Priorities Of A Faithful Teacher

Why does the church teach? And what should it teach? In recent years, traditional Sunday school and education programs have declined in influence and effectiveness. Education in the church is often sidelined by other competing priorities, and our efforts become haphazard and random. As a result, many Christians have not learned the fundamental doctrinal content of the faith. As a response, a growing number of church ministries have moved toward an emphasis on Christian spiritual formation. But churches must hold together education and formation, the teaching of the faith and the forming of the faithful. In this comprehensive text, Gary Parrett and Steve Kang attend to both the content and process of educational and formational ministries. They set forth a thoroughly biblical vision for intentional teaching of the Christian faith, with a holistic concern for what and whom is taught as well as how and why. Fully apprised of developments in educational theory and pedagogy, Parrett and Kang propose a core curriculum for recovering the full scope of Christian proclamation and reinvigorating the teaching ministry of the church. Their vision has implications not merely for catechesis, but for preaching, worship, children's and youth ministry, and much more. The body of Christ can become all that God intends it to be, through intentional practices that foster personal and corporate formation. Here is guidance for individuals and congregations on that journey.

How many Christian "school teachers" are fully familiar with God's biblical mandates for their vocation? School teachers inherently hold a powerful influence over students, for good or bad. This sobering reality should motivate all school administrators, especially in Christian schools, to ensure that their teachers are spiritually qualified. Academic qualifications for teachers are essential, but spiritual qualifications are critical for meeting the biblical goals of education. In fact, it is the spiritual motivation and qualification of teachers that should be the greatest area of concern during the process of selecting faculty members to serve in Christian schools. Veteran teacher and Christian counselor Hooper offers twenty-one defining principles that separate Christian teachers from those who are not Christian. Do today's school teachers make the grade? This book is a must read for all who aspire to serve God effectively in the school classroom. Duane Hooper is a school teacher, principal, ordained minister, and board certified Christian counselor. His ministry was providentially redirected from the pastorate to education in 1990 when he began serving as teacher at Bay Area Christian School in League City, Texas. While serving as teacher and junior high principal, his passion for Christian education intensified. Concerning the influence held by teachers, especially in light of Christ's love for children, Duane was burdened regarding the need for Christian teachers to model not just Spiritual fruit, but Christ's express love for children. Duane's love for students is manifested in his several nominations to Who's Who Among America's Teachers. With both masters and doctoral degrees in Christian education and a Ph.D. in Christian Counseling, Duane has an ardent passion to share what he believes to be a Bible-based vision for the ministries of Christian school teachers-whether serving in Christian or public schools.

This book has a simple intent. In September 2014, primary schools in England will be expected to adopt a new National Curriculum. There is good time to prepare, and this book shows you how. At this point of curriculum change and evolution in England’s primary schools, a number of contributors have offered their reflections on how primary schools across the country might take forward and shape their own curriculum framework for pupils. The spirit of the book is based on considerable leadership experience in schools – ‘letting-a-thousand-flowers-bloom rather than recommending a one-size-fits-all approach’. The authors’ reflections come from varying perspectives: teachers, headteachers, directors of foundations and leading thinkers on education, each of whom is involved in the work of the National Education Trust (www.nationaleducationtrust.net), an independent charitable foundation which champions best practice. Contributors include: Kate Atkins; Roy Blatchford; Tim Coulson; Kate Dethridge; Professor Deborah Eyre; Kate Frood; Dr Neil Hawkes; Richard Howard; Peter Hyman; Pamela Matty; Chris Nourse; Katy Peters; Laurence Pitt; Will Power; Jane Ratcliffe; Dave Smith; Rob Stokoe; Kathy Wood; Chris Yapp ‘The contributors are people who understand the realities of primary education yet retain that spark of imagination and creativity about what might be possible. The book will provide that most important of opportunities – to share good practice and debate with others. I’ve no doubt that minds and opinions will be changed by these contributions.' Estelle Morris, former Secretary of State for Education and Skills

The Radical Teaching of Jesus carefully and thoughtfully invites the reader into an understanding of the life and teachings of Jesus. Both his life and teachings are radical in that Jesus intended those who observed his life and heard his teachings to make a major change in their lives by fully receiving the power and presence of God. The implications of this transformation would result in a life of loving God with heart and mind and one's neighbor without condition. This volume underlines that to have a full understanding of the implications of the radical teaching of Jesus requires a careful reading of the history--of the Gospel records, of the circumstances in which Jesus lived, and of Jesus' sense of vocation. This understanding makes possible a more credible and nuanced grasp of the style and content of the life and teaching of Jesus and its extraordinary relevance for our rapidly changing and troubled global context. The book speaks poignantly both to those within the Christian family who find traditional categories regarding Jesus increasingly difficult to affirm, and to those of other faith traditions or religious unaffiliated who seek an authentic spiritual way.

In this book the Groupe des Dombes a widely respected yet unofficial dialogue of Reformed, Lutheran, and Catholic scholars from French-speaking Europe undertakes a comprehensive study of the complex issue of doctrinal authority in the church. This includes the role of Scripture, of confessional texts, of decision-making bodies, and of individual persons entrusted with authority in service to the unity of faith. / While a number of previous ecumenical dialogues have studied the question of authority with a particular focus on the ministry of the Bishop of Rome, the Groupe des Dombes lays out the complex constellation of questions that is at issue in the differing ethos of Protestant and Catholic traditions. Its challenge to the churches reflects the agenda of ecumenical dialogue for decades to come.

Even the most cursory glance at innovation in the field of education will reveal the emerging importance that researchers place on play, performance and collaboration in the classroom. Concurrently policy makers and school districts are investing more resources in promoting the development of 21st Century skills and technology use in the classroom. A Performatory Approach to Teaching, Learning and Technology integrates technology use in teaching and learning and the use of a Vygotskian performance-based pedagogy. Through the use of ethnographic vignettes and narratives the development of the author’s teaching practice is presented as challenges and contradictions brought about by technology use and a humanistic perspective on teaching and learning are engaged. The performatory social therapeutic framework that the author’s teaching practice is grounded in is richly illustrated with scenes from elementary, middle school and undergraduate classrooms. The featured technologies include laptops, Internet-based applications, course management systems, discussion forums, e-mail, digital video, Wiki’s and Blogs. Audience: Teachers, first year graduate students and researchers will be interested in this book for a practitioner’s perspective on the integration of an innovative pedagogy and technology into teaching practices.

This book invites Christian teachers to slow down, take a deep breath, and allow their weary souls to recover. The authors -- experienced teachers themselves -- encourage teacher-readers to imagine their work differently, opening up possibilities for reanimating how they view learning in a Christian context. In Teaching and Christian Imagination David Smith and Susan Felch creatively use three metaphors -- journeys, gardens, and buildings -- to illuminate a fresh vision of teaching and learning. Stretching beyond familiar cliches, they infuse these metaphors with rich biblical echoes and theological resonances. We need vision, not just beliefs and techniques, the authors argue in their introduction. And that vision, if it is to sustain us, must be deeply Christian.