http://www.icctejournal.org/ICCTEJournal/past-issues/volume-1-issue-2/teaching-through-... - 0 views
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three temptations
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"their liking or disliking me had absolutely nothing to do with any of the many useful things I had done until then"
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I learned that as teachers we "must be ready to allow ourselves to be interrupted by God [who] will be constantly crossing our paths and canceling our plans by sending us people . . ."
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I see my work as a substitute often as a performer. I want to be efficient and effective. My interruptions come in the form of a teacher not "trusting" me to teach the class, but in outlining an "easy day" for me. In reality those easy days are more difficult because they are not routine. This feeling of not being good enough gets in the way of doing the best for the students in my care.
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I also learned that by working with this student in "genuine love" (Willard, p. 157), I was able to avoid limiting myself and my "adversary to the human system and its laws"
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"To teach in a manner that respects and cares for the souls of our students [which] is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin"
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"The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life" (1998, p. 2). My inner life needed prayer.
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"the most adequate description of prayer is simply, ‘Talking to God about what we are doing together.