Blog: Social Responsibility and a Biblical Worldview

Blog: Social Responsibility and a Biblical Worldview

Our students are impressionable while they are young, and teachers have a responsibility to instill in them a sense of social responsibility. According to Sulkowski and Simmons (2017), the success of students is largely contingent on the relationships they have with their respective instructors. If students suspect their teacher harbors negative views against them, they are more likely to fail academically. As a result, it is of the utmost importance for teachers to connect with students in a manner that promotes the students' sense that they are valued, heard, and significant to the teacher. It is possible to better prepare students for future academic achievement by cultivating healthy connections between both students and teachers while they are still in their formative years of education (Sulkowski & Simmons, 2017). It is critical for a teacher to serve as a role model portraying acceptable behavior while interacting with students who have special needs. If a teacher demonstrates "apprehension toward the inclusion of children with special education needs" (Cate et al., 2018, p.49), then the other students will behave in the same manner toward individuals who have special needs. On the other hand, if a teacher is accepting of students with special needs and shows kindness toward them, then the responses of the other students are equally as likely to be comparable (Cate et al., 2018). The student is not above the teacher, but everyone who is thoroughly trained will be like their teacher, according to Luke 6:40 (New International Version, 2011). This passage teaches that instructors should always demonstrate Christ's love for their students in each and all interactions they have with their students. However, as technology becomes more widespread in the classroom, the relationship between teachers and students may take on a new shape in the future. Teachers are expected to be familiar with various social media sites and to be prepared to instruct students on how to behave appropriately when using these platforms.

References

Cate, I. M. P., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting inclusive education: The role of teachers' competence and attitudes. Insights on Learning Disabilities, 15(1), 49.

New International Version (2011). Bible Gateway. https://www.biblegateway.com(Original work published 1973)

Sulkowski, M. L., & Simmons, J. (2017). The protective role of teacher-student relationships against peer victimization and psychosocial distress. Psychology in the Schools,55(2),137-150.https://doi.org/10.1002/pits.22086ISTE standards: Educators. ISTE. (n.d.). Retrieved May 7, 2023, from https://www.iste.org/standards/iste-standards-for-teachers