At CCA, that student spends time talking to her teacher or an administrator to discuss why she chose not to work. Guiding questions are asked in a non-threatening way to help her open up about her thought process prior to making that choice. Was she bored? Did she not understand the assignment? Was she so excited about what she had to say that she just couldn’t wait to say it? From her answers, we can determine the heart issue behind the behavior, disciple her through understanding her own thinking, and help her understand how her choice affected those around her. While this process takes a while, it ultimately saves time in the long run because she is less likely to make the same choice in the future. However, the effectiveness is highly correlated to the student’s relationship with the adult doing the discipling; trust must be established prior to the process, or it’s unlikely she will feel comfortable opening up. Also, the older the child, the more important the trust factor. Older teens are often struggling with their identity, and this adds a layer of complexity to the undertones of the conversation. It often takes longer to cut through the posturing and – sometimes – the cynicism and hostility.
Building those relationships is a priority at CCA. It’s one of the reasons staff members attend the annual CLAW retreat. The bonds formed outside the classroom during that week facilitate the discipleship conversations the rest of the year. It’s also why the CCA athletic coaches are such a valuable part of the process; the bonds formed during practices and games allows coaches to be especially good at discipleship. In fact, many staff members will tell you this aspect of working at CCA is the best part of the job. Those conversations are where teachers, administrators, and coaches can really have an impact on a student’s life. It’s one of the things that makes our school special.