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Parent News 6 Auction: The people of Trinity School are our greatest asset. We are rich in human resources. Trinity faculty are smart, caring, and really good at what they do.
And what they do is to know, love, and teach our students well. All this they do as followers of Jesus Christ. How do you put a price on that?
This year's auction is dedicated to these amazing people who give of themselves so generously. For the Love of Our Own Faculty , this year's auction theme, captures our goal: We can do it, and when we do, we will provide rich resources for the people who make Trinity's mission happen day in and day out. Our aim is then to put the rest into an endowment that will fund ongoing professional development for faculty in perpetuity. So our gifts this year will make both an immediate and a permanent impact on the quality of the teaching and learning that goes on at Trinity School.
Thank you for being part of this effort. I want to thank especially Lisa Yarborough and Serena Hutcheson, our auction co-chairs, for their vision, creativity, and tireless hard work For the Love of Our Own Faculty. That, friends, is the Gospel: Luther thought it was time for a change. I do too. That change was marked by two things that can school us, and we can tag them with convenient Latin phrases you gotta love Latin phrases! Ad fontes.
Luther and Calvin, two of the magisterial reformers, thought that they were not inventing something new but discovering something old when they spoke of salvation in Christ alone, by faith alone, through grace alone.
We go forward in change by going back to the source of truth. Semper reformanda. The church is always going back to the same old truth so that it can go forward in new ways.
If the church stops changing, it has stopped growing, for the Gospel challenges every new generation, every culture, every age.
And we need to change. And again. It is time for us to change in our understanding of what the Gospel means for racial reconciliation and what it means for us to be one Trinity in the face of deep differences in the American demographic. That it is a fad.
That we are trying to be politically correct and culturally relevant. That we want to be like all the other schools that are doing this. But I see it differently. I see that the Gospel for the nations, the good news that Jesus has broken down the dividing wall between people who misunderstand and hurt each other—I see this as the heart of the Gospel for our day.
And that Gospel is as free and as demanding on us as it was on Peter when he found out that God meant what he said when he said that the Gospel was for non-Jews.
This is the church of the 21st century, semper reformanda just like it always has. A month ago, about thirty leaders of the Trinity community Senior Staff, department chairs, TPO leaders, Board gathered for two days of training on how to face the challenges of trying to overcome some of these barriers—especially those of race. We were led by two mature, vibrant Christians from Ohio, Chad and Michaela, who helped us go back ad fontes of scripture and who helped us see the change that needs to happen in the church and the Christian school.
It was not always pleasant and easy, this conversation, but it was full of grace and truth, and it blessed all who came.
I wish all of Trinity could have experienced this. And maybe you will. We are in the process of thinking about ways to leverage and multiply the things we learned there. We are now in full sail, and it seems a good time to pause and give a proper shout out to the crew that keeps this ship afloat and on course: We might call this the Year of the Teacher at Trinity, which would be a little silly, since any year without the teachers would be a year lost in our educational efforts.
But this is a year when we are focused on our faculty in two special ways. Our Auction on November 10 is dedicated to our teachers—all the money raised will go to support faculty enrichment and professional development.
And our new and emerging strategic plan for — will have as a major goal the support of our faculty and staff in new and tangible ways.
One of you stopped me in the middle of the hall on Parent Night, grabbed me by the shoulders, and said something like this: This faculty is amazing! First, our teachers are not here primarily for a job, but for a calling. Of course, this work is a job, and our strategic planning is especially attentive to the ways that we as a community support these teachers in their livelihood.
But Trinity teachers are those who are called to teach. As I listen to my own heart as a teacher and to the hearts of countless teachers I have known, I think that this intersection has something to do with connecting.
A Spirituality of Education ,. Most [educators] go into teaching not for fame or fortune but because of a passion to connect. We feel deep kinship with some subject; we want to bring students into that relationship, to link them with the knowledge that is so life-giving to us; we want to work in community with colleagues who share our values and our vocation.
For us at Trinity, this hope of wholeness is centered in our faith in Jesus Christ, who has laid claim to us as the image of the invisible God and the Word of God in whom all things hold together. A second gift of our Trinity faculty is that they find ways to reach as many students as they possibly can. May God help us to reach every one. When I was in my first year of teaching, a veteran teacher told me that the students he most loved teaching were the C students.
These were the ones, he said, who needed him the most, the ones he was least sure of reaching, and the ones he had the potential to impact most. Anne Lamott talks about this in her book, Stitches:.
To me, teaching is a holy calling, especially with students less likely to succeed. You start wherever you can. You see a great need, so you thread a needle, you tie a knot in your thread. The knot will anchor your thread. Empathy is meaning. When I read this, I think of Trinity teachers who have sought the advice of peers to help reach students who are struggling, of faculty who have met with students before and after school to give extra help, of teachers who have undertaken professional development to add to their pedagogical toolkit so that they can help all their students learn.
Our own Robin Lemke and her student services team our school counselor, learning specialist, and school nurse are dedicated to helping teachers with this goal. Finally, our teachers know that the best of teaching happens by a process that we call imitation. We learn by watching and mimicking others.
New Pass Trinity 7-8 Teacher's Book
This is obviously true for young children, but even adolescents and adults follow this pattern, though perhaps in more sophisticated and self-conscious ways. The apostle Paul made this pattern of learning explicit to the Corinthians: One of the most widely influential books of Christian devotion across the centuries is titled The Imitation of Christ.
The Austro-Hungarian biochemist Erwin Chargaff, whose work paved the way for the discovery of the double helix, says this in his memoirs Heraclitean Nature about the transmission of scientific mastery:.
If there is such a thing as a great scientist…that greatness can certainly not be transferred by what is commonly called teaching. What the disciples learn are the mannerisms, tricks of the trade, ways to make a career, or perhaps, in the rarest cases, a critical view of the meaning of scientific evidence and its interpretation.
A real teacher can teach through his example—this is what the ducklings get from their mothers—or, most infrequently, through the intensity and the originality of his view or vision of nature.
This is what we have at Trinity School: By the time a Trinity Upper School student has graduated, she will know most of the Trinity faculty well.
She will have taken their classes, prayed with them in advisory, conversed with them at breaks or dances, watched them manage life on a class trip. All of these will be important in the development of her soul. Thanks be to God for fellow travelers who can show us a little of the way.
This past summer we asked all of our Trinity community to engage in nature studies. It was, I think, an imperfect assignment, and I know that not everyone found a way into this experience, and not all who tried it found it satisfying.
But many have told me that they did, and I am glad. It is a common and understandable misconception that the point of such an assignment is to make better artists of us all. But for most of us, the value lies elsewhere. There are two principal reasons for this assignment and for the time we claim for such studies in the Trinity school curriculum. The challenge of painting or drawing calls on a different part of our brains and provides a welcome relief to the strenuous work that students and adults must do most of their days.
Good teachers know that when they design a lesson, it is wise to shift the kinds of activity that the students are called on throughout the period and the day. Winston Churchill discovered this principle when in he was forced to leave the British Admiralty and had much time on his hands.
I know of nothing which, without exhausting the body, more entirely absorbs the mind. Whatever the worries of the hour or the threats of the future, once the picture has begun to flow along, there is no room for them in the mental screen. They pass out into shadow and darkness. All one's mental light, such as it is, becomes concentrated on the task.
Time stands respectfully aside, and it is only after many hesitations that luncheon knocks gruffly at the door. My own experience matches this. This summer I took my watercolors and nature notebook along when I went to the mountains for several days of study leave.
I was by myself, and I had a long list of books to read, plans to make, and studies to begin. At the end of three days I had been going hard and had accomplished much, but I was exhausted and unmotivated to continue.
That morning I made myself take a wildflower from the bank outside the cabin where I was staying and sit down for a nature study. After an hour and a half of painting, I was ready to return to my reading with new energy. There are other sorts of work and art that remedy stress and mental fatigue for our students as well.
Part of our work as educators is to help them discover these for themselves so that they can take them along for the rest of their lives. Education involves the training of the will, not just the opening of the mind. And for this training, the development of habit is essential. By habits our wills learn to run along the rails that are wise and effective for learning. So, for instance, the habit of paying close attention to something beyond our short-lived natural inclination is a skill that will pay great dividends in the education of the child.
New Pass Trinity: Teacher's Book Grades 7-8 (Examinations)
An Upper School student who encounters an intractable physics problem or a dense and opaque passage in humanities will be glad that a Lower School teacher instilled in her the practice of not giving up.
Nature studies are not simply enjoyable romps in the woods; they are chances to pay really close attention for a sustained amount of time. And like any practice, the more we do it, the better we do it. The value of such practice is illustrated in the famous story of Professor Aggasiz and the fish.
If you have not read this story, you are in for a treat. I first discovered it in college, in an InterVarsity training session on how to do Bible study. Apparently the story has been passed down through various channels from one Samuel Scudder, a student of the great Harvard zoologist Louis Aggasiz.
Wonders await us. The expert, the master, the aficionado can hold forth for hours on something that the rest of us think unremarkable because they have learned to see it better.
Students who paint a flower will learn to notice and see that flower in new ways. This new sight looks upwards too, not just to the tiny leaf they are painting but also to the One who made such marvels. May our Trinity students learn to paint and also to sing with the psalmist:. How many are your works, LORD! In wisdom you made them all; The earth is full of your creatures.
When I heard that Andy Crouch was writing a book on technology, I wanted to get a look at it. Andy is an articulate spokesperson for the kind of thoughtful Christian faith that we have wanted to embody here at Trinity School. And the issue of technology has been prominent in our life together of late, especially in the last decade happy 11th birthday, iPhone!
We knew that the book would raise all sorts of questions, some of them inconvenient, all of them difficult:. I can think of three reasons:. We need each other to do this hard work well. As parents who have been late adopters know, a countercultural decision like that is almost impossible apart from a community of people who will support one another. School Name. Advisory Council.
An Inside View. For College and University Representatives. Welcome, New Families! Ways to Give Trinity Forward: Parent News with Chip Denton. Monica Hernandez developed a series of classroom lessons and presentations on Mexican and Hispanic history.
Jacob Jones kept bees in his backyard and reflected on what he learned about bees, the environment, and God. We put a lot of emphasis on the process of college counseling.
The lessons that students learn about themselves and the wide world of colleges is invaluable. Melinda Bissett, our college counselor, likes to say that she is trying hard to put the counseling back in college counseling. Her work guides students through a helpful process of self-discovery. We support a wide variety of college choices for our students.
An Antidote to the College Admissions Mania , in which he chronicles the stellar careers of people who attended what we might regard as unimpressive colleges. We believe, as Trinity alumni parent Peter Feaver says in his book, Getting the Best Out of College with fellow authors Sue Wasiolek and Anne Crossman , the decisions our students make once they are in college will outweigh that one decision about where they should go.
Students can get a great college education at a lot of places. But they have to be willing to make wise choices about classes, professors, work habits, and Christian fellowship. We believe in the providence of God. I know now that a lot of schools would have been a better fit for me than Emory. But Emory is where I met Christ personally for the first time, and I know that he guided me there, even through the imperfect process that was my college search experience.
We pray for every one of our graduates that they will be led by Christ to the place where they will find him, or—which is more important—where he will find them.
And where they will meet the people who will shape them for good and for the Kingdom of God for the rest of their lives. Parent News 16 Why Latin? Parent News 15 Wonder April 6, As soon as Karen Bohn and Melissa Hartemink, our second grade teachers, bring the aquarium down from storage and place it in the classroom, the questions start. This is what Charlotte Mason had in mind when she talked about education as a life: Philosophy of Education , This is a wonderful passage that describes so well the learning that takes place when the tadpoles arrive in second grade.
The project-based learning that happens in this program is a beautiful and missional thing—talk about engagement! What is Wisdom?
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The judge who has to decide whether to make an exception to recommended sentencing guidelines needs wisdom. The teacher who suspects that some of her students are not making friends needs wisdom. The venture capitalist who is trying to decide how much control and information to demand in exchange for investment needs wisdom.
The clinical trials project manager who is faced with an ambiguous interpretation of informed consent needs wisdom. The social scientist whose experiment may cause harm to the participants needs wisdom.
And any parent who is trying to decide when to give her child a cell phone needs wisdom. If we dissect wisdom, we find that it consists of two skills: Speaking of Sports Let us speak of sports in school. What does all this mean for our athletic policy? Our athletic program must be intentional. A team of Launcelots does not just happen. It takes a trained coach, a strategy, a dedicated team, and much more.
Virtue is a work of art and not of nature. We want an athletic program for the many and not for the few. Our goal is push as many of our students as we can to develop these virtues. It does not serve our mission to produce athletic superstars and few if any people of character. We recognize that each student has unique gifts and unique challenges.
This one needs to be pushed to compete; that one needs to be pushed to be humble. Sports are only as good as they are hard.
ISBN 13: 9788853011077
Lessons are learned through the crucibles of tough situations. Being cut, sitting on the bench, making the wrong play—these can sometimes yield the most important lessons. Parents usually get in the way of the best lessons our children can learn when we get between the coach and the player. Leave them be. Let them struggle through it.
If there is a problem, send the child to the coach. We aim to win. How are we going to teach these students true courage if they do not face a real test and push themselves to the limit? The crucifixion is Exhibit A. ReNew Again It will be a festive evening, rich in community and fellowship, and dedicated to a great cause. Please join us. Parent News 5 ReNew Again Candidates are required to pass Grade 5 Theory, Grade 5 Practical Musicianship or Grade 5 in a solo Jazz subject in order to progress to Practical exams at Grades 6, 7 and 8.
They are also required to have passed Grade 5 Theory to be able to do advanced Theory exams. In a Practical Musicianship exam candidates demonstrate their understanding of melody, harmony, rhythm and form by responding to questions about music and by singing or playing an instrument of their choice in a series of tests.
This exam is unaccredited and is used as an internal assessment prerequisite. Jazz exams Grades 1—5 are available for a variety of instruments.
They are marked in the same way as Practical exams. However, many of the pieces include large improvisational sections, where the instrumentalist is required to fill in the empty bars with their own melody to fit the standard chord progression listed above. Music Medals  are QCA —accredited music assessments and teaching resources aimed at younger, group-taught learners. Music Medals are distinct from graded music exams in that no external examiners are involved and the initial assessment is made by the teacher.
These are professional qualifications, and entitle the recipient to append the letters after his or her name. These professional qualifications are recognized by US Universities and Colleges. Lipscomb University uses these diplomas in their Bmus program. Candidates perform various pieces from a selected list and may select works other than those listed but should not exceed one third of the entire recital programme.
Before the viva voce, the candidate must submit written programme notes on the day of the exam for FRSM, the written submission should be submitted with the application form, in the form of an essay with in-depth analysis and requires sophisticated knowledge of the history, context of the composer as well as the era in which the works were composed which should include background information as well as sufficient information and analysis of the works that are performed.
The examiner s would engage in a conversation with the candidate concerning the notes submitted as well as other related questions that would allow the candidate to demonstrate his or her knowledge as a professional musician. The candidate is required to sightread the piece and may be asked questions about the technical aspects and style of the selection.
Candidates are expected to discuss their teaching materials and approach, and at LRSM must provide a video recording of their teaching. The written submissions and Viva Voce are considerably longer than those for Music Performance. While there is no Recital section, candidates are expected to include demonstrations of passages in repertoire as part of their Viva Voce e. The Quick Study is the same as for the Performance diploma at the same level.
Since , the CT ABRSM Certificate of Teaching designed specifically for music teachers has been offered in addition to the diplomas, albeit as a separate qualification. ABRSM published its first books in  and its publishing department was first set up in and was designed to provide suitable music for examinations, performance editions of popular works and new instructional compositions.
One of the original editors was Sir Donald Tovey , who wrote informative notes on the music which are still highly regarded today. Point out the focus box information about irregular plurals. Can they remember any other irregular plurals e. What colour is this fish? Is it blue and yellow? Tell learners that they are going to hear someone talking about the fish and that they must circle the correct information.
Give them a minute to read all the information first, and then play the audio. You may need to play the audio two or three times.
The focus is on plural versus singular forms. Ask learners which words in the word pool show one and which words show more than one. Then get learners to complete and check. Finally, ask learners to try and memorise the dialogue. Basically the idea is to use information about the fish to ask questions of the kind that the examiner might ask in the exam. At the end you could ask a good pair of learners to demonstrate the conversation they had to the others.
Elicit questions altogether from the class and write them on the board before getting learners in pairs to ask each other. Make sure each partner gets a chance to ask and answer.A 6th grader taking the Middle Level exam may not be aware that the test is also designed to be a challenge for 7th grade students.
The teacher who suspects that some of her students are not making friends needs wisdom. In the classical tradition, wisdom is a moral virtue.
Having worked extensively with secondary school-bound families for the past several years, I understand how much confusion and anxiety that standardized testing can yield. Those who learn Latin learn English better.
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