Thoughtful educators continuously engage in reflective practice. They read professional journals and articles about education. They listen to their students and the parents of those children. They evaluate their instructional methods and classroom practices in light of classroom or school-wide assessments, standardized test scores, and other measures of student progress. They are aware of current trends in education, and they weigh the value of new methods and tools for student learning. They reflect on their practices and their beliefs about education, and they strive to make their classroom the very best place for meeting the very individual needs of the children God sends to them and parents entrust to their teaching and care.
Be a Critical Thinker
Thoughtful Christian educators engage in reflective practice but reject many of the practices of progressive American education because the practices and the principles those practices reflect conflict with biblical truth about the nature of children and the nature of learning. Recently, Education Week published a blog by Maya Thiagarajan that questioned some of those progressive principles and practices. Maya is an American-educated English teacher who has been teaching in Singapore. She is the author of Beyond the Tiger Mom: East-West Parenting in the Global Age. In her Education Week guest blog on August 15, 2016, Maya frankly discusses five “universal education truths” that as an American teacher she believed and “religiously” followed until her move to Singapore in 2010. I am going to consider each of the “five truths” in a series of posts, beginning with the third in Maya’s list.
Role of the Teacher
Truth #3: Good teachers are always “the guide on the side.” No good teacher should be “a sage on the stage.”…With phrases like “sage on the stage,” American educational rhetoric literally ridicules the idea that a teacher has wisdom to offer young kids. In every way, the rhetoric exhorts teachers to stay on the sidelines and play only a facilitating role while empowering kids to take the lead.
While I think that playing the role of a guide or facilitator has its place in a 21st century classroom, I’ve also started to think deeply about the Singaporean belief that the elder not only has wisdom to offer the child, but also has a responsibility to be front and center in the child’s life.
When I read American rhetoric exhorting teachers and parents to empower children by giving them more choices and greater freedom (and in the process, less explicit guidance), I can’t help but wonder whether it makes sense to marginalize the role of the elder. When we let machines and peer culture teach our children, aren’t we devaluing our own wisdom and expertise? Aren’t we abdicating a central responsibility that the elders in communities around the world have performed for millennia? Don’t children benefit from some explicit guidance? And shouldn’t there be some times when we are “the sages on the stage”? (Thiagarajan, 2016)
What is a Sage?
Consider the meaning of sage—a wise and venerated elder. Consider the pattern of learning repeatedly emphasized in Scripture—an elder (parent, grandparent, pastor, teacher) instructing, guiding, and mentoring one who is younger and/or uninstructed in truth. Consider the example of Christ with His disciples. Isn’t it apparent, then, that Christian school teachers should be the “sage on the stage” in their classrooms? If you think that means a daily lecture in every discipline where students are passive listeners to your continual droning, then I pity the children in your classroom. If you think that means a classroom without digital resources, online connections, and multi-sensory experiences for learners, then you are misunderstanding the real meaning of sage.
If your classroom is a place where you wisely direct active learning experiences for your students, connect to digital and online resources that enrich and reinforce student learning, share your knowledge of a subject with engaging lecture that sparks student questions and discussion about significant topics, and lovingly shepherd children and teens through their many social, emotional, and spiritual crises – then I think you truly understand what it means to be “the sage on the stage.”
Thiagarajan, M. (2016, August 15). Five lessons from teaching in Singapore. [Web log post]. Retrieved from http://blogs.edweek.org/edweek/global_learning/2016/08/five_lessons_from_teaching_in_singapore.html?qs=teaching+in+sigapore