Howard Hendricks; Law 5, The Law of the Heart

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  • Howard Hendricks; Law 5, The Law of the Heart

    1. 1. Law 5 The Law of the Heart
    2. 2. Teaching that impacts is not head to head, but heart to heart
    3. 3. What is the heart in biblical understanding? Not the mushy, imprecise thing we hear of today. Deut 6:4-6 ...love God with all your heart...commandments...are to be upon your heart
    4. 4. In Hebrew thought heart embraced the totality of your personality - your intellect, emotions and will. Therefor the process of teaching is, “one personality transformed by the supernatural grace of God, reaching out to transform other personalities by the same grace.”
    5. 5. Character-Compassion- Content Socrates summarised communication using three words; Ethos - character Pathos - compassion Logos - content
    6. 6. Character-Compassion- Content Socrates summarised communication using three words; Ethos - character Pathos - compassion Logos - content
    7. 7. Ethos for Socrates, meant establishing the credibility of the teacher, your credentials. Who you are is far more important that what you say or do because it determines what you say or do. People listen to you because of who you are. People must trust you - out of this they listen to you.
    8. 8. Pathos, or compassion, meant how the teacher arouses the passions of the students and massages their emotions. Emotions run in the direction of action. So motivation comes out of emotions as God created us as emotional beings.
    9. 9. Logos was the word used by Socrates for content; as used in John 1;1-2 1In the beginning was the Word, and the Word was with God, and the Word was God. He was with God in the beginning...The Word became flesh and made his dwelling among us.
    10. 10. When God wanted to speak to us he put his message in a person. As teachers we follow the same principle. Within this the idea of logos requires a gathering of evidence, helping us to engage the mind and gives understanding. It give sa reason for actions you want students to take so that they can see how logical and reasonable the action is
    11. 11. You can teach without character, without compassion and without content - but how would that make students feel?! The teachers character produces the learners confidence [Hopefully there will] be something you see in the life of the teacher that makes you think there is something significant the teacher can contribute to them
    12. 12. Most importantly you should be trustworthy as a teacher. You should not be a liar. Trust is essential in good communication. As a teacher as yourself: “What kind of person am I?”
    13. 13. As a teacher your compassion produces the learners motivation. If I think you love me I will be more eager to do things for you. The disciples were motivated (and drawn to him) by the love they saw Jesus had for them.
    14. 14. How do you feel about people? Do they bother you? Do they challenge you? Do you like people? Do they threaten you?
    15. 15. Your content produces the learners perception You as the teacher have seen something - now I as the learner see it. It has to become part of ‘me’, I discover it, it is now mine. Good teachers have great heart
    16. 16. Your content produces the learners perception You as the teacher have seen something - now I as the learner see it. It has to become part of ‘me’, I discover it, it is now mine. Good teachers have great heart
    17. 17. Teaching that impacts is not head to head, but heart to heart
    18. 18. The Teaching-Learning Process What is teaching, what is learning? Simplest definition: Teaching is causing people to learn The relationship between the teaching and learning process is inseparable - if the learner as not learned we have not taught. Remember: teaching is what you do - learning is what the student does.
    19. 19. As a teacher your effectiveness is determined or tested by what the student does as a result of your actions.
    20. 20. Simplest definition of learning: learning is change Essentially this is; a change in your thinking, a change in your feeling, a change in your behaviour. (Mind, will, emotions)
    21. 21. And we know that in all things God works for the good of those who love him, who have been called according to his purpose. For those God foreknew he also predestined to be conformed to the likeness of his Son, that he might be the firstborn among many brothers. Romans 8:28-29
    22. 22. Therefore, I urge you, brothers, in view of God's mercy, to offer your bodies as living sacrifices, holy and pleasing to God—this is your spiritual act of worship. 2Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God's will is—his good, pleasing and perfect will. Romans 12:1-2
    23. 23. Put the two passages together and you see God’s plan - you are made to be like Jesus, not like the world. How does this happen? By the renewing of your mind. It is radical change
    24. 24. Then after receiving this revelation from God you are responsible for what you do with it.
    25. 25. Where Learning Begins Hendricks (p.90), “All learning begins at the feeling level.”
    26. 26. A person has a +ve attitude - they accept what they hear; if a -ve attitude they reject it. If I feel -vely about you - I reject what you are saying as I have rejected you.
    27. 27. If I like you - and if I know you are interested in me - you can get me to do incredible things. And there is also a possibility I’m going to like your Lord, who made you the way you are.
    28. 28. No one cares If I like you - and if I about what you know you are interested in me - you can get me know until they to do incredible things. And there is also a possibility I’m going to like know that you your Lord, who made you the way you are. care - agree?
    29. 29. Hendricks suggests that your need is to win the heart of the student. Imagine each student with a gun in their hand - you job is to take the gun and lay it down - you do this by relationship with them. You do it by establishing rapport so that your student is free to interact with you on the subject you are teaching. You do it by heart
    30. 30. Hendricks suggests that your need is to win the heart of the student. Imagine each student with a gun in their hand - you job is to take the gun and lay it down - you do this by relationship with them. You do it by establishing rapport so that your student is free to interact with you on the subject you are teaching. You do it by heart
    31. 31. Hendricks suggests that your need is to win the heart of the student. Imagine each student with a gun in their hand - you job is to take the gun and lay it down - you do this by relationship with them. You do it by establishing rapport so that your student is free to interact with you on the subject you are teaching. You do it by heart
    32. 32. Hedndricks suggests you cannot ignore a persons attitude - but you can work to change it... •Tell them you will pray for them, and will be there for them •Take them out for a coke, say you know how hard it is to be a teenager •Admire something about them - like shoes In effect Hendricks suggests you try to show you are on the same team.
    33. 33. Teaching that impacts is not head to head, but heart to heart
    34. 34. Never forget the Facts Remember content is important What you believe - and therefore teach - is vital in determining your behaviour. So if you believe correctly - you will behave correctly. We believe the Bible is God’s revelation to mankind - and that God wants us to understand it by studying it.
    35. 35. Christianity is based on facts - 1 Cor. 15 Christ died He was buried He rose from the dead He appeared to certain people Knowing the facts (in the right order) is critically important.
    36. 36. Until the mind has been changed, and the emotions have been changed, and the will has been changed, biblical teaching has not taken place.
    37. 37. Be a Person of Impact So how do we apply what has been said into our teaching in class?
    38. 38. 1. Know your Students Repeating what was said in an earlier section. If you know their needs - you are better able to meet them. The price tag is commitment and time!
    39. 39. Get personally involved with students - inside and outside of the class. Stay late, be ‘around’, be involved, stay with them, let them see the real you...
    40. 40. Get personally involved with students - You can impress inside and outside of the class. Stay late, be ‘around’, be involved, stay with them, let people at a them see the real you... distance. But you can impact them only up close.
    41. 41. 2. Earn the right to be heard Credibility always precedes communication. Ordinary people get extraordinary ministries because they have earned this right - they are not celebrities but they are life changers. Win the right to be heard
    42. 42. 3. Be willing to become vulnerable before your students Let them know what you are struggling with - and what you have struggled with for years. Would this work in India?
    43. 43. Tell them how you struggled with age related issues. Most people see you as how you are now - not where you have come from - they did not see the process
    44. 44. Tell them how you struggled with age related issues. Most people see you as how you are now - not where you have come from - they did not see the process
    45. 45. Teaching that impacts is not head to head, but heart to heart

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