The Need to have Christian Administrators Who Will …...listeners to make them either want to know more or die in their sins. With this method, he was able to expose how shallow their

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The Need to have Christian Administrators Who Will Infuse School Curriculum With Biblical Principles in all Schools

By

Chinyere Agbai

A Paper Presented to

The Graduate Committee of Northwestern Theological Seminary

9438 US HWY 19N #117 Port Richey, FL 34668 USA

In Partial Fulfillment of the Requirement for Candidacy for the Degree Doctor of Christian Education Administration

Approved by the Examining Committee:

_____________________________

______________________________

______________________________

______________________________

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TABLE OF CONTENTS

ACKNOWLEDGEMENT..............................................................................................................iv

ABSTRACT.................................................................................................................................v

CHAPTER

1

Introduction........................................................................................................1-12

Statement of the Problem

A. The Question…………………………………………….…………………………..12 Charts, Figures and the explanations of the problem....................................13-24 Case studies & Interviews..............................................................................24-43 Teachers’ survey & PTSA meeting................................................................43-44 Four years Discipline log & student’s GPA...................................................44-49

B. Rationale for this dissertation.............................................................................49 Model classroom management workshop....................................................49-56 The author's suggested plan........................................................................56-58 Family & Children's Services........................................................................58-60 Students &Teachers' survey.........................................................................60-65 Criteria for Effective Christian Education Administrators..............................65-71 Christian School's Mission Statement..........................................................71-73 Successful Christian School Test scores' data............................................73-74

C. Basic Assumptions.........................................................................................75-76 Schools' evaluation procedure.....................................................................76-77

D. Intended Outcome ........................................................................................77-78 Teachers' & Student's Comments................................................................78-81

E. The Title.........................................................................................................81-82

F. The Definitions...............................................................................................82-83

G. The Biblical and Theological Issues..............................................................83-84 ... 2 ANNOTETED LITERATURE REVIEW

A. Subjects to be addressed in Literature Review...............................................84

B. Resources Related to the Topic.......................................................................85

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C. Secular Sources..........................................................................................85-87

D. Christian Sources........................................................................................87-89

3 DESIGN OF STUDY

A. Purpose.....................................................................................................89-90

B. Process.....................................................................................................90-91

C. Procedure with the author's example.......................................................91-96

D. Program Evaluation.......................................................................................97

E. Projected Appendix.......................................................................................98

F. The Uniqueness of the Study...................................................................98-99

Conclusion...................................................................................................99

References.........................................................................................100-101

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ACKNOWLEDGEMENT

I am totally convinced that God wants me to get this Doctor of Philosophy in Christian Education

Administration because after my third masters, I was tired of doing any more academic work. All

of a sudden, I discovered Northwestern Theological Seminary (NTS) making me excited about

working on my doctorate degree. It seems as though I have been in school all my life;

nonetheless, I am excited to conclude these long years of schooling with PhD. I thank God for

my advisor Dr Samuel Galloza, who takes time to respond to my e-mails. I also thank God for

the support my husband and children have given to me all these years. I will not stop without

thanking God for my extended family, my late father, late grandmother, mother, sisters, brothers

and all who love God and are willing to educate the young and old about the love of God. Let

everything that has breath follow me in giving praise to my God, in Jesus Christ Name, Amen!

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ABSTRACT

The world is a better place for all believers because all schools are led by school administrators

who are guided in practice not in theory by biblical principles. These administrators hire faculty

and staff whose educational philosophy is directed towards practicing biblical principles. These

educators have Jesus as a model as they plan their lessons. They emulate Jesus' model of

superior differentiated instructions, which aimed to instill in the memory of His listeners words

that will never be forgotten. All the stakeholders are free to teach and nurture their students with

the Christian hymns, Psalms, and other Bible verses. Students are performing bible characters

in their art classes. Christian hymns are the order of the day in their music classes. The

administrators are following biblical examples in power sharing causing the faculty and staff to

feel as parts of the organization. Teachers feel that their evaluations are for the purpose of more

efficient teaching and learning. They are glad to learn from their evaluation remarks. The

administrators do not use the evaluation to threaten teachers for firing purposes. Due to the

caring and the loving atmosphere created by all stakeholders, students learn respect not just

from their homes and churches, but also from their hands on class activities that are infused

with biblical principle in their teachers' lesson plans.

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CHAPTER 1

Introduction:

“On 28 June 1746 Wesley wrote of a three-year-old who refused to be comforted when

she thought she had displeased God. She held daily prayers and was teaching other children

the rudiments of Christianity. And on 16 September 1744 Wesley described the deathbed

conversion of a four-year old who went "to God in the full assurance of faith." Such excerpts

from Wesley's Journal show that he "believed it was possible for very young children to be

religious, and they also give some idea of the nature of the religion which, though striking him as

unusual in children so young, he would cultivate as early as possible."1 Wesley's view that

children so young are capable of mature religious consciousness was grounded in his doctrine

of grace. When the Spirit is in the Teacher, there is no delay of learning”.1

This paper hopes to remind educators like Wesley wrote above, that every child can

learn to read and write if taught why (The word of God) and with the right method of

differentiated instruction, like Jesus used.

Jesus was the kind of teacher who exhorts men to love their enemies (Mt. 5:44). He

expected people to perform his impossible demands. Jesus chose the form of His teaching

method carefully in order to make the most of each opportunity He had to make His message

very specific for better understanding of the audience. Sometimes he taught via sustained

discourse as seen in the Sermon on the Mount (Mt. 5-7), and eschatological discourse (Mt. 24,

25). He had the skill to teaching in such a way that his audience will never forget what he

taught. He was heavy in the use of metaphors that was easy to remember2. His method of

1 Wesley on Religious Education, p. 95. retrieved from http://www.ntslibrary.com/PDF%20Books/History_of_Religious_Educators%5BETowns%5D.pdf 2 Donald Guthrie, A History of Religious Educators, Elmer L. Towns- Editor. Part One A.D. 1-500. Retrieved from http://www.scribd.com/doc/36972628/Elmer-L-Towns-A-History-of-Religious-Educators

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teaching varied considerately. Sometimes He used the simplest terms that anyone can

understand for example answering the question about paying taxes, he argued that men should

render Caesar’s things to Caesar and God’s things to God (Mt. 22:21); the other times he spoke

in parable, which is using earthly stories to convey heavenly meanings (Mt. 13:34). In all His

teachings, He, forced men to listen by perfectly adapting each saying to the needs of specific

hearers, instead of following the conventional method of teaching. For example, when

addressing the Pharisees, who were abusers of their privileges, He used sharper challenge than

with He used to the common audience (Mt. 23:13). He used concrete and vivid objects in His

most of His teachings to help for a better and long term understanding, for example the lamps

not made to be placed under bushels (Mt.5:15).3

One very important lesson to learn from Jesus’ teaching is that He was never dull, as

shown by the different forms of teaching methods He implemented. This is because His aim

was always to draw the people’s attention so that they would like to understand more and retain

His content area. Because Jesus understood that the physical world provides patterns for

understanding the spiritual, he always used earthly knowledge of the audience to illustrate the

heavenly matters. This is why He used analogy to spiritual truths more comprehensible. For

example, when Jesus explained God as Father’s concern for His spiritual children (Mt. 7:10),

and the shepherding of sheep serves as a vivid and valid picture of the care of the Good

Shepherd for His people (Jn. 10:11).4

Another of his common method of teaching was that of "argumentum ad absurdum"-

When he was accused of casting out demons by the prince of demons, He used this method to

reduce His accusers to silence and to impress on His hearers an unparallel spiritual truth. “How

can Satan cast out Satan?” He challenged (Mk. 3:23), He exposed the ignorance of some of his 3 Ibid 4 Ibid

3

listeners to make them either want to know more or die in their sins. With this method, he was

able to expose how shallow their thoughts were. 5

As Christian education administrators who promote the success of all students, the goal

must be to provide effective help for all students who are academically and spiritually at risk.

Unfortunately to scholars, there are few literatures apart from the bible that discusses the

above. Deuteronomy 5 and Deuteronomy 6:5-14 explain what needs to be taught and how it

should be taught and why it should be taught.

The Ten Commandments, which are also known as the Decalogue, are a set of biblical

principles where Christians learn about ethics, morals, how to relate to one another and how to

reverence and worship their God. It is very important not only because it was written by the

fingers of God at Mount Sinai (Ex. 31:18), but because Lord Jesus Christ used it often in His

ministry. St Paul in his writings emphasized their importance in the book of Romans (Rom. 7:7).

The Ten Commandments appeared in two places in the Old Testament (Ex. 20 and Deut. 5).

They represent God's unchanging moral standard for regulating the conduct of all human and

are, therefore, binding upon all people. 6

The need to teach the students the Ten Commandments:

For the students who may argue that the Ten Commandments are for the Israel of the

Old Testament, and therefore do not understand that the NT is a fulfillment of the OT, They

should be directed to what Jesus said 17 “Do not think that I have come to abolish the Law or the

Prophets; I have not come to abolish them but to fulfill them. 18 For truly I tell you, until heaven

and earth disappear, not the smallest letter, not the least stroke of a pen, will by any means

5 Ibid 6The Purpose and Meaning of the Ten Commandments (First Paragraph) retrieved from http://www.the-‐ten-‐commandments.org/ten_commandments-‐purpose_meaning.html

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disappear from the Law until everything is accomplished" (Mt. 5:17-18). This is why Jesus used

Old Testament references very often during His ministry.7

The Israelites, owed their services to God because God brought them out of the

treacherous slavery from Egypt, just as Christians owe Jesus Christ for rescuing them out of the

bondage of sin. According to John Wesley, and other theologians, the first 4 commandments,

concern Christians' duties to God and should be put first because man had a maker to love

before he had a neighbor to love. They also stated that justice and charity are acceptable to

God only if they are done according to the Word of God.

"You shall have no other gods before Me" (Ex 20:3). This first commandment should be

taught to the students to have unchanging faith that God will meet all their needs, as long as

they played their parts very well leaving God to do God's part. Leaning this will help the students

to reframe from pride, greed, sensuality (the capacity for enjoying the pleasures of the senses),

because all these can create other gods.

“You shall not make for yourself a carved image, or any likeness of anything that is in

heaven above, or that is in the earth beneath, or that is in the water under the earth; you shall

not bow down to them nor serve them. For I, the Lord your God, am a jealous God, visiting the

iniquity of the fathers on the children to the third and fourth generations of those who hate Me,

but showing mercy to thousands, to those who love Me and keep My Commandments" (Ex.

20:4-5). This second Commandment, will teach students how to give reverence to God daily as

well as in the sanctuary. They will be taught to worship God by faith not by the power of

imagination. They must not bow down to any image whether human or things for any reason

including listening to the palm readers or any secret society.

On the third commandment, which states, “You shall not take the name of the Lord your

God in vain, for the Lord will not hold him guiltless who takes His name in vain" (Ex.

7Ibid

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20:7).Students will be taught not to take the name of the Lord in vain by living dubious life

styles. They will learn how to reverence God whether among the believers or the unbelievers. In

other words, they will learn to live a truthful lifestyle regardless of who they are with. Their

characters will be built on the foundation of learning to ask what Christ would do in every

situation.

Students should be taught that the forth commandment teaches "Remember the

Sabbath day, to keep it holy.”Six days you shall labor and do all your work, Six days you are to

do your work, but on the seventh day you shall cease from labor in order that your ox and your

donkey may rest, and the son of your female slave, as well as your stranger, may refresh

themselves" (Ex. 20:8-11). As parents teach their children this forth commandment, they should

take them to church and bring them back, rheas what they learned, answer their questions, and

if they do not understand, attend bible studies or ask the pastor on our next visit. When students

go to school, their teachers will reiterate what was taught at home and church. When these

happen, the students will feel appreciated and not begin looking elsewhere to belong. As

students learn all the above, they will be exited to attend Sunday worships and get filled with the

Holy Spirit that that will guide and protect them the rest of the week. This will teach them that

everyone should be worshiping God every day of the week because human minds are set on

God's goodness at all times.

The fifth Commandment “Honor your father and your mother, that your days may be long

upon the land which the Lord your God is giving you" (Ex. 20:12), demands the honor of

parents. If students have built good foundation with the first four commandments, they will

hardly rebel, and will not be confused about living for God, staying out late passing curfew,

looking for gang to join for whatever reason. No one will have problem understanding “When

Jesus had finished saying these things; he left Galilee and went into the region of Judea to the

other side of the Jordan. 2 Large crowds followed him, and he healed them there. 3 Some

Pharisees came to him to test him. They asked, “Is it lawful for a man to divorce his wife for any

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and every reason?” 4 “Haven’t you read,” he replied, “that at the beginning the Creator ‘made

them male and female,’] 5 and said, ‘For this reason a man will leave his father and mother and

be united to his wife, and the two will become one flesh’]? 6 So they are no longer two, but one

flesh. Therefore what God has joined together, let no one separate" (Mt.19:1-6 NIV). When

students are taught to understand and practice the law of God, crime will be eliminated or

reduced and consequently, there will be no shortage of males, because they are locked up in

prisons, or females, because they are not getting married. There will be no young girls having

babies out of wed lock because they will be taught the 7th commandment "You shall not commit

adultery/fornication" (Ex. 20:14). they will learn that one sin could lead to the other that having

babies out of wedlock can lead to wanting to kill the baby either physically (abortion), or

spiritually (By exposing the child to drugs, alcohol, ungodly individuals who may take advantage

of the child and therefore killing the child spiritually.

If there is no good foundation in the teaching and the learning of the first four

commandments, students will not learn to rely on God for their needs, do their 5% and let God

do the 95% and consequently will not have enough or be content with what they have and

therefore, will be violating the 8th commandment, "You shall not steal" (Ex. 20:15). Furthermore,

if they are not taught about the 1st four commandments, they will not learn the 3rd

commandment "You shall not take the name of the Lord your God in vain and therefore violating

the 9th and the 10th “You shall not bear false witness against your neighbor" (Ex. 20:116). 10

“You shall not covet your neighbor's house; you shall not covet your neighbor's wife, or his male

servant, or his female servant, or his ox, or his donkey, or anything that is your neighbor's” (Ex.

20:17).

The author suggests that most of the evils of this world could be tied back to the lack of

the parents, the schools and the churches, not teaching students how to practice the 10

commandments. They are all neglecting Deuteronomy 6:5-15, which is a command for the new

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Israel. It is not an accident that it follows the 10 commandments in Deuteronomy 5: 5 “You shall

love the LORD your God with all your heart and with all your soul and with all your might.

6 “These words, which I am commanding you today, shall be on your heart. 7 “You shall teach

them diligently to your sons and shall talk of them when you sit in your house and when you

walk by the way and when you lie down and when you rise up. 8 “You shall bind them as a sign

on your hand and they shall be as frontals on your forehead. 9 “You shall write them on the

doorposts of your house and on your gates. 10 “Then it shall come about when the LORD your

God brings you into the land which He swore to your fathers, Abraham, Isaac and Jacob, to give

you, great and splendid cities which you did not build, 11 and houses full of all good things which

you did not fill, and hewn cisterns which you did not dig, vineyards and olive trees which you did

not plant, and you eat and are satisfied, 12 then watch yourself, that you do not forget the LORD

who brought you from the land of Egypt, out of the house of slavery. 13 “You shall fear only the

LORD your God; and you shall worship Him and swear by His name. 14 “You shall not follow

other gods, any of the gods of the peoples who surround you, 15 for the LORD your God in the

midst of you is a jealous God; otherwise the anger of the LORD your God will be kindled against

you, and He will wipe you off the face of the earth" (Deut. 6:5-15 NASB).

If the homes the churches and the schools are collectively teaching these

commandments to students, everyone will also be learning it and therefore modeling them so

that the students will be learning. They will have the fulfillment that their parents, guardians,

churches, and teachers are there to listen to them, answer their questions and will not depend

on gang members, drugs, prostitution, abortion, and homosexuality. When educators speak

about helping students who are academically at risk, they are negating the fact that when the

physical body is being fed and the soul or the spiritual is not being helped, whatever the brain is

learning becomes mockery. According to researchers, the most effective instructional methods

for the so called at- risk students are student-centered, which include their voices and

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experiences and that designing their learning around the above will be advantageous. Contrary

to just including small-group instruction, collaborative learning activities and individual tutoring

and mentoring, more effective whole person’s learning will take place if the discussion of

morality, honesty, responsibilities, the fear of God and hard work are being taught to all

students. The author maintains that all students are at risk when the discussions of morality,

honesty, responsibilities, and the fear of God are not included in their everyday education.

When students master the content of the Ten Commandments, they will be exposed to the heart

of their Heavenly Father, God, by teaching them one way to study and hopefully put in practice

(Luke 15: 1-32 NIV).

This story will help the students to see how Father God is longing for the return of His

children who have gone astray. Luke states that Christ came for the lost souls, after all,

everyone was once lost before the birth, the crucifixion and the resurrection of Lord Jesus

Christ. So for those who are not yet saved, they are still lost and for them also did Christ die for.

So the two parables before the lost son are all illustrating the same thing. Christians need to

know that Lord Jesus Christ, used parables to explain heavenly things with earthly things, and

using what the Pharisees were familiar with, that way they may lessen their continual fault

findings toward Jesus. Even though they may not understand those illustrations, at least they

were familiar with them. So "1 Now the tax collectors and sinners were all gathering around to

hear Jesus. 2 But the Pharisees and the teachers of the law muttered, “This man welcomes

sinners and eats with them.” 3 Then Jesus told them this parable: 4 “Suppose one of you has a

hundred sheep and loses one of them. Doesn’t he leave the ninety-nine in the open country and

go after the lost sheep until he finds it? 5 And when he finds it, he joyfully puts it on his

shoulders 6 and goes home. Then he calls his friends and neighbors together and says, ‘Rejoice

with me; I have found my lost sheep.’ 7 I tell you that in the same way there will be more

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rejoicing in heaven over one sinner who repents than over ninety-nine righteous persons who

do not need to repent" (Luke 15: 1-7 NIV).

After the above, Christ used another parable yet, just in case anyone did not

understand. So, he used The Parable of the Lost Coin ”8Or suppose a woman has ten silver

coins and loses one. Doesn’t she light a lamp, sweep the house and search carefully until she

finds it? 9 And when she finds it, she calls her friends and neighbors together and says, ‘Rejoice

with me; I have found my lost coin.’ 10 In the same way, I tell you, there is rejoicing in the

presence of the angels of God over one sinner who repents” (Luke 15: 8-10 NIV).

For those who may not have understood the heart of their Father God with the parable

of the sheep and the coins, Jesus used a very familiar human illustration to show the heart of

the heavenly father by using The Parable of the Lost Son or the that of the prodigal son: 11

Jesus continued: “There was a man who had two sons. 12 The younger one said to his father,

‘Father, give me my share of the estate.’ So he divided his property between them. 13 “Not long

after that, the younger son got together all he had, set off for a distant country and there

squandered his wealth in wild living. 14 After he had spent everything, there was a severe famine

in that whole country, and he began to be in need. 15 So he went and hired himself out to a

citizen of that country, who sent him to his fields to feed pigs. 16 He longed to fill his stomach

with the pods that the pigs were eating, but no one gave him anything" (Luke 15: 11-16 NIV).

The key verses are that: 17 “When the son came to his senses, he said, ‘How many of

my father’s hired servants have food to spare, and here I am starving to death! 18 I will set out

and go back to my father and say to him: Father, I have sinned against heaven and against you.

19 I am no longer worthy to be called your son; make me like one of your hired servants.’ 20 So

he got up and went to his father” (Lk 15: 17-20 NIV).

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This is what God is wishing and longing for His lost children. When that eventually

happens, God will act like verses 20b- 23 said “But while he was still a long way off, his father

saw him and was filled with compassion for him; he ran to his son, threw his arms around him

and kissed him.

21 “The son said to him, ‘Father, I have sinned against heaven and against you. I am

no longer worthy to be called your son.’ 22 “But the father said to his servants, ‘Quick! Bring the

best robe and put it on him. Put a ring on his finger and sandals on his feet. 23 Bring the fattened

calf and kill it. Let’s have a feast and celebrate. 24 for this son of mine was dead and is alive

again; he was lost and is found.’ So they began to celebrate” (Lk. 15: 21-24 NIV).

Students need to be taught what is happening here, the younger son disappeared to a

long distance with a part of his will, lavished it and was about to die, came to his senses and

made a decision to return to the abundant palace of his father. No one made him; he made the

decision all by himself. The same way, people who are lost in drugs, gangs, stealing,

prostitution, jealousy, envy, lying, murder, adultery, fornication, and all forms of evil against God,

have to make decisions to return to their heavenly father just like the young lad did, if not they

will perish in their sin. Furthermore, God does not want any Christian to act like the older brother

who was unhappy because his little brother came back home instead of perishing because of

his sin. Everyone should be looking after one another. God wants all his children to be kind and

caring for one another.

Students will be encouraged to read this and the drama classes will be required to infuse

their curriculum with these parables especially the following passage: 25 “Meanwhile, the older

son was in the field. When he came near the house, he heard music and dancing. 26 So he

called one of the servants and asked him what was going on. 27 ‘Your brother has come,’ he

replied, ‘and your father has killed the fattened calf because he has him back safe and

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sound.’ 28 “The older brother became angry and refused to go in. So his father went out and

pleaded with him. 29 But he answered his father, ‘Look! All these years I’ve been slaving for you

and never disobeyed your orders. Yet you never gave me even a young goat so I could

celebrate with my friends. 30 But when this son of yours who has squandered your property with

prostitutes comes home, you kill the fattened calf for him!" (Lk. 15: 25-30 NIV).

These parables are here to continuously remind the students two things.

Every sinner has a responsibility to return to God and be one of the children of the most high.

Like the prodigal son, if they don't, they will perish just like he would have been dead without

anyone knowing where he was or where to look for him. That through reading, studying and

dramatizing these passages, students will know that a sincere repentance is required in order to

be called the children of God. Through the study of the prodigal son, students will learn that

even though the younger son brought the hardship to himself, like many have done to

themselves, God is still longing that they repent, and if God is interested in their repentance,

every one of God's children should also be interested.

Finally, students will learn that God expects them to reach out to their fallen relatives and

point them to accepting The Lord Jesus Christ, so that they will be able to see the hands of God

that is open wide accepting them to God's kingdom. All these parables are for them to see the

heart of their father and their obligations to be included in the kingdom. For those who may want

to bluff it off, they will be reminded what Jesus said - “Do not think that I have come to abolish

the Law or the Prophets; I have not come to abolish them but to fulfill them. 18 For truly I tell you,

until heaven and earth disappear, not the smallest letter, not the least stroke of a pen, will by

any means disappear from the Law until everything is accomplished" (Mt. 5:17-18).

All the above are some examples of what the students should be learning in their school

curriculum. Removing such biblical principles could result to the following dilemma in many the

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country's public schools. Nonetheless, this dissertation will present the results of not infusing the

above in all the public schools' curriculum led by Christian Education Administrators. In addition

the author will use graphs, charts and surveys to show the consequences of not including the

above and what will happen if they are included. After comparing the two, the readers will

understand the Need for Christian Administrators to infuse school curriculum With Biblical

Principles as opposed to the ones without biblical principles. Surveys, students and teachers'

cases are left as they were collected, single spaced, while the rest are in double spaced

including the analysis of the cases and model methods of teachings.

Statement of the Problem:

A. The Question:

This dissertation with the topic "The Need to have Christian Administrators Who Will

Infuse School Curriculum With Biblical Principles in Schools," is intended to pave the way for the

American citizens to seriously consider helping all schools to infuse biblical principles whether in

the private or in the public schools. This is because education must be for the whole person,

emotional, physical and spiritual. It becomes worrisome when one looks at chart 1(Obtained

from one staff meeting) below and sees that all through students' years of studies in high

school, there is no mention of God, the student’s responsibility of their souls or the reason for

them to be kind to one another. No wonder the students are so void in understanding who they

are, whose they are and why they must plan to be successful in this world.

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chart 1:

The Traditional Public Schools District's Mission Statement:

"Our mission is to provide quality learning experiences for every student, every day,

without exception". One would ask, is this particular school district providing quality learning

experiences for every student, every day without exception as stated in the school's mission

statement? If that is being done, why are the students consistently failing not only their

Adequate Yearly Progress (AYP), but their everyday class work? With the understanding that

there are approximately four hundred and fifty high school students in the Eke High School

(EHS), as the author is calling this high school, two hundred and seventy nine out of about five

hundred and seventy high school students, are not eligible to participate in their different sports.

This data was reported on February 14, 2012. These are just students who are playing one

sports or the other. Over all, about two thirds of the students are failing one or more of their

causes. This shows that the students are not learning. Out of about one hundred and fifty

seniors, who supposed to be graduating at the end of this school year, only about thirty five

have passed all their required EOI test, and are therefore eligible for graduation this year. One

major problem, according to the person the author was interviewing, why the students are failing

is because they are not interested in school. They fail both their class work and the AYP

because of low graduation attendance rate as shown on the following chart 2:

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Chat 2:

Attendance Statistics8

Year Attendance Rate Target Rate

04-05 86.3% 91.2%

05-06 89.3% 91.2%

06-07 89.0% 91.2%

07-08 90.6% 91.2%

08-09 83.1% 91.2%%

If the students are not in class or roaming the hallway, they will not learn and will

consequently be failing their classes as well as their AYP, which has happened for over four

consecutive years with EHS. It makes sense then that the following chart 3 is a good

representation of our EHS's academic struggles. Using AYP chart 3, which is Math and English

state test between the years 2004 to 2009. Students have not made the AYP for over four

years, yet the school receives both district fund and Title 1 fund. The “SH” is share harbor,

meaning that students made improvement, but not enough to make the AYP. The “yes”, means

that they made passing on that particular subject, but not on other core subjects to be able to

make the AYP. This proves that the way funds are being distributed, which is using ADA, may

not be the problem, but it is not solving the problem hence, cost-quality relationship is not

effective. This is because the school is “putting bandage on a deep wound.” By this the author

means that even though the school is a Title 1 School, and is getting federal funds in addition to

the district funds, the money is really not being used to get to the bottom of the problems.

Chart 3:

8 School Improvement Grants (SIG) 1003(g) And American Recovery And Reinvestment, Act. School Improvement Status Report (SISR) Due Date: Monday, November 1, 2010.

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AYP Status:

School Year

Math – ALL

Students

State Math Target

AYP? Yes, No or

SH

Reading – ALL

Students

State Reading Target

AYP? Yes, No or SH

04-05 492 790 SH 407 768 SH

05-06 866 790 Yes 297 768 No

06-07 740 932 SH 491 914 SH

07-08 947 932 SH 584 914 No

08-09 1210 932 Yes 917 914 Yes

Furthermore, the federal No Child Left Behind Act of 2001, places great emphasis on

attendance, yet there are no substantial incentives to make sure that all stakeholders

understand the importance of reducing absenteeism in many state schools including EHS. This

paper will briefly touch on the most profitable way(s) to distribute funds to all schools, private or

public. Will it be by using ADA (Average Daily Attendance) or ADM (Average Daily Membership)

and how these methods could be more effective? First, the author will state the advantages and

the disadvantages (Based on her discussion with the attendance lady in her school) of each and

then discuss why none will be successful without implementing biblical principles for fund

disbursement to different schools. Finally, she will discuss how funds will be equalized in order

to maximize the cost-quality relationship.

Chart 4:

Definition

ADA (Average Daily A The total attendance of a school during a reporting period (normally a school year) divided by the number of days school that is in session during this period. Only days on which the pupils are under the guidance

ADM(Average Daily Membership) The aggregate membership of a school during a reporting period (normally a school year) divided by the number of days school that is in session during this period. Only days on which the pupils are under the guidance and direction of teachers should be considered as days in

16

and direction of teachers should be considered days in session.

session. The average daily membership for groups of schools having varying lengths of terms is the average of the average daily memberships obtained for the individual schools.

Advantages Students who are present have greater chance in doing well in the state tests and could enhance the schools’ chance of making the AYP because they always get the required instruction in the classroom. School emphasizes attendance. Teachers, administrators, parents and students are all accountable for ensuring that students attend classes all the time. Schools will do everything possible to find out if students are not present because they will give accounts to the state and the federal government for the sake of getting funds.

All students are accounted for as long as they are enrolled.

Disadvantages Do not put into consideration the other issues students are facing: Special education, homelessness, pregnancy and parenting students, students who live on their own, continuous chaotic state of the students’ communities (gang violence, drugs, sex) the list goes on,

Students who are absent and could not take state tests will continue to cause school not to make the AYP because they are not always getting the required instruction in the classroom.

Adding biblical principles:

Students will be given opportunity to learn who they are, whose they are and why their beings are so important. Until they are led to understand why their lives are worth investing for, they will continue not to take their academic seriously.

Implementing biblical principles will help the students understand that they do not have to decide to stay on the hallways, homes or anywhere else other than their classes because the Federal Government is there to give them handout whether they are educated.

17

Consequently, many things need to be put on the table before deciding on whether to

use the ADA or ADM. In spite of the fact that taxpayers like most of the money to be around the

wealthy schools, many agree that "children who have physical or mental challenges, or who

attend schools in exceedingly small or extremely large and disadvantaged schools, should

benefit from educational programs that are more costly than "normal" ones."9 Therefore,

deciding whether to distribute funds using ADA, will involve considering the advantages and the

disadvantages shown on chart 4 above.

The author will like to address the biblical way to implement sex education, the dangers

of illegal drugs, violence, parenting and so on before considering distributing school funds

through ADA means. This is because until the fundamental issues that are causing students to

not to attend classes are taken care of; the necessary funds from the federal government will

not be effectively used. When this does not happen, many of the schools in the poor

neighborhoods will not have enough funds to keep experienced teachers and reduce classes.

Being in already run down sections of the town, they will not get much help from the business,

which are not located around them.

The author is discussing the above because as a TRAICE (Tulsa Resource and

Intervention Center for Excellence) Satellite Advisor/teacher, she deals with the troubled

students who are given second chances to redeem themselves instead of being suspended.

Once in a while, she gets a student who would not go to class because she is ashamed to face

many of the students who witnessed or heard that she had an intercourse with another student

on the hallways. The male student was suspended, but she was not for some reason. These

kind of awful things happen very often, yet it is against the state policy to teach sex education.

9 Brimley, V., & Garfield, R. R. (2008). Financing education in a climate of change (10th ed.). Boston: Allyn & Bacon. ISBN-13: 9780205511792, p. 106

18

In addition to that, student will be joking with a gun hand gesture, to both a student and a

teacher and nothing will be done to them. Furthermore, boys will throw girls on the floor all in the

name of playing. When these students came to the author's classroom, among other things,

they will do research on the consequences of whatever made them to come to TRAICE. If the

schools are serious in preventing most or all the above, they need to have classes for

prevention so that all students will learn, and not only when they have already committed the

crime will they be sent to TRAICE. The author strongly believes that many of the students do

not know, and many of them will do better if taught well. This is why it is crucial for every school

to have Christian Administrator who will infuse biblical principles in the schools' curriculum.

With the emphases by the NCLB act of 2001, ADA has been the means for distributing

school funds. However; the author will prefer using that of the Oregon Department of Education

(ODE) method. That is isolating and dealing with the issue(s) that could be contributing to the

high absenteeism in our school, such as seen under the disadvantages of ADA, on chart 4

above. When any of the disadvantages is the cause of the continuous absenteeism, the state

needs to deal with it or compensate for it before the allocation of school funds by the means of

ADA. When the issue is identified, the district will work cooperatively with the parents, law

enforcement agents, and the community to deal with the problem of high absenteeism. The

implementation of biblical principles should be the first line of action so that the students will

understand their self worth and why they must prepare for a successful future.10 It is only then

will the district effectively equalize the fund and maximize the cost – quality relationship.

Nonetheless, "To consider all pupils to be of equal worth or cost is no more erroneous than to

10 http://chalkboardproject.org/wp-content/uploads/2010/12/Attendance.pdf

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consider all teachers to be of equal worth or cost to a school system."11 The result of not

following the above suggested biblical principles is seen in the following State's tests.

A B C D E F G

1 Year

Math All Students

State Math Target

AYP?

Reading – All

Students State Reading

Target

AYP?

2 Yes, No or SH Yes, No or SH

3

4 2002-‐2003

655 648 Yes 727 622 Yes

5 2003-‐2004

662 790 SH 667 768 No

6 2004-‐2005

492 790 SH 407 768 SH

7 2005-‐2006

866 790 Yes 297 768 No

8 2006-‐2007

740 932 SH 491 914 SH

9 2007-‐2008

947 932 SH 584 914 No

10 2008-‐2009

1214 932 Yes 930 914 Yes

11 2009-‐2010

307 1074 No 711 1060 NO

Figure 1 12

11 Brimley, V., & Garfield, R. R. (2008). Financing education in a climate of change (10th ed.). Boston: Allyn & Bacon. ISBN-13: 9780205511792p. 107 12 A School Improvement Plan (SIPlan) and Process School (2009 - 2010)

20

Figure 2 13

Figure 314

13 Ibid 14 Ibid

0

200

400

600

800

1000

1200

1400

Math All Student

State Math Target

0

200

400

600

800

1000

1200

Reading all students

State Reading Target

21

EHS is also performing very poorly except in Reading- Female, when compared to the

district schools, as the following figures will indicate.

The 2010-2011 State's test is seen in the following figure:

Figure 415 Furthermore, the demographic makeup of the students’ body at EHS is the following:

Student Information American Indian 6.6%

Asian 0.0%

African American 67.0%

Hispanic 8.3%

Caucasian 16.7%

Students on IEP 19.9%

Students with free/reduced lunch 93.5%

Attendance 82.1%

Total Students (October 1, 2010) 708

15 http://sde.state.ok.us/AcctAssess/pdf/API/StateNCLB10.pdf

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A.C.T. 2011 Graduates tested 69

A.C.T. Average Composite Score 16.4

On NCLB Needs to Improve List? Yes Yr: 5

Adequate Yearly Progress? Yes

State's annual budget = $3.1 billion16The State-Wide Per- Pupil Expenditures this state is $8,423 per pupil, according to National Center for Education Statistics (NCES) data for the state’s 2008-2009 fiscal year.

Annual budget $3.1 billion

# Of High schools in this state 469

# Middle schools = 295

Average enrolment in class each day 638,817

American Indian/Alaskan 19.25%

Asian/Pacific Inlanders 2.11%

Black/Non-Hispanic 10.85%Hispanic 10.49%

White Non-Hispanic/Others 57.30%

Special Education (Aged 3-21) 93,937

Alternative Education (Grades 6-12)

State Dropout rate was 2.9% in 2008-2009, which are 18,526 students.17

While the above core curriculum tests are not the only determinant on whether or not a

student will be promoted from one grade to the other, or if they will graduate high school, it is

used to identify schools that are low performing. Its result is the bases for asking the question

on how to improve low performing schools. In 2008, 45 schools where identified as “ Need to

Improve List” This means that these schools failed to make Adequate Yearly Progress (AYP) in

one or more performance benchmarks for two consecutive years. For elementary schools, the

16 https://sdeweb01.sde.ok.gov/OCAS_Reporting/?Year=2011

17 http://sde.state.ok.us/AcctAssess/pdf/API/StateNCLB10.pdf

23

benchmarks are math and reading achievement, the percent of students tested in math and

reading; and graduation rate. To make the AYP, schools must reach all of the benchmarks in

every socioeconomic students group. To be removed from the list, school must make AYP for

two consecutive years in benchmarks that caused them to be on the list in the first place. 18 why

do students perform poorly with the following creed in mind or do they even learn them what

they mean?

An example of the Traditional Public schools Student's Creed:

"I believe in honest work, in generous comradeship, in the courage of high convictions. I

believe in the inspiration that comes from contact with all that is truest and best, in books, in

people, in life. I believe in loyalty to our high school, the fostering mother of these ideals, and I

pledge to her my allegiance in all her undertakings; in all that will make her a stronger and

nobler school.

It is unfortunate to read the above students' creed and sense how vague it is. It almost

sounds like witchcraft vanity. It has no substance. What if it reads like the following: "Repay no

one evil for evil, but give thought to do what is honorable in the sight of all. If possible, so far as

it depends on you, live peaceably with all. Beloved, never avenge yourselves, but leave it to the

wrath of God, for it is written, “Vengeance is mine, I will repay, says the Lord.” To the contrary,

“if your enemy is hungry, feed him; if he is thirsty, give him something to drink; for by so doing

you will heap burning coals on his head.” Do not be overcome by evil, but overcome evil with

good" (Rom. 12:17-21).

After reading the cases below, one will come to understand why many of the public

schools' students are not only failing to pass their class tests but are also failing their AYPs. It is

clear in the fourth and fifth cases that even the poorest students can and want to learn if a

18 http://oklahoma.educationbug.org/public-‐schools/

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concrete topic is introduced to them with teachers who know what they are doing. In addition,

one can easily understand how students think and why they think that way. Imagine what would

be happening in the communities where the students live, if they were learning about the Word

of God. What would the communities look like if students are remembering “For God so loved

the world, that he gave his only Son, that whoever believes in him should not perish but have

eternal life"(John 3:16 NIV)?

Case 1:

The author was confronted by an assistant principal who stated that a student came and reported to her that the author was singing a Christian song. The author assured the assistant principal that she took course in school law during one of her graduate schools and therefore knows not to violate the school law of the separation of Church and States. Little did the author know that she was not in control of what the Holy Spirit can do in the believer’s life. The above happened on Tuesday. Long story short, on Thursday of the same week, a student came to her in house suspension class, and announced that he was possessed by the devil. What happened next was clear that God's law is above the law of man and will overtake whenever God pleases. Consequently, as the author asked the student to sit on the chair across her table, what she meant to be a moment of silence turned to the student stretching flat on the floor, causing the author to come over, disregarding the presence of the students in her class and started praying aloud, casting the devil out of the student. Since she was praying on top of her voice, the teachers in the neighboring classroom came. The administrators and the nurse were call. On their arrival, they forced the teacher to stop praying as they took the student with them.

The principal was out of the building, however, the author was asked to go to the library and write what just happened. After typing up the incident, she was asked to go to one of the assistant principal's office to meet with the mother of the above student. As soon as she entered, and before saying anything, the parent told her that she can pray for her son anytime she wanted to. That was a big relief. Nonetheless, she was told to leave the building immediately until further notice.

Two days later, she was asked to come and speak with the administrators. During the meeting, she was asked to do research on the separation of Church and States and was warned never to pray for any student in the public school's premises.

When she came back to work, the above student's English teacher told her that she had been praying that she will come back and walk the halls of the school again, and that she was glad that she was not fired. Furthermore, that the above student read nothing but satanic books during his reading period while in her class. This was consistent with the student’s announcement of being possessed by the devil. In addition to the announcement, the student also reported that he was locked up not two long ago because the police found an assault

25

weapon in his possession. This fine looking and brilliant student, was heading to a serious destruction part, without the above intervention.

One of the teachers who told the author that she was speaking different languages stated that the above student told her and the teachers that when he was being prayed for, that he felt like something left him.

Later, the student e-mailed the author apologizing for what she went through because she prayed for him. Furthermore, he said that he was never the same after that day. He was now playing in the church and leading the children's group. The English teacher told the author that he was not reading satanic books anymore. The only books he was reading after the above incident were Christian books. The following is the latest e-mail the author received from the above student:

"Hello Ms. Agbai, It's ... I wanted to thank you for what you did. It seemed that day as though a large weight was removed from my shoulders. I've never been quite the same again. Life is going great for me, and I hope it's going well for you too. I see a lot of potential in the SRAICE students. I think you do your job well and I believe that you can teach your students quite a bit".

Having been escorted out of the school building because she prayed for a student, was

one of the best days of the author's life. This was because she got to be persecuted for the sake

of Jesus Christ, who was hanged for the sake of all human beings. The interesting thing was

that many of the students wanted her to pray for them when she came back from her pay days

off. However, she will tell them that she will do that outside the school building, just so she can

keep her job. One student insisted that she pray for her. When she said she will do that later,

the students asked if she could call her mother to let the author know that it was okay to pray for

her because she was going through a difficult situation. After speaking with her mother, the

author held her hands and prayed for her.

Analysis: This case 1 is a good picture of how incomplete many of the nation's students

are being educated. How will students learn when they do not have peace within? Many are

hungry to be liberated from what the world is demanding from them. The author feels like she is

in bottle that is covered because she cannot help the students deal with their problems with the

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Word of God. She knows how practicing faith in God through Jesus Christ can transform

people's life. Part of what drives her every day is remembering the following bible verses:

"3 Then Jesus told them this parable: 4 “Suppose one of you has a hundred sheep and loses one

of them. Doesn’t he leave the ninety-nine in the open country and go after the lost sheep until

he finds it? 5 And when he finds it, he joyfully puts it on his shoulders 6 and goes home. Then he

calls his friends and neighbors together and says, ‘Rejoice with me; I have found my lost sheep.’

7 I tell you that in the same way there will be more rejoicing in heaven over one sinner who

repents than over ninety-nine righteous persons who do not need to repent" (Luke 15:3-7 NIV).

That should be the driving force of every Christian because everyone is worth saving.

The next cases will show the result of the continuous incomplete education the nation's

students are getting:

Case 2:

Furthermore, the author observed the dean deal with two students who supposed to be in credit recovery, but was not because they were upset. Both had left home away from their mothers and were staying with their relatives. They were in summer credit recovery classes to hopefully pass some of the courses they failed during regular school year.

Student #1:

She stated that she was tired of cleaning after her mother’s boy friend. This was because she argued with him over 50 cents that was shy from the money she sold illegal drug for him. She wanted to run away because she was tired of her mother telling her that she had given up on her. That she was called the “f” word the day before. That she did not care about anything, even being locked up. That her mother knew that she gets high with drugs every now and then because she had to use drugs to deal with the problems at her home.

Student #2:

She had the same scenario as above. She did not care about anything. Some time ago, she had wished her mother dead. As for her, she wants to die. After all, she lost a relative the day before, who was twenty something years old through gun shot. That she was not taking her diabetic medicine because she didn't care about life. Both of them wanted to run away.

27

The dean's response: After encouraging them to speak their minds. She said that they should not let anyone deterred them from getting their education so that they will not treat their children like they were being treated. After all the above, they wanted to drink water and the author was asked to take them to the water fountain. On their way to the water fountain, they said they wanted to hear what the author had to say since she was just there observing without voicing any opinion. The author, just repeated what the dean said and added that she just felt like praying for their peace, but she could not because of the separation of Church and State.

Analysis of case 2: These are how the majority of the students in this school think; no wonder many do not want to go to school, let alone paying attention in their classes, doing their homework, or passing their AYP.

Case 3:

Surprising News from the state to the district:

The major city news paper just reported that the State Department of Education is proposing taking over some low performing schools. This could happen in the next school year. The State had created a "school improvement district." similar to what is done in other neighboring states. This will come in form of creating charter-like system, which would give the state direct control over the above low - performing schools. Furthermore, the way the district's Title 1 dollars are used, will be changed. For example, up to 40 percent of that funds will be used to bring in a turnover group. The district was not given enough opportunity to voice any opinion on the above proposal and hence, could not address the district citizens' concerns/questions. According to the superintendent, the districts are making a significant effort to implement the Senate Bill, which calls for a state wide evaluation system. The district is considering various alternatives to improve students' academic achievement, which are not given enough time to materialize. The next unfortunate move on the part of the State is putting forth some rules for online classes for grades pre-K through 12. The real concern on this, according to the superintendent, is that many of these students do not have computers, let alone knowing how to use it. To make the matter worst, the state had already approved online vendors where all students will be transferred to, expecting the district to connect the two above groups for the purpose of the students' academic success undermining their own online programs.

Citizens, believe that a well rounded education is important. The district has 251 million dollars for 42,000 students in the district. There is $49/child for test books from the state. The district will get another $44.00 if the bond issues passes in classroom learning. Altogether 344 million dollars will be given to the district. What will it take to raise the level of the suburban schools? Citizens, believe that a well rounded education is important. What are the well rounded education, taking core subjects, sports, technology, and $49/child for test books?

A District Superintendent' Message

Posted November 21, 2011

28

Analysis of case 3: This case makes it clear that the public schools are not doing good

job in educating the students. Consequently, the state has already planned to take over all the

Title 1 schools. After meeting with the legislatures, one of the principals of one of the Title 1

schools was lamenting that the law makers sit on their seats and give commands on what

needs to be done in the schools without knowing what goes on in the campuses every day.

They expect the administrators to somehow get the students pass their AYPs, with all the

baggage's they carry to school every day. This is consistent with the author’s points. That is that

until the personal problems the students are having, and the incompetency of some of the

teachers are dealt with, teaching and learning will continue to be problems. Consequently, the

following cases will expose why the incompetency is so rampant in the public schools:

Case 4:

9th grade Student

2/8/12

TRAICE

THE REASON I AM NOT DOING SO GOOD IN ANY OF MY CLASSES BESIDES PHYSICAL SCIENCE, AND ENGLISH 1, IS BECAUSE THEY DO NOT TEACH THE WAY I LEARN AS IN EVERYONE HAS THERE OWN LEARNING STANDARDS AS IN THE WAY THEY LEARN, AND THE ONLY TEACHERS THAT DO TEACH THE WAY I LEARN IS THE SCIENCE AND ENGLISH TEACHERS. IM NOT TRYING TO BLAME ANYONE ELSE FOR MY GRADES, BUT THE OTHER TEACHERS DON’T KNOW HOW TO TEACH VERY WELL, BUT I AM GOING TO TRY MY BEST TO BRING ALL MY GRADES UP TO AT LEAST A C+ SO I CAN PASS THE NINTH GRADE, BECAUSE I DON’T WANT TO GET HELD BACK.

Analysis of case 4: This student is crying for help. Unfortunately, she does not know how

to voice her opinion. What she did not add on the above writing was what she told the TRAICE

advisor. She said that sometimes when the teacher was writing on the board, he will forget the

steps in the math problem, and the students will start helping him to finish the problem on the

board. When asked if she told her mother or any of the administrators, she simply said no. The

29

most unfortunate thing here is that most of the teachers do not know or want to know that they

also have problems that need to be addressed.

Case 5:

T. L. Senior High School Student English IV Mrs. M 30 September 2011

Reflection The quote that I respect the most is one that I learned last year from Mr. M. The quote I'll be using is "If you walk the halls you will walk the streets". The quote means that if you go to school, and all you do is skip class, get in trouble, or just simply don't do anything then eventually you are going to be walking the streets because of lack of an education. Most students think school is just a boring fashion show so they don't apply themselves in the classroom. Students see famous rappers, entrepreneurs, etc. succeed without an education but what they don't realize is that everyone can't that lucky in life. When I initially heard the quote I knew what "If you walk the halls you walk the streets" was referring to in this world education will take you far in life because even if you do get rich all those things can get taken away but your mind always stays with you. Mr. M always recited the quote when he saw someone skipping out on their education so that keeps me going while I'm in class. School should be everyone's top priority because you get a quality education for free. In some countries kids don't even get the opportunity to better themselves or their families. People should take advantage of the opportunities that they're given because life is like a book you have chapters but once that chapter is up you can never replay the visit or rewind the time. I feel that at this age school should be student's main priority because education can take you places you wouldn't even imagine. The ways that you can apply this quote to life are by going to class and by doing what you know you should, and working to the best of your ability. School is not something you should take as a joke because it opens up so many doors for you. Education makes you better in every way. You will not succeed in life without some sort of degree more students need to open their mind and realize EDUCATION IS KEY.!

Analysis of case 5: This student has some physical deformity, yet he wants to learn and

is learning whatever he is being taught. His sharp memory in remember the story of the

association of wondering the hall and walking the street, will never depart from his mind.

Imagine if he was taught that he is special in the sight of God and therefore should treat others

the same in addition to not roaming the hallways and skipping classes, there will be reduced or

no fighting on the hallways at all.

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Case 6:

This student whom the author of this paper will call Ms. H, wanted to go to the nurse as soon as

Ms. D came in to their SRAICE class, but was not given permission to carry out her wish. When

the teacher did not give her permission to go to the nurse, D told her to go anyway. She then

got up and left and D followed her. After about 10-15 minutes, she came back telling the teacher

that she felt better. When asked if she saw the nurse, she said no, because an administrator

saw her on the hall way and told her to go back to SRAICE (State Resource and Adolescence

and Intervention Center for Excellence) Satellite.

Few weeks ago, D almost got some students to start rioting on the East side of the building.

Unfortunately today, she got H to leave their in-house suspension room to go and tell the

administrator lies against the SRAICE teacher because D did not want to do the work that was

required before she could be released to go back to her regular class. Both just made up all

kinds despicable lies just to get the teacher arrested or fired without thinking twice about what

they were doing. Fortunately for the teacher, D was just banned from her home school, so the

above behavior was consistent with her disruptive nature.

Analysis of case 6: While the author does not know all the ways administrators handle

teacher/students incidents at school, the procedure to which this was handled was troubling to

her. This was because one would expect the administrator to contact the teacher involved just

so he or she will be aware of what was going on before getting the students to write reports

against that teacher. When this kind of incident happens and the teacher does not have any

knowledge of what was going on, many concerns may surface. In this case, she was so naive to

the point that she asked the same student who just told all kinds of lies against her to speak for

her when the administrator e-mailed her for her own part of the students' report; fortunately the

administrator was not on her sit when H was asked to explain that the teacher was no way near

D to the point of spitting on her, calling her shit, yelling at her and slamming a big book on her

31

desk. At the end of H in SRAICE Satellite, she wrote the following apology letter to the

administrator. This letter was sent to all the teachers, since she told as many teachers as she

could the lies. Following the apology letter are the comments from some of the teachers:

Dear administrators, I am just writing this letter because I am feeling really bad about the incident that took place last week. When I lied on Mrs. A, this only happened because I was being a follower and not a leader. I should not have even left SRAICE to go out and say what I did. I am truly sorry about this; the mission statement paper that I wrote is all a lie so if possible it can be disposed. I also would like for Mrs. A to know that I am sorry for causing her to go through that. She doesn’t deserve that she is a wonderful person who is doing a great job at her job. I have learned down here that lying will get me nowhere except maybe in jail and that’s not where I want to be. I have also learned that following others is not a smart thing to do. This will lead to just me getting myself into trouble and not being able to do what I want to do. Well once again I am very sorry for all the trouble I have caused. Sincerely, H 12-‐6-‐11

Teacher’s responses after reading the supporters apology: 1. Of course no one believed her, Ms. A. 2. Mrs. A, we appreciate you. Your hard work and dedication to our students is seen by all. 3. Thank you Ms A for your tireless efforts to make Central a good place to be. These

character issues may not be addressed had it not been for SRAICE. Thank you. P. 4. Mrs. A, You are such a blessing to Central. We appreciate you so much. Thank you for all

you do for the staff and students!

Analysis of case 6: Ms. H is a very brilliant student as can be seen in her apology letter.

This incident proves that all that she said about her mother and her boy friend on case 2, as

student # 1, could be all lies. This is just an example of how much the students have not been

taught the Word of God. “You shall not bear false witness against your neighbor" (Ex. 20:116).

One can only imagine the kinds of citizens such students will be in the community, both as

teenagers and when they become adults. Is this not troubling?

Case 7:

The professor wanted the student’s opinion in a political science class about abortion. A university freshman, got up and responded, the mothers have rights to terminate their fetus if they so desired. After all, they are the ones in charge of their bodies and no one else has right to tell them otherwise.

32

Analysis of case7: The reason why this university freshman responded the way she did

was because she had no concept of the 7th of the Ten Commandment "You shall not commit

adultery/fornication" (Ex. 20:14). she had not learned that one sin could lead to the other that

having babies out of wedlock can lead to wanting to kill the baby either physically (abortion), or

spiritually (By exposing the child to drugs, alcohol, ungodly individuals who may take advantage

of the child and therefore killing the child spiritually). If she was taught like the author explained

above, she would have had a good foundation of a well rounded student who understands the

consequences of violating the law of God.

Case 8:

Well the summer of 2000, I got pregnant by my ex boyfriend Ofo . I was 14 and he was 15. That was my first and last time of having sex. I don’t count rape as my first time. So me and my friend, Utara was at my house when I start throwing up and having morning sickness. Utara was like “Ole you’re pregnant.” I said “No! I can’t be, no it’s impossible, ain’t no way Ole is pregnant!” Then I didn’t want to tell Ofo I was pregnant. I refused, I denied it. I tried my best not to tell him because I knew he would either say im lying or it wasn’t his baby Then Utara said “ If you don’t tell him I will.” So I either facebook or called him and said “ We need to talk” then I told him and he was actually happy and excited, so I thought it was going to be okay because my child will have a father. Should’ve known that wasn’t true. He had girlfriends and groupies galore calling me texting me cussing me out wanting to fight me talking about me and my child and he just stood there and watched and sometimes agreed with them. As soon as I said he can’t see his child, he would get mad and want to argue. Constantly stressing me out to the point I lied and told him I had a miscarriage. Then he made me mad about the miscarriage that I told him the truth. For the first two to three months of my pregnancy I had to deal with this drama. Then he finally wanted to try to be a family behind closed doors and then ask for a DNA test Okay, if you the only person I had sex with, who else is going to be the father? He just didn’t get this was serious we were having a baby! Then school kicked in and everybody was trying to see why my stomach was getting big and why was I eating so much so everybody found out and started judging me asking me a lot of questions. One day Ofo told me if he couldn’t see his child, he would put a gun to my stomach and kill me and the baby.

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I got so stressed out one morning I woke up in blood. I cried and cried and I still cry but what got me is Ofo didn’t shed not one tear not one!

How I can prevent this is to not have sex and if that doesn’t work wear a condom and if that dint work take of me and my child and not stress

What I learn in SRAICE is you have to break bad habits to improve. You can always make a bad situation into a good one. Have respect for others and yourself and the hard facts about drugs, how to use human tools to better myself, how to be a change agent, how to deal with or cope with abuse. I also learned about my circle of control and the circle of no control. I learned to confront your problems. Lastly, I learn how to make me a better me.

The analysis of case 8: This case shows the kind of rampant immorality that is prevalent

in the Ole’s community. Regardless of how many times a child was raped, it was not counted as

having sex even though virginity was broken. Those who are around many of these students do

not care about "You shall not commit adultery/fornication, which is the 7th of the Ten

Commandments. Ole grew up around people who do not have any concept of obeying the law

of God. So, she did not think that she could get pregnant when raped, hence she said, "I don’t

count rape as my first time" or may be that happened long time ago. This type of education the

students are getting. Both students above are being educated by the public schools system.

Unfortunately, they are getting partial education and heading to serious problems in the future

unless something is done to rescue their souls. When asked what her parent said about all the

above, Ole said that her mother was upset, and does not have any trust in her any more.

Nonetheless, grandmother had first baby at 14 years old, mother had hers at 15 years old, so it

runs in their family, but according to Ole, she worked hard to never let that happen to her. What

did the pastor say? He was upset and have been canceling her and Ofo. The thing about it was

that they she and Ofo go to church together. When asked to read about a story concerning how

a boy raped six girls using the same tactics, she lamented not having read that story before

sleeping with the Ofo, whom she came to know has many other girlfriends. This scenario is very

common in many of the schools.

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Case 9:

English II Essay 11th grader Topic: What is your position on Teen pregnancy Fact 1,100 Teenage Women from ages 15 to 19 Give Birth every day. To Begin With, Teen Pregnancy gets glamorized by media. There are several national television shows and movies about teenage pregnancy like “16 and Pregnant”, “The Secret Life of The American Teenager,” and “Teen Mom”. They Show how it is to be a teen parent, yes you see them having a difficult time with being young parents. But they glamorize teen pregnancy. Statistics say these moms get paid 60,000 or 65,000 per season; Which Regular Teen Moms do not get paid. Not only but also, some of these parents on these shows are unfit parents. No child should be brought up where their parents are having finical problems, where there are domestic problems, and where parents are smoking, drinking, and out partying every night. Secondly, there are a few options for Teen pregnancy, there is Adoption and Abortion. Adoption would be a good decision, the baby would be with a good family, you can still be a teenager, and you can still be a part of your baby’s life if you would like. Although Adoption can be emotionally hard you can get attached to your baby over the months and would not want to do adoption anymore. There is also Abortion, Abortions can be necessary; it can save your financial future. You would not have to be one of those teenage moms who are working 3 jobs just to make ends meet, or not even having a job at all taking care of a baby, Although some people might consider Abortion is “murder”, I put it like this way: either you sacrifice your baby’s life to save your life, or you sacrifice your life to save your baby. Although Abortion is an intense situation for someone to go through, Abortions are very expensive they can be up to 500 dollars or more, As well as, some women go into a deep depression because they fell guilty they aborted their child. These options can change your life forever, as well from being a teen parent. Also, Teen Pregnancy lowers graduate rates. Teen Parents have problems graduating because they have to drop out of High School to take care of their child. They could get a babysitter But the Parents cannot afford a babysitter so that’s why they drop out of High School. In Today’s Society If you do not have a High School diploma you will not get far in life. You probably have no job or, a minimum wage job, or working several jobs to support you and your child. You may end up on having government assistance. No child should see their parents struggling. Your child deserves the absolute best. Not what you can just provide for them. I can relate to Teen Pregnancy because my best friend is a single teen mom. She got pregnant in the 8th grade, and she had to give up her social life, the trust of her parents, and everything else just to take care of her son. My best friend Stefany getting pregnant at a young age is one of the reasons why I am waiting to have sex until I am married. Abstinence is the best choice. But if you decide to have before you are married be safe and get contraceptives. In conclusion, Teen Pregnancy is 100 percent preventable it can happen to anyone. Your teenage years are the best years of your life and I am positive you would not want to have a baby in your high school years; you can still have fun and have a good time. Be safe and protect yourself, so you would not have to go through all these things like these teen parents have to.

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The analysis of case 9: "But they glamorize teen pregnancy. Statistics say these moms

get paid 60,000 or 65,000 per season; Which Regular Teen Moms do not get paid"

Unfortunately for many of these students, the media is sending a wrong message to their brain

that is already messed up. Fortunately for the writer of this piece, and have been refined in her

thinking. She is the student who Teacher Comment #2 below wrote about when she was talking

about a student who started taking her reading very seriously after being in SRAICE.

Case 10: This case study has to do with discussion the author had with two students who said that they did not care about school, what anyone says, or what would happen to them if they die, because they are living in hell now anyway: Student number 1 (S1), Student number 2 (S2), Question (Q) The author (A) Q1: Who do you live with? SI: My 18 year old brother who works a minimal wage job. Q2: Where are your parents? S1: I do not know where either mother or my father is, my grandmother raised me. Q3: Why are you not living with her? S1: Because we no longer get along Q4: Give an example of why you no longer get along S1: She wants me to do the cooking every evening, so I told her see you later. Q5: What is your most challenging problem at school that you are 16 years old, failed 9th grade and is failing all your classes both first and second semesters? S1: I am always being sent out of the class because when I am not able to sit any longer, the teacher sends me out of the class, causing me not to learn. Q6: Why do you have to want to walk around the class sometimes? S1: I do not want to walk around the class, but needs to because if I do not get up, I will become very anxious and very upset. Q7: Has anyone ever communicated the above problem with any of your teachers, counselor or the administrators?

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SI: No (Grandmother who confirmed the above problem was called. When asked why she had not communicated that with the school, she said that she does not have a mean to go to school because she is taking care of her 91 year old mother in-law. Q8: You do have family doctor right? S1: No Q9: Which doctor prescribed marijuana you said that you are taking for medical reason? S1: It is not mine, but my grandmother's, and I will tell her to get a note for my teachers. Q10: So you were sent to SRAICE Satellite because you were smoking marijuana? S1: No, I left campus to smoke black cigar Q11: So you also smoke cigarette? S1: No, not cigarette, but black cigar. There is a difference between the two. Cigarette has nicotine, which is addicting while black cigar does not have nicotine and is not addicting. I am going to get the campus security man one way or the other. Q12: What did the campus security man do to you? S2: He called the head of his gang reporting that he and his friends did something wrong because the left campus to smoke black cigar. Q13: So you are going to attack him in his home? S1: Probably not, I can get him when he is going to play basket ball or to see his girl friend. Q14: Do you know that the campus security get their orders from the principal, who will get his order from the superintendent, the campus security does what the principal tells them to do? The principal knows when to speak with the heads of the different members of gangs that are in this school. So there is no need for you to think or plan evil against the campus security that is doing his duty, okay? . S1: Okay, I did not know that, so he did not just target us and reported to our head? Q15: Why are you in the gang by the way, is it to steal like some other members of gangs? SI: No I do not steal, I just want to belong to something, and many of my relatives are in this particular gang. I make money by helping put up fences to people that is the money I use to buy my marijuana. Q16: From S1: Why is it that two other schools, high school E and high school B' s ACT average scores higher than that of our school. And when my cousin moved from his former school to another they told him that he was behind?

A: Many of the students in this school do not have good academic foundation. For example, when the author was substituting before she started teaching in an

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elementary school; the fourth graders were not allowed to do any hard comprehension exercises. When they failed any grade, their parents will ask the principal to just let them go to the next class. The students knew that and therefore refused to do any work, causing them to be poorly prepared for high school. Since such elementary school and its middle schools are the feeder school for your high school, the students perform poorly on their EOIs and ACTs. Q17: So do you think if the Word of God was taught in the public schools, the parents will learn to tell the truth about their children performances and hence hold the teachers accountable if they do not teach their children properly? S2: The private Christian school students do not have nearly the problems we have. But it is only for the rich. We do not have money to attend. S1: They do not even have any fight, and rarely do students use drugs or even be in gangs. S2: This is because they teach them about God right from the beginning.

After the discussions with S1 above, he shared with the author that he needed to be

allowed to stand up from his seat during classes, go to the back of the class or wherever the

teacher wants him to stand, and stretches. When he is ready to sit back down, he will raise his

hand and be given permission to sit back down.

The above information was shared when he was asked how he thought that the school could

help him stay in class and not continuously roaming the hallways. He then said that he was

always being kicked out of the class because he got up from his seat when he felt very agitated

and wanted to explode. It did not matter whether he was busy or not he needed to get up and to

walk around or stand.

His grandmother confirmed the above information, but has never spoken to the

counselor about it. She was encouraged to take time and call the counselors. When the author

probed further, his grandmother stated that she just discovered that he smokes marijuana (This

means that he lied that he had prescription from a doctor as well as stating that he lived with his

18 years old brother and not with his grandmother) and black mild (cigar), which are probably

causing him to get agitated because he could not smoke those in the class and would like to

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leave to smoke. So, after speaking with his grandmother, she and the author decided to tell S1

that before the teachers will let him get up as he needed, he must stop smoking all the above.

Consequently, the author did not send the request to the teachers as was thought earlier and

authorized by the assistant principal.

Finally, the grandmother shared that S1 was born as a crack head child. She does not

know if his two older brothers were still locked up or were out of prisons. She stated that she

was taking S1 to church and not sends him like many parents/grandparents do. Unfortunately,

that he was following the part of his brothers. She warned that there is one thing S1 is good at,

and that is lying. So, one thing is very clear with these students, lying. They do not think twice

about lying and do not care who they are hurting.

Case 11:

Jerry Mr. M English IV 28 November 2011 Education Education is one of the most important aspects in today’s society. You can’t do much without an education. Education is the process of receiving or giving systematic instruction. Education is the key to open many doors in life. To get an education doesn’t take much physically, but you have to have the right smarts mentally. You want to be a more professional person and not be savage when it comes to getting an education. Following professionalism is being an attentive listener. To attain a lesson a teacher is teaching you need to listen and listen carefully. Another skill to receiving a good education is composure you want to have self-‐control and respect at all times. Respect is important and your instructor and peers should receive it. An education and job opportunity are corresponding factors. They both work together to push you to be a more successful person and not settle for less. To make good money and not be stuck at a fast food restaurant making minimum wage you have to first start with a High School Diploma. A High School Diploma is the first step of success. After High School you go to college and start your study in your major to begin your career. The more people go to college and aims at high degrees they are successful and the lower unemployment rates will be. As people settle for less for example working at a minimum wage paying job where there’s limited employment positions open and only have a High School Diploma or less, the higher unemployment rates are and people have to depend on welfare. In the condition today’s government and economy is in welfare isn’t going to be an option

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Through my years of redeeming my education I’ve became a more mature person. I’ve learned many valuable lessons that will stay with me through life. My attitude has changed and opened many more opportunities to me. I’ve bettered my surroundings and I’m not quick to bite into negativity as I once was. I have become that straight (A) student I have always wanted to be. I have improved academically and am taking all the right paths an honor student should. Having straight A’s being ranked 24 out of a class of 145 with a 3.33 GPA is a privilege I’m glad to have. As I continue my journey to success I feel like a more complete person. As I become more complete I will be finishing High School. I plan to go to Grambling University and graduate with honors and a Master’s Degree. I will be working as a veterinarian or pediatrician making lots of good money. As I’m making good money and pursuing my dreams I will be saving lots of money to make sure my sister’s and I don’t want or need for anything. After me and my sisters are taken care of I hope to be able to give back to the community and help abused and neglected animals. I will then be ready to join and take part in the SPCA and travel and see what other animals there are around the world. All of this will be accomplished with a positive attitude, a good education, and not settling for less. So an education is the key to many doors and will help you become a very successful person.

Analysis of case11: Jerry was suspended for a week soon after submitting the above

paper. Who would imagine such a brilliant student with such great goals to lash out at his

teacher causing him to be suspended? This is typical of the incomplete education the students

are getting from their traditional public school. What if he had learned respect right from his

childhood, getting respect from his parent and practicing the same at home? The author

happened to know this student when she was her physical science teacher in his freshman year

in high school. Because of such background she was not surprise to hear that Jerry was no

longer living with his mother.

For this student, the purpose of education is to get out of poverty, get good job, and not depend

on the government's hand out. All these are for the well being of the physical. There is no

mention of the spiritual being, loving fellow human beings, learning what the Word of God says

and why the needs to be the love of Jesus Christ among his pears, family members, friends,

teachers, administrators, community, the country and a better treatment of people from all over

the world because of one's love for God.

In fact, shortly after he wrote this paper, he was suspended for refusing to follow school

bus direction. Although the administrators had other concerns about how this student does not

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understand what self control means when speaking to his teachers or to the administrators, the

student perceives himself as one who is making "As" in all his classes, and therefore is heading

to a successful life. The concern for his nasty character by his teachers and the administrators

is not an issue to him because he does not understand that with such attitude, he will find it

difficult to succeed in the university.

So is this student receiving a whole picture education? The administrator who was

discussing the nasty attitude of this student with another teacher is supposed to be a Christian

and plays piano for the church she attends, but she will not talk to this student on how to better

his attitude for fear of being fired. Unfortunately, students are not receiving complete education

because of the so called separation of Church and States. What if this student is not only

learning the importance of making good grades but also is learning about true citizenship right

from kindergarten as described in the following verses?: "Everyone must submit himself to the

governing authorities, for there is no authority except that which God has established.

Consequently, he who rebels against the authority is rebelling against what God has instituted,

and those who do so will bring judgment on themselves. For rulers hold no terror for those who

do right, but for those who do wrong. Do you want to be free from fear of the one in authority?

Then do what is right and he will commend you. For he is God's servant to do you good. But if

you do wrong, be afraid, for he does not bear the sword for nothing. He is God's servant, an

agent of wrath to bring punishment on the wrongdoer. Therefore, it is necessary to submit to the

authorities, not only because of possible punishment but also because of the conscience. This

is also why you pay taxes, for the authorities are God's servants, who give their full time to

governing. Give everyone what you owe him: If you owe taxes, pay taxes, if revenue, then

revenue; if respect, then respect; if honor, then honor" (Rom. 13:1-7).

This student wants to learn sincerely, but has not been taught completely or properly

right from his home. What if he has problem in the University for not making the kinds of grades

he wants? He will be so outraged that he curses the professor out and ends up being arrested.

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Is he not being prepared for a failure? Preparing this kind of student for a true success in the

future is what this paper is about. This can only happen if all schools have Christian

Administrators who will infuse biblical principles in the curriculum of all schools.

Interviews with two gang members:

Question: Why did you join gang?

Answer: To make money and to belong and get help in life problems. First you must undergo gang initiation. The home boy and some other people will beat you very well. It you know how to fight, you will not suffer too much blows, however, if you are weak and do not know how to fight, you can get beaten well or even die. So if you die, so be it. That means you are weak. As soon as you survived the initiation, home boys and girls, will supply you free drugs, and free sex, teach you how to survive, stealing, fighting selling or using drugs.

Gang member #1 14 years old:

Question: How do you make money as a gang member?

Answer: 1. Break into people’s house, steal things, and sell them for money

2. Call someone to sell me drugs, buy the drugs, give them money, put gun on their fore head and take their money and their drug. We do not shot a girl unless they are a witness to the killing.

Question: What life problem drove you to join gang?

Answer: At 14 years old, I have 7 funerals, when I did not get Christmas present, my pastor who will buy me gift died. My three aunties died at the same time. Three other very close family members died. If all the above happened to me when I believed in God, why should I believe in God now? I am running from the police right now. Question: Why are you running from the police?

Answer: I was caught breaking into a house in another state, but never answered present in the court case. Now I have another case to report to the court less than four weeks, but I am not going because I do not care.

Question: Why do you have another court case in less than four weeks?

Answer: I walked 8.7 miles to break into community school to steal something with four others, two girls and three boys. However, before we arrived, the school was already broken into, so it was not our fault that the doors were open. I am ready to die, any time, and do not care about what

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happens after death. My mother has been in jail several times, and father was in army. My big brother is locked up and no one knows when he will be coming out.

Question: Do you know what happens when people die?

Answer: I know that I will be going to hell when I die. I am in hell now anyway. Looking at his friend, bro did I not tell you what happened few days ago, you remember about the bullets piecing through our window when we were sleeping? Ms. A. I hate where we live, the only things that go on there are selling of drugs, gang activities, killing, prostitution, and chaos. I will rather like to be in jail or prison than continuously living there.

Question: Do you not think that you can get out of gang, move or something?

Answer: No, if I move they will find me and kill me, so whether I leave gangs or not, I will die, so I do not care about school because I will not live long.

Gang member #2, 15 years old:

Question: You said that you just came out of jail?

Answer: Yes

Question: How long were your locked up and why?

Answer: I was locked up for two weeks because I was caught breaking into someone's house and also had a concealed weapon (gun).

Question: How was jail life, that is what did you do there, I do not see any correction or paradigm shift in you. You came back to school today went smoking weed outside the school premises?

Answer: We did nothing but sit and chill, eat and wait for your time to be up so that you can go home.

Question: How long have you been smoking weed?

Answer: Since I was six years old.

Question: Who in the world was giving a six year old weed?

Answer: My cousin who was eleven years old then?

Question: Did your parent know about it?

Answer: No

Question: What is your cousin doing now, did he finish high school?

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Answer: No, he got his General Education Development (or GED), which is the test of a group of five subject tests. Any student that passed them will certify that the taker has American or Canadian high school-‐level academic skills. It can also be referred to as General Education Diploma. 19

Question: What if you are killed as you were breaking into people's house?

Answer: I will then die, who cares, I am not afraid.(Father was called, but he did not know what to do with him. He shared that he was waiting for him to turn to 18 years old so that he can send him to Youth academy.

Gang member #3, 18 years old still in 9th grade:

This is a ring leader of his kind of gang. When he wanted to get into a high school game without proper

identification, the police hand cuffed him causing his members to start rioting at the game. When he

was released from jail, he was sent to SRAICE Academy, a long time suspension alternative program.

When his time was up, he was sent back to his traditional school. Before joining his regular classes, he

was sent to the SRAICE Satellite, which was the author's class. Since he was one of the author's

science students sometime ago, he was ready to show her his bullet scars, but the author refused the

exhibit. However, the following was his interview/conversation:

Question: Have you thought about leaving gang, since for four years you are still in 9th grade and 18 years old?

Answer: Yes, but I cannot, because if I do, I will be killed.

Question: Do you know that you can use the leadership skills in you to direct your followers in doing things very remarkable to the community you live in?

Answer: Yes but I do not know how.

Question: You start by doing research on how people like you in other cities have turned the destructive life they were living to productive life styles.

Analysis of #1 and #2 gang members above: Even though they worked on the seven habits for

highly effective teems by Sean Covey, the TRAICE teacher could not elaborate on their dilemma,

especially the first one who probably would have gotten some insight on how to start dealing with his

19 (http://en.wikipedia.org/wiki/General_Educational_Development#History_of_the_GED_testing_program)

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problems, which were all the deaths he had experienced and his misinformation about already being in

hell. Again the reason is because of the so called separation between the Church and the States. Many

of these students are hurting without help because the system is not teaching the whole person.

The following is an overall pre-‐survey, where the students were asked their experiences with

their teachers who advised them concerning their high school career. Looking through this survey, one

will not see anywhere the core problems like the above issues were addressed:

Results of Pre-Survey for Teachers as Advisors:

1.Has a teacher or counselor talked to you about your career interests? Yes 66% No 34%

2.Has a teacher or counselor discussed with you the exact requirements and courses needed to graduate from high school? Yes 72% No 28%

3.Has a teacher or counselor discussed with you the requirements necessary to attend college, technical school programs or the military after high school graduation? Yes 52% No 48%

4.Has a teacher or a counselor suggested you keep a list of all your school, community or church activities including clubs, sports, honors, certificates, and leadership roles?

Yes 31% No 69%

5. Have you completed a Six Year Plan of Study? Yes 9% No 91%

6.Do you have a relationship with an adult at your school that you can talk about your future with? Yes 67 %No 33% Furthermore, the following is an example of Parents Teacher Student Association (PTSA)

meeting agenda:

In spite of all the above problems the students are going through, during PTSA meetings, very few

parents showed up to discuss the problems their students are going through.

Thursday September s" 2011, 6:00 p.m.

Call To Order - PTSA Elected Officer

Approval of Agenda - Action Item

Principle observations & Introduction of Staff -

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Title 1- Parent Facilitator/

Treasury Report - Action Item

P.T.S.A. Special Committee's -

President’s observations -

District Updates

PTSA Announcements

Adjournment & School Tour - Action Item

Next meeting is scheduled for Thursday, October 13th - This High School

In this particular school, the number of attended parents was 4 and 6 staff, with the total

of 10 persons. At this very day, there was another program in the auditorium where many of the

parents/guardians attended. They were there for Dance Art Performance. They cheered and

went home without attending the PTSA, where the librarian from a major library attended to

explain the importance of encouraging the students to read. As discussed above, up to two

thirds of the students are failing two or more class, yet parents are not in a place where they

could learn to encourage their students to better themselves academically.

The following is an example of how a student's (Called Eze) discipline was handled in a

typical traditional school from 9th to 12th grade. No real name is mentioned, whether it is that of

the student, the teacher, the parent, or the administrator for privacy sake. The purpose for this

discipline log is to prove "The Need to have Christian Administrators Who Will Infuse School

Curriculum with Biblical Principles in Schools." Many of the public schools are not contributing to

the academic success of the students. The student’s grade point average (GPA) is seen at the

end of the her four years in high school report card. Unfortunately, this student may not be

graduating because she has not passed the four out of the seven EOI tests that all graduating

seniors must pass before graduation:

Eze's four years discipline log in, report cards and GPA and report card:

Date & Time 09/23/2009 04:51 PM:

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Offense Code (from Code of Conduct) 104: TARDINESS Teacher Summary of Incident (what, when, where, who): Student was 14 minutes tardy. So were all her friends in this class. Consequence: COUNSELING Administrator's Comments: Instructed teacher to provide tier 1 intervention

Date & Time 10/22/2009 04:31 PM: Offense Code (from Code of Conduct) 215: SKIPPING/CUTTING CLASS Teacher Summary of Incident (what, when, where, who): Student was on a restroom pass but chose not to come back directly and was down in the brick area. When administration went to the brick area, she ran into the room. Administrator's Comments: Spoke with student's mother and informed her about student "skipping" class. I conferred with student, and gave her a warning and instructed her not to skip anymore classes, she agreed.

Date & Time 01/05/201003:14 PM (First day of school for this semester): Offense Code (from Code of Conduct) 215: SKIPPING/CUTTING CLASS Teacher Summary of Incident (what, when, where, who) : Student just walked into my class at 3:11. She did not have a pass from a teacher. She harassed one of my students and took Cheetahs out of her bag. She screamed about the girl stealing her Cheetahs and ran out of the class. I don't know why she was out of class. On a side note, this same student was not in my class when she was supposed to be earlier. I don't know if she was skipping or not, but she was marked absent. Consequence: DETENTION Administrator's Comments: Conferred with Eze regarding this and previous similar behavior. Called and spoke with her mother. Assigned student to after school detention

Date & Time 01/11/201001:53 PM: Offense Code (from Code of Conduct) 104 :TARDINESS Teacher Summary of Incident (what, when, where, who): Student has been tardy sixteen times, including twice in the past week. 10th grader. Administrator's Comments: Called and left vm msg. Conferred with student. Informed and issued warning to student of future consequences if this behavior continues. Sent home letter to parent informing them of the student's excessive tardiness to class.

Date & Time 02/25/201012:42 PM: Offense Code (from Code of Conduct) 214 :DISRUPTIVE CONDUCT Teacher Summary of Incident (what, when, where, who): During class today, student became involved in an incident today with another student. Student started acting out with the other in argumentative manner. Additionally, she approaches the student and told him that she was going to settle it. After that comment, teacher told her to sit down and discipline her for that comment. Student became argumentative and disrespectful towards teacher. Her behavior caused a classroom disruption and security was called to have her removed from class. Consequence: PARENT CONFERENCE Administrator's Comments: Called home and spoke with parent

Date & Time 04/08/2010 04:23 PM: Offense Code (from Code of Conduct) 218: LEAVING W/O PERMISSION Teacher Summary of Incident (what, when, where, who) Student left the classroom at 3:00 and did not return until 3:30, without asking for permission. I saw her walk past the door at around 3:10.

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Date & Time 05/18/2010 04:32 PM:

Offense Code (from Code of Conduct) 214: DISRUPTIVE CONDUCT Teacher Summary of Incident (what, when, where, who) 10th grader: Student was talking across the room with several classmates. I verbally reminded them of my class talking rule. They ignored it and each received a classroom writing intervention as an alternative to a referral. The other ladies completed theirs, but Z refused. She said she would not do it. I replied that it is her choice, but she needs to remain quiet. She called me a stupid bitch. I called home after school, but the phone number does not work. Consequence: SUSPENDED FROM SCH. Administrator's Comments: Conferred with student, called home. Informed parent about the incident and the consequences. Student is to serve a 3 day out of school suspension Consequence: PARENT CONFERENCE Administrator's Comments Conferred with student; called and informed parent about incident

Date & Time 08/30/2010 04:12 PM: Offense Code (from Code of Conduct) 214 : DISRUPTIVE CONDUCT Teacher Summary of Incident (what, when, where, who) Student has been logged for continual disrespect and interruptions during class. No working phone number to contact home. 000-0000 Consequence: PARENT CONFERENCE Administrator's Comments: I conferred with student regarding her behavior in class. she understands what is required. I also called her mother and spoke with her about student's behavior in Mr.K's class. Mom can be reached at 000-0000 or 000-0000

Date & Time 03/03/201104:41 PM: Offense Code (from Code of Conduct) 218: LEAVING W/O PERMISSION Teacher Summary of Incident (what, when, where, who) : Also, is excessively tardy. Consequence: PARENT CONFERENCE

Date & Time 12/03/201003:14 PM:

Offense Code (from Code of Conduct) 108 : DISRESPECT Teacher Summary of Incident (what, when, where, who): Was told to put away her cell phone multiple times. After the last time she told me "no way, just get out of my face". Still did not put away the cell Phone. Consequence SCH. SITE CONTRACT

Date & Time 04/29/201109:55 A.M.: Offense Code (from Code of Conduct) 215: SKIPPING/CUTTING CLASS Teacher Summary of Incident (what, when, where, who): The student was caught skipping class. Consequence SUSPENDED FROM SCH. Administrator's Comments the student was caught skipping class.

Date & Time 10/17/201103:19 PM: Offense Code (from Code of Conduct) 215: SKIPPING/CUTTING CLASS Teacher Summary of Incident (what, when, where, who) Student left class without permission. Administrator's Comments Student received a verbal warning

Date & Time 12/05/201110:16:A.M. Offense Code (from Code of Conduct) 214: DISRUPTIVE CONDUCT

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Teacher Summary of Incident (what, when, where, who) : During class today, student came to class late. Today in Environmental Science we had a schedule lecturer and student was continual disruptive presence. She was texting, talking out loud and eat/drinking in class. Teacher made several attempts to correct behavior without any correction. She became argumentative towards teacher which created further disruptions. She made comments to the teacher I am going eat no matter what. Administration was called when Miss H was removing student from class she said I am "G" that I am going to do what I want to do and was loud and disruptive when leaving the classroom. Additionally, she made it a point to show disrespect by drinking in the front of the class and laughing about it. Consequence: SUSPENDED FROM SCH. Administrator's Comments: Student refused to cooperate with her teacher. she became argumentative and disrupted the learning environment. The following Table 1 is the current students report and Grade Point Average of 1.3509. She is now 11th grade, but is telling everyone that she is going to graduate because her classmates are now seniors, but she is still in 11th.

Table 1

Attendance By Class (X = Teacher's name)

Last Week This Week Course S1 S2

Absences Tardies

M T W H F M T W H F 11-12 11-12 11-12 11-12

1(A) ENVIRON SCIENCE X

D 60

-- 0 0 0 0

1(A) T ENVIRON SCIENCE X F

0

0 0 1 1

2(A) INTRO TO BUS X

F 8

-- 3 3 0 0

2(A) . A . A . A . INTRO TO BUS X -- 3 3 0 0

3(A) ENGLISH IV X

F 33

-- 0 0 0 0

3(A) T . T . T . . ENGLISH IV X -- 0 0 3 3

4(A) PHOTOGRAPHY I X

F 59

-- 1 1 2 2

4(A) . . A . . PHOTOGRAPHY I X C

76

1 1 0 0

5(A) PE I/ACTVY LIFE X

C 72

-- 1 1 0 0

5(A) . . . . PE I/ACTVY LIFE X A

100

0 0 0 0

6(A) ALGEBRA II X

F 44

-- 2 2 0 0

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6(A) . . A . A . ALGEBRA II X -- 2 2 0 0

7(A) MUS APPRECIATIO X

B 87

-- 0 0 0 0

7(A) . A . . . MUS APPRECIATIO X -- 1 1 0 0

8(A) AFRIC-AMER STDY X

F 40

-- 0 0 1 1

8(A) T A AFRIC-AMER STDY F

0

1 1 1 1

Attendance Totals 15 15 8 8

Current ...Added Value GPA (S2): 1.3509

Show dropped classes also

Copyright© 2005 - 2011 Pearson Education, Inc., or its affiliate(s). All rights reserved.APP NODE: 42

Analysis of Eze's four years discipline log and what supposed to be her final report card:

When one looks through the discipline logs, one will not see any help with biblical principles in

all the counseling, detentions, suspensions meetings with parents. This was why there was no

change in Eze's behavior for the whole four years. Now she and all the students like she are

about to join the work force, and no telling how much they will contribute to the society. The

most frightening part of this scenario is that more than 60% of her classmates may not be

graduating with high school diploma because they are having the same problems she has . This

is just one out of many of the high schools that are in this nation that are struggling with the

same problems.

B. Rationale for the this dissertation:

This dissertation fits the intended degree, which is Doctor in Philosophy on Christian

Education Administration. Based on the instruction found in Deuteronomy 6, biblical principles

should be available to all students through school administrators who are governed by biblical

Attendance By Day Last Week This Week Absences Tardies

M T W H F M T W H F 11-12 YTD 11-12 YTD T A T A T A 29 29 9 9

Attendance Totals 29 29 9 9

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principles. The above data shows specifically some of the problems that are taking place in the

circular public education system. The result of their labor was shown with the data they

generated. The following is the model teaching workshop presented by a powerful teacher

organization. Even with this there is no room for teaching the whole person. With all the

scenarios above, it is clear that the students are hungry for biblical principles that will help them

discover who they are, whose they are and the direction to their lives. However, the author

followed this teacher organization workshop with suggested methods that have biblical

principles implemented. The result of the implementation of the biblical principles follows the

suggested method:

Suggested workshop for a successful teaching and learning- 2-4-12:

Classroom management "I Can Do It" workshop:

This is one of the workshops that are free for the members of OEA, (That is the state's teacher association organization, this is not the real full name for privacy sake.) but $25.00 for none members.

For the teachers of this particular workshop, the following are the evidence of a well managed class:

Firm fair and consistent

1. Block Schedule 2. Routine, that is follow the same procedure 3. Get the students engaged

The following are what some of the teachers wanted to know:

1. Balancing engaging chaos 2. Improve what the teacher has 3. How to deal with a student who is presenting an opposition defiance 4. How to handle a student that has been labeled as attention deficiency disorder (ADD/ADHD) 5. How to build good relationship habit 6. How to balance discipline 7. How to keep the flow as they are balancing scheduling 8. How to face lack of support from both the administrators and the parents/guardians.

Some of the things a classroom teacher must do to ensure successful teaching and learning:

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• Ensure that students are safe and are seated well so that their circulation will be good in their classrooms

• Make sure that the light is appropriate for the students • Temperature is appropriate for the students. • That they are sitting on comfortable furniture to ensure proper circulation. • That they have physical activities. • That the students get brief breaks. • Make positive phone calls or send good letters to parents/ guardians, at the beginning of

the school year before you call for negative behaviors. • Make sure that the students are at the stage of emotional safety, where they are

comfortable to take risks. etc.

To achieve the above emotional safety stage, the teacher must create a community to have free environment by doing the following:

• Let the students get to know one another. • Teach Life Skills as procedures not rules: Let students know that being honest,

trustworthy will make them better people, who can find good jobs as they grow older • Let the students learn the golden rules of mutual respects etc. • Let students get up and walk around, or excises sometimes, because according to the

presenters, “Your brain can only do what your bottom can endure. • Set the students up for success: because it is the teachers' responsibilities to teach:

Come to the edge It's too tall

Come to the edge I'will fall

Come to the edge They came

And you pushed them And they flew

The image of the safe community are the following:

• Students are able to buy into the physical space of the classroom, having ownership because they have placed things on the walls etc.

• Teacher respects the students and therefore modeling for the students. • Teachers learns how to approach the students, the aggressive ones do not approach

from the back, come from the side. • Teachers are using good tone of voice, which will not be none threatening. • Teacher speaks respectably to all students to avoid scaring those he or she is not

speaking to.

To deal with anti -bulling:

• Have eye contact with the bulling student

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• Call him or her by name • Do not approach them face to face, but by the side • Teach collaborative work to all students, etc.

Teachers questions: Question = Q, Answer =A

1Q. How to deal with a 4 year old who will run out of the class without cause

A. Send him to a safe place, which could be the teachers' room

2Q. What shall I do when I am not getting help for Individualized Education Program (IEP), who is not being help as expected from his roster teacher.

A. You must continuously e-‐mail both the head of Special Education and the principal that they are being out of compliant for not implementing the IEP requirements.

3Q. What shall I do to my voice because most of the time I am speaking to my students in the class, I can hear myself screaming at them, which is just making their behavior worst.

A. One of the presenters responded by saying that when she started teaching, her principal will tell her to work on her voice because she was not being understood.

4Q.. What shall I do when second grade students refuse to get back to their class work after a grief recess?

A. Play music so that they will learn when to sit down as soon as the music ends.

5Q. What shall I do with the eighteen years olds that are still in ninth and tenth grades whose parents or guardians are not responsible for any longer? A. Build professional working relationship so that they will be able to work with you. Trick them into giving you the phone of anyone that is dear to them. For example, I need to speak with so and so and let them know how well you performed on the test today. Such person may be their coach or whomever they can listen to or respects.

Suggested Solution (OEA 2-4-2012):

1. Don't wait for one or two students. Go ahead and start,, but be sure to monitor the dawdlers in later transitions in order to find out why they are having trouble. Then give them individual feedback and close supervision .

2. Define appropriate behavior during transitions and explain the rationale for limiting student behavior during these times. Monitor students and be sure procedures are established to handle out-of-seat behavior.

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3. The teacher needs to have all materials ready, and when transitions begin, the teacher should avoid doing anything that interferes with his or her ability to monitor and direct students.

4. Establish a beginning-of-period routine and have clear expectations for student behavior for this period.

5. Be sure students know what the assignment is -- post it where they can see it. Work as a whole class on the first several exercises so that all students begin the lesson successfully and at the same time. Watch what students do during the transition and hurry them along when needed.

6. An end-of-period routine should be established: students work until the teacher gives the signal; then clean-up and dismissal procedures can begin.

7. The teacher should give the class notice a few minutes before an activity is scheduled to end. At the end of the activity, students should be told to put all materials needed for the next activity. The teacher should monitor the transition to make sure that all students complete it; the next activity should not be started until all students are ready.

8. Don't try to give instructions during a transition, except to individual students. Instead, give the whole class instructions before the transition begins. Don't begin explaining the new activity or presenting content until everyone is ready and listening. 20

The above is one of the best models for teaching the students in the traditional public

schools. The most troubling is seen in 2Q above, which is "What shall I do when I am not

getting help for Individualized Education Program (IEP), who is not being help as expected from

his roster teacher". This is troubling because in the EHS, which the author is using as an

example, over one third of the students are labeled as Special Education, meaning that they are

on the Individualize Education Program (IEP). If the following scenario is true to all of them, then

many of the public education is crippling the students: The author collected three test

booklets from a teacher with Doctor in Higher Education (Ed.D) so that students in her class will

take that test. The instruction was that the three students could use their study guide for 15

minutes as they were taking the test and put it away after the 15 minutes was over. The hope

was that they will be done within that period of time. However, when the author brought them to 20 OEA Classroom Management Workshop, p. 199, 2-‐4-‐12

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the students, one of them, who was a high school junior, and was in IEP, lamented that he did

neither have a pencil to write nor the study guide for the test and therefore, will not be able to

take the test; and more importantly he is in IEP and is not supposed to take the test without his

roster teacher's help. Why in the world he continued, will I do all that when my roster teacher

can help me take the test? When the author asked- you are going to college right? His answer

was yea, but if I can get the help here, why not? The second student, who was also a high

school junior, lied that he was in IEP, and lamented that he lost his study guide and besides, he

completely forgot to study for the test. The third student, who is a senior, and also lied to be in

IEP, said that he left his study guide in the class, and besides, he forgot about studying for the

test. Consequently, they were waiting for the roster teacher to come so that they can go with her

to take the test or basically be given answers to the test. When the author saw the roster

teacher in the passing, she asked if that was how the IEP students were taught, no studying for

the test because roster teachers will supply all the answers. She said that it meant that they will

fail the test because she was not going to give them the answers to the test. She did not come

to get them, and none of the three students even tried to take the test.

Any right thinking person will know that many of the public schools' system are disabling

the students. Starting from the regular teachers' instructional teaching and test taking to the

roster teachers' helps, the students are being crippled, many cannot read, no wonder they are

not making their AYPs.

When the author was substituting in an IEP science class in one of the city's high school,

the students plainly told her that they know that she meant well, but they will not do the work.

When she asked why, they eloquently explained that if they start performing well in their

classes, then their mothers will not be getting the government checks they were getting every

month because they were labeled learning disable. She then asked what they will do when they

grow up in order to take care of themselves if they did not get their education. They said that

55

they will continue to get learning disable checks from the federal government, since they may

not pass their entire test to get their high school diploma. The author was shocked to hear such

sayings from such able and intelligent students.

When the author was still pondering on the above, a lady told her that her sister

purposely enrolled her daughter to learning disable class so that the school will not take her to

court for the daughter's too many absences. In addition to the above supposed benefit, she will

be getting checks every month. Years after all the above, the author was in a staff meeting

where the head of the Special Education was presenting to the faculty what the Special

Education Department does; she asked him if it was true that parents/guardians receive money

for placing their students in learning disable class, he said yes. So all the author’s hopes that all

the above should not true were chartered.

It was at this juncture that she declared that it is time to change the Words of God, which

states, " Start children off on the way they should go, and even when they are old they will not

turn from it (Proverbs 22:6 NIV); to instill in the child biblical principle ways of thinking when he

or she grows up he will not depart from it. The reason for this proposal is that many of the

children are being taught so many different things, such as lying, stealing, selling and using

drugs, prostitution, etc, and yes they are not departing from it.

A student told the author that when he was sixth grade he when to one of the

department stores and stole an ear plug because he needed one and did not have money to

buy it. As they were walking out of the store, they caught them, called the police, who took

them, locked them up until their mothers came and collected them. When asked if any one had

ever taught him that stealing will destroy his soul, he said no, but he has been taught how to

steal in the movie he watches all the time. Why do I need school anyway when I can sell drugs

and make twice the amount the teachers' salary, he continued? So the students are being

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taught alright just as Proverbs 22:6 states, and they are learning well whatever they are being

taught, which many not be according to the Word of God..

It is clear that the above model from a well known teacher organization is still not doing a

good job in producing many well rounded students academically. Instead, it is producing many

demonic, retarded, dysfunctional and lawless human beings. Consequently, the author will

suggest better ways to teach the students and the better results obtained with the

implementation of biblical principles that are infused in the schools' curriculum led by Christian

Education Administrators. In addition, she will show the end result using a Christian school as a

good example.

Nonetheless, the author maintains that having faculty with biblical principles on board is

the key for a successful infusion of school curriculum with biblical principles. A successful

participation of faculty and staff with biblical principle mindset will not be achieved without

getting the parents, the guardians, and the whole community involved. “To chart the landscape

of the teaching self, three important paths must be taken-intellectual, emotional, and spiritual-

and none can be ignored. Reduce teaching to intellect, and it becomes a cold abstraction;

reduce it to emotions, and it becomes narcissistic, reduce it to the spiritual, and it loses its

anchor to the world. Intellect, emotion, and spirit depend on one another for wholeness”.21

These important parts can be infused as shown on the following flowchart that is created by the

author. The author's suggested plan:

21 Palmer, P. J., The Courage To Teach Exploring the Inner Landscape of a Teacher’s Life, Published by Jossey-Bass, p.5, 2007

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After examining data on figures 1 to 3 above, the author will suggest the

following remedy:

The suggested remedies for success of

EHS are seen below:

1. All freshmen should be grouped according

to their academic abilities, taught and

assessed accordingly as soon as they enroll.

2. Teachers should write

lesson plans with biblical principles

in mind.This should include differentiated

teaching as Jesus did to take care of the struggling and the more advanced

students.

3. Instructional team should align

the curriculum with state and

national academic content and

process standard to make sure that biblical principles

are infused in dept in all areas.

4. The demographic makeup of the

diverse student body should be addressed to make sure that the different needs of all students are being addressed in order to maximize their

learning.

5. Qualified, experienced

teachers who are born again and are

on fire for Jesus Christ should be

hired

6. Stakeholders should be

updated on how they must help

their students at home physically, emotionally and

spiritually.

7. Teachers should be

getting adequate Professional

developments regularly on how

to infuse biblically

principles in their lesson

plans.

8. Parents should be adequately

informed and encouraged to

attend seminers to learn how to

help their students in math. for example

9. Honest, Christian,

community involvements

should be encouraged to help students have hands on experiences, as

they practice what they learn in their

classes

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Flowchart

When students do not see the big picture of their education as Palmer stated above, they are

confused and lost. When that happens, they are quickly labeled as persons who are mentally

disturbed as the following form (Collected from one of the social workers) shows:

Family & Children's Services:

SCHOOL-BASED MENTAL HEALTH REFERRAL FORM:

Student Name Grade Person Writing Report Date SS/DOB _______________ _______ _________________ _______ _____________

Attendance: Attitude:

___Frequently absent ___Mood changes from day to day

___Frequently tardy ___Very defensive

___Unexplained gaps of time bet. Classes ___Sensitive (feelings get hurt easily)

___Frequent attempts to excuse from class ___fearful, worries excessively

___Often becomes angry/loses temper

Performance: ___Never satisfied w/performance

___Grades decreasing

___Assignments late Self-Control:

___Assignments poorly completed ___Difficulty waiting his/her turn

___Not working up to potential/ low motivation ___ Often talks out

___No performance problems ___ Shifts from one activity to another

___ Difficulty accepting change

Relating to Peers:

___Challenges___________________________ Compliance:

___Excitable towards______________________ ___ Argumentative with others

___Overreacts to minor events ___ Defiant towards others (authority)

___Critical to others ___ Often blames others for mistakes

___Withdraws from others ___ Often defensive or easily annoyed

___ Argumentative ___ Excessively submissive to others

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Areas of Problem Behavior Frequency of Behavior Intensity of Behavior 1. Occasional 2. Several

times 3. Constant

1. Mild 2. Moderate 3.Severe

Verbal Aggression Physical Aggression Time on Task/ Inattentive Acceptance of Authority Peer Relationships Poor Attendance Bullying Behavior Has changed friends Family Problems Suicidal threats or attempts Homicidal threats or attempts Theft or illegal activity Disruptive Behavior in class Obscene language or gestures Fighting Cheating Cutting Personal Responsibility

Student’s identified strengths/Additional Information:

Does the student have any history of medical problems? Medication(s)? Allergies(s)?

What types of documentation and examples of work could you make available to Family & Children's Services?

___ Significant documentation gleamed through review of cumulative file ____ Teacher documentation log

___ Record of parent contact ____ Report Card

___Academic Work Samples ____ Other ______________________

*** After filling out this form please contact parents to inform them about our services and if parents are interested, please let the parent know a Family & Children's Services provider will be contacting them to set up an appointment.

________________________________________ ________________________________________________

Parent’s/ Guardian Name Phone

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The things listed on the above form are areas of students’ difficulties. There are no

mentions of teaching the students who they are, whose they are, and why they must think and

act positively. Since the cause of the problems is not identified, everyone who is trying to help

is just putting bandage on a very deep wound. These wounds are exposed with the following

survey, which shows the mindsets of the students that are resulting to why they are not taking

their school work seriously: This is a big part of why many do not stay in class and learn

resulting to at least one third of the students’ body being placed in the Special Education

classes. So both students and teachers are given opportunities to voice their opinions on how

they think the above problem could start to be dealt with in the following survey:

What do you think should be done to help parents who are depending on the federal government for handouts (food stamps, house rents, one student told the author that she wishes to have 10 kids so that she can get $10,000/month, a van and a house from the federal government) to break the cycle on their children? Please answer the following as you voice your opinion on this very important topic:

1. What the government should do to break the cycle of people depending on them for handouts.

2. What the government should do to prevent the cycle from starting at all. 3. What parents should do to stop their children from thinking that it is okay to depend on the

federal government for handouts. 4. What the children should do not to get themselves on depending on government for

handouts. 5. What the churches/pastors should do to brake this cycle or prevent it from starting at all. 6. What the community should do to brake the above cycle. 7. What the school should do to help the cycle not to start at all. 8. What the schools should do to break the already started cycle.

Answers:

Student #1:

How the government can help break the cycle?

1. I think the government can break the cycle by going on the news and talking about it and then maybe the parents will think how they should act around their kid or other kids that’s in their hands at the time. And he should ask the people how they think they want him to help. The pastors should talk to the children and parents in opposite rooms. And the children should think about what they parents do and think if they should do it or not or talk to a adult that they are close to and see if that will help them in the future. And the parents

61

should talk to their kid about their behavior. And the parents should listen more not just sit around and make more kids.

2. What the government should do to prevent the cycle from starting at all? He should think it through and then explain why he’s not doing it.

3. What parents should do to stop their children from thinking that it’s okay to depend on the federal government handout?

The parents should talk to their children about how they should and shouldn’t act.

4. What the children should do not to get themselves on depending on the government for handouts?

They should talk to a close adult about it to see if that helps them out.

5. What the churches should do to break the cycle or prevent it for starting it all? They should start talking about it in church more and telling them the consequences

about it.

6. What the community should do to break the about cycle? Help each other out more.

7. What the school should do to help the cycle not to start? Talk to the kids about it.

8. What the school should do to break the already started cycle? Help the kids.

Student #2:

1. The government should do to prevent the cycle from starting at all, they should put all the students in at therapy section, to help them realize doing what everyone else do Isn’t always the right things to do.

2. What the parents need to do to stop their children from thinking its okay to depend on the federal government for handouts. They should talk to their kids about their behavior, and how they suppose to act.

3. What the children should do not to get themselves on depending on government for handouts. They should think about their consequences before they do wrong doings.

4. What the churches/pastor should do to brake this cycle or prevent it from starting at all. They should pray for the students, because god can do anything.

5. What the community should do to break the cycle above. They should make a community service for the students to do.

6. What the school should do to help the cycle not to start. They should suspend the students, 7. What the school should do to break the already started cycle. They can have a meeting with

their parents to help them do better.

Student #3: 1. How the government can help break the cycle

What the government should do to break the cycle of people depending on them for handouts- To break the cycle of parent’s depending on the government to help them with money I think they should limit how many kid’s the people can have each, and the parent’s

62

should get a job or need to finish high school to set a good example for their kid’s to get money.

2. What the government should do to prevent the cycle from starting at all? The government should only give money to those in need of it.

3. What parent’s should do to stop their children from thinking that it is okay to depend on the federal government for hand outs. - I think they should not sit around having babies and collecting money from the government. I think they should stop having kid’s if they can’t afford to have them.

4. What the children should do to not get themselves depending on government for hand outs- I think the kid’s should stay in school to learn and get their education, and don’t think about having kid’s until they are out of school and have money to do it.

5. What the churches/pastors should do to brake this cycle or prevent it from starting at all. I think the pastor’s should tell the kid’s why they should not have kids at a young age.

6. What the community should do to break the above cycle -the community can help by stopping having so much babies and get a job.

7. What the school should do to help the cycle not to start - The school should teach the student’s more on why you’re not supposed to have kid’s at a young age.

8. What the school should do to break the already started cycle - The school should tell the kids to not follow in their parents’ footsteps if they are just sitting around collecting money instead of earning it. I think it’s good to charge for items because than they wouldn’t want to have any more kid’s and will get a job to take of the one they have instead of having more and more children.

Student #4:

1. I think that the government should not give them any money if they make more money than their family then they should not give any money.

2. The government of the U.S.A should save some money in wan they have about two or three kids then they should not give a lot of money out to people that really don’t need it.

3. I think that the parent should take class to the right thing in fort of their children and know what not to do.

4. Well I think that the children should not do anything because the children did not ask to be born.

5. All I have to say is keep-asking god for help. 6. I think all school should do something to help all the kids in the school. 7. Well nothing.

Teacher # 1:

1. What the government should do to break the cycle of people depending on them for handouts.

The government needs to do a better job of determining which people actually need the assistance and which people are free riding. There needs to be serious reform on the way these people are selected.

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2. What the government should do to prevent the cycle from starting at all.

To present it from starting, government needs to invest more in education. If the students learn all the skills necessary to survive and finish collage, they can get themselves out of the poverty.

3. What parents should do to stop their children from thinking that it is okay to depend on the federal government for handouts.

Reinforce the idea that the government interference is only the last resort. The movement is not an option for those that do not want to work.

4. What the children should do not to get themselves on depending on government for handouts.

Take school seriously because receiving a quality education is the only way for them to better their lives.

5. What the churches/pastors should do to brake this cycle or prevent it from starting at all.

Provide other resources to struggling families so that they do not have to rely on the government. These resources can even come in the form of advice and guidance.

6. What the community should do to brake the above cycle.

The community needs to provide support to one another to build a culture of family.

7. What the school should do to help the cycle not to start.

As stated above the school should provide kids educations that will help them not have to ever think about relying on the government for their daily needs.

8. What the school should do to break the already started cycle.

Provide education to students about consequences of cheating the system.

Teacher # 2:

1. What the government should do to break the cycle of people depending on them for handouts. I believe that the government will have to wean people off total dependence on handouts; Kind of like a mother weans a child from bottled milk to solid food. It is not an easy process, nor do I think people will be open to letting go of government dependency, especially if abuse of the system is the motive for receiving assistance.

2. What the government should do to prevent the cycle from starting at all. I do not think there is a way that the government can prevent the cycle from starting without creating another situation in which government assistance will still be needed. I will use generational poverty as an example. Families that have been impoverished for three or more generations may desire to break that cycle but if the tools and resources are not made available to them to change the lifestyle and mindset the cycle will always continue. People have to be

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determined to break cycles in their lives, the government cannot be responsible for lifestyle choices and mindsets.

3. What parents should do to stop their children from thinking that it is okay to depend on the federal government for handouts. I believe that parents need to give their children the ability to dream and have a hope for a better future. Those who have been a part of generational poverty will have to change their mind and lifestyles to believe they can survive and have their needs met without depending on federal government handouts. I think about Dr. Ben Carlson's story. His mother was in an impoverished situation but she instilled a dream and a hope for a better life for her sons...and she made the investment in them to see that they have the opportunity to achieve their dreams and hopes for a better life. She did not give up on them, she did not make excuses for them, and she was a parent to them who challenged them to be the best they could be. Parents have to do this for their children.

4. What the children should do not to get themselves on depending on government for handouts. Children have to have an education-they must take advantage of the free education they are getting from Pre-K through high school. As they grow they need to continue their education with some sort of collegial instruction. High school is not enough education for many to break the cycle of poverty which causes them to be dependent on the federal government for handouts.

5. What the churches/pastors should do to brake this cycle or prevent it from starting at all. I believe that church leadership should encourage their parishners to get an education. I believe that church leadership should also challenge those who are capable of work to do so...even if it is a day labor type of job; do something that challenges them to break the cycle they have seen in their families, neighborhoods, city, etc.

6. What the community should do to brake the above cycle. In order to break cycles, there must be a strong support system. It can't be just a one man/woman crusade, everyone must believe in the same goals/vision/mission otherwise this type of movement, no matter how strong it started or how good the ideas were, will fizzle out and become a fading memory. Persons who have a strong, positive presence in the community need to somehow get involved with doing motivational speeches in schools.

7. What the school should do to help the cycle not to start. Schools must not become a handout to students or their parents. Schools must allow the opportunity for parents and their students to be responsible. Schools should be places where education takes place. Schools have to reach out to the parents and those in the community for assistance to help break the cycles that have been created prior to a student entering the school building.

8. Do you think teaching students moral instruction at school will help break the above cycle? YES!!!! Students do not know what to do from a moral or ethical standpoint in challenging situations because there has been a loss of examples before them. I believe that this type of instructions will help instill a sense of value in students and not base their value on what they see in the entertainment arena or from negative influences.

The above students and teachers responses to the survey, are saying unanimously that

everyone has a part to play in encouraging students to take their school work seriously. The

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federal government has a part to play, parents have parts to play, schools have parts to play,

the churches have parts to play and of course the students have parts to play. This means that

until everyone understands his or her roles, and plays it with Christian Administrators who will

direct all in infusing biblical principled in the schools' curriculum, many of the schools will

continue to produce many demonic, retarded, dysfunctional, and lawless individuals. The

following is the criteria to becoming effective Christian Education Administrators who will

implement biblical principles in all schools.

Criteria for Effective Christian Education Administrators:

Before becoming an effective Christian school administrator, one must be called, born

again, has faith, and is filled with the Holy Spirit. In addition, he or she must have the knowledge

on how to implementation the Interstate School Leaders Licensure Consortium (ISLLC 2008)

standards. These standards are designed to measure the success of school leaders and

strengthen educational leadership as a whole. Therefore, for a Christian Educational

Administrator to be a successful leader he or she has to have the right questions to ask, the

right understanding of what he is asking, the knowledge of what is going on and the skills to

help everyone know how to help in dealing with the school challenges. After listing the 6

standards, the author will describe three major challenges facing the leadership in the public

schools and how the ISLLC standards coupled with biblical principles could be helpful in dealing

with the problems. Standard 1-Lead with a Vision, Standard 2- School Culture and Climate,

Standard 3 - Management, Standard 4 - Working Collaboratively With the family and

Community, Standard 5 - Ethics, Standard 6- influencing the larger political, social, economic,

legal, and cultural context22.

22 Interstate School Leaders Licensure Consortium. (2008). Educational leadership policy standards ISLLC 2008. Washington, DC: Council of Chief State School Officers.

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Christian Education Administrators need to lead with vision because they need to seek

for the best ways to lead their schools to face whatever challenges they are facing with biblical

view points. They must lead by examples and make the teachers feel appreciated because

when teachers feel appreciated, they will impact the student learning more positively. This is

because the Christian Administrators understand that “8 if we live, we live for the Lord; and if we

die, we die for the Lord. So, whether we live or die, we belong to the Lord. 9 For this very

reason, Christ died and returned to life so that he might be the Lord of both the dead and the

living. 10 You, then, why do you judge your brother or sister? Or why do you treat them with

contempt? For we will all stand before God’s judgment seat (Rom. 14:8-10 NIV).

To be able to implement the above effectively, they need to ask the following essential

questions: How does a Christian educational leader’s philosophy influences his/her vision of

teaching and learning, curriculum, instruction, assessment and professional development? How

do we know when students understand the concept that is being taught in each classroom?

How will we monitor progress towards our school vision? How will we assess whether our vision

is being met? How often will our school measure progress? What measure will we take if we are

not meeting the school’s vision?

To be successful in answering the above essential questions, they must have the

following understanding: the need for continuous assessment of the implementation process to

make sure that the intended result is achieved; that the vision needs to be implemented by the

entire community; and that the vision will drive every decision made in the school. They must

understand that if teachers will be held accountable for the academic growth of every child, they

must be given the tools to ensure all students can succeed, including professional development

and coaching. These Christian leaders also need to understand that all students come to school

to learn and deserve to do so effectively.

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To put the above understanding in good use, Christian school leaders must know how to

identify the best ways to eradicate any obstacle that may diminish the effectiveness and

efficiency of the process of upholding their vision. For the success of all the above, Christian

educators need to be skilled in creating a collaborative development and the implementation of

a shared vision. This means that they must have skills to collect and use data to identify goals,

assess organizational effectiveness, and promote organizational learning. And finally, they must

have skills to create and implement plans to achieve goals (ISLLC 2008).23

They need to be able to creatively utilize the services of the school's parents and

guardians, which have to do with Standard 4 - Working Collaboratively With the families and

community members, responding to diverse community’s interests and needs and mobilizing

community resources. The implementation of these standards along with biblical principles will

be vital especially schools with a lot of low socio economic students. In the EHS, which the

author is using as an example, 90% of the students are from low socio economic group.

Therefore, Christian leaders that find themselves in this type of schools need to begin asking

the following essential questions: How strong is the PTA in the schools, if it is weak, how can

they be energized? Is there an ongoing dialogue between the school and the community to

voice together concerns their school community may be having and to find ways through

collaborative work to find solutions on issues that deterred the students’ learning? How can

they measure the effectiveness of this communication? For them to begin answering the above

questions, they must have the understanding that the community must perceive the school as

an effective instrument in meeting the needs and the diversity of community’s partners. When

collaborating between schools and communities both parties need to feel valued. They need to

know that the faculty must take an active role in community events to facilitate dynamic

23 Ibid

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relationships. To deal with the above understanding effectively, the principal must have the

knowledge on how to effectively implement the chosen decision by including the faculty, parents

and the community for continuous feedback to make sure that his biases do not hinder the

process and to provide him with necessary information. For all the above to be successful, he

must have the skills to provide affirmation to people whose opinion may be different from his.

Another of the many challenges that could be facing Christian Administrators is

gang violent caused by drugs, which could be combated with proper implementation

of standard 6-promoting "the success of all students by responding and influencing

political economic legal, and cultural context" (Interstate School Leaders Licensure

Consortium. (2008),24 initiated with biblical principles. This standard needs to understand

if there will be peace and harmony in the schools. The community leaders need

understand the plan to infuse biblical principles in the school's curriculum? The

administrator needs to ensure on ongoing dialogue with representatives of diverse

community groups within our community and the surrounding ones? They must work

together to make sure that public policy is shaped to provide quality education for all

students at all times? How does communication occur among the school community

concerning trends, issues, and potential changes in the society and school

environment? To begin dealing with the above questions, the administrator needs to

understand that people need to know that their leader cares about their concerns by

being a good listener who can provide a meaningful feedback. He must understand that

an effective communication means consensus- building and negotiation and the

willingness to continuously examine one's assumptions and beliefs. With the above

24 Ibid

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understanding, he must know how laws relate to public education; how to communicate

with the school community concerning trends, issues, and the potential in the

environment in which the school operates. To be able to make a difference with the

above knowledge, he must have the skill to advocate for children, families, and

caregivers.25

To be able to promote the success of all student, he must use the participatory

approach because he knows that such an approach will likely be received by stakeholders with

less resistance.26 For a long time success, he or she needs to continue teaching the students,

their parents and guardians the seven habits of highly effective teens. 27Parents need to learn

this too because many of them are less mature than their children and many are teaching their

children how gang and drugs work and why they need to be involved. The author read

somewhere that the apple does not fall far from the mother tree. If the students have good

model at home they will act accordingly.

Student Number: School: Code: Date: Grade:

Student's Last Name: First: M.I.: Male Female

Teacher Number: Period: Time: : AM PM

Race: American Indian Asian Hispanic Black White

Location:

OFFENSE CATEGORY 1 20 Fireworks OFFENSE CATEGORY 3

25 Ibid 26 Ibid 27 Covey, S. (1998). The seven habits of highly effective Teens: A true gift for the teenage soul." New York: Free Press.

-- CHOOSE LOCATION --

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01 Inappropriate Dress 22 False Alarms 21 Robbery

02 Inappropriate Personal Property 23 Trespassing 29 Possess Weapon or

Facsimile Weapon

08 Failure to Follow Bus Rules/Reg 24 Reckless Vehicle Use 33 Arson

11 Tobacco 25 Possession/Use of Pagers, Phones, etc. 34 Extortion

15 Truancy 26 Possess/Own/Use Illegal Drugs/Alcohol 39 Inciting to Riot

16 Excessive Referrals 27 Possess/Own/Use Other Substances

40 Threat with a Dangerous Weapon

17 Tardiness 28 Gambling 41 Possession of a Firearm

18 Leaving Campus w/o Permission

30A Breaking and Entering Vandalism 43 Sexual Misconduct

62 Public Display of Affection

30B Breaking / Entering Vandalism >500

44 Possession/Use of Explosives

64 Hazing/Initiation 31 Possession of Stolen Property

45 Drugs/Alcohol Sale/Distribution

OFFENSE CATEGORY 2 32 Petit Larceny 46 Theft/Theft by Receiving

03 Failure/Refusal to Follow Directives

38 Participate in Prohibited Gangs/Clubs 48 Disorderly Conduct

04 Disorderly Conduct 42 Assault 49 Grand Larceny

05 Using Verbally Abusive Language 47 Battery 51 Physical Assault on Staff

06 Leaving Without Permission

63 Provoking/Instigating Behavior 52 Off-Campus Conduct

07 Harassment 66 Forgery/Falsification of Information 53 Conspiracy

09 Disrespect 69 Refusal to Submit to a Search 55 Similar Violent Offenses

12 Fighting 71 Refusal to Serve Cat. 1 Sanctions 56 Threat with Intent to Kill

13 Other Similar Offenses 73 Falsely Reporting a Crime 57 Aggravated Assault & Battery

14 Failure to Identify 58 Verbal Abuse of Staff

19 Inappropriate Use of Technology

70 Fighting/Battery/Riot at Event

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74 Abusive Behavior To School Emp.

EXPLANATION

(Referral form to discipline students).

Furthermore, an effective Christian administrator should study the above referral form

used in the traditional public schools and plan ways to teach the students on how not to get into

the problems in the first place. As the following mission states that the goal is to develop

individuals whose hearts and minds are prepared for a purposeful life, so teaching how not to

fall into the trap of any of the above offences with biblical principles, will be the beginning points

of a successful students and all stakeholders. The following bible verses need to be learned,

dramatized, so that students will never forget it: "Repay no one evil for evil, but give thought to

do what is honorable in the sight of all. If possible, so far as it depends on you, live peaceably

with all. Beloved, never avenge yourselves, but leave it to the wrath of God, for it is written,

“Vengeance is mine, I will repay, says the Lord.” To the contrary, “if your enemy is hungry, feed

him; if he is thirsty, give him something to drink; for by so doing you will heap burning coals on

his head.” Do not be overcome by evil, but overcome evil with good (Rom. 12:17-21).

Mission Statement for a Christian school:

Key words for this Christian School's mission statement are to help each student to become as much like Jesus Christ as possible. This means that each student will be trained spiritually, academically and physically in an excellent manner. Furthermore, that the mission of this school is to create Christian leadership that will be able to be a part of the five-fold ministry or to function as professionals in various other fields to help carry out the "Great Commission." (Mt. 28:18-20 NIV) In addition, only those families who are in agreement with the following Statement of Faith will be accepted for enrollment at school. 28

Statement of Faith in this Christian School, which will be called (VCS)

28 http://www.vcstulsa.org/Default.aspx?tabid=878

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The following truths are held in common agreement by the members of VCS.

1. We believe the Bible to be the inspired and only infallible authoritative Word of God. (2 Timothy 3:16)

2. We believe there is one God, eternally existent in three persons: Father, Son, and Holy Spirit. (1 John 5:4-6)

3. We believe in the deity of our Lord Jesus Christ, in His virgin birth, in His sinless life, in His miracles, in His vicarious and atoning death through His shed blood, in His bodily resurrection, in His ascension to the right hand of the Father, and in His personal return in power and glory. (1 Corinthians 15:3; 1 Peter 2:21-24; John 3:16)

4. We believe that for salvation of lost and sinful man, regeneration by the Holy Spirit is absolutely essential. (Romans 3:21-30; Galatians 4:4-7)

5. We believe that the full consummation of the Baptism of believers in the Holy Ghost is evidenced by the initial physical sign of speaking with other tongues as the Spirit gives utterance, and by the subsequent manifestation of spiritual power in public testimony and service. (Acts 2:4; 10:44-46; 19:2,6; Acts 1:8; 2:42,43; Matthew 3:11)

6. We believe in the resurrection of both the saved and the lost; that they are saved unto the resurrection of life; and that they are lost unto the resurrection of damnation. (John 5:24,28,29)

7. We believe that deliverance from sickness is provided for in the atonement and is the privilege of all believers. (Isaiah 53:4; Matthew 8:16,17; Mark 16:18; 1 Peter 2:24)

8. We believe in the imminent return of our Lord and Savior Jesus Christ. (1 Thessalonians 4:18; Revelation 21:20)

9. To summarize, we believe in: The Virgin Birth, the Physical Death, the Resurrection, the Ascension, the Personal Return of our Lord Jesus Christ, the Great Scriptural Doctrine of Sin, Salvation by Grace, Redemption, Regeneration, the Reward of Believers and Retribution of Unbelievers, the Personality, Deity, and Work of the Holy Spirit, the Baptism of the Holy Spirit with Evidence of Speaking in Other Tongues and Spiritual Power, Deliverance from Sickness, and the Victory of Believers over the enemy.

Teachers are selected based on their spiritual, academic, professional, and personality qualifications as follows: They must spiritually be born again29

Just reading through and signing the above, the students and their families

are immediately looking forward to their academic journey with their Savior, Lord

Jesus Christ. What else can give parents or guardian such peace of mind? The

author and her husband were blessed to know a family who did not have much, but

were determined to start their children with Christian school that ended at third

29 Ibid

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grade. The hope was to give them the best foundation which had a great potential

to leading them to making good choices as they grew up. With their example, the

author and her husband decided to do the same with their own children. Although

they did not have much, just started their son in Christian school was the most

valuable investment. Even though their other children did not have chance to do so

their son was there to give them great leadership that is still going on as they are

maturing to great children of God. Just reading through such agreement,

automatically speaks life to the minds of the students and their families.

The following are the result of the right implementation of biblical principles

in a Christian School. Students’ test scores exceeds the national average unlike EHS

above:

30

30 http://www.vcstulsa.org/Portals/25/Editors/VCS_newsletter.pdf

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31

Analysis: When compared with the above EHS, A.C.T and SAT. Average Composite

ACT Score for EHS, is 16.4. That of VCS score is 21.53, meaning that students are definitely

learning and are able to compete academically along with their strong moral strengths.

Also, when the VCS students were tested in four areas, English, Math, Reading, and science,

they scored above National average as seen below. Again when compared to the public schools

State’s report, the Christian school students are learning more.

32

31 Ibid 32 Ibid

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C. The Basic Assumptions:

When any educated person who is a Christian is asked about whether or not America is

a Christian nation, the obvious answer usually is yes. Sterling supports the above answer with

the following statement of George Washington who is called the founding father of America:

"I now make it my earnest prayer the God would have you and the State over which you preside, in His holy protection, that he would incline the hearts of the citizens to cultivate a spirit of subordination and obedience to government; to entertain a brotherly affection and love for one another, for their fellow citizens of the United States at large, and particularly for their brethren who have served in the field; and, finally, that he would be most graciously pleased to dispose us all to do justice, to love mercy, and to demean ourselves with that charity, humility, and pacific temper of mind, which were the characteristics of the Divine Author of our blessed religion, and without an humble imitation of whose example in these things we can never hope to be a happy nation." 33

Although Sterling said that many may have different opinions on whether or not he was

really a Christian, but in general, majority of the citizens will agree that he was. However, it

becomes paradoxical to see that a nation founded by one or group of believers has driven so far

from the teachings of the Word of God in their institutions. The evidence is the current trends of

the ways the youths are educated. Rarely are they taught that George Washington made the

above statement, or any of the biblical principles. To make the matter worst, the nation has

more institutions that train public school administrators than it has the ones that train Christian

Education Administrators. Consequently, the following basic assumptions can easily come in

any one’s mind:

1. The public schools are being encouraged more than the Christian schools, whether private

or public. Resulting to lack of training Christian leaders whose education philosophy will

have a practicing biblical view point.

33 Sterling, J. A., Christianity As An Influence On The Founding Fathers Introduction,

paragraph 13, retrieved from http://www.lawandliberty.org/founders.htm

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2. Not hiring and retaining qualified teachers whose philosophies will have practicing biblical

principles and not those who will hold such principles only in theory. Since the training of

Christian Education Administrators are not encouraged, hiring the above teachers, are not

considered as well.

3. The low socio economic students understand that the Christian Schools are not for them

since they cannot afford it, therefore, God is not worth honoring and so they can do

whatever it takes to survive. Unfortunately, based on all the above surveys, many of them

think that they are exempted from practicing good behaviors..

4. The general conclusion is that Christian education is for the rich and not for the poor

because it is expensive and the poor cannot afford it. With biblical principles, students will

learn theological doctrine from the scripture. They will learn that Christ is the perfect

revealing of God and that the Scripture is the perfect revealing of Christ (Jn. 5:39). Students

will be taught how to do self examination and why they must respect self and others.

Teachers will be able to instill in their students how to deal with their biases and stereotypes.

How to think according to the wisdom from the scriptures. And incorporate all that they need

to be learning in the lesson plans. The goal then, if the poor are included, should be to

change the unacceptable students' behaviors and respect for diversity. This biblical diversity

will be in the lines of stressing the different kinds of children created by God and how they

are different with different spiritual gifts. Learning about the spiritual gift will help students

know that they have purpose for their lives. Attending such goal should be what the

Administrator and his or her followers should be evaluated on.

Schools' evaluation procedure:

Christian schools' evaluation procedure should be the same as the way it is done in the

circular schools. The evaluation process should be thought of as the clarification of purpose,

generation of data, and analysis thereof into meaningful information to determine the next steps

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in improving current practice.34 This should not be ways to get back to those teachers the

administrators do not care anything about. Consequently, an administrator who practices good

morals is needed in the country's schools so that good teachers will remain in the profession.

Data provides power to make good decisions, work intelligently, work effectively and efficiently,

change things in better ways, know the impact of our hard work and how it benefits children,

and help us prepare for the future;35 without data everything is a guess work; data must be used

to show progress.

D. Intended Outcome:

This paper intends to increase the public awareness on the needs to provide students

with mediums to gain character and traits that will enable them develop lifelong interests that will

not only help them want to succeed academically, but to prepare them for lifelong success.

Biblical principles, which will include Bible stories and activities embedded in the lesson plans,

will create awareness on how people deal with the problems they face daily. This will help the

students understand that they are not alone as they deal with their daily challenges and the

nature of God through the study of the scriptures. An opportunity should be given to the

students to learn how having their trust in God can help them deal with the insurmountable

problems many of them deal with everyday. If the administrators and all stakeholders have the

same goal as the above, students will have brighter future and better reasons to live. They will

depend less on drugs, sex, gangs or any other violate activities. The problems of placing the

students in special education classes and labeling them for life in some of the schools, will take

34 Drake, T. L. & Roe, W. H. (2003). The principalship (6th ed.). Englewood Cliffs, NJ: Prentice Hall.

35 Bernhardt, V.L.(2004) Data Analysis for Continuous School Improvement. Larchmont, NY: Eye on Education.

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a different turn if the administrators and their followers will deal with every student as one who

has Spiritual Gift (s) that needs to be developed.

The following letters from some teachers and a student are some examples of how

teachers will be feeling if a tangible SRAICE (State Resources and Adolescence Intervention

Center for Excellence) Satellite program is in place that can help turn the students around. If the

author can manage to design a program that could make such an impact in a school where

there is separation of Church and States, how much more will everyone benefit when such

school has Christian administrator who will infuse biblical principles in the curriculum? These

are examples of the indent of this dissertation:

The following are letters written by some teachers and a student on their experiences

with SRAICE (The first letter of this acronym is changed for confidentiality) Satellite, which is

like in-house school suspension. The letters were addressed to the State Foundation of

Excellence, so that they will not remove the SRAICE from EHS. The teacher/advisor runs it in

such a way that the students get to face the wrongs they did in their regular classes and

consequences of such wrong doings. This is the teachers' writings acknowledging the

transforming nature of the program on the students. If this program is so transforming, it is clear

that more transformation can take place if the school implements biblical principle in the entire

school's curriculum:

Teacher's comment #1:

Mrs. J M - English Teacher-Department Chair Eke High School (EHS) State Foundation for Excellence 5 Marcb2010 Dear Sir or Madam: I have been teaching at EKS for the past four years and must say that this school-year, 2009-2010, has been my most positive experience yet. Most of this has to do with the implementation

79

of the SRAICE Satellite program headed by Mrs. A. For the first time during my time at EHS, it feels as though the staff has finally found a way to deal with the troublesome issue of students who lack 'the discipline required succeeding in school and life. . What I like best about the program is that instead of suspending the students who fail to follow school procedures and policies, it gets to the root of the problem. The students who do not comply with school rules are sent to SRAICE to have time to reflect on the things they are doing that are heeding their progress. In the past, students would go to in: school suspension or worse yet, be sent home and did not really have to respond to or reflect on why they continued to make poor choices. As a result, students would return to class making the same poor choices. Now with the implementation of SRAICE, I have seen major behavior changes from my students who have spent time with Mrs. A. When they are with her, she counsels them, makes them write about their poor decision making and more importantly makes them decide what they are going to do to improve their success rate. Students return to class with a positive outlook about school and life and most importantly dread returning to SRAICE. Consequently, students who have been in SRAICE behave because they know the disappointment their parents, Mrs. A and other school officials will feel if they see the student continuing to get in trouble. I think the most important aspect about the SRAICE program to remember is that it does not merely punish the student who does not abide by school procedures; it gives students and their parents’ time to analyze the situation. When the student is given the opportunity to analyze the choices he or she has been making, they gain valuable life skills that will help them to succeed not only in school, but in life. For that, I am thankful for SRAICE. I care about my students and SRAICE is a program that shows students that we do not want to merely punish them; we want to help them improve. Sincerely, Ms. M

Teacher's comment # 2:

Dear State Foundation for Excellence Committee,

I am writing this letter to brag on the new discipline program being used in TPS as well as encourage its further use in our schools. I teach ninth grade English at EHS and have seen several students go through SRAICE. Some students have learned from their time spent in SRAICE and have come back to my class with a new and refreshed respect for learning and appreciation for education. For example, one girl in particular went to SRAICE for extreme tardiness - truancies early in the year- about October. She spent almost a week in TRAICE and came back a completely different student. Before going to SRAICE, she would not follow the daily routine and read (or pretended to read) the same book every day for 3 months. She was constantly late or skipping. When she was in class, she talked about social events rather than focusing on schoolwork. Since SRAICE, she has developed a passion for reading and has read 7 novels. She is always the first person to sign up for "Book-Talks" and any other voluntary activity. She has become a real leader in my classroom. This same student loves going to Academy Central to tutor developing readers and consistently maintains an A in my class. She is also very proud to let Mrs. A know of her progress.

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I teach many students that have benefitted from the SRAICE program and came back with a new vow to never return. Some don't and some do return, but those students seem to come back each time with a little more growth and maturity and determination to "not go back." I do not consider the times students return to SRAICE a symbol that it has failed, but rather consider it another opportunity for students to help themselves figure out why they keep making bad decisions. SRAICE gives students the real opportunity to quietly look within themselves and see where their choices will take them. We encounter students that have lived very hard lives; and frankly, many of our students do not learn from just one trip to SRAICE. But they are learning. And each time they come back to class, most of them show growth. I think this program is wonderful for our students because it gives them a chance to mess up, experience the consequences, and overcome their mistakes by not giving up. Thank you, M A, NBCT English 1-‐ EHS Student's Comment R G (Student 11th grade) EHS State Foundation for Excellence To whom this may concern

How being in SRAICE at EHS, from 12/9 - 12/14:- 3 days total, has helped my education

I got in SRAICE because I fought TG because we let other people control our actions because they said we were weak if we didn't go to the bathroom and fight. I was in for three days

I learned in SRAICE that is its better to talk to the person and settle it with words instead of fighting with others because when you fight you never really win because it can get you put in jail or you can get hurt and if you fight the wrong person you can get jumped or even get shot at,

SRAICE helped me with my mom because I talked to her and told her how I felt about the way she raised me and abused me and I forgave her and now I go visit her every other week we go to the movies or just have a family dinner.

Before I got out of SRAICE I made peace with TG and we were friends again but I talk to him much since he transferred to East Central and he didn't go to SRAICE and was just suspended. I problem would of fought someone else but SRAICE helped me learn to control my anger and I'm glad it's here to help other students like me and I am proud I haven't been put back in SRAICE. By R G

Analysis of the above comments: This is the author's vision that students will surely be

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transformed when biblical principles are infused in their curriculum by Christian Administrators.

E. The Title:

The Title of this dissertation is: "The Need to have Christian Administrators Who Will Infuse School Curriculum With Biblical Principles in Schools"

Teachers will take time to study all they verses of the bible on the six “Rs” because it will help all them to guide themselves accordingly as they creatively infused the appropriate biblical principles in their lesson plans. Teaching the students as persons who can follow directions reduces much display of unfavorable behaviors because they will feel respected. Respect is a building block of relationship. When there is good relationship, students will have the sense of genuine interaction with their teachers, administrators, parents and guardians. With that above background, they will work hard in their respective classes. As the above is done, they would be ready to perform in their different tests whether in their individual classes or on their state tests. With good test performances, students will feel very responsible for their futures. They will be eager to perform because they have learned how to expect successful results.

Finally the over goal is to empower students with the power that Lord Jesus Christ has already given to all His followers. Incorporate expectations of meeting and instituting a formula for success: The following formula could govern the whole implementation of biblical principles to all schools when directed by Christian Administrators. The idea of this formula came from what the author learned in one of the Big Picture alternative programs meeting:

Relationships + Relevance+ Rigor + Readiness + Responsibility = RESULTS

Interact with the students in a positive way. students will learn and memorize bible verses such as:

The words of the reckless pierce like swords, but the tongue of the wise brings healing.(Prov.

When students sense this interaction with their teachers to be genuine, they would want to learn what they are taught for example:

Or do you not know that the unrighteous will not inherit the kingdom

When they feel that the relevancy in their lives, they are more likely to do their work in their respective classes. They also would also be taught to observe all things whatsoever I have commanded

At this point, they are ready to work towards being responsible for their academic endeavors

However, as it is written: "No eye has seen, no ear

As soon as they are ready, they would assume the responsibility for their work as they learn the following:

For we must all appear before the judgment seat of Christ, so

What everyone will see, feel and experience will be a great results that will be manifested on the test results, students' behaviors and conducive atmosphere for teaching, learning and healthy interaction among everyone in the school and community. This is why we are encouraging teachers, to know

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12:18 NIV)

A gossip betrays a confidence; so avoid a man who talks too much. (Prov. 20:19 NIV)

Whoever gives an answer before he listens is stupid and shameful.(Prov. 18:13, God’s Word)

of God? Do not be deceived: neither the sexually immoral, nor idolaters, nor adulterers, nor men who practice homosexuality, nor thieves, nor the greedy, nor drunkards, nor revilers, nor swindlers will inherit the kingdom of God. And such were some of you. But you were washed, you were sanctified, you were justified in the name of the Lord Jesus Christ and by the Spirit of our God.( 1 Cor. 6:9-‐11 ESV)

you: and, lo, I am with you always, even unto the end of the world. Amen.(Mt. 28:20 NKJV)

This understanding will enable them to put every effort to learn, be in class, come to school because they know that God is with them always.

has heard, no mind has conceived what God has prepared for those who love him"— (1 Cor. 2:9 NIV)

that each one may receive what is due for what he has done in the body, whether good or evil. (2 Cor. 5:10 ESV)

who their students are before writing referrals and sending them out. Thank you.

Chinyere Agbai

SRAICE (The first is letter changed for confidentiality)Satellite Advisor

F. The Definitions:

1. Christian Administrators- school leaders who practice their administrative leaderships with the biblical principles.

2. School Curriculum- Set of courses and their content, offered at schools.

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3. Stakeholders: Everyone involved with the education of the student in a given school. This

includes, but not limited to the faculty, staff, parents, guardians, and members of the community.

4. Spiritual Gifts (SG): Christians believe that everyone has at least one spiritual gift. These are supernatural graces each Christian needs to fulfill the mission of the church. Many believe that discovering one’s SG will help him or her to get involved in life activities more efficiently.

5. SRAICE (State Resource for Adolescence Intervention Center for Excellence) Satellite. The first is letter changed for confidentiality.

G. Biblical and Theological Issues:

He told them this parable: "Which of you men, if you had one hundred sheep, and lost

one of them, wouldn’t leave the ninety-nine in the wilderness, and go after the one that was lost,

until he found it? When he has found it, he carries it on his shoulders, rejoicing. When he

comes home, he calls together his friends and his neighbors, saying to them, ‘Rejoice with me,

for I have found my sheep which was lost!’ I tell you that even so there will be more joy in

heaven over one sinner who repents, than over ninety-nine righteous people who need no

repentance" (Lk. 15:3-7). One of the biblical issues that present itself is the assumption that

only the students from affluent communities should be presented with a well organized Christian

environment for academic success.

The second issue is the helplessness that permeates in the poor communities, that is

causing them to think that there are no ways out of their daily struggles but to depend on the

government's handouts and get more help from drugs, gang, prostitution, stealing, instead of

depending on God and following the biblical guidelines for handling life challenges. This illusion

of helplessness can be helped when biblical principles are infused in the students’ lesson plans,

homes and churches. John Wesley stated that religion and education should go hand in hand.

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This is because, he continued, " that the righteous prosper mentally as the green bay tree, while

the unrighteous sow the wind of ungodliness and reap a whirlwind of perpetual ignorance"36.

The third theological issue is the misconception that students will end up the way their

parents are, either on drugs, alcoholics, in prison, multiple births as single parents, in gangs or

dead prematurely. Again, this problem is overwhelming in the communities of the poor because

many of the churches are not taking time to communicate to the students and their parents so

that they may learn to deal with their problems following the biblical principles; this is where a

school administrator who is guided by biblical principles is needed to lead all stakeholders to

practicing biblical principles.

CHAPTER 2

Annotated Literature Review:

A. Subjects to be Addressed in Literature Review

1. The origin of Christian Education

2. The success of school administrators with practicing philosophy of biblical principles as

they implement the Interstate School Leaders Licensure Consortium (ISLLC) standards.

3. The failure that is going on in most of the secular school system.

4. How to educate the stakeholders on how to teach their students biblical principles so

that they may relate better to themselves, their peers, parents and their teachers

because they have discovered their spiritual gifts.

36 J. O. Gross, John Wesley: Christian Educator, p. 14 retrieved from http://www.ntslibrary.com/PDF%20Books/History_of_Religious_Educators%5BETowns%5D.pdf

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B. Resources Related to the Topic:

Literatures on the subject of school administrators who practice with biblical leadership fall

into two sections: secular and Christian. This paper will enumerate some of the secular works

first, followed by the Christian literatures.

C. Secular Sources:

Among other secular sources, The Interstate School Leaders Licensure Consortium (ISLLC)

2008 standards was developed to help strengthen the preparation programs in school

administration leadership. Although the ISLLC did not mention biblical principles, its fifth

standard states that a school administrator should promote the success of all students by acting

with integrity, fairness, and in an ethical manner. This is consistent with the biblical principles,

where leaders should be fair to all stakeholders (Proverbs 1:3).

A School Improvement Plan (SIPlan) and Process School (2009 - 2010)

Some of the elaborate work to raise students' grades and an example of a secular school Adequate Yearly Progress will be collected from this information.

Bernhardt, V.L. Data Analysis for Continuous School Improvement. Larchmont, NY: Eye on Education 2004.

An example of Bernhardt's belief is seen on the following statement - "Without continual growth and progress, such words as improvement, achievement, and success have no meaning"(Benjamin Franklin) (Bernhardt, p.14). He advocates ways students should be motivated to learn and start believing that they can do better:

Brimley, V., & Garfield, R. R., Financing education in a climate of change. (10th ed.). Boston: Allyn & Bacon. 2008.

Brimley and Garfields stated that the argument over church and state will have a tremendous effect on the state financial system in the years to come. They argue that because the cost of providing quality education to the students is increasing, the economic stability of the public schools system will rely on the government assisting nonpublic schools.

School Improvement Grants (SIG) 1003(g) And American Recovery And Reinvestment, Act. School Improvement Status Report (SISR) Due Date: Monday, November 1, 2010.

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Some of the elaborate work to raise students' grades and an example of a secular school Adequate Yearly Progress will be collected from this information.

Council of Chief State School Officers (2009) ISLLC Standards for School Leaders. September 11, 2010, retrieved from http://www.ccsso.org/projects/state_action_for_education_leadership/ISLLC_Stadnards/

Many states have trainings in place for school administrators to get them better prepared for the challenges they face in their different organizations. So, the council of Chief State School Officers have mapped out criteria that the above leaders need to implement to better deal with their challenges.

Drake, T. L., & Roe, W. H., The principalship (6th ed.). Englewood Cliffs, NJ: Prentice Hall 2003.

Drake and Roe argue that school leaders must make whatever instruction they have to carry out their vision clear to the stakeholders right from the start for a productive result. When that is done, administrators will cause students to succeed because very unnecessary disagreement will be drastically reduced among the stakeholders.

Dufour, R., Dufour, R., Eaker, R., Karhanek, G., Raising the Bar and Closing the Gap Whatever it Takes, Solution Tree Press 2010.

This book addresses what happens when the teachers have made every effort to help the students learn, but learning never happens. What effective interventions that must be implemented to make learning take place. It also talks about the effects of national educational policies on the success of schools. In addition, it discussed the advantages of successful implementation of Professional Learning Communities (PLC). Furthermore, it talked about the roles of the school and district leaders in the creation of the system of intervention and enrichment; and wonders if the process of the PLC can be sustained or be transferred from one community to the other.

Emily, A. H., and Bryan, C. H., Winter 2009 Education Next. retrieved from http://www.docstoc.com/docs/8975940/

This article is giving recipe on how effective leaders can turn a failing organization around. They are unapologetic driver of change in successful turnarounds. Their actions can move the organization rapidly towards impressive, mission-determined results that influence stakeholders to support additional change. The six characteristics for successful turnaround are:

Leaders are focused, fearless data driven. They chose their initial goals based on rigorous analysis. They report key staff results visibly and often.

Green, R. L., Practicing the art of leadership: A problem based approach to implementing the ISLCC standards (3rd ed.). Upper Saddle River, NJ: Pearson Education Prentice Hall 2009.

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Reginald Leon Green advocates for the need to prepare school leaders to be able to handle the critical demands that face the country's school system. Many universities are renewing their leadership training programs to make room for the standards and accountability means. The above demand is being advocated by many national organizations and many state educational agencies. The Interstate Leader Consortium (ISLLC) is the organization that defines and offers what they call "new leadership paradigm". They outlined the required guidelines for the leaders of today in form of the six standards of ISLLC.

Interstate School Leaders Licensure Consortium. (2008). Educational leadership policy standards ISLLC 2008. Washington, DC: Council of Chief State School Officers.

The Interstate Leader Consortium (ISLLC) is the organization that defines and offers what they call "new leadership paradigm". This organization mapped out the required guidelines for the leaders of today in form of the six standard of ISLLC.

Oklahoma State Department of Education website. Retrieved fromhttp://sde.state.ok.us/curriculum/PASS/default.html

Some of the secular school data will be collected from this website.

Ann A., United States Office of Education. A statement of the theory of education in the United States of America, Michigan: University of Michigan Library 2005. Retrieved from http://quod.lib.umich.edu/t/text/accesspolicy.html

The law makers came to the conclusion that without education modern industrial communities cannot exit. Furthermore, that without free development of productive industry, through which people can accumulate wealth to support their lives faster than they can consume, a democracy could exist only in name. This same statement can be appropriately made today that if the nation continues to exclude God in our education system, the industrial communities will someday be taken care of by mindless individuals who do not care about God nor the emotion of God's children.

D. Christian Education Administration literature:

Finding Christian Education Administration literature is not as easy as finding the secular kinds of literature. However, after a long and tireless days and nights searches, the author of this paper was able to find the following very informative Christian education literatures.

Bower, R. K., Administering Christian Education Principles of Administration for Ministers and Christian Leaders. Wm. B. Eerdmans Publishing Company Grand Rapids, Michigan1964.

This book discusses the importance and recurring problems, which are found in the administration of a church Christian education program. It is a manual of both theory and practice. It stresses the what, the why, and how of administration.

Cubberley, E. P., History of Education. May 13, 2003. Retrieved from http://www.gutenberg.org/dirs/etext05/7hsed10.txt

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Cubberley, wrote about his contributions in shaping the current educational progress. The rises and the contributions of Christianity to education and the governmental organization of the early church. This literature reveals that learning started with the royal court, which was known as the palace school. Charlemagne, the king of the great Frankish nation, though a student himself, encouraged monastery heads (abbots) and the monks to engage in learning after hiring Alcuin, who was the educational propaganda in Frankland. After two years of learning and teaching the ministers and clergy in his court, he declared that education should be established among the boys so that they may learn to read Psalms, the signs in writing, the songs, calendar, grammar, from catholic books for the purpose of learning how to pray correctly to God.

Foss, M. W., A Servant's Christian Leadership Manual for Tomorrow. Prisms 2002.

Foss is reminding Christian leaders that whatever they are good at is a gift. God owns it all. All they have is ultimately on loan. That they are the stewards of the treasure they call life, and Jesus makes it clear that , as managers of God's gift of life, they shall be accountable for their use and development of it (Matthew 25:14-30).

Forster, C. R., The future of Christian Education, Educating Congregations. Abingdon Press: Nashville 1994.

Disgusted with the sloppiness of current education programs, which depend on the public school model, Charles Foster formulated an alternative paradigm of Christian education that is more corporate, more attentive to the education of the whole body that is consistent with the biblical principles.

Guthrie, D., Part One A.D. 1-500, A History of Religious Educators. Elmer L. Towns, retrieved from http://ntslibrary.com/PDF%20Books/History_of_Religious_Educators[ETowns].pdf

Jesus was the kind of teacher who exhorts men to love their enemies (Matt. 5:44). He expected people to perform his impossible demands. Jesus chose the form of His teaching method carefully in order to make the most of each opportunity. He had to make His message very specific for better understanding of the audience.

May, S. J., (Samuel Joseph)., 1797-1871. The revival of education. Ed. Ann Arbor, Michigan: University of Michigan Library 2005.

Samuel May, gave hint on the institution for the education of teachers because he believed that Free Schools can be well organized through the careful preparations of teachers.

Viet, P. H., The Church School, The Organization, Administration, and Supervision of Christian Education. The Christian Education Press 1957.

This book addresses concerns with the problems of conducting church schools. It is from the experience of one who had spent 40 years of his life in Christian Education.

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Weems, L. H. Jr., Church Leadership Vision Team Culture and Integrity. Abingdon Press Nashville 1993.

Lovett Weems upholds the importance of the relationship between the Christian leaders and their followers. Christian leaders are not exempted from working together with their followers . In fact, Christian school community should lead the way to unity. Just as Jesus Christ proclaimed, " I and the Father are one” (John 10:30), Christian leaders' and their followers need to be one as they implement their schools' vision.

Wyckoff, C. D., Brown, G. Jr., Religious Education 1960-1993. An Annotated Bibliography. Ed. G.E. Gorman. Greenwood Press.

This book is organized under the categories of Administration of Religious Education and Programs, Curriculum, and Methods. The materials are related primarily to the sources of insight and guidance that are gathered under the various foundations of religious education.

Seymour, J. L., Mapping Christian Education Approaches to Congregational Learning. Abingdon Press: Nashville 1997.

Jack Seymour and seven other leading religious educators produced this book for all to understand that transformation, faith community, spiritual growth, and religious instruction should be the foundation for and Christian Education. They argue that any serious Christian educator, seminarians or anyone interested in learning more about the diversity on the field of Christian education must develop a curriculum that will implement all the above four areas.

CHAPTER 3

Design of the Study:

A. Purpose:

As "The Need to have Christian Administrators Who Will Infuse School Curriculum with

Biblical Principles in Schools", is evaluated in this dissertation, the focus is on the following

areas:

1. The origin, the best model and the reason for Christian Education.

2. Comparing the success of school administrators with practicing philosophy of biblical

principles and those who are not leading with biblical principles.

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3. More effective leadership as Christian educators implement the Interstate School

Leaders Licensure Consortium (ISLLC) Standards with biblical principles in mind.

4. How to educate the stakeholders to practice biblical principles and why they must model

for their students to be more interested in their academic endeavors.

5. Looking at obstacles that are preventing students from low socio economic communities

from focusing on their academic responsibilities.

This study will use surveys, graphs, case studies, chats, researches to demonstrate that

every school needs their curriculum to be infused with biblical principles by administrators who

practice biblical principles. The readers will understand that infusing biblical principles in this

country's schools will create environments of quality academics and strong discipline where

students will be trained to have faith, and ask what Jesus will do in all situations in their lives.

The differentiated teaching methods of Jesus Christ which will be based on the Holy Bible will

be the guide to the teachers. As the administrators practice biblical principles, their followers will

emulate that philosophy, which will then be the norm for the whole school community.

B. Process:

This dissertation has focused on The Need to have Christian Administrators Who Will

Infuse School Curriculum with Biblical Principles in Schools. The literature presented four

essential discussions:

1. Selection: The focus has been on the literature that discussed on how Christian school

leaders treat Christian education as a discipline, which is an inquiry into teaching and

learning as a mode and means of response to God through the name and the teaching of

Jesus Christ. This has compared Christian literature with secular literatures chosen.

2. Training: How to train school Christian leaders to incorporate biblical principles with the

secular standards in order to bring about more academic success to the country's schools.

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This will equip students to be able to compete nationally and internationally. Some of the

sources of information has been the Holy Bible, the Leaders Licensure Consortium. (2008).

Educational leadership policy standards ISLLC 2008, surveys and other literatures.

3. Supervision: This dissertation has looked at why Christian leaders should encourage the

implementation of the teaching methods of Jesus Christ to be the model for teachers'

differentiated instructions; the whole stakeholders guide towards the emulation of the

method of teaching of Jesus Christ as the standard of teaching to the students because God

put all the separate parts into the body for a purpose. If all the parts were the same, how

could it be a body? As it is, the parts are many but the body is one. The eye cannot say to

the hand, "I do not need you,” nor can the head say to the feet, "I do not need you." (1

Corinthians 12:18-21).

4. Evaluations of both administrators and their followers: Since the mission of a Christian

School should be to develop the whole person through superior education that is centered

on biblical principles, the administrators and their followers need to be evaluated on the

bases of whether or not the above is being provided to the students. The administrators will

be evaluated by the affiliated Christian School Board of education. This will be done after

receiving feedbacks from the Pastor in charge through the use of survey from the students,

parents and other members of the community.

C. Procedure:

The following procedure will be use to evaluate this dissertation - selection, training,

Supervision, and evaluation of the administrators and their followers:

1 Selection: This dissertation does rely on the research about the teaching methods of

Jesus Christ, the survey to know how students want to be helped.

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2. Training: In this dissertation the author researched the most effective trainings needed to

prepare Christian School leaders for the purpose of educating the whole person as they

carry out their Christian School leadership skills and compared it with secular literatures.

3. Supervision: The author has focused on how the administrators will implement biblical

principles by modeling it in their own lives.

4. Evaluation of the School Administrators and their followers: It has been discussed that

the evaluation will rely on the Christian School Board of Education and the satisfaction of

the stakeholders.

The following is how the author emulated the teaching of Lord Jesus Christ to teach

science to the high school students. The purpose was to teach moral instruction without calling

it that since there is separation of Church and States. If she could do that in the traditional public

school, it could be very easily done to implement biblical principles when there are Christian

Administrators to do so. It also shows that there are teachers who are longing to be allowed to

implement biblical principles but are afraid that they may be fired if their intentions were

discovered:

Behavioral Objectives:

1. Show the historical importance of the Periodic Table as a Predictive device.

2. Relate chemical properties of elements to their position in the

3. Periodic Table and how students could learn from the chemicals the danger of not

carefully choosing their friends.

4. Describe trends of the various properties in the Periodic Table.

5. Describe the idea that the periodicity of the elements is probably

the most important unifying principle in chemistry.

6. List various families of elements along with specific similarities

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and differences of properties within the families.

7. Predict physical and chemical properties of elements by using the Periodic Table.

8. By no means is this relationship between human beings and

the elements in the periodic table complete. The author challenges

other teachers who are more experienced in dealing with Web-Quest to please do more

work on the above. She believes that you could do a better job. However she is grateful

to Tulsa University, GEAR UP 2008 summer program for the opportunity to creating this

powerful lesson. If the above is taught well, the teacher could kill two birds with one

stone. This means that the relationship of the elements on the periodic table could be

taught while teaching moral and ethical instruction.

Title: Relationships Between People and Elements on the periodic table.

Description: Students will discover that it is important to choose friends very carefully if they

want to grow and become useful to their families, their communities and their country as a

whole. Using the elements in the periodic table as examples, students will hopefully learn how

making bad choices could be very dangerous if not deadly.

Grade Level: 9-12

Curriculum: Science

Keywords: Alkali Metals (1 valence element; never found uncombined; soft, silver-white, shiny

metals) - Alkaline Earth Metals (atoms have 2 valence electrons; never found uncombined) -

Transition Metals (High Melting Point and Boiling Point; High density; Form colored compounds

and ions in solution) - Halogen Gases ( 7 valence electrons; never found uncombined; share or

gain electrons in chemical bonds; most active nonmetals) - Inert Gases (Noble Gases; 8

valence electrons; not normally active)

Task Element Groups (Families 6

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Alkali metals Alkaline Earth 6 Transition Metals 38 Rare Earth metals 30 Other Metals 9 Metalloids 7 Non-Metals 7 Halogens 5 Noble Gases 7 1.The students will select from several cut up papers that contain one of

any of the above elements.

2.They will be randomly divided into two groups.

3.Without knowing the kind of elements any member of the other group

has, each will choose to unite with one student from the other group.

4. After that, they will research on the benefits of their combination or

union if any to their everyday life.

Process:

Relationships between human beings and elements in periodic table:

Human relationships could result to the growth of the subjects if carefully chosen or become

chaotic if not carefully chosen. The same way, if elements are not carefully combined, a

dangerous compound could be formed . Now, we will look at the following examples:

Sodium/Chlorine-when exist separately are very unstable and poisonous, but when combined to

become salt (NaCl ) they becomes very useful in our lives. Choosing the right friend is critical in

life for success. Furthermore, when, Hydrogen (Which is from the same group as

sodium/Chlorine combines with Chlorine, the result is the formation of a strong acid (HCL),

which is dangerous to human being (Hydrochloric acid in high concentrations forms acidic mists.

Both the mist and the solution have a corrosive effect on human tissue, with the potential to

damage respiratory organs, eyes, skin, and intestines. Upon mixing hydrochloric acid with

common oxidizing chemicals, such as bleach (NaClO) or permanganate (KMnO4), the toxic gas

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chlorine is produced http://en.wikipedia.org/wiki/Hydrochlori). When the wrong friend is chosen

problem could arise. As shown above, when chlorine combines with sodium, a favorable

compound useful to everyone results, but, if it combines with hydrogen, corrosive strong acid

results. On the other hand, if hydrogen combines with oxygen, a friendly compound that

everyone needs results. So, hydrogen plus oxygen gives us our precious water (H2O), which

without it life will be impossible after a while. So, this and many other examples confirm that

there are relationship between the elements in the periodic table and our human relationships.

Evaluation Rubric

Beginning 1 Developing 2 Very Good 3 Exemplary 4 Score

Connecting to the past in order to understand the present.

Students would write on a clean piece of paper defining the meaning of friendship.

Students would write on a clean piece of paper defining the meaning of friendship. They would include good and bad experiences.

Students would write on a clean piece of paper defining the meaning of friendship. They would include good and bad experiences. They will state what they will do differently in the future to avoid the bad experience.

Students would write on a clean piece of paper defining the meaning of friendship. They would include good and bad experiences. They will state what they will do differently in the future to avoid the bad experience. In addition, they will give example(s) of making better choice(s) of their friendship.

%15

First day of relating the families in the periodic table and human families

Students' report would include the number of families or groups in the periodic table. .

Students' report would include the number of families or groups in the periodic table. There would give two examples of elements from two of the families

Students' report would include the number of families or groups in the periodic table. . They would give nine examples of elements from nine of the families

Students' report would include the number of families or groups in the periodic table. They would give one example of elements from each of the eighteen families

%25

Cooperation and following directions

Students would randomly pick a piece of paper that his/her element would be written on, walk to another student in the opposite row.

Students would randomly pick a piece of paper that his/her element would be written on, walk to another student in the opposite row and name their combined

Students would randomly pick a piece of paper that his/her element would be written on, walk to another student in the opposite row and name their combined compound. They would

Students would randomly pick a piece of paper that his/her element would be written on, walk to another student in the opposite row and name their combined compound. They will also name which families the compounds came from and state whether or not the

%25

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compound. also name which families the compounds came from.

compound formed would be commonly used to the benefit of all people.

Written work and presentation of project.

Students would state step by step method they have applied to relate the behavior of elements in the periodic table and that of human beings and their similarities and differences.

Students would state step by step method they have applied to relate the behavior of elements in the periodic table and that of human beings and their similarities and differences. They would also discuss if their compound is a good model for human friendship.

Students would state step by step method they have applied to relate the behavior of elements in the periodic table and that of human beings and their similarities. They would also discuss if their compound is a good model for human friendship. Further, they would tell why it is not a good model.

Students would state step by step method they have applied to relate the behavior of elements in the periodic table and that of human beings and their similarities. They will also discuss if their compound is a good model for human. Further, they would tell why it is not a good model. This exemplary step would give examples of a good model and a bad model and why they would stick with the good model example of the combination of elements on the periodic table. Finally, students would give several examples of good or bad combinations of elements.

%35

Total Score: %100

Finally, the author read somewhere that, “The energy of the mind is the essence of life

”Part of the essential questions is“ How my choices affect me? In this presentation, the goal was

for the students to learn that their minds are the light for their future. If they can control their

thinking to make healthy choices in life, their future lives will be healthy as well. Hence, it is

dangerous to mixing elements any how without thinking about how useful or damaging the

compound could be to our environment. For example if you randomly combine chlorine and

hydrogen to form HCL, we will be destroying the grass if the compound is poured on it. But if we

mix hydrogen and oxygen, we will be helping the grass to grow. The same way, if we carefully

choose our friends, we would be able to grow and developed in a healthy manner that will help

us and the community we live to prosper.

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So, at the end of this project, the students will learn the importance of making healthy choices

when choosing their friends. Unfortunately the author did not get to teach this lesson because

she became the SRAICE Satellite Advisor the following school year. However, she has it

available for outer science teachers who may wish to use it free of charge on www.zunal.com

and look for "Relationships between People and Elements on the periodic table".

The author has just shown on the above lesson plan that biblical principles can be

infused in the school curriculum if Christian Administrators who can encourage it are in the

schools. With the above example, it is clear that many teachers would like to incorporate biblical

principles in their lesson plans, but may not be have done it as the author of this dissertation,

this is why schools need to have Christian Administrators who will infuse school curriculum with

the above biblical principles in schools.

D. Program Evaluation:

Once again, the reason for this dissertation is to make known "The Need to have

Christian Administrators Who Will Infuse School Curriculum with Biblical Principles in Schools".

1. Selection: This dissertation does rely on the research about the teaching methods of

Jesus Christ, the survey to know how students want to be helped.

2. Training: In this dissertation the author researched the most effective trainings needed to

prepare Christian School leaders for the purpose of educating the whole person as they

carry out their Christian School leadership skills and compared it with secular literatures.

3. Supervision: The author has focused on how the administrators will implement biblical

principles by modeling it in their own lives.

4. Evaluation of the School Administrators and their followers: It has been discussed that

the evaluation will rely on the Christian School Board of Education and the satisfaction of

the stakeholders.

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E. Projected Appendices:

1. More people would want to attend Christian Schools if there are more emphasis on the

need to include Christian Educators who will infused biblical principles in the curriculum

of all schools.

2. Christian Administration professional areas of deficiency will be taken care of by having

more training institutions to help those who have been called to lead on that calling.

3. The Theological Seminaries will be overflowing with interested scholars when the

government recognizes that all students need to be exposed to curriculum that has been

infused with biblical principles.

4. The moral Characters of the School administrators will be more on the table for

discussions when the above emphases are the talk of the day.

5. The public will be more aware of the flaws of the secular schools and gravitate sending

their students to Christian schools if it is more affordable.

F. Uniqueness of the Project:

This dissertation will add to the needed awareness of these issues because

researchers have found little guidance in Christian education literature and how to implement

lessons that incorporate the best methods in infusing biblical principles in the school curriculum.

The author understands that this kind of dissertation is a rare one that is bringing the best

differentiated instructional methods of Lord Jesus Christ to life. She hopes that It will be a good

means for Christian Administrators to guide their followers to follow the best teaching methods

possible as they educate their students' body and soul.

This dissertation collected its information from scratch to show the magnitude of the

need to infuse biblical principles in the country schools’ curriculum by Christian administrators.

She worked hard to find some of the most prominent authors in the areas of both Secular and

Christian Education for valuable information. She hopes that unique discussions on the

99

literature selection, training, supervision and the evaluation will be very helpful for the young

administrators for further research on this very important area of studies.

Conclusion:

The author is more excited than ever to be in a position to educate young Christian

administrators the need to infuse biblical principles in all schools’ curriculum. She can hardly

wait to play this important role as a Christian Educator. It is her hope and prayer that all

students will be taught with curriculum that is infused with biblical principles, directed by

Christian Educators who are truly born again and are on fire for Jesus Christ. She is ready to

support, mentor and or educated young Christian Administrators and teachers because they are

commanded to “Study to show yourself approved unto God, a workman that needs not to be

ashamed, rightly dividing the word of truth” (2 Tim. 2:15 KJ).

100

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Secular Sources

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A School Improvement Plan (SIPlan) and Process School (2009 - 2010)

Bernhardt, V.L. Data Analysis for Continuous School Improvement. Larchmont, NY: Eye on Education 2004. Brimley, V., & Garfield, R. R., Financing education in a climate of change. (10th ed.). Boston: Allyn & Bacon. 2008. Council of Chief State School Officers (2009) ISLLC Standards for School Leaders. September 11, 2010, retrieved from http://www.ccsso.org/projects/state_action_for_education_leadership/ISLLC_Stadnards/

Covey, S. (1998). The seven habits of highly effective Teens: A true gift for the teenage soul." New York: Free Press.

Drake, T. L., & Roe, W. H., The principalship (6th ed.). Englewood Cliffs, NJ: Prentice Hall 2003.

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Christian Education Administration literature

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Bower, R. K., Administering Christian Education Principles of Administration for Ministers and Christian Leaders. Wm. B. Eerdmans Publishing Company Grand Rapids, Michigan1964.

Cubberley, E. P., History of Education. May 13, 2003. Retrieved from http://www.gutenberg.org/dirs/etext05/7hsed10.txt

Foss, M. W., A Servant's Christian Leadership Manual for Tomorrow. Prisms 2002.

Forster, C. R., The future of Christian Education, Educating Congregations. Abingdon Press: Nashville 1994.

Guthrie, D., Part One A.D. 1-500, A History of Religious Educators. Elmer L. Towns, retrieved from http://ntslibrary.com/PDF%20Books/History_of_Religious_Educators[ETowns].pdf

May, S. J., (Samuel Joseph)., 1797-1871. The revival of education. Ed. Ann Arbor, Michigan: University of Michigan Library 2005.

Viet, P. H., The Church School, The Organization, Administration, and Supervision of Christian Education. The Christian Education Press 1957.

Weems, L. H. Jr., Church Leadership Vision Team Culture and Integrity, Abingdon Press Nashville 1993.

Wyckoff, C. D., Brown, G. Jr., Religious Education 1960-1993. An Annotated Bibliography. Ed. G.E. Gorman. Greenwood Press.

Seymour, J. L., Mapping Christian Education Approaches to Congregational Learning. Abingdon Press: Nashville 1997.

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The Need to have Christian Administrators Who Will …...listeners to make them either want to know more or die in their sins. With this method, he was able to expose how shallow their