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How do the concepts discussed in this lesson apply to your work in your classroom?
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People of all ages often assume the identity of where they spend the majority of their focus: being a student, being a teacher, being an athlete, etc. As Christian educators, we have the privilege of ensuring that they first identify as a Christian before they are those other things. We are Christians who teach. They are Christians who are learning and playing sports and involved in clubs and activities. I’ve found that this identity is imperative in overall performance, mental health, and general happiness, especially when things aren’t going according to our own plan. When we are able to recognize what His will is for us, it’s easier to let go of or lean into those other aspects of our lives.
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I teach technology and math, and at first many students don’t realize what part God plays in these subjects. However, God is the author of logic and math, and this can help us realize just how immeasurably big God is. We don’t leave God at the door when we enter the math classroom, and so we can keep these big questions in mind and talk about them even here.
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The concepts in this course are a reminder that all students are created in the image of God and that they too have a calling on their life. It is my role as their Bible teacher to walk with them through the Word of God to prepare them to make an impact for Christ in whatever calling God is leading them to.
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As a first year teacher in a Graphic Design classroom I am still figuring out ways to incorporate these topics into my everyday lessons. One way that I apply the concept of the purpose of life into my classroom is through having conversations about why we are creating art. I believe that our purpose as artists is way more than just creating art to get likes on Instagram, but instead we are making art to serve and glorify God. God is the ultimate creator and I want my students to understand that as Graphic Designers it is essential to know why we are making things and this has opportunity to lead to these big questions.
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Developing a sound Christian Philosophy of Education anchors my classroom. I’m no longer teaching an arbitrary story or rote math problem; I am connecting students to their deeper identity as created beings and participants of the Grand Story. By applying the truths of where I come from and who I am, I can act with the utmost compassion and care for my students who need the same fact imparted to them.