Monday, April 27, 2009
In Conclusion...
At the end of Chapter 20, the author lists ten suggestions regarding the ministry of teaching. If you were to add five more suggestions, what would they be?
Monday, April 20, 2009
Teaching Youth, Children, and Preschoolers
Each of these three groups are unique in their stages of development; therefore, each must be taught quite differently. The HBLT approach may be used to teach all three age groups, however, it must be tailored to fit the developmental pattern of the students involved.
Of youth, children, and preschoolers, with which group do you have the most experience teaching? How have you altered the HBLT approach to fit the age group you teach the most?
Of youth, children, and preschoolers, with which group do you have the most experience teaching? How have you altered the HBLT approach to fit the age group you teach the most?
Monday, April 13, 2009
Monday, April 6, 2009
A Great Teacher
One of the main things my husband, Bryan, and I have in common is our love of teaching. We both absolutely love to teach! However, that's where the similiarities between our common profession end.
I am a devoted planner--when structuring a lesson, I have to write everything out, make a checklist, and go strictly by it. Bryan, on the other hand, makes plans, but only in his head. With the exception of his sermons, he never writes out how he's going to teach a lesson, and his best illustrations come to him "on the fly"--so to speak--rather than from research. I sometimes have a hard time filling up an entire hour when teaching a lesson, whereas Bryan could teach for three hours straight without stopping and keep on going. Because of my shy nature, it's often difficult for me to initially warm up to my students; it takes longer for me to develop a deep relationship with them. Bryan, however, has never met a stranger and forms immediate trusting relationships with his students. While most attempts on my part at humor in the classroom fall flat, Bryan has his students roaring with laughter at every quip.
Although I profoundly admire my husband's engaging teaching style, I must admit that at times I am a bit jealous. Teaching seems to come so easy for him! Observing Bryan, however, helps me to continue to stretch to be a better teacher myself.
I am a devoted planner--when structuring a lesson, I have to write everything out, make a checklist, and go strictly by it. Bryan, on the other hand, makes plans, but only in his head. With the exception of his sermons, he never writes out how he's going to teach a lesson, and his best illustrations come to him "on the fly"--so to speak--rather than from research. I sometimes have a hard time filling up an entire hour when teaching a lesson, whereas Bryan could teach for three hours straight without stopping and keep on going. Because of my shy nature, it's often difficult for me to initially warm up to my students; it takes longer for me to develop a deep relationship with them. Bryan, however, has never met a stranger and forms immediate trusting relationships with his students. While most attempts on my part at humor in the classroom fall flat, Bryan has his students roaring with laughter at every quip.
Although I profoundly admire my husband's engaging teaching style, I must admit that at times I am a bit jealous. Teaching seems to come so easy for him! Observing Bryan, however, helps me to continue to stretch to be a better teacher myself.
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