Introduction to Christian Education: Section 6

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

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Introduction to Christian Education: Section 6

  1. 1. THE LAW OF ENCOURAGEMENT Sunday, 18 August 13
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  3. 3. The nature of the mind, as far as we can understand it, is that of a power or force actuated by motives.The striking clock may sound in the ear, and the passing object may paint its image in the eyes, but the inattentive mind neither hears nor sees. John Milton Gregory Sunday, 18 August 13
  4. 4. WHAT ENCOURAGES YOU? IF YOU COULD CHOOSE ONE THING THAT SOMEONE WOULD DO FOR YOU TO GIVE YOU ENCOURAGEMENT - WHAT WOULD IT BE? Sunday, 18 August 13
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  12. 12. Hendricks suggests a number of concepts which motivate people, e.g. ownership, curiosity, meeting needs, usefulness, challenge, recognition, approval... Sunday, 18 August 13
  13. 13. The number one failure in education today is the failure to motivate learners...to get them off their backsides and into action. Hence, your MQ (Motivation Quotient) is more important than your IQ MQ Sunday, 18 August 13
  14. 14. THE LAW OF ENCOURAGEMENT Sunday, 18 August 13
  15. 15. THE LAW OF ENCOURAGEMENT TEACHING TENDS TO BE MOST EFFECTIVE WHEN THE LEARNER IS PROPERLY MOTIVATED Sunday, 18 August 13
  16. 16. THE LAW OF ENCOURAGEMENT TEACHING TENDS TO BE MOST EFFECTIVE WHEN THE LEARNER IS PROPERLY MOTIVATED WHAT IS THE MOST IMPORTANT WORD IN THIS DEFINITION? Sunday, 18 August 13
  17. 17. What is improper motivation? Lollipop motivation - offering rewards - but doing good things does not necessarily ensure good results - e.g. you might know the Bible but choose not to live it out Sunday, 18 August 13
  18. 18. Guilt motivation - making someone feel guilt for not doing something - common in Christian circles. Deceit motivation - (intentionally or not) - “if you come to Christ all your problems will be solved” - maybe it will identify some! Sunday, 18 August 13
  19. 19. 2 levels of motivation: Extrinsic - from without Intrinsic - from within Teachers use extrinsic motivation to activate, or trigger, the intrinsic AWARENESS OF NEED Sunday, 18 August 13
  20. 20. Hendricks suggests God motivates us internally - he quotes Rom 12:1. Therefore, I urge you, brothers, in view of God's mercy, to offer your bodies as living sacrifices, holy and pleasing to God... Understanding Gods mercies we offer our lives to him - when you have been gripped by all God has done your reasonable, logical, intelligent, natural response Sunday, 18 August 13
  21. 21. As a teacher (motivator) you want students to be self-starters - not doing things because you ask them to, but because they have chosen to do it. One way to do this is for people to become aware of their need - put them in an uncomfortable situation and they realise they need help - even if they think they are ready, often they are not. Sunday, 18 August 13
  22. 22. As a teacher (motivator) you want students to be self-starters - not doing things because you ask them to, but because they have chosen to do it. One way to do this is for people to become aware of their need - put them in an uncomfortable situation and they realise they need help - even if they think they are ready, often they are not. Sunday, 18 August 13
  23. 23. When they fail the need becomes something deeper - a felt need. Sunday, 18 August 13
  24. 24. You motivate people by correctly structuring their training experience. Training involves 4 major stages: telling, showing, doing GOOD TRAINING Sunday, 18 August 13
  25. 25. Usually we are good at this stage. Expose students to the material in more than one way - lecture (where they take notes) and...? What other techniques would you use? TELLING Sunday, 18 August 13
  26. 26. Modeling what it looks like - showing it in action, what does it look like, how do I do it? SHOWING Sunday, 18 August 13
  27. 27. Stage 3 - controlled doing Stage 4 - uncontrolled doing -real life situations You don’t learn to swim by distance education DOING Sunday, 18 August 13
  28. 28. Hendricks suggests pressurising the student in the classroom in order to better prepare them for the outside world. Sunday, 18 August 13
  29. 29. If you think a lecturer is bad - divide your paper into two, take notes on one side and write how you would do it differently on the other Sunday, 18 August 13
  30. 30. THE LAW OF ENCOURAGEMENT Sunday, 18 August 13
  31. 31. THE LAW OF ENCOURAGEMENT TEACHING TENDS TO BE MOST EFFECTIVE WHEN THE LEARNER IS PROPERLY MOTIVATED Sunday, 18 August 13
  32. 32. THE PERSONAL TOUCH People pay more attention if they feel your teaching has a personal touch - it applies directly to them - direct personal application massively affects motivation. Note: timing is critical - you need to have faith that God will, in the power of the Holy Spirit, at some point use what and how you teach to change an individual Sunday, 18 August 13
  33. 33. CREATIVE MOTIVATION Hendricks suggests: Once you get to know your students, let them get to know you, and then build creatively on this knowledge. How? Using a variety of methods depending upon the motivation of the people. Sunday, 18 August 13
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  39. 39. WHAT MOTIVATES YOU - HOW COULD I GET YOU TO DO SOMETHING? FIND OUT WHAT MOTIVATES YOUR STUDENTS Sunday, 18 August 13
  40. 40. After finding out the motivation of your students - you have to provide opportunities. Do not prohibit without providing Sunday, 18 August 13
  41. 41. “IF ONE TENTH OF WHAT YOU BELIEVE IS TRUE, YOU OUGHT TO BE TEN TIMES AS EXCITED AS YOU ARE” SIR WALTER MOBERLY Sunday, 18 August 13
  42. 42. THE LAW OF ENCOURAGEMENT Sunday, 18 August 13
  43. 43. THE LAW OF ENCOURAGEMENT TEACHING TENDS TO BE MOST EFFECTIVE WHEN THE LEARNER IS PROPERLY MOTIVATED Sunday, 18 August 13
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