Anna Shaw

Mechthild was a German mystic who left her family of nobility to become a part of the Beguine community.  The Beguine community is based on the monastic lifestyle, but does not require its people to take formal vows.  In the passage titled "The Flowing Light of the Godhead," Mechthild reflects on several characteristics she believes are important in following God and being an example to others.  She also describes her respect for St. Dominic, who, as a prior, seemed to embody the characteristics that every prior should have.  In the passage, Mechthild answers the question, "What kind of Christian should I be: one who prays, fights, or works?" by describing the attitudes and behavior that priors should have toward those under them.  She emphasizes praying when she advises them to set aside time to spend with God because He is like a waiting bridegroom, and working when she tells them to help in the kitchen.  Mechthild also encourages the priors to show humility, kindness, support, and joy.  She seems to favor a more Benedictine style of religious life that focuses on prayer, service to the community, and obedience.

 

 As I was reading, I found a quote that applies to my work at PLUS Time.  On p. 152 in Callings, Mechthild writes, "Great fear is bound up with power.  When one says, 'You are now our superior or our prior or our prioress,' God knows, my dear friend, you are in dire straits.  You should then perform your venia [prayer for forgiveness] with great humility, turn immediately to prayer, and let God console you.  You should so transform your heart in God's holy love that you love in a special way each and every brother or sister entrusted to you in all his needs.  In all their difficulties you should show your subordinates and brothers loving cheerfulness or kind concern and compassion."

 

Mechthild's words are a great reminder to me of my purpose and goal in volunteering at PLUS Time.  As a volunteer, I am in a position of authority like the priors.  As a result, Mechthild's warning to the priors that they let their position cause feelings of superiority also applies to me.  I should not take advantage of my authority.  Mechthild's encouragement to priors to "love in a special way each and every brother or sister entrusted to [them] in all his needs" particularly struck me.  It reminds me the importance of making each individual child at PLUS Time feel special, whether that be by helping with homework, chatting with them at snack time, or encouraging them.  In doing so, I am making a conscious effort to show God's love to each and every child.  Mechthild's last piece of advice is to show "loving cheerfulness or kind concern and compassion."  The reminder to put on a cheerful attitude and show kindness to everyone is always good, and will also apply to my time at PLUS Time.

Though we are not required to blog about our project, I want to share how my afternoon at PLUS Time went today.  This semester, I am starting to lead weekly math activities for the students.  Tuesday has been designated "Math Day" and I spent some time during Christmas break brainstorming and planning activities for this spring semester.  Today, I broke the students into groups and gave each group the name of a shape on a piece of paper.  With the group, they wrote on a poster the characteristics of the shape (I encouraged them to write it in a riddle format) as well as real-life examples of the shape.  Each group then presented their poster to the other groups, who were able to guess which shape the group had.  The activity helped the students explore shapes, apply that knowledge to their lives, and also had a literacy component.

The most difficult thing today was management.  I have taught lessons in classrooms before and taught Sunday School to preschoolers all last year.  However, none of my past teaching experiences was as difficult as today.  First of all, I have not been established quite yet as a figure of authority at PLUS Time because I am a volunteer and the workers are the ones who take care of all the discipline.  The fact that it is not a classroom sometimes leads the students to act up more frequently.  Also, there are a lot more kids at PLUS Time than there were in my Sunday School classroom.  Though it was not easy, I know what to expect next time.  I am really glad, though, that I have had some experience leading activities in a classroom or I think it would have been even worse.  Overall, I'm really excited to lead the math activities this semester and will probably try and blog about some of the more memorable days!

Though about Antony, "The Life of Antony" was written by Athanasius.  The two men met while Athanasius was in exile and hiding in Egypt.  The excerpt in Callings from Athanasius' biography of Antony focuses on Antony's family background, his decision to sell all of his possessions, and his struggles with the devil.  For Antony, the question of whether or not he should be a Christian didn't seem hard to answer.  He grew up in a Christian home and was willing to sell all of his possessions when he felt called to do so.  He returned to the tombs, even at the risk of feeling pain again from the devil inflicted.  Antony did not publicly declare his faith through words, but through his actions.  When he sold all his possessions and lived in the desert, people noticed his actions and wanted to be like him.

 

There were several people in Antony's life that affected his religious beliefs.  His parents were the earliest influence and took him to church.  The hermit from the next village was one of his first role models.  From each of his other role models, Antony took a trait that he desired and tried to incorporate it into his own life.  As Antony sought to shape his own character through the role models' examples, other people looked to him as their role model.  In particular, they wanted to imitate the discipline that Antony showed when he isolated himself in the desert.

 

In the same way that people served as role models for Antony, there have been many that have influenced my life and ambitions.  My parents, particularly my mom, have definitely played this role.  My mom has a very strong faith and has always emphasized the importance of serving God.  When talking about career choices, she never fails to mention that we should do what God wants us to.  As I have considered various careers and contemplated many different decisions in my life that will affect my career, I have learned from her the importance of seeking God's guidance in the process.  I am planning to major in education, so I have also looked to teachers of my own as role models.  I have learned what works in a classroom and what doesn't.  I have gathered ideas about management, teaching techniques, and the overall attitude of a teacher by observing as a student.  As any person feels, it would be an honor for others to consider me a role model in the future.  If my life could have only one thing that others would want to imitate, I hope that it would be putting God first and serving Him.  I feel that making God a priority and discovering His purpose for our lives is one of the best things any person could do.  I know that I am so blessed to have a Savior who was willing to come to earth as a man and suffer for the sake of my sins.  I hope that I can share that same message with those around me as they also understand the amazing love that Jesus has for us - sinners who deserve nothing, but have been given eternal life.

For this first blog, I chose the excerpt written by Tertullian titled "Apology." It consists of parts of a letter written to the Roman emperor explaining and defending the reasons why Christians were not betraying or harming the government. Tertullian claims that the "hatred" directed toward the Christians is undeserved and points out the positive aspects of the community and its practices. Due to his defense of Christian beliefs, it seems to me like Tertullian has already answered the question "Should I be a Christian?" If he had not resolved that being a Christian was the right path to take, I don't think that he would defend the lifestyle so passionately, especially to the Roman emperor. His efforts to write the letter, though, may have been in response to other believers who struggled with living as a Christian in a world that persecuted them for their beliefs. To relate the other major question from this time period (100-500 A.D.), "How public should I be about my Christian faith?", to the reading, I think that Tertullian certainly went "public" in his letter by writing to the emperor.

Tertullian first describes why Christians do not deserve the criticism and hatred that others are directing toward them. He explains that Christians are not evil, as many may think, because that which is evil often causes shame or guilt when exposed. Christians, however, do not feel shame or guilt when claiming to be Christians. Tertullian also points out the irony of family members and friends who disown people when they become Christians, even though their change of beliefs has also caused a positive change of behavior. To refute the idea of treason, Tertullian pointed out that the Christians are not harmful, and are told to "love their enemies." He also mentions that they constantly pray for the emperor and the community, actions that certainly would not be considered treasonous. Tertullian concludes by describing the habits of the Christians, including the practice of taking care of the poor of the community. He asserts that the Christian community is in no way evil or intent on bringing harm to the government, but rather desires to show Christ's love to those around them.

It seems to me that over the last century, the reputation of Christians has grown closer to the reputation that Christians had in Tertullian's time. Tertullian describes the attitude that society had toward the Christians in his time as full of "hatred." I think that many could say that modern society, in some ways, treats Christians in much the same way. While I know that sometimes the reasons are legitimate (Christians can go overboard in their convictions and be so focused on finding "converts" that they offend people along the way), I do think that some is a result of the ignorance that Tertullian described. It seems to be a general trend, at least within government-run institutes, to avoid any Christian-related practices and teaching. In an effort to prevent Christians from "brainwashing" students, subjects such as creation are removed from the curriculum, though it is an alternative explanation to the origins of the world. While I think that the Christians' refusal to sacrifice to emperors was more of an issue than the teachings, there still exists a rejection of Christian practices in both circumstances. As I write about the persecution that Christians both before and today face, I am reminded of the passage in Matthew 10:2, "All men will hate you because of me, but he who stands firm to the end will be saved." Jesus told us that life would not be easy living as a Christian. Yet, when we step back and look at the big picture - and all that Jesus did for us on the cross - our sufferings are minimal when compared to what He went through.

I went to PLUS Time yesterday for the first time in over a week.  I didn't realize how much I had missed it.  The kids even mentioned that I hadn't been there for a while.  Yesterday, the activity of the day was to read books and journal about the book.  I was helping one of the boys who, I think, is in kindergarten.  I was surprised that he didn't seem to know his alphabet.  As he was writing, I tried to help him sound out the words, but when I realized that he didn't even know all the individual letters, I ended up giving him the letters and helping him learn them rather than trying to help him sound out words.  This instance stressed to me the importance of working with kids at their level and ensuring that there is a good foundation before moving on to more difficult concepts.

During snack time, I was talking with a few of the girls.  One of them asked me whether I was a volunteer, and I told her yes.  A disappointed look came over her face, and then she commented that it meant that I would leave.  I told her that even when I was done volunteering, I would still try and come back to PLUS Time.  The conversation reminded me of how hard it is for the kids to transition through all of the volunteers that come and go.  Due to the fact that the volunteer and worker base consists of students who are only around for approximately four years, and may even only volunteer for a semester,  the students are constantly adapting to new people and building new relationships.  It's especially difficult because many of these students do not find the love and support that they need at home.  They finally find that through a volunteer at PLUS Time who eventually leaves because of college graduation.

The rest of the time, I mainly helped students with homework.  I actually think that tutoring students is my favorite part of PLUS Time.  I love seeing the lightbulb go on in their brains after they understand a problem.  Yesterday, I was helping a girl with rounding.  She had to round to the tenths place, hundredths place, and ones place.  We began with the tenths and I explained the process, showing her how to do it with a particular problem.  I tried to make the explanation universal so that when she was told to round to the hundredths place, she could figure out the process.  It was so neat to see her understand it and I'm pretty sure she'll know how to round the next time she is asked to.

I have thoroughly enjoyed working with the PLUS Time kids this semester and I know that I will miss them over Christmas break!

Once again, this week was filled with assessments.  I was able to assess almost all of the students this week, which I am glad about.  Since this particular assessment has been used for many years (and many of the kids who have been at PLUS Time for a while complain about completing the same assessment over and over again), I think Dr. Pickel and I are going to find and/or create some alternative assessments.  Also, there are a few quirks with the assessment that I think do not provide an accurate picture of the students' abilities.  I think it has been good experience for me to work with the assessments because it has given me a new perspective.  While tests can be helpful, they by no means portray a complete picture of a student's intellect and knowledge.  It is also difficult to make tests standardized, reliable, and valid, as easy as it may sound.

I will not be going to PLUS Time at all next week because of Thanksgiving break.  I think I will miss those kids!  It has been so neat to see the relationships that I have built with them and the trust that they place in me.  It is often hard to find a balance between establishing myself as an authority figure whom they must obey and also as a person that they can approach with their problems and have fun around.  I think, for the most part, I have succeeded in finding this delicate balance and feel that I have been able to encourage the students in a positive way.  Most of all, I just hope that the Light of Christ may shine through me as I interact with them.  I pray that I may show them Jesus' love as they understand that they are "fearfully and wonderfully made" (Psalm 139:14).  They have purpose and are living for a reason.

This week was, once again, a full week at PLUS Time.  On Monday, I went to the workers' weekly meeting.  The purpose of the weekly meetings is to plan activities for the week and to iron out any issues.  This week's meeting was focused mainly on problem-solving.  Since Paul left, the kids have been acting up as they are trying to figure out the new power structure of PLUS Time.  The kids have had many conflicts with each other and the workers are all at wit's end to solve the problems.  Dr. Pickel suggested that we redefine the rules at PLUS Time and limit them to three rules that can be easily recited.  She also suggested we implement a new strategy called Peace Out where the two students in conflict with each other must sit knee-to-knee, talk through their problem, and figure out a solution that they can agree upon.  The supervisor can help facilitate the discussion if needed, but should remain at a distance and allow the students to figure out their own solution.  It seemed like a good idea and we will see how it works.

The other thing I have been working on this week is assessments.  Each semester, PLUS Time has to give assessments to the students, which will determine whether they can continue receiving grants.  It has been an interesting process, as assessments are not as cut and dry as they seem.  It is also interesting to see the kids' range of abilities and variety of talents.  At the same time that I am learning much from administering the assessments, I am missing helping kids with homework and interacting with them in a less demanding environment.

I finally was able to go to PLUS Time three days this week.  I spent most of my time helping kids with homework.  It seemed that I would start kids on homework that they wouldn't finish before snack time, and then we would return to finish the homework during the fun hour.  I actually prefer helping with homework because it gives me a chance to teach and also gives me an opportunity to develop one-on-one relationships with the kids.  This week, in particular, the relationships I have strengthened with students have been by helping them with homework.  For example, on Tuesday, I finally persuaded a boy named Ali to start on his homework about ten minutes before snack time (he had already wasted about 45 minutes).  We continued working on his homework after snack time.  Yesterday, even though it was "Fun Friday," Ali asked me if I could help him start on a project that is due in two weeks.  I thought it was neat to see the change over the week.

Thursday was Paul Azen's last day at PLUS Time as he will begin student teaching on Monday.  He has run PLUS Time for the past three years (I think) and has built many close relationships with the kids.  33 kids attended PLUS Time for his good-bye party.  The last hour was spent playing games with Paul and talking with him.  It was really neat to see the impact that Paul had on these kids.  It was definitely an inspiration to me.

This past week was another good week at PLUS Time.  I had intended to go three days, but it ended up not working out.  On Tuesday, the kids brainstormed the things that happened in fall.  Then they broke into groups and each group researched one of the topics.  They were able to use the computers and could print off three pages of information or pictures to create a poster or something else to present to the rest of the students.  Each volunteer worked with a group.  It was a special moment, yet humbling when kids from three different groups were pulling on my arms and begging me to work with their groups.

Friday was Fun Friday.  Someone brought his semi-truck and racecar to the apartment complex and the students had a lot of fun climbing in the vehicles.  They especially enjoyed sounding the horn of the truck.  When the kids were finished, they wrote thank you cards to the people who brought the trucks.  I thought it was a nice gesture and a good way to teach them to appreciate what other people do for them.  It was chaos after snack time, and the large group games we had planned didn't work out because the kids were not behaving.  We ended up taking the kids back into the PLUS Time room to play board games.

I am going to start attending the weekly worker meetings each Monday.  It will give me a chance to know what is happening each week (since I go almost as often as the other workers) and also a way for me to help plan math activities.  It will also be good for a better understanding of how the program is run.

 

Tuesday was, by far, the best day I have had at PLUS Time.  This is not to say that the other days have not been good - Tuesday was just the best!  I was late getting to PLUS Time for a few different reasons, and the first thing that I heard was "You're late!"  In the next breath, though, the kids exclaimed "It's Anna!" "Hi, Anna!" "Anna, come help me!"  The students were working on birthday cards for Sharon, the lady at the front desk of Liberty Plaza.  They were required to incorporate a tesselation (which they had learned about the day before) into their cards.  Paul (one of the supervisors) encouraged the students who had finished their cards to "be like an adult" and walk around to help the other kids.  I thought it was a great idea.  I sat down with a few guys who had just walked in the door and helped them get started on their cards.  One girl brought her homework, and one of the boys decided to do it for her.  This incident prompted me to ask the boys the purpose of homework.  I helped them understand that if they did someone else's homework, that person would not learn.  Hopefully it will not occur again.

As I was talking to them more, I learned that Demajay had a blog on his school website.  He was very proud of it and told me I should look at it.  Later that day, during homework time, Demajay showed me his blog.  My favorite part is when he stated, "My dreams are to go to University of Concordia."  He also talked about how he wanted to graduate from high school and become a doctor or a singer.  It was very neat for me to read because it reinforced why PLUS Time exists.  We are not there just to babysit the kids or to provide them with an afternoon of fun.  We operate PLUS Time so that these students, considered to be "at risk" by many people, can strive for their highest potential in life.  We want to make them honorable citizens of their country and world, teach them how to interact with other people, and help them learn.  Demajay's enthusiasm for his blog and his future was so inspiring.

Tuesday was also amazing simply because I am starting to build relationships with the kids.  Every day, I see changes in the way the kids interact with me as I become a more familiar face to them.  The kids love me giving hugs and request that I sit by them during snack time.  They feel frustrated by their homework at times, but are willing to let me talk it through with them.  I am seeing again how much I love teaching, both in the social and academic sense, and getting to know all of the kids on a personal level.  As I learn, though, they are teaching me more than they probably know.  This experience is one that I will certainly treasure.