South Pacific

TEACH Volume 10, Issue 2

Is it a blessing? A necessary evil? An unnecessary evil? Feelings about technology vary widely. In his editorial, Graeme Perry briefly discusses pros and cons of rising technology usage among students. He then describes the other articles in Volume 10, Issue 2 (2016) of TEACH Journal of Adventist Education, which include:

The Invictus Wellbeing Program: Cultural Architecture and Human Flourishing by Joshua Brown
Requiring all schools in Australia to nurture “social, emotional, moral, spiritual and aesthetic development and wellbeing” of students, the 2008 Melbourne Declaration was a landmark document. The Invictum Wellbeing Program uses Dr. Martin Seligman’s PERMA model to provide a targeted approach to meet this standard.

What I ‘C’ is a Crucial Tool in our Schools by Marty Ogle
Critical thinking, compassion, contemplation and celebration are important attributes of authentic Christianity and should be fostered in our students. Make Jesus Real is “a school-based values education project, a philosophy for a whole school, instilling a positive culture based on the Gospel values.”

Establishing Goals for a Personal Learning Strategy: Coaching Learning by John Lewis
“Establishing a goal, and setting out to achieve it, is common enough. However, when the process of achieving a goal becomes an exploration for developing a personal learning strategy, then the possibilities start to open up for a specific approach to better learning.”

Dyslexia: 10 Strategies by Julie Sutton and Marion Shields
Now known to be a specific learning disability, dyslexia impacts all areas of a student’s education. Early detection is key, followed by teaching practice accommodations such as these evidence-based strategies.

Transforming Classroom Practice – Toronto Campus News by Andrea Thompson and Beverley Christian
Looking for an authentic cross-curriculum project to encourage holistic development while incorporating 21st century skills? This teacher’s idea to have her class produce the campus news also provides an opportunity for students to share their faith.

A Whole School Approach to Changing School Culture: The SASA Way by Danyel Efstratiou and Anjuli Cruz
Struggling to change your school or classroom’s culture? Read about one school family’s journey to define and live their values. Included is a list of ten ideals with supporting Bible verses.

Character, Oh! Character, Where Art Thou? By Stephen J. Fyson
“What has happened to the concept of character in our current times, and is it important? This essay asks this question with reference to the increased use of ‘personality’ in our language and thinking, and contends that this change has resulted in a greater tendency for selfreferencing decision-making in the lives of our young people. The suggested educational response to the trend is that we review our teaching too, so that it is more strongly built around the biblical concept of ‘service’, one to the other.”

Getting on Board with the STEM Revolution: Two Christian Schools’ Experiences by Peter Kilgour, Phil Fitzsimmons, Vanessa Baywood and Jennifer Merriman
Is your school looking to join the STEM movement? This study investigated the perceptions of teachers in two schools as they introduced “integrated teaching of science, technology, engineering and mathematics (STEM) using a cooperative and problem solving approach.”

Caffeine Consumption Among Students Attending Christian Schools in Australia and its Relationship to Classroom Behaviour and Academic Performance by Peter Beamish, Peter Morey, Cedric Greive, Ross Grant and Jade Guest
Many students consume caffeinated beverages, but what is the effect on their behaviour and academic performance?  This paper begins by exploring the history and chemistry of caffeine and its effects on the body.  It then details a study of nearly 1000 students who self-reported  caffeine intake, classroom behaviour and academic performance. Significant relationships were found.

Pre-kindy Purposes, Benefits and Strengths: Reflections During Maternity Leave by Christina Oliva
Studies have shown a significant number of children are not socially, emotionally, or academically ready for school as they enter kindergarten. Preschool, also referred to as pre-kindy, classes help address this problem. “This paper seeks to explore the purpose, benefits and strengths of such programs by focusing on one teacher’s reflections on her experience teaching in a highly multi-cultural, city ASA primary school’s pre-kindy.”

Note: Article written and posted in English

Editorial Team

Adventist Educator Blog editorial staff include a team working from each continent to curate Adventist education news, compile digest posts of Adventist education journal articles, and edit posts from Adventist educators in each world division.

Latest posts by Editorial Team (see all)

Leave a Comment

We welcome and encourage constructive, respectful and relevant comments. We reserve the right to approve comments and will not be able to respond to inquiries about deleted comments. By commenting, you agree to our comment guidelines.

Your email address will not be published. Required fields are marked *