A Home Away From Home
by Tom and Michele Postema

In December our family was suddenly and unexpectedly uprooted from the place we call home, the community where we live and work, the location where we have lived for the past several years: Tokyo, Japan. Transported to Ann Arbor, we found ourselves in a strange situation: school-hunting.

Up until this point in his life, our fourth grade son Chris had only been a student at Christian Academy in Japan, where mom is in the Middle School, dad teaches high school, and where sisters Antje and Erica are also students. In Ann Arbor, school would no longer to be a place with all of us under one roof, and so we started prayerfully checking out educational options.

Big concerns, worries, even anxieties, were many: Could we find a nurturing, caring Christian community? Could we find an inclusive class that would be willing to take in a "new kid on the block" in January? What about a place where academics as well as student uniqueness were celebrated? How about a school that featured integrated units, multi-grade groupings, and a chance for student service projects? Could we find a school that would be sensitive to Chris' unique cultural and ethnic make-up? Being "displaced persons" ourselves, would we find a school that encouraged parental involvement? And what about the most important time of the school day

Recess?

Since Chris first walked through the doors of AACS on January 6, we have chuckled as our "Anxiety Agenda" has shrunk, with items being deleted from our "Worry List" on a daily basis.

A nurturing, caring community?

From Day #1 it was clear that the 4/5th grade group is a class that prays for and with each other, mentioning specific concerns during class prayer. In addition, this class: looks out for younger students, making sure that all "Chocolate Group" members are ready for the afternoon, offers to wait for the next pizza delivery on Hot Lunch Day, helps to do a variety of class jobs, writes letters of appreciation. These are a few examples of caring that we have seen in the actions of Mike, Tim, Ryan, Miles, LaSandra, Nathan, Amanda K., Anna, Peter, Amanda V., David, Joe, Kylee, and Karston.

An inclusive class?

Having heard horror stories of missionary kids who return to the USA only to be soundly rejected by new classmates, we held our breath; however, Becky Jungkuntz and the 4/5th grade class took Chris right under wing! Despite the fact that this group has been together as a class for several years, they showed Chris how to fill out his Daily Work Sheet, where to turn in homework, what to do when the song "I am Hungry" is heard.

Academics and uniqueness celebrated?

From the first "Daily Oral Language" activity at 8:40 to the final reading of anonymous student-solicited compliments from the gold "Compliment Box" at 2:55, we have seen Chris solidify his academic skills, while learning to appreciate the special talents of his classmates.

Integrated units?

No fear here! Starting with a study of oceanography (and The Voyage of the Dawn Treader), then moving on to a unit on human physiology (and Ben Carson's biography), we have been impressed with the cluster units Chris has explored in his few months at AACS. Of course memories of Mr. Geldermans' scuba diving presentation and Dr. Lori Vander Roest's chicken dissection will be cherished forever!

Multi-grade groupings?

The South American all-school study really "fit the bill" in this category. Each day Chris would return home with tales of his visits to Ecuador or Brazil, and relate what he had learned and experienced working with kids from different classes as students constructed sombreros, maracas, or sampled hot cocoa... in another AACS classroom and with a new teacher!

Student service?

Chris loves reading with his kindergarten buddy and has described the important role he plays as a recess pal to a younger student. Our son views these activities as privileges to assist younger students; he never sees these as chores, because such service options are a natural part of the AACS program.

Sensitive to Chris' unique cultural and ethnic make-up?

We smile broadly when we think that Ann Deckert, the principal of AACS, has lived and taught in Asia--most recently, Hong Kong--for many years! She understands the culture shock that occurs when a child who lives and is schooled in Asia returns to the USA: the country of his/her passport, but not a place this child calls home. This phenomenon, often called "Third Culture Kid (TCK) Syndrome," is a very real challenge for our children: Dutch kids who live in Japan! Chris joined our family via adoption. He looks so Japanese, but speaks English very well. He lived in Tokyo, but holds an American passport! Students at AACS have been comfortable enough to inquire about these apparent contradictions and to accept Chris' forthright explanations.

Parental involvement?

Far from feeling "out of the loop," we have been able to serve hot lunch, supervise play at noon recess, cover library books, and substitute, joining other friendly and hard-working AACS parents in these endeavors.

Recess?

We must admit that the sledding hill behind AACS is one very positive feature of the school, according to Chris! Constructing snow forts, enjoying impromptu class snowball fights, or learning to boot-sled--these are all activities that are now a part of Chris’ life and memory bank.

Worries? Anxieties? Fears?

AACS has given us a tangible reminder of God’s providence and care. The message of Philippians 4 (paraphrased in The Message) rings true: "Don’t fret or worry. Instead of worrying, pray .. Before you know it, a sense of God's wholeness, everything coming together for good, will come and settle you down. It's wonderful what happens when Christ displaces worry at the center of your life."