Friday, June 27, 2008
Wednesday, June 18, 2008
HSLDA Heart Beat: Writing Research Papers
Mission: Research Paper
Volume 70, Program 2110/16/2006
How can I teach my high schooler about research papers when I barely remember them from my college days? Tune in to today’s Home School Heartbeat, with Home School Legal Defense Association President Mike Smith, for an answer.
Mike Smith:This week, I’m pleased to welcome my good friend Becky Cooke, a high school coordinator at Home School Legal Defense Association. It’s great to have you with us, Becky.
Becky Cooke:Well, thank you. I’m delighted to be here.
Mike:Before we begin discussing how to write research papers, let’s start with a basic question: what is a research paper, Becky?
Becky:A research paper is simply a piece of writing that systematically and carefully investigates a particular subject or event. You parents may remember that when you were in high school and were asked to write a research paper, you used such sources as an encyclopedia, articles, books, and so on to write a lengthy paper in your own words about what these sources said. Today, however, students are expected to review multiple sources and then use the arguments and views contained in these sources to support the students own independent judgment. This type of writing is called analytical writing, and it will teach your students how to think critically. As far as length goes, these papers are usually 5-10 pages long. Since the emphasis in college is on this style of writing, it’s important for your children to begin mastering it in high school.
How to Begin
Volume 70, Program 2210/17/2006
My high schooler needs to learn how to write a research paper—where do I begin? Homeschool mom Becky Cooke shares some practical advice, on today’s Home School Heartbeat with Mike Smith.
Mike Smith:Becky, many parents find that writing is a very difficult subject to teach—often, it’s easier to demonstrate than to explain. Can you offer some suggestions for the parent who has just assigned a research paper to his or her student?
Becky Cooke:Well, you know, Mike, it’s important for the parent to not only encourage the children in their writing, but also provide specific guidelines for the assignment. Begin by giving the child a list of narrow topics, because children often choose ones that are too broad, resulting in a superficial paper. Then also provide a list of suggested sources to use for investigating their topic. Of course, this means the parent must familiarize himself with these ahead of time. Having the children formulate an outline will help to organize their ideas in the order of presentation, giving their papers a good flow. Also, it’s helpful to start with a short research paper (five pages) before working toward longer ones—say, 10 pages. Remember, though, for all of us the most difficult part of writing is, really, getting started. Even with the best teaching, best course of study, it comes down to practice, practice, practice, practice. That’s the most effective tool in becoming a good writer.
Understanding Citation
Volume 70, Program 2310/18/2006
Is your homeschooled high schooler learning how to write a research paper? Then tune in for a few practical tips, on today’s Home School Heartbeat with HSLDA President Mike Smith.
Mike Smith:Becky, learning how to write a research paper is an important part of high school—but those citations are so confusing! How can parents teach the intricacies of citation in their homeschooling?
Becky Cooke:Well, because there are several citation systems that are acceptable to be used—such as MLA, APA, or CBE—it’s not important to know every system, but rather to learn one system (realizing rules can change later). If the student has the skill of one system, he can easily adapt to the others as the need arises. For most general high school papers, the MLA is often used. But if the child takes a course from another teacher, he needs to check which system is required. Since kids may try to exclusively use the Internet for research, it’s a good idea to require a variety of sources so they will be forced to know how to use and cite different types of material. There are writing handbooks and websites available that detail the latest guidelines for citing all the different kinds of sources. Another reason for teaching citation, though, is to teach children to avoid plagiarism—and also to avoid those long quotes and excessive paraphrasing which hinder independent critical thinking.
Make it Fun!
Volume 70, Program 2410/19/2006
Is it hard to engage your high schooler’s interest in writing a research paper? Then stay tuned to this edition of Home School Heartbeat, with HSLDA President Mike Smith.
Mike Smith:Today I’m talking with Becky Cooke, a high school coordinator at Home School Legal Defense Association. Becky, once parents have assigned a research paper to their student, how can they make the writing process a little more interesting?
Becky Cooke:Well, Mike, if I knew the answer to that question, I would have made a million bucks by now! But seriously, here are some tips. Writing research papers will be more enjoyable if the kids are interested in the topic. Depending on the topic, the child may want to interview people who have relevant information about it, or they may want to actually visit the area or place pertaining to the subject. Now, a common problem which makes writing more difficult is having too little information for the assigned length of paper, so the student tries to stretch this information to fill the required number of pages by repeating himself using different words. So encourage the child to have more information than needed. On the other hand, some students may research ad nauseam, without beginning to write; so step in and help him begin. Also, as your child researches, ask him about his findings to ensure he is forming his own thoughts on the subject. A few probing questions will show him how to think about his topic and what issues still need to be researched.
Evaluating the Paper
Volume 70, Program 2510/20/2006
Parents, need some advice on how to evaluate your homeschooled high schooler’s research paper? Mike Smith discusses that topic with HSLDA High School Coordinator Becky Cooke, on today’s Home School Heartbeat.
Mike Smith:Becky, this week we’ve been talking about the process of writing a research paper and how to teach that in a homeschool. Once a student paper is done, however, parents may feel unsure about how to grade or evaluate it. Do you have any advice to build parents’ confidence there, Becky?
Becky Cooke:Parents should remember that grading research papers—or any writing assignment—is subjective. But you can use a rubric, which is a simple system of listing the grading categories you might want to include. Next, indicate how much each category will count toward the grade, with the total number of points adding up to 100. Giving this sheet of categories and point totals to the child along with the assignment will let her know up front how her grade will be calculated. Then as you read through the finished product, award points for the relevant categories, which will then be added up for the final grade. For example, let’s say grammar and form is worth 25 points. Read your child’s paper, concentrating on her grammar and form, and give a point total anywhere up to the 25 points. Do this for every category. This system helps you grade the paper, and your child will better understand the grade she receives.
© 2006 HSLDA. All rights reserved.
http://www.hslda.org/docs/hshb/70/hshbwk5.asp?bhcp=1
Volume 70, Program 2110/16/2006
How can I teach my high schooler about research papers when I barely remember them from my college days? Tune in to today’s Home School Heartbeat, with Home School Legal Defense Association President Mike Smith, for an answer.
Mike Smith:This week, I’m pleased to welcome my good friend Becky Cooke, a high school coordinator at Home School Legal Defense Association. It’s great to have you with us, Becky.
Becky Cooke:Well, thank you. I’m delighted to be here.
Mike:Before we begin discussing how to write research papers, let’s start with a basic question: what is a research paper, Becky?
Becky:A research paper is simply a piece of writing that systematically and carefully investigates a particular subject or event. You parents may remember that when you were in high school and were asked to write a research paper, you used such sources as an encyclopedia, articles, books, and so on to write a lengthy paper in your own words about what these sources said. Today, however, students are expected to review multiple sources and then use the arguments and views contained in these sources to support the students own independent judgment. This type of writing is called analytical writing, and it will teach your students how to think critically. As far as length goes, these papers are usually 5-10 pages long. Since the emphasis in college is on this style of writing, it’s important for your children to begin mastering it in high school.
How to Begin
Volume 70, Program 2210/17/2006
My high schooler needs to learn how to write a research paper—where do I begin? Homeschool mom Becky Cooke shares some practical advice, on today’s Home School Heartbeat with Mike Smith.
Mike Smith:Becky, many parents find that writing is a very difficult subject to teach—often, it’s easier to demonstrate than to explain. Can you offer some suggestions for the parent who has just assigned a research paper to his or her student?
Becky Cooke:Well, you know, Mike, it’s important for the parent to not only encourage the children in their writing, but also provide specific guidelines for the assignment. Begin by giving the child a list of narrow topics, because children often choose ones that are too broad, resulting in a superficial paper. Then also provide a list of suggested sources to use for investigating their topic. Of course, this means the parent must familiarize himself with these ahead of time. Having the children formulate an outline will help to organize their ideas in the order of presentation, giving their papers a good flow. Also, it’s helpful to start with a short research paper (five pages) before working toward longer ones—say, 10 pages. Remember, though, for all of us the most difficult part of writing is, really, getting started. Even with the best teaching, best course of study, it comes down to practice, practice, practice, practice. That’s the most effective tool in becoming a good writer.
Understanding Citation
Volume 70, Program 2310/18/2006
Is your homeschooled high schooler learning how to write a research paper? Then tune in for a few practical tips, on today’s Home School Heartbeat with HSLDA President Mike Smith.
Mike Smith:Becky, learning how to write a research paper is an important part of high school—but those citations are so confusing! How can parents teach the intricacies of citation in their homeschooling?
Becky Cooke:Well, because there are several citation systems that are acceptable to be used—such as MLA, APA, or CBE—it’s not important to know every system, but rather to learn one system (realizing rules can change later). If the student has the skill of one system, he can easily adapt to the others as the need arises. For most general high school papers, the MLA is often used. But if the child takes a course from another teacher, he needs to check which system is required. Since kids may try to exclusively use the Internet for research, it’s a good idea to require a variety of sources so they will be forced to know how to use and cite different types of material. There are writing handbooks and websites available that detail the latest guidelines for citing all the different kinds of sources. Another reason for teaching citation, though, is to teach children to avoid plagiarism—and also to avoid those long quotes and excessive paraphrasing which hinder independent critical thinking.
Make it Fun!
Volume 70, Program 2410/19/2006
Is it hard to engage your high schooler’s interest in writing a research paper? Then stay tuned to this edition of Home School Heartbeat, with HSLDA President Mike Smith.
Mike Smith:Today I’m talking with Becky Cooke, a high school coordinator at Home School Legal Defense Association. Becky, once parents have assigned a research paper to their student, how can they make the writing process a little more interesting?
Becky Cooke:Well, Mike, if I knew the answer to that question, I would have made a million bucks by now! But seriously, here are some tips. Writing research papers will be more enjoyable if the kids are interested in the topic. Depending on the topic, the child may want to interview people who have relevant information about it, or they may want to actually visit the area or place pertaining to the subject. Now, a common problem which makes writing more difficult is having too little information for the assigned length of paper, so the student tries to stretch this information to fill the required number of pages by repeating himself using different words. So encourage the child to have more information than needed. On the other hand, some students may research ad nauseam, without beginning to write; so step in and help him begin. Also, as your child researches, ask him about his findings to ensure he is forming his own thoughts on the subject. A few probing questions will show him how to think about his topic and what issues still need to be researched.
Evaluating the Paper
Volume 70, Program 2510/20/2006
Parents, need some advice on how to evaluate your homeschooled high schooler’s research paper? Mike Smith discusses that topic with HSLDA High School Coordinator Becky Cooke, on today’s Home School Heartbeat.
Mike Smith:Becky, this week we’ve been talking about the process of writing a research paper and how to teach that in a homeschool. Once a student paper is done, however, parents may feel unsure about how to grade or evaluate it. Do you have any advice to build parents’ confidence there, Becky?
Becky Cooke:Parents should remember that grading research papers—or any writing assignment—is subjective. But you can use a rubric, which is a simple system of listing the grading categories you might want to include. Next, indicate how much each category will count toward the grade, with the total number of points adding up to 100. Giving this sheet of categories and point totals to the child along with the assignment will let her know up front how her grade will be calculated. Then as you read through the finished product, award points for the relevant categories, which will then be added up for the final grade. For example, let’s say grammar and form is worth 25 points. Read your child’s paper, concentrating on her grammar and form, and give a point total anywhere up to the 25 points. Do this for every category. This system helps you grade the paper, and your child will better understand the grade she receives.
© 2006 HSLDA. All rights reserved.
http://www.hslda.org/docs/hshb/70/hshbwk5.asp?bhcp=1
Tuesday, June 17, 2008
HSLDA Heart Beat: Grading
Why is Grading so Important?
Volume 82, Program 165/19/2008
How can parents evaluate their own children’s homework? On this week’s Home School Heartbeat, host Mike Smith and his guest Lesha Myers will discuss why grading is so important.
Mike Smith: It’s hard to follow the classroom model of grading since most homeschool families approach learning differently. My guest this week is Lesha Myers; she wrote a book called Making the Grade. Thank you for joining me on Home School Heartbeat, Lesha!
Lesha Myers:Thank you, Mike. It’s a pleasure to be here!
Mike:Lesha, what would you tell parents who might be asking, “So what’s so important about grading, anyway?”
Lesha:Well, there are a lot of things, but let me share just one: it helps our students to learn more. I remember a friend of mine telling me what happened when she started grading. Things were going okay for her, but she wanted the quality of her children’s work to improve—she wanted to move them to a higher level. So, she sat down, thought about what she wanted her children to actually do, explained those thoughts to her children—how she was going to grade them—and she was absolutely amazed at the change. Her children rose to the occasion and started producing vastly superior work. They just needed a bit of direction to understand what their mother wanted. So, if I could use an archery analogy, they needed a target to hit; they needed an evaluation to determine how close to the bull’s-eye they got, and then they excelled. Mom was happy, and so were the children.
Does Grading Need to be Hard Work?
Volume 82, Program 175/20/2008
Ever wonder if you’re grading too nicely, or if you should have your child redo an assignment? Lesha Myers, author of the book Making the Grade, will address these questions on today’s Home School Heartbeat with host Mike Smith.
Mike Smith:Lesha, in your book you talk about the difficulty some parents have evaluating their own children’s schoolwork. How did you overcome these feelings of inadequacy, yourself?
Lesha Myers: I have to be honest with you, Mike, and admit I never completely did; I always considered myself a work in progress. But, the first thing I did is I gave myself permission to experiment, and that way, I didn’t need to be “the expert.” I also could unhitch my mind to the idea that my grading methods had to be the same as the methods that my teachers used for me. Some classroom models work really well in the homeschool setting and others don’t. So, I needed to try out different methods until I found one that worked for me, for my children, and the subject. And one of the things that I realized about the way that I tend to grade is that I did it way too soon. I didn’t give my children time to learn a lesson before I evaluated them. Sometimes I had to throw out the bad grade, re-teach, and try again. But finally, I had to come to the realization that my confidence comes from the Lord. Ultimately, it’s His school, it’s His children, it’s His plan, and I don’t have to worry, because He is completely adequate, even if I am not.
Take the Mystery out of Grading!
Volume 82, Program 185/21/2008
Facing a pile of book reports? Grading might seem like an impossible task, but author and homeschool mom Lesha Myers says it doesn’t have to be so hard. We’ll hear more about this topic on today’s Home School Heartbeat with Mike Smith.
Mike Smith:Part of the homeschool journey is grading. I’m sure there are parents who grade their children’s schoolwork and then question whether they did it right or not. Lesha, is there any right way or wrong way to grade?
Lesha Myers:There’s no wrong way to grade. Absolutely none. There are so many different options, and that is a good thing. Sometimes, we feel like we have to grade a certain way, usually the way we were evaluated when we were in school, and that’s an option, but it’s only one option. There are as many different ways to evaluate our children as there are teaching methods and curriculum. I get this question all the time, and sometimes parents explain how they plan to grade their children, and then come to me and say, “Is that okay?” And so, let me answer right now: yes, it’s completely okay. Any plan that lets your children know what you want them to do, what you want them to learn, is totally fine. As to when to grade, I think that grades are beneficial by upper elementary, but they are essential by high school. Colleges, vocational schools, even insurance companies, for that Good Drivers discount—they all want to see transcripts. And grading takes our unique homeschooling experience and translates it into a format that others are familiar with. So, if we don’t have them, if we don’t have the transcripts, we may be limiting our children’s post-homeschooling options.
A Biblical Perspective on Grading
Volume 82, Program 195/22/2008
Does the Bible provide a perspective on grading schoolwork? On today’s Home School Heartbeat Mike Smith will talk more about this topic with Lesha Myers, homeschool mom and author of the book Making the Grade.
Mike Smith:Lesha, are there are any biblical principles we can apply to grading and testing?
Lesha Myers:You know, Mike, there really are! I was surprised because I had thought that
grading was a secular concept, but it’s not! A while back, I was reading Kings and Chronicles for my devotions, and I noticed a recurring phrase that summed up the reign of each king of Judah in Israel It was either, “and he did right in the sight of the Lord, like his father, David,” or “and he did evil in the sight of the Lord,” or something in between. And I realized that God was grading the king! He set a standard, the life of David, and then He evaluated each king according to the standard, and He summed up His evaluation—gave a grade, if you will—in a phrase. The Bible also says quite a bit about testing. For example, Jesus Christ tested His disciples as part of their training. Before He fed the 5,000, Jesus asked Phillip to provide bread for the multitude, and in John 6:5 it says “He asked this only to test him, for He already had in mind what He was going to do.” The test was for Philip’s benefit, so that he would grow in his faith and trust in the Lord. Grading is a very biblical concept. There are quite a few principles we can glean from the Bible’s pages.
Discover Your Family's Grading Philosophy
Volume 82, Program 205/23/2008
Should I have a grading philosophy for my homeschool? On today’s Home School Heartbeat with Mike Smith, we’ll hear more about this topic from Lesha Myers, author of the book Making the Grade.
Mike Smith:Lesha, how did you discover your family’s grading philosophy? Why is this important for homeschoolers?
Lesha Myers:Let me answer the second question first. It’s important because families have a wide variety of educational philosophies—some are rigorous, some are relaxed, some are structured, others more flexible—and since we have so many teaching approaches, it makes sense to use a wide variety of grading methods. I developed my own personal philosophy slowly, over the course of several years. First, I looked at my children’s gifts and interests and that helped me to determine what it was I wanted them to master, and what I wanted them just to be exposed to. My daughter’s a writer; she needs to master concepts related to language. My son is good with tools and design, so he needed to master math and science principles. Neither of them showed a specific music talent, but still I wanted them to appreciate all kinds of music, so I exposed them to a variety of concerts and programs. I was pretty subjective when evaluating the music, but I was more specific with the areas that would prepare them for their careers. The combination of the simple and the complex really worked for us.
Mike:Lesha, thank you so much for joining us this week, and I’m sure this has been of tremendous benefit to our listeners. So, until next time, I’m Mike Smith.
© 2008 HSLDA. All rights reserved.
http://www.hslda.org/docs/hshb/82/hshbwk4.asp
Volume 82, Program 165/19/2008
How can parents evaluate their own children’s homework? On this week’s Home School Heartbeat, host Mike Smith and his guest Lesha Myers will discuss why grading is so important.
Mike Smith: It’s hard to follow the classroom model of grading since most homeschool families approach learning differently. My guest this week is Lesha Myers; she wrote a book called Making the Grade. Thank you for joining me on Home School Heartbeat, Lesha!
Lesha Myers:Thank you, Mike. It’s a pleasure to be here!
Mike:Lesha, what would you tell parents who might be asking, “So what’s so important about grading, anyway?”
Lesha:Well, there are a lot of things, but let me share just one: it helps our students to learn more. I remember a friend of mine telling me what happened when she started grading. Things were going okay for her, but she wanted the quality of her children’s work to improve—she wanted to move them to a higher level. So, she sat down, thought about what she wanted her children to actually do, explained those thoughts to her children—how she was going to grade them—and she was absolutely amazed at the change. Her children rose to the occasion and started producing vastly superior work. They just needed a bit of direction to understand what their mother wanted. So, if I could use an archery analogy, they needed a target to hit; they needed an evaluation to determine how close to the bull’s-eye they got, and then they excelled. Mom was happy, and so were the children.
Does Grading Need to be Hard Work?
Volume 82, Program 175/20/2008
Ever wonder if you’re grading too nicely, or if you should have your child redo an assignment? Lesha Myers, author of the book Making the Grade, will address these questions on today’s Home School Heartbeat with host Mike Smith.
Mike Smith:Lesha, in your book you talk about the difficulty some parents have evaluating their own children’s schoolwork. How did you overcome these feelings of inadequacy, yourself?
Lesha Myers: I have to be honest with you, Mike, and admit I never completely did; I always considered myself a work in progress. But, the first thing I did is I gave myself permission to experiment, and that way, I didn’t need to be “the expert.” I also could unhitch my mind to the idea that my grading methods had to be the same as the methods that my teachers used for me. Some classroom models work really well in the homeschool setting and others don’t. So, I needed to try out different methods until I found one that worked for me, for my children, and the subject. And one of the things that I realized about the way that I tend to grade is that I did it way too soon. I didn’t give my children time to learn a lesson before I evaluated them. Sometimes I had to throw out the bad grade, re-teach, and try again. But finally, I had to come to the realization that my confidence comes from the Lord. Ultimately, it’s His school, it’s His children, it’s His plan, and I don’t have to worry, because He is completely adequate, even if I am not.
Take the Mystery out of Grading!
Volume 82, Program 185/21/2008
Facing a pile of book reports? Grading might seem like an impossible task, but author and homeschool mom Lesha Myers says it doesn’t have to be so hard. We’ll hear more about this topic on today’s Home School Heartbeat with Mike Smith.
Mike Smith:Part of the homeschool journey is grading. I’m sure there are parents who grade their children’s schoolwork and then question whether they did it right or not. Lesha, is there any right way or wrong way to grade?
Lesha Myers:There’s no wrong way to grade. Absolutely none. There are so many different options, and that is a good thing. Sometimes, we feel like we have to grade a certain way, usually the way we were evaluated when we were in school, and that’s an option, but it’s only one option. There are as many different ways to evaluate our children as there are teaching methods and curriculum. I get this question all the time, and sometimes parents explain how they plan to grade their children, and then come to me and say, “Is that okay?” And so, let me answer right now: yes, it’s completely okay. Any plan that lets your children know what you want them to do, what you want them to learn, is totally fine. As to when to grade, I think that grades are beneficial by upper elementary, but they are essential by high school. Colleges, vocational schools, even insurance companies, for that Good Drivers discount—they all want to see transcripts. And grading takes our unique homeschooling experience and translates it into a format that others are familiar with. So, if we don’t have them, if we don’t have the transcripts, we may be limiting our children’s post-homeschooling options.
A Biblical Perspective on Grading
Volume 82, Program 195/22/2008
Does the Bible provide a perspective on grading schoolwork? On today’s Home School Heartbeat Mike Smith will talk more about this topic with Lesha Myers, homeschool mom and author of the book Making the Grade.
Mike Smith:Lesha, are there are any biblical principles we can apply to grading and testing?
Lesha Myers:You know, Mike, there really are! I was surprised because I had thought that
grading was a secular concept, but it’s not! A while back, I was reading Kings and Chronicles for my devotions, and I noticed a recurring phrase that summed up the reign of each king of Judah in Israel It was either, “and he did right in the sight of the Lord, like his father, David,” or “and he did evil in the sight of the Lord,” or something in between. And I realized that God was grading the king! He set a standard, the life of David, and then He evaluated each king according to the standard, and He summed up His evaluation—gave a grade, if you will—in a phrase. The Bible also says quite a bit about testing. For example, Jesus Christ tested His disciples as part of their training. Before He fed the 5,000, Jesus asked Phillip to provide bread for the multitude, and in John 6:5 it says “He asked this only to test him, for He already had in mind what He was going to do.” The test was for Philip’s benefit, so that he would grow in his faith and trust in the Lord. Grading is a very biblical concept. There are quite a few principles we can glean from the Bible’s pages.
Discover Your Family's Grading Philosophy
Volume 82, Program 205/23/2008
Should I have a grading philosophy for my homeschool? On today’s Home School Heartbeat with Mike Smith, we’ll hear more about this topic from Lesha Myers, author of the book Making the Grade.
Mike Smith:Lesha, how did you discover your family’s grading philosophy? Why is this important for homeschoolers?
Lesha Myers:Let me answer the second question first. It’s important because families have a wide variety of educational philosophies—some are rigorous, some are relaxed, some are structured, others more flexible—and since we have so many teaching approaches, it makes sense to use a wide variety of grading methods. I developed my own personal philosophy slowly, over the course of several years. First, I looked at my children’s gifts and interests and that helped me to determine what it was I wanted them to master, and what I wanted them just to be exposed to. My daughter’s a writer; she needs to master concepts related to language. My son is good with tools and design, so he needed to master math and science principles. Neither of them showed a specific music talent, but still I wanted them to appreciate all kinds of music, so I exposed them to a variety of concerts and programs. I was pretty subjective when evaluating the music, but I was more specific with the areas that would prepare them for their careers. The combination of the simple and the complex really worked for us.
Mike:Lesha, thank you so much for joining us this week, and I’m sure this has been of tremendous benefit to our listeners. So, until next time, I’m Mike Smith.
© 2008 HSLDA. All rights reserved.
http://www.hslda.org/docs/hshb/82/hshbwk4.asp
Monday, June 16, 2008
THA History & Policy
Trinity Homeschooling Association
History & Policy
Trinity Homeschooling Association was established in 1997 as a ministry to area homeschoolers. The purpose of the group is to provide information, encouragement, fellowship, cooperative educational opportunities, field trips and any other activities deemed appropriate. Leadership reserves the right to limit membership size.
THA is not a school. Membership does not satisfy the requirements of Florida law. Members still need to notify the Superintendent of Schools in their district if they are not a part of an umbrella or private school.
As a Christian group, Trinity Homeschooling Association membership will agree to a basic written Statement of Faith. Group members represent Christian homeschooling and the Lord Jesus Christ whenever participating in a THA sponsored activity. Members are expected to dress and act accordingly.
Trinity Homeschooling Association is supported through donations and activity fees as needed and run by volunteers. Parent participation is required. A parent from each member family is expected to lead a club, club activity or plan at least one special activity for the group annually.
Parents are responsible for the actions of their children at all THA sponsored events. Children may not be dropped off. Members are expected to join Florida Parent Educators Association and our 4H Club, Treasure Seekers.
Trinity Homeschooling Association has a working relationship with Trinity Baptist Church but receives no financial support from them. Members will exercise care in the use of church property, making every effort to leave the premises clean and orderly. Members will restrict their activities to areas of the church designated for our use.
Members have access to the church library and are expected to follow library return guidelines unless other arrangements are made with the librarian. Failure to return materials or pay for lost or damaged materials will result in the loss of library privileges for your family.
In the event Trinity Homeschooling Association dissolves the association, ownership of any and all property purchased by the association will transfer to Trinity Baptist Church, as will any group funds.
Statement of Faith
Trinity Homeschooling Association
Statement of Faith
Trinity Homeschooling Association's Statement of Faith expresses the essentials of Christian beliefs in hopes of insuring Christian fellowship and unity among membership.
1. We believe the Scriptures, both Old and New Testaments as preserved by God, to be the only inspired and inerrant Word of God, the complete revelation of His will for the salvation of men, and the final authority for all Christian faith and life. (Matt. 5:18, 1 Cor. 2:13, 2 Tim. 3:16-17, 2 Peter 1:21)
2. We believe in one God, Creator of all things, infinitely perfect and eternally existing in three persons having each the samenature, attributes and perfection, each worthy of worship; Father, Son and Holy Spirit. (Gen. 1; Matt. 3:16-17, 28:19; John 1:1-2, 14,10:30, 14:15-17; 1 Cor. 8:6; 2 Cor.13:14)
3. We believe that Jesus Christ is fully God and fully man, having been sent by God out of love for mankind to be conceived of the Holy Spirit and born of a virgin. He lived sinless on this earth, teaching and performing mighty works and wonders then died on the cross, shedding His blood as a sacrifice for our sins as is recorded in the Scriptures. He arose bodily from the dead, ascended into Heaven, where at the right hand of God the Father, He is our High Priest and Advocate. One day He is coming again personally, bodily and visibly. (Isa. 7:14, 9:6-7; Heb. 7:25-27; Luke 1:30-35; John 1:1-5, 10-14, 3:13-16,14:3; Col. 2:9; 1 Cor. 15:3-4; Acts 1:3, 11; 1 Thes.4:16)
4. We believe that the Holy Spirit is God and possesses all the divine attributes. He convicts of sin, regenerates, indwells,guides, instructs, empowers, and seals all believers. He works to conform yielded believers into the image of Christ, fitting them for service and godly living. (John 3:5, 16:7-11; Acts 5:3-4; Eph. 1:13, 4:30, 5:18; 1 Cor. 6:19, 12:13)
5. We believe that man was created in the image of God but in Adam's sin the race fell. All are therefore morally corrupt, and of themselves unable to remedy their lost condition. (Gen 1:26-27; Ro. 1:18, 3:23, 5:12; Eph. 2:1-3, 12)
6. We believe that the shed blood of Jesus Christ and His resurrection provides the only ground for justification and salvation for all who choose to repent, believe and accept His sacrifice for their sin. Only those who receive Jesus Christ by grace through faith are born of the Holy Spirit, and thus become children of God. (Acts 13:38-39; Ro. 4:5, 6:22-24, 8:1, 38-39; John 3:16-18, 10:27-29; Eph.2:8-9)
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