How the McKay School Has Taught Me to Teach with Greater Love

Rachel O'Malley

McKay Student Ambassador

Elementary Education

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Why, at the beginning of all of my classes, do we start with a spiritual thought and prayer? Why do my professors always throw in questions about becoming Christlike at the end of each assignment? I used to think that these added spiritual elements were just more ways to study the Gospel. I have come to learn that these ways of integrating spiritual aspects into our lessons are not only to build our testimonies but also make us better teachers who can inspire with greater love. One of the best parts about being a student at the McKay School is that my classes constantly circle back to Christ. This foundation has led me to realize that my growth as a future teacher is not only about becoming skilled but is also about becoming more Christlike. Both my spiritual and professional development have reshaped the way that I see and love the students that I work with. I no longer view teaching as only delivering instruction, but I now see it as ministering to individual children of God.

Spiritually, I have come to understand more deeply what it means to see others as Christ does. As I have studied Christ's ministry in class, I notice how often He slowed down for the one. He noticed the overlooked human, and responded with compassion before correction. This perspective has changed my classroom interactions. When a student shows aggressive behavior, I try to pause and look for the why. I think, what might they be carrying that is affecting how they act? Instead of reacting with frustration, I am learning to respond with curiosity and empathy. I am constantly praying for the students that I work with. I ask Heavenly Father to help me better understand their background and how to see a specific child the way He does. Each week when I go to the temple, I sit and ponder ways that I can serve and minister to the children I work with. I am constantly reminded to soften my heart and remember that growth takes time.

Professionally, my coursework and field experiences in practicum have also deepened my love for students. Learning about trauma-informed practices, differentiated instruction, and social-emotional development has helped me interpret behaviors accurately. I learn to avoid labels like "difficult" but instead recognize signs of stress or needs for support. This knowledge helps me become more patient. I am better able to provide structure, reassurance, and consistent expectations when I don't take behavior personally. Professional growth has given me tools, and spiritual growth has given me the heart to use those tools effectively.

Practicum has especially stretched me. There have been a few overwhelming days when I felt inadequate. One student I worked with was refusing to do his homework and wanted to cut everything in sight with scissors. Another day, a student wouldn't stop crying and refused to sit in their chair. In moments like these, I learned that loving a student intentionally means choosing connection over control by striving to be like Christ. It involves kneeling by my students' desks instead of shouting across the room to stop the behavior. It means offering quiet words of encouragement instead of public humiliation. It means celebrating small victories, even when academic progress can feel slow.

Overall, my growth has shifted my focus from proving my skills as a teacher to strengthening a Christlike character. I want my students to feel safe, loved, and seen before they master a standard. Becoming a better teacher was my goal when I first started at the McKay school. Now, I know prioritizing becoming a more patient, compassionate, and loving disciple in the classroom will matter far more and help me reach my divine potential as an educator.

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