Concepts of Teaching

2. TEACHING

        A little girl came to Ellen White and asked, “Will you please ask the minister to speak easy words that we can understand?  Will you please tell him that we do not understand large words like ‘justification’ and ‘sanctification’ We do not know what these words mean.”  Ellen White said about this, “The little girl’s complaint contains a lesson worthy of consideration by teachers and ministers...Make your explanations clear, for I know that there are many who do not understand many of the things said to them...Speak as little children, remembering that there are many well advanced in years who are but little children in understanding.”

        “Christ might have opened to men the deepest truths of science...He might have made suggestions in scientific lines that till the close of time would have afforded food for thought and stimulus for invention.  But, He did not do this...He did not deal in abstract theories, but in that which is essential to the development of character, that which will enlarge man's capacity for knowing God and increase his power to do good...He unfolded principles that struck at the root of selfishness.”

        Our teaching these days has many good things about it, but, sometimes it seems like we are studying things that are very technical and difficult to understand before establishing a strong and sure foundation.  I especially think that we need a better presentation of the power and necessity of the gospel in the students lives.  We talk a lot about it being spiritual and needing God in our lives but, often we don’t show people concretely how to accomplish this in their own lives.

        There are things that we need to know about practical living and about sharing Jesus before we begin investigating the finest and minutest points of doctrine.  If we get these first things solidly in people's minds, then we can go on to things that are not so well known, but, let's get our priorities straight first.  Our teaching needs a lot more emphasis on things that will actually be used in real life after we graduate or even better before and after we graduate. I think that I will probably only use 25% of what I have learned.  I wish this was not true but, it is.  I think that if we could have teachers working together with students in applying the things that are studied, it would be a whole lot more effective and realistic.  When you actually do things it fixes it in your mind much better than if you just read or listened to something.  I think that this is one reason why Ellen White suggested that Theology graduates should ideally spend a couple years under a senior ministry.

        In Education page 565, Ellen White also says that our teaching needs to be interesting.  I have come to the opinion that if education is not interesting, it will be mostly if not completely useless.  There are so many ideas in our days that there really is no excuse for a teacher to continue to teach in  a boring way.  There are videos, activities, ideas in books and internet, educational games and other things in almost every area of teaching.  The teacher usually just needs to take some effort and look for it(there are some teachers who have a limited budget or for some other reason are hindered from doing their best, but, at the same time, there is a lot of free or cheap teaching aids available from many places. Usually it just takes searching and keeping your eyes open all the time for new ideas.) For example, a couple weeks ago, I read about a method of teaching the Bible called the HoneyWord method(I think that's right).  It is being used in some Christian schools in America and the kids love it.  When the time comes for them to go and study science or some other subject they usually moan and want to continue studying the Bible.  Education doesn't have to be boring and these days there is very little excuse for it not being interesting since there are so many brilliant ideas available.

        Ellen White also said in 2T 580 that teaching should use the simplest and clearest terms possible. I strongly agree and I think that using too much complex language usually makes an idea ineffective in reaching the masses.  I’ve spoken about this elsewhere so, I won’t elaborate here.

5. CURRICULUM

        Ellen White said, “Do not spend time in learning that which will be of little use to you in your afterlife.  Instead of reaching out for a knowledge of the classics, learn first to speak the English language correctly.  Learn how to keep accounts.  Gain a knowledge of those lines of study that will help you to be useful wherever you are.”

        Our schools have followed this advice somewhat at least in the high schools where I went.  The girls(and even the guys at least somewhat) should be taught to cook in delicious ways).  There are things like knowing how to have a secure financial state(including knowledge of the danger of credit cards and debt),  simple engine repairs, raising children, teaching people how to witness for Jesus with the talents that they possess and other things like this that are far more important than calculus, Greek or literature.  I also read just a few weeks ago that Tony Campolo has started teaching a masters program that trains Christians to go into poor areas and create jobs.  That is brilliant and it is another thing that I think is a whole lot more important than many of the courses that are taught here.  Ideally I wish that everyone could be trained to be social reformers with concrete and simple ideas for changing our communities into co-operative agencies for help.  Our church could be amazingly helpful if it did that.  I want to eventually do some of these things in the language school that I start in the future. But, first, it seems like I need to get a computer and some mobility before I can do that much.

6. METHODS FOR EFFECTIVE LEARNING

        Ellen White states that “In teaching children the Bible, we may gain much be observing the bent of their minds, the things in which they are interested, and by arousing their interest to see what the Bible says about these things.  He who created us with our various aptitudes has in His word given something for everyone.  As the pupils see that the lessons of the Bible apply to their own lives, teach them to look to it as a counsellor.”

        This is a high ideal but, it is difficult to actually put into practice.  Many times I had students ask questions about certain issues and I knew that Bible principles could be used, but, I hadn’t memorized the text for that particular issue.  I guess I’ll just continue reading and trying to remember all the information that I have studied.

        She also speaks about thinking for your self and letting the students explain things and discuss it among themselves in Counsels to Teachers...page 434 & Fundamentals of education 390.  Teaching people to think for themselves is of prime importance.  I’m not sure if it was my parents, or my school or my work as a missionary that taught me to think for myself but, probably it was a combination of all three.  I sometimes wonder if I’ve been taught to think too much for myself but, I think I’ve found a pretty good(not perfect yet) balance in this area.  I also use the technique of having students discuss an issue among themselves a lot, both in school and in Sabbath School.  It is often a brilliant technique but, it has its limits and should not be always done.  The teacher needs to have input and question the outcomes of the students to help them see the difficulties and work towards a better solution or philosophy.

7. DISCIPLINE

        “The teachers are to bind the students to their hearts by the cords of love and kindness and strict discipline.  Love and kindness are worth nothing unless united with the discipline that God has said should be maintained.”

        This is so true.  The last sentence is also true in the reverse. Discipline is worthless without love and kindness.  As I grew up, I didn’t really like the discipline I got, but, I always knew that my parents loved me very much and wanted the best for me and usually I knew that I deserved what I got.  My parents were very firm and fairly conservative, but, they didn’t always force me to follow their way of thinking.  As I got older, they let me have more and more freedom to make my own decisions.  For example, in music, they didn’t always like the music that I liked, but, they didn’t forbid me from having it and listening to it.  They often suggested and gave their opinions(sometimes quite strongly) but, they never actually made me sell or destroy any of the music that I liked.  I appreciated their respect of my desires while at the same time I listened to what they said and sometimes agreed.  Actually after a few years, they have changed their opinions about music quite a lot and they(especially my dad) actually like a lot more contemporary Christian music than they did before.  I’m glad they were so open minded and willing to wait before they passed judgement on it.  This same kind of thing can be done in schools by teachers.  They need to have firm but, loving control and administer discipline.  Usually physical discipline is not necessary.  It is only a last resort if other ways have failed. I read a book that had some excellent suggestions about how to discipline and I’ll just quote a few examples here for you.

METHODS OF DISCIPLINE

Sixteen-year old Vicky had been dating Jake, an older boy whom her parents considered “questionable company” for her. Vicky and Jake were getting quite serious about each other, and her mother feared that an early marriage between the two would certainly lead both of them into an unhappy future.

   Vicky’s parents considered forbidding their daughter to see Jake, but they knew that she would most certainly rebel and sneak out to be with him. She might even run away just to prove her independence. Her infatuation with Jake seemed to blind her to his insensitivity and laziness. Her parents were convinced that if Vicky had an opportunity to see him as he really was, she could come to a more considered judgment. On the other hand, they had to admit their own evaluation could also be mistaken.

   Instead of forbidding her to see Jake, Vicky’s parents included him in virtually every family activity. Her mother invited him over for dinner every night and on week-end excursions with the family. he was around the house constantly, appearing to enjoy the attention and companionship from the entire family. Vicky’s mother and father even began to enjoy his straightforward manner.

  Vicky, however, became edgy without a minute to herself. Jake was always around. She began to see him in a different light, commenting on his insensitivity to other people’s feelings and his failure to volunteer for any family chores.

  After two and a half months, Vicky told Jake not to see her any more because she was too young to get tied down. she began dating other boys and now wonders what she ever saw in him.

This story illustrates the first method of stopping undesirable behaviour.

        THE SATIATION PRINCIPLE: To stop a child from acting in a particular way, you may allow or insist on him continuing to perform that act until he tires of it. 

        Another example was of a couple boys who were enjoying bouncing balls and distracting the class while the teacher’s back was turned.  The teacher said, “That

looks like a lot of fun.  Let’s all do it.”  She gave balls to everyone and told them to start bouncing the balls.  At first it seemed fun, but after a minute or two the novelty wore off.  A couple students stopped.  She told them that they couldn’t stop and must continue bouncing.  For over 5 minutes they bounced balls.  Finally she stopped.  Needless to say, no more balls were bounced in her class.

        In high school, my friends and I used to say, “Rules are made to be broken.” This principle destroys the thrill of doing something forbidden and so there is no danger or excitement in it anymore. In addition, kids often get bored very easily especially if they are required to do something as this principle advocates(in certain situations). So, if you require them to do the unwanted behaviour until they hate it(you must not stop before they hate it), they probably won’t want to do it again for a long, long time.  If the undesirable behaviour is harmful, this method should not be used. Our second method is:

        THE EXTINCTION PRINCIPLE: To stop a child from acting in a particular way, you may arrange conditions so that he receives no rewards following the undesired act. 

Dear Ann Landers: I’m writing about the wife who didn’t like it when an old schoolmate greeted her husband with, “If it isn’t Dirty Neck Swanson.” I don’t blame her for not appreciating the nickname dredged up from grammar school.

   You advised Mr. Swanson to tell his old friend with the big mouth to “knock it off.” You said: “When dealing with insensitive clods the direct approach is the only way.”

   I disagree. Cloddish types are heartily encouraged when they discover their needling has struck a raw nerve. Here’s my story:

   When I was 17, I was a shade under 5 feet 5 inches. A few friends began to call me “Shorty”. Dad was afraid I’d develop a complex so he gave me this advice: “Son,” he said, “you will never be stuck with a name you don’t answer to.”

   And he was right. From then on, when I heard “Shorty”, I looked straight ahead and played deaf. Anyone who wanted my attention had to try another name.

   If it worked fro me, I’m sure it will work for other, so please pass it on. --E.B.C.

   Dear E.B.C.: Your Dad was a wise man. I wish I had thought of it. I’ll use his advice the next time I’m asked.

This story illustrates the fact that if there is no enjoyment or benefit that comes from the undesired behaviour, it will stop. This  is also a very useful technique.

        Our third method rewards alternative behaviour.

        THE INCOMPATIBLE ALTERNATIVE PRINCIPLE: To stop a child from acting in a particular way, you may reward an alternative action that is inconsistent with or cannot be performed at the same time as the undesired act.

Every time I tried to wash my Volkswagon, little Becky would hang around, be in the way, and get splashed. I tried to reason with her and then, exasperated, I tried force--that was a mistake. She began to wail. I didn’t want her parents to think I was mistreating her, but I didn’t want her under the hose either.

   Finally, I said, “Becky, how would you like to pretend you’re driving my car in the rain?” She loved playing inside the car(keys removed), especially when I would squirt water at the window. She was out of my way, happy inside the car, and I had a clean car without having to wash a little girl.

As you can see, Becky couldn’t be both inside the car and outside. With an imaginative description, being inside sounded like more fun to Becky, thus eliminating the unwanted behaviour.

        Our last method deals with ending an unpleasant situation when the behaviour improves.

        THE NEGATIVE REINFORCEMENT PRINCIPLE: To stop a child from acting in a particular way, you may arrange for him to terminate a mild aversive situation immediately by improving his behaviour.

Ella’s parents had a rule that she must be home by one o’clock in the morning from any party or date on a weekend night. An alarm clock was placed in the hall and set for 1:15. If Ella returned home by 1:00 or even shortly thereafter, she would be able to push in the alarm plunger and prevent the alarm from sounding. Only if Ella were late would she be put in the embarrassing position of waking up the rest of the family.

The parents who thought this system up were geniuses. They made an automatic aversive situation that would occur if Ella’s behaviour was wrong while at the same time not depriving themselves of needed sleep.

        A couple other simple examples are sending children to their rooms until they decide that they want to change their attitude at which time they can freely come out. In sports, if a player is misbehaving, he can be benched until he decides to “clean up his act”. The genius of this method is that is connected directly and instantly to the action that we desire changed and immediately reinforces the desired behaviour. This is very effective on the outside behaviour although, it still may take a while for the inside to change. But, that too will change in time.

WISDOM VERSUS KNOWLEDGE

        “If they will make the most of the knowledge they have, if they will seek to gather something to their store every day...God will open channels of wisdom to them, and it may be said of them...God gave them wisdom and understanding”

        It seems to me that very much wisdom develops by acquiring knowledge.  Knowledge is vitally important but, I wisdom comes mostly by getting experience and applying your knowledge to real situations.  It’s kind of like the saying that goes, “Once you know the rules, then you can break them.”  If you know the principles that’s very good but, without experience and doing them in real life, you will never gain the wisdom to decide when a rule should be applied or when it should be ignored.  You will not be able to be flexible and follow the spirit of the rule and not just the letter.  Wisdom requires knowledge, experience, a willingness admit mistakes and to be taught by others, and most importantly having ethics and a desire to do what’s right.  God is the one who gives wisdom and if we trust Him and use the talents that we do have, He will guide us and help us to develop into the kind of honest and true leaders and citizens that this world is so desperate for.  May that be the goal for each of us in our education.

BIBLIOGRAPHY

Krumboltz, John & Helen. Changing Children’s Behaviour, Englewood Cliffs,         NJ: Prentice-Hall, Inc., 1972.

White, Ellen. Education, Nashville, TN: Pacific Press Publishing Association, 1903.

White, Ellen. Counsels to Parents, Teachers and Students Regarding Christian _        Education, Nashville, TN: Pacific Press Publishing Association, 1913.