Biblical Foundations

scriptural Foundations Paper Many people play a part in curriculum growth and design in secular and non-secular develop systems. This may include society, government, church, and family. Before developing a curriculum components be considered where trainingal doubtfulnesss are asked and answered with a probable cause in high society to situate goals and objectives from standards to make up the curriculum. Educators in both secular and non-secular schools live to see what content is meaningful and purposeful for students to learn. Christian philosophy and worldviewLearning cuts place by means of experience and individual study from both a memoriseer and a student. From a biblical prospective teaching and learnedness wholly points to immortal as the Creator and Sustainer of all reality. If planning with the purpose of breaking biblical principles, educators should direct principles non only at the content being taught exclusively also to the development of a biblica l worldview of the students and the mien they learn. In my opinion, idol made all persons unique in their own special way so that they can play their special gifts, talents, experiences, and insights throughout society sound as his son Jesus did.The bible makes it clear that beau ideal calls us to be a community in society which we all contribute our special gifts given to us (Van Brummelen, 2009). To teach means to take the top out in planning appropriate lessons catered to each individualized learning styles practical application all contents in lessons by producing a variety of ship canal to capture the attention of students. Educators can use the appropriate tools to put one over principles to infixed questions, objectives, key learning activities, and classroom management strategies to determine whether lesson and unit plans put up towards the purpose thats desire to achieve.Jesus captured the attention of many through his teachings because he taught like no other he was unique and reached people from their go over of understanding through his teachings. A scripture that comes to mind is Proverbs 226 which tells train up a child in the way he should go and when he is old, he will not depart from it (KJV). When teachers train students through modeling and through educational principles they are able to in effect train a child to grow up with morals and set as well as how to be productive members of society, and how to respond justly to the world that surrounds them.Personal belief about truth of society The Bible explains that no one is perfect in this world, Romans 323 says, For all have sinned and fall short of the glory of God Romans 310 states none is righteous, no, not one (KJV). Therefore, we all have flaws and should work on doing well behaved rather than evil teaching the way of being righteous and doing what is judge of us. Galatians 522-23 says, But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithf ulness, gentleness, self-control against such things there is no law (KJV).Being effective means knowing how to recognize problems that deals with situations from eight-fold perspectives. Teachers can rely on their professional association and judgment to take action by knowing the consequences of solved problems whether good or bad. A good teacher sets the tone and lays the foundation for students to succeed with learning by implementing great strategies to encourage and promote self discipline in a positive classroom milieu. Roles of the teacher and learner Teachers play a rattling important role in influencing and in increasing students inte reposes in an active-learning environment (Rotgans and Schmidt, 2011). Timothy 215 notes, study to shew thyself approved unto God, a workman that needeth not to be ashamed (KJV). An important part of the education process is to give students the tools needed to integrate what they learn, know, and believe in order to mature in a way tha t will remain with them for the rest of their lives. As a Christian teaching in a humankind school, I can most definitely explain what I teach differently from a Christian teacher due to my character principals I follow to manoeuvre me daily throughout life.I can teach students to question what they know, what they think they know, why they think they know it, and then begin to consider them to the truth about the lessons being taught. I can answer questions that baron arrive based on my beliefs using logical thoughts derived from my opinion. With my teaching principles, as in Jesus ministry, there is a strong link between standards, objectives and outcomes. I get that students need to know what is important and not forget. As with me, following the example ofJesus by modeling and practicing what I believe not only communicates the content but also gives students the strategies, skills, and processes they will need to apply the truth about learning. Using assessments, reinforce ment, and reviews that will link declarative knowledge and procedural knowledge will also enable students to retrieve and apply knowledge gained in real-life situations. We as educators must remember that we are on the job(p) with the future that students possess and that we have the unique opportunity to have a major impact on the lives of students.Roles of the society, government, church, and family in the development of curriculum regime influence curriculum design and development because it all starts with starts funding. Public and private educational institutions both rely on politics for funding, hiring of personnel, building, and maintaining facilities, and equipment. Mainly all aspects of curriculum depend on local, state and national political standards in which affects curriculum development. According to Ganly (2007), the federal government mostly influence the run away of the curriculum found in the classrooms.The state provides support materials and a guide for eac h subject area and grade level. The state also determines what students should be learning and provides a list of approved materials that can be apply in the classroom. The state sets the standards on what students should be learning and forms committees holding habitual meetings where they listen to different interests and opinions on curriculum form members of the community. After suggestions are considered the state sets rules for student standards. The District provides materials for teaching such as state standards and pacing guides to the curriculum.The district also reviews material that can be employ in the classroom and recommends specific materials that should be purchased. The community plays a very important role in influencing curriculum in a school. incompatible community groups such as religious, political, and varying associations influence a school by effecting what topics may be taught. The community is also influential when decision making on things to implem ent and use because they are actively involved in district decisions about proposed materials. The community plays a role in tautologic curricula activities by hosting different clubs, teams, and events.Families of students also play a role in the curriculum through surveys that are established giving feedback on how they feel the curriculum is helping with student learning. Parents opinion matter due to their perception of education and the needs of the school system that helps in teaching learning principals of education. When parents are involved in their childrens education, both children and parents are likely to earn (Brown, 2000). References Brown, P. C. (2000). Involving parents in the education of their children. Retrieved from http//www. idsource. com/kidsource/content2/Involving_parents. html Ganly, S. (2007). The key players in curriculum development in United States schools. Retrieved from http//voices. yahoo. com/the-key-players-curriculum-development-united-535636. html Rotgans, J. I. , & Schmidt, H. G. (2011). The role of teachers in facilitating situational interest in an active learning classroom. Teaching and Teacher Education, 27, 37-42. Van Brummelen, Haro. (2009). Walking with God in the classroom Christian Approaches to Teaching and Learning 3rd variate