Presentation on theme: "L-10-T Trainer’s Training The lesson behind the lesson."— Presentation transcript:
L-10-T Trainer’s Training The lesson behind the lesson
Resources for Trainers This PowerPoint The L-10-T Information Guide and L-10-T Trainer’s Guide L-10-T Training Guide L-10-T Training PowerPoint L-10-T Introductory DVD (with How To) – contains 11 minute L-10-T video with 30 minute “How to” presentation – all in English, Afrikaans, Russian, Arabic L-10-T Training DVDs – a set of 4 training DVDs (in English and Afrikaans) that can be used with the English or Afrikaans training guide, for group or individual study. (These will be done much later by the other languages)
Why does L-10-T require training? We want everybody to L-10-T! We must help people to break through the barrier of change! L-10-T has to become a lifestyle! L-10-T training is therefore a serious activity!
You have to L-10-T so that you can teach others about L-10-T! People quickly realise when their trainer is talking theory only! It is better to use your own illustrations. You don’t have to L-10-T out loud in order to give training and have illustrations!
The battle for training time Your job as the trainer is to strike the best possible balance. The more time you have, the better your students will do. The more time you spend on rehearsing and feedback, the better. But … never miss a training opportunity
Training guide or manual Extremely important tool – students can make notes, fill in missing words and interact with the material. It is a comprehensive reference guide for the student Times for interaction (individual contemplation, between student and trainer, between students and students – one-on-one or in groups) are clearly indicated – remember, interaction takes time – especially in a big group (15+) Shorter versions are available if people can’t afford the (already affordable) price of the manual
Using Powerpoint This is a personal matter for the trainer It also depends on the availability of audiovisual equipment Is there room to use the equipment (e.g. in a living room)?
Using DVDs The Introductory DVD (Eng or Afr) –The 11 minute L-10-T story – a must! –The 30 minute L-10-T How To video – by way of introduction if you have the time. The "A Day in the Life" video clip – excellent for showing if you have time after teaching Step 3 (in Step 3 of the set Training DVDs). Only in English The set of Training DVDs. Excellent if you feel too inexperienced to teach a full course. Use portions of it as needed. The only problem is that it is available in English and Afrikaans only. Other languages may follow as the need grows and testimonies arise in those countries.
The Trainer should, for all Units: Make sure that he/she knows the lesson well. Try to practise to give a class (even to your mother or children!) if it is your first time! Should preferably have had the opportunity to put the lesson’s contents into practice (or, in the case of Units 3 and 4, have grappled with Jesus’ commands and the implications thereof)
Plan how you will present it Allocate your time beforehand! Know where you want to be at what time, so that you do not rush and end too early, or go too slow and have to rush to finish all on time. Go thoroughly through the unit that you will be presenting. If you have the set of training DVDs (Currently only in English and Afrikaans), we recommend you go through the applicable unit and listen to some testimonies.
A few options for structuring the training: You present, without PowerPoint or DVD aids, students have the full training guide. We strongly recommend that students get the full training guide – what little money you save by working without it, is not worth the injustice to your students … but: If that determines whether the training will happen or not – use one of the cheaper options and DO the training.
More options for training structure You present, with PowerPoint and DVD aids, students have the full training guide. You can choose which parts of the Training DVD you want to use in class. If you are playing the DVD on a computer (in Windows Mediaplayer or some other software) you can determine beforehand where the part is (how many minutes and seconds into the track) that you want to play. This is more difficult with a DVD player. Make sure that you know your equipment, otherwise you waste valuable teaching time.
More options for training structure You present, with PowerPoint and DVD aids, students have an abridged training guide (12 or 4 A4 pages). Students are required to look up Bible verses in their Bibles (This takes time!) and they need additional writing paper or a notebook. Of course, you can have the Bible passages on PowerPoint – just make sure that all the students can see!
More options for training structure As the presenter you only play a facilitating role, and use the complete Training DVD as the "Trainer". You just play and pause the DVD at the right times, facilitate discussions and arrange coffee or tea breaks. This method works well for trainers who are still insecure. Make sure you have enough time (or plan in advance which discussions you are going to skip, in other words, where you won't pause)! OR – any other way to present the L-10-T course!
Now let’s look at the salient training points for each unit (lesson)
Unit 1: Foreword and How to Clearly explain to the students how you are going to work through the training guide. Obtain the necessary statistics for Unit 3 if you plan to use local numbers
Unit 2 Make sure that you do a proper introduction. Let the students discuss Luke 10:1-9 thoroughly Emphasise the fact that the 4 steps are simply a modern-day interpretation of Jesus’ commands. Stress the two criteria: every student needs to know that he/she can do it.
Unit 2 continued Check whether all students feel that they meet the L-10-T qualifications. With some youth groups and with children it might be good to make sure everyone has acceted Jesus as Saviour. Show the 11 minute L-10-T video on the Introductory DVD (It is also part of Unit 2 on the Training DVD set). Let the students discuss it (usually the L-10-T video motivates them in no small measure!).
Unit 2 continued Then, if you have time and if you are doing the training over several sessions, show the 30 minute How To DVD (this clip is on the Introductory DVD only, in English and Afrikaans). In it Willem Joubert gives a summary of how L-10-T is used, quoting five Biblical principles, four decisions that Christians need to make to do L-10-T successfully, and three action steps to get you started. It challenges the viewer to start L-10-Ting immediately, and that is precisely what you’re trying to do at this point!
Unit 2 continued Why do we want students to start immediately? –Because L-10-T is something you do, students need to get started so that they can realise that it is often more difficult than the 4 easy steps seem. –It also makes the lessons much more meaningful for them! –They learn to return and report back on a regular basis – for better or for worse! With L- 10-T success or failure is not important – every action represents a step forward on the faith journey.
Unit 3: The Great Commission Make sure that you know the lesson well and that you understand it. Make the statistics applicable to their city and region as is suggested. For the questions about how well they are doing, let the students rate themselves on a scale of 1 to 10, and put up the corresponding number of fingers. This lesson should confront the student! The discussion about how students will tackle evangelism in their city – and what they will do themselves - is important. It builds a bridge to L-10-T.
Unit 3 continued It is critical that students understand that, as Christians, they are in full-time service for God – and that their workplace is their “church”! It is also important that they get the concept that – because of the 18 microsteps (and snakes and ladders) – everyone is an evangelist, whether they want to be one or not. And now L-10-T equips them to do it well!
Unit 4 Emphasise the importance of Jesus’ other commands and ask all students to indicate with their fingers how they rate themselves on these: To follow Jesus The second Great Commandment The priority of less privileged people The first Great Commandment The convergence of the two Great Commandments in John 15
Unit 5: Step 1 This is a critical step. Each section needs to be discussed thoroughly. Underscore the importance of forgiveness and make sure that the process has begun. Take care to check whether any participant still finds himself/herself in an abusive situation. Handle such a person with great sensitivity and try to get help.
Unit 6: Step 2 Discuss in-depth Make sure the students identify things they do that might drive people around them away from God. Don’t draw out sensitive detail in public! Emphasize the fact that some relations might be long-term – others are built in a very short time and you might not see the person again!
Unit 7: Step 3 Explain this step very thoroughly – there are many subsections that students need to “get”. Make sure that everybody understands that praying silently still qualifies as doing L-10-T The role play where students ask each other what to pray for should be done by students who knows each other the least so that they get a good feeling of this “difficult” step. It is vitally important that students understand that L-10-T doesn’t just happen one-on-one, but also one-on- organisations! Some of the biggest L-10-T impacts happen where individuals start L-10-Ting organisations!
Unit 8: Step 4 Make sure all students write down their testimony or reason(s) for believing, and that they share it with somebody else. Usually it is quite an eye-opener to listen to others’ stories! Illustrate the sinner’s prayer to lead someone to Christ – use the Knowing God Annexure if necessary. Ensure that everybody starts their Take 5, and encourage them to persevere. Find out which direct evangelism method (EE3, Evangecube, etc.) the organisation favours
Unit 9: The L-10-T Effect This lesson is crucial. Allow Jesus’ reaction to underscore the importance of L-10-T Point out the importance of regular feedback and let the students or organisation plan ways to go about it: your objective is for both the individual and the organisation to achieve a new lifestyle.
Belt and braces To ensure that L-10-T becomes a lifestyle: –Use the journal at the back of the training guide for the first 21 days after training has ended –Everyone chooses a “buddy” (groups of two and three) – they pledge to support each other for at least 21 months (“Braces”) –Small group, family or other group can gather weekly to report back, support and send each other out. (“Belt”)
Unit 9 continued It is vitally important to relate everything to Units 3 and 4. Usually students are blown away by L-10- T’s wide-ranging impact! Emphasise the effect on an individual, an organisation (church or business) and a city/region It is impossible to place too much emphasis on how critical this part is in terms of God’s commandments!
Unit 10: Let’s Go! It is critical for students to start within 4 days (especially if the training was a once-off event), and to continue until continue until – L-10-T has become a lifestyle –Let them write down all their plans (12 and 21 month) or delegate it as an immediate task for the buddies! Don’t allow anyone to leave the training before he/she is part of a group plan – and preferably everybody should have a buddy and a personal implementation plan!
Questionnaires We use two types of questionnaires (Currently only availble in English and Afrikaans on request) –One measures the student’s attitude before and after the training. It is amazing to see the progress students make – even for themselves! Do the “Before” questionnaire directly after Unit 1, and the “After” one right at the end. –The other questionnaire measures how students do in terms of the four steps and several aspects of the student’s interaction with his L-10-T environment. This helps trainers a great deal to get to know their students, and to work out personal L-10-T plans for them. Do it after Unit 4.
Know your student! You can greatly multiply the impact you have on your students if you get to know them individually (via the questionnaires, but especially in the classroom) by listening to the way they respond to individual/group interaction and their feedback about the practical work. Your aim should be to help all students to start L-10-Ting at their level and to persevere, so that they may begin to experience the Lord’s blessing on and in their lives!
For organisations or groups Build L-10-T into the DNA of your group or organisation, or help your leaders to do it. If it ends up being just another course that is completed, never to be mentioned again, chances are that it will eventually fizzle out in the group or organisation (no matter how well you planned in Units 9 and 10). If regular feedback sessions (e.g. in homecell groups, during worship services or at regular meetings) aren’t arranged at organisation level, they never happen.
For organisations or groups (continued) An even better way to do it, is to build it into the DNA or strategy of the group or organisation and make it a part of the corporate culture. “L-10-T is what we do at this church” It should feature in sermons, have a fixed place on every committee meeting’s agenda, appear in the weekly newsletter, etc. Is it really necessary? If you still don’t believe it is, go back to Units 3 and 4 and see how L-10-T meets the need!
What happens after L-10-T? Be prepared to explain to students what study opportunities there are once they have mastered L-10-T (which is only the foundation) (Have a look at the slides at the end of the PowerPoint presentation): –Churches, organisations and students can continue following the menu suggested by the Integrated Marketplace Transformation Strategy (IMTS) (www.jwipn.com) and/or –they can focus inwardly. A course (live presentation) on walking daily in God's presence is available. “Going deeper with God”
Our dream for a community, town or city! That, as Christians in churches and organisations begin to L-10T in a community, they will co-operate in geographic settings and plan together to: –Make sure that every home, business or organsation has somebody (step 2) who prays for them (step 1) regularly (preferably every day); who knows what their needs are and who prays for them (step 3); who is prepared to tell about Jesus, or at least to apply Take Five to the people there (step 4), and
Our dream for a community, town or city! –that the people in that home, business or organisation know who their L-10-T contact is, and that they have a telephone number/e-mail address to contact him/her in an emergency. This is not just a dream – it is possible! The L-10-T slogan is: LET’S GO! Let’s go and do it – our part, and see the mighty things God will do!
The spiritual implication of L-10- T Be prepared to answer questions about the parts of Luke 10 that aren’t discussed in the course – especially vs 10-16. Our L-10-T answer is that those declarations and mighty consequences are in the hands of the Lord – we can’t do anything about them. However, it does prove that L-10-T makes a powerful spiritual impact
Luke 10:10-16 10 But when you enter a town and are not welcomed, go into its streets and say, 11 'Even the dust of your town that sticks to our feet we wipe off against you. Yet be sure of this: The kingdom of God is near.' 12 I tell you, it will be more bearable on that day for Sodom than for that town. 13 Woe to you, Korazin! Woe to you, Bethsaida! For if the miracles that were performed in you had been performed in Tyre and Sidon, they would have repented long ago, sitting in sackcloth and ashes. 14 But it will be more bearable for Tyre and Sidon at the judgment than for you. 15 And you, Capernaum, will you be lifted up to the skies? No, you will go down to the depths. 16 He who listens to you listens to me; he who rejects you rejects me; but he who rejects me rejects him who sent me.”
Spiritual Impact One cannot overemphasize the importance of the spiritual impact of Luke 10:1-24! Verse 16 shows how serious the Lord is about what we do in Luke 10 Transformation!
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