Transcript Document

In adopting the name “Brothers of the Christian Schools”,
De La Salle and his companions differentiated themselves
from those “who taught for personal gain and for whom
charity and humility had no place.”
Schoolmasters in the 17th
century often used fear
and humiliation in order
to control their pupils.
Brothers were to be
motivated by charity and
were to act as elder
brothers to their pupils.
What got me involved in the educational
field was my experience studentteaching for a year at Dean Rusk
Elementary School. Three days a week,
I was assigned to teach, as an assistant, 24 third
graders who were living in the worst neighborhood in
Atlanta. After two weeks of working at the school, the
teacher, who was female, brought to my attention that
the young black males in the class who had no fathers
would do better academically when I was in the
classroom. It amazed me that academic performance
could be altered by a simple motivational factor like a
direct role model.
I got so involved with the elementary
school that I began to go to special
education classes and offered my services
to the teacher. I really bonded with the kids
in the special education class. I was
teaching from the heart, and the kids’
biggest need seemed to be a teacher who cared about
them and their individual needs. The greatest reward for
me was working with a child who was mentally retarded
and after three weeks that child began to read his first
words. Just like a therapist, I feel that educating children
is a form of healing. Working at this school was a
confidence booster because I knew if I could relate to
these kids and get positive results, I could teach
anywhere. The measure of a great teacher is working
with raw, unrefined students and making a change. It just
seems too easy measuring a teacher’s ability when that
teacher is already working with students who are
successful in school.
In the middle of my last year in college, I knew
that
I wanted to work with children who had learning
disabilities. I wanted to go to a graduate program
that would be the best at providing me with the
newest information.
There were two events
in my life that were
extremely important. The
first was graduating from
college. The second was
accomplishing the goal
of getting into graduate
school even though I am
dyslexic.
I believe in chances, so I do not give up on people
or children. I know that if I have a class full of kids
I would want all of them to be successful students.
I believe in finding solutions to any and every
problem. I don’t believe
in quitting because of my
academic experiences. With all
the chances I was given, I am
going to give all my students
as many chances as they need
to find themselves as students.
When I reflect on my favorite teachers in my life,
they were teachers who were my friends, too. I see
teachers wearing many titles besides TEACHER.
I see psychologist, mother, father, friend, adviser.
I believe students react to my behavior. The more
I give of myself, the more they will give back to me.
Lastly, my best quality is that I am very personal with
all students. I work with kids and try to make them
feel that I understand them. I am very stern on good
morals and manners. I am not old-fashioned. I just
believe in respect, honesty and truthfulness. I feel
that children will be better students if they become
better people.
- The author, Ennis Cosby, son of well-known actor and entertainer Bill Cosby,
overcame dyslexia to finish college. He went on to do graduate studies in
special education at Columbia. On January 16, 1997 he was shot and killed by
an 18-year-old near a Los Angeles freeway.
Recall one person who has had a significant influence in
helping you discover and develop your gifts, who
confirmed your potential, inspired you, or who helped
you find meaning and direction in life.
What do you feel were
the most significant
characteristics of this
person’s relationship
with you?
A. Antiqueño
The teachers who inspired and
helped us were surely nearly always
the ones who took us seriously, who
believed in us and gave us a
stronger sense of our self-worth and
potential.
– Cardinal Basil Hume, “Profession and Vocation:
Teaching in the Third Millennium, 1999
A. Antiqueño
Education is one of the professions of care
and to forget it is to lose touch with
something fundamental in the profession. . . .
Those we perceive as caring for us have a
special influence and vice versa. I believe
that fidelity to young people in our time
begins with a quality of care, perceivable
care, in those who would work to influence
them towards good. Perceived care is the
mode in which our fidelity to youth is
worked out. It provides the context in which
teaching as a ministry to youth can function.
- Michael Warren, Youth, Gospel and Liberation
A. Antiqueño
“You are in a ministry wherein you have to
touch hearts. But you cannot possibly do this
without the assistance of the Holy Spirit. Beseech
God to confer on you today the same grace as he
gave his apostles, so that after filling you with his
Spirit for your own sanctification, he may confer
it on you for the salvation of others.”
- St. John Baptist de La Salle, M 43.3
“It was the gentleness and tenderness for his
neighbor that made it possible for St. Francis de Sales
to convert so many souls to God. . . In fact, this virtue
won the hearts of all those with whom he dealt, and the
affection they had for him was a means he used to bring
them to God. Do you have these sentiments of charity
and tenderness towards the poor children whom you
have to educate? Do you take advantage of their
affection for you to lead them to God? If you show the
firmness of a father to restrain them from misbehavior,
you must also have for them the tenderness of a mother
to draw them to you, and to do for them all the good in
your power.” - M 101.3
Why does our
Founder give so
much importance
to relationships?
“Since you are ambassadors of Christ in the work that you do,
you must act as representing Jesus himself. He wants your
disciples to see him in you and receive your instruction as if
he were giving it to them. . . In order for you to fulfill this duty,
frequently give yourself to the Spirit of the Lord to act in your
work only under his influence.” - MR 195.2
The healing and liberating action of God comes to people
through the medium of ordinary human relationships. The love
of the Christian teacher for young people is a visible sign and
instrument of the redeeming love of God.
To renew oneself spiritually is
to understand that the
vocation to which one is
called is a vocation to love.
It is by loving all those one
comes in contact with that
the (Lasallian) helps reveal
to them that God loves them
and is calling them to give
witness to God’s love in all
their human contacts.
– Declaration 3.4
In effect, Christ is revealed as the savior
and servant by the very fact that the
Brother/Lasallian teacher makes himself the
servant of young people, preparing them
to live lives more alert, more responsible,
more truly human. . . . The Lasallian
educator reveals the religion of love to the
extent that he leads the young to
experience the benefit of the love he offers
them, a love that is sensitive, sturdy and
unselfish . . . It is not in books or words
that the young first encounter the God who
calls them, but rather in the one who
instructs them. - Declaration 32.5
Honor the presence of God in each one.
• Honor and prefer the poor who are the image of Jesus.
• Never act in anger. If you are angry, recollect yourself
and pray to the Spirit to act only under his influence.
Gospel Vision • Do not use inappropriate words to refer to your pupils.
Address them in a way that affirms their dignity.
Christ is
present by
his Spirit in
each person.
• Show justice and charity in your corrections. Correct
your pupils in a manner befitting rational beings, not
like animals. Do not humiliate your pupils.
• Show courtesy and respect to all as children of God
and dwelling places of his Spirit.
• Look for and affirm the good in each one.
“In today’s gospel, Jesus
compares those who have charge
of souls to a good shepherd
who has great care for his sheep.
One quality he must possess,
according to Our Savior, is to
know each one of them
individually. This should be one
of your main concerns: to be able
to understand your pupils and
to discern the right way to
guide them.” - M 33.1
“They must show more
mildness to some, more
firmness towards others.
There are those who call
for much patience, those
who need to be stimulated
and spurred on, some who
need to be reproved and
punished for their faults,
others who must be
constantly watched over
to prevent them from
being lost or going astray.
This guidance requires
understanding and
discernment of spirits,
qualities you should
earnestly and frequently
ask of God.” M 33.1
Some Tips for Teachers
• Understand
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sometimes useful
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normally very
hard-working, is very
attentive in catechism, writing, and
arithmetic. He has always been
promoted on time. . .
Your zeal for the children you instruct would
not have much result or success if it limited
itself only to words. To make it effective, it is
necessary that your example support your
instructions. . .This is also the way our Lord
acted, of who it is said, he began to do and
then to teach, and speaking to his disciples
“I have given you an after he had washed their feet he says, I have
example so that you
may do for others
given you an example so that you may do as I
what I have done for
have done to you. - M 202.3
you.”
Your first duty to your pupils is that of edification and
good example. Have you considered that you must be a
model for them of the virtues which you wish to
inculcate? Have you conducted yourself as befitting good
teachers? - M 91.3
Commenting on the role of the pastoral role of the teacher,
De La Salle writes:
“…a great tenderness must be shown by them
for those entrusted to their care. They must be
alert to whatever can harm or wound the sheep.
This is what leads the sheep to love their
shepherds and to delight in their company, for
there they find their rest and comfort.” - M 33.2
“If you show the firmness of a father to restrain
them from misbehavior, you must also have for
them the tenderness of a mother to draw them
to you, and to do for them all the good in your
power.” - M 101.3
•A warm, fraternal concern for all without distinction.
•Sensitivity to another’s needs and feelings.
• Gentleness and kindness that flows from understanding
and compassion for another’s vulnerability.
Because of you,
•Exercising judgment, self-control and reserve rather than
I amway
freetotopassions,
be me! anger and harshness.
giving
Because you believe in me,
I can believe in myself!
• Consistency in challenging pupils to live up to the
best of which they are capable.
• Insisting that students take responsibility for their
actions.
You encounter so many obstacles to
salvation in this life that it is impossible to
avoid them if you are left to yourselves and
your own guidance. This is why God gives
you Guardian Angels to watch over you . . .
This is what God has provided in giving
children teachers . . . to whom he has given
the concern and vigilance, not only to
prevent anything harmful to their salvation
from capturing the hearts of children, but
also to guide the children through all the
dangers they meet in this world. . . M 197.3
Vigilance means keeping alert
and observant in order to respond
effectively to any given situation.
One keeps a sharp eye in order to
make sure that everything goes
smoothly. In the Lasallian
tradition, one is vigilant for two
basic reasons:
•To carefully monitor a child’s
progress in order to follow him
up, guide and help him.
•To prevent or curb the
development of bad habits and
undesirable behavior in the young
who lack mindfulness and selfdiscipline. Firm and prudent
correction is usually required.
“The zeal you are obliged to have…must be so
active and so alive that you are able to tell the
parents …what is said in scripture: ‘Give us their
souls, keep everything else for yourselves,’ that is,
what we want is to work for the salvation of their
souls; this is the only reason we have undertaken
to guide and teach them.” M 201.3
“Your ministry requires that you teach children the
science of salvation, and you are obliged to do this
with entire disinterestedness.” M 108.2
When we identify with
God’s desire, then
God’s desire becomes
ours. We want what
God wants – the joy and
fulfillment of all his
children.
• Availability to those in need.
• Generosity without expectation of
return.
• A willingness to “go the extra mile.”
• A commitment to include the excluded.
1. The teacher-pupil relationship
for the Lasallian educator is the
“holy ground” on which he or she
encounters God.
2. Lasallian educators
represents Jesus in the way
they relate to others.
The relationship is potentially
sacramental, an instrument of
grace and a means of leading
others to God.
3. The object of the teacher-pupil
relationship is to enable the pupil to
live a life more human and Christian.
4. The teacher’s way of dealing
with pupils draws inspiration and
guidance from Jesus’ own
teaching and example. The
gospel is translated into
interpersonal relationships.
5. Six Characteristics of this
Relationship:
•
•
•
•
•
•
Unconditional respect.
Knowing each student personally.
Edification and good example.
Tenderness + firmness.
Vigilance.
Gratuity and disinterestedness.
Special thanks to Mr. Aladdin Antiqueño for the use of his
paintings in this presentation.
LAFT/BMV 2003-04