"The student demonstrates appreciation for the many dimensions of ongoing public-square and global conversations related to social, cultural, religious, biblical, and theological concerns. She has a biblical Christian perspective that results in knowledgeable and compassionate dialogue with appropriate evangelistic engagement."
Overall Reflection Statement
For my competency development I am submitting photographs reflecting to my cross-cultural experiences. What I have learned and experienced personally is that most people respond well to unconditional love expressed through grace. In travels throughout North America, Asia, and Europe I have become a global citizen. I am burdened for other believers living and serving in areas where they have insufficient resource to grow and equip others. I plan to use the opportunity that God has given me to share my spiritual gifts and education in the world.
Learning Reflection
I continue to develop awareness by actively pursuing different learning experiences. This semester, I observed an art class that a group of adults in the special needs community attend. The class is held every Tuesday at Stonebriar Community Church. My observations and research revealed blind spots. After spending approximately five hours with artists and volunteers I realized that I have been overlooking a part of the body of Christ in preparing lessons. Cultural engagement includes diversity in every part of the kingdom of God. Choosing illustrations and writing Bible study questions to include people who struggle with disabilities is as important as including socio-economic, cultural, and multi-generational differences.
Lifelong Learning
My experience teaching at the Lay Institute convinced me that adults enjoy learning when they can share in class discussions. Lecture is the least effective method of teaching adults. Open ended well constructed questions allow students to think critically and engage through facilitated learning. Sitting in a circle as I teach works best when the class is small. Being in the group, as opposed to standing, helps establish connection with learners much earlier. I learned that adults feel more comfortable when I joined the group as a fellow learner and guide the lesson when teaching in a mixed gender group. Group facilitation is a practice that I will continue because it is highly effective.
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