Faith Integration Blog

Faith Integration Week 1

This first week of clinical practice has really reshaped how I see my role as a teacher. Growing up biracial with a strict military father, discipline and structure were a constant part of my life. While that taught me accountability and respect, it also meant I had to learn how to express myself and find balance on my own. Sports became that outlet, it was where I built confidence, character, and learned that growth comes from patience and persistence, not just following orders.

Now in the classroom, I see those same lessons come alive. Early on, I expected my students to immediately meet my standards, but I’m realizing that every kid’s journey looks different. This week, when a few students struggled to stay focused during warm-ups, I remembered how coaches once guided me with encouragement instead of punishment. That shift in my approach changed the whole tone of the class.

Spiritually, Proverbs 22:6 reminds me to “train up a child in the way he should go.” Teaching isn’t about control, it’s about guidance, modeling grace, and helping students develop their own discipline and self-belief. My expectations now focus less on perfection and more on helping each student discover who they are, just like sports once helped me do.

FAITH INTEGRATION WEEK 3

My expectations play a huge role in how my students show up in PE. This week really reminded me that when I communicate clear, positive expectations, students tend to step into that standard. On our run day, I told the class that my main expectation was steady effort, not being the fastest. One of my quieter students, usually the type to drift toward the back, actually stayed consistent the whole time because I kept reinforcing that I believed she could hold her pace. Just that little nudge changed the way she approached the workout. (continue past Forest)

I saw the same thing during our small-sided basketball drills. There’s a student in one of my periods who usually gets frustrated fast. Before we started, I pulled him aside and told him I expected leadership from him that day, good sportsmanship, positive communication, and controlling his reactions. Once he heard that, he completely shifted. He encouraged his teammates, helped someone with a chest pass, and stayed locked in instead of spiraling. It reminded me how much kids rise to the level you set for them when they know you genuinely believe in them.

As a coach, I’ve always believed that expectations and belief go hand-in-hand, and a Christian worldview pushes that even further. It reminds me to see every student as valuable, capable, and made with purpose. That means holding them to high standards but also showing patience, grace (something that I know I struggle with), and consistency, especially on the days they struggle. Instead of labeling students by their mistakes, I try to meet them where they’re at and guide them forward, just like I would with an athlete learning a new skill. When students know you see their potential, they start to see it in themselves, and that’s when real growth happens.

FAITH INTEGRATION WEEK 5

This week reminded me that teaching is more than lesson plans and procedures, it’s about the kind of person I choose to be in front of my students every day. I don’t claim a specific faith tradition, but I do believe there is a God and that people are at their best when they believe in something greater than themselves. For me, that belief shows up in how I treat my students, how I handle pressure, and how I try to bring purpose into my work with young people.

There was a moment this week that stood out. One student refused to join the warm-up and seemed completely checked out. Instead of jumping straight to consequences, I pulled him aside and just talked. He eventually shared that he had a difficult night at home, and that conversation changed how I approached the rest of the class. That experience reminded me that sometimes what students need most is not correction, but understanding. Whether someone believes in God or not, I think compassion is a universal language, and it often opens doors that discipline alone can’t.

I’ve realized that faith, however a person defines it, can guide how we respond to stressful situations. I try to handle conflict calmly, give students a chance to reset, and remind them that they’re capable of doing better. I may not quote scripture or openly talk about religion, but I’m committed to treating every student with dignity and believing in their potential. In many ways, that belief is my version of faith, trusting there is a deeper reason for why I’m here and that every interaction has meaning.

Even small routines in the classroom can reflect that belief. Greeting students at the door, encouraging effort over perfection, and staying consistent even on tough days, these actions help build a positive environment. I’ve found that when students feel seen and respected, their behavior and motivation often improve. To me, that’s a form of hope at work.

Looking ahead, I want to continue building a classroom culture that blends structure with compassion. I may not have all the answers about faith, but I do believe in purpose. I believe in showing students they matter. I believe people need something to hold onto, whether it’s faith, community, or a sense of belonging. If I can help my students find any of that through PE, coaching, or simple conversation, then I think I’m on the right path.

Faith Integration Week 7

Romans 12:2 encourages us to be “transformed by the renewing of your mind,” which applies directly to teaching. As educators, we can’t rely on autopilot or routine, we have to consistently reflect, adjust, and grow if we want to serve students well. A renewed mindset helps us see beyond stress, behavior issues, or daily challenges and focus instead on purpose. Even after becoming credentialed, tenured, with years of experience there is always room for growth.

In PE especially, students pick up on our attitude the moment we walk into the gym. When we bring patience, encouragement, and a clear intention to help students grow, the classroom environment changes. Renewal is not just spiritual, it’s practical. It means entering each day with a mindset that supports learning, confidence, and respect.

Teaching isn’t just about instruction; it’s about modeling resilience and belief in growth. Renewing the mind allows us to lead with clarity, empathy, and purpose. Students' lives like ours can be as random, tragic, and eventful as our own. It's our duty to ensure we try to inspire. Honestly, our most difficult task, to leave an impression that is not only positive but meaningful to our students' life progression. There is always room to improve, step outside the box, and grow. Sometimes it really is just a leap of faith.

Radical | Official Trailer