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DianaC

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DianaC last won the day on March 4

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  • Location
    Florida
  • Interests and Hobbies
    gardening
  • Favorite Authors
    Warren Carroll, Walter Farrell, Plato, Homer, Charlotte Mason, David V. Hicks, Taylor Caldwell, Karen Glass, Peter Kreeft, CS Lewis
  • Occupation
    educator
  • School Name
    LH

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  1. The simplicity of your schedule is stunningly beautiful! Our main problem is that we simply don't have enough time to do all the things we want...and just can't bear to drop anything 🙂 Our day is 15 minutes shorter than yours, we have (7) academic classes and (1) choir/pe, and each morning we have Morning Prayer which takes about 30 minutes and after lunch a 15 minute Contemplation period. Something like your Friday schedule, with the 45min periods might be doable, though!
  2. Thank you Patrick, this is very helpful. We are having such a struggle with our high school schedule. In your school's schedule, are all the periods (except perhaps the elective) reserved for academic classes, or are there study periods/something else interspersed? Is each weekday identical (other than House- Friday), or do some classes meet only two or three times a week? I very much appreciate this inside-view of how your school arranges classes. Thank you so much for your time!
  3. Thanks Patrick! Seeing the schedule would be very helpful. --I see a link to the curriculum, but not the schedule. Of course, looking at another school's curriculum is fun too! 🙂
  4. This is very interesting! We've gone back and forth over desirability of the 40 min vs. 90 min classes. The teachers seem to prefer the longer classes meeting bi-weekly, but the students prefer the shorter class periods. I LOVE this idea! This is one of my fears as well... Thank you for your insights, Cheryl!
  5. Would any of you mind sharing what your high school weekly/daily class schedules look like, or give pros and cons you've noticed about certain schedules? For example, do you prefer 50 minute classes held daily, or 90 minute classes held bi-weekly? Should math class happen every weekday? What classes would would an 11th grader take in a semester, in a year? Do you have a "dream" schedule? Do you have experience with any scheduling software? Any other bits of scheduling wisdom? I'm interested in as little or as much as you want to share! Thanks, Diana
  6. Our school day has a liturgical aspect to it, with redirection towards worship throughout the hours: -We start every morning in the chapel with sung Morning Prayer (Anglican 1928 BCP) -The whole school community meets in the church courtyard and sings our lunch hymn together (in parts) before lunch -After lunch the whole school community meets in the chapel for fifteen minutes of contemplation, sometimes accompanied by Divine Reading -Our days end with choir practice in the chapel, where our students sing beautiful hymns selected from our Anglican heritage and leave to go home with those words and tunes ringing in their minds During the year we regularly celebrate feast days; during Lent we do Stations of the Cross in the chapel on Fridays and do a Lenten cross challenge.
  7. Thank you so much, Cheryl. I've never come across this lovely poem before!
  8. Thanks! I just looked the poem up and read it- amazingly beautiful!
  9. What are your favorite "virtue" poems? Do you have any resources for compilations of this sort of poem? (I have a list compiled *somewhere* on my computer, but I must have been pretty creative in its file name because I can't find it- ack!) I'm interested in all of your favorites, but especially in the type of poem that has lists of virtue-phrases (such as found in Kipling's If) or virtue-words such as in the St. Francis Prayer: Lord, make me an instrument of Your peace; Where there is hatred, let me sow love; Where there is injury, pardon; Where there is doubt, faith; Where there is despair, hope; Where there is darkness, light; And where there is sadness, joy. O Divine Master, Grant that I may not so much seek To be consoled as to console; To be understood, as to understand; To be loved, as to love; For it is in giving that we receive, It is in pardoning that we are pardoned, And it is in dying that we are born to Eternal Life. Amen. Thanks!
  10. Thank you, Paul. That may be just what we need!
  11. I think the dialogues of Plato are very helpful in helping our students to "think critically (in a positive sense), without simply becoming cynical critics," because Socrates embodies this very act. (I start students off with the Apology, and then follow up with Crito, Phaedo, and Euthyphro over a period of a year.)
  12. Newman writes, “I would rather have to maintain that we ought to begin with believing everything that is offered to our acceptance, than that it is our duty to doubt everything. The former, indeed, seems the true way of learning.” I think David Hick's statement in Norms and Nobility reflects Newman's sentiment above, and also touches on Karen's statements about truth: "Take skepticism, for example. As commonly applied in modern classrooms, it kills the flowering of imagination which must accept and feed upon a premise, no matter how fantastic, before rejecting it. Premature skepticism tends to separate thinking from acting, forcing the precept to withstand an adolescent's stubborn incredulity before his is prepared to put it to the test of acting upon it. Indeed, youthful skepticism often amounts to little more than an arrogant prejudice against novel or difficult ideas. It can lead to cynicism--a sophistical (now sophisticated) belief that all ideas are relative and that none is worthy of one's wholehearted allegiance." (Karen Glass, who I noticed has commented above 🙂, has an excellent chapter in her book Consider This about the important role humility plays in learning, which I highly recommend!)
  13. I agree with you, and wholeheartedly support using lectures in high school classes. Here are some of my thoughts on lectures. 1. In my opinion, even a poorly delivered (but well prepared) lecture will usually be more useful than the "share-the-ignorance" round-table technique which is so widely encouraged in high school classes. 2. Lectures require a lot more from the teacher than round-table type discussions, because the teacher actually has to be very well-versed in his/her subject: the teacher should have a grasp of the issues at hand, should have formed some sort of reasoned opinions, and should have knowledge of related information that can only be known by some sort of research (e.g. historical circumstances, fall-out, contemporaries), and should be able to order and relate this knowledge in an engaging way. 3. I would say the most useful lectures are well prepared, are somewhat conversational in tone, include some of the speaker's personal opinions, and occasionally ask for class input.
  14. Thanks to a friend who found this set at an estate sale, I've been reading through the first volume of 1930's author (sorry, still 20th century!) Werner Jaeger's Paideia: the Ideals of Greek Culture. I'm finding it fascinating. This is what Jaeger says he is attempting to do in these volumes: "explain the interaction between the historical process by which their [the Greeks'] character was formed and the intellectual process by which they constructed their ideal of human personality." Jaeger's focus is on the role of Greek literature.
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