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Teaching Dynamics
2. To look is one thing. To see what you look at is another. To understand what you see is a third. To learn from what you understand is still something else. But to act on what you learn is all that really matters. 3. God holds people accountable only for that which is in their control. 4. Give students choices when giving assignments. 5. The Law of the Student: The student is responsible to learn regardless how bad the teacher is.
Teaching Dynamics
Teaching Dynamics
Teaching Dynamics
Teaching Dynamics
3. There are three things to remember when teaching school: (1) know your stuff, (2) know whom you are stuffing, then (3) stuff them elegantly. 4. Incorporate case studies and problem-based learning in your active learning. 5. The teacher should enable students to enjoy maximum mastery of the irreducible minimum. 6. Master teachers dont teach subjects; they teach students. I havent taught until all my students have learned to obey. Five concepts for enhancing learning in chapter 4, The Law of Retention in Almost Every Answer for Practically any Teacher! 1. The Power of Memory: We remember by subconscious association. Mnemonics. There is no limit to the capacity of the memory. There is no such thing as a bad memory; there are only trained or untrained memories. 2. Memory Joggers: (1) Write a memorial book of Gods victories and faithfulness in your life and rehearse these to your children for their own battles ahead. (2) Share with your children the events, people, victories, and struggles that God has used to shape and mold you. (3) Collect and display the Bible verses that most powerfully direct, comfort, and correct you. (4) Celebrate spiritual birthdays, holidays, victories, and Christian heritage days. (5) Write a book on how God brought you through the hills and valleys of your life. 3. Secrets to Strengthen Your Memory: (1) determine your learning style: audio, visual, kinesthetic, (2) clarify your motivation for memorizing, (3) focus your concentration, (4) tap into your emotions, (5) visualize what you read, (6) read the material aloud and tape it, (7) listen to yourself on a tape recorder, (8) look for any patterns, (9) make up an artistic outline of the material, (10) develop symbols to associate with the material, (11) associate as much as possible*, (13) use body movements in your memorizing, (13) review what you have memorized. 4. Improve Your Memory in Seven Easy Steps: (1) external memory, (2) chunking, (3) mediation, (4) associations, (5) reliving the moment, (6) mnemonic pegboards, (7) weaving it into the web by connecting it to the many related items you already know. 5. Why Do Students Fail Tests: (1) there is simply too much material to retain. (2) The important material receives no greater emphasis than other material. (3) The presentation of the material lacks general organization and clarity. (4) The material is presented with such a lack of vigor that the student is not captivated. (5) The exam is too long. (6). The questions are ambiguous. (7) Teachers teach one way but test another. (8) Teachers do not clearly spell out their expectations. (9) The questions are too long and too complicated. * Things can be associated by (1) being placed on top of the associated object, (2) crashing or penetrating into each other, (3) merging together, (4) wrapping around each other, (5) rotating around each other or dancing together, and (6) being the same color, smell, shape, or feeling.
Teaching Dynamics
Five Steps of the Need Method (1) Find the need. (2) Focus on one need. (3) Forecast the need. (4) Feel the need. (5) Fulfill the need. Seven secrets to helping students feel the need: 1. Describe the need in a factual presentation information. Find facts that are shocking. Present facts form a new perspective by using graphs or charts. 2. Express the need through storytelling identification. Use word pictures. The key is that the students must identify emotionally with the story. Nathans story. Prodigal son. 3. Sensitize to the need through drama involvement and monologue. Act out the3 feelings of the personbecome the prodigal son, the father, the brother, the servant, the pig, or a tree. Argue with someone in the audience. Get two or more arguing while you make comments. 4. Increase the need through your delivery intensity. Use your voice, eyes, hands, body to communicate anger, sarcasm, depression. Vary intensity to move your audience. 5. Raise the need through music inspiration. Amazing Grace, Chariots of Fire, Hallelujah Chorus, Rocky.
Teaching Dynamics
6. Exhibit the need with a diagram. You can talk to your drawing in ways you cannot talk to a live person. 7. Symbolize the need with a picture. Photos can communicate emotion. E.g. Word pictures in Revelation. Represent the facts in a picture. A picture is worth a thousand words. We all have visual/spatial intelligence: Parables. Photos also support naturalistic intelligence. Key Concepts 1. A great teacher is not simply one who imparts knowledge to his students, but one who awakens their interest in it and makes them eager to pursue it for themselves. He is a spark plug, not a fuel pipe. The basic problem most people have is that they are doing nothing to solve their basic problem. If attendance is down, you are not meeting needs. The lesson does not have a needthe students do. The lesson is only the tool you use to meet the needs of your students. 2. The Bible is equally inspired, but not equally relevant. Lest ten positive effects of learning this truth and ten negative consequences of not learning it. You cant meet the need until you find the need. Everyone wants Gods answers, and few are giving them. Dont give the answer until they are hungry for it. Feedback Questions: (1) The biggest struggle I have at work is (2) When my wife and I argue its usually over. (3) When I get angry or depressed its usually over (4) If I could change one thing in my life (5) I guess you could best characterize my spiritual life as (6) When I get ticked with God it is when He. (7) The sin that always seems to trip me up no matter how hard I try, is 1. How to Successfully Motivate Students. Get students physically involved. Brag on them. Give credit to student ideas. Let them taste success. Let them teach. Show enthusiasm. Use positive peer pressure. Try something new: question-and-answer, discussion, drama, research, debate. Build rapport. Expect success. Give feedback. Use unannounced rewards. Show relevance. Get to know them. Make them feel important. Pray for them. 2. How Kids Learn. Reinforce you students strengths, rather than continually pointing out mistakes caused by their weaknesses. Provide for different learning styles and include visual, auditory, and kinesthetic/tactile approaches. 3. The Need for Suspense. The missing link in most teaching is intrigue, suspense, or tension. Suspense traps the mind. The introduction must turn voluntary attention into involuntary attention. Suspense makes learning enjoyable. Suspense is the backbone of the inductive method of communication. Build suspense with life-related problems, conflict, a striking statement, change-tension, a story, Christian fiction, and humor. 4. The Art of Listening. Listen in an active manner (paraphrase, clarify, and give feedback to what they say), with empathy (seeing the situation from their point of view), with openness (as an anthropologist), and with awareness (asking probing questions).
Teaching Dynamics
Seven Equipping Maximizers 1. Train your students until they are successful, independent uses of the skill. Dont teach until a person know; teach until they do. 2. Reproduce yourself by focusing on students skill, not your style. Let them use their own personality. 3. Alter equipping according to your students characteristics and circumstances. Make allowances for individual differences. 4. Increase student motivation by relationship, retribution, and reward. What is rewarded is repeated. 5. Nail down the basics before developing advanced skills. 6. Encourage students more frequently during early training. 7. Reaffirm students value independent of their level of performance. Affirm effort even when it is not successful.
Teaching Dynamics