CSE V.7.3_Master

A Treatise on a Biblical Philosophy of Classroom Management | CSE Volume 7 Number 3 | 2003–2004

s we consider the idea of a biblical philoso-

phy of classroom management, we must re-

member that any family, school, organization,

or nation is Christian only to the extent that

the individuals in those entities uphold biblical

principles and commands.

We can begin building a philosophical model

of classroom management by determining the

desired outcomes. Two scriptural principles

should be the hallmarks of the students in our

classrooms: having a properly shaped conscience

and applying the biblical principle of self-

government. Once we see clearly what we need

to build into students’ lives, we can look back at

the set of presuppositions used to develop the

biblical framework and identify the Christian

context for these outcomes. Then on the basis

of the assumptions, we can consider three scrip-

tural injunctions that we and our students must

practice in order for our classroom management

to be biblical.

Two Outcomes of a Biblical Philosophy of

Classroom Management

First, Christian educators should endeavor to

train the conscience of each student. Wise

teachers will establish a classroom management

plan built on a set of biblical assumptions and

scriptural procedures that enable the conscience

of students to mature within the context of

Christian love.

The conscience is the part of the heart that

both affirms the right actions and condemns

the wrong actions of a person. Training the con-

science of students is a daily discipline. It re-

quires teachers to invest time, to work patiently,

and to commit deeply in order to build the faith

of all students. Instead of simply wanting stu-

dents to conform to a set of rules, teachers

should strive to train the inner person. Teachers

need to remember that a clear conscience

strengthens the faith of a student and that a

good conscience will produce acts of service

from a heart of love. Furthermore, shaping the

conscience of students with the truth enables

them to build a belief system with firm, biblical

convictions.

From the Bible, we learn that there are seven

types of consciences. Two of them, the good (1

Timothy 1:5) and the clean (1 Timothy 3:9), are

present in those who practice Paul’s example of

maintaining a clear conscience before God and

others (Acts 24:16). The five other types of con-

sciences—the weak (1 Corinthians 8:10), the

defiled (1 Corinthians 8:7), the guilty (Hebrews

10:22), the seared (1 Timothy 4:2), and the cor-

rupted (Titus 1:15)—have all responded to God,

His Word, and others in the wrong manner. In

some cases, the consciences of some people are

so defiled that they even see wrong as right

(Romans 1:21–25).

The second outcome Christian teachers

should strive for is to train students in biblical

self-government. We can think of the Christian

principle of self-government as acting on the

basis of our right responsibilities even when no

visible authority is present. Students who are ap-

plying this principle are yielding to the Lordship

of Christ and are learning to do what is right be-

cause it is right. Their teachers are not manipu-

lating their behavior out of a desire to control

but instead are teaching students to submit to

God and live in obedience to His Word. These

students have seen that positive consequences

follow their good attitudes and right actions and

that negative repercussions follow their poor at-

titudes and wrong actions. Students can learn to

submit to authority, stay on task, respect the

Teachers need

to remember

that a clear

conscience

strengthens the

faith of a

student and

that a good

conscience will

produce acts of

service from a

heart of love.

A Treatise on a Biblical Philosophy

of Classroom Management

Kris T. Schottleutner is the superintendent of Mansfield Christian School in

Mansfield, Ohio. Having also served as a secondary teacher, he has been involved

with Christian education for a total of 29 years in Florida, Colorado, and Ohio.

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2003–2004 | CSE Volume 7 Number 3 | A Treatise on a Biblical Philosophy of Classroom Management

property of others, complete assignments, and

serve others without continually being told to

do so. This assertion presupposes that their

teachers have established a set of classroom

rules based on biblical ethics and that students

know they must follow the laws of the classroom.

This establishment also helps teachers remove

the personality issues that are either between

students or between students and teachers.

When an established standard is the measuring

stick for behavior, personal preferences do not

enter into deciding whether a behavior is ac-

ceptable, and both students and teachers can

remain objective.

Teachers need to train students in a way that

consistently moves toward these two goals. As a

result, teachers are enabling students to walk in

truth, build healthy relationships, and find

contentment.

The Framework of Presuppositions

In order for teachers to enjoy the fruit of

their training, they must use biblical truths to

build a framework for the daily demonstration

of Christian beliefs. First and foremost, they

must base their framework on certain beliefs

about God. He is the self-existent sovereign of

the universe, governed only by His nature and

attributes. He is the creator of all, and He tran-

scends all of creation. He alone is the “ultimate

reality,” who gives meaning and purpose to all

His creation, and He has proclaimed His exis-

tence, His eternal power, and His divine nature

through what He has made (Romans 1:19–21).

The truth that God has chosen to reveal

Himself through Jesus Christ forms the second

side of this framework. Christ Jesus humbled

Himself and took the form of a servant made in

the likeness of humans (Philippians 2:7). In do-

ing so, He submitted to the eternal plan of His

Father to die for our sins, to be buried, and to

rise again to confirm that salvation’s work was

indeed finished (1 Corinthians 15:3–21).

Educators build the third side of the frame-

work by realizing that the Bible is God’s Word—

the final authority in all matters of life and god-

liness (2 Peter 1:3). God, through His Word,

defines what is right by providing His com-

mandments and precepts. As truth, the Bible

brings unity and meaning to all knowledge. It is

only as students see all things in the proper rela-

tionship to this truth or as a proper extension of

this truth that they are being educated for eter-

nity. In the context of classroom management,

the Bible sets forth the moral standards teachers

must use in training the conscience of students

and in promoting self-government.

The truth that all people can receive Christ

Jesus as Lord and can enter into a personal rela-

tionship with God makes up the final side of

the framework (John 3:16). This decision to

trust in the shed blood of Christ cleanses the

conscience of people and makes them a new

creation that can walk in the newness of life (2

Corinthians 5:17). This relationship forms the

foundation for Christian self-government as stu-

dents learn that the highest aim in life is to live

a righteous life that exalts and glorifies God.

With the framework in place, teachers have a

firm foundation they can use to examine their

classroom management philosophy. Teachers

each need to ask a series of questions when per-

forming this self-examination:

• Do I acknowledge God and the reality of

His existence to my students?

• Do I freely make reference in my speech to

my relationship with the Lord?

• Do I share answers to prayer with my class?

• Do my students see me trusting the Lord

for personal needs and future plans?

• Do my students know that the Scriptures

are continually renewing my mind?

• Is the Bible the foundation of the content

of my class?

• Do I assist my students in reasoning and re-

lating all the subject matter of my class to

the Bible?

Biblical Commands and Practical Concepts

When teachers have established a clear focus

on the outcomes and have established the

framework, they must consider the daily practices

and attitudes in the classroom. The Lord has

given direction for all interpersonal relationships.

When an

established

standard is the

measuring stick

for behavior,

personal

preferences do

not enter into

deciding

whether a

behavior is

acceptable, and

both students

and teachers

can remain

objective.

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A Treatise on a Biblical Philosophy of Classroom Management | CSE Volume 7 Number 3 | 2003–2004

And as teachers implement the Lord’s com-

mands, they can create classroom patterns that,

in turn, will help to train the conscience of stu-

dents and to reinforce the students’ desire to be

self-governed.

Pray for one another (James 5:16).

Teachers

are cultivating a lifelong skill when they encour-

age students to pray for one another and with

each other during the day. The apostle Paul

wrote some excellent phrases in his prayers for

the Ephesians (1:15–19), the Philippians

(1:3–11), and the Colossians (1:3–12), which

could be used when praying for one another.

Love one another (John 13:34–35).

In a class-

room setting, love should be evident by how

teachers train students to accept and to serve

one another. Students each enter the classroom

with a particular attitude toward others. When

teachers show a high level of respect for each

student, these attitudes can change. Educators

should base their respect on a proper under-

standing of God’s love for all students and the

truth that all students have worth and dignity

because the Lord created them in His image and

likeness (Genesis 1:26–27, Colossians 1:16–17).

Teacher set the example with their Christlike

love. Ridicule and belittling sarcasm must not

exist in the classroom. All students should expe-

rience the gentleness of teachers who are sharing

their life with students (1 Thessalonians 2:7–8).

Students also see love in the classroom as

teachers create opportunities for them to serve

one another and other people. Students must

learn how to yield to each other and put the in-

terest of others before their own, as exemplified

by the Lord (Philippians 2:3–5).

Forgive one another (Ephesians 4:32).

Stu-

dents, like adults, are in a growing process, and

they each have a different level of maturity.

Therefore, they will exhibit poor attitudes and

wrong actions. When students act inappropri-

ately, teachers must be quick to help them rec-

oncile the wrong. The same principle holds true

for teachers, who should be quick to admit a

wrong and seek forgiveness from those they

have offended.

A Final Thought

While this discussion has centered on a bibli-

cal philosophy for classroom management,

teachers must remember that their responsibility

to fulfill the purpose of their school entails

teaching the requirements found in the school’s

course of study. Implementing a biblical class-

room management plan will assist teachers in

setting the necessary tone to accomplish this

primary task. At the same time, as students re-

ceive training for their conscience and for their

development of Christian self-government, the

effectiveness of their teachers will increase be-

cause these students are becoming more respon-

sible and accountable for their own thoughts,

words, and actions.

All students

should

experience the

gentleness of

teachers who

are sharing

their life with

students.

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