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7 Essential Skills for Great Teaching

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7 Essential Skills for Great Teaching A Seminar on Teaching With Materials Developed by Dr. Bruce Wilkerson & Thom and Joani Schultz Presented by Elder C.L. Wright – PowerPoint PPT presentation

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Title: 7 Essential Skills for Great Teaching


1
7 Essential Skills forGreat Teaching
  • A Seminar on Teaching
  • With Materials
  • Developed by
  • Dr. Bruce Wilkerson
  • Thom and Joani Schultz
  • Presented by
  • Elder C.L. Wright
  • Church Ministries Department
  • Southeastern Conference of SDA

2
11 And he gave some, apostles and some,
prophets and some, evangelists and some,
pastors and teachers ist
Ephesians 411, 12
11 And he gave some, apostles and some,
prophets and some, evangelists and some,
pastors and teachers 12 For the perfecting of
the saints, for the work of the ministry, for the
edifying of the body of Christ
3
The Teachers responsibility is
  •  Perfecting the saints - faithfully reproducing
    the original likeness or character.
  • Edifying the body -  to instruct and improve esp.
    in moral and religious knowledge  uplift also
     enlighten

4
In order for Teachers to do that. . . .
  • ALL GREAT Teachers are filled with the Holy
    Ghost. It is one thing to have the Spirit. All
    born again Christians have the Spirit, but its
    quite another experience to enjoy the fullness of
    His presence. To have the Spirit and to be
    filled with the Spirit are not the same. . .

5
  • God wants us to understand that the Spirit of God
    can and MUST BE resident in us. Notice what Paul
    wrote to the church in Rome about himself. In
    Romans 1529 he said, I know that when I come to
    you, I will come in the full measure of the
    blessing of Christ.
  • When we teach the Bible, we too must have the
    full measure of the blessing of Christ.

6
You may have this experience
  • All you have to do is ASK for the Holy Ghost.
  • Matt. 77 Ask, and it shall be given you seek,
    and ye shall find knock, and it shall be opened
    unto you
  • Matt. 2122, And all things, whatsoever ye shall
    ask in prayer, believing ye shall receive

7
  • But to have the Spirit fully demands a price.

8
I must be willing to crucify my sinful desires
and be led by the Spirit moment by moment.
  • When so much is at stake, how can we set up idols
    in our hearts? How can we be indolent and
    trifling, vain, proud, and careless? We have foes
    to fight within we have victories to gain over
    our own sinful propensities. The lust of the
    flesh, the lust of the eye, and the pride of
    life, are seeking continually to weaken our
    spirituality. We must crucify the flesh with the
    affections and lusts. Signs of the Times, June
    2, 1881 par. 23

9
  • Note the commands of scripture
  • Live by the Spirit - Gal. 516
  • Be led by the Spirit Gal. 518
  • Sow to please the Spirit Gal. 68
  • Set our mind on what the Spirit desires Rom.
    85
  • Keep in step with the Spirit Gal. 525

10
Skill 1
  • Great Teachers Put the Learner
  • FIRST

11
  • Christ, who is our Savior and Guide was the
    ultimate Teacher. Teaching lies at the very
    heart of Jesus. Not only was Christ The Truth,
    but He taught The Truth! As you search the
    Gospels, you discover that Jesus was always
    teaching Teaching a nobleman at night teaching
    a woman at the well teaching the 5000 teaching
    the Disciples, and teaching the inner circle.
    Jesus was a teacher the Master Teacher.

12
  • Jesus made teaching a part of our calling!
  • 19 Go ye therefore, and teach all nations,
    baptizing them in the name of the Father, and of
    the Son, and of the Holy Ghost
  • 20 Teaching them to observe all things whatsoever
    I have commanded you and, lo, I am with you
    alway, even unto the end of the world. Amen.

13
How Many Great Teachers. . .
  • Did you have in your life?
  • Did most of your Teachers care if you learned
    your lesson or were they only concerned in
    covering the material and giving you a test?

14
  • When we teach the Bible, we should have two goals
    in mind for those we teach.
  • How am I going to bring about a change in this
    persons life so he or she can become more like
    the Savior.
  • How do I help them to become more proficient in
    order for them to accomplish something
  • great for Jesus Christ.

15
The work of teaching instructing and
communicating is a gift from God that carries a
solemn responsibility.
16
  • Is it the Teachers responsibility to cover the
    Lesson, and the students responsibility to learn
    what the teacher gives?
  • Can we divorce teaching from learning? Is it the
    students responsibility to learn, or should the
    teacher shoulder some of that responsibility?
  • If a student doesnt learn, is that the students
    fault?. . . . . the teachers fault?

17
  • A 55 year old man decided to go back to school,
    and get an MBA. The first class session, the
    teacher sat on the edge of her desk, folded her
    arms and said, Over 50 of you will fail this
    class! The businessman said to himself, Wow,
    she must be a tough teacher.

18
  • What does the Bible say about Teaching?

19
  • Deut 41
  • Now therefore hearken, O Israel, unto the
    statutes and unto the judgments, which I teach
    you, for to do them, that ye may live, and go in
    and possess the land which the LORD God of your
    fathers giveth you.

20
  • Deut 51
  • And Moses called all Israel, and said unto them,
    Hear, O Israel, the statutes and judgments which
    I speak in your ears this day, that ye may learn
    them, and keep, and do them.

21
  • Both teach and learn come from the same root
    word lamad which mean
  • To TEACH

22
  • In the Hebrew grammar, Lamad means To busy
    oneself eagerly with the action indicated by the
    stem. The stem means to learn. Further, it means
    to urge to learn, and to cause others to do the
    same.

23
Teacher
Student
Subject
Speaker
Listen
Lecture
Cause to Learn
24
  • So God is telling us, you havent taught, if your
    students havent learned.
  • Teaching then, is what takes place in your
    students heart.

25
  • So the question is, how do you know if you have a
    great teacher?
  • Answer If you learned a lot!

26
  • So as a Teacher, I am supposed to
  • Urge You
  • To Cause You
  • To Chase after You
  • Until you start learning.

27
Guy Rice Doud once said,
  • I suspected that this teacher would feel that if
    I had failed, she had failed. And she seemed
    bound and determined to teach me. She gave me
    back my hope.
  • National Teacher of the Year

28
How Important is Teaching?
  • Teachers will stand accountable to God for their
    influence.
  • James 31
  • My brethren, let not many of you become teachers,
    knowing that we shall receive a stricter
    judgment.
  • Heb 1317
  • Obey those who rule over you, and be submissive,
    for they watch out for your souls, as those who
    must give account.

29
Teachers will stand accountable
  • Because they control
  • The subject
  • The Style
  • The setting
  • The Speaker

30
The Secret to being a successful teacher is. . .
. .
  • To accept in a very personal way the
    responsibility of each students success or
    failure. Those teachers who do take personal
    responsibility for their students successes and
    failures tend to produce higher achieving
    students.
  • Shirley M. Hufstedler (Former US Sec. of Ed.)

31
  • 1. To Prepare
  • 2. To Listen
  • 3. Know your students and develop a relationship
  • 4. Self application
  • 5. Presentation
  • 6. Motivate students to learn

32
  • 7. Feed back is necessary
  • 8. Teacher should have a passion for teaching.
  • 9. Encourage students to learn.
  • 10. Give your students assignments.
  • 11. Have a time for testimonies.
  • 12. Give each a study buddy.
  • 13. Visit your students.

33
  • Lets Take a Break

34
  • Dr. Bruce Wilkerson, the author of the book The
    Prayer of Jabaez tells the story of his first
    Teaching Job.
  • He gives a test after lecturing for 20 minutes.

35
  • How many systems are in teaching?
  • There are 3 systems.

36
  • The Scholar
  • The Communicator
  • The Friend

37
  • The Scholar deals with the Subject or the what
  • The Communicator deals primarily with Style, or
    The How
  • The Friend deals with the Student

38
  • Which of these three systems is the biggest
    problem in teaching?

39
  • 5 Have a problem with People
  • 15 have a problem with subject
  • 80 of people world-wide have a problem with
    style. How the subject is given.

40
  • When you get up to teach, you must play a role.
  • We all are role players.
  • This is the first way we can teach to make a
    student learn.

41
PRINCIPLES
  • 1. Love those you teach consistently and
    unconditionally.
  • 1 Peter 48
  • And above all things have fervent love for one
    another, for "love will cover a multitude of
    sins."

42
  • 2. Teach the subject material in terms of your
    students needs and interests.
  • 3. Alter your style reguarly according to each
    situation.
  • 4. Embrace your talents and gifts and be yourself.

43
  • Youd be amazed how many people crave the other
    persons gifts.
  • 5. Be aware of your students attention,
    attitudes and actions.

44
  • We must speak in more than one language. As a
    matter of fact, we all are bi-lingual.
  • Speaking Language and
  • Non-speaking language (Body Language)

45
  • There are over 120 body languages we use.
  • And always remember!
  • Excel by using your strengths to compensate for
    your weaknesses.
  • Professors lack of people skills

46
Rely on the Holy Spirit
  • For teaching that is supernatural!

47
STUDENT
HOLY GHOST
SUBJECT
STYLE
SPEAKER
48
What does the Holy Ghost do with the Subject?
  • He Illumines it
  • What does the Holy Ghost do with the Speaker?
  • He anoints him/her

49
What does the Holy Ghost do with the student?
  • He convicts him/her
  • What does the Holy Ghost do with the style?
  • He empowers it

50
  • God can use you to help inspire, teach and mold
    His children.

51
Skill 2 Great Teachers have GreatExpectations
  • Youve Been Given Section 2 THATS NOT FAIR!

52
What Was the Difference?
  • The only difference was in his head!
  • What one privately thinks in their mind about the
    students and the class they teach has a great
    deal to do with what the student does in that
    class.

53
How to have a Section 2
  • What is the normal mindset of the learner?
  • What I privately think in my mind doesnt have
    any impact on you.

54
  • However, what you privately think has an
    overwhelming impact on everyone you meet.

55
Hebrews 1024,25
  • 24 And let us consider one another in order to
    stir up love and good works, 25 not forsaking the
    assembling of ourselves together, as is the
    manner of some, but exhorting one another, and so
    much the more as you see the Day approaching.
  • NKJV

56
Hebrews 312,13
  • The Negative is also possible.
  • 12 Beware, brethren, lest there be in any of you
    an evil heart of unbelief in departing from the
    living God 13 but exhort one another daily,
    while it is called "Today," lest any of you be
    hardened through the deceitfulness of sin.

57
  • Consider means to brood over to think, to
    analyze to watch.
  • I must have my antennae out. Im always watching
    you, trying to read you. Trying to pick up whats
    going on.

58
  • Im supposed to stir you!
  • The Normal Tendency is To fill up my thoughts
    about myself and my life.

59
We are to exhort one another
  • How often? DAILY
  • Consider always. . .Pay Attention

60
The word Exhort
  • Comes from the same root word as Paraclete
    (Para-ka-let-o)
  • It means to stand along side of.
  • Who is the Paraclete?
  • The Holy Ghost

61
  • The Holy Ghost dwells inside a person, and works
    from the inside out.
  • We cannot dwell inside another person, but I can
    paraclete you by what I say and how I say it.

62
How to Exhort One Another
  1. Visitation
  2. Phone Calls
  3. Special Days
  4. Socials
  5. Praying together
  6. Play games together
  7. Share foods and recipes

63
  • 8. Show concern for children
  • 9. Buying books for the children
  • 10. Share info by networking
  • 11. Be concerned with the elderly members
  • 12. To encourage others
  • 13. Volunteer to help those who need help
  • 14. Be a companion to someone

64
Skill 3
  • For Great Teachers
  • Application is the Key

65
7 Trends of Youth
  • 65 of all Christian High School youth are
    sexually active
  • 75 of all High School students cheat regularly.
  • 30 of high school seniors have shoplifted in the
    past 30 days.
  • 45-50 of high school pregnancies are aborted.
  • 3.3 million teenagers are alcoholics-1 in every
    nine teens.

66
  • 1,000 teenagers try to commit suicide daily.
  • 10 of high school students have experimented
    with or are living a homosexual lifestyle.

67
Things havent changed a little bit.
  • Things have changed a lot!
  • The thing thats alarming is when you study the
    traits of Christian young people compared to
    non-Christian young people, they have found that
    the differences are almost indistinguishable.

68
We have a problem. . . .
  • The problem is not Christianity, or the Bible or
    the Holy Spirit or that people arent saved.
  • Something else isnt working right. What is it?

69
Back in the 80s
  • USA Today ran an article comparing the problems
    of high school teenagers in the 40s and those in
    the 80s.

70
TOP PROBLEMS OF. . . .
  • 1940s 1980s
  • 1.Talking 1. Drug Abuse
  • 2. Chewing Gum 2. Alcohol Abuse
  • 3. Making Noise 3. Pregnancy
  • 4. Running in the Halls 4. Suicide

71
TOP PROBLEMS OF. . . . .
  • 5.Getting out of Line 5. Rape
  • 6. Improper Clothing 6. Robbery
  • 7. Not putting paper in 7. Assault
  • the wastepaper basket.

72
2Tim. 316, 17
  • 16 All Scripture is given by inspiration of God,
    and is profitable for doctrine, for reproof, for
    correction, for instruction in righteousness,
  • 17 that the man of God may be complete,
    thoroughly equipped for every good work.

73
That in the Greek language is
  • iva (henna) which means
  • In order that or for the purpose of
  • God gave the Scriptures, not for the purpose of
    doctrine, or reproof, but for the purpose that

74
  • The man of God (The Christian) may be
  • 1. Complete
  • 2. Equipped
  • Scripture is given so that a change can take
    place in a person.

75
Word of God
Man of God
Given Inspired

Character
(Who I Am)
Conduct
(What I Do)
76
  • When we teach the Bible, we should have two goals
    in mind for those we teach.
  • How am I going to bring about a change in this
    persons life so he or she can become more like
    the Savior.
  • How do I help them to become more proficient in
    order for them to accomplish something
  • great for Jesus Christ.

77
  • So when you analyze this passage, and boil it
    down, you find that
  • God gave the scriptures
  • so that the man of God may be complete and
    equipped.

78
How Do You Get From the Word of God to the Man of
God?
  • Doctrine (Right Belief)
  • Reproof (Wrong Belief)
  • Correction (Wrong Behavior)
  • Instruction in Righteousness (Right Behavior)
  • THIS IS THE METHOD
  • The Man of God is the GOAL.

79
  • When we focus on the Method and not the Result,
    there is no change in the life of the people.

80
Websites for SS Preparation
  • www.sabbathschool.com
  • www.gobible.com
  • www.ssnet.org
  • These websites are good for Teachers to help them
    to develop their SS information.

81
  • So God said, I gave you the Bible so that the
    Believer may be changed. . . may be complete.
  • Complete in this text means mature or
    Perfect. It is Gods desire that our characters
    may become perfect in the likeness of Jesus
    Christ.

82
This happens because of. . . .
  • Application!
  • APPLICATION is the central reason for Gods
    Revelation.

83
D.L. Moody once said,
  • The Scriptures were not given for our
    information, but for our transformation.
  • So many Teachers feel like they have accomplished
    the goal of teaching when they have explained,
    even correctly the gospel lesson or message.
    However, our teaching must aim for
    transformation.

84
  • Timothy also said in that text, so that we also
    may be equipped.
  • The Bible is not given for information. It was
    given so that you and I can have change take
    place in our lives.

85
  • This is important, because the Bible was given
    for Life Transformation.

86
TRUE OR FALSE?
  • Application is the responsibility of the Teacher.

87
Jeremiah 116-7
  • 6 Then the LORD said to me, "Proclaim all these
    words in the cities of Judah and in the streets
    of Jerusalem, saying 'Hear the words of this
    covenant and do them. 7 For I earnestly exhorted
    your fathers in the day I brought them up out of
    the land of Egypt, until this day, rising early
    and exhorting, saying, "Obey My voice."

88
  • Jeremiah 11 links the words hear and do.
  • The word hear and the word obey is the very same
    Hebrew word, Shamaw.
  • In other words, if you really hear, you will
    obey.

89
Jeremiah 2321-22
  • 21 I have not sent these prophets, yet they
    ran. I have not spoken to them, yet they
  • prophesied. 22 But if they had stood in
  • My counsel, And had caused My people to hear
    My words, then they would have
  • turned them from their evil way, and from
  • the evil of their doings.

90
  • According to these verses, Application is the
    responsibility of the Teacher.

91
Look at these points
  • Application that has impacted the Teacher tends
    to impact the student more effectively.
  • Application must ultimately lead the student from
    studying the Bible to obeying the Lord.

92
The Goal of this Skill is to
  • APPLY FOR LIFE CHANGE
  • The Teacher stimulates life change in students
    by properly applying the Scriptures.

93
  • Bring the Bible from 2nd Century Palestine to
  • 21st Century Southeastern Conf.

94
LESSON 13 Mar. 19-25
  • Partnership With Jesus

95
Skill 4
  • Great Teachers help their
  • Students to
  • UNDERSTAND

96
  • We have a lot of evidence that teaching content
    alone, and hoping it will cause students to learn
    to think, doesnt work.
  • The teaching of content alone is not enough.
  • ARTHUR COSTA

97
Notice what the Bible says about
Understanding
  • When anyone hears the message about the kingdom
    and does not understand it, the evil one comes
    and snatches away what was sown in his heart
  • Matthew 1319

98
  • Understanding is the key. Without understanding,
    the seed we teachers plant, though perfect in
    every respect, falls along the hard packed path.
    There is sits briefly on the surface until it is
    snatched away.

99
  • To one degree or another, weve all been lulled
    into believing that content alone is the focus.

100
Weve all grown up in
  • An Educational System that has elevated mere
    facts to idol status. Since Elementary School
    weve been drilled on the facts
  • What are the primary colors?
  • Whats the capital of Wisconsin?
  • What is water made of?
  • What years encompassed World War I?

101
But what is success?
  • Is it truly the ability to temporarily retain
    multitudes of miscellaneous facts, that may earn
    good grades?

102
Look at the findings of a study of 81
valedictorians Salutatorians
  • Study done in 1981 in Illinois High Schools.
  • All continued to achieve well in college
  • By their late 20s most had found only average
    success in their chosen professions

103
Findings of a study of 81 valedictorians
Salutatorians cont.
  • Only 1 in 4 had kept pace with others of
    comparable age in higher levels of success
  • Many were doing much poorer than the average

104
  • Learning without wisdom is a load of books on a
    donkeys back.
  • Zora Neale Hurston

105
1. Focus learning on Understanding
  • 4 year old Matthew and the Pool.
  • Loved the water before he knew how to swim
  • Always wore arm floaties
  • I just wanted to wear my swimming suit this
    time
  • He didnt understand

106
An Experience of Understanding
  • Ive Counseled many couples before their
    Marriages.
  • I wanted them to understand what the Bible means
    when it talks about being faithful to one
    another.
  • I use a sheet of paper and ask them. . .

107
2. Use Plain Language
  • How often do we use words that we assume are
    understood by those in our Sabbath School
    classes?
  • When teaching Gods Word to children, we can take
    two simple steps.
  • 1. Select a Bible translation with a lower
    reading level. One that uses simpler, more
    understandable words.

108
  • 2. Always take time to explain all Bible
    passages, taking special care to clarify the
    meaning of the words.

109
Words that cause Adults to Stumble
  • The advice on the previous slide goes for youth
    and adult audiences as well. There are times,
    more times than we think, we use words that sail
    over the heads of grown-ups. Children will tell
    you they dont understand, but adults are usually
    too embarrassed to admit they dont know.

110
Definitions by Adults
  • SANCTIFICATION RAPTURE
  • praise in groups wrath
  • salvation singing and dancing
  • ABSOLUTION broken heart
  • a mathematical
  • Problem
  • positive all the way

111
  • NARTHEX
  • chemical warfare
  • a small hole in the ground that worms live in

112
Notice the communication style of Jesus.
  • He never tried to impress others by using lofty
    words. He spoke plainly. He used common terms
    that connected with common people.

113
3. Use good questions to deepen understanding.
  • Church teachers and leaders can ask quality
    questions that cause people to think and enrich
    their understanding. But, sadly, most teachers
    and leaders use questions merely to check
    students knowledge of facts.

114
  • Jesus modeled great question-asking for us. He
    asked lots of questions. More than 200 are
    recorded in the Gospels. But very few of His
    questions were used to quiz listeners about facts.

115
Roy B. Zuck writes
  • Seldom did Jesus ask recall questions, merely
    asking for a recital of facts. If He did ask a
    What-do-you-remember question, it was to lead
    on to interaction on an important issue. More
    often he challenged his students with
    What-do-you-think? questions. Teaching as
    Jesus Taught

116
Jesus asked great questions, the kind that
encouraged thinking.
  • If the salt loses its saltiness, how can it be
    made salty again Matt. 513
  • Which is lawful on the Sabbath to do good or to
    do evil, to save life or to kill? Mark 34
  • If you do good to those who are good to you,
    what credit is that to you? Luke 633

117
Characteristics of Good Qs
  • 1. Open-Ended. These are questions that cannot be
    solved with a yes or no answer.
  • They require students to think.
  • Example Jesus asked,
  • Why do you look at the speck of sawdust in your
    brothers eye and pay no attention to the plank
    in your own eye? Matt. 73

118
2. Nonjudgmental Ques.
  • Theres no single right answer with this type of
    question. In order to answer, students need to
    search themselves.
  • Example Jesus asked,
  • Why are you troubled, and why do doubts rise in
    your minds? Luke 2438

119
3. Emotive and Intellectually
Stimulating
  • These questions stir and challenge. They
    electrify students to grapple and seek
    understanding.
  • Example Jesus said,
  • If satan drives out satan, he is divided against
    himself. How then can his kingdom stand? And if I
    drive out demons by Beelzebub, by whom do your
    people drive them out. Matt. 1226-27

120
Asking Good Ques. Is Hard Work
  • However, we can help people develop a fuller
    understanding of Gods Word by asking good
    questions.
  • Spend some time devising great questions. Your
    questions are at least as important as any other
    part of the lesson.

121
Skill 5
  • Great Teachers Help their students Retain the Word

122
Is learning taking place among our people?
  • When I was a teenager, during MV period, we would
    sometimes play Bible Search, or Scripture
    Elimination.
  • One church conducts programs where children
    recite Bible Texts each week, and receive badges
    pins for their accomplishments.

123
The Bible states,
  • But since they have no root, they last only a
    short time. Mark 417

124
Many of our members are suffering from short-term
memory loss.
  • We teachers need to find reliable ways to help
    people authentically learn, retain their learning
    long-term, apply that learning, and bear fruit.

125
Are children the only learners with short-term
memory loss?
  • Thom Joani Schultz, Researchers in the area of
    Learning and Growing Ones Faith conducted a poll
    of adult churchgoers about what they remembered
    from recent sermons. On Wednesday the adults were
    asked from many different churches what they
    could recall about the precious weekends sermon.

126
  • Some could remember the general topic. A few
    could remember a point or two. But the
    overwhelming majority could not remember a single
    thing. It was as though their memories were
    stripped clean of everything the Preacher had
    said just a few days earlier.

127
Research shows that
  • 40 of a spoken message is lost from a
    listeners memory after just two minutes.
  • 60 of the message is gone within a half day.
  • 90 of the message has leaked out of the memory
    forever after one week.

128
  • Is short-term memory only the plague of the
    church? No! Our public schools have built entire
    systems around the temporary accumulation of
    information. Schools spend thousands upon
    thousands of hours drilling students on the names
    of all the presidents, state capitals, and dates
    of historical events. Is all that effort paying
    off?

129
Use yourself as a test case
  • Can you name all the presidents?
  • Can you name all the state capitals?
  • Can you remember when the Louisiana Purchase
    took place?

130
How the Brain Works
  • Neural networks at several different brain
    locations may handle a single act of memory.
  • The content of a learning event (What happened)
    is processed in a separate place from the events
    meaning (how it felt).
  • The names of things may be stored in various
    locations.

131
Long term Storage
  • Theres a small part in the center of the brain
    called the hippocampus which acts as
    gatekeeper that sorts information that will be
    held either in short-term or long-term memory.

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Ronald Kotulak writes
  • The hippocampus is the Grand Central Station of
    memory. It dispatches arriving trains of thoughts
    to either short commuter runs that are quickly
    forgotten or to more permanent destinations in
    the brain where important things like your home
    address, spouses name are stored. Inside the
    Brain

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How do Memories become Permanent?
  • Its largely dependent on how strongly the
    information is registered in the first place.
    Thats why its so important to learn in ways
    that involve hearing, seeing, speaking and doing,
    along with positive emotions.

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The Power of Association
  • Jesus used the power of association constantly in
    his teaching. He knew the workings of the brain.
  • Jesus knew people would understand and retain the
    learning longer if He began his lessons with what
    they already knew. He linked the commonly known
    to His new concepts.

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How Jesus used Association.
  • You are the salt of the earth
  • You are the light of the world
  • For where your treasure is, there your heart will
    be also
  • No one can serve two masters
  • All who draw the sword will die by the sword.

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Example Rubber band
  • The brain moves information into long-term memory
    when we start with what people already know.

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The Rubber Band Example Cont.
  • Have two volunteers come up, and hold a rubber
    band with their partner. Instruct them to
    alternate telling obvious lies, stretching the
    rubber band tighter between them each time they
    lie. Theyll discover what happens when a rubber
    band is stretched too far. As you discuss this
    exercise with your class, youll discover that. .
    . .

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Exercise Cont.
  • the knowledge they already know about what
    happens to stretched rubber bands is linked to
    the new insights about the destructiveness of
    lying.
  • The brain moves information into long-term memory
    when we start with what people already know.

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  • Sometimes, coverage of the entire lesson doesnt
    have to be the goal. Our time might be better
    spent covering less material, but covering it in
    a way that moves the material into long-term
    memory. In other words, teachers dont need to
    plant more seeds, but frequently water the
    appropriate number of seeds. Thats interval
    reinforcement.

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Skill 6
  • Great Teachers know that
  • Emotion enhances learning

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  • Human beings are full of emotion, and the
    teacher who knows how to use it will have
    dedicated learners. Leon Lessinger (Former Dean,
    School of Education, USC)

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The work of The Hippocampus
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  • The hippocampus tends to push information
    toward long-term memory if it can associate the
    data with something it already knows. But
    association is not its only filter. Scientists
    believe the other major filter is emotion.

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The hippocampus is located in the
Temporal Lobe.
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The Hippocampus
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  • We tend to remember more when our emotions are
    engaged. The brain is more prone to retain the
    sensational than the mundane.
  • Emotions drive what we remember!

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God created us all with. . .
  • Feelings and emotions. And those emotions
    influence our behavior.
  • Scientists know there are more neural
    connections going from the emotional part of the
    brain to the intellectual part than vice versa.

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Logic vs. Emotion
  • Regardless of what the cold, hard facts might
    indicate, people often tend to do What feels
    right.

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Daniel Goleman, author of the popular book
Emotional Intelligence writes
  • In a very real sense we have two minds, one
    that thinks and one that feels These two minds,
    the emotional and the rational, operate in tight
    harmony for the most part, intertwining their
    very different ways of knowing to guide us
    through the world. . . .

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  • Ordinarily there is a balance between emotional
    and rational minds, with emotion feeding into and
    informing the operations of the rational mind,
    and the rational mind refining and sometimes
    vetoing the inputs of the emotions But when
    passions surge the balance trips it is the
    emotional mind that captures the upper hand,
    swamping the rational mind. pages 8 9

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Robert Sylwester concurs,
  • We know emotion is very important to the
    educative process because it drives attention,
    which drives learning and memoryIts impossible
    to separate emotion from the important activities
    of life. Dont even try. Robert Sylwester,
    Professor, Univ. of Oregon

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Emotion is the glue of learning and retention.
  • Many years ago I pastored in the city of
    Jacksonville, FL. While driving on a part of the
    interstate that went through a residential area,
    without warning, a young boy ran across the
    highway in front of my vehicle. I just knew I had
    hit him. He was rushed to the hospital. The
    Officer who investigated the accident did not
    ticket me. . .

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  • He noticed how shaken I was as a result of the
    accident. He told me, Mr. Wright, you werent at
    fault. We have had many incidents of this kind
    with people using the interstate as a short-cut.
    I was pleased to find out later that the young
    boy was alright, and resting at the hospital.
    That was 16 years ago, but the emotional
    intensity of that experience has never left my
    memory.

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  • I remember it all because of the powerful impact
    of the emotions.
  • People connect with their emotions to help cement
    important Biblical truths to their hearts.

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  • As you study for next Sabbaths Lesson
    discussion, why not design learning activities
    that evoke particular emotional responses in your
    students.

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Jesus and Emotions
  • What does the Bible say about emotions in the
    learning process?
  • The sadness of the rich young man
  • (Matt.1916-22)
  • The indignation of the disciples when the woman
    anointed Jesus with expensive perfume
  • (Matt. 266-13)

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  • The frenzy of Martha (Luke 1038-42)
  • The discomfort of the disciples when Jesus washed
    their feet (John 131-17)
  • Emotional involvement causes the roots of
    learning to penetrate deeply into long-term
    memory. God created us as emotional beings. Jesus
    evoked strong emotions.

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Skill 7
  • Great Teachers Know How to Build the Need to
    Learn in their students

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Bro. Reginald Moore told me he loves to fish. How
about you?
  • God has called us to be fishers of men.
  • We must help our students want to learn what
    were going to teach them.
  • Trout fishing in Colorado. . .
  • Master fishermen know how to catch fish, and
    likewise master teachers know how to catch their
    class.

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1. Find the Need
  • You cannot meet the need, until you find the
    need. HOW DO YOU DO THAT?
  • ASK
  • GIVE AN ANANYMOUS QUESTIONAIRE
  • 1. The biggest struggle I have at work is
  • 2. When my spouse and I have an argument, its
    usually over

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  • 3. When I get depressed, it usually follows
  • 4. If I could change one thing in my life, it
    would be
  • 5. I guess you could best characterize my
    spiritual life as
  • 6. When I get frustrated at God its because He

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  • 7. The sin that seems to always trip me up, no
    matter how hard I try is
  • People will tell you, because most come to church
    to find an answer to their needs. They want to
    know what God can do for them.

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  • Go to your place of study alone, and read the
    answers to those questions. After that, begin to
    categorize them. Then you can formulate what the
    top ten needs are.
  • Take your Sabbath School lesson, and when you
    can, use the Lesson to help supply an answer to
    the needs of your class.

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2. Focus on the Need
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