introduction to christian education: section 7

THE LAW OF READINESS

Pages 114-126

Monday, 19 August 13

MOST TEACHERS GO TO THEIR WORK EITHER PARTLY PREPARED OR WHOLLY UNPREPARED. THEY ARE LIKE MESSENGERS WITHOUT A MESSAGE. THEY LACK ENTIRELY

THE POWER AND ENTHUSIASM NECESSARY TO PRODUCE THE

FRUITS WHICH WE HAVE A RIGHT TO LOOK FOR FROM THEIR

EFFORTS.JOHN MILTON GREGORY


THE LAW OF READINESSTHE TEACHING-

LEARNING PROCESS WILL BE MOST EFFECTIVE

WHEN BOTH STUDENT AND TEACHER ARE

ADEQUATELY PREPARED





ADEQUATELY PREPARED

KEY WORDS OR IDEAS?





ADEQUATELY PREPARED


Hendricks suggests that the problem with many classes is that you spend the whole time getting people interested in the material. How do we overcome this?

“Do not think of the beginning of the class as the starting point for building interest in the subject. Instead, move the starting point back...so that by the time you get together, you are continuing to develop momentum”


SUCCESSFUL ASSIGNMENTS

The law of readiness provides the philosophical basis for assignments.

In a usual class you (the teacher) are well prepared - they (the students) are usually not!

You are enthusiastic as you have found answers and solutions - they come with nothing


Consider how many people prepare for the Sunday morning sermon - do you?

In this context ask: what is the value of assignments?


1. They Precipitate Thinking - mental warmup before class begins

2. They Provide a Background - a foundation, the student becomes aware of problems and issues around the subject - questions arise, curiosity is piqued.


3. They develop Habits of Independent Study - this is most important, students studying for themselves. As a teacher you are to stimulate the student to lifelong learning.


What are the characteristics of good assignments?


1. They must be creative - not simply work to keep students busy. This means it is harder for you as a teacher - writing creative assignments takes more time and thought.


2. They must be Thought Provoking - stretch the learners minds, even if thinking is painful still you have to do it.


3. They must be doable - not unrealistic in terms of the students level of learning, time and energy.


What do you do if your assignments are creative,

thought provoking and doable - and yet still the students have not done

them?


Simple solution 1: do them in class

Simple solution 2: (in some situations you can) ask what situations are facing the students and relate - use anonymous questions submitted by the students - real issues, dealt with in a real, practical way.


Studies have shown a direct correlation between predictability and impact.

High predictability = low impact - and converse.

(Methods not morals)


Jesus, who was never boring, and predictable -e.g. Roman taxation, Mark 12:13ff

...some of the Pharisees and Herodians to Jesus to catch him in his words. They came to him and said, "Teacher, we know you are a man of integrity. You aren't swayed by men, because you pay no attention to who they are; but you teach the way of God in accordance with the truth. Is it right to pay taxes to Caesar or not? Should we pay or shouldn't we?"


But Jesus knew their hypocrisy. "Why are you trying to trap me?" he asked. "Bring me a denarius and let me look at it." 16They brought the coin, and he asked them, "Whose portrait is this? And whose inscription?" "Caesar's," they replied.

Then Jesus said to them, "Give to Caesar what is Caesar's and to God what is God's." And they were amazed at him.


An English bishop said,

“...wherever the apostle Paul went, they had a riot or revival. Wherever I go, they serve tea.”


An English bishop said,

“...wherever the apostle Paul went, they had a riot or revival. Wherever I go, they serve tea.”

What do they do where you go?What do you want them to do?

How could you achieve this result?





ADEQUATELY PREPARED


FIGHTING SILENCE


FIGHTING SILENCE

You ask a question and get this look.


FIGHTING SILENCE


Maybe they didn’t understand - so you rephrase the question


FIGHTING SILENCE



What would you do now?


FIGHTING SILENCE



What would you do now?

Wait for an answer - be more patient than the students


When people are afraid to take part:

1. Encourage the students to take part

2. Affirm them when they do - “fantastic, thank you”, “I have never seen that before in all my years of studying”, “That’s a great question”


FIELDING TOUGH QUESTIONS

What if you are asked a question you don’t know the answer to?

Keep your mouth shut, or, “that’s a good question, I don’t have an answer, but I’ll try to get one”


Admit your answer might be superficial at that time - so write the question down and then get back to them.

Don’t be embarrassed to say, “I don’t know”

How would you handle threatening questions?

Don’t get defensive, or negative, show a positive attitude and you might win the person asking it over to your side.


JEEVES' UNANSWERABLES1. What is the meaning of life?2. Is there a God?3. Do blondes have more fun?4. What is the best diet?5. Is there anybody out there?

6. Who is the most famous person in the world?7. What is love?8. What is the secret to happiness?9. Did Tony Soprano die?10. How long will I live?http://www.bbc.co.uk/news/technology-11368424

A website - ask.com - listed to top 10 unanswerable

questions of the last 10 years - here they are


JEEVES' UNANSWERABLES1. What is the meaning of life?2. Is there a God?3. Do blondes have more fun?4. What is the best diet?5. Is there anybody out there?

6. Who is the most famous person in the world?7. What is love?8. What is the secret to happiness?9. Did Tony Soprano die?10. How long will I live?http://www.bbc.co.uk/news/technology-11368424


CONTROLLING DISCUSSION DOMINATORS

1. Express appreciation for their contribution. Tell them privately - “I really appreciate your interest, if we could get everyone as interested as you I’d have it made”


2. Ask them to do you a favour - “Have you noticed some people don’t participate in the class, would you help me get those people into it? Just hold back a little and let’s see if we can get everyone as involved as you are”

3. Ask them to answer a question in the class - it might be the first time anyone has asked them to answer a question and it shows you value their contribution


DEVELOP NOTE TAKERS

For example notes...help to identify ideas presented in discussions and lectures....the lecture may be the only opportunity to learn information....exams are usually based upon the points covered in class....provide an efficient way to review and remember





ADEQUATELY PREPARED


introduction to christian education: section 7

Spiritual

tony soprano

adequately

english bishop

serve tea

apostle paul

uknews technology

didnt understand

learners minds