Saul … did not inquire of the Lord.

(I Chronicles 10:13, 14)

The Research Plague (Part I) _______________

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Irene Sanders was a master elementary school teacher because she first served the Master
teacher, Jesus, in her third grade classroom. Her classroom was one of a kind and for years her class
theme was, “The King’s Court.” Her classroom was decorated with a medieval castle theme including
kings, queens, knights, jesters, etc. Irene treated the students, staff, and parents like royalty and taught them to treat each other like
royalty as well. She would always go out of her way to go the “extra mile” for others, as her mentor Jesus had taught her and done for
her (Matt. 5:41). She had a passion for Jesus which overflowed into every aspect of her life – home, career, and community. The
teaching of good manners, discipline, and character education were of primary importance in her class. She taught them by integrating
them with literature from many cultures which included Bible stories taught as literature. She had an ornate antique chair that was the
throne where the student “Prince/Princess of the Week” got to sit for the entire week. During that week he/she had the opportunity to
wear a crown, help the queen (teacher), share his/her dreams with the class, and post photos of himself/herself on the “Wall of Fame”
bulletin board. She/he was able to choose a friend and eat in the classroom with Irene on Friday, a special time in which Irene got to
more personally know the child and give him/her the crown he/she had worn and a copy of a story Irene had written, You Are Royalty.
The academic achievement of her students was amazing; much of the material she used was her original creation. She loved
to attend state reading conferences to get new ideas as well. Her class was the highest achieving on the Briargrove Elementary
campus and near the top in the entire large diverse school district. Every year she inquired of the Lord before the school year started,
identified her God objectives, and kept them first. She prayed privately in her classroom prior to the start of each day and regularly
agreed with other teachers in prayer at the campus prayer group she facilitated each week on Tuesday afternoons.
Then one year “The Research Plague” struck Irene, her classroom, and Briargrove Elementary.
Jacqueline Smithers was a new instructional specialist assigned to the campus where Irene taught. Her work was her god, the
most important thing in her life, and she believed that education could only be improved by more scientific knowledge (research), the
use of more technology in the classroom, greater school funding, more laws, and more work. She was a workaholic and spent hours
and hours at her all-consuming job. Though she had been just a mediocre teacher herself, she loved to read research journals in
education to see what “the experts” were doing. Having grown up without a mother and a primarily absentee father who was a high
school band instructor, Jacqueline was always looking for acceptance and attention from others, a character trait that was hidden and
unknown to her. It was the primary factor for her entering administration – to be recognized and accepted by others, something she did
not receive as a child from her parents and never knew she could receive from God. She strove constantly to please herself and meet
her own high standards; she was a perfectionist. She was also a people pleaser who always did what the teacher told her when she
was a student. Now as an administrator in a new district created position, she would do everything she was asked to do by her
administrators without question. Institutional authority was very important to her because it gave her identity. Her primary role was to
serve those above her in authority, not the teachers who were below her. She believed the teachers were supposed to serve her.
The spring prior to her beginning her new administrative position, Jacqueline read a Harvard research paper about how
effective Universal Small Group Instruction (USGI) was, a new instructional model that had reported fantastic results. Jaqueline thought
it insignificant that the study involved a population of high intellect, high income, self-motivated students who were actually in a private
school attended by university faculty children. The school Irene and Jacqueline both attended had a student population that was the
opposite. Wanting to make a splash, prove her worth to others, and validate her new position, Jacqueline convinced her principal and
district to let her pilot a USGI campus while always citing “the research.” The week before school started, the staff of Briargrove
Elementary was introduced to USGI. All instruction all day was to be in small group centers except for PE, art, music, and library
classes. There was not to be more than thirty minutes of whole group instruction all day in any teacher’s classroom and they would be
“written up” if they did otherwise. They were told the new program was to start in five days. To be continued….
Prayer: Lord, help us seek and serve you first in our professional lives. Thank you for knowledge but never let us use it without first
inquiring of you and applying it with wisdom.
Reflection: In who/what do you primarily place your hope and trust in your professional life – God or knowledge? How would you
handle this situation if you were Irene? What are the pros and cons of implementing “research based” practices in education?
Getting Real: Knowledge is a gift from God but it is not God. Inquire of God and use wisdom before applying knowledge. There is a
way that seems right to man yet leads to destruction. (Proverbs 14:12)
CLASSROOM LIGHTHOUSE SERIES: THE GREAT RACE (For info or prayer contact ceaihouston@sbcglobal.net.) WEEK 4

Pray for Lori Adams – Lori spiritually mentors education majors at Iowa State University in small groups, has served as the
chaplain on their basketball team, helps facilitate the FCA (Fellowship of Christian Athletes) on campus, and spiritually
encourages public educators in the field to seek and serve Jesus first in their profession. She is making a difference for
Christ in the lives of teachers and athletes. She is supported financially and in prayer by the CEAI-Houston