We are living in a hard, unfeeling, uncharitable world.

Satan and his angels are using

every means in their power to destroy souls. The good that a teacher will do his students
will be proportionate to his belief in them. And let the teacher remember that it is the
most unfortunate, those who have a disagreeable temperament, who are rough, stubborn,
sullen, that most need love, compassion, and help. Those who most try our patience most
need our love. {CT 267.3}

If we wish to do good to souls, our success with these souls will be in proportion to
their belief in our belief in, and appreciation of, them. Respect shown to the struggling
human soul is the sure means through Christ Jesus of the restoration of the self-respect
the man has lost. Our advancing ideas of what he may become are a help we cannot
ourselves fully appreciate.--FE, 281 (1893)

In every human being He discerned infinite possibilities. He saw men as they might
be, transfigured by His grace--in "the beauty of the Lord our God." Psalm 90:17. Looking
upon them with hope, He inspired hope. Meeting them with confidence, He inspired trust.
Revealing in Himself man's true ideal, He awakened, for its attainment, both desire and
faith. In His presence souls despised and fallen realized that they still were men, and they
longed to prove themselves worthy of His regard. In many a heart that seemed dead to all
things holy, were awakened new impulses. To many a despairing one there opened the
possibility of a new life. {Ed 80.1}

Patient, conscientious teachers are needed to arouse hope and aspiration in the youth,
to help them to realize the possibilities lying before them. Teachers are needed who will
train their students to do service for the Master; who will carry them forward from one
point to another in intellectual and spiritual attainment. Teachers should strive to realize
the greatness of their work. They need enlarged views; for their work, in its importance,
ranks with that of the Christian minister. With persevering faith they are to hold to the
Infinite One, saying as did Jacob, "I will not let Thee go, except Thou bless me." Genesis
32:26. {CT 498:2}

The same personal interest, the same attention to individual development, are needed
in educational work today. Many apparently unpromising youth are richly endowed with
talents that are put to no use. Their faculties lie hidden because of a lack of discernment
on the part of their educators. In many a boy or girl outwardly as unattractive as a rough-
hewn stone, may be found precious material that will stand the test of heat and storm and
pressure. The true educator, keeping in view what his pupils may become, will recognize
the value of the material upon which he is working. He will take a personal interest in
each pupil, and will seek to develop all his powers. However imperfect, every effort to
conform to right principles will be encouraged.--Ed 231, 232.

---- Make room for the Holy Spirit in use of time in class and in the school program ----

The Great Teacher Himself was among you. How did you honor Him? Was He a
stranger to some of the educators? Was there need to send for someone of supposed
authority to welcome or repel this Messenger from heaven? Though unseen, His presence
was among you. But was not the thought expressed that in school the time ought to be
given to study, and that there was a time for everything?--as if the hours devoted to
common study were too precious to be given up to the working of the heavenly
Messenger. {CT 363.3}

The Lord God of heaven has caused his Holy Spirit from time to time to move upon
the students in the school, that they might acknowledge him in all their ways, so that he
might direct their paths. At times the manifestation of the Holy Spirit has been so decided
that studies were forgotten, and the greatest Teacher the world ever knew made his voice
heard, saying, "Come unto me, all ye that labor and are heavy laden, and I will give you
rest. Take my yoke upon you, and learn of me; for I am meek and lowly in heart: and ye
shall find rest unto your souls: for my yoke is easy, and my burden is light." The Lord
knocked at the door of hearts, and I saw that angels of God were present. There seemed to
be no special effort on the part of the teachers to influence the students to give their
attention to the things of God, but God had a Watcher in the school, and though his
presence was unseen, yet his influence was discernible. Again and again there have been
manifest tokens of the presence of the holy Watchman in the school. Again and again the
voice of Jesus has spoken to the students, saying, "Behold, I stand at the door, and knock;
if any man hear my voice, and open the door, I will come in to him, and will sup with
him, and he with me." {SpTEd 77.2}

In our efforts to correct evil, we should guard against a tendency to faultfinding or

censure. Continual censure bewilders, but does not reform. With many minds, and often
those of the finest susceptibility, an atmosphere of unsympathetic criticism is fatal to
effort. Flowers do not unfold under the breath of a blighting wind. {Ed 291.4}

It is the nicest work ever assumed by men and women to deal with youthful minds.
The greatest care should be taken in the education of youth to so vary the manner of
instruction as to call forth the high and noble powers of the mind. Parents and
school-teachers are certainly disqualified to properly educate children, if they have not
first learned the lesson of self-control, patience, forbearance, gentleness, and love.
What an important position for parents, guardians, and teachers! There are very few who
realize the most essential wants of the mind, and how to direct the developing intellect,
the growing thoughts and feelings of youth. {FE 15.1} [The ellipsis hides an important
point…the feelings in the last paragraph are related to the character of the teacher]

True education is not the forcing of instruction on an unready and unreceptive

mind. The mental powers must be awakened, the interest aroused. For this, God's
method of teaching provided. He who created the mind and ordained its laws, provided
for its development in accordance with them. In the home and the sanctuary, through the
things of nature and of art, in labor and in festivity, in sacred building and memorial
stone, by methods and rites and symbols unnumbered, God gave to Israel lessons
illustrating His principles and preserving the memory of His wonderful works. Then, as
inquiry was made, the instruction given impressed mind and heart. {Ed 41.2}
 Every youth should be taught the necessity and the power of application. Upon
this, far more than upon genius or talent, does success depend. Without application the
most brilliant talents avail little, while with rightly directed effort persons of very
ordinary natural abilities have accomplished wonders. And genius, at whose
achievements we marvel, is almost invariably united with untiring, concentrated effort.
The youth should be taught to aim at the development of all their faculties, the
weaker as well as the stronger. With many there is a disposition to restrict their study to
certain lines, for which they have a natural liking. {Ed 232.3-4}
----
Learning Styles – Another Approach
1. Why
2. What
3. How
4. If

What is the relationship between style, hemisphericity and …

Premises (IE, ASSUMPTIONS)

Understanding self is basis of understanding others
But . . . Understanding inspiration is the basis for understanding human nature and
for understanding the way to understand others…and understanding self is a dubious
goal. What is your source of authority for understanding self? When do you understand
self aright? "A fool hath no delight in understanding, but that his heart may discover
itself." Pr 18:2

Style differences are real, findable, profound

This is a wild assumption, if "style differences" means "as described in this
system of thinking." If it means, more simply, "different people learn different ways" then
it is a fair "given."

Differences should be honored and celebrated

Should be recognized. Teachers should teach to needs. But honored? Celebrated?
This smacks of humanism.

Understanding learning as a cycle is the key to teaching diverse learners

Prove this to me, but don't ask me to assume it. If you do I will doubt your
conclusions immediately.

Objectives
Participants will
Imbibe the ideas of the presenter

It pleased God by the foolishness of type 2 teaching to save all types of humans.
The great reformatory movements of the 16th century and of the 19th century were moved
primarily through type 2 education.
Mr Sarrs interpretation of the cycle, as "meet needs, teach, practice, evangelize" is more
valid than its original use, but is utterly unrelated to the theory that created the four
quadrants.