The path which led to me identifying as a teacher was no doubt circuitous. Initially in my undergraduate degree, based on my interests and the subjects I had excelled in as a high school student, I started as an engineering major. But that changed toward the end of my freshman year. In part, this was due to my negative encounter with the subject Calculus. But on another level, there was a stirring in me to engage in a career that would make a personal difference in the lives of others. Once I changed my major there was no looking back. I was excited to make my way into the classroom.

My view of students has evolved with time. At one time my teaching focus would have been largely on the transfer of information and skills, from me to the student. I now see students as being largely responsible for their own learning. In other words, as teacher I can’t make someone learn. As the teacher, I see my role as primarily helping facilitate the student’s learning process. In part, this involves creating a student-centered learning environment, where students are active participants in the learning process and constructing their own knowledge. Admittedly, this looks different depending on the subject I am teaching. Along the way I have taught in very different contexts.

On the one hand, I currently serve as a pastor responsible for the religious education and spiritual formation of the students in our congregation from seventh grade through college age. I have previously served as an adjunct instructor for the Gonzaga School of Education, Teacher Education Program. In this context, I taught a course which covers the primary concepts of Physical and Earth Science for elementary teacher candidates. My goals in these two settings are quite different.
As a religious educator my goal is transformational learning. I want to see my students grow deeper in their faith understanding. I want to help them formulate their own faith experiences differentiated from their families of origin. I desire to ignite a passion in them to love and serve their neighbors, as they themselves would want to be loved and served.

In this church setting I employ several different relational and social learning methodologies (Blevins and Maddix, 2013). We engage in dialogical group discussion around faith questions or a topic, working to make meaning through our conversations. This happens in both small and large groups. I avoid the use of straight lecture. We also use case studies as a means of digging deeper into faith questions. For example, we recently engaged the question, “Is it wrong to doubt God?” through a case study of a student their age who had faced some doubts about their faith and was seeking to find resolution.

Conversely, in the science classroom, I’m not sure if the concepts we are covering will be catalysts for personal transformation in my students. As a result, in this context, I primarily desire to encourage mastery of the science topics, and for teacher candidates to engage on a life-long journey of learning about science. I want to instill a desire for my students, when they become full-time teachers, to be committed to avoid the propagation of science misconceptions (i.e. fallacies and misunderstandings).

In the science classroom, there is a large amount of content to cover in one semester. As a result, it is necessary to move through material at a fairly rapid pace. To maximize the effective use of classroom time, I have experimented with the technique of “flipping the classroom.” By “flipping” I mean I ask students to come to class having prepared through review of either a written lecture or video content (sometimes both). We “then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving [and] discussion” (Brame, 2013). In practice, one primary advantage to “flipping” is students come prepared to have further discussion, with at least a basic understanding of the topic to be engaged.

Assessment of student understanding and faith development in the context of congregational life is largely through life lived together. There are no formal assessments or grades, only the observation of whether or not I witness the deepening spiritual formation of those I serve. This is often demonstrated by observing how students respond when they experience a crisis of faith. I watch to see if their faith stands these tests, and simultaneously if and how they are supported through a crisis by others in the group. All the while, I stand ready to come alongside them and offer spiritual care and direction when possible.

Assessment in the university science classroom is more traditional. In this context, assigning grades in order that students can earn credits towards graduation is a non-negotiable. I have used a variety of assessment tools. These include traditional tests, participation in labs, and quizzes which check for evidence of coming prepared with “flipped” content. There are also group projects and the compilation of a teaching resource library. Additionally, I try to consistently evaluate student learning based on the entire spectrum of Bloom’s revised taxonomy, not only the lower levels of cognitive work such as remembering and understanding (Brame, 2013).

If given the opportunity to teach full-time, my teaching would reflect a melding of both my current church context and science classroom described previously. Along with Blevins and Maddox, in a Christian education context, I see the value of working to create a holistic model of instruction that includes aspects of all three primary learning theories—behavioral, cognitive and social (Blevins and Maddix, 2013). Another way of saying this is that in the Christian education classroom I am simultaneously seeking to provide opportunities for student spiritual formation, while also working to help students master content. Some lessons will emphasize one goal over the other, but no Christian education learning experience is complete if only one approach to learning is used.

I desire to continually work to improve my teaching skills and methods. This is accomplished through engagement of the latest evidence-based research in learning theory and teaching methodologies. This also requires an ongoing effort to stay up to date on the latest developments in my specialty content areas. This is accomplished through reading, continuing education, attending conferences, and presently through the pursuit of my doctorate. As I expand my teaching skills, I am particularly interested in exploring and experimenting with the following teaching methods: Project Based Learning, Place Based Education, Formative Assessment, and Maker Based Education.

Defining success as a teacher is a balancing act. On the one hand, I am responsible for the creation of an environment conducive to learning. I need to know my material, be prepared for class, and be skilled as a facilitator. I need to be aware of different learning styles and the potential of learning disabilities in my students. On the other hand, I can’t make a student learn. I can’t be responsible for the student who doesn’t engage the course content or seek the transformational learning which is offered to them. Yet, on multiple levels, the student’s success as a learner is inextricably linked to my successful completion of the teaching task. This is a responsibility I take very seriously. I also earnestly review the results of student evaluations and use this feedback to modify my future teaching.

In closing, to be an effective teacher requires a high level of self-knowledge. I must be aware of my own biases that will both knowingly and unknowingly shape my perspectives. I want to work to intentionally create a classroom where not only majority voices are heard. When possible, I want to incorporate minority voices and ethnic diversity into the course curriculum. Frequently we default to voices who are a part of the majority, or for the most part, voices that are like us. I must be aware of my own privileged status as an educated, white, male, and the power differential this can create in the classroom environment. I desire to create a learning environment where every individual is equally valued and appreciated regardless of their gender, race, or ethnicity. Finally, and perhaps most importantly, I hope to create an environment where each student knows they are valued and loved.

_______________

References:

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

Blevins, D. G. & Maddix, M. A., (2013) Discovering Discipleship: Dynamics of Christian Education. [Kindle Version] Retrieved from Amazon.