Parent Link

Bible Verses

"Finally, brothers, whatever is true, whatever is noble, whatever is pure, whatever is lovely,

whatever is admirable - if anything is excellent or praiseworthy - think about such things."

Philippians 4:4-8

Monday

April 12

• Read Devotions
• Journal #38 - Bad Days
• Controlled Speech Group Project

HW: 

Tuesday

April 13

• Read Genesis 19 - notes
• Complete Group Project  and Presentation

HW: 

Wednesday

April 14

HW:  Study for Test,

Thursday

April 15

• Read Genesis 21 - Notes
• BMV Test - Prov. 16:24; Eph 4:29
• Chapel

HW

Friday

April 16

• Read Devotions
• Rules for Controlled Speech: Is it true? Is it kind?  Is it needful?
• A Chattering Fool Comes to Ruin
• What's in the well comes Up in the Bucket

HW: 

January 11, 2010

Parent Link - Integrity

Dear 7th Grade Parents,

  In the past couple of days, you have probably looked through some type of sales flyer.   Did you take a good look at the models?  In the typical sales flyer, they are beautiful people with styled hair, streamlined physiques, and clear skin.  Their purpose, of course, is to draw your attention to a particular product.

Wouldn’t it be interesting to see the reaction to a sales flyer with real people?  That is, people who look like us?  It would certainly be more true to life, but it might not promote sales.  In spite of our cynicism, we are affected by models – we buy and ever try to become what we see.  This principle runs even truer for teens.

It is this whole idea of “modeling” that is the subject of this week’s lesson.  Parents and teachers, whether we like it or not, are “on stage” before their children and students.  Every word is heard and every action is observed.  Children are looking for integrity in the lives of the adults they know.  They want to know that their parents and teachers are living examples of what they say they believe.

This week your jr. higher will be make keenly aware of what it means to be a hypocrite.   They will be challenged to examine their own lives in regard to faithfulness, uncompromising lifestyle, and purity.   Much of their values in these areas are determined by the “models” they see in the media every day.  But research has shown that they are more influenced by the people that matter to them and the environments they are raised in.

Below you will find the results of research done by the Search Institute regarding assets necessary to raise teens to be  healthy, competent, and caring adults.  This is not a Christian organization, but so many items on the list are the truths we already know about loving others and trusting God with our future. I encourage all of you to check out the  website at www.search-institute.org.  It gives practical ideas on how to incorporate these values into your home.  You will also find some links to other helpful sites.  I found some more inspiring ideas at www.ignitesparks.com

40 Developmental Assets® for Adolescents (ages 12-18)

Search Institute® has identified the following building blocks of healthy development—known as

Developmental Assets®—that help young people grow up healthy, caring, and responsible.

External Assests

1. Family support—Family life provides high levels of love and support.

2. Positive family communication—Young person and her or his parent(s) communicate positively, and young

person is willing to seek advice and counsel from parents.

3. Other adult relationships—Young person receives support from three or more nonparent adults.

4. Caring neighborhood—Young person experiences caring neighbors.

5. Caring school climate—School provides a caring, encouraging environment.

6. Parent involvement in schooling—Parent(s) are actively involved in helping young person succeed in school.

7. Community values youth—Young person perceives that adults in the community value youth.

8. Youth as resources—Young people are given useful roles in the community.

9. Service to others—Young person serves in the community one hour or more per week.

10. Safety—Young person feels safe at home, school, and in the neighborhood.

11. Family boundaries—Family has clear rules and consequences and monitors the young person’s whereabouts.

12. School Boundaries—School provides clear rules and consequences.

13. Neighborhood boundaries—Neighbors take responsibility for monitoring young people’s behavior.

14. Adult role models—Parent(s) and other adults model positive, responsible behavior.

15. Positive peer influence—Young person’s best friends model responsible behavior.

16. High expectations—Both parent(s) and teachers encourage the young person to do well.

17. Creative activities—Young person spends three or more hours per week in lessons or practice in music,

theater, or other arts.

18. Youth programs—Young person spends three or more hours per week in sports, clubs, or organizations

at school and/or in the community.

19. Religious community—Young person spends one or more hours per week in activities in a religious institution.

20. Time at home—Young person is out with friends “with nothing special to do” two or fewer nights per week.

Internal Assests

21. Achievement Motivation—Young person is motivated to do well in school.

22. School Engagement—Young person is actively engaged in learning.

23. Homework—Young person reports doing at least one hour of homework every school day.

24. Bonding to school—Young person cares about her or his school.

25. Reading for Pleasure—Young person reads for pleasure three or more hours per week.

26. Caring—Young person places high value on helping other people.

27. Equality and social justice—Young person places high value on promoting equality and reducing hunger and poverty.

28. Integrity—Young person acts on convictions and stands up for her or his beliefs.

29. Honesty—Young person “tells the truth even when it is not easy.”

30. Responsibility—Young person accepts and takes personal responsibility.

31. Restraint—Young person believes it is important not to be sexually active or to use alcohol or other drugs.

32. Planning and decision making—Young person knows how to plan ahead and make choices.

33. Interpersonal Competence—Young person has empathy, sensitivity, and friendship skills.

34. Cultural Competence—Young person has knowledge of and comfort with people of different cultural /racial/ ethnic backgrounds.

35. Resistance skills—Young person can resist negative peer pressure and dangerous situations.

36. Peaceful conflict resolution—Young person seeks to resolve conflict nonviolently.

37. Personal power—Young person feels he or she has control over “things that happen to me.”

38. Self-esteem—Young person reports having a high self-esteem.

39. Sense of purpose—Young person reports that “my life has a purpose.”

40. Positive view of personal future—Young person is optimistic about her or his personal future.

BMV: “Do not love the world, or the things in the world.  If anyone loves the world, the love of the Father is not in him.” I John 2:15 

Note:  You should have received a home organization sheet last Monday regarding an assignment for students to clean their personal space.  The sheet is due back with your signature and evaluation on January 19th.