Notes

Dealing With Common Sense Learners in Sunday/Sabbath School Class
During my university days, a variety of things used to happen 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 had been not necessarily very successful, however much he tried. I remember those late Friday evenings when I was asked to facilitate the lesson the following 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 check here under consideration we were always busy during the week and without enough preparation therefore, to take care of a highly effective Sabbath school class. Due to this fact, we had quite a 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 t here , hence the need for coordinators and facilitators to obtain built with enough material to accomplish enough inside a tight time frame. As usual, good sense learners are those who would like to see how they are able to apply the information they must 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 would be to provide them with opportunities to practice the information they already have, to greatly help them set up a personal relationship with God. Help them to answer the question, "How do i practice the information I've just learned?", sufficient reason for their interest in application, they will help other class members to make the transition from head-knowledge to heart knowledge.

Your lesson materials will 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 utilize the information (e.g. witnessing stories), and object lessons. In conjunction with the approaches stated below, you will achieve a satisfactory lesson for the normal sense learners in your class.

Stimulation
Learning does not happen 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 eye of the slow group, the teacher should include at least one activity that stimulates these bodily kinesthetic learners. For instance, 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 all of the 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 source of pride.

Visiting
Visiting is another opportinity for active learning. Make rotational visitations for the members during the week to find out their personal problems. This technique is most effective to reclaim the members who have backslid within 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 good sense skills, to help them interact personally with their Bible. Instead of asking students questions, which only restate what has already been stated or failing to achieve the students interact fully with their Bible, this approach puts the students on their toes.

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

read more enables students to believe for themselves also to internalize the message. Also, students feel safer to answer questions when the teacher has removed the fear of potentially being wrong.

Author info:

Tony Philip Oreso is a Nairobi-based freelance writer. He submits regularly to Christian publications, including The Adventist Review, Collegiate quarterly and the Cornerstone connections. He is able to be reached on E-mail: [email protected]
Read More: http://atlas.dustforce.com/user/lithorhauge47