How much does the influence of teachers impact on the church? Matt emphasizes the profound impact of hiring decisions on the future of the church through the influence of schools, and outlines practical reasons for taking hiring seriously, who to hire, and how to hire. Selecting teachers who can not only educate but also spiritually guide students in alignment with church values is of strategic importance.

Hiring Your Future Church was presented by Matt Peachey at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023.

Media promises connection yet quietly disconnects you from your most vital relationships – God and neighbor. Join John Troyer in this insightful and honest look at technology and its effect on you as an individual as well as the broader church.

• You will be reminded of the principles that have defined the Anabaptist church and how they apply to the world of technology.
• You will be reaffirmed in the purpose for which you were created – relationships beginning with Jesus as the core and then extending out into loving your neighbor.
• You will be challenged to examine to whom you are giving the power of influence.
• You will be cautioned against the peril of using technology as a source of entertainment.
• You will be urged to practice the principles that you know to be true.

Five Steps to Navigating Technology

1. Principle: Remember the fundamental beliefs we as Anabaptist have held to and why media is even a concern for us.
2. Purpose: Media promises to keep us connected while robbing us from our relationships that are most important to us: God and our neighbor.
3. Power: Media will influence and change us! Will we allow it to serve or sever our relationships!
4. Peril: We must keep the principle that media is a tool and not an entertainment piece - if we don't, we will lose valuable relationships.
5. Practice: The effectiveness of our practice is not in the perfection of our application but in the blessing of God to apply the principles we know and value.

Five Steps to Navigating Technology was presented by John Troyer at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023.

Using stories, Jeff Cooley, illustrates the effects trauma can have on memory, learning, and behavior. Jeff goes on to provide educational and administrative considerations when helping students work through traumatic experiences.

Understanding Troubled Students was presented by Jeff Cooley at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023.

How strong is your commitment to Christian education? Are you willing to be poured out so that your school can flourish? Join Glendon Horst as he challenges his audience to not only protect but also build on the foundation of your school and add value to the Kingdom. In this talk you will be offered practical insight into how to equip and prepare your students to become kingdom builders through teaching beliefs, modeling values, and building habits. As a school leader you have the potential to influence future generations; lean into the responsibility, do the difficult things, protect the foundation, and lead into the future!

• Example of Amish School in Iowa
  • How Strong is Your Commitment to Christian Education?
  • Foundation of Christianity: Faith and Family
• Protection: Protecting the Foundation
  • Isaiah 58
    • Are you willing to be poured out or spent?
    • Is your school flourishing like a watered garden?
  • Example of Stone Barns
    • Erosion through rain, storms, and time
• Provision: Building on the foundation
  • What is the mission and vision of your school?
    • Vision Statement
    • Prepare Kingdom Builders
    • Teach Beliefs
    • Model Values
    • Build Habits
  • Intentionally in Equipping our Students
    • Reinforce Parents Teaching
    • Teach Respect
    • Help the Needy
    • Incorporate Leadership Roles
    • Build Commitment
    • Develop Life Skill Sets
    • Provide Teacher Apprenticeship
  • Closing
    • Lean into the responsibility.
    • Do difficult things.
    • Protect the foundation.
    • Lead into the future.

From Protection to Provision was presented by Glendon Horst at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023.

As a School Board member you have been entrusted with the school - it is your job to leave it in a better position than you found it. In this talk Douglas offers you practical advice on what development, engagement, and execution should look like on a healthy board. Do you have a vision for Christian education? Do you know what your state policies are? Are you willing to put the hard work of investing into the school, parents, and teachers? Are you a team player who is able to listen and learn? All these and more will be covered in this talk that calls for committed action. "Successful board members," Douglas says, "are not really defined by what they know, but by how they can work together."

• Envision (New Members)
  • Why Me? Recognize talents; be teachable and willing to work.
  • Accept the Position Build on past foundations; leave the school better.
  • Commit to Christian Education Value eternal impact over temporary gains.
  • Desire to Learn Study school operations; ask questions.
  • Know Board Members Build relationships and a shared vision.
• Engage (Relationships)
  • Show Up Attendance is essential.
  • Listen and Communicate Listen more, criticize less; build trust.
  • Do Background Work Understand teachers and community.
  • Blend In Work as a team; control ego.
• Execute (Teamwork in Action)
  • Prepare Background work informs decisions.
  • Collaborate Understand others; allow all to speak.
  • Support Decisions Stand united; avoid gossip.
  • Mentor Pass on vision (experienced members).
  • Stay Motivated Remain committed long-term.

Being a Contributing Board Member was presented by Douglas Meyers at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023.

Teachers must continually grow to remain effective. Helping Teachers Grow on the Job presented by Gerald Miller focuses on fostering teacher development, emphasizing the necessity of lifelong learning and growth for educators and offers practical ways a board can encourage growth among their staff.

CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023.

What are ways we can redemptively respond to attitudes that negatively affect community involvement, school culture, and classroom environment? Matt Petersheim focuses on fostering a supportive, understanding, and educational environment that respects both the community’s values and the practical needs of students, while addressing common challenges like parental skepticism, political polarization, and gender stereotypes in education.

Responding to Attitudes Imported from Home was presented by Matt Petersheim at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023.

In the Kingdom of God, the role of a leader is to serve; to follow the example of Jesus Christ, bend down, and wash the feet of those he oversees. How can a board and administrator work together to effectively serve their school and community? Join Adin Stoltzfus as he lays out the roles of an administrator and board; their distinct and shared tasks, how they differ, and what a healthy relationship between the two looks like. Learn how boards and administrators can in love serve one another and empower each other to do all things decently and in order.

• Board Tasks
  • Deals with vision and mission questions
    • Mission - what is the school doing?
    • Vision - why is the school doing it?
  • Works out general school policy
  • Creates the handbook for the school
  • Hires and Fires
  • Stewards school finances
  • Delegates responsibilities and allocates resources
  • Finds resources and curriculum
  • Takes legal and spiritual responsibility
• Administrative Tasks
  • Oversees practical operational decisions
  • Addresses staff or patrons questions
  • Plans activities
  • Fosters in house communication
  • Develops character in staff and students
    • Structures accountability
    • Communicates with parents, pastors, and teachers
    • Rewards good behavior
    • Operates as a liaison between the board and the staff
• Shared Tasks
  • Disciplining People
  • Mutuality of Respect
    • Equality
    • Confidentiality
  • Clear Communication
    • Eye contact
    • Repeating information
• Different Tasks
  • Board vs. Administrator
    • Visionary vs. General
    • Psychological vs. Practical
    • Owner vs. Manager
    • Long term vs. Day to Day
• Healthy Relationships
  • Don't micromanage either side.
  • Boards should not back away from strong administration.
  • Board members who serve as administrators must learn to switch roles appropriately.

Administrative Tasks vs Board Tasks was presented by Adin Stoltzfoos at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023.

The Role of a Chairman presented by Tony Burkholder focuses on the responsibilities, challenges, and tools for effective leadership as a chairman of a school board. Using the Working Genius framework, he gives practical advice in the areas of vision, giftings, and staff roles.

"And he gave the apostles, the prophets, the evangelists, the shepherds and teachers, to equip the saints for the work of ministry, for building up the body of Christ." –Ephesians 4:11-12

• Equip
• Mentor
• Maintain the mission and vision
• Serve as a liaison
• Help select qualified men
• Encourage growth
• Provide resources
• Offer vision

Intentional Ministerial Involvement was presented by Arlyn Nisly at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023."

Hiring the right teachers is important, and at times it can be difficult to recruit qualified teachers. How can we redemptively address teacher deficiencies? Gerald advocates for a compassionate, yet clear and direct approach to teacher evaluation and development, focusing on the long-term health of both the teachers and the school

Addressing Teacher Deficiencies was presented by Gerald Miller at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023.

Drawing from his experience as an off-site principle during the startup phase of Trauger Mennonite School, Chet Stoltzfus discusses ways to structure the school to aid in communication, delegation, accountability, ownership, and more.

An Effective Off-site Principal was presented by Chet Stoltzfus at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023.

doldrums: a state or period of inactivity, stagnation, or slump (Merriam-Webster)

January and February are often the toughest months to be a teacher or a student. I recently had a few teachers ask me how we get everything at our school done in one day and how to keep students motivated, even when they are in the doldrums. I believe they work together; having a good schedule and staying on it and having a good classroom culture in which students are encouraged to get all of their work done well and handed in on time (no homework!) is a formidable task—yet, it's part of our jobs. How can we do it?

Here are the teachers' questions and my answers. I hope you find them helpful.

How do you find the time to manage all the fun extras on top of thoroughly teaching each grade?

I am currently teaching grades five through eight most of the morning. (The schedule is attached for your reference.) I teach all of the lessons from the book and usually don't skip anything, but I do often add some extras. I stay focused and on task. My students get their lesson time with me, and then they go back to their seats and do their work on their own. I emphasize staying focused and on-task to my students as well. Our goal is to get everything (Bible, math, penmanship, spelling, vocabulary, and English) turned in before lunch at 11:30. Usually, everyone does.

Then, we do the fun stuff after lunch. I believe it's better to do something for even fifteen or twenty minutes than not at all. Our band, choir, Spanish, and art classes are often about that long, but at least we have them every day.

We have art class every day for a few reasons. First of all, it's something to look forward to and I can use it as "leverage" to encourage them to get their work done earlier in the day. If my students don't have everything turned in for the day, they have to finish their work during art class. It works. They almost always have their work done. Secondly, it's just good for their brains. We all enjoy working on art projects, and it's creative. Those are both good things.

To encourage students not to do fast and sloppy work, I do have a few requirements. First of all, I expect them to correct anything that is wrong. I get most of the corrected papers back to the students during morning break or right after lunch and then have a ten to fifteen-minute “fix-up” time. Knowing that they have to correct their papers helps them to be more careful the first time.

I also think that lots of positive encouragement, cheerleading (by me) and positive peer pressure help a lot. I tell my students that I expect their grades to go up as the year goes on, and in most cases, this happens. I reward them verbally ("Great job!"), write encouraging notes on their papers (YAY!!!!, big smiley face, etc.), and offer little incentives. This helps too.

Regarding grading papers, here is what I have found helpful.

1. I grade all through morning break as quickly as I can, focusing on math papers first and spelling and vocabulary next.
2. I grade all through lunch, usually while having discussions with my students. I grade math and English first and save the "easier" subjects (the ones that usually they make A’s on regularly—spelling, vocabulary and penmanship) until the end.
3. After school, I grade the math fix-ups and then the other subjects in the above order. I don't have a large number of students right now, but I've followed this same pattern when I've had up to thirty-four students and it worked.
4. I get help from a former student who comes in after school twice a week.

What is your ratio of class to independent work for daily lessons?

Looking at the schedule, for example, the fifth graders will have math from 8:35 to 8:55. They will then return to their seats and have about 30 minutes to work on finishing their math assignment which they turn in for me to grade. They will then work on their spelling and vocabulary before their English class.  The older students will start the review section on their math and work on that before their math lesson time.

So, timewise, I'd say it's about 2 to 1: a 20-minute lesson and then 30 to 45 minutes to work on the assignment on their own. They ask me questions (if they have them, but usually they don't) in between my teaching classes.

Three things really help keep this process going effectively:

1. I write on the board—Handwriting, Math, Spelling, Vocabulary, English—so they can stay focused, complete their work, and turn it in, in that order.
2. I give verbal reminders and check up on them, especially the ones I know which might struggle or in certain subjects.
3. I use positive peer pressure! "Everyone got their math turned in! Great job, guys!" If they see their classmates getting their work done and then going to practice piano (first priority), working on their art projects, or going to get a book or a brain game, they are more motivated to get done as well.

How do you check daily lessons—together in class, student self-check, or teacher grading?

I grade everything myself because I want my students to know that I care and make getting good grades a priority, and also for extra accountability. If I emphasize that they need to do their work well and turn it in, they usually get the message that it is important and will hopefully hand it in with a good grade. I just think students are too tempted when they grade their own papers. The trade-papers peer grading is a little better, but I prefer the accountability they have to me personally if I grade their papers. I have also found that my students try harder that way.

Do your average students need to take home any homework?  

NO! I stress this. We have our students for about seven hours a day. I believe that if we are using our time at school well, we shouldn't be sending them home with more work. I try to stress that to my students as well. That's a lot of hours of the day to spend at school—who wants to take home more work? We are focused and work hard, but then we've got three breaks (that I don't flex the time on) to run around outside. I also stress that we work hard in the morning and play hard in the afternoon. We usually get all of our work completed and turned in before lunch. Then the afternoons are for history, band, choir, art, and P.E. The fun stuff!

I also don't give half assignments (do only the odds) on any day but the last day of the week, and then only for math as a reward for completing the week well.

I was asked this same question at a teachers' workshop once, and I answered it from my point of view as a mother instead of a teacher. I said something like: "As a mom, I’m thinking, ‘You've got my children for seven hours a day, and you send them home with homework?! I only have them at home for about five hours (from 4:00-9:00), and then they spend more time doing schoolwork? How would you feel as a teacher if I sent my child to school with a basketful of laundry to fold?’”

Below is a schedule that I have found works well for me. Having a good schedule that works well for you in your classroom, sticking to it as closely as possible, and encouraging students to stay focused and get their work done all have a huge bearing on how much you can accomplish in your day. Plan well!

8:00 – Scripture Memory, Announcements, Prayer

8:05 – Bible

8:35 – 5 Spelling & Math

8:55 – 6/7 Spelling & Math

9:10 – Pre-Algebra

9:30 – Break

9:45 – 5/6 English

10:10 – 7 English

10:40 – 8 English & Vocabulary

11:00 – Science

11:30 – Lunch/Recess

12:00 – Fix-ups

12:10 – Journal Writing

12:15 – Reading Groups 

12:35 – History

1:10 – P.E.

1:40 – Choir

1:50 – Spanish

2:00 – Band

2:20 – Art

2:40 – Cleanup 2:45 – Dismissal

Photo by Aditya Vyas on Unsplash

God of miracles, God of the unusual and unexpected, and God of the extraordinary,

You are also a God of my ordinary days.

Thank You that You are present in the mundane. Thank You that no happening is too small for You to notice. Thank You that You care about the routine and regular moments that make up my life.

You are the God who provides through miraculous bread from heaven, but you are also the God who provides through the fruit of the land, present in every regular cycle of sowing and reaping.

You are shown in power, might, and glory; but You are also seen in faithfulness, silence, and quiet service. 

Help me not to seek only the sensational outpourings of Your presence and thereby miss You in all the undramatic ways You show up for me—moment by moment, day by day.

I confess that I don’t often remember to see You in the ordinary. I have become accustomed to Your faithful provision, and I forget to be grateful.

As I enter my classroom today, may my senses be tuned to the ordinary. May the smell of pencil shavings and chalk dust, the sight of raised hands and curious faces, and the sounds of pages turning and erasers rubbing ignite in me a gratitude for these ordinary miracles.

You are the God of sparrows and lilies, who counts every hair on my head. Remind me that You call me not to despise the day of small things.

Help me to see Your image in the students who walk through my door, Your creativity in the questions their minds conceive, and Your equipping in the strength I receive to complete my daily tasks.

Help me to be faithful in the grading of papers and the preparing of lessons. Make me aware of your presence with me in every heartbeat and every breath.

Help me to come to you with a posture of worship in each and every ordinary moment today.

Your everyday presence is a gift.

Thank You.

Amen.

Photo by Kim Leary on Unsplash

Shady Grove Christian School is a small school with patrons from numerous conservative Mennonite and Beachy churches. We typically have between 65 and 85 students. For the 2025-2026 school year, we are currently in need of multiple staff. We need 2 elementary teachers and 1 high school teacher.

• First grade teacher (anticipating 4 students)

• Additional elementary teacher for 2nd, 3rd, or 4th grades (some flexibility in which grades you would teach based on your preferences)

• High School teacher: grades 9-12 are combined into one classroom with 10-12 students; curriculum is primarily self-paced and individualized; primary role is classroom management with a limited amount of active teaching or lecture

It was language class. We were learning about possessive words, and to give the students some practice, I said, “Let’s see if you can make up a sentence with a possessive word in it. Think of something that belongs to you—maybe one of your favorite things—and make up a sentence using your name as a possessive word as you talk about that thing.”

Seeing that the students were looking a little puzzled and unsure of exactly what I meant, I said, “I’ll go first: Miss Beiler’s students are smart and kind.” I had not thought this out ahead of time. It was a spur-of-the-moment sort of thing that I made up when I recognized the need to give my students an example sentence. But soon I realized that I had done more than model a possessive word. Suddenly my students were more attentive than before. They were smiling. They were making up thoughtful sentences of their own.

As I reflected on this little interaction later, I saw that it beautifully illustrated a theme that our staff team has been focusing on in our staff devotions. We have a list of core values that we review each week, and one of them is “Speak life.” We had just watched several video presentations that were centered on this theme, and now I had experienced a simple yet clear demonstration of its potential in my own classroom.

In our work as teachers, we have the tremendous opportunity to speak words of life to our students. Proverbs 18:21 tells us, “Death and life are in the power of the tongue.” This is a sobering yet exciting reminder. The part about death is sobering. In fact, James prefaces his discourse on the power of the tongue with this solemn recommendation: “Not many of you should become teachers, my brothers, for you know that we who teach will be judged with greater strictness” (James 3:1 ESV).

But perhaps sometimes we focus too much on the negative side. The flip side is that we possess the power to speak words of life, and this is an exciting opportunity! The words we say to our students each day hold tremendous power to impact their lives, and it is our privilege to hold that power and to use it wisely.

Students come to your classroom with the unspoken question, Do you care about me? They may not even formulate the question to themselves, yet they are always wondering (consciously or unconsciously), Do I matter to you? I hope that in all our classrooms, students can hear and see and experience a resounding positive answer to that question. Yes, you matter to me! You are loved, accepted, and valued for who you are. Our words play a big part in this.

Probably all of us can think of some things our own teachers said that impacted our lives. I recall a note that my eighth-grade teacher wrote on a paper he had graded and returned to me: “I’ll expect to see your application for a teaching position here at WMS in about five years. I’m looking forward to it.” While this was not the only factor that influenced my decision to become a teacher, it was certainly an encouraging nudge in that direction, and the fact that I remember that note all these years later tells you how much it meant to me.

Whether they are spoken or written in a note, our words can encourage our students and plant tiny seeds that have great potential.

“I know this is hard, but you can do hard things.”

“Mistakes are part of learning; give it another try.”

“I love your sense of humor.”

“You have some wonderful artistic talents.”

“I saw you being kind and helpful to your classmate.”

What words of life will you give to your students today?

Photo by sydney Rae on Unsplash

We are nearing that time of the year again when we spend time looking at our teacher needs for the following school year. Most school boards and administrators are certainly happy if their teachers come back year over year to ensure continuity of leadership and fewer recruitment challenges. However, it is not always feasible to have high retention, especially in smaller schools.

This poses a lot of questions about how to source and recruit strong teachers. We want teachers that have a desire to learn and a desire to teach. We want teachers that are team players. We want teachers that care about Godly values. These desired qualities require boards and administrators to be diligent in their hiring processes to ensure that they hire qualified candidates.

Part one of this series will focus on recruitment and hiring. The second part of this series will focus on onboarding, evaluating, and retaining teachers.

Determining Qualifications

The most important piece of a recruiting process is to determine what qualifications you want in the person. This requires you to look at your school and teaching team and see if there are gaps that the next teacher can help fill. If you have a very experienced team, you may be open to a beginner. If you have a very young team, you may want to add stability by attempting to find someone with some teaching experience. The school board should also look at character traits that are important to the mission and vision of the school. The school board and principal need to spend time discussing what they should be looking for in a teacher candidate. Planning prior to the recruitment process promotes intentionality in team building.

Contacting the Candidate

The second part of the recruiting process is to determine a process by which the board will recruit. Will they call the candidate directly? Or should they contact their minister or parents? There may not be an exact formula for how this works, based on many factors such as the age of the candidate. Statistically, schools are likely to recruit fairly young adults for these roles. In that case, there is much to be said about contacting the candidate’s minister and parent. This accomplishes a couple of things. It shows parents and churches that they value their input. Reaching out to the parents and ministers is also a way to involve the people that this young person will likely go to for counsel as they make a decision. In some situations, it may help a board learn that maybe they should not pursue a candidate any further, based on information that they receive.

Following any preliminary calls, the board should then call the candidate to gauge their interest in a teaching position. Importantly, the purpose of this call should be to gauge their interest in completing an interview. If the candidate expresses interest, there is no guarantee that the school will offer the position. In fact, a school that offers a position in this way sets itself up for challenging times. The offer should be for an interview if the candidate is interested.

Conducting the Interview

The board should do all that it can do to have an in-person interview with the candidate up to and including compensation for transportation to help them visit the school community. There may be circumstances in which this interview will need to happen virtually. If the interview is virtual, there should be some things set in place ahead of time, such as ensuring that the panel of interviewers and the candidate all have their cameras on so they can observe one another.

The board should provide abundant clarity on how the interview will be conducted. Each school will determine who will be part of the interview. Some schools may have a personnel subcommittee, and some schools may have all of the board and the principal present. The candidate should be given the number of people that are going to be present and who they are. Introductions should also take place at the beginning of the interview so that the candidate knows exactly who they are addressing. This interview is a time in which the candidate is also evaluating the school and community to ensure that it is a good fit for them as well. The interview panel should provide adequate time for the candidate to ask questions. The goal of the interview is to ensure that the candidate is a good fit for the school and that the school is a good fit for the candidate. If either of these criteria are not met, the candidate and the school should not move forward in the hiring process.

Following Up

Following a successful interview, the interview committee should ensure that the candidate knows exactly what the next steps are. They should be given a general time frame of when they should hear back from someone with follow-up from the interview. The candidate that is not chosen should never be ghosted. They should be contacted and thanked for their time and participation in the process.

Collecting and Processing References

After an offer has been accepted, the board needs to ensure that it has collected the proper paperwork for their personnel file. All offers should be contingent on reference checks and background checks if they are required or implemented voluntarily.

The board should be diligent to attain 3 references that are not related to the candidate. One of these references could be the ministry. The other two should be connections to the candidate such as employers or direct supervisors, if they have had a job. For younger candidates it could also include former schoolteachers or mentors as well.

The board should have a standard list of questions for these references ahead of time. These references could be attained by phone or a form online. If references are gathered by phone, the person calling these references should mark the date and time that the call was made and take notes on their form for the personnel file. This ensures that there are never any allegations that the board did not complete due diligence in the hiring process. This same process should be conducted whether the teacher is from the church that sponsors the school or is a complete stranger.

Preparing for Onboarding

Once these steps are completed, a final follow-up call should be made to the candidate to let them know that all checks have come back clear and that they will proceed with the onboarding process. This would be a good time for the recruiter to discuss any training or other onboarding items they would like to have the candidate complete prior to arrival. They can discuss arrival dates as well.

When these details are completed ahead of time, it frees the principal and board from last-minute emergencies when they are working to get school started for the year. This call should also be a time to connect the teacher with their principal or direct supervisor.

Conclusion

Good hiring practices are a vital part of the process of staffing the school. Hiring right also has strong connection to employee retention. Our first impression is the most important impression. We do well to plan ahead for these crucial decisions.

While these practical suggestions are not universally required or the only way to conduct hiring, the school board is most effective when their hiring process is determined prior to the start of their recruitment efforts. Having a planned recruitment process also gives transparency to patrons and home churches as to how a board is sourcing their candidates that will be directly impacting the family and the local church.

It is commonly used as slang to show a lack of interest or disagreement. “Whatever,” someone might mutter as he walks away from an argument. “Whatever,” a student might grumble after hearing a policy she does not like. “Whatever,” a worker might say after completing a shoddy job.

But the Bible gives a different view of “whatever.” Colossians 3:17 says, “And whatsoever ye do in word or deed, do all in the name of the Lord Jesus, giving thanks to God and the Father by him.” The idea continues in this chapter, with verse 23 saying, “And whatsoever ye do, do it heartily, as to the Lord, and not unto men.”

Students can get caught in the negative “whatever” trap. I currently have a writing class where some of the students do not like to write. And that is fine, if they still try to do their best…which most of them do. But when I shared the verse above with the class today, it became evident that a few had said “whatever” and just turned in a sub-par rough draft.

Teachers need a proper view of “whatever” as well. For example, most of us would say that grading papers is not our favorite task. I am not usually a procrastinator, but I can wait as long as possible before grading those essays. Or maybe the thought of putting up another bulletin board makes you groan. We all have tasks that we could be tempted to shirk or complete half-heartedly.

So how can I “do it heartily as to the Lord”? Of course, the process begins with asking for God’s guidance and submitting to His will. But the teacher can apply some day-to-day practices and encourage students to do so as well.

Practical Tips for the Teacher To “Do It as to the Lord”

1. I can begin the day by imagining what my daily goals would be if God were the owner of my workplace. Rather than thinking of working to meet the principal’s or school board’s requirements, I am working to glorify God. In that case, I do not let trivial incidents overcome the important issues. Ultimately, each day’s goals are to bring honor to God through my teaching and to help my students grow in Him, not just to receive a paycheck.
2. I can hold myself accountable to high-quality work. One way to do this is by making definite commitments to students and co-workers. For example, since grading is not my favorite task, I promise my students that I will have essays graded by a specific date – soon. Then I have to complete their grades as promised.
3. I can model the proper attitude for my students. Staying positive with what I say and do reminds my students that they can be positive too. Re-doing something I did wrong or correcting a mistake shows the class the importance of completing a task fully and correctly.

Practical Tips for Encouraging Students To “Do It as to the Lord”

1. I can share the verses from above with my classes. The biggest benefit of teaching in a Christian school is having a foundation with which to appeal to students. When Christian teachers remind their students that what they are doing at school matters to God, the students can see that all of life’s tasks are approached from a Godly standard.
2. I can encourage students to always do their best and not settle for mediocrity. This may mean that I require them to re-do certain assignments or to finish incomplete assignments. While students may not always appreciate the push for excellence now, the patterns established during their school years can help them earnestly follow God’s leading later.
3. I can remind students that their ultimate goal is to glorify God, not to get a certain grade or even to receive a diploma. Having a proper perspective of the end goal makes each daily practice a step in the right direction.

The idea of avoiding “whatever” was not innovative in the New Testament. Ecclesiastes 9:10 says, “Whatsoever thy hand findeth to do, do it with thy might.” So whether it is the Apostle Paul or Solomon or today’s student or teacher, we can “do it as to the Lord.”

Photo by XinYing Lin on Unsplash

Last spring I had asked one of my high school students about her summer job at an orchard. She invited me to stop by and see where she worked, which I had, but she wasn’t available at that time. She mentioned it again this fall and invited me to stop by again, so I did. It gave me a new appreciation for my students, nature, and orchards.

First of all, it was a busy morning as I had to open a new bank account for the school, run some errands, and meet a friend right after lunch. I figured that this probably wasn’t the best day to stop by the orchard, but I also reasoned that my students are more important than bank accounts and errands, so I decided to go anyway.

I made some homemade banana muffins for my son and I, answered a few emails, gathered the bank documents, and headed out the door with an extra two muffins, buttered and wrapped up for my student.

After arriving at the orchard and purchasing some apple cider and a few cucumbers, I inquired about her whereabouts. The owner’s wife soon appeared and escorted me out to the garden beside their house. There was my student, barefoot and muddy, faithfully doing something beyond my realm of knowledge with rows of celery. Her smile made the whole trip worth it at that point, but much more was coming.

I handed her the muffins and chatted with her and the owner’s wife a bit about celery, and she told me how wonderful a worker my student was. I assured her that she was a wonderful student as well. More smiles. Then my student asked me if I wanted to see some more of the orchard. Bank accounts, errands, and an afternoon meeting with a friend all went through my head, but again, I sensed that this was far more important, so I said, “Yes, I do.”

She led me along a rocky, muddy path behind the house, past the barn, and then down the hill past rows and rows and rows of trees. We went past a field of asparagus, another field where she had planted strawberries last spring, and then more rows of trees. We headed down one particular row, and as we approached, I slipped in the mud and fell down backwards. I quickly got up and, with a smile, made some comment about that not being very dignified. It certainly wasn’t. A few yards later we found her two brothers and the owner with boxes and ladders picking apples. More smiles. I think they were really glad to see me.

I talked with the owner a bit and asked about the orchard. What he told me honestly flabbergasted me. About eleven years ago he and his wife, newly married, had purchased twelve acres of meadow and woods. They had planted every single fruit tree on it, and in those eleven years it had grown into what it is today–a beautiful and amazing orchard.

Besides the fields of strawberries and asparagus, there were cantaloupes, a large greenhouse, and flowers. And of course, rows and rows of trees. Cherry trees, plum trees, pear trees, several kinds of apple trees– as far as I could see, rows and rows of trees. And to think that all of that was a bare meadow just eleven years ago. And to think that my students are a part of that—working hard at an amazing and successful orchard—was stunning. He also told me how much he appreciated my students and what hard workers they were, barefoot and muddy, picking apples. More smiles from the boys this time.

What amazed me is that they can also make A’s on history and math tests, diagram sentences like nobody’s business, calculate physical science equations, sing, play musical instruments, and are incredible artists. That’s a result of a combination of talent and hard work. I was, in a good way, very impressed with all of them.

Next, I got a tour of the processing room, complete with a homemade hydraulic cider press where they make the apple cider. My student had told me about this at school, but nothing compared to seeing it up close in real life. She also showed me the fruit washer and sorter, and while I was observing all this and asking more questions to both her and the owner’s wife who had rejoined us, the boys appeared again, backing up a tractor with a trailer full of apples on it. I can barely back up my car. More admiration.

I finally bid farewell, with a new appreciation for orchards, farmers, and my muddy, barefoot students. Their smiles, and hopefully their knowing that I sincerely care about them as people – not just as students – were invaluable. And I can almost guarantee they will try harder at school because of that. That’s not why I did it—but showing your students that you care about them does have a positive effect on your classroom culture and rapport with them.

I made it to the bank and ran my errands. I was late and missed the afternoon activity I had planned, but that's okay. I had seen my students in a different environment, had had the opportunity to see them use several skills I hadn’t known they possessed, and gained a bit of knowledge about orchards. My morning had been more profitable than I had ever imagined.

Photo by Kelly Sikkema on Unsplash

In a recent conversation with some acquaintances, it became evident to me that many of my new friends were involved in the work of teaching.  When in that situation, my habit is to exclaim something like this: ‘That’s exciting!  I’m always glad to meet other teachers.  What do you teach?’

Responding to my prompt, each person in the circle shared a brief summary with the others about their teaching experience, including the grade level and the number of years in the position.  When it was time for the last person in the circle to speak, she hesitated a few moments before quietly saying, ‘I’m just an aide.’

This is a statement that I hear from time to time, and I always wonder about the experiences, feelings, and thoughts that lead someone to describe themselves as just an aide.  How is it that a teacher’s dutiful companion in the classroom can end up feeling like the equivalent of a spare tire?  To borrow a phrase from the Book of James: My brethren, these things ought not so to be.

If you have ever been tempted to downplay the importance of your supporting role in a classroom, you are probably not alone in that feeling.  However, I would kindly ask you to consider that perspective in light of the bigger picture.  No one is just an aide.  Whether you are known as an aide, a classroom helper, a teaching assistant, an occasional volunteer, or any other variation on the theme, your contribution is a vital part of the work of your school:

• Your extra pair of eyes in the room provide an added layer of accountability for students and an opportunity for the teacher to address student needs in ways that they otherwise could not do had they been working alone.
• Observing the room with a different perspective and vantage point allows you to notice more subtle cues from students that a teacher engaged in other tasks might miss.
• Your presence in the classroom allows for more students to benefit from one-on-one or small group attention, which can significantly boost academic achievement.
• Your involvement in helping to prepare materials for upcoming lessons frees the teacher to dedicate additional time and energy to planning quality lessons.
• The relationships you build with students make you a highly influential person in their lives, giving you the opportunity to have a profound academic and spiritual impact on their lives.
• To be fully transparent, your trustworthy presence allows the teacher to sneak quickly off to use the restroom during the school day.
• …and so much more!

For aides embarking on a new school year, there are several suggestions to ensure it is a time of making a valuable, lasting contribution to your students.

Collaboration with the Teacher

The first recommendation is to take the time to collaborate with the teacher regularly about happenings in the classroom.  This can include reflecting together on past lessons, discussing expectations about one another’s roles in future lessons, and brainstorming ways of meeting specific student academic and behavioral needs.

Unfortunately, I have seen how the typical pressures and time constraints of a busy school day can prevent these important conversations from happening.  However, finding the time to maintain a collaborative relationship between the classroom’s teacher and the aide is critical for making the most of the advantages described above (Jardí et al., 2022).  Therefore, it may be beneficial to set aside a few minutes before or after students arrive for this purpose when the classroom is quieter.

Building Knowledge of Common Learning Challenges

In some schools, aides provide much of the academic support necessary for students requiring some extra assistance in their learning.  This may involve instances of presumed dyslexia or a wide range of other specific learning disabilities.  Therefore, another recommendation is for aides to invest time in learning about the nature of these disabilities and the impact they have on learning.  This puts aides in a better position to recognize student struggles for what they truly are (effects of a disability) rather than misinterpreting these situations as something else.

There is a broad range of resources presented for a school audience covering topics such as dyslexia, ADHD, dyscalculia, dysgraphia, and others.  Many resources (books, podcasts, blogs, seminars, etc.) also provide specific research- and evidence-based strategies for making a positive impact in these students’ learning.  Specific vendors and companies specializing in learning programs such as the Barton Reading & Spelling System offer an extensive selection of training materials to equip tutors with the information needed to implement their products well.

We fall into a trap when we think that we have found the solution to overcoming the challenges of a learning disability; the reality is that it often takes someone equipped with enough knowledge to be sensitive to modifying an approach based on the individual student.  An aide who has invested the time to learn this skill can be a powerful advocate for a student struggling with school (Webster et al., 2013).

Embrace Teaching

In practice, the line between a teacher and an aide can be blurry.  The truth is that many of those who call themselves aides are really teachers in disguise.  Research has been done on the nature of the classroom aide position, and the general consensus is that aides perform many, if not all, of the same duties as a teacher to some extent (Watkinson, 2002).  In fact, it is now common in some settings for students to have more direct contact with an aide than with their teacher (Blatchford et al., 2009; Downing et al., 2000).  While this may not be the case in many Anabaptist schools, I believe it does call us to recognize the important role of aides in classrooms.

Therefore, I recommend that aides pay attention to materials that appear to be intended for an audience of teachers on topics such as teaching strategies and classroom management.  While they may not feel immediately relevant, I believe aides will be able to glean many valuable tips that will be immediately applicable to their work.

In conclusion, the role of an aide is far more significant than one may think.  Those who serve our schools in this position are not just aides; they are vital parts of the school community.  Their contribution, whether it be monitoring student behavior or leading specific interventions for students, are often directly linked to the success of both teachers and students.  As a new school year dawns, I encourage every aide to embrace their position with confidence.  Your efforts have the potential to impact students for years to come.

References

Blatchford, P., Basset, P., Brown, P., & Webster, R. (2009). The effect of support staff on pupil engagement and individual attention. British Educational Research Journal, 35(5), 661-686.

Downing, J. E., Ryndak, D. L., & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special Education, 21(2), 171-181.

Jardí, A., Webster, R., Petreñas, C., & Puigdellívol, I. (2022). Building successful partnerships between teaching assistants and teachers: Which interpersonal factors matter? Teaching and Teacher Education, 109.

Watkinson, A. (2002). When is a teacher not a teacher? When she is a teaching assistant. Education, 30(1), 3-13.

Webster, R., Blatchford, P., & Russell, A. (2013). Challenging and changing how schools use teaching assistants: Findings from the Effective Deployment of Teaching Assistants project. School Leadership & Management, 33(1), 78-96.