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Professional Guidelines for Christian English Teachers: How to Be a Teacher with Convictions while Respecting Those of Your Students
This handbook is for people in the field of English language teaching who are looking for practical ways to be both committed followers of Jesus and ethical TESOL professionals. What do such teachers actually do in the classroom? What materials do they use? How do they relate to their students and colleagues in and outside the classroom? How can they treat students as a whole people, with spiritual and religious identities? How can they set a high bar for ethical teaching?
Professional Guidelines for Christian English Teachers has grown out of Kitty Purgason's experience as a Christian seeking to follow the Great Commandment and the Great Commission, as a practitioner with a deep concern for excellence and integrity, and as a teacher trainer with experience in many parts of the world.
Professional Guidelines for Christian English Teachers has grown out of Kitty Purgason's experience as a Christian seeking to follow the Great Commandment and the Great Commission, as a practitioner with a deep concern for excellence and integrity, and as a teacher trainer with experience in many parts of the world.
236 pages, Kindle Edition
Published November 28, 2016
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6 people want to read
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February 22, 2021
I have found a new way of reviewing my books. I hopefully will use this for any genre of books I read. Credits to my college TESOL professor for this.
Before I get into it, I would like to say that I enjoyed this book a lot. The style just isn't for me. There's a lot of sample lesson plans and tips in this book, and I don't generally like to read lesson plans in my free time :(. Great quotes, but not an enjoyable read for pleasure reading. Very practical and would recommend to my fellow Christian ESL teachers, but not for pleasure reading.
Reading Grid
Reading: Professional Guidelines for Christian English Teachers by Kitty Barnhouse Purgason
(1) The most important point the writer(s) made:
CETs are not merely language teachers, but are “agent[s] for change in a world” that is in desperate need of change”. In this way, they have the opportunity to introduce or implement the gospel message in their lesson plans if they wish.
(2) One point I definitely agree with and why:
When we engage the identities of our students, they are more likely to get involved and invest themselves in the learning process...attending to our students’ identities in the classroom...is good for our students’ access to opportunities...access to powerful social networks that give learners the opportunity to speak - p. 75
I agree with this because involving students in the classroom as human beings will make a more comfortable classroom setting for the students. Yes, they are students, but they are people just like their teacher, a human. We feel validated when one acknowledges us and recognizes us at a personal level. Doing this at the same time will reveal the gospel message, though not directly. Seeing our students as God’s creation and bearers of God’s Image will make our jobs as CETs worth it, because we’re teaching something that will hopefully make a positive and impactful difference in their lives, and that in and of itself is ministry; showing kindness and compassion is probably the hardest thing to do as a CET, but students will see that and that will create opportunities where the gospel message can be shared.
(3) One point I’m not sure I agree with, or even definitely disagree with, and why:
I don’t really have a point of disagreement. I guess I’m not entirely clear on this statement. “Any attempt to change another person has to be done with the assumption usually implicit, that the changes will be for the better” - p. 30
I think I would have liked more examples of this so that I can easily grasp the point. Not saying that I don’t agree with this; I agree with this point! I would tell stories of how CETs instilled change in their students’ lives.
(4) A key piece of factual, empirical, or research-based information in this reading, and why it is significant:
(5) A key theory, concept, or background idea in this reading, and why it is significant:
(6) A key moral or spiritual value, issue, dimension, or argument in this reading, and why it is significant:
“‘Whatever you do, whether in word or deed, do it all in the name of the Lord Jesus...Work at it with all your heart, as working for the Lord, not for human masters...It is the Lord Christ you are serving’ (Col 3:17,23-24). This means that whether we are paid teachers or volunteers, whether our teaching is for a week-long summer camp or a career in a university, it must be done with the knowledge that we are supervised by God.”
I would say this is the foundational concept all CET teachers should understand. Everything that we do is for God’s glory, so even that means that we teach for the glory to God
(7) One idea that was new(ish) to me in this reading, and why it stood out to me:
“Another reason interaction with other Christians is very important is so our students can realize that Christianity is not something that belongs just to English-speaking nations, but is a faith for all people. Nor is faith simply a matter of an individual and Jesus; rather, it is worked out and displayed in community.” - p. 40
This stood out to me because I never really thought about this as a problem as CET teachers. Yes, Christianity shouldn’t be only for English speakers, and we should show the ESL students that Christianity is for everyone and that Christ died for everyone, not just English speakers.
(8) The single sentence in this reading that I found to be the most engaging, and why:
“teaching can be not only witness but also ministry and service.” - p. 15
I mean this statement is true. Teaching shouldn’t be just for teaching’s sake. It is a form of ministry and service, so all the more reason to put more effort into this profession.
(10) Can I implement this book into my teaching and/or ministry?
Of course! This book is full of ideas and is coming from a Christian perspective. I have a feeling I’m going to use this book pretty frequently for my teaching ministry.
Before I get into it, I would like to say that I enjoyed this book a lot. The style just isn't for me. There's a lot of sample lesson plans and tips in this book, and I don't generally like to read lesson plans in my free time :(. Great quotes, but not an enjoyable read for pleasure reading. Very practical and would recommend to my fellow Christian ESL teachers, but not for pleasure reading.
Reading Grid
Reading: Professional Guidelines for Christian English Teachers by Kitty Barnhouse Purgason
(1) The most important point the writer(s) made:
CETs are not merely language teachers, but are “agent[s] for change in a world” that is in desperate need of change”. In this way, they have the opportunity to introduce or implement the gospel message in their lesson plans if they wish.
(2) One point I definitely agree with and why:
When we engage the identities of our students, they are more likely to get involved and invest themselves in the learning process...attending to our students’ identities in the classroom...is good for our students’ access to opportunities...access to powerful social networks that give learners the opportunity to speak - p. 75
I agree with this because involving students in the classroom as human beings will make a more comfortable classroom setting for the students. Yes, they are students, but they are people just like their teacher, a human. We feel validated when one acknowledges us and recognizes us at a personal level. Doing this at the same time will reveal the gospel message, though not directly. Seeing our students as God’s creation and bearers of God’s Image will make our jobs as CETs worth it, because we’re teaching something that will hopefully make a positive and impactful difference in their lives, and that in and of itself is ministry; showing kindness and compassion is probably the hardest thing to do as a CET, but students will see that and that will create opportunities where the gospel message can be shared.
(3) One point I’m not sure I agree with, or even definitely disagree with, and why:
I don’t really have a point of disagreement. I guess I’m not entirely clear on this statement. “Any attempt to change another person has to be done with the assumption usually implicit, that the changes will be for the better” - p. 30
I think I would have liked more examples of this so that I can easily grasp the point. Not saying that I don’t agree with this; I agree with this point! I would tell stories of how CETs instilled change in their students’ lives.
(4) A key piece of factual, empirical, or research-based information in this reading, and why it is significant:
(5) A key theory, concept, or background idea in this reading, and why it is significant:
(6) A key moral or spiritual value, issue, dimension, or argument in this reading, and why it is significant:
“‘Whatever you do, whether in word or deed, do it all in the name of the Lord Jesus...Work at it with all your heart, as working for the Lord, not for human masters...It is the Lord Christ you are serving’ (Col 3:17,23-24). This means that whether we are paid teachers or volunteers, whether our teaching is for a week-long summer camp or a career in a university, it must be done with the knowledge that we are supervised by God.”
I would say this is the foundational concept all CET teachers should understand. Everything that we do is for God’s glory, so even that means that we teach for the glory to God
(7) One idea that was new(ish) to me in this reading, and why it stood out to me:
“Another reason interaction with other Christians is very important is so our students can realize that Christianity is not something that belongs just to English-speaking nations, but is a faith for all people. Nor is faith simply a matter of an individual and Jesus; rather, it is worked out and displayed in community.” - p. 40
This stood out to me because I never really thought about this as a problem as CET teachers. Yes, Christianity shouldn’t be only for English speakers, and we should show the ESL students that Christianity is for everyone and that Christ died for everyone, not just English speakers.
(8) The single sentence in this reading that I found to be the most engaging, and why:
“teaching can be not only witness but also ministry and service.” - p. 15
I mean this statement is true. Teaching shouldn’t be just for teaching’s sake. It is a form of ministry and service, so all the more reason to put more effort into this profession.
(10) Can I implement this book into my teaching and/or ministry?
Of course! This book is full of ideas and is coming from a Christian perspective. I have a feeling I’m going to use this book pretty frequently for my teaching ministry.
Displaying 1 of 1 review