Notes

Dealing With GOOD SENSE Learners in Sunday/Sabbath School Class
During my college days, numerous things used to occur regarding Sabbath/Sunday school group facilitation. Being truly a church institution, the coordinator would want that by Friday evening, everything had been put in place for the smooth running of the next day's Sabbath. However, it was not always very successful, however much he tried. website 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 even to teach a class "impromptu" when the regular teacher failed to show up.

Taking college business under consideration we were always busy during the week and without enough preparation therefore, to handle a highly effective Sabbath school class. Consequently, 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 obtain built with enough material to perform enough inside a tight time frame. As usual, common sense learners are those who wish to see how they are able to apply the information they need to help them embrace contemporary Christian lifestyle with a postmodern mindset.

Since they curently have the facts at heart, the role of the facilitator to these learners is to provide them with opportunities to practice the info they already have, to help them set up a personal relationship with God. Help them to answer fully the question, "How do i practice the information I've just learned?", sufficient reason for their interest in application, they'll help other class members to help 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 normal sense learners in your class.

Stimulation
Learning does not take place the same way in all students. Most classes consist of the imaginative, analytical and dynamic learners. Likewise, there are fast learners and slow ones. To carry the attention of the slow group, the teacher should include at least one activity that stimulates these bodily kinesthetic learners. For example, when 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 all of the pictures, ask your students to get objects that display people's arrogance and annoyance (homes, cars, money e.t.c). These objects are just like the tower of Babel, which was more, an object of pride and arrogance. Then, have each class member share one or two objects from their file and how people use that particular 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 learn their personal problems. This method works best to reclaim the members who have backslid in their faith. The facilitator is 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 greatly help them interact personally with their Bible. Instead of asking students questions, which only restate what has already been stated or failing to obtain the students interact fully making use of their Bible, this approach puts the students on the toes.

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

This enables students to believe for themselves also to internalize the message. Also, students feel safer to answer questions once 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]
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