Tag Archive for: Transformational Education

Teaching Through Play

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What’s a child’s favourite thing to do? PLAY!

Here are four questions I ask myself while planning activities that use play to teach in early childhood classes. They can be easily adjusted for use with older children as well.

Open or closed activity?

When planning an activity in the classroom, I always ask myself if there is a way to make this open-ended so students can play and explore for an infinite amount of time. When an activity never ends, it allows students to practice until mastery rather than just until completion. Open-ended activities feel like play and can be used over and over. They are ideal for introducing ideas and concepts that need a lot of practice. Closed activities, on the other hand, give me opportunities for assessment since they show how close students are to mastery.

Topic: Matching quantity to numerals
Open Activity: Play a game with flash cards matching quantity to numerals. Students have to match the card with the correct quantity to the numeral. When students finish they can mix the cards and repeat the activity. For students close to mastery, see how fast they can do the activity. This works great in a small group activity or during free play time.

Closed activity: Do a worksheet matching quantity to numerals. Students draw a line matching the quantity of drawn objects to the correct numeral. Once students are finished they can turn in the activity. This works great for an assessment or homework.

Student or teacher directed?
In a typical early education classroom, I could always use more adults. That means while planning activities I have to be strategic in what kind of activities require an adult’s support and which activities students can practice on their own. I plan teacher-directed activities to introduce a new concept or idea while student-directed activities allow students to practice on their own.

Topic: Family vocabulary
Teacher-directed: Students draw and label a family tree. With teacher-guidance, students will draw different members of the family and label each person. Teachers will provide assistance in organising the paper (children on the bottom, grandparents on the top) as well as provide vocabulary words to copy for the appropriate family members.

Student-directed: Use memory with family vocabulary. After students have been introduced to family vocabulary and have a basic understanding of rules, they can play a game of memory with family members as the cards. Pairs of cards with pictures and/or words are placed face down on the table. Students take turns flipping two cards to find matches while saying the words.

Individual or group?
Social skills are important to practice in the early years. I try to plan activities that require students to interact while I am providing learning beyond the academic concepts. Then I use individual activities to allow students to develop their own reflection skills and demonstrate their learning.

Topic: Science activity–what melts ice?
Group activity: As a group, students must find fun ways to melt ice. As a whole class the teacher may ask students for ideas about how to make ice melt quickly. Then the teacher can divide students into groups and allow each group to choose an appropriate method of melting ice (i.e., rubbing it in their hands). Students will pass around the ice cube rubbing it until their hands are too cold, then passing it to the next child. This practices taking turns, observations, and learning new science concepts.

Individual activity: After seeing ice melting, students draw a picture of what happened in their journals so they can remember.

Creative or directed?

Art is always a fun activity in the classroom! It’s messy, creative, and allows students to develop crucial fine motor skills. While thinking of art activities, I first decide whether an open-ended (creative) or directions-based activity is called for. Open-ended, creative projects give students the opportunity to experiment with new materials and develop ideas from start-to-finish. Directions-based projects allow students to develop skills they might not choose on their own and to practice following instructions. Both are important skill sets in the early education classroom; the key is finding the right balance.

Topic: Making penguins

Creative: In an art station, the teacher will provide many materials such as coloured paper, paint, glue, wiggly eyes, and felt. The teacher will also post pictures of penguins. During free play time, the students can look at the pictures of penguins as they model their own creations.

Directions-based: The teacher will model how to create a penguin by cutting out pieces of paper, gluing them together, and adding other parts such as eyes and feet. The students will follow the teacher’s instructions step-by-step to create similar projects.

 
Overall, in an early education classroom playing and learning walk hand-in-hand. The process of intentionally planning activities is the first step in engaging students in playful learning. Although all types of activities can be positive in the classroom and encourage learning, the more free-choice, student-based, interactive and creative the activity, the more playfully engaged the student will be. My general rule of thumb is finding variety by mixing up the types of activities so that at least one activity on the topic will engage each of my students.

Sarah Trussell, M.Ed.
Elementary Principal, early childhood teacher
El Camino Academy, Colombia

For more ideas to use in early education classrooms, check out the Early Childhood Education group on Yammer.

Transformational Perspectives: Scriptural Underpinnings of Transformational Education with a Christian Worldview

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For the Christian educator, be that person a teacher or leader, the primary goal of teaching and learning is to present everyone mature in Christ[1]. Christian education fosters maturity in Christ, preparing students for both life beyond school and eternity, for honouring and glorifying God.

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The first Scriptural underpinning for this is the Great Commission. In Matthew 28:16-19, Jesus states “Therefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit”. The global perspective that Christian education should hold is clear; all nations and all cultures are to be baptized and made disciples. Thus an understanding of how the world works, and how people, cultures and nations interact with each other, is important if the goal of Christian education, the presentation of everyone mature in Christ, is to be realized.

One way such a goal is realized through teaching everyone with all wisdom. This means that all learners receive a quality teaching and learning experience. Christian learners are prepared to impact their world for Christ and non-Christian learners are shown a meaningful faith that possesses at its core an intellectual credibility applicable to the wider world.

Thus, the learner is the focus of Christian education. Each learner is considered unique as he or she is made by God[2]. Learners are also acknowledged to be complex, entering the classroom at different stages in their learning, with different experiences, and different levels of knowledge or skills. Christian educators recognise the complexity in all learners and that they are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance[3]. Thus, Christian education is something that helps learners mature by unwrapping their God-given gifts so that they can find their place in service of others and have an impact on the world for Christ.

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In the closing remarks of his letter to the church at Philippi, Paul exhorts Christians to strive for excellence[4]. His point is made on an understanding of human nature. To dwell on matters not conducive to a healthy mindset adversely affects thought, character and action. It stunts maturity in Christ. For the Christian learner, Philippians 4:8 makes a clear call to excellence as the standard for living a Christian life. For the non-Christian learner, the call for excellence in all things deflects criticism that in some way, shape or form, Christian education is not good enough, that it is in some manner deficient or irrelevant.

Additionally, Paul reminds us that we are called to be Christ’s ambassadors[5]. Such a description is no small thing, for an ambassador is someone who represents the interests of his or her nation in a foreign country, someone who is completely knowledgeable about whom they represent and their worldview. In the context of Christian education the directive from 2 Corinthians 5:20 calls schools to be prepared to represent God and His message faithfully and accurately in all that they do. Christians will attract the attention of those around them and so it is therefore critical that Christians act in the same manner as an envoy or representative. Teaching and learning programs must engage in the wider world knowledgably and with certainty about that message.

Education is therefore a life-long process[6]. It focuses on the intellectual, personal, emotional and social growth of the individual through all domains of knowledge[7]. Education prepares learners for a life of active, responsible citizenship with both a local and international outlook[8]. It instills in them a passion for lifelong learning, inspires them to excel academically, to work towards intellectual and emotional maturity and to ensure they are prepared for the world beyond the classroom[9]. Through Christian education, learners develop a deep subject expertise alongside the ability to engage with a diverse range of people, embrace both traditional and innovative thinking, and be able to bridge cultural boundaries genuinely. This is what we should strive after as we seek to develop learners who will be presented mature in Christ. This is transformational education.
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Timothy Scott, Ph.D. 
Director of Student Learning and Head Principal
Black Forest Academy, Germany

[1] Colossians 1:28

[2] Genesis 1:26-28; Psalm 139:14

[3] Ephesians 2:10

[4] Philippians 4:8

[5] 2 Corinthians 5:20

[6] 1 Timothy 4:13

[7] Proverbs 1-4; Romans 12:2

[8] 1 Timothy 2:2-8

[9] Philippians 4:8

Photo Credits: Great Commission. Christian Cross Clipart. Lab II. BFA.TeachBeyond.

Timothy Scott is the Director of Student Learning and Head Principal at Black Forest Academy (BFA) in Germany, where he leads the school’s academic program operating across three campuses and is involved in curriculum management and development, and student pastoral care. Additionally, Tim manages the partnership between BFA and several German Christian schools. He has a passion for teaching ancient history, historiography and philosophies of history, holding a PhD in the subject. Tim has 20 years of experience in education, having taught and held leadership positions in several large independent schools in Sydney, Australia.

Autumn/Winter 2016 newsletter

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Please click the link below for our latest newsletter-

7-aut16

Bearing with the Failings of the Weak

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We who are strong have an obligation to bear with the failings of the weak, and not to please ourselves. Let each of us please his neighbour for his good, to build him up. Romans 15:1-2

 

As teachers, we have all seen them: the compliant, dutiful student who loves to follow rules and get stickers and the distractible, rambunctious one who just will not conform to the classroom expectations. Both are dearly beloved. Both are made in God’s image. However, managing a class with the latter, (whether they be girls or boys!) can exasperate us and cause us to respond in a less than ideal manner.

14913306117_8d9e0240c2_mThe way a teacher approaches this common scenario is one way a transformative classroom is different from one which is not. The transformative teacher will correct a student while also finding ways to establish the student as a child of God. The transformative teacher builds up all students in an honest way, recognising the God-given worth and value of each one. Just as a transformative teacher corrects the non-compliant child, helping him understand the motives behind the non-compliant behaviour and develop strategies to change his behavior, she also lovingly challenges the compliant child, encouraging him to examine the motives behind his behavior. (Is he good for the love of stickers? To be better than everyone else?)

One practical way teachers can build up and encourage children is through an exercise called “putting their name in the heart.” This exercise is effective with very young children, but can also be used with older elementary students.

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When a student is observed doing something out-of-character in a positive way, the teacher draws a heart on the board and places the student’s name in the heart. The student is then invited to the front of the classroom while the teacher to honours them by explaining why they are being recognised. One child may be honoured for not calling out for an entire lesson, even though the rest of the class may never call out. Another child may be honoured for choosing not to broadcast her superiority on a recent test score.  What the student did to earn the honour is completely individualised according to that student’s unique needs. The key is to recognise and celebrate all students (both those who are usually compliant and those who perhaps aren’t) for exemplifying character, perseverance, or success when the child is not expecting a reward. The goal is that students know that they matter, not because of their compliance or lack thereof, but because of who they are.

Putting the name in the heart does not eliminate using class rules or other classroom management strategies; it is used as a supplement to build up students for positive behaviors which do not come easy for them, whatever these behaviors may be.

As the holiday season—and attendant student “squirreliness”—approaches, I encourage you to look for the good in your students and honour it. Go put someone’s name in the heart!
 
Helen Vaughan, Ph.D.
Director of School Services
TeachBeyond Global

Photo Credits: Classroom. pang yu liu Flickr via Compfight cc.

Non-awkward Biblical Integration

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My stepson is 12. He amazes me with his ability to quote lines he sees on movies and YouTube videos all the time! I watch him talk with his friends, and it’s like they’re talking in code using only quoted lines. I don’t mean short quotes; they use long quotes! His friends know the lines as well, so they can help him finish them or correct him if he makes a mistake.

At 12 he is starting to try to enter adult society. His struggle is learning that adults do not want to play film quote conversation games like his friends, so his contribution to the conversation is terribly awkward. I have seen him sit on the edge of the adult group and watch, waiting for his chance to join. When he finally takes a chance to speak, it is because something reminded him of a scene in a film. He will retell the events or quote the funny line while the adults politely listen, chuckle, and then move on with their conversation. Sometimes he the awkwardness and sometimes he doesn’t.

Isn’t that how we sometimes feel about Biblical integration? We build a lesson plan and then look it over, trying to find a way to insert Jesus into it creating questions like, “The Bible says in Matthew 5:13 that Christians should be the salt of the earth. The salt content of the Atlantic Ocean is 30 ppt (parts per thousand) and the salt content of the Pacific Ocean is 35 ppt…”

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(Confession: I stole this question from a standardised test I took in 11th grade. Second confession: I blew off the test when I realised all the questions were formatted this way.)

Questions like these are awkward and inauthentic, desperately failing at biblical integration. So how do we build lesson plans that honour God by using His Word professionally and in a way that exalts the Word of the Lord instead of making it look terribly cheesy? Don’t add Jesus as an afterthought. As you write a lesson plan, Jesus must flow out naturally, and the only way to do that is being so immersed in Him that He daily flows out naturally in all parts of our lives.

There is something very valuable we can learn from my stepson’s 12-year old attempts at conversation. “From the overflow of the heart, the mouth speaks[1]”. Absorb yourself in the Word so much that it is your first thought in every situation. Let the words of God be the first ones on your lips. See every subject and textbook through the lenses of God’s character and authority.

Know the stories. Know all of the stories. Do you know who Zelophehod or his daughters are? Find out! That is how well you should know the Bible. Read the genealogies. Read Revelation. Read the minor prophets. Don’t understand them? Join a Bible study focused on the stories or specific books. Volunteer to help or sit in on the elementary Sunday school. Every story is in the Bible for a reason. Even the stories of Nimrod, Tamar, and the young man running naked in the gospel of Mark. Read them!

Memorise scripture. Take a cue from my stepson and his friends. Memorise long portions of scripture, so it’s the first thing on your lips. The Psalmist understood the importance of this. Read Psalm 119 slowly (yes, the whole thing). Then read it again. Every time the psalmist uses the words law (and its synonyms) or word replace it with Bible or scripture.

I have hidden your word [Bible] in my heart that I might not sin against you.[2]

Can you say with integrity that you are doing this?

Meditate on the character of God. My stepson thinks about movies so much that he can’t have a conversation without bringing them up. He believes movies are applicable to every topic under the sun. May our intensity be the same with our understanding of the character of God. His grace, justice, truth, redemption, love, and more must be our first response to each situation.

The more practice my stepson has with adult conversation, the better he will get at participating in it. He will figure out how to connect his interests in ways that are appropriate and engaging. The same rules apply to Biblical integration. The Lord will bring His Word to your mind as you prepare lesson plans, and he will train you. Your job? Be obedient. You won’t get it right every time, but practice helps. So be bold! Join the conversation! “Let the word of Christ dwell in you richly, teaching and admonishing one another in all wisdom…”[3]

Cindy Lucas

Mobilization Coach (and former English teacher)

TeachBeyond

Photo Credits: Awkward Adolescents, stirwise via Compfight cc; Ocean Waves, dudulandes via Compfight cc

[1] Luke 6:45

[2] Psalm 119:11

[3] Col 3:16

Knowing our Stories- developing healthy self-awareness

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So off went the Emperor in procession under his splendid canopy. Everyone in the streets and the windows said, “Oh, how fine are the Emperor’s new clothes! Don’t they fit him to perfection? And see his long train!” Nobody would confess that he couldn’t see anything, for that would prove him either unfit for his position, or a fool. No costume the Emperor had worn before was ever such a complete success. “But he hasn’t got anything on,” a little child said.

“We have met the enemy and he is us.”—Walt Kelly emperorsnewclothes3

In the classroom, sometimes the greatest impediment to learning is not our students, but ourselves. A healthy awareness of our our strengths and weaknesses allows us to consider and manage these issues while in the classroom. As much as we think that we are able to hide our personal issues and problems, our students are often quick to see through our façade.

We don’t want to be like the emperor in The Emperor’s New Clothes.[1] His aversion to critique and pride led the emperor to make a complete fool of himself. Instead, we need to seek out others to speak into our professional lives. If we openly address our strengths and weakness with others, it allows us to be authentic and transparent and holds us accountable as we seek to improve. It can also be a catalyst for transformation.

Brookfield recommends the teacher using four lenses to increase their self-awareness: autobiographical lens, students’ lens, the lens of literature and, the lens of co-teachers.[2]

Lens of our Autobiography

  • Examine our personality: Understanding ourselves and defining what things are sources of frustration for us professionally is important. Once we identify these areas of frustration, we can ask what steps we can take to grow in these areas. This type of self-awareness is a first step in understanding our students.
  • Examine our personal biography: Sometimes things that trigger us can often be traced back to an incident in our past. What do we do with these situations? It can be helpful to develop an action plan to use when these incidents arise.
  • Examine our educational background: We tend to teach as we were taught, not how we were taught to teach. We unconsciously have picked up both good and bad practices from our teachers. As we understand why we teach the way we do, we can adjust for our weaknesses.
  • Examine our values: We operate and teach out of our values, even if we are not consciously aware of them. We need to be willing to ask ourselves what values we reflect in the classroom, and how this might challenge students who have different value sets.

 

Lens of Students’ Perceptions

  • Ask the students: Our students spend more time with us than anyone else in the profession and we can certainly learn from their feedback. Several times during a term, invite the students to write one positive comment about the class and one improvement that can be made. Collect these statements, tabulate the results and see what is going well and what can be improved.

 

Lens of Literature

  • Read and consider current literature: Exposure to new understandings pertaining to educational theory and critical reflection can be helpful in evaluating our own practice. As lifelong learners we know that there is always room for growth. What does the current research say and what can we learn from this?

Lens of Colleagues Perceptions

  • Invite observation: Asking fellow teachers or administrators into the classroom to observe us teaching can be very helpful. We can invite their critique and feedback based on what they observed.
  • Consider co-teaching: Working closely with another professional offers a natural accountability system as well as a collaborative emphasis. As we learn from each other we all have opportunities to grow.

 

Teaching is a highly personal act that often takes place behind closed doors. This can limit the amount of feedback we receive, hindering our self-awareness and ability to grow. Not only does this do a disfavor to our students, but also ourselves.[3] Taking time to invite professional feedback will help us avoid the fate of the proud emperor, and will open up avenues where lasting transformation can take place.

Debbie Kramlich, Ph.D. Candidate

TeachBeyond, Thailand

Photo Credits: The Emperor’s New Clothes, Pam Sanderlin. Collaboration.
technolibrary2014 via Compfight cc.

[1] Hersholt, J. (2015, August 11). The Emperor’s New Clothes. Retrieved May 12, 2016 from http://www.andersen.sdu.dk/vaerk/hersholt/TheEmperorsNewClothes_e.html

[2] Brookfield, Stephen. Becoming a Critically Reflective Teacher. The Jossey-Bass Higher and Adult Education Series. 1st ed. San Francisco: Jossey-Bass, 1995. xiii.

[3] Schollaert, R. (2002). In search of the treasure within: towards schools as learning organisations (No. 8). Garant.

 

 

Following Jesus’ Example

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What is the difference between a Christian teacher and a secular teacher? Is it just that we tell the children stories from the Bible and pray with them? Or should it be reflected in the way that we do things and the way that we teach? How did Jesus and the rest of the godly people in the Bible teach and learn? Should we be following their examples? These are all questions that we have been thinking about and discussing with the teachers that we are working with in the mountain villages of South Asia.

How did Jesus teach his disciples? They sat before Him and listened to the things that he had to share.[1] He demonstrated for them how they should do their ministry.[2] They then worked alongside Him trying out the things that He talked about while He watched and gave them feedback.[3] When Jesus saw that they had a strong enough understanding to try this on their own, He sent them out to do just that.[4] They went out and tried it, but sometimes failed.[5] They returned to Jesus and asked why some of their healing didn’t work and He again gave them feedback.[6] They went out and tried again.[7]

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As we look at this, we are amazed at how closely it resembles the progression from a teacher-centered teaching method to a student-centered teaching method that we have worked so hard to teach our teachers. Teacher-centered teaching is what Jesus did with His disciples at the beginning. However He didn’t stay there. He pushed them to actually do the things they’d seen Him do. In some things they were successful, but they also had their failures. However, because of their relationship with Jesus, they felt free to come and ask Him for further advice on the matter and He was able to give them feedback reminding them of the things that He had taught. They then eagerly went back out and tried again.

If this is how Jesus taught, then shouldn’t we be following His example? How much time do we spend in lessons that are teacher-centered? Do we allow students to put their skills to use on new problems—even struggling through them and failing occasionally? Or would we rather rush on to the next lesson so that we can finish the curriculum? Have we learned to distinguish when to back off and when to step in with the scaffolding necessary to help students succeed?

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Taking time to think through and apply the answers to these questions will force us as teachers to move from teaching about a Christian worldview to teaching within a Christian worldview. Our students will experience what it means to encounter the world as image-bearers of Christ. I believe that this is how the Creator designed learning to happen.

Sue Rollins

Teacher Mentor & Educator

[1] Luke 6:20-sermon on the mount

[2] John 13—washing the disciples’ feet

[3] Mark 8—the feeding of the 4,000

[4] Luke 10—Jesus sends out the 72

[5] Mark 9—the demon possessed boy

[6] Matthew 17:14-21—the demon possessed boy

[7] Acts 3—Peter & John heal the lame man

Photo Credits: Stained Glass Disciples. jpellgen via Compfight cc, Students Experimenting.  Pioneer Library System via Compfight cc.

Time is Running Out…

If you haven’t yet registered for this summer’s Transformational Education Conference in Manila, Philippines, now is the time to so. Registration closes on April 30, 2016. This conference–and it’s sister program, the K-12 School Leadership Program–is a great opportunity for you to grow in your own professional development. You can earn ACSI CEUs as well as a continuing education certificate from TeachBeyond by participating in this 4 day event. If finances are a problem, scholarships are available by contacting institute@teachbeyond.org.   

For more information or to register for the conference, visit  http://teachbeyond.org/teachbeyond-conference/. 

Class Building: Instilling Christ-like Character in our Students

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As we strive to integrate biblical principles (overtly or covertly) into what we teach, we look for opportunities to foster Christ-like behaviours in our students. Class-building opportunities allow us to do this. They also help to increase the level of student engagement and cooperative learning in the classroom, which results in an increased use of language by our students[1]. I have found that unless I take the time to create an environment that values mutual respect and acceptance through class-building activities, learning suffers and my students demonstrate more negative behaviours.

Spencer Kagan, an expert in cooperative learning, identifies five important aims of class-building: getting acquainted, forming class identity, building mutual support, valuing differences, and developing synergy.

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Getting Acquainted: Often, teachers spend time at the beginning of the school year getting to know their students, but these activities should continue throughout the school year. One such activity, Inside Outside Circle, involves movement and can be used to help students get to know each other. Students stand in two concentric circles. The students on the outside face in and the students on the inside circle face out. Each student should have a partner that s/he is facing. The teacher asks a discussion question and each partner takes turn answering the question. When given a signal, the students in the outside circle move clockwise, while the students on the inside stay in their places. Each student should now have a different partner with whom to discuss the next question.

Class Identity: Encourage the class to develop a class theme, name, chant, or song. This creates a sense of unity and belonging that is unique to this class, which in turn helps to foster an environment of ownership and safety. This activity can be used beneficially across the grade levels, even though some secondary students might think it is a little bit silly.

Mutual Support: An excellent way to promote mutual support is to involve your class in a service learning/ministry opportunity. This allows students to focus their attention on a common goal such as working together to clean up the campus, collecting materials for a local ministry, or mentoring younger students. When students are moving towards a shared vision, they begin to notice the unique ways that they and others contribute to make that vision a reality.

Valuing Differences: Our intercultural classrooms are ideal for equipping our students for the increasingly global world where differences are bound to occur. Using Four Corners is an excellent way to visually see these differences in the classroom. The teacher announces a topic of comparison—for example, what type of book would best express your personality—then labels each corner of the room, each with a different book type. Students move to a corner, pair up with another student, and provide reasons for their choice. Then, each corner shares their reasons with the class. As students share their differences and the reasons behind them, they begin to recognise that differences do not have to be threatening; rather they add spice and variety to life.

Developing Synergy: Synergy refers to the expression of a whole that is greater than the sum of its parts. An easy way to foster synergy in your classroom is to have a project that involves both an individual/small group component and a class component. Examples include putting on a class play (related to your content area), creating a video documentary, or a class newsletter. The key is that the end product/outcome needs to be better than what could be accomplished by one person alone.

Fostering a classroom that embodies Christ-like characteristics creates an environment where students feel safe, are willing to explore the gifts and talents God has given them, and have opportunities to optimise language learning. It allows us to put Paul’s words[2] into action: “Don’t just pretend to love others. Really love them. Hate what is wrong. Hold tightly to what is good. Love each other with genuine affection, and take delight in honoring each other. Never be lazy, but work hard and serve the Lord enthusiastically. Rejoice in our confident hope. Be patient in trouble, and keep on praying. When God’s people are in need, be ready to help them. Always be eager to practice hospitality.”
Leighton Helwig, M.Ed.
Philippines National Director/Regional Education Specialist
TeachBeyond

Photo Credits: Conversation Ring, Katie Sutton, @MissSuttonOPC.

[1] This is especially beneficial to students learning English.

[2] Romans 12:9-13 (NLT).

Don’t miss an opportunity to deepen your understanding of Transformational Education

This summer TeachBeyond is hosting a Transformational Education Conference in Manila, Philippines, and today’s OnPractice author, Leighton Helwig, is one of our featured speakers. Spend four days (June 7-10) with other international workers learning how to apply the concepts of transformational education to your specific context. This is an opportunity that is too great to pass up!

For more information or to register for the conference, visit  teachbeyond.org/teachbeyond-conference/.

Transformational Education for 8-year-olds?

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In a recent meeting, the directors of TeachBeyond’s Educational Services were challenged to consider what TeachBeyond’s vision[1] and the theory of transformational education might look like in a class of 8-year-olds. We wanted to move from a theoretical discussion to something far more practical. You may teach younger or older children, but the general principles here may help you to consider what implications this has for your classroom.  8706023560_3079266efa_m

Generally, teachers of 8-year-olds are with their class for the whole school day and therefore, relationships are extremely important. You cannot show the love of Jesus if you never have time to develop good relationships. You can spend hours on preparing the most wonderful lessons and marking books meticulously, but if you do not have time for the children this work will be in vain. An interesting exercise which illustrates this is to ask children what are the characteristics of a good teacher. You will find that among other things they like teachers who are kind, fair, have a sense of humour[2], and always have time to listen to them.

Fairness is a very interesting concept. I read this a few days ago:

PUPIL: ‘Would you punish me for something I did not do?

TEACHER: ‘Of course not.’
PUPIL: ‘Good, because I haven’t done my homework.’
This makes us laugh, but as you read this I suspect you can remember being told off for something you did not do. We remember injustice, so it is very important that we are fair and consistent in the way we treat children. Take time to think about how you respond to inappropriate behaviour. Do you always take the time to find out what has happened or do you occasionally make assumptions about the cause of a problem that arises? Are you always consistent with your expectations? This is an important way in which you can demonstrate that you care and value your pupils and see them as individuals created in the image of God.

How often do you take time to listen to the news that your students bring to school? If it is good news, why not let them tell the class? Even if it is not good news, maybe it is still appropriate to share with the class–though that will be up to you to decide. This shows you really value the students and what is important to them.  Most importantly this will show you care. If possible you could have a prayer time with your class and include some thank you prayers and prayers for others. Even if you cannot pray openly, you can show your compassion by listening and reassuring your pupils that you care.

Another important attribute to demonstrate to children is honesty. There are times when I have observed teachers fabricating reasons that are not true to explain something a pupil has asked about or pretending to know things that they clearly didn’t know. Usually children see through this falseness. Telling the truth, admitting when you don’t know, and apologising when you get things wrong are other ways that you can demonstrate that you value the children you work with. 8706023560_3079266efa_m

The best teacher was Jesus and by studying His teaching ministry we see that He gave time for individuals and showed them love and compassion. If we want to be channels of His love and see transformation, then we need to demonstrate those same values. I hope that whether you are in a school where you can openly share your faith or not, there are principles here you can adapt to your situation.
David Midwinter
UK National Director
TeachBeyond

[1] “We wholeheartedly desire to serve our Father’s world, to love Jesus Christ, and to see individuals and societies transformed by His Spirit through education”. –TeachBeyond vision prayer
“Our vision integrates faith and learning in the simple, yet profound belief that through the power of God’s Holy Spirit, lives and cultures will be transformed into Christ’s image.”—TeachBeyond distinctives

[2] A sense of humour may be a cultural thing, but I think the other attributes are universally appropriate.

Photo Credits: Learner, Barrett.Discovery via Compfight cc. Classroom, US Department of Education via Compfight cc. Girls, Barrett.Discovery via Compfight cc.

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Know their story

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I sighed inside as normally easy-going Jeremiah acted up for the fifth time that period. His behaviour was out-of-control and he had quickly taken the class with him to the point where no one was paying attention any longer. This was a fourth grade class, and I was a minority among hundreds of African-American students and teachers. Most of my students lived in government housing and tales of shootings, arrests, and drugs peppered their conversation every morning before school. I had been “adopted” by some veteran teachers who gave me tips and ideas on how to discipline while also sharing their stories of marching for equal rights in the 60s and being hosed down by the fire trucks during their peaceful protests. I was ashamed for my “whiteness,” but also very humbled that they were willing to come alongside and support me at the start of my teaching career.
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“Jeremiah, come with me,” I insisted after his third warning. “We are going to call your mother.” His surprised face and hurt eyes showed me he was disappointed in himself, but my repeated warnings had only resulted in his behaviour worsening. I picked up the phone outside the classroom. As I began to dial, Jeremiah unbuttoned his shirtsleeve and pulled it up over his forearm. My stomach churned as I saw the imprint of an iron on his arm—each steam hole represented by a blister. “What happened?” I asked as tears rose up in my eyes. His eyes shifted away as he mentioned the iron had fallen on his arm while ironing at home. But the imprint of the iron was too deep and too well-placed to be a glancing burn—and so instead of calling his mother, I contacted Social Services.

In an instant, Jeremiah’s rude and obnoxious behavior was explained. I understood he was reacting to his physical and emotional pain in the only way he knew how and it was a cry for help.

When we teach, do we know our students’ stories? More importantly, if we are teaching cross-culturally, as I was, do we know the culture our kids come from, what values are important in that culture, what challenges they have overcome, and what has shaped their behavior in the classroom? Would knowing this change our frustration with them into an understanding and care?

How will we learn their stories if we do not ask for them? Once we know, are we willing to take the time to adjust our attitudes and teaching to support our students’ learning?

One of my own children had a teacher who did exactly that. At the beginning of the year meeting, he said that he was sending a letter to each parent asking for a short summary of their story.  Here is a copy of that email:

First order of business for me is getting to know my students, and this is something you can help me with. Some people love English class and for others it is a character-building experience. Furthermore, so many of our students come from diverse schooling backgrounds that I can’t make any assumptions about them. Could you write me a brief paragraph about your son or daughter’s schooling experience in the past? This shouldn’t be comprehensive, but rather a chance for you to tell me anything you think I really ought to know about your child for this school year. If that is too vague, perhaps you could tell me one thing you think your child may enjoy about English class and one area he or she may find challenging.

I filled out this questionnaire about my son, and the teacher took the time to really absorb this information. He cared about my son’s story. As a result, he was able to adjust his teaching in a way that ended up being so transformational that my son later described the experience in his college application essay.

If we do not learn our students’ stories then we risk perpetuating their pain and not providing them the assistance they need to process their past and move on with hope for their future. Learning their stories can be transforming for us as we begin to understand why they are behaving as they are, and meaningful for our students as we respond and teach to them in light of their stories.

What steps can you take to learn your students’ stories?

Debbie Kramlich, Ph.D. candidate
TeachBeyond, Thailand.
Debbie Kramlich is finishing up her Ph.D. in Educational Leadership in International Theological Education. As a part of this process, she has spend time studying transformative learning theory. This is the first in a series of articles on the teacher’s role in transformative learning. If you have a question or comment for Debbie, you can reach her by e-mailing onpractice@teachbeyond.org.