Have you noticed how many people struggle with back problems? Bulging disks, muscle strain, and arthritis plague and threaten to debilitate. While multitudes flock to chiropractic care or physical therapy, this physical malady can be eclipsed by a sometimes subtle but arguably more serious back problem in the Christian school. Spineless mediocrity, antagonism, negativity, selfishness, and transience are issues of consequence. The descriptor, spineless, is intentional. Cambridge Dictionary defines spineless as “lacking determination and the willingness to take risks.” Merriam Webster further describes spineless as “lacking in strength of character.” Today’s teachers need courage to pursue excellence, promote reconciliation and optimism, prefer selflessness, and practice resilience.
The backbone of such courage is a reliance upon the Holy Spirit’s omnipotence. As part of the Godhead, the Holy Spirit possesses divine power, truth, and wisdom. Believers are indwelt by the Holy Spirit and thereby have access to these attributes. What an amazing, miraculous residency! Consequently, Christian teachers who rely upon the Holy Spirit are empowered to walk with courage.
The pursuit of excellence in the classroom requires courage. Low expectations and bare minimum standards have become normalized. To combat inflated grading and less rigorous standards, research analyst Seth Gershenson authored Great Expectations: The Impact of Rigorous Grading Practices on Student Achievement. Gershenson highlighted significant yet unsurprising findings in his study of eighth and ninth grade math classes. Regardless of the school-type or student sub-group, students learn more from teachers with higher grading standards; according to Gershenson, two years later, student performance in this challenging learning environment is maintained in subsequent math classes.
Initially, however, such expectations are not always appreciated. Students, parents, coaches, and administration sometimes resist accompanying consequences to rigorous academic and behavioral standards. Ineligibility for sports or sacrifices of time to fulfill rigorous project expectations may thwart immediate, short-sighted desires and are sometimes resisted by those not recognizing the greater goals of academic competence or disciplined living. Spineless teachers may succumb to mediocrity. Nevertheless, the Apostle Paul encouraged “That ye may approve things that are excellent; that ye may be sincere and without offense until the day of Jesus Christ” (Philippians 1:10). Courageously walking in the Spirit, the demanding teacher consistently remains firm while simultaneously maintaining personal standards of exemplary discipline and deportment.
Resistance to high criteria can operate independently but sometimes coexists with cultural antagonisms toward authority figures. In turn, such resentment can make its way into the school culture. Negativity or a critical spirit can easily permeate the teacher’s lounge or workroom and then infiltrate the classroom. Sadly, pessimism and fault finding impede student achievement and faculty satisfaction. Contrariwise, a 2006 study by Hoy et al. revealed that academic optimism, derived from “academic emphasis, collective efficacy, and faculty trust” within a school, enhances student learning.
Lifelong educator Howard Hendricks asserted that the most important thing that he learned in his teaching career was to convincingly tell students, “I believe in you! You’re going to make it!” Hendricks’ message mirrors the biblical assurance identified by the Apostle Paul: “Being confident of this very thing, that he which hath begun a good work in you will perform it until the day of Jesus Christ” (Philippians 1:6). The Christian teacher’s response to student, parental, or colleague negativity should be joyful confidence in the Holy Spirit’s inner working and power to transform lives. When believers remember that they have been forgiven by a compassionate Redeemer and thereby entrusted with the ministry of reconciliation, they are able to follow Paul’s admonition to have grace-filled speech which fosters forgiveness and peace. This magnanimity of spirit and tongue in a classroom requires courage endued by the Spirit.
Although self-interest and personal pampering are acclaimed in today’s culture, the pursuit of excellence and promotion of optimism and reconciliation reflect choices of self-denial. Similarly, sacrifices of time, personal resources, and emotional energy are taxing, but the Spirit-filled teacher ignores the temptations of temporary gratification, materialism, or laziness.
This teacher courageously confronts selfishness. J. R. Miller wrote, “God will work through us only when we humbly, in faith and love and self-renunciation, lay ourselves into his hands, that his life may flow through us to the lives we are seeking to bless” (emphasis added).
Efforts to be a blessing to students and their families can yield amazing results, but consistency counts. In his book What Great Teachers Do Differently, Whitaker explains that “[o]ne of the best things about being a teacher is that teaching matters and makes a difference. What makes teaching hard is that it matters every day.” In a transient culture, changing location or career often appears easier or perhaps more reasonable than embracing or learning from current difficulties; however, teachers who acknowledge the sovereignty of the Savior, establish deep roots in a ministry, and courageously place their dependence upon the omnipotent Spirit will see Him transform lives. Christian schoolteacher, you need not suffer from emotional or spiritual back problems. G. Campbell Morgan admonished: “The supreme need in every hour of difficulty…is a vision of God. To see Him is to see all else in proper proportion and perspective.” With such a perspective, you can courageously pursue excellence, promote reconciliation and optimism, prefer selflessness, and practice resilience. After all, you are not working alone. “Faithful is he that calleth you, who also will do it” (1 Thessalonians 5:24).
