Faithful Blogger

Sunday, August 23, 2015

Prayerful Teaching is Dispensing Hope

May the God of hope fill you with all joy and peace as you trust in him, so that you may overflow with hope by the power of the Holy Spirit.

    Romans 15:13 (NIV)



Prayer and Reflection

Even before I meet my students, I know many of then will have a feeling of hopelessness.  Since children who have hope have a much better future than those without hope, help me bring hope, joy and peace into my classroom and into the lives of my students.  Let me guide them on the pathway to hope and accomplishment.  Let me accept and appreciate them for who they are, not for who I think they should be.  Teach me to love them as God loves me. 

Prayerful Teaching in Action

  • Arrive at a common meaning or definition for hope.  The meaning of hope will vary for each grade level and even within different classrooms at the same grade level.  Conduct a rich discussion on the meaning of hope. Depending on the grade level, consider the following discussion points:
    • Share your own hopes for the school year and your hopes for your students.  Post this in a place for all to see.
    • Elicit real examples of hope from students.  Most likely they will start off with statements such as “I hope I get all A’s,” or “I hope I don’t have to work too hard this year.”
    • Discuss the difference between a wish and a hope.
    • Introduce goal setting and how goal setting turns hope into reality.  Include all students in the discussion, even those who do not raise their hands.

  • Help students set long term and short term goals.  Make sure the goals set have a reasonable chance of being met.  On the other hand, goals should not be so easy to meet that little or no effort is needed to meet the goal.  One student’s goal may be to finish the math assignment.  Another student’s goal may be to achieve a score of at least 95% on an upcoming social studies test.  Develop an action plan with each student to serve as a road map to get to the goal.  Break the goals into smaller steps.  Recognize the goals and celebrate the goals when they are met. 


  • Impart hope to those who need it the most.  Identify two or three students you feel are struggling with school.  Make it a point to give them reason to hope.  This can be as simple as saying, “Good to see you today,” or “I’m glad to see you put your book in your backpack so you can complete your homework.”  Maybe you could ask them to take a leadership position in class or attend to an important classroom task.  This will allow them to realize they have value and are an important member of the class.

  • Students need to be given work that is just difficult enough to challenge them and move them upwards in the learning continuum, but not so difficult that it will lead to frustration and certain failure.  Not all students need to do the same work; however, all students need to be challenged.  Work can be modified to challenge the most advanced learner, yet allow struggling students to find success.  You may even want to “cue” a struggling student that she will be the first to be called upon when Question 2 of the science homework is discussed. 

  • Celebrate success every day in many ways.  A sure way to instill hope in students is to publicly recognize accomplishments.  
    • Be free with earned compliments.  Give public compliments.
    • Acknowledge students for trying or contributing to class discussion.  If a student gives a wrong answer, don’t just dismiss it, but thank the student for the contribution.  Say something like, “That’s not quite right, but I can tell you are thinking.  Keep it up!” or “Thank you.  You are getting there and you certainly are giving us something to build upon.  
    • Post student work around the room.  Write a short comment explaining why it was chosen for posting.  Avoid phrases such as “Good job” or “Good work.  Instead be specific.  “I like the way you used the word ____.”  “Your answer to question 3 shows you know your material.”

God Bless and Prayerful Teaching,

Elizabeth A. Wink



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