Do you mean the "means by which you effect?"

Serving or Self-serving

in·stru·ment

[in-struh-muhnt]

–noun  

1.  a mechanical tool or implement, especially one used for delicate or precision work: surgical instruments.

2.  a contrivance or apparatus for producing musical sounds: a stringed instrument.

3.  a means by which something is effected or done; agency: an instrument of government.

We are all INSTRUMENTS.  There is a good and a bad, a black and a white, a wrong and a right; in everything we do.  Even the best of people can do things that affect those around them negatively, just as the worst can do deeds that have a positive affect on others.  

Even above both of these examples is the moral truth of good and evil.  

One way or another you are a tool of one of those, even if you think you are keeping to yourself and not bothering anyone.  Usually we get so caught up in the happenings of our lives that we become Instruments of SIN. (Romans 6:13- Do not offer any part of yourself to sin as an instrument of wickedness....)  

When we are dealing with our students, or those with whom we have friendships (or more), or those we work with...lets be MORE MINDFUL of how we affect those around us.

LOVE THE KIDS

 If you ever had the opportunity to peruse the records of any one of the schools in here in the US you will see kids labeled as "At Risk" on their attendance records.  Some schools have disproportionately more amounts of students than others, but they are all over the place.  Many of your kids are "at risk" in America, especially minorities.  According to the US census, besides obvious mental and physical disabilities that may severely impede a students ability to succeed in life, there are other outside factors that also bring about this distinction;

At-risk conditions may come from sources other than the individual themselves. For example, institutions and social context may also bring risk conditions with them. In addition to these three personal conditions in the October CPS, we are able to identify four other 'familial' conditions that may define risk for the child. These are identified as: the absence of either or both parents from the household the child resides in; at least one foreign-born parent of recent immigration; low family income; and the absence of any employed parent or guardian in the household.

 Is this the correct way to look at the situation?  Maybe, the problem is real, so many of your kids ARE at risk, but what are they as risk of?  Expectations.  

THERE IS A STORY OF TWO PEOPLE WHO WHERE GIVEN A TASK OF GREAT IMPORTANCE TO THEMSELVES, THERE FAMILY, AND OTHERS CLOSE TO THEM WHOM THEY CARE ABOUT.  ONE SAYS THAT HE CAN DO IT, THE OTHER SAYS HE CAN'T DO IT. WHO IS CORRECT? 

I will return to that example soon.  When it comes to our kids, we tend to label them good or bad when we should but just labeling there actions as good or bad.  The biggest issue in the school system is not the budget, but the tendency to chart a course for students before they have a true chance to prove themselves.  We assume students are "At Risk" and treat them that way, bringing about self fulfilling prophesy, or for a select few, they are assumed "Advanced" and treated as such.  In the end the students labeled at risk are worse off and those labeled otherwise are better off.  I just want you to realize that our kids are who we train them to be, if you train up a child in the way they should go, they will not stray too far.  This starts at the home, where a parent will not allow their child to be labeled anything derogatory nor would they settle for less than their child's best.  Expectation, especially expectations that we reinforce with your lives...breed successful kids that become successful adults.  


Organizations like Student Venture, and Young Life seek to serve students in a way that ensures success by teaching them to how they can become great by building a  real relationship with God.  Have you ever considered how you too can help those kids labeled "AT RISK?"

 BY THE WAY, WHICH OF THE TWO PEOPLE WERE CORRECT?  BOTH.