G
OD CALLED ME TO TEACH. There is no debate
in my mind or in the minds of my family and those
closest to me. Becoming an educator was in my DNA from
the time he created me. I instinctively wanted to help others
learn new things and share what I knew. As a child much
of my time was spent enjoying school, church school, and
“playing school” at home as much as I possibly could. I did
not have parents or grandparents that were teachers as
models, but I had the master teacher, Jesus. He was begin-
ning a process to bring me to himself and equip me for the
ministry of teaching he prepared in advance for me.
I look at teaching as a ministry. This became truly evident
after being saved. Being filled with the Holy Spirit helped
me become aware that His fruits are to be expressed through
teaching. Galatians 5:22 tells us, “But the fruit of the Spirit is
love, joy, peace, longsuffering, kindness, goodness, faithful-
ness, gentleness, and self-control.” Jesus became my vine,
and I was His branch as I reached
out to provide the fruit of His
knowledge and shared the joy of
learning with the students and
families He put in my path. It is a
privilege and serious responsibil-
ity to teach and educate others.
As I realized my calling and
prepared for a career in education,
I sought to understand what type
of teacher to become. I was aware
that I was creative, organized,
and loved giving children oppor-
tunities to discover and learn new things. This led me on a
path to Early Childhood and Elementary Education. Jesus
said, “Anyone who welcomes a little child like this on my
behalf welcomes me” (Mark 9:37). These are critical years
where minds can be molded, developed, or stifled. I wanted
to make a difference, so I looked for models of excellence in
my school history and throughout my college years.
In my present position as a Christian school administra-
tor, I am encouraged by Hebrews 13:7, “Remember your
leaders who first taught you the word of God. Think of all
the good that has come from their lives, and trust the Lord
as they do.” I hope to be a humble example and leave a legacy
of faith to those I teach.
From the beginning, I recognized that education was not
a one size fits all production line. I believe all children are
capable of learning, and as educators, it is imperative we
find the methods or strategies that work for each child. All
students can achieve the skills and thinking abilities neces-
sary to be successful, productive citizens in God’s world.
As a result of this firm belief, I was drawn to learn how
to provide a quality education and inspire students to learn.
Strategies need to meet the needs and developmental stages
of all children. As teachers, we need to understand our
students developmentally, intellectually, emotionally, and
spiritually. Being Christ to these students and their families
requires we care enough to invest in them beyond just
knowledge and understanding of educational content.
My passion and God’s divine plan soon led me to an
opportunity to become equipped with skills to meet the
needs of students that didn’t fit the mold of the “average”
student. I learned how to teach both dyslexic children and
gifted and talented students. Both groups required that I rely
on the gifts of the Spirit and seek God’s help in teaching them.
I began to truly understand my
personal philosophy of education
as I worked with these precious
children. God has created each
of us unique, and His design is
perfect. Psalm 139:14 reminds
us, “We are to praise you because
we are fearfully and wonder-
fully made.” God doesn’t make
mistakes, and all children deserve
an education that enhances who
they are and how they learn. My
years of experience confirmed
this through the testimonies of many students and their
parents as to the difference it made in their outlook on
education and the change in their self-worth.
As educators, we need to inspire students to achieve to
their fullest potential. We do children a disservice when
we do not expect their best and lower the bar in our goals
and curriculum. I believe that a differentiated instruction is
critical in meeting all students’ needs. We can understand
what type of instruction works using models like Gardner’s
Multiple Intelligences. We need to identify whether a child
uses bodily-kinesthetic, verbal/linguistic, logical/math-
ematical or other intelligences to learn and offer strategies
utilizing their types of thinking. Doing this shows we care
about them and see them as individually precious and
important. In my eyes, this is modeling the Master teacher
and acknowledging their value.
For God’s gifts and
his call can never
be withdrawn.
Romans 11:29
39