In this blog post, Peter Baur, our Head of School, shares the philosophy—or fundamental understandings—that drive our teachers and administration. 

All schools operate from an underlying philosophy that drives what and how they teach. Ultimately, these critical components of learning are based on a belief of who the student is and the reason for educating a child at all.  

Who do you wish your child to become?  From Junior Kindergarten through the twelfth grade, your child will spend the vast majority of his or her waking hours (over 15,000 hours) being influenced by what is taught, how it is taught, who is doing the teaching, and to what end.

For example, if we believe a student is primarily and simply a mind that needs to be fed information, the classroom will very much look like continuous preparation for the next test to see if students can regurgitate that information to then move on to the next download of information.  

On the other hand, if we believe a student is primarily created in God’s image, and that image is made up of a heart, mind, and soul, anything they experience will impact all of these characteristics. A child cannot be divided with each part being addressed separately; all parts are being influenced at all times to a particular end. Thus, a true education will be built on this understanding; and all that goes on from the moment students arrive at school each day to when they leave will have its impact on the man or woman they are becoming.

What might this education look like? Below, you will find a summation of a teacher’s perspective of how this instruction works out. Each section begins with a fundamental belief about learning, the curriculum, or the student. It then progresses to what that means for the teacher and ends with what results we might expect from this teaching.  As you read these, imagine if you will, 

Faith Christian School’s fundamental understandings of each student and his or her impact on learning.

Each point begins with, “As the teacher…”

1. I understand that all children are born loving to learn, discover, question, and explore.  Therefore, I find ways to allow them to continue to do so. Rather than sharing what I have discovered or learned, I encourage my students to exercise their imaginations. As a result, their innate love for learning, discovering, questioning, imagining, and exploring will be cultivated and will affect their entire lives.
2. I understand that even our youngest students can reason. Therefore, I seek to avoid doing the reasoning for students of any age. I require them to be actively engaged in their learning. As a result, the habit of active engagement with learning is formed in them.
3. I understand that students should be able to engage new material on their own to a meaningful end. Therefore, I ask good questions employing a variety of key methods (Socratic teaching, QFT, Common Topics, Four Causes, and so on). As a result, my students learn to ask better questions themselves as they engage new material.
4. I understand that God created the universe and therefore all things are interrelated. Therefore, I work to disclose those relations between subjects, to help my students make connections between other disciplines and my own. As a result, students are better prepared to see relationships between their coursework, the created world, and God as God intended. 
5. I understand that every subject provides opportunities to reveal God’s nature and character. Therefore, I teach course content as a lens through which God’s nature and character will be seen, appreciated, and sought after. As a result, students’ affections will be moved to love what God loves and to worship.
6. I understand that students grow and mature when they are given responsibility. Therefore, I give students increasing responsibility for both their learning and particular assigned tasks. As a result, students develop the habits of acting responsibly without prompting and of looking for ways to contribute.
7. I understand that students are inspired by my own enthusiasm. Therefore, I purpose to be enthusiastic and model for my students the joy of learning. As a result, my students will see what it looks like to love learning.
8. I understand that my students are fellow image-bearers. Therefore, I treat them as I believe Christ would. As a result, they are more likely to respond to my instruction, knowing that they are respected, valued, and loved.
9. I understand that the choice of content is imperative to training students’ affections. Therefore, I make every effort to choose content that is admirable, beautiful, excellent, time-tested, and worthy of imitation as I model for students that to which they should aspire to.  As a result, students will be able to recognize those things worth loving.
10. I understand that the skills of asking good questions, reasoning effectively, and communicating thoughtfully toward a meaningful end ensure my students’ ability to engage and use new material on their own. These skills lead to understanding and discerning what is good, true, and beautiful. Therefore, I will proactively look for ways to hold my students accountable to these habits.  As a result, students are able to discern, promote, and defend those things which are worth loving, even in a constantly changing world.
11. I understand that both method and content are important, but my students will retain limited amounts of content. Therefore, I will use quality content employing methods that will both shape their affections and reinforce life-long learning skills. As a result, students will recognize and appreciate good and beautiful content as well as be able to access such content independently.
12. I understand that there are specific and fundamental skills associated with Authentic Literacy that will require consistent reinforcement across all grades and disciplines.  Therefore, I will make sure to include training in listening, reading, writing, and verbal communication in my planning.  As a result, my students will be equipped to more fully and meaningfully engage all of life.

- Peter Baur, Head of School