Concordia in the Classroom: Part 1

By Elisabeth York

My identity as a teacher takes up a great deal of space in my life, but that part of my identity is also very closely linked to my relationship with God. We often think of ministry as directly related to church, but I have always known that my profession was also my ministry. Over the years, I have realized that many of the struggles we face in the classroom are spiritual. The struggle to maintain our ethics, our integrity, and our transparency in the classroom is spiritual. The struggle to build positive relationships with our students, in some cases our own children, is spiritual. The struggle to maintain professional and respectful relationships with administration and co-workers is spiritual.

I’m now in my fourteenth year of education. In some ways I wish that I knew then what I know now, but that’s just not how it works. Sometimes the beauty of what you learn is in the struggle. Each institution in which I have worked is different. I worked in private, Christian education for seven years and am now in my seventh year of public education. While there are differences both in where I have worked over the years and in my classrooms, I have also wanted there to be consistency. This consistency allows me to create relationships with each group of students I have in my classroom.

I don’t claim to be an expert educator, but my desire is that through sharing my experiences and thoughts, you will know that you’re not alone in how you feel, especially in those moments of discouragement and struggle. Here are some reminders that help me focus on the work I am called to do:

Know yourself and your skill set: You absolutely have something to contribute, and it’s unique to you! It may take a few tries and a few failures to figure out the ways in which you will contribute, but we all have them. We all have experiences and God-given talents that are valuable. I have never played a sport in my life, so I know (for sure!) that I have no business coaching or being involved in athletics. However, throughout my career I have served as a senior sponsor, prom sponsor, chorus director, fine arts club sponsor, and have sponsored other activities and events because my skill set is in planning and organizing.

Know when to go home: You will be a better teacher and a more balanced person if you place boundaries around both your personal life and your professional life. Caring about your profession and the students in your classroom doesn’t mean you have to spend every available moment at school or attend every activity in which they are involved. Sometimes spending hours at after-school activities and being involved in absolutely everything is really just a way we try to fill a void in our personal lives. Honestly, I was very late to this realization. I found work to be a refuge. However, finding fulfillment outside the classroom is incredibly important to one’s personal and spiritual growth.

Know when to close the door: While we all require a certain amount of socialization, I’m not sure we need as much as we get at times. Teaching during your designated class time should be your priority. If our students are expected to value what happens in the classroom, then we have to do the same. And let’s be honest, so much of the hallway chit chat can be negative and counter-productive. Show your students that you respect your time together and close the door when class begins.

Know that every day won’t be fulfilling: There will be times, possibly even long stretches of times, where the job just feels heavy, and you will feel frustrated and inadequate. Perhaps the students are apathetic, or perhaps there’s conflict with others, or perhaps (sometimes worst of all) administration just isn’t administrating. Remind yourself of your purpose, and dive into something that brings you joy. If it means that you mix it up in the classroom a bit, or if you need to spend a planning period outside in the sunshine, do that. I look for opportunities to play soothing music and focus on classroom reading and assignments that I sincerely enjoy. I refuse to be enslaved to assessments, objectives, and standards, and I determined a few years ago that I would never read anything in the classroom in which I didn’t see clear value. I want my students to think and be better people, not just answer all the questions correctly or be prepared for an assessment.

Know who your people are: I knew no one at both the first and second school at which I taught. In time, I built relationships that are valuable to me to this day. Granted, I’m a bit of a loner by nature; however, it has become increasingly more important to me to build my community of people, some of whom are co-workers and some of whom are not. I value having people with whom I can pray and consult, whether it be about school or other more personal matters. I deeply value my friendships, probably now more than I ever have. It is important to cultivate these relationships.

While these suggestions are my own, I have found them to be successful ways of preserving a spirit of concordia within my classroom. It is important for you, as a teacher, to remember the work you have been called to do and to establish habits and routines that encourage you to keep this in the front of your mind. When you are at your best, you will be more able to pour into your students and create the atmosphere you want.