Churches can help teachers. Churches can provide a place where teacher can come and receive support from retired teachers, co-workers, college professors and administrators. It take a whole country to educate our children and every citizen should be involved in the process. Teachers need help, not because they lack the competence to do the job, but because our educational system is not fair to students or teachers. Students are taught on one curriculum and tested on a different curriculum. Teachers spend years in colleges taking courses in Instructional Preparation and Instructional Delivery only to discover that classroom teaching and the curriculum they are expected to teach is an entirely different system and expectations. If school systems fail, the teacher is held accountable. If teachers help students too much, it is considered cheating. Many teachers become frustrated or just burnout of the systems. Parents elect to find alternative private or Charter School systems for their children. The community must help the teacher, and the church is part of the community. Riverside Church answered the call to help and set aside a place where teachers can come and receive support from the army of teachers who attend the Riverside church. Riverside Church offers a stop by for God program before and after work, and invites Public School Teachers to some and be nurtured and supported.

Statement of the Problem


Churches have failed many communities located in areas that serve minority populations, and as a results of this failure, young people are questioning the need to attend church. If churches cannot make a dent in the crime population in some communities, then how effective are they? If more children, in some neighborhoods, go to prison than to universities, then why should young people consider singing the praises to a God who appears to be indifferent to their daily needs?


If teachers, community leaders, and even some parents give up on kids and teenagers before they enter classroom, and receive no opposition from the local standing church, how does it benefit a child to learn about a caring Father from a minister who is barely able to put food on his own table?


The failure of the churches and the resistance of young people to come to church, effects the bottom financial line and survival of the church. The simple fact is, people do not want to live in neighborhoods with failing schools, and people attend church in the neighborhoods in which they live. Failure of the schools indirectly effects the failure of churches in some neighborhoods.


Churches, for their own survival must get into the education business, and must be an active participant in the lives of the young people and their families.


This project seeks to address this issue by holding courses and workshops for teachers to help them to become more effective in the classroom.


This involves a great leadership challenge for pastors. It is asking them to open their churches to the community as learning centers and spiritual centers. It also ask them to provide an opportunity for teachers in the community to come into the church before going to teaching assignments in the community in order to get spiritual centered as a preparation for effective teaching. Parents and children will also be encouraged to attend morning service before going to work or school. Pastors could have a blessing ceremony for children before they go to school. Children will be encouraged to know that they have been blessed, and as such will be able to perform satisfactorily in the school environment.


Workshops for teachers could be held to provide spiritual and emotional support for new teachers in an effort to encourage them to remain in the teaching profession. These workshops can be held in select local churches as joined ventures, and they can also be held at the Interfaith Theology Seminary location in New York City.


Interdisciplinary Sources used in the Project


  • Educational theory and Practice
  • Sociology
  • Psychology and religion
  • Metaphysics
  • Child Development and Theories of Piaget
  • Curriculum and Instruction
  • Administration and Supervision
  • Leadership Behavior and Job Satisfaction
  • Anthropology and religion
  • Urban Studies and religion
  • History of the United States
  • Immigration and the Peopling of America
  • Art Appreciation
  • NY State requirements in education and certification
  • Church History




Course Syllabus


Interfaith Spiritual Teaching Methodology for Teachers


Course Description


This course provides methods of teaching strategies for individuals who are planning to enter the teaching career, or who are in the teaching professions and interested in expanding teaching skills. 


The purpose of this course is to help individuals prepare themselves for successful teaching experiences.

The preparation for teaching is a complicated and long process. Individuals who are interested in entering the field should devote time for prayer and reflections to determine if this is the field that they are willing to prepare to enter.

This course will focus on the preparation process. Students will learn how to develop a degree plan, which satisfies New York State guidelines for certification to teach in schools in the New York State area.

The course will give an overview of the Liberal Arts curriculum required by the state, city and local counties. Students will learn how to select courses, which focuses on theory, content and practical applicability rather than on political and social issues that do not relate to effectives in the classroom.




  • Reviewing the “call” to teach
  • Selecting the path and the process
  • Recognizing hidden agendas and hidden curriculums in materials.
  • Spiritual directions from within
  • Securing permission from students to enter into a spiritual learning contract with them
  • Understanding the “ I Thou” relationship in effective teaching
  • How to know the subject?
  • How to break down the subject?
  • How to know when the learning has occurred.


Pay Off


Students will understand what it means to be an effective teacher, and will develop a portfolio guide to help them through the process

Experience, Learning and Spiritual Formation

This is designed to be an 18 week course, it can however be shortened.



Sessions                                This Week…………………….Next Week



Session 1                                 Overview of course…


Session 2                                 The Law and Education/Separation of Church and State


Session 3                               Liberal Arts Curriculum


Session 4……………………   Mind, Body and Soul of a Teacher


Session 5                               Elective Courses in Education                    


Session 6…Trip…………The Peopling of America       Field Trip Ellis Island


Session 7                              Sharing Cultures /American Culture


Session 8                             The Process of Effective Teaching


Session 9…………………..Spiritual Instructional Preparation ( Lesson Planning)


Session 10                           Leaving No Child Behind ( Special Needs students)


Session 11                           The Parent, The Child and the School


Session 12…………………Spiritual Classroom Management


Session 13                           Spiritual Instructional Delivery


Session 14                          Creating Spiritual Learning Environments


Session 15                           Art Appreciation…Field Trip Museum


Session 16…………………Portfolio Presentations


Session 17                           Portfolio Presentations


Session 18                          Presentation of Portfolio


Students will select one topic from the Liberal Arts curriculum write a two-page paper on the topic. Students will make a presentation on the topic. Students will make a copy of their report for each class member. Students will keep all papers in their portfolios and present them at the end of the term. Students may copy material, just cite source of the material.





Students will be required to go to the library to obtain information on the Liberal Arts curriculum. Students may also down load information from the Internet.Students will also be required to develop portfolios, which they will be able to use as teaching aids. These portfolios will contain all information received in class, and also information and pictures taken on field trips.


The course involves two field trips.


  • Ellis Island– The purpose of this trip is to get current information on the peopling of America. Students will be able to obtain information on how and why people came to the New World. This information is very helpful in preparation for the New York State Teachers examination. It is also helpful in balancing information relating to ethnic diversity in the Americas, and its contributions to the New World.
  • The Metropolitan Museum of Art New York City. This trip will provide information on Ancient History and provide information necessary for teaching in a postmodern world with a more realistic appreciation of the contributions of a multicultural world.


This is an Experience, Learning and Spiritual Formation course. Students will be expected to experience information they will need to be effective teachers. Students will learn how to use information effectively in classroom presentations to help children. Teachers will experience a spiritual formation process, which will help them use a higher power to become more effective instrument of God.


This project includes the following.


A strategic Planning Chart



In sequence if necessary

What is to be accomplished


Who is responsible

(key person)

How is this to be


When is it to be accomplished Resources needed, people, materials, facilities, funds Accountability

What is to be reported to whom and by when

Plan introductory


Invite select


Plan interfaith

Weekday service

Plan nurturing


Teachers as

Extended members

Of the family

Supportive workshops            



  • Churches that become in the education needs of the community will have increased attendance in congregations
  • Teachers who are supported by faith based institutions will have a better relationship with the children and the community
  • Teachers who feel supported in the academic environment will consider staying longer in the profession
  • The improvement in academic preparation of the teacher will improve the academic climate of the community
  • Teachers who know the communities in which they work will have higher expectations of students
  • Spiritual transformation of teachers will have a positive effect on the academic performance of students
  • Spiritual transformation of teachers will have a positive effect on the job satisfaction of teachers.


Proposed Outcome

The proposed outcome will be:

  • Ø Teachers will gain practical skills for classroom management
  • Ø Teachers will have practical skills in spiritual management of student behaviors
  • Ø Teachers will have practical skills in spiritual lesson planning
  • Ø Teachers will have practical skills in spiritual instructional delivery
  • Ø Teachers will have practical skills in perception and expectation of students made in the image and likeness of God.




Teachers will be interviewed before the project to determine what help they feel would be beneficial to them in making them a more confident teacher in the classroom. Select teachers will be asked to take par in the project. The teachers will promise to devote ten weeks to the project, and be willing to answer question concerning what effect, if any, participation had on their performance in the classroom, and their feeling about teaching and students in general.


Question to be asked will include


Pre questions

  • How long have you been teaching?
  • Are you a certified teacher?
  • In what state are you certified?
  • How was your teaching experience last you?
  • Do you plan to remain in the teaching profession?
  • How can we help you to achieve your goals?


Post questions


  • How many weeks did you attend the program?
  • Did you attend the trips?
  • Were the trips helpful?
  • Did you meet any families?
  • Did the spiritual classroom management strategies help?
  • Did the spiritual managing student behavior strategies help?
  • What part of the course was most helpful?
  • What part was least helpful?
  • What affect, if any did the program have on your classroom performance?

















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