Join us TONIGHT at 9 PM EST on our Facebook Page for 30 minutes of fun and GREAT PRIZES!!
If you have never been to a Facebook party before, you are in for a great time! Tonight, we have over $400 worth of prizes from our amazing partners to give out in just 30 minutes. The conversation will be fast and furious, so come with your fingers ready to type– and ready for some laughter and fun. After our 30 minutes of partying, we’ll all head over to the Real Refreshment Facebook page for another 30 minutes of fun. Then, come back to the Teach Them Diligently page at 10:15 to see if you won. (We like instant gratification!!) :)
Let’s Talk Facebook Party Prizes!!
Join us tomorrow night to enter to win one of these amazing prizes:
So, How Do You Do A Facebook Party?
If you have never participated in a Facebook party before, don’t worry! It’s easy to do! First, like our Facebook page. Next, show up a little before 9 pm EST tonight with a snack and a nice hot drink (ok, that’s not ABSOLUTELY necessary, but I like to do it anyway!) Once the party starts, we’ll be posting questions or prizes about every 2 minutes, so make sure you refresh your page often. The party will move FAST. You are free to chat in the threads, answer the questions, register for the prizes, and just enjoy the evening. After the Real Refreshment part of the party, come back to see us. We’ll pick our winners and announce them all on our FB page at 10:15 pm EST. It will be a perfect end to a very fun evening!
Leave a comment below, noting that you are planning to join us and telling us which prize you are most excited about to be entered in our pre-party prize drawing!! You can win a Teach Them Diligently tote bag and stainless travel mug!! “See” you tonight!
by Jeff Allen, Billy Graham Evangelistic Association
Storytelling is an important part of any Bible lesson. People of every age, in every part of the world love to tell and listen to stories. As you know, Jesus told stories to teach important truths, and young people need to hear those true stories from the Bible. All too often kids are influenced by a make-believe world that’s not real and delivered through today’s modern media.
Along with the true stories of the Bible, some of the most important true stories kids need to hear are stories from your own spiritual “Greatest Journey.” I’ve shared many of my own stories with my daughters and the many kids I’ve worked with as a children’s pastor for years. I still occasionally get a child or a parent come up to me and remind me of the time I shared, and how it positively impacted them or their family.
Revelation 12:11 reads, “They triumphed over him [Satan] by the blood of the Lamb and by the word of their testimony…”
You would never forget to focus on Jesus Christ and His sacrifice. However, there’s a second part to the verse above, “…by the word of their testimony…”. You have stories that are valuable to share with others from your own greatest journey with Jesus. You are a person of influence, and the people you influence most will be your own children. They will look at your example, your “Greatest Journey”, as they make their own decision whether or not to follow Jesus.
Your story is your testimony. According to Merriam-Webster’s Dictionary, the word Testimony means: “Proof or evidence that something exists.” You are living proof of God’s existence, His incredible grace, and His love. It’s important for you to share that proof. When appropriate, don’t be afraid to share both the good AND bad stories of your life. Just be sure to direct the story back to God’s redeeming grace and love.
A word of caution when sharing your story. Take into consideration the age of your children in order to best discern what is appropriate to share with them. Most parents treat their children as younger than they actually are and kids generally know more than parents give them credit for. However, an 8 year old should not be given a lot of negative personal details to process. Save those for later in life. Context and timing are key.
Sharing your “Greatest Journey” is about helping your children (and others) see the goodness of God in your life. You’re helping them understand that you are human just like they are and helping them discover that God loves them just as much as He loves you.
The Greatest Journey curriculum from the Billy Graham Evangelistic Association is a 12-session study that takes kids through the adventure of a lifetime as they start or continue on their Greatest Journey. It introduces kids to God’s great gift, how to walk with Him, and how to share that gift with others. Prepare your kids for the journey of a lifetime. You’re kids are ready! Are you? www.greatestjourney.org
Even as I write this, my husband is in Poland on a mission trip to work on a Business as Missions endeavor we have started in that country. God has called us to use the vehicle of education to reach families in a land where most people don’t have access to a Bible and where religious persecution, though not often physical, is very prevalent.
David’s been gone about a week, and I generally do pretty well the first few days of a trip. This week, we had snow as a distraction, and it proved to be a great one. Last night, though, the snow was gone; David had been gone for 5 days; and sleep was far, far away, so I prayed… and thought… and prayed some more until the wee small hours of the morning.
I thought back over the years that we have been involved with Worldwide Tentmakers and Teach Them Diligently Convention. I thought about the waters God has brought us through. I rehearsed with wonder the great things He has done around the world and in our own family. I dreamed about the doors I think I see opening ahead. I was thankful.
God brought to my mind relationships that I have made over the years that seemed completely insignificant at the time, but with the benefit of hindsight and a new vision, they seem incredibly important. God reminded me of what He has put into our hands and that all the skills and talents we have are from Him and to be used FOR Him. I was humbled and excited all at the same time.
What’s Your Mission?
Sometimes we get very busy looking ahead for the next BIG thing, don’t we? We don’t take time to look back at all the little things that God has used to bring us to the point of being prepared for that next thing.
Are YOU ready for the next big thing? Perhaps today is a good day to rehearse the great things God has done in your family. Perhaps while you’re doing that, God will make it clear what that next step of service and submission is for you. We’d love to hear YOUR testimony of the great things God has done!
At Worldwide Tentmakers, we believe that God doesn’t call any of us to part-time Christian service. We’re all called to full-time Christian service. We all have an obligation to be a witness and to reach the most people with His message. We just have to be looking for those opportunities and approaching each and every day with the INTENT to share God’s love and grace with those He brings across our paths. Won’t you join us? Learn more at www.worldwidetentmakers.com and follow us on Twitter and Facebook.
God laid on my heart similar thoughts to share on Million Praying Women this month. God wants to use His people! Am I ready and willing to be used? Are you?
By Thomas Clark
Author of “Algebra: A Complete Course” and “Geometry: A Complete Course” President of VideoText Interactive
The word “legacy” comes from the Latin “legare”, meaning “to bequeath”. Of course, that generally brings to our minds, an inheritance, in the form of money, or property. As parents, I am sure we will be bequeathing something to our children. Will it be of any more value than the material goods we have acquired? While it may be somewhat narrow in perspective, here is something else to consider.
As you educate your students, can you say they are involved in concept development, or are they learning passively? Are they figuring things out for themselves, or are they learning tricks and shortcuts? Do they see the logic in what they are learning, or are they just memorizing information, for a test? Are they analyzing their mistakes to find the reasons why they answered incorrectly, or are they just accepting their fate, and recording a grade?
A legacy can mean many things, but helping our children learn to think, may be one of the more long-lasting tools we can bequeath to our children. Of course, we need to carefully consider the educational materials we use to teach our children, and those materials need to be developed “logically”. Unfortunately, traditional Mathematics instruction is often driven by programs which are developed “topically”, instead of logically.
The following article, regarding the traditional scope and sequence of Algebra, was written with that in mind. I trust it will give you food for thought, as you strive to leave an educational legacy to your child.
Do Two Halves Really Make a Whole?
Such a simple question! But is the answer that obvious? Not when it comes to high school Algebra! And I’m not talking about some new way to add algebraic fractions. I’m referring to the age-old practice of teaching two years of Algebra in high school which, presumably, make up a complete course in Algebra. They may have been called Algebra 1 and 2, or they may have been called Beginning Algebra and Advanced Algebra. In either case, the implication was that each comprised one-half of a complete Algebra course. However, if you look at the table of contents in any “2nd year Algebra” book, you will find that at least 50% of the book is a repeat of “1st year Algebra”.
So really, there are “no such things” as Algebra 1 and Algebra 2. These are courses (or names for courses) which came about as a result of school scheduling. Many years ago, when it was the norm to require only 2 high school math credits to graduate from high school, a study of Algebra was a natural beginning credit. Of course, since it was generally taught “mechanically”, utilizing many formulas and rules, a lot of practice and repetition was involved and, in fact, the study was not even completed in one year. So, for another math credit, Geometry was taught for a year. It was considered “another discipline”, involving a significant amount of logical reasoning and proof, and it gave students “another math experience”. That took care of the required credits.
Then, the next year, students interested in going further in their study of mathematics were offered the opportunity to continue, and finish, their study of Algebra. Of course, because of the “procedural” way it was taught initially, students simply didn’t remember much of that first year. So, they started over, re-studying many of the same things.
This time however, it was called “Advanced Algebra”. Something of a contradiction, don’t you think? In fact, the word “advanced” is a relative term anyway. Chapter 2 of an Algebra book is “advanced”, compared to Chapter 1, isn’t it?
This has been perpetuated through the years, primarily because of that traditional implementation. When you try to memorize rules, formulas, tricks, and shortcuts, without really knowing “why” they work, it will take a lot of drill and review, just to remember the material for a test. Yet, even today, that approach is often considered to be the “normal way” to teach Algebra.
Therefore, I would suggest to you that one of the most fragmenting things we have done in mathematics education is to “forcibly insert” a Geometry course into the middle of an Algebra course. Algebra is a single course, a “complete” course, divided only by concept areas. It is the study of RELATIONS (equations and inequalities), and it develops by DEGREES (as defined by the exponents). It begins, very logically, with a study of FIRST-DEGREE relations (all of the exponents are “1”), and continues to develop by exploring other types of exponents. Included are HIGHER-ORDER relations (with integer exponents), RATIONAL-DEGREE relations (with fractions as exponents), and LITERAL-DEGREE relations (when the exponents are variables, or “letters”). As such, Algebra is the basic language of ALL upper level mathematics courses, including Geometry. Not only is Geometry NOT a prerequisite for Advanced Algebra (whatever that is supposed to be), but you really need a good understanding of Algebra, as a complete course, before you can fully understand a complete Geometry course. That means there is a “disadvantage”, from an instructional point of view, and from the viewpoint of subject integrity, when you study Geometry in the middle of an Algebra course. The analogy may be somewhat over-simplified, but it is a little like someone beginning to learn English, and before they reach a reasonable level of mastery in the structure and syntax of the language, we introduce them to a study of Classic Literature. They are just not ready for that yet.
Of course, all of this would be irrelevant if Algebra were taught analytically, without dependence on rules and shortcuts. If students were taught the “why” of algebraic principles, less repetition and practice would be necessary, and Algebra could be studied in one school year. Then, the two “halves” would truly make a “whole”.