Faith-Based Learning

As I taught my unit on Grammar, Ive always thought there was nothing wrong with
teaching it as an isolated unit, treating it as a necessity to slough through. I was taught as such.
The purpose was to create better papers, I had thought. Then I came to Calvin and became an
Education major. As I learned in my classes, my worldview and pedagogy changed. I no longer
treated grammar as an isolated part of English that needed to be addressed, as a tool to help with
the general papers. I wanted the students to see it as relevant to them in other areas of school,
too. For instance, writing a clear lab report, or arguing a subject in government History; I didnt
want them to dismiss grammar as just something English.
From what Ive experienced in the past and shared with fellow classmates and peers,
grammar was treated as something to be used to show someone, Im superior, and an awful
necessity to learn to pass common core standards and ace standardized tests. As said before, it
was treated to be solely English-based; I also remember in high schools, other subject teachers
would joke to their students that they didnt care about grammar, not like the English teachers
did. However, I think it is still important to society and to the persons articulation level and
fluency as a whole. I dont want them to think themselves as superior, but I want them to have
the respect that better grammar gains, and the way people would view them.
In my unit showed them how integral it was in helping their work, and how strong words
can be when put together correctly. In my unit, I included memorable speeches, wanting the
students to analyze for themselves what pauses and what grammar was used in the speech to
emphasize on certain points, how it flowed smoothly together to create an elegant statement. It
shows what exactly the power of words are, how it can build up. On the other hand, it can also

easily tear down, so I want the students to be aware of their wording on a more general note,
creating a classroom environment of respect and conscious of what they say.
As I continue to learn about teaching pedagogy and education throughout my classes, I
am introduced to many insightful authors who give helpful perspectives through their own
thoughts and experiences. For instance, in an article, it talked about how there were three
different types of roles that Christian teachers tended to take when portraying themselves to their
class: the Agent of Enculturation, the Christian Advocate/Evangelist, and the Golden Rule TruthSeeker (Schwartz, 1996). According to the reading, generally, the Agent of Enculturation focuses
on kindness, the Advocate focuses on righteousness, and the Truth-Seeker focuses on religious
liberty. I felt that I have seen instances of teachers taking the Agent of Enculturation route, such
as teaching science, and on the topic of evolution, through teaching it, says it could be a matter
of opinion and not agreeing with it. Or, possibly showing their faith with the treatment that they
give to students and their mindset when it comes to teaching; their faith was there, but veiled. I
feel that, if I were to start teaching in a public school setting, I may take the Agent of
Enculturation route. I am unsure about the degree of faith I am able to share in a public school
setting.
In a Christian school setting, such as this case, I feel that I may take a more Advocating
viewpoint, taking a higher emphasis in the spiritual point of view in my lessons. This also made
me think of the Five Standards of Authentic Instruction (Newmann & Wehlage, 2016).
According to it, the word authentic is to distinguish between achievements that are significant
and meaningful and that which are trivial and useless. What exactly should be prioritized in
learning? I do agree with the stance that students should, aim their work toward production of
discourse, products, and performances that have value or meaning beyond success in school. I

feel that there is too much emphasis placed on success in schools. I like the ideals of a spiritual
standpoint that learning should not just be used to prove oneself better than others, but to better
oneself FOR others.
This standpoint was further exemplified when I aided at Northpointe Christian. I felt that
there was a positive learning environment. As such, we have chapel for a half hour every
Tuesday and Thursday. Seeing them emphasize on the wellbeing of their students, not just
academically but spiritually and morally also, was very encouraging to see. I liked their idea of
prayer groups consisting of different grades; it promotes harmony throughout the different grades
and mentorship rather than putting each other down or overlooking. Teachers are also put in
charge of each prayer group as an advisor and as a guide, which creates a relationship of
accountability. Rather than that of simply a relation of teacher and student, it would be more
meaningful having a relation from a fellow Christian supporting each other. I also see my teacher
genuinely care and ask about the wellbeing of the students she sees, from wither her current year
or years past. Seeing this bond, I would like to be such a teacher in the future so that the students
know that they are cared for, not just about their grades, but them as a person. This is the current
worldview I would hold in my teaching of English, and of grammar in particular for this unit.

Works Cited
Brown, M. (2016, September). Under Discussion: Teaching Speaking and
Listening. Joyful Reading Is Our Goal, 106(1), 76-79. Retrieved November 8, 2016,
from http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1061_sep2016
/EJ1061Discussion.pdf
Newmann, F. M., & Wehlage, G. G. (2016). Educational leadership: Authentic learning: Five
standards of authentic instruction. Retrieved November 20, 2016, from
ASCD, http://www.ascd.org/publications/educational-leadership/apr93/vol50/num07/FiveStandards-of-Authentic-Instruction.aspx

Schwartz, J. E. (1996). Christian Teaching in the Public Schools: What are Some
Options? Christian Scholars Review, 26(3), 293305. doi:November 22, 2016