Answer the following as you read:
The Christian Teacher
Chapter 1
- A teacher is one who somebody else to learn. In other words, the teacher with the pupil in learning.
- Whether or not the teacher is primarily a helper in the learning process, will depend not only upon the teacher’s in his , but also upon the pupil’s towards his teacher.
- Religious teaching finds its anywhere and everywhere. Hymns, prayers, poetry, paintings and sculpture, the themes of which are religious, things of beauty in the natural world, vocational problems, social problems, political problems, economic problems, and problems of every imaginable sort are put into the of education in an attempt at making lessons life-centered.
- Christian teaching realizes its responsibility for the of the message. Christian teaching gives the Bible the place. For it, the Bible is the , inspired Word of the God, given to man to his destiny and the plan for his salvation. By the Bible the of men will be judged, the of men will be rewarded, and the of men are to be guided.
- The three objectives of the Christian teacher are:
- The distinctions between the Bible’s threefold division of man may be better understood when we speak of:
the body as having -consciousness
the soul as having -consciousness
the spirit as having -consciousness - In reaching the mentality, the teacher’s object is to stimulate the and of knowledge.
- The teacher can awaken and stimulate the Thus he quickens the of knowledge.
- In one is aware of the existence of an object. In the object is given a distinct meaning
- Memory retains, and recognizes past experiences
- Several outstanding feats of memory are:
Cyrus the Great could every in his army!
Petrus D. Ravenna recited the that he heard during a certain religion season.
Harry Nelson Pillsbury, the great American chess player, was able to blindfolded, with a men, and every game. - With memory, our mind can project itself and through time and space. The events of today can be and by the experiences of yesterday
Quiz
Answer the following either T (True) or F (False).
- The teacher is frequently confronted with laziness, indifference, and ignorance in his pupils.
- World-consciousness concerns knowledge of the things about us.
- Apperception is not one of the basic principles of learning.
- The power to retain knowledge is even more important than recording knowledge.
- Recognition is the identification of knowledge and the ability to relate it to previous information.
Chapter 2
- Personality exists where there is , feeling or , and . It is -consciousness. It is more than mere .
- Old Testament writers do not try to define the . They its existence. They speak of the soul, the soul, the soul, the soul. Their use of the word makes it synonymous with man’s self.
- Man has a that is entirely his own. The will is the self. It is conscious of its over its environment. A will exercises great power over other wills.
- The contact seeks to hand down to the learner an accumulated stock of knowledge and learning. The contact’s end is the growth and culture of persons, the enrichment of their character, and the enlargement of their outlook on life.
- The sensory nerve’s function is to carry communications the brain. Paralleling it is the motor nerve, which conveys the return communication the brain. The sensory nerve receives the , the motor nerve returns the . The sensory nerve is the servant of influence. The motor nerve is the executive of the .
- It is difficult if not impossible to sustain without which sometimes has to be created.
- Interest can be stimulated by:
information
information
information
presentation - The apostolic school was the burning of great . Their characters were , not taught. The world’s with their and not their books made an indelible impression upon it.
- A personality can be developed by:
of knowledge
of knowledge - Knowledge is appropriated when a personal has been .
- Deliberation occurs when there are desires. is the to decide between clamorous desires. is prolonged choice.
- Personality can be strengthened by and established by .
Quiz
Answer the following either T (True) or F (False).
- Man is a slave of his environment.
- Teaching is not complete unless it in some way affects or influences the pupil.
- What has to do with ourselves and our immediate friends will never command our interest.
- Only when knowledge is appropriated and enters into our life sufficiently to govern and influence our acts is it of any personal value.
- Our feelings, as well as our opinions when expressed, conceal our personality.
- Bad habits are our most persistent enemies. Good habits are our most helpful friends.
- A weak will overcomes obstacles, conquers temptations, and wins victories over natural propensities.
- Perfect control and accurate execution are evidences of strong will.
Chapter 3
- The Christian teacher must reach the nature—the -consciousness of man.
- Men may about GOD through their in the same way as they have been conscious of the world about them. These are sufficient for a personal or soul acquaintance with Him.
- Faith is a avenue through which man can penetrate realms inaccessible to the five senses. , in a narrow sense, is the religious faculty of the soul. It is the power to believe in God and to , love, , adore, , and Him.
- Natural faith is the power to worship a Higher Being. Man has ever retained a certain that there is a God. He has possessed a certain , although secret perhaps, for the that was forfeited by Adam’s transgression. This natural sense is and cannot save a man.
- Faith in Christ is faith, or faith. faith is possessed only by those in whom the regeneration of the Holy Spirit has created an unshakable belief in the Lord Jesus Christ.
- Conscience is the of in the human soul. tells a person what he ought to do and what he ought not to do. It what is right and of what is wrong in thought, word and deed.
- Some evidences of conscience given in the Old Testament are:
When Adam and Eve had sinned they were immediately with and .
Joseph’s brothers' consciences reminded them of their corrupt of their younger .
The conscience of the chief butler reminded him of his to the imprisoned . - Conscience appears as a , making accusation against us. Conscience if a man has done evil. But if a man has done what is right, then conscience is and sure to .
- Conscience is quickened and corrected by God’s of which are found in the Bible.
- At birth, the child possesses no standards of and . His standards are formed from his . If the has been good, his first efforts to depart from it will be accompanied by of .
- Prayer is:
Prayer is expression.
Prayer is the of in God.
Prayer is the of spiritual life.
Prayer is the breath within the nostrils of men. - Three facts that prove the importance of prayer:
Prayer proves the of God.
Prayer proves the of God.
Prayer proves the of God. - Two sources of instruction in prayer are the and .
- One must remember that he is in . It has been well said that in public prayer one either or his audience.
- The teacher who reaches the is preparing the intellect for knowledge. The teacher who reaches the is preparing the pupil for life. The Christian teacher, in going beyond this and reaching the , is preparing the pupil for eternity.
Quiz
Answer the following either T (True) or F (False).
- The animal cannot ascend to the plane of man.
- Interest that expresses a personality becomes enthusiasm.
- It is not necessary to prove that conscience exists and that it is a part of man’s birthright.
- Conscience may make mistakes of judgment. It may reverse its judgment.
- Christ exemplified His instruction by a marvelous life of prayer.
- Knowledge is power only when it is conquered, harnessed, and set to work.
Chapter 4
- Three important characteristics of the Christian teacher are:
A personality
A personality
A enthusiast - A teacher’s faith, courage, and convictions will infinitely than his words. An example of a Christian counts more toward helping others reach a higher standard than any amount of instruction.
- Some eminent church leaders would be successful salesmen because they have implicit in the house they represent, and perfect that its goods are absolutely needed by the trade.
- Three traits that will mark a Christian enthusiast are:
faith in
faith in the
faith in the - Three things about a teacher that the pupil is likely to imitate are , reverence, and practiced .
- Two ways a personality can be recognized by:
yourself
yourself - A person of good commands the attention and draws the interest of others. His creates a favorable no matter how disappointing later impressions may be. A teacher who can present an appearance has an initial .
- Without good the buoyancy of spirit and the evidence of energy will very likely be lacking. It is most difficult for a teacher who is not well to be at his or her best in and life.
- The is an important factor in teaching. It has large possibilities for . Every teacher should give some time and thought to training.
- The teacher who has a well-organized program of , and adheres to it faithfully, will become alert. This is one of the most requirements for attaining that place in teaching to which every ambitious instructor should aspire.
- Because of their greater by way of a Christian teacher must be a person of the moral standards.
- The danger of giving too much attention to our personality is that there is always a of ourselves through the of others.
Quiz
Answer the following either T (True) or F (False).
- We either influence, or are influenced by, everyone with whom we come in contact.
- Anyone can accomplish the particular task God has set aside for you.
- Teachers need to remember that their lives speak much louder than their words.
- Personality knows no duplication.
- The teacher cannot study himself to discover his weak points.
Chapter 5
- The stands as the central factor in the whole Christian school program. Good make a good Christian school.
- It was not so much what Paul taught as what he in his own that seems to have impressed these Ephesians. His class had learned to their teacher.
- The success of any teacher is in a large degree dependent upon his for his task, his for his pupils, and his in preparation.
- Teacher training:
gives to the Christian school.
gives confidence to the .
gives confidence to the . - If the Christian school is to demonstrate that it is an institution, where all-important instruction in the Bible may be acquired, the of teaching must be raised.
- A teacher’s confidence comes not only on the basis of knowledge secured through , but also in the realization that the task of preparing this particular lesson will be greatly simplified because of previous knowledge he has gained.
- No pupil will have confidence in a Christian teacher who does not know the of .
- Four factors are involved in teacher training:
the
the
the
the - It is absolutely necessary that the teacher be familiar with the he teaches. No one is able to teach a single of the Bible effectively until he has a knowledge of the books.
- Three subjects related to the Bible with which the teacher should be familiar are:
- The teacher must study the because that is the only way he can ever hope to find an into the pupil’s life.
- The successful teacher will never cease to be a . He must continually grow in and in power. No argument is needed to prove the of the who possesses a rich background of general knowledge.
- Books on child nature can help one to know and . However, the successful teacher will have to his own particular in order to deal successfully with them.
- The time spent preparing for a lesson should be recognized as . Nothing should be to with it.
- A good teacher will read , systematically, and . One should not read without , and should not think without .
Quiz
Answer the following either T (True) or F (False).
- A real teacher will create sufficient interest not only to command regular attendance, but also punctuality.
- Only the untrained teacher can utilize precious moments to the best advantage.
- The Christian school teacher must be a man of conviction.
- The Bible’s materials are so rich and varied that the needs of every age level are adequately met by it.
- No textbook ever supersedes the alert teacher.
Chapter 6
- A teacher an is like a ship floundering in the ocean without a compass and without direction. in teaching also produces restless and indifferent pupils.
- An aim:
gives and destination
determines
provides and confidence - Teaching with an aim implies that the teacher has through with a definite in . He has worked out a careful . He has a starting point, the successive steps along the way, and upon a destination.
- In order that the Christian teacher may not himself and go drifting among the speculative and so-called “practical” issues of the day, it is that his aim be closely allied to the and of the Bible.
- The three objectives of our Lord’s teaching are:
to God’s gracious and glorious for His disciples
to them to active in Himself as Saviour and King
to and His disciples to be His - The is infinitely more than the body. The kingdom of is infinitely more than the kingdoms of earth. He constantly fixed their on the infinitely more things.
- God’s offer of the more abundant life was on the of His beloved Son, who came to die for their salvation.
- Christ sent His disciples out to and under His oversight conducting, as it were, a practical department for His teacher training class. That this was the of all the other objectives of His ministry is evident from the great commission in which He gave final instructions to His disciples to and all people.
- The threefold aim of the Christian teacher is:
to God’s gracious and glorious for His children
to each to receive and confess Jesus Christ as Saviour and Lord
to and each pupil to God’s purpose in his life - From the and the alone we learn of the interest of the mighty and majestic God in this earth. We learn of His great for the and people upon it.
- The young Christian must “grow in , and in the of our Lord and Saviour Jesus Christ.” To this end the teacher must be a as well as a . It is his to heed the divine commission, “Feed my lambs” (John 21:15).
- Spiritual growth should find expression through:
right
- Through the Christian enters into the experience of GOD’s reality and nearness and into a sense of fellowship with Him. Training should include the cultivation of , gratitude, , and .
- Certain can be made and certain established that will prove a throughout life. The teacher’s opportunity and obligation are to see that the students form instead of habits.
Quiz
Answer the following either T (True) or F (False).
-
Dean Goodrich C. White says that a teacher’s aim should include:
To lead each pupil to a knowledge of GOD’s will
To lead each pupil to an acceptance of JESUS CHRIST
To develop a Christian character
All of the above -
Jesus did not seek to impress His disciples with the benefits of:
civilization
wealth
the cultivation of arts or science
all of the above -
A student’s decision to accept Christ’s salvation:
must come involuntarily
must be preplanned
must be free from artificial or high pressure methods -
A growing Christian is an active Christian. Opportunities for service may be found in the:
home
school
church
all of the above -
If those who serve can say, “The love of Christ constraint us”, they will:
experience growth in grace
joy in service
will receive hereafter the reward to be bestowed upon the faithful
all of the above
Chapter 7
- A teaching is a means of assistance for improving instruction. Good teaching employs the method of to help pupils mental pictures, for clearer understanding.
- List the five aids for the impression of truth which are given in the text:
teacher’s
and
the
the - The teacher’s manual is a and of the specialist. It should be used with the , for the , and also out of .
- Pupils will be far more successful in comprehending what is taught through the gate. Teachers who use aids have noticed the increased interest of their pupils.
- Maps are a to help pupils become familiar with the , as well as the of countries and cities named in the Bible. Telling a story in combination with using helps pupils form concepts.
- Using a blackboard helps to sustain . Its greater usefulness is to the by means of diagrams and outlines, and even drawings.
- The secures the attention at the very start. If the story is kept moving and new factors appear often it effectively the . If the class is taught to repeat the story at the end of the lesson, having the pupils in place the figures on the board will combine not only the senses of and but also of and .
- Expression aids are important for:
deepening the
capitalizing on
reaching the - Far more important than any visual aid for impression is the pupil’s . It represents his best to the .
- When a pupil is required to the archives of knowledge for an answer he is more likely to the results of his work. His activity will also make an impression upon his personality developing his for the of .
- What three lines of activity should be subscribed in the pupil’s manual?
Something to
Something to
Something to - Marion Lawrance first called attention to the fact that a child remembers percent of what he hears, percent of what he sees, percent of what he says, and percent of what he does. In all probability the pupil will best remember what he .
- The Christian teacher must reach the life of his pupils. He must aim for the development of Christian and training in Christian . Character and ability to live the Christian life will come only through in living.
Quiz
Answer the following either T (True) or F (False).
- A teacher must never permit the manual to become a crutch, or let it come between him and his pupils.
- Ministering to the souls of pupils does not mean serving them at the point of their deepest needs—in the life they are actually living.
- When too much attention is given to a picture it is more likely to be remembered than the lesson.
- Use of the teacher’s manual brings the teacher into action.
- Visual aids are helps for reaching the mentality.
- The act of writing is not the pupil’s recording of knowledge, and is not a personal response to instruction.
- A resourceful teacher will discover innumerable projects that can be related to a Bible lesson.
Chapter 8
- “The difference between a trained teacher and a novice,” said Edward Leigh Pell, “is never more apparent than in the first minutes of the lesson. The novice looks first at the . The trained teacher looks first at the .”
- Our Lord made a of with the woman at Jacob’s well with the simplest, most natural introduction that could be made—a request for a drink of water.
- Attention is consciousness. is attention to something different from what is being presented.
- Name three types of attention:
- Non-voluntary attention is being so in their study students are to what is going on around them.
- The of is to a very small field—seldom more than six objects at a time, usually not more than one. The of the attention is as the scope is increased.
- Give three suggestions for gaining attention:
vary the
arouse
appeal to the - Curiosity can be aroused by holding up a before your class, stating “ upon a time”, or asking a well-directed .
- Attention can be sustained by of procedure or arousing .
- Non-voluntary attention is based on . The only way to get and hold attention is by making the work of the class of vital to them. An class is an attentive class.
- Interest looks . The student’s to is interest. Apperception looks . When the student new knowledge with what he already we have apperception.
- In what three ways can we observe the law of apperception?
with scenes
by
attract through - Our Lord made frequent use of the law of in His teaching. The address of Paul in the synagogue of Antioch is another good example of the law of .
- The educational school of the Lord Jesus Christ is most clearly exhibited in the many instances where He caused His disciples to in their own . The learning process became a mutual of . There was with interest and interest with .
Quiz
Answer the following either T (True) or F (False).
- One cannot teach either without or against the attention.
- Without attention there can be no learning.
- The longest stretch of attention recorded in a psychological laboratory is said to be twenty-four seconds. The average is about five or six seconds.
- Many expert teachers realize the value of the trait which we call curiosity.
- New truth cannot be grasped by the pupil except in the light of his past experiences.
- The mind has a tendency to welcome the familiar and to shrink from what it cannot recognize.
Chapter 9
- Questioning has a large place in making the teacher and the pupils in the completion of the process. Not everybody can ask questions that teach. Questioning is an and once acquired will be the of a .
- Our Lord was a master of the art of . Jesus used a large number of , unusual, and questions.
- The fourfold purpose of the question is:
To thought
To thought
To thought
To thought - Until an instructor has had in the art of examination he cannot hope to frame his questions advantageously after coming to class. Part of the average unwillingness on the part of the pupil to participate in the lesson is due to the teacher’s of in the use of questions. The value of original questions will soon be appreciated.
- Name four types of questions:
- Interrogation is of value in thought. Attention can be gained and interest aroused when the teacher begins the lesson with a question. inquiries are injected into a discourse for effect rather than reply. If they cause surprise, or issue a challenge, they stimulate activity.
- Factual questions will reveal just how much has its goal. Thought-provoking questions help the pupil and his knowledge and assist him in for himself. They should questions as well as answers. Certainly they should the pupil to know more.
- The word “” is used to solicit information. The word “” should be used to determine purpose. Our Lord sometimes asked questions to secure information, but usually the facts were elicited to a for .
- Questions which call for judgment are worth more than those which solicit thought that is unrelated to the individual. Many of the questions our Lord asked to faith were questions of opinion.
- List six things that are to be avoided in asking questions:
questions
questions
questions
questions or questions
questions
questions and answers - Do not the pupil asking the question. When the is stated , all are obliged to be attentive, since no one knows who will be called on to reply. This is one of the of holding the of the class.
- The pupil’s question reveals not only his , but the of his mind for the instruction. A question from a pupil often discloses more of his and more of his than would appear through a score of questions from his teacher.
- When teacher and pupils work out the of problems the hard way the result has permanent and practical value. While the teacher is to constantly stimulate the spirit of inquiry, he must exercise caution in his something they can out for themselves.
Quiz
Answer the following either T (True) or F (False).
- The actual educational process begins when a pupil asks questions.
- The most practical type of thought-provoking question is that which seeks a personal application of truth.
- Success in the use of questions does not depend upon the way they are asked.
- Many questions that can be answered by either “yes” or “no” cause the pupil to think out the answer.
- Good questions are clear, simple, and direct.
- Restless and mischievous pupils can be arrested by a timely question directed to them.
- Children hate to ask questions.
Chapter 10
- Most Christian teachers would be surprised to find by any fair of their , how very has been gained by their pupils. They continue to teach entirely to the fact that of their instruction is being retained by their pupils.
- Sooner or later the teacher’s work will be —not only of , but also of . Those who teach cannot the of their work. The methods of a pupil’s are quite as simple as the methods of teaching truth.
- The function of is primarily to test the knowledge of the pupil. By “” this knowledge, we mean “putting it on trial.” We submit it to a rigid in order to determine whether it is clear or confused knowledge. The test, therefore, needs to be , searching, and .
- If a teacher is to depend largely upon as a means of testing, at least minutes of the class period will have to be spent in work for the following class period. Only in this way can the pupils come back to willingly and intelligently.
- The teacher should arrange questions in such order as to the subject of the in sequence. Of course he will not be satisfied with answers of “” and “.” Nor will he predispose the pupil to answer in a manner that would the , rather than give an of his own.
- A wise teacher will give any as to which pupils he expects to call on for recitation. The same pupil may be called upon in succession. Everyone will be on the , as the uncertainty will require that each follow closely the response of the other pupils.
- One of the limitations of the recitation is that it does not provide an adequate means for the of . The work of a term, semester, or even a year, is subject to a general and .
- In the consideration of Bible tests, there are three fields in which the pupil should from time to time be subjected to a final examination:
- List our types of tests which pupils undertake spontaneously:
or
choice
- Life consists largely of ways of behavior. A is a regular way of thinking, feeling, or acting that has become more or less through repetition. Children who are to be brought up in the admonition of the Lord need to be assisted in the of habits.
- The supreme achievement of Christian education is a well-rounded character. By Christian character, we mean that , knowledge, , choices and are organized around as the center so that all life is under His control. The attainment of this ideal is not instantaneous but .
- The supreme task of the Christian teacher is to the immortal of a . The teacher must be ever alert to use to best advantage that psychological when the of will reveal that the hour of decision in that pupil’s life has come, and that he, under God, may be the means of leading this soul to the saving knowledge of his Redeemer.
Quiz
Answer the following either T (True) or F (False).
- Life itself is constantly testing us.
- Recitation should be free.
- Pupils need to be guided in their study.
- Examinations are counted essential in all schools.
- It is necessary to test the outcomes of teaching in the form of attitudes and choices.
Chapter 11
- God is the author of and . The word “” means trained in orderliness. Followers of God and of Jesus Christ will be insistent that everything “be done and in ” (I Corinthians 14:40).
- Pupils can be trained in . Christian can be exercised in every Christian school when teachers and officers once recognize the and the of attaining it.
- Disorder is . One unruly affects another; one leads to another.
- What three things contribute to the disorder of a school?
- Superintendents should use the same sense and ability in running a Christian as they would apply to any other enterprise. Their teachers should be carefully guarded against and guaranteed adequate and for their work.
- In what ways may the teacher contribute to good order?
- A teacher must first of all learn to himself. He who cannot himself is not likely to others. If the pupils discover the teacher in a state of mental confusion they will the authoritative .
- Name four types of disorderly pupils:
- Certain pupils are rather than intentionally bad. They are so accustomed to in their homes that they have formed the turbulent which constantly wars against their best to comply with the teacher’s wishes.
- The remedy for the pupil is a full program of activities.
- Generally the self-centered pupil can be successfully reprimanded by the of his . He will be properly if the laugh is turned against him. opinion as expressed on the playground is a respected teacher.
- The disorderly pupil should be reprimanded and yet . If the admonitions are not respected it may be necessary to him to .
- In every boy there is the and the , but there is also the making of a man. In fact, the combination of these two characteristics will manifest itself in the of a character.
Quiz
Answer the following either T (True) or F (False).
- An orderly atmosphere in the school will command attention and respect.
- The teacher should wear loud or flashy apparel.
- The poorly prepared teacher should anticipate trouble.
- There are two kinds of disorder: the intentional and the unintentional.
- The teacher who insists upon doing all of the talking is sure to have competition.
- The teacher cannot be firm and forceful without losing patience and becoming indignant or even sarcastic.
Chapter 12
- The Bible is the Word of God. Lesson helps should be used the Bible and never from it. The plan of printing Scripture with the helps has been a for teachers and pupils to with the Bible.
- The great aim of the teacher is to make the pupil an independent of . That will not be possible unless he himself is an . To that end the best kind of a text will be a chain Bible, or one amply supplied with , so that parallel passages can be independently and Scripture compared with Scripture.
- If a teacher can possess only one book in addition to the Bible, it should be a Bible . This is in reality a Bible, as it gathers from all parts of Scripture every pertaining to a particular subject.
- In studying the lesson from the Bible, read it specifically:
First, for the
Second, for the
Third, for the mentioned
Fourth, for the teachings - It will not be possible for the students to follow the journeys of the patriarchs, the wanderings of Israel, or the campaigns of Joshua and David without the of .
- Pictures should be collected from various sources not only to but also to the more vividly.
- A teacher should be constantly on the alert for lesson material in his study, in his of books, magazines, and newspapers, in to the radio and other media, and in contacts.
- A carefully planned of is not made up of independent units. Each lesson is related to those and those in such a way as to develop a theme which runs through the entire series. In such a of one lesson cannot be taught apart from those before and after it.
- The teacher, who is constantly on the lookout for those things that will his vision, his knowledge, and his spirituality, will have the satisfaction of seeing his pupils drink from a running brook rather than a stagnant pool.
- Before the teacher can bring the facts vividly before the of the he must have them distinctly before his own imagination. He cannot the see what he himself does not see.
- One should not without thinking. One should not without writing. If the teacher has discovered something worthwhile for his class, he should either it in a notebook or the and so that it can be readily found when needed.
- True stories of human experience are always . Remarkable to and other of God’s providence are constantly being reported. A teacher can always make effective use of them, especially if the is closely to some member of the group.
- The chief value of the notebook will be in the of the of thinking ahead over the lessons to come. If the teacher faithfully uses his notebook, he will soon come to regard it as his educational .
Quiz
Answer the following either T (True) or F (False).
-
Some materials to use for preparing lessons are:
the Bible
maps
Bible dictionary
all of the above -
Different types of Bibles may be used for:
information
interpretation
investigation
all of the above -
Lesson material should be gathered to provide for:
future lessons
personal needs of the teacher
individual needs of pupils
all of the above -
A teacher should keep a notebook to record:
grades
facts
personal dates
birthdays
Chapter 13
- Lesson material must be . There must be a process of as well as . Lesson material is well when it is outlined and fitted into the lesson period.
- Name four methods of organizing material:
- The plan, which is really no plan at all, is all too common among teachers. It indicates either a lack of or a lack of . Neither of these will be found in a teacher.
- Logical organization recognizes the all-important law of and constantly proceeds in the arrangement of facts from the to the . There must be thinking on the part of the pupil fully as much as on the part of the teacher.
- Chronological organization will need to be kept in mind not only in preparing a lesson, but also in planning the entire of study.
- The weakness of psychological organization, like the experience mode of procedure, is in its from the as the content of instruction. Its primary stress is on rather than on acquisition of God’s Word.
- State the eight steps in organization of material:
of instruction
employed
used
lesson
prepared
selected
suggested
pupil’s - The teacher should ask, “What can I find here that will some real in the of my pupils?” The answer will provide the teacher with the real of the .
- The of the pupils will determine the methods to be used.
- The teacher should prepare material than is required so that he can feel at ease. Not the material even in lesson helps can be used by any one teacher. He must that which will most definitely help in the realization of the aim in mind.
- The outline should provide for several divisions, or topics, with points, and applications grouped under them. should be listed under the topic or division to which they are related and in the order of their importance.
- Writing out in advance also helps to formulate that type of inquiries that will be -provoking and from those errors that reduce the effectiveness of the question.
- It is well to examine the lesson outline to ascertain what point needs to be made clearer, then to seek to illustrate from common experiences of , from , from , by or . Do not , and thus eclipse rather than illuminate the central truth.
- The making of assignments for the next lesson is one of the main secrets of effective on the part of the pupil. Assignments should be not only but .
- Where the class has a background of Bible knowledge, or will make a real study of the lesson, may be to pupils to introduce a general discussion. The class will generally feel more to in a introduced by one of their own number, than one presented by the teacher.
Quiz
Answer the following either T (True) or F (False).
- In the teaching of every class someone must suffer.
- To have our lesson material Bible-centered does not mean that we ignore the age and understanding of the pupil.
- Much more material will be required for the lecture than the discussion method.
- A teacher cannot depend on an appropriate, spur-of the-moment illustration.
- Training one’s pupils is more difficult than teaching them.
Chapter 14
- The is nothing more than a retreat to familiar ground, therefore, it constitutes an important part of the of .
- Illustrations were frequently used by the in the Old Testament. Our in dealing with adults frequently employed illustrations. are an important part of the teacher’s equipment.
- The value of an illustration is if it is overdone. Better or striking illustrations that will remain in the mind of the pupil and will recall the truth to be expressed in his life. Many illustrations may perception and thought.
- Name four types of visual illustrations:
- When Christ placed a child in the center of the group, it was not that the little one might be the subject of a discussion, but a striking of His instruction on .
- of the ark, the temple, and Oriental houses will convey truth far more readily and accurately than architectural specifications and detailed descriptions. always help a pupil to visualize locations.
- The teacher can please the ear with familiar and . Real stories are always the best, and should be told as as possible, although always portraying the details and not the truth. Care must be exercised that in our enthusiasm to paint a vivid picture we do not .
- Making is one of the easiest and simplest methods of illustration. Because of pupils’ greater knowledge and wider experience, this method can be used more successfully with them.
- To be vital an illustration must be:
- There are illustrations that do not . If there is only a faint , or none at all, between the illustration and the instruction to be illuminated, nothing is accomplished by its use.
- Illustrations that lack in may seriously a teacher’s best efforts to impress a solemn truth.
- In speaking to children, the one prime factor on the human side is your , which must be of such nature that it children to you and attention when you speak.
Quiz
Answer the following either T (True) or F (False).
- The very best verbal illustrations for the Christian school teacher are found in the daily newspaper.
- Illustrations may be rendered obnoxious by repetition.
- Illustrations should be above the plane of the learner’s experience.
- Illustrations may degrade the truth and debase the hearer by their poor taste.
- Boys and girls do not resent any patronizing manner.
Chapter 15
- The educational process involves four steps:
of knowledge - The supreme purpose of the Christian teacher is to shape the immortal of a according to the Word of God. The imparting of knowledge is a comparatively simple matter. The development of character is far more difficult. Yet the teacher has not done all that is required unless there is evidence of a in the of the .
- Christ’s class was in itself a project. The disciples did not learn in a formal schoolroom but by His with Him. Later, when they had learned to live as He lived, and adopted His spiritual attitudes toward GOD and their fellow men, He sent them out to their by some practical .
- The Christian teacher can help his pupils to form Christian habits of and . They can best be taught , obedience and by practicing these virtues.
- Only the Word of God provides the for living. To attempt to build character of its is useless.
- Jesus taught Scripture directly by the method and used the Scripture as . Yet He taught for the specific purpose of the of Scripture to some real life question, problem, or need of those whom He addressed.
- No teacher can successfully make of truth to others until he has first it to his life. Students must constantly see in their the truths he seeks to apply to their lives.
- Our Lord’s supreme work of teaching was accomplished by His daily of the that He taught.
- The teacher should plan his application to meet four basic needs of the pupils:
- Salvation of the pupils should always be given consideration because there is no more application of than that which leads to the cross.
- Training in worship should involve a of the of true worship, a of the Scripture for the acts involved in worship, and a study of the worship program of the local church to see how the pastor plans a worship service for his congregation. It will also lead to the reading of , hymns, and books, as well as other books or periodicals which will help the class to understand and appreciate the experience of .
- Pupils should be led early in life into money for purposes. If possible it should be money which they have . For a child to be given money for an offering does not him in . It is the pupil’s real of his that leaves the impression and teaches the lesson.
- Pupils may be encouraged to apply their instruction in four fields of service:
Quiz
Answer the following either T (True) or F (False).
- Education is not completed in the acquisition but in the use of knowledge.
- Character grows through dreaming or wishing or talking.
- They must give because they want to give.
- There is no more important place for service than the home.
- Pupils do not need to see their responsibility for the evangelizing of the entire world.
Chapter 16
- No one was more fully by the than our Lord Jesus Christ. Yet no one more consistently observed the of . He and the teachers of His day were masters in the and of .
- The law of the teacher is: the teacher must that which he would .
- The teacher should know than he can teach. It is not sufficient to know just enough to in the . The teacher needs to be sufficiently well informed on the subject to any his pupils may ask. The teacher who is a master of his subject can watch the effect of his efforts on the class and with ease the trend of their and .
- The second law of teaching is: the pupil must with to the lesson to be learned.
- Suggest four ways in which the law of the language can be observed:
- The truth to be taught must be learned through truth known. All teaching must begin at some point of the lesson. If the subject is entirely new, then a known point must be sought so that by with something and there may be understanding. This law of or is basic for all mental development. The new can be understood only in of the .
- State three ways in which the law of the lesson can be observed:
Make with lessons.
by graded steps.
by illustration. - The law of the teaching process is: and the -activities of the pupil, and as a rule tell him nothing that he can learn for himself. If the pupil does not for himself there are no results in teaching.
- Three ways in which thought can be stimulated:
Provide material.
questions.
questions. - The object or event that excites no will provoke no . Questioning is really the of . It is the exciting of on the part of the to the discovery of truth. To ask a is to set the wheels of the pupil’s mind working.
- The law of the learning process may be stated thus: The pupil must in his own mind the truth to be learned, then it in his words. The three distinct stages of learning are , interpretation, and .
- The law of review and application may be expressed as follows: The , test, and of the work of teaching must be made by review and application.
- The three aims of the law of review and application are:
to knowledge
to knowledge
to knowledge - The _ is not an added excellence in teaching, but one of the essential conditions of all true teaching. Not to is to leave the work half done.
Quiz
Answer the following either T (True) or F (False).
- Inspiration in presentation is largely the result of perspiration in preparation.
- The language used in instruction must be common to teacher and pupil.
- What has been studied lies in the realm of the known.
- True teaching is stimulating the pupil to acquire knowledge for himself.
- Knowledge cannot be obtained without a teacher.
- Education is the acquisition but not the use of knowledge.
Chapter 17
- The mode sets forth the thought of the writer of Scripture as he intended it, and makes the impression on the mind of the scholar which the writer himself desired to convey. This is an , faithful, , and mode of teaching the Word of GOD.
- Three difficulties encountered with the expository mode are a lack of , a lack of , and a lack of .
- The experience mode proceeds from the experience of the pupil, or some application that has been made, to find by inductive thinking the great underlying truth of Scripture.
- The experience mode is more likely to at over Scripture and make its study a secondary aim. It is liable to create applications and then seek to them from Scripture truth. It tends to the study in human rather than in the Word of God. By a forced interpretation of a biblical passage it its to what precedes and follows. It often a profound of the as a whole in its efforts to associate an unnatural application.
- The difficulties of the mode may be overcome. Interest can be aroused not only by a of the child, but also by a comprehensive, graded of the subject. can be assured by a program of correlated expressional activities.
- Name five methods of development:
- A good story needs to be , dramatic, full of , and to life. All the great Bible stories possess , plot, characteristics that make a dramatic story.
- Education is in reality a process, and for this reason the method should be used. The recitation method:
gets the pupil to on his initiative
provides an opportunity to and to the memory
provides the teacher an opportunity to train his pupils to use language , naturally, and
enables the teacher to the who is intellectually - The method brings the pupil into action by requiring his reproduction of the lesson. In the method there is a continuous development or gradual construction of the lesson. It is well adapted for securing individual or of the lesson.
- The group or method, when properly managed, remains the most nearly ideal of all teaching methods. Not only does it encourage activity on the part of the pupils, but it forces them to their judgments rather than passively to accept or unthinkingly to reject those presented by the teacher.
- A profitable discussion will depend in no small degree on what previous has been made both by the and by the .
- The research method can be used effectively in and classes, provided books and materials are available for research, and the class is sufficiently small to give each an to report his findings.
- To maintain the interest of the rest of the class while one of the members is presenting his assignment it is recommended that reports be and .
- The lecture method permits the presentation of the lesson to a class of numbers, and permits close adherence to the teacher’s preparation. It makes possible an and properly discourse leading up to a practical conclusion. It permits a , easy, , and development of the lesson.
- All of the advantages of the lecture method are lost if the class is not closely following the lecturer and thinking with him. So serious are the limitations of the lecture method that it must be put down as the to be .
Quiz
Answer the following either T (True) or F (False).
- Expository teaching presupposes some understanding and experimental knowledge of Scripture.
- A pupil fed too richly with stories will not grow mentally.
- No recitation will be successful if conducted merely as a routine.
- What the story-telling method is to children, the lecture method is to adults.
- Only teachers who are capable of winning and holding the undivided attention of the class will achieve success with the lecture method.
Chapter 18
- Success in the presentation of the lesson in reality depends upon three steps in preparation:
of the teacher
of lesson material
the lesson material - The four successive steps to be followed in the presentation of the lesson are:
the lesson
of the lesson
the lesson
the lesson - The teacher may make a point of contact with the class by using a of the day, a , or of assignments.
- What four steps are to be taken in opening the lesson?
with the lesson
announce
announce
announce - Time is never gained by omitting a . More real progress can be made in twenty minutes after five minutes has been spent making a of , than in a half hour’s effort to comprehend an lesson.
- The will be the most valuable weapon to stimulate thought. The teacher who develops the lesson by a series of inquiries will never fail to accomplish his purpose.
- The pupils should recognize the of as the lesson is developed. They should realize that they are making definite despite the questioning process. It is a good plan after the first fact of the outline has been developed through questions, to briefly up the of the class work in form, and then proceed to the next, and so on to the end. Most illustrations will have to be introduced by a direct statement.
- It should not be necessary for anyone to abandon and cease to make it central in instruction in order that pupils may do their own thinking.
- tell your class what you can induce them to tell you. It is worth infinitely more to a to some , even in a broken, bungling way, than to have you tell it beautifully and eloquently. When he can it, he it. He may you tell it many times knowing it. Trying to it helps him to it.
- Only lessons that contain activities should be admitted in the curriculum. With this constant emphasis on the , as well as the of knowledge, especially in the early years, pupils will come actually to expect the teacher to stand aside so that they can in the .
- The teacher should sum up the net results of the class period. Remind the pupils of the fundamental facts brought out in the discussion. The summary of the lesson will be associated the important that have been .
- Curiosity and interest can be aroused in the next lesson by some startling statement or striking question. A teacher should strive to the day’s portion of “the most interesting story in the world” with such a ending that the entire class will look forward to the next day’s subject.
Quiz
Answer the following either T (True) or F (False).
- One can be a teacher if he is not a learner.
- Success or failure often hinges on the conclusion of the lesson.
- Pupils are never interested in their own activities.
- Pupils cannot be trained to base their experience on biblical truth.
- The lesson should be ended abruptly and without a conclusion.
Chapter 19
- By others, you may receive more vital than from a textbook.
- The principles of teaching can be made permanent by and teaching.
- The great difficulty will be to find who are sufficiently as to afford a good example.
- Points the observer should note about the physical conditions include:
arrangement
- What three things should be noted in the routine?
making
distribution of
entrance and exit of - Name five personal factors to be observed in teaching:
- In what seven respects is the pupils’ behavior to be criticized?
- Name five points for judging the teacher:
class - No one can develop skill in teaching without . One can learn to do well only by . Unless it is practice of the procedure it will be clumsy, wasteful, and imperfect. One must practice on the basis of accurate , with adequate provision for constant and .
- Constructive by another, especially if he be experienced in teaching, will be of great value in connection with practice. All criticism must become . For only as one the criticism graciously and its suggestions will it be of any value.
- In the author’s practice teaching class all of the class members were . They had to divide their attention between the of the and the observance of one of the laws of teaching. In addition, if the class were sufficiently large, eight of the number served as . Each was a who gave his entire time to the observance of one of the eight laws.
- In this final test, they were required to observe a of teachers and of the of teaching.
Quiz
Answer the following either T (True) or F (False).
- One can be a teacher if he is not a learner.
- Success or failure often hinges on the conclusion of the lesson.
- Pupils are never interested in their own activities.
- Pupils cannot be trained to base their experience on biblical truth.
- The lesson should be ended abruptly and without a conclusion.
Chapter 20
- In what five respects was our Lord prepared to be a teacher?
He was a master of the of
He was familiar with the less common of
He knew as well as the dialect
He was profoundly in the
He was with the - Jesus thoroughly in teaching—an indispensable prerequisite for any teacher. He gave Himself to it, and forever the calling. The supreme glory of the teaching profession consists in the fact that when our Lord faced His life work He to be a . He was the of His profession.
- State five facts as evidence that our Lord was recognized as a teacher:
The name by which He was .
The name by which His were known.
The comparatively large amount of time He spent in His .
The He employed in dealing with large groups.
The use of the word in the Great Commission. - Jesus’ teaching was not a pouring , but rather a pumping , process. He invited and gave the class an opportunity to contribute and participate. He organized His material rather than logically. He saw to it that His pupils their subject. He taught .
- Give four illustrations of His mastery of the Scripture:
The in the wilderness.
The sermon in .
The controversy.
The instruction. - Even from the human standpoint He was a master of . He all His pupils. He never held a against a pupil for some past conduct. He was swift to rather than to condemn.
- His instruction looked to a end. He expected . To this end, He always appealed to the of His pupils. He was not content to reach the only, but pressed beyond to contact the .
- Jesus had no method in teaching. He was not bound by any , or devoted to any system. Rather He was the of methods. He varied His process according to the He faced and the He had in mind.
- The discourse appears to be a method, and was commonly used in the part of His ministry, when He was not only making public proclamation of His message, but was His chosen for the more intensive instruction they would receive later.
- The dialogue served both to instruct the and move the . In the dialogue there was ample opportunity given for the disciples to questions and to the inquiries of the Master.
- The was not used as a method of teaching because of its clearness and beauty. The was used to conceal truth, fully as much as to clarify it. To His enemies the parable would appear as an innocent . To the cognizant disciples it conveyed important .
- The disciples by His teaching, His death, His resurrection, and the baptism of the Holy Spirit, went forth to turn the up-side-down. Ten of them their as a testimony to their in their Teacher.
- The of character in the case of the disciples was accomplished so and yet so that the courageous and consecrated men who occupied the stage in the Acts of the Apostles were altogether different from the untrained, uncouth, unlettered men who first enrolled in our Lord’s training class.
- Thomas saw death in all its , cruelty and . Yet his to his Lord was great. He expressed a fervor of love that is unto death—a loyal that only in the presence of peril asserts its full strength and nobility.
- Jesus wrought His ideals into the disciples’ so they in turn were able to pass on these same ideals to others. His school of the Twelve became the Church. The apostles , taught, bore , testified, , and exhorted. In this ministry they themselves.
- All but one of the eleven disciples who attended our Lord’s school their in witness of their faith in Him, as well as their firm belief in His instruction. The of only one is recorded in Scripture, while a second writes of his anticipated ; but from other sources, considered reliable, there is a of the of the others.
- Herod executed in prison with a sword.
- James the son of Alphaeus was from a lofty pinnacle of the temple.
- Magistrates in Armenia prevailed upon the governor to put to death.
- Jude was cruelly put to death in .
- The priests followed , and while he was in prayer, shot at him with arrows, then ran a lance through his body.
- Andrew was first scourged by seven lictors and then .
- Simon the zealot is believed to have been crucified in .
- After laboring tirelessly, suffered martyrdom, being slain with a halberd.
- Peter requested that he might be nailed to the cross head .
- John was the only one of the disciples that did not experience a death.
- The of the teacher and his teaching is what happens in the lives of his disciples. The lives of the Lord’s disciples were , dedicated, and eventually for their Teacher and the great task to which He had commissioned them.
Quiz
Answer the following either T (True) or F (False).
- Jesus Christ was not only the master teacher, but the master of all teaching.
- Living what He taught inspired confidence in His statements.
- Jesus quoted from at least sixteen books of the Old Testament.
- Jesus knew the minds of His disciples, His enemies and honest inquirers.
- Faith must manifest itself in works.
- When confronted by enemies and accusers, Christ adopted the method of disputation.
