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501 ICE Section 8: Law of the Learner Maximisers
1. Law 1:
The Law of the Learner
Method and
Maximisers
Monday, 9 September 13
2. Law 1:
The Law of the Learner
Method and
Maximisers
Law 1 - the law of the
learner:
The teacher is
responsible for
causing the student
to learn
Monday, 9 September 13
3. Sometimes a class
goes really well -
and at other times
rather less well!
This section is
designed to help
you understand
why and what to do
about it.
Monday, 9 September 13
4. The Learner method
What does there need to be in a
Christian classroom for the teaching-
learning experience to take place?
Monday, 9 September 13
8. 1. Students
2. Subject - content / skill to be learned
3. Style - how it will be taught, method,
manner
Monday, 9 September 13
9. 1. Students
2. Subject - content / skill to be learned
3. Style - how it will be taught, method,
manner
4. Speaker - the instructor
Monday, 9 September 13
10. 1. Students
2. Subject - content / skill to be learned
3. Style - how it will be taught, method,
manner
4. Speaker - the instructor
5. Holy Spirit
Monday, 9 September 13
11. These are the ultimate causes of
learning - the way you manage these
determines success or failure in the
classroom
Each one of these controls a different
part of the teaching-learning process. If
you have a problem it is essential to
look at these.
Monday, 9 September 13
12. The Learner method:
3 major relationships
These deal with how the teacher relates
to your:
subject, students, style
Monday, 9 September 13
13. Note the arrows all start with the teacher -
and end with the student. The learner
method (LM) focusses on how the three S’s
work
Speaker
Teacher
What
Subject
Content
Message
How
Style
Climate
Method
Who
Student
Character
Mentor
Monday, 9 September 13
15. Each teacher is strongest in one of the areas
Which is your strength?
Rank the three based on the following
descriptions.
What
Subject
Content
Message
How
Style
Climate
Method
Who
Student
Character
Mentor
Monday, 9 September 13
17. Subject oriented: love the content
- more material than needed, often
hurry to finish a class
- enjoy explaining things
- like to research
- have to avoid over complicating
What
Subject
Content
Message
How
Style
Climate
Method
Who
Student
Character
Mentor
Monday, 9 September 13
22. Relationship 1: The
Speaker to the Subject
If the subject is your greatest
strength:
You think about the material
most, love the ‘deep’ things
Students call you a ‘scholar’,
think you are smart, probably
think you expect too much
from them, some run flat out
to keep up
Monday, 9 September 13
23. Relationship 1: The
Speaker to the Subject
If the subject is your greatest
strength:
You think about the material
most, love the ‘deep’ things
Students call you a ‘scholar’,
think you are smart, probably
think you expect too much
from them, some run flat out
to keep up
Jesse Owens, May 1935,
broke three world records
in the space of 70 minutes.
1936 Berlin Olympics, he
won four gold medals: 100
meters, long jump, 200
meter sprint, and 400
meter relay.
Monday, 9 September 13
24. If the subject is your greatest
weakness:
Insecure about content, depend
heavily upon your notes, prefer
not to answer questions, other
peoples material always seems
better than your own
Monday, 9 September 13
25. Relationship 2: The
Speaker to the Student
Relating to students is your
strength:
Students think you are ‘in
touch’ with them, cool, an
encourager, you care for them
You think students are more
important than content, you
share your life with them, eat
with them etc.
Monday, 9 September 13
26. If the student relationship is
your greatest weakness:
Not comfortable around
students, arrive as class
begins, leave quickly, refer to
you by title not name.
Could be thought of as aloof
or proud, theoretical not
practical, concerned about
content, only know a few
names half way through the
course!
Monday, 9 September 13
27. Relationship 3: The
Speaker to the Style
Students think you are a good
communicator, motivating, time flies by in
class, like your variety and creativity
You love to communicate and love a good
response, love to work on stories ,
illustrations etc. you teach with all your
heart & energy, like different methods to be
used, won’t lecture
Monday, 9 September 13
28. If the style is your greatest
weakness:
Lecture is your middle
name, you stand and
deliver - nothing more or
less
Students feel bored, class
is predictable, attention
not held - sleep might
follow
Monday, 9 September 13
29. Law 1 - the law of the
learner:
The teacher is
responsible for
causing the student
to learn
17
Monday, 9 September 13
30. Identifying the problem
Problems in the
classroom are shown by
students attitudes - they
tell you what is wrong.
Look at the following
examples - identify the
root problem, then read
the potential solution.
Monday, 9 September 13
31. Problem:
Solution:
1. I can’t stand my teacher. I don’ think he
knows my name. I’m not going to study in
his class. He doesn’t care about me.
Monday, 9 September 13
32. 1. I can’t stand my teacher. I don’ think he
knows my name. I’m not going to study in
his class. He doesn’t care about me.
Problem: Student relationship - feels the teacher
is uncaring
Solution: Demonstrate using personal stories and
public affirmation that you do really care
Monday, 9 September 13
33. 1. I can’t stand my teacher. I don’ think he
knows my name. I’m not going to study in
his class. He doesn’t care about me.
Problem: Student relationship - feels the teacher
is uncaring
Solution: Demonstrate using personal stories and
public affirmation that you do really care
Memorise and use student names
Use more personal stories - including failures
Compliment students in class and on papers
Make eye contact - especially with those who
might seem isolated and unattached
Give out an anonymous questionnaire
Monday, 9 September 13
34. Problem: style - teacher
only uses one
Solution: introduce
some variety
2. Lecture, lecture, lecture - that’s all my
teacher does
Monday, 9 September 13
35. Problem: style - teacher
only uses one
Solution: introduce
some variety
2. Lecture, lecture, lecture - that’s all my
teacher does
Record % of time spent lecturing
Look at; what you do in class, what your
students do, what you do together
Open and close classes with something creative
Introduce special visiting speakers or films or...
Monday, 9 September 13
36. 3. My teacher’s head is in the clouds - none
of us understand what they are speaking
about most of the time
Problem:
Solution:
Monday, 9 September 13
37. Problem: subject - too complex, too much
material
Solution: stop covering the subject and start
teaching the students - and make sure they
understand it
3. My teacher’s head is in the clouds - none
of us understand what they are speaking
about most of the time
Monday, 9 September 13
38. 4. We have no discussion in class, if we
want to ask questions we are told to wrte
it down and it will be answered in the next
class. I could have just read the textbook.
Problem:
Solution:
Monday, 9 September 13
39. Problem: style
Solution: find styles that suit the needs of the
students - help them to grow
4. We have no discussion in class, if we
want to ask questions we are told to wrte
it down and it will be answered in the next
class. I could have just read the textbook.
Monday, 9 September 13
40. 5. Class is so simple - we learn stuff we did
two years ago - we never learn anything
new.
Problem:
Solution:
Monday, 9 September 13
41. 5. Class is so simple - we learn stuff we did
two years ago - we never learn anything
new.
Problem:
Solution:
THE SOLUTION:
THIS + IS + FAR + TOO = EASY
6851 + 51 + 390 + 622 = 7914
A = 9
E = 7
F = 3
H = 8
I = 5
O = 2
R = 0
S = 1
T = 6
Y = 4
Monday, 9 September 13
42. Problem: subject - teacher does not know the
students level
Solution: reduce reviewing old material -
introduce new - talk about how the new stuff will
help their lives
5. Class is so simple - we learn stuff we did
two years ago - we never learn anything
new.
Monday, 9 September 13
43. 6. I can’t believe our teacher expects us to
read these books - they are way ahead of
our level - I have to look up every other
word in the dictionary
Monday, 9 September 13
44. Problem: subject - teacher is out of touch with the
ability of the students
6. I can’t believe our teacher expects us to
read these books - they are way ahead of
our level - I have to look up every other
word in the dictionary
Monday, 9 September 13
45. Problem: subject - teacher is out of touch with the
ability of the students
Solution: change the way reading is assigned -
basic, intermediate, advanced - encourage
students to read books just above their ability
level - teach at the level below the top 10% and
offer challenges for the more advanced students
6. I can’t believe our teacher expects us to
read these books - they are way ahead of
our level - I have to look up every other
word in the dictionary
Monday, 9 September 13
46. Problem: subject - teacher is out of touch with the
ability of the students
Solution: change the way reading is assigned -
basic, intermediate, advanced - encourage
students to read books just above their ability
level - teach at the level below the top 10% and
offer challenges for the more advanced students
6. I can’t believe our teacher expects us to
read these books - they are way ahead of
our level - I have to look up every other
word in the dictionary
Monday, 9 September 13
47. Problem: student - teacher
has abandoned their job
and the students rule
Solution: establish rules
for behaviour in class -
along with consequences
for disobedience. Practice
consistently
7. Class is out of control - people throw
things, no respect for the teacher - the
teacher yelling at us and sometimes crying
Monday, 9 September 13
48. 7 tips aimed at further
helping you to use the
law and thus get the
most out of the method.
They will make you
more skilled in using
the law.
Learner Maximisers
Monday, 9 September 13
49. Matt 22:37-40 - love God, love your neighbour
Wilkinson says this is the most important
maximiser in the whole of the book.
Apply 1 Cor. 13 to your students - when did you
last sit in a class and think this is all about the
students?
Wilkinson also suggests that love includes
passion, intensity, fervency - sadly lacking in
many classes.
1. Love your students consistently
and unconditionally
Monday, 9 September 13
50. What might you love about
teaching?
Content, Communication,
Lifestyle
Jesus was so passionate
about communicating with
his class that he left the glory
of heaven in order to
sacrifice himself for them -
that is being passionate with
love for your students.
Monday, 9 September 13
51. Become people sensitive
when you teach.
Are you aware of what
your class needs - is
your hand on the pulse?
[The Law of Need will
address this later]
2. Communicate the subject with the
students’ needs and interests in mind
Monday, 9 September 13
52. Can you change style
depending upon the
occasion - or are you one
dimensional?
Can you; talk pastorally
on different levels (e.g.
confront and comfort);
preach and lead a small
group deeper in God?
3. Alter your style regularly according
to each situation
Monday, 9 September 13
53. Can you change style
depending upon the
occasion - or are you one
dimensional?
Can you; talk pastorally
on different levels (e.g.
confront and comfort);
preach and lead a small
group deeper in God?
3. Alter your style regularly according
to each situation
Monday, 9 September 13
54. According to Wilikinsons
own research, 80% of
students he questioned said
they were bored in class the
majority of the time.
This is not about the
student or subject - it is
about the teacher.
Good teachers make a
‘boring’ subject interesting -
it comes alive.
Monday, 9 September 13
55. According to Wilikinsons
own research, 80% of
students he questioned said
they were bored in class the
majority of the time.
This is not about the
student or subject - it is
about the teacher.
Good teachers make a
‘boring’ subject interesting -
it comes alive.
Monday, 9 September 13
56. Do not preach another
persons sermon - or in
their style
No matter how much
you admire someone
else or their gifting Be
Yourself not a copycat
4. Rest in your gifts and talents - be
yourself
Monday, 9 September 13
57. Read them and their
body language - many
times you don’t need
words, just read the
non-verbal clues
5. Constantly note your students’
attitudes, attention and actions
Monday, 9 September 13
58. Read them and their
body language - many
times you don’t need
words, just read the
non-verbal clues
5. Constantly note your students’
attitudes, attention and actions
Monday, 9 September 13
59. Good sportsmen play to their
strengths - limiting the areas
their opponent can play to.
A batsman does not spend all
his time practicing bowling.
Php 3:13 - one thing I do...
Don’t try to do everything well -
you don’t need to.
6. Excel by using your strengths to
compensate your weaknesses
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60. Improve weaknesses
until they are not
irritating to other people
Use your strengths to
compensate for your
weaknesses
Monday, 9 September 13
61. Improve weaknesses
until they are not
irritating to other people
Use your strengths to
compensate for your
weaknesses
1 - At the end of the day
2 - Fairly unique
3 - I personally
4 - At this moment in time
5 - With all due respect
6 - Absolutely
7 - It's a nightmare
8 - Shouldn't of
9 - 24/7
10 - It's not rocket science
Monday, 9 September 13
62. This is above your natural ability.
HS was also described as one of the major
causers of learning.
The most powerful learning occurs when human
and Divine teachers move in cooperation - Holy
Spirit bringing revelation into the hearts of the
students
7. Rely on the Holy Spirit for teaching
that is supernatural
Monday, 9 September 13
63. This is above your natural ability.
HS was also described as one of the major
causers of learning.
The most powerful learning occurs when human
and Divine teachers move in cooperation - Holy
Spirit bringing revelation into the hearts of the
students
7. Rely on the Holy Spirit for teaching
that is supernatural
Monday, 9 September 13
65. This is shown in there being 3 levels of teaching:
Monday, 9 September 13
66. This is shown in there being 3 levels of teaching:
Selfish level - teacher uses their natural gift,
responsible for covering material but nothing
more.
Monday, 9 September 13
67. This is shown in there being 3 levels of teaching:
Selfish level - teacher uses their natural gift,
responsible for covering material but nothing
more.
Servant level - teacher serves the students with
all his energy and focusses on them and their
needs
Monday, 9 September 13
68. This is shown in there being 3 levels of teaching:
Selfish level - teacher uses their natural gift,
responsible for covering material but nothing
more.
Servant level - teacher serves the students with
all his energy and focusses on them and their
needs
Spirit level - as with servant but also in
cooperation with HS in all aspects of the lesson -
this launches things to a new level in God
Monday, 9 September 13
69. Law 1 - the law of the
learner:
The teacher is
responsible for
causing the student
to learn
41
Monday, 9 September 13