Tending the Vine: Equipping teachers to make disciples of children who will make much of Jesus in the church, community, and home.

Why does education exists?

Education exists to joyfully advance the kingdom of God by making disciples of children who will make much of Jesus in the church, community, and home.

Teaching Underserved Children Course Content Outline

Context: Introduce and explain to a rural small-town church the philosophy and practice of discipling underserved children through a teaching ministry. The course will be taught in six sessions.

Content: A description of underserved children and their trauma and a methodology of teaching that includes a philosophy of education, classroom management, and parent involvement will be the focus on the material. The class will focus on 1) Basic understanding and need for teaching underserved children, 2) Ecclesiastical Perennialism (EP) and methodology 3) Grace Temperament Based Classroom Management and practice (GTCM) 4) Parent Involvement. An evaluation will be given to measure knowledge and change in confidence in teaching underserved children.

Who are the underserved children?

Session 1 will provide a working definition of underserved children, demonstrate how their trauma infused behavior disrupts their learning, and provide biblical support for discipling these children through a teaching ministry. The attendees will develop an 18–25-word purpose statement of their own for discipling underserved children through a teaching ministry.

A short evaluation will be given to measure knowledge and confidence in teaching underserved children.

Learning Outcome: By the end of this session, students will be able to recognize underserved children and biblically support a discipleship ministry of teaching for them. The class will create 18–25-word Great Commission purpose statement for teaching underserved children the gospel.

What is the Biblical foundation for discipleship as a teaching ministry?

Sessions 2-3 will lay the biblical foundation for serving underserved children through the discipleship of teaching. We will explore what the Bible says about discipleship as a teaching ministry in both the Old and New Testaments. We will also examine the role and nature of the Holy Spirit in the educational process. We will discuss the four components of biblical wisdom. Finally, we will see how the church community is a resource for underserved children to develop meaningful relationships and have positive shared life experiences.

Learning Outcome: By the end of the session, students will be able to better understand God’s spiritual resources for a discipleship ministry of teaching underserved children, and will be able to apply a wisdom grid for thinking and reacting biblically to their classroom context.

What is Ecclesiastical Perennialism?

Session 4 will introduce ecclesiastical perennialism and differentiated learning strategies. It will present EP origins and how this educational philosophy has been adapted for FBCL. Its framework, commitments, relevance, and goals for teaching underserved children at FBCL will be discussed.

The ways in which differentiated learning strategies coupled with the principles of ecclesiastical perennialism support underserved children in their learning processes will be discussed.

Learning Outcome: By the end of session, students will be able to identify the six adapted principles of EP, have examples of differentiated learning strategies, have resources for classroom strategies for teaching and learning, and be able to discuss their framework and relevance to the discipleship of underserved children.

What is G.R.A.C.E Temperament-based Classroom Management?

a. Session 5 introduces temperament-based classroom management. The origins of this ideology and how it has been adapted for FBCL will be presented along with its adaptive framework, commitments, relevance, and goals for productively managing underserved children in the classroom.

b. The class will practice applying the G.R.A.C.E Temperament-based Classroom by developing a working classroom management plan.

Learning Outcome: By the end of this session, students will be able to have a tangible resource that works the components of G.R.A.C.E Temperament Based Classroom Management principles into a working classroom management plan.

5. How do we increase parent involvement in their child’s learning journey?

Session 6 will explain why Christian teachers need to involve parents in their child’s learning journey. The class will also be introduced to a parent involvement framework that helps the Christian educator offer six avenues of engagement to the parent.

A short evaluation will be given to measure knowledge and change in confidence in teaching underserved children.

Learning Outcome: By the end of this session, students will be able to begin to develop a strategy to implement more parental involvement using some of the six avenues of engagement.

Who are underserved children?

Teaching Point: Underserved children have little to no resources.

What is an underserved population?

The Federal Emergency Management Agency defines “Underserved Population,”

“Groups that have limited or no access to resources or that are otherwise disenfranchised. These groups may include people who are socioeconomically disadvantaged; people with limited English proficiency; geographically isolated or educationally disenfranchised people; people of color as well as those of ethnic and national origin minorities; women and children; individuals with disabilities and others with access and functional needs; and seniors.”

Definition: An underserved child is one that has limited or no access to resources. Furthermore, they suffer trauma from poverty, substance abuse, broken family dynamic, impaired learning, and being unchurched.

Teaching Point: Underserved children lack resources because of poverty, substance abuse, broken family dynamic, impaired learning, and are unchurched.

Financial Resources: Poverty

The community of Litchfield sits inside Montgomery County, one of the poorest counties in Illinois.

Montgomery County

· Median annual income for households in Montgomery Country is $40,864. The state median annual income is $73,753.

· Families living below the poverty line constitute roughly10.9 percent, with the population living under the poverty line at fourteen percent, as compared to the state average of twelve percent.

· Children under the age of eighteen make up twenty-two percent of those living beneath the poverty line.

Litchfield

· Households in Litchfield, IL have a median annual income of $45,000, which is less than the U.S. National median annual income of $61,937.

· The population living below the poverty line in Litchfield is around 16.6 percent, and family households are below poverty level.

· People eighteen years and younger, on average, make up 22.9 percent of those living under the poverty line in Litchfield. In comparison, the national poverty rate for children under eighteen years of age is 14.4 percent.

· The Montgomery Health Department stated in its community health plan that forty-seven percent of Litchfield students are considered "low income."

Social Resources: Substance Abuse

· According to the Illinois Department of Health, Montgomery County is in a region of the state that has seen the highest growth of opioid use as of 2017.

· The Learning Express Assessment found that 21 percent of children 0-3 had a parent struggling with substance abuse.

· According to the Chief of Police, most arrests for domestic abuse, assault, and robbery stem from drug-related activities.

Family Resources: Dysfunctional Family Dynamics

· It is estimated that the divorce rate in Litchfield is fourteen percent as compared to the state average of 6.6 percent.

· Litchfield also has a large percentage of families where cohabitation instead of marriage is the norm.”

· The Montgomery Health Department reported through its assessment survey with Learning Express, that thirty percent of their children had at least one parent struggling with a mental illness. It was also reported that thirty-seven percent of them had a parent with no GED or High school Diploma. Twenty-six percent of the families were homeless, and twenty-three percent had a parent who had been victims of some form of sexual abuse.

Educational Resources: Impaired Learning

· Twenty percent of students who attend school in Litchfield have an Individual Educational Plan (IEP).

· According to the Illinois State Report Card for LSD, only 26% percent of students are proficient at math and reading.

· Sixty-three percent of students who graduated from Litchfield High School required remedial education in at least one or more subjects (e.g., math, reading, or science.).

Church Resources: The Unchurched

· A 2021 Pew Research Center, it was recorded that thirty four percent of Illinoisans attend church once a week, thirty three percent attend once or twice a month, and thirty two percent seldom or never attend church.

· Many of the youth First Baptist Church Litchfield serves on Wednesday nights are unchurched. Several children in the Tending the Vine program had never heard of the name of Jesus nor were they aware that God exists.

Teaching Point: Underserved children feel unsafe, dysregulated, disconnected, and disvalued.

Underserved children feel unsafe.

“The probability of maltreatment was two to three times higher for children with unemployed parents than those with employed ones (Sedlak et al., 2010). Children from families of low socioeconomic status had more than five times the rate of maltreatment than other children. Children living with a single parent and the parent’s cohabiting partner had more than eight times the rates of maltreatment than those living with married biological parents.”

Underserved children feel dysregulated.

Underserved children feel disconnected.

Underserved children feel devalued.

Teaching Point: Underserved children display behaviors such as a lack of intrinsic motivation and anti-social behavior in the learning environment.

Underserved Children lack Intrinsic and Self-transcendent Motivation.

Underserved Children Display Anti-Social Behavior

“disruptive acts characterized by covert and overt hostility and intentional aggression toward others. Anti-social behaviors exist along a severity continuum and include repeated violations of social rules, defiance of authority and the rights of others, deceitfulness, theft, and reckless disregard for self and other.

Anti-social behavior may be overt, involving aggressive actions against siblings, peers, parents, teachers, or other adults, such as verbal abuse, bullying and hitting; or covert, involving aggressive actions against property, such as theft, vandalism, and fire-setting. Covert anti-social behaviors in early childhood may include noncompliance, sneaking, lying, or secretly destroying another's property. Anti-social behaviors also include drug and alcohol abuse and high-risk activities involving self and others.”

Apply what you know!

Answer these questions:

1. What are the signs the young man in the classroom is an underserved child?

2. How might the young man display a lack of motivation? Anti-social behavior?

3. Inside the young man’s heart, write down feelings his heart may be overwhelmed with in your classroom.

Check for Understanding:

Question 1: Poverty: The young man’s clothes are worn, and his hair cut is uneven.

Substance abuse: Parents are drug addicts.

Dysfunctional Family Dynamic: Parents are separated.

Impaired learning: Can’t read the name on the pencil.

Unchurched: Sees no need to pray.

Question 2: Posture in his seat signals displeasure in being there.

Steals the other kids pencil and does not own up to it.

Gets angry and lashes out when confronted.

Shuts down after confrontation.

Question 3: Angry, scared, hungry, alone, embarrassed, inferior, worthless...

Teaching Point: Underserved children must be pursued in the Great Commission.

From these scriptures, sum up God’s opinion of children in an 18–25-word summary.

Example: God loves children and gives them as a gift to the church, community, and home to be wisely stewarded for his glory and their joy.

Read Jesus’ Great Commission passage and answer the following questions:

1. Are children included in the Great Commission?

Yes- all nations include men, women, and children.

2. What does Jesus expect us to do to fulfill the Great Commission?

Go make disciples.

Baptize them in the name of the Father, Son, and Holy Spirit.

Teach them to observe His commands.

3. Write an 18–25-word purpose statement that includes God’s opinion of children and His Great Commission.

Example: Because Jesus loves underserved children, we must make disciples of them, baptizing them, and teaching them to observe His commands in the church, community, and home.

Teaching Point: The ministry of teaching is a form of discipleship.

The call of deep discipleship:

“The call to deep discipleship in our churches, as J.T. English defines it, is for the sole purpose of pointing ourselves and those we lead toward the infinite beauty of the Triune God.[A teaching ministry is a form of discipleship that aims to point underserved children to the infinite beauty of the Father, Son, and Holy Spirit.”

The process of discipleship

Discipleship as teaching in the Old Testament

Familial discipleship

What are parents instructed to do? (v7)

Parents are instructed to speak of these commandments throughout the day:

“Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up.” Deut 6:7

Who was supposed to lead the instruction in the home?

Proverbs 4:3–4 ESV

3 When I was a son with my father, tender, the only one in the sight of my mother, 4 he taught me and said to me, “Let your heart hold fast my words; keep my commandments, and live.

Formal discipleship

Discipleship as teaching in the New Testament

Teaching Point: The ministry of teaching instructs underserved children in biblical wisdom.

Biblical Wisdom

“Hebrew wisdom is not just about activities like sewing, farming, building or reasoning on their own. It is about how all such activities find their meaning in the whole of God’s created order. Mending a garment, cooking a meal and plowing a field are wise when they are in harmony with God’s order for the world.”

Foundational Wisdom: Fear of the Lord

Practical Wisdom: Creational Order

Moral Wisdom: Particular Circumstances

“God has given wisdom to us to guide us through the unique challenges facing each of us each day of our lives…Wisdom is both for kings, to lay down laws, make treaties and care for the oppressed; and it is also for individuals: where to go to school, who or whether to marry, what profession to seek, when to have children, whether to buy a house, how to love my neighbor.”

Historical Wisdom: Tradition

Apply What you know!

Check for Understanding:

Question 1:

Fear of the Lord: is the beginning of wisdom. Fear of the Lord explains creation, fall, redemption, and consummation. God created everything good. Man’s rebellion brought the curse of sin, which explains his broken reality (poverty, substance abuse, broken family dynamics, impaired learning, and being unchurched), and why he cannot flourish on his own. God’s wisdom explains how he provides abundant life now and for all eternity in Christ. Finally, God offers the boy hope through a promise to reconcile all evil and restore the earth to its perfect condition.

Creational order: There is a wise way to live that helps one to flourish: It involves trusting in the Lord, practicing a good work ethic, land earning the ḥokmâ of the world.

Particular Circumstances: God provides moral wisdom for navigating everyday decisions that pertain to going to school, doing homework, resolving conflict between your peers.

Tradition: Use what has been proven to work. For example: Utilizing appropriate words that minimize anger (Proverbs 15:1).

Question 2

Example: For a math teacher, God has created the world using numbers, equations, and absolute mathematical truths. He invites people to explore his creation and discover how math sustains the universe and offers humanity infinite ways to flourish.

Teaching Point: Teaching ministry must involve the Holy Spirit

The Holy Spirit equips teachers.

He leads, guides, and directs (John 14:26)

26 But the Counselor, the Holy Spirit, whom the Father will send in my name, will teach you all things and remind you of everything I have told you.

He empowers to testify (Acts 1:8)

8 But you will receive power when the Holy Spirit has come on you, and you will be my witnesses in Jerusalem, in all Judea and Samaria, and to the ends of the earth.”

He equips teachers to impart God’s truth (1 Corinthians 2:12-13)

12 Now we have not received the spirit of the world, but the Spirit who comes from God, so that we may understand what has been freely given to us by God. 13 We also speak these things, not in words taught by human wisdom, but in those taught by the Spirit, explaining spiritual things to spiritual people.

The Spirit-empowered teacher is an authoritative guide

The Holy Spirit regenerates the hearts of children.

The Holy Spirit illuminates the minds of children.

The Holy Spirit transforms children.

The Spirit-empowered Learner: Humble Receivers

The Humble Leaner is a Receiver of Wisdom

The Humble Receiver Responds with Wisdom

The Humble Receiver Integrates Wisdom

Teaching Point: The ministry of teaching must involve the church.

Check for understanding:

In the life the church, believers are to invest themselves into the lives of other believers. Paul discusses this investment when he encourages the church in Galatia to share life together by bearing each other’s burdens (Galatians 6:2). Jesus does the same when he tells his instructs his disciples to take seriously their role in pursuing a straying brother from the faith (Matthew18:15-20). Shared life experience involves inviting someone else into the sphere of your life developing trust and transparency in order to live and help alleviate burden, as you read in Acts 2:44-37.

Teaching Point: Ecclesiastical Perennialism asserts that the focus of education should be the ideas that have lasted over centuries.

What does perennialism teach?

Where did the philosophy come from?

What is perennialism’s origins?

What are the six principles of perennialism?

1. All human beings are rational animals.

2. Since man's distinguishing characteristic is his reason, education should concentrate on developing rationality.

3. The only type of adjustment to which education should lead is adjustment to the truth, which is universal and unchanging.

4. The subject matter, not the child, should be at the center of the educational endeavor.

5. The great works of the past are a fountain of knowledge and wisdom which stood the test of time and are relevant today.

6. The educational experience is a preparation for life, rather than a real-life experience.

Ecclesiastical Perennialism

Apply what you know!

Considering what you know now about the four components of biblical wisdom how would you modify the six principlesof perennialism to reflect a biblical teaching philosophy? Write your six modified principlesin purpose statements that speak to your underserved learner. (Use principle 1 as an example. Then check for understanding for principles 2-6.)

Check for understanding:

Principle 1: Humans are spiritual beings made in the image of God.

Purpose Statement: Because you are a spiritual being made in the image of God, I will instruct your heart and mind to worship God in spirit and truth(Genesis 1:26-27; Proverbs 1:7; John 4:12).

Principle 2: God has endowed man with reason; therefore, to flourish we must develop it to exercise it.

Purpose Statement: Because you are a spiritual being made in God’s image, I will teach you to exercise discernment and walk in knowledge (Proverbs 4:7-9; Psalm 32:9).

Principle 3: God has sovereignly set consistent patterns of creational order in place; therefore, education must teach certain basic subject matters that reveal those patterns to all people.

Purpose Statement: Because you are a spiritual being made in God’s image, I will instruct your heart and mind in moral and practical wisdom that helps you flourish (Genesis 2;Psalm 19; Matthew 5-7).

Principle 4: God’s truth is the center of all instruction; therefore, the instruction of truth must be the priority in the learning environment.

Purpose Statement: Because you are a spiritual being made in God’s image, I will teach you eternal and creational truths and ways to practice them that help you flourish (Psalm 19:1-7; 119: 142; John 14:6.)

Principle 5: God’s eternal and earthly wisdom has been passed down throughout the ages; therefore, what has been proven over time must be taught.

Purpose Statement: Because you are a spiritual being made in the image of God, I will instruct your mind and heart with earthly and eternal wisdom that has been proven over time (Job 12:12; 32:7).

Principle 6: God commands children to be discipled into adulthood; therefore, education must prepare the child to walk wisely in the ways of the Lord.

Purpose Statement: Because you are a spiritual being made in the image of God, I will use the learning environment to teach you to walk wisely with the Lord as you grow into adulthood (Deuteronomy 6:1-6; Proverbs 7:1-3; Ephesians 5:15-21).

* Fill in the rest of your pot with soil. Write your six purpose statements on your pot. Be colorful and creative.

Teaching Point: Differentiated learning strategies support underserved children in their learning processes.

What are differentiated learning strategies?

an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with learning disabilities, and gifted and talented students. Differentiated instruction is not a single strategy but rather a framework that teachers can use to implement a variety of strategies, many of which are evidence-based.

Using Small Teaching as a Strategy for Differentiated Learning

James Lang defines small teaching as, “an approach that seeks to spark positive change in higher education through small but powerful modifications to our course design and teaching practices.”

Apply what you know!

Check for understanding:

Ex: Natural Science: Geology

Instruction: Learn Rock Vocabulary

Differentiated Learning: Predictive Activity- Have the kids do an information dump on everything they know about rocks.

Rote: Call and repeat rock and definition out loud (ten minutes)

Drills: flashcards for written learners

Differentiated Learning: Develop a memory game using rock words and definitions. Assign kids to a mix ability learning group to train each other.

Teaching Point: Temperament Based Classroom Management promotes understanding of a child’s nature and allows teachers to recognize the child’s temperament, reframe their perception, and respond in a way that enhances environmental fit, while supporting and stretching the child toward growth.

What is Temperament Based Classroom Management?

Recognize child temperament.

Temperament pays attention to the consistent reaction to stress, particularly in the classroom. Temperament based classroom management is based on qualitative and quantitative research that suggests that a child’s temperament:

1.Is biologically based and resistant to change.

2.Predicts behavior.

3.Modulates one’s perceptions of experiences.

4.Often is recognized in situations that involve change or stress.

5.Influences social interactions.

6.Classifies individuals.

Temperament is classifiable.

Motor activity: Motor activity refers to the high-strung busy body who has a hard time sitting down.

Task persistence: The task persistent child is more of type A personality who is driven to finish her work.

Withdrawal: The withdrawal child is the shy and timid child who prefers to be alone.

Negative reactivity: The negative reactivity child is more pessimistic and is likely to respond negatively to life’s situations.

Approach: This child is open to new experiences and meeting new people.

Reframe your perception.

High maintenance child: is emotionally driven, which means her response to stress or change is usually negative and over the top. She are low in task persistenceand have difficulty finishing a task, while being high in motor activity.

Industrious child: is task oriented and focused. She is high in task persistence and low in motor activity. She takes pleasure in finishing her work and have an approachable demeanor. She are well-behaved in class and like by her peers.

Shy and cautious child: will be cautious, timid, and distant at first. She is high in withdraw, which means She is likely to hide or be reluctant to change. She demonstrates high negative reactivity and will let you know she is not pleased with a situation.

Social and eager to try child: is eager to make new friends. She is high in approach, which means she is driven by a need to be with people. They are open to new experiences. They are low in negativity and withdrawal, which makes them pleasant to be around.

Goodness of Fit, which occurs when the demands, expectations, and opportunities of the environment match an individual’s temperament.

Respond to enhance environmental fit.

A Counterproductive response escalates the situation. These responses are typically condescending, done with an angry tone, and provide no solutions to move forward.

An Adequate response is more neutral and seeks to resolve things quickly. The response might be apathetic, but it does not raise the temperature of the issue.

An Optimal response is where the teacher tries to build up the student’s confidence. It recognizes the child temperament understanding her strengths and needs. This kind of response uses eye contact with a warm tone seeking both to understand and move forward in a way that changes the child for the better.

Apply what you know!

1. What temperament would you apply to the young man?

2. What could be some of his strengths?

3. What could be some of his concerns?

Check for understanding:

1. The young man scores low in task and high in motor activity (and likely high in negative reactivity). Because he scores low in task persistence. and high in motor activity, I would give him a high maintenance temperament.

2. Some of his strengths: Lots of energy. Energy going in the right direction could be great for your class. He will likely be easy to move from one task to another. Concerns: He will not sit still. You will need to give him some latitude on his movement. He will also need a lot of supervision.

Scaffold Students

A positive classroom environment consists of four components.

Classroom Order

Classroom Procedure

1,2,3 Eyes on Me

This is 1. I’d like to finish up whatever it is you are doing, writing or talking about by the time I get to three.

This 2. By now you should have your pens and pencils down and your conversation finished.

This is 3. Your eyes are now on me, your hands are down, and your mouth is closed.

Classroom Consistency

Classroom Discipline

Organizing a plan for all adults involved in the learning process to address disruptive behavior. McCowry suggest a three-step discipline ladder plan:

Step 1 is a verbal or nonverbal reminder. Classroom signals or individually negotiated secret signals are other types of reminders. (Example: “1,2,3 Look at me.”)

Step 2 strategies include a loss of privilege, time-out, or allowing the natural consequences of the misbehavior to occur.

Step 3 is reserved for students who are frequently noncompliant or disruptive and often involves other school personnel. Using a temperament framework can provide insight into how teacher strategies may need to be modified for optimal use.

Wisdom Behavior Chart

Stretch Students

Social competence, simply put, means to function well in society. This has been expanded by others to include:

Self-awareness—identifying one’s own feelings, interests, values, strengths, and limits

Self-regulation—monitoring one’s emotional state and intentional modulating of temperamental reactions

Social awareness of others—understanding and appreciating others’ perspectives and empathizing with them

Responsible decision making, including the ability to problem-solve and negotiate with peers and adults

Evaluating the ethical repercussions of behavior and its impact on the well-being of others is a social competency that develops as children mature

Teaching Point: G.R.A.C.E. engages right belief toward right behavior in. conflict management.

What is G.R.A.C.E?

G.R.A.C.E stands for five biblical principles that guide the teacher toward the heart of the child so that God’s truth can be applied to bring about right belief and right behavior. When dealing with the student, the teacher must:

G: Get to the heart of the matter.

Proverbs 4:23 says, “Guard your heart above all else, for it is the source of life.” Jesus said, “from the abundance of the heart the mouth speaks (Matthew 12:34). What is in one”s heart? Jesus said, “For from the heart come evil thoughts, murders, adulteries, sexual immoralities, thefts, false testimonies, slander. 20 These are the things that defile a person; but eating with unwashed hands does not defile a person. (Matthew 15:19-20).” James says that the reason why people argue, and fight is because of passions that wage war inside of you (James 4:1). It is in the heart where conflict begins. Therefore, the heart must be addressed if one is going to truly resolves sinful disruptions or conflict.

R: Recognize the difference between foolishness and rebellion.

The Bible says that a child must be trained in the fear of the Lord (Proverbs 22:6; Ephesians 6:3). Why does a child have to be trained? A child has to be trained because, as the Bible says, “Foolishness is bound to the heart of a youth; a rod of discipline will separate it from him (Proverbs 22:15). We are to expect a child to act foolish out of ignorance and immaturity. A teacher helps a child develop categories of right and wrong, sinfulness and rightfulness.

Not all foolishness is rebellion. Rebellion is direct defiance to authority. With foolishness a teacher can be patient and creative in her approach to correct the child, direct defiance needs to be dealt with swiftly and sometimes severely. In the Old Testament, habitual rebellion in a child wrought the death penalty (Deuteronomy 21:18-21). There is no need to overreact to a child’s foolishness with severe consequences. On the other hand, it would be detrimental to the child’s faith and flourishing to let them continue with a rebellious heart toward the Lord and his appointed authority.

A: Ask good heart probing questions.

Good questions are those that cause the child to think about and respond to the situation. A teacher must listen well to ask good questions. One good question can be better than ten pieces of advice. Good questions, therefore, are:

1. Focused questions: Stay on point with the issue you are addressed.

2. Forward Questions: Answers need to lead to the heart issue.

C. Communicate the gospel clearly.

A “values” only response does not provide long term resolution. The child must learn of his need for a Savior. Disruption and conflict are an opportunity for the child to see their broken condition, see Jesus as their only hope for redemption, and learn how to walk in the redemption He offers them. Therefore, teacher needs to help a child see:

1. His sin (Romans 3:23).

2. The wage of his sin, which is death, God’s condemnation (Romans 6:23a).

3. Jesus as his solution, the gift of God’s salvation (Romans 6:23b).

4. That while he was a sinner, God loved him and sent His Son to die for him (Romans 5:8).

5. His need to confess his sin and repent (Romans 10:9).

6. His need to believe in his heart that God raised Jesus from the dead and call Him Lord (Romans 10:10).

E: Expect reconciliation and restoration.

Children need to be trained in how to reconcile a relationship that has been broken by sin. An offending child must go to the person they offended, look them in the eyes, and ask for forgiveness. It is not enough to say, “I am sorry.” God demands that people ask for forgiveness to receive salvation. Asking for forgiveness is essential to restoring the relationship. Offended children need to learn that they must forgive their classmate, and that God does not like when people are unforgiving. We are not to repay evil for evil or hold a grudge (1 Peter 3:9). If someone asks for forgiveness, Jesus demands that we give it.

What if the offender child refuses to ask for forgiveness or the offended child refuses to give forgiveness?

You are the teacher. You are training the child in how to reconcile and restore a relationship. If the offender/offended refuse to cooperate, use the principles of reconciliation that Jesus instituted in Matthew 18:1-6.

Step 1: Invite the principal/Sunday School director/ administrative authority into the conversation to help the child have understanding. The tone of the conversation should be gentle, soft, edifying, and filled with the desire to help the child see why this step is important.

Step 2: With the teacher and administrative authority, invite the parents into the conversation. Help the parents understand why it is biblical and important for forgiveness to be given and received. Give them time to help the child understand and follow through with the expectation. It is not wise to let things linger for very long, but time may be needed to allow the parents to disciple their child.

Step 3: At this point, the conversation is more between the administrative authority and the parents. The administrative authority will have to decide what consequence is necessary and if the class or school is a good fit for the child.

Apply what you know!

The young man in your classroom scenario lashed out at another student because he believed he was tripped. This caused a disruption in the class and in the young man’s relationship with the other student. Using the G.R.A.C.E principles, how would you handle the young man? Use the Edification/Exhortation Wisdom Heart Chart on Appendix 4 as a help.

Check for understanding:

G: The young man is expressing unrighteous anger.

R: Unrighteous anger or having a hot temper is foolish.

A: Read Genesis 4:3-8.

1. Why was Cain angry? He was jealous of his brother and because God did not accept his sacrifice.

2. Was Cain’s anger righteous (right before God)? How do you know? No. God warned him to guard his anger.

3. What did Cain do with his anger? He killed his brother.

4. Did Cain’s anger honor God? No. God cursed Cain because of what he did with his anger.

5. How is your anger like Cain’s anger? The student didn’t trip you. You stubbed your toe. Does the student deserve your unrighteous anger?

6. The Bible says that unrighteous anger or fits of rage is a work of the flesh, not of the Spirit (Gal 5:19- 21). It is sinful to have this kind of anger. God wants you to let love cover sin (Proverbs 10:12; 1 Peter 4:8). Furthermore, the Bible says you must be slow to anger (James 1:26-27).

C: The same anger that is inside of you was inside of God’s people who nailed his Son to a cross, and God knows the anger inside of you is a sin that leads to His wrath. However, even knowing this, God sent his Son to die for you, to deliver you from this anger, and to give you a new heart to loves the way he loves. Jesus did not return anger when people falsely accused him and hurt him. He prayed for the father to forgive them. Jesus invites you to find forgiveness with Him. Confess your unrighteous anger. Ask Jesus to help your heart to be like his heart. Turn from you anger and choose to love your neighbor the way Jesus loves you. If you do this, you will have life. If you don’t-God’s judgement remains on you. Pray with the young man.

E: You need to go to the student and ask for forgiveness. It is important that you reconcile and restore your relationship with him. I will stay with you and help you.

Teaching Point: Parents are the primary disciple makers of their children.

The Divine Mandate

The Church & Home

The Redeemed Family

Teaching Point: Joyce Epstein provides six ways parents can be involved in the educational journey.

Joyce Epstein created a framework for parental involvement to help educators create meaningful opportunities for parents to engage in their child’s educational process. Her framework builds off her theory of overlapping spheres of influence. [86] Epstein offers a helpful example to explain her theory. She says,

“In some schools, there still are educators who say, ‘If the family would just do its job, we could do our job.’ And there still are families who say, “I raised this child—now it is your job to educate her.” These are sentences of separate spheres of influence. Other educators say, “I cannot do my job without the help of students’ families and support from this community.” And some parents say, “I really need to know what is happening in school in order to help my child.” These are sentences of overlapping spheres of influence.”

Family-Like Schools: In family-like schools, Epstein describes a two-way partnership between the school and the family that has a positive impact on the child.

School-Like Families: On the other side of that relationship, families are expected to reciprocate the relationship by recognizing the school’s role in the child’s success.

School-and Family-Like Communities: The final connection on influence involves the community cooperating with the school and the family to create opportunities to motivate, reward, and reinforce student success and family health in education.

The Framework of Six Types of Involvement

Parenting

Communicating

Volunteering

Learning at Home

Decision Making

Collaborating with the Community

Creating a Strategic Plan for Parent Involvement

T.I.E. Parents

Communicate Consistently and Creatively with Parents

What is communication?

Dr. Michael Smith defines communication

as the interactive process of providing and passing of information that enables an organization like the school system to function officially and for employees to be informed about developments within the system.

T.H Ogden says

communication is the process of increased community or sharing between participants based on receiving and sending messages.

Tracey Salamandra offers a simpler definition defining

communication is the passing of meaningful messages from one person to another or group of people.

All three definitions have three things in common: cooperation, sharing, and meaningful information. Getting all three components to effectively sync on a consistent basis makes communication both complicated and vital to building successful relationships with parents.

Cooperation

Collaboration

Meaningful Information

Communication Planning Guide

Design an effective form of program-to-home and home-to-program communication with all families about new opportunities for growth, upcoming events, and their children's progress by valuing cooperation, collaboration, and meaningful information. With these criteria in mind, create an effective communication planning guide. One possibility is using Epstein’s framework to invite parents to form an

Action Team for Partnership.

Teachers can ensure that effective communication is taking place with parents and children by:

· Home visits with every parent once per quarter and with follow-up as needed.

· Weekly or monthly notes discussing student progress sent home to be reviewed by parents.

· Student-report cards sent home detailing how tutoring has helped improve grades.

· Weekly scheduling of useful email notices, memos, phone calls, newsletters, and other communication tools.

· Providing clear information on the roles of teachers, students, and community organizations in a child’s education growth.

· Provide clear information on all program policies, reforms, and transitions.

Decision Making

Volunteering

Learning at Home

Community

Apply what you know!

Instructions: Examine the framework provided above. Pick three opportunities for parent involvement. Create a short strategic plan to engage grandma in the young man’s learning journey. Feel free to use the examples provided above or create your own.

Check for understanding:

Conclusion

Education exists to joyfully advance the kingdom of God by making disciples of children who will make much of Jesus in the church, community, and home.

Teachers are equipped to make disciples of children who will make much of Jesus in the church community and home.

Equipped with a Great Commission call to bring the gospel to these children.

Equipped with a teaching philosophy to guide your pedagogy and curriculum.

Equipped with a G.R.A.C.E. Temperament Based Classroom Management Plan that helps create the right atmosphere to change the heart.

Equipped with a framework to involve parents with as many opportunities as you can in the educational journey.