Dealing With Common Sense Learners in SundaySabbath School Class

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

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

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

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

Your lesson materials will include a combination 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. With the approaches stated below, you will achieve a satisfactory lesson for the normal 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. Likewise, you can find fast learners and slow ones. To carry the attention of the slow group, the teacher will have to include a minumum of one activity that stimulates these bodily kinesthetic learners. For example, when you are teaching about the story of the tower of Babel, you can collect assorted magazines and newspapers and distribute them to the class.

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

Visiting

Visiting is another means for active learning. Make rotational visitations for the members during the week to discover their personal problems. This method is most effective to reclaim the members who've backslid within their faith. read more is really a shepherd, and should ensure 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 greatly help them interact personally with their Bible. Rather than asking students questions, which only restate what has already been stated or failing to have the students interact fully with their Bible, this approach puts the students on the toes.

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

This enables students to believe for themselves and to internalize the message. Also, Website Design for Screens feel safer to answer questions once the teacher has removed worries 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. check here is able to be reached on E-mail: oresophiliptony@yahoo.com