1. THE LAW OF
ENCOURAGEMENT
Pages 98-113

2. 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

3. WHAT ENCOURAGES
YOU?
IF YOU COULD CHOOSE ONE THING THAT
SOMEONE WOULD DO FOR YOU GIVE
YOU ENCOURAGEMENT - WHAT
WOULD IT BE?

10. Hendricks suggests a number of
concepts which motivate people, e.g.
Ownership, curiosity, meeting needs,
usefulness, challenge, recognition,
approval...

11. MQ
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

12. THE LAW OF ENCOURAGEMENT

13. THE LAW OF ENCOURAGEMENT
TEACHING TENDS TO
BE MOST EFFECTIVE
WHEN THE LEARNER
IS PROPERLY
MOTIVATED

14. THE LAW OF ENCOURAGEMENT
TEACHING TENDS TO
WHAT IS THE MOST
BE MOST EFFECTIVE
IMPORTANT LEARNER
WHEN THE WORD IN
THIS PROPERLY
IS DEFINITION?
MOTIVATED

15. 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

16. 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!

17. AWARENESS OF NEED
2 levels of motivation:
Extrinsic - from
without
Intrinsic - from within
Teachers use extrinsic
motivation to activate,
or trigger, the intrinsic

18. 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

19. As a teacher (motivator) you want
students to be self-starters - not doing
things because you ask them to, but
because they have chose 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.

20. As a teacher (motivator) you want
students to be self-starters - not doing
things because you ask them to, but
because they have chose 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.

21. When they fail the
need becomes
something deeper - a
felt need.

22. GOOD TRAINING
You motivate people
Training involves 4
by correctly
major stages: telling,
structuring their
showing, doing
training experience.

23. TELLING
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?

24. SHOWING
Modeling what it looks
like - showing it in
action, what does it look
like, how do I do it?

25. DOING
Stage 3 - controlled
doing
Stage 4 - uncontrolled
doing -real life situations
You don’t learn to swim
by distance education

26. Hendricks suggests
pressurising the student
in the classroom in order
to better prepare them for
the outside world.
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

27. THE LAW OF ENCOURAGEMENT

28. THE LAW OF ENCOURAGEMENT
TEACHING TENDS TO
BE MOST EFFECTIVE
WHEN THE LEARNER
IS PROPERLY
MOTIVATED

29. 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

30. 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.

36. WHAT MOTIVATES YOU
- HOW COULD I GET
YOU TO DO
SOMETHING?
FIND OUT WHAT MOTIVATES
YOUR STUDENTS

37. After finding out the
motivation of your
students - you have to
provide opportunities.
Do not prohibit without
providing

38. “IF ONE TENTH OF
WHAT YOU BELIEVE IS
TRUE, YOU OUGHT TO
BE TEN TIMES AS
EXCITED AS YOU ARE”
SIR WALTER MOBERLY

39. THE LAW OF ENCOURAGEMENT

40. THE LAW OF ENCOURAGEMENT
TEACHING TENDS TO
BE MOST EFFECTIVE
WHEN THE LEARNER
IS PROPERLY
MOTIVATED