Dealing With Common Sense Learners in SundaySabbath School Class

During my university days, many things used to happen regarding Sabbath/Sunday school group facilitation. Being a church institution, the coordinator would want that by Friday evening, everything have been set up for the smooth running of the next day's Sabbath. However, it had been not always very successful, however much he tried. I remember those late Friday evenings when I was asked to facilitate the lesson the next morning Sabbath. Some people were also asked late in the week, either to sub for another teacher, or to teach a class "impromptu" once the regular teacher failed to show up.

Taking college business under consideration we were always busy through the week and without enough preparation therefore, to take care of an effective Sabbath school class. Subsequently, we had quite a difficult time to present a well-rounded Sabbath school, that is meant to foster the spiritual growth of class members. In this circumstance, what helped me out was good sense.

These circumstances are still there, hence the necessity for coordinators and facilitators to get built with enough material to accomplish enough inside a tight time frame. As usual, common sense learners are those who would like to see how they are able to apply the information they have to help them embrace contemporary Christian lifestyle with a postmodern mindset.

Since they curently have the facts at heart, the role of the facilitator to these learners would be to provide them with opportunities to practice the information they already have, to help them set up a personal relationship with God. Help them to answer the question, "How do i practice the information I have just learned?", sufficient reason for their interest in application, they will help other class members to help make the transition from head-knowledge to heart knowledge.

Your lesson materials should include a variety of activities such as inductive questions, thought questions, life-application questions, role playing, discussion stories that illustrate how exactly to utilize the information (e.g. witnessing stories), and object lessons. With the approaches stated below, you will achieve a reasonable lesson for the common sense learners in your class.

Stimulation

Learning does not happen the same way in every students. Most classes contain the imaginative, analytical and dynamic learners. Just the same, you can find fast learners and slow ones. To hold the attention of the slow group, the teacher will have to include at least one activity that stimulates these bodily kinesthetic learners. For instance, should you be teaching about the story of the tower of Babel, you can collect assorted magazines and newspapers and distribute them to the class.

From all of the pictures, ask your students to find objects that display people's arrogance and annoyance (homes, cars, money e.t.c). These objects are just like the tower of Babel, that was more, an object of pride and arrogance. Then, have each class member share a couple of objects from their file and how people use that particular object as a source of pride.

Visiting

Visiting is another opportinity for active learning. Make rotational visitations for the members during the week to find out their personal problems. This method is most effective to reclaim the members who have backslid within their faith. The facilitator is really a shepherd, and should be certain that the pasture is evergreen for his flock.

Picture out-of-frame

This approach appeals to the students imaginative, analytical and good sense skills, to help them interact personally with their Bible. Instead of asking students questions, which only restate what has already been stated or failing to have the students interact fully making use of their Bible, this approach puts the students on the toes.

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

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

Author info:

Tony Philip Oreso is a Nairobi-based freelance writer. He submits regularly to Christian publications, like the Adventist Review, Collegiate quarterly and the Cornerstone connections. He can be reached on E-mail: oresophiliptony@yahoo.com