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Education Department of Seventh-day Adventists
By
Burkhard Mayer
543-03 Institute for
Christian Teaching 12501 Old Columbia Pike Silver Spring, MD 20904
USA
Prepared for the
31st International Seminar of the
Integration of Faith and Learning
July 2003
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A job – description
She or he has the task to lead a
group of
hikers consisting of Olympic athletes
and handicapt persons through heavy
fog
lingering over a big swamp in
north-south direction
keeping them in good mood and
bringing them
successfully of course to three
different target
places at the same time.
(Author is unknown)
This job- description reveals that being a teacher is a challenging
task. It involves practicing different
roles. Sociology understands roles as the sum of expectations a to a human
being to behave in a certain manner.[1] So in the case of a teacher he is expected to
teach and not to read his newspaper during lessons and that he is expected to
give grades according to criteria and not just throwing a dice. Teachers are
acting out at least four major roles in order to succeed in their work. These
roles can be defined as Classroom manager, Person of Competence, Motivator, and
Model.
The overall aim of teaching is Education. Hartmut von Hentig, a German philosopher of
education tried to define it in one sentence: „Die Sachen klären – die
Menschen stärken!“ – In English it would read as follows: Clarify the
subjects – strengthen human beings.
How could one combine this given definition with biblical views in
application of the Christian educator and their fulfilment of educational
roles? In what way are the roles unique from a Christian perspective? Is there
an additional role to these four? My purposes in writing the following essay
are to examine these very questions. Thereby this essay will focus on the
secondary and tertiary level of education.
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The first part of this essay
pertains to the conceptual character of educational roles from a Christian
perspective. The second part will be more experiental oriented as different
classroom-situations are reported and examined in relation to the diverse roles
of a teacher.
Although this role sounds rather technical, it has some vital functions.
To begin with, a classroom - manager
provides for correct procedures. This includes handing out an outline of a
planned course, giving information about the requirements such as testing and grading
and dealing with assignments and absence.
Providing a good setting in which the students can learn, is a goal
applying to all teachers regardless of their philosophical or religious
background. From a Christian view the way the teacher deals with these
technical matters he can make clear that
he views students as beings who are unique in the Creator Gods eyes and
that he loves them (John 3,16). [2]
A classroom-manager also
deals with discipline. This includes setting rules, applying them in different
situations, being consequent and transparent in disciplinary actions. But this
responsibility concerning discipline is not a purpose of its own. Disciplinary
actions are not for the purposes of displaying
and enjoying authority on the side of the teacher. Discipline in a Christian sense has a serving
character. It serves to support the learning process and the development of the
students personalities.
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From a
Christian view discipline should not be acted out in a punitive but in a
redemptive and noble way. It expresses the reality of God’s love to each
individual and his will to reconcile and to renew.
Disciplinary actions must make sense. They, with other influences,
should lead to better insights towards revision of attitudes and behaviour so
that the students may feel, as far as possible, that they are being treated
in just way. In this context it is important to be
predictable for students [3]
From a Christian perspective
there is good reason to view and to treat them as individuals who are loved by
God who are of a unique value to Him (1. John 4,8.9) [4].
The challenge is to show a Christian attitude even if disturbances come
up unexpected and at the wrong time. Here our role as a class-manager is put to
the test.
To mention a third task in
being a classroom- manager, it requires a knowledge of group dynamics. Here
Group dynamics speaks of a knowledge about the characteristics of groups and
how one leads a group in a way that it can work effectively and reach its
goals. Groups have to be considered as organisms which grow in quality or can
fall apart. The teacher should be aware that they undergo certain stages.
His/her influence, way of acting and leading are decisive for the survival of
the group.[5] A Christian responsibility lies in a
teacher’s capability in group leadership as well as ability to avoid
embarassing individuals which make up this group.[6]
2.2. The Teacher as a Person of Competence
There are some good reasons to show excellence in the transmission and
presentation of contents especially for a Christian teacher.
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Firstly
because “everything
you teach is related to God and His creation. Therefore, every subject is a
great subject that can be viewed with awe, wonder and reverence. Using a
powerful metaphor, the poet Robert Frost expands on this perspective and also
provides an implied response. “We dance around in a ring and suppose. But the
secret sits in the middle and
knows.” [7] So a Christian teacher is far more than just
a mediator of a certain knowledge. It is not enough to teach the students who
Einstein, Napoleon and Mona Lisa was, but to open their eyes for contexts and
encouraging them to ask for meaning from a Christian viewpoint.
( And by the way it’s really difficult to teach who Mona Lisa really
was! )
As an important precondition, the teacher must learn to know how his
subject, relates to the living God and his creation. Only then he can be
described as competent. But competent should not be understood as something
static. On the contrary, it is an ongoing process. The teacher is never in the position
to declare to have absolute competence in this or that subject, due to the
progression and the interrelatedness of all knowledge.
Secondly because they are made in the image of God they
are challenged to use their intellectual, social and emotional powers He has
given to us to develop them. The students should not only memorize content but
work with it and they should exercise their mental power of judgement. -
Didactics and Methodology get in touch with the Holy.
Thirdly one basic reason striving for competence is
that the trust the students put in the teacher shall not be destroyed. At least
it is a concrete expression of Christian love to present to them topics and
concepts in a profound and diligent manner. The Apostle Luke is a good biblical
example for a teacher who is concerned with diligence. In the foreword of his
Gospel he explains the reason for giving his report about Jesus (Luke 1, 1-4).
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Fourthly
and finally the
Christian teacher shows a responsible attitude by providing the students with
knowledge of different kind and even more importantly with tools and methods
they can work with in the jobs they get after their study-time.
Motivation is a crucial factor in the learning process. As a motivator
the Christian teacher needs to be trained in the strategies and techniques of
motivation just as any other non-Christian teacher. In the last decades there
have been developed various motivation theories.
Before applying them the Christian teacher should be familiar with the
preconditions for implementing motivation strategies. These include a supportive
atmosphere, contents which make sense for the learner and goals
of learning. There are at least four major motivation strategies: 1. Promote success expectations to
show the students that there is a link between personal effort and success in
learning. In doing this the teacher plays a vital role by acting as a modelling person who helps with the search
for a better solution, who reinforces and
encourages first stages of successes and focuses on the efforts and the
success of the individual rather than comparing the success with those of
others.
2. Extrinsic strategies deal with the practical use of learning efforts.
Teachers are well advised to communicate to their students repeatedly for what
they can use what they have learned and how it can be applied.
3. Intrinsic strategies aim at deepening the inner motivation. Here the
teacher for instance needs to show the wider context of that what has to be learned.
This includes introducing students with thinking strategies appropriate to the
assignments. It is important that at the end of a certain learning process
there stands a product which the student can identify with.
There is a fourth strategy which promotes the motivation to learn in
general.
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A
behaviour of the teacher which fosters the motivation to learn is a key-factor
in this. Intensity of teaching, enthusiasm and the presentation of a topic in a
new and unexpected way can stimulate motivation. This could be reached by
arousing cognitive conflicts. Moreover an interest should be aroused for a
meta-cognitive consciousness of learning strategies. [8]
Christian teachers draw as much attention as possible to these
strategies. They recognize them in their diversity as a clear hint for the
holistic character of the motivation issue. From a Christian viewpoint it makes
no sense to use these strategies simply as tools to reach short-term success.
Instead they link them to the belief that man is created in the image of God.
(1. Moses 3,1 ) Although this image is
distorted it can be restored. This basic belief guides all motivating efforts.
It opens up a wide horizon for the motivation task.
Secondly we should not forget the work of the Spirit and his impact
on perceiving things, situations and persons. The reflection on each individual
student under the guidance and wisdom of the Holy Spirit would help to get away
from prejudices and early-fixed judgements about students and their learning
capabilities.
Another impact of the Spirit is the awareness of the great number of
talents and gifts the Holy Spirit has given to people (1. Cor. 12,4). In this
context the Christian teacher is fascinated by the idea of discovering and
promoting abilities and personality as such.
As Christian teachers
we are aware of the spiritual powers and their enormous motivating impact. If a teacher is driven by them, he will be
able to keep up his motivating attitude. Sadly enough too often teachers
loose their original idealistic motivations and end up frustrated. A Christian motivation is a lasting
one because it is not based on self-centered motivations or ideological
ideas but on an unique understanding of the human being as created by God
enhanced with enormous potential to learn and to grow.
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From a humanistic view there are six dimensions of a
teacher-personality: authenticity which means not to hide behind
facades, to show feelings in a controlled way and to practice honesty to
yourself by admitting that you prefer some students to others. The second
dimension is care in the sense of a caring relation. The third dimension
is respect, that includes trust in the students and a true effort for
weaker students. The fourth dimension is openness for learning. The
fifth dimension is predictability, which means that the teaching person
is transparent for instance when it comes to the shape of tests and exams. The
sixth dimension is empathy, which means that the teacher is trying to
see things from the students view. [9] These dimensions emphasize the personality
of the teacher. This corresponds to the Christian perspective of teaching in
which the example of the teacher is underlined.
According to Colossians 3,10.11 he (also the Christian teacher) has “put
on the new man, who is renewed in knowledge according to the image of Him who
created him, when there is neither Greek nor Jew…”
We teachers are representatives
of the Master Teacher Christ (2. Cor. 5,20).
In harmony with this the Apostle Paul points out that “whatever you do
in word and deed, do all in the name of the Lord Jesus.” (
However the reality of being a new creature doesn’t absolve teachers from developing a self-critical attitude – in respect to the hidden problematic roles they play. Psychological research tells us that teachers mould four different types of teachers, at least in connection with their type of personality. It is the Good-fellow - teacher, the Freedom – teacher with a laissez faire-attitude, the teacher who is obsessed with order and the high quality demanding teacher. The ideal should be a mixture of all these types. The aim is to arrive at an authentic personality without wearing a mask. [10]
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A
teacher who relates to God and really lives from grace and lets his personality
mould by it can be strong enough to undergo this self-analysis. It would show
him particular needs he has and point him to God’s grace. So the way would be
cleared to become a model in the Christian sense.
Christian teachers can only
become role models if they are truly converted persons who are rooted in
scripture, have developed a Christian mind and pursue a distinct lifestyle.
As an effect of this they become a model to their students, a model
for living in a relationship with Christ with all the values like trust,
honesty, self-sacrifice, endurance, friendliness, forgiveness. As the teacher
exemplifies Christian values, he makes them come to life. So the students are
not only confronted with concepts and theories but they encounter a
representative of this faith. This will
make a life-long impact on the students. Up to 80 percent of the lesson or
seminar contents they might forget but they will not forget the personality of
their teachers and their approach to different topics.
Ellen G. White made some strong statements concerning this role of a
model and the goals linked to it.
“The teachers in our schools have a heavy
responsibility to bear. They must
be in words and character what they wish their students to become – men
and women that fear God and work
righteousness. If they are acquainted
with the way themselves, they can train
the youth to walk in it. They will not
only educate them in the sciences, but
will train them to have moral independence
to work for Jesus, and to take up
burdens in His cause.” [11]
Basically she points out that modelling happens by integrating
knowledge, morality and the willingness to serve.
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Moreover
Ellen G. White underlines that Christian teachers should never underestimate
their influence.
“No limit can be set to our influence.
One thoughtless act may prove
the ruin of many souls. The course of
every worker in our college is
making impressions upon the minds of
the young, and these are borne
away to be reproduced in others. It
should be the teacher’s aim to
prepare every youth under his care to be
a blessing to the world. This
object should never be lost sight of.” [12]
This role - model is intertwined with all the other roles. They build a
unity. For instance if a teacher has no great interest in establi
In addition to the fourth there is a fifth teacher-role which is genuine
Christian by character and most intriguing when taking a deeper look at
it. It is a role which is less public in
nature, a “very private and probably the
most telling for eternity for it releases the explosive, providential, purging
power of the supernatural into the lives and affairs of the Christian teacher’s young charges.” [13]
The role which is meant here is the priestly role. Foremost it
includes the willingness for intercession for the students. This happens by
praying alone for the students in the quiet chamber and by praying with
students bringing their troubles and sorrows to God.
In several cases the teacher feels free to offer students a prayer of
intercession.
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Inasmuch
as the students recognizes him as a trustworthy and spiritual minded person
this will happen.
Practicing intercession helps the teacher to become more sensitive to
the problems of his students. The bible assures us of the fact that there is someone
who cares for the students and their troubles as well as for the teacher. This
is very good news to teachers who have to cope with so many expectations
coming from different sides: from himself, from parents, students, the
institution and society.
Ellen White strongly encourages us in persistent intercession-prayers by
writing:
“If the curtain could be drawn
aside, we would see what heavenly
assistance enables, what dramatic results
accrue from this kind of
persistent priestly praying. Only the hereafter can adequately
chronicle the full impact of godly
teachers interceding for their students.” [14]
The priestly role makes an impact on teachers. It’s deeply spiritual
because
·
it helps the teacher to develop a Christ-like perspective on each of his
students
·
it puts his faith to the test. The question here is: Are we determined
to practise
continuous intercession as an integral
part of our professional work?
·
it molds him into a new character as he focuses on Christ and his
character when
practicing intercession.
·
it makes him humble in the sense that he knows, that God is the one and
only who
really knows best about
the inner situation of individuals. We have to acknowledge that
we are very limited in
understanding an other person fully and being able to help her.
Sometimes we are even
part of the persons problems or even worse -
the cause of the
problem.
·
it reminds him of his own need for the High Priest Jesus Christ his
presence and his
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service. [15]
The last two roles model and priest are far more than just
roles in a sociological sense. They are an integral part of our personality
allowed to be formed by the spirit. These “roles” are not like hats you put on
and off. They require a sense of commitment and they are worth it.
As indicated in the introduction the second part has a more experiental
emphasis. It contains short reports about
three cases in which these roles had been challenged. A Christian
approach to the five roles is not a somewhat airy theory. So I am going to
report about classroom situations in which the five roles are put into
practice.
I remember the case of one
student who was enrolled in the German as a foreign language programme. In
addition to the financial worries, he was unable to pass the exam. After one
year of studying and hard working he had failed. He along with the other few
who didn’t succeed felt very miserable. But the worst fall for him, that he
felt ashamed, not having reached an important goal.
In respect of my role of a person of competence, I tried to make sure,
that we graded him in a fair way. I tried to realize my role as a Model by
taking time to sit down and talk with him about my own experiences of
test-anxieties. As a motivator, I emphasized his points of progress in the last
year, like his big word-knowledge and oral –language skills. Moreover I
encouraged him to repeat the exam three months later and gave him material for
exercises. Concerning the priestly role I first hesitated to offer to pray for
him, but then finally asked and together
we brought his nervousness and disappointment
before God.
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The second case concerns two students who started to talk across the
tables in their language. I didn’t feel very good about it because of the tone
and their mimics. Very soon it became clear that they were talking about
another student from their continent. They were envying him and his success.
So I asked the two kindly to speak in German. However the next day the
same two carried on in their own
language. Again I repeated my request for them to stop. After the lesson the
student they were talking about, came to me and asked me to do something about
it. He was very upset by the situation, the envy of his fellow students I gave
him the opportunity to express his feelings about the situation which made him
very upset. I promised to speak with the two on the following day. Before I had
the chance the student phoned me and told me that he had already spoken with
the others and that everything had been settled. So we prayed together and
thanked God for his guidance in the situation.
As a side note, this same student who had felt so offended, soon
accelerated to the advanced group and passed his final exam.
In this particular situation I was again challenged in different roles.
First as a classroom- manager. I had to be sensitive to what was going on and
make sure that the group could proceed with the lesson. The group was affected
by the situation and so it had to be settled before proceeding with contents.
I had to realize the imbalance which existed between a self (in
this case the individuals me and the offended student), the group and
the topic being discussed. These terms are used in the “Theme
Centered - Interaction – Method” (TZI) which is concerned with the
balance between theme, group and self. These build a triangle. [16] As one can see I was not only challenged in
my role as a classroom manager but also as a role-model and in my priestly role.
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3.3.
Case three - an agnostic student
In this case a brilliant student who spoke already several languages
showed his disinterest in religion and
his severe doubts about Christian faith by either skipping the devotional or
displaying disinterest or opposition to it by entertaining himself with other
things like glancing through a grammar-book.
The other students noticed it but didn’t change anything in the way they
conducted their devotionals. I spoke to the student privately and told him my
impression. He described himself as an agnostic. The fact that some of the
other students seemed to be so convicted provoked opposition in him. He had
thought about leaving but then decided to stay and do the examinations. In the
course of the talk it turned out that he had not made up his mind where to take
up further studies or what kind of studies. Because of a lot of work and a
feeling of anger about him I felt unable to act out my priestly role and I
didn’t offer him to pray for his future and the choices he had to make.
Concerning modelling I even more tried to keep my devotionals as short as
possible, conferring my use of religious language.
These cases show that uncomfortable situations can arise very quickly
and quite unexpectedly. As a teacher it is not always easy to fulfil desired
roles. There is always some human factor, such as anger or stress or simply
ignorance of a students true situation that limits one’s ability to react in
the correct manner. This is especially true for beginner teachers
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Who are preoccupied with content of study and
their role of a person of competence.
Often we hesitate to act out our priestly role because we feel it
entangles one self too much into the private lives of the students. On the
other hand, there is much to be said about the openness experienced between
individuals gathered together in prayer.
The five major roles of a Christian teacher are very closely
inter-related. They receive a distinct meaning from a Christian perspective a
meaning that reaches beyond the human sphere of understanding. A Christian
teacher is aware of the greater context of Gods
redemptive work. To be a
Christian teacher is a high calling. Some may even feel overwhelmed by such a calling. They ask themselves how it
is ever possible to live up to the formentioned roles within the Christian
context and maintain a level of consistency.
In response to these feelings I would like to point out that the calling
of a Christian teacher has to be perceived as an ongoing process. It
never ends during the years of teaching.
God does not call “perfect teachers” he does however enable those, who
are willing to learn and grow in understanding of their tasks and roles of
their profession. A prolific writer on Christian education reminds us that it
is God who endows us with the power we need.
“Without Christ we can do nothing. The
pure principle of uprightness,
virtue, and goodness are all from God.
A conscientious discharge of
duty, Christ-like sympathy, love for
souls and love for your own soul,
because you belong to God, and have
been bought with the precious
blood of Christ, will make you a
labourer together with God, and
endow you with persuasive, drawing
power. You must respect your
own example as well as precept, you
must show that you reverence
your faith….” [17]
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If
these sociological roles of a teacher, which have been presented here, are
filled with the Christian spirit, they have the ability to become an integral
part of the teachers personality which
is moulded by the Spirit! This understanding and practice will
contribute to a powerful witness and spiritual growth on “both sides of the
desk”. Teachers, who adopt this attitude are become aware of their limitedness
but at the same time can feel challenged to turn more and more to Christ and
rely on the work of the Spirit helping them to be true Christian teachers.
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George
Akers: The Ministry of Teaching,
in Adventist Review, No. 20, My 18,
1989
The
Bible King James
Version London: Collins’ Clear Type Press
Brockhaus
Enzyklopädie, No.
18, Mannheim: F. A. Brockhaus, 1992.
Marc Böhmann: Lebenslügen, in: Pädagogik 9 / 1999.
Ralph M.
Coupland: A Challenge for the New Teacher, in: Journal of Adventist
Education, Oct. / Nov.
2002.
Rolf Dubs: Lehrerverhalten, Zürich: Verlag des Schweizerischen Kaufmännischen
Verbandes, 1995.
Irene Klein: Gruppenleiten ohne Angst, München : J. Pfeiffer, 1984.
Ellen G.
White: Fundamentals of Christian Education, Nashville: Southern Publi
Association, 1923.
____________:
Counsels to Parents, Teachers, and Students, Mountain View, Cal.:
Pacific Press, 1923.
[1] Brockhaus Enzyklopädie, No. 18, Mannheim: F. A. Brockhaus, 1992, p. 493.
[2] The Bible, King James Version,
London: Collin’s Clear Type Press, 1982. All Bible quotations are taken from
this version.
[3] Rolf Dubs: Lehrerverhalten, Zürich: Verlag de Schweizerischen kaufmännischen Verbandes, 1995, p. 369.
[4] The Bible, Ibid.
[5] Irene Klein: Gruppenleiten ohne Angst, München: J. Pfeiffer, 1984, p.
[6] There are obviously some overlappings
with leadership qualities. I regard being a leader as a general role of being a
teacher.
[7]
R. M. Coupland: A Challenge for a new Teacher, Journal of Adventist
education, Oct./Nov. 2002, p. 41.
[8] R. Dubs: Lehrerverhalten, p. 382.
[9] Ibid., p. 369
[10] Marc Böhmann: Lebenslügen, in Pädagogik 9/1999, p. 11.
[11] Counsels to Parents, Teachers and
Students,
[12] Ibid., p. 96.
[13] George Akers: The Ministry of
Teaching, in Adventist Review, No. 20/ 1989, p. 13.
George Akers, the former Director of the
Education Department of the General Conference underlines the
spiritual significance of this role.
[14] Ibid., p. 13.
[15] Christ the High Priest is the great
example for the teacher who intercedes for his students.
[16] Irene Klein: Gruppenleiten ohne Angst, p. 32.
[17] Fundamentals of Christian
Education, Nashville: Southern Publi