If you are a teacher, you know all about those hours and days when you question the value and impact of what you are doing. You know about times when you feel stuck in a rut, and nothing seems to be working the way it should. You lack vision to see further than the enormous stack of ungraded papers in front of you. It is especially in moments like these that we need to look beyond ourselves and the present and be reminded that we are part of a larger story.
In his book, Teaching Redemptively, Donovan Graham calls us to a compelling vision of our calling as Christian schoolteachers. Subtitled “Joining Jesus’ Restoration Project in Your Classroom,” this book reminds us of the exciting and fulfilling vocation that we have as agents of God’s Kingdom here on earth. We are part of the great story of redemption that God is enacting, and He invites us to partner with Him and to be channels of His grace.
Graham begins the book by outlining the values and practices of two hypothetical schools. Both are Christian schools, and both emphasize solid Biblical teaching. Yet in the one school, grace is absent, while in the other school grace informs everything. In subsequent chapters, Graham explores what it means for us as teachers to be both recipients and dispensers of God’s grace and how this perspective transforms what we do in our classrooms. He writes, “Redemptive teachers are engaging their students in healing, restoring, renewing, reconciling, merciful, just, creative, and beautiful activities—practices that are redemptive in themselves.”
An essential component of a redemptive, grace-informed classroom is a proper perspective of human nature. We are broken because of the fall, yet every human being still carries the image of God. As we relate to our students, we must see them as the flawed yet glorious image bearers that they are. Graham says, “The most basic principle of learning is that children learn in conjunction with their nature. They do not somehow step out of their nature as God’s image bearers when they are learning.” Like God, humans are rational, creative, moral, and purposeful beings. However distorted these attributes may be in fallen humans, they are still present. We must reject any teaching practices that ignore or downplay the image of God in our students.
A large portion of the book deals with the practical outworking of a grace-filled perspective in our classrooms. Among other things, Graham discusses curriculum choices, lesson plans, grading, and classroom behavior and discipline. The last part of the book turns inward and reminds us of our overwhelming need of maintaining an intimate relationship with Jesus. All our teaching must be centered on the person of Jesus Christ.
As I read, I found myself drawn into Graham’s vision of Christian education, and I felt renewed excitement for the part I get to play in this work. At the same time, all these things can feel idealistic and unattainable. Yet Graham himself acknowledges that none of us will get it all right, and our responsibility is to do the best we can to work toward that vision, trusting the Lord to help us. He says, “Only one who is mad, or one who truly trusts Christ would attempt to educate children God’s way.”
Teaching Redemptively is not a quick, easy read; but I found it well worth my time. I highly recommend it as a book to read personally or with your school staff.
Leave a Reply