Prayerful Teaching is Wholesome Talk

Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen.

                        Ephesians 4:29 (NIV)

Prayer and Meditation   

Words can tear down or build up.  They can impart strength and create a lasting impact in the lives of others. Still today I can clearly recall biting, hurting words that were spoken to me as a child and how small and useless I felt.  So too can I recall the words spoken to me which set me free to grow and soar and led me to my serve my savior. Let me never forget that the words I speak, whether positive words or negative words, loving words or words filled with anger and hate, though uttered in a quick, careless moment, linger a lifetime. 

The Actions of Prayerful Teaching

• Sprinkle “cliff hangers” throughout the day.  Students will beg for more, especially if they think they are ones getting a privilege or that rules will be bent.  Snatch a cue from television newscasters.  They make what would be boring stories into exciting cliff hangers. 

           Example:   “We could…later today, but the room might turn into a mess.”  (Students equate 

       

           Example:  “We are really going to create a mess in this classroom on Wednesday.  We will

           have to build in time to put the room back together.”  (Students have something to look

           forward to later  in the week.  You will have their attention as you teach up to

           Wednesday’s event.

            Example: “We might act out the scientific process of …, but it would get pretty loud in here

            so maybe we will just read about it.”  (Students will beg for action, rather than listening.

            You will have a captive audience.

            Example:“Remind me sometime to tell about how….”  (Students will want to hear what you 

            have to say immediately,)

• Scrutinize advertisements.  Advertisers spend a great deal of money to study the impact of words on consumers.  As a teacher, you are selling a product, a multi-faceted product at that.  Along with the content area, you are selling a future to your students.  Advertisers know you will not buy their product if they put you down, embarrass you, or make you feel ashamed, lonely, or miserable.  They address your needs, build up your spirit, and clearly show (not just tell about) how their product will benefit you. 

• Use the inclusive “We” language.  It is so easy to separate the classroom between student and teacher.  Replace “I” and “you” with “us” and “our.” 

• Create a list of alternative words to replace the empty, meaningless words so commonly used in a classroom such “Good,” “Excellent,” or “You can do better.” Replace these with phrases such as:

 “I like the way you….”

“Thank you for adding that thought to our classroom discussion.”

“This will get easier, but for now can you...?

“You have everything correct up until this point.  What would you like to change?      

  What would you like to rethink?”

• Complaining has become rooted in our culture.  Instead of a complainer, be an agent of change in your classroom or in your building.  When you observe something that is not working well, offer solutions of which you will be a part.  It is so easy to complain in front of students about such things as interruptions, tardy students, or extra duties, that we are not even aware that we are complaining.  If students hear us complain, they will pick up on how to complain too.

 

Challenge of the Week

Think of yourself as head of an ad agency.  Select one lesson or common core the class will be studying in a few days.  How can excitement be built up so students will be eager to approach their study?  Advertisers are extremely creative and so are you!

 

God Bless and Prayerful Teaching,

Elizabeth A. Wink

prayerfulteaching@gmail.com

Prayerful Teaching in the New Year

That we should serve in the newness of spirit….

                        Romans 7:6 (KJV)

 

Prayer and Meditation

 As a teacher I continue to recognize that I have been called by God for a special mission, a mission of service to His children.   As I put aside all of the disappointments, disillusions, and frustrations of last year, I ask for a renewal of my faith in God and a newness of spirit that will manifest itself in my family, my classroom, and my community.  May the Holy Spirit enable me to live a Christian life and prompt me to continue to offer my heart to others.

 

The Actions of Prayerful Teaching

• Look back at the last several months.  Concentrate on all things positive.  What went right?  What was your proudest moment?  What was your greatest success story?  Perhaps you might want to write these moments down to bolster your soul in times if you experience times of doubt and despair.

• Determine what changes you would like to see in your classroom.  Devise an action plan to make these changes a reality.  Change can be implemented at any time.  It knows no calendar date.  If something is not working, change it.

• Promise yourself that you will try one new instructional practice each month.  Pick a monthly target date such as the third Wednesday of each month.  The new instruction practice might be a paper and pencil graphic organizer, involve a new technology, a rearrangement of desks, or a plan to streamline your work or classroom procedures.

• Find something positive about each student.  Run the list through your head or, if you have time, write each student’s name on an index card.  As you uncover the gifts each student brings to you, write it on the card.  Concentrate on the students who have little written on their card.

• Resolve that you will never hold a grudge against any student.  The actions and attitudes of students cannot be taken personally.  Always remember your calling and that you are the adult whom God has bestowed upon a special mission.

Challenge of the Week

At the end of the day, or at the end of the week, determine your proudest moment.  This will not necessarily involve your brightest, most eager student.  Chances are it will be a small step taken by one of your most challenging students.

God Bless and Prayerful Teaching,

Elizabeth A. Wink

prayerfulteaching@gmail.com

Prayerful Teaching Wishes you Joy at Christmas

I bring you good tidings of great joy

Which will be to all people.

For there is born to you this day

In the city of David a Savior,

Who is Christ the Lord.

       Luke 2:10, 11 (NKJV)

May the Blessings of the Christ Child be yours this holy season.

God Bless and Prayerful Teaching,

Elizabeth A. Wink

prayerfulteaching@gmail.com

Prayerful Teaching Makes Room for Each Child

And she brought forth her firstborn Son, and wrapped Him in swaddling cloths, and laid Him in a manger, because there was no room for them in the inn

Luke 2:7 (NKJV)

Prayer and Meditation

Though there was no room at the inn for the Baby Jesus, I will make room for each child in my classroom.  It is not good enough just to stable a child at a desk or table.  I will offer warmth and comfort, especially to those who so easily “blend in” or become “invisible” to me.  Because God’s love dwells in me and allows me to see His love in all children, I can make room for each child in my classroom.

The Actions of Prayerful Teaching

• Modify and/or tier assignments.  This takes more effort at first, but the payoff is great.  It provides room at the inn for everyone.

• Teach individual responsibility.  At the end of the day, give students an exit card on which they can record one or two successes of the day.  As they leave the classroom, they can hand this to the teacher.  Sample successes might include, “I worked without disturbing others,” “I asked for help when I needed it,” or “I followed my self-improvement plan.”

• Telling students to “look back over the chapter and find the answer” will never suffice for all students and is the same as refusing some of them room at the inn.  They may need this skill taught and modeled a number of times.

•  “Pay attention” is a meaningless and impossible command.   Students either do not hear it or are in the habit of ignoring it.  Replace this command by making room for something more meaningful.  Is it time for a change of pace such as a movement from the auditory style of learning to the kinesthetic style of learning?  Do students need to set achievable short term goals to see immediate success?  It is time to introduce a graphic organizer or other form of review?

• Covering curriculum is useless.  Covering the manager with straw does little to upgrade it to a room at the inn.  Teaching needs to be reflected in what the students have learned, not in the curriculum that was "covered."

 Challenge of the Week

Select a student for whom there has been little or no room in your classroom.  Determine the reason for this situation.  Devise an action plan to give this child warmth, comfort and a special room in your classroom.

God Bless and Prayerful Teaching,

Elizabeth A. Wink

prayerfulteaching@gmail.com

Prayerful Teaching Inspires Students to Shine

You are the light of the world. A city that is set on a hill cannot be hidden.  Nor do they light a lamp and put it under a basket, but on a lampstand, and it gives light to all who are in the house.

Matthew: 5: 14-15 (NKJV)

Prayer

One cannot move forward without light.  Especially at this time of year we are reminded that Jesus is the light of my world.  May I have the wisdom to lead, to give direction, and to guide my students into the light no matter what form of darkness may surround them or smother their potential.  This is my mission as a follower of Jesus.  This is my mission inherent in my calling as a teacher. 

The Actions of Prayerful Teaching

• Give students enough wait time when responding to a question or taking part in a discussion.  We have a tendency to rush, to “cover” curriculum. Neither students nor adults can instantly “uncover” their responses.

• Create opportunities for all students to perform tasks and contribute offerings that light up the classroom atmosphere.

• Recognize that shy students need to be made to feel safe and secure.  The shy students are often the forgotten students.  Shyness may be a means of self-protection or a way of escaping from pain.  Discover the light that brilliantly burns within them.

• Bring to light and honor achievements.  They may be social, academic, or acts of caring and kindness.

• Speak in a normal voice.  Raising your voice will not uncover the  light.  Often times it will blanket and snuff out the light.

Challenge of the Week

Select one student who seems to lag behind others, whose light is not so readily seen.  Assist that student in bringing the light out from under their basket and into the classroom.

God Bless and Prayerful Teaching,

Elizabeth A. Wink

prayerfulteaching@gmail.com

Prayerful Teaching is Practicing Patience

Yet for this reason I found mercy, so that in me as the foremost, Jesus Christ might demonstrate His perfect patience as an example for those who would believe in Him for eternal life.

                                 1 Timothy 1:16 (NABRE)

Prayer and Meditation

With patience we await the birth of our Lord and seek to practice patience in all aspects of our own lives.  We do not live in a culture of patience.  We want fast food, faster Internet speed, instant communication, and immediate results.  Let me make the practice of patience part of my spiritual journey.  As a teacher I have been gifted with plenty of opportunities to practice patience every hour of every day.  Practicing patience is a powerful action.  It is God’s children who are the benefactors each time I practice patience.  May my actions in my calling as a teacher always reflect serenity, kindness, and patience. 

The Actions of Prayerful Teaching

• Take your time making decisions.  If a child has broken the rules and you feel anger or impatience, tell the child, “We will discuss this tomorrow.”  If a child brings a problem or a dilemma to your attention, you can say, “Let’s wait a day before we decide what to do.  Both of us might have a better solution tomorrow.”

• Students can feel when teachers are discouraged and impatient.  They probably sense your impatience before you do.  As a teacher, you cannot remove yourself from the scene for even a few minutes.  You are constantly on stage.  If you feel your patience ebbing and have difficulty regaining your sense of tranquility, switch the class to a different activity.  Students cannot learn in an atmosphere of anger, stress, and impatience.

• Create a peaceful atmosphere in your classroom as much for your own sake as for the sake of your students.  Bring in green plants.  Place a calming picture or quote you can focus on when you find yourself at a loss for patience. 

• Allow students to engage in creative work as often as possible.  Have them create math problems and exchange them with each other.  Allow them to figure out how the knowledge they are gaining affects their daily lives now and in the future.  Even be so bold as to ask them how they would like to demonstrate and share their knowledge with you and their classmates.  When students have a stake in curriculum planning, they are automatically more engaged and less likely to test your patience.

• Meltdowns will happen and must be expected.  They are a true test of teacher patience.  Have strategies in place for dealing with meltdowns before they happen.  Yelling, shaming, humiliating, and admonishing the child who has a meltdown will not “fix” the situation.  It will only raise it to a higher level.  Worse yet, it rarely works to try to reason with a child in the middle of a meltdown.  After the meltdown is over is the time to discuss it with the child and involve the child in finding solutions to prevent future meltdowns.  Meltdowns are a real test of patience, especially with a built in audience with all eyes on you and waiting to see how you will react.  Establish safety valves to prevent or diffuse meltdowns. 

• Have a spot in the classroom where a child may sit as a signal to everyone to leave him alone. 

• Have some stuffed animals a child can bring to her desk as a signal she is feeling sad, angry, or unhappy.  

• There is more than one way to achieve a standard.  De-escalate the situation.  If a child is frustrated working on a task, suggest a different task with the words, “Would you prefer to….?” 

• Practice, practice, and practice meltdown strategies with your students so they know what to do if they feel a meltdown coming.

Challenge of the Week

St. Teresa of Avila said, “Let nothing upset you.”  When you feel yourself upset and at a loss for patience, recite a short, simple prayer that brings calming, peace, and patience to your soul.  “Lord, give me patience,” is one example.


God Bless and Prayerful Teacher

Elizabeth A. Wink
prayerfulteaching@gmail.com 

Happy Thanksgiving

Give thanks in all circumstances; for this is God’s will for you in Christ Jesus.

1 Thessalonians 5:18 (NIV)

May you have the gift of faith, the blessings of hope, and at the end of each day, more reasons than ever to thank God for your sacred calling as teacher.  

God Bless and Prayerful Teaching,

Elizabeth A. Wink

prayerfulteaching@gmail.com