Guiding Students To Conduct Themselves Based on the Fa
(Minghui.org) I am an elementary school teacher and have been teaching for 15 years. I have taught every grade level from first to sixth grades during my years of teaching. I improved greatly in all aspects of my cultivation after practicing Falun Dafa for a year.
I always liked to supplement the knowledge-based teaching materials with things such as English language and ancient Chinese poetry. I did not focus on the students' character or moral education. After practicing Dafa I realized that true, genuine education involves having students understand the principles of the universe.
“There is a principle in this universe called "no loss, no gain." To gain, one has to lose.” (Lecture One, Zhuan Falun)
I thought this principle might be a bit abstract for my students, so I found a short European video animation about doing good deeds and bad deeds. The video described how a small “demon,” or karma, would appear on top of your head as soon as you caused someone to be harmed. Evil retribution would occur when someone accumulated a certain number of “demons.” But if one endured hardships, the “demons” would disappear. I came across this animation when I was still a college student. I did not think much about it at the time, but after cultivating Dafa, I realized it actually demonstrated the principle of:
“...no loss, no gain. To gain, one has to lose.” (Lecture One, Zhuan Falun)
My students were all deeply moved after watching the animation and they started living by the Fa principles.
One time a student of mine, Alyssa, stole all the stationery and writing materials from my drawer. The whole class was shocked at what happened and started to criticize Alyssa. I might have yelled and reprimanded her seriously in the past, but after cultivating Dafa, I said to the class, “I am thankful to Alyssa for giving me an opportunity to eliminate my little “demons,” or karma. I can replace the stationery, but the “demon” won’t leave unless we endure hardships. I am very grateful to Alyssa for giving me such a precious opportunity.” The students were all expecting Alyssa to be punished, but when they heard what I said, they applauded and said, “You are the best, teacher!”
After observing my students for a while I was surprised to find how much they had changed for the better. I was entering the classroom one day when Benjamin came up to me and said that Charlotte had accidentally hit David on the head. The class monitor then told David, “It is okay! You should be glad that your little “demons” are being eliminated!” David stopped crying and returned to his desk with a very happy and content attitude. Charlotte also stopped making excuses and apologized to David. This was the first time I had seen the students voluntarily and actively solve a dispute with wisdom!
Edward was running in the hallway when I stopped him and told him to write a self-reflection letter. Edward regularly made excuses for himself and refused to write a reflection letter. However, after guiding him according to the Fa principles, Edward immediately admitted his mistake and even wrote, “I will not run in the hallways anymore, because if I hit someone there will be many “demons” on top of my head. I don’t like “demons” so I won’t run anymore.” My students voluntarily reflect on their wrongdoings, so I know they have assimilated to the Fa.
Fenny, another student in my class, has issues controlling his emotions. In the past, when things didn’t go according to his wishes, he would start screaming, stomping, yelling and kicking chairs and desks in the classroom. In the past, no matter what I did, Fenny would refuse to calm down. When he got out of control, not even his parents or other teachers were able to help him. After guiding Fenny on the Fa, I reminded him, “We are silently enduring your anger!” and some students even thanked him for helping them eliminate their little “demons.” Fenny then stopped yelling and took the initiative to assist other students. Fenny’s changes, from being a selfish and self-centered student to voluntarily helping other students, surprised many of his classmates. Fenny’s parents also sensed a great difference in him. The students in my class know how to maintain their virtue and morals. They have started taking the initiative to serve others.
In the past, no one would pick up the garbage that was left on the floor, and instead they would start blaming each other. Students now voluntarily pick up the garbage whenever I say: “Here is a good opportunity for someone to upgrade!” My class is becoming more harmonious and they are continuing to strive for more positivity. I am grateful to Master for having me witness the wonders of Dafa!
I have a predestined relationship with each and every student, and I know they have come for the Fa. As an educator, I am grateful for this precious arrangement. In addition to assimilating to the Fa at my workplace, I should also be more diligent in doing the three things and fulfilling my historic vows.