THE GMRC T MASTERPIECE LESSON 1: Faith as Inner Source of Hope This module focuses on the Good Manners and Right Conduct (GMRC) Teacher’s faith in an Almighty God, which serves as an inner source of hope in his or her life as a teacher. It has four parts. Mt begins with the definition of faith followed by a discussion on what it means to have faith and why is it so important to have one; and faith in God Almighty in action. The end part is on faith and the spiritual dimensions of teaching. ‘GMRC | Module 4 | The GMRC Teacher as God's Master EACHER AS GOD’S LEARNING OUTCOMES At the end of the lesson, the students must be able to: * recognize one’s unique faith as an inner source’of hope value the important role of faith in one’s personal journey as a Good Manners and Right Conduct (GMRC) Teacher teflect on the blessings of God in one’s life demonstrate active faith explain the implications of having one’s faith in the teaching and learning process by practicing a faith driven pedagogy Lesson 1 | Faith as inner Source 0 ea| Acrny CTRL SONG ANALYSIS GOD.WILL MAKE A WAY Listen to the song of Don Moen entitled God Will Make a Way. You may download this on Youtube. If in case you are having difficulty with your internet connection, just read the lyrics of the song below: eoeccccccccce Oh, God will make a way Where there seems to be no way He works in ways we cannot see He will make a way for me He will be my guide Hold me closely to His side With love and strength for each new day He will make a way, He will make a way By a roadway in the wilderness, He’ll lead me and rivers in the desert will I see Heaven and Earth will fade but His word will still remain And He will do something new today Oh, God will make a way Where there seems to be no way He works in ways we cannot see He will make a way for me He will be my guide Hold me closely to His side With love and strength for each new day He will make a way, He will make a way By a roadway in the wilderness, He’ll lead me And rivers in the desert will I see Heaven and Earth will fade but His word will still remain And He will do something new today. e e e e e ° ° e e ° ° e e e e e e . e e ° ° e ° e ° ° e ° ° B= ° . ° . . ° . ° . ° ° . ° . . . ° . . ° . ° . . . CORSO CEH OSLO OHO RLODELO EE LECLE EO EECEE® ‘Manners and Right Conduct (GMRC)ANALYSIS fier listening to the song, reading and reflecting on its lyrics, answer the following questions: 1. How did the song make you feel? 2. What idea is the writer concerned about? 3. Can you resonate with the song? Explain your answer. 4. Does this song make you aware of ‘something you did not know before? What is it? 5. What is faith for you? Describe a specific faith experience which you may consider the most significant in your life. GMRC | Module 4 | The GMRC Teacher as God's Masterpiece Lesson 1 | Faith as inner Source of Hopema ioksctanctnentlhh st meinen me — | ABSTRACTION © “ Definition of Faith Let us first define faith in the context of the Scriptures. Generally, faith means much the same as trust. This entry is specifically concerned, ‘however, with the notion of religious faith— or the kind of faith exemplified in religious faith. In the ‘hope’ model: faith as hoping— or acting in the hope that— the God who saves exists (https://bible.org/article/faith-hope-and- love). In viewing the many emphases of faith throughout the Scriptures, whether in the Old Testament or New Testament, one thing is certain: faith is a basic and necessary quality of the __ believer. Moreover, true faith in the vocabulary of Christians is not only belief and trust, but also faithfulness and loyalty. Put technically and linguistically, ‘faith’ is both active and passive in a sense. It is not only the inspiration of all religion but is also a moral excellence. Hence, true faith may be defined as a whole-soul committal to God: (1) The believer's intellect must encase complete trust in the Lord; (2) His emotions must desire what God designed and desires for him; and (3) His will must involve a complete commitment to the Lord. Thus, he is one whose will “is thoroughly blended in love” with God's will. When such is the case, God will increase the believer's righteous nature with the result that he will “wait patiently” for the Lord. Interestingly enough, within the psalmist’s presentation of the nature of true faith one may notice some accompanying rewards. God will richly reward believers whose “Hope is in the Lord.” (https://bible.org/ article/faith-hope-and-love) Once again we see that hope has a vital connection with faith and love. Both have provided for the believer “a confident hope,” which not only gives assurance of a heavenly future, but which enables the believer to live a godly life here and now. ‘Good Manners and Right Conduct (GMRC) The importance of an active faith, which should under-gird all of our doings jg emphasized. Faith is being sure of what we hope for; being convinced of what we do not see. Indeed, faith in Christ's finished redemption should provide an impetus to hold fast to this assured hope regardless of life's difficulties or opportunities. Our hope is based on the unfailing promise of God; why should we not cherish it confidently and share it boldly. Both faith and hope should spur the believer on so as to be an example, encouragement and support to an active life lived in God's love. Moreover, believers should seek to love others even as God loves them. This is especially true for the believing community. The reality of Christian love should be demonstrated in the personal relationships and mutual concerns of the Christian community, It will be found that not only does love promote fellowship but also that fellowship stimulates féve, because it is by meeting together as a true community that Christians have “the ‘opportunity for encouraging one another by mutual support, comfort and exhortatjon The faith that produces hope is produced by “faith working in love,” which enables the ‘believer to be led by the Holy Spirit for “the hope of righteousness”. Believers will attain their hope by faith and through the Spirit Living in accordance with God’s love is the means by which the believer lives’ 4 righteous life, free from sin's dominance, and resting in the hope that comes by “fait! working through love” Interestingly, St. Pau!reminds the Colossian believers that an active faith and love give assurance of the reality of their heavenly hope. Would that all believers would pave such faith, for God’s boundless jove is ever available to the faithful peliever. How amazingly great is God’s love! For by it he gave his Son in order that man might liye in assured hope. True faith operates within the pounds of God’s love. Thus Paul commends the Thessalonian believers for their faithful ministry for the Lord, It is a constant ministry that gives “hope in the Lord Jesus Christ” both now and for the future, (https://bible. org/article/faith-hope-and-love) What does it mean to have faith and why is it so important? We know that faith and hope are both needed for our success in this life. Faith being the substance of things hoped for means that we must have a base mindset of faith in order to receive what we need from God. We have to truly know and believe that what we set our minds to believe and focus on is what will come to pass. Hope speaks of the future and faith speaks for the now in life. Faith and hope truly work together for our good. Hence, the’ basic value of our faith experience in spirituality, while at the same time asking ourselves about the space that faith occupies in our lives is something we need to ponder upon. Through the experience of faith we recognize God, his initial love for us, and the path of our response. This faith and experience through the hope and love that it generates, is the only possible path of Christian spirituality. The path and search for God is the path of faith, and through the experience of faith is the encounter with God. Because of faith, God is encountered in the measure to which he is sought. Jesus considered faith to be @ rarit 1 tell you solemnly, if your faith were the size of a mustard seed you could Say to the mountain, “Move from here, to there,’ and it would move; nothing would be impossible for you.” (Galilea, 1991) GMRC | Module 4 | The GMRC Teacher as Goa s Today more than in the past, we realize how difficult It is to believe. It is not easy for those who have faith and i is even harder for nonbelievers. The experience of the world today harshly puts faith to the test. Injustice exists in thousands of forms and rampant misery colors the lives of the majority of the human race. Growing violence and inescapable crises surround us (like the COVID-19 pandemic). Millions of our brothers and sisters live in sub- human conditions, destined only to be born, survive and die. In such a world, it is not easy to have faith, to believe in a personal God who ‘irects history with love. We have come to ask ourselves, anxiously, what good is faith in this situation? What difference does it make to have-or not to have faith? Every spiritual journey, is a maturing of the living idea of God. The history of salvation is a progressive and gradual revelation of the face of the one true God. The path of spirituality, today and always, is the leading of individuals and cultures through this gradual revelation, even within different contexts and experiences. In the experience of Abraham, God is revealed as a historical God who intervenes in the life of persons to commit himself to them and to form a people with them. The God of the Bible is a God of commitment, of the covenant, of the promise. He is a God in whom the individual must place hope against hope, who must be trusted, who must be believed absolutely, to whom one must be faithful. In his revelation to us, Jesus reveals the essence of the Christian God: to be pure love and mercy, active, dynamic, and limitless. Because God is love, he is committed to his people (Galilea, 1991), True faith therefore is @ whole-soul commitment to God. Faith in God we professed can work miracies in our everyday lives. Our faith which could move us to act and respond to the needs of our brothers and sisters. Faith in the Almighty is an innate trademark Filipino value. All of us has it. Filipinos pray together, with an extraordinary faith to get through many calamities. Such an attitude clearly defines the Filipinos’ unique regard for the value of Faith in the Almighty. We should take pride in our faith and use it to improve our lives. piece Lesson 1 | Faith as inn Source of HopeFaith in God Almighty in Action The GMRC Teacher may choose to integrate and enhance the value of faith in God in their subject areas/lessons, in their family life through the arrangement of stronger faith practices in the home (e.g. praying before meals, praying of the rosary and other devotions), encouraging children to develop a habit of prayer and reflection especially” when faced with moral discernment, attending prayer sessions/Bible sharing and going to Sunday masses), and in their daily lives by always contributing one’s efforts to God and making him a part of the choices and decisions that one makes. The teachers are encouraged to take a pattern of taking long, prayerful walks - a favorite habit some people developed over time. One would surely notice that when hardships and intense prayer were combined, one’s faith grew and improved. The most difficult times have become some of the most special times, periods one cheristies and treasures throughout one’s lives. Evidently, the Lord has reached out to us in our lowest moment. Thus, prayer worked like magic in one’s system. One’s self-imposed solitude and contemplation naturally provided the perfect setting for reflection and prayer. When one is synced with oneself, our prayers would be heard and answered instantaneously. Faith works wonders. Faith can move mountains and heal hearts. Faith is like a staff that supports us. With a heart full of faith and hope, it is imperative that we offer our grateful thanks to the Lord and marvel at how the Divine responds. The universal consciousness had reached out, connecting and uniting each individual consciousness with itself. We will then feel that our individual consciousness will be part and parcel of the divine consciousness. This is the beauty of it. Once the teachers consider the significance of prayer in their life, they are fully aware of the things they can accomplish when they live a life of Faith, They have in them the desire to do the right things, make moral decisions, and work for the best of one’s God-given talents. They shall hold their moral ground when they are confronted with things that undermine their values and those which may inquire the well-being of others. The teachers’ faith is a gift that fe ‘Good Manners and Right Conduct (GMRG) strengthens them in times of crisis and he, them arrive at conscientious decisions, The become aware of its manifold benefits Tue they shall strive to nurture this gift throug? prayer and reflection. They also understany that their faith in God can bring them ig appreciate themselves, their family, tien, and colleagues, their job and their leamen, better. Thus, they will do their best to be s discerning individual with God as the, source of wisdom in everything that they do With a deep resolve to be a better person, they can go further by putting their faith ing action. They shall live a life that is based on the right values and serve as an inspiration 1g others who may be struggling in their own faith life. The teachers must not worry or fear because worry is a sign of distrust. Hence they must therefore believe in God Almighty and for sure they will not be alone in their joumey within and beyond because God is with them always until the end of time, — Faith and the Spiritual Dimensions of ‘Teaching As Paul Michalec (2002) puts it, faith is an essential component of one’s teaching because it encourages the teacher to more fully express the truth within one’s soul, allows'for the truth of texts to emerge and it calls forth the truth that one’s students bring into the classroom. Faith is also a source of the authority that compels the teacher to voice his or her with oneself, our prayers would be heard and answered instantaneously. Faith works wonders, Faith can move mountains and heal hearts, Faith is like a staff that supports us. With a heart full of faith and hope, it is imperative that we offer our grateful thanks (© the Lord and marvel at how the Divine responds. The universal consciousness hadreached out, connecting and uniting each individual consciousness with itself. We will then feel that our individual consciousness will be part and parcel of the divine consciousness. This is the beauty of it opinions in class and to act with purpose and meaning. Faith also generates moments of peace and solitude within which the teacher can reflect on one’s teaching practices and measure their value in accordance with the degree to which one’s actions resonate with one’s inner sense of truth, Faith encourages the teacher to take pedagogical risks that one’s ego and rational mind view with suspicion because of the unknowable quality of their outcome. Finally, faith facilitates the formation of community in the classroom, A teacher may rely heavily on the power of faith to guide him or her in the task of knowing each student as a unique learner and as a collaborator in designing classroom experiences to benefit’ all students. The more attentive a teacher to cach student as a learner, and as a person, the more effective he or she at providing educational experiences that lead each student to deeper understandings of subject matter, knowledge of self and development of self in relationship with others. Hence, Good Manners and Right Conduct (GMRC) Teachers are encouraged to utilize the faith-driven pedagogy which is a journey of discovery into the soul of one’s teaching. It is often uncertain, problematic and highly dynamic. Despite hours of reading, planning and feflection, the teacher never fully knows what will transpire between the text, the students and the professor. Michalec (2002) believes that effective teaching is faith driven and never regularized, processed and repackaged for casy digestion. It contains patterns, rhythms and principles but it should never be completely managed. A static pedagogy is a spiritually dead Pedagogy. According to Michalee (2002), GMRC | Modulle 4 | The GMRC Teacher as God's Masterpiece a he sometimes being fully present means revealing aspects of one’s pedagogical or intellectual uncertainty. The teachers’ core beings are publicly exposed for students to accept or deny. Faith is a steadying hand when the teachers make the trusting leap past their external sense of self as expert into their internal of self as questioner. What if the students reject the image of self the teachers present to them? What if the activity the teachers have planned for the class period flops? It is one’s faith that sustains the teachers through these moments of interpersonal doubt and pedagogical uncertainty. Faith also assures them that the more they divulge their inner sense of truth the more their students see them as a genuine person, And the more they see the virtue of being true to self, the more willing their students are to divulge their view of truth. sense While the teachers” faith journey into teaching is highly personal, its paradoxical other is community. Faith as a spiritual dimension of teaching fosters community in the classroom. In cooperation, each member calls forth new and fuller meanings of self, others, world and community. By viewing one’s classroom as a community of faith, a sacred space where teacher and students are open to learning from cach other and from the text, one’s teaching responsibilities become cle er. If the teacher truly values the sense of integrity and vision of truth held by each of the students then they must Lesson 1 | Faith as Inner Source of Hopeacknowledge that each student embodies a unique vision of truth, The best teaching occurs in relationship with, not in isolation from, the real needs of the students in class. When the teachers are true to the spiritual dimensions of teaching, they grow interpersonally by responding honestly, from one’s soul, to the ethical and pedagogical dilemmas one's students present, For instance, how do the teachers assess the leaming of a student who has demonstrated exceptional ability and understanding but has missed numerous classes due to challenging _life circumstances? How do teachers respond to a student who dominates the conversation and silences classmates? How does one remain true to calling to teach when the students fail to read the assigned text? Michalec (2002) asserted that when the teacher remains humble in the face of the truths that the students and the text reveal, the teachers may remain open to change. The teachers’ ability to listen more fully, their ability to see more clearly and one’s ability to communicate the fullness of truth are improved. Through an exercise of humility the teachers sometimes find that the strained silence they encounter after asking a question arises from the need for the students to process the question and gen, an honest response instead of the teac assumption that they failed to do readings for the day. Through the power of pedagogical faith the teachers become leqg concerned with overly filling the clas space with the sound of their voice. Fai provides the courage to let go of the need to always speak authoritatively and it provides the patience to allow the shared spirit of inquiry to wind its way around the room, revealing truth on its own time. The teachers know that when they have something worthwhile to say they will be compelled to speak their understanding of truth. Teachers need to value silence in teaching as much as dialogue. Faith gives the teachers the certainty to speak with authority from their heart and soul, to know that what they are about to convey to their students comes from a source beyond all of us. The classroom dynamics become tripartite students, teacher, and the text. Each has a distinct voice and authority to speak the truth. Through faith the teachers know that the truth will be spoken, but not always by them. Hence, a classroom infused with humility and authority’is attentive to the dual demands of individual and community interests. It drives everyone in the learning process, teacher and students alike, toward clearer understandings of personal uniqueness and encourages the teachers to be open and accepting of challenges tour beliefs. The learning environment is both more humane and more rigorous as teacher and student follow truth deeper and deeper into the bliss of understanding. Both teacher and students alike must know their subject matter, trust each other and have faith in the process of discovering personal truth, tempered by communal oversight. Faith allows teacher and students to humbly journey forward into the intellectual unknown, knowing that we will eventually arrive at a point of understanding, a place of personal authority and meaning-making where classmates, the text and emerging understandings of self are held together in relationship. Pedagogical faith provides an answer by encouraging the teachers to practice good listening skills. When the teacher really listens for the inner voice of their students they gather valuable information about the student's ground of being, even though their interaction is limited. Yet listening is not enough. Faith also entails acting to the nnpest of the teachers’ pedagogical ability. Stil, sometimes teachers manage to completely misjudge the student. Their ego overrides measured judgment because they are angry with their student for disturbing the sacred space of the classroom. The teachers shut the student down, emotionally, intellectually and spiritually. Faith also reassures the teachers that with the fight form of attention the pedagogical relationship can be patched and a sense of wonder can be restored. The shock and embarrassment of the teachers misstep is a very painful reminder to be more attentive to each precious moment the teachers spend with each student in and out ofclass. Teachers need to lear to increasingly trust their inner teacher when encountering pedagogical uncertainties. Over and over, teachers may find that their teaching effectiveness is directly tied to one’s ability to pay attention to the spiritual dimensions of teaching and leaming. In particular they may find that faith is a useful tool to continue one’s growth and to enhance the learning of the students. This is believed to be true because faith-filled teaching is inherently student-centered. + Faith is grounded in the spiritual tasks of meaning making. It enhances the teachers’ understanding of the ground of their being, for students and teachers. Faith sustains reflective encounters with subject matter and community. Faith ferrets out answers to the challenges of teaching by encouraging the teacher to plunge into the pedagogical uncertainties of the classroom, rather than pulling away. Faith is paradoxical glue. It binds together the interests of the individual and community, speech that is humble and authoritative and teaching that elicits suffering and wonder. Faith journeys are certainly full of pitfalls and the thorns of disappointment. Faith is never an anecdote to personal or pedagogical struggle. Faith is simply a more truthful way of teaching and learning. It calls the teacher and students to a fuller accounting of their unique status as a person. It encourages all members of the classroom community to articulate and justify the ways they. organize life experiences into coherent patterns of meaning. When old systems of meaning are threatened or swept away by classroom experiences, students must learn new ways of making sense of knowledge, life, self and truth. APPLICATION Answer the following reflection questions: 1. How was your day as a GMRC student teacher? Do a brief “examen,” a conscious review of a particular day, focusing on one experience where you felt genuinely intimate with God. Engage your thoughts, emotions and feelings and describe what intimacy with God looks like and means to you perspnally. Write ‘your reflections as you savor the memory of communing with God. ‘GMRC | Module 4 | The GMRC Teacher as o's Masterpiece Lesson 1 | Faith as Inner Source of Hope2. How will you able to nourish and strengthen your faith in a loving God? Write a personal resolution on these. 3. How would you live out the lessons you gained from this module particularly on its implications to the teaching-learning process? You may articulate this by writing an essay or you may express this through a work ofart- a poem, a quotation or a slogan. 12 ‘Good Manners and Right Conduct (GMRC)