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Howard Hendricks: Law 2, The Law of Education
 

Howard Hendricks: Law 2, The Law of Education

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Howard Hendricks: Law 2, The Law of Education Howard Hendricks: Law 2, The Law of Education Presentation Transcript

  • THE LAW OF EDUCATION Pages 38-53
  • “The true function of the teacher is to create the most favourable conditions for self-learning...True teaching is not that which gives knowledge, but that which stimulates pupils to gain it. One might say that he teaches best who teaches least.” John Milton Gregory
  • Effective teachers: •Know their content •Know those whom they teach •They do not simply inculcate principles •They want to infect people
  • The Law of Education The way people learn determines the way you teach
  • John Milton Gregory called this The Law of the Teaching Process The key idea is to stimulate and direct the learners self activities
  • Hendricks further defines the law in this way: “The teacher must excite and direct the learner’s self-activities, and, as a rule, tell the learner nothing - and do nothing for him - that he can learn or do for himself. Therefore, what’s important is not what you do as a teacher, but what learners do as a result of what you do.”
  • The teacher: primarily a stimulator and motivator...not the player but the coach who directs the players
  • The learner: primarily a investigator a discoverer and a doer
  • The Ultimate Test of teaching is not what you do or how well you do it, but what and how well the learner does. Good teachers are not focussed on what they are doing, but what their students are doing.
  • TOTAL SILENCE IS REQUIRED!
  • BIRTHDAY LINE This is a nonverbal exercise - You must communicate without words or sounds (no lip-reading, notes etc. are allowed). The group is to form a single straight line, according to birthdays. January birthdays will be at the beginning of the line, earliest dates first followed in order by later dates. December birthdays will be at the end of the line. When the line is completed, each person will shout out his/her birthday, beginning in January.
  • A young man who had been badly injured in a car accident has been brought into a hospital's accident and emergency department. The doctor determines that emergency brain surgery is required. Accordingly, the brain surgeon is paged. Upon seeing the patient, the surgeon exclaims, ‘I can't operate on that boy! He's my son!’ That is so, but the surgeon is not the boy's father. How can the apparent contradiction be explained?
  • George got up, turned off the radio and went into the next room. He turned on the light and shot himself. What had happened? You may question the teacher to try to answer the question. Each question except "What had happened?" will be answered honestly and as correctly as it possible. You can ask up to three questions. Time limit 5 minutes
  • CROSSING THE BRIDGE Alice, Brian, Carol and David have to cross a bridge in 17 minutes. The bridge will collapse if there are more than two people on it at the same time. It is dark and it is too impossible to cross the bridge without a torch. There is only one torch.
  • Alice can cross the bridge in 1 minute. The others are wounded or injured to varying degrees which means that it takes: Brian 2 minutes to cross the bridge; Carol 5 minutes to cross the bridge; David 10 minutes to cross the bridge. If there is more than one person on the bridge, the bridge can only be crossed at the speed of the slowest person. How can they cross the bridge in 17 minutes?
  • Alice(1 min) and Brian(2 min) cross the bridge. 2 Alice(1 min) takes the torch back to the other side. 3 Carol(5 min) and David(10 min) cross the bridge. 13 Brian(2 min) takes the torch back to the other side 15 Alice(1 min) and Brian(2 min) cross the bridge. 17
  • DRAWING SKILLS Partners sit back to back and decide who will be the “listener” and who will be the “talker”. Each “talker” has a copy of a diagram. The Listener must sketch what they hear described, and is not allowed to speak or ask questions. There will be 4 minutes allotted for this round. Partners compare drawings when finished to see how close they came to the original.
  • DRAWING SKILLS Partners switch roles, still sitting back to back. The pair together must try to improve results. The talker gets a different diagram, and the listener can speak and ask questions. After the 4 minutes has passed, partners should compare results again.
  • The Law of Education The way people learn determines the way you teach
  • Hendricks further defines the law in this way: “The teacher must excite and direct the learner’s self-activities, and, as a rule, tell the learner nothing - and do nothing for him - that he can learn or do for himself. Therefore, what’s important is not what you do as a teacher, but what learners do as a result of what you do.”
  • The teacher: primarily a stimulator and motivator...not the player but the coach who directs the players
  • The learner: primarily a investigator a discoverer and a doer
  • The Ultimate Test of teaching is not what you do or how well you do it, but what and how well the learner does. Good teachers are not focussed on what they are doing, but what their students are doing.
  • Plato said, “What is honoured in a country is cultivated there”
  • What do you honour - or want to - in those you teach?
  • What do you honour - or want to - in those you teach? Do you just look for right answers and repeated truths?
  • What do you honour - or want to - in those you teach? Do you just look for right answers and repeated truths? What impresses you in a student (or a person in general)?
  • What do you honour - or want to - in those you teach? Do you just look for right answers and repeated truths? What impresses you in a student (or a person in general)? Knowledge, wisdom, understanding, application?
  • “Many people who have never sat in a inside a college classroom are brilliantly educated. They are men and women of wisdom, and they have received - and are receiving - an education. They may not know everything, but what they know they live - and God is using them as his instruments to accomplish his purposes” Hendricks (page 40-41)
  • THE TENSION Abraham Maslow pointed out 4 levels of learning (though he is best known for his hierarchy of needs);
  • The learners beginning point - everyone starts here - unconscious incompetence - you are ignorant and you don’t know it
  • The next level - conscious incompetence - you know you don’t know. How do you find out? Someone tells you, or you find out.
  • The next level - conscious Competence - you have learned something, and are consciously aware of it as you do it - e.g. When you have learned to drive a car
  • The final level - unconscious competence - you are so competent you don’t have to think about it any more. Much of the time you can spend thinking about something else
  • The art of teaching - and the difficulty of learning - is getting people to place themselves at the beginning of this cycle so that they can start the learning process. This is not easy -for the teacher or the student Without this tension there is no development, no learning, no growth.
  • Too much tension leads to... Frustration, anxiety, stress
  • Too little tension leads to...
  • Too little tension leads to...
  • Too little tension leads to...
  • Too little tension leads to... So God periodically comes in and disturbs things - in order to develop us
  • If it was good enough for Jesus...it will be good enough for us During the days of Jesus' life on earth, he offered up prayers and petitions with loud cries and tears to the one who could save him from death, and he was heard because of his reverent submission. Although he was a son, he learned obedience from what he suffered Hebrews 5:7-8
  • Do you let people in your class feel comfortable? Do you disturb them so that they realise...I’ve got to study God’s word more and think more; I’ve got to try this out in real life What are the advantages and disadvantages of both styles - when would each be most appropriate / inappropriate?
  • ROLE PLAY In 2‘s - Role play: A skit about Jonah A pastoral visit to a dying person An argument between husband and wife Presenting the Gospel to a difficult, non-believer Or another scenario of your choice
  • WHAT IN THE WORLD ARE YOU TRYING TO DO? Hendricks tell the story of getting up to preach, going into the pulpit and finding a sign facing him, “What in the world are you trying to do to these people?”
  • He later asked the pastor about it. He said, “Hendricks, I’ve been preaching for 12 years without an objective, and it finally dawned on me one day that if I didn’t know what I was doing, there was a good possibility they didn’t know what they were supposed to do. So I’ve started coming into the pulpit with clear objectives.”
  • Do you have clear cut objectives for teaching? Do you know how to give a true education? 3 Basic goals are suggested - don’t just buy them but thin about them, interact with them - then they might become your personal property and you can change future generations
  • GOAL 1 - TEACH PEOPLE HOW TO THINK If you want a person to permanently change you have to change their thinking - not merely their behaviour. They have to understand why they made the change - if not change will be superficial and short lived. Parable of the sower - what is the major variable?
  • Your task as a teacher is to stretch the human mind - which like an elastic band once stretched never quite returns to its original form. Warning: There is no danger of overuse of a brain
  • In the Hospital the relatives gathered in the waiting room, where their family member lay gravely ill. Finally, the doctor came in looking tired and somber. I'm afraid I'm the bearer of bad news," he said as he surveyed the worried faces. "The only hope left for your loved one at this time is a brain transplant. It's an experimental procedure, semi-risky and you will have to pay for the brain yourselves."
  • The family members sat silent as they absorbed the news. After a great length of time, someone asked, "Well, how much does a brain cost?" The doctor quickly responded, "$20,000 for a Baptist brain, and $200 for a Pentecostal brain."
  • A man, unable to control his curiosity, blurted out the question everyone wanted to ask, "Why is the Baptist brain so much more?" The doctor smiled at the childish innocence and so to the entire group said, "It's just standard pricing procedure. We have to mark down the price of the Pentecostal brains, because they've been used."
  • A priest, a Pentecostal preacher, and a Rabbi all served as chaplains to the students of the University of Montana in Missoula. They would get together two or three times a week for coffee and to talk shop. One day, someone made the comment that preaching to people isn’t really all that hard. A real challenge would be to preach to a bear.One thing led to another and they decided to do an experiment. They would all go out into the woods, find a bear, preach to it, and attempt to convert it.
  • Seven days later, they’re all together to discuss the experience. Father Flannery, who has his arm in a sling, is on crutches, and has various bandages, goes first. “Well,” he says, “I went into the woods tofind me a bear. And when I found him I began to read to him from theCatechism. Well, that bear wanted nothing to do with me and began to slapme around. So I quickly grabbed my holy water, sprinkled him and, Holy Mary Mother of God, he became as gentle a lamb. The bishop is coming out nextweek to give him first communion and confirmation.”
  • Reverend Billy Bob spoke next. He was in a wheelchair, with an arm and both legs in casts, and an IV drip. In his best fire and brimstone oratory he claimed, ” WELL brothers, you KNOW that we don’t sprinkle! I went out and I FOUND me a bear. And then I began to read to my bear from God’s HOLY WORD! But that bear wanted nothing to do with me. So I took HOLD of him and we began to wrestle. We wrestled down one hill, UP another and DOWN another until we came to a creek. So I quick DUNKED him and BAPTIZED his hairy soul. And just like you said, he became as gentle as a lamb. We spent the rest of the day praising Jesus.”
  • They both looked down at the rabbi, who was lying in a hospital bed. He was barely conscious, in a full body cast, with IVs and monitors running in andout of him. The rabbi looked up and said, “Looking back on it, circumcision may not have been the best way to start
  • GOAL 1 PLANT SEEDS Don’t simply rearrange their existing ideas - or prejudices Plant seeds - let them germinate - and bear fruit (who knows what form the fruit will take!?) Often students are impacted by things you think are ‘nothing’
  • Remember if you want to teach your students to think - you must be able (know how) to think for yourself The Thinker (French: Le Penseur) is a bronze and marble sculpture by Auguste Rodin held in the Musée Rodin in Paris. It depicts a man in sober meditation battling with a powerful internal struggle.
  • [Jesus]...answered, "You shall love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind, and your neighbor as yourself." Luke 10:27
  • GOAL 2 - TEACH PEOPLE HOW TO LEARN Create learners who will perpetuate the learning process for the rest of their lives. Learning is a process - it goes on all the time “Every moment you live you learn; as you learn, you live. Stop learning today, and you stop living tomorrow.” Hendricks p.45
  • “Often in churches the people who most need to learn are those who seldom try” Hendricks p.45
  • Learning should be a logical process - ideally with 3 steps; It goes from the whole - to the part - back to the whole This is called synthesis synthesis combination or composition, in particular the combination of ideas to form a theory or system : the synthesis of intellect and emotion in his work | the ideology represented a synthesis of certain ideas.
  • Synthesis moves from the big picture to an analysis of the parts - breaking them down, seeing their meaning in the light of the whole - to putting them back together so everyone walks out the door thinking, Now I understand it and can use it To get people involved in the process of learning, first, give them the big picture
  • Many people in church life do not know the big picture because we specialise in breaking it down into small parts. What use is a detailed study of Ephesians if you have no idea of the whole theme and flow of the Bible? Many people have no idea how to study the Bible for themselves - when they do they find it is exciting, encouraging and stimulating.
  • CAN YOU BRIEFLY SUMMARISE THE WHOLE BIBLE?
  • THE BIBLE IN 50 WORDS God made Bush talked Adam bit Moses balked Noah arked Pharaoh plagued Abraham split People walked Joseph ruled Sea divided Jacob fooled Tablets guided
  • Promise landed Anger crucified Saul freaked Hope died David peeked Love rose Prophets warned Spirit flamed Jesus born Word spread God walked God remained Love talked
  • THE BIBLE IN 7 MOVES
  • THE BIBLE IN 7 MOVES 1. Eden to Ur
  • THE BIBLE IN 7 MOVES 1. Eden to Ur 2. Ur to Haran
  • THE BIBLE IN 7 MOVES 1. Eden to Ur 2. Ur to Haran 3. Haran to Israel
  • THE BIBLE IN 7 MOVES 1. Eden to Ur 2. Ur to Haran 3. Haran to Israel 4. Israel to Egypt
  • THE BIBLE IN 7 MOVES 1. Eden to Ur 2. Ur to Haran 3. Haran to Israel 4. Israel to Egypt 5. Egypt back to Israel
  • THE BIBLE IN 7 MOVES 1. Eden to Ur 2. Ur to Haran 3. Haran to Israel 4. Israel to Egypt 5. Egypt back to Israel 6. Israel to Babylon
  • THE BIBLE IN 7 MOVES 1. Eden to Ur 2. Ur to Haran 3. Haran to Israel 4. Israel to Egypt 5. Egypt back to Israel 6. Israel to Babylon 7. Babylon back to Israel
  • GOAL 3 - TEACH PEOPLE HOW TO WORK Never do anything for a student that they are capable of doing for them self. If you do you will make them an educational cripple - a pedagogical paraplegic. Hendricks p47
  • Teachers have to develop self directed, disciplined, who do what they do because they choose to. Hendricks suggests (p48), “...you spend more time questioning answers than answering questions”
  • “Our job is not to give quick and easy answers, patent medicine solutions that never work in the realities of life. It’s far, far better to have students leave your class scratchig their heads with questions they think and talk about, and with problems they’re eager to find solutions for...then you know you’ve got some education going on” Hendricks (p48)
  • BASIC SKILLS Teaching students to think learn and work requires helping them to master 4 basic skills: Reading - we have talked about this enough! Writing - creative assignments are given Listening Speaking
  • Hendricks (p 48), “The problem with the average guy coming out of university is that he can’t read, can’t write, and he can’t think. And if you can’t read, write or think, what can you do?” Someone answered, “Watch television”
  • Listening is a great art - and crucial to attain Who do you know that is a good listener - the best listener you have ever experienced? Why do you think they are a good listener? Who has ever taught you to listen?
  • THE FOUNDATION OF THE LEARNING PROCESS
  • The disciples learned through failure Luke 9 12 sent out - v.6 healing everywhere 5000 fed - v.10ff Transfiguration - v.28ff Can’t cast out a demon - v. 40 Mark says - this type only comes out through prayer - failure is a learning experience
  • BREAKING THE RULES The principle: never tell or do anything that a student can learn for themselves Exceptions: •Saving Time •Students with special needs for encouragement and help - failure here might make them give up
  • •When a student is so highly motivated they take in everything you give and still come back for more. •A word of warning - though it might take time, once a student gets over the barrier and into the joy of discovery and learning, they can never again settle for education that is less exciting.
  • RENEWING YOUR MIND
  • THE ALTERNATIVES TO A RENEWED MIND 1) A Debased Mind "And even as they did not like to retain God in their knowledge, God gave them over to a debased mind, to do those things which are not fitting." (Romans 1:28)
  • 2) A Blinded Mind "Whose mind the god of this age has blinded, who do not believe, lest the light of the gospel of the glory of Christ, who is the image of God, should shine on them." (2 Cor 4:4)
  • 3) A Futile Mind "You should no longer walk as the rest of the Gentiles walk, in the futility of their mind." (Eph. 4:17)
  • 4) A Hostile Mind "The carnal mind is enmity against God, for it is not subject to the law of God, nor indeed can it be." (Romans 8:7)
  • 5) A Double Mind "Let not that man suppose that he will receive anything from the Lord; he is a double- minded man, unstable in all his ways." (James 1:5 - 8)
  • 6) A Feeble Mind "Now we exhort you, brethren, warn those who are unruly, comfort the fainthearted (lit: feeble-minded), uphold the weak, be patient with all." (1 Thess 5:14)
  • The Need for a Renewed Mind 1) The Key To Transformation Romans 12: 1 - 2
  • 2) Important in Spiritual Warfare 2 Corinthians 10:4 - 5 3) Necessary for Faith James 1:5 - 6
  • 4) For Ongoing Spiritual Development Ephesians 4:17 - 24 5) To Know the Will of God Romans 12:2
  • 6) For A Proper Knowledge Of Self Romans 12:3 7) Inward Peace And Stability Philippians 4:6
  • THE PROCESS OF RENEWAL Regeneration Isaiah 55:7, Psalm 51:10 - 11 Deliverance Mark 5:15 Responsibility Ephesians 4:22 - 23 Direction Joshua 1:8, Romans 8:5 - 6
  • Concentration Philippians 4:8 Discipline 1 Peter 1:13 Trust Philippians 4:6 - 7