All About Clothes
Lisa Bode

     There's a brand of clothes at Walmart called “No Boundaries”. I wonder why they call it that.
     There's a department store near us where I found a fairly nice selection of clothes in the petite, misses, and women's sections. Then one day I wandered into the Junior's department, surrounded by racks of clothing designed for and marketed to teenage girls. Everywhere I looked, something was different. Something was wrong.
     For years we have avoided the subject of clothing in The King's Daughter for a simple reason. We want to focus on the heart, not the outward appearance. We want to avoid debates like, "Dresses or pants?" or "Are bright colors wrong?" or "How short can a skirt be before it's immodest?" We want to emphasize becoming all glorious within, not looking good on the outside.
     But now something needs to be said. When the junior's department of an average department store is specifically targeting young innocent girls, flaunting before our eyes such wrong clothing, something needs to be said. We cannot be silent.
     Clothing is an important aspect of almost every girl’s life. We love clothes. We want to look beautiful. We like variety in style. We are concerned about color. We enjoy shopping, even if we can’t afford anything J. We choose outfits for special occasions, and frequently flip through our closets, mixing and matching, planning what we’ll wear, listing what we want.
     And in each of our hearts lies a natural desire not only to look beautiful, but to be noticed, admired, and praised. We want other people to appreciate our beauty. If we look pale in black or fat in pink, we avoid those colors, because we don’t want anyone to think, “She looks sick” or “Has she put on weight?”. We want to walk in the door and see eyes lift and heads turn and people think, “Wow, she looks great today.”
     It’s the natural desire of a girl’s heart.
     Do you know what perversion means? Perversion occurs when Satan takes something God has intended for good, and uses it for evil. Perversion occurs when love becomes immorality, or when strength becomes violence, when knowledge becomes wrong philosophy, or when law becomes oppression.
     Perversion occurs when Satan takes this natural desire we have for beauty and admiration, and draws us into an evil design.
     It is a simple fact that all around us, clothing is becoming more immodest. What would have been shocking a hundred years ago is commonplace today. What many Christians would have spurned perhaps just a decade ago, they are now wearing without thought. We’ve become so accustomed to new styles of clothing that sometimes our senses are dulled and our standards lowered. It doesn’t seem like such a big deal anymore; everyone’s wearing it. And we don’t stop to wonder why so many wrong styles are specifically marketed to teenage girls.
     Wake up, girls! Wake up, parents! Satan has a design here. The world is not our friend. “For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world.” – 1 John 2:16.
     The designers of immodest clothing are not innocently making mistakes or randomly turning out weird fads. The brand “No Boundaries” was not given that name by accident.
     The world has a purpose for these new styles of clothing, and that purpose is wrong. The world is creating a wardrobe with no boundaries, no restrictions, no limits. The world is exploiting our natural desire for beauty and admiration. The world is carefully fashioning our clothes to communicate wrong messages.
     And they are doing it at the expense of innocent young women. That is a tragedy.
     This is not melodramatic nonsense I’m making up. A few months ago I met a nice, average girl who had fallen into this tragedy. I barely knew her, only spoke to her for a minute or two, yet the conflicting messages in her appearance struck me.
     Her demeanor communicated this message: “I am a nice girl, caring, wanting to be good.”
     At the same time, her clothing communicated a very different, very wrong, very dangerous message. She, and her parents also, must have been blind to the message of her clothing, or I can’t imagine that they in good conscience could let her out of the house. But the designers put the message in her clothing there for a purpose, and this girl (with her parents) simply, blindly, bought what was on the rack.
     Sisters, we cannot afford to just buy what’s on the rack! We cannot afford to just say, “Oh, that’s a cute style” or “I like that color”, and run with it. We must be wise as serpents and innocent as doves. (See Matthew 10:16.)
     When we take our fun shopping trips or flip through clothes catalogs, when we decide what we’re going to wear this hot summer, we need to ask ourselves, “What message is this clothing communicating?” And, “Is this the message God wants me to communicate?”
     Let’s get past the debate of exactly how high a neckline should be, how long sleeves should be, how long skirts should be, how fitted is too fitted. It’s not the details that matter as much as the message, the spirit. What are your clothes saying? Where is the attention drawn? In our day, you can be clothed from neck to toe and still be sending an immoral message.
     This is a big deal. Our appearance does matter. Our appearance is our first statement to the world of who we are and what we think of ourselves. What statement are you making?
     A few months ago I was shopping, and tried on a sweater. I love sweaters, and this one had a particularly nice color scheme that I anticipated would look great on me. But as I looked in the mirror in the dressing room, I wondered.
     Why is there a stripe there? Just why is this color scheme designed this way? What is the message? What would this sweater say about me?
     You might say, “You’re crazy. Such fuss over one sweater.” Wait a minute. Hundreds – maybe even thousands of people may notice the sweater I wear. My clothing makes the first, and sometimes only, statement to people I see. Worth a moment’s consideration, do you think?
     The sweater was not too tight, and the neck went up to my chin. Theoretically, it fit the standard of being very “modest”.
     But the message was wrong. I didn’t buy the sweater.
     Why didn’t I? What’s the big deal about modesty, anyhow? Just because something’s “immodest”, does that mean we can’t wear it? How come?
     I ask these questions because I know many of you are asking them, and because I’ve asked them before myself. Okay, this is immodest. So what?
     Let’s face it. Immodest clothing can appeal with a strong voice to our natural desire for beauty and admiration. Saying “no”, even if that’s what we’ve always been taught, can be really tough.
     Why do we need to say “no”? Why is immodest clothing wrong?
     Immodest clothing disobeys God’s command. If for no other reason, immodest clothing is wrong because God tells us in the Bible to dress modestly. “In like manner also, that women adorn themselves in modest apparel....” – 1 Timothy 2:9. Wearing immodest clothing is the equivalent of disobeying God.
     But remember that God’s commands are not burdensome. God did not limit our clothing selections to hamper our fun or mar our beauty. God knows that we need protection, and He gives us this command out of perfect love.
     But even beyond the Biblical commandment, we find further compelling reasons to watch what we wear.
     Immodest clothing puts you at risk. You are a priceless treasure fashioned by God, and you are living in a world filled with the darkest kinds of sin. You must be careful! You must be careful! You must keep your treasure pure. You must guard your heart and guard your body. For many of us, this means following and appreciating the safeguards our parents have set up. But if your parents haven’t set up any safeguards, if you’re free to wear anything you want, you must gain the discernment to recognize wrong clothing, and the courage to not wear it.
     You may have a sweet spirit that says, “I want to live for the Lord and keep myself pure for Him.” But if your clothing says the opposite, people will get the wrong message first. You cannot afford that. It puts you in danger.
     Immodest clothing tempts others to stumble. Your clothing has the potential of spiritually devastating others. Strong words, but true. Solomon was the wisest man that ever lived. Sampson was the strongest man that ever lived. What was their one downfall? Who, in a sense, was powerful enough to conquer them both?
     Women. We as young women, in the way we conduct ourselves and the clothes we wear, can have a strengthening, uplifting, refining influence on the men around us. Or we can – even innocently, accidentally – pull them down into temptation.
     It’s a fact that immodest clothing is a temptation to men. Girls, it’s simply not fair – it’s wrong – to tempt the guys we know, and risk devastating them spiritually, just so we can wear what’s currently “in”.
     “It is good neither to eat meat nor drink wine nor do anything by which your brother stumbles or is offended or is made weak.” – Romans 14:21.
     Immodest clothing degrades your personal value. Wearing immodest clothing is a fast, cheap way to be cool and be noticed. It’s the quick-and-easy route to getting admiration from the wrong sort of people. Anyone can do it. For those of us who like admiration, it’s very appealing.
     But is “fast and cheap” the look we want to give? Do we really want to be the McDonald’s of the human race, or do we want to try for something a little more valuable?
     Immodest clothing sends this message: “I am not worth much; no one is protecting me; I don’t really care about hurting other people; I just want to be admired now.” Girls, is that the message you want to send?
     God has fashioned you as His treasure. He considers you worth the life of His Son. Your body is the temple of His Holy Spirit.
     That’s something valuable. That’s something to protect. It’s not meant to be fast and cheap, flaunted for the praise of men. It’s to be a jewel – patient, hidden, shielded, special.
     If you wear modest clothing, if you say no to the wrong styles of the world, you may feel very “un-cool”. You may feel unnoticed, bland, out of style.
     But you are making a fashion statement. You are telling the world that you don’t need their admiration, because you are fulfilled in the Lord. You are telling the world that you love others too much to risk tempting them. You are telling the world that you are precious, that you are valuable, that you are a princess worth protecting.
     Because you are. ©

A Frame for the Message
By Lara Bode

     What makes you you? It’s not the clothes you wear. It’s your heart, your character, your attitudes, the feelings expressed on your face.
     So then what’s the big deal about clothes?
     After all, it’s true that simply dressing modestly will not make you a good Christian. Psalm 139 and many other Scriptures reveal that God cannot be fooled by clothes – He knows our every thought, our every motive; He sees right through to our hearts. “O Lord, You have searched me and known me.... You understand my thought afar off... and are acquainted with all my ways.” – Psalm 139:1-3.
     But even though God is primarily concerned with our hearts (1 Samuel 16:7), He is also concerned with how we dress ourselves. If you look up the words “dress”, “dressed”, “clothes”, and “clothing” in a Bible concordance, you may be surprised at how many references are listed.
     The most direct command regarding clothing for women is found in 1 Timothy 2:9, which instructs “that the women adorn themselves in modest apparel, with propriety and discretion”. That’s a pretty straightforward command of God.
     Another verse to look at is Titus 2:5, in which the younger women are instructed to learn to be “chaste”. The Greek word means pure, modest, and sacred.
     The Bible also contains negative references to clothing. For example, Proverbs 7:10 describes an evil woman who is “dressed as a harlot”. This verse and others like it clearly imply that there is some clothing that is unacceptable to God.
     You know, the clothes that you choose to wear are really like a frame that presents the real “you”. The King’s Daughter magazine devotes a lot of space to talking about how to be “all glorious within” and how to develop a beautiful spirit to bring honor to the Lord Jesus. Right along with that theme, it’s also important to discuss how to choose an appropriate frame for the message of inner beauty that God is developing in each of us. How you dress says a lot about your opinion of yourself, and tells other people what kind of person you are.
     I am not going to tell you what to wear. I am going to remind you that God instructs you to be modest, to be pure. But girls, dressing modestly does not have to be drudgery! Ask the Lord to help you actually delight in pleasing Him and honoring Him in this area of your life. May our prayer be that of Psalm 40:8, “I delight to do Your will, O my God, and Your law is within my heart.”
     I challenge you to dress for the Lord; each morning as you look into your closet or your dresser, pick out the clothes that He thinks are beautiful. I truly believe it would be a joy to the Lord if you could honestly tell Him that His opinion of your clothes is more important to you than the world’s opinion of your clothes. Let’s do it!
     Following are some points to consider as you seek to choose appropriate, Godly clothing.

Femininity
     God thinks that femininity is beautiful. He designed us as women, and how it must rejoice His heart when we appreciate His design. Immodest, revealing clothes do not show respect for God’s design. Appropriate, feminine clothes do. Please understand I am not saying that you must live in pale pink, floral prints, and lace, and do your hair in a big pink bow clip. You can if you want to, but within the realm of feminine dressing, there is a lot of room for individuality and personal style. Just be sure your clothes say, “I’m glad God made me a woman.”

Attention to face
     You may have heard people talk about avoiding “eye-traps” in clothing. The most important thing here is just to be aware of where the eye is drawn. Like the sweater Lisa talked about in her article "All About Clothes", some clothes may not be modest simply because of where they cause the onlooker’s eye to dwell. It’s best to wear clothes that draw the attention up to your face. Your face is undoubtedly where God’s love and joy can be projected best. Smile! Keep in close fellowship with the Lord, and your eyes will shine J!

Neatness
     Dressing modestly definitely does not mean that you should just put on a huge garment that resembles a tent J! The Scripture verses we’ve looked at above project the goal of modest femininity and purity, not frumpiness and sloppiness. Remember, the Lord sees you as a special treasure, so dress like one!
     Simple things – like coordinating colors and doing any necessary ironing – will help project a neat appearance. It’s also helpful to choose clothes that fit well, and to avoid sloppy-looking fads.

Colors
     Colors are fun J. Wearing colors that look good on you will set off your face nicely, and bring the onlooker’s eyes up to your countenance.
     Each of us tends to look best in the colors of a certain “seasonal palette” – either winter, summer, spring, or autumn. You may have noticed that you look great in certain colors, while other colors don’t do anything for you. For example, the best colors on me include purple and dark green; my seasonal palette is winter.
     Discovering your best colors can help you achieve both modesty and attractiveness.
     Remember the most important thing is to please the Lord, not other people. Make the Lord a part of your clothing decisions, and delight in doing His will! ©

Remembering Nancy
By Lara Bode

Dear Sisters,
     Spring is such a delightful season, isn’t it?! I love to feel the refreshing rain and watch the flowers bloom. I especially love to hear the birds sing. All the delights of this season speak to me of the beauty and graciousness of our God who designed it all.
     Not much has changed in my life since the last time I wrote to you all; I’m still keeping busy working from home as a piano teacher to 30+ students, as well as working on The King’s Daughter and serving my family. Even just in everyday life, God has given me so much for which to be thankful. There is my family, my home, good work to fill each day, and most of all Jesus Himself, who makes each day worthwhile.
     As Lisa mentioned last issue, one very dear to me went home to heaven in February. Nancy had been sick with cancer for a long time, and I had gotten to know her and her family really well as I spent a significant amount of time helping them.
     Those were challenging months in my life; one day I wrote in my journal: “Watching what seems like a perpetual tragedy is not easy for me.” It was a difficult and emotionally draining time. But it was also so special. Getting to know Nancy and her family was such a privilege. And through that whole stretching experience, I got to know God in a whole new way.
     In the weeks that have gone by since Nancy went home to heaven, I’ve been thinking about the lessons that God showed me from her life. I’d like to share some of these with you, so that Nancy’s life can touch yours, too.
     Nancy trusted in God’s goodness. She would give me little notes sometimes, and in each one there would always be some reference to the great love and provision of God. When she was confined to her room, she would read her Bible and Christian books, or listen to Christian speakers. It was clear that Nancy’s illness could not separate her from God. She was not bitter toward Him for allowing her to suffer. Nancy loved the Lord with all her heart, and she believed in His goodness.
     As I watched her, I learned to trust in God’s goodness, too. Clippings from my journal reveal how God was using Nancy’s example to bring me to a greater level of trust:
     “Praise the Lord that His strength and their faith is keeping them afloat. But I really just don’t understand why their beautiful storybook world had to be so completely shattered. I know God’s ways are higher, but I can’t quite see how. I just wish I could do something to make everything better. I just can’t see what God is doing, and why He would put this beautiful family through so much suffering.”
     In February of last year, I wrote: “I don’t pretend to understand. But we do know and believe and trust that our loving Heavenly Father has us all in His care and is working always for our good and His glory, although at times we can’t see how.”
     And in March: “But even when we sure can’t see how, thank God we can know without a trace of doubt that His way really truly is perfect.”
     Nancy walked by faith. When faced with ongoing pain and suffering, endless trips to the hospital and weeks away from her children, Nancy walked by faith rather than by appearances. Sure, she felt discouraged at times. But she let her dark trials motivate her to cling to God, not to run from Him. There was something about Nancy’s life that somehow forced all those around her to acknowledge God in a bigger way than ever before. God was just so obvious in her life. There is no way she could have endured through all that suffering without the Lord.
     Through Nancy’s example, I realized how often I rely on appearances instead of walking by faith. During one very dark time, I wrote in my journal:
     “I have been walking not by faith, but by appearances. The appearance of things, by all accounts, is quite grim... But Lord, I must in truth acknowledge for all of us that there has been no sorrow, no trial, no difficulty, no illness, but that You have been right there with us, giving us strength, and helping us continue on with faith in our loving Lord Jesus, who gave Himself up for us. God, this is a very hard trial. I trust You, though. I know You love us, and I believe Your promise that all things work together for good to those of us who love God.”
     Nancy relied on God’s strength. She knew how small her own strength was, but by relying on God’s strength, she found the courage and endurance to beautifully run her race to the finish. As I observed Nancy, I learned that God’s strength is sufficient to hold His children up through anything. I found that this truth is a key to freedom from fear.
     Do you ever think fearful thoughts like What if I get cancer? or, What if I’m single my whole life? With God as your Strength, there is nothing to be afraid of. True, you and I may have to face some really tough challenges. But God will be right there beside us, and the harder we lean on Him, the more we discover how amazingly strong He truly is.
     Nancy’s life has made a huge impression on me that I know I will never forget. The faith that she and her husband demonstrated has impacted so many people! I truly believe that through Nancy’s illness, she was able to accomplish far more for God’s Kingdom that she ever would have been able to if she’d lived a normal, healthy life.
     A friend wrote to me in an email: “God really has used Nancy’s struggle to grow a lot of us up, and the fact that she bore her cross with grace has been a blessing to so many of us. I'm sure she never knew how much she was doing to serve God just by picking up her cross every day and bearing it faithfully. It probably felt like her life was being wasted... but God was using her in ways I'm sure she never realized.”
     Will you join me in trusting in God’s goodness, walking by faith, and relying on God’s strength? I pray that you’ll engraft these priceless truths into your heart. Then – regardless of what difficulties or challenges come our way – we can shine God’s light to others, like Nancy did. ©

One Thing

     She sat beside the lake, while the mist clouded the sky and the breeze rippled the water. Serenity breathed through the empty gazebos, the quiet trails, the tall trees, the crying birds.
     She had not come to camp expecting this. She had come to serve, to encourage others, to visit with friends. Yet in this hour of stillness, away from the rush of life – in this hour of quiet, away from the racket of activity – a still, small voice pierced her heart and drew her like a magnet.
     “One thing is needful.” The quote came to her from the familiar story of Mary and Martha.
     Martha was “cumbered about much serving”.
     “Martha, Martha,” Jesus said. “You are worried and troubled about many things.”
     Things, things. A steady stream of things, one after the other. The clock ticks – each moment hurtling life forward in an onslaught of things, details, schedules.
     But Mary sat at Jesus’ feet, and heard His Word. “…one thing is needful: and Mary hath chosen that good part, which shall not be taken away from her.”
     The wind rustled the pages of her Bible. Her heart melted at the overwhelming conviction of how Martha-like she had become. The things of life, the details of each day, had seeped into her heart, distracted her focus, consumed her perspective.
     Things. School, textbooks, assignments, deadlines. Then after graduation, the question of college, more education, more knowledge.
     I would like to be equipped for Your service, Lord, she had said. But suddenly she’d been lost in a whirlpool of details – transcripts, CLEP tests, tuition, scholarships, courses, credits, degrees. “Martha, Martha, you are worried and troubled about many things.”
     I would like to be active in ministry, Lord, she said. To make my life count, to help other people. But suddenly she’d been lost in a whirlpool of details – ministry commitments, places to go, people to see, things to say, emails to write, phone calls to answer. Expectations, deadlines, details. “Martha, Martha…”
     I should help at home, Lord, she said. Dishes to wash, floors to vacuum, laundry to fold, dinner to cook. A clean house, meals on time, and really somebody should organize the freezer.
     I would like to earn some money, Lord, she said. Work, bank statements, budgeting. The checkbook did not balance, and how could she avoid the bank service charge?
     I would like to have some fun, too, Lord, she said. Shopping, friends, music, books, games.
     “Martha, Martha, you are worried and troubled about many things.”
     But Lord, these things are right! These things are important.
     “But one thing is needful…”
     Yes, Lord, I know. I’ll be right there. Just a few more things to do…
     But when she had come to sit at His feet, it was not to hear His Word – not to seek His face – but to rehearse the details of her life, and to distractedly ask for His help, before the clock told her it was time to go again.
     “But one thing is needful…”
     The slow ripples spread in the lake. The deepening mist wet her face. “Mary hath chosen that good part, which shall not be taken away from her.”
     What is needful, Lord?
     In a conscious act of her spirit, she laid every thing, all of life’s swarming details, down on the altar.
     I am here, Jesus. At Your feet. To hear Your Word. Quiet, quiet my heart.
     Things faded in the light of Jesus, who loved her perfectly and reigned sovereign over everything in life. Details blew away like dust in the presence of the I AM God, who always has been and always will be, whose right hand spans the heavens. Noise quieted in the stillness of the Savior, without whom all is vain, without whom we can do nothing.
     What is needful, Lord?
     “One thing have I desired of the Lord, that will I seek after; that I may dwell in the house of the Lord all the days of my life, to behold the beauty of the Lord, and to inquire in his temple.”
     She had exhausted herself chasing the dust of details. No more. Now she would delight in His presence. Now she would sit at His feet and hear His Word.
     Now her life would count for more than it ever could have otherwise. Now every thing would fall into place.
     “…and Mary hath chosen that good part, which shall not be taken away from her.”  ©

The Ultimate Experience
By Misty Richardson

     The pickup truck shuddered and bumped up the tiny Mexican road (not intended for vehicles) – but I was too excited to mind. I was finally going to attend a Bible Study with Mrs. Moller, and I couldn’t wait.
     At seventeen, living in Mexico with my family, I already had four years of missionary experience and a fair Spanish vocabulary under my belt. I had visited the Mollers at Rancho del Rey, an orphanage located in a small Mexican village, on several occasions. This trip, however, was going to be the ultimate experience.
     Mrs. Moller stayed as busy as ever, paying no attention to those who claimed that she was going to wear out her eighty-year-old body. She had quite a number of Bible studies planned during my four-day visit. I had been looking forward to the opportunity to sit at her feet and listen as she taught from God’s Word. What a priceless experience it would be. Suddenly, my thoughts were interrupted, and I sat up with a jolt.
     “So, Misty,” Mrs. Moller said, “what are you going to be teaching about today?”
     “Wwwhat…?” I began to stutter. “I thought…” My voice dropped off.
     Mrs. Moller laughed. “It’s okay, Misty,” she said. “I know you can do it. Of course you don’t have to teach, but I’d really like for you to do it. Besides, the ladies would be thrilled.”
     I sat quietly for a minute. I sure didn’t want to teach the Bible study, nor did I have a lesson planned. I was also shy, but how could I say no to Mrs. Moller? I heard myself reluctantly agreeing.
     I spent the rest of the ride oblivious to the bumping and jarring. My mind was frantically trying to put something together to teach. I had taught Bible studies before, but I had always spent a full week preparing for them. This time I felt doubly insecure and unworthy. Who was I to be teaching Mrs. Moller? She was the one who should be teaching me.
     The Bible study went well that first evening. I sat on the corner of an old sagging mattress as I spoke to the group of ladies and children that were crowded around me. Not being accustomed to seeing Americans, many of them wanted to stroke my long blond hair. Their excitement over my being there made it easier for me to teach.
     That night I sat down to talk with Mrs. Moller. Over the next few days we were going to be doing seventeen Bible studies, and she wanted to know if I would be willing to teach them all. “Now, I usually teach something different at each one,” Mrs. Moller said. “It would surely get boring teaching the same thing over and over. But you don’t have to do that.”
     We finally decided that I would plan four different Bible studies and switch off. A friend would have a small part in each study also, speaking in English, and I would interpret for her.
     “One more thing,” Mrs. Moller called to me as I headed toward my room. “After each lesson I would like for you to sing a song for the ladies.” My stomach churned at the very thought.
     Back in the safety of my room, I began to pray, “God, how could You do this to me? You know how hard it is for me to speak in front of people, how difficult it is for me to translate, and most important, that I can’t even carry a tune. I can’t do this…”
     After much prayer, I finally yielded to God and agreed to fulfill the tasks that He had placed before me. I asked Him to be the strength in the midst of my weakness. That night, with peace in my heart, I slept.
     We began our Bible studies bright and early the next morning. All was going well, and I had a confidence which could only be found in Jesus Christ. As we approached the next house, I pulled out my notes for the intended lesson. As I began to scan over them, I felt as if God was telling me to use a different lesson and song. At first I pushed the thought aside, but at the last minute, I switched my notes.
     The lesson that I taught was on trusting God, and how He works in the midst of difficult circumstances. I shared some Bible verses from the book of James, and gave personal examples of how God had been faithful in my own life. When I finished, I noticed that the lady of the house had tears in her eyes. I took a deep breath, closed my eyes, and launched into the song, “Sendas Dios Hará” (“God Will Make a Way”). When I finished, I realized that Mrs. Moller had tears in her eyes as well.
     The lady began to hug me, crying, “Gracias, muchas gracias.” Then she pulled Mrs. Moller over and spoke to her in private for a few minutes.
     As we settled back into the pickup truck, Mrs. Moller turned to me. “What made you decide to teach that lesson there?” she asked.
     “Well,” I replied, “I had a different one planned, but something told me to use that one instead.”
     “No,” Mrs. Moller responded, “not something, Someone. That lady has been living in some difficult circumstances. She has really been struggling as to how to respond. We have been discussing how she needed to trust in God and give her problems to Him. Today, as a result of what you taught, she decided to do just that.”
     As I sat there, I couldn’t help but laugh with the joy of being used by God. He had been my strength when I needed Him most, and He had proven Himself faithful once again. He had used me in my greatest weakness. This trip had truly been the ultimate experience after all! ©

Dream Teaching:
How to Design a Class for Home-Schooled Students
By Lisa Bode

     Anyone who grew up with Anne of Green Gables, Little House on the Prairie, and the Grandma’s Attic series may have had similar dreams. To be a teacher in a little schoolhouse. A beautiful and accomplished woman at the ripe old age of say, eighteen or nineteen. To walk to the head of the classroom and teach a group of students, and gradually over the year to conquer the bullies, win the skeptics, encourage the shy, challenge the ambitious, and impress all the parents – until by the end of the school year the beautiful teacher has become the universal favorite. This was the dream.
     Time passed, and reality banished the dream of teaching – until a few years ago, when a friend of mine suggested I teach a writing class to home-schooled students in our church and community. Another friend was just finishing a weekly history class to home schoolers, and he paved the way for more classes to come.
     My parents thought my teaching a writing class was a great idea, and I decided to try it. I began rather shakily one night that summer, as I flipped through a meager writing text. Writing assignments flitted before me – exposition of a process, book report, classification, character sketch. I had learned these once upon a time, and maybe I could even remember enough to teach them. Why not?
     I slapped together a list of fourteen writing topics that I hoped would fill fourteen classes. I decided to charge $4 per student per class ($1 less than my friend because I didn’t feel as qualified). I sat down at the computer and typed out a short ad, then emailed it to the head of our local home-school group. She sent it out on her group email, and as the summer progressed, thirteen students signed up.
     A few weeks before class began, the history teacher friend asked me how my class planning was going. “Oh, I’m just going to wait until the day class begins and kind of do one class at a time,” I answered glibly.
     Was I in for a surprise!
     The morning of my first class I began to put some plans together. The more I planned, the more I realized I needed to plan. The printer started shooting out paper after paper of notes for my students and myself. I was barely ready in time to rush off to class, my dreams of the talented teacher beginning to fade into queasy reality.
     My class was scheduled to meet in a friend’s living room. I walked in and found many of the students already there, sitting around the living room talking to each other. All of them were within a few years of my age, many of them friends from church. I thought, What in the world am I doing?
     I nervously distributed my notes, and sat down in my seat. Everyone looked at me, including a few mothers who had stayed to watch. Silence reigned. I got the feeling that everyone was kind of uncomfortable with this idea, and I was in agony. I had the floor for an hour and a half, and I had no idea whether or not my notes were even workable.
     Maybe I looked like I was in control of the situation, because the mothers in the background gradually left, leaving just the students and me. They sat politely and silently, watching me stumble through the lesson.
     I went home exhausted, the realization dawning that teaching isn’t the easy job or rosy dream I’d imagined. Teaching is tough. It requires a lot of time, energy, preparation, grit. Not all students are adoring and ambitious, and I don’t usually feel beautiful and accomplished when I stand in front of a classroom.
     But I’ve been doing it for two years now, and through all the work, sweat, and tears, I have found that teaching is a dream – a different shade than I’d imagined, but exciting, fulfilling, worthwhile nonetheless.
     It’s a job I can work around my schedule, and even do from my home. The academic challenge and hands-on education has stretched me. And the ministry aspect of touching lives for eternity, of equipping children and teenagers for their future, of becoming not just teacher but guide and friend, is truly a dream come true, an opportunity crafted by God, perfect for me.
     And maybe, perfect for you, too. The home-school community is growing, and I believe that more and more parents, seeking to give their children a complete education, would love a little outside help. We can come alongside and assist them in equipping their children to impact their world.
     Do you feel incapable? I did – but I found that when God calls, He enables. He has always given me, one class at a time, the grace that I need. And hey, if you read the ideas I’ve compiled over the next few pages, you’ll start more prepared than I was J!

The life of a teacher
     This last school year (2001-2002), I taught three writing classes – one high school class with an experienced friend/mentor, and two elementary classes on my own, with a total of thirty-two students. All three classes began on Tuesday, September 4^th, and I was determined to avoid the last-minute panic I experienced a year before.
     So last summer found me sitting on the grass under the shade of a tree, savoring a popsicle and asking myself questions like, “How in the world do you teach cause and effect essay, anyhow?” Then once the idea hit, I would rush into the office and pound at the keyboard, until by the end of August my fall semester curriculum was completed, and my spring semester was outlined, waiting for the finishing touches later on.
     What’s teaching really like? Welcome to a Tuesday in my life! I begin my teaching day around 8:00 in the morning, alone in my room, with prayer for me, my students, my lessons, as I remember that unless God does the work, I labor in vain. Next I open my high school curriculum and review the class plan for that day, making notes in the margin. My friend and I take turns teaching, and today’s class is my turn.
     At 8:55 I leave home and drive to my high school class, which meets in a remodeled barn owned by a home-schooling family. I plan to arrive with enough time to collect my thoughts, talk with individual students, and set up my space before class begins at 9:15.
     I teach for two hours to eleven students. I get home in time for a short lunch break, and change my train of thought to elementary teaching. I pull out my other teaching binder and review my curriculum for the afternoon classes.
     By 12:50 I try to be downstairs setting up, ready for class to begin at 1:00 in the dining room. The first class meets from 1:00 to 2:30. My next class begins at 2:45, giving fifteen minutes in between classes for one set of students to file out, another set to file in, and me to get a little break J.
     This final class ends at 4:15. I spend the next hour or so wrapping up my day – cleaning up, emailing students and parents, recording grades, printing next week’s materials. I’m done around 6:00, and crash for the evening.
     During the week I grade homework and communicate with students as necessary – spending up to ten hours some weeks, and only a few minutes other weeks. And that is my teaching life!
     Want to begin yours?

What to teach
     First question is, what subject should you teach?
     Choose a subject you know well. You do not need to be an expert, particularly to teach an elementary class. But you should at least have studied your subject on a high school level, and preferably have some life experience with it as well.
     Choose a subject you enjoy, so you can sincerely communicate vision and excitement to your students.
     Choose a subject that home-school moms will want to “hire out”. Get their feedback and find out what their need is. Subjects that require personal expertise are the best ones to feature in a class. Writing classes are very popular among home-schoolers. But if you’re not a writer, you could certainly try a different subject – geometry, Spanish, quilting, botany, American history, photography – the list is endless!
     Before you offer a structured class to your home-schooling community, try it out on your family first to see if your idea works. Before I began teaching elementary writing classes, I taught my sisters Anna and Lydia (then 8 and 6) for a few months. This gave me a flexible, pressure-free environment to experiment with different ideas and discover what teaching their level was really like.
     If you don’t have younger siblings to experiment on J, you may have other little friends whose mothers would be happy to get some home-schooling help while you test the waters. Wait to advertise your class until you know you can teach your subject successfully.

Who to teach
     I gear my writing classes to three different levels: elementary (ages 8-11), middle school (ages 11-14), and high school (ages 14 on up).
     One of the challenges of teaching a class is that no matter what the age range of your students, you need to teach a variety of levels simultaneously. Sensitivity is key, making sure the advanced students are not bored and the beginning students are not lost. I give individual attention as I’m able in the classroom. Sometimes I tell the older students to wait while the younger students catch up. Other times, I tell the younger students to start on an easier assignment while I give the older students a few more instructions.
     Ages 8 through 11 may seem like a broad age range to you, but keep in mind that the smaller your range, the fewer students you are likely to find. And even if you teach all third grade students, you will still find a variety of levels within your class. Often a student’s natural ability in a specific subject has little to do with age or grade.
     I would strongly recommend beginning with an elementary class. These are much easier and less time-consuming than advanced classes. They rely less on knowledge and more on energy and creativity. Also, the more age difference between you and your students, the easier it will likely be for you to gain their respect.
     But once you’re comfortable teaching your subject, keeping order, and leading a group, you may want to move to higher levels. Advanced classes present greater challenges, but they are extremely educational and rewarding.

How long to teach
     For better or for worse, teaching a class is not a permanent job. Your course will end; your students will leave; and your income will go away. Then you can decide to start a new course with new students, or you can move on to something else.
     A 15-week course is a complete semester. 30 weeks is an entire school year. But home-schooling families don’t always think in terms of semester and school year. I once began a class in March and taught eleven classes, ending in May. So you really can be flexible!
     I would recommend starting with a short class, so that in the rare occasion that you are completely turned off from teaching, you’re not stuck for the whole school year J. But once you know you like teaching, why not try a 30-week class? The longer the course, the more stable your income, and the more opportunity you have to really get to know your students and touch their lives.
     How long should an actual class be? I would recommend starting somewhere around 1½ hours. I’ve found that it’s far better to have too much time than too little. You can use a whole variety of time-filler assignments, reviews, quizzes, or getting-to-know-you games. But scheduling too little time creates a high-stress situation, as you try to pack information into your students’ brains before the timer beeps.

Where to teach
     The ideal classroom would be in a central location, easily accessible to all your students, with heating and air conditioning, and a table big enough to comfortably seat everyone. Your classroom should also be relatively quiet and free of distractions.
     My first class I taught in a living room, where we all sat in a circle. Though this is definitely workable, I prefer the classroom setup. Students will simply pay more attention if they are seated around a table instead of on couches or rockers. A table also gives a hard surface for writing and note-taking. And a teacher standing, rather than sitting with the rest of her students, gives a sense of authority and purpose.
     So where do you find such a classroom? The first place to consider should be your own home. For awhile I thought my house would never work, simply because of all the activity that goes on here! But together Mom and I were able to schedule a time when the younger ones play in other parts of the house, and I screen off the dining room to teach class at our big table. I love teaching at home because I have no commute time and no location fee, and I am just more comfortable in my own setting.
     If your home won’t work, see if you can use the home of one of your students. (You can offer a free course in exchange.) Be sure to visit the classroom beforehand, and to arrive for the first class with plenty of time to set up.
     Other ideas include a Sunday school room in a church or a conference room in an office building. If you need to pay for the location, divide the total fee per number of students, and charge each student a reasonable location fee (in addition to class tuition).

Getting down to business
     How much should you charge? On one hand, you need to consider the tight budgets of many one-income home-schooling families. On the other hand, people value what they pay for, and you should have some kind of remuneration for your work.
     I would recommend charging per student per class what you would make if you were baby-sitting that student. I’m sure baby-sitting rates vary in different areas of the country, so it’s impossible to set an established rate that would work everywhere. But for example, if you would charge $5.00 to baby-sit Johnny for an hour, then charge $5.00 per student for a one-hour class. This would be your beginning rate; as you gain a reputation, you may be able to raise your rates accordingly.
     Let’s say ten students register, and you are making $50.00 for a one-hour class. Does this sound exorbitant? Remember you will work for more than one hour a week! When you add in prep time, grading, setup, etc., you could put as much as ten hours a week into a one-hour class. You’re not being paid per hour, but for the total job. The faster you work, the higher your hourly pay. The more you teach, the faster you should become as you learn the ropes.
     Determine beforehand what your entire course will cost per student. For instance, eight $5 classes would cost $40 total. Then, set the policy that the parents must pay the entire amount before their student is registered for the class. Once Johnny’s parents give you the check for $40, then you guarantee Johnny a seat in your class. This will save you the headache of losing your income halfway through if a student drops out, or counting on a student who never shows up at all, or losing money when students are absent.
     Another option, more complicated for you but more convenient for a family budget, is to write out a payment schedule for the parents (i.e. half the tuition due at registration, and the other half due partway through the course). Then, to verify that you do get the entire payment, ask the parents to sign the written policy.
     Unlike many workers who are paid weekly or monthly, you will get your entire income – or a large chunk of it – in a very short period of time. You’ll want to consider this as you budget. It’s tempting to go on a big shopping spree and spend it all right away, and then find yourself practically penniless months later. (Not like this has ever happened to me, but... J)
     I’ve found it helpful to divide my total income by the number of months. Then I can determine how much I actually make each month, and figure out how I will tithe, save, and spend.

Finding students
     Write a brief advertisement (about 200-300 words) about your course. Besides announcing the subject, level, dates, location, and price, you should vividly describe your purpose and give an overview of your plan. Here’s an excerpt from my ad:
     The “Simple Steps” course targets ages eight through eleven, when most children are getting beyond simple sentences and need a solid foundation to prepare them for future writing needs. This course is intended to form that foundation, with instruction and practice in outlining, paragraphing, supporting a topic, and using various writing styles. Each unit builds clearly upon the one before it, to help children advance quickly without feeling overwhelmed. The ultimate goal is to train them, through a variety of fun and simple steps, to write with appealing style and clear structure.
     You should also write a sentence or two about your own experience, so that parents will know why you are qualified to teach their child. Simply state what education you’ve had and how you’ve gained experience with your subject matter. And make sure you include contact information – phone number and email address – in the ad!
     Once you’ve written your advertisement, read it over a few times to make sure it’s what you really want to say. Then, test it on a parent – your own parents! – and get their feedback.
     Get your advertisement into as many home-school hands as possible! Email is an excellent advertising tool. Send your ad to local home-school group coordinators and ask them to forward it to everyone on their lists. Print hard copies of your advertisement and distribute them. Submit your advertisement for publication in home-school newsletters.
     When a parent calls to enroll a student, take your first step in building a good teacher-parent relationship. Ask them for the student’s full name, age, street address, email address, and phone number.  (Or you can give them a registration form to fill out and return to you.)  Talk to them and find out why they’re enrolling their child in the class, how much their child currently knows about the subject, and what they’re hoping their child will learn. Remember, parents should pay as they register.
     Keep all your student information neatly organized in a file or binder so that you can refer to it in the future. Also, keep track of payments to make sure all the parents have paid. If someone has forgotten, don’t be afraid to remind them!
     Enter parents’ email addresses into your computer for easy access. It’s helpful to send curriculum overviews, homework tips, announcements, reminders, report cards, etc., over email to parents.
     When you’re taking registrations, it’s a good idea to set a class minimum and maximum. A minimum of six students and a maximum of twelve is a good idea to start with. This way you can cancel the class if it does not meet the minimum, or turn away students if your class is full, without hurting feelings.

Finding curriculum
     Why are we talking about teaching classes in May? Because now is the time to get the word out for a fall class. Then as parents register over the summer, you can be thinking about your curriculum.
     Skim home-schooling catalogs and book fairs to see if you can find a curriculum to fit your class. You may want to teach from the curriculum you used as a student.
     Once you choose a curriculum, carefully plan how you will fit it to your class. Figure out which lessons you will teach on which days, what you will do during class time, and whether or not you will assign homework.
     What do you do if you can’t find a workable curriculum?  I have not found a writing curriculum workable for any of my classes. I’ve gleaned lots of helpful material from Andrew Pudewa’s Institute for Excellence in Writing; I’ve skimmed several writing textbooks for ideas; and I rely occasionally on A Beka grammar. But when it comes to actually putting classes and assignments together, I have had to sit down and write my own curriculum.
     Does that thought scare you? It shouldn’t. It’s actually a lot of fun.
     It may seem overwhelming to begin with just a blob of an idea – say, to teach elementary writing – and to end with however many carefully planned classes and homework assignments. The key is to break it down into simple steps.
     1.) Brainstorm for specific topics in the subject you’re teaching.
     2.) Plan for two or three weeks per topic. (Working at this pace gives students time to master one thing before they move on. A two or three week unit is perfect for a major topic like book reports.)
     3.) Choose from your list however many topics you have time for in your class. (For instance, a nine-week class can accommodate three major topics.)
     4.) Order your topics. These are the units in your course.
     Now you need only develop one unit at a time! Set aside at least an entire day to study and plan for each unit. In a week’s time, you may be able to plan most if not all of a five-unit (15-week) elementary course.
     Do feel free to get ideas from textbooks and other curriculum. I have gleaned so much helpful material from Andrew Pudewa’s Institute for Excellence in Writing. In fact, four out of my ten elementary units are now based closely on his curriculum. I’ve used his ideas throughout all my teaching.
     To continue with our steps...
     5.) For each unit, brainstorm for objectives (the goals for that unit) and activities (what you’ll actually be doing).
     6.) Next divide each unit into 2-3 classes, with objectives and activities for each class.
     7.) Estimate how long each activity will take, so that you plan to fill the entire class.
     8.) Prioritize your activities (in case you run out of time) and plan time fillers (in case you have extra time).
     I begin a 90-minute class with prayer and a short devotional. Starting this way sets the tone for the entire class, and reminds all of us that God is present and we are learning for His glory. Next I check homework and review past classes. (Repetition is the key to learning!) I can keep these preliminaries as short as 10 minutes, or extend it to 30 if need be.
     Then I begin that day’s lesson. I’ve discovered that students learn the most when they are actively involved. There is certainly a time for teacher lecturing while students listen quietly and take notes, but I try to involve my students as much as possible in oral quizzes, class discussion, and hands-on projects. This way I know they are paying attention. (And when I sense a student is not paying attention, I call on him or her with the next question. It works J!)
     Plan ahead for how you will involve your students each step of the way. To me, a perfect teaching scenario occurs when my students are calling out ideas and answers, and I am scribbling their thoughts onto the marker board. I don’t just talk at them; I guide them in discovery.
     At the end of class, I take 5 to 10 minutes to wrap up and explain that week’s homework.
     Developing a curriculum does take a fair amount of time, but it really is so much fun! Just plan to take a week off this summer to hole up in your home office and eat, drink, and breathe curriculum! You’ll emerge with a skeletal plan for your course. Your plan should be flexible as you may need to switch details mid-course. But do plan! (I’ve learned this one the hard way J.)
     And be encouraged – once your curriculum is written, you can teach it over and over!

Homework?!
     Homework enables your students to learn more from each class, and it involves their parents in the process as well.
     Plan each week’s homework ahead of time, as you plan your curriculum. The class should enable the students to do the homework, and the homework should prepare the students for the next class. All should link together in a continuous chain of learning.
     How do you keep on top of homework? I distribute a “homework planner” at the end of each elementary class. The planner includes a full explanation of that week’s homework, written so that both parent and child can understand. At the bottom is a space for the parent to sign when the homework is completed. The child brings the homework planner back to the next class, and if it is signed, I put a star sticker on it. For my high school class, students email the homework directly to me and I respond as necessary.
     What do you do when a student simply ignores the homework? I have found it so freeing to recognize this truth: I am not responsible for whether or not a student learns. I am only responsible to teach the best I can. If you are teaching the best you can, and a student is simply refusing to learn, that is not your fault! Encourage; remind; talk to parents. If a student’s lack of participation is becoming a hindrance to the class, you can expel. Just teach your best and take what comes!

Materials
     Purchase your materials well ahead of time, so that if a store is out of stock, you’re not in an emergency!
     Aside from the curriculum text, basic supplies for me include a good-sized marker board and markers, an easel (available at a craft supply store), posters and special pens to make signs, stickers for homework and other assignments, and a binder and portfolio for each student. I keep a supply of candy for special rewards.
     Don’t be extravagant with materials. Unless you decide to charge a materials fee, the expense will come out of your income. But at the same time, the right materials can really make a class. Older students like a professional, prepared look. Younger students like bright colors. Everybody likes candy on occasion. Sticking posters on the wall gives your students thought-provoking material to look at while they daydream. (Not like they would ever daydream, of course – just in case J!)
     This last year I asked my sister Leah (age 12) to be my student assistant with my elementary classes. In exchange for free classes (and an occasional thank you gift J), she helps me with materials and setup. This has saved me a lot of time.

Class management
     I’m a tolerant person who hates conflict and wants everyone to be happy. But I’ve learned that students – yes, even home-schooled students J – like to push the line and need an established authority who is willing to risk their displeasure by being firm.
     Class management may be a special challenge for young women – we don’t have the deep voice, towering stature, and forty years of experience to back us up. But that doesn’t mean we can’t do it. If we have a system of rules and corrections set in place beforehand, we are prepared to succeed.
     The key to class management – and by this I mean keeping your class in order – is to establish and enforce clear guidelines within your classroom. The students must know that you are in authority, that you mean what you say, and that disobeying you brings consequences.
     Before your class begins, carefully write a list of class rules. I usually focus on two aspects:
     1) showing respect for the location (removing shoes, no food or drink except water bottles, etc.)
     2) behaving in class (remaining in seats unless excused, no talking unless given permission, no writing notes or making noises, no toys, etc.)
     You can add to your rules as necessary throughout the course. But do begin with a clear list of class rules, and distribute a copy to each of your students on the first day. Explain that if everyone obeys, we will have fun and learn together, but if rules are violated, there will be consequences.
     Prevent problems by making cooperation seem appealing. Be fun and kind. Praise your students whenever they do something right. Then if they act up, your disapproval will be such an obvious change that they will usually be motivated to get you back in the fun happy teacher mode (and to keep you from complaining to their parents!).
     If you ever feel throughout your course that general behavior is slipping, bring out the rules and review them. I also email report cards to parents at the end of each three-week unit in my elementary class. This not only keeps me in touch with the parents, but it gives me a way to sensitively address any behavior or academic problems that arise.
     All this is preventative. What do you do when a class rule is actually violated? You must have a system of corrections in place. Without strict enforcement and necessary consequences, rules are just words on a page.
     When a rule is violated, my first response is an immediate, gentle reminder. This is usually non-confrontational and sufficient, when for instance a student forgets to remove his shoes, or whispers to his neighbor. But if the problem persists, I go on to the second step – keeping the student after class, or calling the student at home, to privately and seriously address the problem.
     The third step, if the previous two fail, is to take the issue to the parents, to explain the problem and ask for their help. I’ve had to do this a few times and it’s been very effective. Sensitivity is key. Make sure the parents know you’re not heartlessly attacking their “terrible child”, but simply asking for their assistance in helping their child live up to his full potential. Then, when you see improvement, praise the child to the parents.
     In the case that a student’s behavior is detrimental to the rest of the class, that rules have been clearly violated, and that repeated efforts at correction have failed, you have a responsibility to expel the student. In this case, I would give a refund for classes the student will miss.

The vision beyond the classroom
     A truly successful teacher is one who sees the vision beyond the classroom, one who remembers what’s really important, one who touches her students for life.
     Class management, homework, curriculum, setup – all that is important, but remember that without genuine love, it is nothing. With all the preparation and education in the world, you could be as sounding brass or a tinkling cymbal. Genuine love is the key to successful teaching. Love never fails.
     Teaching is tough. Some classes feel like failures. If you’re teaching to become the universal favorite whom everyone adores, you will find the real classroom to be very different. Students aren’t always appreciative. They don’t always view your instruction and homework assignments as a personal favor. If you’re teaching for their appreciation, you will likely burn out. But if you’re teaching to radiate the love Jesus has shown you, to serve Him by serving His children, you will soar.
     I like to ponder sometimes what kind of teacher I would have liked, if I had been in a class when I was younger. I would have wanted, above all else, a teacher who loved me for me. I would have wanted a teacher who looked beyond my faults and saw me as a jewel in the rough, who just needed a little polishing and training to really shine.
     See your students for what they could be! Pray for your students. Love your students. You may lose your class plan, forget your markers, give the wrong homework assignment, and make all sorts of mistakes. That happens. But the efforts of genuine love will succeed, like a dream come true. ©