7 Essential Skills for Great Teaching

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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

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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
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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

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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. . .

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• 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.

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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

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• But to have the Spirit fully demands a price.

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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

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• 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

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Skill 1

• Great Teachers Put the Learner
• FIRST

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• 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.

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• 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.

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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?

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• 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.

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The work of teaching instructing and
communicating is a gift from God that carries a
solemn responsibility.
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• 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?

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• 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.

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• What does the Bible say about Teaching?

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• 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.

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• 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.

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

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• 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.

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

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

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

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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

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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.

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Teachers will stand accountable

• Because they control
• The subject
• The Style
• The setting
• The Speaker

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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.)

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

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• 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.

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• Lets Take a Break

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• 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.

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

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• The Scholar
• The Communicator
• The Friend

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

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

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• 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.

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• 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.

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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."

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• 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.

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

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• 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)

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• 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

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Rely on the Holy Spirit

• For teaching that is supernatural!

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STUDENT
HOLY GHOST
SUBJECT
STYLE
SPEAKER
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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

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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

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

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Skill 2 Great Teachers have GreatExpectations

• Youve Been Given Section 2 THATS NOT FAIR!

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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.

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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.

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

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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

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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.

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• 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.

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

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We are to exhort one another

• How often? DAILY
• Consider always. . .Pay Attention

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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

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• 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.

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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

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• 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

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Skill 3

• For Great Teachers
• Application is the Key

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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.

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

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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.

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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?

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Back in the 80s

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

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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

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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.

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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.

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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

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• 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.

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Word of God
Man of God
Given Inspired

Character
(Who I Am)
Conduct
(What I Do)
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• 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.

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• 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.

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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.

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

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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.

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• 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.

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This happens because of. . . .

• Application!
• APPLICATION is the central reason for Gods
  Revelation.

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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.

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• 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.

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

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TRUE OR FALSE?

• Application is the responsibility of the Teacher.

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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."

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• 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.

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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.

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

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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.

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The Goal of this Skill is to

• APPLY FOR LIFE CHANGE
• The Teacher stimulates life change in students
  by properly applying the Scriptures.

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

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LESSON 13 Mar. 19-25

• Partnership With Jesus

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Skill 4

• Great Teachers help their
• Students to
• UNDERSTAND

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• 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

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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

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• 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.

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

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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?

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But what is success?

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

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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

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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

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

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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

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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. . .

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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.

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

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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.

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Definitions by Adults

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

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

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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.

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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.

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• 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.

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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

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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

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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

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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

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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

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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.

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Skill 5

• Great Teachers Help their students Retain the Word

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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.

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The Bible states,

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

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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.

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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.

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• 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.

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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?

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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.

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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.

132
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

133
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.

134
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.

135
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