What learning from this session can I apply to my role?

As an educator I am responsible to join in on this ongoing creative process of creationism through teaching, to serve the needs of my students. To ensure that their minds are continually created through lifelong learning. I MUST nurture wondering, curiosity, awe meaning and celebration! I play a critical role in co-creating the minds of students.

What questions remain uppermost in my mind?

Actually really enjoyed this session, I thought I would have so many more questions- but I actually don't.

How is this affirming/challenging/freeing for you?

This has been incredibly affirming for me as a Primary Teacher who teaches Science. I have always focused on Creationism as Genesis from the bible, instead of opening my view to think of it as a constant cycle of renewal and creating- which is my role as a teacher every day! That is why I love teaching, I am privileged to be part of this journey with my kids.

Reading the framework for Lutheran Schools., it is clear to me that the entire Lutheran framework for schools revolves around encouraging and support students to be informed and sustained by the word of God to develop their God-given talents so that they may shape and enrich our world. A continual cycle of creation is the foundation.
I realised that I have often thought of creationism as mostly the creation of nature and the biological world, but from reading this, I now view it much more as the creationism of students, their learning, and them as individuals. My role as a teacher in a Lutheran school is to support students to renew and create themselves in a continual cycle. To allow them to feel safe and supportive as they experience and navigate this creation and move through these development cycles. As it is continual creation. I am privileged and blessed to be such an integral part of this creation.

GUIDING Q2: How does creation theology shape an aspect of your work with students?

Reading this article: Is science replacing God? - Lutheran Church of Australia. (2021). Retrieved 26 May 2021, from https://www.lca.org.au/is-science-replacing-god/

I have realised that my task as a teacher who teaches science within this context is to help individuals within our community; both those who are scientifically informed and those who are less informed, to come to terms with the ongoing dialogue between the natural sciences and Christian faith foundation of creation.
When interpreting Genesis and Creationism, students want to know the who, what, when and why... many scientific questions, but the focus is on the intent and most importantly that students realise that simply the message from me is that - the intent is that God is the creator.

• We work together with God, in a loving relationship. 

• There is no hierarchy.

• We are a community, we congregate together, as Christians we are the new people of God - we are meant to be together in fellowship.

• Paradise/Heaven - in a perfect relationship with all of our loved ones, and ourselves.

• Community is why we have been created.

• Relationships aren't perfect - our desire to be like God (Powerful, in control) is what can cause imperfections.

• In what ways might the concept of grace shape Lutheran education communities?
• In what ways might the concept of grace inform the understanding of my role and my contribution?
• What questions or issues does the concept raise for me and how can I explore my questions?

Another area covered in the Connect program and impacted me was how to develop a Christ-centred student community. In terms of class dynamics, I have been more conscious about creating feelings of embrace or acceptance of the dignity of the students. A critique of the concept of community, supported the student perception of belonging to a friendly group to improve learning and character.

Also, I have been able to pray and understand ways of correctly including scripture in my teachings. One reminded me of all the resources: "All authority belongs to God, and everything we teach and learn should be sourced from His Word." This approach has changed my perspective in my Units of Inquiry, not just academically but more so spiritually, as a 'go to' tool for students and seeing them grow in faith.

In all, Connect has assisted me in assuming a more Christ-centred approach to my teaching that emphasises community and faith in how I teach. It has helped me change how I look at teaching by awakening the calling aspect of being a teacher and working for God the creator.

Of all the religious concepts, grace plays the most important role in my work. Understanding that love and salvation cannot be earned makes me relate to Lutheran theology and so to students. Because of my belief that each child is unique by being children of God, I spend quality time with each student regardless of his or her ability. I always embrace error by informing the my kids that error is inevitable in learning and development. Grace also defines how I develop community attachment since every student counts, and their input is essential to our classroom.

In a natural context, this means that I promote acceptance of the classroom environment that lacks tolerance for error and that all students should be treated politely. From the same point of view, Lutheran theology affects my approach to teaching and the relationship between teachers and learners, which model the Gospel's love.

For my continued learning, I plan to continue to learn about the aims of teaching in a Lutheran School and how theology can be done across subjects and how faith can be cultivated in my students. I will seek information on how to elaborate Christian Studies lessons concerning diversity. I also plan on working with other teachers to discuss various methods and talk about others teaching experience. Also, I will continue to learn the scripture and pray for the best ways to enhance students' spiritual development. Through these initiatives, I want to enhance my capacity as a Lutheran educator and build on my calling to deepen students' faith formation.

Connection is also what brought me to this school—connection to the practice and values of the Christian faith. 

Many questions go through my mind when I think about Lutheran education. Some of these are:

How big is the Lutheran faith around the world? How does it look in different parts of the world? 

How inclusive is the Lutheran faith, regarding societal changes?

How do we support the knowledge and understanding of other religions in an international Christian School?

How can we authentically plan for and learn about Lutheran faith through our learning and teaching program?

Kindness is at the core of Lutheran education communities because it entails acceptance, forgiveness, and spiritual growth. It helps us remember that regardless of the outcome in 'life', we are loved unconditionally by God. Grace has teachers, staff and students engage in a spirit of humility and hope with their mistakes so that they can learn from them. It fosters a community that calls everyone because we are all children of God, and everyone is encouraged to learn. In Lutheran education, 'grace' is not just a theological concept but a practical approach to teaching and learning. It is about creating an environment of acceptance and forgiveness, where students feel safe to make mistakes and learn from them.

In my teaching, grace works through me because I have to be patient with the students, tolerant and forgiving as I nurture the students' spiritual and academic development. Besides the initial responsibility of delivering knowledge, I must set an example of Christian behaviour to welcome all students and let them know they are essential and important to the community.

Issues about giving grace together with expectations- how to be graceful and require people to be responsible. It also brings the question of how to teach our students about grace and accepting the grace given when our students may feel that s/he is undeserving of it. In order to answer these questions, I can discuss them with my colleagues, read theology books, and search for my own experiences of grace. This will improve my flow of grace in class on an everyday basis and with students because in my inner faith, I understand and believe that I will never be able to operate at a level with zero tolerance for error because errors are part of the learning process.

Nevertheless, a brief discussion of creation theology also warrants questions from my kids. That raises a good question: How do I incorporate it into all learning strands? What should I do when students approach me with creation theories and other complexes, appearing after discovering something in nature or due to differences in beliefs? As a Primary Teacher, I am responsible for offering students ways of making sense of faith and reason. To answer some of these questions, I can refer to theological and educational literature, discuss with colleagues, and initiate open discussions with students. I will reflect and meet with students when they need me personally, and be a source of encouragement and wisdom on discovering God's support in developing their head, heart and hand. All of these help me ensure that I follow the goal of Lutheran education and assist our students to develop academically, spiritually, and personally.

All I have learned about community relationships has opened my eyes to the broader perspective of being a teacher. I am a role model to the learners, teaching them how to cultivate good relationships and live out the values of being a Christian in our community. In my interaction with my students, I ensure that I uphold Christ's principles of love and forgiveness; hence, what the students experience from me prepares them to become responsible citizens in society and be productive in their learning journey.

For me, ideas about community bring several issues: How do we make everyone in the student population feel a part of that/our community — people with different backgrounds, learning difficulties, and other individual circumstances? I also wonder about teaching effectively and building the necessary relationships with students. To answer these questions, it is crucial to engage in conversation with other educators, learn more about strategies for building community, and use scripture/Growing Deep Document and prayer to find ways to create a welcoming and safe educational community in our school. This proactive approach ensures that every student feels valued and included.

Lutheran education communities of practice/schools are defined by and built upon God's Word, as the means of instruction/learning, interpersonal interactions, and faith modelling. As a teacher, I take on the role by emphasising how compassionate I should be to my kids. This calls for humility and portrayal of the image of Christ to the my students, plus making them understand the work of God.

Lutheran education is based on theological beliefs that include grace, call, and service. Grace tells us that salvation is free; and work is spirit driven worship. These principles form a basis for educating people about spiritual and personal development.

These concepts create questions in my mind, including the following: How do I assist the learners in linking theology to what they experience in their daily lives? How do I make the Word of God real to them? To address these questions, I can read through literature, speak to my peers, and discuss them with students and other teachers. Reflection and prayer shall also help me in the process of adapting the principles to my teaching.

I also incorporate teachings of the Bible in my classroom by ensuring students learn how God is involved in everything and anything around them. However, I still wonder how to motivate learners to engage with Luther's messages and how to help them grow spiritually as they ask questions about their faith.

In order to answer these questions, I will need to continue to learn, complete EQUIP 1 and 2 and consult with other educators. In summary, I have learnt a lot that has enhanced my understanding of Lutheran education and the need to embrace this type of learning and teaching with humility as a teacher to help my students learn and grow.