1. Introduction to
Christian Education
(501)

2. Contacting me:
Richard Chamberlain
rdcltci@gmail.com
+91 94340 89987
Visit my house or office
Facebook
Skype

3. You must...
• Ask questions
• Disagree with me
• Be involved - silence is not allowed
• Do the work that is assigned
• NOT be late
• Never call me sir!

4. Tell me your name and
the ‘best’ book you have
read this year

5. What different
methods of teaching
can you think of?
Which do you find
personally most helpful -
why?

6. EIGHT WAYS TO TEACH
MULTIPLE TEACHING TEACHING INSTRUCTIONAL
INTELLIGENCES ACTIVITIES MATERIALS STRATEGIES
Linguistic/ Lectures, discussions, Books, tape Read about it, write
verbal word games, recorders, about it, talk about
storytelling, choral typewriters, stamp it, listen to it
reading, Journal sets, books on
writing, etc. tape, etc.
Logical/ Brain teasers, problem Calculators, math Quantify it, think
mathematical solving, science manipulatives, critically about it,
experiments, mental science equipment, conceptualize it,
calculations, number math games, etc. chart it, graph it,
games, critical formulate it
thinking, etc.
Spatial/ Visual presentations, Graphs, maps, See it, draw it,
visual art activities, video, LEGO sets, visualize it, color it,
imagination games, art materials, mind-map it,
mind-mapping, optical illusions, PowerPoint it,
metaphors, cameras, picture illustrate it.
visualizations, etc. library, etc.
Bodily/ Hands-on learning, Building tools, clay, Build it, act it out,
kinesthetic drama, dance, sports sports equipment, touch it, dance it,
that teach, tactile manipulatives, tap it, role play it
activities, relaxation, tactile learning
exercises, etc. resources, etc.

7. kinesthetic drama, dance, sports sports equipment, touch it, dance it,
that teach, tactile manipulatives, tap it, role play it
activities, relaxation, tactile learning
exercises, etc. resources, etc.
Musical/ Super-learning, Tape recorders, Sing it, rap it, listen
rhythmic rapping, songs that tape collections, to it, tap it, music
teach, etc. musical video it
instruments, etc.
Interpersonal/ Cooperative learning, Board games, Teach it,
social peer tutoring, party supplies, collaborate on it,
community props for role interact with
involvement, social plays, etc. respect to it,
gatherings, discuss it, role play
simulations, etc. it
Intrapersonal/ Individualized Self-checking Connect it to your
reflective instruction, materials, journals, personal life, make
independent study, materials for choices with regard
options in courses of projects, etc. to it, meditate on it,
study, self-esteem reflect on it
building, etc.
Naturalist Things that related to Outdoor meetings, Visit it, touch it,
the outdoors, plants, pictures, photos, build it, watch it,
animals, nature. video, PowerPoint hike it, camp it,
fieldtrip it

8. Select a story about
Jesus and in 1
minute (2 max.) tell
it dramatically to
the class

9. What are we going
to learn?

10. 2 Sections
1. Principles of
Teaching
2. Teaching to
Change Lives

11. 2. Teaching to
Change Lives

12. Course Description
This course focuses on how to teach in ways
that result in life-change.
Topics include the importance of personal
development, learning styles, active learning,
communication, addressing emotions, and
creative assignments.

13. Course Design Comments
This course is designed to equip church
starters, pastors, and leaders with Bible
knowledge, Christian character, servant
leadership, and teaching experience with the
goal of life-change.
It addresses the diverse learning styles of adults
through a variety of activities and assignments.

14. Main Sections - Teaching to Change Lives
The law of the Teacher – stop
growing today, and you stop teaching
tomorrow.
The law of Education – how people
learn determines how you teach.
The law of Activity – maximum
learning is always the result of maximum
involvement.

15. The law of Communication – to
truly impart information requires the
building of bridge.
The law of the Heart – teaching
that impacts is not head to head, but
heart to heart.

16. The law of Encouragement –
teaching tends to be most effective when
the learner is properly motivated .
The law of Readiness – the teaching-
learning process will be most effective
when both student and teacher are
adequately prepared.

17. Teacher
Education
Activity
Communication
Heart
Encouragement
Readiness

19. The Law of the
Teacher
Pages 17-36

20. If you stop
growing today,
You stop teaching
tomorrow

21. If you stop growing
today,
You should stop
teaching tomorrow

22. If you stop growing
today,
You stop teaching
tomorrow
(you teach from the
overflow of your life)

23. •Some try substituting
personality or methodology
To paraphrase this principle:
•You cannot communicate
out of a vacuum
•You cannot impart what you
do not possess
•If you don’t truly know it -
you can’t give it

24. •You, the teacher, have
to primarily be a
learner
•You have to grow -
to change - to develop
greater
understanding and
new insights
•You have not ‘arrived’
yet

25. But grow in the grace
and knowledge of our
Lord and Saviour Jesus
Christ.
2 Peter 3:18

26. Continually ask yourself
the question,
“How can I improve?”

27. As a teacher are there
areas should you be
continually growing in?

28. Hendricks cites a
college professor
who was ‘always’ at
his desk studying.
The professor told
him,
“I would rather have
my students drink
from a running stream
than a stagnant pond”

29. Hendricks cites a
college professor
who was ‘always’ at
his desk studying.
The professor told
him,
“I would rather have
my students drink
from a running stream
than a stagnant pond”

30. “Everyone who is fully
trained will be like his
teacher”
Luke 6:40b

31. •Does that motivate you to change?
What does motivate you to change?
•If you want to minister to others first
you have to let God minister in you
•“Human personality is the vehicle of
effective teaching” (p. 19)

32. The Search for Teachers
•What ‘qualifications’ would you look
for in a teacher for Sunday school?
•Would they be different for a teacher
during the main Sunday church service?
•What of a cottage prayer (home
group) meeting leader?

33. •Faithful - in what they have done
•Available - no need for arm twisting
•Teachable - willing to learn
Their knowledge is not the first
consideration
Most people need building up in order
to take on a teaching role

34. Bad ways to select a Sunday School
Teacher
•Begging for help - because no-one
has volunteered even after other appeals
•Arm Twisting - e.g. making it sound
so easy (just read the material)
•Last minute desperation - take /
grab anyone

35. Making Change
•How have you changed (+ve) - in the
last week, month, year? Be very specific
•Frontiers, questions, interests, mental
energy...
•You can’t teach an old dog new tricks -
thankfully you are not old, a dog, or
learning tricks

36. “Effective teaching comes
only through changed
people - the more you
change the more you
become an instrument of
change in the lives of
others. If you want to
become an agent of
change, you must also
change.” (p21)

37. “Forgetting what is
behind and straining
toward what is ahead, I
press on to win the
prize for which God
has called me
heavenward in Christ
Jesus”
Philippians 3:13-14

38. Near the end of Paul’s life
Correctly related to the past - not overly
enamoured or defeated by failures
Learn from the past - don’t live in it
Press on in the present - don’t relax or sit
back

39. The Sluggard

40. The Sluggard
Proverbs 6:6 Go to the ant, you sluggard; consider
its ways and be wise!
Proverbs 6:9 How long will you lie there, you
sluggard? When will you get up from your sleep?
Proverbs 10:26 As vinegar to the teeth and
smoke to the eyes, so is a sluggard to those who
send him.
Proverbs 13:4 The sluggard craves and gets
nothing, but the desires of the diligent are fully
satisfied.

41. Proverbs 15:19 The way of the sluggard is blocked
with thorns, but the path of the upright is a highway.
Proverbs 19:24 The sluggard buries his hand in the
dish; he will not even bring it back to his mouth!
Proverbs 20:4 A sluggard does not plow in season;
so at harvest time he looks but finds nothing.
Proverbs 21:25 The sluggard's craving will be the
death of him, because his hands refuse to work.
Proverbs 22:13 The sluggard says, "There is a lion
outside!" or, "I will be murdered in the streets!"

42. Proverbs 24:30 I went past the field of the
sluggard, past the vineyard of the man who lacks
judgment;
Proverbs 26:13 The sluggard says, "There is a
lion in the road, a fierce lion roaming the streets!"
Proverbs 26:14-16 As a door turns on its hinges,
so a sluggard turns on his bed.
The sluggard buries his hand in the dish; he is too
lazy to bring it back to his mouth.
The sluggard is wiser in his own eyes than seven
men who answer discreetly.

43. The Sluggard
Adapted from an original by Justin Taylor.
The sluggard in Proverbs is a figure of tragi-
comedy, with his sheer animal laziness (he
is more than anchored to his bed: he is
hinged to it, 26:14), his preposterous
excuses (“there is a lion outside!” 26:13;
22:13) and his final helplessness.

44. (1) He will not begin things
When we ask him (6:9, 10) “How long?”
“When…?”, we are being too definite for
him. He doesn’t know. All he knows is his
delicious drowsiness; all he asks is a little
respite: “a little…a little…a little…”. He
does not commit himself to a refusal, but
deceives himself by the smallness of his
surrenders. So, by inches and minutes, his
opportunity slips away.

45. (2) He will not finish things
The rare effort of beginning has been too
much; the impulse dies. So his quarry goes
bad on him (12:27) and his meal goes cold
on him (19:24; 26:15).

46. (3) He will not face things
He comes to believe his own excuses
(perhaps there is a lion out there, 22:13),
and to rationalize his laziness; for he is
“wiser in his own conceit than seven men
that can render a reason” (26:16). Because
he makes a habit of the soft choice (he “will
not plow by reason of the cold,” 20:4) his
character suffers as much as his business,
so that he is implied in 15:19 to be
fundamentally dishonest…

47. (4) Consequently he is restless
Consequently he is restless (13:4; 21:25, 26)
with unsatisfied desire; helpless in face of
the tangle of his affairs, which are like a
“hedge of thorns” (15:19); and useless—
expensively (18:9) and exasperatingly
(10:26)—to any who must employ him. . . .

48. The wise man will learn while there
is time. He knows that the sluggard
is no freak, but, as often as not, an
ordinary man who has made too
many excuses, too many refusals
and too many postponements. It
has all been as imperceptible, and as
pleasant, as falling asleep.

49. Are you a sluggard?

51. Assignment 1

52. You will be assigned one of the following
quotes to present a short paper on (250
words +/- 20%)
You are required to write a
paper critiquing the quote -
do you agree or disagree with
it, why?

53. Due date: Tuesday August 10th
•Late submissions will incur a deduction of
10% of your mark for each day late
•This will count for 10% of your mark for
this course
•The paper should be typed as per college
requirements.

54. Quotes
Taken from Teaching to
Change Lives

55. Quote 1
“In the search for good teachers, I always
look for FAT people - those who are
Faithful, Available, and Teachable.”
(p. 20)

56. Quote 2
“...effective teaching comes only through
a changed person. The more you change,
the more you become an instrument of
change in the lives of others. If you want
to become an agent of change, you also
must change.”
(p. 21)

57. Quote 3
“The two factors that will influence you
the most in the years ahead are the
books you read and the people you’re
around”
(p. 27)

58. Quote 4
“Experience does not necessarily make
you better; in fact it tends to make you
worse, unless it’s evaluated experience.
The good teacher’s greatest threat is
satisfaction - the failure to keep asking,
‘How can I improve’.”
(p. 35)

59. Growth: the Larger Picture
Jesus is described in Lk 2:52
And Jesus grew in wisdom and stature, and
in favor with God and men.
4 areas of growth - not simply spiritual

60. Wisdom what is it?

61. Wisdom what is it?
In the Biblical sense, wisdom is the
"ability to judge correctly and to follow the
best course of action, based on knowledge
and understanding"
Lockyer

63. True wisdom is always consistent with
the two great wisdom themes of the
Bible: reverence to God, our Creator, and
respect for all persons, everywhere.
http://www.twopaths.com/introduc.htm

64. You should be growing;
intellectually
physically
socially
as well as spiritually
Don’t spend time comparing yourself to
others - growth is individual and is
affected by many factors

65. “Lord, how am I doing?”
e.g. Values and habits;
some should be retained
some should be refined
some should be rejected
Simply make sure you are in the process
Make sure you are not succeeding
at doing the wrong things

66. Your Intellectual Dimension
Hendricks suggests
3 ways to grow
intellectually

67. 1. Maintain a Consistent Study
and Reading Programme
If you find reading alone doesn’t change
or contribute - try reading and then
reflecting on it - adjust the time so it is
50% reading 50% reflection

68. Read people - they are
amazing!
When you are with
someone significant:
Keep your mouth shut
except to ask penetrating
questions
Pick peoples brains, take
advantage of what they
know or have experienced

69. Edgar Watson Howe
once Joked, “No Man
would listen to you talk
if he didn’t know it was
his turn next.”
Understand the
incredible value of
becoming a good
listener.

70. Reading and Preaching
Quotes taken from John Stott’s ‘I Believe in
Preaching’.
“None will ever be a good minister of
the Word of God unless he is first of all
a good scholar.”
John Calvin

71. “He who has
ceased to learn has
ceased to teach.
He who no longer
sows in the study
will no more reap
in the pulpit.”
Charles Spurgeon

72. “The preacher’s life must be a life of large
accumulation…..He must not be always trying
to make sermons, but always seeking truth, and
out of the truth which he has won the sermons
will make themselves….Here is the need of
broad and generous culture. Learn to study for
the sake of truth, learn to think for the profit
and the joy of thinking. Then your sermons
shall be like the leaping of a fountain, and not
like the pumping of a pump.”
Phillips Brooks

73. “If I had only three years to serve
the Lord, I would spend two of
them studying and preparing.”
Donald Grey Barnhouse

74. 2. Enroll in Continuing
Education Courses
Courses to improve not only content
but skill.
Most important is your own personal
Bible study programme - you need a
strong input of the Word of God

75. “Many of us who are “under” the
Word of God are not “in” it for
ourselves - getting into it and letting it
get into us”
Hendricks (p. 27)

76. The impact of the teaching ministry
can be immense:
2 Timothy 2:2
It is a ministry of multiplication -
passed on from generation to
generation

77. 3. Get to know your students
Become an authority on the needs and
characteristics of their age group - then
go beyond that and study your students
individually, find out as much as possible
about them.
Pray for your students in specific (not
general) ways.

78. Be careful never to label a student
Do not base your opinion of them on
one observation or comment
Beware of having favourites
Beware of forming a negative opinion
based on energy levels of the child or
difficulties they cause you

79. Your Physical Dimension
Are there areas
of the physical
part of your life
that are not
under control?

80. “The physical dimension is often the area
evangelical Christians neglect most
consistently. The reason: We’re prone to
deny our humanity. So we’re forever
prostituting the body...(By the way, if you
want to know the area of greatest need in
your Christian life, try looking at passages
you have not underlined in your Bible”
Hendricks (p. 29-30)

81. Money - is it under control, do you
spend too much, are you in debt?
Material Possessions - a man from a
rich family was asked how in the midst of
such wealth he was not overcome by
materialism, he answered, “My parents
taught us that everything in our home was
either an idol or a tool.”

82. Use of Time - who, or what, is planning
your use of time?
Sex Life - bad news, this applies as much
to singles as to married people!
Thought Life - what do you fill your
mind with?

83. Diet - if I walked
into your church
drunk you would
never let me
preach - if I walk in
fat you feed me
more

84. Exercise - it has
been suggested
that a regular,
systematic exercise
programme can
add 5-15 years
to your life

85. Sleep - how much do you
get / need?
Do you need a change of pace?
Your body is the temple of the
Holy Spirit - do you treat it as
such?

86. Look at the grid below: Is your life balanced,
or in need of correction?

87. Look at the grid below: Is your life balanced,
or in need of correction?
How much time
How much time
do I spend with
do I spend alone?
people?
How much time How much time
do I spend at do I spend at
work? play?

88. Look at the grid below: Is your life balanced,
or in need of correction?
How much time
How much time
do I spend with
do I spend alone?
people?
How much time How much time
do I spend at do I spend at
work? play?

89. Look at the grid below: Is your life balanced,
or in need of correction?
How much time
How much time
do I spend with
do I spend alone?
people?
How much time How much time
do I spend at do I spend at
work? play?

90. Look at the grid below: Is your life balanced,
or in need of correction?
How much time
How much time
do I spend with
do I spend alone?
people?
How much time How much time
do I spend at do I spend at
work? play?

91. Your Social Dimension
Do you on socialise with Baptists
What non-Christian friends do you
have?
What efforts are you making?
Do you have friends in different age
groups?

92. A close friend is someone who
...knows everything about you, yet
totally accepts you
...will listen to your most heretical ideas
without rejecting you
...and knows how to criticise you in a
way you will listen to
Is your husband / wife your best friend?

93. How am I doing?
“The unexamined life is not worth
living”
Just because you have been teaching
(or doing something) for a long time it
does not mean anything - only that
God is gracious.

94. “Experience does not
necessarily make you
better; in fact it makes you
worse unless it is evaluated
experience”
Hendricks (p. 35)

95. Just because you have been teaching
(or doing something) for a long time it
does not mean anything - only that
God is gracious.
The good teachers greatest
threat is satisfaction - the
failure to keep asking,
“How can I improve?”

96. Maybe a better question is, “Lord, how
am I doing - in the light of what you
want me to be?”
Self examination should be based on 3
questions:
1. What are my strengths?
2. What are my weaknesses?
3. What do I have to change?

97. “The process of change is essentially
the process of changing habit patterns
- if you do something once you can do
it twice - do it twice and you can do it
three times - do it three times and
you are beginning to make a habit of
it”

99. The Law of Activity
Pages 54-67

100. THE LAW OF ACTIVITY
 Maximum learning is always the result of maximum
involvement. Students will learn best as they are most
active in the process. They need to be guided in their
practice, taught to properly evaluate their experience, and
learn not by repeating their mistakes but by doing the
right things.
 Hearing is the most inefficient means of learning – people
only retain at the most 10% of what they hear. But they
will retain up to 50% of what they see and up to 90% of
what they do.
RE - 7 Laws of Teaching 7

101. THE LAW OF ACTIVITY –
QUALITY ACTIVITY
RE - 7 Laws of Teaching 8

102. THE LAW OF ACTIVITY –
QUALITY ACTIVITY
 Purposeful activity implies quality activity.
 Practice makes perfect.
 Experience is the best teacher.
 We learn by doing.
 ………
RE - 7 Laws of Teaching 8

103. THE LAW OF ACTIVITY –
QUALITY ACTIVITY
 Purposeful activity implies quality activity.
 Practice makes perfect.
 Experience is the best teacher.
 We learn by doing.
 ………
- Well-guided practice makes perfect
-Properly evaluated experience is the best teacher
- We learn by doing the right things
RE - 7 Laws of Teaching 8

104. The Law of
Communication
Pages 68-83

105. THE LAW OF COMMUNICATION
 Communication is the reason for our existence as
teachers. – It’s also our number one teaching
problem.
 To truly impart information requires the building of
bridges. This means really knowing one’s students,
which in itself means spending time with them
outside the classroom. Communication will be more
effective to the degree that it is something the
teacher deeply knows, feels and does.
RE - 7 Laws of Teaching 9

106. THE LAW OF COMMUNICATION –
INTELLECT, EMOTION, AND VOLITION
 All communication has three essential components:
intellect, emotion, and volition – thought, feeling, and
action.
 Whatever it is I want to communicate to another
individual, it involves
 … something I know,
 … something I feel,
 … and something I’m doing.
RE - 7 Laws of Teaching 10

107. The Law of the
Heart
Pages 84-96

108. THE LAW OF THE HEART
 Teaching that impacts is not head to head, but heart to heart.
 Plato’s triumvirate of ethos (character/credibility), pathos
(compassion) and logos (content). Ethos, pathos and logos are
like a pyramid where each is dependent upon the previous. –
Character, Compassion, Content.
 Without the foundation of character/credibility, there will not be
the confidence in the teacher which is foundational to the implicit
contract between teacher and student.
 The student needs to know that the teacher cares about him, and
third of course, is content.
RE - 7 Laws of Teaching 11

109. The Law of
Encouragement
Pages 98-113

110. THE LAW OF ENCOURAGEMENT
 Teaching tends to be most effective when the learner is
properly motivated.
 Extrinsic motivation : motivation from without.
 Intrinsic motivation : motivation from within.
 Developing a strong sense of felt need: people will not learn
what they have no felt need for, and will invest themselves in
learning that for which they do have a felt need.
RE - 7 Laws of Teaching 12

111. THE LAW OF ENCOURAGEMENT
 The key question is: Are you motivated? – Motivated people
become change agent.
 If one-tenth of what you believe is true, you ought to be ten
times as excited as you are.
RE - 7 Laws of Teaching 13

112. The Law of
Readiness
Pages 114-126

113. THE LAW OF READINESS
 The teaching-learning process will be most effective when both
student and teacher are adequately prepared.
 Assignments
○ They precipitate thinking – assignments are mental warm-
up.
○ They provide a background, a foundation on which to
build.
○ They develop habits of independent study – and this is
the most important benefit of good assignments.
RE - 7 Laws of Teaching 14

114. GOOD ASSIGNMENTS
 The characteristics of good assignments:
 They must be creative, not simply busy work. Need a clear
objective for the assignments; designed with a purpose.
 They must be thought-provoking. They should question more
answers rather than answer more questions. Stretch the
learners’ minds.
 Assignments must be doable.
15

115. Conclusion
Making the
Investment
Pages 128-130

116. The law of the Teacher – stop growing today, and you stop teaching
tomorrow.
The law of the Education – how people learn determines how you
teach.
The law of the Activity – maximum learning is always the result of
maximum involvement.
The law of the Communication – to truly impart information
requires the building of bridge.
The law of the Heart – teaching that impacts is not head to head,
but heart to heart.
The law of Encouragement – teaching tends to be most effective
when the learner is properly motivated .
The law of Readiness – the teaching-learning process will be most
effective when both student and teacher are adequately prepared.
16

117. The key is not what you do for God but
what you allow Him to do through you. God
wants to use you as his catalyst – and you
let him transform and renew your thinking,
you’ll be ready for His use. – Are you willing
to pay the price for development? Effective
teaching isn’t available at any bargain
basement sale.
16

120. Ten Disciplines for
Transformational
Teaching
Michael Zigarelli

121. •For most people, great teaching doesn’t just
happen. Whether we’re in the classroom, in the
pulpit, on stage, on the radio, or anywhere
else, to teach people with excellence—and in a
way that can change hearts and minds—
requires more than some good ideas and lots
of preparation. It requires that we engage in
the kind of lifestyle and professional habits
from which outstanding teaching naturally

122. Lifestyle Disciplines
• Discipline 1: Remember the Sacredness of
Your Task (and thank God for giving you the
same profession as His Son)
•Many of us got into the teaching profession
because we thought it was fun or because we
enjoyed the rush of being on center stage or,
more nobly, because we just wanted to give
something back. Whatever the case, for lots of
folks, that eagerness to teach dissipates over
time. The excitement is gone, supplanted by