Stronger Together


Stronger Together

Sean Moore – ACSI Director
2 Chronicles 7:14 “If my people who are called by my name humble themselves, and pray and seek my face and turn from their wicked ways, then I will hear from heaven and will forgive their sin and heal their land.”                
The context of this verse is the interaction between Solomon and God after the dedication of the temple. This dialogue is a recurring theme as God reiterates His warnings and His reassurances of the covenan t made with His people. Simply put, if His people obey, they will be blessed but if they disobey, they will be judged. God is urging His people to turn from their wicked ways and follow Him or bear the consequences of His judgement. 2 Chronicles 7:19-22 and Deuteronomy 28 confirm the warnings against disobedience and the consequences thereof. Yet God also reaffirms the blessing of obedience in the covenant relationship He has with His people.
In the covenant made between God and His people (Exodus 19:5-6), God promises to make the Israelites his treasured possession among all people and “a kingdom of priests and a holy nation”, if they follow His commandments. This is a simple and profound covenant yet historically, as we have seen in scripture, (in the book of Judges for example), and as we continue to experience today, God blesses obedience and he judges disobedience. Whilst this covenant applies to every individual, it also applies to the collective – His people.
Psalm 95:6-7 “Come, let us worship and bow down, Let us kneel before the Lord our Maker. For He is our God, And we are the people of His pasture and the sheep of His hand.”

Teachers in general are people-persons and in most instances school staffrooms are hubs of chatter, with individuals interacting with one another, sharing teaching techniques, specific approaches to challenging individuals and some funny anecdotes of incidents in the class, over coffee and often cake. Unfortunately, COVID has seen the death of the staffroom as a safe and sane haven for educators. Classes now have specifically scheduled breaks allocated in specifically zoned areas where educators have had to join their classes for break, in order to ensure the correct social distancing is being adhered to. COVID has thus robbed staff of the opportunity to interact with one another within the safe confines of the staffroom, allowing them a few moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.Teachers in general are people-persons and in most instances school staffrooms are hubs of chatter, with individuals interacting with one another, sharing teaching techniques, specific approaches to challenging individuals and some funny anecdotes of incidents in the class, over coffee and often cake. Unfortunately, COVID has seen the death of the staffroom as a safe and sane haven for educators. Classes now have specifically scheduled breaks allocated in specifically zoned areas where educators have had to join their classes for break, in order to ensure the correct social distancing is being adhered to. COVID has thus robbed staff of the opportunity to interact with one another within the safe confines of the staffroom, allowing them a few moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.Teachers in general are people-persons and in most instances school staffrooms are hubs of chatter, with individuals interacting with one another, sharing teaching techniques, specific approaches to challenging individuals and some funny anecdotes of incidents in the class, over coffee and often cake. Unfortunately, COVID has seen the death of the staffroom as a safe and sane haven for educators. Classes now have specifically scheduled breaks allocated in specifically zoned areas where educators have had to join their classes for break, in order to ensure the correct social distancing is being adhered to. COVID has thus robbed staff of the opportunity to interact with one another within the safe confines of the staffroom, allowing them a few moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.Teachers in general are people-persons and in most instances school staffrooms are hubs of chatter, with individuals interacting with one another, sharing teaching techniques, specific approaches to challenging individuals and some funny anecdotes of incidents in the class, over coffee and often cake. Unfortunately, COVID has seen the death of the staffroom as a safe and sane haven for educators. Classes now have specifically scheduled breaks allocated in specifically zoned areas where educators have had to join their classes for break, in order to ensure the correct social distancing is being adhered to. COVID has thus robbed staff of the opportunity to interact with one another within the safe confines of the staffroom, allowing them a few moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.

There is little doubt that God not only calls us individually but also as families, communities and nations of believers. In this spiritually competitive world, men and woman are drawn to many different religions and theologies yet God continues to remind us of His covenant with those who choose to believe in and obey Him. The strength of a ‘community of believers’ certainly helps as we navigate life, and in our efforts to stand as God’s children.
In the context of Christian Education and our ACSI schools, is there value in community? Is there a benefit in working together, in sharing, in lifting one another up, in compassion and love? The answer to these is questions is undoubtably a resounding yes. Yet we still experience many people and many schools who choose to exist as an island. The benefit of God’s people standing together is that we are Stronger Together!!

Psalm 133 “Behold, how good and pleasant it is when brothers dwell in unity!”

We are God’s chosen people because we have chosen a covenant relationship with Him. God calls us to gather and stand as His people just as He called Nehemiah to rebuild the walls of Jerusalem, with both trowel for building and with spear for defending. Even as we exist as individuals and as separate schools, we are united in our worship and in our vision of transforming the lives of children so that, they too, may get to know Him.
Unity brings fellowship and family
When we intentionally gather together, break bread and build relationship with one another, we experience the joy of friendship that grows and develops into reciprocal compassion, love, support and encouragement.
Unity brings creativity
As God’s people discern, plan, work and seek wisdom, creativity happens. The many amazing gifts with which God has blessed His children are waiting to be explored and used for the benefit of the good works He has called us to. Our creativity will astound those around us and our good works will always point to God.
Unity brings courage
It is said that being a Christian is ‘not for sissies’. Whilst the battle is not always against flesh and blood, unity brings boldness to stand firm and courage against fear. God is certainly calling His people to unite against people, organisations and governments who seek to destroy the hearts and minds of His creation.
Unity brings growth
Standing and working together is attractive to those standing in the wings. Most people crave a sense of belonging and seek out those who are authentically in community. Our sense of belonging and our work together will be an example for those watching. God will draw them into a family of strength.
Unity brings security and strength
As we stand together, lifting each other’s arms, we are better able to defend against all threats and attack those forces seeking to destroy. Unity brings confidence in numbers and a knowledge that ‘we are not fighting alone’.
ACSI is a family of God’s people, united in one goal of transforming lives. We are stronger together as we love and support each other individually and collectively. May we be intentional in our actions that unite and strengthen our call

Teachers in general are people-persons and in most instances school staffrooms are hubs of chatter, with individuals interacting with one another, sharing teaching techniques, specific approaches to challenging individuals and some funny anecdotes of incidents in the class, over coffee and often cake. Unfortunately, COVID has seen the death of the staffroom as a safe and sane haven for educators. Classes now have specifically scheduled breaks allocated in specifically zoned areas where educators have had to join their classes for break, in order to ensure the correct social distancing is being adhered to. COVID has thus robbed staff of the opportunity to interact with one another within the safe confines of the staffroom, allowing them a few moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.Teachers in general are people-persons and in most instances school staffrooms are hubs of chatter, with individuals interacting with one another, sharing teaching techniques, specific approaches to challenging individuals and some funny anecdotes of incidents in the class, over coffee and often cake. Unfortunately, COVID has seen the death of the staffroom as a safe and sane haven for educators. Classes now have specifically scheduled breaks allocated in specifically zoned areas where educators have had to join their classes for break, in order to ensure the correct social distancing is being adhered to. COVID has thus robbed staff of the opportunity to interact with one another within the safe confines of the staffroom, allowing them a few moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.Teachers in general are people-persons and in most instances school staffrooms are hubs of chatter, with individuals interacting with one another, sharing teaching techniques, specific approaches to challenging individuals and some funny anecdotes of incidents in the class, over coffee and often cake. Unfortunately, COVID has seen the death of the staffroom as a safe and sane haven for educators. Classes now have specifically scheduled breaks allocated in specifically zoned areas where educators have had to join their classes for break, in order to ensure the correct social distancing is being adhered to. COVID has thus robbed staff of the opportunity to interact with one another within the safe confines of the staffroom, allowing them a few moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.Teachers in general are people-persons and in most instances school staffrooms are hubs of chatter, with individuals interacting with one another, sharing teaching techniques, specific approaches to challenging individuals and some funny anecdotes of incidents in the class, over coffee and often cake. Unfortunately, COVID has seen the death of the staffroom as a safe and sane haven for educators. Classes now have specifically scheduled breaks allocated in specifically zoned areas where educators have had to join their classes for break, in order to ensure the correct social distancing is being adhered to. COVID has thus robbed staff of the opportunity to interact with one another within the safe confines of the staffroom, allowing them a few moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.moments of adult interaction during a stressful day of teaching. It has also robbed the learners of the opportunity to build friendships outside of their classes, thereby robbing them of developing the crucial social skills they should be developing.