introduction to christian education: section 6

THE LAW OF ENCOURAGEMENT

Sunday, 18 August 13

The nature of the mind, as far as we can understand it, is that of a power or force actuated by motives. The striking clock may sound in the ear, and the passing object may paint its image in the eyes, but the inattentive mind neither hears nor sees.

John Milton Gregory


WHAT ENCOURAGES YOU?

IF YOU COULD CHOOSE ONE THING THAT SOMEONE WOULD DO FOR YOU TO GIVE

YOU ENCOURAGEMENT - WHAT WOULD IT BE?


Hendricks suggests a number of concepts which motivate people, e.g.

ownership, curiosity, meeting needs, usefulness, challenge, recognition, approval...


The number one failure in education today is the failure to motivate learners...to get them off their backsides and into action.

Hence, your MQ (Motivation Quotient) is more important than your IQ

MQ



TEACHING TENDS TO BE MOST EFFECTIVE

WHEN THE LEARNER IS PROPERLY MOTIVATED





WHAT IS THE MOST IMPORTANT WORD IN

THIS DEFINITION?


What is improper motivation?

Lollipop motivation - offering rewards - but doing good things does not necessarily ensure good results - e.g. you might know the Bible but choose not to live it out


Guilt motivation - making someone feel guilt for not doing something - common in Christian circles.

Deceit motivation - (intentionally or not) - “if you come to Christ all your problems will be solved” - maybe it will identify some!


2 levels of motivation:Extrinsic - from withoutIntrinsic - from withinTeachers use extrinsic motivation to activate, or trigger, the intrinsic

AWARENESS OF NEED


Hendricks suggests God motivates us internally - he quotes Rom 12:1.Therefore, I urge you, brothers, in view of God's mercy, to offer your bodies as living sacrifices, holy and pleasing to God...

Understanding Gods mercies we offer our lives to him - when you have been gripped by all God has done your reasonable, logical, intelligent, natural response


As a teacher (motivator) you want students to be self-starters - not doing things because you ask them to, but because they have chosen to do it.

One way to do this is for people to become aware of their need - put them in an uncomfortable situation and they realise they need help - even if they think they are ready, often they are not.


When they fail the need becomes something deeper - a felt need.


You motivate people by correctly structuring their training experience.

Training involves 4 major stages: telling, showing, doing

GOOD TRAINING


Usually we are good at this stage.

Expose students to the material in more than one way - lecture (where they take notes) and...?

What other techniques would you use?

TELLING


Modeling what it looks like - showing it in action, what does it look like, how do I do it?

SHOWING


Stage 3 - controlled doing

Stage 4 - uncontrolled doing -real life situations

You don’t learn to swim by distance education

DOING


Hendricks suggests pressurising the student in the classroom in order to better prepare them for the outside world.


If you think a lecturer is bad - divide your paper into two, take notes on one side and write how you would do it differently on the other


THE PERSONAL TOUCH

People pay more attention if they feel your teaching has a personal touch - it applies directly to them - direct personal application massively affects motivation.

Note: timing is critical - you need to have faith that God will, in the power of the Holy Spirit, at some point use what and how you teach to change an individual


CREATIVE MOTIVATION

Hendricks suggests: Once you get to know your students, let them get to know you, and then build creatively on this knowledge.

How? Using a variety of methods depending upon the motivation of the people.


WHAT MOTIVATES YOU - HOW COULD I GET

YOU TO DO SOMETHING?

FIND OUT WHAT MOTIVATES YOUR STUDENTS


After finding out the motivation of your students - you have to provide opportunities.

Do not prohibit without providing


“IF ONE TENTH OF WHAT YOU BELIEVE IS TRUE, YOU OUGHT TO

BE TEN TIMES AS EXCITED AS YOU ARE”

SIR WALTER MOBERLYSunday, 18 August 13

introduction to christian education: section 6

Spiritual

extrinsic motivation

guilt motivation

law of encouragement

lollipop motivation

levels of motivation

improper motivation

deceit motivation

creative motivation