Relationship
Building Plan
Amie
Johnson
Liberty
University
Abstract
This paper discusses the various
relationships that a teacher builds throughout a career as an educator. As a
Christian professional, I can build effective, encouraging, and nurturing
relationships with students, parents, administrators, and other teachers in any
institution. I should have a plan to foster and develop these relationships, and
to shine the light of Christ on a daily basis with those whom I interact.
Keywords: relationships, teacher,
student, parent, administrator, Christian
Relationship
Building Plan
2 Titus 2:24 says,
“The Lord’s bond-servant must not be quarrelsome, but be kind to all, able to
teach, patient when wronged,” (NASB). It is on this firm foundation that I will
shine the light of Christ in either the private or public sector. I will
continue to allow Christ to mold me into His image, and I want to have that
reflected in the way I conduct my relationships as an educator. I want
students, parents, administrators, and other teachers to know my character
based on who I am, and ideally the product of that will overflow into what I do
in the classroom. My prayer is that Christ will reveal Himself in my relationships
with others.
The Teacher – Student Relationship
It
is possible to have a positive teacher – student relationship which causes the
student to look forward to attending class each day. “There are four teacher
roles that have the potential to influence the teacher – student relationship
in favorable ways. Teachers are to serve as models, authority figures,
servants, and mentor/disciplers” (McCullough 2008, 53). Scripture calls all Christians to treat people
the same way they want to be treated, and as a result they will be known by
their fruits (Matthew 7:12-20, NASB). We know that children learn by watching
others (McCullough 2008 53), and we live in a society that is lacking for
positive influences for teens. Scripture has specific mandates which include
living in harmony, speaking edifying words, giving grace, being kind and tender
hearted, offering forgiveness, and generally being above reproach. This is a
sample of the rod with which Christian teachers should be measuring their calling
as role models. It is important to note that perfection is not the expectation,
rather being aware that more is caught than taught. God created authority, and
as a teacher placed in authority over God’s children for the time that they are
in the classroom, I will work towards a balance of being in charge and
responsible, and being of service to my students. As a servant of those
entrusted to me, I will first and foremost pray for them. I will use edifying
words in the classroom, allowing this to be the focus of one of my bulletin
boards. It will be important for my students to feel nurtured and trusted by
me, so that if the need arises they will be able to approach me with prayer
requests or tangible needs. In a private school I will have a prayer box on my
desk, informing the students that they may anonymously leave me notes. In a
public setting I can have a needs box, informing those students that they can
leave me anonymous notes sharing what is going on in their lives, and if they
have anything they need help with. Being a prayer warrior for them and sharing
what I can of my time, talents, and resources allows me to serve my students. A
mentor is a teacher who has earned the trust and respect of a student, enough
to where the student may seek out advice or opinions on a subject. Someone who
offers wise counsel will hear and pray about a matter before offering a
response, and will not shy away from saying those uncomfortable things that
often don’t want to be heard, but go right along with scripture. One of the blessings
my daughter experienced by attending a small Christian campus was that she had
teachers who knew her from church, or teachers who had been at the school for
years. My daughter knew who the safe teachers were, and those few were the ones
she poured out her feelings to, and in return, they poured time and God’s word into
her heart. I have seen how that mentor relationship is precious and I do not
take that responsibility lightly.
The Teacher – Parent Relationship
Teachers
must understand that they are partners with parents in education, not the
higher authority. Unfortunately, certain institutions cause confusion when they
mandate teachers to offer sex education, or overt religious or spiritual instruction
(like meditation) to their students. God has given the charge to parents to
nurture (Deuteronomy 6:6-9), teach (Deuteronomy 4:9), train (Proverbs 22:6),
provide for (2 Corinthians 12:14), control (1 Timothy 3:4), love (Titus 2:4),
and correct (Proverbs 13:24) their blessings (McCullough 2008, 83). As humanity
became more complicated, the need for official instruction shifted from the
traditional family based model to the institutional based model. I understand
my role as that of an ally when it comes to academic goals. Regardless of the
setting, as a Christian teacher I will attempt to involve parents in all facets
of their child’s education. There will be practical forms of communication like
newsletters, bulletin boards, emails and open office hours. An open classroom
policy is important for any parent, or anyone who is supporting the student, to
be able to come into class and volunteer as a special helper. I have to
understand that some parents might be uncomfortable or fearful of engaging with
a teacher. Instead of taking lack of input personally, I will need to attempt
to communicate early and regularly (McCullough 2008, 89). As time permits I
would like to employ activities outside of classroom hours where families could
come and have fun, like game and root beer float night. It will also be
critical for me to inform parents of positive feedback on a regular basis, in
order to help facilitate effective conversations when negative feedback may be
in order. I will make clear to my parents that things happening at home are
often reflected in the students’ work and behavior, and that I want to partner
with them to support the whole student.
The Teacher – Administrator Relationship
As
a teacher subject to the authority of my administrator, I must be sensitive to
the fact that I may not always agree with what is being asked of me. Regardless
of my school setting, as a Christian first, I am called to filter what I am
being asked to do through the sieve of scripture. In a typical work
environment, it is just not professional to disagree with your superiors in a
public way, nor is it appropriate to argue with them or speak ill of them with
other employees. The same guidelines would be proper in a school setting. I
have experience working alongside a Christian school principal, and while I did
not always agree with him, I always respected him. He stood by his commands and
was willing to be seen and heard as the final decision maker. As a teacher I
want to be able to approach my administrators, be heard, respectfully disagree,
and know that they will support me in my classroom. Hebrews 13:17 says, “Obey
your leaders and submit to them, for they keep watch over your souls as those
who will give an account. Let them do this with joy and not with grief, for
this would be unprofitable for you” (NASB). I will also look forward to classroom
observations and take constructive criticism to heart.
The Teacher – Teacher Relationship
In a similar
fashion to the teacher – administrator relationship, the teacher – teacher
relationship should be one of mutual respect. There are great opportunities for more
experienced teachers to mentor new ones, for new teachers to encourage each
other with current trends and emotional support, and for new teachers to offer
seasoned teachers’ enthusiasm that sometimes wanes from being in the job for a
long time. “Iron sharpens iron, so one man sharpens another” (Proverbs 27:17
NASB). Christian teachers have an obligation to be encouragers and refiners of
one another. In a secular school setting, the mandate is the same for a believer.
I do not have to walk into the teachers’ lounge and proclaim my faith, rather
teachers should know my character based on whether or not my foundation is firm
and consistent, and whether or not I am reflecting Christlike character on a
daily basis. During my first few years of teaching I plan to seek a mentoring
or induction program. An induction program will allow me to partake in staff
activities that focus on typical first year teacher problems (Kauchak &
Eggen 2014, 436).
Conclusion
Christlike character
and a firm biblical foundation will provide me with the most victory when it
comes to coping with my peers, my superiors, my pupils and their guardians.
Prayer must become a priority in my life, and in the appropriate setting I
should welcome others into God’s circle of supplication and praise. “If I am to
be influential for God’s glory in my classroom and in my life, God must be
involved in my life,” (McCullough 2008, 7). To love like Jesus, I must extend grace just
as He has shown me. We were created by God for relationships, not to live in
isolation. It is in these relationships with teachers, students, leadership,
and parents that we can truly glorify God.
References
Kauchak, D. P., & Eggen, P.
D. (2014). Introduction to Teaching: Becoming a Professional.
Saddle River:
Pearson Education, Inc.
McCullough, J. D. (2008). Kingdom Living in the Classroom.
Colorado Springs: Purposeful
Design
publications.
