical theater, choir, and art, a robust curriculum that builds year-over-year, and passionate Christ-loving teachers, and you have a beautiful recipe for success in high school and life.

How can you prepare your child for high school?
As your child journeys through middle school, a shift of responsibilities should occur.  The process of relinquishing control while monitoring your child’s progress is key when fostering their independence. Some children embrace responsibilities and take ownership, others may need more encouragement and support. However, slip ups happen for all children. Anticipating these mistakes, letting them happen when appropriate, which is often the hardest part, and helping your child glean insight from them is crucial to their development. Before you know it, the habits, behaviors, and principles you’ve modeled and outlined during the middle school years will be reflected in your child.

When the time comes to choose a high school that fits your child and family best, whether public or private, The Christ School is here to support and assist you along the way.  We have built close relationships with many of the local schools throughout the Greater Orlando area and are glad to be a resource for you and your family.

by Carol Miller, LCSW, Director, Social Bridges

Parents often ask what is the most beneficial way to teach your child the social skills they need to get along in life.  In one word – Coaching.

A sports coach:

• teaches the rules of the game, gives players specific feedback on what they are doing to be successful (e.g. “Good shot”, “Good block”)
• shows (models) what to do to be a better player. (“This is how you can hold the bat”, “This is how you can pass”)
• Teaches the skills that are needed so that the player can use their skills to play their best game (versus playing the game for them)

How do players get better? By practicing with the support of their coach.

Similarly, parents can serve as social coaches for their child by:

Stating the social rules or expectations for social situations (playdates, birthday parties, family gatherings, sportsmanship or game play or team sports, participation in activities, school field trips)

Teaching –  your child social skills and tools according to your family values and beliefs

Modeling – Being the example by showing your child how to interact

Noticing – Providing feedback of how others are perceiving them

Coaching – Reminding your child of what they know (social tools) to effectively problem solve to make good choices for themselves. Just like it is helpful for a sports coach to keep his or her cool to be effective, it is important for a parent to remain or regain calm to coach in a neutral manner.

Supporting your child, while allowing your child to practice regulating their emotions, problem solving and following their plan leads to greater social success.

Conversely, in an effort to help their child “get it right” some parents choose to “fix” social missteps for their child. Fixing means telling the child what they “should do”. This may include “hovering” to make sure it is done “correctly” (helicopter parent) or “paving the way” (snow plow parent), doing for the child so that the child does not experience anxiety, frustration, disappointment etc. These prevent a child from learning how to regulate their emotions, handle disappointment/failure and build resiliency.

Examples include a Parent saying:

• You should tell her to stop treating you that way
• I don’t understand why you are so upset – just play with someone else.
• I will talk to his mom and straighten this out.
• You need to talk to the teacher about this tomorrow.

While this may be done with the best of intentions, fixing can communicate that the parent does not feel that the child can handle the situation. Fixing often leads to dependency and feelings of low self-esteem.

Conversely, Coaching entails asking your child a series of questions so that the child can decide how they want to handle a situation.

Examples include:

• Is it a big deal or a little deal?
• How do you feel about the situation?
• Do you want to talk about it?
• Do you want some help deciding what to do?
• What have you tried?
• How do you want to handle it?

While learning how to make good decisions for themselves, children will make mistakes (and hopefully learn from them) along the way.  Experiencing missteps in a safe place with a supportive parent, helps your child to grow in their social -emotional development to be socially competent (I know what to do and I know how to do it), fostering independence and self- esteem.

By Joanne Fleming, Director of Admission

Through all the hustle and bustle of preparing your home for Hurricane Dorian, we thought you might like some help with your child(ren)’s hurricane preparation kit. 

Many children (and adults) need distractions as the storm approaches and throughout. To help mitigate the growing trepidation, we suggest you consider the following activities for your child and your family.

• Days before the storm, be sure to fully charge your child’s electronic devices (iPads, Chromebooks, iPods, laptops, portable gaming systems). Purchasing a portable battery charger may also be helpful.
• Download movies, audiobooks and games onto these systems in preparation for power outages.
• Give your child their own flashlight and headset to provide comfort and empowerment.
• Help your child build a fort in a safe closet and pre-set it as a theater. Be sure to include snacks, a cooler with favorite drinks, a soft blanket, pillow, flashlight and of course … a noise-canceling headset so the sounds of the storm are reduced and do not distract from the movie or audiobook. Children can be frightened by the storm sounds and a headset can be very useful as a distraction. 
• For families with pets, consider moving your pet’s bed into the “theater” for up-close snuggling and comfort.
• Now is the time to dust off your family’s board games, puzzles and interactive games. BINGO and Twister are great group games for children and adults and extra fun to play by flashlight! UNO, charades and Pictionary can all be adjusted for a variety of ages. And remember, flashlight tag is an ‘ol favorite!
• Have you ever played Table Topics? Check out this link for fun conversation/story starters for creative thinkers. 
• Collect your family’s favorite “read-out-loud” books and have them easily available for “Flashlight Storytelling”. Consider a quick trip to the bookstore to allow your child to pick out a few new books and remember new coloring books and crafts, too. 

Changes to a routine can be challenging for some children. With safety as your first priority, we suggest you add fun into the mix as we all prepare for Hurricane Dorian. Forced to be inside with nowhere to go is a wonderful gift of family time. Stay safe! Have fun! Enjoy your family!

by Mark Davis, 7th & 8th Grade Bible Teacher

This year, The Christ School’s Chapel theme is The Trinity – Father, Son and Holy Spirit.
May the grace of the Lord Jesus Christ, and the love of God, and the fellowship of the Holy Spirit be with you all.
2 Corinthians 13:14

Why the Trinity?
One of the distinctives of The Christ School is our commitment to worshiping and learning about God together through daily chapel. Every school year we learn new aspects about the Christian life through different chapel themes, and we are so excited to introduce this year’s chapel theme: The Trinity. At The Christ School, we believe in engaging students’ minds, hearts, and hands. This means we want students to grow in their knowledge of God, their affections for Him, and their love for others. It is our hope that children will grow in these three ways this year as they learn, worship, and love others at The Christ School. Exploring the Trinity in chapel this year will be a catalyst for their growth, and there are many reasons why learning about the Trinity is important. Here are just three of them: 

Understanding the Trinity is important because understanding God is important
Simply put, a deep understanding of the Trinity is a deep understanding of God. Christians should strive to learn more about God because we want to know Him and make Him known. Wouldn’t it be strange if a husband said, “I love my wife, but I don’t want to get to know her more than I already do.” Of course! If you love someone, you want to know more about them. The Trinity is simply a name that describes the nature of God’s existence: one God in three persons. This doesn’t mean there are three Gods, nor that God manifests himself in three different forms. God is one being in three persons: The Father, Son, and Holy Spirit. Each person of the Trinity is fully divine, yet distinct from each other and with different roles. God did not create us out of boredom or lack, but out of the divine love that overflowed from within the Trinity. To learn about God’s triunity is to learn about His holiness and beauty. We are excited to know Him better this year. 

The Trinity helps us understand the Gospel
It is common for Christians to have a one-dimensional view of salvation that falls short of what the Bible describes. Often the Gospel is seen through a humanistic lens that focuses primarily on mankind, our sin, and God’s forgiveness. While those elements are certainly true, understanding the trinitarian shape of the Gospel helps us appreciate God’s love in a new light. For example, as Christians, our identity is not that we are mere sinners who are forgiven. We are children of God adopted by the Father, purchased by the Son, and sustained by the power of the Holy Spirit. 

The Father, Son, and Holy Spirit have always existed in perfect love. We were created in God’s image to reciprocate that love and have dominion over the earth [Gen 1:26]. This beautiful relationship was marred by sin, but because of God’s abundant grace, He had a plan to redeem us. The Father sent His only Son to fulfill all righteousness and die on behalf of our sins [1 John 4:14], and this plan of salvation is accomplished by the power of the Holy Spirit [John 16:7-8]. If you are a Christian today, your sins are not only forgiven, you are adopted into the family of the Trinity. Benefactors of the Father’s love, co-heirs with Christ, and indwelled by the Holy Spirit. Does that sound amazing? It is! 

Knowing about the Trinity helps us discern the truth
There is a common attitude in our society that everything is relative. You may have heard the phrase, “What’s true for you is true for you, and what’s true for me is true for me.” But this way of thinking is self-contradictory. Granted, people have different opinions and preferences about things that are inconsequential. However, for ultimate issues like God, morality, and salvation, what’s true is objectively true. So in a culture where ultimate issues are seen as relative, we need to know that Christianity is objectively true, not just one option of many. C.S. Lewis makes a compelling case for this. He argued that “Christianity, if false, is of no importance, and if true, of infinite importance. The only thing it cannot be is moderately important.” 

The Trinity has been the defining doctrine of Christianity since the time of the Early Church, and understanding the Trinity is just as important today as it was then. The youth of today will grow into adulthood in an increasingly pluralistic society where all truth claims are seen as valid. If their understanding of God is just like their non-Christian peers and neighbors, it stands to reason that their lives will eventually match the culture that surrounds them. Learning about the Trinity will help students understand that Christianity is distinct from other religions. There are many who claim Christianity, Judaism, and Islam worship the same God because each tradition looks back to Abraham. But if they understand the Trinity, they will know Christianity is wholly unique. Throughout their lifetime, the faith of the next generation will be challenged. By instilling a biblical understanding of the Gospel and the Trinity, it is our hope that their deeply-rooted faith will grow and flourish to bear much fruit in a world that needs our Christian witness. 

By Amanda Gordon, Curriculum Specialist

Summer is here!  Summer vacation is a time families look forward to every year. Unwinding, playing, late bedtimes and outdoor activities are all part of the fun! But, how can parents keep children from losing some of the knowledge they gained over the school year? How can you help avoid the “Summer Brain Drain?” While summer workbooks can keep your child’s mind sharp, they often come with moans and groans. Here are some engaging activities that will inspire fun and creative learning and result in smiles and knowledge acquisition:

• Going on a road trip? Pull out a road atlas and encourage your children to follow along on the roads you are driving.  Have them calculate the miles between your starting point and your destination. Can they pin the state capitals, discover which cities are the largest, and where the state line starts? This is also a wonderful time to learn the meaning of each road symbol.
• Staying in the city? Orlando is filled with many educational twists and turns! Visit the Orange County Regional History Center, Orlando Science Center, or one of our many art museums. Explore the exhibits and have your child write down fun facts. When you return home, ask them to create a journal entry using their newly learned facts.
• Heading to an indoor sports park? Counting each jump on the trampoline is a fun game. Who can jump the longest?  Calculate how far (in feet, inches, yards) you will fly on the zipline.
• Running to the grocery store? Give your child a set amount of money to spend on a meal for the family. Make sure your child plans for an entree and enough side items to make a complete meal for everyone- all while staying within the budget!
• Read everywhere! Road signs, maps or directions, and informational flyers about the places you visit are easy resources. As a fun family game, take turns finding words that start with each letter of the alphabet or that can be combined to create new words. When your child discovers a new word, have them look it up in the dictionary and create a word bank of new words they learned over the summer. Another good journaling opportunity! Visiting some place new? Read a book about the new location before your trip. Explore the history of the area, famous people who lived in the area and fun “don’t miss” activities for your family to enjoy.
• Take reading outside – at the park, by a lake, or at the beach! Go into nature and find a cool, calm place to enjoy some peace and quiet while diving into that new book your family has saved for summer reading. Parents are encouraged to be good role models by reading alongside or out loud to their children.
• Write about it! Children love to write postcards to friends and family detailing their summer fun. Remember to include family and friends outside the country, too. The post office is a wonderful summer field trip especially when sending mail, domestically or internationally. Is your child missing their school friends?  Have them write letters to friends describing their summer activities. Do you have a budding author? Encourage him/her to write a book, illustrate it and read it to siblings, grandparents and friends.
• Kitchen activities can be a fun way to learn math skills and increase vocabulary! Research recipes that are interesting, different and easy for children to follow. Invite some friends and family over for your child to share their culinary skills. Double the recipe to add another level of math using measuring cups and spoons to calculate the ingredients.

These are just a sampling of activities children will enjoy that will help slow the “brain drain.” Most of all, we pray you will have a fun and safe summer and enjoy every new adventure your family embarks upon!  Happy summer from The Christ School!

By Mary Boza Crimmins, Middle School Social Studies Teacher

My husband calls me “sidetrack Sally” because I’m prone to distraction. I admit I get lost in thought and often have multiple projects going at once. However, I’m also experienced enough to know which jobs require uninterrupted focus: lesson plans, research, personal devotions. Students I work with daily don’t have the same discipline and habits as me. 

Regardless of age, distractions hijack our thinking. For tweens and teens, the distractibility factor is even more intense. In part due to what education podcaster, Jennifer Gonzalez, calls the “trend toward hyperbole”. Gonzalez describes the “horror-movie screams” when her students spotted a spider. After 25 years of teaching students who are mostly native-Floridians, I laugh at how awe-inspiring rain is to them. You’d think they have never seen an afternoon shower. These episodes of over-the-top responses to everyday occurrences are common. Teachers know to handle these situations light-heartedly. Nevertheless, this tendency toward hyperbole is just one-way middle school students are distracted.

Multitasking is another focus thief. In Brain Chains,  a compilation of neuroscience research by Theo Compernolle, switching attention, AKA multitasking, is proven to come at a high cost. Consequently, the ding of an email, the swish of a new post, the pop-up from an incoming text message may seemingly last a few seconds, but has been scientifically shown to interrupt concentration for at least 2 minutes. Multiple interruptions lead to more drastic drops in concentration, quality and productivity. To demonstrate the perils of multitasking, I’ve conducted an activity shared in Brain Chains with around 100 students. Even after the students experience the activity, 97% take more time in the second round which requires multitasking. In the Organized Mind, another book sharing recent brain research, Daniel Levitin emphasizes how the reflecting brain cannot multitask. Reflection – deliberate, slow, thinking about learning and what to do with what is learned – is the goal of education.  

Developing the habit of focus is essential during adolescence because the brain is undergoing more changes than any other life phase, with the exception of the first two years. As David Walsh, an expert in adolescent development, emphasizes in Why Do They Act That Way?, tweens must “learn how to manage their impulses” and develop the habit of focus. Walsh stresses that even though the adolescent’s “brain isn’t fully under his control, it’s his responsibility to get in under control.”

So here’s eight reminders for parents regarding helping your child focus:

1. Engage your child in conversations during which distractions are eliminated, including your phone.
2. When your child speaks in hyperbole (My teacher always…, Mr. Brown never…, Everyone…), listen, but avoid the desire to fix the “problem”.
3. Require that all digital device notifications, including those on FitBits or Apple Watches, are turned off.  Yes, everyone will survive if they are not instantly updated on Snapchat.
4. Model and insist on digital device etiquette, including forbidding the wearing of earbuds when another person is present.  
5. Provide a homework location in a common area such as the kitchen. Ensure that the area is free of distractions, including pets.
6. Only permit the necessary digital devices during homework time. Digital devices are often NOT necessary for studying, so if no digital device is required, consider removing it from the room.
7. Read, support and adhere to the digital device policy for your child’s school. Keep in mind, when one phone “accidentally” goes off in a classroom, it is a disruption to the learning for the entire class.
8. Never underestimate the power of a good night’s sleep, healthy diet and regular exercise.

With the Christmas season upon us, it is natural for children to imagine what gifts they might receive.  At a time when so many ads are targeted towards children for toys, games, and “things,” how do we teach children to be grateful for what they have? For more than just things? An attitude of gratitude can be helpful to a child’s well-being throughout their life. Understanding thankfulness, and truly being able to recognize their many blessings, helps establish a foundation for a joyful disposition.  

Christi Schwalk, first grade teacher, and Susan Dodgion, transitional kindergarten teacher at The Christ School (TCS), share their ideas on ways to help establish an “attitude of gratitude.”

Christi Schwalk says parents should “Model, model, model gratitude! Children are always watching their parents (and other adults) and learn from our actions. Make a point to tell your family why you are thankful for them. Purposefully speak about who you are thankful for in your life – Sunday school teachers, classroom teachers, mail carriers, sanitation workers – anyone who makes your life better. Then, teach your children ways to express that thankfulness. Can you leave a note? Give a cold water bottle on a hot day to someone who works outside? These are easy ways for children to show gratitude.”

Christi suggests that parents use the phrase “enough” with their child.  For example, “you have enough stuffed animals,” or “you have enough candy, you don’t need more.” “It sounds simple, but using that word early makes an impact later when you talk about how others do not have enough. We use the rule: “get one, give one” at our house. Get a Barbie doll for your birthday, give one that you are not using to someone who may not have one.” These conversations open the door (and a child’s heart) to a spirit of generosity and compassion.

“Serve together as a family and, serve often. Helping others in the community shifts the focus from what you get to what you can do. In the book of James, God calls us to take our faith and do something with it (James 2:14-26).

Our family plays High, Low, Change, Thankful at dinner. What was a high for your day?  A low? What would you change about the day?  Who or what are you thankful for today? We often talk about how we can express that thanks.

Point out that God blesses everyone in different ways for His purposes. There will always be people who have more than you and people who have less. Our job is to use our gifts, no matter how big or small, to help others.”

Susan Dodgion agrees with Christi. “Model thankfulness in your home. Adults can thank each other for dinner, for doing chores and everyday things we do for each other. Children don’t always understand what they have. Be sure to draw attention to them. Not so much things, but family, teachers, the love that surrounds them, pets, or the great school they attend.” Susan continues, “Remember to thank God for things all day long. For example, “Thank you, God, for this day.” “Thank you, God, for my comfortable bed. Every moment is a teachable moment.”

Being thankful and showing gratitude with happiness is a trait children will learn and reflect in their own thoughts and actions. Recognizing the many ways God has blessed each of us goes a long way for our happiness and that of our children!

Merry Christmas!   

by Joanne Fleming, Director of Admission

Selecting a school for your child may be one of the most significant investments you make. Just like families, schools have personalities, visions, passions, missions, that must be a good match for your family in order for the partnership to work. In my conversations with families, many questions arise as the family seeks to learn about our school and I seek to introduce them to our offerings. The following, big picture questions typically arise as parents decide on their school choice.

What is the difference between an independent school, parochial school and public school?
The biggest difference is the organizational management and funding. Independent schools are mission-based, typically non-profit in design, have tuition-based funding and a Board of Trustees that focuses solely on the school’s long-term vision and financial health. Independent schools have the freedom to assess students requesting admission into the school based on the school’s mission and academic platform. Enrollment is a privilege, not a right. Parochial schools are ministries of a church. They offer curriculum that compliments their denomination’s beliefs, typically receive funding via a budget allocation from the church and/or facility usage, in addition to tuition. They are managed by a Board of Elders, or the like, who are responsible for all of the church’s ministries. A public school receives tax-based funding and must admit all students who are zoned for the school. Charter schools, also under the public school umbrella, have a few more freedoms yet are ultimately accountable to the local public school board.

Do you have any openings?
In keeping with a private school’s academic focus, classes average in size. Private schools use waiting pools in grade levels that have reached their maximum capacity. Students in the waiting pool have been assessed and deemed mission appropriate. The waiting pool allows schools to manage offers of enrollment based on class dynamic, gender distribution, learning styles and personalities to build a class of students who will compliment each other to create an engaged learning community. Public schools must enroll all students within their zoning area.

How do I apply for financial assistance?
Each private school has a program that is designed for their admission/enrollment process. If financial assistance is a need for your family, be sure to discuss the financial requirements up front. No matter the program, having a need-blind enrollment process is a top priority. A school’s first concern should be to determine if they can serve your child within their academic platform. Through a need-blind system, financial assistance is processed only after an enrollment offer has been extended. Most school’s financial assistance is privately funded through the school’s budgeting process and is need-based. Allocations match the family’s need to the school’s ability to serve.

Tips for Interviewing a School

1.  Schedule a tour when students are on campus. This will give you a feel for the school’s energy and personality.
2.  Prior to the tour, review the school’s website, bring a list of questions to ask and take notes during the tour. Remember, this school must be a good fit for your family. Make sure the mission and vision of the school match your family. Ask the same or similar questions of each school you visit for quality compariables.
3.  Ask to see the curriculum materials used in the classroom. What is the school’s academic philosophy?
4.  Ask to speak with at least one grade-level teacher and students, if possible.
5.  Ask to speak with a current family in the grade level to which you are applying. School culture is essential for you to understand – does it blend with your family?

Questions to Consider When Interviewing a School

1.  Are differentiated teaching tools available in the classrooms and used by the faculty?
2.  How much screen time will students experience per week and what technology resources does the school offer? (I would be looking for minimal screen time in the lower grades with more hands-on learning. Still looking for hands-on/project based learning all the way through high school however, the percentage changes.)
3.  Is the school accredited? If yes, by whom?
4.  What are the class sizes?
5.  Are faculty credentialed and teaching within their certification area?
6.  What are the professional development expectations of the faculty?
7.  Does the school have a student support center? What services are offered?
8.  Are after school enrichment programs offered?
9.  Does the school offer an extended day program?
10.  What is the school’s safety protocol?
11.  Does the school have a STEAM lab? If not, how do they intentionally introduce STEAM-based learning?
12.  Is project-based learning a priority? Ask for examples …
13.  Does the school offer multi-age/multi-grade learning programs? Ask for examples …
14.  Is recess offered and if so, how often and for how long?
15.  What “special area” classes are offered?
16.  Does the school offer a lunch program?
17.  Are athletics offered and at what grades?
18.  What is the school-wide discipline plan? What tools are used for classroom management? (Is the school looking for children to exhibit positive  behavior or, is the school watching for children to make mistakes?)
19.  How will the school communicate with you? How many times per week and in what methods? How do you communicate with the teacher? How do you communicate with the school?
20.  What is the school’s admission/assessment/enrollment process?

Remember, each school, just like your family, is unique. Select a school that compliments your desires for your child, will help advance your child’s passions, will partner with your family as bumps occur and celebrate when challenges are overcome. A strong family/school relationship is key for a student’s success. Choose wisely…

by Jennie Farrant, Reading Teacher

Reading is a complex process that takes years to develop. As soon as children are born and introduced to the sounds of oral language, they begin developing literacy skills. However, it is years later before they begin to blend sounds together to form words. Since reading is not a skill children learn overnight, it can be difficult as a parent to recognize when your child is no longer learning to read but struggling to read.

These three steps will help you determine if the challenges your child is encountering in reading are a natural part of the learning process or may indicate the presence of a learning difference.

1. Look for signs.

When people think of dyslexia, letter reversals are likely what comes to mind first. Parents of young writers may notice reversals in their children’s work and say, “My child reverses letters. Does that mean she is dyslexic?” The answer is no. On the contrary, it is developmentally appropriate for young writers to have reversals until around seven years of age.

That may leave you wondering, “So what are the signs of dyslexia?” Signs of dyslexia vary by age and can become evident as early as preschool. Preschool age children may struggle to learn common nursery rhymes, identify the name of letters, recognize their names in print, and recognize whether or not words rhyme. Children in kindergarten and first grade may have difficulty associating letters and sounds, recognizing that sentences and words can be broken into parts, and sounding out simple words. For children in second grade and above, the act of reading may be very laborious and lack automaticity or fluency. Students may also guess at unfamiliar words since they lack the skills needed to decode them. These are just a few signs that children with dyslexia may display. For a comprehensive list, visit The Yale Center for Dyslexia & Creativity.

Low self-esteem and confidence may also indicate reading difficulties, even in younger students. As students enter school for the first time, they are generally excited to unlock the mystery of reading. However, if learning to read proves to be more challenging than anticipated, children may try to avoid reading or comment on its difficulty.

It is also important to consider whether your child has a family history of reading or spelling difficulties since dyslexia is often hereditary.

2. Talk to your child’s teacher about your concerns.

If you feel your child does display some of these signs, the next step is to speak with your child’s teacher about your concerns. In addition to possessing professional expertise, your child’s teacher spends several hours a day with your child and, academically, knows him or her better than anyone else!

Make sure to let the teacher know you are concerned about your child’s progress in reading and schedule a time to meet. This is not a conversation to have in the hallway during morning drop-off. Your child’s teacher will need time to gather work samples or classroom observations to support what she is seeing in the classroom and may want to invite other specialists from the school to join the conversation.

We are fortunate at The Christ School to have a community of educators who have been trained to recognize the signs of dyslexia and implement gold standard reading and spelling instruction. All of our teachers in TK-3rd grade have participated in 30 hours of Orton-Gillingham training through a Fellow of the Academy of Orton-Gillingham Practitioners and Educators. In addition, we have a Student Support Center that provides small-group intensive reading support to equip dyslexic learners with the skills they need to develop into proficient and confident readers.

3. Have your child evaluated by an expert.

If the teacher also has concerns about your child’s progress in reading, the next step is to schedule an evaluation by an educational psychologist. Check to see if your school has a specialist who can assist you in this process. At The Christ School, we have a Student Support Specialist who is well-connected in the Orlando area and can recommend psychologists who are experienced working with children who have specific needs.

Getting a psychological evaluation is often the most difficult, and the scariest, step for parents. However, it is one of the most integral. While it may be evident that a child is struggling to learn to read, the question is still…Why? A psychoeducational evaluation provides that glimpse into what is going on inside a child’s brain. Without an evaluation, we can still utilize various strategies and best teaching practices to meet a child’s needs, but we can only speculate about the source of the difficulties. A psychological evaluation provides a roadmap by helping us understand exactly why a child is struggling so we can tailor instruction and offer accommodations to meet those needs.

In addition, the importance of early intervention cannot be overemphasized, and children are now being identified as dyslexic as early as five years of age. Research shows that as children are identified earlier, they are more likely to need fewer hours of intervention, maintain a high self-esteem, acquire content knowledge and vocabulary, and develop a love for reading.

If you would like more information on dyslexia, diagnosing dyslexia or the programs at The Christ School, please contact Alissa Plaisance, TCS Student Support Specialist.  

Steam 101
By Christi Schwalk, First Grade Teacher

What type of learning is open ended, engaging, creative and mimics real world problems? STEAM! It is comprised of five disciplines used collaboratively: Science, Technology, Engineering, Art and Mathematics. The number of careers involving STEAM is growing rapidly in our country so preparing students today for the STEAM jobs of tomorrow is essential. Activities that focus on STEAM help children learn through trial and error, experimenting and problem solving. STEAM begins at home by pointing out how and why things in our everyday lives work. An acorn falls? It fell due to gravity. Families can also focus on activities that focus on one of the five disciplines of STEAM. Gardening, building forts, mixing paint colors, filling different sized containers and making a ramp to race play cars are a few examples. Parents can also encourage problem solving by asking questions such as, “What are you working on?” “What do you think will happen?” and “What else could you try?” Educators promote STEAM learning into the classroom by providing open-ended questions and allowing students the time and materials to solve them. The Christ School’s first graders chose an animal to research. In addition, they were asked to create a structure that would provide shade for their animal. Using their research about the animal’s characteristics and habitat, the students designed, measured, built, experimented, revised and re-built their structures until they provided shade for a clay replica of their animal. When STEAM education is in place, children learn to question like a scientist, design like a technologist, build like an engineer, create like an artist, and deduce like a mathematician!

By Aaron Farrant, Head of School, The Christ School

At The Christ School we are committed to developing great learners. One of the primary attributes of great learners is that they have a growth mindset. So many people are quick to say they cannot do something or they lack the natural innate ability to be successful in different areas of their lives. As an educator, I see this in children all the time. Children will say they aren’t smart, or they “just aren’t good at math”. The truth is no one knows what a child can accomplish with the proper training, strategies, and effort. Despite this truth, children and adults often identify areas where a child does not start off strong and prematurely decide the child cannot or will not be successful in that area.

Here at The Christ School we reject that idea. There are too many cases in which people struggled at first, but after time and effort they excelled. In fact, struggle is the way people learn best. When we try something new there are usually high levels of failure and only after we keep working and trying do we become proficient and begin to experience sustained success.

A love for reading enriches lives in many ways; learning new things, facts about a favorite subject, gaining knowledge to enhance a craft, and even developing new interests. How can you encourage a love for reading in your child? Amanda Gordon, Curriculum Specialist at The Christ School, offers tips for parents to encourage a love of reading.

• Read to your young child often. When your child can read on their own, take turns reading the chapters.
• Talk about the books together. Go to the bookstore or library and pick out books together – make it a fun activity!
• Reading doesn’t always mean reading a novel. Maybe your child enjoys reading a certain type of magazine; this is still reading! If your child loves cartoons, you can introduce stories like Captain Underpants or Dogman. If they find a silly story on the back of a cereal box, let them read it. Let your child who likes putting things together read the user’s manual. Anything with words can be reading content, even street signs!
• Give books as gifts. Find fun books about topics that interest your child, and share your excitement about the gift.
• Research movies that are based on books. Have the child read the book first, and as a reward, take your child to the movie.
• If a child is reading a book that is too difficult or boring, let him or her quit reading it and find something new. Reading shouldn’t be a chore. If you are forcing children to read something they don’t enjoy, they won’t enjoy reading. Don’t feel like your child has to read to the end of the book “just because.”

What if your older child hasn’t caught the reading bug? How can you encourage a love of reading at this stage?

• Ask your older child to pick out a book and read it to younger siblings. By choosing the book, he or she will be interested in reading it.