Bruce Wilkinson, 7 Laws of the Learner: Law 1b Maximisers

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Bruce Wilkinson, 7 Laws of the Learner: Law 1b Maximisers

  1. 1. Law 1: The Law of the Learner Method and Maximisers Thursday 14 October 2010
  2. 2. Sometimes a class goes really well - and at other times rather less well! This section is designed to help you understand why and what to do about it. Thursday 14 October 2010
  3. 3. The Learner method What does there need to be in a Christian classroom for the teaching- learning experience to take place? Thursday 14 October 2010
  4. 4. Thursday 14 October 2010
  5. 5. 1. Students Thursday 14 October 2010
  6. 6. 1. Students 2. Subject - content / skill to be learned Thursday 14 October 2010
  7. 7. 1. Students 2. Subject - content / skill to be learned 3. Style - how it will be taught, method, manner Thursday 14 October 2010
  8. 8. 1. Students 2. Subject - content / skill to be learned 3. Style - how it will be taught, method, manner 4. Speaker - the instructor Thursday 14 October 2010
  9. 9. 1. Students 2. Subject - content / skill to be learned 3. Style - how it will be taught, method, manner 4. Speaker - the instructor 5. Holy Spirit Thursday 14 October 2010
  10. 10. These are the ultimate causes of learning - the way you manage these determines success or failure in the classroom Each one of these controls a different part of the teaching-learning process. If you have a problem it is essential to look at these. Thursday 14 October 2010
  11. 11. These are the ultimate causes of learning - the way you manage these determines success or failure in the classroom Each one of these controls a different part of the teaching-learning process. If you have a problem it is essential to look at these. Thursday 14 October 2010
  12. 12. The Learner method: 3 major relationships These deal with how the teacher relates to your: subject, students, style Thursday 14 October 2010
  13. 13. Who Student Character What Mentor How Subject Style Content Climate Message Method Speaker Teacher Note the arrows all start with the teacher - and end with the student. The learner method (LM) focusses on how the three S’s work Thursday 14 October 2010
  14. 14. Who Student Character What Mentor How Subject Style Content Climate Message Method Speaker Teacher The Subject represents the what, The Student the who, The Style is how Teaching is how to teach what to who! Thursday 14 October 2010
  15. 15. Who Student Character What Mentor How Subject Style Content Climate Message Method Speaker Teacher Each teacher is strongest in one of the areas - the content of the teaching, the character of a student is affected, others have an excellent method of teaching (room climate) Thursday 14 October 2010
  16. 16. What Who How Subject Student Style Content Character Climate Message Mentor Method Which is your strength? Rank the three based on the following descriptions. Thursday 14 October 2010
  17. 17. What Who How Subject Student Style Content Character Climate Message Mentor Method Thursday 14 October 2010
  18. 18. What Who How Subject Student Style Content Character Climate Message Mentor Method Thursday 14 October 2010
  19. 19. What Who How Subject Student Style Content Character Climate Message Mentor Method Thursday 14 October 2010
  20. 20. What Who How Subject Student Style Content Character Climate Message Mentor Method Subject oriented: love the content, more material than needed, often hurry to finish a class, enjoy explaining things, like to research, sometimes have to avoid over complicating. Thursday 14 October 2010
  21. 21. What Who How Subject Student Style Content Character Climate Message Mentor Method Thursday 14 October 2010
  22. 22. What Who How Subject Student Style Content Character Climate Message Mentor Method Thursday 14 October 2010
  23. 23. What Who How Subject Student Style Content Character Climate Message Mentor Method Thursday 14 October 2010
  24. 24. What Who How Subject Student Style Content Character Climate Message Mentor Method Student oriented: love the students, think of them as friends, interested in them in and out of class, like an extended family, can tend to stray from the subject because you want to help them so much Thursday 14 October 2010
  25. 25. What Who How Subject Student Style Content Character Climate Message Mentor Method Thursday 14 October 2010
  26. 26. What Who How Subject Student Style Content Character Climate Message Mentor Method Thursday 14 October 2010
  27. 27. What Who How Subject Student Style Content Character Climate Message Mentor Method Thursday 14 October 2010
  28. 28. What Who How Subject Student Style Content Character Climate Message Mentor Method Style oriented: love what takes place in the process of teaching / learning, love seeing a class that is ‘alive’ with excitement and interest, like to be creative in class, never boring, spontaneous, varied, simply loves to teach Thursday 14 October 2010
  29. 29. TheRelationship 1: Speaker to the Subject If the subject is your greatest strength: You think about the material most, love the ‘deep’ things Students call you a ‘scholar’, think you are smart, probably think you expect too much from them, some run flat out to keep up Thursday 14 October 2010
  30. 30. TheRelationship 1: Speaker to the Subject If the subject is your greatest Jesse Owens, May 1935, strength: broke three world records You think about the material in the space of 70 minutes. most, love the ‘deep’ things 1936 Berlin Olympics, he Students call you a ‘scholar’, won four gold medals: 100 think you are smart, probably meters, long jump, 200 think you expect too much from them, someand flat out meter sprint, run 400 tometerup keep relay. Thursday 14 October 2010
  31. 31. If the subject is your greatest weakness: Insecure about content, depend heavily upon your notes, prefer not to answer questions, other peoples material always seems better than your own Thursday 14 October 2010
  32. 32. TheRelationship 2: Speaker to the Student Relating to students is your strength: Students think you are ‘in touch’ with them, cool, an encourager, you care for them You think students are more important than content, you share your life with them, eat with them etc. Thursday 14 October 2010
  33. 33. If the student relationship is your greatest weakness: Not comfortable around students, arrive as class begins, leave quickly, refer to you by title not name. Could be thought of as aloof or proud, theoretical not practical, concerned about content, only know a few names half way through the course! Thursday 14 October 2010
  34. 34. The Relationship 3: Speaker to the Style Students think you are a good communicator, motivating, time flies by in class, like your variety and creativity You love to communicate and love a good response, love to work on stories , illustrations etc. you teach with all your heart & energy, like different methods to be used, won’t lecture Thursday 14 October 2010
  35. 35. If the style is your greatest weakness: Lecture is your middle name, you stand and deliver - nothing more or less Students feel bored, class is predictable, attention not held - sleep might follow Thursday 14 October 2010
  36. 36. Identifying the problem Problems in the classroom are shown by students attitudes - they tell you what is wrong. Look at the following examples - identify the root problem, then read the potential solution. Thursday 14 October 2010
  37. 37. 1. I can’t stand my teacher. I don’ think he knows my name. I’m not going to study in his class. He doesn’t care about me Problem: Student relationship - feels the teacher is uncaring Solution: Demonstrate using personal stories and public affirmation that you do really care Thursday 14 October 2010
  38. 38. 1. I can’t stand my teacher. I don’ think he knows my name. I’m not going to study in his class. He doesn’t care about me Memorise and use student names Problem: Student relationship - feels the teacher Use more personal stories - including failures is uncaring Compliment students in class and on papers Solution: Demonstrate using personal stories and Make eye contact -that you do really carewho public affirmation especially with those might seem isolated and unattached Give out an anonymous questionnaire Thursday 14 October 2010
  39. 39. 2. Lecture, lecture, lecture - that’s all my teacher does Problem: style - teacher only uses one Solution: introduce some variety Thursday 14 October 2010
  40. 40. 2. Lecture, lecture, lecture - that’s all my teacher does Record % of time spent lecturing Look at; what you do in class, what your students Problem: style - teacher only uses one do, what you do together Solution: introduce some variety Open and close classes with something creative Introduce special visiting speakers or films or... Thursday 14 October 2010
  41. 41. 3. My teacher’s head is in the clouds - none of us understand what they are speaking about most of the time Problem: subject - too complex, too much material Solution: stop covering the subject and start teaching the students - and make sure they understand it Thursday 14 October 2010
  42. 42. 4. We have no discussion in class, if we want to ask questions we are told to wrte it down and it will be answered in the next class. I could have just read the textbook. Problem: style Solution: find styles that suit the needs of the students - help them to grow Thursday 14 October 2010
  43. 43. 5. Class is so simple - we learn stuff we did two years ago - we never learn anything new. Problem: subject - teacher does not know the students level Solution: reduce reviewing old material - introduce new - talk about how the new stuff will help their lives Thursday 14 October 2010
  44. 44. 6. I can’t believe our teacher expects us to read these books - they are way ahead of our level - I have to look up every other word in the dictionary Problem: subject - teacher is out of touch with the ability of the students Solution: change the way reading is assigned - basic, intermediate, advanced - encourage students to read books just above their ability level - teach at the level below the to 10% and offer challenges for the more advanced students Thursday 14 October 2010
  45. 45. 7. Class is out of control - people throw things, no respect for the teacher - the teacher yelling at us and sometimes crying Problem: student - teacher has abandoned their job and the students rule Solution: establish rules for behaviour in class - along with consequences for disobedience. Practice is consistently Thursday 14 October 2010
  46. 46. Learner Maximisers 7 tips aimed at further helping you to use the law and thus get the most out of the method. They will make you more skilled in using the law. Thursday 14 October 2010
  47. 47. 1. Love your students consistently and unconditionally Matt 22:37-40 - love God, love your neighbour Wilkinson says this is the most important maximiser in the whole of the book. Apply 1 Cor. 13 to your students - when did you last sit in a class and think this is all about the students? Wilkinson also suggests that love includes passion, intensity, fervency - sadly lacking in many classes. Thursday 14 October 2010
  48. 48. What might you love about teaching? Content, Communication, Lifestyle Jesus was so passionate about communicating with his class that he left the glory of heaven in order to sacrifice himself for them - that is being passionate with love for your students. Thursday 14 October 2010
  49. 49. 2. Communicate the subject with the students’ needs and interests in mind Become people sensitive when you teach. Are you aware of what your class needs - is your hand on the pulse? [The Law of Need will address this later] Thursday 14 October 2010
  50. 50. 3. Alter your style regularly according to each situation Can you change style depending upon the occasion - or are you one dimensional? Can you; talk pastorally on different levels (e.g. confront and comfort); preach and lead a small group deeper in God? Thursday 14 October 2010
  51. 51. 3. Alter your style regularly according to each situation Can you change style depending upon the occasion - or are you one dimensional? Can you; talk pastorally on different levels (e.g. confront and comfort); preach and lead a small group deeper in God? Thursday 14 October 2010
  52. 52. According to Wilikinsons own research 80% of students he questioned said they were bored in class the majority of the time. This is not about the student or subject - it is about the teacher. Good teachers make a ‘boring’ subject interesting - it comes alive. Thursday 14 October 2010
  53. 53. 4. Rest in your gifts and talents - be yourself Do not preach another persons sermon - or in their style No matter how much you admire someone else or their gifting Be Yourself not a copycat Thursday 14 October 2010
  54. 54. 5. Constantly note your students’ attitudes, attention and actions Read them and their body language - many times you don’t need words, just read the non-verbal clues Thursday 14 October 2010
  55. 55. 5. Constantly note your students’ attitudes, attention and actions Read them and their body language - many times you don’t need words, just read the non-verbal clues Thursday 14 October 2010
  56. 56. 6. Excel by using your strengths to compensate your weaknesses Good sportsmen play to their strengths - limiting the areas their opponent can play to. A batsman does not spend all his time practicing bowling. Php 3:13 - one thing I do... Don’t try to do everything well - you don’t need to. Thursday 14 October 2010
  57. 57. Improve weaknesses until they are not irritating to other people Use your strengths to compensate for your weaknesses Thursday 14 October 2010
  58. 58. 1 - At the end of the day 2 - Fairly unique Improve weaknesses 3 - I personally until they are not 4 -irritating to otherin time At this moment people 5 -Use your due respect With all strengths to 6 -compensate for your Absolutely 7 -weaknesses It's a nightmare 8 - Shouldn't of 9 - 24/7 10 - It's not rocket science Thursday 14 October 2010
  59. 59. 7. Rely on the Holy Spirit for teaching that is supernatural This is above your natural ability. HS was also described as one of the major causers of learning. The most powerful learning occurs when human and Divine teachers move in cooperation - Holy spirit bringing revelation into the hearts of the students Thursday 14 October 2010
  60. 60. 7. Rely on the Holy Spirit for teaching that is supernatural This is above your natural ability. HS was also described as one of the major causers of learning. The most powerful learning occurs when human and Divine teachers move in cooperation - Holy spirit bringing revelation into the hearts of the students Thursday 14 October 2010
  61. 61. Thursday 14 October 2010
  62. 62. This is shown in there being 3 levels of teaching: Thursday 14 October 2010
  63. 63. This is shown in there being 3 levels of teaching: Selfish level - teacher uses their natural gift, responsible for covering material but nothing more. Thursday 14 October 2010
  64. 64. This is shown in there being 3 levels of teaching: Selfish level - teacher uses their natural gift, responsible for covering material but nothing more. Servant level - teacher serves the students with all his energy and focusses on them and their needs Thursday 14 October 2010
  65. 65. This is shown in there being 3 levels of teaching: Selfish level - teacher uses their natural gift, responsible for covering material but nothing more. Servant level - teacher serves the students with all his energy and focusses on them and their needs Spirit level - as with servant but also in cooperation with HS in all aspects of the lesson - this launches things to a new level in God Thursday 14 October 2010

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