Runninghead:THEPROVERBS22:6CLASSROOM
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TheProverbs22:6Classroom
Allison Cabral
L27171508
EDUC305D08
LibertyUniversity
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Abstract
Human beings learn much like they walk, talk and eat—it is instinctive.As educators, it
is our job to fill this desire to learn with the truest knowledge. Learning takes place in positive
learningenvironmentsthataresafe,welcoming,andfavorableforobtainingknowledge.Positive
learning environments embrace the idea that schools are for students and overall achievement.
Academicsuccessisachievedwheneducatorscreateengagingandeffectivelessonsthatalign with
their worldview and philosophy of education.
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Introduction
Thecommongoalforthoseinvolvedineducationistoprovideallstudentswiththeirbest
education. There are many theories out there on what is the best approach to meet this common
goal. Many educators may be able to find one theorist with whom their views completely align,
or one theory that matches their philosophy entirely; however, as I am with most things, my
educational philosophy is a mixing pot of sorts.Although it incorporates and abandons various
aspects of all the main theories, my educational philosophy relies most heavily on Neo-
Scholasticism and Pragmatism. Neo-scholasticism has more of the godly aspect of my personal
philosophy, whereas the methodology of pragmatism aligns more with my views. I also do
believe in the use of positive and negative reinforcers, which is a methodology belonging
primarily to behaviorism. Proverbs 22:6 (KJV) tells us to “train up a child in the way he should
go; and when he is old, he will not depart from it.” This verse is the cornerstone of my
educational philosophy.As educators, we are in the unique position to influence the future by
way of our youth. Hence, my view on the teacher’s role in education leans more towards
idealism—teachers as models. Having passionate, strong, well-developed Christian educators in
our classrooms would help ensure that our children are being brought up in the properknowledge
that God’s truth is the ultimate truth and that all worldly knowledge should and can be absorbed
through His holy filter.
WorldviewandPhilosophyofLife
Theworld,andallitsobjectsandcreatures,isGod’screation.Amongthesecreationsare human
beings, His most prized masterpiece, made in His own image. The Bible provides the ultimate
lens through which we should view our surroundings, approach all situations, treat others, and
accept truths. Some who study philosophy may be left with unanswered questions
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because, “there are, however, cautions that must be attached to the idea that ‘all truth is God’s
truth’” (Braley, Layman, & White, 2003, p. 27). However, in moments of uncertainty or
unanswered questions, the promise that “all truth is God’s truth” still stands firm. Similarly,
when discussing what is valuable, all that God has made has value. James 1:17a (ESV) reminds
usthat“everygoodgiftandeveryperfectgiftisfromabove.”MylifephilosophyistoloveGod, love the
world, and love each other.Although I plan to work in a public school and cannot openly speak
and teach on the first absolute in that philosophy, I can be sure to model a godly love for the
world and others in hopes that my students may value these things as well. It will also be my
mission to develop my students’confidence and self-worth, so that they place value primarily on
their inner beauty; after all, each of my future students is a naturally flawed, immaculate creation
from God.”If at your core you see yourself as prosperous, healthy, and successful that will be
what manifests in your life. So, it’s important that your philosophy is based on the truth of
God’s Word.” (Wommack)
PhilosophyofSchoolsand Learning
AlltruthisGod’struth,andknowledgeisgainedthroughthestudyofHiscreations. “The Biblical
view of knowledge presupposes a source of all knowledge, for knowledge is dependent on truth;
and truth, in turn, is dependent on God.All avenues of knowledge stem from God.” (Cates)
Schools are a place for students and success, with the focus being students and the goal being
success. Learning takes place in safe, welcoming, positive environments that areconducive to
acquiring knowledge. These positive learning environments are achieved when educators
communicate effectively, develop a strong classroom management plan, focus on parental
involvement, hold students to higher expectations, be accepting of change, and utilize academic
rigor, collaboration, and accountability. The academic and behavioral expectations
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placedonthestudentsmustbeclearlystated,revisitedoften,andconsistentlyenforced.Students’
academic success relies heavily on the cultivation of strong relationships between schools and
families. Similarly, research has shown us that the greatest indicator of a student’s educational
success is the level of familial involvement.Administrators, teachers, and parents should hold
studentstohigherexpectationsandarticulatetheseexpectationsconsistently.Regularassessment is
necessary to determine student performance and comprehension, adjusting when and
ifneeded.Academic rigor, collaboration, and accountability are the key components for improved
studentlearning.Thepositivelearningenvironmentcreatedbymeetingtheserequirementsisone that
embraces the idea that schools are for students and achievement.
InstructionalPractice
Instructional practice will vary, and should vary, depending on the purpose of each
lesson, level of comprehension of the material, and numerous other factors. Five keyinstructional
practices I plan to implement in my classroom are: clarifying purpose, classroom discussion,
timely feedback, and metacognitive strategies. It is ideal to clarify the purpose and learning goals
of the lesson, and what expectations the student must meet for success. The
teachercanprovidemodelsorexamplesforfurtherclarification.Wholeclassdiscussionprovides
opportunities for students to learn from each other, while also allowing the teacher to observeand
assess student comprehension. Timely feedback is imperative for educational growth and
success.Aside from a complete understanding of what is expected of them, students need
reassurance that the effort they are putting into something is not misplaced or misguided.
Teachersshouldprovideindividualfeedback,verbalorwritten,aswellaswholegroupfeedback
pertaining to areas of common growth or struggle. Providing timely, accurate, and effective
feedback requires teachers to frequently assess their students. Teachers should also provide
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ampletimeforstudentstoself-reflectandbecomeawareoftheirownthinking,learning,and knowledge.
Teacher-LearnerRelationships
The teacher-learner relationship should be a learning relationship, not isolated or
dislocated. It is important that the relationship be one of collaboration, working towards the
common goal of a successful education experience for all, and community-oriented. We are all
teachersandlearnersanditisimportanttokeepthisinmindasweapproachourteacher-learner
relationships.Althoughmybeliefspertainingtotheteacher’sroleleanmostheavilyonidealism
—teachersasmodels—Ibelieveteacherswearmany,manyhats.Theteachershouldnotonlybe a role
model of ideal behavior, but also mental disciplinarians, distributors of knowledge, community
organizers, group project facilitators, guides, mentors, friends, experts in their field and content,
among other things. Teachers are not only charged with growing students’ intellectually, but
also emotionally, physically, and spiritually—as allowed. “Showing Christ’s love through the
way we live our lives is the most powerful witness we can have.” (Watson) Diversity
Providing diversity in your classroom is one way to show your recognition and
acceptance of the individuality of your students. Classrooms, particularlyAmerican classrooms,
have become a melting pot of diversities, including: race, ethnicity, gender, age, religion, social
and financial background, educational abilities, and many, many more. Our teaching styles,
lessons,andassessmentmethodsshouldbeasdiverseasourclassroom.Theideaandimportance of
diversifying our teaching style is rooted in the Bible in 1 Corinthians 9:22-23 (ESV) which
states, “I have become all things to all people, that by all means I might save some. I do it all for
the sake of the gospel, that I may share with them in its blessings.”
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Conclusion
In conclusion, all truth is God’s truth and all His creations have value. When educators
approach their field with this worldview, they are sure to produce successful students,
intellectually, socially, and emotionally. When educators communicate effectively, develop a
strongclassroommanagementplan,focusonparentalinvolvement,holdtheirstudentstohigher
expectations, are accepting of change, and utilize academic rigor, collaboration, and
accountability,theysettheirstudents,andtheirself,upforeducationalandprofessionalsuccess.
Resources
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Braley,J.W.,Layman,J.,&White,R.(2003).FoundationsofChristianSchoolEducation.
ColoradoSprings,CO:PurposefulDesignPublications.
Cates, P. (2005, October 11). Cates:AChristian philosophy of education. Retrieved December
17,2017,fromhttps://transformingteachers.org/en/articles/philosophy-of-education/37-
cates-christian-philosophy-of-education
Watson,A.(2017,March02).EncouragementforChristianteachers.RetrievedDecember17, 2017,
from https://thecornerstoneforteachers.com/message-for-christian-teachers/
Wommack,A.(n.d.).ChristianPhilosophy.RetrievedDecember18,2017,from
http://www.awmi.net/reading/teaching-articles/christian_philosophy/
