Bridging the Generational Divide: Navigating the Classroom in a Rapidly Changing World
The classroom is not like it was when you were at school. The classroom is not like it was five years ago. As teachers, at the back of our minds, we are aware that we cannot keep up with this rapid rate of change. At some point, we find ourselves unable to relate to words, humor, and technology as Gen Z gives way to Gen Alpha, soon to be Gen Beta. As a Gen X principal, four generations away from the little ones at our school, how can I even begin to understand the world they live in, be it real or virtual?
Today’s children have been shaped more than ever before by technology, social media, and a changing zeitgeist brought on by cultural trends (Lukianoff and Haidt 110). New behavioral dynamics are evident in the classroom, on the street, and in interactions with parents. Historically, older generations have often expressed concerns about the differences between their own experiences and those of younger generations and have perceived children’s behaviors as changing or declining compared to the past. However, the gap today between experiences and world interpretations has never been wider (Twenge 23).
As a Gen X principal, four generations away from the little ones at our school, how can I even begin to understand the world they live in, be it real or virtual?
Balancing Expectations and Grace: The Role of an Invitational Behavior Framework in Christian Schools
In our Christian schools (open or closed enrollments), it is the parents who decide to place their children in an environment that honors God above all else. The children do not necessarily sign up for this journey, yet they are immersed in a world that inevitably seems contradictory to the one they live in outside of school, be it online or physically. Christian schools’ student codes of conduct tend to have high expectations and may seem unreachable for students. One could argue that they are impossible to reach because of our human nature. However, we must have rules in any institution, and thus, these high expectations are to be applauded. The downside of these expectations is that they could lead our students into Christian fundamentalism and legalism due to the fact that student codes of conduct often depend on mandating a list of behaviors rather than cultivating desired dispositions. This is where an invitational behavior framework—student behavior guidelines that emphasize a welcoming, respectful, and positive environment where all members of the school community are invited to participate fully and feel valued—can bridge the gap. As William Purkey suggests, invitational education offers a way to make schools more inviting places where each person is intentionally summoned to realize his or her fullest potential in every aspect of development (45). It is an easy jump to include a biblical worldview in this ideal. For example, invitational education offers a way to make schools more inviting places where each person is intentionally summoned to realize his or her God-given potential, reflecting the image of God in every aspect of development.
For example, invitational education offers a way to make schools more inviting places where each person is intentionally summoned to realize his or her God-given potential
Navigating Individualism in Christian Schools: Upholding Christ-Centered Community in the Classroom
Modern culture often emphasizes individualism and self-expression, which can present challenges in managing classrooms effectively. Individualism stands in direct contrast to the way of Christ, who calls his followers to be part of a collective body. As Scripture teaches, we are many members of one body in Christ, each with different functions, but all belonging to one another (1 Cor. 12:12–14; Rom. 12:4–5). In Christian schools, this creates a unique difficulty, as not every child or parent may follow Christ. However, they are expected to exhibit Christian behavior, which can conflict with their usual practices. There is a large difference between living out one’s faith and the more culturally acceptable moralistic therapeutic deism (the simplistic idea that God wants us to be nice and happy people).
A student code of conduct may not explicitly define what it means to be a Christian, and students are expected to know the expectations. To be a Christian is to be “a follower of Jesus, a disciple, who is then given a vocation to participate with the mission of God” (Judd et al. 5). However, it is typically rooted in a set of beliefs that affirm essential Christian doctrines. Therefore, educators must engage with families, helping them understand the school’s expectations. Moreover, educators should seize opportunities to regularly explore New Testament teachings with students, helping them to authentically represent Christ rather than merely adhere to a generalized set of moral values (Judd et al.103). For schools to neglect this responsibility would be to miss the opportunity to cultivate the spiritual disciplines that Richard Foster, in his well-loved Celebration of Discipline, argues must be integrated into everyday life.
Navigating Complex Worldviews in Christian School Behavior Frameworks
A worldview is a “comprehensive and cohesive understanding of the world and one’s place in it” (Goheen and Bartholomew 13). Let’s face it: students’ worldviews today are complex. This is an abridged version of this article. To read more, subscribe to the print or digital edition of Christian Educators Journal.
Works Cited
Anderson, Terry J., William M. Clark, and David K. Naugle. An Introduction to Christian Worldview: Pursuing God’s Perspective in a Pluralistic World. IVP Academic, 2017.
Foster, Richard J. The Celebration of Discipline: The Path to Spiritual Growth. Special Anniversary ed., Harper Collins Religious, 2018.
Goheen, Michael W., and Craig G. Bartholomew. Living at the Crossroads: An Introduction to Christian Worldview. Baker Academic, 2008.
Judd, Stuart, et al. Keeping Faith: How Christian Organisations Can Stay True to the Way of Jesus. Acorn, 2023.
Lukianoff, Greg, and Jonathan Haidt. The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure. Illustrated ed., Penguin, 2018.
Purkey, William W. Invitational Education. Phi Delta Kappa International, 1991.
Sire, James W. Naming the Elephant: Worldview as a Concept. 2nd ed., IVP Academic, 2015.
Smith, James K. A. Desiring the Kingdom: Worship, Worldview, and Cultural Formation. Baker Academic, 2009.
Twenge, Jean M. iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy—and Completely Unprepared for Adulthood—and What That Means for the Rest of Us. Atria Books, 2017.
Walsh, Brian J., and Sylvia C. Keesmaat. Colossians Remixed: Subverting the Empire. IVP Academic, 2004.
Wong, Bronwyn. “The Distraction of Winking Lights: Sailing for Shalom in Christian Education.” Christian Teachers Journal, vol. 25, no. 2, 2017, pp. 4–7.
Yvonne Harvey is the principal of an Independent Christian school (Kinder – 12) in Melbourne, Australia. She likes to speak and write about significant current topics, at times with a heavy dash of humour and inspiration. Yvonne’s passion is to train teachers and parents in how to work with each other to promote the holistic learning of all children and young adults. By working in partnership, she believes we can achieve so much more for all children. Yvonne is currently studying for her second Masters, this time with Christian Education National.