Replies for the following
Madeline Reyes
As educators, we have a big responsibility in shaping the future generations. Matthew 28:19-20 says that herefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, 20 and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age. Being an educator is an uphill battle. Teachers can make or break a student’s future. Although the goal of education is to ensure that learning happens, it is not always that easy. More than preparing for the lesson and materials, teachers should also ensure that students are motivated in learning. Without this motivation, it would be very hard to get students attention and more so maintain it. This is not an easy path but Matthew 19:26 said, But Jesus looked at them and said, “With man this is impossible, but with God all things are possible.” Everything is possible in eyes of the Lord. Teachers are given this much because God knows he can do it. God will never give a battle to a person he can’t do and according to Philippians 4:13 I can do all things through him who strengthens me.
As Christian educators we should be able to support our students emotionally. Teacher’s emotional support is recognized as an important source of student development and learning. Eve Kikas and Xin Tang published a journal article entitled Child-perceived teacher emotional support, its relations with teaching practices, and task persistence at the European Journal of Psychology of Education, Vol. 34, No. 2 (April 2019) which aimed to study the effects of perceived emotional support and teaching practices on children’s task-persistent learning behavior. The result of their study revealed that students who were getting emotional support from their teachers creates a context where they feel safe, which will make them confident in trying new things, exerting more effort, and engaging more in the Even the simple actions done for the students are important and will matter to each of them. This is backed up by the study of Clemente (2018) entitled Interpersonal Justice in the Classroom: The Role of Respectful Treatment and Nature of Teacher-Student Relationships on Teacher and Student Outcomes, which revealed that the way a teacher treats a student with respect led to a higher perception of the teacher competence and fairness. It also improves the students’ interpersonal skills in the classroom and helped them to communicate effectively with the professor, lastly, it also revealed that this positive relationship lowers the negative responses from the students such as dropping the course or reduce work effort. discussion/learning.
References:
Kikas, E., & Tang, X. (2019). Child-perceived teacher emotional support, its relations with teaching practices, and task persistence. European Journal of Psychology of Education, 34(2), 359–374. https://www.jstor.org/stable/48698225
Clemente, J. A. R. (2018). Interpersonal Justice in the Classroom: The Role of Respectful Treatment and Nature of Teacher-Student Relationships on Teacher and Student Outcomes. Philippine Sociological Review, 66, 61–90. https://www.jstor.org/stable/26905844Madeline Reyes
WednesdayMar 29 at 11:21am
As educators, we have a big responsibility in shaping the future generations. Matthew 28:19-20 says that herefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, 20 and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age. Being an educator is an uphill battle. Teachers can make or break a student’s future. Although the goal of education is to ensure that learning happens, it is not always that easy. More than preparing for the lesson and materials, teachers should also ensure that students are motivated in learning. Without this motivation, it would be very hard to get students attention and more so maintain it. This is not an easy path but Matthew 19:26 said, But Jesus looked at them and said, “With man this is impossible, but with God all things are possible.” Everything is possible in eyes of the Lord. Teachers are given this much because God knows he can do it. God will never give a battle to a person he can’t do and according to Philippians 4:13 I can do all things through him who strengthens me.
As Christian educators we should be able to support our students emotionally. Teacher’s emotional support is recognized as an important source of student development and learning. Eve Kikas and Xin Tang published a journal article entitled Child-perceived teacher emotional support, its relations with teaching practices, and task persistence at the European Journal of Psychology of Education, Vol. 34, No. 2 (April 2019) which aimed to study the effects of perceived emotional support and teaching practices on children’s task-persistent learning behavior. The result of their study revealed that students who were getting emotional support from their teachers creates a context where they feel safe, which will make them confident in trying new things, exerting more effort, and engaging more in the Even the simple actions done for the students are important and will matter to each of them. This is backed up by the study of Clemente (2018) entitled Interpersonal Justice in the Classroom: The Role of Respectful Treatment and Nature of Teacher-Student Relationships on Teacher and Student Outcomes, which revealed that the way a teacher treats a student with respect led to a higher perception of the teacher competence and fairness. It also improves the students’ interpersonal skills in the classroom and helped them to communicate effectively with the professor, lastly, it also revealed that this positive relationship lowers the negative responses from the students such as dropping the course or reduce work effort. discussion/learning.
References:
Kikas, E., & Tang, X. (2019). Child-perceived teacher emotional support, its relations with teaching practices, and task persistence. European Journal of Psychology of Education, 34(2), 359–374. https://www.jstor.org/stable/48698225
Clemente, J. A. R. (2018). Interpersonal Justice in the Classroom: The Role of Respectful Treatment and Nature of Teacher-Student Relationships on Teacher and Student Outcomes. Philippine Sociological Review, 66, 61–90. https://www.jstor.org/stable/26905844
Reply 2
Jodi Shollenberger
For me the most important thing to remember when working in any type of school, public or Christian, is this, that place is our mission field. God has placed us there for a reason and if we view it as a mission field, we will see not just the importance of academics but the importance of seeing our students as precious children of God. On my desk I have a wooden block that says, “For such a time as this” from the book of Esther (KJV, 2017). When I am faced with students with behavioral, emotional, and social challenges, I remember the story of Esther and how God placed her right where she needed to be to save her people. I am given 9 months with each of my students and if I don’t use that time to effectively, not only to teach them the curriculum but also model God’s love for them, then I am missing the mark.
The Bible is filled with stories of people with behavioral challenges and not one of them was turned away by Jesus. The Great Commission was not issued for only specific people. Christian school teachers are able to meet the needs of individual students with behavior challenges only if they are open to receiving ALL of God’s children (Ackerman, 2008). While it can be challenging, we as teachers have many resources we can use. The first thing we can do is to pray. Pray over the child, pray over our lessons, pray over our classroom. We can reach out to others to pray for us and our challenging student. We can also develop a strong classroom management plan that will offer us strategies for handling challenges. We have more resources available at our disposal than any other generation of teachers. The internet can provide research-based strategies, blogs, teacher groups, etc. that we can use to help with these challenges. One tool that I found for help with challenging students in a quick search on the internet was a tool using the acronym PRAISE. To help teachers apply their instructional skills to improving their students’ behavior, this article reviews the keys
to successful classroom management using the acronym PRAISE: Being Proactive, using Reinforcements, Assessing and analyzing the Intent of misbehavior, being Sincere, and Empowering the Holy Spirit in students (Ackerman, 2006 & Ackerman, 2007). This was foundusing a quick search and could be easily applied in our classrooms.
At the end of the day, I truly believe that we need to love our students like Jesus does. In twenty years, I don’t want my students to remember me as a fun teacher but as the teacher that truly valued them and believed in their ability to learn.
References
Ackerman, Beth E. (2008) “PRAISE: Christians educators and the difficult student,” Christian Perspectives
in Education, 1(2).
Ackerman, B. (2007). PRAISE – Effectively guiding student behavior. Colorado Springs, CO:
Association of Christian Schools International. Ackerman, B. (2006). PRAISE for students with behavioral challenges. Kappa Delta Phi The
Record 43, 39-41.
King James Bible. (2017). King James Bible Online. https://www.kingjamesbibleonline.org/ (Original work published 1769)using a quick search and could be easily applied in our classrooms.
At the end of the day, I truly believe that we need to love our students like Jesus does. In twenty years, I don’t want my students to remember me as a fun teacher but as the teacher that truly valued them and believed in their ability to learn.
References
Ackerman, Beth E. (2008) “PRAISE: Christians educators and the difficult student,” Christian Perspectives
in Education, 1(2).
Ackerman, B. (2007). PRAISE – Effectively guiding student behavior. Colorado Springs, CO:
Association of Christian Schools International. Ackerman, B. (2006). PRAISE for students with behavioral challenges. Kappa Delta Phi The
Record 43, 39-41.
King James Bible. (2017). King James Bible Online. https://www.kingjamesbibleonline.org/ (Original work published 1769)
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