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  • 1. The Law of Need Pages 267-306 Tuesday 9 November 2010
  • 2. The essence of the Law of Need is these three words: “Build the need” The teacher should build the need before teaching the content Tuesday 9 November 2010
  • 3. To catch a fish 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 or simply be motivated by our good looking hooks. As a teacher I am responsible for making students chase after the content Tuesday 9 November 2010
  • 4. We call this Motivation Tuesday 9 November 2010
  • 5. Tuesday 9 November 2010
  • 6. Tuesday 9 November 2010
  • 7. Tuesday 9 November 2010
  • 8. Need Mindset Sinking feeling in the pit of your stomach 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: “What’s the point of this” Tuesday 9 November 2010
  • 9. Need Mindset Sinking feeling in the pit of your stomach 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: “What’s the point of this” Tuesday 9 November 2010
  • 10. Where do you assign the blame - weather, low student IQ, late in the day? Should you resign, change occupation - or more? Is it a students fault if they are apathetic and bored? Surely it isn’t the teachers fault?! Wilkinson says it is the teachers responsibility to bait the hook Tuesday 9 November 2010
  • 11. Consider the example of Jesus - he regularly addressed the needs of his hearers: 1. When the persons needs were obvious he sought to meet them. 2. If the people were out of touch with their needs, Jesus brought them to the surface. Tuesday 9 November 2010
  • 12. Consider the example of Jesus taught in Jesus - he regularly addressed response to his the needs of his hearers: 1. When the persons needs students’ needs - he were obvious he sought to started with his meet them. 2. If the people not hisof class, were out touch with their needs, Jesus content. brought them to the surface. Tuesday 9 November 2010
  • 13. Teachers can meets personal needs privately and common class needs through appropriate action in class, slanting discussion in a certain way, making comments etc. Most teachers teach in response to the assigned curriculum - the result is that students are [predictably] bored etc. Most teachers are distressed and shocked to find that students are lacking motivation and interest in their class. Should they be? The majority of classes are out of touch with the felt needs of the students and produce predictable results Tuesday 9 November 2010
  • 14. What do we do - follow the example of Jesus who faced the same problem. Jesus used 5 steps - seen in John 4:5-30 Tuesday 9 November 2010
  • 15. So he came to a town in Samaria called Sychar, near the plot of ground Jacob had given to his son Joseph. Jacob’s well was there, and Jesus, tired as he was from the journey, sat down by the well. It was about noon. When a Samaritan woman came to draw water,... Woman comes to get water - she is hot, thirsty and totally uninterested in Jesus. Students come and are not consciously thirsty - but a teacher will cause the student to want to learn, to be interested in seeking the lesson Tuesday 9 November 2010
  • 16. Need Model Stimulate Seize Stir felt need Attention Curiosity Curiosity Consider Capture “what’s “Tell me “I want this?” more” this” Tuesday 9 November 2010
  • 17. Satisfy Surface real need Stimulate felt need real need Content Consider Climax “I got “I want “I need what I this” this” wanted” Tuesday 9 November 2010
  • 18. Step 1: Seize Attention She is self absorbed - Christ, a stranger, gets her attention, “Give me a drink” The shock is that he spoke with her at all. Capture students attention - joke, one liner, change style - remember that they are not focussed on you Tuesday 9 November 2010
  • 19. Take the attention of your students away from whatever is holding it. Attention is immediately drawn to the most vivid stimulus present - so overpower whatever holds your students attention Seize attention, capture attention - students break free and ask “what is this?” Tuesday 9 November 2010
  • 20. Seize Attention Capture “what’s this?” Tuesday 9 November 2010
  • 21. Step 2: Stir Curiosity Attention is fleeting. Lessen dependence on external stimuli - Jesus stirs the woman’s curiosity until she desires her teacher to tell her more. Tuesday 9 November 2010
  • 22. Step 2: Stir Curiosity Attention is fleeting. Lessen dependence on external stimuli - Jesus stirs the woman’s curiosity until she desires her teacher to tell her more. Tuesday 9 November 2010
  • 23. The Samaritan woman said to him, “You are a Jew and I am a Samaritan woman. How can you ask me for a drink?” (For Jews do not associate with Samaritans.) Jesus answered her, “If you knew the 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.” Tuesday 9 November 2010
  • 24. Imagine the woman thinking, “What is he talking about?” Jesus baited her three times: 1. God’s gift 2. His identity 3. Living water ...and he did it quickly...and she took the bait Tuesday 9 November 2010
  • 25. Living water - “Sir,” the woman said, “you have nothing to draw with and the well is deep. Where can you get this living water? Identity - Are you greater than our father Jacob, God’s gift - who gave us the well and drank from it himself, as did also his sons and his livestock?” Do you think it all happened by chance - or did Jesus build her curiosity and then move in deeper? Tuesday 9 November 2010
  • 26. Stir Curiosity Curiosity “Tell me more” Tuesday 9 November 2010
  • 27. Step 3: Stimulate felt need The woman still isn’t quite with Stimulate Jesus - so he stimulates her felt need felt need and led her to consider the issues more Consider seriously until she felt, “I want this” Steps 1 and 2 have prepared “I want this” for this one - curiosity must be quickly linked to felt needs Tuesday 9 November 2010
  • 28. Jesus answered, “Everyone who drinks this water will be thirsty again, but whoever drinks the water 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 to be out in the midday sun - Jesus picked this up - and teachers have to ‘pick up’ where their students are Tuesday 9 November 2010
  • 29. Effective teachers have threaded themselves into the fabric of the students lives and know intuitively where they are. Assuming you introduced things well you now have to involve the interest you created. You have uncovered and cooperated with existing interest. So how, after all this, do you lead students to the subject you have prepared? Tuesday 9 November 2010
  • 30. The essence of the Law of Need is these three words: “Build the need” The teacher should build the need before teaching the content Tuesday 9 November 2010
  • 31. Step 4: Surface real need Jesus had intended to share the gift of salvation with her - but she is a long way from seeing her need for it. Jesus continues building into her life Tuesday 9 November 2010
  • 32. “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 five husbands, and the man you now have is not your husband. What you have just said is quite true.” Jesus again doesn’t answer her question - he changes the subject - and she wants to know more Tuesday 9 November 2010
  • 33. Surface real need Indirectly she asks Jesus for Climax more content about worship - he had encouraged her questions and now had surfaced the real “I need need, this is the climax of this” building and leads the student to feel “I need this” Tuesday 9 November 2010
  • 34. Step 5: Satisfy real need Only when the class is in touch with their real need do you satisfy it with the content. At this stage students are happy to have gotten what they wanted. v. 25-26 Jesus withheld the answer until she had the right question - teachers should follow this pattern - start by creating a hunger for content. Tuesday 9 November 2010
  • 35. Many teachers view this building up stage as a waste of class time - yet Jesus spent more time building the need than teaching the lesson. (In modern preaching this is considered a disposable add on) Jesus met her where she was, then he took responsibility for getting her attention and discussing her needs - Jesus took the responsibility in all of it. Tuesday 9 November 2010
  • 36. Finally Jesus did not crush her (no comments about husbands etc.) he dealt with her graciously and sensitively. Real needs do not surface easily - they are often tender and need gentleness. Tuesday 9 November 2010
  • 37. Satisfy real need Content “I got what I wanted” Tuesday 9 November 2010
  • 38. Need Maxims Tuesday 9 November 2010
  • 39. Maxim 1: Need building is the responsibility of the teacher “A great teacher is not simply one who imparts knowledge to his students, but one who awakens their interest and makes them eager to pursue knowledge for themselves. He is a spark plug, not a fuel line” Tuesday 9 November 2010
  • 40. Great teachers realise they have to awaken interest before teaching content. They inspire and entice their students until the are fully absorbed in the lesson. Most teachers ignore this and lecture their content regardless of the student need or attention. Do you accept your responsibility to bait the hook every time? Tuesday 9 November 2010
  • 41. Maxim 2: Need meeting is the teachers primary calling Maxim 1 dealt with building need before you teach - Number 2 deals with meeting needs which are already there. Does your pastor preach what he is interested in, or what he dreams of preaching, or what the people need? Tuesday 9 November 2010
  • 42. Maxim 2: Need meeting is the teachers primary calling “Teachers and preachers feel that their Maxim 1 dealt with building primary calling is to explain the truth. need only fallacy is that the truth does The before you teach - Number 2 deals with meeting not have any needs! The Bible does not needs which are already there. have a need to be preached or taught. Does your pastor preach what Onlyinterested in, or whatneeds. The call of he is our people have he the shepherd is to or whatthe needs of his dreams of preaching, meet sheep; the calling of the pastor to meet the people need? the needs of his class” Tuesday 9 November 2010
  • 43. Imagine a person in tears phoning and asking you for help regarding their marriage. You agree. They come over. You have studied the tabernacle all week and gladly start to share this with them. They look puzzled. Then after making comments about “how is this meant to save my marriage” they walk out. You are amazed at such stupid people - they don’t want proper food only milk Tuesday 9 November 2010
  • 44. A ridiculous story - but one repeated in many church classes each week. “We have separated the message from those we are called to minister to. We think if we have taught the Bible then we have fulfilled our calling. But the only time we fulfill our calling is when we teach the Bible to the needs of our people” Tuesday 9 November 2010
  • 45. If our content is to meant to help our audience, then should not our focus always be on what the students need and enable them to walk in obedience to the Lord? All the Bible is inspired but some parts are less important or relevant, to people we teach. We do not teach Romans 9-11 to 5 year olds, or Ezekiel 40-48 to new believers - they are wrong passages for those audiences. Tuesday 9 November 2010
  • 46. If our content is to meant to help our audience, or not the Bible “Believe it then should not our focus always be on what the does not have enable them to students need and a need to be taught. Only ourLord? walk in obedience to the people have a need to be All the Bible is inspired but some parts are less important or real taught, and it is their relevant, to people we teach. need that should We do not teach Romans 9-11 to determine our teaching 5 year olds, or Ezekiel 40-48 to andbelievers - theycalendar” new preaching are wrong passages for those audiences. Tuesday 9 November 2010
  • 47. Jesus told Peter to feed his sheep - do this and sheep grow and reproduce. Paul did not write letters merely because he had something interesting to say - he wrote in response to needs - need then letter; problem then proclamation This pattern is shown through the NT Be wise and discerning in choosing your subject Tuesday 9 November 2010
  • 48. Maxim 3: Need building is the teachers main method to motivate students Motivation is a continual problem in class - what is the secret? Provide a need If 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 her to seek her saviour. Bait the hook. Tuesday 9 November 2010
  • 49. Maxim 3: Need building is the teachers main method to motivate students Motivation is a continual problem in class - what is the secret? Provide a need If 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 her to seek her saviour. Bait the hook. Tuesday 9 November 2010
  • 50. Maxim 3: Need building is the teachers main method to motivate students Motivation is a continual problem in class - what is the secret? Provide a need If 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 her to seek her saviour. Bait the hook. Tuesday 9 November 2010
  • 51. The essence of the Law of Need is these three words: “Build the need” The teacher should build the need before teaching the content Tuesday 9 November 2010
  • 52. Maxim 4: Need motivates to the degree it is felt by the student How deeply does the student feel the need? Touch their feelings - provide the need in such a way that it is felt - the deeper the feeling, the greater the response - light a fire in the heart of your student Tuesday 9 November 2010
  • 53. Wilkinson suggests that there are 7 universal motivators - listed in the next section of maximisers. Don’t think motivation happens by chance - or that you don’t have the charisma to do it. Everyone can learn it. Tuesday 9 November 2010
  • 54. Maxim 5: need building always precedes new units of content When was the last time your students wanted the answer Unless your class is you were giving them? In witnessing - when did peope dying for the answer, sense their need for christ so don’t give it to they were much that they knew them. going to hell - and you had the answer. Tuesday 9 November 2010
  • 55. Maxim 5: need building always precedes new units of content When was the last time your students wanted the answer you were giving them? In witnessing - when did peope sense their need for christ so much that they knew they were going to hell - and you had the answer. Tuesday 9 November 2010
  • 56. 4 Situations where you should build the need: 1. At the beginning of each new series - meaningfully explain the benefits of the classes. 2. At the beginning of each new lesson - refocus the student, they don’t remember the last class anyway! 3. During class for the next class - anticipation is powerful 4. Resurface the need if interest is waning, motivation sagging etc. Tuesday 9 November 2010
  • 57. Maxim 6: need should be built according to the audience’s characteristics and circumstances As a teacher you need to know your students characteristics and circumstances well. Age, interests etc. determine appropriate methods for a group. Tuesday 9 November 2010
  • 58. Maxim 7: need building may be hindered by factors beyond the teachers control Be sensitive to other factors which affect students. External factors - high temp. Baby crying - keep trying though Internal factors - such as an incompatibility between the need you are suggesting and their lifestyle Tuesday 9 November 2010
  • 59. Maxim 7: need building may be hindered by factors beyond the teachers control Be sensitive to other factors which affect students. External factors - high temp. Baby crying - keep trying though Internal factors - such as an incompatibility between the need you are suggesting and their lifestyle Tuesday 9 November 2010
  • 60. Internal factor might be intense or mild depending upon: 1. How far apart the need you are building is from their present conviction 2. How intensely and emotionally you are building the need 3. How rapidly you transitioned through the 5 stages of need building (to be discussed in the next section) Tuesday 9 November 2010
  • 61. How do you deal with this? Raise the intensity? Don’t worry about it - it is their problem. Stop, meet the pressing need and return to your lesson Stop and acknowledge the tension - then either go on or stop and meet their need. Tuesday 9 November 2010
  • 62. Conclusion The teacher should surface the students’ real need before teaching the content. This law is like the role of advertising in marketing - adverts are aimed at making you buy a product but they cost a lot of money to produce. Tuesday 9 November 2010
  • 63. Conclusion The teacher should surface the students’ Will you pay the price real need before teaching the content. in your class - in order This law is like the role of advertising in marketing - adverts the needs of to meet are aimed at making you buy your but a product students? they cost a lot of money to produce. Tuesday 9 November 2010
  • 64. The essence of the Law of Need is these three words: “Build the need” The teacher should build the need before teaching the content Tuesday 9 November 2010