7 Essential Skills for7 Essential Skills forGreat TeachingGreat Teaching

A Seminar on TeachingA Seminar on Teaching

With Materials With Materials

Developed byDeveloped by

Dr. Bruce WilkersonDr. Bruce Wilkerson

&&

Thom and Joani SchultzThom and Joani Schultz

Presented byPresented by

Elder C.L. WrightElder C.L. Wright

Church Ministries DepartmentChurch Ministries Department

Southeastern Conference of SDASoutheastern Conference of SDA

11 And he gave some, apostles; and some, prophets; and some, evangelists; and some, pastors and teachersteachers; 12 For the perfecting of the saintsperfecting of the saints, for the work of the ministry, for the edifying of the body of Christedifying of the body of Christ:

Ephesians 4:11, 12

The Teacher’s responsibility is:The Teacher’s responsibility is:

•   Perfecting the saints Perfecting the saints - faithfully reproducing - faithfully reproducing the original [likeness or character].the original [likeness or character].

• Edifying the body Edifying the body - -   to instruct and improve to instruct and improve esp. in moral and religious esp. in moral and religious knowledge knowledge : : UPLIFT UPLIFT alsoalso : : ENLIGHTENENLIGHTEN

In order for Teachers to do that. . . .In order for Teachers to do that. . . .

• ALL GREAT Teachers are filled with the ALL GREAT Teachers are filled with the Holy Ghost. It is one thing to have the Holy Ghost. It is one thing to have the Spirit. All born again Christians Spirit. All born again Christians have have the the Spirit, but it’s quite another experience to Spirit, but it’s quite another experience to enjoy the fullness of His presence. enjoy the fullness of His presence. To To have the Spirit and to be filled with the have the Spirit and to be filled with the Spirit are not the sameSpirit are not the same. . .. . .

• God wants us to understand that the Spirit of God wants us to understand that the Spirit of God can and God can and MUST BEMUST BE resident in us. Notice resident in us. Notice what Paul wrote to the church in Rome about what Paul wrote to the church in Rome about himself. In Romans 15:29 he said, himself. In Romans 15:29 he said, “I know “I know that when I come to you, I will come in the that when I come to you, I will come in the full measure of the blessing of Christ”.full measure of the blessing of Christ”.

• When we teach the Bible, we too must have When we teach the Bible, we too must have the full measure of the blessing of Christ.the full measure of the blessing of Christ.

You may have this experienceYou may have this experience

• All you have to do is ASK for the Holy All you have to do is ASK for the Holy Ghost.Ghost.

Matt. 7:7 Matt. 7:7 Ask, and it shall be given you; seek, and ye shall find; knock, and it shall be opened unto you

Matt. 21:22Matt. 21:22, , And all things, whatsoever ye shall ask in prayer, believing ye shall receive

• But to have the Spirit fully demands But to have the Spirit fully demands a price.a price.

I must be willing to crucify my I must be willing to crucify my sinful desires and be led by the sinful desires and be led by the Spirit moment by moment.Spirit moment by moment.

• When so much is at stake, how can we set When so much is at stake, how can we set up idols in our hearts? How can we be up idols in our hearts? How can we be indolent and trifling, vain, proud, and indolent and trifling, vain, proud, and careless? We have foes to fight within; we careless? We have foes to fight within; we have victories to gain over our own sinful have victories to gain over our own sinful propensities. The lust of the flesh, the lust propensities. The lust of the flesh, the lust of the eye, and the pride of life, are seeking of the eye, and the pride of life, are seeking continually to weaken our spirituality. We continually to weaken our spirituality. We must crucify the flesh with the affections must crucify the flesh with the affections and lustsand lusts. {. {Signs of the TimesSigns of the Times, June 2, 1881 , June 2, 1881 par. 23}par. 23}

• Note the commands of scripture:Note the commands of scripture:

* Live by the Spirit - Gal. 5:16* Live by the Spirit - Gal. 5:16

** Be led by the Spirit – Gal. 5:18Be led by the Spirit – Gal. 5:18

* * Sow to please the Spirit – Gal. 6:8Sow to please the Spirit – Gal. 6:8

** Set our mind on what the Spirit Set our mind on what the Spirit desires – Rom. 8:5desires – Rom. 8:5

*Keep in step with the Spirit – Gal. *Keep in step with the Spirit – Gal. 5:25+5:25+

Skill #1Skill #1

Great Teachers Put the LearnerGreat Teachers Put the Learner

FIRSTFIRST

Christ, who is our Savior and Guide was the ultimate Christ, who is our Savior and Guide was the ultimate Teacher. Teaching lies at the very heart of Jesus. Teacher. Teaching lies at the very heart of Jesus. Not only was Christ The Truth, but He taught The Not only was Christ The Truth, but He taught The Truth! As you search the Gospels, you discover that Truth! As you search the Gospels, you discover that Jesus was always teaching: Teaching a nobleman at Jesus was always teaching: Teaching a nobleman at night; teaching a woman at the well; teaching the night; teaching a woman at the well; teaching the 5000; teaching the Disciples, and teaching the inner 5000; teaching the Disciples, and teaching the inner circle. Jesus was a teacher; the Master Teacher.circle. Jesus was a teacher; the Master Teacher.

• Jesus made teaching a part of our calling!Jesus made teaching a part of our calling!

• 19 Go ye therefore, and teach all nations, 19 Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of baptizing them in the name of the Father, and of the Son, and of the Holy Ghost:the Son, and of the Holy Ghost:

• 20 Teaching them to observe all things 20 Teaching them to observe all things whatsoever I have commanded you: and, lo, I am whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. with you alway, even unto the end of the world. Amen.Amen.

How Many Great Teachers. . How Many Great Teachers. . ..

Did you have in your life?Did you have in your life?

Did most of your Teachers care if you Did most of your Teachers care if you learned your lesson or were they learned your lesson or were they only concerned in covering the only concerned in covering the material and giving you a test?material and giving you a test?

• When we teach the Bible, we should have two When we teach the Bible, we should have two goals in mind for those we teachgoals in mind for those we teach..

• *How am I going to bring about a change in this *How am I going to bring about a change in this person’s life so he or she can become more like the person’s life so he or she can become more like the SaviorSavior..

• *How do I help them to become more proficient in *How do I help them to become more proficient in order for them to accomplish somethingorder for them to accomplish something

• great for Jesus Christgreat for Jesus Christ..

The work of teaching; instructing and The work of teaching; instructing and communicating is a gift from God that communicating is a gift from God that

carries a solemn responsibilitycarries a solemn responsibility. .

• Is it the Teacher’s responsibility to cover the Lesson, Is it the Teacher’s responsibility to cover the Lesson, and the student’s responsibility to learn what the and the student’s responsibility to learn what the teacher gives? teacher gives?

• Can we divorce teaching from learning? Is it the Can we divorce teaching from learning? Is it the student’s responsibility to learn, or should the teacher student’s responsibility to learn, or should the teacher shoulder some of that responsibility?shoulder some of that responsibility?

• If a student doesn’t learn, is that the student’s fault?. . If a student doesn’t learn, is that the student’s fault?. . . . . the teacher’s fault?. . . the teacher’s fault?

• A 55 year old man decided to go back to A 55 year old man decided to go back to school, and get an MBA. The first class school, and get an MBA. The first class session, the teacher sat on the edge of her session, the teacher sat on the edge of her desk, folded her arms and said, “Over 50 % of desk, folded her arms and said, “Over 50 % of you will fail this class!” The businessman said you will fail this class!” The businessman said to himself, “to himself, “Wow, she must be a tough Wow, she must be a tough teacherteacher. ”. ”

• What does the Bible say about What does the Bible say about Teaching?Teaching?

• Deut 4:1Deut 4:1

• Now therefore hearken, O Israel, Now therefore hearken, O Israel, unto the statutes and unto the unto the statutes and unto the judgments, which I judgments, which I teach youteach you, for to , for to do them, that ye may live, and go in do them, that ye may live, and go in and possess the land which the LORD and possess the land which the LORD God of your fathers giveth you.God of your fathers giveth you.

• Deut 5:1Deut 5:1

• And Moses called all Israel, and said And Moses called all Israel, and said unto them, Hear, O Israel, the unto them, Hear, O Israel, the statutes and judgments which I statutes and judgments which I speak in your ears this day, that speak in your ears this day, that ye ye may learnmay learn them, and keep, and do them, and keep, and do them.them.

• Both “teach” and “learn” come from the same Both “teach” and “learn” come from the same root word lamad – which meanroot word lamad – which mean

• To TEACHTo TEACH

• In the Hebrew grammar, Lamad In the Hebrew grammar, Lamad means: To busy oneself eagerly with means: To busy oneself eagerly with the action indicated by the stem. The the action indicated by the stem. The stem means to learn. Further, it stem means to learn. Further, it means to urge to learn, and to cause means to urge to learn, and to cause others to do the same.others to do the same.

TeacherStuden

t

Subject

Speaker

Lecture Listen

Cause to Learn

• So God is telling us, you haven’t So God is telling us, you haven’t taught, if your students haven’t taught, if your students haven’t learned.learned.

• Teaching then, is what takes place in Teaching then, is what takes place in your student’s heart.your student’s heart.

• So the question is, how do you know So the question is, how do you know if you have a great teacher?if you have a great teacher?

• Answer: If you learned a lot!Answer: If you learned a lot!

• So as a Teacher, I am supposed toSo as a Teacher, I am supposed to

•Urge YouUrge You

To Cause YouTo Cause You

To Chase after YouTo Chase after You

Until you start learningUntil you start learning..

Guy Rice Doud once said,Guy Rice Doud once said,

• ““I suspected that this teacher would I suspected that this teacher would feel that if I had failed, she had feel that if I had failed, she had failed. And she seemed bound and failed. And she seemed bound and determined to teach me. She gave determined to teach me. She gave me back my hope.me back my hope.

National Teacher of the YearNational Teacher of the Year

How Important is Teaching?How Important is Teaching?

• Teachers will stand accountable to God for their influence.Teachers will stand accountable to God for their influence.

• James 3:1James 3:1• My brethren, let not many of you become My brethren, let not many of you become

teachers, knowing that we shall receive a stricter teachers, knowing that we shall receive a stricter judgment.judgment.

• Heb 13:17Heb 13:17• Obey those who rule over you, and be Obey those who rule over you, and be

submissive, for they watch out for your souls, as submissive, for they watch out for your souls, as those who must give account.those who must give account.

Teachers will stand Teachers will stand accountableaccountable

• Because they control:Because they control:

• The subjectThe subject

• The StyleThe Style

• The settingThe setting

• The SpeakerThe Speaker

““The Secret to being a The Secret to being a successful teacher is. . . . .successful teacher is. . . . .

To accept in a very personal way the To accept in a very personal way the responsibility of each student’s responsibility of each student’s success or failure. Those teachers success or failure. Those teachers who do take personal responsibility who do take personal responsibility for their student’s successes and for their student’s successes and failures tend to produce higher failures tend to produce higher achieving students.”achieving students.”

Shirley M. Hufstedler (Former US Sec. of Ed.)Shirley M. Hufstedler (Former US Sec. of Ed.)

• 1. To Prepare1. To Prepare

• 2. To Listen2. To Listen

• 3. Know your students and develop a 3. Know your students and develop a relationshiprelationship

• 4. Self application4. Self application

• 5. Presentation5. Presentation

• 6. Motivate students to learn6. Motivate students to learn

• 7. Feed back is necessary 7. Feed back is necessary

• 8. Teacher should have a passion for 8. Teacher should have a passion for teaching.teaching.

• 9. Encourage students to learn.9. Encourage students to learn.

• 10. Give your students assignments.10. Give your students assignments.

• 11. Have a time for testimonies.11. Have a time for testimonies.

• 12. Give each a study buddy.12. Give each a study buddy.

• 13. Visit your students.13. Visit your students.

Let’s Take a BreakLet’s Take a Break

• Dr. Bruce Wilkerson, the author of the Dr. Bruce Wilkerson, the author of the book book The Prayer of JabaezThe Prayer of Jabaez tells the story tells the story of his first Teaching Job.of his first Teaching Job.

• He gives a test after lecturing for 20 He gives a test after lecturing for 20 minutes.minutes.

• How many systems are in teaching?How many systems are in teaching?

• There are 3 systems.There are 3 systems.

• The ScholarThe Scholar

• The CommunicatorThe Communicator

• The FriendThe Friend

• The Scholar deals with the Subject or The Scholar deals with the Subject or “the what”“the what”

• The Communicator deals primarily The Communicator deals primarily with Style, or “The How”with Style, or “The How”

• The Friend deals with the StudentThe Friend deals with the Student

• Which of these three systems is the Which of these three systems is the biggest problem in teaching?biggest problem in teaching?

• 5% Have a problem with People5% Have a problem with People

• 15% have a problem with subject15% have a problem with subject

• 80% of people world-wide have a problem 80% of people world-wide have a problem with style. How the subject is given.with style. How the subject is given.

• When you get up to teach, you must When you get up to teach, you must play a role.play a role.

• We all are role players.We all are role players.

• This is the first way we can teach to This is the first way we can teach to make a student learn.make a student learn.

PRINCIPLESPRINCIPLES

• 1. Love those you teach consistently and 1. Love those you teach consistently and unconditionally.unconditionally.

1 Peter 4:81 Peter 4:8• And above all things have fervent love And above all things have fervent love

for one another, for "love will cover a for one another, for "love will cover a multitude of sins."multitude of sins."

• 2. Teach the subject material in terms 2. Teach the subject material in terms of your students needs and interests.of your students needs and interests.

• 3. Alter your style reguarly according 3. Alter your style reguarly according to each situation.to each situation.

• 4. Embrace your talents and gifts and 4. Embrace your talents and gifts and be yourself.be yourself.

• You’d be amazed how many people You’d be amazed how many people crave the other person’s gifts.crave the other person’s gifts.

5. Be aware of your students attention, 5. Be aware of your students attention, attitudes and actions.attitudes and actions.

• We must speak in more than one We must speak in more than one language. As a matter of fact, we all language. As a matter of fact, we all are bi-lingual.are bi-lingual.

• Speaking Language andSpeaking Language and

• Non-speaking language (Body Non-speaking language (Body Language)Language)

• There are over 120 body languages There are over 120 body languages we use.we use.

• And always remember!And always remember!• Excel by using your strengths to Excel by using your strengths to

compensate for your weaknesses.compensate for your weaknesses.• Professor’s lack of people skillsProfessor’s lack of people skills

Rely on the Holy SpiritRely on the Holy Spirit

• For teaching that is supernatural!For teaching that is supernatural!

STUDENT

HOLY GHOST

SPEAKER

SUBJECT STYLE

What does the Holy Ghost do with the What does the Holy Ghost do with the Subject?Subject?

• He Illumines itHe Illumines it

• What does the Holy Ghost do What does the Holy Ghost do with the Speaker?with the Speaker?

• He anoints him/herHe anoints him/her

What does the Holy Ghost do with the What does the Holy Ghost do with the student?student?

• He convicts him/herHe convicts him/her

• What does the Holy Ghost do with What does the Holy Ghost do with the style?the style?

• He empowers itHe empowers it

• God can use you to help God can use you to help inspire, teach and mold His inspire, teach and mold His

children.children.

Skill # 2Skill # 2 Great Teachers have GreatGreat Teachers have Great

ExpectationsExpectations

• You’ve Been Given Section 2 – You’ve Been Given Section 2 – THAT’S NOT FAIR!THAT’S NOT FAIR!

What Was the Difference?What Was the Difference?

•The only difference was in his The only difference was in his head!head!

• What one privately thinks in their What one privately thinks in their mind about the students and the class mind about the students and the class they teach has a great deal to do with they teach has a great deal to do with what the student does in that class.what the student does in that class.

How to have a Section 2How to have a Section 2

• What is the normal mindset of the What is the normal mindset of the learner?learner?

•What I privately think in my What I privately think in my mind doesn’t have any impact on mind doesn’t have any impact on

you.you.

• However, what you privately think However, what you privately think has an overwhelming impact on has an overwhelming impact on

everyone you meet.everyone you meet.

Hebrews 10:24,25Hebrews 10:24,25

24 And let us 24 And let us considerconsider one one anotheranother in in order to order to stirstir up love and good works, up love and good works, 25 not forsaking the assembling of 25 not forsaking the assembling of ourselves together, as is the manner ourselves together, as is the manner of some, but of some, but exhortingexhorting one another, one another, and so much the more as you see and so much the more as you see the Day approaching. the Day approaching.

• NKJVNKJV

Hebrews 3:12,13Hebrews 3:12,13

• The Negative is also possible.The Negative is also possible.

• 12 Beware, brethren, lest there be in 12 Beware, brethren, lest there be in any of you an evil heart of unbelief in any of you an evil heart of unbelief in departing from the living God; 13 but departing from the living God; 13 but exhort one another daily, while it is exhort one another daily, while it is called "Today," lest any of you be called "Today," lest any of you be hardened through the deceitfulness of hardened through the deceitfulness of sin.sin.

• Consider means to brood over; to Consider means to brood over; to think, to analyze; to watch.think, to analyze; to watch.

• I must have my antennae out. I’m I must have my antennae out. I’m always watching you, trying to read always watching you, trying to read you. Trying to pick up what’s going you. Trying to pick up what’s going on.on.

==

• I’m supposed to stir you!I’m supposed to stir you!

• The Normal Tendency is: To fill up The Normal Tendency is: To fill up my thoughts about myself and my my thoughts about myself and my life.life.

We are to exhort one We are to exhort one anotheranother

• How often? DAILYHow often? DAILY

• Consider always. . .Pay AttentionConsider always. . .Pay Attention

The word The word ExhortExhort

• Comes from the same root word as Comes from the same root word as Paraclete (Para-ka-let-o)Paraclete (Para-ka-let-o)

• It means to “stand along side of.”It means to “stand along side of.”

• Who is the Paraclete?Who is the Paraclete?

• The Holy GhostThe Holy Ghost

• The Holy Ghost dwells inside a The Holy Ghost dwells inside a person, and works from the inside person, and works from the inside out.out.

• We cannot dwell inside another We cannot dwell inside another person, but I can paraclete you by person, but I can paraclete you by what I say and how I say it.what I say and how I say it.

How to Exhort One AnotherHow to Exhort One Another

1.1. VisitationVisitation

2.2. Phone CallsPhone Calls

3.3. Special DaysSpecial Days

4.4. SocialsSocials

5.5. Praying togetherPraying together

6.6. Play games togetherPlay games together

7.7. Share foods and recipesShare foods and recipes

8. Show concern for children8. Show concern for children

9. Buying books for the children9. Buying books for the children

10. Share info by networking10. Share info by networking

11. Be concerned with the elderly members11. Be concerned with the elderly members

12. To encourage others12. To encourage others

13. Volunteer to help those who need help13. Volunteer to help those who need help

14. Be a companion to someone14. Be a companion to someone

Skill # 3Skill # 3

• For Great TeachersFor Great Teachers

Application is the KeyApplication is the Key

7 Trends of Youth7 Trends of Youth

• 65% of all Christian High School youth are 65% of all Christian High School youth are sexually activesexually active

• 75% of all High School students cheat regularly.75% of all High School students cheat regularly.• 30% of high school seniors have shoplifted in 30% of high school seniors have shoplifted in

the past 30 days.the past 30 days.• 45-50% of high school pregnancies are aborted.45-50% of high school pregnancies are aborted.• 3.3 million teenagers are alcoholics-1 in every 3.3 million teenagers are alcoholics-1 in every

nine teens.nine teens.

• 1,000 teenagers try to commit 1,000 teenagers try to commit suicide daily.suicide daily.

• 10% of high school students have 10% of high school students have experimented with or are living a experimented with or are living a homosexual lifestyle.homosexual lifestyle.

Things haven’t changed a little Things haven’t changed a little bit. bit.

• Things have changed a lot!Things have changed a lot!

• The thing that’s alarming is when The thing that’s alarming is when you study the traits of Christian you study the traits of Christian young people compared to non-young people compared to non-Christian young people, they have Christian young people, they have found that the differences are almost found that the differences are almost indistinguishable.indistinguishable.

We have a problem. . . . We have a problem. . . .

• The problem is not Christianity, or The problem is not Christianity, or the Bible or the Holy Spirit or that the Bible or the Holy Spirit or that people aren’t saved.people aren’t saved.

• Something else isn’t working right. Something else isn’t working right. What is it?What is it?

Back in the 80’s Back in the 80’s

•USA Today ran an article USA Today ran an article comparing the problems of comparing the problems of high school teenagers in the high school teenagers in the 40’s and those in the 80’s.40’s and those in the 80’s.

TOP PROBLEMS OF. . . . TOP PROBLEMS OF. . . .

• 1940s1940s 1980s 1980s

1.Talking1.Talking 1. Drug Abuse 1. Drug Abuse

2. Chewing Gum 2. Chewing Gum 2. Alcohol 2. Alcohol AbuseAbuse

3. Making Noise3. Making Noise 3. Pregnancy3. Pregnancy

4. Running in the Halls4. Running in the Halls 4. Suicide4. Suicide

TOP PROBLEMS OF. . . . .TOP PROBLEMS OF. . . . .

5.Getting out of Line5.Getting out of Line 5. Rape5. Rape

6. Improper Clothing6. Improper Clothing 6. Robbery6. Robbery

7. Not putting paper in7. Not putting paper in 7. 7. AssaultAssault

the wastepaper basket.the wastepaper basket.

2Tim. 3:16, 172Tim. 3:16, 17

• 16 All Scripture is given by 16 All Scripture is given by inspiration of God, and is profitable inspiration of God, and is profitable for doctrine, for reproof, for for doctrine, for reproof, for correction, for instruction in correction, for instruction in righteousness, righteousness,

• 17 17 thatthat the man of God may be the man of God may be complete, thoroughly equipped for complete, thoroughly equipped for every good work. every good work.

That That in the Greek language in the Greek language isis

• iva (henna) which means:iva (henna) which means:

“ “In order that” or “for the purpose of”In order that” or “for the purpose of”

God gave the Scriptures, not for the God gave the Scriptures, not for the purpose of doctrine, or reproof, but for purpose of doctrine, or reproof, but for the purpose that the purpose that

• The man of God (The Christian) may The man of God (The Christian) may bebe 1. Complete1. Complete

2. Equipped2. Equipped

Scripture is given so that a change can Scripture is given so that a change can take place in a person.take place in a person.

GivenInspired

Word of God Man of God

Character(Who I Am)

Conduct(What I Do)

• When we teach the Bible, we should have two When we teach the Bible, we should have two goals in mind for those we teachgoals in mind for those we teach..

• *How am I going to bring about a change in this *How am I going to bring about a change in this person’s life so he or she can become more like the person’s life so he or she can become more like the SaviorSavior..

• *How do I help them to become more proficient in *How do I help them to become more proficient in order for them to accomplish somethingorder for them to accomplish something

• great for Jesus Christgreat for Jesus Christ..

• So when you analyze this passage, So when you analyze this passage, and boil it down, you find that:and boil it down, you find that:

• God gave the scriptures:God gave the scriptures:

• so that the man of God so that the man of God may be may be complete and equipped.complete and equipped.

How Do You Get From the Word of How Do You Get From the Word of God to the Man of God?God to the Man of God?

1.1. Doctrine (Right Belief)Doctrine (Right Belief)

2.2. Reproof (Wrong Belief)Reproof (Wrong Belief)

3.3. Correction (Wrong Behavior)Correction (Wrong Behavior)

4.4. Instruction in Righteousness (Right Instruction in Righteousness (Right Behavior)Behavior)

THIS IS THE METHODTHIS IS THE METHOD

The “Man of God” is the GOAL.The “Man of God” is the GOAL.

• When we focus on the When we focus on the MethodMethod and not and not the the ResultResult, , there is no changethere is no change in the in the life of the people.life of the people.

Websites for SS PreparationWebsites for SS Preparation

1. www.sabbathschool.com2. www.gobible.com3. www.ssnet.org

These websites are good for Teachers These websites are good for Teachers to help them to develop their SS to help them to develop their SS information.information.

• So God said, I gave you the Bible so So God said, I gave you the Bible so that the Believer may be changed. . . that the Believer may be changed. . . may be complete.may be complete.

• Complete in this text means Complete in this text means “mature” or “Perfect”. It is God’s “mature” or “Perfect”. It is God’s desire that our characters may desire that our characters may become perfect in the likeness of become perfect in the likeness of Jesus Christ. Jesus Christ.

This happens because This happens because of. . . .of. . . .

Application!Application!

APPLICATION is the central reason APPLICATION is the central reason for God’s Revelationfor God’s Revelation..

D.L. Moody once said,D.L. Moody once said,

• ““The Scriptures were not given for our The Scriptures were not given for our information, but for our transformation.”information, but for our transformation.”

• So many Teachers feel like they have So many Teachers feel like they have accomplished the goal of teaching when they accomplished the goal of teaching when they have explained, even correctly the gospel have explained, even correctly the gospel lesson or message. However, our teaching lesson or message. However, our teaching must aim for must aim for transformation.transformation.

• Timothy also said in that text, so that Timothy also said in that text, so that we also may be equipped.we also may be equipped.

• The Bible is not given for information. The Bible is not given for information. It was given so that you and I can It was given so that you and I can have change take place in our lives.have change take place in our lives.

•This is important, because the This is important, because the Bible was given for Life Bible was given for Life TransformationTransformation..

TRUE OR FALSE?TRUE OR FALSE?

• Application is the responsibility of the Application is the responsibility of the Teacher.Teacher.

Jeremiah 11:6-7Jeremiah 11:6-7

6 Then the LORD said to me, "Proclaim all 6 Then the LORD said to me, "Proclaim all these words in the cities of Judah and in these words in the cities of Judah and in the streets of Jerusalem, saying: 'Hear the streets of Jerusalem, saying: 'Hear the words of this covenant and do the words of this covenant and do them. 7 For I earnestly exhorted your them. 7 For I earnestly exhorted your fathers in the day I brought them up out fathers in the day I brought them up out of the land of Egypt, until this day, of the land of Egypt, until this day, rising early and exhorting, saying, rising early and exhorting, saying, ""ObeyObey My voiceMy voice."."

• Jeremiah 11 links the words Jeremiah 11 links the words hearhear and and dodo. .

• The word The word hearhear and the word and the word obey obey is is the very same Hebrew word, the very same Hebrew word, Shamaw.Shamaw.

In other words, if you In other words, if you really really hear, you hear, you will obey. will obey.

Jeremiah 23:21-22Jeremiah 23:21-22

21 “I have not sent these prophets, yet 21 “I have not sent these prophets, yet they ran. I have not spoken to them, they ran. I have not spoken to them, yet theyyet they

prophesied. 22 But if they had stood inprophesied. 22 But if they had stood in

My counsel, My counsel, And had caused My people to hear And had caused My people to hear My wordsMy words, then they would have, then they would have

turned them from their evil way, and fromturned them from their evil way, and from

the evil of their doings.the evil of their doings.

• According to these verses, According to these verses, Application is the responsibility of the Application is the responsibility of the Teacher.Teacher.

Look at these pointsLook at these points

•Application that has impacted Application that has impacted the Teacher tends to impact the the Teacher tends to impact the student more effectively.student more effectively.

•Application must ultimately lead Application must ultimately lead the student from studying the the student from studying the Bible to obeying the Lord.Bible to obeying the Lord.

The Goal of this Skill is to:The Goal of this Skill is to:

• ““APPLY FOR LIFE CHANGEAPPLY FOR LIFE CHANGE””

The Teacher stimulates life change in The Teacher stimulates life change in students by properly applying the students by properly applying the Scriptures.Scriptures.

Bring the Bible from 2Bring the Bible from 2ndnd Century Century Palestine to Palestine to

2121stst Century Southeastern Conf. Century Southeastern Conf.

LESSON 13LESSON 13 *Mar. 19-25*Mar. 19-25

Partnership With JesusPartnership With Jesus

Skill #4Skill #4

Great Teachers help theirGreat Teachers help their

Students to Students to

UNDERSTANDUNDERSTAND

““We have a lot of evidence that teaching We have a lot of evidence that teaching content alone, and hoping it will cause content alone, and hoping it will cause students to learn to think, doesn’t work.students to learn to think, doesn’t work.

The teaching of content alone is not The teaching of content alone is not enough.”enough.”

ARTHUR COSTAARTHUR COSTA

Notice what the Bible says about Notice what the Bible says about Understanding Understanding

““When anyone hears the message about the When anyone hears the message about the kingdom and does not understand it, the kingdom and does not understand it, the evil one comes and snatches away what evil one comes and snatches away what

was sown in his heart”was sown in his heart”

Matthew 13:19Matthew 13:19

• Understanding is the key. Without Understanding is the key. Without understanding, the seed we teachers plant, understanding, the seed we teachers plant, though perfect in every respect, falls along the though perfect in every respect, falls along the hard packed path. There is sits briefly on the hard packed path. There is sits briefly on the surface until it is snatched away.surface until it is snatched away.

To one degree or another, we’ve all To one degree or another, we’ve all been lulled into believing that been lulled into believing that content alone is the focus.content alone is the focus.

We’ve all grown up inWe’ve all grown up in

An Educational System that has elevated mere An Educational System that has elevated mere facts to idol status. Since Elementary School facts to idol status. Since Elementary School we’ve been drilled on the facts:we’ve been drilled on the facts:

• What are the primary colors?What are the primary colors?

• What’s the capital of Wisconsin?What’s the capital of Wisconsin?

• What is water made of?What is water made of?

• What years encompassed World War I?What years encompassed World War I?

But what is success?But what is success?

• Is it truly the ability to temporarily Is it truly the ability to temporarily retain multitudes of miscellaneous retain multitudes of miscellaneous facts, that may earn good grades?facts, that may earn good grades?

Look at the findings of a study of 81 Look at the findings of a study of 81 valedictorians & Salutatoriansvaledictorians & Salutatorians

Study done in 1981 in Illinois High Study done in 1981 in Illinois High Schools.Schools.

*All continued to achieve well in *All continued to achieve well in collegecollege

*By their late 20’s most had found *By their late 20’s most had found only average success in their chosen only average success in their chosen professionsprofessions

Findings of a study of 81 Findings of a study of 81 valedictorians & Salutatorians cont.’valedictorians & Salutatorians cont.’

*Only 1 in 4 had kept pace with others *Only 1 in 4 had kept pace with others of comparable age in higher levels of of comparable age in higher levels of successsuccess

*Many were doing much poorer than *Many were doing much poorer than the averagethe average

““Learning without wisdom is a load Learning without wisdom is a load of books on a donkey’s back.”of books on a donkey’s back.”

Zora Neale HurstonZora Neale Hurston

1. Focus learning on Understanding1. Focus learning on Understanding

• 4 year old Matthew and the Pool.4 year old Matthew and the Pool.

• Loved the water before he knew how to Loved the water before he knew how to swimswim

• Always wore arm floatiesAlways wore arm floaties

• ““I just wanted to wear my swimming suit I just wanted to wear my swimming suit this time”this time”

• He didn’t He didn’t understandunderstand

An Experience of UnderstandingAn Experience of Understanding

• I’ve Counseled many couples before their I’ve Counseled many couples before their Marriages.Marriages.

• I wanted them to understand what the I wanted them to understand what the Bible means when it talks about being Bible means when it talks about being faithful to one another.faithful to one another.

• I use a sheet of paper and ask them. . .I use a sheet of paper and ask them. . .

2. Use Plain Language2. Use Plain Language

• How often do we use words that we assume How often do we use words that we assume are understood by those in our Sabbath School are understood by those in our Sabbath School classes?classes?

When teaching God’s Word to children, we can When teaching God’s Word to children, we can take two simple steps.take two simple steps.

1. Select a Bible translation with a lower reading 1. Select a Bible translation with a lower reading level. One that uses simpler, more level. One that uses simpler, more understandable words.understandable words.

2. Always take time to explain all Bible 2. Always take time to explain all Bible passages, taking special care to clarify the passages, taking special care to clarify the meaning of the words.meaning of the words.

Words that cause Adults to StumbleWords that cause Adults to Stumble

• The advice on the previous slide goes for The advice on the previous slide goes for youth and adult audiences as well. There youth and adult audiences as well. There are times, more times than we think, we use are times, more times than we think, we use words that sail over the heads of grown-words that sail over the heads of grown-ups. Children will tell you they don’t ups. Children will tell you they don’t understand, but adults are usually too understand, but adults are usually too embarrassed to admit they don’t know.embarrassed to admit they don’t know.

Definitions by AdultsDefinitions by Adults

SANCTIFICATIONSANCTIFICATION: : RAPTURERAPTURE::

““praise in groups” “wrath”praise in groups” “wrath”

““salvation” “singing and dancing”salvation” “singing and dancing”

ABSOLUTIONABSOLUTION: “broken heart”: “broken heart”

““a mathematicala mathematical

Problem”Problem”

““positive all the way”positive all the way”

• NARTHEXNARTHEX::

““chemical warfare”chemical warfare”

““a small hole in the ground that worms a small hole in the ground that worms live in”live in”

Notice the communication style of Notice the communication style of Jesus.Jesus.

• He never tried to impress others by He never tried to impress others by using lofty words. He spoke plainly. using lofty words. He spoke plainly. He used common terms that He used common terms that connected with common peopleconnected with common people. .

3. Use good questions to deepen 3. Use good questions to deepen understandingunderstanding..

• Church teachers and leaders can ask Church teachers and leaders can ask quality questions that cause people to quality questions that cause people to think and enrich their understanding. But, think and enrich their understanding. But, sadly, most teachers and leaders use sadly, most teachers and leaders use questions merely to check students’ questions merely to check students’ knowledge of facts.knowledge of facts.

• Jesus modeled great question-asking Jesus modeled great question-asking for us. He asked lots of questions. for us. He asked lots of questions. More than 200 are recorded in the More than 200 are recorded in the Gospels. But very few of His Gospels. But very few of His questions were used to quiz listeners questions were used to quiz listeners about factsabout facts..

Roy B. Zuck writes:Roy B. Zuck writes:

• ““Seldom did Jesus ask recall questions, Seldom did Jesus ask recall questions, merely asking for a recital of facts. If He merely asking for a recital of facts. If He did ask a ‘What-do-you-remember’ did ask a ‘What-do-you-remember’ question, it was to lead on to interaction question, it was to lead on to interaction on an important issue. More often he on an important issue. More often he challenged his students with ‘What-do-challenged his students with ‘What-do-you-think?’ questionsyou-think?’ questions.” .” Teaching as Jesus Teaching as Jesus TaughtTaught

Jesus asked great questions, the kind Jesus asked great questions, the kind that encouraged thinkingthat encouraged thinking..

• ““If the salt loses its saltiness, how can it be If the salt loses its saltiness, how can it be made salty again” Matt. 5:13made salty again” Matt. 5:13

• ““Which is lawful on the Sabbath: to do Which is lawful on the Sabbath: to do good or to do evil, to save life or to kill?” good or to do evil, to save life or to kill?” Mark 3:4Mark 3:4

• ““If you do good to those who are good to If you do good to those who are good to you, what credit is that to you?” Luke 6:33you, what credit is that to you?” Luke 6:33

Characteristics of Good Q’sCharacteristics of Good Q’s

1. Open-Ended. These are questions that cannot 1. Open-Ended. These are questions that cannot be solved with a yes or no answer.be solved with a yes or no answer.

They require students to think.They require students to think.

Example: Jesus asked,Example: Jesus asked,““Why do you look at the speck of sawdust in Why do you look at the speck of sawdust in

your brother’s eye and pay no attention to the your brother’s eye and pay no attention to the plank in your own eye?”plank in your own eye?” Matt. 7:3Matt. 7:3

2. Nonjudgmental Ques.2. Nonjudgmental Ques.

There’s no single right answer with this There’s no single right answer with this type of question. In order to answer, type of question. In order to answer, students need to search themselves.students need to search themselves.

Example: Jesus asked,Example: Jesus asked,

““Why are you troubled, and why do Why are you troubled, and why do doubts rise in your minds?”doubts rise in your minds?” Luke 24:38Luke 24:38

3. Emotive and Intellectually 3. Emotive and Intellectually StimulatingStimulating

• These questions stir and challenge. They These questions stir and challenge. They electrify students to grapple and seek electrify students to grapple and seek understandingunderstanding..

• Example: Jesus said,Example: Jesus said,

• ““If satan drives out satan, he is divided against If satan drives out satan, he is divided against himself. How then can his kingdom stand? And himself. How then can his kingdom stand? And if I drive out demons by Beelzebub, by whom do if I drive out demons by Beelzebub, by whom do your people drive them outyour people drive them out.” Matt. 12:26-27.” Matt. 12:26-27

Asking Good Ques. Is Hard WorkAsking Good Ques. Is Hard Work

• However, we can help people develop a However, we can help people develop a fuller understanding of God’s Word by fuller understanding of God’s Word by asking good questions. asking good questions.

• Spend some time devising great Spend some time devising great questions. Your questions are at least as questions. Your questions are at least as important as any other part of the lessonimportant as any other part of the lesson..

Skill #5Skill #5

• Great Teachers Help their Great Teachers Help their students Retain the Wordstudents Retain the Word

Is learning taking place among our Is learning taking place among our people?people?

• When I was a teenager, during MV period, we When I was a teenager, during MV period, we would sometimes play Bible Search, or would sometimes play Bible Search, or Scripture Elimination. Scripture Elimination.

• One church conducts programs where children One church conducts programs where children recite Bible Texts each week, and receive recite Bible Texts each week, and receive badges & pins for their accomplishments. badges & pins for their accomplishments.

The Bible states,The Bible states,

• ““But since they have no root, they But since they have no root, they last only a short time.” Mark last only a short time.” Mark 4:174:17

Many of our members are suffering Many of our members are suffering from short-term memory loss.from short-term memory loss.

• We teachers need to find reliable We teachers need to find reliable ways to help people authentically ways to help people authentically learn, retain their learning long-term, learn, retain their learning long-term, apply that learning, and bear fruit.apply that learning, and bear fruit.

Are children the only learners with Are children the only learners with short-term memory loss?short-term memory loss?

• Thom & Joani Schultz, Thom & Joani Schultz, Researchers in the Researchers in the area of Learning and Growing One’s Faith area of Learning and Growing One’s Faith conducted a poll of adult churchgoers about conducted a poll of adult churchgoers about what they remembered from recent what they remembered from recent sermons. On Wednesday the adults were sermons. On Wednesday the adults were asked from many different churches what asked from many different churches what they could recall about the precious they could recall about the precious weekend’s sermon. weekend’s sermon.

• Some could remember the general topic. Some could remember the general topic. A few could remember a point or two. A few could remember a point or two. But the overwhelming majority could not But the overwhelming majority could not remember a single thing. It was as though remember a single thing. It was as though their memories were stripped clean of their memories were stripped clean of everything the Preacher had said just a everything the Preacher had said just a few days earlier. few days earlier.

Research shows that:Research shows that:

• 40%40% of a spoken message is lost from a of a spoken message is lost from a listener’s memory after just two minutes.listener’s memory after just two minutes.

• 60%60% of the message is gone within a half of the message is gone within a half day.day.

• 90%90% of the message has leaked out of the of the message has leaked out of the memory forever after one week.memory forever after one week.

• Is short-term memory only the plague of the Is short-term memory only the plague of the church? No! Our public schools have built church? No! Our public schools have built entire systems around the temporary entire systems around the temporary accumulation of information. Schools spend accumulation of information. Schools spend thousands upon thousands of hours drilling thousands upon thousands of hours drilling students on the names of all the presidents, students on the names of all the presidents, state capitals, and dates of historical events. Is state capitals, and dates of historical events. Is all that effort paying off? all that effort paying off?

Use yourself as a test case:Use yourself as a test case:

• *Can you name all the presidents?*Can you name all the presidents?

• *Can you name all the state capitals?*Can you name all the state capitals?

• *Can you remember when the Louisiana *Can you remember when the Louisiana Purchase took place? Purchase took place?

How the Brain WorksHow the Brain Works

• Neural networks at several different brain Neural networks at several different brain locations may handle a single act of memory.locations may handle a single act of memory.

• The content of a learning event (What The content of a learning event (What happened) is processed in a separate place happened) is processed in a separate place from the event’s meaning (how it felt).from the event’s meaning (how it felt).

• The names of things may be stored in various The names of things may be stored in various locationslocations..

Long term StorageLong term Storage

• There’s a small part in the center of the There’s a small part in the center of the brain called the “hippocampus” which brain called the “hippocampus” which acts as gatekeeper that sorts information acts as gatekeeper that sorts information that will be held either in short-term or that will be held either in short-term or long-term memory.long-term memory.

Ronald Kotulak writes:Ronald Kotulak writes:

• ““The hippocampus is the Grand Central The hippocampus is the Grand Central Station of memory. It dispatches arriving Station of memory. It dispatches arriving trains of thoughts to either short commuter trains of thoughts to either short commuter runs that are quickly forgotten or to more runs that are quickly forgotten or to more permanent destinations in the brain where permanent destinations in the brain where important things like your home address, important things like your home address, spouse’s name are stored.” spouse’s name are stored.” Inside the BrainInside the Brain

How do Memories become How do Memories become Permanent?Permanent?

• It’s largely dependent on how It’s largely dependent on how strongly the information is registered strongly the information is registered in the first place. That’s why it’s so in the first place. That’s why it’s so important to learn in ways that important to learn in ways that involve hearing, seeing, speaking and involve hearing, seeing, speaking and doing, along with positive emotions. doing, along with positive emotions.

The Power of AssociationThe Power of Association

• Jesus used the power of association constantly Jesus used the power of association constantly in his teaching. He knew the workings of the in his teaching. He knew the workings of the brain.brain.

• Jesus knew people would understand and Jesus knew people would understand and retain the learning longer if He began his retain the learning longer if He began his lessons with what they already knew. He lessons with what they already knew. He linked the commonly known to His new linked the commonly known to His new concepts.concepts.

How Jesus used Association.How Jesus used Association.

• You are the salt of the earthYou are the salt of the earth

• You are the light of the worldYou are the light of the world

• For where your treasure is, there your heart For where your treasure is, there your heart will be alsowill be also

• No one can serve two mastersNo one can serve two masters

• All who draw the sword will die by the All who draw the sword will die by the sword.sword.

Example: Rubber bandExample: Rubber band

• The brain moves information into The brain moves information into long-term memory when we start long-term memory when we start with what people already know.with what people already know.

The Rubber Band Example Cont.’The Rubber Band Example Cont.’

Have two volunteers come up, and hold a Have two volunteers come up, and hold a rubber band with their partner. Instruct them to rubber band with their partner. Instruct them to alternate telling obvious lies, stretching the alternate telling obvious lies, stretching the rubber band tighter between them each time rubber band tighter between them each time they lie. They’ll discover what happens when they lie. They’ll discover what happens when a rubber band is stretched too far. As you a rubber band is stretched too far. As you discuss this exercise with your class, you’ll discuss this exercise with your class, you’ll discover that. . . .discover that. . . .

Exercise Cont.’Exercise Cont.’

• the knowledge they already know about what the knowledge they already know about what happens to stretched rubber bands is linked to happens to stretched rubber bands is linked to the new insights about the destructiveness of the new insights about the destructiveness of lying.lying.

• The brain moves information into long-term The brain moves information into long-term memory when we start with what people memory when we start with what people already know.already know.

• Sometimes, coverage of the entire lesson Sometimes, coverage of the entire lesson doesn’t have to be the goal. Our time might be doesn’t have to be the goal. Our time might be better spent covering less material, but better spent covering less material, but covering it in a way that moves the material covering it in a way that moves the material into long-term memory. In other words, into long-term memory. In other words, teachers don’t need to plant more seeds, but teachers don’t need to plant more seeds, but frequently water the appropriate number of frequently water the appropriate number of seeds. That’s interval reinforcement.seeds. That’s interval reinforcement.

Skill # 6Skill # 6

• Great Teachers know that Great Teachers know that

Emotion enhances learningEmotion enhances learning

““Human beings are full of emotion, Human beings are full of emotion, and the teacher who knows how and the teacher who knows how to use it will have dedicated to use it will have dedicated learners.” learners.” Leon Leon Lessinger (FormerLessinger (Former Dean, School Dean, School of Education, USC)of Education, USC)

The work of The work of The HippocampusThe Hippocampus

TheThe hippocampushippocampus tends to push tends to push information toward long-term memory if information toward long-term memory if it can associate the data with something it it can associate the data with something it already knows. But association is not its already knows. But association is not its only filter. Scientists believe the other only filter. Scientists believe the other major filter is major filter is emotionemotion..

The hippocampus is located in the Temporal Lobe.

The HippocampusThe Hippocampus

• We tend to remember more when our We tend to remember more when our emotions are engaged. The brain is emotions are engaged. The brain is more prone to retain the sensational more prone to retain the sensational than the mundanethan the mundane..

• Emotions drive what we remember!Emotions drive what we remember!

God created us all with. . .God created us all with. . .

Feelings and emotions. And those Feelings and emotions. And those emotions influence our behavior.emotions influence our behavior.

Scientists know there are more neural Scientists know there are more neural connections going connections going fromfrom the emotional the emotional part of the brain part of the brain toto the intellectual part the intellectual part than vice versa.than vice versa.

Logic vs. EmotionLogic vs. Emotion

Regardless of what the cold, hard Regardless of what the cold, hard facts might indicate, people often facts might indicate, people often tend to do “What tend to do “What feelsfeels right.” right.”

Daniel Goleman, author of the popular Daniel Goleman, author of the popular book book Emotional IntelligenceEmotional Intelligence writes writes

““In a very real sense we have two minds, In a very real sense we have two minds, one that thinks and one that feels… These one that thinks and one that feels… These two minds, the emotional and the two minds, the emotional and the rational, operate in tight harmony for the rational, operate in tight harmony for the most part, intertwining their very most part, intertwining their very different ways of knowing to guide us different ways of knowing to guide us through the world. . . .through the world. . . .

• Ordinarily there is a balance between Ordinarily there is a balance between emotional and rational minds, with emotion emotional and rational minds, with emotion feeding into and informing the operations of feeding into and informing the operations of the rational mind, and the rational mind the rational mind, and the rational mind refining and sometimes vetoing the inputs of refining and sometimes vetoing the inputs of the emotions… But when passions surge the the emotions… But when passions surge the balance trips: it is the emotional mind that balance trips: it is the emotional mind that captures the upper hand, swamping the captures the upper hand, swamping the rational mind.” pages 8 & 9rational mind.” pages 8 & 9

Robert Sylwester concurs,Robert Sylwester concurs,

““We know emotion is very important to We know emotion is very important to the educative process because it drives the educative process because it drives attention, which drives learning and attention, which drives learning and memory…It’s impossible to separate memory…It’s impossible to separate emotion from the important activities of emotion from the important activities of life. Don’t even try.” life. Don’t even try.” Robert Sylwester, Robert Sylwester, Professor, Univ. of OregonProfessor, Univ. of Oregon

Emotion is the glue of learning Emotion is the glue of learning and retention.and retention.

• Many years ago I pastored in the city of Many years ago I pastored in the city of Jacksonville, FL. While driving on a part of Jacksonville, FL. While driving on a part of the interstate that went through a residential the interstate that went through a residential area, without warning, a young boy ran across area, without warning, a young boy ran across the highway in front of my vehicle. I just knew the highway in front of my vehicle. I just knew I had hit him. He was rushed to the hospital. I had hit him. He was rushed to the hospital. The Officer who investigated the accident did The Officer who investigated the accident did not ticket me. . .not ticket me. . .

• He noticed how shaken I was as a result of the He noticed how shaken I was as a result of the accident. He told me, “Mr. Wright, you accident. He told me, “Mr. Wright, you weren’t at fault. We have had many incidents weren’t at fault. We have had many incidents of this kind with people using the interstate as of this kind with people using the interstate as a short-cut.” I was pleased to find out later that a short-cut.” I was pleased to find out later that the young boy was alright, and resting at the the young boy was alright, and resting at the hospital. That was 16 years ago, but the hospital. That was 16 years ago, but the emotional intensity of that experience has emotional intensity of that experience has never left my memory.never left my memory.

• I remember it all because of the I remember it all because of the powerful impact of the emotions.powerful impact of the emotions.

• People connect with their People connect with their emotions to help cement emotions to help cement important Biblical truths to their important Biblical truths to their hearts. hearts.

• As you study for next Sabbath’s As you study for next Sabbath’s Lesson discussion, why not design Lesson discussion, why not design learning activities that evoke learning activities that evoke particular emotional responses in particular emotional responses in your students.your students.

Jesus and EmotionsJesus and Emotions

What does the Bible say about emotions in the What does the Bible say about emotions in the learning process?learning process?

The sadness of the rich young man The sadness of the rich young man

(Matt.19:16-22)(Matt.19:16-22)

The indignation of the disciples when the The indignation of the disciples when the woman anointed Jesus with expensive perfumewoman anointed Jesus with expensive perfume

(Matt. 26:6-13)(Matt. 26:6-13)

• The frenzy of Martha (Luke 10:38-42)The frenzy of Martha (Luke 10:38-42)

• The discomfort of the disciples when The discomfort of the disciples when Jesus washed their feet (John 13:1-17)Jesus washed their feet (John 13:1-17)

Emotional involvement causes the roots of Emotional involvement causes the roots of learning to penetrate deeply into long-term learning to penetrate deeply into long-term memory. God created us as emotional memory. God created us as emotional beings. Jesus evoked strong emotions.beings. Jesus evoked strong emotions.

Skill # 7Skill # 7

Great Teachers Know How to Build Great Teachers Know How to Build the Need to Learn in their studentsthe Need to Learn in their students

Bro. Reginald Moore told me Bro. Reginald Moore told me he loves to fish. How about he loves to fish. How about you?you?• God has called us to be fishers of men.God has called us to be fishers of men.

We must help our students want to learn We must help our students want to learn what we’re going to teach them.what we’re going to teach them.

Trout fishing in Colorado. . .Trout fishing in Colorado. . .

Master fishermen know how to catch Master fishermen know how to catch fish, and likewise master teachers know fish, and likewise master teachers know how to catch their class.how to catch their class.

1. Find the Need1. Find the Need

• You cannot meet the need, until you You cannot meet the need, until you find the need. HOW DO YOU DO THAT?find the need. HOW DO YOU DO THAT?

• ASKASK

• GIVE AN ANANYMOUS QUESTIONAIREGIVE AN ANANYMOUS QUESTIONAIRE

1. The biggest struggle I have at work 1. The biggest struggle I have at work is…is…

2. When my spouse and I have an 2. When my spouse and I have an argument, it’s usually over…argument, it’s usually over…

3. When I get depressed, it usually 3. When I get depressed, it usually follows…follows…

4. If I could change one thing in my life, 4. If I could change one thing in my life, it would be…it would be…

5. I guess you could best characterize 5. I guess you could best characterize my spiritual life as…my spiritual life as…

6. When I get frustrated at God it’s 6. When I get frustrated at God it’s because He…because He…

7. The sin that seems to always trip 7. The sin that seems to always trip me up, no matter how hard I try is…me up, no matter how hard I try is…

People will tell you, because most People will tell you, because most come to church to find an answer to come to church to find an answer to their needs. They want to know what their needs. They want to know what God can do for them. God can do for them.

• Go to your place of study alone, and Go to your place of study alone, and read the answers to those questions. read the answers to those questions. After that, begin to categorize them. After that, begin to categorize them. Then you can formulate what the top ten Then you can formulate what the top ten needs are. needs are.

• Take your Sabbath School lesson, and Take your Sabbath School lesson, and when you can, use the Lesson to help when you can, use the Lesson to help supply an answer to the needs of your supply an answer to the needs of your class. class.

2. Focus on the Need2. Focus on the Need