January always brings a bit of a struggle for me.  The spiritual side of me wants to spend copious quantities of time in prayer and the scriptures, searching for God’s direction, asking Him to guide me and help me focus on His priorities for my life as we tackle our last school semester of the year.

But the spiritual side has to wrestle with the “practical” side that wants to DO SOMETHING. NOW.

I want to  PLAN everything myself,  make school bigger and better, add this over here and that over there, as well as insert another activity or two in an already busy schedule.

In other words, instead of seeking what God wants to do in and through my life, our family, our homeschool – I tend to want to make MY plans and just ask God to bless them.  How wise is that to act as if I know best?

I constantly have to remind myself that it isn’t about me, and rather than making ten New Year’s Resolutions, finding the perfect planner for 2010, or setting my personal and professional goals on my own, it would be a more profitable use of my time to seek more of HIS input first.  After all, He has the big picture!  He is already working in my life and that of our family’s, and it is my place to join Him in what He is doing rather than setting off in another direction.

Listen to advice and accept instruction,
and in the end you will be wise.

Many are the plans in a man’s heart,
but it is the LORD’s purpose that prevails.

Proverbs 19:20-21

How puny my plans must be compared with the Maker of the Universe’s!

Here are some other verses I am praying over as I seek to know His plans for our family for the coming year:

I cry out to God Most High, to God, who fulfills {his purpose} for me. Psalm 57:2

The plans of the diligent surely lead to advantage, but everyone who is hasty comes surely to poverty.  Proverbs 21:5

But I have raised you up for this very purpose, that I might show you my power and that my name might be proclaimed in all the earth. Exodus 9:16

But the plans of the LORD stand firm forever, the purposes of His heart through all generations. Psalm 33:11

Commit your works to the LORD and your plans will be established.  Proverbs 16:3

Now to Him who is able to do exceedingly abundantly above all that we ask or think, according to the power that works in us.  Ephesians 3:19-21

Am I the only one who struggles with this?  What do you do to keep yourself on the wise path?

God’s blessings on your New Year!

I love lists and I like that feeling of accomplishment when I complete my list. However, at the end of the day, the quality of what I accomplished always weighs more on me than how much I completed. This definitely applies to our home schooling as well.  As I have established goals for my children over the years, my focus has generally fallen on the following general categories:

• Character training – without Christian character, the academics are meaningless
• A love for learning – instilling a desire for increased knowledge and skills even outside of “school”
• A habit of thinking – emphasizing extended and organized thought, whether in or out of the box, no matter what is being studied.

Examining these categories, I easily connect how Epi Kardia curriculum reinforces character training and helps instill a love for learning. With our emphasis on strong historical characters in the books that we select and the variety of activities, relating to all of the different learning styles, those goals are achievable. What about a habit of thinking? Does our curriculum promote that as well? I hope so!

I randomly chose an Epi Kardia historical unit and grade level from our Daily Lesson Plans, Immigration in 3^rd grade, and examined the projects associated with that unit. I hope what I discovered can assist you in creating great “thinking” projects for your children!

1. A thinking project doesn’t have to be complicated – after reading the book Liberty Rising: The Story of the Statue of Liberty by Pegi Shea students are asked to design a statue that they believe represents the United States of America. This type of activity promotes thinking on at least a couple of levels. First of all, a student has to develop some picture of the U.S. in his head. What does it mean to live in the United States? What types of symbols can he develop that represent this country? This requires moving from a known symbol, the Statue of Liberty, to a new idea. The next stage of thinking occurs when the student determines how to design their symbol. Even with a simple sketch, thinking through the design and implementing it is a higher level cognitive skill.

2. A thinking project can be messy and fun – following the reading of On the Banks of Plum Creek (Little House) by Laura Ingalls Wilder, students create a model dugout. With this project, creating the dugout itself doesn’t require a tremendous amount of thinking. However, mixing up a batch of mud to form the model is definitely messy and fun. The student can add sod, a window and a door to make the project more detailed. The thinking comes into play after the model is designed and you discuss what it must have been like for Laura and her family to live in such an abode. By talking through their experiences and comparing them to how he lives, your child practices his processing and evaluating skills.

3. A thinking project can train children to organize their thoughts – at Epi Kardia, we are great fans of graphic organizers and charts. We greatly appreciate such tools because they allow children to organize their thoughts in a more concrete way. If we don’t control our thoughts and organize them in some logical way, they only become burdens, often misleading and confusing us. They float around in our head without definition or logic. It’s like cramming a bunch of documents in a file cabinet without sorting them into files. What’s the point? When you need them, they’re just a jumbled mess.  Children who utilize organizational tools starting from an early age develop the habit of organizing the information they’re processing. For example, after reading Along the Santa Fe Trail: Marion Russell’s Own Story by Marion Russell, students are asked to create a list of items they would take if they were heading on a trail out West with a wagon caravan. Now, you could have the student just make a list without any rhyme or reason, or you could suggest that the student organize his list in logical categories. So, first the student needs to determine which categories might be essential such as food and cooking supplies, animals and livestock, clothing, medicines, etc. The student also has to take into account the limited amount of space in the wagon. Assignment limitations often promote thinking skills that are very practical in real life since we all have limits placed on us when we’re trying to problem solve. This type of organizational thinking translates to many other areas of academics and to general life skills as well.

4. A thinking activity can promote further questioning and thoughts leading to more thinking! With all of our Daily Lesson Plans, we include comprehension questions for history and science. Our goal with these questions are twofold: firstly, lead the student to focusing on the most important aspects of the book and secondly, require him to think about what he has read. Too often children are asked to read material, but are never required to work through the process of thinking about it and evaluating what they’ve read. For example, questions from the 3^rd grade Immigration curriculum following the reading of Just So Stories, Illustrated Edition (Yesterday’s Classics) by Rudyard Kipling include:

• Do you think curiosity is a good thing?
• Is there a time when it could be negative?

Note how we start out with a seemingly simple question. The first answer could be a simple “yes” or “no.” If we stopped there, very little thinking or evaluation would take place. However, the second question requires more advanced thinking because it’s an open ended question. This style of question requires thought rather than just regurgitation of facts or a “yes” or “no.”

Another example may be derived from On the Banks of Plum Creek (Little House). The questions related to chapters 23-24 are as follows:

• How was the country party different than the town party?
• How did Laura’s church compare to your church?
• Why did Pa not get new boots?

The first and second questions require that your child compare and contrast. Comparing and contrasting require higher level thinking skills. Also, note that the third question begins with “why” which usually indicates that deeper thinking is involved to give a complete answer.

There are many other opportunities to train our children to think from puzzles to analogies to problem solving sets. With such a variety of options, we can work on these skills without having to focus on one type of activity or project.

Things We Do That Prevent Our Children From Becoming Thinkers

While none of us want to consider that we might have habits preventing our children from becoming strong thinkers, we very well may. By looking at our own habits, and reforming some of them, we can promote stronger thinking skills in ourselves and our children.

1. We don’t give our children time to think. When I was an education intern, I had a teacher who truly loved to teach. I was so blessed by the time I spent with her. She had a habit of counting to 30 slowly after she asked a question, whether it was addressed to the entire class or just one student. She explained that adults often do not give children enough time to think through answers and children develop the habit of hesitating, knowing that the adult will eventually give them the answer. Also, in a classroom setting or even with two or three children, the extra time allows for more students to think through a response. If one of your children is really quick and another requires more time to process, that second child often doesn’t get to think through the process and provide an answer. He may very well rely on the quicker child.

TEACHING TIP: If you have a student who really struggles and needs more time, give him the project directions, questions, etc in advance and let him mentally process what you’re requiring before you become involved.

REFORMING YOUR HABITS: Provide more time for your child to think through problems and projects by being patient.

2.  We don’t  follow through on projects and activities. It’s easy to assign a hands-on project or an activity, especially with older children, and walk away. When the project is done, you give a grade or make a comment and move on. With this habit, you’re missing on the most important part of the process…what was discovered or learned. If you don’t discuss the thinking behind the activity or inquire about the thought involved, then you are basically grading your child on his ability to follow directions.

TEACHING TIP: Before assigning a project or activity, develop a few questions or discussion topics to go along with the assignment. Also, understanding what you expect as outcomes, setting educational objectives, will be an enormous help. This does not have to be complicated or detailed. You can note one or two essential objectives or you could set up a rubric (for more information about rubrics, see the Epi Kardia Parents Manual) in a matter of minutes. Rubrics also reveal your expectations for your children, helping them better understand the significance of a project or activity.

REFORMING YOUR HABITS: Don’t assign a project or activity without thinking through what you want your child to think about in the process.

3.  We have too low or too high of expectations. Sometimes we underestimate our children and don’t challenge them enough. At other times, we have enormous expectations that greatly exceed their abilities. If you notice that school bores your child or he is continually flying through his reading, writing and other assignments, it may be that he is just not being challenged. This same child may also be a behavior problem or he may drive you crazy because he has too much time on his hands. He isn’t learning to think because his work is too easy. Other times, we seriously frustrate our children because we expect them to be like us or other people’s children, when we really just need to give them work on their level. Work that is on the correct level for a child requires some measure of challenge without pushing him into frustration.

TEACHING TIP: Pay attention to how your child responds to projects and assignments. Note if there’s a specific type of activity that causes him more difficulty than others. Avoid taking the easy road by making assignments too simple, but pay attention if you find that he is getting seriously frustrated.

REFORMING YOUR HABITS: Take time to regularly communicate with your child about his work. Most children will tell you if something feels impossible to them or if they think it’s just plain boring. There are so many different ways to instill skills, adapting to your child’s level of learning is certainly possible.

4. We get stuck in ruts. Sometimes we teach our children the way we liked to be taught. For example, comprehension questions really appeal to certain types of people because they simply have to answer them and move on. Some moms love doing hands on projects and they become so involved in the process that they forget the purpose. Using a variety of activities and projects allows your child to think in different ways and situations. If you’re always doing the same type of activity and evaluation, your child will struggle when life throws him a different type of problem to solve.

TEACHING TIP: Definitely use your personal gifts when teaching your children, but don’t just rely on those gifts. If you never step out of your comfort zone, how can you expect your child to do so?

REFORMING YOUR HABITS: If you have an area that you know is a weakness, such as hands-on projects or maybe you don’t love reading, let your children see you working on them. Discuss how you struggle with these types of assignments, but point out that you’re not ending your education with adulthood. This type of situation is ideal for teaching your child about lifelong learning!

Hopefully, this blog has given you plenty to think about! I would love to hear how you train your children to think. Maybe you’ve overcome a habit in teaching and we could all benefit from that encouragement!

May God give you a spirit of joy, a compassionate heart and a mind that dwells on His glory!

In Him,

Beth

I attended public school and if you looked at my grades, you’d think I was pretty successful at it. However, I remember almost nothing from my history courses. That may be a reflection on my attention span at that time or my teachers. Nevertheless, one unique historical memory I recall is that the Renaissance was taught as a time period where man moved away from God and discovered himself. When we started writing Epi Kardia, I was concerned about incorporating this time period material because of my own limited, and somewhat stereotyped knowledge. However, now God has shown me the truth of His elegant history, of His generous gifts bestowed upon men and of His revelation that church is not necessarily synonymous with Lord.

Renaissance, a time of enlightenment and beauty, brought out not only artistic light and color after a long dark period, but also opened men’s minds to what church was and what it should be. October 31^st, has significant historical precedence, and Halloween has nothing to do with it. It was on this date that Martin Luther nailed his 95 theses to the church door. His writing caused an explosion within the community that previously hadn’t been seen since men dared to declare Jesus as Lord. With these theses, Luther revealed truths about men, not God. He condemned those in the church taking advantage of the average man, who was unable at the time to even read the Word of God. So, this October, let us celebrate the audacity of a monk who valued his faith over his religion and glorify our God who gave us the artistic beauty, astounding scientific discoveries and the His truth revealed during this time period.

There are some outstanding children’s books about the Renaissance/Reformation time period. You can find all of these books in our Complete Daily Lesson Plans in various grades as noted below.

Galileo by Leonard Everett Fisher (1st grade, 3rd grade) – Although out of print, this book is readily available used. Fisher not only writes, but illustrates this concise and interesting life story of Galileo. His expression-filled black and white illustrations seem larger than life. He also includes a valuable map.

Leonardo and the Flying Boy (Anholt’s Artists Books for Children) by Lawrence Anholt (1st grade, 3rd grade) – Based on documented accounts of Leonardo da Vinci’s apprentices, this entertaining book offers a delightful way to expose younger children to Leonardo’s works. It is unusual in that it’s not a straight biography as is typical of children’s historical books. Anholt’s illustrations captivate young imaginations as well.

Martin Luther: A Man Who Changed The World by Paul Maier (2nd grade) – our second grade curriculum is currently in development, but this book will definitely be featured. Picture books about Luther are rare and this one is beautiful!

William Shakespeare & the Globe (Trophy Picture Books) by Aliki (3rd grade) – this book focuses less on Shakespeare as a person, and more on his plays and theatre. Creatively written as a play of five acts, Aliki weaves Shakespearean quotes, timelines and vocabulary with gorgeous illustrations!

I, Juan de Pareja by Elizabeth Borton de Trevino (3rd grade, middle school) – Dana loves this book! The story, beautifully written, is told in autobiographical form from the perspective of a talented slave who serves painter Diego Valazquez. Juan discovers that he too is talented but due to laws governing slaves, he cannot be a painter in his own right. This Newberry Award winning book will captivate younger readers as a listening book and enthrall older students as an independent reader.

Leonardo da Vinci by Diane Stanley (4th grade) – Diane Stanley, one of our favorite writers and illustrators, honestly portrays da Vinci from birth through adulthood and incorporates both his artistic and his scientific accomplishments. Her intricate illustrations are integrated with miniatures of da Vinci’s work. It is definitely designed for older elementary students as some of the content is challenging. We also utilize many other Stanley books such as Michelangelo,  Good Queen Bess : The Story of Elizabeth I of England,  Joan of Arc and Bard of Avon: The Story of William Shakespeare.

The River of Grace: The Story of John Calvin by Joyce McPherson (Middle School)- this unique and well written biography of Calvin is a must have for every homeschool library. Beginning with Calvin’s early years and working through his work as a significant leader in the Protestant Reformation. Although written on a middle school level, anyone could benefit from reading this outstanding biography.

Happy reading!

In Christ,

Beth

Did you know that Abraham Lincoln wrote poetry? He also wrote several letters to Stephen Douglas prior  to their infamous debates. You can read one of his poems and some of the letters, in Lincoln’s own  handwriting, online at the Library of Congress. I know I can be pretty nerdy and I do love history more  than many people, but when I discovered these primary source documents and realized that they  were within a few clicks on the computer of being in my grasp, I became giddy! By the way, Lincoln had less than perfect handwriting!

In our American History I high school curriculum, we teach students about primary source documents:

Letters, diaries, legal documents and photographs all may be considered primary sources as well as other documents created during the actual time period in history being studied.  Primary sources contain first-hand accounts or contain direct evidence of historical events.

Just as a detective looks for the details of first-hand accounts and evidence to help him solve crimes, an Epi Kardia student uses primary source materials to acquire a thorough study of history.

Primary source documents present a beautifully relevant way to help our students examine the truth in history. So often, our children read books that present historical figures and events as biased, based on the author’s own opinions and impressions. Primary source documents leave less room for such error. Bias can occur innocently or with malice. It can also be extreme, with one author presenting all of our founding fathers as pure men of God while another author focuses only on their human weaknesses. Neither of these extremes is realistic or healthy for our children to study. We know that all men are born with a sin nature and can only be saved by the grace of God, and what we really desire is for our children (and for us) to learn from other people’s mistakes, rather than repeat them. History, when studied properly, is a wonderful tool for seeing God in all things, even the past.

Some examples of primary source materials from our American History I course include:

• Benjamin Franklin’s Autobiography – You can’t read Benjamin Franklin’s autobiography without hearing a hint of arrogance, or at least an abundance of confidence. The words are his exclusively and he knew what he was writing when he wrote it to his son. It’s fascinating to learn about the man while examining his historical contributions, as well.
• Benjamin Banneker’s letter to President Thomas Jefferson - pleading on behalf of slaves, Banneker’s humbleness and intelligence could never be questioned. I was emotionally moved when I first read this letter as it moved slavery from a philosophical issue to a real life event for me. Banneker’s character is revealed through the letter as he demonstrates his compassion for slaves and his respect for Thomas Jefferson, the President of the United States.
• Photographs from the Civil War – these sources offer a realistic and sometimes devastating view demonstrating the affects and seriousness of war.
• Strategy Maps from the Civil War – Maps created and used during various time periods offer a   clearer picture of specific battles and allows students to see the tools that soldiers worked with during that time.

The value of primary source documents when studying history can’t be overstated. The interest level for students tends to be much higher if they feel connected to the history they’re studying. They can relate better to a historical character when they realize that they’re studying a real person, and not a flat character from history who is only known for his accomplishments or failures.

With Epi Kardia, we strive to use primary source materials in our curriculum. In our recently published American History I, we incorporated all of the above examples and more. Through primary source books and internet sites,  Epi Kardia students have the opportunity to see the reality of history and the impact of primary sources makes history more memorable for many students.

The next time you choose curriculum, consider not just what you want your children to learn but also how you want them to learn. Living books, primary sources and other valuable materials create a path to learning that teaches children not only a specific subject matter, but also instills in them a methodology of learning and hopefully, a love for learning that will be useful to them all of their lives.

As you consider purchasing curriculum, don’t miss out on our current special! If you order our American History I by midnight on Monday, October 26^th, at our discounted introductory price of $34.95, you may also receive a second high school course of your choosing for half price*.  That’s a great savings on two courses!

At Epi Kardia, Dana and I have worked hard to create curriculum that teaches more than just content. We hope to empower you to instill in your children a love for learning and a Biblical worldview as well as the educational skills they need.

*Note: if you order online, your American History I curriculum order will show the reduced price, but the discount for your half off curriculum will not show up in your shopping cart until your credit card is actually processed. We do not process any credit cards until the order is actually shipped. Please let us know in the note section of your order form which curriculum you are ordering for the half price option.

In Christ,

Beth

Greetings!

Let me preface this post by saying that we don’t feel you are evil, lost, derelict parents if you have put one or more of your children into public school.  There are many reasons why parents choose to do this and although we have made other decisions for our families, we do not have the right to make that decision for YOUR  kids.  However, we are concerned, as you are, about the gay agenda that is promoted these days in many public schools.  Hence we thought this might be helpful and welcome information for some of you—or if not for you, perhaps for a concerned neighbor or  relative.  Please forward as you see fit!

As many Christian students are beginning public school this week, we came across a timely video that might be helpful to some parents, grandparents or others who care about them and are concerned about promotion of the gay agenda in public schools.

In this informative video, Education Analyst Candi Cushman gives  helpful advice to Stuart Shephard in this Focus Action Update sponsored by Focus on the Family. In it she describes several ways  to investigate special school programs, curriculum and even school libraries to evaluate whether or not they subtly (or not so subtly!) promote a gay agenda.  Candi exhorts us, not only as parents, but also as concerned citizens, to take the time to find out what possibly destructive agendas are promoted by our school system.

Additionally, she has  put together a website of materials created by Focus on the Family, Exodus International and the Allied Defense Fund called True Tolerance, based upon the legal right that we have as Christians to have our viewpoint aired as well as the liberal one in the public school setting.  This website provides downloadable packages containing legal information written to the school system.  All you have to do is download it and send it to the school(s) in your community.

If you have a child in public school, I exhort you to take the time to check out what he or she is ‘learning’ along with the three  “r’s!”

In His Grace,

Anyone who reads the paper or hears the news knows that home schooled students have excelled in terms of their public performance in the National Spelling and Geography Bees.  Yet school administrators, teachers and much of the general public seem to persist in feeling that these exemplary students are the exception rather than the rule.  We continue to hear and read* that homeschooling is a poor choice for students in terms of academic excellence and social education.  In order to negate those negative attitudes with up to date research, HSLDA (Home School Legal Defense Association) commissioned Dr. Brian Ray, an imminent home school authority, to do a 2007-2008 study to piggyback upon prior results of 1998 research conducted by University of Maryland’s Dr. Lawrence Rudner.

And the results?  Surprise!!  Now that the homeschool movement has about 25 years of research behind it, home schooled students still consistently outperform public schooled students! What is especially fascinating is that factors such as the level of education of the parents, the amount of money spent annually on students’ education, the amount of government regulation of homeschooling and whether or not either parent were previously certified teachers did not significantly influence students’ performance on the three indicators used to assess students’ prowess: the Stanford Achievement Test, The Iowa Test of Basic Skills and the California Achievement Test.

Fascinatingly, the research also suggests that homeschooling narrows the gaps between the rich and the poor, between male and female students and from those with white and blue color backgrounds – something our public educational system just hasn’t been able to effectively accomplish.

So there you have it!  It works!  And at a minute fraction of the cost of public school.

Now I know I am preaching to the choir here, but if you are considering homeschooling or new to homeschooling, I want you to hear what I am saying:

You can do this.

Yes, there is a learning curve, and yes, you will feel more on top of things the longer you homeschool.  Look for help and support in a group of like-minded people and realize you will. never. learn. it. all. and that is OK! So be encouraged -  if you are worried that you are ruining your kids, you probably aren’t. LOL  Even if you always feel behind, compare your homeschool to others’ and always feel you are lacking, or are more unorganized than you would like, it appears that you have a pretty good chance of not only meeting, but perhaps even vastly exceeding the public school system.  Even if you are just an amateur.*

With hope in Him,

For more encouragement, please read this.

To read the complete study referred to above, read here.

To read the HSLDA article about the study, read here.

As many of us are beginning the new school year in the days and weeks to come, let us commit to being aware of our thoughts and to reframe them as necessary to help us be calm, patient and positive teacher-mentors to our kids.

Is the glass half empty or is it half full? It seems that everyone has a natural bent to view circumstances in life one way or the other. Although we don’t often take the time to think about it, we know that our thoughts influence our attitudes and our attitudes, our behavior. Those of us who have had difficult or even tragic circumstances during childhood have more baggage to deal with and often have more of a set predisposition toward the negative. Many times in these situations, psychological and spiritual intervention may be necessary to deal with the pain and move on to a more balanced outlook.

For the rest of us, though, keeping a handle on our thoughts is, or should be, a daily discipline. The first step is often the awareness of what we are thinking and how it influences us. If you aren’t sure how this works, remember the last time a loved one came home after having a difficult day at work or elsewhere and chewed on you a little bit?

–What did you think?

• “He/she doesn’t have the right to treat me that way!”
• “If I was a better wife/mother, she wouldn’t talk to me like that!”
• “He/she doesn’t love me!”

–What did you do? Get depressed? Chew back? Cry? Kick the dog? Swallow your words but then find yourself being overly critical with your kids or others?

Frequently we don’t even need an antagonist to hijack our attitudes – we do it all by ourselves! For example, perhaps you can remember a time, especially when you were beginning homeschooling, when you thought something like; “I don’t know what I am doing.” If you dwelt on that thought, it was probably followed by,

• “I am not going to be a very good teacher.”
• “My relatives/in-laws/neighbors/friends are right, I have no business trying to home school.”
• “My kids are not going to learn anything.”

You know what I mean. If left to our own devices, those thoughts tend to spiral downward, and so do our attitudes and behavior! 

Maybe this year you are starting to feel a little overwhelmed at school beginning. It would be a great time to get out of the house, perhaps with your spouse, and talk through what worked last year and what didn’t work. For the things that didn’t work so well, brainstorm ways to approach things differently. Try to take areas one at a time. Maybe more than one session of this nature is necessary. Don’t rush back into school until you are ready.

When negative thoughts occur, stop and think through to what the root is of the thought is instead of allowing the ‘downward spiral.’ Alternatively, try to reframe the thought into a positive action.

For example:

Instead of thinking: I have so much to do planning six subjects!

Reframe that thought into: How can I break this planning up into smaller pieces? I think I will spend a few hours a day on one class/subject at a time.

Instead of dwelling on: Once school starts I’m going to be so overwhelmed!

Reframe that thought into: How can I be better this year with taking regular time for myself? I could get up 15 minutes earlier to have a quiet time. I could trade off child watching with a neighbor and take an afternoon walk a few times a week. I could plan in a quarterly teacher work-day and get someone to watch the kids elsewhere so I can stay home and get organized. I can meet a friend for breakfast Saturday mornings when my husband can watch the kids.

Instead of dwelling on: I get so mad at my student when s/he doesn’t finish his work! I dread battling over writing again this year!

Reframe that thought into: It is normal to loose my temper sometimes, but what can I do to keep in control? I could walk away until I calmed down. I can sit down when I am not angry and calmly but firmly talk over the situation with my child. Instead of fighting over writing, I’m going to ask my friend Sally to teach my son writing and maybe I can teach hers math.

You get the idea.

A familiar Biblical example of reframing our thinking is found in the book of James. In verse two of chapter one, James exhorts us to ²Consider it pure joy, my brothers, whenever you face trials of many kinds, ³because you know that the testing of your faith develops perseverance. ⁴Perseverance must finish its work so that you may be mature and complete, not lacking anything. James is saying that even though our natural reaction to trials is to be upset, worried, fearful, etc., he wants us to choose to be joyful. If we can focus on the thought that trials will be of benefit to us, it is easier to walk through them with a better attitude.

One verse that I find very helpful with stopping negative thinking is I Corinthians 10:5: “We demolish arguments and every pretension that sets itself up against the knowledge of God, and we take captive every thought to make it obedient to Christ.”

Start out this school year with a positive frame of mind; take time to recognize and identify negative thoughts, disappointments, and discouragements from last year. Ask yourself:  What can be done differently or how can I approach this situation from a different mental viewpoint? Am I practicing applying a biblical perspective to this situation or circumstance? Do not settle for mentally wrestling about the same anxieties of last year. If you need help, call upon your husband or a trusted friend.

May God bless you as He continues to conform you to His image!

P.S.  If you are from South Carolina, don’t forget that this is Sales Tax Exempt weekend and we are offering SC residents an extra 15% off all purchases over $25!  For this special pricing contact us directly at dana@epikardia.com!

In my last blog, Teaching Character Through Poetry, I generally addressed scripture and poems that you could use for discussing and implementing specific character qualities with your children. So, how exactly would you use this poetry for such a purpose? I’ve outlined below some ideas for each of the references from the last blog in hopes of assisting you in applying those previously discussed lesson possibilities. Hope you find it helpful! Please feel free to comment if you have any ideas for using these poems!

Psalm 1

¹ Blessed is the man
who does not walk in the counsel of the wicked
or stand in the way of sinners
or sit in the seat of mockers.

² But his delight is in the law of the LORD,
and on his law he meditates day and night.

³ He is like a tree planted by streams of water,
which yields its fruit in season
and whose leaf does not wither.
Whatever he does prospers.

⁴ Not so the wicked!
They are like chaff
that the wind blows away.

⁵ Therefore the wicked will not stand in the judgment,
nor sinners in the assembly of the righteous.

⁶ For the LORD watches over the way of the righteous,
but the way of the wicked will perish.

Important Character Concepts and Activities from Psalm 1

1. Sometimes we need to understand what not to do as we develop strong, Biblical character. God often tells us not to do certain things or provides non-examples for us. In this Psalm, He is specific about the company we should not keep: “who does not walk the counsel of the wicked or stand in the way of sinners or sit in the seat of mockers.”

· Character concept: Whom we associate with does have an affect on our behavior and our beliefs. We must be careful about who we choose for friends and who we allow to influence us. Additionally, note the downward spiral of sin illustrated in verse 1 by examining the verbs: “who does not WALK in the counsel of the wicked or STAND in the way of sinners or SIT in the seat of mockers. What a fitting opportunity to teach your children that sin is deceptive and progressive.

· Possible related activity: Brainstorm the qualities that we want to look for in friends such as honesty, sincerity, kindness, etc. and evaluate our current friendships to determine if we’re headed in the right direction. If you have a special friend that encourages you to have strong character, consider writing him or her a thank you note for being such a good friend.

2. Obeying God’s law is not always easy, but it does lend to a healthier character. We can only hope to obey the laws of the Lord if we spend time examining them and committing them to heart. “But his delight is in the law of the LORD, and on his law he meditates day and night.”

· Character concept: Obedience with a right attitude. If we are sullen or disrespectful in our disobedience then we are only obeying externally rather than with our heart.

· Possible related activity: Note 2-3 areas in which you have difficulty with obedience and think about how you could improve these aspects of your character. Pray to seek God’s help, specifically asking for forgiveness and assistance with each area. This could be a written assignment for older children. For younger children, drawing or creating a mini-book might be more effective. Be sure to spend some time referring back to these assignments and praising your children as their character improves.

· Character concept: Consistency…and in this case, it’s referring to God’s Word. Healthy habits help build strong character. Having a quiet time of prayer and meditation on God’s Word daily not only builds consistency in this area, but helps children move on to other healthy habits.

· Possible related activity: Assist your child with developing a quiet time for independent prayer and Bible reading. Remember that modeling consistency is one of the best methods for instilling it in your children.

3. This Psalm tells us that the Lord not only watches over the righteous, but that the blessed man will also prosper. This is not necessarily referring to financial profit, but more importantly, spiritual prosperity.

· Character concept: Righteousness is defined as being morally upright, without sin or not being guilty. We should all long for righteousness as God holds the righteous man in such high esteem.

· Possible related activity: Research Scripture for other examples where righteousness is being discussed.

Psalm 8

¹ O LORD, our Lord,
how majestic is your name in all the earth!
You have set your glory
above the heavens.

² From the lips of children and infants
you have ordained praise
because of your enemies,
to silence the foe and the avenger.

³ When I consider your heavens,
the work of your fingers,
the moon and the stars,
which you have set in place,

⁴ what is man that you are mindful of him,
the son of man that you care for him?

⁵ You made him a little lower than the heavenly beings
and crowned him with glory and honor.

⁶ You made him ruler over the works of your hands;
you put everything under his feet:

⁷ all flocks and herds,
and the beasts of the field,

⁸ the birds of the air,
and the fish of the sea,
all that swim the paths of the seas.

⁹ O LORD, our Lord,
how majestic is your name in all the earth!

Important Character Concepts and Activities from Psalm 8

When we consider the glory of God and all He created, we should be in awe and amazed just as David was when he wrote this poetry! God’s majesty lies before us in all of creation and He never lets us forget His greatness.

· Character concept: Humbleness…which us of could create an animal or put stars in the sky?

· Possible related activity: Take a nature walk and note every possible thing that could only be created by God. Discuss how we should be humbled that a God so awesome not only created us, but loves us above all of the rest of His creation.

· Character concept: God places man “a little lower than the heavenly beings and crowned him with glory and honor.” With this glory and honor comes responsibility and stewardship. How do you think God expects us to treat His creation?

· Possible related activity: Make a chart of the many parts of God’s creation from which man benefits. In one column, generally note the creation and then in a second column, specifically list benefits. For example:

Plants medicine, herbs, food

Ocean medicine, food, beauty and leisure

If and If for Girls

These poems are packed with character qualities to which we should ascribe. You could use each as an entire character building unit. I noted character qualities for different sections of the poems that you might consider teaching.

If

by Rudyard Kipling

If you can keep your head when all about you
Are losing theirs and blaming it on you; (steadfastness)
If you can trust yourself when all men doubt you,
But make allowance for their doubting too; (trustworthiness)
If you can wait and not be tired by waiting, (patience)
Or, being lied about, don’t deal in lies, (honesty)
Or, being hated, don’t give way to hating, (lovingkindness, compassion)
And yet don’t look too good, nor talk too wise; (humbleness)

If you can dream – and not make dreams your master;
If you can think – and not make thoughts your aim; (godly focus)
If you can meet with triumph and disaster
And treat those two imposters just the same; (steadfastness)
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools, (honesty)
Or watch the things you gave your life to broken,
And stoop and build ‘em up with wornout tools; (not materialistic, hard working, uncomplaining)

If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breath a word about your loss; (not materialistic)
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: “Hold on”; (persistent)

If you can talk with crowds and keep your virtue,
Or walk with kings – nor lose the common touch; (humbleness)
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much; (focused on God rather than the world or men)
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run – (not wasteful, not lazy)
Yours is the Earth and everything that’s in it,
And – which is more – you’ll be a Man my son!

If For Girls
by J.P. McEvoy

If you can hear the whispering about you,
And never yield to deal in whispers, too; (purity, honesty)
If you can bravely smile when loved ones doubt you,
And never doubt, in turn, what loved ones do; (confidence, encourager)
If you can keep a sweet and gentle spirit
In spite of fame or fortune, rank or place, (humbleness, sincerity)
And though you win your goal or only near it,
Can win with poise and lose with equal grace; (graciousness)

If  you can meet with Unbelief, believing,
And hallow in your heart a simple Creed, (faithful)
If you can meet Deception, undeceiving,
And learn to look to God for all you need; (faithful, dependent on God)
If you can be what girls should be to mothers:
Chums in joy and comrades in distress, (loyal, devoted)
And be unto others as you’d have the others
Be unto you – No more, and yet no less; (Christ-like)

If you can keep within your heart the power
To say that firm, unconquerable “No”; (self-assured, secure)
If you can brave a present shadowed hour,
Rather than yield to build a future woe; (anxious for nothing)
If you can love, yet not let loving master,
But keep yourself within your own self’s clasp, (purity)
And not let dreaming lead you to disaster,
Nor pity’s fascination loose your grasp; (focused on God rather than the world)

If you can lock your heart on confidences,
Nor ever needlessly in turn confide; (loyal, trustworthy)
If you can put behind you all pretenses
Of mock humility or foolish pride: (humbleness)
If you can keep the simple, homely virtue
Of walking right with God – then have no fear (devoted, steadfast)
That anything in all the world can hurt you-
And – which is more – you’ll be a Woman, dear.

Possible related activity: Create a lap book on the various qualities noted in the poem(s). You may want to find Scripture supporting each or even note people who demonstrate these qualities (living, from history or from the Bible) and serve as positive examples.

I hope you find these ideas helpful as you train up your children. At Epi Kardia, we feel that everything we do with our children comes back building godly character and striving to please our Lord and Savior. All academics, athletics, musical abilities and other great gifts from God are worthless without godly character to support them.

Praise be to the God and Father of our Lord Jesus Christ, who has blessed us in the heavenly realms with every spiritual blessing in Christ.

Ephesians 1:3

May God bless your efforts with your children in building character that is pleasing to Him!

Beth

]]> http://www.epikardia.com/blog/parenting/teaching-character-through-poetry-part-ii/feed/ 0 http://www.epikardia.com/blog/curriculum/teaching-character-through-poetry/ http://www.epikardia.com/blog/curriculum/teaching-character-through-poetry/#comments Fri, 10 Apr 2009 11:53:53 +0000 Beth http://www.epikardia.com/blog/?p=678

With all of the subjects and lessons that we want to teach our children, poetry may seem like an “extra” addition to an already busy schedule. At Epi Kardia, we have a different point of view. Poetry may be used to teach or compliment a variety of lessons. Considering that April is National Poetry Month, it seems like an ideal time to examine how homeschoolers can incorporate poetry in valuable, meaningful ways. Continue reading throughout this month as we discuss poetry for all ages and various subjects!

Character building has become a major buzzword in the homeschool community. For so many of us, our children’s character development takes priority over their academic pursuits because we realize that knowledge without morality is not only wasted, but it can also be dangerous. We live in a world where knowledge often creates evil situations even when the initial purpose was for good. The Internet is an obvious example as a tool for so many productive and healthy ideas, such as with this blog, but with a simple search, ungodly atrocities may be found. Is it any wonder that we strive to build Biblical character in our children above other things?

Using Poetry to Teach Character

Poetry offers awesome opportunities to focus on godly character and how we respond to people and events. Scripture provides an abundance of poetic beauty through the Psalms. This extraordinary book contains 150 lyric poems. Lyric poetry contains the emotional responses of the poet to someone or something. In the case of Psalms, the poets respond to God and His creation. This type of poetry allows for the opportunity to examine healthy, emotional responses. The world often demonstrates unhealthy emotions, whether it’s something like obsessive love or intense anger, while Scripture offers a more godly alternative. Some specific Psalms that may be used to directly discuss godly character include:

· Psalm 1 - describes what a godly person does not do or gives non-examples, such as “sit in the seat of scoffers” or “walk in the council of the wicked”

· Psalm 8 – emphasizes man’s accountability and responsibilities

· Psalms 6, 32, 38, 51, 143 – deal with David’s sins and his repentance; clearly demonstrate the harmfulness and seriousness of falling into sin.

Interestingly enough, while much of ancient pagan poetry has disappeared over the centuries, the beauty and truth of the Psalms continues to change hearts and teach many!

One of the greatest poems written for young men, If, is by Rudyard Kipling. Although not written from a Biblical perspective, it does contain some excellent moral lessons and great food for thought in growing from boyhood to manhood. As well, J.P. McEvoy wrote a version of this poem for girls that offers similar advice but with a more Biblical foundation.

If

by Rudyard Kipling

If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or, being lied about, don’t deal in lies,
Or, being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise;

If you can dream – and not make dreams your master;
If you can think – and not make thoughts your aim;
If you can meet with triumph and disaster
And treat those two imposters just the same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to broken,
And stoop and build ‘em up with wornout tools;

If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breath a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: “Hold on”;

If you can talk with crowds and keep your virtue,
Or walk with kings – nor lose the common touch;
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run -
Yours is the Earth and everything that’s in it,
And – which is more – you’ll be a Man my son!

If For Girls
by J.P. McEvoy

If you can hear the whispering about you,
And never yield to deal in whispers, too;
If you can bravely smile when loved ones doubt you,
And never doubt, in turn, what loved ones do;
If you can keep a sweet and gentle spirit
In spite of fame or fortune, rank or place,
And though you win your goal or only near it,
Can win with poise and lose with equal grace;

If  you can meet with Unbelief, believing,
And hallow in your heart a simple Creed,
If you can meet Deception, undeceiving,
And learn to look to God for all you need;
If you can be what girls should be to mothers:
Chums in joy and comrades in distress,
And be unto others as you’d have the others
Be unto you – No more, and yet no less;

If you can keep within your heart the power
To say that firm, unconquerable “No”;
If you can brave a present shadowed hour,
Rather than yield to build a future woe;
If you can love, yet not let loving master,
But keep yourself within your own self’s clasp,
And not let dreaming lead you to disaster,
Nor pity’s fascination loose your grasp;

If you can lock your heart on confidences,
Nor ever needlessly in turn confide;
If you can put behind you all pretenses
Of mock humility or foolish pride:
If you can keep the simple, homely virtue
Of walking right with God – then have no fear
That anything in all the world can hurt you-
And – which is more – you’ll be a Woman, dear.

Either of the above poems may be used to examine what to do and what not do when it comes to character. By their own right, each contains enough virtuous qualities to be an entire character unit!

So, the next time you have a character challenge with your child or simply want to instill more character, consider using poetry! If you have a favorite poem that you think could be used to demonstrate character, please respond to this blog and include the poem, or at least the poet’s name with the title.

God bless in both your poetic and your character-building endeavors,

Beth

]]> http://www.epikardia.com/blog/curriculum/teaching-character-through-poetry/feed/ 0 http://www.epikardia.com/blog/curriculum/easter-week-devotions/ http://www.epikardia.com/blog/curriculum/easter-week-devotions/#comments Thu, 26 Mar 2009 20:43:52 +0000 Dana http://www.epikardia.com/blog/?p=600

The air is warmer and filled with powdery, yellow pollen, the white fluffy blooms of  my neighbor’s Bradford Pears are viewable outside my front window, and the forerunning greenery of daffodils are finally poking through the ground.  Spring is here!  At least, in South Carolina.  If you are from the northern climes, I assure you, it is coming.

I have always loved this time of year, seeing the earth renew itself and reminding me that I am a new creation in Christ — the old  has passed away, the new has come! (2 Cor. 5:17)   And in a few short weeks, Easter will be here!  For Christians, this is one of the most important times of the year.  This is the time we want to teach or remind our children of the death and resurrection of our Lord, Jesus Christ.  We often attend Maundy Thursday, Good Friday and Easter services in our churches, but we also want to take this opportunity in our homes to renew our understanding and appreciation of Christ’s sacrificial death and glorious resurrection on our behalf.

Recently I was thrilled to come across an e-book called Holy Week Family Devotions.  It was written by a dear homeschooling sister, Miiko Gibson, a very sweet cyber-friend who loves the Lord and desired to create “something that would capture the essence of the Holy Week”.  She wanted her children to be able to relive some of the last events in the earthly life of Jesus and reflect on how they were applicable to our lives today.  Miiko’s 28 page e-book devotional contains devotions for Holy Week, the seven days leading up to Easter Sunday.  Each day begins with reading scripture, singing an applicable hymn (it helps to have a hymnbook with this if you don’t know the words, but Miiko suggests you sing something else if that is simpler) and a key verse for that day.  That is followed by the short devotional portion, Looking at Jesus, written in simple language easily understood by younger children yet applicable to older ones as well.  Pertinent and engaging, the Looking into our Hearts section contains reflective discussion questions and applications and is followed by a prayer relating to the lesson.  Miiko includes additional notes for older children, as well as a hands on activity for each day’s devotion.  An additional family activity is also included to reinforce the lesson – we know those hands on activities make learning stick, especially for the younger ones.

I loved this devotional and wish it had been around when my children were younger!  Miiko is making Holy Week Family Devotions available for $6.95 and can be purchased on her website.  (Click here to visit Grace Journey Press website). She also has created a board game to go along with this devotion.While you are there, she also has additional free downloads.  I love her Ten Hints for Keeping Your Daughters Heart. Enjoy!

God’s blessings on you and your families this week,