Thursday, May 30, 2019
Monday, May 27, 2019
Friday, May 24, 2019
Come and join our weekly Summer Day Camp Program! Choose a week, or two or three or ALL OF THEM—whatever works for your schedule! Each week has a different theme. Each week will have a field trip and summer swimming!
Go to GoBethany.com to register!
*We also have packets in the school office.
Tuesday, May 21, 2019
In an attempt to study the best academic program methodologies, teaching pedagogy and strategies for our middle school students for next year and beyond, the staff will be simulating a modified block schedule May 23 – May 24. During these two days, students will be able to focus on their primary core lessons with additional time to complete classwork, homework, or additional assignments they potentially would have taken home or completed at a later day. Please do not be alarmed should your son or daughter not arrive home with any homework these two days, as a major component of block schedules is to give teachers lab time, have student’s complete homework in class with teacher assistance, and much more. I have listed several student learning outcomes and potential benefits of utilizing block schedules to help you better understand why our staff has suggested looking at this approach.
Potential Benefits of Block According to the CDE
- With block scheduling, instructional time is not fragmented by frequent transitions between classes. Fewer distinct classes mean less time spent on classroom management activities, such as calling attendance and organizing and focusing the class. In addition, there are fewer opportunities for students to arrive late to class.
- IMPROVED TEACHING AND LEARNING with longer blocks, teachers have more time to complete lesson plans and to examine and re-evaluate practices. More class time is available to develop key concepts, incorporate creativity into instruction, and try a variety of classroom activities that address different learning styles. Longer time blocks allow for in-depth studies, such as individual student projects, peer collaboration, and one-on-one work between teachers and students.
- The 4x4 schedule allows advanced students to move through the material at a more rapid rate, and they are able to finish sequential language classes, such as Spanish I and II, within one academic year. Some schools allow students to use this to their advantage and graduate early. The 4x4 schedule also provides the opportunity for failing students to retake a class without falling behind their grade level.
- TEACHER COLLABORATION between teachers is possible because block scheduling gives them longer time periods in which they can exchange ideas and strategies, hold meetings with each other, and work on staff development.
- ACHIEVEMENT LEVELS INCREASE The results show that students' grades improve overall. There are fewer failed classes, a higher number of students on the honor roll, an increase in students' grade point averages, and fewer failing marks. Statistics reveal that fewer at-risk students drop out of school with block scheduling. With a 4x4 model, students can have a fresh start at midyear or reenter school at the beginning of the second semester.
Saturday, May 18, 2019
Wednesday, May 15, 2019
In the U.S. anxiety is now considered a childhood epidemic, and the rates of depression and suicide continue to climb. In my counseling practice, I sit with numerous young girls who lack coping skills to deal with the fears they face around school, being separated from their parents or other anxiety-inducing situations. I also see young men who have no ability to regulate their emotions. Their only "coping skill" is to explode, with little regard for family members caught in the aftershocks.
How a child develops emotionally often dictates who he becomes as a spouse, friend, co-worker, and even, someday, a parent. That's why two colleagues and I have compiled a list of emotional, spiritual and social milestones we believe kids need to reach. Here are four emotional milestones that parents can be looking for and cultivating as their children grow:
When I sit with parents of toddlers, there is one primary emotion those parents describe seeing in their children. You might have guessed it — anger. Anger is what psychologists consider a secondary emotion. That means that generally, another emotion is underneath the anger.
The child having an angry outburst may feel sad over having her feelings hurt by a sibling. Or he may feel fearful and disrupted by transitions (often an indicator of anxiety). But, because the child has not yet learned to name his feelings, they are all funneled into the emotion of anger.
For our children to have healthy relationships and healthy emotional lives as they grow, they need to be able to accurately identify and articulate their feelings. When I speak to churches and schools, I take along a basic feelings chart. One family created their own chart. The 8-year-old girl who made it included the traditional emotions of sadness, fear, and anger with the correlated expressions, but added a surprised face with, "I didn't see that coming!"
A feelings chart will help children accurately learn to name their feelings. This can be a natural learning process if you talk about emotions often. And if you develop the skill of clearly naming your own feelings, you will model how this is done with your children.
Cont. here https://www.focusonthefamily.com/parenting/your-childs-emotions/do-your-kids-know-howto-handle-their-emotions
Sunday, May 12, 2019
Thursday, May 9, 2019
Monday, May 6, 2019
Friday, May 3, 2019
May 5, 2019
10:00am to 3:00pm
Live entertainment by the church, school children & families
please bring a side dish, dessert or salad
Games, bucket dunk, hayride, and guided trail hikes
Bring a lawn chair or blanket for sitting
If you are interested in helping please contact Hew Hesterman (firstname.lastname@example.org) or Pat Green (email@example.com) or Dr. Smith (firstname.lastname@example.org)