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This blog is part of a series for the 2022-23 school year to ILLUMINATE how God is at work at San Jose Christian School. Each post will SPOTLIGHT a specific grade level and/or program. This fourth post in the series is a SPOTLIGHT on teaching problem solving at SJCS and features interviews from: Shannon McNerney (2nd Grade Teacher) and Tabitha DeAnda (1st-2nd Learning Center and 3rd-8th Art Teacher)

Part of Our Mission at SJCS is to prepare students to “engage and transform culture for Christ,” and in order to accomplish this, Shannon McNerney says students need to learn that transformation is possible. Ms. McNerney is the 2nd Grade Teacher at SJCS, and while transformation sounds extraordinary, she says that her students have ordinary opportunities to see transformations every day in math problems, conflicts at recess, or even on a blank piece of paper. 

“Problems are part of The Fall story,” Ms. McNerney said. “We're going to have problems in our lives. We can't avoid that. But teaching [students] that it's something they can work through shows them that transformation is possible.”

This is the “engage” part of “engage and transform.” It is necessary for students to address the problems in their lives much like they must answer the problems in their math workbooks. Problems are going to happen, but when students understand that problems can be worked through, they learn not to give up in the face of difficulty.

“The students drive those teachable moments,” Tabitha DeAnda observed. Mrs. DeAnda teaches 1st and 2nd Grade Learning Center as well as 3rd-8th Grade Art and works closely with Ms. McNerney to support and teach their shared 2nd Grade students. The two teachers emphasized that while they do not know every problem students will face throughout a day, they are very intentional in planning for and anticipating misconceptions. Their classes are set up to provide a safe environment with the tools and resources a student would need in order to work through problems when they arise. 

“We're going to have problems in our lives. We can't avoid that. But teaching them that it's something they can work through shows them that transformation is possible.”

“They have access to everything,” Mrs. DeAnda said, describing the structures, visual aids, and daily routines she uses in her classroom, “so my biggest tool is teaching them how to find it.”

Mrs. DeAnda gave the example of a student who did not have all the materials they needed at the beginning of class. When this student asked for help, her response came in the form of a question: “How can I find that?” She explained that this technique gave her student the chance to think through the problem rather than being given the answer. 

While Mrs. DeAnda could tell her students exactly what they need and where to find it, she does not believe it is always in their best interest long-term. “I like to ask questions like how can you fix that? or how can you find that?... because I want to teach students to think: if I’m in a situation where I need to do this by myself, what are the resources I can use?”

Giving students the opportunity to think through their problems creates new pathways in their brains. Mrs. DeAnda remarked, “You’re teaching them that they’re forever going to be learning… that’s the perspective and culture we want to instill in them at a very early age.” 

“Where this was a struggle for them, I see that transformation where they’re not going home defeated.”

In order to foster a culture of lifelong learning, students need opportunities to practice working through challenges in a safe space. At San Jose Christian, we teach the Whole Child with an approach that recognizes the uniqueness of every student. One program available to students who are experiencing challenges with reading and writing fluency is the Learning Center. In the Learning Center, the class sizes are smaller, which allows Learning Center Teachers to provide lessons with even more individualized pacing and support to meet students’ learning needs. 

“If we did not finish one of the things on the agenda, I’m not moving on and jumping in the next day just because it’s a new day,” Mrs. DeAnda said. “We’re understanding the concepts before building upon them.”

Mrs. DeAnda explained how she wants learning to be a positive experience. Creating a safe and supportive environment that allows students the time they need to learn is what makes this possible. “It gives them the space to actually dial back,” Mrs. DeAnda noted, “and for us to hone into what their needs are and provide them with the tools necessary for them to succeed in the classroom.”

And this approach makes a tangible difference for student learning. Mrs. DeAnda described the transformation she has seen in her Learning Center classroom. “Where this was a struggle for them, I see that transformation where they’re not going home defeated. I’m hearing that they love going... This is fun for them. I mean, this is hard for them, but I’m trying in every possible way to make them feel like learning is amazing.”

“Every moment you’re seeing this magical experience for them.”

Both teachers said that what they enjoy most about working with second graders is their students’ curiosity. Mrs. DeAnda added that second graders are so eager to learn. “Every moment you’re seeing this magical experience for them. It’s so groundbreaking for them because it’s the first time for them learning everything and they’re still just so curious.”

Students’ natural curiosity means they are already longing for an explanation, answer, or solution. Ms. McNerney sees their natural curiosity as an asset for teaching problem solving, especially to get students started when they feel stuck. “Something I see that's really helpful is treating [a problem] almost like a puzzle,” she said, “which can be helpful for them because it’s not looking at something and seeing it as blank… but instead thinking where does this go?” The benefit of this approach is that it breaks the problem apart and allows a student to focus on, for example, writing the first three words instead of the whole paragraph.

Embracing natural curiosity also shows students that they have problem-solving tools inside of them, which teaches not only independence but also self-reflection. “I really enjoy watching them finally be able to communicate with me,” Ms. McNerney stated. When students look inside for a solution, they can identify areas of strength and areas of potential growth for themselves. 

Ms. McNerney also described how when students better understand their own learning style, they can intentionally choose strategies or tools from several options. A visual learner, for example, will look for support on a poster in the room or from a color-coded chart when they get stuck, whereas an auditory learner may raise their hand to ask a question or to hear something repeated.

Additionally, Ms. McNerney explained that all the tools and strategies she provides for students become a “toolkit” that she references in class. When students are working, she says “there may be 12 different strategies given that they can use… and I like watching the kids recognize what works and what doesn't.”

“I think that problem solving can make a more student-centered classroom”

Self-reflection has the added benefit of showing students that learning is not all-or-nothing. Ms. McNerney noted this in describing how students communicate their feelings about different subjects. “There’s a switch that happens when they recognize: ‘Okay, I have certain skills that I appreciate in math, but I have a hard time with reading and writing.’” Rather than believing that because one aspect of school is difficult, they must not like school in general, these second grade students are already showing evidence of a growth mindset.

And it is important to allow students to see that learning is happening whether a task feels easier or more difficult. Both teachers mentioned that creating a safe space in their classrooms includes validating students' feelings when they find something difficult and normalizing that ability is not connected to how quickly a student can overcome a problem.  

“We both will say that: I don’t know yet,” Ms. McNerney explained. And when students say: I don’t know or I can’t do it, she reframes their language. She will acknowledge that, “Yes, it is hard,” before emphasizing that they can do it, it will just require a different approach or a solution they have not tried yet. 

Mrs. DeAnda added that she models this by sharing some of her own challenges and struggles. “I think we can be honest and open about ourselves and with them,” she said, adding, “We’re all learning together.”

Life is a learning process with problems and difficulties. As we prepare students to be world-changers, we are also teaching them that they are part of a community of Christians who are learning and growing as well. When students see that problems, even difficult problems, can be solved, they also see that they can be a transformed person. 

“I think that problem solving can make a more student-centered classroom, which is what my goal personally is. In the end,” Ms. McNerney remarked, “they’re going to feel like: This is a place that is for me.”

Rae Sterk is the Director of Community Development at San Jose Christian.

Shannon McNerney is the 2nd Grade Teacher at San Jose Christian.

Tabitha DeAnda is the 1st-2nd Grade Learning Center Teacher and the 3rd-8th Grade Art Teacher at San Jose Christian.

The mission of San Jose Christian School is to advance the kingdom of God through exceptional teaching and curriculum fully integrated with a Biblical perspective. Within our Christian community, we seek to engage and transform culture for Jesus Christ.

Ask elementary students about a favorite part of school and you will likely hear, “RECESS!” Mister Rogers himself would agree that recess is an important and necessary “classroom” as he noted, “Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning. Play is really the work of childhood.” The well-known poem "All I Really Need to Know I Learned in Kindergarten" confirms this viewpoint with its opening lines, “All I really need to know about how to live and what to do and how to be I learned in Kindergarten. Wisdom was not at the top of the graduate-school mountain, but there in the sandpile…”

At San Jose Christian our Reformed perspective starts at creation with the truth that the whole world belongs to God for God’s kingdom purposes. Eden was paradise where people were created for flourishing. This is why we teach the whole child at SJCS and why all aspects of our time at school–classes, collaborative work, spiritual practices, relationship-building, recess and playground time–are valuable and critical parts of the school day. Seriously!

Part of my job description as Teaching Principal is to “foster sound relationships among students, parents, staff, and Board; oversee student discipline and advancement of citizenship and spiritual/emotional/academic growth; and mentor and counsel students as needed through transitions or growth.” This is no small task, and, by its very nature, will not be complete until Jesus comes again. Given the challenge and scope, I see student support as one of the most difficult yet kingdom-oriented parts of my job at SJCS. I have opportunities every day to see God at work and join Him in that good work, work which can bring the kingdom of God here on earth and give glimpses of the paradise for which we were created.  

The playground is full of opportunities for us to transform culture for Jesus Christ.

What might paradise, the flourishing for which we were intended, look like at SJCS? Imagine a playground where differences in students are celebrated and enjoyed. Imagine a recess game where each student joyfully and purposefully contributes. Imagine a conversation between principal and parent where grace and truth coexist. Imagine two students practicing conflict resolution tools which lead to forgiveness and healing in the relationship. Friends—these are all marks of God’s kingdom here on earth! The playground is full of opportunities for us to transform culture for Jesus Christ.

We were created for paradise! We see this paradise in part whenever God’s will is done or His power is shown. But it is an already-not yet kingdom until Jesus comes again. Until that day, we have good work to do in moving toward the flourishing for which we were created. Here are some of the intentional ways we are living out God’s kingdom at SJCS.

August | Grades 1-5 students gathered in the auditorium for a Playground Presentation to establish procedures and expectations in a community setting. Teachers joined the fun by role-playing for students what good choices can look like on the playground.

September | Our first Grade 5 Recess Pieces students started their leadership role. Each one completed an application which included self-reflection on servant leadership. Six students applied for the position and were chosen to serve this year. The Recess Pieces support the recess monitors with playground equipment pickup and advise the Teaching Principal in understanding concerns of our playground culture.

October, January, March, May | Four times throughout the school year I go into elementary classrooms to lead a Principal Connect session on an area of social-emotional well-being. In October we explored self-awareness, the ability to understand one’s own emotions, thoughts, and values. We recognized the range of emotions God created in us as a stepping stone to understanding self and promoting communication about our emotions with the important people in our lives. (If you are an SCJS parent you can read about this Principal Connect in your student’s Faith Journey postings.) Upcoming Principal Connect sessions will focus on self-management, social awareness, relationship skills, and responsible decision-making.

Year-round | I have the heavy and holy responsibility to walk students through conflict resolution and choice-making. If students come to my office after a conflict, we take time to practice active listening. During this time of gathering information, each of us listens fully to the other without interrupting. In a culture where assumptions and interruptions are the norm, we want to listen well to one another to hear the heart and seek healing and restoration in relationship to God, self, and others.Through object lessons such as a quarter in my hand, a string held by two people, two concentric circles, or an apple placed among a group, I help students consider what a step forward might look like.

Imagining paradise in our daily lives sharpens our purpose and moves us forward in kingdom-minded ways. God made a beautiful, whole, fully-alive creation meant for flourishing and His glory. While we are reminded daily of the sin within ourselves and others, as Christians we have hope based on the truth of the resurrection. We can love those who hurt us because God loved us first while we were still in sin. We can seek healing and restoration because the Holy Spirit bears fruit in us of love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control. While this “work” is not always easy, it is good. It is God’s work in and through us that brings God glory. 

Father, we praise you as our Creator, Redeemer, Sustainer, and Provider. You are holy, God! We confess our sin to you today—sins of pride, gossip, grudge, or hate. While we are still far off, you look for us as a Loving Father, and run toward us, welcoming us into your arms with feasting and joy. In this day, whether on the playground, in the classroom, at the office, or at home, may we see where you are at work and humble ourselves to live in ways that bring your kingdom here on earth. Amen.