learner law 5a_need

8/8/2019 Learner Law 5a_Need

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The Law of Need

Pages 267-306

Tuesday 9 November 2010


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The essence of the Law of Need is these three words:

Build the need The teacher should build the

need before teaching thecontent



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To catch a sh you must use bait.

As a teacher you need to put the bait on the hook -

we cannot expect students to put their on bait on orsimply be motivated by our good looking hooks.

As a teacher I am responsible for making studentschase after the content



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We call this

Motivation



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Need MindsetSinking feeling in the pit of yourstomach

Weakening of the knees

Reddening of the face

Straining for, stammering with,words

Walls pressing in

Desperate desire to leave quickly

Each day when a teacher thinks:Whats the point of this



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Need MindsetSinking feeling in the pit of yourstomach

Weakening of the knees

Reddening of the face

Straining for, stammering with,words

Walls pressing in

Desperate desire to leave quickly

Each day when a teacher thinks:Whats the point of this



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Where do you assign the blame -weather, low student IQ, late inthe day?

Should you resign, change

occupation - or more?Is it a students fault if they areapathetic and bored? Surely itisnt the teachers fault?!

Wilkinson says it is the teachersresponsibility to bait the hook



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Consider the example ofJesus - he regularly addressedthe needs of his hearers:

1. When the persons needswere obvious he sought tomeet them.

2. If the people were out oftouch with their needs, Jesusbrought them to the surface.



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Consider the example ofJesus - he regularly addressedthe needs of his hearers:

1. When the persons needswere obvious he sought tomeet them.

2. If the people were out oftouch with their needs, Jesusbrought them to the surface.

Jesus taught inresponse to his

students needs - hestarted with his

class, not hiscontent.



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Teachers can meets personal needs privatelyand common class needs through appropriate

action in class, slanting discussion in a certainway, making comments etc.

Most teachers teach in response to the assignedcurriculum - the result is that students are[predictably] bored etc.

Most teachers are distressed and shocked tond that students are lacking motivation andinterest in their class. Should they be? Themajority of classes are out of touch with the feltneeds of the students and produce predictableresults



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What do we do - followthe example of Jesus whofaced the same problem.

Jesus used 5 steps - seenin John 4:5-30



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Need Model

Stimulatefelt need

Consider

I wantthis

StirCuriosity

Curiosity

Tell memore

Seize

Attention

Capture

whatsthis?



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Stimulatefelt need

Consider

I want

this

Surfacereal need

Climax

I need

this

Satisfy real need

Content

I gotwhat I

wanted



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Take the attention of your

students away fromwhatever is holding it.

Attention is immediatelydrawn to the most vividstimulus present - sooverpower whatever holdsyour students attention

Seize attention, capture attention - students breakfree and ask what is this?



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SeizeAttention

Capture

whatsthis?



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Step 2: Stir Curiosity

Attention is eeting.

Lessen dependenceon external stimuli -Jesus stirs thewomans curiosity

until she desires herteacher to tell hermore.



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Step 2: Stir Curiosity

Attention is eeting.

Lessen dependenceon external stimuli -Jesus stirs thewomans curiosity

until she desires herteacher to tell hermore.



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The Samaritan woman said to him, You are a Jew and I am aSamaritan woman. How can you

ask me for a drink? (For Jews do

not associate with Samaritans.) Jesus answered her, If you knewthe gift of God and who it is that

asks you for a drink, you would have asked him and he would have given you living water.



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Imagine the woman thinking,What is he talking about?

Jesus baited her three times:

1. Gods gift2. His identity

3. Living water

...and he did it quickly...and shetook the bait



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Living water - Sir, the womansaid, you have nothing to draw

with and the well is deep. Wherecan you get this living water?

Identity - Are you greater thanour father Jacob,

Gods gift - who gave us the welland drank from it himself, as didalso his sons and his livestock?

Do you think it all happened by chance - or did Jesus build hercuriosity and then move in

deeper?Tuesday 9 November 2010


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Stir

Curiosity

Curiosity

Tell memore



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Step 3: Stimulate felt need

The woman still isnt quite withJesus - so he stimulates herfelt need and led her toconsider the issues moreseriously until she felt, I wantthis

Steps 1 and 2 have preparedfor this one - curiosity must bequickly linked to felt needs

Stimulatefelt need

Consider

I want this



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Jesus answered, Everyone whodrinks this water will be thirsty

again, but whoever drinks thewater I give them will never thirst.Indeed, the water I give them will

become in them a spring of water welling up to eternal life.

She would not have wanted tobe out in the midday sun - Jesuspicked this up - and teachershave to pick up where theirstudents are



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Effective teachers have threadedthemselves into the fabric of thestudents lives and knowintuitively where they are.

Assuming you introduced things

well you now have to involve theinterest you created.

You have uncovered andcooperated with existing interest.

So how, after all this, do you lead students to the subject you have prepared?



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Step 4: Surface real need

Jesus had intended to share

the gift of salvation with her -but she is a long way fromseeing her need for it.

Jesus continues building intoher life



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I have no husband, she replied.

Jesus said to her, You are right when you say you have no husband. 18 The fact is, you have had ve husbands, and the man you now have is not your husband. What you have just said is quite true.

Jesus again doesnt answerher question - he changes thesubject - and she wants toknow more



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Indirectly she asks Jesus formore content about worship - hehad encouraged her questionsand now had surfaced the realneed , this is the climax ofbuilding and leads the student to

feel I need this

Surface realneed

Climax

I needthis



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Step 5: Satisfy real needOnly when the class is in touchwith their real need do yousatisfy it with the content . Atthis stage students are happy

to have gotten what theywanted.

v. 25-26

Jesus withheld the answer untilshe had the right question -teachers should follow thispattern - start by creating a

hunger for content.Tuesday 9 November 2010


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Many teachers view this buildingup stage as a waste of class time -yet Jesus spent more timebuilding the need than teachingthe lesson .

(In modern preaching this isconsidered a disposable add on)

Jesus met her where she was,then he took responsibility forgetting her attention anddiscussing her needs - Jesustook the responsibility in all of it.



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Finally Jesus did not

crush her (nocomments abouthusbands etc.) hedealt with hergraciously andsensitively.

Real needs do not

surface easily - theyare often tender andneed gentleness.



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Satisfy realneed

Content

I got whatI wanted



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Need Maxims



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Maxim 1: Need building is theresponsibility of the teacher

A great teacher is notsimply one who imparts

knowledge to his students,but one who awakens theirinterest and makes themeager to pursue

knowledge for themselves.He is a spark plug, not afuel line



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Great teachers realise they have toawaken interest before teaching

content. They inspire and enticetheir students until the are fullyabsorbed in the lesson.

Most teachers ignore this andlecture their content regardless ofthe student need or attention.

Do you accept yourresponsibility to bait the hookevery time?



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Maxim 2: Need meeting is theteachers primary calling

Maxim 1 dealt with buildingneed before you teach -

Number 2 deals with meetingneeds which are already there.

Does your pastor preach whathe is interested in, or what hedreams of preaching, or whatthe people need?



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Maxim 2: Need meeting is theteachers primary calling

Maxim 1 dealt with buildingneed before you teach -

Number 2 deals with meetingneeds which are already there.

Does your pastor preach whathe is interested in, or what hedreams of preaching, or whatthe people need?

Teachers and preachers feel that theirprimary calling is to explain the truth.The only fallacy is that the truth doesnot have any needs! The Bible does nothave a need to be preached or taught.

Only our people have needs. The call ofthe shepherd is to meet the needs of hissheep; the calling of the pastor to meetthe needs of his class



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Imagine a person in tears phoningand asking you for help regarding

their marriage. You agree. Theycome over. You have studied thetabernacle all week and gladlystart to share this with them. Theylook puzzled. Then after makingcomments about how is thismeant to save my marriage theywalk out.

You are amazed at such stupidpeople - they dont want properfood only milk



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A ridiculous story - but onerepeated in many church classeseach week.We have separated themessage from those we are

called to minister to. We think ifwe have taught the Bible thenwe have fullled our calling.

But the only time we fulll ourcalling is when we teach theBible to the needs of ourpeople



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If our content is to meant to helpour audience, then should not ourfocus always be on what thestudents need and enable them towalk in obedience to the Lord?

All the Bible is inspired but someparts are less important orrelevant, to people we teach.

We do not teach Romans 9-11 to5 year olds, or Ezekiel 40-48 tonew believers - they are wrongpassages for those audiences.



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If our content is to meant to helpour audience, then should not ourfocus always be on what thestudents need and enable them towalk in obedience to the Lord?

All the Bible is inspired but someparts are less important orrelevant, to people we teach.

We do not teach Romans 9-11 to5 year olds, or Ezekiel 40-48 tonew believers - they are wrongpassages for those audiences.

Believe it or not the Bibledoes not have a need tobe taught. Only our

people have a need to betaught, and it is their real need that should

determine our teaching and preaching calendar



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Jesus told Peter to feed hissheep - do this and sheep grow

and reproduce.Paul did not write letters merelybecause he had somethinginteresting to say - he wrote inresponse to needs - need thenletter; problem thenproclamation

This pattern is shown throughthe NT

Be wise and discerning inchoosing your subject



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Maxim 3: Need building is the teachersmain method to motivate students

Motivation is a continual problem in class - whatis the secret?

Provide a needIf it is an appropriate on the students respond.

Is this hard - Jesus took 116 words with the

woman at the well - 100 of them motivating herto seek her saviour.

Bait the hook.



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Bait the hook.



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Bait the hook.



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Maxim 4: Need motivates to thedegree it is felt by the student

How deeply does the studentfeel the need?

Touch their feelings - providethe need in such a way that it isfelt - the deeper the feeling, the

greater the response - light are in the heart of your student



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Wilkinson suggests thatthere are 7 universalmotivators - listed in thenext section of maximisers.

Dont think motivationhappens by chance - or thatyou dont have the charisma

to do it. Everyone can learnit.



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Maxim 5: need building alwaysprecedes new units of content

When was the last time yourstudents wanted the answer

you were giving them?In witnessing - when did peopesense their need for christ somuch that they knew they weregoing to hell - and you had theanswer.

Unless your class isdying for the answer,dont give it to them.


d b ld l


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Maxim 5: need building alwaysprecedes new units of content

When was the last time yourstudents wanted the answer

you were giving them?In witnessing - when did peopesense their need for christ somuch that they knew they weregoing to hell - and you had theanswer.


4 Si i h h ld


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4 Situations where you shouldbuild the need:

1. At the beginning of each newseries - meaningfully explain thebenets of the classes.

2. At the beginning of each newlesson - refocus the student, theydont remember the last classanyway!

3. During class for the next class -anticipation is powerful

4. Resurface the need if interest iswaning, motivation sagging etc.


Maxim 6: need should be built


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Maxim 6: need should be builtaccording to the audiences

characteristics and circumstances

As a teacher you need to

know your studentscharacteristics andcircumstances well.

Age, interests etc. determineappropriate methods for agroup.


Maxim 7: need building may be


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Maxim 7: need building may behindered by factors beyond the

teachers control

Be sensitive to other factors which affectstudents.

External factors - high temp. Baby crying- keep trying though

Internal factors - such as anincompatibility between the need you aresuggesting and their lifestyle


Maxim 7: need building may be


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Maxim 7: need building may behindered by factors beyond the

teachers control

Be sensitive to other factors which affectstudents.

External factors - high temp. Baby crying- keep trying though

Internal factors - such as anincompatibility between the need you aresuggesting and their lifestyle



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How do you deal withthis?

Raise the intensity?Dont worry about it - it istheir problem.

Stop, meet the pressingneed and return to yourlesson

Stop and acknowledge thetension - then either go onor stop and meet theirneed.


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Conclusion

The teacher shouldsurface the studentsreal need beforeteaching the content.

This law is like the roleof advertising inmarketing - advertsare aimed at makingyou buy a product butthey cost a lot ofmoney to produce.


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Conclusion

The teacher shouldsurface the studentsreal need beforeteaching the content.

This law is like the roleof advertising inmarketing - advertsare aimed at makingyou buy a product butthey cost a lot ofmoney to produce.

Will you pay the price

in your class - in orderto meet the needs of

your students?



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