Dealing With GOOD SENSE Learners in SundaySabbath School Class

During my university days, a number of things used to happen regarding Sabbath/Sunday school group facilitation. Being truly a church institution, the coordinator would want that by Friday evening, everything had been set up for the smooth running of the following day's Sabbath. However, it had been not always very successful, however much he tried. I recall those late Friday evenings when I was asked to facilitate the lesson the following 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 didn't show up.

Taking college business into consideration we were always busy through the week and without enough preparation therefore, to take care of an effective Sabbath school class. As a result, we had quite a difficult time to present a well-rounded Sabbath school, which is designed 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 obtain equipped with enough material to perform enough inside a tight time frame. As usual, good sense learners are those who wish to see how they can apply the information they need to help them embrace contemporary Christian lifestyle with a postmodern mindset.

Since they curently have the facts in mind, the role of the facilitator to these learners would be to supply them with opportunities to practice the information they already have, to greatly help them set up a personal relationship with God. Help them to answer fully the question, "How do i practice the information I have just learned?", and with their fascination with 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 for example inductive questions, thought questions, life-application questions, role playing, discussion stories that illustrate how to utilize the information (e.g. witnessing stories), and object lessons. In conjunction with the approaches stated below, you'll achieve a satisfactory lesson for the common sense learners in your class.

Stimulation

Learning does not take place the same way in all students. Most classes contain the imaginative, analytical and dynamic learners. Just the same, there are fast learners and slow ones. To carry the attention of the slow group, the teacher should include at least one activity that stimulates these bodily kinesthetic learners. For instance, when you are teaching about the story of the tower of Babel, it is possible to 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, which 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 means for active learning. Make rotational visitations for the members through the week to determine their personal problems. This method works best to reclaim the members who have backslid within their faith. The facilitator is a shepherd, and should guarantee that the pasture is evergreen for his flock.

Picture out-of-frame

This approach appeals to the students imaginative, analytical and common sense skills, to help them interact personally with their Bible. Rather than asking students questions, which only restate what was already stated or failing to have the students interact fully with 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 arrange for your life."

This enables students to think 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, including The Adventist Review, Collegiate quarterly and the Cornerstone connections. He is able to be reached on E-mail: oresophiliptony@yahoo.com