Meditating on Meekness, Teaching and a New School Year
Teaching is a stressful occupation (Johnson et al. 2005; Chaplain 2008; McCarthy et al. 2010) and is certainly recognized as an emotional undertaking (Sutton, Mudrey-Camino and Knight 2009). Research shows that love, joy and satisfaction are positive emotions most teachers experience; it also shows, however, that frustration, anger and anxiety are also commonly experienced (Hatch 1993; Hargreaves 1998; Winograd 2003). Christian teachers would be well-served to consider the virtue of meekness as a probable and Biblical solution to frustration in the classroom. The following principles might assuage the effects of stress on teaching experiences.[continue reading...]
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About Lutheran Education Journal
The Lutheran Education Journal is the oldest continuously published journal of education in North America. It was, and remains, a journal of the faculty of Concordia University Chicago, an institute of higher learning in the Concordia University System of the Lutheran Church-Missouri Synod (LCMS).
“HOPE is knowing that, even when there is no hope, there is hope in Jesus Christ.” I like this definition of hope. It is energizing, revealing, affirming, true, and of course, Hopeful. I contend that one of the challenges in the church, school, and society of 2011 is that there are not enough hope peddlers […]
My wife and I recently took a vacation to the Florida Everglades—one of the last frontiers of America—where we saw all sorts of exotic plants and animals including storks, herons, manatees, loggerhead turtles, deer, dolphins, and alligators. We were surprised to see the multitude of alligators lying on the banks of the channels in the […]
I do not own a gun. I never have. However, I do enjoy eating wild game like venison when I get a chance. In the earlier years of my ministry as a DCE in a northwestern Minnesota congregation, I was once invited to borrow a congregational member’s gun and to join him hunting on his […]
We Lutheran educators continue to be caught in a world fixated on the worries, woes, and wars of life, both globally as well as personally in our own lives. Just last night, watching the Evening News, I was struck by the reality of the news commentator saying “Good Evening,” and then proceeding to tell me […]
One of the true joys of my years spent on the faculties of Concordia College-New York and Concordia University Chicago has been the time that I’ve spent with the teachers, children, and schools of the Lutheran Church. I’ve been able to meet and speak to teachers and administrators at conferences. On a more personal level, […]
The Lost World of Genesis One: Ancient Cosmology and the Origins Debate. John H. Walton, Downers Grove, IL: InterVarsity, 2009, 192 page, Paperback, $ 16.00. For almost eighty years the Lutheran Church-Missouri Synod has publically declared its belief that God created the world as narrated in Genesis, stating, We teach that God has created heaven […]
Teaching is a stressful occupation (Johnson et al. 2005; Chaplain 2008; McCarthy et al. 2010) and is certainly recognized as an emotional undertaking (Sutton, Mudrey-Camino and Knight 2009). Research shows that love, joy and satisfaction are positive emotions most teachers experience; it also shows, however, that frustration, anger and anxiety are also commonly experienced (Hatch 1993; Hargreaves 1998; Winograd 2003). Christian teachers would be well-served to consider the virtue of meekness as a probable and Biblical solution to frustration in the classroom. The following principles might assuage the effects of stress on teaching experiences.
ABSTRACT This mixed-methods study examined effects of implementation of the Core Knowledge Sequence (CKS) in a southern California Lutheran school. The CKS is a sequence of academic content arranged by grade level for Grades Kindergarten through 8. The content builds on itself, year after year, relating new knowledge to the knowledge gained in previous years. […]
The problem of this study was to determine the relationship between perceived stress and a specific set of predictor variables among selected teachers in Lutheran schools in the United States. These variables were cognitive emotion regulation strategies (positive reappraisal and rumination) and optimism. The sample consisted of 582 early childhood teachers, 147 participated. They answered three surveys: the Perceived Stress Scale (PSS), the Cognitive Emotion Regulation Questionnaire (CERQ) and the Life Orientation Test Revised (LOT-R). The hypotheses were tested and confirmed. A standard multiple regression revealed that all three independent variables (rumination, positive reappraisal and optimism) are statistically significant predictors of perceived stress for this population of Lutheran teachers. This study shows that as levels of positive reappraisal and optimism increase, perceived stress decreases. This means that reappraising stressful situations in a positive light and having an optimistic outlook on life ameliorates stress. This study also shows that as rumination increases, perceived stress increases as well. This means that dwelling on the negative aspects of stressful situations exacerbates the experience of stress.