Educators embark on a daily struggle to provide students with the information they need in order to succeed in a world where much more is expected of them than ever before. As an English teacher, I face a unique struggle. I must find ways to connect these growing, changing students with the literature and writing skills they need to succeed, as well as find unique and flexible ways to connect their souls to the written word, not just their minds.  I must make use of changing literature, changing theories and ideas, choosing novels, stories and poetry that deal with the situations our students are facing, keeping in mind that these struggles are personal in nature.

 

My overarching goal is to develop a student-driven environment, fueled by personal passion for comprehension and understanding, core content, the desire to see my students reach those “light bulb” moments of self-realization and self-worth, while connecting these elements with my students journeys. Just as faith is personal, learning in an English class isn’t just about rules or an author’s particular point of view. Learning in an English class encompasses personal experiences, personal interpretations, and emotions, and in so being, connects intricately to a student’s state of mind.  Through cooperative environments, students are free to lead as well as follow, question everything, and disagree with that’s normally believed in favor of what they believe, giving the literature an individual definition and personal connection. 

 

Academically, when I begin a course of study, after identifying core objectives, standards, and skills my students will need, I construct and embed activities into the instructional process that aid my students in developing their ability to actively read a text, read between the lines, write with creativity but also with authority, develop research from academic and Biblical standards, and speak out with confidence in front of their peers, sharing their new ideas and individual connections.

 

Differentiation should occur on a daily basis. While direct instruction allows for a basic overview of content, the real teachable moments come in the one-on-one instruction, collaborative learning amongst students, and taking each assignment as a chance to re-teach and individualize based on each student’s skill set, learning style, and progress. Technology is a wonderful way to allow for varied skills and abilities, and as most students are connected via smart phones and/or computers, there exists the opportunity to create content that teaches important concepts and skills, while still allowing for individualization based on skill level, ability level, and learning style. It’s also very important to set aside time to conference with students as often as possible. Just five minutes with a student, discussing their strengths and weaknesses in a positive way, can inspire them to keep working productively, while pinpointing areas of struggle, where re-teaching or differentiation may be necessary. Equally so, allowing for student led instruction, through collaborative work and moments of student directed teaching,  allows for deeper understanding through self-study, as well as a connection to their peers. Finally, every student is at a different place in their spiritual journey. As we look at texts, and discuss them from personal and spiritual points of view, the student’s individual level of faith must be taken into consideration, as it affects their viewpoint, and alters their discussion and understanding.

 

Positive student-teacher relationships hinge on one thing: trust. Trust supersedes learning ability, learning style, student skill sets, Common Core, and test scores. If a student fails to trust me, as an educator, then nothing I do, no matter how creative or profound will make a difference. In the end, it isn’t about being liked, it isn’t about being a student’s favorite teacher, but it is about students trusting that you have their best interests in mind, academic, personal, and spiritual,  and that what you are teaching them is valid and necessary, whether they like it or not.

 

It isn’t enough for teachers to love their content area, and it isn’t enough for teachers to simply love their students. There has to be something more; a willingness to go the extra mile, to anticipate the needs of students on all fronts, to find and stoke the fires of enthusiasm within each student, allowing them to discover the boundaries of their own success. My philosophy of education be summed up in four simple but profound ideologies: ignite personal passion, allow for individuality, foster growth, and nurture expression. I want my students to walk out of my classroom knowing that their individual abilities, experiences, and spiritual journeys were part of their academic experience. I want them to continue to read with purpose, to write from their heart, and use the skills they’ve learned to find their own personal success. Finally, I want my students to find their own voice and develop their own sense of direction in a world where many will try to lead them against their will. When the safety of the school room is stripped away, they will have a sense of who they are, what they believe, and an identity that they have fought for and forged for themselves.