My Philosophy of Education

Education is an act of transmitting and/or receiving knowledge. It is a way to create ideas through the mind, body, thoughts, expression, and faith.  The education enables us to transform the world through knowing, doing, and specially being.

Education is action to guide, train, and instruct. It is important to hold students to high academic, personal, & spiritual standards. It is necessary raise the bar in the classroom and create an atmosphere of safety and confidence, where they are encouraged to be there for each other as positive role models and character builders.

It is important to create a climate of care and kindness where everyone is able to express their thoughts without fear of failure or rejection. It would be better to say something and raise further questions than to keep their mouth closed.

Education means to take each day as an opportunity for new beginnings and fresh starts. If the previous day wasn't great, the students need to know that every morning is a chance to try again.

We need to be able to lead in a way that shows parents we are confident in our position as leaders but also someone who will listen to their needs and concerns. We will treat each individual as just that - individual.

As the curriculum is a guide, we need to use creative teaching to assist in learning abilities across the board. It is necessary motivate students to create goals for themselves, and help each other reach those goals as responsible citizens of the classroom, community, and church.

Education analyzes to see how the students are doing and how they feel about their progress in school by asking direct questions and giving out surveys and reports about their accomplishments in class.

Education is not just a job but a way to share knowledge and transform lives.

“Education does not change the world. Education changes people. People change the world”.

Paulo Freire

Lesson Plan: "No Bullies Allowed"

Class: Bible

Grade 5-6

Time: 45 minutes

Objective: Students will be able to identify the meaning of "The Parable of the Sower" as told by Jesus Christ in Matthew 13:1-23 by discussing the parable in small groups as well as the importance of planting seeds properly and caring for them with food, water, air, and sunshine. They will show kindness to each other by cooperatively working in small groups and larger groups because they will see what the teacher expects of them during this time.

NAD Curriculum Standards addressed:

Teachers will lead young people to live a purpose driven life while dealing with trials and temptations.

Students will be encouraged to develop personal understandings of truth and apply them to real issues based on their study of the bible.

Students will be led to a meaningful encounter with the commitment to the Lord.

Jesus' death on the cross will serve as a reminder of the importance of nurturing relationships with others and with Christ.

There is a need to illustrate inherent relevance of biblical truth to the needs of students.

Lesson Topic: The Parable of the Sower (Matthew 13:1-23)

Introduction: Prayer

Spiritual Inventory:

Ask students to raise their hands if they know the parable of the sower:

• 1-finger: I don't know
• 2-fingers: It sounds familiar
• 3-fingers: Oh ya! I know that parable well!

Give students a moment to write what they know and would like to know about the parable in their prayer journals.

Read the parable together in the bible.

Talk about the types of soil - how is your heart? What kind of "soil" is my heart?

Matthew 13:1-23

The Parable of the Sower.1^* On that day, Jesus went out of the house and sat down by the sea.^a2Such large crowds gathered around him that he got into a boat and sat down, and the whole crowd stood along the shore.3^* And he spoke to them at length in parables,^* saying: “A sower went out to sow.4And as he sowed, some seed fell on the path, and birds came and ate it up.5Some fell on rocky ground, where it had little soil. It sprang up at once because the soil was not deep,6and when the sun rose it was scorched, and it withered for lack of roots.7Some seed fell among thorns, and the thorns grew up and choked it.8But some seed fell on rich soil, and produced fruit, a hundred or sixty or thirtyfold.9Whoever has ears ought to hear.”

10The disciples approached him and said, “Why do you speak to them in parables?”11^* He said to them in reply, “Because knowledge of the mysteries of the kingdom of heaven has been granted to you, but to them it has not been granted.12^b To anyone who has, more will be given^* and he will grow rich; from anyone who has not, even what he has will be taken away.13^* c This is why I speak to them in parables, because ‘they look but do not see and hear but do not listen or understand.’14^d Isaiah’s prophecy is fulfilled in them, which says:

‘You shall indeed hear but not understand

you shall indeed look but never see.

15Gross is the heart of this people,

they will hardly hear with their ears, they have closed their eyes, lest they see with their eyes

and hear with their ears

and understand with their heart and be converted,

and I heal them.’

The Privilege of Discipleship.^*16^e “But blessed are your eyes, because they see, and your ears, because they hear.17Amen, I say to you, many prophets and righteous people longed to see what you see but did not see it, and to hear what you hear but did not hear it.

The Explanation of the Parable of the Sower.^*18^f “Hear then the parable of the sower.19The seed sown on the path is the one who hears the word of the kingdom without understanding it, and the evil one comes and steals away what was sown in his heart.20The seed sown on rocky ground is the one who hears the word and receives it at once with joy.21But he has no root and lasts only for a time. When some tribulation or persecution comes because of the word, he immediately falls away.22The seed sown among thorns is the one who hears the word, but then worldly anxiety and the lure of riches choke the word and it bears no fruit.23But the seed sown on rich soil is the one who hears the word and understands it, who indeed bears fruit and yields a hundred or sixty or thirtyfold.”

Begin discussing the project of building a garden.

Conversation building questions:

Who has ever planted a garden?
What did you grow?
Have you eaten food from a garden?
Did you like the taste?
Could you tell a difference between store bought and fresh garden foods?
Why is gardening important?
Who gardens?
Why do so many cultures plant gardens or crops? Why not just buy food at the store?
How can gardening effect your health?
What does gardening teach us about the earth?
Do you prefer to work alone or with others in the garden? Why?

• Take volunteers to be the committee for planting the garden.
• The 6th graders will research plants and seeds locally by calling farmers
• The 5th graders will then research flowers and their seeds locally by calling nurseries in town

If time allows, break into groups and teach the class the "Veggies" game.
Materials: towel or hankerchief

1. Name yourself after a fruit or vegetable.
2. Sit in a circle in a space outside of in the gymnasium.
3. One person (teacher) goes into the middle of the circle. 
4. The person in the middle will call a fruit or vegetable and try to tag them before they can call another fruit or vegetable name.
5. All who are called must hurry and name another before tagged. They must pick a name that another students has chosen for themselves. 

Students will be able to identify some of their favorite, most unique foods and have a lighthearted experience bonding as a class.

Reminder: Students need to use kind words and manners only. Give examples by bringing volunteers to the front of the classroom for "role-play" activities illustrating what the positive and negative behaviors look like.

Materials Needed

open mind
positive attitude
Bible
seeds
greenhouse lights
plastic
string for rows
garden tools (rake, shovel, hoe)
hoses
sprinklers
journals
computer access
tissue paper (for hats)
dirt plots
2x4 wood to form square plots
stakes
popsicle sticks and paper (names of seeds in rows)

Extra Information about Garden Maintenance

MAINTAINING AND SUSTAINING THE GARDEN

Why think about maintenance and sustainability in the planning stages? Youth gardens are a significant investment of time, energy, and resources so you want them to last beyond one growing season! Make plans for maintenance before there is a garden to maintain. Consider long-term costs and volunteer recruitment before you put your first plant in the ground.

Additional Information on Maintaining and Sustaining the Garden:

• Gardens for Learning: Maintaining Your School Garden »
• Summer Maintenance »

SUMMARY

This may seem like a lot of detail, but don't let it overwhelm you. Just remember that it's better to know up front what you need to prepare for than to be blindsided. And you don't need to know all the answers up front -- you'll learn as you go, and the children, especially, will benefit greatly from your shared educational journey. Remember, if you're new to this, start with a small container garden and expand as your teams' confidence and excitement grows. Dig in and be ready to experience the joys of gardening!

Unit Outline

Week 1:

• Spiritual Inventory - Parable of the Sower Matthew 13: 1-23
• Meet for chapel with whole school for group assignment and icebreaker games (veggie game)
• KWL - What do you know and wish to know about gardening?
• Journal reflection about seeds
• Begin research on food/flowers to be planted

Week 2:

• Finding a plot for planting
• Planting desired seed in classrooms
• Learning how much water, sun, oxygen is required
• Why does my garden grow?
• Make a scarecrow

Week 3:

• Guest speakers: Mike Potts (Beekeeper) & Doug Huenergardt (Farmer)
• Journal responses to guest lectures & what seeds are doing/look like
• Make flower hats to wear out in garden with groups
• Show video clips & websites about gardening (see blog)
• What is the benefit of a garden? How does gardening protect the environment?
• Prepare the plots for transfer

Week 4:

• Transplant sprouts into the garden
• Write a poem or reading for your plants
• Read or sing to the plants
• Print ten articles or websites about garden tips
• Share with your groups how this process makes you feel

Week 5-8:

• Assign jobs and maintain plants
• Keep updates in journal
• Plan a harvest party

Week 9:

• Harvest food
• Hold a harvest party event with food for sale
• Reflect in journal overall experience

Rationale

• Interact positively in mixed group
• Planting, growing, harvesting food and flowers
• Older kids helping younger kids
• Respect for each other
• Learning manners
• Selling food for profit to school

Content

• Make effective groups

• Brainstorm garden layout, food, flowers, scarecrow, etc

• List of materials

• Schedule of activities, working time spent in garden

• Lesson for the older students: How to treat the child

• Lesson for the younger students: How to treat your elders

• Lesson for all: Good manners

• Partnership with parents: plant & make purchases

• Choose a garden site