Then let him turn within to his Eternal Guide, and let Him judge what the response should be. Never in the history of education has it been as important as it is today to have an … In five of the seven sections the following scenario is clearly assumed: a person has projected his mind’s illness onto his body, causing physical illness. Finally, in section 23, “Does Jesus Have a Special Place in Healing?” we are told that what we can offer our brothers as healers is limited by our current development, by the fact that “Even the most advanced of God’s teachers will give way to temptation in this world” (Manual, p. 55; M-23.1:2). It seems that those given early in the Manual were generic qualifications. It really is a manual for the teachers of the Course, designed to meet their special needs: Who are they? Behind this response, it seems to me, is often more than a little sensitivity around the possibility that whatever a teacher is, some of us have not yet qualified. BCTF Mission Statement. To View theÂ Southside High School Faculty Handbook,Â Follow the Link Below: http://www.southsideisd.org/vimages/shared/vnews/stories/547fcaab55ca8/SHS%20FACULTY%20Handbook%2014-15%20FINAL%208-14.pdf. This extension is a real personal demonstration rather than a mere verbal reporting. The Education Sector in Malta is passing through an important time whereby we are … Let’s face it, Jesus is talking about a very specific, recognizable function here. Are there “Course sponsors” out there shepherding new students one-on-one in their study and practice? INTRODUCTION Who is this book for? To be specifically a teacher of the Course, the qualifications are more specific: “He cannot claim that title [teacher of God] until he has gone through the workbook, since we are learning within the framework of our course” (Manual, p. 38; M-16.3:7). Let us now turn to this second form. A class handbook is a fantastic way to communicate your classroom policies right from the beginning of the year. April 2018 . Does it mean that everyone who has done the Workbook—and thus qualified as a Course teacher of God—is supposed to go around lecturing to “classrooms,” droning on about their great wisdom about A Course in Miracles (as I do)? To begin with, it adds a new dimension to the Course’s path. It is not often appreciated that these ten qualities are characteristic of the advanced teacher, and are actually acquired in his holy relationship with his pupil. The Course’s formula for a holy relationship, as I see it, is that two people join in common purpose and thus invite the Holy Spirit into their relationship. He has seen in another person the same interests as his own (Manual, p. 5; M-2.5:8-9). What is essentially described is a healing session, one could even say a house call. Administration The TPAF is a defined benefit plan administered by the New Jersey Division of Pensions & Benefits (NJDPB) . This handbook is intended to be used by teachers and other certificated staff to provide general information about the Hastings Public Schools and to serve as a guide to the District’s policies, rules, and regulations, benefits of employment, and performance English Language Learners Definition of handbook. [Please note: ACIM passages quoted in this article reference the Foundation for Inner Peace (FIP) Edition.]. Yet the teacher also must avoid sympathizing with the magic thought, responding to it “in a way that reinforces it. And everyone knows that these volumes have different purposes. 6) Â Bell schedules andÂ campus Â policies and procedures are outlinedÂ in an A-Z format so that they can easily be identified in the handbook. And it is not worth the help it will give other pupils in accepting the Course. 2. It is to my mind an intentional parallel to the Great Commission that closes the Gospel of Matthew. Putting all three volumes together, we now can see that they represent an entire progression, a process that one is roughly expected to go through on the path of the Course. But what they learn is the same spiritual path! Glossary Terms highlighted in bold print appear in the glossary of terms on page 18. In other words, Jesus foresaw for his teachers something nearly indistinguishable from being a Christian Science practitioner! A book in which off-track bets are recorded. And he also accepted disciples, pupils, who trudged the dusty roads with him, learning from long-term contact with their master just what it meant to be a member of the Kingdom. The first two volumes seemed to have such clear and exalted purposes, and then the final volume seemed either to lack a clear vision of its purpose, or to have a purpose that just wasn’t that important. The sponsor or teacher is not a boss or superior, but merely a compassionate elder brother who knows that his own receiving will come through giving. And when you have studied and practiced sufficiently, you are ready to extend . A short information guide for teachers. Section 21, “What is the Role of Words in Healing?” was covered under the discussion of the healer/patient relationship, but it also bleeds over to the teacher/pupil relationship, as is made clear when this section says, “Is the teacher of God, then, to avoid the use of words in his teaching?” (Manual, p. 53; M-21.4:1) The point here for the teacher is that he allows the Holy Spirit to guide what he says to his pupil. Few students are aware that the Manual sketches an entire process that the teacher of God goes through. Section 24, “Is Reincarnation So?” is another section that deals with the teacher/pupil relationship. Teachers Handbook. There are seven sections in the Manual that depict the teacher of God as essentially a faith healer, or, I guess you could say, a forgiveness healer (in the Second Edition, these sections are numbered as 5,6,7,8,21,22,23). They are very simple and are given near the very beginning of the Manual. In essence, his own mind now becomes the patient that needs healing, a major theme from section 7. All beliefs will point to this if properly interpreted. We are his new disciples, his new teachers and healers. As any teachers’s manual, it is meant to instruct the teachers of a particular course in how to teach that course. In fact, for these “teachers of a special form of the universal course” there are also special qualifications. In the beginning, your main learning took place through study. In fact, I will devote a section in the next newsletter to printing many of the responses we receive to this article. In the next paragraph, teachers are given even more advice in how to deal with their pupils in relation to ideas from outside the Course. No more than this is necessary (Manual, p. 58; M-24.6:8-13). The healing occurred, but the resistance of the patient has merely delayed its physical manifestation. First of all, it says quite clearly that “This is a manual for the teachers of God” (Manual, p. 2; M-In.5:4). As anyone can see, the Course has modelled its three volumes after an educational course. “They were chosen for him because the form of the universal curriculum that he will teach is best for them in view of their level of understanding” (Manual, p. 4; M-2.1:2). Â Sometimes we will go from training to training wondering if we can implement a new program or initiative that we just saw or heard of. Later in this section, it is clarified that it is okay for the teacher of God to believe in reincarnation himself, although his internal Teacher might advise him “that he is misusing the belief in some way that is detrimental to his pupil’s advance or his own” (Manual, p. 58; M-24.5:5). Then it goes into the question of which volume of the Course the pupil should begin with, saying that different pupils would benefit most from beginning with different volumes. And the teacher is expected to offer healing to his pupils (Manual, p. 55; M-23.1:3). The first paper in this handbook provides a historical perspective of the development of the practical component of teacher education in Brunei Darussalam. During this webinar, teacher aides share some of the challenges they face in their support work, and the kind of information they are looking for in a handbook. As a remedy, then, we should “turn to one who laid all limits by” (Manual, p. 56; M-23.6:8). Handbook summary This handbook is not a complete description of your retirement benefit. This may be a startling conclusion, but from my point of view it is inescapable. Members’ Handbook . It is a special application of Course principles to the concerns of the teacher of God and to the teacher/pupil relationship, just as the Psychotherapy pamphlet is a special application of Course principles to the therapist/patient relationship. Each section includes definitions, examples, and interactive quizzes. In section 5, “How is Healing Accomplished?” the teacher of God comes to the patient and awakens in him forgiveness, God’s Voice, Life, truth and the One Will. EdutopiaÂ® and Lucas Education Researchâ¢ are trademarks or registered trademarks of the George Lucas Educational Foundation in the U.S. and other countries. Therefore, to translate: “This is a manual for a special curriculum, intended for teachers of a special form of the universal course” (Manual, p. 3; M-1.4:1), means “This is a manual for teachers who will take on particular pupils and shepherd them in the study and practice of A Course in Miracles .”. In my experience most students will immediately respond that we all are teachers and students. HANDBOOK Teacher Retirement System of Texas Updated information regarding new telephone contact system on page 73. ii This handbook has been written in nontechnical terms wherever possible. As a result, to spread his new gospel of forgiveness to the world, Jesus is banking on the hope that those who mature in it will hand it to “pupils” and “patients.” And what better way to spread the good news? And then it seemed to have lost track of this idea at the end, naming its third volume a manual for teachers, but forgetting to actually make it a manual for teachers. Just as the healer’s own mind becomes the patient when he fails to heal, so when you fail to respond to magic thoughts without anger, it is your own mind that needs healing: If he senses even the faintest hint of irritation in himself as he responds to anyone, let him instantly realize that he has made an interpretation that is not true. We should turn to Jesus as the ultimate healer of our patients. They believe that by putting forth a shared approach to addressing workplace issues, they have the best potential to create a harmonious, fair, employee and employer supportive workplace. firstname.lastname@example.org. The “older” passes on to the “younger” his strength, wisdom, experience and love, giving the “younger” what he cannot give himself. No, unfortunately we are not. This is to be the yardstick for evaluating their own ideas and that of their pupils: No teaching that does not lead to this is of concern to God’s teachers. There you learn the thoughts you have been thinking your whole life, and you learn the thoughts that will deliver you from the mess that those first thoughts put you in. The real question answered by this section is: How can a teacher of God deal with reincarnation (as well as other ideas from outside the Course) in a way that will be most beneficial to his pupils? Â Note: Â Everyone wants their name in the handbook so it is criticalÂ that everyone's name, position, and responsibilities are accurate. The responsibility is His, and He alone is fit to assume it. However, the Manual is not primarily intended for these generic teachers. 2019-2020 . The reason I am writing this article is to suggest that none of this is really on the mark. This is a manual for a special curriculum, intended for teachers of a special form of the universal course (Manual, p. 3; M-1.4:1). Once he makes this choice, his pupils will begin to look for him. Then the second paragraph begins: Which is for which? And as they do it is assumed that they will be actively invited to heal by people in distress, even physical distress. It is true that the Manual suggests that demonstrating the Course in one’s life is the basis, the substance of teaching: “To teach is to demonstrate” (Manual, p. 1; M-In.2:1). The Teachers Handbook is currently being revised. For this the Department of Teaching ... teachers and then actual teaching alone with guidance from mentors. The Handbook is designed to provide: This is a crucial question both for teacher and pupil. Maybe, on some small, almost accidental scale. This person then becomes the patient (the word “patient” is used 13 times in these sections), to whom the teacher of God comes as a healer, a healer of the mind, and, as a result, a healer of the body. This surprising conclusion is borne out by the fact that many of the sections of the Manual are designed to aid the teacher of God in just this undertaking, in guiding his pupils. The relationship is holy because of that [joint] purpose, and God has promised to send His Spirit into any holy relationship” (Manual, p. 5; M-2.5:3-4). Yet even if you do not agree with them, perhaps they will spark some interesting thought and dialogue. This, in fact, is what they join on. They come to him to learn his particular spiritual path . You have a workbook, whose lessons, once performed, make students proficient in the material set forth in the text. Bullying Policy. 4) Â A very important part of our handbook is the Instructional Focus Calendar, which maps out all campus academic events from August until June of the following year. In the case of the teachers for whom this manual was intended, he teaches him A Course in Miracles! First, he becomes a teacher. This is precisely what we are told happens when teacher and pupil meet: “God’s Teacher speaks to any two who join together for learning purposes. This information is extracted from primary source documents including acts, regulations, determinations, awards, … The pupil has questions about the Course and what it teaches. As you can see, the teacher of God has a heavy responsibility in handling ideas in a way that will be beneficial to his pupils. He has become a teacher of God” (Manual, p. 3; M-1.1:6-8.). Note: The OHVA Handbook is developed in partnership with parents and the OHVA staff, and is approved by the school’s Board of Trustees. “Those who are released must join in releasing their brothers, for this is the plan of the Atonement” (Text, p. 7; T-1.III.3:3). To refer the questions to Him is yours. The teacher has questions about his role, as well as about his salvation. Certainly, we assume, this function of being a teacher is not meant to take on some kind of a structure, some form that would make us teachers in some recognizable or formal sense. Two notable sections are 17 and 18, “How do God’s Teachers Deal with Magic Thoughts?” and “How is Correction Made?” Both of these assume the following scenario: You are guiding a certain pupil in his walk with the Course and he comes to you with magic thoughts, with thoughts that affirm the “age-old impossible dream” (Manual, p. 45; M-18.1:7) that he can find happiness and salvation through the ego and through the world, thoughts that directly contradict the purpose for which the two of you joined. As a result, it is not worth the trouble it will cause some pupils. How can they work out their own salvation and the salvation of the world? In answer to that, the Manual does speak of the former, of generic teachers of the universal course. The Manual for Teachers, it seems, is meant to provide answers to common questions about the Course, or, as is often said, to be a brief summary of Course principles in question and answer form. 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