Join us Tuesday, February 18 at 3:00 pm as we chat with Israel Wayne of Family Renewal. We will be talking about family, revival, and much much more. I hope you’ll make your plans to join us as we hangout as well as make your plans to hear Israel at Teach Them Diligently in Nashville, Spartanburg or Dallas this spring.
Click here to Join the conversation on Google Plus.
Click here to watch on You Tube.
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”.
Join us Tuesday, February 11th at 3 pm EST as we chat with Hal and Melanie Young of Raising Real Men. Tune in as we discuss topics ranging from helping your boys as they transition into manhood, marriage, publishing and much, much more.
Hal and Melanie have a wonderfully unique presentation style, and we are confident you will be blessed and encouraged by them.
Click on the links to view the discussion on Tuesday on You Tube or Google Plus.
If you have any questions you would like to have included in the chat this week, please leave them in the comments below.
Compassion International is thrilled to be a Change the World sponsor at all four Teach Them Diligently Conventions in 2014. We look forward to connecting with each attendee. As you learn about our purpose and calling, we invite you to partner with us to help release children from poverty in Jesus’ name.
Our mission is our enduring purpose. It describes why we exist, what we are passionate about and what our programs are meant to accomplish.
“In response to the Great Commission, Compassion exists as an advocate for children to release them from their spiritual, economic, social and physical poverty and enable them to become responsible and fulfilled Christian adults.”
“In response to the Great Commission…”
“In response to the Great Commission” makes it abundantly clear that we are not only a social ministry but also a ministry committed to evangelism and discipleship.
The name Compassion communicates that we are a “love thy neighbor” ministry. We look after the health, education and welfare of impoverished children. This aspect of Compassion puts us in the context of “Great Commandment” ministries. We love God and we demonstrate that love by extending care for others.
However, the opening phrase of our mission statement makes it clear that we are also a “Great Commission” ministry, that we are engaged in the proclamation of the Gospel and also align ourselves with Christian mission organizations.
The strength of our commitment to Christian holism, to the demonstration and the proclamation of the Gospel, makes us unique among major child sponsorship organizations.
“…Compassion exists as an advocate for children…”
“Compassion exists as an advocate for children” positions us as child advocates in our overall ethos.
An advocate is one who speaks up for and defends the rights of another.
“Speak up for those who cannot speak for themselves, for the rights of all who are destitute. Speak up and judge fairly; defend the rights of the poor and needy.” – Proverbs 31:8-9 (NIV)
Being advocates describes both who we are and what we do. Defending the rights of children in poverty is a passion that burns deeply within us and compels us to action. Being advocates for children in poverty gives our mission clear focus.
We care about all children. We care about all poor people. But it is the combination of these two groups that creates extreme vulnerability. Children in poverty are the singular focus of our ministry. Everything that is done at Compassion can be seen as a form of child advocacy.
When a Compassion staff person or volunteer communicates the needs of children in poverty, that person is being a child advocate. When a frontline child development worker intervenes for a child being neglected or abused, he or she is being a child advocate.
And every sponsor writing a letter of hope and encouragement to a sponsored child is being a child advocate.
“…to release them…”
“To release them” makes it clear that we have an end in mind, a desired outcome for the children in our programs.
Yes, we believe there is eternal value in every act of love and compassion. But true love means that we want to help a person to overcome.
Jesus came to “release the captives,” not just to make them temporarily feel better. We seek transformation in the lives of the children in our programs so that they are truly released from poverty.
“…from their spiritual, economic, social and physical poverty…”
“From their spiritual, economic, social and physical poverty” highlights that poverty is a complex problem and requires a comprehensive solution.
Poverty is not just a matter of economics. Yes, when the Bible talks about the poor it overwhelmingly means those who are economically disadvantaged. However, it is a problem that requires a holistic solution, far beyond money alone.
People are whole beings and the condition of economic poverty is generally accompanied by significant levels of physical, social and spiritual poverty. Children are particularly vulnerable to the physical threats of poverty including malnutrition, disease and abuse.
Children in poverty are also particularly vulnerable to the emotional and spiritual messages of poverty that tell them they are worthless, of no value in the sight of others or even God.
Poverty tells children that they will never amount to anything and that they have no hope for a better future. We counter those messages with the truth of God’s Word, which teaches that every child in poverty of infinite value and that they do indeed have a future and a hope.
“…enable them to become responsible and fulfilled Christian adults.”
Embedded in our mission statement is a bold claim for long-term impact. This usually cannot be measured until many years after our programmatic interventions are completed. And yet, it is important that everyone involved in our mission understands what we are working toward.
Our desire for children in poverty to become responsible and fulfilled Christian adults is not much different from the desire that all Christian parents have for their own children
But in the same way that the best resourced parents can’t guarantee their own children will develop into responsible and fulfilled Christian adults, we cannot guarantee that the children in our programs will achieve this goal.
The caring adults that Compassion places in the lives of children in poverty are like farmers carefully planting, watering and nurturing. We enable children by creating an environment in which they are much more likely to grow and flourish into their full God-given potential.
Our mission is summarized well by our tagline: “Releasing children from poverty in Jesus’ name.”
We are advocates for children in poverty. We see them as whole beings with bodies, minds, souls and spirits. We see them as unique and precious in God’s sight. We give them an opportunity to learn about Jesus.
We understand that they need to be known, loved and protected so they can learn and grow and thrive and become all that God intends for them to be.