William Allan Kritsonis, PhD
Content
Teach Like Jesus: Traits of a Master Teacher
Margaret Curette Patton
PhD Student in Educational Leadership The Whitlowe R. Green College of Education Prairie View A&M University Dean of Instruction Fort Bend Independent School District Fort Bend, Texas
________________________________________________________________________ ABSTRACT As an administrator sitting in a focus group designed to address the Response to Intervention (RtI) initiative, I’m disturbed by the focus on intervention as opposed to instruction. What ever happened to good teaching? Why is the educational system focused on providing intervention instead of teacher preparation that strengthens quality instruction on the front end? Are we that far behind? Who are we intervening for? Many people are coming into the fold of education in the guise of being a teacher toting all the proper paper credentials, but have not developed the necessary traits in order to meet the needs of the current public school student population. This article seeks to reestablish the foundational characteristics of good teaching based on the most significant teacher to ever walk the face of earth, Jesus. Jesus once said, for many are invited, but few are chosen (Matthew 22:14, p. 1054). What should we look for when selecting and facilitating the professional growth of the few? _______________________________________________________________________ Introduction As we move forward with the nationwide initiative to provide quality intervention for students who are at-risk to failing, we lose sight of the need to properly prepare educators to meet the intensely challenging needs of the students who are served in the public school system. Intervention means that the needs of students have not been addressed on the front end. Jesus Christ is a master teacher who addressed the needs of his students by exemplifying certain qualities. Those qualities stem from having a true purpose for his work which was reaching, teaching, and saving all – no matter the socioeconomic level, ethnic background, or level of intelligence.
Purpose of the Article The purpose of this article is to characterize the teachings of Jesus Christ, as he personifies the definition of a master teacher. Page 1 of 12
Introduction Although Jesus’ words “for many are invited, but few are chosen” (Matthew 22:14, p. 1054), used the instance of individuals being invited to a wedding ceremony, it carries educational implications as well. According to the parable, one of the wedding guests was thrown out of the celebration because he was not properly dressed. In that time period, the wedding host provided the guests with the appropriate attire, therefore, removing any excuses for being ill-prepared. This guest showed outright disrespect. In the practical realm of education, teacher preparation is the equivalent of being appropriately dressed for teaching and learning. Pre-service and in-service preparation is available and key to those who have chosen to serve others in the field of education. Prior to this type of development, teachers must have an innate passion and purpose for the profession. This article seeks to describe those characteristics that must be innate and those that can be developed through proper training modeled after the master teacher, Jesus. All characteristics discussed are interrelated in the life of a master teacher. The compiled information can be utilized in the hiring process, formation of pre-service teacher programs, in providing staff development, and in daily campus best practices. The term master teacher is used throughout this paper. In this text, master teacher refers to the individual who has a purpose, passion, and love for educating children; a person who consistently grows in the profession; and one who values the lives of children by making every moment count when meeting their educational and social needs. Master teachers have a gift for balancing those basic beliefs with the responsibilities of their personal lives.
Innate Qualities When pursuing a career as an educator, certain qualities are vital and cannot be taught. The following four characteristics of a master teacher are intrinsic and apparent in all works. Teachers must love and care for children (affectionate), be purpose-driven, have a servant attitude, and be ethical. Jesus epitomized each of these characteristics in his teachings. Love and Concern for Children The leading and most common sense quality of an educator must be a love and concern for children. Jesus said, ‘Let the little children come to me, and do not hinder them; for the kingdom of heaven belongs to such as these (Mathew 19:14, 1051). Jesus showed love for children whenever they listened to him teach. They are referred to as gifts from God. Hatt (2005) says that pedagogical love cannot be perceived or received in a curriculum environment in which feelings are not present. He says that using love in the teaching process invites teachers and their students to become involved in understanding and gaining knowledge. Children are very perceptive to the feelings of educators who they associate with on a daily basis. Knowing when and how to show affection to a child comes with gaining insight on the needs of each student.
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Purpose-Driven Jesus remained purpose-driven in all of his actions. He knew his purpose and did not sway from it even when the devil tempted him with worldly possessions. The Spirit of the Lord is on me, because he has anointed me to preach good news to the poor. He has sent me to proclaim freedom for the prisoners and recovery of sight to the blind, to release the oppressed, to proclaim the year of the Lord’s favor. (Luke 4:18-19, p. 1106-07) As educators working individually or as a team, the focus must always be doing what is best for students. According to Kain (2006), teams can increase productivity and improve the environment of many organizations. Success for such teams comes when team members commit their varied skills to a common purpose (p. 56). Every moment of an educator’s time is valuable and must focus on providing the most appropriate education possible for children.
Servant Attitude Greenleaf (1977) included the following four points in his definition of servant leadership: 1. The leader is a servant first. It begins with the natural feeling of wanting to serve first. 2. The servant first makes sure that the highest priority needs of others are being met. 3. Success is when those who are served become healthier, freer, more autonomous, and wiser and as a result become servants themselves. 4. A servant can only become a leader if a leader remains a servant. (p.13) Jesus is considered a true model of having a servant attitude. Whoever wants to become great among you must be your servant; and whoever wants to be first must be slave of all. For even the Son of Man did not come to be served, but to serve, and to give his life a ransom for many (Mark 10:43-45, p. 1087). A great example of Jesus serving others is when he personally washed the feet of each of his disciples. Figuratively speaking, do teachers wash the feet of students? Many times educators point the finger at the parents for not taking care of certain needs. The school system can’t control the activities that occur in a child’s home, but the master teacher becomes a servant to their needs in the school environment. Becoming a servant, promotes a servant attitude in students and self-sufficiency among them. John Bennett (2001) suggests several ways to develop servant skills: by listening and being receptive to what others say, by seeking ways to heal self and others, by persuading instead of coercing, by creating opportunities for others to be creative, by developing self and helping other to grow, by dreaming and allowing others to dream, by building trusting
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and meaningful relationships, by having open lines of communication, and by promoting and recognizing others accomplishments. Ethical Being ethical is an underlying innate characteristic of all good teachers. Master teachers consistently do things according to what is best for students and abide by policy. We teach our students how to behave even when an adult is not present. Do we as teachers morally accomplish the intent of the job even when the supervisor is not around? Jesus knew His fate from the onset, but this did not limit his ability to help others no matter the circumstances. Educators should consistently model ethical behaviors. Students learn more from what we do than from what we say. All rules of ethical conduct we expect from our students, we ourselves must model. Verbalization of how we personally make moral decisions is a very powerful teaching tool as well. By applying guidelines rather than following rules, students engage in higher level thinking processes and learn behaviors that will continue into their next classroom, their homes, and their adult lives. (Johnson, 1998) With proper guidance, students can be given significant responsibility to help protect and promote the highest standards of academic integrity. They too, can become models of ethical behavior and leaders of good character. A-List of Acquired Traits Jesus characterized several other traits that can be acquired through dedication to purpose, determination to add knowledge value to students and self, and a consistent passion for teaching and learning.
Ambassador of Learning Master teachers are both students and teachers. They create other teachers. In order to promote learning in others, one must be willing to continue learning no matter how many years in the profession. Professional development is a direct line to continued teacher and student improvement. Continuous learning comes through different avenues including participation in staff development, graduate studies, collaboration with colleagues, reading, and teaching. Students are more inclined to learn when the teacher doesn’t claim to know everything. Master teachers are proponents of building capacity within self, and among students and colleagues. They acknowledge the fact that the world becomes a better place when knowledge is not concealed, but spread as widely as possible – utilizing the most effective strategies. Jesus Factor: Jesus spent 18 years preparing himself, increasing in wisdom, stature, socially and spiritually. In the book of Luke, there is evidence that Jesus spent these years dedicating himself to being a student. They found him in the temple courts, sitting among the teachers, listening to them and asking them questions. Everyone who heard him was amazed at his understanding and his answers (Luke 2:46-47, 1104). He appointed twelve—designating them apostles—that they might be with him and that he might send them out to preach (Mark 3:14, p. 1072). Even after Jesus ascended into
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heaven, He sent the Holy Spirit to empower Christians to continue His teachings, hence, the formation of the Christian church. His disciples and many other students carried on where he left off. Jesus often talked about “the way” which was the path to salvation. This is similar to what educators refer to as effective pedagogy which leads to timely student understanding. Attuned to Student Needs Learning is different for everyone. It is crucial that teachers spend an ample amount of time becoming familiar with students. Interest surveys, responses in class, free writing samples, and teacher-student conversations are productive ways of gaining insight on student’s needs, strengths and differences. Master teachers have a way of knowing the fads and trends that impress students. They use these to further the learning process. Many teachers use the music and fashion that appeal to students to spice up instruction and strengthen teacher-student relationships. Master teachers analyze and use several forms of student data in order to prepare appropriate instruction. Spending time becoming familiar with student data strengthens their connection with students and focuses lesson design. They look at the specifics of the group of students who are being taught: past experiences, cumulative folder data, test data, discipline reports, anecdotal data, parent questionnaires, and gaps in performance. Jesus Factor: Jesus knew that each individual had special gifts and different purposes for their lives. He expounded that each one’s strengths were needed to make one body. It was he who gave some to be apostles, some to be prophets, some to be evangelists, and some to be pastors and teachers, to prepare God's people for works of service, so that the body of Christ may be built up until we all reach unity in the faith and in the knowledge of the Son of God and become mature, attaining to the whole measure of the fullness of Christ. (Ephesians 4:11-13, p. 1301) Jesus knew each of His students individually and used that pertinent data to promote their purpose and to structure their learning.
Appreciate Differences On a global and school scale, people come to the table with a variety of strengths, differences, interests, and abilities. In our current school framework, all children are expected to attend school and to learn, the physically disabled, learning disabled, gifted, average, affluent, poor, all ethnic groups, and new immigrants. At one point in school history, students grouped into many of these categories were excluded from the education system. Now all are expected to receive a free and appropriate education. A master teacher takes stock of these individualities and utilizes them to differentiate lessons and to advance change. When students feel as though their differences are noticed and appreciated, self-esteem and character result.
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Jesus Factor: Jesus was no stranger to working and teaching individuals and groups who were very different. At times, He found himself teaching the rich, elite, and the scholars at other times he worked with the poor, physically disabled, and the weak. He never swayed from the purpose of his teaching, but used many different strategies and examples to affect each individual and group. In the Sermon on the Mount, Jesus promised personalized blessings to different groups of people.
Authenticate Relationships Before a teacher commences the learning process, relationships must be forged. Students are engaged in learning that is directed towards their needs and stem from a relationship with an individual. A master teacher’s relationship with each individual could morph into the role of a parent, confidant, mentor, social worker, counselor, friend, or disciplinarian. These and many other roles depend on the direct and immediate need of the student. These roles can change daily or as situations arise. Beyond the immediate school environment, master teachers build relationships with other stakeholders. Forming relationships with parents, community members, local businesses, professional organizations, and district and state personnel can increase productivity and ease much of the bureaucracy that is also a part of the school. These relationships are necessary and should be reciprocating. However, if the right relationship isn’t developed, dealing with parents can honestly be one of the worst parts of being a teacher. (Clark, 2003, p.169). Building external relationships should be handled with care and based on individual needs. Jesus Factor: Jesus had many different types of relationships with his students. Jesus had an authentic yet different relationship with those who chose to follow him and those who did not. He formed relationships up to his death and beyond. Even as he hung on the cross in his final hours, he met and led one more sinner to salvation.
Assert Expectations In cohort with students, the master teacher creates classroom routines and procedures. Having positive behavior expectations established generally guard against inappropriate behavior and fragmented work. Different approaches to discipline builds on the authentic relationships that have been formed. Consequences for inappropriate behavior must be applied ethically and fairly. Jesus Factor: Jesus was firm in the expectations that were created and shared by his heavenly teacher and father. He looked forward to helping others obtain the good behavior that was expected by his father. For this very reason, make every effort to add to your faith goodness; and to goodness, knowledge (2 Peter 1:5, p. 1388). Often he publicly shared these expectations and the rewards or consequences for appropriate or inappropriate behaviors. Expectations were set and firmly clarified when necessary. Jesus was very realistic in the belief that all commit sin, but must be forgiven in order to move forward. This was evident when several people wanted to stone an adulteress for her sins.
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When they kept on questioning him, he straightened up and said to them, ‘If any one of you is without sin, let him be the first to throw a stone at her.’ Again he stooped down and wrote on the ground. At this, those who heard began to go away one at a time, the older ones first, until only Jesus was left, with the woman still standing there (John 8:7-9, p. 1161). Jesus modeled the behavior that he expected.
Align Instruction There is absolutely no way for an instructor to cover all the content and information that surrounds any one concept or subject. Master teachers familiarize themselves with and become experts on the essence of learning standards, immediately. They must provide the correct rigor and depth to the curriculum that is deemed necessary in each learning level. It is necessary to provide vertical, horizontal, and cross-curricular alignment. Too often students don’t make connections between the content of previous years and current years or across different subject areas. Instruction is much more meaningful when teachers create an environment for continual connections to be made with regard to learning. Moreover, instruction must be aligned to practical real-world application. Making sense of why certain things must be understood makes learning relevant to students. Ensuring that students do have an understanding of curriculum, assessment alignment must occur. Assessment is not a one-size fit all, even in the age of standardized testing. Students learn differently, therefore should be assessed differently all resulting in deep understandings. Teachers should adjust for differences that arise throughout instruction. Jesus Factor: Throughout Jesus’ lifetime, he was challenged about how His teachings aligned with the lessons from the Old Testament. Jesus used those opportunities to make connections between the teachings of the Old and New Testaments. He often made connections through practical examples that were understood by the students of that moment.
Architect of Learning The master teacher’s lesson design promotes innovation and invention by students. They understand that learning is a natural and developmental process. Effective teachers will involve the student in the lesson design. The goal of welldesigned lessons is to dig deep into the big ideas behind the content rather than to only scratch the surface of accumulated information. Essential and effective questions are posed from both the teacher and the student that elicit in-depth thought. Lessons should encourage a sense of social urgency with many opportunities for collaboration in and outside of the classroom with a varied list of activities and assessment. Many opportunities to apply knowledge and to make connections should be built into lessons.
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Whenever instruction is prepared and effectively shared, the master teacher has a sense of assurance about being well versed in the subject matter content, the mode of delivery, and the outcome of the lesson. This does not mean that teachers know everything, but in the preparation phase, it suggests that teachers equip themselves with as much knowledge and a clear understanding of the goals of a lesson. Positive critical feedback is essential for the growth of students. Feedback should be given often and immediate to the situation. It should also be individualized to the student and activity. Acknowledging learner commitment is an easy way to keep students attention and engagement in a lesson. Jesus Factor: Jesus selected 12 apostles to mold into teachers of his curriculum. He met with them regularly to check for understanding and to guide them to creating their own lessons. Through critical and immediate feedback, he was able to provide the proper foundation for their on-going teachings. The apostles gathered around Jesus and reported to him all they had done and taught (Mark 6:30, p. 1077). As a final challenge, Jesus explained that whoever applied what he was telling them would be like a wise man who built his house on a rock. Such people would prevail over the storms of life because of their strong foundations (Bell & Campbell, p. 242).
Active Critical Thinking In designing a thinking skills curriculum, David Reynolds (2005), used the three criteria for authentic intellectual work proposed by Newmann and Wehlage (1996): first, the construction of knowledge—the development of knowledge through verbal, written or other demonstrations of cognitive work, second, disciplined inquiry—building upon existing knowledge in a given field and elaborated communication that embody this knowledge, and third, value beyond school—the achievement must have personal, aesthetic or utilitarian value beyond school. (p. 15) Within a good critical thinking framework exists critical writing, reading, processing, and creation. Jesus Factor: Jesus constantly modeled critical thinking when He addressed his students. He often spoke in parables that caused one to seriously think about what was intended. Many of Jesus’ parables were mysterious but vivid stories that held deep meaning which caused deep thought. He frequently taught using abstract ideas which promoted a higher level of thinking.
Accountable for Student Performance Pointing a finger at the culprit ends here. Master teachers take on the responsibility of bridging the gap between what is supposed to be and what is instead of blaming someone else for the gap in student understanding and skills. In the master teacher’s classroom there is a blurred line between learning and assessment. These two critical pieces of understanding go hand in hand. They also hold students accountable for their own learning. This idea is encapsulated in the saying, “when you know better, you do better.”
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Jesus Factor: Jesus expected His students to have a change in perspective once they understood His teachings. He held each of his followers accountable for changing their lives and to please him by carrying out their true purpose in life. Jesus knew that his students could become responsible once they made a careful choice to follow his teachings. Add Value On a daily basis, students should leave a teacher’s class with more knowledge than when they walked through the door. Adding value comes as a direct result of the learning environment that has been established. Children learn differently, at different rates and different speeds. Adding value is an individual account of the growth of each child. The truth is that good teachers add value in a number of measurable and immeasurable ways. It is much easier to measure gains in content knowledge by way of testing, than it is to put a numerical value on teacher impact. In his article, “Why add value in assessment?," Mahoney (2004) analyzes adding value based on several factors: overall snapshot, increasing interest, sensible analysis, parent needs, and forward motion. In a 2003 issue of Phi Delta Kappan, the Gallup Poll surveying the public's attitudes about schools resulted in 84 percent of the public affirming that school performance should be based on individual student progress from where the child started. Master teachers use every opportunity to integrate character development into teaching and learning. Unfortunately, many students attend school without the slightest notion of what it means to be polite and to have manners. These important aspects of life become a part of the master teacher’s learning environment. Jesus Factor: The value that Jesus wanted to add to the lives of the people he taught was salvation. He wanted them to believe in his message of eternal life through Him. Jesus did not stop with one or two. He spent his life adding value no matter the obstacle or boundaries, because he new his teachings would save their lives from the penalty of sin. This value that Jesus spoke of had nothing to do with material things. Jesus taught that if you want to be perfect, go, sell your possessions and give to the poor, and you will have treasure in heaven (Matthew 19:21, p. 1051).
Articulate Accurately Using formal language registry is crucial for the proper development of young minds. It is important to show students how to code switch between the language that is used with friends and family and the formal language that is accepted and expected across the world. Master teachers model proper articulation of language and code switching. They use “think-aloud” strategies to model the correct way of thinking through assignments, problems, or everyday situation. Students should then practice using “think-alouds” so that teachers are able to find any miscues in speech, grammar, or content and then provide immediate feedback. Teachers can discover a great deal by allowing students to summarize in their own words what was learned or revealed in a lesson. Master teachers also give students many opportunities to practice valuable communication.
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According to Reardon and Derner (2004), Silence may be golden, but when coupled with mime it becomes a powerful tool for learning (p. 103). In other words, silence can sometimes be just as effective as useful noise. For example, the “mime time” strategy allows students to act out summarizations, stories, or any learning activity by not using verbal articulation, but by creating mime-like motions to represent the content. This type of activity is powerful because students are able to use their brain to naturally make connections to prior knowledge in order to fill in the details and meaning Jesus Factor: Jesus used code switching in His teaching on parables. He used what his students were familiar with to teach what was unfamiliar. He spoke in the formal language of his time period. He didn’t use slang or any other language short forms. Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen (Ephesians 4:29, p. 1303). Associate with Others To associate or collaborate with others involves both teacher and student collaboration with other groups. Learning from others is a key characteristic of the master teacher. They utilize every resource to perfect teaching and leadership skills. The most under-utilized resource is the mere conversation with others. Master teachers will also provide many opportunities for students to collaborate with peers and adults. Master teachers will also spend time reflecting as an individual and with a group. Reflection is used to address the strengths and weaknesses of any activity or lesson in order to grow professionally and to make the teaching and learning process more efficient and effective. Although, Loser (2006) recommends five researched based strategies to promote collaboration among students, each of these work well with educators as well. Loser suggests anchoring new knowledge with pre-existing knowledge for long-term retention. Often times in a group discussion, someone will share something that hadn’t been thought of by the others in the group. Research shows that short-term memory can hold only about seven pieces of information at a time. Throughout collaboration, different strategies for remembering can be shared. Individuals then have a database of strategies to choose which fits their learning style. Individuals will recall knowledge when they are able to apply it to practical situations. When groups discuss their stories of how the knowledge directly impacts a situation in their life, the resulting knowledge prove to be longer lasting. Everyone learns best with practice and immediate feedback. Individuals approach different situations or problems with different processes to solve them. Through collaboration, combined processes generally result in better solutions. Master teachers also take on responsibilities outside of the classroom. For the school to work as a well-oiled machine, it needs the help of the entire learning community. There are many facets of the school beyond what goes on in the classroom, for example, hall duty, extra-curricular activities, staff development, and mentoring programs. Master teachers become leaders in participating and promoting these other activities that make the school function and create an extended learning environment. The school and team are only as strong as its leadership and team. Jesus Factor: Often times, Jesus added to his knowledge base by listening and collaborating with others especially his Father. The bible shows many occurrences of
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Jesus using other’s teachings to further his work. One in particular was John the Baptist. He also collaborated frequently with other scholars, priest, and his disciples. Bell and Campbell asserts that Jesus is the head of the body. It’s up to the other parts of the body to work cohesively to be able to function. Concluding Remarks Developing the characteristics of the master teacher, Jesus, takes a professional commitment to always do what is best for students in the most appropriate and effective manner. This can be accomplished by living each of the traits described in this paper. Master teachers have a passion and purpose for educating others just as Jesus did. This commitment is a process of internal and external growth and not just a finished product. Teaching and learning is a never ending cycle. Jesus said a student is not above his teacher, but everyone who is fully trained will be like his teacher (Luke 6:40, p. 1111). The contents of this article is meant to be used by teachers in their everyday journey to self-improvement, by human resources in hiring practices, by staff developers, by campus, district and state administrators in empowering educators, and by universities and entities who plan teacher preparation programs.
References Bell, J. S. & Campbell, S. (2005). The complete idiot’s guide to the bible (3rd ed.). New York: NY: Penquin Group (USA) Inc. Bennett, J. L. (2001). Trainers as leaders of learning. Training & Development, 55 (3), 42-45. Clark, R. (2003). The essential 55: An award-winning educator’s rules for discovering the successful student in every child. New York, NY: Hyperion. Derner, S. & Reardon, M. (2004). Strategies for great teaching: Maximize learning moments. Chicago, IL: Zephyr Press. Greenleaf, R. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. Mahwah, NJ: Paulist Press Hatt, B. E. (2005). Pedagogical love in the transactional curriculum. J. Curriculum Studies 37 (6), 671–688. Johnson, D. (1998). Teaching ethical technology behaviors. Book Report, 17(2), p 96. Kain, D. L. (2006). Choose colleagues before friends for teaching teams. The Education Digest, 72 (1) Loser, R. (2006). Use the power of groups to help you teach. Teaching Professor, 20 (4), 1. Mahoney, J. W. (2004). Why add value in assessment? School Administrator, 61 (11), 16-18. Women’s Devotional Bible: New International Version (1994). Grand Rapids, MI: Zondervan. Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, NATIONAL FORUM JOURNALS, Houston, TX www.nationalforum.com
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Margaret Curette Patton
PhD Student in Educational Leadership The Whitlowe R. Green College of Education Prairie View A&M University Dean of Instruction Fort Bend Independent School District Fort Bend, Texas
________________________________________________________________________ ABSTRACT As an administrator sitting in a focus group designed to address the Response to Intervention (RtI) initiative, I’m disturbed by the focus on intervention as opposed to instruction. What ever happened to good teaching? Why is the educational system focused on providing intervention instead of teacher preparation that strengthens quality instruction on the front end? Are we that far behind? Who are we intervening for? Many people are coming into the fold of education in the guise of being a teacher toting all the proper paper credentials, but have not developed the necessary traits in order to meet the needs of the current public school student population. This article seeks to reestablish the foundational characteristics of good teaching based on the most significant teacher to ever walk the face of earth, Jesus. Jesus once said, for many are invited, but few are chosen (Matthew 22:14, p. 1054). What should we look for when selecting and facilitating the professional growth of the few? _______________________________________________________________________ Introduction As we move forward with the nationwide initiative to provide quality intervention for students who are at-risk to failing, we lose sight of the need to properly prepare educators to meet the intensely challenging needs of the students who are served in the public school system. Intervention means that the needs of students have not been addressed on the front end. Jesus Christ is a master teacher who addressed the needs of his students by exemplifying certain qualities. Those qualities stem from having a true purpose for his work which was reaching, teaching, and saving all – no matter the socioeconomic level, ethnic background, or level of intelligence.
Purpose of the Article The purpose of this article is to characterize the teachings of Jesus Christ, as he personifies the definition of a master teacher. Page 1 of 12
Introduction Although Jesus’ words “for many are invited, but few are chosen” (Matthew 22:14, p. 1054), used the instance of individuals being invited to a wedding ceremony, it carries educational implications as well. According to the parable, one of the wedding guests was thrown out of the celebration because he was not properly dressed. In that time period, the wedding host provided the guests with the appropriate attire, therefore, removing any excuses for being ill-prepared. This guest showed outright disrespect. In the practical realm of education, teacher preparation is the equivalent of being appropriately dressed for teaching and learning. Pre-service and in-service preparation is available and key to those who have chosen to serve others in the field of education. Prior to this type of development, teachers must have an innate passion and purpose for the profession. This article seeks to describe those characteristics that must be innate and those that can be developed through proper training modeled after the master teacher, Jesus. All characteristics discussed are interrelated in the life of a master teacher. The compiled information can be utilized in the hiring process, formation of pre-service teacher programs, in providing staff development, and in daily campus best practices. The term master teacher is used throughout this paper. In this text, master teacher refers to the individual who has a purpose, passion, and love for educating children; a person who consistently grows in the profession; and one who values the lives of children by making every moment count when meeting their educational and social needs. Master teachers have a gift for balancing those basic beliefs with the responsibilities of their personal lives.
Innate Qualities When pursuing a career as an educator, certain qualities are vital and cannot be taught. The following four characteristics of a master teacher are intrinsic and apparent in all works. Teachers must love and care for children (affectionate), be purpose-driven, have a servant attitude, and be ethical. Jesus epitomized each of these characteristics in his teachings. Love and Concern for Children The leading and most common sense quality of an educator must be a love and concern for children. Jesus said, ‘Let the little children come to me, and do not hinder them; for the kingdom of heaven belongs to such as these (Mathew 19:14, 1051). Jesus showed love for children whenever they listened to him teach. They are referred to as gifts from God. Hatt (2005) says that pedagogical love cannot be perceived or received in a curriculum environment in which feelings are not present. He says that using love in the teaching process invites teachers and their students to become involved in understanding and gaining knowledge. Children are very perceptive to the feelings of educators who they associate with on a daily basis. Knowing when and how to show affection to a child comes with gaining insight on the needs of each student.
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Purpose-Driven Jesus remained purpose-driven in all of his actions. He knew his purpose and did not sway from it even when the devil tempted him with worldly possessions. The Spirit of the Lord is on me, because he has anointed me to preach good news to the poor. He has sent me to proclaim freedom for the prisoners and recovery of sight to the blind, to release the oppressed, to proclaim the year of the Lord’s favor. (Luke 4:18-19, p. 1106-07) As educators working individually or as a team, the focus must always be doing what is best for students. According to Kain (2006), teams can increase productivity and improve the environment of many organizations. Success for such teams comes when team members commit their varied skills to a common purpose (p. 56). Every moment of an educator’s time is valuable and must focus on providing the most appropriate education possible for children.
Servant Attitude Greenleaf (1977) included the following four points in his definition of servant leadership: 1. The leader is a servant first. It begins with the natural feeling of wanting to serve first. 2. The servant first makes sure that the highest priority needs of others are being met. 3. Success is when those who are served become healthier, freer, more autonomous, and wiser and as a result become servants themselves. 4. A servant can only become a leader if a leader remains a servant. (p.13) Jesus is considered a true model of having a servant attitude. Whoever wants to become great among you must be your servant; and whoever wants to be first must be slave of all. For even the Son of Man did not come to be served, but to serve, and to give his life a ransom for many (Mark 10:43-45, p. 1087). A great example of Jesus serving others is when he personally washed the feet of each of his disciples. Figuratively speaking, do teachers wash the feet of students? Many times educators point the finger at the parents for not taking care of certain needs. The school system can’t control the activities that occur in a child’s home, but the master teacher becomes a servant to their needs in the school environment. Becoming a servant, promotes a servant attitude in students and self-sufficiency among them. John Bennett (2001) suggests several ways to develop servant skills: by listening and being receptive to what others say, by seeking ways to heal self and others, by persuading instead of coercing, by creating opportunities for others to be creative, by developing self and helping other to grow, by dreaming and allowing others to dream, by building trusting
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and meaningful relationships, by having open lines of communication, and by promoting and recognizing others accomplishments. Ethical Being ethical is an underlying innate characteristic of all good teachers. Master teachers consistently do things according to what is best for students and abide by policy. We teach our students how to behave even when an adult is not present. Do we as teachers morally accomplish the intent of the job even when the supervisor is not around? Jesus knew His fate from the onset, but this did not limit his ability to help others no matter the circumstances. Educators should consistently model ethical behaviors. Students learn more from what we do than from what we say. All rules of ethical conduct we expect from our students, we ourselves must model. Verbalization of how we personally make moral decisions is a very powerful teaching tool as well. By applying guidelines rather than following rules, students engage in higher level thinking processes and learn behaviors that will continue into their next classroom, their homes, and their adult lives. (Johnson, 1998) With proper guidance, students can be given significant responsibility to help protect and promote the highest standards of academic integrity. They too, can become models of ethical behavior and leaders of good character. A-List of Acquired Traits Jesus characterized several other traits that can be acquired through dedication to purpose, determination to add knowledge value to students and self, and a consistent passion for teaching and learning.
Ambassador of Learning Master teachers are both students and teachers. They create other teachers. In order to promote learning in others, one must be willing to continue learning no matter how many years in the profession. Professional development is a direct line to continued teacher and student improvement. Continuous learning comes through different avenues including participation in staff development, graduate studies, collaboration with colleagues, reading, and teaching. Students are more inclined to learn when the teacher doesn’t claim to know everything. Master teachers are proponents of building capacity within self, and among students and colleagues. They acknowledge the fact that the world becomes a better place when knowledge is not concealed, but spread as widely as possible – utilizing the most effective strategies. Jesus Factor: Jesus spent 18 years preparing himself, increasing in wisdom, stature, socially and spiritually. In the book of Luke, there is evidence that Jesus spent these years dedicating himself to being a student. They found him in the temple courts, sitting among the teachers, listening to them and asking them questions. Everyone who heard him was amazed at his understanding and his answers (Luke 2:46-47, 1104). He appointed twelve—designating them apostles—that they might be with him and that he might send them out to preach (Mark 3:14, p. 1072). Even after Jesus ascended into
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heaven, He sent the Holy Spirit to empower Christians to continue His teachings, hence, the formation of the Christian church. His disciples and many other students carried on where he left off. Jesus often talked about “the way” which was the path to salvation. This is similar to what educators refer to as effective pedagogy which leads to timely student understanding. Attuned to Student Needs Learning is different for everyone. It is crucial that teachers spend an ample amount of time becoming familiar with students. Interest surveys, responses in class, free writing samples, and teacher-student conversations are productive ways of gaining insight on student’s needs, strengths and differences. Master teachers have a way of knowing the fads and trends that impress students. They use these to further the learning process. Many teachers use the music and fashion that appeal to students to spice up instruction and strengthen teacher-student relationships. Master teachers analyze and use several forms of student data in order to prepare appropriate instruction. Spending time becoming familiar with student data strengthens their connection with students and focuses lesson design. They look at the specifics of the group of students who are being taught: past experiences, cumulative folder data, test data, discipline reports, anecdotal data, parent questionnaires, and gaps in performance. Jesus Factor: Jesus knew that each individual had special gifts and different purposes for their lives. He expounded that each one’s strengths were needed to make one body. It was he who gave some to be apostles, some to be prophets, some to be evangelists, and some to be pastors and teachers, to prepare God's people for works of service, so that the body of Christ may be built up until we all reach unity in the faith and in the knowledge of the Son of God and become mature, attaining to the whole measure of the fullness of Christ. (Ephesians 4:11-13, p. 1301) Jesus knew each of His students individually and used that pertinent data to promote their purpose and to structure their learning.
Appreciate Differences On a global and school scale, people come to the table with a variety of strengths, differences, interests, and abilities. In our current school framework, all children are expected to attend school and to learn, the physically disabled, learning disabled, gifted, average, affluent, poor, all ethnic groups, and new immigrants. At one point in school history, students grouped into many of these categories were excluded from the education system. Now all are expected to receive a free and appropriate education. A master teacher takes stock of these individualities and utilizes them to differentiate lessons and to advance change. When students feel as though their differences are noticed and appreciated, self-esteem and character result.
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Jesus Factor: Jesus was no stranger to working and teaching individuals and groups who were very different. At times, He found himself teaching the rich, elite, and the scholars at other times he worked with the poor, physically disabled, and the weak. He never swayed from the purpose of his teaching, but used many different strategies and examples to affect each individual and group. In the Sermon on the Mount, Jesus promised personalized blessings to different groups of people.
Authenticate Relationships Before a teacher commences the learning process, relationships must be forged. Students are engaged in learning that is directed towards their needs and stem from a relationship with an individual. A master teacher’s relationship with each individual could morph into the role of a parent, confidant, mentor, social worker, counselor, friend, or disciplinarian. These and many other roles depend on the direct and immediate need of the student. These roles can change daily or as situations arise. Beyond the immediate school environment, master teachers build relationships with other stakeholders. Forming relationships with parents, community members, local businesses, professional organizations, and district and state personnel can increase productivity and ease much of the bureaucracy that is also a part of the school. These relationships are necessary and should be reciprocating. However, if the right relationship isn’t developed, dealing with parents can honestly be one of the worst parts of being a teacher. (Clark, 2003, p.169). Building external relationships should be handled with care and based on individual needs. Jesus Factor: Jesus had many different types of relationships with his students. Jesus had an authentic yet different relationship with those who chose to follow him and those who did not. He formed relationships up to his death and beyond. Even as he hung on the cross in his final hours, he met and led one more sinner to salvation.
Assert Expectations In cohort with students, the master teacher creates classroom routines and procedures. Having positive behavior expectations established generally guard against inappropriate behavior and fragmented work. Different approaches to discipline builds on the authentic relationships that have been formed. Consequences for inappropriate behavior must be applied ethically and fairly. Jesus Factor: Jesus was firm in the expectations that were created and shared by his heavenly teacher and father. He looked forward to helping others obtain the good behavior that was expected by his father. For this very reason, make every effort to add to your faith goodness; and to goodness, knowledge (2 Peter 1:5, p. 1388). Often he publicly shared these expectations and the rewards or consequences for appropriate or inappropriate behaviors. Expectations were set and firmly clarified when necessary. Jesus was very realistic in the belief that all commit sin, but must be forgiven in order to move forward. This was evident when several people wanted to stone an adulteress for her sins.
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When they kept on questioning him, he straightened up and said to them, ‘If any one of you is without sin, let him be the first to throw a stone at her.’ Again he stooped down and wrote on the ground. At this, those who heard began to go away one at a time, the older ones first, until only Jesus was left, with the woman still standing there (John 8:7-9, p. 1161). Jesus modeled the behavior that he expected.
Align Instruction There is absolutely no way for an instructor to cover all the content and information that surrounds any one concept or subject. Master teachers familiarize themselves with and become experts on the essence of learning standards, immediately. They must provide the correct rigor and depth to the curriculum that is deemed necessary in each learning level. It is necessary to provide vertical, horizontal, and cross-curricular alignment. Too often students don’t make connections between the content of previous years and current years or across different subject areas. Instruction is much more meaningful when teachers create an environment for continual connections to be made with regard to learning. Moreover, instruction must be aligned to practical real-world application. Making sense of why certain things must be understood makes learning relevant to students. Ensuring that students do have an understanding of curriculum, assessment alignment must occur. Assessment is not a one-size fit all, even in the age of standardized testing. Students learn differently, therefore should be assessed differently all resulting in deep understandings. Teachers should adjust for differences that arise throughout instruction. Jesus Factor: Throughout Jesus’ lifetime, he was challenged about how His teachings aligned with the lessons from the Old Testament. Jesus used those opportunities to make connections between the teachings of the Old and New Testaments. He often made connections through practical examples that were understood by the students of that moment.
Architect of Learning The master teacher’s lesson design promotes innovation and invention by students. They understand that learning is a natural and developmental process. Effective teachers will involve the student in the lesson design. The goal of welldesigned lessons is to dig deep into the big ideas behind the content rather than to only scratch the surface of accumulated information. Essential and effective questions are posed from both the teacher and the student that elicit in-depth thought. Lessons should encourage a sense of social urgency with many opportunities for collaboration in and outside of the classroom with a varied list of activities and assessment. Many opportunities to apply knowledge and to make connections should be built into lessons.
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Whenever instruction is prepared and effectively shared, the master teacher has a sense of assurance about being well versed in the subject matter content, the mode of delivery, and the outcome of the lesson. This does not mean that teachers know everything, but in the preparation phase, it suggests that teachers equip themselves with as much knowledge and a clear understanding of the goals of a lesson. Positive critical feedback is essential for the growth of students. Feedback should be given often and immediate to the situation. It should also be individualized to the student and activity. Acknowledging learner commitment is an easy way to keep students attention and engagement in a lesson. Jesus Factor: Jesus selected 12 apostles to mold into teachers of his curriculum. He met with them regularly to check for understanding and to guide them to creating their own lessons. Through critical and immediate feedback, he was able to provide the proper foundation for their on-going teachings. The apostles gathered around Jesus and reported to him all they had done and taught (Mark 6:30, p. 1077). As a final challenge, Jesus explained that whoever applied what he was telling them would be like a wise man who built his house on a rock. Such people would prevail over the storms of life because of their strong foundations (Bell & Campbell, p. 242).
Active Critical Thinking In designing a thinking skills curriculum, David Reynolds (2005), used the three criteria for authentic intellectual work proposed by Newmann and Wehlage (1996): first, the construction of knowledge—the development of knowledge through verbal, written or other demonstrations of cognitive work, second, disciplined inquiry—building upon existing knowledge in a given field and elaborated communication that embody this knowledge, and third, value beyond school—the achievement must have personal, aesthetic or utilitarian value beyond school. (p. 15) Within a good critical thinking framework exists critical writing, reading, processing, and creation. Jesus Factor: Jesus constantly modeled critical thinking when He addressed his students. He often spoke in parables that caused one to seriously think about what was intended. Many of Jesus’ parables were mysterious but vivid stories that held deep meaning which caused deep thought. He frequently taught using abstract ideas which promoted a higher level of thinking.
Accountable for Student Performance Pointing a finger at the culprit ends here. Master teachers take on the responsibility of bridging the gap between what is supposed to be and what is instead of blaming someone else for the gap in student understanding and skills. In the master teacher’s classroom there is a blurred line between learning and assessment. These two critical pieces of understanding go hand in hand. They also hold students accountable for their own learning. This idea is encapsulated in the saying, “when you know better, you do better.”
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Jesus Factor: Jesus expected His students to have a change in perspective once they understood His teachings. He held each of his followers accountable for changing their lives and to please him by carrying out their true purpose in life. Jesus knew that his students could become responsible once they made a careful choice to follow his teachings. Add Value On a daily basis, students should leave a teacher’s class with more knowledge than when they walked through the door. Adding value comes as a direct result of the learning environment that has been established. Children learn differently, at different rates and different speeds. Adding value is an individual account of the growth of each child. The truth is that good teachers add value in a number of measurable and immeasurable ways. It is much easier to measure gains in content knowledge by way of testing, than it is to put a numerical value on teacher impact. In his article, “Why add value in assessment?," Mahoney (2004) analyzes adding value based on several factors: overall snapshot, increasing interest, sensible analysis, parent needs, and forward motion. In a 2003 issue of Phi Delta Kappan, the Gallup Poll surveying the public's attitudes about schools resulted in 84 percent of the public affirming that school performance should be based on individual student progress from where the child started. Master teachers use every opportunity to integrate character development into teaching and learning. Unfortunately, many students attend school without the slightest notion of what it means to be polite and to have manners. These important aspects of life become a part of the master teacher’s learning environment. Jesus Factor: The value that Jesus wanted to add to the lives of the people he taught was salvation. He wanted them to believe in his message of eternal life through Him. Jesus did not stop with one or two. He spent his life adding value no matter the obstacle or boundaries, because he new his teachings would save their lives from the penalty of sin. This value that Jesus spoke of had nothing to do with material things. Jesus taught that if you want to be perfect, go, sell your possessions and give to the poor, and you will have treasure in heaven (Matthew 19:21, p. 1051).
Articulate Accurately Using formal language registry is crucial for the proper development of young minds. It is important to show students how to code switch between the language that is used with friends and family and the formal language that is accepted and expected across the world. Master teachers model proper articulation of language and code switching. They use “think-aloud” strategies to model the correct way of thinking through assignments, problems, or everyday situation. Students should then practice using “think-alouds” so that teachers are able to find any miscues in speech, grammar, or content and then provide immediate feedback. Teachers can discover a great deal by allowing students to summarize in their own words what was learned or revealed in a lesson. Master teachers also give students many opportunities to practice valuable communication.
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According to Reardon and Derner (2004), Silence may be golden, but when coupled with mime it becomes a powerful tool for learning (p. 103). In other words, silence can sometimes be just as effective as useful noise. For example, the “mime time” strategy allows students to act out summarizations, stories, or any learning activity by not using verbal articulation, but by creating mime-like motions to represent the content. This type of activity is powerful because students are able to use their brain to naturally make connections to prior knowledge in order to fill in the details and meaning Jesus Factor: Jesus used code switching in His teaching on parables. He used what his students were familiar with to teach what was unfamiliar. He spoke in the formal language of his time period. He didn’t use slang or any other language short forms. Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen (Ephesians 4:29, p. 1303). Associate with Others To associate or collaborate with others involves both teacher and student collaboration with other groups. Learning from others is a key characteristic of the master teacher. They utilize every resource to perfect teaching and leadership skills. The most under-utilized resource is the mere conversation with others. Master teachers will also provide many opportunities for students to collaborate with peers and adults. Master teachers will also spend time reflecting as an individual and with a group. Reflection is used to address the strengths and weaknesses of any activity or lesson in order to grow professionally and to make the teaching and learning process more efficient and effective. Although, Loser (2006) recommends five researched based strategies to promote collaboration among students, each of these work well with educators as well. Loser suggests anchoring new knowledge with pre-existing knowledge for long-term retention. Often times in a group discussion, someone will share something that hadn’t been thought of by the others in the group. Research shows that short-term memory can hold only about seven pieces of information at a time. Throughout collaboration, different strategies for remembering can be shared. Individuals then have a database of strategies to choose which fits their learning style. Individuals will recall knowledge when they are able to apply it to practical situations. When groups discuss their stories of how the knowledge directly impacts a situation in their life, the resulting knowledge prove to be longer lasting. Everyone learns best with practice and immediate feedback. Individuals approach different situations or problems with different processes to solve them. Through collaboration, combined processes generally result in better solutions. Master teachers also take on responsibilities outside of the classroom. For the school to work as a well-oiled machine, it needs the help of the entire learning community. There are many facets of the school beyond what goes on in the classroom, for example, hall duty, extra-curricular activities, staff development, and mentoring programs. Master teachers become leaders in participating and promoting these other activities that make the school function and create an extended learning environment. The school and team are only as strong as its leadership and team. Jesus Factor: Often times, Jesus added to his knowledge base by listening and collaborating with others especially his Father. The bible shows many occurrences of
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Jesus using other’s teachings to further his work. One in particular was John the Baptist. He also collaborated frequently with other scholars, priest, and his disciples. Bell and Campbell asserts that Jesus is the head of the body. It’s up to the other parts of the body to work cohesively to be able to function. Concluding Remarks Developing the characteristics of the master teacher, Jesus, takes a professional commitment to always do what is best for students in the most appropriate and effective manner. This can be accomplished by living each of the traits described in this paper. Master teachers have a passion and purpose for educating others just as Jesus did. This commitment is a process of internal and external growth and not just a finished product. Teaching and learning is a never ending cycle. Jesus said a student is not above his teacher, but everyone who is fully trained will be like his teacher (Luke 6:40, p. 1111). The contents of this article is meant to be used by teachers in their everyday journey to self-improvement, by human resources in hiring practices, by staff developers, by campus, district and state administrators in empowering educators, and by universities and entities who plan teacher preparation programs.
References Bell, J. S. & Campbell, S. (2005). The complete idiot’s guide to the bible (3rd ed.). New York: NY: Penquin Group (USA) Inc. Bennett, J. L. (2001). Trainers as leaders of learning. Training & Development, 55 (3), 42-45. Clark, R. (2003). The essential 55: An award-winning educator’s rules for discovering the successful student in every child. New York, NY: Hyperion. Derner, S. & Reardon, M. (2004). Strategies for great teaching: Maximize learning moments. Chicago, IL: Zephyr Press. Greenleaf, R. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. Mahwah, NJ: Paulist Press Hatt, B. E. (2005). Pedagogical love in the transactional curriculum. J. Curriculum Studies 37 (6), 671–688. Johnson, D. (1998). Teaching ethical technology behaviors. Book Report, 17(2), p 96. Kain, D. L. (2006). Choose colleagues before friends for teaching teams. The Education Digest, 72 (1) Loser, R. (2006). Use the power of groups to help you teach. Teaching Professor, 20 (4), 1. Mahoney, J. W. (2004). Why add value in assessment? School Administrator, 61 (11), 16-18. Women’s Devotional Bible: New International Version (1994). Grand Rapids, MI: Zondervan. Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, NATIONAL FORUM JOURNALS, Houston, TX www.nationalforum.com
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