News



2020

  • May

    The Art of Teaching: Part 6

    By Dr. David Wagner
     
    Part 6 - Communication, Kindness, and Humor
     
    Earlier this month, I led our faculty in a discussion on communication and teaching.  At the beginning of the discussion, I shared the two following statements:

    - If someone is a good teacher, then they are a good communicator.
    If someone is a good communicator, then they are a good teacher.

    These statements can be illustrated by concentric circles, in which the “if” clause is a smaller circle located entirely within the large circle of the “then” clause.  As we learn in Geometry class, these two statements are converses, because the “if” and “then” sections are reversed.
    Read More
  • The Art of Teaching: Part 5

    By Mr. Ben Walter
     
    Part 5 - Abilities of A Good Teacher - Memory & Will Power
     
    So far we have considered how a good teacher knows and likes students, knows and likes her subject, and can employ humor. These deal more or less with a teacher's attitude or disposition towards her work. But what are the necessary abilities of a teacher? Highet mentions three: memory, will power, and kindness. We'll discuss the first two here.
    Read More
  • The Art of Teaching: Part 4

    By Mr. Ben Walter
     
    Part 4 - Know Other Things - Using Humor
     
    If asked why I decided to major in classics over political science in college, I'd say it was my teachers. They were brilliant, humane, and eccentric--for example, the Greek professor who threw a chair (dramatically) to solidify to a flagging pupil the difference between the active and passive voice. When teachers are interesting and humorous people, they lighten the mental onus of learning. My Latin teachers made Latin--a notoriously "irrelevant" college major--a very relevant one. Perhaps one could say there are no useless subjects, no tedious subjects, just useless teachers and tedious teachers.
    Read More
  • The Art of Teaching: Part 3

    By Mr. Ben Walter & Ms. Manjola Koci
     
    Part 3 - Knowing Your Students
     
    "Now children, let's have two claps!" will bring a glower to the faces of eighth grade boys at 8:00AM. And if a first grade teacher muses to cherubic faces that, "The friendship between frog and toad puts me in mind of what Cicero said in De Amicitia that, 'Friendship consists of a perfect conformity of opinion upon all subjects, divine and human, together with a feeling of kindness and attachment...'" the class would be thoroughly bewildered.
    Read More
  • April

    The Art of Teaching: Part 2

    By Mr. Sam Lunz
     
    Part 2 - Liking the Students
     
    There is tremendous responsibility –  and joy – when it comes to teaching content in a deep and rich way.  As teachers, we see it as our calling to pass on our knowledge of and excitement for our disciplines to the next generation.  Yet, as much as I might know my subject and like my subject – the first two essentials of good teaching in Highet’s “The Art of Teaching” – that knowledge and enjoyment does me no good if I do not also like my students.  To like our students is of utmost importance according to Highet. He points out that “If you do not actually like boys and girls, or young men and young women, give up teaching.” 
    Read More
  • The Art of Teaching: Part 1

    By: Mr. Ben Walter

    Part 1 - Knowing and Liking Your Subject
     
    While few are professional teachers, everyone is a teacher. You may teach a child how to tie his shoes, an intern how to write a report, or a friend how to cast a line. In a broad way, our daily actions influence and teach those around us, for better or worse. And very recently, some parents have been on a homeschool-teaching adventure as schools go online!
    Read More
  • Well-Ordered Life Series: Part 7

    By Mr. Ben Walter
     
    Part 7 - Temperance
     
    Temperance is the restraint of appetite and the moderation of passion. The ancient Greeks held the virtue of temperance in high esteem, partly due to their military tactics. Both the 200-oared trireme and the tightly packed phalanx required tight unit formation rather than acts of individual valor. Temperance in courage was necessary to prevent some from charging blindly and others from turning to run. Steady, patient, temperate courage won the battles.
    Read More
  • March

    Well-Ordered Life Series: Part 6

    By Mr. Ben Walter
     
    Part 6 - Courage
     
    Courage comes from the Latin root cor, meaning "heart." We feel fear in our heart. Adrenaline causes our pulse to beat fast. To have courage means having a steady heart. Courage has a synonym in English that is also used to describe the same virtue. The word is fortitude, and comes from the Latin fortis, meaning "brave." I like courage better, because it linguistically links the virtue to human physicality.
    Read More
  • Well-Ordered Life Series: Part 5

    By Mr. Ben Walter
     
    Part 5 - Faith
     
    It is difficult to discuss faith because the word instantly draws to mind so many connotations. Let's start with a brief definition. Faith is the, "Substance of things hoped for, the evidence of things not seen" (Heb. 11:1). The Greek word translated to "substance" is hypostasis, which has a long tradition in Greek philosophy. It implies the fundamental reality that underlies something.
    Read More
  • Well Ordered Life Series: Part 4

    By Mr. Ben Walter
     
    Part 4 - Prudence
     
    The virtue of prudence consists in making the right decisions, in the right way, at the right time. In other words, it is wisdom directed towards action. Because it requires knowledge and thought, prudence is considered to be a virtue of the mind. A deficiency of prudence is the vice of foolishness, while ill-intentioned prudence is the vice of cunning.
    Read More
  • February

    Well Ordered Life Series: Part 3

    By Mr. Ben Walter
     
    Part 3 - Hope
     
    Hope is a virtue of the heart and the will. The Medieval theologian Thomas Aquinas states in Question 17 of his Summa that the object of hope is "a future good that is difficult, but possible, to attain." We will dive into what that statement means later, but first, I want to explain the misunderstandings of hope that had come before Aquinas.
    Read More
  • Well-Ordered Life Series: Part 2

    By Mr. Ben Walter
     
    Justice is the foremost of the other three cardinal virtues, prudence, courage, and temperance. Like love, justice is both the precondition and the result of the other virtues. As we feel love or its absence deeply, we feel a sense of justice or injustice strongly. Both love and justice are inseparable from our relationship to other people.
    Read More
  • Well Ordered Life Series: Part 1

    By: Mr. Ben Walter

    Love is a good place to begin thinking about the four cardinal and three theological virtues because it is the most powerful motivator in our lives. Love inspires us and brings happiness like nothing else. Perversions of love, misplaced love, and the absence of love are responsible for almost all our woes.
    Read More
  • The Well Ordered Life

    By: Mr. Ben Walter

    Does your life feel like a never-ending checklist? Tasks can sometimes fill up every waking moment. At school, this feels like a perpetual round of paper grading and attendance logging. Up to a point, being organized sets one up for success as a teacher, a CEO, or a parent. But if we chase organization for its own sake, have we lost the point?
    Read More


Browse previous months or years by clicking below

< 2020
Mountain Range

Contact

Jackson Hole Classical Academy
P.O. Box 7466
Jackson, WY 83002
 
Enrollment Inquiries:
Polly Friess
(307) 690-8396
 
All Other Inquiries:
School Office
(307) 201-5040






LANGUAGE



© 2020 Jackson Hole Classical Academy. All Rights Reserved.


Nondiscrimination Policy: Jackson Hole Classical Academy admits students of any gender, race, color, and national or ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students. Jackson Hole Classical Academy does not discriminate on the basis of gender, race, color, national or ethnic origin in the administration of its educational policies, admissions policies, tuition assistance, athletic, arts or other school administrated programs.