One lazy July afternoon, as I was casually scrolling my phone looking for kindergarten classroom management strategies, I heard the Lord say, “They don't want to be managed. They want to be loved.” 
I had no clue what this meant at the time or what the school year had in store for me. So I simply made a note on my phone, typed out His words, and clicked save. 

Summer came to an end, and I started the new school year as usual, attending staff training sessions and meetings. Then, we were given our finalized class lists. I always enjoyed getting mine. But this year, my feelings quickly changed from excitement and anticipation to shock and fear when I saw “autism” written in the column next to two students’ names.

I thought, What am I going to do? I have never taught students with this diagnosis or even spent much time with them. I have only heard other teachers’ traumatizing stories. I have no training. I have no experience. I have only been teaching for six years. What if I lose control? What will others think of me if they see me struggling?

I went to my colleagues to express my fears and concerns, and they did their best to offer helpful advice and reassure me that it was going to be okay. They suggested strategies to help me get through the first several days, but I quickly found out they wouldn’t be enough… 

After the first week of school, it was determined that one of the autistic students would stay in my class full time and the other would spend most of the day in the school’s autism unit. I was thankful for this appropriate placement, but still felt ill-equipped. I tried to approach my new assignment with courage and a positive attitude, but it wasn’t going well. When my autistic student was overwhelmed and overstimulated, she would become echolalic, have meltdowns, and try to run away. 

I did have a teacher's assistant to assist me in my classroom. However, she was not only new to my classroom but had never even worked in a school before, so she was not able to provide much support. To make matters worse, a month into the school year, my teacher's assistant realized kindergarten was not the best placement for her and asked to be moved to another grade level.

At this point, I was completely overwhelmed by my circumstances, and fear was dictating my every move. I even contemplated quitting. Thankfully, the Lord stepped in and spoke to me in multiple ways… 

First, one evening while searching for answers and praying for divine intervention, I heard a woman’s testimony about working with autistic children. As I listened to her story, Jesus opened my eyes and revealed to me that my situation was not hopeless. In His kindness, He showed me how to pray for my autistic student.  

Later that same month, I had the opportunity to go to a women's conference. There, the Lord reminded me that He had called me to be a teacher and had placed me right where He wanted me. 

The very next day after the women’s conference, I attended my first AWAKE Experience. Throughout this day-long event, I experienced the Father’s love and grace. I was reminded of why He called me to teach. And, I realized how desperately I needed Him and His help—I could not do it on my own; I would fail. That day, the Lord guided me to Romans 12:7, “If your gift is serving others, serve them well. If you are a teacher, teach well” (NLT). 

Through these experiences, I knew God was encouraging and empowering me to embrace my calling. So, the next Monday morning, I got down to business. Every day before my students came into my classroom, I anointed the door with oil and humbled myself before the Lord in prayer. I prayed silently throughout the day for specific students and situations when prompted by the Holy Spirit, and I would stay after school to pray over each desk and child. I did not waver.

One day, I was praying specifically for my autistic student when the Lord opened my eyes to see her impulsive behaviors differently. The next day, I asked her not to do something. Then within seconds, she impulsively did it again. Immediately, she looked up at me on the verge of tears with the most heartbroken face and said, “Sorry, Teacher.” 

At that moment, God took me back to what He had said in July: “They don't want to be managed. They want to be loved.” 

I prayed even harder. 

By the time we approached Thanksgiving, I had gone through two teacher's assistants. As a result, my classroom lacked the consistency that my students and I so desperately craved. But then, in the middle of the first interview for someone who could fill this huge need in my classroom, my phone buzzed, notifying me that I had received a text message. I was delighted to see the name of my beloved teacher's assistant from the year before on my phone. Circumstances in her life had changed, and she wanted to know if her job in my classroom was still available. I was in awe. God was moving in ways I hadn’t imagined. 

I was grateful to finally have a teacher's assistant who understood and supported my classroom expectations and procedures and also connected with my kindergarteners. With her assistance, my classroom atmosphere began improving. 

However, I didn’t fully understand why the changes were taking place. I still thought the solution to the struggles I faced when teaching this year was the implementation of more consistent structure and management plans. Of course, classroom management is important. But, I was so fixated on it that I ended up trying to control everything that happened in my classroom, and I missed what was actually causing the positive change. While my teacher's assistant was providing more stability by reinforcing my classroom management strategies, more importantly, she was filling in the gaps by loving my students when I did not have the bandwidth to do it myself. 

Again, God reminded me of the message He gave me back in July: “They do not want to be managed. They want to be loved.” 

Love was changing things! 

Once that realization set in, I started focusing on loving my students first. Then the structure and management naturally fell into place. 

My student assistant and I continued our practice of praying together every day. To start their day with a dose of love, I began going to the cafeteria to greet each of my students and pray for them under my breath as they ate breakfast. I also became better at adjusting my teaching style and strategies to avoid overstimulating my special needs students. My student assistant was especially good at slowing down and listening to these students, making them feel seen, heard, and loved. 

And as a result, peace and joy filled the classroom. I began looking forward to going to school. What a difference from how I felt at the beginning of the school year!  

Then, right before Christmas, another curve ball was thrown at me. The other student who had originally been placed in the autism unit for most of his day was going to return to my classroom full time because of limited staff availability. This time, instead of letting fear take over, my teacher's assistant and I confidently came before the Lord and prayed over our classroom. 

When this student rejoined my class, he experienced several bouts of frustration that resulted in meltdowns, derailing his learning. But my teacher's assistant and I stayed consistent with our prayers and showed this young student God’s love. 

Soon, we began to see a change in him. He had more peace and started to do simple tasks on his own. Even his mother noticed a difference at home. During our spring parent-teacher conference, she wanted to know what we were doing at school because she was amazed by his calm demeanor and newfound independence. 

Again, God led me back to His words: “They do not want to be managed. They want to be loved.”

I didn’t understand what these words meant last summer while searching for classroom management strategies. But God knew exactly what I would need for that school year. I have printed those saved words many times and placed them strategically around my classroom as a reminder that God will supply all of my needs when I invite Him into my classroom—and strive to love my students first.  

Chloe Fogle, a Christian Educators member, teaches kindergarten and coordinates a Good News Club in Kentucky. She also serves youth at her church and participates in missions. She loves to explore the outdoors and spend time with friends and family.