Running head: CHILDREN ARE THE FUTURE
Children Are The Future
Caitlin B. Hutcherson
L27440284
EDUC 604-C01
Dr. Murray Williams
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Abstract
Children are our future and I believe we, as educators, must dial into every aspect of the
child to help mold them and teach them the ways of life. By giving them access to activities,
materials, lessons, and examples of character, it is my prayer that each child discovers parts of
them deep down and uses their unique, special gifts to serve the Lord. He is the light of the world
and whoever follows Him will never walk in the darkness, but will have the light of the life
(John 8:12 ESV). It is my responsibility as their teacher to guide them to the best of my abilities
so that they may realize their purpose for Him.
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Introduction
The late Whitney Houston may have said it best. “I believe that children are our future.
Teach them well and let them lead the way. Show them all the beauty they possess inside. Give
them a sense of pride.” I remember singing this particular song during my fifth grade graduation
ceremony. I also remember there not being dry eye among the parents who stood at the back of
the gymnasium watching their children finish one milestone and prepare for the next. Six years,
several teachers, and many lessons later everyone gathered to commend a room full of unique,
impressionable, young boys and girls and their accomplishments up to that point. Fast forward
13 years to the present day; a time when I have concluded that teaching is the route I should
follow. I believe that children are special gifts as themselves and within them they each possess
special gifts. The book of Corinthians informs us, “I wish that all of you were as I am. But each
of you has your own gift from God; one has this gift, another has that” (1 Corinthians 7:7 KJV).
Children are, indeed, our future. Each child, made in the image of God, holds the potential to
bring forward a special contribution to the world. It is my job as a future educator to learn how to
assist them in accessing their personal gifts and discovering who they are. Secondly, teaching
children will present many challenges as well as rewards. I accept that every child has different
capabilities; therefore there is not one certain learning style that fits all. I strive to teach to the
needs of each student so that every one may feel the sense of success and pride. Not only will I
concentrate on the intellectual aspect of the child but also their morality. There are many
educational philosophies that can be employed by educators. This paper will further explain my
educational philosophy that I hope to, one day, spread throughout my very own classroom.
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Worldview and Philosophy of Life
“The nurture and education of students involve many institutions” (Van Brummelen, 2009).
Traditionally, the home, the church, and the school provided the most influence. During the
present time, the media, businesses, community agencies, and sports teams also play important
roles in influencing children. Children are required by law to go to school each weekday for the
majority of the year for the first several years of their lives: impressionable, meaningful moments
of their lives when every little thing counts. We begin teaching these young minds and reaching
out to their hearts at young ages. A lot of their time is spent in the classroom and being taught by
influential adults, whether it be for the good, or not so good. It is my goal to give them the
opportunities to study things that spark their individual interests. I believe that designing a
curriculum that involves the students’ interests will spark a passion for learning. If given a sense
of control over their studies with the help of my guidance, I am hopeful it will be conducive to an
experience in which they are motivated to reach their goals.
In addition to the curriculum, I believe that children should be taught characteristics that
will encourage them to lead a Christ-driven life. As previously mentioned, a student spends a lot
of time in the classroom and in the school community. Leading a life in which God wishes us to
requires a love and respect for themselves as well as others and their environment. It is also my
hope that I continue possess these certain characteristics throughout my teaching career so that
my students may recognize and model them. Such ethical principles include but are certainly not
limited to: gentleness, patience, self-control, integrity, kindness, faithfulness, compassion,
respect, forgiveness, truthfulness, and responsibility. God is the ultimate creator and we shall
seek to serve him in all that we do. “The fear of the Lord is the beginning of wisdom, and the
knowledge of the Holy One is insight” (Proverbs, 19:2 ESV).
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Philosophy of Schools and Learning
“Pestalozzi compared human development to the growth a tree, the seed of which contains all the
innate potentialities of the mature tree” (Gutek, 1999, p. 229). Johann Heinrich Pestalozzi (1746-
1827) was a Swiss educator. I find that I resonate with Pestalozzi’s philosophy of education more
than others. He centered his focus on the child’s interests and needs. With the exception of his
belief that evil originates within a social environment rather than in nature, his views of natural
education align with my thinking. In his book Leonard and Gertrude, he expressed these basic
characteristics: 1) education is what we may use to ensure personal growth as well as social
reform, 2) a true education should delve into a person’s natural moral, intellectual, and physical
attributes, 3) moral development begins in the home, and 5) sensory and vocational education
will train self-sufficient individuals (Gutek, 1995, p. 224). Pestalozzi encouraged his students to
share their work and play in an effort to cooperate and build a sense of community (Gutek, 1995,
p. 225).
In addition to Pestalozzianism, I feel that I most relate to the nature of progressivism.
Those who believe that education should focus on the whole child rather than the teacher or
content are defined as progressivists (Diehl, 2006). In my future classroom, I fully intend on
creating ways for my students to be actively involved in lessons and experiments. I am aware
that as a student I preferred learning by doing. Additionally, existentialism ties in with this part of
my philosophy because I assert that children do not get enough play (Diehl, 2006). I believe that
through play, children are able to think imaginatively, creatively, and critically; components of
which I am beginning to see less and less as technology advances.
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Educational Practice
At the beginning of the course, the students were shown a video from Liberty that included a
model known as SCRIP. I am grateful for the sharing of such a video, as I will carry it with me
throughout my teaching career when it begins. SCRIP is a wonderful philosophy to describe the
characteristics which exceptional, successful, honorable teachers possess. SCRIP teachers make
true investments in their students; all of their students. They are motivated by social
responsibility to give it their all to ensure that each of their students is learning in their highest
capacity. Additionally, being committed to their students, lessons, classroom, school community
and overall position is vital. Teaching requires such dedication and without it, students, as well as
teachers, would not be able to reach their full potential. Graham (2009) states that, “God gave us
the responsibility to exercise a measure of control over creation on His behalf, and we are to do it
in His way” (Graham, 2009, pg. 127).
Teacher-Learner Relationships
Ignacio Estrada notes, "If a child can't learn the way we teach, then maybe we should teach the
way they learn." I believe that teachers should know the features of diverse learning styles so that
they may hone in on those students who possess a specific style but also switch to another so all
students involved are able to better grasp concepts (Van Brummelen, 2009). With all of this in
mind, it is important to remember to include the teacher’s preferred learning style, otherwise the
plan is not well balanced and it can become difficult to thoroughly teach. “Most human learning,
particularly school learning, involves making sense out of information, sorting it in our minds
until it fits in a neat and orderly way, and using old information to help assimilate new learning,”
(Slavin, 2015). When a teacher does not present new information in a manner that makes sense
to a student, the student is not able to sort the information. The teacher must find a way to
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differentiate the lesson so that it facilitates learning for the student, providing them the best
possibility for growth. As it says in First Corinthians 14:33 “For God is not a God of confusion
but of peace.” As far as my philosophy, in the classroom, it is ultimately up to the teacher to
guide the child to discover him or herself and to share values and morals. Teachers are seen as
the leader, or shepherd (Van Brummelen, 2009). Harro Van Brummelen states, “We permeate
classroom structures with righteousness, justice, compassion, and respect. Without these,
teaching reaches the minds but not the hearts of students” (Van Brummelen, 2009). I firmly
believe that teachers are called to touch the lives of students and lead them toward opportunities
and experiences they may not know otherwise. There were teachers in my public educational
career that touched my heart and I knew without a doubt that they cared deeply for their students’
well being. Even though her religion was never fully disclosed, I believed that she was walking
with God in the classroom and genuinely cared about the success of her students. If there is
anything that I have gathered from this course is that it is entirely possible to share God’s love
for each student regardless if I teach in a private school or not. I will be aware of the fact that
sometimes children may stray, but no one is without redemption. When a child loses his path, my
love and understanding will be what the child, along with the rest of the class, recognizes first. It
is then they will come to realize that it is ok to make a mistake, and I may guide them on the path
of redemption.
Diversity
“We should plan learning so that it celebrates the diversity with which God has created us” (Van
Brummelen, 2009). All children are different; no two people learn in the same manner. In the
same breath, all children are the same; created in the image of God. He gave each human unique
gifts of different degrees and combinations. “Just as students have different personalities, they
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also have different ways of learning” (Slavin, 2015). I am very grateful for Horace Mann fighting
for the common school. I believe everyone should be able to receive some form of education
regardless of socioeconomic status, race, disability, and the like. I also believe that an education
is something that no one can take away from a person. Reading, learning, thinking and applying
are a few key components of gaining knowledge to lead a successful life, living for God.
Conclusion
An education gives us the tools and resources necessary to understand the world that God
created and for children, who will grow to be adults, discover their individual and creative roles
within God’s creation. I feel that this must be done through the process of gathering information
while maintaining the highest respect for the creator. The reality is that it goes so much deeper
than facts, homework, tests, and grades. One needs to understand their calling as a teacher and
educator and give it their all when it comes to engaging in the lives of children. Teachers are
much more than instructors of a subject. They can be role models, leaders, some even heroes.
They can provide love and care and counsel and confidence. Teachers can also be gateways to
opportunities and experiences some children do not otherwise know exist. They are doing more
than preparing students with necessary and adequate knowledge, but also with life lessons,
character, and morals that go way beyond any assessment. One of my favorite pieces of Scripture
reminds me, “Train up a child in the way he should go and when he is old, he will not depart
from it” (Proverbs 22:6 KJV).
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References
Diehl, David E. A study of faculty-related variables and competence in integrating instructional
technologies into pedagogical practices. (2006). Retrieved from
http://ctle.hccs.edu/facultyportal/tlp/seminars/tl1071SupportiveResources/comparison_ed
u_philo.pdf
Dispositions. Liberty University School of Education. Retrieved from
http://www.schooltube.com/embed_force/eaa86f6e9fce405f8d0c/
Graham, Donovan L. (2009). Teaching Redemptively: Bringing Grace and Truth into Your
Classroom. Colorado Springs, CO: Purposeful Design Publications.
Gutek, G. L. (1995). A history of the Western educational experience (2nd Ed.) Long Grove, IL:
Waveland Press, Inc.
Slavin, R. (2015). Behavioral and Social Theories of Learning. In Educational Psychology:
Theory and Practice (Eleventh Edition ed., p. 100). New York, NY: Pearson.
Van Brummelen, H. (2009). Walking With God in the Classroom: Christian Approaches to
Teaching and Learning (Third ed.) Colorado Springs, CO: Purposeful Design
Publications.
