Minnehaha Academy Blog

Sled Dog Rides for Preschoolers [Photos & Video]

Posted by Rebekah Peterson on Feb 7, 2020

The snow was fast as Minnehaha Academy's 3-year-old preschool students and their parents zipped along the beautiful West River Parkway via sled dog!

These special visitors came on Alaska Day. Alaska Day celebrates what students have learned about the state of Alaska over the last month. 

 

Our young learners have spent the month learning about the Alaska's various animals and fish, modes of transportation, its geography, and other interesting facts. 

Before they took the ride, preschoolers learned that the dogs are working dogs and that they love to run! When the dogs had their harnesses on, they couldn't wait to do what they do best...speed along on the fast snow.

See photo gallery.

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Topics: Lower School, Preschool

A Caring School Environment in the Twin Cities

Posted by Rebekah Peterson on Feb 7, 2020

2019-LS-MS-Pep-Fest-MinnehahaAcademy-Minneapolis-Minnesota-50Making sure your children get an excellent education is important for their future success. However, it is the school environment and culture that makes a child excited to go to school each day and have positive memories of their school experience after they graduate.

8 Things to Look for in a School Environment

How do you know if a school community is a positive one? Here are eight things to look for when you are considering a school for your child.

  1. Teachers appear happy to be there. When you are touring a school and talk to the teachers, do their eyes light up when they talk about their students, education, and learning? Teachers that enjoy teaching children are creative, innovative, and love to learn themselves. They are engaged in the learning process and are always looking for new ways to inspire children to learn. 

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  2. Teachers demonstrate attention to each child. Children know when their teachers care about them as a person. When there are strong relationships between teachers and students, students put in more effort and look forward to attending class each day. Teachers who care about the children they teach are interested in learning about each child's particular hobbies. By understanding each child, they can teach to that child, encouraging them to develop their talents and uncover their true potential. 

  3. Words of kindness are heard in the hallways and classrooms. As you walk through the school you are considering, look for kindness and caring in the interactions you observe. Are you greeted in the halls with a smile or "hello"? Do faculty and staff greet each other as they pass? Do students say "hello" to you or give a friendly smile? These small gestures tell a lot about a school culture and how people feel about each other.

  4. Children are kind to each other. When you watch children interact with each other are they kind to each other? Do they greet one another and seem to care about the other child they are interacting with? Look for kindness in big and small ways. From a conversation to a hug to helping another student who may have dropped a book or notes, these are all ways children can show each other that they care about one another.

  5. Hallways and school classrooms are lively but not chaotic. Children exude joy and happiness naturally. In any given day, there will always be a lot of interaction happening between students at a school, but the overall feel in a school should not be one of chaos.

  6. Children demonstrate respect adults. Observe how children talk to adults such as teachers, faculty, and parents. Do they answer when a question is asked of them? Do they listen and do what is asked of them? Children respect adults when they feel safe, secure, and confident in their surroundings.

  7. Teachers and staff demonstrate respect children. A culture of kindness and respect is mutual. Adults also need to show respect to children, just as children show respect to adults. As you watch teachers interact with children do they show respect to each child by listening to each child as they speak? Children are very perceptive, and they follow the behavior that is modeled for them. By modeling positive behaviors and being a role model, adults provide a template for a child's behavior. 

  8. Teachers, staff, and students are happy. While you can't ask each person that you see if they enjoy attending or working at the school you are touring, you can get a general sense of how people feel about their environment if you observe their behavior. Genuine happiness can be contagious, so if you find yourself feeling your mood lift as you tour a school, chances are that others feel the same way as you. 

These intangibles are hard to pinpoint, but make a world of difference in the day-to-day life of your child and your family. If your child is happy at school, the entire school experience can be elevated from ho-hum to exceptional.

If you're in the Twin Cities and looking for a private school be sure to check out Minnehaha Academy. It's impossible to describe, but when you and your family walk into Minnehaha Academy, you'll feel it. Students and parents say that our culture of kindness and care is what makes us unique. 

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Topics: Cultivating Potential, Caring Community

Visiting Minnehaha's Upper School [Photos]

Posted by Rebekah Peterson on Feb 5, 2020

"What's it like at the Upper School?" 

This is one of the big things on the minds of eighth graders as spring comes into view. 

Last week, these students had the opportunity to find out for themselves what Upper School is like! Eighth graders spent the morning visiting classes such as physics, English, world history, and phy ed, participating in activities and meeting teachers. They learned about what ninth grade courses had in store for them and the fun things they would learn.

After a snack break, students learned about electives such as fine arts and world languages. 

We can't wait to welcome these students to the Upper School halls next fall!

See the entire photo gallery.

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Topics: Middle School, Upper School

Lisa (Hubers) TerHaar '88

Posted by Nick Tofteland on Jan 28, 2020

Lisa-5Lisa TerHaar ’88 and Michelle Thompson ‘86 have created a brand-new concept combining children and elders with dementia in a Montessori program. This intergenerational classroom day program “engages children and elders in a meaningful community while experiencing ordinary life with extraordinary love.”   They call it “Nonna’s,” which is the Italian word for grandmother, and want it to be a home away from home, where children have an experience “just like being at grandma’s.” Nonna’s first location is in Wayzata, across the street from Presbyterian Homes. Right now, they are enrolling infants, toddlers, and elders in their Montessori day program. You can find out all about Nonna’s online at nonnas.net. 

Dedicated Faculty Make A Difference

Lisa attended MA from 7th-12th grade and remembers having good friends, enjoying being a part of the athletic programs, and appreciating the teachers at Minnehaha.  Being a part of the volleyball and ski team were “a lot of fun,” with the camaraderie of the team being the best part of the experience.   “My teachers at MA were all people who really loved their subject area.”  Rabbi Swanson was a very inspiring teacher who taught Biblical concepts by reading through the Chronicles of Narnia and Pilgrim’s Progress with his students, adding a layer of depth and relating it to their own spiritual formation. Her French teacher, Mrs. Johannessen was doing French immersion before immersion “was a thing.” Mrs. Johannessen “breathed French and promoted this whole feeling of another world in her classroom.”  They would have special days where they would do things like make French food.   Lisa even got to go to France on an amazing two-week trip planned by Mrs. Johannessen, which included one week of travel and one week of staying with a French family.  

Life Beyond MA

After attending Calvin College to earn her BSN, Lisa attended the University of Minnesota to earn her MSN and credentials as a nurse practitioner.  She spent several years caring for elders in the Allina Health System and Presbyterian Homes communities, which cultivated an interest in integrative/functional medicine, most specifically in the area of dementia prevention. While working at Minnesota Personalized Medicine, she collaborated with Michelle and their husbands to co-found Nonna’s, where Lisa is Chief Operating Officer and Director of Adult Programming. 

Lisa has been a caregiver for her mother who is living with dementia, which inspired the intergenerational programming.  One of her hopes and goals for this coming year is to create and launch a community-based dementia prevention program.  “For me, that is a really important part of the work--to go beyond just caring for elders---but to connect with families, and other people in the community who are concerned about dementia risk.”  

What's Next?

“The research is really building around the opportunity we have to prevent dementia. It is estimated that there is a period of 10-15 years when you’re having changes to your brain before symptoms are present.  If we can connect with people in that window of time, there is so much that we can do!” she said. Lisa has received training with Dr. Dale Bredesen, who, in his book “The End of Alzheimer’s” has published dementia reversals for people who are in those earlier stages. “It is very exciting research.  I look at my mom, and we were too late to implement the program for her--but now looking at myself, my sisters, and people who are in our generation, we are at the critical time in life to make changes.”  Dr Bredesen coined the term cognoscopy, suggesting that just as we routinely screen people for risk of colon cancer, we can screen people for their risk of dementia.  What do people aged 50+ need?  First, they need a thorough intake assessment, which includes assessing sleep status, a history of toxin exposures, along with a lab workup to identify their personal risk factors, which then leads to a personalized prevention plan. Lisa is enthusiastic in her belief that there is hope for families, like her own, who are at risk for dementia.

Topics: Alumni Stories

Michelle (Lee) Thompson '86

Posted by Nick Tofteland on Jan 28, 2020

Michelle ThompsonWhen Michelle was in elementary school, Bev Oren, an MA parent who was also a friend of Michelle’s mother, encouraged sending Michelle to Minnehaha. Bev noted that Michelle had leadership abilities and shared that MA fosters leaders, so it would be a good fit. Her parents agreed and enrolled her in her 7th grade year. Her first day they dressed her in a little suit and pumps (with pigtails) which they still joke about now. Her parents began “priming the pump” at a young age!

A Perfect Fit

MA was a perfect match to help grow Michelle in many ways, including her leadership gifts. Classes were taught in depth and teachers were passionate about their subject matter. She had Janet Johnson for Honors English (“amazing”) and felt she completely understood how to write a great paper and use grammar correctly.  She knew her Bible and learned exegesis and how to take apart verses with the Book of John in President Nelson’s Honors Bible class. Jane Weigel was her math teacher and called out character traits in her life. Mr. Glenn made it clear in Civics Class that “your rights stop where someone’s start,” shaping political thought and constitutional understanding. Wendell Carlson was her counselor and encouraged her to press on for excellence. MA staff gave Michelle opportunities to lead, to express ideas and to form groups. She started Bible Studies, sang on the worship team, and often spoke in front of her peers.  “I cannot say enough about Minnehaha and how it really impacted me. It was everything my parents were hoping for.” College felt easy for her since high school had been so rigorous.  “We were--and are--a very close class that stays in touch.  I still have many good friends from my time at MA.” 

Education As Vocation

Today, Michelle is the founding parent, teacher and Head of School at Hand in Hand Christian Montessori, a pre-K-12th grade school celebrating its 20th year.  Hand in Hand has grown over the years to be the largest Christian Montessori School in the country, with 341 students on 2 campuses in the Twin Cities area. She also launched Nonna’s of Wayzata--a new version and application of Montessori-- in 2019 with Lisa (Hubers) TerHaar ‘88 and their spouses. At Nonna’s, they work with both infant/toddlers and those with aging and dementia. “This was a new concept--Christian Montessori on both ends--when we decided to put these groups together,” says Thompson.  “We first got requests for infant and toddler Montessori, then we fell into a Montessori for aging and dementia --and wondered if the two groups would work together.  I got excited about that!”  

Inspired By Grandma's Love

The Lord reminded Michelle of her Italian grandmother, whose house she often visited growing up, and she wanted to create a place that felt like her grandmother’s house.  “Every day when you went you were loved, hugged, and we made food together. Let’s make it like that--less institutional and more like family. Put the elders with the littles and see what comes of that.”  Michelle did a year of Montessori training for the aging to learn to apply the same Montessori concepts to aging as she had to children. “It is groundbreaking--we are the first in the country to do this.  No one has brought these ideas together in any one place.”  God brought she and Lisa together. Lisa knows the medical side and dementia prevention skills.   Michelle has background with children and running a school.  “When we found each other, we thought ‘God is doing this.’ There is a lot of awesome work that can be done when we do it together.” 

 “Nonna’s whole mission is to do small things with great love. We want to be great at ordinary life.  We cook together, eat, change diapers, live out our days….it is a regular day. The way we do it and the why of how we do it focuses on respect for the children and respect for our elders.  Montessori is based on that person-centered-ness.  To be able to do it in a systematic way for a business is special.  It is going to be a model to love people well and bring people into authentic community.  It has been a great ride--way beyond what I thought was possible.” 

To The Students

Michelle’s senior quote was from missionary Jim Elliot, “He is no fool who gives what he cannot keep to gain that which he cannot lose.”  Her advice for current students builds on that quote. “What you do for Christ lasts--that’s what matters most.  At the end of the day, that is what is still standing.  Don’t despise your youth or think, ‘Later on I will get it together.  Later on I will be a strong Christian.’ You can be a leader now for Christ.  Embrace it now.  MA wants to foster your spirituality and leadership. Take hold of it.  Don’t waste those years. Don’t think it will come later-this is your opportunity right now.”

Topics: Alumni Stories

A Spectacular Revival: The Minnehaha Fundraiser

Posted by Rebekah Peterson on Jan 25, 2020

The Spectacular Revival was a spirit-filled evening of fun and fundraising for Minnehaha Academy. 

Thanks to all who attended, donated items, and gave their time to make the evening a wonderful event. 

People stepped under the tent for revival-style music and festivities.

Following a delicious picnic-style dinner, Brother Blake and David Hoffner performed an entertaining skit written by Nathan Stromberg. Attendees spoke up and gave testimonies on how Minnehaha has blessed their children and families.

Then Auctioneer Dan led a live auction of fantastic items donated by our community.

Following the live auction, Rev. Dr. Harris led the group in a gospel song.

A great time was had by all. 

 

Topics: Middle School, Upper School, Lower School

Nathan Stromberg's '96 Art Celebrates History of Upper School

Posted by Amy Barnard on Jan 23, 2020

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Upper School Art Instructor Nathan Stromberg '96 recently revealed his original piece that remembers and celebrates the history of Minnehaha Academy and the century-old building we lost in the explosion. Roughly 425 hours (almost half a year of after-school work) went into this project that was hung in the school this January.

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Stromberg, who himself graduated from MA and began teaching here in 2002, chose to exclusively use archival materials in this collage, and if you look closely you'll see the images of many MA alumni and faculty from over the years.

Many images of faculty members are intentionally placed near the rooms in the school they would have taught.

Below we are including close ups of each panel, but we encourage you to consider stopping by and checking out the work for yourself, as you'll be able to even more details up close.

Beneath each panel we've included explanations from Mr. Stromberg relating to his work.

(TIP: To watch a special student-produced video interview with Mr. Stromberg please check out this link: http://www.redhawksonline.com/2020/01/21/strombergs-masterpiece/.)

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"In my collage work, I tend to work fairly intuitively and I’m always on the lookout for humorous images and bits of pop culture to hide in there, but I knew this work had to be different. Everything about it had to be thought out meticulously because it would be heavily scrutinized and looked at for a very long time. The solution was to exclusively use archival school material. Thankfully, we have a lot of it, and our archivist was fine with me destroying/re-using old yearbooks/pamphlets/promotional materials as far back as the beginning of our school, 1913, so long as I left at least 5-6 good copies."

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"Much of that material was black and white, so I dyed many of the fragments with acrylic ink for the bottom layers and used the full color images for the top. Tens of thousands of fragments, 5 months and approximately 425 hours of work later, here’s the result."

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The entire history of the school is here in word and image—pictures of students and faculty members who spent decades here—memories that are shared by so many people."

2020-Stromberg-Old-School-Art-6 "I sincerely hope it is a point of connection for our school and particularly our alumni, and I hope it brings people joy for a good long while."

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"For all those who’ve lost a point of physical connection or the place where you made your high school or career memories, this is especially for you."

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All quotes from the artist, Nathan Stromberg.

We are so grateful to both Mr. Stromberg and the donors who made this work possible.

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To see a special student-produced video interview with Mr. Stromberg please check out this link:

http://www.redhawksonline.com/2020/01/21/strombergs-masterpiece/

 

 

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Topics: Upper School, Alumni Stories, Fine Arts, Faculty Stories

Discover a New Story: Building Empathy Through Cultural Field Experience

Posted by Amy Barnard on Jan 16, 2020

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Packing donated clothes for the children's home.

Last spring’s Cultural Field Experience (CFE) trip to Roatan wasn’t Abbi Slininger’s first cross cultural venture. At seventeen years old she’s already made her way to Costa Rica, Europe, and Bora Bora with her family.

In spite of this, Abbi's trip to Roatan impacted her in ways these previous excursions didn't.

"I realized that I want to live my life so that I give back...It will make me a better person and impact others if I’m not just thinking about myself," Abbi explains.

Abbi joined ten other students along with Principal Jason Wenschlag and science teacher Nancy Cripe in Roatan, a little island off Honduras, to volunteer at a children’s home this past spring.

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Abbi teaching a student at the home she spent a lot of one on one time with how to make friendship bracelets.

The group helped children in the home with homework, assisted in setting up the new tilapia farm (a source of both food and income for the home), taught crafts, painted walls, and joined a local church in their outreach to some of the poorest families on the island.

While there, the students also heard the children share the various and often difficult journeys that brought them to the home.

"I was surprised that some of them were willing to share, and that they still wanted people in their lives [after what they had experienced]," Abbi shares.

She says getting to know the children and the time she spent meeting people during the church outreach made her aware in a new way of the needs of others, as well as the very different stories that make up the tapestry of our world.

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Testing water quality in preparation for the small tilapia farm that alum Randy Bevis '87 prepared for the home. MA students brought additional materials and taught the older children at the home how to test water to keep the farm healthy.

These are exactly the glimmers of understanding that CFE Director Jessa Anderson hopes to see increase in the coming years at MA.

"We want something deeper than traditional service learning for CFE," she says. "We want students to be developing empathy, building relationships, and learning to be better global citizens."

This is a tall order. In a world where "service learning trips" face increasing scrutiny, at times seen as little more than badges to stick on a college application, or (hardly better) as a chance to feel good about doing something nice, Ms. Anderson wants more for MA students.

"It’s not just going and serving in a place and leaving," she explains.

Instead, she wants students to learn about the places and people they serve in ways that deepen their respect and empathy, as well as help them feel connected to people who may be very different than themselves.

For Anderson, this isn’t simply a matter of theory or nice ideas she learned in a seminar on social justice. As a small child, her family moved to an economically depressed neighborhood to be part of a church plant and serve the community. In a later season of life, she heard people’s stories in Northern Ireland and South Africa while serving on a peace-building and reconciliation ministry team.

These encounters changed how Anderson sees the world and sees individuals.

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Paint rollers drying after MA students helped with bathroom renovation. 

The question facing her today is this: How do you help an entire school prepare for CFE in a way that might facilitate these mindset shifts?

This year Anderson is preparing empathy-building activities for students to use during team meetings and then take on the road and into their CFE encounters.

In keeping with the year's theme—"Discover a New Story"—teams will discuss the value of learning each other's stories and discuss how to ask good questions while avoiding those that might not be so helpful. From there, a pack of conversation starters will help them draw out their teammates' stories.

Once students arrive at their CFE sites team leaders will encourage them to use these new skills to learn from the people they meet.

Whether playing bingo at a veteran's home, repairing a house in rural Kentucky, or working with an environmental conservation group in Guatemala, Anderson hopes that hearing the stories of others will bring a greater sense of connection to the wider world.

For 2019 CFE participant Langting Deng, helping immigrants improve their English at the International Institute opened up just that type of connection.

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MA students at the International Institute helping immigrants with their English.

Langting shares that she stepped into the experience with no small amount of hesitancy: herself an international student, she wasn’t sure how much she had to offer these adult language learners from Ethiopia, Chile, and other nations that seemed so far removed from her life back in China or her days at Minnehaha Academy.

But sitting alongside them at simple folding tables in the Institute's classrooms, Langting was surprised to find that her own experience as a second language learner gave her common ground with these adults. That common ground then opened doors for deeper revelations.

"I realized that there are a lot of people in the world who are similar to me; each person has their own struggles and each person is working very hard, even harder than I am sometimes."

"When we have the opportunity to go out and see people in different settings it stretches us and it broadens our view," says Anderson.

"It’s really easy to live in a bubble where you’re comfortable...When we actually see and experience [different settings] we learn to respect those realities and to empathize with people’s stories."

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Nicholas and student at the home building a model airplane.

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Topics: Upper School, Cultural Field Experience, Caring Community

Selfless in a Selfie World

Posted by Amy Barnard on Jan 7, 2020

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It’s mid-September. Through the floor-to-ceiling windows of Mr. Sauer’s third floor classroom you can see the first flickers of fall color speckling the green canopy below. Class is over, and senior Peter Shaffer grabs his books, ready to move on to the next class.

"Shaffer," Mr. Sauer stops him. "I have something for you."

Kris Sauer, English teacher and assistant cross country coach, slips a white envelope into Peter’s hands. "I don’t know what’s in it," he says.

Peter looks at the envelope, confused. It’s a letter from former cross country and track teammate, Chris Schold, written four years earlier and filed away in Mr. Sauer’s cabinet for safe keeping. Today Chris studies economics at St. Olaf and is preparing for his upcoming position at Optum, but during these four years the letter made a trek from the rubble of the old building, to Mendota, and finally to Mr. Sauer’s new classroom.

"What is this about?" Peter wonders.

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Peter Shaffer just before qualifying for State.

Later that evening, when Peter opens the letter at home, he understands. Mr. Sauer often gives his students the opportunity to write a letter to their future selves. Four years after they graduate, he mails those letters back to the students so they can see and remember the wishes they had for themselves on the cusp of leaving MA.

Chris Schold, however, chose not to write to himself, but to write to Peter, who was just in eighth grade at the time.

Now a senior, Peter opens the letter to find words of encouragement and an exhortation to continue forward in excellence. "I was surprised at how much he noticed about me in seventh and eighth grade, and that he thought to write to me about it," Peter shares, adding that he felt humbled to be on the receiving end of such a gesture.

For his part, Chris considered just doing the assignment and writing to himself, but, "I started to think about how this assignment could actually be used to bring greater good to the team."

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Peter's positive attitude and willingness to "stick with it" when things got tough impressed Chris throughout their time in cross country. "I wanted to let him know that he was a great student and athlete and it was a pleasure to get to know him. It seemed like a good way to finish out the year and make an impact on someone else."

Chris’s decision exemplifies a key value that staff and faculty at MA hope to nurture throughout the community: Considering the needs and feelings of others, and how you can be part of making someone else's life better.

In a world where popular media and culture often glorify self promotion, faculty continually challenge students to consider how their actions and choices impact not only themselves but also those around them.

Class Constitution

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Each teacher has his or her own way of offering this challenge throughout the school year. If you step into fifth grade teacher Nichole De Haven’s class early in the year, you might catch her working on the Class Constitution with her students.

"How do you want others to treat you this year?" she asks her students. "What are your hopes for the ways others do or don't interact with you?"

The students brainstorm a list together that goes up on the whiteboard.

"Do you notice anything interesting about this list?" Ms. De Haven asks the group.

Inevitably students start to recognize that their peers hold similar hopes and values (kindness, truth telling, etc.) as themselves. This revelation plants seeds of empathy and nudges students to consider how their words or actions may impact their peers.

Fifth grader Katie Jane shares this realization: "It’s important to hear other people’s ideas and what they have to say. I don’t want someone to ignore me when I’m talking, so I should respect them when they are talking."

As they work through these values, the students develop a Class Constitution—a series of agreements they make for how they want to treat each other.

"It’s really helpful to have their wording, not just mine," says De Haven, noting that the process gives the students a sense of ownership. The class then agrees as a community to "uphold the Constitution" that they’ve created.

Random Acts of Kindness

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Middle School Counselor Sarah Rothstein also works hard to reinforce the community values on campus. Herself a transplant to Minnehaha with experience in two public school districts, she shares that she’s witnessed firsthand the uniqueness of the Minnehaha culture.

"I’ve never worked in a school where for the most part kids tell you the truth, and when they make a mistake and they own it," she says.

Rothstein is quick to clarify that Middle School students at MA aren’t perfect, and they definitely aren’t immune to the many quirky friendship dramas and behavior issues adolescents are famous for, but, she says, "As a whole the kids here really want to do the right thing. Although they make mistakes, they own them; although they have friendship troubles, they want to work them out."

Wanting to reinforce the good she already saw happening as well as broaden students’ ideas about serving and loving others, Ms. Rothstein instituted the Random Acts of Kindness board. Each year she writes out cards that recommend ways to serve others or help others feel safe and included in school. Over the course of a number of weeks, students chose cards from the board and then report back on what they did.

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Some examples include:

  • "I let someone go in front of me in line."
  • "I told someone that I was thankful for her because she always makes me laugh."
  • "I helped babysit for my neighbors."

Serving Others With Our Bodies

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Even in the more unexpected places, like physical education class, instructors work with students on developing an awareness of others.

On a blustery Wednesday morning in October, fourth graders from Jordan Fitch’s phy-ed class toted rakes as big as themselves into a yard just a few blocks from the school. After a brief prayer for their time together and the family who owned the home, the students got to work pushing leaves into piles and then bagging them up.

In all, students served six neighborhood families through raking this fall.

"I’ve been trying to teach our PE students that our bodies aren’t just here to serve our needs alone, but that we are called to serve God and serve others with this gift that we’ve been given," shares Mr. Fitch.

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Students praying for the people whose yards they would be raking that day.

Before raking he shared this scripture to help set the tone:

"For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, I needed clothes and you clothed me, I was sick and you looked after me, I was in prison and you came to visit me." (Mathew 25:35-36)

While Fitch loves sports and loves the growth that comes from learning to be part of a team or to push oneself physically, underneath everything he wants students to connect their faith with all aspects of life.

"I would love students to see everything they do in PE as an opportunity to serve God and to honor Him," he says, reaffirming that a primary way we serve God is to serve others. "Raking was a unique experience to do that."

Full Circle

While these examples are just a few of the many ways faculty encourage students towards an awareness of and empathy for those around them, they typify an undergirding mindset seen in classrooms across campus.

Upper School Spanish instructor Anne Calvin notes, "Ultimately it’s about being the body of Christ. We call out the good in our students but we also name the things that are undesirable such as, 'that doesn’t have any place here.' The desire is to have an environment that is Christ-like, where the Holy Spirit is present. It’s not just a poster on the wall, but it’s rooted in something much deeper and more profound in how we view one another, that we do bear the image of God."

 

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Topics: Middle School, Upper School, Lower School, Caring Community

Basketball: Minnehaha Academy v. Sierra Canyon [Photos]

Posted by Rebekah Peterson on Jan 4, 2020

What an amazing night of basketball at the Target Center! Minnehaha Academy defeated Sierra Canyon 78-58 in the ESPN Clash of Champions exhibition game.

View full gallery slideshow.

The Redhawk Boys' Basketball team played a fast-paced and exciting game to a crowd of 17,378 people - one of the highest attended at the Target Center in the last six years. It was also broadcast to more than 17,000 people on ESPN3.

A huge congratulations to our student athletes for the way they represented Minnehaha. We couldn't be more proud of all they have accomplished on the court and in the classroom.

We were fortunate to also have our very talented student Grace perform the National Anthem to begin the game. She truly shone in the spotlight on a national stage!

Students Grace, Prince (also on the basketball team), Zac, and Danyelle were featured on the big screens at the Target Center when our new Upper School video was shown during halftime. It was fun to share what life is like at Minnehaha to our basketball fans.

A huge thank you to all of the Redhawk community who came out to support the team. Your energy was palpable in the space and made the night so much fun.

Thank you also to the coaches, staff, the Target Center, ESPN, Paragon, and everyone else who made the night such a success!

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Topics: Upper School, Athletics

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