Learning and Teaching at Gilson College

Learning for living, Character for life, Hope for the Future

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Adventist Schools Victoria – Combined Schools Day of Worship 2012: Secondary

Get Connected, Stay Connected!

I asked about a week ago that readers stay tuned for the slideshow from the Adventist Schools Victoria Secondary Combined Schools Worship Day. Here it is! (Thank you to Ormond for the photos, and perhaps another anonymous photographer too!)

The event was held at Nunawading Christian College on Friday August 17 with students from Years 7 to 12 taking part. The theme was GET CONNECTED!

The schools’ chaplains coordinated the program. Once again, a big thank you to them for the time they put in to planning and bringing all the components of the morning together.

Supported by teachers as well as the chaplains, students from each school lead out in aspects of the program, including the welcome to attendees, leading in prayer, singing in worship and providing music, along with presenting inspirational drama and choral items.

A big thank you as well to the teachers and students. You were inspiring!

The speaker Pr Mau Tuaoi, Senior Chaplain at Gilson College, emphasised the importance of getting, and staying connected to God.  As happened in the primary program, at the end each student was also presented with a reminder of the day – a carabiner engraved with the words, GET CONNECTED.

In addition to the worship time, students and staff had the opportunity afterwards to share lunch and a social time together.

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Adventist Schools Victoria – Combined Schools Day of Worship 2012: Primary


Every year since 2006 Adventist Schools Victoria has held a Combined Schools Worship Day.

This time of worship has become a looked-forward to, very special time because we bring together students and teachers from all of our schools to give praise and worship to our Creator God!

This year the event was held over two mornings at one of our schools Nunawading Christian College. The Primary schools’ worship took place on Thursday August 16 and the Secondary event was held the following day – Friday August 17. Primary students from Years 3 to 6 attended, and secondary students from Years 7 to 12.

The theme this year was GET CONNECTED!

The programs were organised by the schools’ chaplains. We wish to thank them for the time they put in to planning and bringing all the components of the service together. God certainly blessed their planning, as well as the worship time!

Led by teachers and chaplains, students from each school lead an aspect of the program. The components of worship ranged from the welcome to attendees, to leading in prayer, singing and providing music, along with presenting inspiring drama, art and choral presentations. Each school also featured on a short video that showcased the school and highlighted snippets that illustrated their students’ commitment to exploring the character of God, His love in their lives and their service to others – following the example of Jesus Christ.

A big thank you too to all of the teachers and students. You were inspiring!

The speaker Hayden Petersen, Chaplain at Edinburgh Adventist Primary School, emphasised the importance of getting, and staying connected to God. Hayden used a number of personal experiences to illustrate connections, including rock climbing where the climber needs to be, and stay connected to the safety equipment – a metaphor for maintaining connection to our Saviour. Later each student was presented with a take-home reminder of the day – a carabiner engraved with the words, GET CONNECTED.

In addition to the worship time, students and staff had the opportunity afterwards to share lunch and a social time together.

Below is a slide show and video of the interpretive dance presented as an expression of worship. (Thank you to Mike and Israel for the photos and video footage!) I will update the post when I receive more media so stay tuned.

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eCSM – ‘Why do we… give detentions?’ by Greg Mitchell

I received this from eCSM in my email inbox recently. Definitely thought provoking!

(eCSM, continuing CIRCLE’s commitment to bring you ‘succinct, practical wisdom’ on educational issues. eCSM is a monthly electronic provocation on transformative educational leadership for executives, managers and professionals.)

Greg Mitchell is a highly experienced and passionate educator. He is keen to challenge ‘accepted practice’ in order to develop excellence in teaching and learning. He currently works as an educational consultant to improve the culture of organisations.

I [Greg Mitchell] was recently standing in the reception area of a high performance government high school, signing in before delivering one of a series of talks to Year 12 students.

As I was putting pen to paper, the phone rang and the receptionist answered. After a minute or two she covered the phone with her hand and, with a puzzled expression, asked for advice from a nearby teacher.

It seemed that a Year 10 student had arrived late at school and had been given a detention for her tardiness. The parent was ringing to claim responsibility for their daughter’s lateness and to request that the detention be quashed!

I quickly finished my signing in duties, refrained from hurdling the counter and screaming down the phone, and went off instead to attempt to inspire the senior students to take charge of their future.

But to me there were a myriad of issues that needed to be unravelled in this little piece of telephone drama…

1. Surely a Year 10 student should be able to take responsibility for getting themselves to school?
2. Why do parents collude with their children to subvert school rules?
3. What is a student doing using their phone during school hours?
4. Why do schools hand out detentions in the first place?

Detentions are the McDonald’s punishments for the behaviour management world.

They are fast food from a narrow menu, delivered by large numbers without thought to a range of clients with a vast array of needs and issues.

Detentions in themselves are not necessarily ‘evil’. But so much more is going on in the vast interplay of issues involved in misbehaviour: the student/teacher/time variables that make simply sending a child to a room seem at best, shallow; at worst, neglectful.

Detentions are the punishment of the time poor teacher and the unimaginative school.

The best schools are the Master Chefs of the behaviour management world. Usually they are enthusiastic empiricists with a real passion for helping solve problems with students.

Their menu runs something like this…

Behaviour: What is the real problem with this student’s behaviour that we really need to address?

Effects: What are the effects of that behaviour and whom does it really affect?

Causes of the behaviour: Is it revenge, attention seeking, self-confidence or power that is driving this? Could these causes be redressed by attending to needs such as better food, a good night’s sleep, some waste elimination and so on?

Action plans: Have we got coordinated plans to deal with the regular repeat offenders and the irritating little things that go wrong?

Mistakes: What do we know doesn’t work? Can we stop repeating ineffectual punishments that provoke students to use revenge, seek attention, lack self-confidence and play power games (such as detentions!)?

And the very best of schools have a similar plan for teachers as well as students.

They assist the teachers who constantly use punishments to try to ‘win’ the behaviour battle by instead equipping them to see school as a partnership in which discipline cuts both ways.

I don’t know what this great school that I was working with did with the late detention student. The impulsive part of me would have loved to say to the parent…

“I’ll happily cancel your daughter’s detention but of course I’ll expect you to do it for her – would you prefer the lunch or after school time slot? Oh and by the way, could you come in and collect your daughter because I’ve just suspended her for using her phone at school and texting during class!”

However, the practiced professional that I am would have booked a parent/teacher/student meeting before school one day to see if there was anything we could do to help with improving task management issues…I’m sure this child has a track record!

It’s time to adopt a tailored and creative approach to behaviour management: to trade our packaged hamburgers for fresh, handmade gourmet cuisine.

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Circle – Phil’s Provocations – July 2012

A Disciplined School

By Dr Philip SA Cummins

One of the real challenges that we face in our understanding of behaviour management in schools is the blurring of the line between the concepts of discipline and punishment.

Do we find ourselves saying things like the following without really understanding what they mean?

“If only kids today were more disciplined!”

“That kid needs disciplining!”

“Our best students are characterised by strong self-discipline.”

Distinguishing discipline from punishment

Discipline usually involves the application of skill, attitude and delayed gratification towards an intended outcome. It should serve as an incentive for appropriate behaviour, as it acts as its own reward. Classic theory has us begin with the imposition of norms of discipline by an authoritative and knowledgeable coach or teacher until such time as we have learned to behave in a desired fashion and acquired our own self-discipline to continue these habits of our own volition. Ultimately, we strive to coalesce individual efforts into the collective discipline that a team or group exhibits.

Punishment, however, is the consequence of last resort for most of us. It should be the imposition of a negative sanction as a consequence for what is seen as negative behaviour. We would like to think that punishment, when imposed, has at its heart a rehabilitative effect. By asking students to reflect on cause and effect, we seek to shape and correct their behaviour. In addition, we can also intend punishment to have a moral imperative – poor behaviour merits an indication that we disapprove of it and will not condone its continuation. In this sense, punishment can also be intended to serve as an example to others.

So why does punishment fail so often?…’

Read more…



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Jesus Christ – Master Teacher: What ideas might resonate with a Christian teacher?

Jesus Christ – Master Teacher

The Journal of Adventist Education, December 2010/January 2011

In his article, author John Wesley Taylor V challenges us as Christian teachers to consider the teaching strategies Christ used when interacting with his disciples, and with small groups and large crowds. As we consider John’s point of view, what might be the implications for us as Christian teachers in our Christian schools as we interact day by day with our students and our colleagues?

The following quote from the article is the introduction to John’s thinking. Follow the link above or at the end of the quote to read the full article.

‘While Jesus was clearly an effective preacher and sought-after healer, He was also a master teacher. Throughout the Gospels readers encounter a variety of teaching episodes—learning experiences created specifically for His 12 disciples, as well as for groups of thousands or a single individual.2 His Sermon on the Mount, for example, was actually an outdoor teaching session in which both the disciples and a large group participated.

Jesus oriented His teaching to actively engage His students in the learning experience. To do this, He focused on thinking, knowing, understanding, being, and doing

Thinking.When teaching, Jesus would often ask His students, “What do you think?” In introducing the story of the good shepherd, for example, He extended an invitation to consider carefully the meaning of the story…’ Read more

Leaders, you might want to use this article and a thinking routine such as ‘Think Puzzle Explore’ (outlined below) to engage your staff in exploring the themes and ideas that this article raises.

This thinking routine is one that sets the stage for deeper inquiry into a topic by connecting the reader ‘to prior knowledge, stimulating curiosity and laying the groundwork for independent inquiry’. Visible Thinking Routines

Think Puzzle Explore

  1. What do you think you know about this topic?
  2. What questions or puzzles do you have?
  3. How can you explore this topic?

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‘Education’ EG White, Ch 26 ‘Methods of Teaching’…


Education, first published in 1903. 321 pp. Biblical principles of Christian education designed for parents and teachers.

The principles written about in this chapter from ‘Education’, while not called by the names we use in education today, express the thinking behind many of today’s methods of teaching and learning…

Have a read, and perhaps you might have time to use this C,E,C Routine Visible Thinking thinking routine for connecting these 1903 principles to your 21st century thinking and knowledge! (I’ve taken the liberty of adding a ‘Wonder’ question!)

Connect, Extend, Challenge, Wonder

Considering that Ellen White published her classic on education in Christian schools in 1903, and considering what you know and understand about teaching pedagogies and practices, learning styles etc. in the 21st century, what connections do you make,  has your thinking been extended, what challenges you about this writing, and what do you still wonder?

  • CONNECT: How are the ideas and information presented in these articles connected to what you already knew about teaching pedagogies and learning styles etc. in the 21st century?
  • EXTEND: What new ideas did you get that extended or pushed your thinking in new directions?
  • CHALLENGE: What is still challenging or confusing for you to get your mind around?
  • WONDER: What questions, wonderings or puzzles do you now have?

Education: Page 230

For ages education has had to do chiefly with the memory. This faculty has been taxed to the utmost, while the other mental powers have not been correspondingly developed. Students have spent their time in laboriously crowding the mind with knowledge, very little of which could be utilized. The mind thus burdened with that which it cannot digest and assimilate is weakened; it becomes incapable of vigorous, self-reliant effort, and is content to depend on the judgment and perception of others.

Seeing the evils of this method, some have gone to another extreme. In their view, man needs only to develop that which is within him. Such education leads the student to self-sufficiency, thus cutting him off from the source of true knowledge and power.

The education that consists in the training of the memory, tending to discourage independent thought, has a moral bearing which is too little appreciated. As the student sacrifices the power to reason and judge for himself, he becomes incapable of discriminating between truth and error, and falls an easy prey to deception. He is easily led to follow tradition and custom.

It is a fact widely ignored, though never without danger, that error rarely appears for what it really is. It is by mingling with or attaching itself to truth that it gains acceptance. The eating of the tree of knowledge of good and evil caused the ruin of our first parents, and the acceptance of a mingling of good and evil is the ruin of men and women today. The mind that depends upon the judgment of others is certain, sooner or later, to be misled.

The power to discriminate between right and wrong we can possess only through individual dependence upon God. Each for himself is to learn from Him through His word. Our reasoning powers were given us for use, and God desires them to be exercised. “Come now, and let us reason together” (Isaiah 1:18), He invites us. In reliance upon Him we may have wisdom to “refuse the evil, and choose the good.” Isaiah 7:15; James 1:5.

In all true teaching the personal element is essential. Christ in His teaching dealt with men individually. It was by personal contact and association that He trained the Twelve. It was in private, often to but one listener, that He gave His most precious instruction. To the honored rabbi at the night conference on the Mount of Olives, to the despised woman at the well of Sychar, He opened His richest treasures; for in these hearers He discerned the impressible heart, the open mind, the receptive spirit. Even the crowd that so often thronged His steps was not to Christ an indiscriminate mass of human beings. He spoke directly to every mind and appealed to every heart. He watched the faces of His hearers, marked the lighting up of the countenance, the quick, responsive glance, which told that truth had reached the soul; and there vibrated in His heart the answering chord of sympathetic joy.

Christ discerned the possibilities in every human being. He was not turned aside by an unpromising exterior or by unfavorable surroundings. He called Matthew from the tollbooth, and Peter and his brethren from the fishing boat, to learn of Him.

The same personal interest, the same attention to individual development, are needed in educational work today. Many apparently unpromising youth are richly endowed with talents that are put to no use. Their faculties lie hidden because of a lack of discernment on the part of their educators. In many a boy or girl outwardly as unattractive as a rough-hewn stone, may be found precious material that will stand the test of heat and storm and pressure. The true educator, keeping in view what his pupils may become, will recognize the value of the material upon which he is working. He will take a personal interest in each pupil and will seek to develop all his powers. However imperfect, every effort to conform to right principles will be encouraged.

Every youth should be taught the necessity and the power of application. Upon this, far more than upon genius or talent, does success depend. Without application the most brilliant talents avail little, while with rightly directed effort persons of very ordinary natural abilities have accomplished wonders. And genius, at whose achievements we marvel, is almost invariably united with untiring, concentrated effort.

The youth should be taught to aim at the development of all their faculties, the weaker as well as the stronger. With many there is a disposition to restrict their study to certain lines, for which they have a natural liking. This error should be guarded against. The natural aptitudes indicate the direction of the lifework, and, when legitimate, should be carefully cultivated. At the same time it must be kept in mind that a well-balanced character and efficient work in any line depend, to a great degree, on that symmetrical development which is the result of thorough, all-round training.

The teacher should constantly aim at simplicity and effectiveness. He should teach largely by illustration, and even in dealing with older pupils should be careful to make every explanation plain and clear. Many pupils well advanced in years are but children in understanding.

An important element in educational work is enthusiasm. On this point there is a useful suggestion in a remark once made by a celebrated actor. The archbishop of Canterbury had put to him the question why actors in a play affect their audiences so powerfully by speaking of things imaginary, while ministers of the gospel often affect theirs so little by speaking of things real. “With due submission to your grace,” replied the actor, “permit me to say that the reason is plain: It lies in the power of enthusiasm. We on the stage speak of things imaginary as if they were real, and you in the pulpit speak of things real as if they were imaginary.”

The teacher in his work is dealing with things real, and he should speak of them with all the force and enthusiasm which a knowledge of their reality and importance can inspire.

Every teacher should see to it that his work tends to definite results. Before attempting to teach a subject, he should have a distinct plan in mind, and should know just what he desires to accomplish. He should not rest satisfied with the presentation of any subject until the student understands the principle involved, perceives its truth, and is able to state clearly what he has learned.

So long as the great purpose of education is kept in view, the youth should be encouraged to advance just as far as their capabilities will permit. But before taking up the higher branches of study, let them master the lower. This is too often neglected. Even among students in the higher schools and the colleges there is great deficiency in knowledge of the common branches of education. Many students devote their time to higher mathematics when they are incapable of keeping simple accounts. Many study elocution with a view to acquiring the graces of oratory when they are unable to read in an intelligible and impressive manner. Many who have finished the study of rhetoric fail in the composition and spelling of an ordinary letter.

A thorough knowledge of the essentials of education should be not only the condition of admission to a higher course, but the constant test for continuance and advancement.

And in every branch of education there are objects to be gained more important than those secured by mere technical knowledge. Take language, for example. More important than the acquirement of foreign languages, living or dead, is the ability to write and speak one’s mother tongue with ease and accuracy; but no training gained through a knowledge of grammatical rules can compare in importance with the study of language from a higher point of view. With this study, to a great degree, is bound up life’s weal or woe.

The chief requisite of language is that it be pure and kind and true–“the outward expression of an inward grace.” God says: “Whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report; if there be any virtue, and if there be any praise, think on these things.” Philippians 4:8. And if such are the thoughts, such will be the expression.

The best school for this language study is the home; but since the work of the home is so often neglected, it devolves on the teacher to aid his pupils in forming right habits of speech.

The teacher can do much to discourage that evil habit, the curse of the community, the neighborhood, and the home–the habit of backbiting, gossip, ungenerous criticism. In this no pains should be spared. Impress upon the students the fact that this habit reveals a lack of culture and refinement and of true goodness of heart; it unfits one both for the society of the truly cultured and refined in this world and for association with the holy ones of heaven.

We think with horror of the cannibal who feasts on the still warm and trembling flesh of his victim; but are the results of even this practice more terrible than are the agony and ruin caused by misrepresenting motive, blackening reputation, dissecting character? Let the children, and the youth as well, learn what God says about these things:

“Death and life are in the power of the tongue.” Proverbs 18:21.

In Scripture, backbiters are classed with “haters of God,” with “inventors of evil things,” with those who are “without natural affection, implacable, unmerciful,” “full of envy, murder, debate, deceit, malignity.” It is “the judgment of God, that they which commit such things are worthy of death.” Romans 1:30, 31, 29, 32. He whom God accounts a citizen of Zion is he that “speaketh the truth in his heart;” “that backbiteth not with his tongue,” “nor taketh up a reproach against his neighbor.” Psalm 15:2, 3.

God’s word condemns also the use of those meaningless phrases and expletives that border on profanity. It condemns the deceptive compliments, the evasions of truth, the exaggerations, the misrepresentations in trade, that are current in society and in the business world. “Let your speech be, Yea, yea; Nay, nay: and whatsoever is more than these is of the evil one.” Matthew 5:37, R.V.

“As a madman who casteth firebrands, arrows, and death, so is the man that deceiveth his neighbor, and saith, Am not I in sport?” Proverbs 26:18, 19.

Closely allied to gossip is the covert insinuation, the sly innuendo, by which the unclean in heart seek to insinuate the evil they dare not openly express. Every approach to these practices the youth should be taught to shun as they would shun the leprosy.

In the use of language there is perhaps no error that old and young are more ready to pass over lightly in themselves than hasty, impatient speech. They think it a sufficient excuse to plead, “I was off my guard, and did not really mean what I said.” But God’s word does not treat it lightly. The Scripture says:

“Seest thou a man that is hasty in his words? there is more hope of a fool than of him.” Proverbs 29:20.

“He that hath no rule over his own spirit is like a city that is broken down, and without walls.” Proverbs 25:28.

In one moment, by the hasty, passionate, careless tongue, may be wrought evil that a whole lifetime’s repentance cannot undo. Oh, the hearts that are broken, the friends estranged, the lives wrecked, by the harsh, hasty words of those who might have brought help and healing!

“There is that speaketh like the piercings of a sword: but the tongue of the wise is health.” Proverbs 12:18.

One of the characteristics that should be especially cherished and cultivated in every child is that self-forgetfulness which imparts to the life such an unconscious grace. Of all excellences of character this is one of the most beautiful, and for every true lifework it is one of the qualifications most essential.

Children need appreciation, sympathy, and encouragement, but care should be taken not to foster in them a love of praise. It is not wise to give them special notice, or to repeat before them their clever sayings. The parent or teacher who keeps in view the true ideal of character and the possibilities of achievement, cannot cherish or encourage self-sufficiency. He will not encourage in the youth the desire or effort to display their ability or proficiency. He who looks higher than himself will be humble; yet he will possess a dignity that is not abashed or disconcerted by outward display or human greatness.

It is not by arbitrary law or rule that the graces of character are developed. It is by dwelling in the atmosphere of the pure, the noble, the true. And wherever there is purity of heart and nobleness of character, it will be revealed in purity and nobleness of action and of speech.

“He that loveth pureness of heart, for the grace of his lips the King shall be his friend.” Proverbs 22:11.

As with language, so with every other study; it may be so conducted that it will tend to the strengthening and upbuilding of character.

Of no study is this true to a greater degree than of history. Let it be considered from the divine point of view.

As too often taught, history is little more than a record of the rise and fall of kings, the intrigues of courts, the victories and defeats of armies–a story of ambition and greed, of deception, cruelty, and bloodshed. Thus taught, its results cannot but be detrimental. The heart-sickening reiteration of crimes and atrocities, the enormities, the cruelties portrayed, plant seeds that in many live bring forth fruit in a harvest of evil.

Far better is it to learn, in the light of God’s word, the causes that govern the rise and fall of kingdoms. Let the youth study these records, and see how the true prosperity of nations has been bound up with an acceptance of the divine principles. Let him study the history of the great reformatory movements, and see how often these principles, though despised and hated, their advocates brought to the dungeon and the scaffold, have through these very sacrifices triumphed.

Such study will give broad, comprehensive views of life. It will help the youth to understand something of its relations and dependencies, how wonderfully we are bound together in the great brotherhood of society and nations, and to how great an extent the oppression or degradation of one member means loss to all.

In the study of figures the work should be made practical. Let every youth and every child be taught, not merely to solve imaginary problems, but to keep an accurate account of his own income and outgoes. Let him learn the right use of money by using it. Whether supplied by their parents or by their own earnings, let boys and girls learn to select and purchase their own clothing, their books, and other necessities; and by keeping an account of their expenses they will learn, as they could learn in no other way, the value and the use of money. This training will help them to distinguish true economy from niggardliness on the one hand and prodigality on the other. Rightly directed it will encourage habits of benevolence. It will aid the youth in learning to give, not from the mere impulse of the moment, as their feelings are stirred, but regularly and systematically.

In this way every study may become an aid in the solution of that greatest of all problems, the training of men and women for the best discharge of life’s responsibilities. Source