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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.

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Presentation on theme: "7 Essential Skills for Great Teaching A Seminar on Teaching With Materials Developed by Dr. Bruce Wilkerson & Thom and Joani Schultz Presented by Elder."— Presentation transcript:

1 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 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: teachers perfecting of the saints edifying of the body of Christ 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: Ephesians 4:11, 12

3 The Teacher’s responsibility is: Perfecting the saints - faithfully reproducing the original [likeness or character]. 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 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 it’s 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... 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 it’s 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 15:29 he said, “I know that when I come to you, I will come in the full measure of the blessing of Christ”. 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 15:29 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. 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. All you have to do is ASK for the Holy Ghost. Matt. 7:7 Matt. 7:7 Ask, and it shall be given you; seek, and ye shall find; knock, and it shall be opened unto you Matt. 21:22, Matt. 21:22, And all things, whatsoever ye shall ask in prayer, believing ye shall receive

7 But to have the Spirit fully demands a price. 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} 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: Note the commands of scripture: * Live by the Spirit - Gal. 5:16 *Be led by the Spirit – Gal. 5:18 * Sow to please the Spirit – Gal. 6:8 *Set our mind on what the Spirit desires – Rom. 8:5 *Keep in step with the Spirit – Gal. 5:25+

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. 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! 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: 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. 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. 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 person’s life so he or she can become more like the Savior. *How am I going to bring about a change in this person’s 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 *How do I help them to become more proficient in order for them to accomplish something great for Jesus Christ. 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 Teacher’s responsibility to cover the Lesson, and the student’s responsibility to learn what the teacher gives? Is it the Teacher’s responsibility to cover the Lesson, and the student’s responsibility to learn what the teacher gives? Can we divorce teaching from learning? Is it the student’s responsibility to learn, or should the teacher shoulder some of that responsibility? Can we divorce teaching from learning? Is it the student’s responsibility to learn, or should the teacher shoulder some of that responsibility? If a student doesn’t learn, is that the student’s fault?..... the teacher’s fault? If a student doesn’t learn, is that the student’s fault?..... the teacher’s 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. ” 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? What does the Bible say about Teaching?

19 Deut 4:1 Deut 4:1 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. 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 5:1 Deut 5:1 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. 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 Both “teach” and “learn” come from the same root word lamad – which mean To TEACH 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. 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 Lecture Listen Cause to Learn

24 So God is telling us, you haven’t taught, if your students haven’t learned. So God is telling us, you haven’t taught, if your students haven’t learned. Teaching then, is what takes place in your student’s heart. Teaching then, is what takes place in your student’s heart.

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

26 So as a Teacher, I am supposed to So as a Teacher, I am supposed to Urge You Urge You To Cause You To Chase after You Until you start learning. 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. “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. Teachers will stand accountable to God for their influence. James 3:1 James 3:1 My brethren, let not many of you become teachers, knowing that we shall receive a stricter judgment. My brethren, let not many of you become teachers, knowing that we shall receive a stricter judgment. Heb 13:17 Heb 13:17 Obey those who rule over you, and be submissive, for they watch out for your souls, as those who must give account. 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: Because they control: The subject The subject The Style The Style The setting The setting The Speaker The Speaker

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

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

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

33 Let’s Take a Break

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

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

36 The Scholar The Scholar The Communicator The Communicator The Friend The Friend

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

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

39 5% Have a problem with People 5% Have a problem with People 15% have a problem with subject 15% have a problem with subject 80% of people world-wide have a problem with style. How the subject is given. 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. When you get up to teach, you must play a role. We all are role players. We all are role players. This is the first way we can teach to make a student learn. This is the first way we can teach to make a student learn.

41 PRINCIPLES 1. Love those you teach consistently and unconditionally. 1. Love those you teach consistently and unconditionally. 1 Peter 4:8 And above all things have fervent love for one another, for "love will cover a multitude of sins." 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. 2. Teach the subject material in terms of your students needs and interests. 3. Alter your style reguarly according to each situation. 3. Alter your style reguarly according to each situation. 4. Embrace your talents and gifts and be yourself. 4. Embrace your talents and gifts and be yourself.

43 You’d be amazed how many people crave the other person’s gifts. You’d be amazed how many people crave the other person’s gifts. 5. Be aware of your students attention, attitudes and actions. 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. There are over 120 body languages we use. And always remember! And always remember! Excel by using your strengths to compensate for your weaknesses. Excel by using your strengths to compensate for your weaknesses. Professor’s lack of people skills Professor’s lack of people skills

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

47 STUDENT HOLY GHOST SPEAKER SUBJECTSTYLE

48 What does the Holy Ghost do with the Subject? He Illumines it He Illumines it What does the Holy Ghost do with the Speaker? What does the Holy Ghost do with the Speaker? He anoints him/her He anoints him/her

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

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

51 Skill # 2 Great Teachers have Great Expectations You’ve Been Given Section 2 – THAT’S NOT FAIR! You’ve Been Given Section 2 – THAT’S NOT FAIR!

52 What Was the Difference? The only difference was in his head! 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. 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 doesn’t have any impact on you.

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

55 Hebrews 10:24,25 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 3:12,13 The Negative is also possible. 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. 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. Consider means to brood over; to think, to analyze; to watch. I must have my antennae out. I’m always watching you, trying to read you. Trying to pick up what’s going on. I must have my antennae out. I’m always watching you, trying to read you. Trying to pick up what’s going on.

58 = I’m supposed to stir you! I’m supposed to stir you! The Normal Tendency is: To fill up my thoughts about myself and my life. The Normal Tendency is: To fill up my thoughts about myself and my life.

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

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

61 The Holy Ghost dwells inside a person, and works from the inside out. 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. 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 For Great Teachers Application is the Key

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

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

67 Things haven’t changed a little bit. Things have changed a lot! Things have changed a lot! The thing that’s 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. The thing that’s 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 aren’t saved. The problem is not Christianity, or the Bible or the Holy Spirit or that people aren’t saved. Something else isn’t working right. What is it? Something else isn’t working right. What is it?

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

70 TOP PROBLEMS OF s 1980s 1940s 1980s 1.Talking 1. Drug Abuse 2. Chewing Gum 2. Alcohol Abuse 3. Making Noise3. Pregnancy 4. Running in the Halls4. Suicide

71 TOP PROBLEMS OF Getting out of Line5. Rape 6. Improper Clothing6. Robbery 7. Not putting paper in7. Assault the wastepaper basket. the wastepaper basket.

72 2Tim. 3:16, All Scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness, 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. 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: iva (henna) which means: “In order that” or “for the purpose of” “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 The man of God (The Christian) may be 1. Complete 1. Complete 2. Equipped 2. Equipped Scripture is given so that a change can take place in a person.

75 Given Inspired Word of GodMan of God 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. 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 person’s life so he or she can become more like the Savior. *How am I going to bring about a change in this person’s 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 *How do I help them to become more proficient in order for them to accomplish something great for Jesus Christ. 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 m m m may be complete and equipped.

78 How Do You Get From the Word of God to the Man of God? 1. Doctrine (Right Belief) 2. Reproof (Wrong Belief) 3. Correction (Wrong Behavior) 4. Instruction in Righteousness (Right Behavior) THIS IS THE METHOD 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. 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 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. 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 God’s desire that our characters may become perfect in the likeness of Jesus Christ. Complete in this text means “mature” or “Perfect”. It is God’s desire that our characters may become perfect in the likeness of Jesus Christ.

82 This happens because of.... Application! Application! APPLICATION is the central reason for God’s Revelation.

83 D.L. Moody once said, “The Scriptures were not given for our information, but for our transformation.” “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. 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. 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. 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. This is important, because the Bible was given for Life Transformation.

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

87 Jeremiah 11:6-7 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. Jeremiah 11 links the words hear and do. The word hear and the word obey is the very same Hebrew word, Shamaw. The word hear and the word obey is the very same Hebrew word, Shamaw. In other words, if you really hear, you will obey. In other words, if you really hear, you will obey.

89 Jeremiah 23: “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 prophesied. 22 But if they had stood in My counsel, And had caused My people to hear My words, then they would have My counsel, And had caused My people to hear My words, then they would have turned them from their evil way, and from turned them from their evil way, and from the evil of their doings. the evil of their doings.

90 According to these verses, Application is the responsibility of the Teacher. 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 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. 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 2 nd Century Palestine to 21 st Century Southeastern Conf.

94 LESSON 13*Mar 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, doesn’t 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 13:19

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. 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, we’ve all been lulled into believing that content alone is the focus.

100 We’ve all grown up in An Educational System that has elevated mere facts to idol status. Since Elementary School we’ve been drilled on the facts: What are the primary colors? What are the primary colors? What’s the capital of Wisconsin? What’s the capital of Wisconsin? What is water made of? What is water made of? What years encompassed World War I? 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 20’s 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 donkey’s back.” Zora Neale Hurston

105 1. Focus learning on Understanding 4 year old Matthew and the Pool. 4 year old Matthew and the Pool. Loved the water before he knew how to swim Loved the water before he knew how to swim Always wore arm floaties Always wore arm floaties “I just wanted to wear my swimming suit this time” “I just wanted to wear my swimming suit this time” He didn’t understand He didn’t understand

106 An Experience of Understanding I’ve Counseled many couples before their Marriages. I’ve 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 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... 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? How often do we use words that we assume are understood by those in our Sabbath School classes? When teaching God’s 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 don’t understand, but adults are usually too embarrassed to admit they don’t know. 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 don’t understand, but adults are usually too embarrassed to admit they don’t know.

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

111 NARTHEX: 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. 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. 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. 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 “ 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. 5:13 “If the salt loses its saltiness, how can it be made salty again” Matt. 5:13 “Which is lawful on the Sabbath: to do good or to do evil, to save life or to kill?” Mark 3:4 “Which is lawful on the Sabbath: to do good or to do evil, to save life or to kill?” Mark 3:4 “If you do good to those who are good to you, what credit is that to you?” Luke 6:33 “If you do good to those who are good to you, what credit is that to you?” Luke 6:33

117 Characteristics of Good Q’s 1. Open-Ended. These are questions that cannot be solved with a yes or no answer. They require students to think. They require students to think. Example: Jesus asked, “Why do you look at the speck of sawdust in your brother’s eye and pay no attention to the plank in your own eye?” Matt. 7:3

118 2. Nonjudgmental Ques. There’s 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 24:38

119 3. Emotive and Intellectually Stimulating These questions stir and challenge. They electrify students to grapple and seek understanding. These questions stir and challenge. They electrify students to grapple and seek understanding. Example: Jesus said, 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. 12:26-27 “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. 12:26-27

120 Asking Good Ques. Is Hard Work However, we can help people develop a fuller understanding of God’s Word by asking good questions. However, we can help people develop a fuller understanding of God’s 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. 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 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. 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. 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 4:17 “But since they have no root, they last only a short time.” Mark 4:17

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. 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 One’s 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 weekend’s sermon. Thom & Joani Schultz, Researchers in the area of Learning and Growing One’s 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 weekend’s 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. 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 listener’s memory after just two minutes. 40% of a spoken message is lost from a listener’s memory after just two minutes. 60% of the message is gone within a half day. 60% of the message is gone within a half day. 90% of the message has leaked out of the memory forever after one week. 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? 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 presidents? *Can you name all the state capitals? *Can you name all the state capitals? *Can you remember when the Louisiana Purchase took place? *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. 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 event’s meaning (how it felt). The content of a learning event (What happened) is processed in a separate place from the event’s meaning (how it felt). The names of things may be stored in various locations. The names of things may be stored in various locations.

131 Long term Storage There’s 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. There’s 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, spouse’s name are stored.” Inside the Brain “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, spouse’s name are stored.” Inside the Brain

133 How do Memories become Permanent? It’s largely dependent on how strongly the information is registered in the first place. That’s why it’s so important to learn in ways that involve hearing, seeing, speaking and doing, along with positive emotions. It’s largely dependent on how strongly the information is registered in the first place. That’s why it’s 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 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. 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 salt of the earth You are the light of the world You are the light of the world For where your treasure is, there your heart will be also For where your treasure is, there your heart will be also No one can serve two masters No one can serve two masters All who draw the sword will die by the sword. All who draw the sword will die by the sword.

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

137 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. They’ll discover what happens when a rubber band is stretched too far. As you discuss this exercise with your class, you’ll discover that.... 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. They’ll discover what happens when a rubber band is stretched too far. As you discuss this exercise with your class, you’ll discover that....

138 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 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. The brain moves information into long-term memory when we start with what people already know.

139 Sometimes, coverage of the entire lesson doesn’t 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 don’t need to plant more seeds, but frequently water the appropriate number of seeds. That’s interval reinforcement. Sometimes, coverage of the entire lesson doesn’t 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 don’t need to plant more seeds, but frequently water the appropriate number of seeds. That’s interval reinforcement.

140 Skill # 6 Great Teachers know that Great Teachers know that Emotion enhances learning Emotion enhances learning

141 “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)

142 The work of The Hippocampus

143 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. 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.

144 The hippocampus is located in the Temporal Lobe.

145 The Hippocampus

146 We tend to remember more when our emotions are engaged. The brain is more prone to retain the sensational than the mundane. 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! Emotions drive what we remember!

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

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

149 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.... “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....

150 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 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

151 Robert Sylwester concurs, “We know emotion is very important to the educative process because it drives attention, which drives learning and memory…It’s impossible to separate emotion from the important activities of life. Don’t even try.” Robert Sylwester, Professor, Univ. of Oregon “We know emotion is very important to the educative process because it drives attention, which drives learning and memory…It’s impossible to separate emotion from the important activities of life. Don’t even try.” Robert Sylwester, Professor, Univ. of Oregon

152 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... 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...

153 He noticed how shaken I was as a result of the accident. He told me, “Mr. Wright, you weren’t 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. He noticed how shaken I was as a result of the accident. He told me, “Mr. Wright, you weren’t 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.

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

155 As you study for next Sabbath’s Lesson discussion, why not design learning activities that evoke particular emotional responses in your students. As you study for next Sabbath’s Lesson discussion, why not design learning activities that evoke particular emotional responses in your students.

156 Jesus and Emotions Jesus and Emotions What does the Bible say about emotions in the learning process? The sadness of the rich young man (Matt.19:16-22) The indignation of the disciples when the woman anointed Jesus with expensive perfume (Matt. 26:6-13) (Matt. 26:6-13)

157 The frenzy of Martha (Luke 10:38-42) The frenzy of Martha (Luke 10:38-42) The discomfort of the disciples when Jesus washed their feet (John 13:1-17) The discomfort of the disciples when Jesus washed their feet (John 13:1-17) Emotional involvement causes the roots of learning to penetrate deeply into long- term memory. God created us as emotional beings. Jesus evoked strong emotions.

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

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

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

161 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 it’s because He…

162 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.

163 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. 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. Take your Sabbath School lesson, and when you can, use the Lesson to help supply an answer to the needs of your class.

164 2. Focus on the Need


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