 | A lesson in attitudes It wasn't her first teaching position but Kirsten thought it would probably be her best and she was looking forward eagerly to the school year ahead. The school was new and still small and the administration had clearly focused on excellence, providing the best in educational resources and equipment. Kirsten glanced at the comprehensive list in her hand of her new students, information issued by the administration. She recognised that the school had provided as much detail as possible about each child to ensure that she was fully equipped with a thorough overview of each one. She wanted to see them as more than just a name. So Kirsten spent considerable time reading about family and background information, interests, allergies.. everything. She was delighted that the school had even included each child's IQ score. The year ahead looked bright and Kirsten was determined that she, too, would focus on excellence. She wanted to make this year really count for her class so she memorised the important details of each child. |
The year passed quickly and, as Kirsten finalised the last student report, she decided she would revisit the initial class list and information. She wanted to see how the students had progressed and the difference she had made in the educational and social development of her class.
As her eyes slid down the list she could see that, yes, to a large extent the kids had achieved the results she would have expected of them. One or two had surprised her. But, generally, this year's class grades reflected the results one would have expected of those with their particular IQ scores. She was pleased with the year and her work with the kids.
A big mistake
Unfortunately, the was a big flaw in Kirsten's evaluation. The class list issued to Kirsten at the commencement of the school year included plenty of information. But the information that Kirsten had thought to be IQ scores was, in fact, the children's locker numbers. Kirsten's expectations, for each child, were flawed. But the children had lived up to those preconceived expectations. How different might the student results have been if she had expected the best results for all of them!
As her eyes slid down the list she could see that, yes, to a large extent the kids had achieved the results she would have expected of them. One or two had surprised her. But, generally, this year's class grades reflected the results one would have expected of those with their particular IQ scores. She was pleased with the year and her work with the kids.
A big mistake
Unfortunately, the was a big flaw in Kirsten's evaluation. The class list issued to Kirsten at the commencement of the school year included plenty of information. But the information that Kirsten had thought to be IQ scores was, in fact, the children's locker numbers. Kirsten's expectations, for each child, were flawed. But the children had lived up to those preconceived expectations. How different might the student results have been if she had expected the best results for all of them!
Bring it home
Don't make the same mistake with the children you teach in your kidmin programs. Yes, you may know their parents and their family background. Yes, you may have been told about them by other leaders. But your expectations of these kids will have a tremendous impact on their attitudes and behaviour.
Don't make the same mistake with the children you teach in your kidmin programs. Yes, you may know their parents and their family background. Yes, you may have been told about them by other leaders. But your expectations of these kids will have a tremendous impact on their attitudes and behaviour.
| Children, generally, will live up to your expectations. So expect the best! |  |
Pray for each child. It should be our first priority not a last resort. On a practical level, look for ways to encourage kids. Don't groan inwardly when a notoriously difficult child walks through the doors. It's easy to recognise and comment on negatives. Take note of those times when children are being helpful, listening well or showing consideration. Actively seek their contribution and involvement. Keep a supply of Post-it notes handy. Make a note when you see something positive and pop the encouraging note on the child's hand or their Bible. You'll be surprised how these little encouragements can have a tremendous impact on these young lives and their behaviour.
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