Notes

Dealing With GOOD SENSE Learners in Sunday/Sabbath School Class
During my college days, many things used to happen regarding Sabbath/Sunday school group facilitation. Being truly a church institution, the coordinator would want that by Friday evening, everything have been set up for the smooth running of the next day's Sabbath. However, it was not always very successful, however much he tried. I remember those late Friday evenings when I was asked to facilitate the lesson the next morning Sabbath. Some of us were also asked late in the week, either to sub for another teacher, or to teach a class "impromptu" when the regular teacher didn't show up.

Taking college business under consideration we were always busy through the week and without enough preparation therefore, to take care of a highly effective Sabbath school class. As a result, we had a significant difficult time to present a well-rounded Sabbath school, that is meant to foster the spiritual growth of class members. In this circumstance, what helped me out was common sense.

These circumstances remain there, hence the necessity for coordinators and facilitators to get equipped with enough material to perform enough inside a tight timeframe. As usual, good sense learners are those who would like to see how they can apply the information they need to help them embrace contemporary Christian lifestyle with a postmodern mindset.

Since they already have the facts in mind, the role of the facilitator to these learners would be to provide them with opportunities to practice the info they already have, to greatly help them set up a personal relationship with God. Help them to answer the question, "How can I practice the information I've just learned?", sufficient reason for their interest in application, they'll help other class members to make the transition from head-knowledge to heart knowledge.

Your lesson materials should include a variety of activities such as for example inductive questions, thought questions, life-application questions, role playing, discussion stories that illustrate how exactly to use the information (e.g. witnessing stories), and object lessons. With the approaches stated below, you will achieve a reasonable lesson for the common sense learners in your class.

Stimulation
Learning does not take place the same way in every students. Most classes contain the imaginative, analytical and dynamic learners. Likewise, you can find fast learners and slow ones. To carry the attention of the slow group, the teacher will have to include a minumum of one activity that stimulates these bodily kinesthetic learners. For example, if you are teaching about the story of the tower of Babel, you can collect assorted magazines and newspapers and distribute them to the class.

From the variety of pictures, ask your students to find objects that display people's arrogance and annoyance (homes, cars, money e.t.c). These objects are like the tower of Babel, that was more, an object of pride and arrogance. Then, have each class member share a couple of objects from their file and how people use that one object as a way to obtain pride.

Visiting
Visiting is another means for active learning. Make rotational visitations for your members through the week to find out their personal problems. Best Foreign Currency is most effective to reclaim the members who have backslid within their faith. The facilitator is really a shepherd, and should guarantee that the pasture is evergreen for his flock.

Picture out-of-frame
This approach attracts the students imaginative, analytical and common sense skills, to help them interact personally with their Bible. Rather than asking students questions, which only restate what has already been stated or failing to get the students interact fully with their Bible, this process puts the students on their toes.

Example: - "Browse the following verses and pick the verse that speaks to you personally about God's plan for your life."

This enables students to think for themselves also to internalize the message. Also, students feel safer to answer questions when the teacher has removed worries of potentially being wrong.

Author info:

Tony Philip Oreso is a Nairobi-based freelance writer. He submits regularly to Christian publications, like the Adventist Review, Collegiate quarterly and the Cornerstone connections. He can be reached on E-mail: [email protected]
My Website: https://www.shreesacredsounds.com/how-to-use-the-top-trend-tools-for-trading-forex/