Notes

Dealing With GOOD SENSE Learners in Sunday/Sabbath School Class
During my university days, several 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 following 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 next morning Sabbath. Some people were also asked late in the week, either to sub for another teacher, or 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 t here fore, to handle a highly effective Sabbath school class. Because of read more , we had a significant difficult time and energy to present a well-rounded Sabbath school, which 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 need for coordinators and facilitators to get equipped with enough material to perform enough inside a tight time frame. As usual, common sense learners are those who want to see how they can apply the information they have 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 would be to supply them with opportunities to practice the information they already have, to help them set up a personal relationship with God. Help them to answer fully the question, "How can I practice the information I have just learned?", sufficient reason for their interest in application, they will 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 inductive questions, thought questions, life-application questions, role playing, discussion stories that illustrate how to utilize the information (e.g. witnessing stories), and object lessons. In conjunction with the approaches stated below, you'll achieve a satisfactory lesson for the normal 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. Just the same, you can find fast learners and slow ones. To carry the eye of the slow group, the teacher will need to include a minumum of one activity that stimulates these bodily kinesthetic learners. For instance, for anyone who is teaching concerning 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, 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 opportinity for active learning. Make rotational visitations for the members through the week to determine their personal problems. This method works best to reclaim the members who have backslid within their faith. The facilitator is really a shepherd, and should make certain 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 making use of their Bible. Rather than asking students questions, which only restate what has already been stated or failing to have the students interact fully with their Bible, this process puts the students on the toes.

Example: - "Browse the following verses and choose the verse that speaks to you personally about God's plan 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 the fear of potentially being wrong.

Author info:

Tony Philip Oreso is really 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]
Here's my website: http://idea.informer.com/users/glassglass34/?what=personal