1. THE LAW OF
READINESS
Pages 114-126

6. MOST TEACHERS GO TO THEIR
WORK EITHER PARTLY PREPARED
OR WHOLLY UNPREPARED. THEY
ARE LIKE MESSENGERS WITHOUT
A MESSAGE. THEY LACK ENTIRELY
THE POWER AND ENTHUSIASM
NECESSARY TO PRODUCE THE
FRUITS WHICH WE HAVE A RIGHT
TO LOOK FOR FROM THEIR
EFFORTS.
JOHN MILTON GREGORY

7. THE LAW OF READINESS
THE TEACHING-
LEARNING PROCESS WILL
BE MOST EFFECTIVE
WHEN BOTH STUDENT
AND TEACHER ARE
ADEQUATELY PREPARED

8. Hendricks suggests that the problem with
many classes is that you spend the whole
time getting people interested in the
material. How do we overcome this?
“Do not think of the beginning of the
class as the starting point for building
interest in the subject. Instead, move
the starting point back...so that by the
time you get together, you are
continuing to develop momentum”

9. SUCCESSFUL ASSIGNMENTS
The law of readiness provides the
philosophical basis for assignments.
In a usual class you (the teacher)
are well prepared - they (the
students) are usually not!
You are enthusiastic as you have
found answers and solutions - they
come with nothing

10. Consider how many people prepare for the
Sunday morning sermon - do you?
[Maybe we should include the preacher here]
In this context ask: what is the value of
assignments?

12. 1. They Precipitate Thinking -
mental warmup before class begins

13. 1. They Precipitate Thinking -
mental warmup before class begins
2. They Provide a Background - a
foundation, the student becomes aware of
problems and issues around the subject -
questions arise, curiosity is piqued.

15. 3. They develop
Habits of
Independent Study -
this is most important,
students studying for
themselves. As a teacher
you are to stimulate the
student to lifelong
learning.

17. What are the characteristics
of good assignments?

18. 1. They must be creative - not simply
work to keep students busy. This means it
is harder for you as a teacher - writing
creative assignments takes more time and
thought.

20. 2. They must be
Thought
Provoking - stretch
the learners minds,
even if thinking is
painful still you have
to do it.

21. 2. They must be
Thought
Provoking - stretch
the learners minds,
even if thinking is
painful still you have
to do it.

23. 3. They must be doable - not
unrealistic in terms of the students level
of learning, time and energy.

25. What do you do if your
assignments are creative,
thought provoking and
doable - and yet still the
students have not done
them?

27. Simple solution 1: do them in class

28. Simple solution 1: do them in class
Simple solution 2: (in some situations you can)
ask what situations are facing the
students and relate - use anonymous
questions submitted by the students -
real issues, dealt with in a real, practical way.

30. Studies have shown a
direct correlation between
predictability and
impact.

31. Studies have shown a
direct correlation between
predictability and
impact.
High predictability = low
impact - and converse.

32. Studies have shown a
direct correlation between
predictability and
impact.
High predictability = low
impact - and converse.
(Methods not morals)

34. Jesus, who was never boring, and the problem
of Roman taxation, Mark 12:13ff

35. Jesus, who was never boring, and the problem
of Roman taxation, Mark 12:13ff
...some of the Pharisees and Herodians to
Jesus to catch him in his words. They came to
him and said, "Teacher, we know you are a
man of integrity. You aren't swayed by men,
because you pay no attention to who they are;
but you teach the way of God in accordance
with the truth. Is it right to pay taxes to
Caesar or not? Should we pay or shouldn't
we?"

37. But Jesus knew their hypocrisy. "Why are you
trying to trap me?" he asked. "Bring me a
denarius and let me look at it." 16They
brought the coin, and he asked them, "Whose
portrait is this? And whose inscription?"
"Caesar's," they replied.

38. But Jesus knew their hypocrisy. "Why are you
trying to trap me?" he asked. "Bring me a
denarius and let me look at it." 16They
brought the coin, and he asked them, "Whose
portrait is this? And whose inscription?"
"Caesar's," they replied.
Then Jesus said to them, "Give to Caesar what
is Caesar's and to God what is God's."
And they were amazed at him.

40. An English bishop said,

41. An English bishop said,
“...wherever the apostle Paul went, they had a
riot or revival. Wherever I go, they serve tea.”

42. An English bishop said,
“...wherever the apostle Paul went, they had a
riot or revival. Wherever I go, they serve tea.”
What do they do where you go?

43. An English bishop said,
“...wherever the apostle Paul went, they had a
riot or revival. Wherever I go, they serve tea.”
What do they do where you go?
What do you want them to do?

44. THE LAW OF READINESS
THE TEACHING-
LEARNING PROCESS WILL
BE MOST EFFECTIVE
WHEN BOTH STUDENT
AND TEACHER ARE
ADEQUATELY PREPARED

45. FIGHTING SILENCE

46. FIGHTING SILENCE
You ask a question and get this
look.

47. FIGHTING SILENCE
You ask a question and get this
look.
Maybe they didn’t
understand - so you rephrase
the question

48. FIGHTING SILENCE
You ask a question and get this
look.
Maybe they didn’t
understand - so you rephrase
the question
What would you do now?

49. FIGHTING SILENCE
You ask a question and get this
look.
Maybe they didn’t
understand - so you rephrase
the question
What would you do now?
Wait for an answer - be more
patient than the students

50. When people are afraid to
take part:
1. Encourage them
students to take part
2. Affirm them when they
do - “fantastic, thank you”, “I
have never seen that before in
all my years of studying”,
“That’s a great question”

51. FIELDING TOUGH
QUESTIONS
What if you are asked a
question you don’t know the
answer to?
Keep your mouth shut, or, “that’s a
good question, I don’t have an
answer, but I’ll try to get one”

52. Admit your answer might be superficial at that
time - so write the question down and then get
back to them.
Don’t be embarrassed to say, “I don’t know”
How would you handle threatening
questions?
Don’t get defensive, or negative, show a
positive attitude and you might win the person
asking it over to your side.

53. JEEVES' 6. Who is the most
UNANSWERABLES famous person in the
1. What is the world?
meaning of life? - ask.com - listed
A website 7. What is love?
2. Isto top 10 unanswerable to
there a God? 8. What is the secret
3. Do blondes have happiness?
questions of the Did Tony Soprano
more fun? 9. last 10 years
die?
4. What is thehere they are
diet?
- best
10. How long will I
5. Is there anybody live?
http://www.bbc.co.uk/news/
out there? technology-11368424

54. JEEVES' 6. Who is the most
UNANSWERABLES famous person in the
1. What is the world?
meaning of life? 7. What is love?
2. Is there a God? 8. What is the secret to
3. Do blondes have happiness?
more fun? 9. Did Tony Soprano
4. What is the best die?
diet? 10. How long will I
5. Is there anybody live?
http://www.bbc.co.uk/news/
out there? technology-11368424

55. CONTROLLING DISCUSSION
DOMINATORS
1. Express appreciation for their
contribution. Tell them privately -
“I really appreciate your interest, if we
could get everyone as interested as you I’d
have it made”

56. 2. Ask them to do you a favour - “Have you
noticed some people don’t participate in the class, would
you help me get those people into it? Just hold back a
little and let’s see if we can get everyone as involved as
you are”
3. Ask them to answer a question in the class -
it might be the first time anyone has asked
them to answer a question and it shows you
value their contribution

57. DEVELOP NOTE TAKERS
For example notes...help to
identify ideas presented in
discussions and lectures.
...the lecture may be the only
opportunity to learn information.
...exams are usually based upon the
points covered in class.
...provide an efficient way to review
and remember

58. THE LAW OF READINESS
THE TEACHING-
LEARNING PROCESS WILL
BE MOST EFFECTIVE
WHEN BOTH STUDENT
AND TEACHER ARE
ADEQUATELY PREPARED