OUR CULTURE

Our teaching effectiveness emanates from a well-structured learning day that sets and maintains an appropriate educational tone from beginning to end. When students come to school, they are coming to work. Indeed, the school uniform is a symbol of the role that the student assumes at school during the workday. Student conduct at school must demonstrate a seriousness of purpose and a sense of appropriate play that stress the importance of learning both individual and group skills.

At BCS, every school day begins with a sequence of activities carefully designed to convey a clear sense of expectation and to demonstrate our personal concern for each individual child.

Welcome. As parents drop off their children in the morning, the teachers and Headmaster greet their students outside the building. This simple act of civility lets children know they are wanted at school, and it also visually suggests a handing over of the child to the teacher’s authority.

Passion Pointe. After the students have arrived, a formal ceremony is conducted every morning. The students assemble by class, and the Headmaster or teacher leads them in reciting the Pledge of Allegiance to the American Flag. Next, a hymn is sung, followed by a student’s recitation from memory of a poem or Bible verse. The Headmaster then makes any announcements, and each teacher briefly shares recent noteworthy accomplishments made by students or classes. These reports focus on academics or projects of interest, rather than on personal news.

Weekly Chapel. Once a week, a local Christian pastor/preacher/Elder attends the opening ceremony and offers a non- denominational prayer, followed by a short reading from the Bible. Either he or the Headmaster then offers a sermon or leads a brief discussion that elicits a significant point from the shared passage. These sessions promote the spiritual development of the students within the faith traditions of our Christian heritage. At the end of the opening ceremony, the Headmaster dismisses students by grade to their classrooms, with a word of encouragement for their forthcoming academic endeavors. While this entire sequence typically takes no more than ten to 15 minutes, its importance cannot be overemphasized. Parents are encouraged to attend as often as desired.

The tone of the opening ceremonies carries into the classroom as teachers begin their morning routines. While students hang their hats and coats neatly, teachers interact with each child personally, answering questions, listening to the occasional story and taking attendance. Within the first few minutes, teachers make announcements for the morning, check school uniforms and inform students of the structure of the day’s opening lesson. This morning routine stresses personal attention, helps students focus on the work ahead and eases the class into its lessons and projects.

A recess is held outside mid-morning and mid-afternoon each day. We believe children need regular breaks in their school day. We insist they go outside except in the most inclement conditions.

At lunch, we assemble as a school in the Dining Hall.

A staff member leads the school in a prayer, and we sit for a meal in mixed groups at assigned tables. The first 5 minutes of the lunch period is silent as to allow for a reflective period for the students.

Class time is set aside throughout the week for special enrichment activities.

1. Music: At regular music lessons, BCS students participate in singing. They learn and practice vocal technique, study musical history, notation, harmony, terminology, and history. At various times throughout the year, all the students come together to sing at BCS events and community functions.

2. Art: Once a week, students are encouraged to explore visual forms of expression and cultivate an aesthetic sense. Grammar students concentrate on age-appropriate crafts, learning to manipulate materials and to work with simple forms. Logic students study basic art principles and become acquainted with different artistic styles and periods. They view slides of well-known works, attend exhibits at local galleries, and experiment with drawing, watercolor and pottery techniques.

3. Physical Education: Younger students participate in activities designed to develop gross and fine motor skills, while older students learn sports and games that can help them maintain fitness throughout their adult lives. Children receive instruction in the rules and techniques of team sports and cultivate athletic appreciation.

The class day comes to an end in an organized manner. Teachers review homework assignments for that evening, check to make sure students understand the instructions, and then initial the students’ assignment books. The children collect their possessions and lineup. Classes walk outside in line and meet their parents. Pre-selected students lower the flag and then fold and store it.

Meaningful homework assignments are an important part of BCS’s curriculum.

Teachers may assign quality homework within the following guidelines:

Pre-K or K: 5-10 minutes

Grades 1-2: 20 to 40 minutes

Grades 3-4: 30 to 45 minutes

Grades 5-6: 45 to 60 minutes

Grades 7-8 60 to 90 minutes

Grades 9-12 90 to 120 minute

At BCS we not only seek to provide a solid academic foundation, but also a firm grounding in moral and ethical principles. This begins with clear standards of personal conduct, basic expectations for appearance, behavior, and attitude. These both enhance the learning atmosphere of the school and prepare children for life in a world of other individuals with their own needs, opinions, and expectations.

The virtues we teach are rooted in our classical and Biblical foundations. Our watchwords are self-discipline and respect. We express these concerns in virtually all aspects of BCS life. While we make no attempt to stifle the active imagination, we make every attempt to channel that imagination in positive and productive directions.

Our school uniform seeks to achieve a proper, school-appropriate appearance for our students and to free them from fashion trends and peer pressure. We have developed Uniform Guidelines with a desire to foster a sense of unity among students. We also are committed to providing a consistently attractive and neat appearance while seeking to avoid peer pressure in matters of dress. Parents and students are responsible for reading and adhering to the Uniform Guidelines.

The use of uniforms helps create a distraction-free environment for learning.

The neat appearance created by a uniform code enhances a ready-to-learn atmosphere.

A uniform code instills school spirit and a sense of belonging, while providing enough choice to allow for individual expression. The student is part of a group identity that strives for excellence and the code establishes a tradition.

A uniform code saves parents time, as most uniform items, including accessories, may be purchased at the same source. This may save parents not only time, but energy as well. In addition, time may be saved each morning as the “what to wear” issue is eliminated.

The uniform code de-emphasizes the social impact of dress and helps focus the students on character and academic issues. The selected clothes were chosen with price and durability in mind for an overall good value for the money. Growth features in some of the garments may also cut down on total wardrobe expenditures.

The uniform code addresses security. On field trips, students in uniform aid the teachers in keeping track of everyone. On the playground or in the school, teachers and staff can clearly identify students from outsiders.

Neatness, grooming, and proper hair care receive the same attention as the student dress code at BCS. We encourage general cleanliness, especially hand washing before eating and after bathroom use. Teachers carefully monitor student behavior.

Students must maintain a respectful attitude in class and respond to teachers with politeness and deference. They must also remain quiet and attentive during lessons and individual work. This includes the raising of hands and waiting quietly for permission to speak. Classes are structured to ensure that students interact with one another in appropriate ways. Whenever an adult(s) enters a classroom, at the direction of the teacher in charge, all students rise and wait to be acknowledged by the visitor. At that point the students will formally greet the classroom adult(s).

Interaction between students, the friendships formed and the degree to which children feel accepted, comfortable, and safe can encourage enthusiasm for going to school or sour a student’s outlook. We want the experience of attending BCS to be positive, so we pay close attention to the quality of student-to-student relationships. While our expectations of behavior and academic performance are quite high, we recognize that kids need to be kids. Accordingly, teachers try to provide opportunities, both in and out of class, for students to work and play together as peers. Teachers are always available to talk with, or listen to, individual students. We make it clear to all students that we expect kindness, and measure how they treat their schoolmates by the Golden Rule. We stress the importance of politeness, curb disparaging comments, tattling (except in cases of actual danger or serious wrongdoing), and insist that students handle disagreements without resorting to name-calling or physical confrontation.

We encourage everyone to welcome new class members. We make it clear to the newcomers that they must accept their fellow students and be willing to adopt the established modes of behavior. Teachers are expected to address any unkind acts or words that come to their attention. The result is a peaceful atmosphere in which children experience the comfort of belonging and count on encouragement from both schoolmates and teachers. That translates into strong friendships and a sense of institutional identity that carries over into our students’ lives outside of school.

The chief advantage that our school enjoys in maintaining a proper learning climate is the personal commitment to individual growth and learning. When this personal approach becomes less than appropriately effective, a clearly defined disciplinary procedure comes into play. At BCS, our disciplinary system involves reminders, reprimands, demerits, Headmaster consultations, and parent consultations, regarding the severity of behavior problems and the student’s resistance to following the rules of the school. The Parent/Student Handbook provides complete details of the disciplinary system.

All our disciplinary efforts are guided by our understanding of child development and a child’s need for structure and order, as well as by our commitment to fulfilling the responsibility that the parents of our students have granted us. We make every attempt to identify any academic or behavioral issues that may be impeding a child’s progress or contentment and stay in close contact with parents to anticipate difficulties that might be developing and to remain aware of any special needs or home concerns. Educational theories and pedagogical techniques, while important, are but background to our real mission: the education of small children in the charge of caring adults.

Our acknowledged success demonstrates how much effort we are willing to invest in those children who have become part of the BCS family. Remember, however, that our ultimate recourse for handling a student who simply will not adapt to BCS standards is removing that child from our school, either temporarily or permanently, a basic condition upon which we insist. It is crucial both to our ability to provide the kind of quality educational experience we offer and to our institutional identity. We make that clear to all parents who consider placing their children into our care.

The school is owned, operated, and maintained by the Society of Christian Instruction (SOCI).

Membership of the Society is composed of parents and family of students, staff, community members and alumni who seek to support and maintain the vision for BCS by volunteering their time in various capacities and some serving as board of directors to govern the school as a whole.

Membership details are available upon request to the headmaster or any society member, and new members are always welcome and encouraged to get involved.

The Ebenezer Society exists to serve Christ’s Kingdom by serving BCS as “a stone of help” (1 Samuel 7:12). Ebenezer conducts fundraising events to accomplish the following goals:

Support school staff, including hospitality, teacher appreciation, etc.

Promote student fun and enrichment by funding field trips, playground equipment, and seasonal parties.

Keep tuition affordable by funding selected general school operations and miscellaneous approved expenses, in cooperation with the school board.

We hold special programs throughout the school year to bring the BCS community together in celebration of our school life and shared experienced. The presence of parents is an important aspect of these gatherings, which gain strong spiritual overtones through the inclusion of prayers led by the teachers.

Three times a year, we recognize the academic achievements of our students with a formal honors ceremony. Certificates are presented to students who have qualified for the Honor Roll, an important note of encouragement to which the children respond enthusiastically.

The school culture of BCS keeps the focus on learning. We cherish the principle of academic independence. We remain committed to the personal care of the children entrusted to us, realizing that we hold in our institutional hands those journeying through the most impressionable years of their lives. We teach by action and example that we are indeed a community, that we share common allegiances to God and country, that we care about civility and decorum, and that we are interested in each other’s accomplishments.