Teaching notes used at Life Transforming College international - 501, Introduction to Christian Education

1. THE LAW OF
ENCOURAGEMENT
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3. 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
Sunday, 18 August 13

4. WHAT ENCOURAGES
YOU?
IF YOU COULD CHOOSE ONE THING THAT
SOMEONE WOULD DO FOR YOU TO GIVE
YOU ENCOURAGEMENT - WHAT
WOULD IT BE?
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12. Hendricks suggests a number of
concepts which motivate people, e.g.
ownership, curiosity, meeting needs,
usefulness, challenge, recognition,
approval...
Sunday, 18 August 13

13. 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
MQ
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14. THE LAW OF ENCOURAGEMENT
Sunday, 18 August 13

15. THE LAW OF ENCOURAGEMENT
TEACHING TENDS TO
BE MOST EFFECTIVE
WHEN THE LEARNER
IS PROPERLY
MOTIVATED
Sunday, 18 August 13

16. THE LAW OF ENCOURAGEMENT
TEACHING TENDS TO
BE MOST EFFECTIVE
WHEN THE LEARNER
IS PROPERLY
MOTIVATED
WHAT IS THE MOST
IMPORTANT WORD IN
THIS DEFINITION?
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17. 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
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18. 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!
Sunday, 18 August 13

19. 2 levels of motivation:
Extrinsic - from without
Intrinsic - from within
Teachers use extrinsic motivation to
activate, or trigger, the intrinsic
AWARENESS OF NEED
Sunday, 18 August 13

20. 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
Sunday, 18 August 13

21. As a teacher (motivator) you want
students to be self-starters - not doing
things because you ask them to, but
because they have chosen 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.
Sunday, 18 August 13

22. As a teacher (motivator) you want
students to be self-starters - not doing
things because you ask them to, but
because they have chosen 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.
Sunday, 18 August 13

23. When they fail the
need becomes
something deeper - a
felt need.
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24. You motivate people
by correctly
structuring their
training experience.
Training involves 4
major stages:
telling, showing,
doing
GOOD TRAINING
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25. 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?
TELLING
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26. Modeling what it looks
like - showing it in
action, what does it look
like, how do I do it?
SHOWING
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27. Stage 3 - controlled
doing
Stage 4 - uncontrolled
doing -real life situations
You don’t learn to swim
by distance education
DOING
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28. Hendricks
suggests
pressurising the
student in the
classroom in
order to better
prepare them for
the outside world.
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29. 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
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30. THE LAW OF ENCOURAGEMENT
Sunday, 18 August 13

31. THE LAW OF ENCOURAGEMENT
TEACHING TENDS TO
BE MOST EFFECTIVE
WHEN THE LEARNER
IS PROPERLY
MOTIVATED
Sunday, 18 August 13

32. 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
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33. 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.
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39. WHAT MOTIVATES YOU
- HOW COULD I GET
YOU TO DO
SOMETHING?
FIND OUT WHAT MOTIVATES
YOUR STUDENTS
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40. After finding out the
motivation of your
students - you have to
provide opportunities.
Do not prohibit
without providing
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41. “IF ONE TENTH OF
WHAT YOU BELIEVE IS
TRUE, YOU OUGHT TO
BE TEN TIMES AS
EXCITED AS YOU ARE”
SIR WALTER MOBERLY
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42. THE LAW OF ENCOURAGEMENT
Sunday, 18 August 13

43. THE LAW OF ENCOURAGEMENT
TEACHING TENDS TO
BE MOST EFFECTIVE
WHEN THE LEARNER
IS PROPERLY
MOTIVATED
Sunday, 18 August 13

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