Beruflich Dokumente
Kultur Dokumente
Ariel Morales
Franciscan University
EDU 348
Managing student behavior requires a delicate balance between meeting the needs of the
group by maintaining social order and meeting the unique needs of each student. As a Catholic
educator I strive to plant seeds of faith wherever I teach. This can be seen in my classroom, in
Schools must act as a catalyst for students growth in faith. In striving to live and teach with
virtue, I can be a model and example for my students and “light the match” for success
spiritually as well as academically. Going along with virtue is living out the fruits of the spirit,
which are love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-
control. Engaging in these virtues and fruits can not only plant seeds of faith but also ensure a
As discussed in Mucci (2015), the three major aspects to catholic social teaching (CST)
are understanding the dignity of the human person, having preferential option for the poor and
vulnerable, and seeking the common good. These three underlying points lay the foundation for
social teaching and guide parents, educators, and other professionals in completely supporting
their students in body, mind, and spirit. In understanding catholic social teaching students are
given the “seed” of faith and the guidance to become successful and contributing members of
society. The beauty of these foundational aspects to CST is that you do not need to teach in a
Catholic school or even work with other catholics to plant these seeds of faith and virtue. In
being an example of virtue through actions and organization, educators can guide their students
In a study done in 2015 by Mucci, catholic educators were interviewed on the three CST
tenets. These educators were of varied beliefs and religious affiliation, although all educators in a
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Catholic school. In interviewing these educators, the results varied based on beliefs. However,
teacher congruence between beliefs and self-described responses to behavior was seen more in
relation to the dignity of the human person and preferential option for the poor and vulnerable
and less in relation to seeking the common good. These results ultimately reflected the teachers’
The dignity of the human person refers to the idea that human beings are made in the
image and likeness of God and therefore deserve “equal dignity” no matter what qualities an
individual may bring that could be different from others (Mucci, 2015). Behavior is strengthened
discipline their students with dignity. Curwin, Mendler, and Mendler (1988), state that in treating
students with dignity at every encounter there is an increased trust and a stronger relationship
between the teacher and the student. Educators must remember that students are human and
children of God. In promoting the virtue of kindness and patience through actions, the educator
can guide their students in understanding socially acceptable behavior. This will promote
students’ ability to see the human dignity of each individual that they encounter.
Preferential option for the poor and vulnerable has to do with promoting social justice for
those considered marginalized or vulnerable within our society and ensuring that their needs are
met (Mucci, 2015). Tolerance and the idea that school is for all students must be taught and
reinforced in the classroom. Educators should not pick and choose whom to teach and work with
(Curwin, et al., 1998). Rather, they should strive to educate and work with all students as it is the
difficult students who shape educators and enhance their teaching skills. Further, it is vital that
educators strive to promote social justice in their classrooms and guide their students in gaining
Seeking the Common Good refers to each individual’s right to participate and seek the
common good for all individuals in a community. Behavior is largely a product of its
environment and in managing a classroom it is very important to keep an orderly and clean
environment especially when educators are working with students with disabilities. It can be
extremely overwhelming for students of all abilities to walk into a busy and cluttered work
space. In ensuring that the work space is organized and clearly defined educators can better
In conclusion, to be a Catholic educator is to teach the whole child: body, mind, and soul.
It is a special calling that requires me to plant seeds of faith, foster virtue and learning
opportunities through mistakes, and guide the growth of my future students. My catholic faith is
such an important part of who I am that in calling God to be with me and listening to the
guidance of the Holy Spirit, I can effectively make a difference in my students’ lives and teach
them more than what is going to be on the next test. It is a difficult but rewarding field that is
definitely a gift and I am so blessed to be called to take part in the gift of teaching.
Bibliography
Curwin, R. L., Mendler, A. N., & Mendler, B. D. (2009). Discipline with dignity: New
challenges, new solutions (4th ed.). Moorabbin, Victoria: Hawker Brownlow Education.
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the lens of catholic social teaching principles. Journal of Catholic Education, 18(2).