UMS Field Trip! Celebrating University-Model Schools and Families ÂŽ
l a n r u o J Summer 2011
Dos & Don’ts for International Travel with Kids Is GOD Asking YOU to Launch a UMS?
Classical Education. Biblical Foundation.
CHALLENGING MINDS AND STRENGTHENING FAITH.
You can be assured that a solid biblical foundation and strong evangelistic zeal will be reinforced in every class, every day. Our Bachelor of Arts in humanities provides intensive instruction in the Bible as well as the history of Western ideas.
For more information or to apply online:
call 1.800.SWBTS.01 or visit swbts.edu/college
Editorial Advisory Board Barbara Nicholson Freeman, M.Ed. Executive Director National Association of University-Model Schools® Arlington, Texas www.naums.net
Summer 2011 Andrea Howey Director of Events & Marketing National Association of University-Model Schools® Arlington, Texas www.naums.net
Barbara Van Wart NAUMS Board of Directors National Association of University-Model Schools® Arlington, Texas www.naums.net
Volume I, Number III
HJP Published bimonthly by
Hudson Jones Publications, LLC Houston, Texas • Tulsa, Oklahoma 281-602-5400
Director of Advertising Jo Anne Hudson jhudson@umsjournal.com Bob Cree Administrator Community Christian School Westfield, Massachusetts www.ccsfamily.org
Audra May Executive Director Legacy Preparatory Christian Academy The Woodlands, Texas www.legacypca.org
Terri Turley Administrator Oaktree Academy Virginia Beach, Virginia www.oaktreeacademy.org
Aaron Weast Administrator Logos Preparatory Academy Sugar Land, Texas www.logosprep.com
Editor Daron Jones djones@umsjournal.com Entire contents ©2011, all rights reserved. Reproduction in whole or in part, without written permission of Hudson Jones Publications, LLC, is prohibited. The publisher accepts no responsibility for content of any advertisements solicited and/ or printed herein, including any liability arising out of any claims for infringement of any intellectual property rights, patents, trademarks, trade dress and/or copyrights; nor any liability for the text, misrepresentations, false or misleading statements, illustrations, such being the sole responsibility of the advertisers. All advertisers agree to defend, indemnify and hold the publisher harmless from all claims or suits regarding any advertisements. Due to printing and ink variances, the publisher does not guarantee exact color matching. Opinions expressed by writers are not necessarily those of the publisher or staff. Readers’ views are solicited. Publisher reserves the right to publish, in whole or in part, any materials or correspondence received from outside parties. Publisher assumes no responsibility for unsolicited material.
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summer 2011 3
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Keeping the Faith: UMS Students Can Buck the Trend
Learning Latin Along with Your Students
By Barbara Freeman, M.Ed., NAUMS Executive Director
By Julie Gentry & Mary Harrington, Latin in the Christian Trivium
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Putting our Heads Together to Ensure Successful Field Trips A Roundtable Interview with UMS Leaders
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Soul Searching: Should You Start That UMS God Has Been Telling You to Start? By Belinda Henson, Destiny Christian Academy (TX)
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In Search of Truth
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Making the Adjustment: Tips for a Successful Transition to College By Dr. Brad Moser & Jordan Bodine, University of the Southwest
Ninth Annual NAUMS Conference Preview
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Combining Volunteerism with Educational Travel for Adventures of a Lifetime
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Flying Overseas with Children: Dos & Don’ts
By Jules M. Qualls, Joshua Expeditions
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By Ministry Travel’s Beth Banfill
Student Corner A collection of work from outstanding UMS students across America
On the Cover
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Teaching Writing: Four Deadly Errors
By Andrew Pudewa, Institute for Excellence in Writing
A group of students from Trinity Christian School (SC) are shown enjoying that time-honored tradition of the field trip. Learn more in this edition’s feature story.
UMS Field Trip! Celebrating University-Model Schools and Families ®
Journal Summer 2011
Dos & Don’ts for International Travel with Kids Is GOD Asking YOU to Launch a UMS?
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www.umsjournal.com
Summer 2011
Keeping the Faith
a word from the executive director
UMS Students Can Buck the Trend By Barbara Freeman, M.Ed. Executive Director National Association of University-Model Schools® www.naums.net
“You are the light of the world. A city that is set on a hill cannot be hidden. Nor do they light a lamp and put it under a basket, but on a lampstand, and it gives light to all who are in the house. Let your light so shine before men, that they may see your good works and glorify your Father in heaven.” Matthew 5:14-16, NKJV
Summer 2011
T
he theme of the Ninth Annual NAUMS National Conference – In Search of Truth – reminds me of the opportunity we all have as Christians to live abundant lives on earth and to live eternally with our Heavenly Father. When we consider that only a small percentage of Christians believe in absolute truth, and that a large percentage of Christian young people leave their faith while in college, we can’t help but wonder why Christians are not standing firm for absolute truth. These statistics should point us in the direction of The Great Commission and the desire to raise our own children to be disciples of Christ, to make certain they never turn away from Christ, their Lord and Savior – not now, not in college, not ever. Hundreds of thousands of parents, including those in the UniversityModel Schools, believe in Christ. They believe in God’s word and its amazing power to transform their minds into the image of Christ. They also believe in passing this belief, this practice, this legacy on to their children. Their desire is so strong that they accomplish this mission with or without the UMS. Why is it then that so many parents choose to partner with UniversityModel Schools? I believe they do so because they recognize the heart of the University-Model School, the heart of the ministry. They know the education of their children is important, but they also know the importance of spending time with their children, imparting their own faith and values. They also know that loving, guiding, and educating their children is not an easy path, even though they know it is the most important assignment of their lives. Some parents share this assignment between time in the home and time in the school, they wear the hats of school employees and parents – another very special characteristic of a Universitywww.umsjournal.com
Model School. They are serving in God’s community of education and the home. They do this willingly because their children are worth it, and following God’s call on their lives is worth it. Recently I read a statement by Dr. Roger Parrott, President of Belhaven University in Jackson, Mississippi. He said, “I’m deeply concerned that smart Christian families are being swayed to follow culture’s value of higher education – Size, Sports, Status, and Sizzle – rather than Godly criteria that would help students find the school that best matches their needs.” I am convinced that the Christian families in the University-Model Schools are different. I believe they pray daily for God’s guidance in raising their children, including providing the foundation their children need in choosing the right college, the right profession, the right ministry. It is never too early to begin this process. I mentioned earlier that a large percentage of Christian college students leave their faith in college. One day I hope to persuade George Barna to study the graduates of the UniversityModel School. I am convinced he would prove statistically the opposite of the “world at large.” I believe UMS students deepen their faith in Christ while in college and throughout their lives. They shine as beacons of light in the world. Thank you, parents, for raising your children to be lovers of their Lord and not lovers of this world. UMS
NAUMS HAS MOVED!
New Contact Info: 103 North 1st Street Midlothian, TX 76065 New Main Number: 972.525.7005 Toll Free: 888-485.8525 Cell: 817.798.1764 Fax: 888.506.6597 3
Putting our Heads
together to ensure successful
Field Trips With our Roundtable Interview Participants Jenesis Soukup Kairos Academy Farmington, NM mykairosacademy.org 4
Joann Manning Legacy Prep The Woodlands, TX legacypca.org
Renee Meyer Trinity Christian School North Myrtle Beach, SC trinitychristianschool.us
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Tammy McIlvoy Logos Preparatory Academy Sugar Land. TX logosprep.org Summer 2011
Are field trips encouraged at your school? About how many does your school plan in a school year? Jenesis Soukup – Absolutely! We encourage them as not only a way to make learning more fun outside of the classroom setting, but also as a way for the kids and families to connect with each other more. We plan two per year for each grade. These are all planned by the teachers. Joann Manning – Yes, field trips are encouraged for home days. They are always optional for students, though. It is hard to say how many trips are planned in year at Legacy. I think most grades take one or two a year. However, I planned five for my seventh grade history students this year. I personally take 4th and 7th graders on trips. Renee Meyer – Field trips are encouraged at Trinity. We have at least three each semester. I personally organized four of the six field trips we had this year. Tammy McIlvoy – Yes, we do many each year. Grades K-2, take two field trips per semester. Those are teacher planned events. In elementary (grades 3-6), most of our field trips are planned by volunteer grade level coordinators. For that reason, there is some variance in the number of field trips from grade level to grade level. Through sixth grade, students can expect one to three field trips per semester.
Our seventh grade students take four major field trips to support their Texas history studies. These are teacher-planned. Our secondary students do not have grade level coordinators. Many of our secondary science teachers incorporate at least one field trip per year. Other field trips may occasionally come up. There are fewer field trips at the secondary level. Do you find at your school that the younger kids go on more, or fewer, trips than the older kids (say, 5th grade and up)? Jenesis Soukup – We have not done field trips with our older students, seventh grade and up, simply because we are using an online program, so they are all learning very different things. It has been hard to find something to fit all of them. Joann Manning – I believe that fifth grade and up go on more trips than the younger students at Legacy. Renee Meyer – Everyone in the school, K-5th, is invited to our field trips. We find that students in grades 2 and up seem to attend field trips more consistently. I have taken all grades on field trips. Tammy McIlvoy – Our younger students do go on more field trips due to an easier co-curricular schedule. Do you think field trips are good for every age and grade, or are some kids just too young or too old? Jenesis Soukup – We have Kindergarten through sixth graders that go on two field trips per year. They all do very well and seem to
(This page) Check out the opportunities your region has to offer. The kids from Trinity Christian learned about log cabin living on this trip. (Previous page) Legacy Prep students visited the Sam Houston Memorial Museum to really get inside ol’ Sam’s head. Summer 2011
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Field Trips Contact your local college or professional sports teams for group discounts. It can make a great team-bonding experience in just about any sport. Here the Legacy Lions middle school football squad got to attend a University of Houston game and go onto the field.
get a lot out of them. We do try to make sure that the trip is geared to the age group we are sending. Joann Manning – I think field trips are wonderful for all ages. There are appropriate places to take all levels of students. Of course, the younger the students, the more adult chaperones you need. Renee Meyer – I think that field trips are great for all ages. Sometimes age needs to taken into consideration, depending on the length and subject matter of the trip. But all students can enjoy field trips. Tammy McIlvoy – All ages love field trips. However, younger kids are better able to fit extra activities in their schedule. Field trips are never required at our school.
deal. We have not tried to do overnight field trips. How important is parental participation and attendance to a successful field trip? Is it the more, the merrier? Or do too many parents get in the way? Jenesis Soukup – With this type of school it is an absolute must. I think the whole point of the UMS model is to have parents involved. We make sure to lay out any responsibilities that the children and parents need to commit to ahead of time. Then they both know what our expectations are for behavior and such. Joann Manning – I believe the more the merrier with the parents. However, we are such a close-knit school that it is not unusual for a parent to arrange for their child to attend the trip with a friend. This works too. Renee Meyer – Parental participation is an important aspect to field trips for Trinity.Since all our field trips are scheduled on home days, we encourage family participation and this includes siblings. It is definitely the more the merrier with our group. Tammy McIlvoy – Parents are essential. They help with supervision and transportation. Field trips also offer an opportunity for parents to bond with one another, making our school family that much stronger. It’s sometimes hard to get kids to pay attention when they’re in a peer group outside of class. How do you handle discipline when on a field trip? Jenesis Soukup – The teacher is still in charge of the trip. She is responsible to tell children to listen or behave, even if the parent is there. Joann Manning – I remind my students that they are represent-
Do you share destination ideas and tips with other teachers on your staff? Jenesis Soukup – We all work together, as we are a very small school. So all the teachers are aware of what is going on in every grade. Joann Manning – I haven’t had the opportunity to do this yet. Renee Meyer – Yes, we share field trip ideas and suggestions with our teachers and parents. Many of the trips we have attended have started with the suggestion of a teacher or parent. Tammy McIlvoy – We always share ideas with one another. Have you tried any (gulp) OUT OF TOWN trips? If so, were they what you would term a success? Why or why not? Jenesis Soukup – No, we haven’t. But it is in our thoughts for our older students to maybe attend a summit meeting. Joann Manning – My seventh grade Texas history class is trying an out of town trip at the end of this school year. We will travel to San Antonio to see the Alamo. We will be staying overnight at a hotel close by. This will be a family trip, with the parents driving their own students. Renee Meyer – We have not tried any out of town trips yet. Tammy McIlvoy – For Texas history, our students take day trips. We leave the school between 5:30 and 6:30 a.m. and return in the evening by 9 or 9:30. These have been very successful, as there has been fantastic parental involvement and the students learned a great 6
Kairos kids at the pumpkin patch, a great fall field trip spot with good photo ops for Mom!
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Summer 2011
Kairos 5th and 6th graders toured a woodworking shop and got some hands-on experience making a bookshelf.
ing our school. Renee Meyer – Discipline is handled consistently with school procedures. Our studentsunderstand that when we are on field trips, they are representing God and Trinity in the community. The expectations are the same off campus as on campus. Tammy McIlvoy – Due to excellent parental involvement we have not had any problems with discipline. Do you find it better to meet at the destination, or meet at the school and then head out in a caravan? Jenesis Soukup – Their parents are responsible for getting their children to the trip and attend as chaperones for them. We meet at the location, because everyone lives in different parts of the city. We would hate to make someone who lives close to the destination come all the way to the school, just Summer 2011
to have to turn around and go back again. Plus, we can start the trip without someone if they are late. That way the whole trip doesn’t suffer because someone is late. Joann Manning – We often meet at a central location and then caravan. That works well because some parents are not attending the trip and need their child to catch up with their ride. Renee Meyer – We typically meet at the destination. If it is far, or directions are complicated, we will meet at a central location and caravan. But most times we meet at the field trip location. Tammy McIlvoy – We typically caravan. What field trip destinations would you recommend to other UMS teachers? Jenesis Soukup – Our area is very small, but we enjoy the science center in our area. We also have a great local farm that does www.umsjournal.com
some great activities in October. Our kids also just went on a bird watching tour with our local parks department. They really had a lot of fun! They learned how to use all the tools and measure the wood, and really had a great time. Joann Manning – The zoo is a great field trip for science classes. Local historical landmarks and museums are great for history. Renee Meyer – We have had very successful field trips to state parks, historical locations, and at local colleges. The best field trips happen when the destination has guides or someone who leads. These tend to be the most informative because the guides are able to share more in-depth information. Tammy McIlvoy – Teachers in the Houston area should not miss NASA, Brazos Bend State Park, the Children’s Museum, or the Health Museum. Be sure to plan for classes or dissections at the Health Museum. Attend 7
Field Trips
one of the many plays offered by AD Players, throughout the year. Take students to Galveston to tour Moody Gardens or any of the historical museums there. Several Galveston museums could be toured in one day. Don’t miss the movie on the storm of 1812 and then treat the group to a visit to La Kings Candy on Galveston’s Historic Strand. In February, younger students will want to attend the livestock show associated with the Houston Rodeo. History students at many levels can learn something at George Ranch, benefiting from any of their many educational programs. Some Texas history ideas: San Antonio to visit the Institute of Texas Cultures and their Back 40, see an Imax film and tour the Alamo; the San Jacinto Monument and Battleship Texas; the Sam Houston Museum in Huntsville and Washington on the Brazos; Austin to tour the capital and visit the Bob Bullock Museum. What are some of the unsuccessful ones, that you would recommend others avoid? Jenesis Soukup – No bad ones yet, but it is only our first year. Joann Manning – I haven’t had an unsuccessful trip yet! Renee Meyer – The least successful trip we did was a swimming safety class. The problem was not in the class, but in the locker room. If we do this trip again we will make certain to have a male and female teacher to maintain order in the locker rooms. Tammy McIlvoy – None. Is there anything you’d like to add that we haven’t covered? Jenesis Soukup – I think the biggest thing is being very organized about every part of the trip. Make sure every detail is 8
Drive-through wildlife safari parks are common throughout the US. You never know who might try to join you for lunch! (Or is that have you for lunch? Hmmmm.)
planned and then there will be no confusion about expectations and everything will run very smoothly. Joann Manning – If you are trying to overcome scheduling issues, you can give students a certain length of time to visit a location on their own. I planned a Sam Houston scavenger hunt for my Texas History students this year. They had to visit his statue and museum and take pictures at certain landmarks and find the answers to various questions. I gave them three weeks to get it done. It was a great success. Tammy McIlvoy – We do not allow teachers to take grades during field trips or require them in any way. Our field trips are completely optional and for enrichment purposes only. UMS
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Summer 2011
Soul Searching
G
o where others will not.” These words are usually spoken in relation to the deepest portions of the 10/40 window. I never expected them to be applicable to the University-Model School I was promoting. However, those were the words that Randy and Josephine Thomas of The Destiny Center in Haslet, Texas spoke. I was obviously taken aback. Starting a University-Model School takes faith and perseverance, but should not be considered out of reach! I went home and cried because those words epitomized how I felt about the previous three years. While attempting my first go-round in building up a UMS, I felt like no one wanted to come along on this journey. Actually, I knew no one did, because they told me so – some with their words, others with their actions (or lack of actions). When I was approached again to walk forward and do it a second time, still hurt with open wounds, I begged the Lord, “Please don’t ask me to go!” I relented to God’s calling rather quickly. I knew I wasn’t finished and I couldn’t live like I was. I met with the families who were quietly pleading with me to lead them into this venture. We decided we would begin without debt, in our own homes, and would have two immediate goals: apply with NAUMS to be a transition University-Model School and apply to be an independent 501(c)3 nonprofit organization. We held our first fundraiser, a garage sale, and raised $286. I could hear Barbara Freeman’s words in my head: “Do not despise small beginnings”! We also had one family who could pay for the semester. With those monies we purchased used curriculum. A silent auction held at The Destiny Center and a Read-a-Thon paid for the applications to NAUMS and the US government. To keep costs low, we used ourselves as teachers. Our nine families included moms with the following credentials: seven bachelor degrees (two with masters in education and one a CNA), and two business owners. And we all
Should you start that UMS God has been telling you to start? Belinda Henson relates her journey. agreed to work for two years tuition exchange (well-known in the UMS Universe as No Pay). After deciding to move forward and prepare our homes for the grades we would offer, we happened to meet Randy and Josephine Thomas through a mutual homeschooling colleague. Earlier in the year, God had laid on the Thomas’s heart to begin a homeschool co-op. They had never homeschooled, but as leaders of The Destiny Center church, they felt the Lord’s leading to provide one for the town of Haslet. They began searching for an individual to start one. Through this very timely homeschooling colleague, I had heard of their desire, so I set up a meeting. Randy could not believe what he was hearing! He was so excited about University-Model Schools and immediately fell in love with our mission. As a doctor in psychology and his wife, a long-time educator, they knew the value of this sort of Christian education. They understood the miracle of the caliber of individuals who would be volunteering. And they were astounded we had such a difficult time finding a church to house us. They offered us a home. Our requests of them were no rent at The Destiny Center and consistent prayer coverage. They requested of us background checks and to clean up after ourselves! So far it has been a very symbiotic relationship. The Destiny Center’s motto is: Where No One Stands Alone. Destiny Christian Academy (yes, named after the church) is a testament to their love and sacrifice and their deep understanding of the mission of our Lord and Savior, Jesus. I cried after my first meeting with the Thomases for two reasons: it is a humiliating thing that so many churches keep their doors shut Monday through Friday to the community, and because I had become cynical and believed that no one ever would. Randy and Josephine literally restored a faith I did not know I had lost. UMS
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Making the Adjustment
Tips for a Successful Transition to College Life By Dr. Brad Moser and Jordan Bodine, University of the Southwest
The Maddox Student Life Center at USW.
A
fter taking dozens of classes,
reading scores of books and articles, studying for hundreds of exams, and completing a countless number of other projects and assignments, the moment of high school graduation has finally passed, and all of your hard work has paid off! Along with doing school work, you have likely participated in school activities and events, made time to enjoy your final year of high school with your friends and, along the way, also explored college options and made plans for the next stage of your life. Perhaps you have been busy completing the college admission process or finalizing your financial aid information, and now it is time to begin focusing on making the move to college life. Very soon you will find yourself in a new envi-
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ronment, surrounded by new people and new ideas. It is now up to you to adapt to these changes. Will you be prepared? Like many big changes in life, the transition to college life carries a fair amount of stress and anxiety. Whether you go away to college or attend a campus close to home, you will be faced with the responsibility of living on your own, managing your own schedule, and maintaining your physical and emotional well-being. You will do all of this while simultaneously trying to be academically successful and determining your career path. Your parents will not necessarily be able to be right there to make sure you get enough sleep, eat right and exercise, study for your classes, or make other www.umsjournal.com
healthy choices. Students who are not adequately prepared to face these responsibilities and pressures will struggle to make a successful adjustment. On the other hand, students who are prepared to face these responsibilities will not only succeed – they will thrive! As you prepare for college life, you should carefully consider what will positively enhance the following three areas of your life: physical well-being, emotional well-being, and academic preparedness. Physical Well-Being The first step in making the adjustment to college life is to make sure your physical needs are met. Here are some tips that will help you get started. 1. Solidify your living arrangements. Summer 2011
If you are attending a school away from home, you may be aware that most colleges require first-time freshmen to live in the residence halls on campus (some even require it beyond the freshman year). Such a requirement not only aids in keeping students safe, but it also aids in the transitioning of freshmen to college life through living communities overseen by resident assistants and/or community facilitators. Be sure you have researched your housing options and submitted your housing application. Your college’s website should also have important information about living on campus. 2. Do you plan to have a roommate? Keep this question in mind as you research your housing options. Often, sharing a room with a roommate can cut down on cost, afford you the opportunity to make a lifelong friend, and even help you in the transition to college life. If you decide to have a roommate, try to communicate with that individual prior to move-in day, so you can get to know one another and even coordinate what you plan to bring to furnish your room. 3. Have a fitness plan in place. Physical activity will help ease the stress and tension of getting acclimated, so have a workout routine in place before move-in day. You can also utilize the college’s recreational facilities and participate in intramural athletic events. If you live on campus, you will likely select a meal plan with your school. Be sure to explore options that will be available, so you can plan to maintain a healthy diet as well. Emotional Well-Being After you have addressed your physical needs at college, you can then start thinking about what will help you maintain your emotional well-being. Consider these very important tips. 1. Get involved! This is the most important advice that can be given to a freshmen student. Students who get involved in campus organizations and activities during their first semester of college are the same students who are most likely to persist and graduate. Ask your academic advisor about student organizations or clubs you can access, and do not be afraid to submit applications and interview for positions within the organization or club if required. Getting involved helps to pave the way for success and, as importantly, assists you in developing valuable relationships with those around you. 2. Find a church home. Sometimes you might be tempted to stay in bed on Sunday mornings while at college, but be careful Summer 2011
Freshman Checklist Living Arrangements Fitness Plan Get involved! Find a church Get a job Don’t overload Manage time wisely Participate in class Set GPA goal not to neglect your spiritual growth. For this reason, you should make connections with a local church or student ministry group before you arrive at your college or university. The relationships you form will help you stay accountable and nourish your spiritual health. 3. Consider getting a job on campus. If you qualify for work-study through your financial aid, take advantage of the opportunity and, if you do not qualify for work-study, ask about other student job opportunities on campus. Students who hold part-time jobs on campus actually find increased academic success because they have improved time management skills and are able to form meaningful relationships with faculty and staff. 4. Do not overload yourself. While getting involved is strongly encouraged, it is also wise to continually examine everything you have on your plate. Taking on too much can result in stress overload and even depression. In fact, it is not uncommon for high-achieving student leaders on campus to struggle with their mental health. If you start to feel overwhelmed or depressed, contact the student counseling services. Academic Preparedness Being prepared to face the academic demands of college is paramount. If you focus on your physical and emotional well-being but do not prepare yourself to focus on academics, you will greatly improve your odds of being successful. Follow these tips to assist you in being academically prepared. 1. Learn to manage your time. Although students who have attended UniversityModel School may be better prepared than www.umsjournal.com
students from other academic backgrounds, you still need to be aware that managing your time well is key to being successful in college. Set up a consistent study schedule during the first week of classes and stick to it. Purchase a daily planner, and use it to map your schedule. 2. Actively participate in your classes. Go to class and participate in discussions. This will help you to learn and retain information for the test. Sit towards the front of the class to help you focus on the material and allow the professor to recognize your face. Your professors’ office hours are in place to offer you assistance, so take advantage of this time. Getting to know your instructors and being sure that they know you is an essential part of a successful approach to college. 3. Set a GPA goal. Determine what would be a realistic GPA (Grade Point Average) for your first semester and strive for it. Meet with your academic advisor to help set a realistic initial goal for you and, beyond that, be sure to meet with your academic advisor at least once a semester to determine your next semester’s classes and to review your current academic status. With all of the changes that you will be facing, the good news is you do not need to be fearful. Your family, friends, professors and advisors all desire for you to be successful in college. Above all, the Lord promises that He will never leave you or forsake you but will be right with you during every step of the journey. Take comfort in the promise of His word and remember that II Timothy 1:7 tells us, “For God did not give us a spirit of fear and timidity, but of power, of love and of self-discipline.” UMS THE AUTHORS Dr. Brad Moser is Vice President for Enrollment at University of the Southwest, a private, Christ-centered university in Hobbs, NM. He is a licensed professional counselor, and has taught career development courses and numerous workshops on career and related topics. Jordan Bodine, MS, is the Dean of Student Success and Retention at University of the Southwest. Before coming to USW in 2009, she gained valuable experience as a Financial Aid Advisor and Academic Counselor at Oklahoma State University, where she also received her master’s degree in the area of College Student Development. 11
Flying Overseas th Wi
Children!
Dos and Don’ts by Ministry Travel’s Beth Banfill
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raveling overseas with children may seem something akin to voluntarily entering the funny farm. If your kids don’t drive you nuts with their behavior, someone else’s kids probably will. It is possible to survive a long flight with your children, but it is best to be ready for the inevitable. Even when the trip goes smoothly, you can expect it to be challenging, exhausting, and boring. Your job, as parent or parents, is to work together to help everyone get through it as best as possible. With a little bit of insider knowledge and preparation, you can better your odds of a good flight. Before you book, understand that: 1. The plane is a small place, and your seats will be even smaller. When you book, ask for adjacent seats in a row, including aisle seats. You can also let a child stretch out on the floor in front of your seats for a nap. If you have an infant, you can request seats at the head of a section, called bulkhead seats; most planes have drop-down bassinets for newborns through 3-month babies. Know, however, that many airlines will not assign these seats until you actually go to check in. 2. A flight of more than two hours will seem like forever to a preschooler. Booking a night flight is helpful, since children can normally sleep anywhere, making the time pass faster for them, and for you. 3. Once you are on the plane, if the seating is unsuitable, you can ask an attendant to help you change seats. Sometimes other passengers will willingly switch. Consider the location of the restrooms, the kitchen, and space around you. 4. Connecting flights in foreign countries can be an unnerving experience. Do a little bit of homework before you go and you can make this a much better experience. What currency will you need if you want to buy a meal? Are there areas for children to play? Though you can find out all of this information when you arrive, it will help if you know ahead of time the answers to these questions. Visit the airport’s website before travel. If you are connecting through London Heathrow, Frankfurt or Amsterdam, be sure to read our previous blogs on what to expect at these airports. 5. It is possible to take a stroller on your flight, and is nearly a must if you have a baby or toddler. Some airlines stow it at the front of the plane for you, while others may check it as you enter the plane and then have it for you as you depart. Umbrella style strollers are the most widely accepted. An alternative is a back carrier.
The Dos and Don’ts
Flying internationally with children can be a challenge, but as we saw in our last blog a little preparation can go a long way. Today we’ll explore 18 dos and don’ts that should help make your next international trip more enjoyable. Do ask your Ministry Travel consultant about reduced rates for children. Although discounts are not common for children above age two on domestic travel, they are quite common for international travel. Knowing that you saved money will definitely make your trip more enjoyable! Your Ministry Travel consultant can give you all the details. Do take a bag of inexpensive toys and goodies. Consider getting some new toys specifically for the flight. This can make the flight special for your child and keep them better occupied. 12
Don’t pack so much you are unable to carry it, and your sleeping child, off of the plane. Do pack medicines for fever, travel sickness, allergies, or for anything else your child might suffer during the flight. Keep them in original packaging, or you might be sitting in customs for a while. Be aware of limitations on the amount of liquids you can carry on a plane. Do consult a doctor if your child is ill with a virus or other disease prior to your trip. In some cases you can go ahead, but some things, like ear infections, may keep you on the ground. Do pack plenty of chewing gum for take-off and landing. Don’t expect chewing gum to work like a charm. Swallowing and yawning also help. Do give your infant a bottle during take-offs and landings. If your baby takes a pacifier, pack more than one. Do educate your kids in advance about what to expect on the airplane, from popping ears to proper etiquette. Don’t worry about what other people are thinking when your child has a meltdown. Anxiety over other passengers won’t help your child. Be assured you are suffering the most. Take a deep breath, and do the best you can. Do ask about child menus in advance of the flight, not on the plane. The same is true if your child has food allergies. Children allergic to peanuts, for example, can get sick just from breathing the peanut dust created when other passengers open their peanut bags. Check with the airline as far in advance as possible and let them know your needs. Many airlines that offer peanuts, for example, will make your flight peanut-free as long as they have enough notice. Do make sure your family drinks plenty of fluids; plenty of juice and water will best help you overcome jet lag. Do pack a few snacks and a couple packaged meals in case your kids hate the airline food. Do take advantage of all forms of distraction: in-flight cartoons, kids’ music on the headphones, and kind seatmates who offer to entertain your children for a while. Don’t forget to pack security blankets and other small comforts from home. Do let your walking children carry a small backpack with their own things. Do prepare for accidents, whether for potty-trainers or travelsick prone children. Keep airsick bags even after you disembark, as some kids continue to feel ill after disembarking.
And Most Important of All…
Don’t let the fear of problems keep you from traveling with your children. A whole world awaits your exploration. The flight is only the first adventure. UMS THE AUTHOR Ministry Travel is a member of the Tzell Travel Group and specializes in discount international airfare for churches, missions organizations, humanitarian groups, and non-profit organizations. This article originally appeared on Ministry Travel’s blog and is used by permission.
www.umsjournal.com
Summer 2011
Teaching Writing
Four Deadly Errors By Andrew Pudewa Director, Institute for Excellence in Writing
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e’ve all suffered it at one time or another: frustration about writing assignments. Either on the receiving end, or perhaps now on the giving end as UMS co-teachers, there can be a few distinctly discouraging aspects to teaching and being taught writing. The tough questions include: • What to correct and how to give a grade? • How much help is too much? • Isn’t the assignment clear enough? • Why don’t students find their own errors? Because we are so much a product of our environment, our style of instruction often becomes a reflection of how we were taught. Consequently, the “sins” of our teachers can easily be passed on to our own students if we are not diligent in evaluating and honing our teaching skills. Unlike math, history and science, writing does not consist simply of a set of facts to be learned and manipulated. It is an art, and should be taught more like art. Think about piano or violin. Do we expect perfection immediately? Not at all. We expect wrong notes. We expect awkward expression. But through a process of modeling, listening, practicing and reviewing specific, graded techniques, anyone can learn to play violin or piano. Writing is similar. Modeling when teaching art is not only effective, but absolutely necessary. The same is true of writing. In music lessons, do successful teachers correct every position problem, every rhythmic error, every wrong note all at once? Certainly not. They point out one or two specific areas for improvement and assign practice goals to ad-
Summer 2011
Separate complexity. Allow children to focus on one aspect of writing without expecting them to do everything right the first (or even second) time. Finished products should reflect excellence, but not instantly. Always look for something to compliment – a good point to reinforce – first, before pointing out a careless error or awkward expression. www.umsjournal.com
co-teacher tips dress those problems. As one technique improves, another gains the spotlight. Put simply, good teachers know the secret of the “one point lesson.” With this in mind, let us consider some mistakes which are so easy to make when teaching writing.
No. 1 – Overcorrecting This is perhaps the most common and dangerous mistake, especially for elementary and intermediate level children. Many of us might recall the experience of getting back a red-mark plastered paper. Did we look at it and think, “Wow, look at all these great corrections. If I carefully study the teacher’s marks and really try to remember these things when I write my next paper, I’ll probably get a better grade. I can hardly wait!”? Unlikely. More commonly, a child looks at the paper and each red mark makes him feel: “I’m wrong. I’m bad. I’m stupid. I don’t know anything. I’ll never be able to do this.” Or perhaps we received a paper with no corrections or comments but simply a “C+/B-” at the top and no explanation as to why the poor grade. That’s another cause for hopelessly thinking: “I’m lousy at this and have no idea how to do better.” How then to correct? Think of “editing” rather than correcting. Every good writer has an editor (and few good editors are accomplished writers). The purpose of editing is to prepare a piece for publication. Compositions should be marked on specifically and only for the purpose of helping the child create a finished product which will be as correct and fluent as possible. Fortunately, the child will, in the process of rewriting or typing your suggested changes, semiconsciously internalize those corrections, thus learning by example and imitation, rather than by direct instruction. Every child needs an editor, and parents often need to know what that means. The co-teacher must adjust their role accordingly. The difference between a co-teacher and an editor is that an editor gives corrections without a lecture attached. An editor does not give grades; he helps prepare a piece for publication. He is an assistant rather than a teacher. With children, your goal is to help them produce a finished product they can be proud of and teach by “editing” not “correcting.”
No. 2 – Holding Back Help In our syllabus, we overcome the problem of “I don’t know what to write about” by providing content through “source text.” This is the equivalent of teaching music by assigning specific pieces to learn 13
and practice. First we provide content to use, teaching the “how to write,” before charging into the “what” to write. But even so, children hit blocks. As we work through the syllabus of stylistic techniques, we might easily hear children complain: “I can’t think of a ‘which’ clause” or “I forgot what a prepositional opener is” or “An ‘-ing opener’ just won’t work in this paragraph.” Does this mean we have failed? Of course not! It simply means that technique is not yet easy and fluent. Some teachers, meaning well, might think: “It won’t be fair if I help too much. I shouldn’t just tell them what to write, it wouldn’t be their own work.” There’s truth to that statement, but let us not forget our purpose and goals: To model structure & style, teach through application, and develop confidence and fluency. It is okay to help a child past a block, even so far as dictating to them two or three possible “which” clauses, and allowing them to choose one and use it. Did they think of it themselves? No –but so what? They chose one, they used it and in the process of using it, they have learned. You may have to “spoon feed” some examples many times, but ultimately, they will start to think of possibilities on their own. Children who read a lot will be more likely to come up with the words and constructions needed for success with the stylistic techniques, but there’s nothing “illegal” about teaching by providing examples and options. It is especially important for reluctant writers. How else will they learn?
No. 3 – Unclear Assignments This is perhaps the most frustrating problem for children, whose basic nature it is to want to know exactly what is expected of them. “Write a three-page story set in the 1800s. Be sure to add plenty of descriptive words.” Ugh! How about this: “Write a paragraph about a friend; include three specific details.” Or perhaps: “Write a two-page book report on Little House on the Prairie.” These types of assignments are tough for children, especially those who don’t really like writing, because they are vague and openended. Most of us would prefer an assignment which is as specific as possible, perhaps like this: “Write a six-paragraph story set in the 1800s. It could be the Old West, the South during the Civil War, or in a foreign country. The first paragraph should describe the setting, the second should introduce one or more of the characters. In the third graph, create
a problem for one of the characters, using graphs four and five to have them solve the problem. The last one should give a little bit of epilogue and hint at a message or moral. Each paragraph should have the following stylistic techniques: ‘-ly’ word, who/which clause, dual verbs, dual adjectives, an adverbial clause and a prepositional opener. The title should repeat key words from the last sentence. Write a first draft in pen and do not erase. Take it to your editor before typing your final copy.” Given specific structural and stylistic guidelines like this, students can know more precisely what the finished product should look like, which promotes enthusiasm, gives confidence and encourages sincere effort.
No. 4 – Over-Expectation How many of us might be guilty of saying (or thinking): “You had that word on your spelling test just a few weeks ago. How could you spell it wrong in this story? And can’t you be a little neater?” It is, without question, difficult for anyone to catch their own mistakes, but while striving to keep a student motivated, it is important that we, as teachers, not forget this fact: spelling, handwriting and english composition are very different neurological functions. These activities don’t even happen in the same areas of the brain. Not that spelling and handwriting are not important – they are. But they are very different activities than English composition, which is the logical combination of words into acceptable patterns. For many young children, writing neatly requires full concentration. For many, stopping to determine the correct spelling of a tricky word can derail a whole train of thought. Co-teachers often find it difficult to “do everything at once” when it comes to spelling, neatness and composition. Separate complexity. Allow children to focus on one aspect of writing without expecting them to do everything right the first (or even second) time. Finished products should reflect excellence, but not instantly. Always look for something to compliment –a good point to reinforce –first, before pointing out a careless error or awkward expression. Success breeds success, and you, the teacher must be the coach, not the judge. With practice, repetition, age, maturity and motive, most children will grow to produce work that is well-written, correct and neat. But don’t expect it to happen all at once, yesterday.
Practice Does Indeed Make Perfect Teaching, like writing, is an art. We practice; we improve. Just as we guide our students to be effective –while avoiding mistakes –in writing, we must likewise endeavor to recognize and avoid the most dangerous of errors when teaching. Certainly no one will achieve the status of perfect teacher, but by continuing to strive toward that goal, all will benefit: co-teachers and students alike. UMS
THE AUTHOR Andrew Pudewa is the director of the Institute for Excellence in Writing and a valued friend of NAUMS. His seminars for have helped transform many reluctant writers into confident communicators, and equipped educators with powerful tools to dramatically improve their students’ skills. 14
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Summer 2011
Learning Latin Along with Your Students Julie Gentry and Mary Harrington give us a glimpse of their exciting new language program, Latin in the Christian Trivium, a viable option for UMS language programs
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atin is exciting! While noun and verb drills
are important, your class does not need to be merely grammar. The language really comes alive with Latin in the Christian Trivium, an integrated program that will not only have your students translating right away, but will introduce them to the exciting time period of ancient Rome! The students follow the Fidelius family, Fidelius, Aquila, and their four children, as they leave their home in Gaul and return to Rome before moving on to Judea. In Volume II, they first meet Jesus at the wedding in Cana. Fidelius hears about Jesus the Messiah from Chuza, Herod’s steward, and their conversion begins to take place. In Volume III, students learn about the life of Christ, and in Volume IV the new Christians travel to Britain. Because this is a Christian textbook, the vocabulary, story lines, and discussions are presented through a Christian worldview. Students will read about the difference between a republic and a democracy, Roman law, Roman art, Caesar, and Cicero. In Volume IV they study the Roman poets and The Aeneid as well. Accredited by the University of California as a high school course (Volume IV is designated as an Honors course), grammar and vocabulary skills are emphasized, along with Christian apologetics. A logical argument for the resurrection is presented in Volume III, with many ethical topics covered throughout (in Latin, of course) and open-ended questions asked. Because Latin is so fundamental to success in fully understanding English, and because it is our passion, Latin in the Christian Trivium is set up so that it can be used by students attending class on any schedule. Online classes and optional supplementary activities are also available. Gail Busby and Mary Harrington wrote the textbook, while Julie Gentry wrote the Activity Books. The teacher’s guide lays out lessons by chapter, and free email and phone support to teachers is included. It is our desire that every student know the richness of language, the excitement of Rome, and the saving grace of Jesus Christ. UMS Summer 2011
Aquila calls, “It’s time to get up!” Clara calls Priscilla and Fidelia, “Did you hear Aquila? It’s time to get up!” Aquila vocat, “Tempus est excitare!” Clara vocat Priscilla et Fidelia, “Tempus est excitare! The emperor has recalled the family to Rome immediately!” Student Jenna Gentry actually SMILING while studying Latin!
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he Ninth Annual NAUMS National Conference, scheduled for July 18-22, 2011, in Fort Worth, Texas, promises to be more than “just another National Conference!” Few people realize that the significance of the NAUMS conference is the glue that holds this ministry together. Here is a bit of trivia that gives credence to this fact: No University-Model School that has participated in a NAUMS National Conference has ever withdrawn its support from this ministry! While this conference provides many of the same benefits as other educational conferences, it goes a step beyond; the camaraderie that occurs at a NAUMS conference is so encouraging that attendees return to their schools and families with a greater sense of dedication, a renewed commitment, and the resolute affirmation that God is guiding their school, as well as the national ministry that
serves as an anchor of support to every University-Model School! If you have never participated in this national opportunity, we encourage you to make the decision to do so today – you will be delighted with the results!
In Search of Truth Framed by the theme In Search of Truth, we are pleased to welcome back Marc Fey as keynote speaker. During his eight-year tenure at Focus on the Family, Marc was charged with the implementation of The Truth Project, providing valuable experience in speaking on the topic of God’s
Truth. Marc currently serves as the Executive Director of Community in Action for Coral Ridge Ministries in Colorado Springs, Colorado. We also welcome the return of another keynote speaker, Dr. Brian Smith, of Bob Jones University Press. With a Ph.D. in Old Testament Interpretation, Dr. Smith will contribute greatly to the conference through his insight into God’s word, including scriptural integration in the UMS classroom.
New Conference Session Strands! In an effort to provide continuous improvement in professional development, two additional strands will be added to the existing conference framework: One will be the implementation of major sessions that will be provided by veteran teachers, administrators, and staff of tenured schools. Beginning with Grace Preparatory Academy (GPA), the nation’s first University-Model School, attendees will discover many GPA sessions covering a variety of topics based on the four major components of the UMS: Academics, Character Development/ Family Ministry, Student Activities, and Program Support. Because we continue to observe an increase in the growth of UMS Classical Schools, we are also providing a classical education strand at the conference. However, these outstanding sessions will appeal to everyone involved in the UMS, not just those in classical education. Please Join Us! We hope you will join us at this year’s conference as we passionately search for the truth that will maintain and sustain the UniversityModel School ministry and movement. The annual NAUMS conference is the best place for member schools to meet and trade ideas with each other, as well as visit with vendors offering products and services targeted specifically for our educational style. With 50 existing NAUMS schools and six developing schools located across 16 states, and many more on the horizon, a wide range of attendees and exhibitors will be at this year’s conference. Don’t miss out! For Information call 972-5257005 or visit www.naums.net. UMS
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Summer 2011
Combining Volunteerism with Educational Travel for Adventures of a Lifetime By Jules M. Qualls
Joshua Expeditions has had great success with student travel ministry trips to Costa Rica.
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ne of today’s most exciting trends is global education and serviceoriented travel, and students from all over the United States are finding Costa Rica to be a perfect location to volunteer their time. On the outskirts of Costa Rica’s capital city are marginal communities of peoples with great physical and spiritual needs, including entire populations of refugees living in squatters’ villages and orphanages filled with children in need of love and attention. Global ministries like Joshua Expeditions enable students to donate time and resources toward serving these communities and gaining valuable volunteer experience. In Costa Rica, students have been able to participate in construction projects, sports clinics, and children’s clubs, as well as hands-on service with local organizations to provide basic needs to area residents. Volunteers may find themselves painting a building or prepping wood for a new construction project, while others have been able to present fairs and Vacation Bible School to the many children who love to participate in anything offered to them. Soccer is a hugely popular sport in Summer 2011
Costa Rica, and visiting students will often use their time to organize a clinic to gather all of the local children together into one shared activity. The benefit to the communities is far-reaching, from providing for basic physical needs like food and clothing to simply encouraging the Costa Rican residents and offering hope for a better future. For student volunteers the benefits are equally great. Global opportunities offer youth the chance to immerse themselves in local culture and enhance language skills, all the while enriching their lives through the act of volunteerism. Serving in foreign countries encourages students to discover their own gifts through hands-on experiences, leading them to develop a broader perspective of the world and increased cross-cultural understanding. Organizations like Joshua Expeditions also provide students opportunities to participate in Christian ministry while enriching educational experiences. Simply put, students are taking on the challenge issued by Jesus Christ when he said, “I was hungry, and you gave me food to eat. I was thirsty, and you gave me drink. I was a stranger, and you took me in. I was naked, and you clothed me. I was sick, and you visited me. I was in www.umsjournal.com
prison, and you came to me. …Most certainly I tell you, inasmuch as you did it to one of the least of these my brothers, you did it to me.” (Matthew 25:3536,40 NIV) Volunteering in a foreign country is an adventure of a lifetime, and the benefits extend far beyond education alone. Communities around the world are in need of hope and aid, and students are rising to the challenge. Through service-oriented programs, thousands of lives have been touched worldwide, and many families and individuals have been personally encouraged through the willingness of youth to share their time. Opportunities like these go far toward building a generation of world-changing leaders with a steadfast heart for the world and deep compassion for humanity. UMS Jules M. Qualls is a freelance writer and blogger who is currently serving as webmaster for Joshua Expeditions, an international student travel ministry headquartered in McKinney, Texas. 17
student corner
The Atoning Work of Jesus Christian Simpson, 9th Grade King’s Academy Christian School (Tyler, TX)
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hat saves a person’s soul? Is it the good works that they perform in their life? Does it make a difference if they go to church or not? Or is it the amount of times that they have tithed? If you guessed any of these, then you will probably not be in heaven when you die. What has saved us is the grace of Jesus and us atoning for our sins. Webster defines atonement as the reconciliation of God and man through the sacrificial death of Jesus Christ. In other words, it is the repentance of our sins to Jesus that saves us. But why is it Jesus that we have to atone to? In the Old Testament, before Jesus died on the cross, the people who worshiped God made sacrifices to him through a burnt offering. The offering had to be a pure sacrifice; it had to be without ailment or blemish, or defect if you will. But then Jesus came. He was the perfect sacrifice; He had no ailment or defect, and He was not born into sin as the rest of man was. But why did he have to die on a cross? First, let’s define what a cross is; it is two long beams of wood that are nailed together and form an intersecting structure. It was a form of punishment that was invented by the Phoenicians and later used by the Romans in the same way. In Psalms chapter 22, which was written long before the crucifixion of Jesus, describes an unknown character being pierced through his wrists and feet. Now it does not specify on the way that he is pierced, but with the invention of the cross, the pieces of the puzzle come together. Now think about this other question, what if Jesus had gotten cold feet on the night before His crucifixion or on the cross and decided that He could not handle the pain anymore and called down the angels to save Him? If that had happened, then we would either still be under the sacrificial system and had to make a sacrifice every so often, or we would have no other hope. Without that proper sacrifice, then we would not be received by God into heaven. When Jesus died on the cross he fulfilled God’s command in the sacrificial system. God commanded that the sacrifice be perfect and pure and that it also be a shedding of blood. Jesus was perfect and He was pure, and the death on the cross surely did shed much blood. All of these instructions were met and fulfilled. We claim that Jesus is God many times through the Bible. So let’s recap: Why was it Jesus? Jesus was the perfect, pure sacrifice that was instructed by God through the sacrificial system. He was not born into inherited sin because he was not born of man, but of God. Why a death on the cross? The Psalms predicted that he would be pierced through his wrists and feet, and the cross only fit into place for this prophecy. What if Jesus had not died? We would still be under the sacrificial system and would have no hope otherwise. Jesus is our Lord and Savior whom was described as the long awaited Messiah whom would save us from our sins. And do you want to know what the best part about his atoning work is? You only have to ask. No works or perfect life are required, you only have to ask, why would believe anything else?
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5th grade
CLIMBS
By Lexi Meyer, 5th grade Trinity Christian School Myrtle Beach, SC
The Cat climbs the spiraling stairs Lilac is her name but she does not care RadIant is her hair Misery as she climbs the spiraling stairs Bleating little f lairs She hates the spiraling stairs
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Summer 2011
student corner
Iguana By Grace Rutledge Legacy Prep (The Woodlands, TX) 4th Grade
Spirit
Jesus’ Death
By Caitlin Alexander Trinity Christian (Myrtle Beach, SC) 4th Grade
By Elise Bower, 11th grade King’s Academy Christian School (Tyler, TX) loom hung in the air as thick as the curtain that separated the human race from their God. Jeremiah foretold this day, and just as he had Gprophesied, the bartered silver had been returned. The trial was held, and
the long dreaded demand of death echoed across the city. The hazy sky hung low along with hearts of Jesus’ loved ones, yet it was His own heart that ached the most. Man’s eternity was about to change forever. Around noon, the sun turned his face from the earth and kept his warmth hidden, for even he could not withstand the sight of the broken king. The assorted crowds began to gather around the murder scene; no one could have expected this unfair death to result in everlasting life. The earth held its breath as each nail penetrated the sinless hands of our savior. Mockers tossed their cruel words around shamelessly and guards ripped the tainted garments from Jesus’ beaten body. While the weight of sin crushed his being, tears stained the faces of his many followers; they all knew death’s watch was ticking. With the last breath to enter His lungs, Jesus cried out, “It is finished!” At that moment, the veil of the temple tore from top to bottom. The earth violently shook, rocks split in half, and tombs opened. A guard who stood near the cross became convinced of Jesus’ lordship. To the disciples, their world had been shattered and their hopes had been crushed. But if they had just stopped and listened when Jesus was with them, they would have known that death hadn’t stolen their Savior, but their Savior was defeating death itself. Summer 2011
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Horse Beautiful, Big Jumping, Galloping, Walking His name is Spirit!
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student corner
Mockingbird Touches the Heart on Asperger’s Caroline Shook, 7th Grade Legacy Prep (The Woodlands, TX)
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recently finished reading a book called Mockingbird, by Kathryn Erskine, and I must say it is wonderful. The story is about 10-year-old Caitlin and her struggles with Asperger’s syndrome. To Caitlin, everything is either black or white, everything in-between is confusing. Her life is hard enough without having to try to communicate with people and act normal. But when her brother, Devon, is killed in a violent school shooting, Caitlin’s world is turned upside down. Her brother was the only one who even tried to understand her, the only link between the real world and her own. Caitlin must cope and help her father and herself to find closure after Devon’s death. She must learn to understand people the way she understands art and to look at them in the eyes. But for someone who does not want friends or anything to do with other people, that can be a challenge. Can Caitlin learn to see the world, not in black in white, but full of color, both messy and clean? I had an instant connection to the book because I, like Caitlin, have Asperger’s. It can be hard to deal with sometimes, considering the texture sensitivity, lack of wanting social interaction, meltdowns, bizarre views of life and inability to understand what most people would call common sense. One good example of the world not making sense is when Caitlin asked Devon if she can have his room when he dies. When he says not to talk like that, she asked why. “Because people will get upset,” he says. Mockingbird is a book about self-growth and friendship. It has no vulgar language except Caitlin being called a freak by a bully and her saying the bully, as well as a shirt, is evil. The part to worry about is Devon’s death. Warning: you are bound to cry. Devon is shot in the heart at a school shooting. He was only 15 years old. One shooter was killed by police and the other was captured and sent to jail. Caitlin and her father watch a report about the shooting on the news. The reporters have a short interview of the surviving shooter. When a reporter asked him what he had to say for himself, he smiled and gave a thumbs up. Although Mockingbird is a sad book, you quickly fall in love with the characters and grow as they grow. It is simply a wonderful book. Everyone will adore this funky little girl and her story of love, loss, and rebuilding.
Arizona or Bust! By Will Johnson, 4th grade Trinity Christian School (Myrtle Beach, SC)
ATTENTION STUDENTS
We Need Your Submissions! Share your writing, art, and photographic talents with UMS Journal by emailing djones@umsjournal.com. 20
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Summer 2011