Teaching the Christian Way

¶ … Jason is a first grade teacher of seventh grade students. He has recently obtained his master's degree, which makes him younger than most of the other teachers at Cartier Middle School. Already in his brief career, he has prized himself for his ability to relate to his students at both an authoritative level and on a somewhat personal, yet still professional, one.

Recently on his way home from work he saw one of his students, Julio, walking -- which led Jason to believe that Julio possibly lived in the same neighborhood with him. During one particularly notable classroom session, Jason turned around from writing on the whiteboard and noticed a torn page from a comic book in the midst of the circular arrangement of the desks. He took notice of this document as evidence that someone had not been concentrating on his lecture.

Aside from a few giggles, he could not readily discern whose property the paper was. When he asked the class in general who was responsible for the paper in the middle of the classroom, he was initially greeted with more silence and a few smatterings of laughter. Eventually, Stephanie exclaimed, more than once, Julio. When Jason asked Julio why he had thrown the paper on the floor, Julio responded that he had not done so. Jason lightly reprimanded Julio and continued with his lecture.

A few times during the remainder of the lecture he mentioned the fact that the students should be paying attention, looking at Julio in particular. Upon referencing Julio's preoccupation with a comic book instead of his lecture again, Jason was surprised to see Julio's face contort, and a few tears adorn his face as he sputtered, visibly frustrated, "I .. didn't .. do it!" Julio got up and ran from the classroom as other students, noticeably, Stephanie, laughed at him. Jason is fairly distraught.

He knows that Julio is a diligent, conscientious student, and he fears that he may have alienated him under a false pretense. What should Jason do in this situation? Firstly, it is important that Jason take this situation very seriously. Doing so requires dealing with the situation both in terms of immediate and long-term situations.

Immediately, it is important for Jason to realize that Julio is extremely upset, and that it would not behoove the young man to return to the classroom immediately where his unbridled emotions might result in more teasing. Additionally, it is important for Jason to realize that such teasing is in fact the reason that Julio is upset. Thus, for the time being Jason should let Julio 'cool off', wherever he is, and ascertain who actually threw the comic book page on the floor, since it was evidently not Julio.

He should ask the class again, and emphasize that all members of the class will be punished for this violation of classroom principles if no one tells the truth. Additionally, he should stress that if someone simply admits to throwing the paper (or states who actually did throw it), no one in the class will get punished, and that it is important to tell the truth because honesty can bring one closer to God (Rosado, 2013). Thus, Jason will ascertain who actually did violate classroom policy.

In terms of dealing with Julio, then, Jason should attempt to find the young man as soon as possible (and as feasible) dependent on his schedule. Upon immediately finding him he should apologize for falsely accusing me of violating classroom policy. He should assure Julio that the young man is not in trouble and should return to the class as soon as he feels comfortable doing so.

Finally, Jason should tell Julio that he will set up a meeting with Julio's mother (which Julio may attend if he pleases), to make sure that there are no lasting repercussions for this situation. Once Julio returned to the classroom, Jason should make Stephanie apologize to him. Then, Jason should give a brief lecture about the virtues of telling the truth.

It is important to get away from the preceding situation and to focus more on its ramifications, or the proverbial moral, and use that situation as one for a "teaching moment" (Dobson, 2015). Jason should tell the class that prevarication and lies have the capacity to hurt others. Moreover, he should emphasize that the learning process works best when there is honesty involved. If students lie about doing their homework, have others do it for them, etc. they will not necessarily learn anything.

Again, it is prudent to couch this information in terms that the students can understand. Jason.