Pray For Your Students!

As educators, we are to teach academics to our students so they can successfully follow a career path.  As Christian educators, we are to talk about God throughout the classroom lessons, read his Word to our students daily, share with our students what we have learned from God's Word, and pray fervently for the spiritual lives of our students.

Educational Apps for Elementary Children

Currently, many classrooms are provided with IPads that are filled with educational apps.  The apps can be used to reiterate a lesson's content, study for quizzes and tests, or connect learning with fun.  Below is a list of educational apps that can benefit elementary children as they used technology in the classrooms.

• PopGeo USA Geography
• Mathmateer™
• Phonics Silly Sentences 2 Free - Flashcards, Matching, Silly Sentences
• BrainPOP
• Motion Math
• Barefoot World Atlas

Project-Based Learning

     Project-based learning has become a new "buzz" word in the educational world.  What is project-based learning?  Why use project-based learning? How is it implemented in the classroom?  Below is a YouTube video that will provides answers to these questions.

George Lucas Educational Foundation

The George Lucas Educational Foundation provides resources for all teachers.  The foundation provides videos called “Schools That Work”.  The videos show students working through current issues, participating in discussions, and actively learning.  Secondly, the foundation offers articles which expose examples and benefits of project-based learning.  Project-based learning allows the students to take ownership of their educational journeys.  Thirdly, articles of social and emotional learning are available, which can wonderful resources as teachers desire to influence all parts of their students.  Fourthly, the foundation presents articles that express the importance of integrated studies.  Suggestions on how to properly integrate technology are provided.  Lastly, the foundation discusses the need for teacher development.  Teachers should be learners as well.  Educators must be prepared to present knowledge to their students in ways are applicable and understandable.  There are many more topics found within the George Lucas Educational Foundation.

Technology in the Classroom: A Future Classroom (YouTube Video)

     Technology is changing the classroom!  This YouTube video is an official selection of the 2014 White House Student Film Festival. A student envisions a new piece of technology that may one day improve all classrooms.

Article Analysis: "Differentiation of Instruction: A Strategic Response to Student Needs"

     Due to the diversity of students found in every classroom, differentiation of instruction is needed to ensure success in their educational journeys.  The article clearly answers four questions that teachers have concerning differentiated instruction.  The first question discusses the relationship between standards, curricula, and differentiated instruction.  Differentiated instruction take curricula and modifies it to engage every student.  Pham (2012) states that modified content must comply with student developmental progress and developmental range.  Pham also articulates the need for teachers to modify the instructional process, which will result in adding activities, techniques, and teaching strategies in the classroom.  Teachers need to know their students to accurately use differentiated instruction.  The standards are the foundation of curriculum and differentiated instruction.  The second question exposes the need for strong curriculum.  If teachers implement weak curriculum in their classrooms, then the student outcome will be weak and low.  In contract, if teachers use rich, supportive curriculum, the students will experience success in the classroom.  A strong curriculum is needed as teachers begin to implement various elements of differentiated instruction.  School leadership and administration must fervently examine curriculum to uncover its strengths and weaknesses.  Wu (2017) conducted an interview with Carolyn Callahan, who developed the CLEAR curriculum.  CLEAR curriculum is an example of rich curriculum because it provides step-by-step directions on how to use differentiated instruction and modified curriculum so all students can understand and explicit instructions on how to assess the students properly.
     The third question reveals the need for variety in instructional methods.  Because most colleges taught teachers how to teach in a traditional classroom setting, teachers are at a lost because they don’t know which elements and strategies of differentiated instruction to use.  The article suggested that schools provide development programs which will assist teachers as they implement differentiated instruction.  Advise, examples, hands-on experiences, and discussions will be part of the development program.  Assessment and evaluation are discussed in the fourth question.  Formative and summative assessments should be completed, and collaboration from colleagues and school leadership will provide guidance in knowing which assessments should receive grades or which assessments are used as evaluation. 
     Elementary classrooms need to be filled with a variety of learning activities, teaching strategies, and hands-on activities so all students will desire to learn.  Elementary students should be moving around the classroom, asking and answering questions, and provided with opportunities to learn per their learning style.  Elementary school leadership must zealously evaluate and research curriculum before it enters the classroom.  Teachers must take the curriculum and implement formative and summative assessments to provide grades and evaluations.  Elementary teachers should be provided with support from the school administration on how to properly implement differentiated instruction in the classroom.  Workshops, in-service meetings, and brainstorming sessions on differentiated instruction will benefit teachers.  Educational websites and blogs are excellent resources to use when exploring new strategies for differentiated learning.
     Differentiated instruction uses a variety of methods and teaching styles.  Christian educators should examine the teaching styles of Jesus during his earthly ministry.  Jesus used modeling (John 13:1-20), lecturing (Matt. 5), question/answering (Luke 9:18-20), storytelling (Matt. 7:24-27), and objects (Luke 9:23) while he taught this disciple and the multitudes.  Therefore, all methods should be implemented into the classroom instruction and setting to facilitate differentiated instruction.

References

Hedrick, K. A. (n.d.) Differentiation of instruction: A strategic response to student 

     needs. In Curriculum Leadership, 395-400.

Pham, H. L. (2012). Differentiated instruction and the need to integrate teaching and 

     practice. Journal of College Teaching & Learning, 9 (1), 13-20.

The Holy Bible: English Standard Version. (2005). Wheaton, IL: Crossway Bibles.

Wu, E. H. (2017). Paving the way for differentiated instruction in rural classrooms 

     under common core state standards: An interview with Carolyn Callahan. Journal of 

     Advanced Academics, 28 (1), 51-65. 

The Importance of Technology in the Classroom (YouTube video)

Because of the technological world we live in, schools should be implementing various elements of technology.  If technology is used in the classrooms, then students will become more engaged and interested in learning.  Technology in the classroom provides different venues for all students to freely communicate.  Technology supplies a vast amount of knowledge and information to the students.    

12 Easy Ways to Use Technology in the Classroom (Article)

Technology has entered into classrooms like a storm, but many teachers are at a loss when it comes to knowing how and when to use technology.  The article titled 12 Easy Ways to Use Technology in the Classroom, Even for Technophobic Teachers provides tangible, accessible examples that can be implemented in the classroom.

1. Do a PowerPoint "Game Show" review game
2. Have the students create a blog where they can post about what they are learning
3. Have the students create a twitter account and they have to tweet (create a post that summarizes the lesson in less than 140 words)
4. Use Webquest
5. Use technology as a topic for a writing assignment
6. Create a class website
7. Use an online grading system
8. Do an email exchange
9. Give multimedia presentations (or have the students do it!)
10. Supplement lessons with internet searches and virtual tours
11. Listen to, or create a podcast
12. "Publish" your students' work on the class blog/website so parents can see the students' progress and projects 

Plan for Next Year: Organize the Year, Topics, and Daily Lessons

The online article titled Plan for Next Year: Organize the Year, Topics, and Daily Lessons provides examples, ideas, and motivation for teachers as they begin to plan out the daily routines, monthly themes, and yearly goals.  The author suggested that teachers complete three plans (maps) for the year: a year-long plan, topic outlines, and daily plans.  The year-long plan will assist teachers as they make sure that all the necessary material and curriculum is properly presented, taught, and understood by the students.  The topic outlines take the year-long plan and divides it into units that will be completed every few weeks.  The author views the daily plans as the "backbone" of the classroom.  The daily plans provide detailed lesson plans, questions for students, and classroom procedures.  All three are needed to have a successful, organized classroom.    

Marzano Research (Website)

Marzano Research is a website that provides countless resources that can benefit administrators, teachers, and classroom assistants.  Marzano Research has conducted case studies and action research studies which analysis and evaluate strategies in leadership and classroom procedures.  Marzano Research has also conducted studies in the following areas: assessment/grading, Common Core, educational technology, student engagement, teacher effectiveness, and vocabulary.
     

Balanced Leadership for Powerful Learning: Tools for Achieving Success in Your School (Book)

     The book titled Balanced Leadership for Powerful Learning: Tools for Achieving Success in Your School is a beneficial resource for school leadership who desire to make positive changes in their schools.  Modifications must happen in schools because the world that surrounds the students is constantly changing.  Below is a description of the book that can be found on the ASCD website.
     "What makes a great school leader?  Contrary to what many believe, the answer is not tied to a certain kind of personality but to specific behaviors and actions that have positive effects on student achievement-behaviors and actions that any school leader can learn and put into practice.
     Over the last decade, thousands of school principals have done that, by implementing balanced leadership, an approach that recognizes the need to both maintain and challenge the status quo in order to move schools forward.  
Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities:

• Establishing a clear focus-keeping the work and the conversations targeted on the issues that matter most;
• Manage change-understanding how to skillfully steer through the challenges associated with making improvements, both large and small; and
• Developing a purposeful community-creating a sense among all teachers and staff that they are invested in student outcomes and that they make a difference."

The Twelve Touchstones of Good Teaching: A Checklist for Staying Focused Every Day (Book)

     The book titled The Twelve Touchstones of Good Teaching: A Checklist for Staying Focused Every Day is an excellent resource for all teachers who desire to have a focused and academic driven classroom.  Below is a description of the book that is found on the ACSD website.
     "There's no way to boil everything teachers must do in the classroom down to simple, step-by-step directions.  But some days, there's so much going on in schools and classrooms, it's tough to focus on the bog things that absolutely, positively must get done.  Here's help.  Find out how a simple, practical checklist-distilled from thousands of research reports, books, and articles-can help you cut through the clutter of information and make more deliberate, thoughtful decisions in your everyday practice.  Bryan Goodwin and Elizabeth Ross Hubbell explain that-just like doctors and nurses use checklists to make medical decisions-educators can use the same tool to take the right actions and engage in more thoughtful behaviors.
     Discover why the complexity of teaching drives the need for checklists that

• Develop a teaching theory of action that helps you filter and assimilate the barrage of new ideas coming at you all the time. 
• Help you stay focused on what matters most: being demanding, supportive, and intentional.
• Support professionalism among colleagues, share best practices, and identify exemplars to follow."

Tips for Curriculum Planning {Mapping, Long Range Plans, Year-Long Planner}

As teachers are planning out their entire year of their classroom curriculum, they need to be thinking of the big picture.  The article titled Tips for Curriculum Planning {Mapping, Long Range Plans, Year-Long Planner}  provides templates and examples for teachers.  Below is an approach that the author uses while planning out the curriculum.

• "Begin by jotting down all of the major themes and big ideas that you'll be teaching.
• Think about read alouds you want to share with your class.
• How long will they take?
• When would be a good time to read them?
• Do they align with any concepts or themes? 
• After you have established the "Big Ideas" you can start looking at the nitty-gritty: specific standards, lessons, and pacing.
• Consider your district's requirements.  If they have created a pacing guide you'll want to use it to form your own long-range plans."

New Teachers: Lesson and Curriculum Planning

It is overwhelming for teachers to plan out units, activities, lessons, and learning stations at the beginning of each school year.  The article titled New Teachers: Lesson and Curriculum Planning provides advice, examples, and links to assist new teachers as they plan out their school year.

Why Spatial Reasoning Is Crucial For Early Math Education

Textbooks cannot be the only resource in elementary classrooms.  Young students need hands-on manipulatives to learning new concepts in math.  Blocks, puzzles, magnets, and 3-D objects should be in the classroom.  The article titled Why Spatial Reasoning Is Crucial For Early Math Education explains the connection between spatial reasoning, math, and hands-on learning.  Videos are also provided with tangible examples of spatial reasoning in the classroom.

Article Analysis: "Moving Up From Mediocre"

          In Schaumburg, Illinois, School District 54 was struggling.  The students had no desire to learning; therefore, their academic achievement was extremely low.  School leadership and teachers noticed the negative decline of student morale and grades, and they wanted to reverse that decline.  The teachers asked the district administration for specific guidance on how to successfully teach the students in their classrooms.  At this time, the accountability movement began, and parents could now see schools’ overall performance.  Parents requested a change because of the low performance of School District 54.   After reading through and conducting research, the district administration decided that professional learning communities will reverse the negative decline and improve student morale and grades.
          Several strategies were put in place to ensure the success of professional learning communities.  First, the district implemented three ambitious goals in all the schools.  The first goal required all students to be at their reading grade level after attending one of the district’s schools for a year.  The second goal required schools to close the achievement gap for all students in math and reading per state and district measurements.  The third goal desired 90% of students to meet or exceed standards in reading and math per state and district measurements.  The second strategy that was executed is called “Shared Knowledge”.  Some teachers and school leadership attended a two-day conference to learn how to be active and resourceful members of a professional learning community.  The attendees would meet to ask questions, discuss concerns, and receiving training on various topics.  The teachers and school leadership took what they learned and assessed their schools to see blind spots and areas of needed improvement.  The third strategy is called “Support Structures”.  The district administration required school leadership teams to meet with the superintendent and cabinet every 90 days.  During the meetings, the team would review the students’ progress, receive support from the superintendent, and discuss ways to add methods for continued improvement.
          The fourth strategy is called “Scheduled Dialogue”. School leadership will visit other district schools to observe their professional learning communities.  During these visits, the school leadership teams from both schools with meet to brainstorm about effective learning strategies, techniques, and solutions.  They will also discuss critical topics related to the students’ progress and success.  Brown (2016) conducted a case study which examined how a professional learning community was implemented in a school.  Brown realized that collaboration among teachers and school leadership is vital for a learning community to be successful.  Lastly, “Fixed Focus” is a strategy that is required in a professional learning community.  Communication between teachers, school leadership, and district administration is needed for unity and single-mindedness to grow and flourish.  Staff development sessions and teacher training will ensure that all are focused on similar goals that need to be implemented in their school. 
          Elementary school leadership needs to create professional learning communities among the teachers of their schools for successful learning to take place.  Elementary school teachers must actively collaborate with fellow coworkers to improve their own classroom atmosphere and teaching methods.  Elementary school teachers should also be active members of online professional learning communities.  Booth (2012) conducted a study which examined various online professional learning communities.  The study’s results revealed that online professional learning communities are an excellent source to receive content, resources, statistics, and information from fellow teachers about various educational strategies.  Booth did point out that trust is needed among the online communities for them to be successful.  Professional learning communities will greatly benefit school districts, schools, classrooms, students, and teachers.       

References

Booth, S. E. (2012). Cultivating knowledge sharing and trust in online communities for 

          educators. Journal of Educational Computing Research, 47 (1), 1-31.

Brown, G. (2016). Leadership’s influence: A case study for an elementary principal’s 

          indirect impact on student achievement.  Education, 137 (1), 101-115.

Myers, N., & Rafferty, E. (2012). Moving up from mediocre. School Administration, 

          69 (1), 21-26.

Classroom Community

Students will desire to learn after they feel like they belong in their school and classroom.  A strong classroom community provides a safe, comfortable atmosphere for all students so they can become successful learners. Building A Positive Classroom Community is an online article that provides five creative, fun ways for teachers to implement in the classroom to cultivate classroom community. 

Spatial Learners (YouTube Video)

Characteristics of spatial learners should be implemented in lesson plans and content in order to benefit these students.  Below is a YouTube video that answers the following questions: How do spatial learners learn?  How do spatial learners think?  Which career paths do spatial learners normally pursue?  

Descriptions of Learning Styles

Each child is unique and special!  Children must receive classroom content through various venues. Learning styles need to be implemented in lesson plans, small group instruction, and classroom content.  Below is an image that summarizes what a learning style is and the main learning styles.  

How to Listen with Compassion in the Classroom (Online Article)

Classrooms need to provide a safe atmosphere for students as they share their personal views, thoughts, and opinions.  A sense of unity and community needs to be found in every classroom.  Listening with compassion allows the teachers to show the students their love for them.  The article titled How to Listen with Compassion in the Classroom provides a list of components that are needed in order to cultivate compassionate listening in the classroom.  

• Be fully present.

"Compassionate listeners maintain complete silence and pay attention not only to words they hear, but also to facial expressions, body language, and tone of voice, noticing even the silences between words. "

• Know listening is enough.

"Listening with deep attention involves a calm, relaxed state of mind, free of the desire to “fix” someone or solve their problems for them."

• Respond with acceptance.

"Deep listeners are motivated by the desire to understand how others feel and how their experiences have affected them."

• Understand conflict as part of real-life learning.
• Ask authentic questions to learn more.

Teachers should ask open-ended questions while conversing with students.

Integrated Curriculum: Definition, Benefits & Examples (Online Video and Transcript)

Integrated Curriculum: Definition, Benefits & Examples provides a video and a transcript that summarizes the need, positive results, and examples of integrated curriculum. Here is the definition of integrated curriculum: "is described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts.  Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life."  The article listed the following benefits that occur in classrooms that use integrated curriculum. 

• Students are connected and create more real world connections.
• Students are more actively engaged.
• Students are provided with opportunities to see classroom skills multiple times. 

Article Analysis: "What Ever Happened to Kick the Can? Wellness in School and Community"

          Children are not playing outdoors as much as they did in the past.  Various distractions and indoor options are more interesting to children than enjoying the sunshine and fresh air.  Today’s generation would rather play on gaming devices and technology than run around in nature.  The results of students preferring to stay indoors are negative and dangerous.  Obesity has become a prevalent consequence to children who are neglecting outdoor play.  Wellness needs to be addressed in the school setting, and physical activities need to be in place to ensure that students will have healthy future lifestyles.
          In 2004, the responsibly of wellness began to move from the home to the school.  Schools began to bear the burden of providing food and wellness education to all students.  The Child Nutrition and WIC Reauthorization Act (Public Law 108-265) required all individual schools and school districts to provide the National School Lunch and/or Breakfast programs to encourage local wellness.  Wellness seminars and classes are provided for students to encourage them as they make healthy food choices and create physical exercise routines. 
          The article provided several simple ways to implement physical activities which will attract and involve all students.  A walking club will motivate students to walk around a soccer field or inside a gym for about 15 minutes every school day.  Intramural games which use various sports and activities encourage team play while physically being active.  Basketball, soccer, flag football, volleyball, and dodgeball are events that can attract students.  Providing pedometers to students and setting an appropriate step goal will motivate students to move throughout the school day.  PE teachers can document the students’ steps and provide prizes to those who show diligence and endurance.  Fitness day focuses on student strength and cardio.  Having track and field events will provoke students to be physically prepared for the fitness day.  Healthy competition can be used as a tool to enhance physical movement among students.
          Making changes in the school setting can encourage wellness.  Removing vending machines which contain unhealthy food choices and replacing them with healthy food will teach students which foods are needed and vital for healthy living.  School cafeterias and staff must carefully plan and serve meals which contain foods that are beneficial.  Teachers need to model smart eating habits and physical activity.  Playing on the playground with the children or participating in the student intramural games are ways to model physical wellness.  Providing physical education to all students will encourage more body movement and active; the student will be healthier.  Erfle and Gamble (2015) conducted a study which examined the results of a 30-minute daily PE class.  The results showed that daily PE class resulted in a lower body mass index (BMI) percentage of -1.2%.    
          Students are never too young to learn about and implement healthy choices and wellness.  In elementary science class, the food pyramid and various food portions need to be discussed and modeled.  When the class has a party, the teacher should have some parents bring in fruit and veggies to encourage healthy eating habits.  Teachers should encourage students to run around and play with classmates during recess rather than just sit and watch.  Having a mini workout session with pushups, sit-ups, crunches, and planks occasionally in the classroom will inspire the students to continue to do them at home.  Participating in the Presidential Fitness Test or in another physical test will enhance the students’ wellness.  Young-Whiting and Miller (2016) conducted a study which examined the outcome of students who participated in a physical test.  The results showed that those who participated in the test have an increase of muscle mass and cardio fitness.   Taking “brain breaks” and walking around the school property will provide an example of wellness.

References

Burton, T. (2014). What ever happened to kick the can?  Wellness in school and 

          community. In Curriculum Leadership, 218-221.  

Erfle, S. E., & Gamble, A. (2014). Effects of daily physical education on physical 

          fitness and weight status in middle school adolescents. Journal of School Health, 

          85 (1), 27-35. 

Young-Whiting, C. Y., & Miller, A. P. (2016). Examining the impact of a physical 

          activity intervention program.  The International Journal of Health, Wellness, and 

          Society, 6 (2), 25-38.

Visible Learning (Website and Book Resources)

"Visual learning and teaching occur when teachers see learning through the eyes of the students and help them become their own teachers."

Professor John Hattie dedicated 15 years researching what kind of learning works best in schools.  He has come to the conclusion that visual learning greatly assists students in their academic journeys.  He has written two influential books titled Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement and Learning for Teachers: Maximizing Impact on Learning.  The website Visible Learning provides many resources, tips, and helps for teachers who desire to improve their teaching methods by adding elements of visual learning and teaching. 

Multiple Intelligences (Online Article)

In 1983, Henry Garnder developed a list of multiple intelligences that can be found in students and adults.  In the article titled Multiple Intelligences, the intelligences are defined and explained.   Toward the bottom of the article, the author provides practical and tangle ways to implement several of the intelligences in the classroom in order to successfully reach and teach all students.

Empty Tomb Resurrection Rolls (Classroom Easter Activity)

The Passion Week and Easter are just around the corner.  I desire to use my classroom time to reiterate the mighty work of Jesus Christ. Making Empty Tomb Resurrection Rolls is a fun and yummy way to tell the Easter story.  I made this rolls with my parents every Easter when I was a little girl.  Now, I do this activity in my classroom, and my students love it!  Biblical truth and theology are being presented to the students as they complete this hands-on activity.  

5 Questions to Ask Yourself About Your Unmotivated Students (Online Article)

Every classroom has a student or two have appears to be detached and unmotivated.  The article titled "5 Questions to Ask Yourself About Your Unmotivated Students" encourages teachers to examine themselves and their classroom atmosphere to expose the reason students may be distant.  Students who lack motivation have no desire to learn or be in school.  Motivation needs to be found within every heart of every student.  Below are the five questions discussed in the article.

• How is your relationship with your students, really?
• How much choice do your students actually have?
• Are you relying heavily on carrots and sticks…or Jolly Ranchers?

"Many, many teachers count on rewards (“carrots”) and punishments (“sticks”) to motivate students. And those who study motivation tell us that extrinsic reinforcement can be motivating if the task is something easy.  But for tasks that require creativity and complex thought, extrinsic rewards actually reduce motivation.  In your class, how much of your motivational approach is extrinsic?  How often do you use grades, treats, privileges or punishments to prod students into doing something they really don't want to do, something they have no real interest in?  If extrinsic reinforcement is your primary approach, you may actually be killing off any natural motivation students might have otherwise had."

• Do your words contribute to a growth mindset or a fixed mindset?
• What are you doing to make your content relevant to students’ lives?

Curiosity Driven Learning Environment (YouTube Video)

Polls show that the longer students stay in school, the less engaged they become in their learning journeys.  Elementary students are more engaged than high school students. Approximately 3 million students drop out of school each year in the United States.  Change needs to happen in the learning environment.  Today's world is very technological.  Therefore, students should use technology in the classroom to communicate, research, and complete assignments.    A curiosity environment will use technology as a "real world observation tool".  After a lesson, the students will use their technology devices to complete independent research to deepen their knowledge and understanding of the lesson content.  Also, students can use the cameras of their smartphones to capture elements of nature.  They can then bring these images to class, and the teacher can discuss the discoveries of the students with the rest of the class.

 

Cultivating Curiosity in Your Classroom (Webinar)

Wendy Ostroff conducted a webinar titled Cultivating Curiosity in Your Classroom which discussed students’ innate curiosity and how to use that curiosity to enhance their learning journeys.  The webinar began by stating that all persons are natural learners.  Personal discovery begins at birth and continues all throughout life.  Therefore, personal discovery and curiosity should be used in the classroom.  Curiosity provides motivation and enhances cognitive skills.  Therefore, teachers need to take students’ curiosity and transform it into inquiry and learning.  To encourage the usage of student curiosity in the classroom, the teachers need to share their personal curiosity with their classes about learning and lesson content.  The following is a list of elements that are needed to facilitate curiosity: exploration/experimentation, autonomous/effortless learning, intrinsic motivation, imagination/creativity, questioning, and time.     

Internet Safety: Christian Services

Because of the sinful world we live in, wickedness is lurking all around.  The internet is a venue that Satan uses to tempt and snare young children and teens.  Christian parents and teachers need to have gospel-based conversations that provide interest safety tips and strategies that will protect the younger generation.  Below is a list of Christian internet services that can provide assistance to schools and families in order to provide protection and guidance to teens and children.

• Christian Broad Band
• American Family Online 
• True Vine Online
• Clean Internet
• Covenant Eyes 

Differentiated Instruction: Needed and Necessary!

As Christian educators, we are to follow in the footsteps of the Master Teacher, Jesus Christ.  As you read the Gospels, you will notice that Jesus uses various techniques to teach biblical truths.  Jesus used modeling (John 13:1-20), lecturing (Matt. 5), question/answering (Luke 9:18-20), storytelling (Matt. 7:24-27), and objects (Luke 9:23) while he taught this disciple and the multitudes.  Therefore, all of those methods should be implemented into the classroom instruction and setting.  Differentiated instruction is needed in order to execute the usage of various learning styles and teaching styles to effectively reach all students.  Below are YouTube videos of scenarios and examples which use differentiated teaching and learning.  

Article Analysis: "Kingdom Education"

     All people live by one of these two worldviews: man-centered or God centered.  Kingdom education is use by those who have a God-centered worldview.  A man-centered worldview hold man and its achievements above God.  In contract, a God-centered worldview holds God and who He is high above the feebleness of man.  Considering the nature of God, one who hold to a man-centered worldview would say that man is the foundation of authority.  One who hold a God-centered worldview would proclaim that God is above all, including man.  The man-centered worldview would support the opinion that man is born innately good and that he has slowly evolved to the top of the chain of life.  However, the God-centered worldview would use the Bible to support the truth of man.  Man is born with sin already in his heart because of Adam’s decision to sin.  Therefore, Christian education is needed to show children their need for God and reveal how to become a child of God.   According to a man-centered worldview, knowledge is just a collection of facts.  Knowledge is neutral; it cannot be connected to any opinions and religions.  One who hold to a God-centered worldview would use God’s Word (John 14:6) to show that trust is a Person; Jesus is truth.  Man determines the standards of morality in a man-centered worldview.  Those who hold a God-centered worldview believe that God alone governs the standard of morality.  God’s standard of morality is absolute, unchanging and eternal.  The man-centered worldview has no desire to consider the future; this worldview is focused on the here and now.  The God-centered worldview has eternity in mind.  Heaven and hell are the only options where individuals will spend eternity.  Kingdom education has God in the center of all educational matters.  Kingdom education uses the Bible as the only source of truth.  God is the foundation of reality in kingdom education.  Teachers who hold a God-centered worldview need to implement every aspect of kingdom education in their classrooms.  Teachers, who have kingdom education in their classrooms, are concerned about what their students believe.
     The God-centered worldview and education need to be seamlessly intertwined in the Christian schools.  Esqueda (2014) expressed the danger of compartmentalizing religion and education.  If teachers separate education and Christian beliefs/worldview, then Christian schools will become void and unnecessary.  In Christian elementary schools, principals need to be on guard to ensure that the students are knowing the person and nature of God while learning the basic foundational skills of writing, reading, and math.  In reading class, the students can read simplified Bible stories that reveal the mighty acts of God.  In writing class, the students can copy Bible verses that reveal who God is and what He has done.  In math class, the students can complete word problems that represent Bible stories.  God must be found and magnified in all subject matters that are taught in elementary classrooms.
     For kingdom education to be successfully taught in Christian schools, the principals and school leadership need to write a Bible-based school worldview statement.  Schultz and Swezey (2013) expressed the need for Christian educators and school leadership to create a worldview statement that addresses the Christian worldview.  The God-centered worldview statement must be supported with Scripture.  After the worldview statement is written, the teachers can then take that statement and evaluate the elements of their classrooms.  If there is an element in the classroom that does not line up with the school’s God-centered worldview statement, then it should be altered so it is in sync with the statement, or it should be removed.  Everyone has a worldview that will affect the ones view of God, view of the nature of man, view of knowledge, a view of right and wrong, and view of the future. Christian educators must fervently seek after the Lord to ensure that He is being correctly presented and fused in all school matters.

References

Esqueda, O.J. (2014). Biblical worldview: The Christian higher education 

       foundation for learning. Christian Higher Education, 13(2), 91-100. 

Schultz, G. (2010). Kingdom education: God's plan for educating future 

       generations. Nashville, TN: LifeWay Press. 

Schultz, K. G., & Swezey, J. A. (2013). Theory development: A three-dimensional 

       concept of worldview. Journal of Research on Christian Education, 22, 
       227-243.

The Greatest Commandment

Matthew 22:36-39

"Teacher, which is the great commandment in the Law?"  And he said to him, "You shall love the Lord your God with all your heart and with all your soul and with all your mind.  This is the great and first commandment.  And a second is like it: You shall love your neighbor as yourself.

As Christian educators, we are to fulfill the creation mandate (Genesis 1:28) in our classrooms by obeying and living out the greatest commandment.  Below is a list of ways Christian educators can implement the greatest commandment in their classrooms.  The list was taken from the book titled "Steppingstones to Curriculum" which was written by Harro Van Brummelen. 

• Teachers care and pray for their students and help them be and become what God wants them to be.
•  Teachers encourage students to use their minds to the best of their ability in service to and love for God and neighbor, and to develop the mind of Christ (1 Corinthians 2:16).
•  Teachers promote constructive and fair relationships. They implement strategies for conflict resolution based on repentance, recompense, forgiveness, and mutual respect.
• Rather than insisting on personal rights, teachers and students together observe personal and communal gratitude for God’s gift of grace.
•  Praise and thankfulness are built into the curriculum. The school celebrates students’ diverse gifts.
• Students engage in learning activities in which they help and support classmates.
•  Teachers set high but realistic expectations for all members of the school community. 
• Teachers trust their students with meaningful responsibilities while holding them accountable for agreed-upon commitments.
•  Curriculum content deals with issues in our society in which agape love can make a difference. It deals with the effects of sin in society, but it also proclaims hope in the future because God is faithful forever (Psalm 146).
• The school arranges for service projects through which students practice love for neighbor.

Reference

Brummelen, H. V. (2002). Steppingstones to curriculum. Colorado Springs, CO:
     Purposeful Design Publications. 

Article Analysis: "5 Telltale Signs You’re Becoming a Teacher Leader"

            One may think that a teacher’s job is to provide knowledge and information to young minds in order to prepare them for their future journeys.  That thought it true, but it is not the only job a teacher has to fulfill.  Teachers are to be leaders in their schools, learning communities, and districts.  Teachers must go beyond the responsibilities of their own classes and become actively involved in their schools.  The article titled "5 Telltale Signs You’re Becoming a Teacher Leader" provided 5 indicators that teachers can use to evaluate themselves to see if they are on the right road to becoming a teacher leader. 
            First, a teacher leader desires to have a positive impact beyond the walls of their own classroom.  Becoming involved in educational communities, whether that are online or within the school district, is a small step where teachers can brainstorm and share their ideas.  Having an educational blog where a teacher could share thoughts and experiences that will inspire and assist the educational community.  Secondly, a teacher leader will be available to share educational advice with fellow teachers.  Teacher leaders will invest in the school’s staff and facility by providing ideas, assistance, guidance, and suggestions.  A teacher leader will become a “go-to” teacher.  Thirdly, a teacher leader will think of solutions that will benefit students and fellow teachers.  Teacher leaders think outside the box to analysis and consider opinions that will solve problems within a school, district, or classroom.  If need be, teacher leaders will present their ideas to their principals and suggest for change to happen.  Fourthly, a teacher leader will assist a new teacher who has just entered the school setting.  Personal time and effort will be invested by teacher leaders to college students who need to complete their in-class student teaching or to those who just completed their college education and entered into a teaching position.  Teacher leaders will provide advice and suggestions to the new teachers.  Also, teacher leaders will come alongside the new teachers to encourage and assist.  Lastly, teacher leaders are lifelong learners.  They are constantly reading research articles, educational blogs, and instructional magazines.  Teacher leaders will continue their personal educational journeys by getting a master’s degree or doctorate degree.  Ratzel (2012) provided a list of traits that will be found in a teacher leader: advising, listening, collaborating, networking, seeking knowledge, and reflecting (p. 40).  According to Warren (2016),  “The skills that define leaders are the following; the ability to inspire and motivate others, displaying high degree of honesty and integrity, the capacity to solve problems, to be driven by results, the ability to communicate prolifically and powerfully, ability to create pleasant relationships, develop other people and the ability to be innovative” (p. 510).  Warren also stated that both skills and traits are needed in teacher leaders.  
            In an elementary school setting, there are many opportunities for teachers to take leadership and ownership.  Program committees often need teachers to guide the parents as they prepare for school plays.  Elementary teachers are in constant need of new ideas on how to present lesson content.  An elementary teacher leader could partner up with another elementary teacher to brainstorm ideas and suggestions to encourage fresh teaching skills.  If new teachers feel uneasy stepping out of their comfort zone to take leadership, an individualized leadership plan can be created. “A plan should be developed for each teacher leader, offering guidance for professional development programming and collaborative learning opportunities.  Since teachers have limited time to engage in professional development programs, individualized leadership development plans may ultimately allow them to develop more quickly and efficiently” (Luft, Dubois, Kaufmann, & Plank, 2016).  Many elementary teachers do not know how to effectively use technology in their classrooms.  Teacher leaders can attend workshops on how to implement technology in the classroom.  Then the teacher leaders can then take the knowledge they learned and share it with their fellow teachers.  For schools to be successful, teacher leaders are needed! 

                                                                     References

Luft, J. A., Dubois, S. L., Kaufmann, J., & Plank, L. (2016). Science teacher leadership:

            Learning from a three-year leadership program. Science Educator, 25 (1), 1-9. 

Ratzel, M. (2012). 5 Telltale Signs You’re Becoming a Teacher Leader. Education Week

            Teacher. 

Warren, L. L. (2016). Viewing teachers as leaders without being administrators. 

            Education, 136 (4), 508-514.