The Whittier Christian High School faculty and staff have determined that we need a "common language" to discuss teaching goals. This is a daunting task because our goals extend beyond content areas to include instructional, relational, psychological, and spiritual growth.

After examining a number of philosophical models for integration of faith and learning, we concluded that integrative language was frequently unclear and potentially misleading. Consequently, we have chosen instead to adopt language that "captures the various integrative projects and at the same time is inclusive of all we do as Christian educators" (Faithful Teaching 7).

The language of faithful teaching fosters consideration of both what we teach and how we teach. It allows for interpretation and adaptation based on subject area, and it continually points to faithfulness to the Gospel, prompting us as believers to live out our commitment to Christ. Within its application to our teaching, we have identified three crucial and equally important components that must be considered and addressed: Who we teach, What we teach, and How we teach.

Whom do we teach?

"As educators, we must consider what it means to be 'created in the image of God'" (Faithful Teaching 23). From a biblical perspective, this necessitates acknowledging the inherently fallen nature both of our students and of ourselves. This awareness is not intended to produce despair but rather a "recognition of brokenness" that enables us to understand our relationships and interactions clearly. (Faithful Teaching 23). As fallen people, we all need the redemption and grace of a Savior. Only God can save and forgive us, but knowing His grace should change and shape our communication with each other. Ultimately, faithful teaching requires that we acknowledge our students as "image-bearers of God's redemptive and restorative work" (Faithful Teaching 25). That acknowledgment positions us to pursue the best for our students in every area of their lives.

What do we teach?

Past discussions of how to integrate faith and learning, frequently focused on this question, leading to debates and varied interpretations of truth. Within the context of Faithful Teaching, however, we are choosing to use the Scriptural progression of "creation, the fall, redemption, and restoration" to frame our discussion (Faithful Teaching 27).

This necessitates an examination of our varying subject areas and requires that we grapple with questions such as What counts as knowledge and evidence? and How do we understand our disciplinary commitments from a specifically Christian position? (Faithful Teaching 28).

In relationship to our framework of creation, we again must consider how being made in God's image affects students' ability to know. It is also helpful to investigate in what ways students can use their creative abilities to express learning.

How do we teach?

The Fall of Man fractured all human experience, including our ability to learn. Thankfully, while sin has corrupted much of creation, God's goodness and original intent persists. In the same way that an earthly field produces weeds unless carefully tilled, the human mind requires deliberate tending to produce a healthy harvest. An important part of faithful teaching is the care and nurturing of our students.

Regardless of our subject area, instruction of our students must be intentional, sustained, individualized, and tender. We sympathize with their weaknesses because we are also weak; we long for their growth and redemption because we ourselves have been redeemed. As we instruct students , we must always adhere to the principles of Scripture: " Let all bitterness and wrath and anger and clamor and slander be put away from you, along with all malice. Be kind to one another, tenderhearted, forgiving one another, as God in Christ forgave you" (Ephesians 4:31,32).

How does Faithful Teaching happen in my classroom?

Although educational philosophy is valuable, effective teaching comes down to what actually takes place within the walls of my classroom. Having a clear understanding of the Who? What? and How? lays the foundation for my classroom culture. As a teacher, I set the tone in my instructional space, and I frequently compare classroom management to the training of toddlers. My students are not inappropriately immature, but they benefit from training, boundaries, nurturing, and rewards in the same way that toddlers do. When I am consistent in my rules, consequences, routines, and expectations, students can relax, and then they are poised to learn.

I have also found that allowing choice whenever possible increases student interest and ownership. To accomplish that in my courses, students have a voice about what they will read, what they will investigate, how they will present their findings, and which audience will benefit from their knowledge. Ultimately, my task as teacher is to equip students to be self-sufficient, and guided choice magnifies their investment and places responsibility in their hands, where it should be.

Combining Scriptural understanding with purposeful curriculum and nurturing relationships enables teachers to provide the best academic experience for students. In addition , teaching within this paradigm presents opportunities for teachers to experience spiritual growth and to practice reflection.

Faithful teaching offers significant benefits for students and teachers.