more receptive and interested in what the teacher has to say. But be sure to follow the simple steps involved in using this tech nique: (1) Explain the process. (2) Make sure the question that you give them is a discussion or thought question and not one that can be answered by “yes” or “no.” (3) State the instructions clearly and stand back, looking as though you expect them to discuss (which you really do). (4) Limit them to one minute and no longer. If you give them two minutes, probably they will finish early and sit there wait ing for you. It is best to give them less time and stop them before they have finished. Plan thoughtfully for this tech nique and try it in many different settings. It can be used at any time during a lesson. But be sure not to over-use it. It can serve you well. A similar technique is the Circle Response. To start the lesson, the teacher simply asks an opinion or thought question. Each class mem ber is allowed to express openly his opinion. No one is allowed to speak a second time until all have had a turn. It is best if the group is seated in a circle. Quite often when this device is used, the teach er will have to adjust his or her lesson as some of the thoughts or opinions expressed are so valuable that it might be best to follow up on some of these comments. One Sunday evening, a college group was meeting after church for their College Hour and about thirty- five students were present. The dis cussion leader used the Circle Re sponse to begin the discussion. The question that he asked was, “ If you had the power to change one major event in the history of man kind, what would it be?” Some had never thought of this idea before, but even so they came up with a ready response. As they went around the group, sharing their an swers, many significant responses were given. But two of the mem bers said that if they had the power to change any event, they would not have had Christ cruci fied. There was a stunned silence
by Norman Wright
S uccessful teachers have that unique ability of involving their students in the lesson imme diately. The initial five minutes of any lesson is the “making or break ing point” for many classroom ex periences. If students can be caught up in the thrill of learning and in volvement within the first few min utes, then teachers can attain their goals for the lesson. What are some of the techniques that can be used to begin a lesson — techniques that are learning ex periences and not mere gimmicks that add little to the teaching-learn ing process? Two are listed here for consideration: One of the most effective meth ods of involvement, whether the class size is eight or two hundred, is “neighbor nudging.” The teach er starts the lesson by stating, “To day we are going to discuss an im portant question and in order to find the answer, I would like to in volve you in neighbor-nudging. You probably don’t know what neighbor- nudging is but it is exciting. I would like you to turn to your neighbor and simply discuss the question
that I am going to give you. You will have one minute and one minute only to decide upon an answer for 4he question. At the end of your time limit, I will ask you to stop and share your answer. I will give you the question and ask you to begin." At this point, the teacher states the question, holds up his watch, looks at it, and tells the students to be gin. Then he stands back and lets the class discuss. In about three or four seconds, the class members realize that he means what he says and they do begin. If the class is large, there is a hum of sound as members begin to think and get involved. This technique has been used with large gatherings of several hundred people! The advantages are (1) It allows every person in the group to discuss, (2) It moti vates and involves those who are always quiet or reluctant to partici pate. (3) Students need not move from the places where they are sit ing, (4) People begin to think and express themselves, (5) After they have discussed and shared some of their thoughts, they are much
THE KING'S BUSINESS
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