Tarkas

Sept 11, 1993

Teaching Techniques

Courtesy Susan Kimsey, Half Moon Bay

Student T: My concern is that I feel lacking at times in an ability to approach students in a manner which will be substantive in fostering any meaningful growth in them. I would like specific help in being more creative about teaching my students things that are more meaningful to their spiritual growth, and their character development. Any specific suggestions would be most appreciated.

Tarkas: Bravo, T, for your high intentions in this matter! Surely, this is a difficult challenge, given the many obstacles you face with this task. You know better than I, the limitations you find in your classroom environment, and the emotional, mental, and spiritual limitations of your students, given their background and the family environments from which they come. Yet, striving for high ideals with them is honorable work and honors the Father. For you choose to see your students with the potential glory they carry as Children of God. Now, let us turn to the specifics of possible solutions to these challenges. What comes out in the students when you express to them your own intentions? Do they respond to this challenge with you? When you express your intention to teach them from high principles, what response do you receive?

Student T: Normally, I don't make a self-conscious reference to that intention. I discuss ethics and high ideals directly without previously stating the intention to do so.

Tarkas: Let us look at the possibility of involving the students in this initial challenge to be taught from high ideals. Would it not be provocative to them to ask that they premise their experience of learning from high ethics of honor, sincerity, intention, and commitment? Would this not cause them to examine their own motivations within your class? Certainly, not much can be gained from only one half of the relationship acting from this premise. What you propose to provide to them, you can ask to be reciprocal. Certainly, not all may respond. But, is it not an important component of the teaching relationship that the students consider their own quality of participation in this process? Perhaps, an opening discussion of just such concepts could help to set the tone for your classes. Do you wish to comment?

Student T: I believe that what you're suggesting might very well enhance my ability to approach these topics with more ease, with the students. You seem to consider my own ability to discern the environment and my students as being well-defined. I'm not so confident in my abilities, sometimes. But I do observe that I get an inconsistent response from students as I touch on these sorts of topics. I would like to understand better how I might approach the students. So please proceed, and give me what feedback you think would benefit me, in my understanding of my students. If that includes a better understanding of their perception of the classroom, the environment of the classroom, and myself...all the better.

Tarkas: Agreed. Your students perceive at times, a hesitancy in your demeanor, which causes them some anxiety. This confusion is commensurate with your degree of preparation, or stress caused by the many pressures that occur from conducting your classes. This is an area which calls for your development of your own ability to remain calm under pressures. Perhaps you can see yourself in those moments when anxiety is apparent in your demeanor. Do you care to comment on this?

Student T: Yes, I think sometimes I'm aware of it, and other times, it isn't as obvious to me.

Tarkas: Moments such as these can be dealt with first by attention to your own mental and emotional state. If you perceive yourself as anxious, or confused, please try to rest a moment. Regain your composure. This is an excellent model to the students themselves. For certainly, they all face anxious moments themselves. Seeing you take command of your own composure will encourage them and convince them that just as you intend to remain in charge of your own mental and emotional state, you intend to remain in charge of the classroom environment. Can you see the dynamic that we are encouraging you to attempt?

Student T: Yes.

Tarkas: May we suggest ways in which to regain your own composure?

Student T: Please proceed.

Tarkas: First, the awareness is paramount. Second, a particular mental habit can induce such composure. For instance, a brief prayer to the Father for assistance, such as, "Father, let me be at peace." can be very powerful in these moments. Third, for your physical body's sake, a long, even, slow breath can do much for your overall composure. Those three components: Self-consciousness, God-consciousness, and Body-consciousness can do much to give you a balanced and successful demeanor in your work. Would you care to broach other topics with us?

Student T: Can you suggest specific lessons, or topics that might be good as ways of approaching students about these high ideals we've already mentioned?

Tarkas: Another approach which we would suggest is to always use the students as a source of input for your class. Always the quandary for a teacher becomes, "Am I a teacher of this material, or am I a teacher of these students?" What power comes from making the connection between the material at hand and the inner needs of the students themselves! Making the material credible to the students means providing them with understanding of how this material can be relevant to their own understanding of life. This does not mean a pandering to the students' egocentric desires or attitudes, or interests, but instead always seeking on your part to find the relevance in the material for the students by remembering to provide room for this discussion within the topic itself. Even negative reactions from the students regarding the material can begin an honest discussion of why their perception is this way.

Student T: Are you able to analyze the discussion I had this last Friday with my junior students in class, and provide me with a critique in terms of the issues you're now discussing?

Tarkas: You discussed the progress of mankind and their cynicism was apparent. Realize the value of starting where they are emotionally and philosophically if spiritual growth is to occur. They angered you with their comments, but you can rise above such anger with the help of your Thought Adjuster. Knowing you are not alone in your classroom, that the Master teaches with you, can help you to hold to high intentions. He sees you tending to his children and blesses you for your work with them, with his flock.

Student T: Thank you.

Tarkas: Know that God is with you in this process. We encourage you to continue in your efforts. There is much work to be done to help with the salvation of your planet. All that you do is greatly appreciated and we see you as our companion in this noble effort. Let us say our "good-byes" now. There is much for you to be proud of in your work. We give you blessings from on high.

Farewell.