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The Transformation Solution
I was interested to see an announcement from the Canadian government that they were initiating a transformation contest.[1] Applicants are to submit a practical proposal to transform society by creating a significant positive change. Perhaps TeachBeyond should enter. Grants are available…it is the government after all.
If I were to enter this competition, my project would address what we can do in the classroom to see children transformed. There are three different aspects to the biblical view of this transformation, and all of them are a work of grace, unleashing the power of God to bring about change in people. Perhaps this is the biggest difference between my proposal and others submitted by well-meaning people trying to change the world without God.
The first and most important of these aspects involves a transformation of the heart. When we receive Christ, we become a new creation (2 Corinthians 5:17). We are born again to become children of God. We receive the Holy Spirit. We pass from death to life. At the heart of this proposal is the goal of revealing Christ to the children in word and action, initiating a life-giving relationship.
While the theme of transformation is a common one in the bible, the word only appears twice in the New International Version. Second Corinthians 3:18 speaks of being transformed into the image of Christ. This refers to a transformation of character, where we become more and more Christ-like. Character development is woven throughout the fabric of life in a transformational classroom.
The third aspect of personal transformation is mentioned in Romans 12:2, “Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is…”[2] It seems that we cannot continue to experience the transformed life that we have in Christ without a renewal of the mind. This is right up the alley of Christian education. As teachers, we are charged with the responsibility of teaching children about the world. What we want for our students is that they see every aspect of life clearly from God’s perspective. The easy answer on how to do this is simply to teach students the whole truth. Since God is the Creator and Redeemer, the whole truth will always include God. This is what is at the heart of the idea of a Biblically integrated curriculum. What we teach and how we teach it results in a transformation of the mind that connects students to reality by showing them God’s perspective. In order for this type of transformation to happen, two things must be present in the process: knowledge and commitment.
Knowledge is learned at three levels for it to impact student lives. The information level teaches the facts about the subject that students need to know. The understanding level contains concepts or principles that students can explain. They don’t just remember it, they “get it.” The application level is where students are able to use what they have learned.
These skills work together to help ensure that knowledge affects positive change in a student’s life. They also give students the tools they need to live in the world; discerning true from false and right from wrong, and not conforming to the values, attitudes and behaviors of the culture around them.
Commitment is more complex. The importance of commitment is that while we may be successful in teaching students the knowledge they need, they still have to “buy into it” if transformation is to take place. There are three stages that a student passes through as they make what you are teaching a part of their lives. At first, it is simply an idea, coming to them with all the other information that floods their lives every day. As they gain understanding of the validity and importance of that idea, it becomes a belief. Sometimes the process of developing a belief is a long one, with lots of discussions and arguments with others and with themselves. Conviction is the highest level of buy in. Transformation occurs when the students reach the stage where they begin to incorporate a belief into their decision-making and act on what they believe. Our convictions give us a place to stand in the world and define who we are. This is true whether the topic is common denominators, climate change or the existence of God.
This type of transformational education leads students to the place where they have a new nature, a positive character change, and a new way of thinking; where truth affects all knowledge and where conviction makes what they learn a permanent part of their lives.
I’m not sure the Canadian government will accept my proposal, but I can’t think of a better way to transform society.
Bob Adams
Teacher Education Services
TeachBeyond Global
[1] “2020 Transformation Competition.” Social Sciences and Humanities Research Council. https://www.sshrc-crsh.gc.ca/funding-financement/nfrf-fnfr/transformation/2020/competition-concours-eng.aspx
[2] Romans 12:2, taken from The Holy Bible. New International Version®, NIV® Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc. TM Used by permission. All rights reserved worldwide
Photo Credits: Black swallowtail (caterpillar) by Spinus Nature Photography, CC BY-SA 3.0; Black swallowtail (butterfly) by Spinus Nature Photography, CC BY-SA 3.0; Building Process via Microsoft Clipart.
From fear to faith
We desire to help our learners through their transformation into who God has created them to be. When dealing with anxiety and trauma, our role in this transformation is to learn how to care for students, assist them in their healing and, in so doing, create a space for them to simply be children. As we face new threats of illness and disruption across the globe, teachers are in a unique position to guide their students from fear to faith.
How do we do that? You have probably heard of the “trauma-informed approach” or “trauma-informed care”. While not all children have or will experience trauma, this framework gives everyone the tools to communicate better, to empathise more with each other, and to recognise harmful situations. In the weeks and months to come the classroom, whether online or in person, will be a critical place for learners to process and understand what is happening in the world because of this pandemic.
One of the first ways educators—and parents—can assist their learners is knowing how trauma can present itself. The Child Mind Institute in New York mentions[1]:
- Problems with sleeping (too much or too little)
- Loss of appetite or overeating
- Anger (sudden or unexplained irritability)
- Attention (trouble focussing on projects, class and private conversations, or needing more attention)
- Anxiety (constant worry, separation anxiety from parents, reliving traumatic event, easily startled by noise)
Chronic stress or trauma can greatly hinder the ability to learn, so be patient and compassionate. Identifying these presentations of trauma is the first step. From here, your instinct to comfort and reassure is the next step to take. A few practical examples are:
- Acknowledging the event: whether it was a loss (an evacuated teacher or friend) or a specific event (closing the school abruptly), create a space for discussing this with your students and allow them to express their feelings.
- Taking time to talk: the classroom will be one of the most important places for students to talk and grieve. They know you and being with you is comforting. Studies have demonstrated that when adults listen to children it can be more effective than saying the right things.
- Encouraging curiosity: model asking questions to your students.
- Being mindful of safety: remind them about safety measures, prepare them for fire drills, leave the door ajar, tell them in advance if there will be noise.
- Being predictable: return to your routine, or if necessary, create a new one. If you can, post the routine so students can know what is coming next. Structure will comfort them. Also be prepared to be flexible within the routine[2].
If you are moving into an online teaching experience because of COVID-19, these strategies can still be applied. Additionally, you can encourage your students virtually by:
- Referencing how students are feeling: assign reflection homework. This could be an art piece, journal entry, photography, etc.
- Giving students agency: ask students to help with designing the schedule and brainstorm new “class rules” with them.
- Reducing media exposure: create a challenge with a prize for students who only use devices a certain amount per day (parents could keep them accountable).
- Providing alternative assessment: this could be a great time to get creative with projects instead of traditional homework. Students could conduct phone interviews with a family member, presentations in the form of webinars or movies, etc. Studies show integrating the expressive therapies (art, music, drama) transforms the learning and healing experience[3].
- Creating opportunities for expression: such as a blog or online platform where students can post daily activities.
- Integrating conversations about faith: during a crisis, students will naturally be asking big questions. You can use this time to be open about God and His promises, while modelling to them what it looks like to choose faith over fear. If you are able, begin your virtual classes with a short devotional and leave room for discussion.
A Note about You:
In the midst of crisis or trauma, educators often ignore their own needs in order to care for their students. This puts them at risk of having vicarious trauma, compassion fatigue or burnout. Make sure you are taking care of yourself and not depleting your own well. The deeper your well, the more you have to give to your students. Dr. Wilbur summarises ways to cope with The ABC’s of Self Care[4]:
Awareness – be attuned to one’s own needs limits, and emotions.
Balance – balance between work, rest, and play.
Connection – connect to oneself, to others, and something larger.
It’s okay if you do not know what to do or do not have the answers during this unprecedented time. All we can do is help our students be who they were created to be and learn from and with them in the process.
Additional resources:
Teacher, Interrupted: Leaning into Social-Emotional Learning Amid the COVID-19 Crisis https://www.edsurge.com/news/2020-03-18-teacher-interrupted-leaning-into-social-emotional-learning-amid-the-covid-19-crisis
Coronavirus Has Led to a Rush of Online Teaching. Here’s Some Advice for Newly Remote Instructors https://www.edsurge.com/news/2020-03-11-coronavirus-has-led-to-a-rush-of-online-teaching-here-s-some-advice-for-newly-remote-instructors
The ABC’S of Self-Care and Stress Reduction https://www.hartsteinpsychological.com/abcs-of-self-care-stress-reduction
Katy Maria Shimp
TEFOL Education Specialist
TeachBeyond, Beyond Borders
After obtaining her MA in TTESOL, Katy and her husband joined TeachBeyond and developed a language programme in Brasilia, Brazil. They are now based in Winnipeg, Canada, where Katy works remotely with Beyond Borders as the TESOL Education Specialist.
[1] “Signs of Trauma in Children.” Child Mind Institute, childmind.org/article/signs-trauma-children/.
[2] Koplewicz, Harold S., and Child Mind Institute. “A Teacher’s Role in Dealing with Tragedy: Traumatic Events.” Child Mind Institute, childmind.org/article/teachers-role-tragedy-strikes/.
[3] Jehlen, A. “Dance of the trapezoid: Educators use the power of the arts to teach math and science”. NEA Today Magazine. 2008, www.nea.org/archive/4129.htm; The New York State Education Department, Office of Bilingual Education and Foreign Language Studies. “Art as a tool for teachers of English language learners”.Albany, NY: The University of the State of New York. 2008, steinhardt.nyu.edu/scmsAdmin/media/users/nbm3/art_tool.pdf.
[4] Wilbur, Amea. Trauma and Language Learning. March, 2020. TESL Canada. https://zoom.us/j/325093143?pwd=aWZJeE1oQzcxcHNvZ2FucWM1ZUw4dz09. PowerPoint Presentation.
Excellent Educational Environments
We are exploring four foundational pillars of what we mean by transformational education this year. A couple of months ago, we talked about step one: Becoming all that God intends.
Now for step two: Excellent Educational Environments. As we pursue God’s intentions for each learner, how can we create excellent educational environments that bring transformational education? What can we do?
Excellent
Excellent. What a muddy word with many different meanings. In western culture, excellent means the best according to someone’s standard. Superior.
Even biblically, there are a variety of words that we translate excellent. Let’s look at two passages from the Bible to think about excellence a little.
First, remember the story of Jesus’ first miracle in Luke 2? The wedding party runs out of wine. Jesus tells the workers to fill huge jars with water. They do, then take it to the headwaiter. It is now wine, but not just any wine! The headwaiter says, “Everyone brings out the choice wine first…but you have saved the best for now.” The wine Jesus made is the best: it is excellent.
Notice that Jesus made the wine excellent, not the workers.
What did the workers do? They took the best they had available, large pots and water, and brought them to Jesus. This was hard work, done with some urgency. The workers did all they could at the moment and gave it to God to use.
Can we do anymore? We work hard, take the best we have available at the time, give it to Jesus, and watch Him use it. Isn’t that His way? To take the ordinary and make it something worthy that He changes and uses for His purposes.
Now look at 1 Corinthians 13. “But, earnestly desire the greater gifts. And I show you a still more excellent way.” The more excellent way is love. Without love, I am nothing and any work I do is just a loud noise.
We are driven by love for students. When we work hard and bring what we have for our classes, we give it to Jesus. He uses it. If all we have is chalk and a board, but it is our best given in love, it is excellent. If we have more, and we bring it out of love and organize it and share it, it is the excellent way. He makes it best.
Educational
“Educational” puts our work in context. Our purpose is to help grow and transform lives. We aim for God’s intended purpose that each student will become the person they can be by God’s grace.
As we break this down into goals and learning objectives, we develop a curriculum the defines what a student should know, feel, and do at different points of their time in our program. We define those goals for the day, the class or the camp session. And, we make plans bringing the best we have to help each one learn.
This makes our work educational: A learning purpose and a plan.
Environments
While we can’t cause the growth and transformation within our learners—God does that—we can bring the best we have to our learners. We can surround them with a clean and life-giving environment.
Here are some things we can bring and apply in our context and culture to create an excellent environment no matter where we are:
- Safety: physical, emotional, and spiritual so students can learn.
- Nourishment: good words, creative ideas, and kindness.
- Respect: all are made in God’s image and worthy.
- Prayer: knowing that God causes the growth.
- Relationship: everyone wants to be known.
- Truth: God’s view of the world and self.
- Wholeness: holistic view of the person with head, heart, and hands.
- Planning: putting things together to engage students.
As we know how much God loves us, we love those put in our care. In that love, we bring what we have to God for Him to transform. We bring our thoughts, our plans, our spaces, our things, and ourselves to surround our students with love. That is all we can do. But as we do this, we give them to Jesus to be transformed, like the water, into that which is excellent. And that we can do!
Joe Neff, ThM
coordinating Director of Education Services
TeachBeyond, Global
Photo Credits: The Marriage at Cana. Decani. 14th century fresco. Public Domain. Classroom. via Shutterstock.
Necessary Evils?
Why did you go into teaching? I can guess that it was not because you like to grade papers, clean your classroom or make phone calls home to parents. In fact, you might say those tasks are necessary evils of our work as teachers.
Have you ever stopped to consider how our Christian worldview informs how we work, particularly the tasks we don’t like. Most of us have wrestled with how a Christian worldview informs how and what we teach, but how does it affect the way we work?
When we consider Genesis 1-2, we can see that work was actually created before the fall. Adam was tasked with caring for the Earth and naming the animals. He was invited to not only enjoy God’s work of creation but to join Him in it by creating further order and beauty. Therefore, work is sacred; it is good. But as we know, just one chapter later, sin entered the world and one of the results of the breaking of Shalom, is that from that point on work is cursed. The earth now pushes back and makes it difficult for us to work it. Thorns and briars get in our way and now work is toil.
Likewise, in our classrooms we have moments when the educational process is so good. Our teaching is full of creativity and passion. Our students are having those “light bulb” learning moments that invigorate us. But we all know that our tasks each day also include grading papers, not to mention sorting out late assignments, collecting field trip forms that are mangled in the bottom of a book bag, and tidying up our classroom. I’m sure you can come up with your own list of necessary evils. Is there Redemption for those pieces of our work? Or do we merely have to put our hand to the plow and toil?
I would like to assert the things we consider as necessary evils could be means of grace. First, they remind us that the world is broken and that even in our classrooms we do not reign supreme. We need God’s help to create order and beauty. These mundane tasks can be worship unto him. Secondly, they also allow us to model for our students how to do those things we would rather not do. Lastly, if we seek the Lord for his help with chores we dislike, maybe it would also remind us to seek him in the tasks we do like and with which feel more confident, so that we may see his glory in greater ways. After all, Paul tells us in Colossians that we aren’t working for earthly masters, but “it is the Lord Christ you are serving[1].”
Here are a few practical ideas of how to be faithful in the unlikable duties,
- Ask colleagues how they accomplish those everyday jobs, and don’t be afraid to steal what works!
- Incorporate a new routine that makes these necessary evils much less annoying
- Set a timer, work hard until the timer is up and take a break and come back to it
- Put those tasks first, while you have enough energy to do them efficiently and well
- Lastly, and perhaps most importantly, ask God to help you in all parts of your work. And then go a step further and give thanks in whatever you do[2].
By October, we are solidly entrenched in the school year with all the work that it entails. May we find the grace to move past calling these mundane tasks “necessary evils” and embrace the opportunity to bring a little touch of God’s goodness, order and beauty into all parts of our work.
Christy Biscocho, M.Ed.
Teacher Education Services
TeachBeyond
Photo Credits: Gradebook. David Mulder, via Flicker. CC2.0. Adam
and Eve in the Garden of Eden, Johann Wenzel Peter, public domain. Prayer. via Shutterstock.
[1] Colossians 3:23-24 NIV
[2] Colossians 3:17 NIV
Metaphors for Teaching
Christian educators often talk about Biblical integration. Sometimes the discussion focuses on what we teach: ensuring that content points students towards a love of God and service of others. Sometimes it focuses on who we teach: recognising the image of God in our students and how we can serve them. Other times it focuses on how we teach: encouraging practices of education that honour God and student. It can also be viewed as a question of who we are as teachers: what does it mean to be a Christian teacher?
Metaphors can help us explore different answers to this question. In his book Walking with God in the Classroom, Harro Van Brummelen examines different metaphors for who the teacher is. Christ was, of course, the great teacher and He exemplifies all of these models.
Teachers are facilitators. We do not produce education in a vat and hand it to students, but we help guide students to reach knowledge[1]. Educators that use the Socratic method of asking questions to get students to find answers for themselves will likely connect to this model. Christ often used questions to help people better understand God’s kingdom. If you want to be a better facilitator, try a lesson of guided questioning to help your students discover truth themselves.
Teachers are story-tellers. Learning theory suggests that we can comprehend and use information much better when we can situate it in a story[2]. Van Brummelen says this model is especially useful for young students, who can comprehend even difficult material when it’s presented in a story[3]. Christ showed us this model when He spoke to us in parables, presenting God’s truth in a way simple mankind can understand. If you want to be a better story-teller, try opening a lesson with a story that incorporates the knowledge you’re going to teach in the lesson.
Teachers are stewards. We have been given a remarkable gift by God—our students—and we work to develop the potential within them[4]. Educators passionate about best practices and creative teaching methods will likely appreciate this metaphor. Jesus compared teachers of the Law to stewards who use both old and new material (Matthew 13:52). If you want to be a better steward, ask fellow teachers for different instructional strategies they use and maybe share some of your favourites.
Teachers are priests. We have authority over our students and a responsibility to lead them to righteousness[5]. As humans we have all sinned and education needs to be a place where broken people—ourselves and our students—move towards healing. As priests, teachers play a role in helping students that are causing pain and tension in the classroom towards repentance, bringing healing in our community. Christ is the Great High Priest and worked with man to bring God’s forgiveness to all who repent (Hebrews 4:14-16). If you want to be a better priest, start by modelling your own behavior as a person who seeks repentance after sinning and works towards restoration after forgiveness.
Teachers are shepherds. Like the facilitator, this model emphasises teachers as guides, leading students towards the desired outcome. However a shepherd is able to use a rod and staff to help bring students to where they need to be, occasionally using discipline to help students grow not only as holders of knowledge but also as better models of Christ. The Lord is our shepherd and leads us through both the highs and lows of life (Psalm 23). If you want to be a better shepherd, chat with some students about what is going on in their life outside the classroom and see if you can help them make Christ relevant to that situation.
David Christians
Teacher
TeachBeyond, Europe/Eurasia
There are many other great metaphors for teachers. Why not start a conversation with some colleagues about what metaphors best describe their teaching practice? That way as a community we can encourage each other to better integrate Christ not only into our lessons, but into our identity as teachers.
Photo Credits: Facilitator. via Shutterstock. Shepherd. AdamCohn Flickr via Compfightcc.
[1] Van Brummelen, Harro. Walking with God in the Classroom. 3rd ed. Colorado Springs: Purposeful Design Publications, 2009. pg. 36
[2] Driscoll, Marcy. Psychology of Learning for Instruction. 2nd ed., Pearson, 2000. pg. 129
[3] Van Brummelen, pg. 37.
[4] Ibid. pg. 40.
[5] Ibid. pg 41.
TeachBeyond Launch in Northern Ireland
Angela Russell (left) from Ballymena and Emily Henry (right) from Larne have been appointed as TeachBeyond staff representatives in Northern Ireland. Joining them in the photo is Liz Hutchinson (centre), Recruitment and Personnel Manager for the UK.
For the last 11 years, Angela, the mum of four, has worked as a classroom assistant in Carniny Primary School. Angela and Emily will promote the work of the organisation by visiting churches to speak about what it does and encourage people to pray for the projects that it runs.
The two also will recruit Christian teachers to serve within the mission in various roles. Longer term, they are looking forward to visiting some of the projects operated by TeachBeyond.
Angela said, “I think what excites me is the fact that it is a growing organisation and people are being reached not only with education, but also by the power of the Holy Spirit. Children at all levels of society are being reached. That includes wealthier children who can afford to pay to go to school as well as very poor children and refugees – young people who have suffered in the most awful ways.”
(This is condensed information from the website, “The Church Page,” in Northern Ireland.)
Since joining TeachBeyond, Angela and Emily have exhibited at New Horizon and at Bangor Worldwide- more news to follow.
Transformational Principle 1
Last week I travelled for a few days. While I was gone, Dana transformed an old thrift-store desk into a beautifully restored antique. She worked hard to take it apart, scrub, sand, and paint it. Knowing that I love to put things together, she waited to finish it. When I got home, I spread out the doors, handles, nuts, and nails. I didn’t know how the pieces went back together: I had a basic idea, but there were brackets and strips of wood that I didn’t understand. What was the desk supposed to look like when it was together?
I needed help, I needed to know the design.
When your children sit down in your classroom, what are you after? When they come to you, what is your purpose? We know that we teach best when we have the end in mind.
The first of four TeachBeyond principles for Transformational Education helps us know where to go and how to get there: “We pursue transformation which aligns with God’s creative design while trusting the Spirit for complete transformation into the image of Christ.”
What does this mean for you today?
- We have a powerful purpose. We don’t just go through the curriculum. Our overarching purpose for each child is uncovering “God’s creative design.” We call out in each student a design rooted in the image of God (Genesis 1:27) and by God’s grace we encourage every student to become like Christ and develop the gifts and abilities God has given to accomplish His purposes (Ephesians 2:10).
- We pray for wisdom. As I needed Dana to show me how the pieces fit for the desk, we need God’s wisdom to help us understand how each child is designed, what each one can be as a unique and special person (Jeremiah 1:5). We ask the Lord to show us what each child might be, not just how they are.
- We pray for God to work. God, not the teacher, grows children (1 Corinthians 3:6). Just as Paul planted and Apollos watered, we contribute in some way to our students’ growth, but we cannot transform a child. This is God’s job. We can use best practices and pray for His grace, but the Holy Spirit transforms hearts and lives. We don’t. A wise transformational teacher once said, “We do much less than we think we do.”
- We respect each person. Since we are pursuing God’s creative design, we watch each child for hidden gifts and strengths. Then we give them opportunities to use and grow according to their gifts. We provide options for learning when we can so that each child grows toward the design God has for them. We celebrate each one’s giftedness and place in our class.
- We recognise two levels of transformation. The first is growing each child toward the best he or she can be through normal teaching practice. We give them education that changes their knowledge and abilities, helping each child to become the special person each is. But we are always mindful of pointing them to complete transformation in Jesus by knowing Him through faith and becoming a new creation (2 Corinthians 5:17).
- There is no end. Every child can continue to grow and learn, even if he or she has met the curriculum standards. Every child who knows Jesus by faith should continue to learn and grow toward the image of Christ. Faith in Christ is not our end goal, complete transformation to His image is—and this is a life-long process.
- We are not adequate to do this. As Paul says in 2 Corinthians 3:5, “Not that we are adequate in ourselves to consider anything as coming from ourselves, but our adequacy is from God.” We are servants of a new covenant, of the Spirit who gives life. The beginning of our work as a transformational educator is to be transformed ourselves by knowing we are also in need of the work of the Spirit in our lives. Perhaps the most important thing we can do for our students is to make sure we are letting God transform us.
As I studied the pieces of the desk and Dana told me how they fit, we were able to put together a beautiful, new desk out of an old one. In so much higher and deeper and wider ways, God will use you to pursue His design for each child, by His grace through the Holy Spirit. Each child can become more what God intends and we get to be a part of that.
Joe Neff, Th.M.
Coordinating Director of Education Services
TeachBeyond Global
Photo Credits: Desk. J. Neff, 2019. Girl. T. Peters, 2017. ble 2 Ac
Teachers as Beauty Creators
Teachers are beauty creators. 
Creating beauty can mean decorating a room or painting a picture, but it can also mean resolving conflicts so there may be beautiful and harmonious fellowship again. Creating beauty can also mean leading others to become beauty creators by exemplifying what it means to create beauty. God is the original beauty creator. When He created the earth, He was full of love, peace, and joy about what He was doing. As Christian teachers we are united with God and are able to teach with His characteristics. Being beauty creators means bringing love, joy and peace into our classrooms.
If you totally love the subject you teach and your most fulfilling moment is seeing students joyfully adapt what you showed them, then you have created something very beautiful. You created not only a beautiful moment for yourself and the student, but also another beauty creator who will likely share what he has just learned. We share beauty, not because we are forced to, but because it is a pure pleasure. Therefore, the goal of teaching should be to create beauty; this is a role that goes beyond a set of rules or a list of words or calculations. What, then, are some ways to become a beauty creator in the midst of everyday pressures and tight schedules at school?
Creating beauty does not need to be a complicated process. In fact, sometimes bringing beauty comes from simplifying your teaching life. First, choosing to focus on simpler preparations for class allows you time to care for God, for friends and fellowship, for caring for yourself by eating well, exercising and sleeping enough. Pursuing beauty means setting proper priorities. Second, a simpler method can also help you focus more on the kids and on what is happening in the classroom than to be caught up in organising your methods. This strengthens the relationships that God has given us.
Today I taught my first grade students about animal teeth. I found a nice slide show online with animals having speech bubbles telling something about their teeth. My first idea was to colour-copy the animals, cut out the speech bubbles, and laminate all of it. It would have been best to make copies for each group of students. I thought about the effort it would take to prepare all of this and about the many other things that still had to be done on that day. Then I came up with an idea, which turned out to be just great: instead of making copies, I showed the slide show to the students reading to them the speech bubbles. I made a quiz with four groups asking questions about what I had been reading to them. They just loved it and were engaged. I was able to stand in the front, free to focus on the kids, not being distracted by methodological details. The question I had to ask myself was: “Does the method lead to the goals of my lesson or am I getting caught up in unnecessary preparation?”
In the end, being a beauty creator in the classroom is all about love and relationship. Spending time with God is especially important because He is the source of relationship: the source of all peace, joy, love, and patience. These characteristics are so essential in a classroom setting as are living a balanced life, in harmony with yourself, with Him, and others. Recognising your limits and setting boundaries for yourself will allow you to be freer to love your students and create something beautiful in them which they will want to copy. If then, what you love about what you teach connects with the students themselves, you have been successful and you truly created some more beauty in this world.
Let me finish with a quote: The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The greatest teacher inspires (William Arthur Ward). If you want to be a teacher who inspires, my suggestion is to find ways that can simplify your teaching and find ways to be inspired so you don’t run out of energy but keep on being an inspiring teacher creating beauty wherever you go.
Sonja Seidel
Primary Teacher
Freie Evangelische Schule Lörrach, Germany
Photo Credits: The Whole World. B.Hunsberger 2017.
________________________________________
Sonja Seidel is a religion and English teacher at Freie Evangelische Schule Lörrach, a Christian private school in South Germany. She has taught at the gymnasium level (where students get their A-levels) before moving down to the primary school level where she is really enjoying working with younger students. Prior to teaching, Sonja studied theology and English.
