shared the verses th a t the y had d is covered. A t th is po in t th e teache r read the various S crip tu re passages which he had selected conce rn ing th e sec ond com ing o f C h ris t fo r his m o rn ing lesson. A fte r he had read the Scrip tures, he d is trib u te d b lank pieces o f paper and pencils to each student. He then asked each one to draw in any fashion th a t he could the events o f the second com ing. They were not to use any words, b u t ju s t draw the events in lieu o f ve rba lly de sc rib ing them . This was done to m o tiva te them to (1 ) th in k about the va riou s events and try to remember a ll o f the facts, (2 ) to re in force th e various events as the tran s la tio n o f verbal con ten t in to ano the r fo rm such as a draw ing is a h igh ly effe ctive method o f caus ing a person to engage in a higher level o f learning, (3 ) and to help the students to become aware o f how much the y d id or d id not know. Follow ing th is , the teache r shared w ith them ano the r person's de sc rip tio n o f the second com ing. This was done by playing “ It’s Jesus Com ing fo r M e " by Ray Hil- de rbrand from his recording “ He’s Everything to Me.” He asked fo r re action s from th e class to th is de s c rip tive portraya l o f th is event. The teacher then proceeded to teach the lesson by p resenting the actual events in th e ir o rde r and the mean ing and purpose o f C h ris t’s second com ing. Ano the r method o f beg inn ing a lesson which can be used w ith ju n ior high and o lde r students, is ano the r involvement-type o f te c h nique. The teache r in th is se ttin g sta rted by s ta tin g the to p ic fo r th e m orn ing, the spe cific goal o r objec tiv e as set fo rth in the q u a rte rly and the Scrip tu re po rtion upon which th e lesson was based. The students were given th e in s tru c tion , “ You m ig h t be the teache r th is m orning. If you had the assignm ent to teach the lesson based on which I have ju s t to ld you ( it is w ritte n on the cha lkboa rd), how would you begin the lesson in o rde r to get each and every class m ember involved? T h in k o f th re e d iffe re n t methods th a t you TH E K IN G ’S BUSINESS
INNOVATIONS in learning by i t . Norman Wright
(Th is is the second in a series o f two a rtic le s on How to Captivate Pupils at the Start of a Lesson. Last month the Neighbor Nudging and Circle Response method was considered.) Q uite often several methods o f teach ing are incorporated a t the onset o f a lesson in o rde r to insure involvement. As always, the selection m ust be made by con s id e ring the goal o f the lesson, the nature o f the students, and the am ount o f tim e available. One teacher decided to in co r porate singing, creative draw ing, lis te n in g to a record and B ible read ing in to the beg inning o f th e les son! This sounds d iffic u lt to accom plish and s till leave tim e fo r th e re m a inder o f the lesson. Bu t it can succeed! This p a rtic u la r Sunday m o rn ing lesson centered on the top ic “ The S e c o n d Coming of Christ? Why? How? When?" His class consisted o f tw en ty senior high studen ts who fo r the most pa rt had been active in th e ir church fo r many years. It was assumed 22
th a t they were very fam ilia r w ith the tea ch ing o f the Scrip tu res on the second com ing o f C h rist. It was also assumed th a t the y would be able to share th is concept w ith o th ers very easily because o f th e ir lon gevity in th e Sunday school. (These assum ptions may be just assum p tio n s and not fa c t a t a ll.) However, th is teacher wanted not on ly to te s t these assum ptions b u t also to make th is a lesson th a t would g rip them w ith the rea lity o f the second com ing and involve them deeply in a stud y o f the Word o f God. This teacher sta rted the lesson by having the class sing two hymns th a t centered on the fa c t o f C h ris t’s second com ing. (Th is too k place after the regu la r opening exercises and it was a shock to the students th a t they were sing in g again!) A fte r they had fin ished singing, the teach er asked the students to group them selves in clu s te rs o f threes, ta ke the words o f the hymns and try to fin d the S crip tu re passages upon which the words were based. They were given five m inu tes in which to do th is . A fte r th is they
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