Mountains and Valleys: Thoughts on the Journey of Christian Teaching and Education

                In every occupation there are highs and lows. In teaching there are days when students don’t listen, days when the cafeteria is flooded and it’s raining causing students to be cooped up without recess all day, and even days opening in one student vomiting and ending with another student having an accident on the floor. It is all worth it, though, on the days when the once nonverbal student with Asperger’s answers a question when the class is going over homework, when the troubled student with ADHD warms up to the teacher enough to allow her to help him clean out his desk, and on the days when twenty-some students jump out from their hiding places to surprise you with a party on your last day of aiding.

                Sometimes it can be discouraging to work in a school where most of the students are not raised with the hope of Christ and many have broken homes and where there are specific rules dictating our ability to share that word explicitly. What we are called to, though, is to be the hands, feet, and mouth of Christ in the places he calls us to children he loves so dearly.  For example, the classroom offers endless opportunities to practice forgiveness. Instead of grudging each minute a student spends off task or counting the number of verbal outbursts we are called to love and allow two, three, and even seventy-seven chances.

                Whether it is a day full of clear blessings or trying challenges it is important that we not lose heart and always work with a joyful heart “as working for God and not for man” (Col 3:23). I hope that this was evident in my attitude each day while at the school. At times the fatigue of school and activities was an obstacle to my participation in class, but being up and walking around the classroom, attentive to the needs of the students brought me back to where I needed to be.  

                The book Engaging God’s World, by Cornelius Plantinga Jr. notes, “Together, faculty, students, and staff [of a Christian college] can explore the world and its cultures before pretending to understand them; to understand them before presuming to appraise them; and to appraise them with an educated judgment gained from communion with Jesus Christ” (99). I cannot pretend to understand the complexity of each child, his or her situation, or the dynamic of the classroom, but teacher aiding opportunities such as the one I experienced this semester opened doors for growth and learning that will eventually prepare me to evaluate specific situations and make wise decisions regarding students in my care.  

Next Steps, Leaps, and Bounds

                This last Friday I was able to return to Circle Urban to participate in Trinity’s final visit for the semester. We began with introductions again and played a few ice breakers. I was intrigued that most students had picked the high school they hoped to attend. In my hometown there is only one public high school and one private high school, the former offering more opportunities for leadership and the arts. With the poor condition on many Chicago Public Schools, though, it was important that the eighth graders have an idea of the institution that would give them the greatest advantage.

The first “get to know you” game divided the students, both Trinity and middle schoolers, into two groups. One made an inner circle facing out, while the outer ring faced inward like Velcro or the lipid bilayer of a cell membrane. Now each student was facing another in a pair. The outer members’ instruction was to ask as many questions as possible in thirty seconds before the signal was given to rotate one to the right. As an entity of the inner circle, I was impressed with the creativity with which the questions were asked. I had to chuckle and appreciate the opportunity to be an example when one boy asked if I went out every week. After receiving my answer, his follow up was to ask if I partied. Again I said, “No,” and he shrugged and continued. I hope and pray that these students will be able to continue the patterns they currently employ of using after school time to be constructive and productive toward a bright future. I know I could and would not be at Trinity or any college, or it would be a terrible struggle if I habitually made poor choices with my free time. 

The next game was mostly fun.  Everyone was given an animal. When the game began everyone was asked to close their eyes and make the sound of their animal while finding others making that same sound. At the end, my group of three was still lacking two members, but it was good practice using unusual senses and growing in understanding of the necessity of verbal language for communication.

We had some time before the students were to split up into groups by grade and used it to mingle a little bit. At this time they were told that this would be the last visit from Trinity and they were disappointed. Although I had been there only one other time several gave me hugs and words of well-wishing. I understand that we were there to serve them but was genuinely touched by their hospitality throughout both visits.  

I joined the seventh graders in their classroom to help work on their research projects. One of their objectives was to find pictures online of their hopeful college and career. It was such a blessing to see future doctors, lawyers, and athletes consider the road to success. In fact, the students were asked to write an autobiography including their basic information as well as their personal description of success. I was so impressed that such young students were answering the call to ask and consider big questions about life early on to get a head start and a running leap at their dreams. Although my job was mostly to remind students to stay on task, I had the privilege to see some of what they were writing.  They had given sincere thought to the possibilities and opportunities that await them in the future.  It is programs like the Circle Urban College Readiness that are making a difference in the lives of these students and I have been blessed to be even a small part of it. 

Big Dreams and Hard Choices

         A little over a week ago I was blessed with the opportunity to serve at Circle Urban Ministries. The College Readiness after school program encourages seventh and eighth grade students to think big and dream about their futures and then gives them the resources and support to research, plan, and potentially achieve their goals. We began the afternoon en route with a few older students returning from a visit to Trinity. Upon arrival we were escorted through the maze-like building to a room full of energetic middle schoolers. As they quieted down and we took our seats in the circle everyone took a turn introducing themselves by name, grade, what they wanted to be when they grew up, and what they like to do. This was our first glimpse of the students’ ability to be creative with their future.

         Our first activity involved small groups. As the instructions were read the students immediately knew who would take each role. One preferred to draw while another was more eager to speak up and present. Another girl was content to participate during the activity with thoughtful ideas and insights. It reminded me of the importance of each part in the body of Christ. Each group was told to draw the outline of a person and given specific instructions for what to draw over specific body parts. For example, students were asked to write teen and/or world issues over the shoulders, places they would like to go on the feet, and things they like to do on the hands. At the end, each group held up their drawing and shared what had been written. The conglomerate people represented the group’s ideas. One individual was connected to one or two parts, but the body continued to be whole. I really appreciated how open all of the students were to sharing and contributing thoughtful answers. For example, on girl wrote over the eyes that she hoped to be seen as a good friend and over the heart her values of family and friends. It is clear the students understand that it is a safe place and are willing to let go of just a little bit of their ‘cool’ in order to connect with each other and seriously think about themselves and their future.

          We continued with an exercise that required the small groups to choose ten of thirty people to take on a rocket to the moon because the earth had become uninhabitable. The concept of the activity was familiar to me. I was exposed to a similar project in middle school English class. It exposes any prejudices people may have and the value they put on lives. The people on the list were profiled by age, gender, and one or two facts such as occupation or relationship status.  The students had to consider that the new planet would need to be repopulated and that their choices would impact the development of society in the future. They quickly agreed to leave behind anyone with obvious challenges such as drug usage and potentially irrelevant occupations. I was impressed how well everyone in the small groups listened to me and each other. I felt genuinely listened to by the other members and believe the other students did too. The conversation was constructive, but one or two students admitted their sincere distaste for deciding who lived and who died.  At the end, each group presented which people they had decided to keep, and then they were given a chance to take issue with any other group and its choices. Even though the groups differed dramatically there was fairly little conflict or confrontation about another group’s ideas.  A member of another group took struck up conversation, though, with the final decision of his own group members.  Even in an activity that could be considered inflammatory or that could easily create division, the students showed maturity and grace toward their peers that is rare among people their age.

          Just before we were about to leave a few members from a financial management company came in to talk with the students about financial literacy. We were able to sit in on just a little of the lesson, but I wish them the best. Being smart with money will give them an advantage as they look at and prepare for college and careers in the future. I am so thankful to have had this opportunity and look forward to similar trips. 

From the Other Side

                I've spent more than fifteen years of my life in a classroom, but looking at it from a teacher’s or potential teacher’s point of view provides an entirely new perspective.  Observation and teacher aiding in an elementary school has helped me see and consider some of the ideas and techniques that constitute best practices.

                For example, the first ten to twenty minutes of each day are designed specifically to allow students time to settle and get ready for the day. One student each week is responsible for checking that his or her peers have completed their homework and had a parent sign their assignment books. Another student works with the teacher to change the date in the front of the classroom and calendar bulletin board. During this time the other students are supposed to be reading or doing their Daily Oral Language worksheet but usually spend the time socializing and chatting with their friends. At first I thought they should behave more constructively but eventually realized that they need this time to get their talking out. Some trickle in late and don’t have to make up any critical instruction or work. Because the students are given these semi-productive minutes at the beginning of class, the rest of the day can be more focused.

                Through my observation hours this semester I have also seen the value of a strategic seating chart. On my first day at the school during a bathroom break I was in the hall with the students who had finished and were lined up to head back to the classroom. My cooperating teacher had gone to the facilities as well and before she returned one student had aggravated another so much that a fist was up and tears were about to be shed. While the students were at PE or Music later that morning the teacher explained to me that those two have a history of conflict. In the room they have their own space away from the other students and opposite each other toward the back. Growing up I had assumed that the front of the class was where the best learning happened, but in this case it benefits both students involved and the rest of the class for them to be separated.

                My cooperating teacher has an advanced degree as a reading specialist and it is evident in the way she presents literature to her general education students. They take one story from the reading textbook each week and take a step in the reading process each day. For example, Monday they might go through and just look through the pictures. This pre-reading gives the students opportunities for inference and predictions. Another day they read through, alternating individual reading and listening to the teacher by page. After every other page they take a break to talk about what is happening. This not only increases comprehension, it allows the teacher time to take questions and talk about figurative language or concepts that might be more difficult. They also work through vocabulary words related to the text. Often, the story relates to something in another subject and students are able to make connections throughout the day. This kind of comprehensive approach to reading seems very effective and something I might use in my future classroom.

                As I played along with the activities my teachers have planned for my studies over the years I didn't realize how much thought and technique was behind the work they did. Observation and aiding give me the opportunity to see so many good practices from which students benefit but do not always recognize. 

Welcome

Hello! My name is Kathryn Woodside and I am a Special Education and Elementary Education major at Trinity Christian College. This blog will outline and reflect on some of my experiences in preparation for becoming a teacher.
               ~To God be the glory~