The role of teacher in Christ's church is both an important role and a solemn responsibility (James 3:1). Teachers care for the souls of the saints. They can sow the seed and help it grow in the hearts of our visitors. It is God that gives the increase (1 Cor 3:6). There is no room for our own ideas (2 Tim 3:16) but we must instruct people in God's righteous ways.
This manual is designed to help teachers to be more effective. There is no substitute for teaching with a loving attitude, being an empathetic listener, and being concerned about meeting the spiritual needs of others. Our prayer is that by using this manual you may be more effective in the Lord's vineyard.
This edition is a revision of the manual prepared by the teaching group at the Saturday night evangelism workshop of the City Beach church of Christ in April 1974.
"Now there are different gifts, but the same Spirit.
And there are different ministries, but the same Lord.
And there are different results, but the same God who produces all of them in everyone."
(1 Cor 12:4-6)
A good teacher is a prepared teacher. A suitable sequence in preparing each lesson is set out below.
Study your lesson
The teacher must know more about the subject than he or she is likely to be asked or needs to use. The sources to use in preparing your lesson include the following:
Bible first
Teacher's manual
Bible dictionary
Bible atlas
Concordance
Commentaries
Items 2 to 6 should be used to help you understand and explain the Bible.
Study Well Ahead
To get perspective of where each lesson fits in.
For each lesson start at least a week beforehand.
Study some more each day.
Set Lesson Objectives
Say what you want the class to know, to be able to do or to feel by the end of the lesson.
Set aims that are appropriate to the age group and with the class's needs in mind.
Make sure your lesson objectives are written in your lesson plan.
Use the aims when you review your lesson to see if the class achieved what you wanted them to.
Gather Teaching Materials
People learn by the use of their eyes, ears and other senses. Use many senses for most benefit. If the class hear and see what you are teaching and speak back on how they feel about it, they will learn more than by just hearing. Some suggested materials include:
Newsclippings
Colour pictures (the A Beka cards are particularly useful)
Audio/video recordings
Flannelgraph stories
Projected aids
Sandbox or styrofoam figures
Chalkboard or whiteboard
Flip charts
Attention getters (e.g. human skull)
YouTube videos
Select Appropriate Methods of Presentation
The methods you choose will vary with the age and level of the class and what you are teaching them. Methods include:
Storytelling and discussion
Lecture and discussion
Project and discussion
Research and discussion
Recitation
Questionnaires
Audiovisuals
Programmed texts
Buzz groups
Syndicates
Several of these methods if combined could prove more successful than using only one. For one thing the variety will help maintain interest and attention.
Plan Your Teaching Procedure
There should be a logical sequence
One part should merge easily into the next
The start should be attention getting
The end should summarise and round off what has been covered.
Procrastination is the thief of time. Start early in getting your lesson ready so that when the time comes you are well prepared.
The Student
Problems of Inattention and How to Overcome Them
Discomfort
It is a good idea to fit the size of the furniture to the age and size of the child. Small children feel more comfortable in small chairs—they are not as apt to climb and be distracted from the lesson. If writing or craft work is to be done in class, a table or desk arrangement should be provided.
If air conditioning is not available, be aware of the room temperature and adjust your presentation accordingly. Children do not notice extremes in temperature as much as adults, but it may affect their behaviour. In a cold class room the teacher may want to be more creative in their body activity—act out stories, songs that move, etc—whereas in heat, try to see that as much ventilation as possible is provided and make an extra effort to make the learning more interesting so they don't notice the discomfort. Not so much body activity in the too-warm room.
Too many wraps restrict the child's movement and he or she may not to want to do projects that would otherwise be enjoyed. Take a few extra minutes to make the children comfortable on arriving in the class room and it pays off in the attention and interest they show.
Disturbances
Late-comers should be welcomed but the greeting should not cause too much intrusion into class time. Take care of the late-comer as speedily as possible so that he or she is neither embarrassed nor petted.
If two classes have to be held in one classroom they should be amalgamated and coordinated so that it is like one class with separate craft groups. This is of course assuming they are near together in age levels. In a case where children are in a portion of a large room shared by an adult class special effort has to be made to be quiet and not disturb the other class, and attention of one class should not be drawn to the other.
Distraction
The teacher should make every effort to see that the classroom is orderly before class time so there isn't an air of confusion when the child comes to class.
The world outside the open windows sometimes can be more attractive to a child than what is going on inside. When the temperature is not too hot, or when air-conditioning is available, it may be better for windows to remain closed. Sights from a window sometimes can be brought into the lesson—even if just a small talk about it before continuing with the lesson. Children are interested in the world around them and the teacher's purpose should be always to try and make God relevant in their world. However, if sights are too distracting, it may be necessary to resort to blinds or curtains.
It is good for a teacher to do a little introspection occasionally about whether mannerisms or habits on her or his part can be distracting to students.
Preparation for class is essential if the lesson is to run smoothly. To have to take class time for finding something that is misplaced only serves to disrupt the class and cause the students to start thinking of other things so it is difficult for them to follow the lesson. Organisation is a prime prerequisite for the efficient teacher.
Teaching aids, such as pictures, flannel graph, etc. should always be at a level to attract the students' attention. The eyes of small children sometimes haven't developed enough to form images of pictures and shapes too far out of their sight range.
Disinterest
A student will pay attention if he or she is interested in what is going on. It is very definitely the responsibility of the teacher to see that the class is interesting and exciting enough to hold the attention of the class. It is especially important for the teacher to encourage and praise the children in their achievements, and one field important for this is memory work. The more scriptures a child memorises the more it stays with him all his life, but it must be made enjoyable and not a chore he comes to hate.
Gaining and Holding Attention
Be Animated
There are several ways a teacher can gain attention and maintain it. The first basic requirement is to be well-prepared both in the lesson and in prayer. Second, the teacher should be animated about the lesson. Stories are best told with appropriate gestures and facial expression as students tend to feel they are a part of the story this way and the teacher gains an audience participation effect. In audience participation we can appeal to the senses, especially sight and sound, thus bringing down to a level they can understand the joys of Christian living and what Christ can give us in our lives. If the teacher makes himself aware of the interests of his students and plans the lessons accordingly, and expresses his own enthusiasm in his animation about the lesson, it would be difficult not to be a successful teacher.
Make the Lesson Appropriate to the Age of Students
The teacher needs to plan lessons according to the age level of the students to be taught. Young children adapt to animated storytelling, creative play and varied mediums of teaching so they don't get bored and lose their interest span. Older children and adults respond to an active discussion class. The teenager needs creative methods of different kinds, but always the lesson should be made relevant to his or her life; at this age it is good to inspire in them the urge to share spiritual needs and blessings, and the discussion of the scriptures. To be relevant is necessary in all age groups. If the teacher does not bring into class reasons for the students using Christ in their daily lives, they eventually get the feeling they don't really need to be there.
The Language
Language in teaching is effective when it is a two-way proposition:
Teacher to Student
Student to Teacher
Teaching becomes effective only when meaningful communication has been developed between both sender and receiver, in this case, the teacher and the student. In this communication, the correct use of language to convey thoughts accurately and concisely is essential. Achieving this end is handicapped by the fact that many of our problems in communication arise because we forget that individual experiences are never identical and that interpretation of any individual experience will differ between persons.
Attempting to communicate verbally we must have some medium through which meaning can be transferred from one person to another. The best means, obviously, is through language.
The Law of Language
The language used in teaching must be common to both teacher and student. The words used must be understandable and intelligible to the receiver. It has been said that "The most common characteristic of outstanding success is an extensive knowledge of the exact meaning of English words". Words are tools of thought and as such should be treated with care. Care should be taken to avoid the problems concerned with words verbally.
Problems of Language
Words have many meanings
The number of words that an educated adult uses in daily conversation is about 2000. Of these, the 500 most frequently used have 14000 dictionary definitions. For example, the difference in meaning of the word 'capital' to the man in the street and the economist, or the word 'interest'.
The teacher uses words that are unfamiliar to the students
Some words which may seem common enough to the teacher may well be unfamiliar to the students. (Again the problem of different experiences.) Some people, by virtue of their occupation may be more accustomed to using certain words than another person. Some words are used commonly but never quite understood. Examples: truth, productivity, freedom and liberty.
The teacher uses long, involved sentences
Long, complex sentences are difficult to follow, particularly for children.
The teacher mutters and cannot be clearly heard
If a teacher does not speak clearly, or lowers his or her voice at the end of sentences, some meaning will be lost.
How to Overcome Problems of Language
Observe your students
Eye contact is very important. If a teacher is going to have an understanding of whether or not his lesson is coming across he must have some idea of the reaction to his words. This idea of feedback is necessary if the teacher needs to make modifications to achieve the most successful use of his time. For instance, when you see that the class do not understand, repeat your thoughts in different words. (Try to avoid inaccuracy, however.)
Use illustrations
Help the meaning of your words with illustrations (white boards pictures, objects, etc.). The use of colour may be as useful as words—a picture paints a thousand words.
Use simple words
For example, say 'clothes' rather than 'attire'. Where possible use a single syllable word. Not only are they easier to understand, they have greater impact.
Use short, simple sentences
Many of Winston Churchill's wartime broadcasts were speeches written simply, with simple words, but observe the power and strength that he commanded because of his skilful use of these.
Use a modern, age-appropriate translation of scripture
A translation especially designed for children will prevent many difficulties students might otherwise have understanding the word.
Speak audibly
This is not to say that everything should be at full volume, but if you are going to speak softly for dramatic effect, make sure you are close enough to your listeners and that you have their full attention before you begin.
The Lesson
The truth to be taught must be learned through truth already known. Truth, simply defined, is that which conforms with the facts and agrees with reality. Truth according to the New Testament: Jesus is the Truth (Jn 14:6); the Word is Truth (Jn 17:17). The church is the pillar and foundation of the truth (1 Tim 3:15) and the truth must be obeyed (Rom 2:8). As the Christian religion is a spiritual one it follows that the truth to be taught will be largely spiritual in nature.
Teaching the Unknown by the Known
Jesus applied this principle. He taught spiritual truths concerning himself by comparison with well-known things in the physical realm, by the use of metaphors.
Water. Woman of Samaria and the offer of living water. (Jn 4:7-13). Jesus is the water for the thirsty soul.
Shepherd. The shepherd and his love and concern for his sheep was acceptable and appreciated by the people of Judea, more than today. Jesus tells them that He is the good shepherd (Jn 10:14).
The Door. As a door is the way to enter a house or building so too is Jesus the way to enter the Kingdom (Jn 10:7).
The Light. "I am the light of the world. The one who follows me will never walk in darkness, but will have the light of life." (Jn 8:12). As a physical light is necessary to direct our way in the dark, Jesus is necessary to direct us to God.
How Can We Teach the Unknown By The Known
The known to each particular age group will vary and will need to be determined prior to the preparation of the lesson. Some suggestions for developing a greater awareness of our students' knowledge and experiences:
Playing with them
General conversing before and after lessons
Visiting their homes
Conducting parent teacher fellowship
Contacts at school
Personal counselling
Having now gained a greater insight into your students' particular needs it will be necessary to preserve the knowledge acquired for future reference. Suggested ways for keeping a complete record on each child:
Picture
Name
Age
Family
Educational background
Attitudes
Conduct towards others
With a clearer knowledge and understanding of our students it will now be easier to determine their particular 'unknowns'. The unknowns will be both factual and spiritual.
Factual unknowns
There will be unknowns in the physical realm which will need to be taught first before proceeding to the spiritual lesson to be learned. For example:
Lesson to be taught: ObedienceStory chosen: Abraham's willingness to sacrifice IsaacFactual unknown: Sacrifice. Proceed to explain sacrifice by use of model or picture. This is sacrifice in the O.T. sense.
Spiritual unknowns
List spiritual truths touched on in the lesson and select the one most suited to your students' needs, and make that your lesson aim. Continuing the above example, seeing obedience is the lesson to be taught, the spiritual unknown will be God's requirement of obedience in all who will serve Him. The known to the child could be expressed in simple everyday stories of a mother's request to her child and her expectation of obedience.
The Learning Process
The teacher has certain spiritual knowledge or attitudes in his or her own mind. The object is for the learner to reproduce this truth in his or her own mind. There are different levels of comprehension and understanding.
Recognition
The learner can recognise the validity of something when he hears it but not necessarily be able to recall it. The longer the time lapse between hearing and attempting recall the less likely is the learner to be able to recall the information.
Recall
Memorisation is one form of recall which may not involve understanding.
Understanding
Understanding means the learner can express the thoughts in his own words and grasp the meaning. He or she can see the sort of situation to which the thoughts could apply to others.
Belief
The learner believes it when he recognises its truth for him. He sees what the lesson says, what it means, he can express it in his own words and quote examples of its application. He relates it to other scriptures stored up in his mind and integrates it with other truth. He commits himself to this new truth.
Living the Truth
James says, "But be sure you live out the message and do not merely listen to it and so deceive yourselves." (Jas 1:22) The Pharisees knew all the phrases and "talked the talk". But Jesus condemned them (Matt 15:8-9). He wants disciples who "walk the walk". People who live out the message and don't only hear it. That means taking hold of each new truth and putting it into practice at home, at play, at school, at work as well as at church in front of Christian friends. Get your class to talk about what it means for them. Jesus always made direct application to his audience: "Sell all you have and give to the poor" (the rich young ruler); "Go and do likewise", (Good Samaritan story); "Go away and sin no more" (the woman taken in adultery).
Teachers should define the level to which they would like students to go in a particular lesson. Basic fundamentals like faith, repentance, sin, judgement, baptism and the authority of scripture require the deepest of understanding. More time should be taken and different learning experiences used to try to lead people to really understand them. Other topics like the background of the Roman Empire will not need such emphasis and can be covered more quickly and superficially. Remember that the success of what you have taught is not so much in what answers your students give but in how they behave in their relationship to God and in their relationship with others.
The Teaching Process
Teaching is best measures by how well the students have learned. It is not so much the teacher's performance that counts but the response of the learner in his own self-activities. We could liken one form of teaching to a milk jug (the teacher) and an empty glass (the learner). This approach results in pouring the knowledge from one to the other. But this pictures the learner as being purely a passive recipient of instruction and people do not really learn that way. The other approach is to have the material there and to stimulate the learner to actively seek it, like someone drinking all the milk from the jug with a straw because he is so thirsty. For real learning to occur the students must be active participants in the process. The most effective teachers of all are those who develop self-study techniques in the learner (if sufficiently mature) so that they are no longer dependent on the teacher. So perhaps above all else the teacher's role is to stimulate the mental activity of each person in the class, to arouse a spirit of inquiry so that students want to discover the truth. But how? Here are some suggestions.
Keep Asking the Students Questions
It is import to be continually asking probing questions, especially 'why' questions (Matt 22:41). Jesus used this technique (Lk 7:42; Matt 22:20). It keeps the class switched on to the lesson, it involves them and if they answer correctly, it reinforces learning.
Encourage the Class To Ask Questions
Don't overlook any questions and don't ridicule any question. Give an honest answer and spend some time on it. A curt reply can be interpreted as saying, "you're interrupting". Try to arouse a spirit of enquiry.
If you don't know the answer to a question, don't be afraid to admit it. Take the question away and try to have an answer ready for the next time you see the class.
Be Enthusiastic
Even if it's about someone's question, say, "That's a good question," if it is, and warm up as you answer it. Enthusiasm is infectious and it will give encouragement to your class.
Provide Purposeful Activity
People's attention span is very short: 10–20 minutes for adults. Because of this it is best to break up a fifty minute lesson up into three or four separate sections. It is a good idea to make some of this involve the class, e.g. a discussion, read a passage, answer a questionnaire, do a crossword, have a quiz. These are all examples that can be used for different age groups. The activity, because it isactive, encourages learning as well.
For younger children activities can include painting, play doh, sand trays, models, cutting out, pasting and so on. School age children may respond better to games, quizzes, crosswords, etc. Lessons about giving can include opportunities to give, saying you are sorry, etc. Adults may like research projects, discussions, question papers.
For adults and older children, teach the use of a concordance, Bible commentary and dictionary or Bible apps to facilitate self-study by class members.
Review and Application
Practice makes permanent. Putting it another way, repetition helps to drive a point home. This is well-known by advertisers who may repeat one advertisement ten times in one day. New ideas take time for acceptance. "If it is a new idea it often won't be accepted because it is new. If you say it often enough it becomes an old idea and people will accept it," goes an old saying. There is power in repetition, especially if it does not appear to be repetitious.
Purpose of Review
The place of review in teaching is:
To link the lesson with previous lessons and possibly to future ones.
To check that the class has understood the lesson. (Putting that another way hit is checking that the teacher has got his or her message across.)
To correct wrong impressions. E.g. some teachers over-state for affect and end up overemphasising some points.
To stress main points.
There are no rules about when to review. The start is an obvious time to review the last lesson and link the current lesson into it. The end is an obvious time to stress the important points. With smaller groups it is easier to ask questions and check on understanding as you go along.
The Form of the Review
There are different ways of reviewing a lesson:
Summary by the teacher
Recitation by students
Question and answer
Class discussion
Written review
Homework
The lesson review is an excellent time to make application of the lesson to the class. After answering a question about the lesson the teacher could ask, "What does that mean to you, Bob?" "How do you feel about that, Pat?" "What would you do in this situation, Les?" In this way relevance of the lesson can be secured.
A Summary
The requirements for a successful teaching programme include the following:
A Prepared Teacher. One who
Enjoys the particular subject being taught.
Is completely at home with the age group being taught.
Has studied the lesson.
Has planned the lesson.
Has prepared typed notes to hand out where necessary or appropriate.
Has gathered the materials.
Has chosen his or her method of getting the lesson across.
Has planned his or her teaching procedure.
An Attentive Student. One who
Respects his or her teacher.
Is not hindered by discomfort, disturbance, distraction or disinterest.
Has his or her attention gained and held by the teacher's preparedness.
Is not bored by the teacher's lack of animation and poor expression.
Has his or her attention gained by the use of teaching aids or participation.
Finds meaning in what is being taught when related to himself or herself in every day life.
Language Commonly Understood by Teacher and Student
The teacher uses short, simple words.
Simple sentences.
Explanation of more difficult words and phrases found in the Bible.
The use of modern, age-appropriate English translations
Teaching that Proceeds from Known to Unknown.
New truths must be taught through old, familiar ones.
Jesus used this principle in his teaching.
Teaching that Stimulates and Directs the Activities of the Student.
Develops thinking, inquiring, working, practice.
A Learning Process that Involves Five Steps.
Memorisation
Understanding
Expressing the thought
Giving evidence of beliefs
Applying knowledge (practical)
Review that Completes the Teaching Process. It is important because:
Repetition has power.
It enables us to check our effectiveness as a teacher.
It enables us to check the amount of knowledge gained by the student.
It gives the teacher an opportunity to stress the main points.
It helps the students to gain an overall picture of the lesson.
It helps to show the student why that particular lesson was taught.
Methods of Review.
Story Telling
Project
Lecture
Discussion
Question and Answer
Comments from the student
Appendix: Qualifications of a Good Teacher of God's Word
The teacher must:
Have a deep and settled conviction concerning God.
Be born again.
Know the value of a human soul.
Have faith in God's power through the word to change lives.
Have an obvious enthusiasm for his or her work
Have the needs of his students always on his or her heart.
Appreciate the various educational backgrounds of his or her students.
Be tolerant towards those who ask irrelevant questions.
Speak out clearly and with conviction to gain students' respect.
Pray for himself or herself and the students before every lesson.
He or she should ask himself or herself about the students:
Are they growing closer to Jesus?
Are they growing in knowledge?
Are they growing spiritually?
Are they anxious to graduate from milk to meat?
Do they have a love for the Bible?
Is the Bible study a search for Truth, or merely an intellectual exercise?
Finally, does the teacher realise the tremendous responsibility he or she has, to preach and teach the Truth in order to mould the lives of his or her students?
Note: In addition to these spiritual qualifications, it is a legal requirement in Western Australia that those working with children hold a current Working With Children card.
The role of teacher in Christ's church is both an important role and a solemn responsibility (James 3:1). Teachers care for the souls of the saints. They can sow the seed and help it grow in the hearts of our visitors. It is God that gives the increase (1 Cor 3:6). There is no room for our own ideas (2 Tim 3:16) but we must instruct people in God's righteous ways.
This manual is designed to help teachers to be more effective. There is no substitute for teaching with a loving attitude, being an empathetic listener, and being concerned about meeting the spiritual needs of others. Our prayer is that by using this manual you may be more effective in the Lord's vineyard.
This edition is a revision of the manual prepared by the teaching group at the Saturday night evangelism workshop of the City Beach church of Christ in April 1974.
"Now there are different gifts, but the same Spirit.
And there are different ministries, but the same Lord.
And there are different results, but the same God who produces all of them in everyone."
(1 Cor 12:4-6)
Table of Contents
The Teacher
A good teacher is a prepared teacher. A suitable sequence in preparing each lesson is set out below.Study your lesson
The teacher must know more about the subject than he or she is likely to be asked or needs to use. The sources to use in preparing your lesson include the following:- Bible first
- Teacher's manual
- Bible dictionary
- Bible atlas
- Concordance
- Commentaries
Items 2 to 6 should be used to help you understand and explain the Bible.Study Well Ahead
Set Lesson Objectives
Gather Teaching Materials
People learn by the use of their eyes, ears and other senses. Use many senses for most benefit. If the class hear and see what you are teaching and speak back on how they feel about it, they will learn more than by just hearing. Some suggested materials include:Select Appropriate Methods of Presentation
The methods you choose will vary with the age and level of the class and what you are teaching them. Methods include:- Storytelling and discussion
- Lecture and discussion
- Project and discussion
- Research and discussion
- Recitation
- Questionnaires
- Audiovisuals
- Programmed texts
- Buzz groups
- Syndicates
Several of these methods if combined could prove more successful than using only one. For one thing the variety will help maintain interest and attention.Plan Your Teaching Procedure
- There should be a logical sequence
- One part should merge easily into the next
- The start should be attention getting
- The end should summarise and round off what has been covered.
Procrastination is the thief of time. Start early in getting your lesson ready so that when the time comes you are well prepared.The Student
Problems of Inattention and How to Overcome Them
Discomfort
It is a good idea to fit the size of the furniture to the age and size of the child. Small children feel more comfortable in small chairs—they are not as apt to climb and be distracted from the lesson. If writing or craft work is to be done in class, a table or desk arrangement should be provided.If air conditioning is not available, be aware of the room temperature and adjust your presentation accordingly. Children do not notice extremes in temperature as much as adults, but it may affect their behaviour. In a cold class room the teacher may want to be more creative in their body activity—act out stories, songs that move, etc—whereas in heat, try to see that as much ventilation as possible is provided and make an extra effort to make the learning more interesting so they don't notice the discomfort. Not so much body activity in the too-warm room.
Too many wraps restrict the child's movement and he or she may not to want to do projects that would otherwise be enjoyed. Take a few extra minutes to make the children comfortable on arriving in the class room and it pays off in the attention and interest they show.
Disturbances
Late-comers should be welcomed but the greeting should not cause too much intrusion into class time. Take care of the late-comer as speedily as possible so that he or she is neither embarrassed nor petted.If two classes have to be held in one classroom they should be amalgamated and coordinated so that it is like one class with separate craft groups. This is of course assuming they are near together in age levels. In a case where children are in a portion of a large room shared by an adult class special effort has to be made to be quiet and not disturb the other class, and attention of one class should not be drawn to the other.
Distraction
The teacher should make every effort to see that the classroom is orderly before class time so there isn't an air of confusion when the child comes to class.The world outside the open windows sometimes can be more attractive to a child than what is going on inside. When the temperature is not too hot, or when air-conditioning is available, it may be better for windows to remain closed. Sights from a window sometimes can be brought into the lesson—even if just a small talk about it before continuing with the lesson. Children are interested in the world around them and the teacher's purpose should be always to try and make God relevant in their world. However, if sights are too distracting, it may be necessary to resort to blinds or curtains.
It is good for a teacher to do a little introspection occasionally about whether mannerisms or habits on her or his part can be distracting to students.
Preparation for class is essential if the lesson is to run smoothly. To have to take class time for finding something that is misplaced only serves to disrupt the class and cause the students to start thinking of other things so it is difficult for them to follow the lesson. Organisation is a prime prerequisite for the efficient teacher.
Teaching aids, such as pictures, flannel graph, etc. should always be at a level to attract the students' attention. The eyes of small children sometimes haven't developed enough to form images of pictures and shapes too far out of their sight range.
Disinterest
A student will pay attention if he or she is interested in what is going on. It is very definitely the responsibility of the teacher to see that the class is interesting and exciting enough to hold the attention of the class. It is especially important for the teacher to encourage and praise the children in their achievements, and one field important for this is memory work. The more scriptures a child memorises the more it stays with him all his life, but it must be made enjoyable and not a chore he comes to hate.Gaining and Holding Attention
Be Animated
There are several ways a teacher can gain attention and maintain it. The first basic requirement is to be well-prepared both in the lesson and in prayer. Second, the teacher should be animated about the lesson. Stories are best told with appropriate gestures and facial expression as students tend to feel they are a part of the story this way and the teacher gains an audience participation effect. In audience participation we can appeal to the senses, especially sight and sound, thus bringing down to a level they can understand the joys of Christian living and what Christ can give us in our lives. If the teacher makes himself aware of the interests of his students and plans the lessons accordingly, and expresses his own enthusiasm in his animation about the lesson, it would be difficult not to be a successful teacher.Make the Lesson Appropriate to the Age of Students
The teacher needs to plan lessons according to the age level of the students to be taught. Young children adapt to animated storytelling, creative play and varied mediums of teaching so they don't get bored and lose their interest span. Older children and adults respond to an active discussion class. The teenager needs creative methods of different kinds, but always the lesson should be made relevant to his or her life; at this age it is good to inspire in them the urge to share spiritual needs and blessings, and the discussion of the scriptures. To be relevant is necessary in all age groups. If the teacher does not bring into class reasons for the students using Christ in their daily lives, they eventually get the feeling they don't really need to be there.The Language
Language in teaching is effective when it is a two-way proposition:- Teacher to Student
- Student to Teacher
Teaching becomes effective only when meaningful communication has been developed between both sender and receiver, in this case, the teacher and the student. In this communication, the correct use of language to convey thoughts accurately and concisely is essential. Achieving this end is handicapped by the fact that many of our problems in communication arise because we forget that individual experiences are never identical and that interpretation of any individual experience will differ between persons.Attempting to communicate verbally we must have some medium through which meaning can be transferred from one person to another. The best means, obviously, is through language.
The Law of Language
The language used in teaching must be common to both teacher and student. The words used must be understandable and intelligible to the receiver. It has been said that "The most common characteristic of outstanding success is an extensive knowledge of the exact meaning of English words". Words are tools of thought and as such should be treated with care. Care should be taken to avoid the problems concerned with words verbally.Problems of Language
Words have many meanings
The number of words that an educated adult uses in daily conversation is about 2000. Of these, the 500 most frequently used have 14000 dictionary definitions. For example, the difference in meaning of the word 'capital' to the man in the street and the economist, or the word 'interest'.The teacher uses words that are unfamiliar to the students
Some words which may seem common enough to the teacher may well be unfamiliar to the students. (Again the problem of different experiences.) Some people, by virtue of their occupation may be more accustomed to using certain words than another person. Some words are used commonly but never quite understood. Examples: truth, productivity, freedom and liberty.The teacher uses long, involved sentences
Long, complex sentences are difficult to follow, particularly for children.The teacher mutters and cannot be clearly heard
If a teacher does not speak clearly, or lowers his or her voice at the end of sentences, some meaning will be lost.How to Overcome Problems of Language
Observe your students
Eye contact is very important. If a teacher is going to have an understanding of whether or not his lesson is coming across he must have some idea of the reaction to his words. This idea of feedback is necessary if the teacher needs to make modifications to achieve the most successful use of his time. For instance, when you see that the class do not understand, repeat your thoughts in different words. (Try to avoid inaccuracy, however.)Use illustrations
Help the meaning of your words with illustrations (white boards pictures, objects, etc.). The use of colour may be as useful as words—a picture paints a thousand words.Use simple words
For example, say 'clothes' rather than 'attire'. Where possible use a single syllable word. Not only are they easier to understand, they have greater impact.Use short, simple sentences
Many of Winston Churchill's wartime broadcasts were speeches written simply, with simple words, but observe the power and strength that he commanded because of his skilful use of these.Use a modern, age-appropriate translation of scripture
A translation especially designed for children will prevent many difficulties students might otherwise have understanding the word.Speak audibly
This is not to say that everything should be at full volume, but if you are going to speak softly for dramatic effect, make sure you are close enough to your listeners and that you have their full attention before you begin.The Lesson
The truth to be taught must be learned through truth already known. Truth, simply defined, is that which conforms with the facts and agrees with reality. Truth according to the New Testament: Jesus is the Truth (Jn 14:6); the Word is Truth (Jn 17:17). The church is the pillar and foundation of the truth (1 Tim 3:15) and the truth must be obeyed (Rom 2:8). As the Christian religion is a spiritual one it follows that the truth to be taught will be largely spiritual in nature.Teaching the Unknown by the Known
Jesus applied this principle. He taught spiritual truths concerning himself by comparison with well-known things in the physical realm, by the use of metaphors.How Can We Teach the Unknown By The Known
The known to each particular age group will vary and will need to be determined prior to the preparation of the lesson. Some suggestions for developing a greater awareness of our students' knowledge and experiences:- Playing with them
- General conversing before and after lessons
- Visiting their homes
- Conducting parent teacher fellowship
- Contacts at school
- Personal counselling
Having now gained a greater insight into your students' particular needs it will be necessary to preserve the knowledge acquired for future reference. Suggested ways for keeping a complete record on each child:- Picture
- Name
- Age
- Family
- Educational background
- Attitudes
- Conduct towards others
With a clearer knowledge and understanding of our students it will now be easier to determine their particular 'unknowns'. The unknowns will be both factual and spiritual.Factual unknowns
There will be unknowns in the physical realm which will need to be taught first before proceeding to the spiritual lesson to be learned. For example:Lesson to be taught: ObedienceStory chosen: Abraham's willingness to sacrifice IsaacFactual unknown: Sacrifice. Proceed to explain sacrifice by use of model or picture. This is sacrifice in the O.T. sense.
Spiritual unknowns
List spiritual truths touched on in the lesson and select the one most suited to your students' needs, and make that your lesson aim. Continuing the above example, seeing obedience is the lesson to be taught, the spiritual unknown will be God's requirement of obedience in all who will serve Him. The known to the child could be expressed in simple everyday stories of a mother's request to her child and her expectation of obedience.The Learning Process
The teacher has certain spiritual knowledge or attitudes in his or her own mind. The object is for the learner to reproduce this truth in his or her own mind. There are different levels of comprehension and understanding.Recognition
The learner can recognise the validity of something when he hears it but not necessarily be able to recall it. The longer the time lapse between hearing and attempting recall the less likely is the learner to be able to recall the information.Recall
Memorisation is one form of recall which may not involve understanding.Understanding
Understanding means the learner can express the thoughts in his own words and grasp the meaning. He or she can see the sort of situation to which the thoughts could apply to others.Belief
The learner believes it when he recognises its truth for him. He sees what the lesson says, what it means, he can express it in his own words and quote examples of its application. He relates it to other scriptures stored up in his mind and integrates it with other truth. He commits himself to this new truth.Living the Truth
James says, "But be sure you live out the message and do not merely listen to it and so deceive yourselves." (Jas 1:22) The Pharisees knew all the phrases and "talked the talk". But Jesus condemned them (Matt 15:8-9). He wants disciples who "walk the walk". People who live out the message and don't only hear it. That means taking hold of each new truth and putting it into practice at home, at play, at school, at work as well as at church in front of Christian friends. Get your class to talk about what it means for them. Jesus always made direct application to his audience: "Sell all you have and give to the poor" (the rich young ruler); "Go and do likewise", (Good Samaritan story); "Go away and sin no more" (the woman taken in adultery).Teachers should define the level to which they would like students to go in a particular lesson. Basic fundamentals like faith, repentance, sin, judgement, baptism and the authority of scripture require the deepest of understanding. More time should be taken and different learning experiences used to try to lead people to really understand them. Other topics like the background of the Roman Empire will not need such emphasis and can be covered more quickly and superficially. Remember that the success of what you have taught is not so much in what answers your students give but in how they behave in their relationship to God and in their relationship with others.
The Teaching Process
Teaching is best measures by how well the students have learned. It is not so much the teacher's performance that counts but the response of the learner in his own self-activities. We could liken one form of teaching to a milk jug (the teacher) and an empty glass (the learner). This approach results in pouring the knowledge from one to the other. But this pictures the learner as being purely a passive recipient of instruction and people do not really learn that way. The other approach is to have the material there and to stimulate the learner to actively seek it, like someone drinking all the milk from the jug with a straw because he is so thirsty. For real learning to occur the students must be active participants in the process. The most effective teachers of all are those who develop self-study techniques in the learner (if sufficiently mature) so that they are no longer dependent on the teacher. So perhaps above all else the teacher's role is to stimulate the mental activity of each person in the class, to arouse a spirit of inquiry so that students want to discover the truth. But how? Here are some suggestions.Keep Asking the Students Questions
It is import to be continually asking probing questions, especially 'why' questions (Matt 22:41). Jesus used this technique (Lk 7:42; Matt 22:20). It keeps the class switched on to the lesson, it involves them and if they answer correctly, it reinforces learning.Encourage the Class To Ask Questions
Don't overlook any questions and don't ridicule any question. Give an honest answer and spend some time on it. A curt reply can be interpreted as saying, "you're interrupting". Try to arouse a spirit of enquiry.If you don't know the answer to a question, don't be afraid to admit it. Take the question away and try to have an answer ready for the next time you see the class.
Be Enthusiastic
Even if it's about someone's question, say, "That's a good question," if it is, and warm up as you answer it. Enthusiasm is infectious and it will give encouragement to your class.Provide Purposeful Activity
People's attention span is very short: 10–20 minutes for adults. Because of this it is best to break up a fifty minute lesson up into three or four separate sections. It is a good idea to make some of this involve the class, e.g. a discussion, read a passage, answer a questionnaire, do a crossword, have a quiz. These are all examples that can be used for different age groups. The activity, because it isactive, encourages learning as well.For younger children activities can include painting, play doh, sand trays, models, cutting out, pasting and so on. School age children may respond better to games, quizzes, crosswords, etc. Lessons about giving can include opportunities to give, saying you are sorry, etc. Adults may like research projects, discussions, question papers.
For adults and older children, teach the use of a concordance, Bible commentary and dictionary or Bible apps to facilitate self-study by class members.
Review and Application
Practice makes permanent. Putting it another way, repetition helps to drive a point home. This is well-known by advertisers who may repeat one advertisement ten times in one day. New ideas take time for acceptance. "If it is a new idea it often won't be accepted because it is new. If you say it often enough it becomes an old idea and people will accept it," goes an old saying. There is power in repetition, especially if it does not appear to be repetitious.Purpose of Review
The place of review in teaching is:- To link the lesson with previous lessons and possibly to future ones.
- To check that the class has understood the lesson. (Putting that another way hit is checking that the teacher has got his or her message across.)
- To correct wrong impressions. E.g. some teachers over-state for affect and end up overemphasising some points.
- To stress main points.
There are no rules about when to review. The start is an obvious time to review the last lesson and link the current lesson into it. The end is an obvious time to stress the important points. With smaller groups it is easier to ask questions and check on understanding as you go along.The Form of the Review
There are different ways of reviewing a lesson:- Summary by the teacher
- Recitation by students
- Question and answer
- Class discussion
- Written review
- Homework
The lesson review is an excellent time to make application of the lesson to the class. After answering a question about the lesson the teacher could ask, "What does that mean to you, Bob?" "How do you feel about that, Pat?" "What would you do in this situation, Les?" In this way relevance of the lesson can be secured.A Summary
The requirements for a successful teaching programme include the following:Appendix: Qualifications of a Good Teacher of God's Word
The teacher must:- Have a deep and settled conviction concerning God.
- Be born again.
- Know the value of a human soul.
- Have faith in God's power through the word to change lives.
- Have an obvious enthusiasm for his or her work
- Have the needs of his students always on his or her heart.
- Appreciate the various educational backgrounds of his or her students.
- Be tolerant towards those who ask irrelevant questions.
- Speak out clearly and with conviction to gain students' respect.
- Pray for himself or herself and the students before every lesson.
He or she should ask himself or herself about the students:- Are they growing closer to Jesus?
- Are they growing in knowledge?
- Are they growing spiritually?
- Are they anxious to graduate from milk to meat?
- Do they have a love for the Bible?
- Is the Bible study a search for Truth, or merely an intellectual exercise?
- Finally, does the teacher realise the tremendous responsibility he or she has, to preach and teach the Truth in order to mould the lives of his or her students?
Note: In addition to these spiritual qualifications, it is a legal requirement in Western Australia that those working with children hold a current Working With Children card.