LawsOfTeacher LeadersGuide

Dr. Howard G.
Hendricks
TM
LEADERS GUIDE
The 7 Laws of the Teacher A Walk Thru the Bible Classic! A classic is something that has been around for a while, is highly esteemed for its value, and has had a long-standing impact in peoples lives. With that being the case, The 7 Laws of the Teacher certainly qualifies as a classic. For two decades, this teaching series has changed the way teachers and facilitators understand and approach their teaching. And many livesboth students and teachershave been changed as well! The 7 Laws of the Teacher, along with the other two titles in the Walk Thru the Bible teaching collection The 7 Laws of the Learner and Teaching With Style has equipped teachers in over 85 countries around the world. Although the look of the video may be a bit dated, the material is just as relevant today as when the series was first introduced by Dr. Howard Hendricks. The challenges encountered by teachers today are daunting. Teachers are faced with issues like teaching in a world inundated with technology, constant changes in our knowledge base, global and economic information overload, and a multitude of distractions. Its a challenge to be an effective and engaging teacher. Walk Thru the Bible wants to help! The 7 Laws of the Teacher is the answer to an age-old question how to teach so that students learn, retain information, and have passion for learning! We are pleased that you have joined us for a transformational experience. Through this course, you will learn seven essential principles that will forever change the way you approach your teaching and will help your students enjoy learning. Welcome to The 7 Laws of the Teacher! When youve completed this series, be sure to check out the other two modules in our teaching seriesThe 7 Laws of the Learner and Teaching With Style. Your teaching will never be the same! Walk Thru the Bible has been creating teaching and discipleship materials for more than 30 years. These materials have reached millions of people across the globe through live teaching events, print publications, and small group study curricula. Our commitment is to help people everywhere live Gods Word. Learn more about the complete teaching series at www.walkthru.org/teachingseries. Also, check out our DVD series on parenting, family, marriage, personal holiness, as well as our other small group and personal study materials, Bibles, books, and daily devotionals at www.walkthru.org. Or call 1-800-361-6131. Take a Walk. Change the World.
Copyright 1988, 2010 by Walk Thru the Bible Ministries, Inc. All rights reserved..
Resources
DVD CURRICULUM
Raise Up a Child with Phil Tuttle Walk Thru the Bible Classics Series 7 Laws of the Leader with Bruce Wilkinson 7 Laws of the Teacher with Howard G. Hendricks A Biblical Portrait of Marriage with Bruce Wilkinson A Heart That Makes a Home with Bruce Wilkinson Leading and Loving with Bruce Wilkinson Personal Holiness with Bruce Wilkinson
Additional Small Group Discussion Guides Available
DAILY DEVOTIONALS
Magazine Format (monthly magazines with daily readings)
Tapestry for todays Christian woman Daily Walk journey through the Bible in one year Closer Walk journey through the New Testament in one year Indeed a daily devotional that explores the heart of God Youth Walk a daily devotional for teens and college students
Daily Devotional Books also available
BIBLES AND BOOKS
Childrens Materials
Book by Book Learning System
Daily Walk Bible Youth Walk Bible and more
Old and New Testament Flashcards
LIVE EVENTS - Informative and fun!

But is it really Bible teaching?
Schedule a live event for your church or organization.

20 million people from 85 countries have attended our life changing events! Walk Thru the Old Testament Understanding the Love of Your Life Walk Thru the New Testament A Biblical Portrait of Marriage Kids in the Book Old Testament 7 Laws of the Learner Kids in the Book New Testament 7 Laws of the Teacher Effective Parenting in a Defective World Solving the People Puzzle Raise Up a Child
...Absolutely!
Learn more at www.walkthru.org or call 1.800.361.6131
The 7 Laws of the Teacher Leaders Guide Contents

Tips for the Leader Law 1: The Law of the Teacher Law 2: The Law of Education Law 3: The Law of Activity Law 4: The Law of Communication Law 5: The Law of the Heart Law 6: The Law of Encouragement Law 7: The Law of Readiness Bonus Articles Introduction Article 1: Teaching in the New Testament Article 2: The Teaching Process Article 3: Jesus Involved His Students Article 4: Communicating with Others Article 5: Caring: The Basis of Teacher/Student Relationships Article 6: Motivating Your Students Article 7: The Holy Spirit and the Law of Readiness About Your Teacher 6 11 14 17 20 24 26 28 31 32 33 34 35 36 37 38 39
Walk Thru the Bible 4201 North Peachtree Rd., Atlanta, GA 30341 1-800-361-6131 www.walkthru.org
Except for pages 31-37, this workbook is not to be reproduced in any form without written permission from Walk Thru the Bible Ministries. Copyright 1988, 2010 by Walk Thru the Bible Ministries, Inc. All rights reserved..
Tips for the Leader

Most of the work for this series has already been done for you. Dr. Howard G. Hendricks has prepared and presented the content from his four decades of ministry in Christian Education, and Walk Thru the Bible staff members have developed the Course Workbook and this Leaders Guide, which includes introductory and follow-up activities to ensure teachers personally apply each of these 7 Laws of the Teacher. However, two major areas of work remain for you: 1. Determining a schedule of presentation and enlisting your teachers to attend the series. 2. Conducting the sessions themselves. As you read through the following ideas you will see that we have prepared you for these important tasks. Use these guidelines to aid you in making this series a great success. This course is designed to be flexible so that you and your teachers can easily adapt material for schools, colleges, seminars, or other groups.
PREPARING FOR THIS SERIES

1. Schedule the series.
First you must decide on the best time to present the series for your teachers and prospective teachers. Consider these options, and adapt any as you like: A seven-week series offered once a week, with one 60-, 75-, or 90-minute session/week. A seven-month series offered once a month, with one 60-, 75-, or 90-minute session/month. A four-part series offered once a week or once a month, with one video session presented in the first meeting and two presented in each of the remaining three sessions. A four-day seminar (e.g., Monday through Friday): Monday night: Introduction and Law 1 Tuesday night: Laws 2 and 3 Wednesday night: Regular church meeting Thursday night: Laws 4 and 5 Friday night: Laws 6 and 7 A weekend seminar (Friday and Saturday): Friday night: Laws 1 and 2 Saturday morning: Laws 3 and 4 Saturday afternoon/evening: Laws 5, 6, and 7
LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES
A weekend seminar (Friday, Saturday, and Sunday): Friday night: Laws 1 and 2 Saturday morning/afternoon: Laws 3, 4, and 5 Sunday afternoon/evening: Laws 6 and 7 A weekend seminar (Thursday, Friday, and Saturday): Thursday night: Laws 1 and 2 Friday night: Laws 3 and 4 Saturday morning/afternoon: Laws 5, 6, and 7 Perhaps these suggestions will bring to mind another more suitable schedule for your situation. In choosing the best schedule for you and your teachers, keep in mind that the longer the series extends, the more opportunity people have to apply what they have learnedbut also the greater the chance that their attendance will be interrupted. 2. Next, enlist the support of key leaders in advance of any general announcements. Secure their commitment to these tasks: Department leaders should commit to personally inviting each of their teachers. General leaders should commit to personally inviting prospective teachers. All leaders should attend the sessions with their teachers to aid in helping them apply the laws to specific class situations. 3. Announce the dates well in advance. 4. Send a letter explaining the series to each teacher and prospective teacher. Ask for a commitment to attend. 5. Leaders should then begin making personal contacts with every teacher/prospective teacher, getting commitments to attend. 6. Arrange the follow-up contacts to those who have not yet committed to attend. 7. Focus every contact on the benefits of the series for the teacher and the students. Avoid making attendance a matter of duty or obligation; stress the positive impact the series should have in their teaching. 8. Remind everyone of the schedule the week before the series begins. Build anticipation! 9. Throughout the process, use posters, brochures, bulletin announcements, emails, and personal letters to get the word out.
CONDUCTING THE SESSIONS

1. Create a comfortable setting for learning.
Arrange chairs informally with a good view of the video display/screen/TV. Most sessions call for a semicircle. A few call for arranging chairs into small groups. If your group is large, you may need to arrange for two or more video screens so all can see clearly. Practice using the equipment and be sure it is placed well for comfortable viewing. If you will have more than one row of people watching the screen, be sure it is raised so all can see directly. Most people are used to watching TV at medium to close range. If they must strain to see or hear, their learning efficiency will suffer. Be alert to any glare from windows or lights that may interfere with viewing. You may want to dim the lights some, but be aware that the participants will need to be able to see to take notes. Have name tags and bold pens available. Provide light refreshments as people arrive or at the end of the session. Something to eat or drink helps people relax and encourages friendly interaction.
2. Prepare yourself for each session.
Pray for a productive and meaningful session. Watch each session ahead of time and be familiar with the Session Plan in this Leaders Guide and the Course Workbook. Focus your attention on the discussion questions and activities, and make any changes so that they will fit your particular teachers most effectively. Be sure you have photocopied the one-page article in the back of this Leaders Guide to distribute to your participants for each session, or email the article each week to build anticipation for the upcoming session..
3. Keep the sessions moving, but dont rush.
Follow the suggested time allotments. Its better to stop something with people wishing it would continue than to let it drag on and have them wishing it would end! Avoid making references to time limitations. People will only feel hurried if you keep mentioning it. Avoid spending time on something that applies only to some of the participants. Offer to deal with specialized questions at the end of the session.
4. Be a good role model.
Be in the room early and greet people warmly as they arrive. Call people by their names, and help them get acquainted with each other. Listen attentively and take notes during the video presentation.
5. Help everyone participate, but put no one on the spot.
The introductory activity in each session is a low threat way to help people begin opening up within the group. Allowing people to write their thoughts before being asked to share them is a helpful bridge for the person who finds it hard to participate. Small group activities are easier for people to talk in than those that involve the entire class. Call on someone by name only if you are certain the answer is not difficult for him or her. When asking small groups to report back to the entire group, vary the means by which the spokesperson is selected. Ask for the report to be given by the person in the group. . . . with the next birthday. . . . . . who was last to arrive for this session . . . . . . with the biggest Bible . . . . . . with the shortest hair, etc.
6. Lead participants to apply information learned.
If you have a 75- to 90-minute session, lead the group in completing the Follow-Up activities explained in each Session Plan. Youand your age-level leadersmay need to give additional help to teachers to identify specific ways each law applies to their age group. The Follow-Up section of each Session Plan offers a few suggestions to aid you in this process. If your session is only 60 minutes, encourage participants to complete the Follow-Up assignments by . . . . . . group together on the activity, or . . . meeting with one other person in the class to do the project, or . . . working individually on the project and reporting to you or an age-level leader before the next session.
SESSION OUTLINE
APPROACH (5-10 minutes) Preparing Yourself VIDEO MESSAGE (Approximately 45 minutes) RESPONSE (10-20 minutes) Lets Talk About It (Group Discussion) OPTION (In class or at home): FOLLOW-UP (15 minutes) How Am I Doing? Lets Take Action
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LAW
J J J J J J J J J
If you stop growing today, you stop teaching tomorrow.
Law of the Teacher

Before the Session
Pray for a profitable and meaningful session. Study the Session Plan below, and prepare to lead the activities indicated. Determine which question(s) in the Lets Talk About It section you will ask. Make copies of the article for Law 1 for your participants. (see page 32) View Video Session 1, taking notes in your Course Workbook. Have a copy of the Course Workbook ready for each participant. Provide name tags and bold markers. Make a tag for yourself. Provide extra pens or pencils. Arrange room for comfortable viewing. Place chairs in semicircle(s) facing the monitor.
Session Plan APPROACH (5-10 minutes)

1. Greet people as they arrive: Express your pleasure at their attendance. Introduce people to one another if they are not already acquainted. Give each person a name tag to wear. Distribute copies of the Course Workbook - one per person. 2. A few minutes before your official starting time, ask each person to take a few moments to become familiar with the Course Workbook. Encourage them to read through the Thought Joggers to get their minds in gear for this first session. Then ask them to complete the Preparing Yourself exercise. If others arrive after some have begun working, greet the late arrivers and help them to get started. 3. After two or three minutes, invite volunteers to make any comments or observations about the exercise. Ask, How does this Enthusiasm Index relate to your attitude toward coming to this series on teaching? Explain that you feel the enthusiasm of each teacher involved in taking this course will leap tremendously as a result. The goal of this course is that we grow as teachers. That goal is directly related to the principle of teaching well learn about today.
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VIDEO SESSION (45 minutes)

1. Briefly introduce the video message. If your teachers are unfamiliar with Dr. Hendricks, you may want to review his biographical sketch with them (see page 39 in this Leader's Guide). Say: One of the qualities of an effective teacher is that he or she is continually growing. Were now going to watch a video message by Dr. Hendricks that focuses on this quality. As you watch, your Course Workbook will guide you in identifying key ideas to write down and remember. 2. Show Video Session 1: The Law of the Teacher. Check the sound, lighting, and ventilation in various places of the room as the program begins. Make any necessary adjustments to aid people in comfortably hearing and viewing. 3. At the conclusion of the video message, encourage people to complete any blanks they missed filling in by referring to the back of the Course Workbook, which includes a listing of all answers in the video notes. Have a two-minute stand-up break.
RESPONSE (10-20 minutes)

1. Ask each person to take one minute to review his notes for the video session and isolate one key point Dr. Hendricks made that was most helpful to him. Then ask for volunteers to share their answers with the class. 2. If you have five or fewer participants, remain in one group. If your class is larger, break into groups of three to four members each. Ask each group to work through the question(s) in the Lets Talk About It section that you have selected for discussion. After a time of discussion, ask for each group to share a summary of its conclusions to the whole group. 3. OPTION: If you have time, have the small groups work through additional discussion questions. 4. If you are closing your meeting at this point, instruct the groups to conclude their discussion time with sentence prayers for the continued growth of one another as teachers. If you like, have each person pray for the person on his right.
FOLLOW-UP (15 minutes)

OPTION: If you have a 90-minute session, lead the group in completing these activities in class. If you have less than 90 minutes, encourage your group members to complete them with others who teach the same age level or individually at home. 1. How Am I Doing? Have each participant complete this survey. In the margin of their workbook, have them write a summary statement regarding how they view themselves as a result of this exercise. Invite several participants to share their conclusions with their group. 2. Let's Take Action: Have each participant complete this exercise. Within the small groups, have each person tell one of the items he checked and why. 3. Close your session with sentence prayers for one anothers continued growth. Remain in the small groups and have each person pray for the one on his right.
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ASSIGNMENTS
If you are meeting once a week or month, encourage your participants to complete these assignments before the next session. If you are working through these sessions in a weekend or week, ask them to do all assignments within a week or so after completing the course. 1. Ask each person to do the On Your Own exercise. 2. OPTION: Distribute copies of the informative article (see page 31 in this Leaders Guide), and ask your participants to read it.
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LAW
J J J J J J J J J
Education is a process of exciting and directing the self-activities of the pupil.
Law of Education
Before the Session
Pray for a profitable and meaningful session. Study the Session Plan below, and prepare to lead the activities indicated. Determine which question(s) in the Lets Talk About It section you will ask. Make copies of the article for Law 2 for your participants (see page 33). View Video Session 2, taking notes in your Course Workbook. Have a copy of the Course Workbook ready for each participant. Provide name tags and bold markers. Make a tag for yourself. Provide extra pens or pencils. Arrange room for comfortable viewing. Place chairs in semicircle(s) facing the monitor.

1. Greet people as they arrive: Express your pleasure at their attendance. Talk to people by name and engage in informal conversation. Introduce any new participants. Encourage people to chat with one another, inviting those who are more outgoing to talk with those who may be more hesitant. Give each person a name tag to wear. Give each new person a Course Workbook. 2. A few minutes before your official starting time, ask each person to turn to session 2 in the Course Workbook. Encourage them to read through the Thought Joggers to get their minds in gear for this second session. Then ask them to turn to the Preparing Yourself exercise and work in small groups to complete the Measuring Your Success activity and thus to reach the obvious conclusion at the bottom of the page. If others arrive after some have begun working, greet the late arrivers and help them to get started. 3. After two or three minutes, ask one of the small groups to tell which criterion it chose for measuring the success of a basketball coach (it should be obvious that the best response is How his/her team plays basketball). Ask them to tell why that would be the best indicator of the coachs success (obviously, the purpose of a coach is to guide the team in playing better than they would without such help). Call on other groups to respond similarly about the sales manager and the teacher. Ask for someone who has not yet commented to the class to share his or her groups obvious conclusion about where all of these people should focus their efforts in order to succeed (should be something like guiding their team/sales staff/students to improve their performance).
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1. Dr. Hendricks leads us through the process of education. As you watch, use your Course Workbook as a guide to identifying key ideas to write down and remember. 2. Show Video Session 2: The Law of Education. Be sure the sound, lighting, and ventilation are properly adjusted for comfortable viewing. 3. At the conclusion of the video message, encourage people to complete any blanks they missed filling in by referring to the back of the Course Workbook, which includes a listing of all answers in the video notes. Have a two-minute stand-up break.

1. Ask each person to take one minute to review his notes for the video session and isolate one key point Dr. Hendricks made that was most helpful to him. Then ask for volunteers to share their answers with the class. 2. If you have five or fewer participants, remain in one group. If your class is larger, break into groups of three to four members each. Ask each group to work through the questions(s) in the Lets Talk About It section that you have selected for discussion. After a time of discussion, ask for each group to share a summary of its conclusions to the whole group. 3. OPTION: If you have time, have the small groups work through additional discussion questions. 4. If you are closing your meeting at this point, instruct the groups to conclude their discussion time with sentence prayers for the continued growth of one another as teachers.

OPTION: If you have a 90-minute session, lead the group in completing these activities in class. If you have less than 90 minutes, encourage your group members to complete them with others who teach the same age level or individually at home. 1. How Am I Doing? Have each participant complete this survey. In the margin of their workbook, have them write a summary statement regarding how they view themselves as a result of this exercise. Invite several participants to share their conclusions with their group. 2. Let's Take Action: Have each participant complete this exercise. Within the small groups, have each person tell one of the items he checked and why. 3. Close your session with sentence prayers for one anothers continued growth. Remain in the small groups and have each person pray for the one on his right.
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ASSIGNMENTS
If you are meeting once a week or month, encourage your participants to complete these assignments before the next session. If you are working through these sessions in a weekend or week, ask them to do all assignments within a week or so after completing the course. 1. Point out that the On Your Own section includes a bibliography of good books on teaching. There is an annotated bibliography in the back of the Course Workbook as well. 2. OPTION: Distribute copies of the informative article (see page 33 in this Leader's Guide), and ask your participants to read it.
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LAW
J J J J J J J J J
Maximum learning is always the result of maximum involvement.
Law of Activity
Before the Session
Pray for a profitable and meaningful session. Study the Session Plan below, and prepare to lead the activities indicated. Determine which question(s) in the Lets Talk About It section you will ask. Make copies of the article for Law 3 for your participants. (see page 34) View Video Session 3, taking notes in your Course Workbook. Have a copy of the Course Workbook ready for each participant. Provide name tags and bold markers. Make a tag for yourself. Provide extra pens or pencils. Arrange room for comfortable viewing. Place chairs in semicircle(s) facing the monitor.

1. Greet people as they arrive: After you greet participants, involve them in talking informally about any activities they have used recently with their students. Those who are not yet teaching may talk about activities they have done as part of this or another class. How effective were those activities? Give each person a name tag to wear. Give each new person a Course Workbook. 2. A few minutes before your official starting time, ask each person to turn to session 3 in the Course Workbook. Encourage them to read through the Thought Joggers to get their minds in gear for this third session. Then ask them to turn to the Preparing Yourself exercise and work in pairs or small groups to complete the Tried and True activity. Have them discuss several of the statements among themselves to determine if they think they are correct or notespecially Practice makes perfect, We learn by doing, and Experience is the best teacher. If others arrive after some have begun working, greet the late arrivers and help them to get started. 3. After two or three minutes, ask one of the small groups to share its conclusions about one or more of the axioms. Point out that Dr. Hendricks will be discussing some of these in todays session. 4. OPTION: If you have extra time, you may want to have your small groups make a list of activities they assigned their students in their most recent teaching experiences, then evaluate their effectiveness and discuss ways to improve their impact in helping their students learn. Have them share their conclusions with the group at large.
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1. Briefly introduce the video message by Dr. Howard G. Hendricks. Were now going to watch a video message in which Dr. Hendricks presents the Law of Activity, including six characteristics that are necessary in order for the activities we plan to be meaningful and effective. As you watch, use your Course Workbook as a guide to identify key ideas to write down and remember. 2. Show Video Session 3: The Law of Activity. Check the sound, lighting, and ventilation to provide comfortable viewing. 3. At the conclusion of the video, encourage people to complete any blanks they missed filling in by referring to the back of the Course Workbook, which includes a listing of all answers in the video notes. Have a two-minute stand-up break.

1. Ask each person to take one minute to review his notes for the video session and isolate one key point Dr. Hendricks made that was most helpful to him. Then ask for volunteers to share their answers with the class. 2. If you have five or fewer participants, remain in one group. If your class is larger, break into groups of three to four members each. Assign each group one of the three scenarios in the Lets Talk About It section. After a time of discussion, ask for each group to share a summary of its conclusions with the whole group. 3. OPTION: If you have time, you may want to lead a general discussion on the law of activity by asking these questions: How can you provide direction in a learning activity for the age level you teach without dictating everything the student does? What are some ways we can focus on the process of learning as well as the product? What are some examples of meaningful activity that would be realistic and lifelike for your students? 4. If you are closing your meeting at this point, instruct the groups to conclude their discussion time with sentence prayers for the continued growth of one another as teachers.

OPTION: If you have a 90-minute session, lead the group in completing these activities in class. If you have less than 90 minutes, encourage your group members to complete them with others who teach the same age level or individually at home. 1. How Am I Doing? Have each participant complete this reflective activity. Invite several participants to share their conclusions with their groups. 2. Lets Take Action: Break up into small groups or pairs, and complete this exercise. Make sure Bibles are available. 3. Close your session with sentence prayers for one anothers continued growth. Remain in the small groups and have each person pray for the one on his right.
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ASSIGNMENTS
19
LAW
J J J J J J J J J
Communication is essentially a process of bridge-building between two individuals.
Law of Communication
Before the Session

1. Welcome early arrivers: Guide people to sit in groups of two or three. Give each person a name tag to wear. Give each new person a Course Workbook. Ask people to talk with one another about times when they have been misunderstood. Point out that this session will focus on communication 2. A few minutes before your official starting time, ask each person to turn to session 4 in the Course Workbook. Encourage them to read through the Thought Joggers to get their minds in gear for this fourth session. Try to get everyone groups of three (you may have one or two pairs). Then ask them to complete the Communication or Confusion activity. If others arrive after some have begun working, greet the late arrivers 3. After two or three minutes, ask one of the small groups to share its conclusions. 4. OPTION: If you have extra time, ask each person to think of a personal experience in which he or she felt a strong emotion: excitement, joy, sadness, etc. Allow a moment for people to think, then give these directions: Share your experience with your partner(s). As you do, your partner(s) will note ways you add to the impact of your words, using your voice, facial expressions, and gestures to help convey something of the mood of the incident. So try to convey the emotion as you tell your story. Give each person one to two minutes to speak. After each person has told a story, ask for volunteers to point out specific things they noticed a storyteller doing that contributed to communication. Ask how those things specifically aided in communication.
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VIDEO SESSION (45 minutes) Session Plan

1. Briefly introduce the video message by Dr. Howard G. Hendricks. Were now going to watch a video message in which Dr. Hendricks presents the Law of Communication, sharing eight stages of effectively transmitting from one person to another. As you watch, use your Course Workbook as a guide to identifying key ideas to write down and remember. 2. Show Video Session 4: The Law of Communication. Check the sound, lighting, and ventilation to provide comfortable viewing. 3. At the conclusion of the video, encourage people to complete any blanks they missed filling in by referring to the back of the Course Workbook, which includes a listing of all answers in the video notes. Have a two-minute stand-up break.

1. Ask each person to take one minute to review his notes for the video session and isolate one key point Dr. Hendricks made that was most helpful to him. Then ask for volunteers to share their answers with the class. 2. If you have five or fewer participants, remain in one group. If your class is larger, break into groups of three to four members each. Ask each group to work through the question(s) in the Lets Talk About It section that you have selected for discussion. After a time of discussion, ask for each group to share a summary of its conclusions with the whole group. 3. OPTION: If you have time, break into trios again, and ask each group to identify one specific way in which they can help their students with these tasks: How can you help your students listen more effectively? How can you help your students translate what they have heard into their own words? How can you help your students put into action what they have received? How can you help your students give you feedback? 4. If you are closing your meeting at this point, instruct the groups to conclude their discussion time with sentence prayers for the continued growth of one another as teachers.

OPTION: If you have a 90-minute session, lead the group in completing these activities in class. If you have less than 90 minutes, encourage your group members to complete them with others who teach the same age level or individually at home. 1. How Am I Doing? Have each participant complete this reflective activity. Invite several participants to share their conclusions with their groups. 2. Lets Take Action: Have each participant determine which of these activities he will do. Invite ideas for other activities that would also help improve communication. Urge each person to tell one other person in the class the ideas he has chosen. Each person should keep the other informed as the tasks are completed. 3. Close your session with sentence prayers for one anothers growth.
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ASSIGNMENTS
22
23
LAW

J J J J J J J J J
The teaching that impacts is not from head to head, but from heart to heart.
Law of the Heart

Before the Session

1. Welcome early arrivers: Give each person a name tag to wear. Give each new person a Course Workbook. Engage people in conversation about specific things they have put into practice in their teaching and/or preparation as a result of this series. 2. A few minutes before your official starting time, ask each person to turn to session 5 in the Course Workbook. Encourage them to read through the Thought Joggers to get their minds in gear for this fifth session. Then ask them to work through the Getting to the Heart of the Matter activity individually. If others arrive after some have begun working, greet the late arrivers and help them to get started. 3. After several minutes, encourage comments on questions 2 and 3. If you have a large group, you may want to break up into groups of three or four to discuss these questions.

1. Briefly introduce the video message by Dr. Howard G. Hendricks. Todays message by Dr. Hendricks focuses on the heart of teaching, helping us explore the excitement of making an impact in peoples lives by properly teaching Gods Word and being involved in their lives. Use your Course Workbook to write down key ideas youll want to remember. 2. Show Video Session 5: The Law of the Heart. Check the sound, lighting, and ventilation to provide comfortable viewing. 3. At the conclusion of the video, encourage people to complete any blanks they missed filling in by referring to the back of the Course Workbook, which includes a listing of all answers in the video notes. Have a two-minute stand-up break.
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1. Ask each person to take one minute to review his notes for the video session and isolate one key point Dr. Hendricks made that was most helpful to him. Then ask for volunteers to share their answers with the class. 2. If you have five or fewer participants, remain in one group. If your class is larger, break into groups of three to four members each. Ask each group to work through the question(s) in the Lets Talk About It section that you have selected for discussion. After a time of discussion, ask for each group to share a summary of its conclusions with the whole group. 3. OPTION: If you have time, ask the members of each group to identify some practical actions they can take with the age level of their students in order to . . . Earn the right to be heard. Get personally involved with their students. Become vulnerable before their students. Have each group share some of those actions with the entire class. Ask if those actions would be appropriate for other age levels as well. 4. If you are closing your meeting at this point, instruct the groups to conclude their discussion time with one-sentence prayers for the continued growth of one another as teachers.

OPTION: If you have a 90-minute session, lead the group in completing these activities in class. If you have less than 90 minutes, encourage your group members to complete them with others who teach the same age level or individually at home. 1. How Am I Doing? Have each participant complete this reflective activity. Invite several participants to share their conclusions with their groups. 2. Lets Take Action: Do this either individually or in small groups or pairs. Have them read the verses and choose the one that is especially meaningful to them. 3. Close your session with sentence prayers for one anothers continued growth.
ASSIGNMENTS
If you are meeting once a week or month, encourage your participants to complete these assignments before the next session. If you are working through these sessions in a weekend or week, ask them to do all assignments within a week or so after completing the course. 1. Ask each person to think about the On Your Own exercise. Encourage them to develop their own forms and use them with their own students. 2. OPTION: Distribute copies of the informative article (see page 36 in this Leaders Guide), and ask your participants to read it.
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LAW
Teaching tends to be most effective when the student is properly motivated.
The Law of Encouragement

Before the Session
J J J J J J J J J Pray for a profitable and meaningful session. Study the Session Plan below, and prepare to lead the activities indicated. Determine which question(s) in the Lets Talk About It section you will ask. Make copies of the article for Law 6 for your participants (see page 37). View Video Session 6, taking notes in your Course Workbook. Have a copy of the Course Workbook ready for each participant. Provide name tags and bold markers. Make a tag for yourself. Provide extra pens or pencils. Arrange room for comfortable viewing. Place chairs in semicircle(s) facing the monitor.

1. Welcome early arrivers: Give each person a name tag to wear. Invite people to join one of the small circles of chairs and begin sharing with others one insight about teaching they have gained through this series. 2. A few minutes before your official starting time, ask each person to turn to session 6 in the Course Workbook. Encourage them to read through the Thought Joggers to get their minds in gear for this sixth session. Then ask them work through the Matter of Interest activity individually. If others arrive after some have begun working, greet the late arrivers and help them to get started. 3. After several minutes, have them discuss the questions on the bottom of the page in their small groups. 4 OPTION: If you have extra time, ask your participants to list the names of the people in their small group and write several qualities about each that they have appreciated during the time they have known that person. After compiling their lists, have each person share their encouraging words with the others in the group. Remind them of 1 Thessalonians 5:11 (NIV): Therefore encourage one another and build each other up, just as in fact you are doing. Ask how each person felt when he gave and received the compliments.

1. Briefly introduce the video message by Dr. Howard G. Hendricks. Todays message by Dr. Hendricks on the Law of Encouragement will show us that our students need the right kinds of encouragement and motivation to help them learn most effectively. Use your Course Workbook to write down key ideas from this message.
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2. Show Video Session 6: The Law of Encouragement. Check the sound, lighting, and ventilation to provide comfortable viewing. 3. At the conclusion of the video message, encourage people to complete any blanks they missed filling in by referring to the back of the Course Workbook, which includes a listing of all answers in the video notes. Have a two-minute stand-up break.

1. Ask each person to take one minute to review his notes for the video session and isolate one key point Dr. Hendricks made that was most helpful to him. Then ask for volunteers to share their answers with the class. 2. If you have five or fewer participants, remain in one group. If your class is larger, break into groups of three to four members each. Ask each group to work through the question(s) in the Lets Talk About It section that you have selected for discussion. After a time of discussion, ask for each group to share a summary of their conclusions with the whole group. 3. OPTION: If you have time, open the floor for discussion and ask these questions: What are some of the felt needs of your students? What are some of the real needs of your students that you need to help them bring to the surface? What are some specific ways you could surface each of those real needs? 4. If you are closing your meeting at this point, instruct the groups to conclude their discussion time with one-sentence prayers for the continued growth of one another as teachers.

OPTION: If you have a 90-minute session, lead the group in completing these activities in class. If you have less than 90 minutes, encourage your group members to complete them with others who teach the same age level or individually at home. 1. How Am I Doing? Have each participant complete this reflective activity. Invite several participants to share their conclusions with their group. 2. Lets Take Action: Do this either individually or in small groups. Have them read the scenario then discuss the steps they would take to motivate the class. 3. Close your session with sentence prayers for one anothers continued growth.
ASSIGNMENTS
If you are meeting once a week or month, encourage your participants to complete these assignments before the next session. If you are working through these sessions in a weekend or week, ask them to do all assignments within a week or so after completing the course. 1. Ask each person to work through the On Your Own exercise. Encourage them to share their toolbox with another member of the class before the next session if possible. 2. OPTION: Distribute copies of the informative article (see page 37 in this Leaders Guide), and ask your participants to read it.
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LAW
Learning tends to be most effective when the student is adequately prepared.
The Law of Readiness

Before the Session
J J J J J J J J J Pray for a profitable and meaningful session. Study the Session Plan below, and prepare to lead the activities indicated. Determine which question(s) in the Lets Talk About It section you will ask. Make copies of the article for Law 7 for your participants (see page 38). View Video Session 7, taking notes in your Course Workbook. Have a copy of the Course Workbook ready for each participant. Provide name tags and bold markers. Make a tag for yourself. Provide extra pens or pencils. Arrange room for comfortable viewing. Place chairs in semicircle(s) facing the monitor.

1. Welcome early arrivers. 2. A few minutes before your official starting time, ask each person to turn to session 7 in the Course Workbook. Encourage them to read through the Thought Joggers to get their minds in gear for this final session. Then ask them to work through the Getting a Head Start activity individually or in small groups. If others arrive after some have begun working, greet the late arrivers and help them to get started. 3. After several minutes, have them discuss the questions on the bottom of the page in their small groups. 4. OPTION: If you have extra time, ask your participants to read Luke 6:40 and then discuss these questions in their small groups: What insights has this series given you into Jesus words in Luke 6:40? Which of your attitudes, interests, and actions do you most want to transmit to your own students? What ideas have you gained in this series that may help you in transmitting those qualities to your students?

1. Briefly introduce the video message by Dr. Howard G. Hendricks. Our final video lesson with Dr. Hendricks on the Law of Readiness will show us that preparation helps both the teacher and the student in the process of learning. Follow along in your Course Workbook and write down key ideas from this message.
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2. Show Video Session 7: The Law of Readiness. Check the sound, lighting, and ventilation to provide comfortable viewing. 3. At the conclusion of the video message, encourage people to complete any blanks they missed filling in by referring to the back of the Course Workbook, which includes a listing of all answers in the video notes. Have a two-minute stand-up break.

1. Ask each person to take one minute to review his notes for the video session and isolate one key point Dr. Hendricks made that was most helpful to him. Then ask for volunteers to share their answers with the class. 2. If you have five or fewer participants, remain in one group. If your class is larger, break into groups of three to four members each. Ask each group to work through the question(s) in the Lets Talk About It section that you have selected for discussion. After a time of discussion, ask for each group to share a summary of their conclusions with the whole group. 3. OPTION: If you have time, divide into three groups and assign each group one of these questions to answer specifically: What are some out-of-class assignments that would be appropriate to prepare your students for learning? (Questions or problems to ponder, reading or viewing assignments, actions to try, places to visit, etc.) What are some things you can do at the beginning of each class session to prepare your students for learning? (Questions or problems to ponder, activities to do, interaction with others, etc.) What are some things you can do to build the confidence of your students? (Affirmation, opportunities for success, illustrations, etc.) Have each group share its thoughts with the entire class. 4. If you are closing your meeting at this point, instruct the groups to conclude their discussion time with one-sentence prayers for the continued growth of one another as teachers. Then close the session by leading a prayer of recommitment as teachers.

OPTION: If you have a 90-minute session, lead the group in completing these activities in class. If you have less than 90 minutes, encourage your group members to complete them with others who teach the same age level or individually at home. 1. How Am I Doing? Have each participant complete this reflective activity individually or in small groups. Invite several participants to share their conclusions with their group. 2. Lets Take Action: Have your participants spend a few moments in personal prayer of commitment, and then work through the statements here individually. 3. Have a time of prayer in which participants thank the Lord for what they have learned through this course then close for the group in a prayer of recommitment as teachers.
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ASSIGNMENTS
1. Ask each person to read through the On Your Own exercise and incorporate some of these ideas in their next teaching plan. 2. OPTION: Distribute copies of the informative article (see page 38 in this Leaders Guide), and ask your participants to read it.
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Reproducible Bonus Articles

On the following seven pages youll find seven brief articles, one for each of The 7 Laws of the Teacher. Your participants will find these articles helpful in giving additional input on the principles that Dr. Hendricks explains in the video. All are by prominent educational experts.
How To Use These Articles
Use these pages as masters to make as many photocopies as you will need for your participants. Hand these copies out at the end of each session, and ask your participants to read them before the next session if possible. (If you are using The 7 Laws of the Teacher as a weekend or week-long curriculum, ask your participants to read them as they have time in the weeks following.)
Important Note
These seven pages are the only pages that you may photocopy. Photocopying any other pages of this Leaders Guide or of the Course Workbook is illegal and immoral in that it violates copyright laws. Thank you for observing these laws!
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LAW 1: THE LAW OF THE TEACHER / BONUS ARTICLE
The Holy Spirit would t is common today to refresh their memories find our Lord referred regarding what they to as the carpenter of had heard Jesus teach Nazareth, but by far the (John 14:26). They HOMER A. KENT, JR. most common way in must give testimony which Jesus was adto what they had learned from Jesus (John dressed in His day was as Teacher. If we may 15:27). judge by the names people gave Him, they did The Book of Acts emphasizes again and not think of Jesus primarily as a former carpenagain that the momentous events of Pentecost ter, or an evangelist, or an orator, or even as a were followed immediately by a regular proprophet, although He was all of those things. They saw Him as a teacherone whose primary gram of teaching the converts (Acts 2:42; 4:1, 2, 18; 5:21, 25, 28, 42). activity involved instructing His hearers in a This strong emphasis on teaching the Word message of truth from God. of God was not only characteristic of the Jesus was continually engaged in teaching. Jerusalem church but of other churches as well This was undoubtedly why He was given the (Acts 11:26; 13:1; 20:27). Teaching the Word of title. The general pattern of His ministry found God was the normal procedure for all converts Him teaching in their synagogues and preaching the gospel of the kingdom (Matthew 4:23). all the time. An example is the church at Thessalonica. Jesus told us why He concentrated His minThe two Thessalonian epistles were written to istry on teaching. He had come as the embodiment of the Word of God, to bring the message that congregation just a few months after the church was founded with new converts. The of God to men. The absolutely crucial nature of amount of spiritual understanding that Paul that message explains why Jesus concentrated assumes they had as he wrote is obviously His ministry upon it. considerable as we learn from reflecting on He said, Whoever hears my word and believes him who sent me has eternal life and will those letters. Yet Paul had been with them a very short time, perhaps as little as three weeks not be condemned; he has crossed over from death to life (John 5:24 NIV). He knew that the (Acts 17:7). He must have wasted no time in message He brought could transform lives even teaching them immediately upon their conversion. after He was gone. The Epistle to the Hebrews (Hebrews 5:12) That was why He concentrated on teaching. explains that all Christians after the passing of a He did not build any structures during those reasonable length of time during which spiritual brief three years. He established no complex organization. He cared not a bit for the trappings growth should be taking place, should be capable of teaching others. The fact that some were that we commonly associate with power and deficient merely called attention to the principle success. Instead He was continually teaching. that was being violated by their immaturity. Thirty years after the Ascension, Christians Every Christian is responsible to be a learner still remembered Jesus for His deeds and with sufficient achievement so that he can share especially for His teaching. When Luke wrote Gods truth with others. It is clear, therefore, that the Book of Acts, he observed to Theophilus that our Lords brief ministry could be character- the Apostles understood from Jesus own practice and from His order to His followers that ized as that which Jesus began to do and to Christians were responsible to teach. teach (Acts 1:1 NIV). As our Lord prepared the Apostles for His Condensed from A Time to Teach, by Homer A. Kent, Jr. Grace departure, He made it clear that they were Theological Journal, Spring 1980, pages 7-13. Reproduction permitted only for participants in The 7 Laws of the Teacher course. expected to teach what they had been taught.
A supplement to The 7 Laws of the Teacher Video Series with Dr. Howard G. Hendricks from Walk Thru the Bible Ministries.
Teaching in the New Testament
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LAW 2: THE LAW OF EDUCATION / BONUS ARTICLE
gain it. One might he work of the teacher say that he teaches consists of the awakenbest who teaches ing and setting in action least; or that he the mind of the pupil, the JOHN MILTON GREGORY teaches best arousing of his selfactiviwhose pupils learn ties. Knowledge cannot be most without being taught directly. passed from mind to mind like objects from one That teacher is a sympathizing guide whose receptacle to another, but must in every case be knowledge of the subjects to be studied enables him properly to direct the efforts of the pupil, to recognized and rethought and relived by the resave him from a waste of time and strength, from ceiving mind. All explanation and exposition are needless difficulties. But no aid of school or useless except as they serve to excite and direct teacher can change the operations of the mind, the pupil in his own thinking. If the pupil himself or take from the pupil his need of knowledge for does not think, there are no results of the teachhimself. The sooner the teacher abandons the ing; the words of the teacher fall on deaf ears. notion that he can make his pupils intelligent by The teacher should excite and direct the selfhard work upon their passive receptivity, the activities of the pupil, and as a rule tell him nothsooner he will become a good teacher and obtain ing that he can learn for himself. Considered the art, as Socrates said, of assisting the mind to affirmatively, Make your pupil a discoverer of shape and put forth its own conceptions. The truth make him find out for himself. The great great aims of education are to acquire knowledge value of this law has been so often and so and ideals, and to develop abilities and skills. Our strongly stated as to demand no further proof. law derives its significance from both of these No great writer on education has failed to conaims. The pupil must know for himself, or his sider it in some form or another. It is the same knowledge will be knowledge in name only. The fundamental truth as the one found in such rules very effort required in the act of thus learning and as: Wake up your pupils minds; Set the pupils knowing may do much to increase the capacity to to thinking; Arouse the spirit of inquiry; Get learn. The pupil who is taught without doing any your pupils to work. study for himself will be like one who is fed withWe can learn without a teacher. Children learn out being given any exercise: he will lose both his hundreds of facts before they ever see a school, appetite and his strength. sometimes with the aid of parents or others, often Comenius said over 300 years ago, Most by their own unaided efforts. In the greater part of teachers sow plants instead of seeds; instead of our acquisitions we are self-taught, and it is quite proceeding from the simplest principles, they ingenerally conceded that that knowledge is most troduce the pupil at once into a chaos of books permanent and best which is dug out by unaided and miscellaneous studies. The true teacher stirs research. If, then we can learn without being the ground and sows the seed. It is the work of taught, it follows that the true function of the the soil, through its own forces, to develop the teacher is to create the most favorable conditions growth and ripen the grain. for self-learning. How different are the results when this great What, then, is the use of schools, and what is law of teaching is properly followed! The pupils the necessity of a teacher? The question is pertibecome thinkersdiscoverers. They master great nent, but the answer is plain. Knowledge in its truths and apply them to the great questions of natural state lies scattered and confused; it is life. They invade new fields of knowledge. The connected, to be sure, in great systems, but these teacher merely leads the march. Their reconnaisconnections are laws and relations unknown to sance becomes a conquest. Skill and power grow the beginner, and they are to be learned by man with their exercise. Through this process, the only through ages of observation and careful students find out what their minds are for and study. The school selects for its curriculum what become students of life. it regards as the most useful of the experiences of the race, organizes these, and offers them to the Condensed from The Seven Laws of Teaching by John Milton pupils along with its facilities for learning. Gregory, chapter 6: The Law of the Teaching Process. Baker Book True teaching, then is not that which gives House. Reprinted by permission. Further reproduction permitted only for participants in The 7 Laws of the Teacher course. knowledge, but that which stimulates pupils to
The Teaching Process
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LAW 3: THE LAW OF ACTIVITY / BONUS ARTICLE
often to WeJesusandrefer Master as the Teacher, the Scrip-
Jesus Involved His Students

ED STEWART
tural record of His earthly ministry gives evidence that He was a master at teaching people by involving them in His message.
Hearing
Retention through hearing only is one of the lower levels of learning, yet Jesus used the method of lecture on many occasions to communicate truth to the disciples and the multitudes. But even Jesus lectures were presented in such a way that those who listened were drawn into His message. A farmer went out to sow his seed, Jesus stated as He began to tell a crowd about the importance of receptive hearts (Matthew 13:3 NIV). In an agricultural community, a lesson on a receptive heart was easily understood in terms of soil and seeds. The kingdom of heaven is like a net that was let down into the lake and caught all kinds of fish, Jesus said (Matthew 13:47 NIV). Fishing was a mainstay in the culture during Jesus ministry. Jesus was a model lecturer in taking people from the known to the unknown through the use of parables and familiar illustrations.
A city on a hill cannot be hidden (Matthew 5:14 NIV); Look at the birds of the air (Matthew 6:26 NIV); See how the lilies of the field grow (Matthew 6:28 NIV). In each case Jesus could point to a visible illustration on the hillside to tie His verbal presentation to a concrete image for the mind to grasp. When teaching about giving, Jesus and His disciples sat down opposite the place where the offerings were put and watched the crowd putting their money into the temple treasury (Mark 12:41 NIV). Whenever it was appropriate, Jesus used a visual point of reference such as coins, fish, grain, sheep, and shepherds to increase the retention of His listeners. He was a master at helping people see the Word of God as well as hear it.
Doing
The greatest retention in learning comes from the level of what we do. Jesus employed these principles also by actively involving His disciples in the ministry with Him. He believed that His men would learn by doing, and so He involved them in ministry at a practical level. During the feeding of the 5,000, He said to His disciples, You give them something to eat (Luke 9:13 NIV). Jesus gave His followers numerous opportunities to be involved in His message and thus realize the maximum potential for the learning experience.
Seeing
Jesus knew the importance of learning through the eye gate as well as the ear gate, as evidenced by His use of visual aids in teaching. Though He did teach in the Temple, His most notable discourses took place outdoors. From the Sermon on the Mount in Matthew 5-7 we find such statements as,
From How People Learn, by Ed Stewart. International Center for Learning, Ventura, CA, 1979, pages 19-20. Used by permission. Further reproduction permitted only for participants in The 7 Laws of the Teacher course.
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LAW 4: THE LAW OF COMMUNICATION / BONUS ARTICLE
tate us. They forget what any of us are the prodwe told them. One of uct of a knowledgethe responsibilities this oriented educational places on us is to consystem using methodology tinue to develop more that majored on one-way J. GRANT HOWARD and better ways of incommunicationtalking structing. We are to be pateachers and listening stutient, instructive communicators. There are times dents. This has subtly but powerfully affected our when we must be honest and confrontative, but we communication patterns. For the most part, the must never lose patience. Only the Spirit of God can churchs educational system is no different from the enable us to put up indefinitely with imperfect peopublic system. ple. We are giving them plenty of opportunities to Education tends to make us passive listeners, rather than active thinkers and talkers. A knowledge- do likewise. Confidently. A bold authoritative confidence is oriented curriculum tends to stress what we know. A curriculum based on knowledge plus obedience and the picture of the Biblical communicator. Not brash or belligerent. Not dogmatic or pontifical. Simply competency would, of necessity, demand more acconvinced that you are important, that others are tive, involved communication to and from students. important, and that what you have to say is imporHow do we communicate? We communicate tant. This is especially true of those who minister the through our works and our words. Lets probe just Word of God (Titus 2:15; 3:8; 1 Thessalonians 1:5; a few of the particulars. 2:2). The Spirit of God wants to make you a confiVisibly. We communicate powerfully by our visident man or woman. He will use your personality, ble attitudes and actions. Truth incarnated into our lifestyle, can be effectively transmitted to others. This which may mean in your case a quiet confidence. Whether teaching a Bible class, greeting a visitor, is why Paul said to the Corinthians, Be imitators of telling your children a story, or voicing your opinion me, just as I also am of Christ (1 Corinthians 11:1). at the PTA meeting, God expects you to be a confiIn like manner, he told the Philippians to follow his dent communicator. example and others who set the same example Creatively. The Bible is not a textbook on (Philippians 3:17; cf. 4:9). We communicate by exmethodology. But it does give us principles of ample. communication and provides much insight on how Adaptively. All of Pauls letters work on this printo present truth. Yet the Bible in no way purports to ciple. He adapted his message and his lifestyle to contain all of the ways truth can be presented. The the needs of the recipients. The Corinthians were carnal evidenced by jealousy and strife. He doesnt Holy Spirit is the divine communicator resident within us. How many ways does He know and can He use mince words with them (1 Corinthians 3:1-3). His to communicate truth? An infinite number of ways. evangelistic ministry was based on the principle of It is our responsibility to be knowledgeable of the adaptation. He never changed the message, but he Biblical principles, sensitive to the leadership of the adapted his methods to fit each given audience Holy Spirit. There is no one right way or best way to (1 Corinthians 9:19-23). We can be both messagecommunicate. There are many, many good ways to centered and audience- centered without sacrificing quality in either area. Flexibility is our one firm policy. speak the truth in love. Certain methods could be inappropriate at certain times, such as discussion when Patiently. Timothy was a young communicator. nobody knows anything about the subject. Some His job description was to preach the word; be methods would be inappropriate at any time, such ready in season and out of season; reprove, rebuke, exhort, with great patience and instruction (2 Timo- as brainwashing or other manipulative techniques. Within Biblical boundaries we ought to be committhy 4:2). Five brisk imperatives tell Timothy what he ted to discovering new ways of transmitting truth. is to do. Modifying the last three is the phrase with great patience and instruction. We want perfect reCondensed from The Trauma of Transparency by Grant sponders. We will never have them. So, we must de- Howard, chapter 9: Communicating with Others.J.Multnomah velop a fruit of the Spirit patience. Some Press, 1979. Reprinted by permission. Further reproduction individuals dont catch on quickly or easily. They irripermitted only for participants in Communicating with Others
Communicating with Others
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LAW 5: THE LAW OF THE HEART / BONUS ARTICLE
chose a small group of disciples n order to consider the and had a special intimate relationChristian perspective on relaship with them. He provided solid tionships it is necessary to exteaching that developed spiritual amine both the actions and and cognitive awareness. He teachings of Jesus Christ. Jesus showed a deep compassion for gave verbal instruction on the others and attended to physical nature of relationships and as well as spiritual needs. It is this NORMAN E. AMUNDSON demonstrated in His own life example of teaching that Christians the principles that were being are called upon to emulate in their put forward. relations with students. Jesus instructs us in the need for developing In the spiritual realm we are called upon to virtues such as compassion, humility, stability, share our faith with students. There are numerous righteousness, submission, and discernment in opportunities to be a living witness and express our relations with others. He warns about the our faith within the regular range of subject matter. negative consequences of becoming hypocritical, In the cognitive area we need to structure our proud, boastful, and deceitful. In addition to vermaterials in such a way as to meet the needs of bally teaching these guidelines, Jesus also uses the individual and the classroom group. The mateHis life as a living example of the relationship rial should be interesting, relevant, and designed principles. As an illustration, consider His teaching in such a way that it catches the imagination of the about compassion and the way in which He students. Real learning occurs more by fascination showed compassion in His relations with others than by rote memory. There also needs to be an (Matthew 12:7; Mark 1:41). The disciples were emphasis on critical thinking rather than the usual continually confronted with both the teachings sponge approach to learning. of Jesus and the life that He led. Affective development must also be promoted. The view of relationship that Jesus presents is certainly very different from the usual characteriza- Feelings about oneself (self-concept) and others tion of teacher-pupil relations. It is difficult to main- (peer acceptance) play an important role in any classroom situation. Teachers must facilitate the tain an authoritarian system when virtues such as expression of feelings and an awareness and achumility and submission have to be included. It is equally difficult to affirm the permissive hypothesis ceptance of self and others. This often requires the introduction of affective learning activities that deal when confronted with righteousness and stability. Christianity does present a third option, one which directly with the issues at hand. The social need for attention and recognition avoids the excesses of power domination and emfrom others is of fundamental importance at any phasizes love and understanding. age. Students need to feel that they belong and This Christian understanding of relationship can make a contribution to the group. If they perneeds to be communicated in the classroom. In order to do this it is appropriate to follow the Bibli- ceive that this is not possible, then they will probably seek attention and recognition in negative cal example. Jesus both taught and reflected His ways. Encouragement and praise are necessary principles in His lifestyle. Thus we are called upon prerequisites for a healthy classroom atmosphere. to model our Christian principles and also to give Lastly, the physical dimension requires some instruction in the area of relationships. consideration. Such conditions as poor nutrition, If we are to love ourselves and others in a real bad lighting, and lack of exercise are all contribuway, we have to become aware of the different tions to a negative learning environment. The personal dimensions which require development. This is alluded to when we are called upon to love context in which learning takes place can be a determining factor in the success of any educa(social) with all our heart (affective), with all our tional enterprise. soul (spiritual), with all our mind (cognitive), and with all our strength (physical) (Mark 12:28-31). Condensed from Caring as the Basis of Teacher-Pupil RelationIf one examines the life of Jesus as teacher it ships, by Norman E. Amundson. Journal of Christian Educabecomes evident that He addressed Himself in an tion, August 1978, pages 32-38. Reproduction permitted only for participants in The 7 Laws of the Teacher course. integrated fashion to all aspects of the person. He
Caring
The Basis of Teacher/Student Relationships
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LAW 6: THE LAW OF ENCOURAGEMENT / BONUS ARTICLE
in a tent shop, ts an old evangelical LAWRENCE O. RICHARDS he earned his own cliche: Visit your stuliving and gave his dents and spend time free time to his students. with them outside class. Then everything will Most lay Bible teachers have families, go well in class. Like most cliches its worn, friends, neighbors. Im not suggesting that and trueat least, true to some extent. But what it leaves out is more important than what these be neglected. Im simply pointing out that the depth of Pauls love for his students it says. Whats left out deals with the quality of could not be questioned. In the context of the outside contacts and with the fact that inunquestioned love, students can be moticlass teacher/student relationship is certainly vated to learn. as important as anything that takes place outThere are many ways love can be exside, if not more important! And that class pressed. But real love must be expressed. The group-life is involved in motivation too. Thats prescription of a home visit or class activity is a lot left out that ought to be in! meaningless in itself. It may be done as a Did you ever have a teacher who could duty commanded by a restless conscience. say this? My desire is to depart and be with As far as motivating learners is concerned, Christ, which is far better. But to remain in such empty activities are worthless. But inthe flesh is more necessary on your account. volvement that flows from a selfless love is Convinced of this, I know that I shall remain recognized. Such a teacher has won a hearing. and continue with you all, for your progress The personal factors, then, cannot be overand joy in the faith. looked by the creative Bible teacher. Students Or this? I was gentle among you, like a must want to learn to learn. Such desire is nurse taking care of her children. So being most certainly kindledor killed by interperaffectionately desirous of you, we were ready sonal relations. to share with you not only the gospel of God, Do your students know without question but also our own selves, because you had that you love them? Do you? All of us rebecome very dear to us. spond to a real (not selfish or forced) love. In I dont mean, did you ever have a teacher class do you treat your students as people or actually say this. Paul said it, of course. Its writobjects? Are you a learner too, a learner who ten down in Philippians 1 and 1 Thessalonians can lead others, but one who shares with 2. What I mean is, did you ever have a teacher them in mutual quest for truth? who could say this and be believed? If you teach as a co-learner, and if you lead Paul claimed to live for those he taught. your students in a process that causes them And he did. When he rebuked them or counto explore together their lives in light of the seled them or encouraged them, his students Word, this will come. God will bring it. Then, knew he spoke from love. His life with them in the community of shared life and purpose, breathed his love for them. your students will truly want to learn. In living this kind of love, Paul was more like a lay Bible teacher than a pastor who, after all, is paid to love his flock. Paul worked night From Creative Bible Teaching by Lawrence O. Richards, and day so as not to be a burden to any pages 128-136. Moody Press, 1970. Reprinted by permission. while he preached the gospel of God Further reproduction permitted only for participants in (1 Thessalonians 2:9). Toiling over canvas The 7 Laws of the Teacher course.
Motivating Your Students
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LAW 7: THE LAW READINESS / BONUS ARTICLE
The Holy Spirit

R
eadiness as a principle of learning is ROY B. related to motivation but not identical to it. Motivation may be thought of as the stimulation of the desire to learn, whereas readiness may be thought of as the conditioning or preparedness for learning. Taken in this sense, motivation could be considered an aspect of readiness. The principle of readiness points to the fact that students learn more effectively when they are prepared to learn. Readiness stimulates thinking, provides a foundation on which teachers can build, excites interest in learning, creates greater anticipation for learning, and stimulates habits of independent study. People may be made ready to learn by various means. Activities such as reading, field trips, observation, interviews, thought-questions, written assignments, and others enhance the readiness factor. Pupils are also ready to learn to the extent that they are conscious of their needs and are aided by proper home and teacher relationships. Other factors that affect readiness are past experiences, social pressures, physical and mental development, and awareness of spiritual deficiencies. Does the Holy Spirit provide all pupils with equal readiness to learn? No, for several reasons: First, God has a different plan or divine timetable for each student. In His sovereign grace, He has planned for some pupils to come to an understanding of certain truths more quickly than other pupils. Even in Christs earthly ministry some were quicker to grasp His truth than others. The rate of spiritual growth for some individuals may be slower or faster at times than for others. Some students may be apathetic to learning the Bible because of sin or failure to respond to the Spirits past ministry. A Christian pupil is grieving the Spirit if he displays lack of interest in the truth. An unregenerate pupil may lack enthusiasm for the things of God simply because he is unsaved, and therefore is not indwelt by the Spirit (Romans 8:9; 1 Corinthians 2:14) Second, the personalities, mental capacities, and spiritual abilities of students differ. Rate of growth varies from pupil to pupil and is determined in part by heredity and environment.
Law of Readiness
and the
Third, teachers may be responsible for the lack ZUCK of readiness on the part of some pupils because of poor teacher-pupil relationships, ignorance of pupils needs, or lack of proper adjustment to the Holy Spirit. With reference to the principle of readiness, the Holy Spirit works through individuals past experiences to bring them in Gods own time to higher levels of spiritual living, and He conditions pupils receptivity by making them aware of existing needs. He stimulates teachers to greater personal concern for their pupils. And He adjusts and arranges circumstances that will bring about learning. This principle of learning suggests that Christian teachers should teach those spiritual truths that their pupils are most capable of learning at that particular stage of their spiritual development. This principle also suggests that teachers should look to the Holy Spirit to direct them in the choice of those teaching techniques that will best create pupil readiness. Because environment affects readiness, teachers ought to arrange environmental factors to facilitate maximum learning. Since readiness involves the removal of hindrances to learning, it is imperative that teachers be aware of what these hindering factors are. Lack of motivation, lack of lesson preparation, failure to relate Bible truths to lifeneeds these are factors that hinder learning. Another factor is spiritual blindness or lack of salvation. Leading pupils to accept Christ as Savior is the first step in giving them the readiness to comprehend Bible truths. Carnality or lack of yieldedness on the part of regenerate pupils also hinders learning. Witmer writes, Learning that takes place in life situations, that grows out of need, that is stimulated by interest, that is conceived as growth is as old as Christian education itself. The founder of Christianity Himself, the worlds master Teacher, practiced that kind of education.
Condensed from The Holy Spirit in Your Teaching, by Roy B. Zuck, chapter 11, Principles of Learning. Victor Books, 1984. Reprinted by permission. Reproduction permitted only for participants in The 7 Laws of the Teacher course.
38
About Your Teacher
Dr. Howard G. Hendricks

Dr. Howard G. Hendricks, an influential professor for 52 years at Dallas Theological Seminary, has impacted thousands of lives through his transformational teaching. Dr. Hendricks former students include; Rev. Tony Evans, Dr. Bruce Wilkinson, and Rev. Charles R. Swindoll.
39
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The 7 Laws of the Teacher Leaders Guide Contents

Tips for the Leader

PREPARING FOR THIS SERIES

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

CONDUCTING THE SESSIONS

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

4. Be a good role model.

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

If you stop growing today, you stop teaching tomorrow.

Law of the Teacher

Session Plan APPROACH (5-10 minutes)

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

VIDEO SESSION (45 minutes)

RESPONSE (10-20 minutes)

FOLLOW-UP (15 minutes)

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

Education is a process of exciting and directing the self-activities of the pupil.

Session Plan APPROACH (5-10 minutes)

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

VIDEO SESSION (45 minutes)

RESPONSE (10-20 minutes)

FOLLOW-UP (15 minutes)

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

Maximum learning is always the result of maximum involvement.

Session Plan APPROACH (5-10 minutes)

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

VIDEO SESSION (45 minutes)

RESPONSE (10-20 minutes)

FOLLOW-UP (15 minutes)

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

Communication is essentially a process of bridge-building between two individuals.

Session Plan APPROACH (5-10 minutes)

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

VIDEO SESSION (45 minutes) Session Plan

RESPONSE (10-20 minutes)

FOLLOW-UP (15 minutes)

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

Law of the Heart

Session Plan APPROACH (5-10 minutes)

VIDEO SESSION (45 minutes)

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES

RESPONSE (10-20 minutes)

FOLLOW-UP (15 minutes)

Teaching tends to be most effective when the student is properly motivated.

The Law of Encouragement

Session Plan APPROACH (5-10 minutes)

VIDEO SESSION (45 minutes)

LEADERS GUIDE / WALK THRU THE BIBLE MINISTRIES