THE LEARNING PROCESS
A question to be asked:
What is it we are trying to accomplish through teaching the Word of God.
There is a process in which we must go through to reach the ultimate goal.
2 Tim. 3:16 All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness.
What is our ultimate goal in teaching? Answer: CHANGE
This change can be seen in salvation, attitudes, sin, choices, service, and a host of things.
Change does not always show up in a fast overnight pace. When working with kids, it is usually a slow process, just little baby steps along the way.
Here is the process of making a change through teaching and preaching the Word:
KNOWLEDGE (presenting the facts) - This is head knowledge, but not heart knowledge. It is however necessary for the first part in the process. The facts and truth of the Word of God.
Rom 10:17 So then faith cometh by hearing, and hearing by the word of God.
LEADS TO:
UNDERSTANDING (seeing it clearly) - this involves the process of presenting the facts in a manner that can be understood. We must break it down according to the understanding and age group of the students we teach.
LEADS TO:
PERSONALIZATION (how God's word affects me) - This part of the process can be driven home with the use of illustrations, stories and things that make it personal to the listener.
LEADS TO:
APPLICATION (when and how can I do that) - If God's Word is not used in everyday life, the learning process has been broken.
LEADS TO:
CHANGE !
This change can take place at the end of teaching. All lessons should lead to a decision.
Lessons should conclude with one main focal point.
Ask yourself the question before you teach or preach:
Where do I want to take the students and how am I going to get them there? What is the point to this message?
If you are unclear about where you are going, you can be sure the students will not know where you are going either.
Decisions can be made in the form of a promise to God. (Make sure they are not promising you!)
Plan for a conclusion and give yourself time to wrap it up.
Make sure you get to the point and stick to it.
DON'T ASSUME
1. Don't assume that if you are teaching, they are leaning.
2. Don't assume that "talking" is teaching.
3. Don't assume that everyone can't wait to run out and "live that way".
4. Don't assume that just because you use more words, that explains it better.
5. Don't assume that students can learn multiple lessons in a single class time.
6. Don't assume that covering all the material is more important that thoroughness.
7. Don't assume that listening is leaning.
8. Don't assume that all you do will be remembered.
"YOUR LESSON IS ONLY AS GOOD AS THEY UNDERSTAND IT"
PREPARING THE LESSON
#1 - Bathe your work in prayer!
#2 - Start early - don't wait until Saturday. Start on Monday.
#3 - If you are using a set curriculum, read all of the material on Monday, and include this material in your private devotion life.
#4 - Devour the material and decide which things you will use or will not use. Tailor the material to meet the needs of the students you are working with.
#5 - Spend all week looking for ideas of things you can use. Don't confine yourself to just what is in the curriculum, look for other ways you can communicate the ideas of the lessons. Be creative.
#6 - Have all your material, object lessons, handout sheets and any other material ready before Saturday.
USING THE GOD GIVEN SENSES
God gave us senses that we are to use. The more we see, hear, feel, smell, and do, the more we learn.
Using the God given senses allows for maximum learning and maximum retention of what is being taught.
Educators have found that students retain approximately:
10 percent of what they hear
20 percent of what they read
50 percent of what they see
90 percent of what they do
Many times we settle for the basic minimum, and that is lecturing.
To be an effective teacher, we should try to involve as many senses as we can. This is especially true of visual aids.
Dry Marker Board or chalk
Giant paper pads
Cards on flannel boards
Flannel graph
Flip charts.
The more we can put before them, the more they will retain.
THE TEACHER AND COMMUNICATION
How we communicate as a teacher is very important.
Dr. Albert Moravian of Yale University says about the effectiveness of our communication:
By words alone: 7 percent
By the tone of our voice: 38 percent
By our facial expressions: 55 percent
Total: 100 percent
The teacher is the one who is in control of the communication process.
The teacher must decide about these following things:
SUBJECT MATTER
The words used, the verses used
Are you going into depth or skimming material
Decide what the emphasis will be
Decide what you want to avoid
Decide how you are going to illustrate
TEACHER STYLE
What methods are you going to use?
Are you going to use visuals?
How can you involve the class?
Are you going to sit, stand, or move around?
In speaking, are you going to be emotional or "monotone"?
Are you going to talk fast, slow, loud, or soft?
Are you going to use lots of facial expressions?
What will be the tone of your voice?
Emotion brings your characters to life!
Teaching is not just a matter of what we say, but how we say it.
COMMON CLASSROOM PROBLEMS
1. Inattention or boredom
2. Lack of participation
3. Getting started on time
4. Staying on the subject
5. The "Bus Kids" vs. "Church Kids"
6. Educational differences
7. Christian school vs. public schools kids.
8. Faithful attendance of students
9. Discipline problems
10. Lack of evangelism
11. Teachers in wrong class
12. Lack of interaction with students
