God has created humans, in Christ Jesus, to do good works, prepared in advance.
The response is to work wholehearted “for the Lord” (Ephesians 2:10, Colossians 3:17).
The “office” (or position) of teaching and the “office” of learning both carry different responsibilities and authority under God.
In community, the office of both teacher and learner are valued, respected, and supported. They are given the necessary freedom and accountability to carry out their work, with clear direction, functioning in harmony with all others (Fowler, 2014).
What makes an effective teacher? How can we craft learning so that it will be meaningful?
As the faithful teacher prayerfully grapples with how to craft their content and practice in a way that leads students to worship, they themselves are participating in an act of worship to God.
The office of student
We need to create a culture where students are given permission to enjoy their mathematical work.
Enjoyment is found as they work “for the Lord” (Colossians 3:23–24) through exercising their gifts. Enjoyment can be found through the processes of manipulating numbers, discovering patterns, solving problems, and helping others do the same. The structure, order, and even the absolute right and wrong answers for routine skills can be relaxing and provide a break from all the “big thinking” needed for the uncertainties of life and education.
The office of teacher
Without an engaging and meaningful approach to teaching, all students may hear is a “clanging gong” or a teacher going “blah, blah, blah” (1Cor. 13:1).
However, “good teaching cannot simply be reduced to technique; good teaching comes from the identity and the integrity of the teacher”
Palmer, 2007, p. 10
The teacher’s office nurtures communal life, empowering students to flourish. Students understand God’s grace when they experience it; are trained in responsibility (Matt. 25:14–30) and learn about discipline (Heb. 12:4–11) when they are accountable. Community enables students to value diversity as members of the body (1 Cor. 12), together enhancing each other’s learning. However, teachers who attempt to ‘control students’ distort power and eradicate students’ freedom to develop responsible control over their own lives and learning.
Here are some tools to help you consider your work of teaching more deeply:
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The skills and drills of Mathematics
Enjoyment can be found through the processes of manipulating numbers, discovering patterns, solving problems, and helping others do the same. Read more
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About: Modelling Worshipful Practices
To establish a rhythm of worshipful practices we need to intentionally model these to students and draw students’ attention to the purpose behind the practices we employ. Read more
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Abstract vs. concrete
“There are two versions of maths in the lives of many people: the strange and boring subject that they encounter in classrooms and an interesting set of ideas that is the maths of the world, and its curiously different and… Read more
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Mathematical play
God designed us to play. It is a “deep human desire, and it is a mark of human flourishing… Everyone can have a meaningful experience in mathematical play.” Francis Su, 2020, p.49, 63 Play What is happening when we play?… Read more
