Five Rules for “Fitly Spoken” Words in the Classroom

“A word fitly spoken is like apples of gold in pictures of silver.” Proverbs 25:11


Photo Source: Wikipedia

Even this early in the school year, there is need for teachers to speak with directness to students. Clarity and straightforward communication is both necessary in an effective teacher -student relationship. However, teachers must develop a skilful communication style that gets to the point without being harsh.  There is no place for a brash, in-your-face communicative style in the classroom.

In a digital culture embolden to speak without appropriate restraint because one can hide behind a veil of social media, teachers must guard against adopting a harsh or brash communicative style with students. The wisest of all men warned us to make our words “fitly spoken.”

Here are five rules that should guide teacher communication with students.

Do not “provoke to anger.  Just as parents are warned to train their children without provoking them to anger, teachers who labor en loco parentis should be careful not to provoke with words. Even though many students submit to harsh words spoken by a teacher, bitterness can take root in the heart of the student and spring up into an angry spirit.

Avoid sarcasm.  Teachers must not give in to the temptation of “making a point” by spewing sarcastic remarks. I confess that I have had to make concerted effort in this area. Why? Because I have observed first-hand that sarcasm (literal meaning is to “rip or tear flesh”) does not edify but destroys the heart of a student. Often our sarcastic words are a means of venting our frustration and anger.  Students do not respond well to being “ripped.”

Watch your Tone.   While the primary definition of tone refers to the quality, pitch, and strength of vocal sounds, the meaning of the word also refers to the “general character and attitude” of our spoken words. I recently reviewed some research that found that as much as 38% of our communication was done via the tone of our voice. It is not always what we say but how we say it. Listen to yourself!  Better yet, ask a cohort to listen to your tone. Are you communicating in a pleasant tone or one that grates on students. Proverbs 12:18 says “there is that speaketh like the piercings of a sword, but the tongue of the wise is health.”

Use gestures.  Sometimes a teacher can better communicate by a gesture than words. Very often a combination of gestures and words will prove more effective than just words. For example, teachers can point, use other hand signals (necessitates students making eye contact with the teacher), and perhaps use a nod of the head to communicate clearly and without harshness. I heard it said that “when all other means of communication fail, try words.”

Speak in love.  We are to speak truthfully with students; however, that is only part of our responsibility. Paul reminds us that truth is to be spoken in love. While it is easy to soothe our hearts by recounting our truthfulness and straightforward speech to students, our communication is never to be without love. What is love?  Love is “doing right by the cherished object.” (Romans 13:10)  As teachers, we must allow a genuine heart of love to control our speech.  Remember, perception is reality!  Students should hear love in our words, even those that are spoken correct.

These are just a few of the rules that should guide our speech as educators.  We must ask ourselves (and others) if our words are being “fitly spoken?”  Dare to ask others to help you evaluate your communication with students.  Record yourself.  Be honest with yourself.  Accept suggestions and honest criticism from others.

Do you  have other suggested rules that you use to guide your classroom speech?  What not take a minute and share with us.  Perhaps this list of five will grow to ten.  Make it your prayer that you would never offend students through your speech!

Death Education

Are your students prepared for a tragedy?

Death Education

As we begin a new school year, our buildings are teeming with energy and excitement.  There is an edge that comes with a re-start—both for teachers and students.  Some teachers are embarking on their inaugural school year as a teacher.  Students have enjoyed a summer with activity and diversion; however, most are ready to get back to the routine of socialization, education, and extra-curricular enjoyments.

But what happens when this excitement is punctuated by a tragedy?  What are you doing as a teacher to prepare students for the unexpected?  What are you doing to prepare students for the inevitable?  Do you actively provide curricular initiatives in Death Education?

graveyard Picture

Photo Source: Wikipedia

While I am sure that few have teaching units in Death Education, we should intentionally teach students to understand, deal with, and prepare for death.  It is still true: “No one is prepared to live until he is prepared to die.”  As educators, we must not only help our students prepare for death, but we must also prepare them for those times that death strikes uncomfortably close to us.

This past school year during graduation week, a student in a school that I serve, died in a boating accident.  The impact on a family, a peer group, a school, and a greater community was shocking.  While we know that these things can happen, as educators we are often caught off guard.

The educational process should include instruction in Death Education.  Of course, protocols for this teaching will be different based on age and grade levels.  But educators should integrate truths about death into students’ learning experiences.  Ruth Haycock’s Encyclopedia of Bible Truths for School Subjects suggests appropriate concepts to include into a curriculum.

Some obvious biblical concepts that should be taught—

  • Spiritual vs. Physical Death
  • Causes of Death
  • Nature of Physical Death
  • Life after Death
  • God’s Power over Death
  • The Body after Death
  • Post Resurrection Events
  • Believer’s Attitude Towards Life and Death

Death Education should not be taboo in our classrooms; rather, teachers should intentionally integrate truth about death into curriculum.  Prayerfully, your students and your school community will be spared from personal tragedy this year; however, as teachers we must be proactive in preparing students to face death.

Only when students understand and are prepared to deal with death can they be fully prepared to for life.

What are some suggestions that you can share about how to implement death education into the teaching process?

Encyclopedia of Bible Truths for School Subjects

Encyclopedia of Bible Truths for School Subjects ( Association of Christian Schools International, 1993)

Written by Ruth Haycock (originally in four volumes), Encyclopedia of Bible Truths for School Subjects is a sourcebook of information vital to Christian school teachers.  This volume provides organized, referenced, and categorized biblical truths designed to integrate every school subject.  Whether lesson preparation, research, project completion, or chapel and program development, this volume will become a trusted reference work that will allow you to work more efficiently and effectively.  A priceless resource, Encyclopedia of Bible Truths for School Subjects will deepen you knowledge and love for God’s Word while assisting you develop powerful, biblically-integrated lessons.



Aloha: Welcoming New Teachers

Works for us

AlohaPhoto Source: Wikipedia

Aloha is a small word with a big reach. Think of it as a hug. In Hawaii, we use it to say hello, good-bye, and as a synonym for love. The word aloha also describes our approach to helping new teachers get connected to our church, school ministry, and community.

Our school enrollment averages around 200 students from kindergarten through 12th grade. We have one class per grade where we try to do it right and do it well. We have 13 full-time teachers; but because it is Hawaii, every year we say good-bye to at least one terrific teacher and hello to a new one. Over the past 30 years, this has added up to a lot of hugs.

For many of these new teachers it is their first teaching opportunity. For them, moving to Hawaii is both exciting and a little scary. Here are a few of the things that have worked for us to help make the move easier for them.

Before They Arrive

Helping new teachers feel loved and wanted begins before they arrive. Moving to a new ministry can be exciting and scary. Knowing that information reduces anxiety, we try to create an environment where new teachers are comfortable asking questions. We have found that sending emails and text messages works well because of the time zone differences, but this also works well because it allows the new teachers to ask all sorts of questions as they think of them without feeling like they are bothering someone. We ask one or two of our current teachers to connect with them as well. The more information we can give them before they arrive the better.

When They Arrive

My wife and I and two or three of our teachers like to greet new teachers at the airport with a smile, a flower lei, and a short tour of the island. During the first week, we want to accomplish three things.

First, we want to familiarize them with the island. This means spending the day with them as we circle the island while sharing with them about ourselves, our diverse culture, and our unique history. Moving to a new place is always better after making new friends, so we try to take other teachers with us on these excursions to help foster opportunities for new friendships to develop.

Second, we want to help them get established in their new home. Since new teachers will not be paid for another two or three weeks, we take them grocery shopping and the church picks up the tab for the first $100. We also ask the new teachers to make a list of things they need for their house and classroom. We call this a wish list. We post the wish list in the back of the church auditorium and challenge our church folks to provide the items. Our church families are great about adopting new teachers and making them feel loved and part of the church.

Third, we want to help new teachers get connected with our church. During that first week, our pastor and his wife will work on connecting with them. We encourage our college and career Sunday school class, church members, and school staff to reach out to our new teachers as well by including them in family activities. We know that the more connections the new teachers make, the faster they will feel like they are a valued part of the ministry.

After They Arrive

After playing tourist for the first week or so, we want our new teachers to get busy working. Working together builds unity, and at the beginning of the school year we have lots of opportunities for unity!

For instance, we always schedule a church-wide work day for families to come help the teachers get the campus and classrooms ready. We also have a day set aside for new teacher orientation. This way they can have the principal’s attention, take care of paperwork, and get some individual help before the other teachers come for in-service training. Once in-service training begins, an experienced teacher is asked to help the new teacher. This mentor shows the teacher how to get the classroom and lessons ready for school.

We do other things as well, but these are a few of the things that work for us. At our school, loving and helping new teachers is a planned activity, but it is also a part of who we are as a church and school. For us, we have discovered that aloha works!


John Goodale earned a B. A. in pulpit communications from Tennessee Temple University and an M.A. in education administration from Liberty University. He has been a teacher and principal at Ko’olau Baptist Academy in Kaneohe, Hawaii, for 30 years.

Copyright Journal for Christian Educators, Spring 2016 Vol.22 NO 3.  Reprinted with permission of the American Association of Christian Schools.

Re-FOCUS Time!

WE’RE BACK !!!                                                                 

After a hiatus we are glad to be blogging again.  Beginning this month we will begin regular posts to FOCUS on Christian Education.  We are glad to re-connect with many of you and anticipate establishing many new friendships as well.

As we have prepared to re-launch FOCUS, I re-read our introductory post from January 2014.  I am sharing below some excerpts from that post.

Why another blog?

The purpose of FOCUS on Christian Education is to engage educators in relevant dialogue, equip educators for effective labor, and edify educators for biblically-relevant service all for God’s glory.

What do I mean by . . .

  • Engage– (in-gāj) to be involved, to assume an obligation; to enter into conflict
  • Equip – (ih-kwĭp) to provide with what is needed; to furnish for service or action by appropriate provisions; to make ready
  • Edify –(e-də-fī) to instruct and improve; to build or establish, especially the mind or character

What can you expect from FOCUS?

  • FOCUS will not be a one-person blog.  Although Edward will serve as the editor and Matt as the assistant to the editor, there will be many additional contributors.  The wise writer of Proverbs reminded us that confidence comes from “a multitude of counselors.”
  • FOCUS will depend on response and interaction from you—the reader and hopefully, the responder.
  • FOCUS will include more than just opinion narrative—it will provide a variety of post styles—i.e. book reviews, research and data-driven posts, etc.
  • FOCUS will seek to engage Christian educators—not that we will always agree—but that our “iron might sharpen iron” to the glory of God.


If you are already signed up to receive FOCUS by email, welcome back.  If you have not signed up to receive FOCUS, please take a minute and do so.  Anyone who signs up to receive FOCUS in the month of August will be entered in the drawing for an Amazon gift card.

Can’t wait to re-FOCUS.

The Beauty of Community

Health Update on Edward

Last month featured a two-part post on Recommitting to a Christian Philosophy and Community.  I was refreshed by several points Dr. Uecker makes; however, this past week, I was reminded in a very tangible way of the importance of the very type of community that this blog seeks to create.

As many of you may know, last week, Edward Earwood, the editor of FOCUS the focus blog, was hospitalized with serious health concerns.  As word of his condition spread within the Christian education community, people around the country and around the world began praying for his healing.  His family have received numerous visits, calls, and expressions of kindness and concern.  On behalf of the family, thank you!

We are pleased that God has seen fit to answer those prayers and that Edward’s health is improving. He’s out of intensive care and looks forward to being released from the hospital in the coming days.  Please pray for his continued healing and rehabilitation.  As those who know him can imagine, he’s eager to return to his work to edify, equip, and engage the Christian education community.

What is the Purpose of Education? Part 2

Today’s post is a continuation from part 1, which you can read here.

Untitled 3.001

We finished part 1, with this question and answer:

And that brings us to this most foundational question: What is the purpose of education?  Succinctly, we may state that education is the process of inculcating a worldview in the mind of the student.  

What is the Purpose of Education? Part 1

Martin Luther was born in 1483 in Eisleben, Saxony (Germany).  His parents wanted him to become a lawyer but, in the university, he developed a love-hate relationship with Aristotle: he believed faith was the only way to know ultimate truth, but he also believed faith was rational and could be defended with reason and logic.

Untitled 2.001

Since his love for God was greater than his love of law, he ultimately left jurisprudence and became an Augustinian friar in 1505.  He had, in fact, rejected the possibility of finding truth by means of any of the infinite variations of rationalism: the reasoning of the majority, the reasoning of an elite group, or the reasoning of his own mind.  After all, there are just two choices on the shelf for acquiring absolute truth: rationalism or revelation.  Since all possible varieties of rationalism have differing internal conclusions, none can be trusted.

Recommitting to a Christian Philosophy and Community, Part 2

Today’s post is a continuation from our last post.  You can read part 1 here.


In the absence of truth, values have become subjective and relative. Moral absolutes have given way to the consensus of the majority in which what was good is now bad and the bad has become acceptable. A biblical worldview looks to the Scriptures to define what is good and what is valuable.

Untitled 1.001

Doing the will of God, obeying the laws of God, sharing the love of God, and thinking the thought of God bring priorities, proper conduct, motives, and beauty to life (Garrick 1985). Through teaching, discipline, and modeling, regenerated hearts are led to submit to a life in accordance with God’s moral law.

Recommitting to a Christian Philosophy and Community, Part 1

The idea of mission is deeply rooted in Christian thinking and the Latin theological concept of mission dei, the mission of God. The Christian school community, centered on the person of Jesus Christ, has historically been on mission to extend and build the kingdom through its ministry to children. In obedience to Psalm 78:4-7, God’s  people are to “tell the generation to come the praises of the Lord, and His strength and His wondrous works that He has done…that the generation to come might know…that they should put their confidence in God” (NASB).

Untitled 2.001

The apostle Paul expressed his mission when he wrote, “We proclaim Him, admonishing every man and teaching every man with all wisdom, so that we may present every man complete in Christ” (Colossians 1:28). This mission is the mission of Christian schooling, and it is to this purpose that Christian educators are called.