Classroom Leading

In the beginning of time, God created a perfect and beautiful world. After He painted the

colors of the sunset and splashed the fish into the sea, He said It is good (Gen. 1:31). After the

fall of man, the perfect world became broken and seemed to be unfixable. Although there was

still goodness, evil lingered in the Garden and throughout the rest of the world. When God sent

his beloved son Jesus to the dark world, he magnificently restored it and gave all of humanity

the amazing gift of salvation so they could choose to live with Christ eternally. Although the

world was not as perfect as it was in the beginning, God gave humanity the chance to be found

in Christ. As a community of Christians, we should work together to contribute in improving the

world and restoring it to be what God intended--a world full of love and community with its eyes

fixed on Christ and his glory. Christ gave us, His image-bearers, the means and the choice to

create this God-fearing humanity in this cold world. As a humanity, we are image-bearers of

Christ that were placed on this earth for a reason.

By building relationships and connections in this world, we realize how essential

communal living is in our lives. If we were solitarily placed in this world, what would we do? Just

as God created a partner for Adam on the 6th day, we are given friends, families, and

acquaintances; with these relationships come obligations, we are responsible to encourage and

mentor others, just as Christ does with us. In Oakes, Lipton, Anderson, and Stillman, they speak

of how learning is an active experience meaning People learn as they interact with others

to...construct, meaning out of the world and their experiences in it (2013 p. 163). In such

relationships, there is a constant learning present enabling us to have insights on life events

different than our own. As we work in our relationships, there is a sense of accountability

between each other. Relationships are not something required by God, rather, they are such a

gift we have been given that ensures we have somebody by our side in both the good times and

the bad times. By creating this accountability, either with our peers or future students, there is a

strong sense of community responsibility that encourages us to respond in a constructive

criticism manner, which provides feedback that is an opportunity to guide to the correct path

(Froyen 1999 p. 135). As we work with these accountability partners, our community is built in a

supportive way promoting positive experiences.

When we work together as a community, different strengths and weaknesses will be

recognized because we are all unique. Rather than scoff at the person who does not speak

English or gawk at the marathoner, we should celebrate our differences because they will

positively impact the world in ways such as ministering to others in their language or hosting

marathons in hopes of raising money for missionaries, for example. Just as a body functions,

we, as a community, have a variety of characteristics necessary to meet a common goal (1

Corinthians 12). God has placed us in a specific community that needs us in order to succeed.

When each person comes onto this earth, God has given them a purpose to fulfill; although it

may feel mysterious at first, the Lord assures and guides us in such a way that makes finding

our purpose less scary. Just as it says in Jeremiah 29:11--For I know the plans I have for you,

declares the Lord, plans to prosper you and not to harm you, plans to give you a hope and a

future,-- the Lord does have a plan for everyones life that will be fulfilled in Gods perfect

timing.

In order to have a strong and dependable community, it is important that we live in a

pure and respectable manner in the eyes of the Lord. As we work together to positively

influence this world, we are fulfilling our duty as Christians. As Christians, we are called to take

care of this world and everything in it. To me, this does not mean to only focus on recycling and

living a green lifestyle, but it also means finding positive things in this world and exploiting

them to promote wholistic values. By working as advocates for social justice, equality, and

integrity, we are creating a world much like the one God first created. When we educate our

students in this way, they will be able to confront the visible and invisible norms that perpetuate

racism, classism, [and] sexism...drawing on the knowledge and experiences that marginalized

students derive from their own lives (Oakes, Lipton, Anderson, and Stillman 2013 p. 79). If we
create this world, bullies, who abuse and belittle others due to differences such as social class

or religious beliefs, will be less evident causing a safer environment in many schools (Woolfolk

2013 p. 490).

As I move forward in my career as an educator, I know it is my great responsibility to be

an agent of change in this broken world. It is important to me that students not only feel safe in

my classroom, but feel like they belong. When I start each school year, I want to implement fun,

interactive, get-to-know-you games that will build a strong sense of community in my

classroom--much like a family. I want my students to be able to express their uniqueness with

the rest of the class and for their peers to celebrate these different gifts. I want to watch my

students build relationships with each other in such a way that eliminates unjust things. At the

beginning of each year, we will learn to resolve issues with each other by respectfully sitting

together in a designated area until all struggles are resolved. By having this area, students will

be able to talk through their problems and come up with healthy resolutions for the both of them.

As a mentor, I want my students to understand they can be whatever they want in this world; I

want to help by providing enough resources so they will flourish in the beginning years of their

education. As I raise each student to be their own person, my hope is that they find their God-

given calling that will help them change the world.

In the first week of school, a class covenant will be written by both the teacher and

students so that both people are able to speak up and say what kind of environment helps them

best in their learning/teaching.

POLICIES

Covenant:

Respect each other as fellow students and of image bearers of God

 If in a public school, I will tell each student they are unique and

special rather than use the phrase Image bearers of God

Teacher will do everything in her power to ensure students are exercise their gifts

in a successful manner
The classroom will be a safe environment where students and teacher will

participate in open communication and solve any problems (Pargellis 2010)

Content:

Students and teacher will participate in class all of class sessions besides

allotted time for breaks

Content will be taught in an expressive, hands-on method to ensure students

understanding
The content will be relatable to the outside world

Conduct

It will be expected that both students and teacher will be on time to class and

ready to learn/teach
Punishments will be given if students are not properly behaving
Small rewards may be given if students are showing exceptional behavior

PROCEDURES

Covenant:

The teacher will....

Always listen to the students with an open mind and heart so she can adhere to

any problems they have in a compassionate and loving way

Give students a fair amount of free time in which they may dance, rest, etc
Approximately 10 minutes for every 50 mins
Speak to students in a manner that does not belittle them

Students are expected to....

Be respectful of each other and their things

Be nice to each other
Listen to each other and not speak over one another
Confront each other if they have a problem and go to the designated spot, if

necessary

Content:
The teacher will

Leave an adequate amount of time to supply clear instructions to students

Give students the opportunity to get involved with extracurriculars outside of

school (i.e. volunteering)

Adhere to different learning types in the classroom and teach accordingly
Organize the tables according to how the students will be learning that day (i.e.

groups, partners, individual- but with others at the table)

Come prepared with all materials for the days lesson
Relate class studies to the real world (and get involved, if possible)

The students are expected to

Participate in all class activities

Hand in any assignments due at the beginning of class
Take time doing class assignments/homework to ensure they are learning

Conduct:

The teacher will...

Go over expectations for every different activity of the day

Encourage students to make smart decisions
Praise good behavior with a small reward or kind words
Correct disrespectful behavior and ensure students understand why that

behavior is unacceptable
Give a fair punishment that is based on the severity of the bad behavior

(unacceptable manners, negative action, unkind words)

A couple minutes off recess time, laps, a strike system

Students are expected to

Only use restroom or get a drink during allotted time

Follow any directions given by an authoritative figure
Use their words when they are upset, not their actions
Students may take a break and calm down in the Safe Spot if

needed
CLASSROOM DESIGN

Made with Classroom Architect

 Sources

Froyen, L. A., & Iverson, A. M. (1999). Schoolwide and Classroom Management: The Reflective

Educator-Leader (Third ed.). Upper Saddle River, NJ: Prentice-Hall Inc.

The Holy Bible: New International Version. (2005). Grand Rapids, MI: Zondervan.

Oakes, J., Lipton, M., Anderson, A. & Stillman, J. (2012). Teaching to change the world (4th

ed.). Boulder, CO: Paradigm.

Pargellis, S. (n.d.). Finding a Voice in Truth--Telling and Reconciliation. CEJ.

DeBoer, Tjeerd. "Peace on Earth." Boerinbergen.wordpress.com, 24 Dec. 2014,

https://boereninbergen.wordpress.com/2014/12/24/vrede-op-aarde/. Accessed 8 May

2017. Rationale Picture.

Woolfolk, A. (2013). Educational Psychology (12th ed.). Upper Saddle River, NJ: Pearson.