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Introduction to Christian Education: Section 4

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Teaching notes used at Life Transforming College international - 501, Introduction to Christian Education.

Teaching notes used at Life Transforming College international - 501, Introduction to Christian Education.

Published in: Spiritual, Technology

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  • 1. Law 4 The Law of Communication
  • 2. It is the teachers mission...by sympathy, by example, and by every means of influence - by objects for the senses, by facts for the intelligence - to excite the mind of the pupils, to stimulate their thoughts...The greatest of teachers said: “The seed is the word.” The true teacher stirs the ground and sows the seed. John Milton Gregory
  • 3. Communication is not easy!
  • 4. Communication is not easy! We are in the business of communication.
  • 5. Communication is not easy! We are in the business of communication. Communication is the reason for our existence as teachers.
  • 6. Communication is not easy! We are in the business of communication. Communication is the reason for our existence as teachers. It is also our number one teaching problem!
  • 7. Building Bridges Communication - from the Latin word, communis, meaning “common” [to impart, to participate, to share]. To communicate we must establish commonness, (something we share in common) - the greater this is, the greater the potential for communication. What techniques would you use to develop commonality with someone - e.g. a fellow student, a teacher, a church member...
  • 8. The Law of Communication: To truly impart information requires the building of bridges
  • 9. John 4 Jesus and the Samaritan woman. Commonality: both are thirsty. Jesus asks for a drink - she is amazed that a Jewish man should ask her for a drink.
  • 10. Jesus takes the initiative - and assumes nothing. He then breaks down lots of barriers - racial, religious, sexual, social and moral - and establishes a base for communication Jesus builds a bridge between the two of them
  • 11. To truly impart communication requires the building of bridges Hendricks tells the story of taking an aunt to an evangelistic meeting - at the end the evangelist asked everyone to stand, then told the Christians to sit down - his aunt stood, her whole body stiffened in anger and embarrassment. We have to do our homework on how people feel How do you apply this to students who are reluctant to speak?
  • 12. Thought - Feeling - Action Communication is a complicated process: You have to deal with how people think, feel and act - and then help them work on the process of producing change in their life Consider the following addenda from the pen of Simon Smailus http://www.simonsmailus.com/
  • 13. Gender Differences
  • 14. Men What do you do when you face a problem?
  • 15. Men What do you do when you face a problem? • Go Quiet • Think much • Communicate little
  • 16. Women What do you do when you face a problem?
  • 17. Women What do you do when you face a problem? • Talk • Think out loud • Communicate lots
  • 18. Expressing feelings versus expressing information John Gray, Men are from Mars, Women are from Venus, Thorsens, 1993
  • 19. Men • Men talk silently to themselves partly because they don’t have the verbal capacity of a woman. • Men communicating with men are happy with fewer words and longer silences.
  • 20. • However, women will think you are distant, sulky or uninterested. • If you want to get on better with women you need to talk more and use more expression.
  • 21. Women • Women think aloud and perceive it as being friendly and sharing. • Women use around 20,000 ‘words’ (words, sounds and gestures) every day. Men use 8,000.
  • 22. • To get men to listen with respect, focus on the outcomes. Don’t think out loud. • For added affect, deepen your voice and limit your expressions.
  • 23. The Differences MEN • Literal • Direct • Wait for a space • Listen like statues • Single track • Are happy with silences • Use a grunt to show they are listening WOMEN • Emotional • Indirect • Reward with words • Respond as they listen • Multi track • Think silence is rejection • Uses sounds to embellish words
  • 24. The importance of Punctuation http://www.ojohaven.com/fun/correct.punctuation.html
  • 25. Dear John: I want a man who knows what love is all about. You are generous, kind, thoughtful.  People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we're apart. I can be forever happy - will you let me be yours? Gloria http://www.ojohaven.com/fun/correct.punctuation.html
  • 26. Dear John: I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we're apart, I can be forever happy. Will you let me be? Yours, Gloria http://www.ojohaven.com/fun/correct.punctuation.html, 04/03/06
  • 27. Listening
  • 28. Facts about Listening Listening is our primary communication activity. Our listening habits are not the result of training but rater the result of the lack of it. Most individuals are inefficient listeners Good listening can be taught/learned
  • 29. Listening: Learned first, Used most (45%), Taught least. Speaking: Learned second, Used next most (30%), Taught next least. Reading: Learned third, Used next least (16%), Taught next most Writing: Learned fourth, Used Least (9%), Taught most.
  • 30. Listening  is composed of six distinct components Hearing: The physiological process of receiving sound and/or other stimuli. Attending: The conscious and unconscious process of focusing attention on external stimuli. Interpreting:  The process of decoding the symbols or behavior attended to.
  • 31. Evaluating: The process of deciding the value of the information to the receiver. Remembering:  The process of placing the appropriate information into short-term or long-term storage. Responding:  The process of giving feedback to the source and/or other receivers.
  • 32. The Law of Communication: To truly impart information requires the building of bridges
  • 33. Thought - Feeling - Action ...back to Howard Hendricks; All communication has three essential components: Intellect - thought Emotion - feeling Volition - action
  • 34. If I know something thoroughly, feel it deeply, am doing it consistently, I have great potential for being an excellent communicator. In fact the more thoroughly I know...the more deeply I feel it...the more consistently I practice it...the greater my potential as a communicator. All 3 components have to be there.
  • 35. Christians believe in the authority and inspiration of the Scripture - a body of truth given by revelation that has to be communicated with the world. We don’t make the message - we declare it. This is a blessing and a problem for evangelicals - why?
  • 36. Because most evangelicals rely solely on the intellectual component to communicate it. We assume that if we tell people the right thing their problems will automatically be solved.
  • 37. Emotionalism is emotions out of control. Emotions under control is what we aim for - in fact the most effective communication always includes an emotional part - a feeling or excitement factor.
  • 38. Ask yourself what you get excited about? Is this reflected in your teaching? “We’re teaching the most exciting truth in all the world - eternal truth - and doing it as if it were cold mashed potatoes”
  • 39. Many Christians communicate as if they are bored by the subject they are speaking about. “You think, If this is exciting him, I’d hate to see him when he is bored.” Hendricks suggests: Use good gestures. Smile occasionally.
  • 40. Hendricks (p. 74) A man tells me he is a Christian businessman, and he cheats. I ask him how he accounts for that in terms of Christian principles. He says, we are in Rome, when in Rome do what the Romans do. Hendricks says how about, when in Rome as a Christian does, don’t do as the Romans do. What you are is far more important than what you say or do.
  • 41. God works incarnationally - in Jesus - and now in you and me. Do people leave your teaching thirsty for more of God, wanting to study for themselves? Every time you teach ask: What do I know - and what do I want these students to know? What do I feel and what do I want them to feel? What do I do - and what do I want them to do?
  • 42. The Golden Rule Do you think - I tell it to my students - now they know it they will automatically live it. “Do to others what you would have them do to you” •What does it look like in our age group, culture, experience? •How do we feel about it - comfortable, radical?
  • 43. •How do we react in a situation which requires the Golden Rule to be lived out? What’s the usual response, why, are there alternatives? •Let’s find specific ways we can apply this. Set a goal for putting them into practice - what succeeded, what failed?
  • 44. The Law of Communication: To truly impart information requires the building of bridges
  • 45. The Way with Words When you have something in your mind (thought), and you feel it deeply, then you have to communicate (action) it. So we translate it into words Remember it is not the words we are trying to get across - but the life changing message.
  • 46. But words are important We remember the things Jesus said and did - words and deeds, and these always complimented one another, they were in harmony If a teacher says I am committed to you,but is never available for you do you believe them? As a teacher you need to be able to use words well
  • 47. Perfecting your communication The process: taking concepts, feelings and actions, translating them into words and communicating them through speech. This requires 2 things: 1. Preparation 2. Presentation
  • 48. 1. Preparation Preparation gives form to your message - it shapes it. If you can shape or package your message well then people will respond. Hendricks suggests you should start with an introduction - and this should be a bang - capture peoples attention
  • 49. 1. Preparation Preparation gives form to your message - it shapes it. If you can shape or package your message well then people will respond. Hendricks suggests you should start with an introduction - and this should be a bang - capture peoples attention
  • 50. Get the introduction right; Hendricks suggests you have to grab people with your introduction. “Elisha was residing in Dothan. He awakened early one morning, went out to pick up the Dothan Daily and saw what to him was a horrible sight” He says you have driven to the heart of the story and the class is right with you.
  • 51. Think of a good introduction for; The parable of the Good Samaritan Jesus heals the woman with the flow of blood Paul’s conversion on the road to Damascus ...of for any other story from the Bible
  • 52. Of course all this assumes you still have something worthwhile to say afterwards and you know how to say it - content. Hendricks suggests almost all messages he has heard could be reduced by 25% - if the speaker knew how to say what they wanted to say
  • 53. Hendricks suggests you need illustrations, visual aids, things that are personal to you are best and things that are relevant to the lives of the people around you
  • 54. Then you need a conclusion Usually it is the least prepared part of a message.
  • 55. “So the test of communication is not what you as the teacher say, but what your students say; not what you think, but what your students think; not what you feel, but what they feel; not what you’re doing, but what they’re doing” Hendricks (p. 79)
  • 56. 2. Presentation Involves many things; Enunciation - speaking clearly, using your lips, teeth and tongue. Volume - make sure people can hear Pitch - use more than one note - up and down Speed - vary it to make things at least seem interesting - fast, normal, slow
  • 57. The Law of Communication: To truly impart information requires the building of bridges
  • 58. Presenting… Helpful Hints for Delivering Successful Presentations etc.
  • 59. Worth Knowing Most (all?) are nervous at giving a presentation For many it is considered their number one fear in life
  • 60. Winston Churchill claimed to prepare one hour for every minute he spoke in public Most people leave preparation to the last minute - then rush around gathering all the info. they can
  • 61. What can go wrong in a presentation?
  • 62. What can go wrong in a presentation? Audio-visuals (too much info.) Inappropriate environment Poor body language Nervousness (habits) Verbosity Inappropriate appearance Lifeless delivery External factors (e.g. power supply) Poor planning Unclear message Too much information Poor organisation Use of jargon Lack of objectives (clear goals)
  • 63. A Model of Preparation What is the bottom line? Why are you making the presentation? Conceive the conclusion E.g. successful barristers often write their final argument first and work towards it
  • 64. Ask, “when I finish what do I want people to remember?” During the presentation I want to appear __________________ __________________
  • 65. Use 5-10% of the time to conclude Invent an introduction and title Title; brief and arousing interest Opening sentence to grab peoples attention – the first 2-4 minutes are crucial KISS it - Keep It Short and Simple
  • 66. Use 5-10% of the time to conclude Invent an introduction and title Title; brief and arousing interest Opening sentence to grab peoples attention – the first 2-4 minutes are crucial KISS it - Keep It Short and Simple
  • 67. Rehearse Language Use appropriate words Technical language and/or jargon
  • 68. Stories, anecdotes, objects Good visual aids Make sure they are clear and high quality WAM them What About Me – identify with the group
  • 69. Length of presentation Must know Should know Could know Good notes Read-Speak? Read at 100 wpm, speak at 500
  • 70. Find out what works for you! Develop the right frame of mind prior to the speech, e.g. Positive thoughts - Sports psychologists encourage visualising the session / game going well A quiet walk Check the setup Do you know where to go? Is it tidy? Is the equipment ready
  • 71. Distractions General - Someone walks by, a noise, an insect, a late arrival... Personal - lack of sleep, illness, worries, financial problems, having had an argument...
  • 72. You can’t do anything about most distractions, apart from understanding that they will be there
  • 73. You can’t do anything about most distractions, apart from understanding that they will be there
  • 74. •Room temperature •Room setup •Think things through before the presentation - and then eliminate as many possible distractions as possible
  • 75. Feedback •You need as a teacher to know what your students know, learned, felt etc. •“Do you understand?” •“Do you have any questions?” •“How might you use this in your life?” •“What needs to be changed, what did you like/dislike...?”
  • 76. •Don’t allow the students to tell you what you want to hear - you need to hear what you don’t want to •Feedback brings the teaching process right back into the words of your students
  • 77. The Law of Communication: To truly impart information requires the building of bridges
  • 78. Once again our time comes to a close - cry no tears my friend for there is yet more to come and inspire your glorious search for teaching excellence