What Defines an ACIM Master Teacher?

 

The ACIM Master Teacher is the Holy Spirit, the one true guide and teacher of the Universal Curriculum spoken of in A Course in Miracles. His discourses collapse time in extraordinary, condensed encounters that speed up the process of your reassociation with reality.

Clare and Steph Howard leave their comfortable life behind to follow a man named Anderson, who leads the Endeavor Academy in Wisconsin Dells. He says he has the power to perform miracles.

What is the Master Teacher?

The question of who authored A Course in Miracles has been a central issue since the Course first appeared. It has generated a broad spectrum of responses from lifelong devotion and commitment to outright disgust and dismissal. The basic issue is that the Course teaches that Jesus, being awakened, can appear to speak within time and space, including authoring a book through Helen Schucman.

In response, Endeavor Academy has been hosting a number of film crews that interview students at their Wisconsin campus. 48 Hours correspondent Troy Roberts recently visited the campus, where Clare Howard and her husband Steph are among about 500 students who follow Master Teacher Charles Anderson.

Endeavor Academy argues that it is Helen, not Jesus, who authored the Course. They say that Helen merely reconnected with the Love of God that Jesus experienced 2,000 years ago and reflected this Love to us in forms she was familiar with – English language, Christian symbology, psychodynamics, and curricular format.

Who is the Master Teacher?

Master teachers are bright, knowledgeable, well-organized, highly prepared and incredibly hardworking. However, these are only part of the formula that defines a master teacher.

They maintain classrooms that are conducive to learning and foster a positive climate. Master teachers are passionate about their subject matter and teach with enthusiasm. They engage students in class by getting to know them and showing interest in them as individuals. They make time to A course in miracles master teacher talk with students before and after class and build positive rapport with them.

Master teachers have a strong understanding of their curriculum and how to use it in the classroom. They set high academic standards and challenge students to meet them. They also set measurable and realistic assessment criteria, which help their students understand how they are progressing in the course. Master teachers are focused on learning goals, rather than performance goals, in their assessments. They also encourage their students to learn from each other by facilitating group problem-solving activities.

What are the Master Teacher’s Discourses?

These are transcripts of the Master Teacher’s revelatory talks on the dynamics of human transformation as prescribed by the illuminate teachings of A Course in Miracles. His elucidations are highly stimulating and exciting, and convey the spontaneity, immediacy and spiritual continuity of this Revelation.

In a classroom that focuses on learning, teachers set goals based on the student’s learning, not their performance on a rubric. This allows students to engage in deep learning that goes beyond a surface level, which is what most students desire.

Teachers need strong communication skills not only with their students but also with other members of the community such as parents and administrators. Teachers who are able to communicate effectively will have greater success in increasing engagement and improving student learning. A great way to develop your communication skills is by using these seven teacher discourse moves.

What is the Master Teacher’s Mission?

Master Teachers promote and engage in continuous professional development and reflection. They use a variety of resources to shape the focus and goals of their development including student learning, classroom observation data and researched best practices. They also focus on learning goals as opposed to performance goals (for example, students wanting to receive an A in French versus students wanting to become fluent in the language).

They have a deep understanding of the academic content they teach. They are content experts and they structure their teaching so that each concept builds upon the previous one to facilitate understanding complex ideas.

They have a genuine concern for their students’ academic welfare and they monitor not only the behavior of their students, but their academic performances as well. They seek out struggling students and provide them with extra help. They avoid using jargon and instead explain concepts using everyday objects like an acorn, a woman kneading dough, corn growing in the field, money invested, and salt cast on the street.