Teaching International (ELL) Students

As I’ve written previously, our international students (ELL for the sake of brevity), predominately from China, come with needs and challenges and strengths that we are blessed with a chance to address. It truly is global missions brought to America.

As I promised in the previous article and failed to deliver until months later, here are some tips for teaching this population.

  1. Check your biases and prejudices

Though my intention in my first article was to chisel away at these things that exist in all of us, it bears a reminder for teaching this population.  I have seen many wonderful Christians carry anger and hostility for our international students for merely being who they are: teenagers living thousands of miles away in a totally different culture, immersed in a school that is not using their primary language, all without daily parental contact.

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Conversation Cures

fish in solitude - diversity concept, racism and isolation

The change began one afternoon this summer when I was chatting out by the pool with a friend. She has two teenage daughters; I have two early school-aged daughters. I’m always curious about her insights on parenting because a) she’s a fantastic parent b) I can get an idea of what’s down the pike in my own parenting journey.

I asked what her family has been up to. “Lately, we’ve all been reading The Tech-Wise Family, so we can prepare ourselves for when Allie gets a smart phone.”

“Wow! Allie is getting a smart phone?” I was surprised. Allie is a freshman in high school, the oldest daughter. They’d been able to put off smart phones for the girls until now. I guess I assumed it was never going to happen.

The plan was for everyone in the family to read the book and then for Allie to record her goals and some of her own guidelines for her new smartphone. She would present these to her family and they would make any edits together. “Our goal,” my friend said, “is to keep technology in it’s proper place. Thus far, we’ve enjoyed being a family defined by nightly dinners, outings, adventures and deep conversation. We know the smartphone can be a helpful tool, but we don’t want it to be a driving force.”

My friend then pointed me to an article in the Atlantic about post-millenials (iGen) and the smartphone habits they carry that link them to increased rates in depression, anxiety and even suicidal ideation. More outstanding to me, however, was iGen’s decrease in activity outside the home, decrease in activities without parents (fewer post-millenials are choosing to get their drivers license in high school and thus rely on parents to drive) and decrease in teenage pregnancy (along with other “risky behaviors”). In short: iGen are safer (physically) and less active as they practice retreat into the various worlds of their phones.

In short-short: this generation, by and large, are on their phones more that they are with actual people.

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Is it a sin…?

Whenever a sentence starts with those four words, I’ve learned to prepare myself for at least a few of the following background conditions:

  1. The student has already had an argument or disagreement with a peer or their parent about the sinfulness of the act or behavior in discussion.
  2. The student is bored and wants to talk about something else.
  3. The student is hoping I’ll agree with them and validate their position, or condone their behavior.
  4. Moralism is in the student’s mental background radiation, so if it IS a sin… someone’s going to Hell.
  5. A simple yes or no will probably ignore the underlying issue.
  6. This is probably not going to be a question that the Christian community has agreed upon a unanimous answer.

With these things in mind, and with lesson plans to push through, my answer is often, “Depends,” or “Maybe,” followed by “and we can talk about that when we have an open discussion/question day.”

“But Mr. Seals… it is question day.”

“Oh yeah.”

What is Sin?

If we are going to condemn something as sin, then we need to be on the same page about what exactly IS a sin.

Continue reading “Is it a sin…?”

Teaching to Essence

“Love was the ‘big bang,'” I said to a group of seniors as they gazed back at me after a deep-dive conversation about the trinity. I noticed that they were listening to the words coming out of my mouth while I explained that Love created the world. Feverishly making fire with flint, I was totally jazzed as I notice the spark catching, simultaneously aware that pushing too hard may make it die completely.

When students look you dead in the eye during direct instruction it’s usually because a) your fly is down and they are trying desperately not to look, you know, “down there” b) because you are delivering unpleasant news and they are sending smoldering messages with their retinas  c) because… minds blown.

That love existed before all of creation by way of the trinity truly is a mind-blowing concept. Continue reading “Teaching to Essence”

Leaving Christian School – 041 – CHSBT

Am I just tired, or is it time to leave? With staggeringly high levels of burnout among ministers and teachers, how does a person tell the difference between the need for a sabbatical and the appropriate time to transition out of Christian educational ministry? Wayne shares the story of his family and their process as they discerned their time to leave the world of Christian education. Chris and Wayne talk through guideposts and indicators in Wayne’s experience, and talk about the future for Wayne in his period of post-Christian-school exodus.

Is the Bible Myth? Depends who asks.

 

  1. If it is a fellow teacher, or someone with an advanced degree in the Humanities, I say, “With a capital ‘M,’ yes. Lowercase ‘m’, it is not.”
  2. If it is a parent of one of my students, I say, “No, of course not.”
  3. If it is a student questioning his or her faith, I say, “What do you define as ‘myth’?” Then I hope they give an answer I can easily address.
  4. If it is a student assured of his or her faith, I say, “We know the Bible to be inerrant.” Then I defer to their Bible teacher.
  5. If it is a class full of students, I collapse on the ground, curl up in a ball, and sing “Jesus Loves Me, This I Know.” After I did that, I would probably do number 4, not because I don’t know the answer.  I just don’t know how the students would take my answer.

Here’s what I actually think: the Bible is Myth.  It is not a myth.

Therefore, this post is probably self-defeating since I am, in essence, confessing what I’ve censored myself from saying. It is something I have not said aloud, even when I had the opportunity to teach this concept since our first unit in World Literature was Greek Mythology.

 

Here’s what I could have said to my students:

Continue reading “Is the Bible Myth? Depends who asks.”

So… Who Goes to Hell?

Jimmy: “Hey Mr. Seals. Jews go to Hell, right?”

Me: “What? Dude, you’re supposed to be working on your divorce statistics project.”

Jimmy: “But they don’t, like, accept Jesus… so they go to Hell, right?”

Sam: “I mean they believe in God though, don’t they?”

Me: “Yes… they do. And…”

Alice: “Yeah, so even if someone never, like, knows about God and Jesus and stuff, they just go to Hell?

Jimmy: “Yeah, ‘cuz they didn’t accept Jesus as their Lord and Savior.”

Me thinking: …

So, either A) I crack down on this group and tell them to refocus on their statistics group project or B) I surrender myself to this moment and the honest curiosity of the students about a serious topic even though they are supposed to be honing their PowerPoint and information literacy skills.

Continue reading “So… Who Goes to Hell?”

War and Violence for Christians – CHSBT – 040

At the center of the Christian narrative is God sacrificing his own life for the sake of sinners and enemies. However, in other parts of scripture, there are people killing their enemies in the name of God. So how do we as Christians interact with war and violence in the modern world in light of the wars in scripture and the enemy love and self-sacrificial example of Christ? Chris and Wayne explore Activism, Just War, and Pacifism, ancient Jewish sects, and Biblical interpretation, as well as share methods to discuss these issues with students.

Bible As Literature – CHSBT – 038

The Bible is literature… but is it just another book? Should we read it differently than other literary works? In this episode, Chris discusses the Bible with Christine Iskander (a college professor and comparative literature expert) as well as Jon Bennett (high school English teacher and published author). While most of us assume that we know how to read, we often use a different set of tools as we approach the Bible. In this episode, they tackle genre identification (poetry, myth, narrative, history), reader-response criticism, and how to read the Bible well, while still treating it like a sacred text.

Check out Jon’s book (Reading Blue Devils) here on his Amazon Author Page.

Is Safety Important? – CHSBT – 036

Does God care about safety? Industries, government agencies, policies, and our prayer lives reflect how deeply we value safety… but where does safety fit into the life of faith in Jesus? Chris and Wayne discuss safety and its proper place in the life of a Jesus follower, as well as explore ways to discuss this with risk-loving teenagers and safety-loving parents.