2. The true function of the teacher is to create the most
favourable conditions for self-learning...True teaching is not that
which gives knowledge, but that which stimulates pupils to gain it.
One might say that he teaches best who teaches least. John Milton
Gregory
3. Effective teachers: Know their content Know those whom they
teachThey do not simply inculcate principlesThey want to infect
people
4. The Law of EducationThe way people learn determines the way
you teach
5. John Milton Gregory called this The Law of the Teaching
Process The key idea is to stimulate and direct the learners self
activities
6. Hendricks further defines the law in this way: The teacher
must excite and direct the learners self-activities, and, as a
rule, tell the learner nothing - and do nothing for him - that he
can learn or do for himself. Therefore, whats important is not what
you do as a teacher, but what learners do as a result of what you
do.
7. The teacher: primarily a stimulator and motivator...not the
player but the coach who directs the players
8. The learner: primarily a investigator a discoverer and a
doer
9. The Ultimate Test of teaching is not what you do or how well
you do it, but what and how well the learner does.Good teachers are
not focussed on what they are doing, but what their students are
doing.
10. TOTAL SILENCEIS REQUIRED!
11. BIRTHDAY LINE This is a nonverbal exercise - You must
communicate without words or sounds (no lip-reading, notes etc. are
allowed). The group is to form a single straight line, according to
birthdays. January birthdays will be at the beginning of the line,
earliest dates first followed in order by later dates. December
birthdays will be at the end of the line. When the line is
completed, each person will shout out his/her birthday, beginning
in January.
12. A young man who had been badly injured in a car accident
has been brought into a hospital's accident and emergency
department. The doctor determines that emergency brain surgery is
required. Accordingly, the brain surgeon is paged. Upon seeing the
patient, the surgeon exclaims, I can't operate on that boy! He's my
son! That is so, but the surgeon is not the boy's father. How can
the apparent contradiction be explained?
13. George got up, turned off the radio and went into the next
room. He turned on the light and shot himself. What had happened?
You may question the teacher to try to answer the question. Each
question except "What had happened?" will be answered honestly and
as correctly as it possible. You can ask up to three questions.
Time limit 5 minutes
14. CROSSING THEBRIDGE Alice, Brian, Carol and David have to
cross a bridge in 17 minutes. The bridge will collapse if there are
more than two people on it at the same time. It is dark and it is
too impossible to cross the bridge without a torch. There is only
one torch.
15. Alice can cross the bridge in 1 minute. The others are
wounded or injured to varying degrees which means that it takes:
Brian 2 minutes to cross the bridge; Carol 5 minutes to cross the
bridge; David 10 minutes to cross the bridge. If there is more than
one person on the bridge, the bridge can only be crossed at the
speed of the slowest person. How can they cross the bridge in 17
minutes?
16. Alice(1 min) and Brian(2 min) cross the bridge.2 Alice(1
min) takes the torch back to the other side. 3 Carol(5 min) and
David(10 min) cross the bridge. 13 Brian(2 min) takes the torch
back to the other side15Alice(1 min) and Brian(2 min) cross the
bridge.17
17. DRAWING SKILLSPartners sit back to back and decide who will
be the listener and who will be the talker. Each talker has a copy
of a diagram. The Listener must sketch what they hear described,
and is not allowed to speak or ask questions. There will be 4
minutes allotted for this round. Partners compare drawings when
finished to see how close they came to the original.
18. DRAWING SKILLS Partners switch roles, still sitting back to
back. The pair together must try to improve results. The talker
gets a different diagram, and the listener can speak and ask
questions. After the 4 minutes has passed, partners should compare
results again.
19. The Law of EducationThe way people learn determines the way
you teach
20. Hendricks further defines the law in this way:The teacher
must excite and direct the learners self-activities, and, as a
rule, tell the learner nothing - and do nothing for him - that he
can learn or do for himself. Therefore, whats important is not what
you do as a teacher, but what learners do as a result of what you
do.
21. The teacher: primarily a stimulator and motivator...not the
player but the coach who directs the players
22. The learner: primarily a investigator a discoverer and a
doer
23. The Ultimate Test of teaching is not what you do or how
well you do it, but what and how well the learner does.Good
teachers are not focussed on what they are doing, but what their
students are doing.
24. Plato said, What is honoured in acountry is cultivated
there
25. What do you honour - or want to - in those you teach?
26. What do you honour - or want to - in those you teach? Do
you just look for right answers and repeated truths?
27. What do you honour - or want to - in those you teach? Do
you just look for right answers and repeated truths? What impresses
you in a student (or a person in general)?
28. What do you honour - or want to - in those you teach? Do
you just look for right answers and repeated truths? What impresses
you in a student (or a person in general)? Knowledge, wisdom,
understanding, application?
29. Many people who have never sat in a inside a college
classroom are brilliantly educated. They are men and women of
wisdom, and they have received - and are receiving - an education.
They may not know everything, but what they know they live - and
God is using them as his instruments to accomplish his purposes
Hendricks (page 40-41)
30. THE TENSION Abraham Maslow pointed out 4 levels of learning
(though he is best known for his hierarchy of needs);
31. The learners beginning point - everyone starts here -
unconscious incompetence - you are ignorant and you dont know
it
32. The next level - conscious incompetence - you know you dont
know. How do you find out? Someone tells you, or you find out.
33. The next level - conscious Competence - you have learned
something, and are consciously aware of it as you do it - e.g. When
you have learned to drive a car
34. The final level - unconscious competence - you are so
competent you dont have to think about it any more. Much of the
time you can spend thinking about something else
35. The art of teaching - and the difficulty of learning - is
getting people to place themselves at the beginning of this cycle
so that they can start the learning process. This is not easy -for
the teacher or the student Without this tension there is no
development, no learning, no growth.
36. Too much tension leads to... Frustration, anxiety,
stress
37. Too little tension leads to...
38. Too little tension leads to...
39. Too little tension leads to...
40. Too little tension leads to...So God periodically comes in
anddisturbs things - in order to develop us
41. If it was good enough for Jesus...it will be good enough
for usDuring the days of Jesus' life on earth, he offered up
prayers and petitions with loud cries and tears to the one who
could save him from death, and he was heard because of his reverent
submission. Although he was a son, he learned obedience from what
he sufferedHebrews 5:7-8
42. Do you let people in your class feel comfortable?Do you
disturb them so that they realise...Ive got to study Gods word more
and think more; Ive got to try this out in real lifeWhat are the
advantages and disadvantages of both styles - when would each be
most appropriate / inappropriate?
43. ROLE PLAYIn 2s - Role play:A skit about JonahA pastoral
visit to a dying personAn argument between husband and wife
Presenting the Gospel to a difficult, non-believer Or another
scenario of your choice
44. WHAT IN THE WORLD ARE YOU TRYING TO DO?Hendricks tell the
story of getting up to preach, going into the pulpit and finding a
sign facing him, What in the world are you trying to do to these
people?
45. He later asked the pastor about it. He said,Hendricks, Ive
been preaching for 12 years without an objective, and it finally
dawned on me one day that if I didnt know what I was doing, there
was a good possibility they didnt know what they were supposed to
do. So Ive started coming into the pulpit with clear
objectives.
46. Do you have clear cut objectives for teaching? Do you know
how to give a true education? 3 Basic goals are suggested - dont
just buy them but thin about them, interact with them - then they
might become your personal property and you can change future
generations
47. GOAL 1 - TEACH PEOPLE HOW TO THINK If you want a person to
permanently change you have to change their thinking - not merely
their behaviour. They have to understand why they made the change -
if not change will be superficial and short lived. Parable of the
sower - what is the major variable?
48. Your task as a teacher is to stretch the human mind - which
like an elastic band once stretched never quite returns to its
original form. Warning: There is no danger of overuse of a
brain
49. In the Hospital the relatives gathered in the waiting room,
where their family member lay gravely ill. Finally, the doctor came
in looking tired and somber. I'm afraid I'm the bearer of bad
news," he said as he surveyed the worried faces. "The only hope
left for your loved one at this time is a brain transplant. It's an
experimental procedure, semi-risky and you will have to pay for the
brain yourselves."
50. The family members sat silent as they absorbed the news.
After a great length of time, someone asked, "Well, how much does a
brain cost?" The doctor quickly responded, "$20,000 for a Baptist
brain, and $200 for a Pentecostal brain."
51. A man, unable to control his curiosity, blurted out the
question everyone wanted to ask, "Why is the Baptist brain so much
more?" The doctor smiled at the childish innocence and so to the
entire group said, "It's just standard pricing procedure. We have
to mark down the price of the Pentecostal brains, because they've
been used."
52. A priest, a Pentecostal preacher, and a Rabbi all served as
chaplains to the students of the University of Montana in Missoula.
They would get together two or three times a week for coffee and to
talk shop. One day, someone made the comment that preaching to
people isnt really all that hard. A real challenge would be to
preach to a bear.One thing led to another and they decided to do an
experiment. They would all go out into the woods, find a bear,
preach to it, and attempt to convert it.
53. Seven days later, theyre all together to discuss the
experience. Father Flannery, who has his arm in a sling, is on
crutches, and has various bandages, goes first. Well, he says, I
went into the woods tofind me a bear. And when I found him I began
to read to him from theCatechism. Well, that bear wanted nothing to
do with me and began to slapme around. So I quickly grabbed my holy
water, sprinkled him and, Holy Mary Mother of God, he became as
gentle a lamb. The bishop is coming out nextweek to give him first
communion and confirmation.
54. Reverend Billy Bob spoke next. He was in a wheelchair, with
an arm and both legs in casts, and an IV drip. In his best fire and
brimstone oratory he claimed, WELL brothers, you KNOW that we dont
sprinkle! I went out and I FOUND me a bear. And then I began to
read to my bear from Gods HOLY WORD! But that bear wanted nothing
to do with me. So I took HOLD of him and we began to wrestle. We
wrestled down one hill, UP another and DOWN another until we came
to a creek. So I quick DUNKED him and BAPTIZED his hairy soul. And
just like you said, he became as gentle as a lamb. We spent the
rest of the day praising Jesus.
55. They both looked down at the rabbi, who was lying in a
hospital bed. He was barely conscious, in a full body cast, with
IVs and monitors running in andout of him. The rabbi looked up and
said, Looking back on it, circumcision may not have been the best
way to start
56. GOAL 1 PLANT SEEDSDont simply rearrange their existing
ideas - or prejudices Plant seeds - let them germinate - and bear
fruit (who knows what form the fruit will take!?) Often students
are impacted by things you think are nothing
57. Remember if you want to teach your students to think - you
must be able (know how) to think for yourself The Thinker (French:
Le Penseur) is a bronze and marble sculpture by Auguste Rodin held
in the Muse Rodin in Paris. It depicts a man in sober meditation
battling with a powerful internal struggle.
58. [Jesus]...answered, "You shall love the Lord your God with
all your heart and with all your soul and with all your strength
and with all your mind, and your neighbor as yourself." Luke
10:27
59. GOAL 2 - TEACH PEOPLE HOW TO LEARNCreate learners who will
perpetuate the learning process for the rest of their lives.
Learning is a process - it goes on all the time Every moment you
live you learn; as you learn, you live. Stop learning today, and
you stop living tomorrow. Hendricks p.45
60. Often in churches the people who most need to learn are
those who seldom try Hendricks p.45
61. Learning should be a logical process - ideally with 3
steps; It goes from the whole - to the part - back to the whole
This is called synthesis synthesis combination or composition, in
particular the combination of ideas to form a theory or system :
the synthesis of intellect and emotion in his work | the ideology
represented a synthesis of certain ideas.
62. Synthesis moves from the big picture to an analysis of the
parts - breaking them down, seeing their meaning in the light of
the whole - to putting them back together so everyone walks out the
door thinking, Now I understand it and can use it To get people
involved in the process of learning, first, give them the big
picture
63. Many people in church life do not know the big picture
because we specialise in breaking it down into small parts. What
use is a detailed study of Ephesians if you have no idea of the
whole theme and flow of the Bible? Many people have no idea how to
study the Bible for themselves - when they do they find it is
exciting, encouraging and stimulating.
64. CAN YOU BRIEFLY SUMMARISE THEWHOLE BIBLE?
65. THE BIBLE IN 50 WORDSGod madeBush talked Adam bitMoses
balked Noah arkedPharaoh plagued Abraham split People walked Joseph
ruledSea divided Jacob fooledTablets guided
66. Promise landed Anger crucified Saul freaked Hope died David
peeked Love rose Prophets warned Spirit flamed Jesus born Word
spread God walked God remained Love talked
67. THE BIBLE IN 7 MOVES
68. THE BIBLE IN 7 MOVES1. Eden to Ur
69. THE BIBLE IN 7 MOVES1. Eden to Ur 2. Ur to Haran
70. THE BIBLE IN 7 MOVES1. Eden to Ur 2. Ur to Haran 3. Haran
to Israel
71. THE BIBLE IN 7 MOVES1. Eden to Ur 2. Ur to Haran 3. Haran
to Israel 4. Israel to Egypt
72. THE BIBLE IN 7 MOVES1. Eden to Ur 2. Ur to Haran 3. Haran
to Israel 4. Israel to Egypt 5. Egypt back to Israel
73. THE BIBLE IN 7 MOVES1. Eden to Ur 2. Ur to Haran 3. Haran
to Israel 4. Israel to Egypt 5. Egypt back to Israel 6. Israel to
Babylon
74. THE BIBLE IN 7 MOVES1. Eden to Ur 2. Ur to Haran 3. Haran
to Israel 4. Israel to Egypt 5. Egypt back to Israel 6. Israel to
Babylon 7. Babylon back to Israel
75. GOAL 3 - TEACH PEOPLE HOW TO WORKNever do anything for a
student that they are capable of doing for them self. If you do you
will make them an educational cripple - a pedagogical paraplegic.
Hendricks p47
76. Teachers have to develop self directed, disciplined, who do
what they do because they choose to. Hendricks suggests (p48),
...you spend more time questioning answers than answering
questions
77. Our job is not to give quick and easy answers, patent
medicine solutions that never work in the realities of life. Its
far, far better to have students leave your class scratchig their
heads with questions they think and talk about, and with problems
theyre eager to find solutions for...then you know youve got some
education going on Hendricks (p48)
78. BASIC SKILLS Teaching students to think learn and work
requires helping them to master 4 basic skills: Reading - we have
talked about this enough! Writing - creative assignments are given
Listening Speaking
79. Hendricks (p 48), The problem with the average guy coming
out of university is that he cant read, cant write, and he cant
think. And if you cant read, write or think, what can you do?
Someone answered, Watch television
80. Listening is a great art - and crucial to attain Who do you
know that is a good listener - the best listener you have ever
experienced? Why do you think they are a good listener? Who has
ever taught you to listen?
81. THE FOUNDATION OF THE LEARNING PROCESS
82. The disciples learned through failure Luke 9 12 sent out -
v.6 healing everywhere 5000 fed - v.10ff Transfiguration - v.28ff
Cant cast out a demon - v. 40 Mark says - this type only comes out
through prayer - failure is a learning experience
83. BREAKING THE RULESThe principle: never tell or do anything
that a student can learn for themselves Exceptions: Saving Time
Students with special needs for encouragement and help - failure
here might make them give up
84. When a student is so highly motivated they take in
everything you give and still come back for more. A word of warning
- though it might take time, once a student gets over the barrier
and into the joy of discovery and learning, they can never again
settle for education that is less exciting.
85. RENEWING YOUR MIND
86. THE ALTERNATIVES TO A RENEWED MIND 1) A Debased Mind "And
even as they did not like to retain God in their knowledge, God
gave them over to a debased mind, to do those things which are not
fitting." (Romans 1:28)
87. 2) A Blinded Mind "Whose mind the god of this age has
blinded, who do not believe, lest the light of the gospel of the
glory of Christ, who is the image of God, should shine on them."(2
Cor 4:4)
88. 3) A Futile Mind "You should no longer walk as the rest of
the Gentiles walk, in the futility of their mind." (Eph. 4:17)
89. 4) A Hostile Mind "The carnal mind is enmity against God,
for it is not subject to the law of God, nor indeed can it be."
(Romans 8:7)
90. 5) A Double Mind "Let not that man suppose that he will
receive anything from the Lord; he is a double- minded man,
unstable in all his ways." (James 1:5 - 8)
91. 6) A Feeble Mind "Now we exhort you, brethren, warn those
who are unruly, comfort the fainthearted (lit: feeble-minded),
uphold the weak, be patient with all."(1 Thess 5:14)
92. The Need for a Renewed Mind 1) The Key To Transformation
Romans 12: 1 - 2
93. 2) Important in Spiritual Warfare 2 Corinthians 10:4 - 5 3)
Necessary for Faith James 1:5 - 6
94. 4) For Ongoing Spiritual Development Ephesians 4:17 - 24 5)
To Know the Will of God Romans 12:2
95. 6) For A Proper Knowledge Of Self Romans 12:3 7) Inward
Peace And Stability Philippians 4:6
96. THE PROCESS OF RENEWALRegeneration Isaiah 55:7, Psalm 51:10
- 11Deliverance Mark 5:15Responsibility Ephesians 4:22 -
23Direction Joshua 1:8, Romans 8:5 - 6