HOW TO TEACH
FOR DUMMIES
Don Lyles,
DRE, Th.D
"I
have more insight than all my teachers, For Thy testimonies are my
meditation." --Psalm 119:99
"If I tell you only part of the evidence and you believe it, you have been
indoctrinated.
If I tell you all the evidence and you make a decision, then you have been
taught." --Mike Riddle
"The mediocre teacher tells. The good teacher explains. The superior
teacher demonstrates. The great teacher inspires." --William A. Ward
"Education is what is left after what we have learned is forgotten."
--B.F. Skinner
"To be able to be caught up into the world of thought--that is
educated." --Edith Hamilton
What I need is someone who will make me do what I can.--Ralph Waldo Emerson
"One measure of the effectiveness of any teacher is the rate at which he
makes himself unnecessary to his pupils" Dr. C.B. Eavey
D’FIRST AXIOM OF TEACHING: The
primary reason for a traditional school is to make rules. This can be restated,
“The primary reason for schools is to make small needless rules to give
leadership a reason to feel needed.” (In the nearly three decades of going to
Monday afternoon teacher meetings, I can only remember once or twice we learned
how to be better teachers. Hundreds of hours were spent making the meetings as
boring as possible by going over new rules to cover specific problems during
the last week, that in most cases, would never be
thought of again.)
D'SECOND AXIOM OF TEACHING: School and Education are not necessarily related.
D'THIRD AXIOM OF TEACHING: Education is a change in the head of a student,
which is frequently accomplished one on one.
D'FOURTH AXIOM OF TEACHING: School by nature is a monster. It either has one
head and many bodies; or many heads and one body; depending on the angle you
observe it. Restated, schools have the federal
level, state levels, school boards, principals, teachers, parents and finally
students. Each is trying to run the
organization, the fact it works at all is amazing.
D'FIFTH LAW OF TEACHING: There are two realities in a classroom: The teachers
and the students.
D'SIXTH AXIOM OF TEACHING: Students learn concept on concept, not by the number
of minutes on a classroom clock.
D'SEVENTH AXIOM OF TEACHING: Teachers and Students can't remember more than
three rules at any given time and accomplish other objectives.
----------
CHAPTER 1: INTRODUCTION AND ENCOURAGEMENT ----------
Teaching
is one of the most difficult jobs. Next to soldiers and policemen whom have
bullets aimed at them and Ministers who have people call them at three in the
morning with horrific problems, teaching is one of the most difficult jobs in
One
who would be a teacher must be generous. You can use the term loving, kind or
any number of other words. A teacher needs to give a student a break,
occasionally. Education is hard work. We say, "Grades are your paycheck
for studying" But then grade them on arbitrary rules like, "did you
complete every dot on your homework or you don't get credit." We put
questions on a test we think are important, the student on the other hand, may
be off on a tangent curing cancer. We consider if fair to give grades on this
arbitrary check and flunk system. Students may, correctly disagree on this
being a paycheck for work completed.
I
learned this lesson in Seminary when Dr. Herman Austel gave me an "A"
in a course. I did very poorly at the beginning of the course on the first
number of quizzes in Archeology. I liked the course topic and later even found
an Indian digging tool on our church property, but I had to ratchet up my
learning skills to keep up with him. I went to his office and asked, "How
can you give me an "A" in the course when I failed the first
half-dozen quizzes so miserably?" He said something like, "Look you
did miss nearly every question on the first quiz, but every quiz you improved.
You came and talked to me individually, your grades continued to improve and
you got nearly every question correct on the final." And his final
thought, "Any instructor worth the name must be generous."
I was
teaching in
While
I don't suggest this, it is a true story I read in the newspaper on this point
of generosity. A teacher told each class of students, "When you become a
millionaire, buy me a Porsche." One day during class, a previous student,
from maybe 20 years before, walked into the class, and handed the teacher two
keys. The class walked out to the street and there was a
$80,000 Porsche. The student started and was successful in business and he
followed through with the teachers request. Be
generous others may be generous with you.
One
who would teach must be a student. If you have been teaching for many years, you
probably know an administrator that left the classroom one to a thousand years
ago, but has all the answers ... that don't match the problem. I believe every
administrator must teach a class or be a student. I believe every teacher must
be a student in order to remember the frustrations of an unclear teacher. It is important to remember how frustrating
it is to "not get" an important concept. To remember what it is like
to fail a test. To remember-- well to remember what it is to be a student.
Minds tend to remember what we want them to remember. Education is not fun and
believe it or not, teaching is more fun (at least knowing the answers) than
being a student. Come on...Do you use the Teacher textbook with the answers or
the student text without the answers? Most of us forget the frustrations of
trying to take care of life and meet the instructor’s deadlines and demands. We
need to be students to remember where those sitting in front of us are at
cognitively and emotionally.
One
who would teach must teach to the individual. You may have 25 or 30 students in
a classroom but you need to reach to each of those students and find what makes
them tick and get the point through not to a class but to the individual. You
may reach 20 of your 25 students in your lecture in class, but you need to
reach the other five at lunch, after school, on Saturday, call the home and
encourage them on the Internet. These are the souls of the future. You have
been entrusted with their minds, but you also have their souls you must give
account before God.
21. What activities does the teacher do "During the Month" as
outlined on page 273?
The activities as outlined on page 273 are:
1. Be present at workers’ conferences
2. Attend departmental sessions
3. Check on literature for your class
4. Visit the members as much as possible
5. Read, study, and prepare yourself for your great work
6. Attend conferences, institutes, and conventions as your time will allow
7. Cooperate with your superintendents
8. Always be ready with a report your work
9. Write notes and letters to pupils who are sick and absent.
As a
teacher, making up courses to become a credentialed teacher in
REALITY
CHECK, in a class of 30, there is "always one" that will shout out
the answers no matter how consistent and what discipline you use. There is one
that will push the rules harder on the last day of school than the first. There
is one that will fart, swear, steal, lie, no matter
what you do. And there is one that will fail no matter what you do. In a full
class I allow myself one failure, assuming I have done all I can do. I don't
like it, but I have to sleep at night and live with myself without going crazy.
And now as I slowly move from teaching
to administration, I make sure this student is out of our Christian school the
next year, in four of five years it is also the parent that doesn’t pay their
school bills.
One
who would teach day school has many bosses. Most schools have a school board
that while not usually noisy can hire or fire you in short order. There is your
principal who in most cases does the placing and removing of teachers from the
classroom. In the school I taught in for some years the hands on administrator
was the lead teacher and if you didn't perform to her specifications you will
not be teaching in her department the next year. And you have between 60 and 120
parents and grandparents of those 30 students who can complain. It is
interesting in most schools, if someone complements a teacher it is hardly
worth a quick comment but if someone complains your job is frequently on the
line.
If you
succeed they will expect more of you the next year and after all this is your
job. I frequently wonder why anyone would be a teacher. There is very little thanks and a world of grief to being a
teacher. It does not take long to get discouraged teaching. But then you see
the eyes of the students that light up. You realize you are changing the
future. You see the friendship of those that realize you are on their side and
you want them to win. You want them to succeed. Suddenly, it is not the money
but the value of the children in your care. This is the real pay for your work.
You are reaping souls into the kingdom. Yours is the world and all that is in
it for a topic. You my friend, every morning are reaching into the future and
changing it.
I went
water skiing with two insurance men one summer day. They sat in the boat and
once in a while called a client by cell phone between trips around the island.
They were complaining, openly complaining, that that they had no more room on
their walls for plaques and the like and preferred boom boxes and new cars
"that they could use." I sat there jealous. I had taught over 20
years and got one plaque for teaching 9 years in the same school. In some
places you get a gold watch, in schools it is frequently a plaque as you walk
out the back door for the last time. So I learned that day sitting in a boat,
if I want adoration I should be an insurance salesman. If I am a Christian Day
School Teacher I will beset on every side and considered foolish to my
relatives. But my desire is to hear, "Well done thou good and faithful
servant."
Dr.
Margaret Bridges in orientation frequently indicated that if you teach one
year, and have 30 students, and they marry one day,
and have several children, who will have several children to the fourth
generation, your work will have changed around 1000 people. If you teach for 30
years, you are changing future generations not yet thought of to the tune of
30,000 people. You are underpaid and overworked because the results of your
work will not come to completion until years after you have been packed under
the sod.
There are several inspirational quotes that keep me going.
"Keep on keeping on" Dr. Bob Jones
"Nothing ventured, nothing gained." Finis Lyles
LADDER OF ACHIEVEMENT
100% I did
90% I will
80% I can
70% I think I can
60% I might
50% I think I might
40% What is it?
30% I wish I could
20% I don't know how
10% I can't
00% I won't
We all know about the famous men of history like Joe Slivy
right? Oh, you don't know Joe? He found things were hard so he quit! No one
remembers quitters.
"The fruit of the Spirit is Love, Joy, Peace, longsuffering..."
Jesus was not a quitter. He loved us this much, and he held out his hands and
died.
---------- CHAPTER TWO: FIRST DAY OF SCHOOL ----------
The first day of school is the most important day of the year. First
impressions are hard change.
Unless you want your students to sit all year, here are four methods to get
them talking. I acquired these from a summer, 2005,
OFFICE DEPOT mailer.
TWO TRUTHS AND A LIE
"Give each student an index card and have them write two
"truths" about themselves and one "lie." If someone guesses
a truth as a lie, share the story that goes along with that truth. Continue
until they uncover the lie. Do 3 to 5 of them each day during the first week of
school, or until everyone has had a chance to tell their "truths."
WHERE-WE-COME-FROM MAP
"Have each student write their name on a small sticky note. They display a
map of the world, with the
TREASURE HUNT "Develop a treasure hunt that familiarizes your students
with their new classroom. List 20 to 30 items and have the students search the
classroom for those items. This way they will know where to find the
dictionaries, glue sticks, markers, etc. As they find an item, have students
check it off the list. have them work independently
or, better yet, in teams.
A STICKY SITUATION
"Hand out several sticky notes to each student. have
everybody mingle, placing each of their sticky notes on the back of any individual
in the classroom. After this is done, have students return to their seats and
count the number of sticky notes on the back of the person who sits in front or
next to them. How many sticky notes did they count? For every note, they have
to tell something about their summer break or about themselves."
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---------- CHAPTER THREE: BIBLICAL BACKGROUND FOR EDUCATION
----------
Deuteronomy 6:4-9
2 Timothy 2:15 AWANA
Ezra was a scribe
finally the Reformation concept of the priesthood of the believer, which
appears to be a biblical concept.
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---------- CHAPTER FOUR: DEFINE EDUCATION AND
LEARNING----------
2 A and 2 may be the same once I get typing. didasko and didaskalos vs to know and to understand.
Education is the process of change.
|
---------- CHAPTER FIVE: CONCEPTS IN TEACHING METHODS
----------
This chart should be an inverted triangle. It moves from least effective to
most effective.
ABSTRACT
INDIRECT
EXPERIENCES
VERBAL AND VISUAL SYMBOLS learns in the
abstract Visual symbols including chalkboard, diagrams, maps, charts, etc.
Verbal symbols including the most abstract of all learning reading a book or
listening to a lecture.
AUDIO-VISUAL
PRESENTATIONS. Student learns by
seeing or listening but not both For example, he listens to a radio or tape. Or
he may look at a silent film or series of still photographs.
AUDIO-VISUAL COMBINATIONS. Student learns through combination of audio and
visual elements as in a TV, movie, etc. Student may become deeply involved but
still experiencing indirect because he is watching representations of real life
DEMONSTRATIONS, FIELD TRIPS, EXHIBITS,
student learns mainly by observation as he watches someone show him “how to do
it” or as he visits a place or tours a point of interest, etc. He has a “direct
experience" but it is more the observer than the participator
CONTRIVED OR DRAMATIZED EXPERIENCES Students
gets directly involved thought situations devised to get him to participate by
talking, moving about , writing, drawing, etc. Some
ways to give these “made up experiences” include discussion of a case study,
question and answer session following a lecture, buzz group discussions and
reports, panel discussion, brainstorming, role play, dramatic skit, operating a
model or mock up, going through a simulation (a dry run of a real thing.)
DIRECT
PARTICIPATION Student learns by doing. Has “real life experiences with
responsibilities for outcome. Actually builds, makes,
teaches, produces, manages, etc.
DIRECT EXPERIENCES
CONCRETE
In summary this is another way of saying the same thing. Don't forget we
remember: 10% of what we hear, 30% of what we read, 50% of what we see, 90% of
what we do.
---------- CHAPTER SIX: TEACHING METHODS ----------
"What
method is the worst method? The same method."
Dr. William Haburn
Guidelines, please don't be so rigid a child God loves
never comes back because of rigid rules instead of guidelines.
Any method can be used below or above suggested level with modifications.
Example, if you read the two page biography to a primary, they can summarize
it.
N - Nursery (0.0-2.0 years)
PS - Preschool (2.0-5.0, beginning Kindergarten)
K - Kindergarten (5.0-6.0, Kindergarten)
P - Primary (6.0-8.0, 1-3rd Grade)
J - Junior (8.0-10, 4th -6th Grade)
JH - Junior High (11-13, 6-8th depending on how your local school divides 6th
grade)
H - High School (14-18, 9-12th Grade)
A - Adult (Out of high school, you may choose to divide this group into
college, young married, etc.)
List the five "Creative" ways of teaching.
1. The teacher is guide
2. The pupil discovers
3. Stress laid on principles
4. I felt fortunate at
5. Methods—discussion, play, many
activities, groupings. Small and large
groups; variety; circle arrangements; activities.
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TEACHING
METHODS |
||
|
|
||
|
METHOD |
CLASS/HOMEWORK |
AGE
GROUP |
|
01.
Appreciation |
C-H |
N-A |
|
02.
Assignment |
C-H |
K-A |
|
03.
Agree Disagree--Discussion sheet |
C |
J-A |
|
04.
Bible Drills (Sword) |
C |
P-A |
|
05.
Biographical |
.. |
.. |
|
06.
Book Report |
.. |
.. |
|
07.
Brainstorming |
.. |
.. |
|
08.
Buzz Groups |
.. |
.. |
|
09.
Case Study |
.. |
.. |
|
10.
Catechism |
.. |
.. |
|
11.
Chain-Reaction Forum |
.. |
.. |
|
12.
Circle Response |
.. |
.. |
|
13.
Colloquy |
.. |
.. |
|
14.
Computer Games |
.. |
.. |
|
15.
Choral |
.. |
.. |
|
16.
Creative Craft |
.. |
.. |
|
17.
Creative Drawing (Finger, splatter, etc) |
.. |
.. |
|
18.
Creative Writing |
.. |
.. |
|
19.
Drama |
.. |
.. |
|
20.
Drill |
.. |
.. |
|
21.
Debate |
.. |
.. |
|
22.
Demonstration |
.. |
.. |
|
23.
Depth Bible Encounter |
.. |
.. |
|
24.
Discussion |
.. |
.. |
|
25.
Evaluation |
.. |
.. |
|
26.
Field Trip |
.. |
.. |
|
27.
Film Talk-Back |
.. |
.. |
|
28.
Finger Play |
.. |
.. |
|
29.
Finger Play |
.. |
.. |
|
30.
Gallery Conversation |
.. |
.. |
|
31.
Games |
.. |
.. |
|
32.
Group Drawing |
.. |
.. |
|
33.
Group Response Team |
.. |
.. |
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34.
Group Writing |
.. |
.. |
|
35
Handwork |
.. |
.. |
|
36.
Inductive Bible Study |
.. |
.. |
|
37.
Interview |
.. |
.. |
|
38.
Laboratory Group Analysis |
.. |
.. |
|
39.
Lecture |
.. |
.. |
|
40.
Life Experience |
PARTICIPATION |
.. |
|
41.
Listening Teams |
.. |
.. |
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42.
Magazine Research |
.. |
.. |
|
43.
Magic |
.. |
.. |
|
44.
Memory work |
.. |
.. |
|
45. |
.. |
.. |
|
46.
Music or Music Forum |
.. |
.. |
|
47.
Newspaper Research |
.. |
.. |
|
48.
Notebook |
.. |
.. |
|
49.
Object Lessons |
.. |
.. |
|
50.
Oral Reports |
.. |
.. |
|
51.
Outlining |
.. |
.. |
|
52.
Panel |
.. |
.. |
|
53.
Pantomime |
.. |
.. |
|
54.
Play-Reading, Talk-Back |
.. |
.. |
|
55.
Plays, programs, choral |
.. |
.. |
|
56.
Power Point |
.. |
.. |
|
57.
Practice Teaching |
.. |
.. |
|
58.
Programmed Learning |
.. |
.. |
|
59.
Projects |
.. |
.. |
|
60.
Questions and Answers |
.. |
.. |
|
61.
Quiet Meeting |
.. |
.. |
|
62.
Reaction Panel |
.. |
.. |
|
63.
Readers Theater |
.. |
.. |
|
64.
Real life experience |
LIFE
experience |
.. |
|
65.
Research and Report |
.. |
.. |
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66. Role
Playing |
.. |
.. |
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67. Role
Reversal |
|
.. |
|
68. Seminar |
.. |
.. |
|
69.
Sermon-Forum |
.. |
... |
|
70.
Shadow Play |
.. |
.. |
|
71.
Singing |
. |
.. |
|
72. Stix |
.. |
.. |
|
73.
Storytelling |
.. |
.. |
|
74.
Summarizing |
.. |
.. |
|
75.
Symposium |
.. |
.. |
|
76.
Teaching Machines |
.. |
.. |
|
77.
Testing (quizzes) |
.. |
.. |
|
78.
Triads |
.. |
.. |
|
79.
Twenty Questions |
.. |
|
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80. Word
Search |
.. |
.. |
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81.
Work Groups |
.. |
.. |
|
82. Workshops |
.. |
.. |
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83. Diorama |
.. |
.. |
SOURCES
Lyles, Don, University of Hard Knocks, 1965-present.
Williams, Sue: Editor, "Teaching Methods You Can Use", Unpublished
Wright, H.
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CHAPTER SEVEN: AUDIO-VISUALS ----------
|
AUDIO-VISUALS |
||
|
|
||
|
METHOD |
CLASS/HOMEWORK |
AGE
GROUP |
|
01.
Bulletin Boards |
C |
PS-A |
|
02.
Chalkboard |
C |
P-A |
|
03.
Chalk talk |
C |
P-A |
|
04.
Charts |
C |
P-A |
|
05.
Collage |
C-H |
.. |
|
19.
Demonstration |
C |
.. |
|
06.
Diagrams |
C |
.. |
|
07.
Diorama |
C |
.. |
|
08.
Dolls |
C-H |
.. |
|
09.
Films (16mm) |
C |
.. |
|
10.
Film Strip |
C |
.. |
|
11.
Computer Games |
C-H |
.. |
|
23.
Field Trip |
C-H |
.. |
|
12.
Flannel graph |
C |
.. |
|
13.
Flash Cards |
C-H |
.. |
|
14.
Flip Boards and Charts |
C |
.. |
|
15.
Friezes |
C |
.. |
|
15.
Globes (see Map) |
C-H |
.. |
|
16.
Graft |
C |
.. |
|
17.
Interest Centers |
C |
.. |
|
17.
Internet |
C-H |
.. |
|
18.
Magnetic Board |
C |
.. |
|
38.
Magic |
C |
.. |
|
20.
Maps |
C |
.. |
|
22.
Murals |
C |
.. |
|
24.
Models |
C |
.. |
|
25.
Finger puppets |
C |
.. |
|
26.
Overhead Projector |
C |
.. |
|
27.
Paintings |
C-H |
|
|
28.
Pictures |
C |
.. |
|
48.
Power Point |
C |
.. |
|
29.
Puppets |
C |
.. |
|
30.
Puzzles |
C |
.. |
|
31.
Radio |
C-H |
.. |
|
32.
Rebus |
C |
.. |
|
33.
Record Player |
C-H |
.. |
|
34.
Sand Table |
C |
.. |
|
35.
Scrapbook |
C-H |
.. |
|
36.
Slides |
C |
.. |
|
37.
Strip Chart |
C |
.. |
|
39.
Tape Recorder |
C-H |
.. |
|
40.
Videos, VCR/CD |
C-H |
.. |
|
40.
Videos Camera |
C-H |
.. |
----------
CHAPTER EIGHT: PHILOSOPHY OF CHRISTIAN EDUCATION
1. Why
is teaching important?
Teaching is important because “it is a sacred ministry” (247).
4. What seven terms have been used to describe teaching?
The seven terms that have been used to describe teaching are:1.
Teaching is helping2. Teaching is awakening3. Teaching is imparting4. Teaching
is inspiring5. Teaching is correcting6. Teaching is sharing7. Teaching is
guiding (248). Teach CHECK 27 Hebrew WORDS THAT INDICATE SHOOT teach in Greek didasko to teach or learn
AIMS
AND GOALS FOR CHRISTIAN
SCHOOLS
I have made minor changes to the following lists to clarify and suit my
philosophy of Christian Education.
I. Rohn Ritzema, ACSI Regional Director wrote in an email on October 16, 2003:
“I’m glad I struck a cord with somebody. The five areas spell out an acronym
TICPO, which I would prefer to rearrange into TOPIC.”
1.
Truth
2.
Operational Integrity
3.
Potential in Christ
4.
Intellectual Development
5. Christian Educators
II. Association of Christian Schools International have identified thirty two
Essential Elements of an Effective
Christian School
Truth: Students are taught
1. All
truth is God’s truth
2. They
are created in the image of God
3. They
must confront the issue of sin and redemption
4. They can know God as
revealed in Christ and made present through the Holy Spirit.
Intellectual Development: The Christian mind should be the best mind,
enlightened by the mind of Christ and one that integrates Godo’s
principles with academic pursuits.
“The aim is to develop students with a biblical worldview who are well prepared
in all academic disciplines with an emphasis on:
1.
Accurately interpreting the Word of God.
2.
Mastering communication skills
3.
Showing proficiency in mathematics and science
4.
Understanding history and God’s role in it
5.
Appreciating literature and the arts.
6.
Reasoning and thinking critically.
7.
Finding, analyzing, evaluating and appropriately using information (necessary
skills in a democracy.)
Christian Education: The Christian School must have a
governing body, administration, faculty and staff who are committed followers
of Christ, teaching and leading from a biblically integrated perspective.
Those engated with the school’s governance,
leadership and teaching will:
1.
Model Christ in their teaching and leading
2.
Reflect and support the school’s mission and core values.
3. Understand and focus
on achieving the school’s vision and expected outcomes.
Potential in Christ: Every learning experience aims to enable students to reach
their full potential in Christ.
Teaching will include a focus on:
1.
Providing programs and services appropriate for the student.
2.
Establishing awareness of the student’s relationship and responsibility to
society.
3. Developing students intellectually, spiritually,
socially, emotional, and physically through every curricular and cocurricular activity.
4.
Making disciples
5.
Preparing for works of service.
6. Developing an eternal
view of life.
Operational Integrity: The school’s day-to-day operational practices are a
consistent model of integrity, efficiency, and accountability.
Biblical values are consistently implemented as the school:
1.
Reflects the high road to policy development and accountability in board governance
2.
Manages people resources ethically and justly.
3.
Manages and monitors school finances with integrity and disclosure.
4.
Conducts straightforward and Christlike relations
with the government and it’s agencies.
5.
Conducts fair and consistent classroom management
6.
Reflects honestly, openness and fairness in parent relations.
7.
Continues to seek to use the best teaching and communication methods with the
students and parents.
----------
CHAPTER NINE: SEVEN LAWS OF TEACHING ----------
11. According to Gregory, what are the "Seven Laws of Teaching?"
The Seven Laws of Teaching are:
1. The Law of preparation
2. The Law of the Pupil.
3. The Law of the Language.
4. The Law of the Lesson
5. The Law of the Teaching Process
6. The Law of the Learning Process
7. The Law of Review and Application
----------
CHAPTER TEN: DISCIPLINE ----------
Name: ________________
MY CLASS RULES
Four Principles to Live by
1. Love the Lord your God with all your heart, mind and strength
(Deuteronomy 6:4-7)
2. Follow the Ten commandments. (Exodus 20:3f,
Deuteronomy 5:7f)
3. Treat people like you want to be treated. (Matthew 7:12; Luke 6:31)
4. Follow your common sense.
These Principles
Break Down into these Class Rules
EXPECTED BEHAVIOR
01. Quietly listen and learn in class.
02. Follow directions the first time they are given.
03. Complete your work on time.
04. Participate with a positive attitude.
05. Look toward the front of the class at all times.
06. Keep your hands, feet and objects to yourself.
07. Respect other people’s property, asking permission before you borrow
something.
08. Be prepared for class, with pens, pencils, paper, books and other requested
items.
BEHAVIOR THAT WILL NOT BE TOLERATED
01. Never talk while the teacher is talking.
02. Do not be loud or disruptive.
03. Never talk back to the teacher.
04. Don’t lay your head down on the desk. (If you are sick
let’s send you to the office.)
05. Don’t be out of your seat without permission.
06. Don’t eat or drink in class without permission.
07. Do not respect other people or their property.
08. Never waste time. (Eph 5:16 and
09. Don’t be a gossip (If you are not part of the solution, you are part of the
problem.)
REWARDS
01. Positive phone call or note.
02. No homework pass.
03. Trip to Jack in the Box.
04. Special Party.
CONSEQUENCES
01. Copying down this entire list of rules
02. Pushups.
03. Writing an apology letter.
04. Time out in the hall.
05. Detention.
06. Extra homework.
07. Trash pickup.
08. Communicate with parents. ( with other discipline)
09. Any other punishment that seems appropriate.
10. Referral.
I ____________________the student, understand and will follow these rules.
I (parent) ________________ have read and agree to the above listed rules and I
expect my child to obey these rules.
Law without
punishment is only good advice. ~ Do right, till the stars fall, and then do
right.
One of the first problems in a
classroom is discipline. Whether your
classroom has 12 perfect children or 34 heathen screamers, everyone runs across
discipline minute by minute in a classroom.
One of the best tools of
discipline is to be prepared. If you
know every minute where and how you are moving the class you can avoid much
teacher discomfort in a classroom. One
teacher stops, says, “Umph” and looks at the manual
or notes every three or four minutes for a 30 seconds. The class is on another planet by the time
this teacher wants to begin again.
But even the best teacher needs
a box of tools of discipline. One of the
most useful tools in your discipline toolbox is the “knowing look” Every mother has several looks. The one that says, “I love you” and one that
says “don’t do that again” and the one that comes after Johnny hears his middle
name as in John Edward Smith, come here right now!
Every teacher’s first line of
defense is a look that says, “You crossed the line bucko” You only need one of these looks, but
it is important to develop at least one and know how to use it effectively in
the classroom. It is important, because
you can continue teaching while you give this look toward one student.
The second line of defense once ”the look” has been displayed and ignored or not heeded
is to move students. Don’t threaten students, just do it. Anytime two students are interacting and not
listening, I move one or both of them. If you get, “but I wasn’t doing anything.” So what?
I asked you to move seats, not remove one of your arms.
It is extremely rude for anyone
to talk over another, and this is true in a classroom. If a student is talking while you are
talking, you be quiet or move them. You
owe it to them to teach them manners.
I have a lecture I give once a
quarter about we came here to learn not play.
I am not here to be a judge, just a teacher. If I ask you to move, I didn’t say you were
guilty of anything, only that I asked you to move. You may not have done anything at all, I just think you would learn better where I asked you
to move. (I had a girl in one class that
I moved often, because the boy next to her was harassing her, she understood
and thanked me regularly.)
If two students get in a fight
separate them, preferably in different rooms and certainly out of arms reach.
There is a tool I have found
quite useful that moves between these, call it tool one and a half. I occasionally ask one of two students to
stand up. This is separation, just not
as far as moving chairs and the back talking if frequently brings.
Discipline Axioms:
1. Never raise your voice in anger or
frustration.
(If you yell, the students win.)
2. Smile.
They asked for special behavior give it to them!
3. Know the difference between punishment and
discipline.
4. Grace is superior to law.
PUNISHMENT AND DISCIPLINE
Punishment is inferior to
discipline. When society puts a man in
prison they loose a person that can add to society. He is removed from life, his family, his
children have no father and his wife has no husband. The government looses a taxpayer. Everyone looses. Sometimes this is necessary for the safety of
society, but we all loose in the process.
Discipline is the molding of a
person. The word comes from
disciple. A disciple was a student of
Jesus. The goal of discipline is to make
one a follower.
How did Jesus discipline?
------
The sin nature in a child wants to be a god. This is what Lucifer wanted in
Isaiah 14 and it is what each of your students want. They want what they want,
when they want it. They want to be the best, on top, number one, an
"A" student without working.
When you are trying to teach them, you are stepping on their
"godhood" and some will actively challenge you, others will challenge
you by talking over the top of you quietly to their girlfriend, others zone
out.
As a rule, education is work not play and the sin nature will resist
Your job is to make it uncomfortable enough they would
rather learn than what they had in mind.
Example. If a child wants to talk, and you want them
to listen, you have to make it
interesting enough,
show them they need what you have
, or
uncomfortable enough they prefer to listen than talk.
The question to ask is what do I need to do to make
them choose to listen.
Some teachers use positive reinforcement. I hate to think of children as rats
in a cage, but the research done by Skinner and his school of thinking, works.
If you give sugar water to a rat each time they push a button or move a lever,
they will push or move over and over. If you don't want a rat to do something,
you give them an electric shock, if the shock is powerful enough, rats will
stop pushing the button or moving the lever. The question to ask is what do I
need to do to get a student to stop doing what he is doing?
Prayer.
Prayer before class gives you encouragement. Prayer in class will in most cases
calm the classroom down. Stop in the middle of the third disruption to the
Bible lesson and pray for peace. "Love, joy and peace" are all the
fruit of the Spirit and this is a Biblical prayer God can and does answer.
Discipline procedures are limited only by our imagination and the law.
The
first rule is to give a knowing look.
If two
students are talking, move one of them. This is the first and most obvious rule
of discipline. Sometimes it is as simple as asking a student to sit between the
talkers.
Sometimes
I move to the next level of asking one of them to stand. Even if they are still
next to each other one is standing and one is sitting. This is moving them
apart.
Sometimes
when children are restless, telling them to stand and stretch in place with or
without talking for one minute works wonders. Don't ever forget we tell little
children to sit and be quiet when God made them to run, talk and create and
when they are old we tell the same person to get up and walk and socialize,
when all they want to do is sit and sleep.
While
you teach, stand by the pupil who is disturbing the class. I often do this in
my school. The trick here is not to give to my attention to one student,
thereby ignoring the other students.
2.
Direct questions to the disturbing pupil. Again the same
thing, not to give to my attention, thereby ignoring other students.
Disruptive students are usually looking for attention.
3. Let
the class make rules for handling discipline problems. Since, I try and
organize a student centered classroom V.S. a teacher centered classroom. I am
going to try this suggestion.
4. Be patient, but firm and gentle. Having patience is one of
the most important requirement of any teacher, no
matter what the level. Children instantly how to “push the
teachers button,” so having patience is essential in the classroom.
Children need to see that the teacher is caring and is not only in control of
the class, but themselves as well.
5.
Consider the age of the pupil. This is also vital to good teacher. For example,
I give my younger students much more leeway then I do my older students. For
example, I had a younger class yesterday. They know to go to the bathroom
before class. One student really had to go, as I finally gave in, and opened
the door, four of the girls all ran to the bathroom. I just took a step back
from the situation, and laughed with the rest of the class. When they came
back, I explained that they must go to the bathroom before class from now on.
They all agreed. We will see.
If a
student wants to be the center of attention, give it to them. Let them read the
Bible, participate by answering questions, let them take roll every week (you
can use this as leverage, if you are not quiet, I can take this away (and do
it!)) Let them be organize and put on a play for the
class. The ideas are only limited by your imagination and time.
The Holy Spirit does not yell or
scream at you. He talks in a quiet tone that can get lost in the cell phones of
life. Have several rules and consistently bring them to students
minds. When they step over the line, punish them. Law that has no punishment is
only good advice. If you have a girl or boy that never breaks the rules and
steps across accidentally, a warning after class is sufficient. If you have a
student that challenges you on a regular basis, challenge him with the
following: "What is it going to take to get you to sit in your seat? Do I
need to call your parents? Do I need to have you hop on one foot for five
minutes in class? 25 push-ups? You pick the punishment
and I'll follow through the next time you stand up in class without
permission." This doesn't need to be loud. In fact, by all means learn to smile, he is the one breaking the rules, not you.
When you yell the students win.
They will laugh and giggle behind your back and sometimes in front of you and
see what it takes to push that button again to get a rise out of you. Then they
will do it often and make your life miserable. Most of my teachers throughout
school sat us alphabetically. My name is in the absolute middle of the
alphabet. So if they sat us A to Z or Z to A I sat in the same seat in the
middle of the room. I am a quiet brooder and sat quietly behind my large Buddy
Holly glasses and observed the teacher, students and time and found her weak
spot and in the perfect second hit her there to get her to yell. Most of my
teachers loved me because I was quiet. I don't think I ever got caught but had
great fun watching teacher after teacher scream in class. It was my fun, and a
great deal of satisfaction, for the hours of misery they put me through. That I
became a teacher must be close to a miracle.
My favorite classroom rules were simple and direct.
1.
Follow the 10 Commandments. (You are not allowed to kill anyone in class. :-))
2.
Follow the Golden Rule: (Treat others, including the teacher like you want to
be treated.)
3. Use
common sense. (You have never had a teacher that allowed you to talk over
him/her, so don't.)
One of the most useful tools in your discipline toolbox is the “knowing look”
Every mother has several looks. The one that says, “don’t
do that again” and the one that comes after Johnny hears his middle name as in
John Jason Jones, come here right now!
Every teacher’s first line of defense is a look that says, “You crossed the
line bucko.” You only need one of these looks, but it is important to develop
at least one. Rhonda, when discussing this, told me her mentor teacher took her
aside and made her practice several looks in front of a mirror and she had a
test –this is truly important. It is important, because you can continue
teaching while you give this look toward one or more students.
The second line of defense once the look has been displayed and ignored or not
heeded is to move students. Don’t threaten students, just do it. Anytime two
students are interacting and not listening, I move one or both of them. If you get, “but I wasn’t doing anything.” So what? I asked
you to move seats, not remove an arm.
I have a lecture I give once a quarter about we came here to learn not play. I
am not here to be a judge, just a teacher. If I ask you to move, I didn’t say
you were guilty of anything, only that I asked you to move. It may not be you
at all, I just think you would learn better where I asked
you to move.
If two students get in a fight separate them, preferably in different rooms and
certainly out of arms reach.
There is a tool I have found quite useful that moves between these, call it
tool 1.5. I occasionally ask one of two students to stand up. This is
separation, just not as far as moving chairs and the back talking it frequently
brings. If a student has to stand for five minutes, it is both discipline and
punishment.
A third line of discipline is a firm voice. When you took the cookie and your
mother found out, there was a tone that let you know you were in real trouble.
Don't use the tone, you would use to tell a joke if a kid looses his temper and
flattens the room and all the kids in it. Don't yell. Anytime you yell in class,
the students win. Do be firm with a firm tone in your voice. You can send a
trusted student to get help. Break down the problem into bite sized problems
you can deal with and take the most serious problem first.
Never threaten what you will not do, immediately. I had a principal for years
that always asked, did you warn them once. If I could show I had warned the
students once, punishment for the student was immediate. In many cases students
were suspended unitl the discipline was satisfied.
The one exception to this, was the silly threat,
"I'm going to glue you to the ceiling if you don't ..."
In many cases the quiet passive student is perceived as the "good
student." Students that rocked the world like Albert Einstein and Thomas
Edison were horrible students. They challenged the teacher, they wanted to know
why, they spent all night trying to find out why
instead of doing homework. The kid that will stand up to you and say,
"No" is also the kid that will say "No" to the devil and
drugs.
Punishment is pain for improper behavior. If one robs a bank, we put them in
jail. If one lies, they should have something they don't like happen to them.
Discipline is to teach a child what is correct. Proverbs 22:6 states,
"Train up a child in the way he should go, Even
when he is old he will not depart from it." The word study behind the
phrase, "train up" is to use sticks to keep the tree trunk of a sappling from falling over in the wind,
We use the sticks of encouragement, punishment and knowledge including Bible knowledge
to keep the child from falling over when temptation comes along.
Axioms to live by:
1. Never raise your voice. If your class is so
out-of-control they can’t hear your quiet voice, shame on you. If you are so angry you can’t control your
students, don’t take it out on them.
2. Smile. They asked for special behavior give it to them!
3. Know the difference between punishment and discipline.
4. Grace is superior to law. Would you prefer justice or grace?
5. Good preparation is worth many times more than having to clean up a
discipline mess.
6. Many discipline problems come from poor teaching.
----------
CHAPTER ELEVEN: CHARACTERISTICS BY AGE----------
Don't ever forget we tell
little children to sit and be quiet when God made them to run, talk and create
and when they are old we tell the same person to get up and walk and socialize,
when all they want to do is sit and sleep.
18. What did Piaget deny?
Piaget denied that children could do “abstract thinking before the age of seven”
(267).
19. What did Kagan discover about babies?
He discovered that babies “will
act much like adults when confronted with new situations” (268).
----------
CHAPTER TWELVE: AIMS, GOALS AND OBJECTIVES ----------
First, let’s look at the differences between
Aims and goals or objectives. Let us
consider an archery range. One aims at
the goal. Then the arrow moves from the
aim to the goal/objective. Did you hit
the bulls eye?
Did you miss the entire target. This is what evaluation is all about. You can say words with tremendous passion and
expertise, but if the student doesn’t understand you have missed the mark.
I found the Madeline Hunter Model of Mastery
Learning to be a superior model to help me teach.
1. Anticipatory Set: How do you the teacher move from where the
student is to where you want the student to go?
The teacher focuses the students' thoughts on to what will be learned.
(Tie in yesterday's lesson with today's lesson. Get them interested.)
Madeline doesn’t say much about review, and
I review almost every class hour.
Repetition is the key to memory.
2.
Objective and Purpose: Students learn
more effectively when they know what they are supposed to be learning and why.
Teachers also teach more effectively when they have the same information. (Tell
what/how/why/ the students are going to learn.)
3.
Input: The new knowledge, process or
skill must be presented to the students in the most effective manner. This
could be through discovery, discussion, reading, listening, observing, etc.
4.
Modeling: It is important for the
students to "see" what they are learning. It helps them when the
teacher demonstrates what is to be learned.
5.
Checking for Understanding: It is
important to make sure the students understand what was presented. One way this
can be done is by asking the students questions.
6.
Guided Practice: The students practice
the new learning under direct teacher supervision.
7.
Independent Practice: When the teacher
is sure the students understand the new material, they assign independent
practice, this is frequently homework.
http://www.geocities.com/Athens/8020/hunter.html
5. Teaching is an art, which requires what?
Teaching is an art, which “demands time and careful preparation” (248).
13. Why is the "Written Lesson Plan" the best?
The “Written Lesson Plan" is the best because the work is “planned from
the very opening moments of the Sunday school hour to the close (257).
14. There are five practical questions a teacher should ask. What are they?
The five practical questions a teacher should ask are:1.
What do I want my pupils to know?2. What do I want my
pupils to feel?3. What do I want my pupils to do?4 . What choices do I want my pupils to do?5. What kind of character should my pupils manifest? (258).
15. What three questions should a teacher ask about each point of the
lesson?
Three questions a teacher should about each point of the lesson are:1. What bearing does this point have on my purposes?2. What materials can I use to illustrate this particular
point?3. What will be the best method of getting the
point across to the class? (259).
16. What things should be eliminated from any lesson?
Eliminate “those things which do not apply to the class and select only the
material which will help to carry out your aims” (259).
20. All the learning activities for each session are related to one subject. 2.
The objective in each session is to involve the pupils in learning by discovery
(269-270).
----------
CHAPTER THIRTEEN: THE TEACHER AS A PERSON ----------
Matthew 28:19, everyone is called to be disciple
6. What four things are needed to accomplish the message of Christian education?
Four things needed to accomplish the message of Christian are:
1. The Man
2. The Message
3. The Motive
4. The Method (249).
Ephesians 4:11 Pastor teacher spiritual gift. Is this
one gift or two?
3. As a "Pastor," what will the teacher provide?
As a Pastor “the teacher will provide an example that is safe to follow” (247)
2. How will good teachers seek the support of other church members?
Teachers “will be intelligent church members, acquainted with both the history
and polity of the church, not to speak of its doctrine. They will support the
church through gifts of money and labor and will seek to influence others to
support it as well, both at home and abroad” (247).
9. There are six areas in which the teacher should have knowledge. What are
they?
Six areas in which the teacher should have knowledge are:
1. A knowledge of the Bible—our
textbook
2. A
knowledge of related subjects, such as Bible geography, history,
archaeology
3. A
knowledge of the pupil
4. A
knowledge of teaching techniques
5. A
knowledge of Sunday school administration
6. A
knowledge of how to study (251).
7. On what three things does the teacher concentrate?
The three things the teacher concentrates on are:
1. being
approved of God
2. being
an efficient workman who is unashamed with his efforts
3. handling
aright God’s truth as recorded in the Bible (250).
8. What happens if the teacher does not have first hand knowledge of Jesus?
If the teacher does not have first hand knowledge of Jesus: “Jesus said that if
the blind lead the blind, both shall fall into the ditch” (250).
10. What are the six areas of pupil psychology a teacher must understand?
Six areas of pupil psychology a teacher must understand are:1.
An acquaintance with home environment2. An acquaintance with work environment3. An
acquaintance with pupil vocabulary4. A knowledge
of both the wisdom and ignorance of the pupil5. knowledge
of friends, interests, needs, and associates of each pupil 6. Some knowledge of family background (252).
12. What are the 12 tools for study a teacher will need?
12 tools for study a teacher will need are:
1. A good teachers’ Bible, with appropriate helps, such as maps, charts,
references, etc.
2. A good Bible dictionary
3. A Bible atlas
4. Commentaries
5. Concordance
6. Webster’s dictionary
7. A book on Bible customs and archaeology
8. Various versions and translations
9. A topical reference
10. Lesson quarterly
11. Scrapbook
12. Pencil and paper (255).
-----
CHAPTER FOURTEEN: HOW DO I USE THIS KNOWLEDGE IN MY CLASSROOM -----
HOUSECLEANING
22. What are the two ways to organize classes?
There appear two general ways to organize classes: “informal and formal
systems” 274.) Chairs in rows, around a circle, any way but
loose.
----------
BIBLIOGRAPHY ----------
Lyles, Don, University of Hard Knocks, 1965-present.
Peters, William, class assignment CE501 CEI C07, November 14, 2004
Williams, Sue: Editor, "Teaching Methods You Can Use", Unpublished
Western Baptist Bible College Notes,
Wright, H.
Myriad, Melissa, http://www.geocities.com/Athens/8020/hunter.html July
10, 2007
Bloom's
Taxonomy
Bloom's Taxonomy
Hunter's Goals
Maslow (no link yet)
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Last updated 07/10/2007 10:09:23