Do you have difficulties knowing where or how to begin a Bible Study or Sunday School Class you are supposed to teach? Do you have trouble knowing how to teach various portions of the Scripture? If so, this book is for you. In this book Dr. Thompson, introduces you to the cognitive learning functions of the brain, memory, communication, hermeneutics, outlining of lessons, and other skills of the trained teacher. Start your teacher training now.

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Studies For AFFECTIVE BIBLE TEACHING

By James A. Thompson

AuthorHouse

Copyright � 2012 Dr. James A. Thompson
All right reserved.
ISBN: 978-1-4685-2895-4

Dedication.................................................ixForeword...................................................xiStudy No. One–Teaching...............................1Study No. Two-Cognitive Learning...........................7Study No. Three-Memory.....................................13Study No. Four-Communication...............................23Study No. Five-Hermeneutics................................37Study No. Six-Study Methods................................51Study No. Seven-What Truth Is..............................59Study No Eight-Jesus, The Teacher..........................71Study No. Nine-Principles For Teaching.....................79Study No. Ten-Approved Service.............................89References.................................................93

Chapter One

Study No. One–Teaching

Teaching in general has been previously defined as "The inculcation of the incomprehensible into the minds of the ignorant by means of the incompetent." More correctly stated, "Bible teaching is the dissemination of information through any medium necessary, that brings knowledge, understanding, and wisdom to the student; in order to affect a positive change in the lives of the students in such a way as to result in their personal salvation, and service to the Kingdom of God." This should always be the primary focus of a Bible Teacher. The writer to the Hebrews stated:

"For the word of God is living and powerful, and sharper than any two-edged sword, piercing even to the division of soul and spirit, and of joints and marrow, and is a discerner of the thoughts and intents of the heart" (Heb 4:12NKJV).

However, teaching may be defined, it always involves the minds and wills of at least two people, which at times creates a very involved and complex process. The role of the participants, the teacher and the student, are very different; yet, at the same time, the two are dependant on each other in the process for the success of them both.

The teaching and learning process can be compared to the offensive play of a football game. When the quarterback throws a pass to a receiver (or students) there are several factors that contribute to the successful completion of the pass (or lesson taught). It is the football (lesson) that is being passed (taught) from the quarterback to the receiver (students) at the instruction of the coach. If the football (lesson) isn't successfully delivered from the passer to the receiver, then all planning, preparation, teaching aids, study and other preparatory efforts of the teacher are in vain. It is all wasted time unless the receiver receives the pass from the quarterback (students learn the lesson being taught). Neither the quarterback nor the receiver (both students) has any control over the actions of the other. Each one must do his part correctly, in order for both of them to know success. Teaching is not an endeavor of the teacher versus the student. Teaching success comes as the result of a cooperative team effort of both the teacher and the students. They must be united, committed to the teaching of the students.

The coach's playbook in this scenario is equivalent to the teacher's lesson plan (outline). The plays written in the playbook must be carried out by the players (students) as instructed by the coach from the playbook (outline), in order that the entire team (the class) successfully achieves (lesson taught and learned). If learning doesn't take place, there has been no teaching accomplished, or education acquired; there has only been time and resources wasted.

One of the dictionary definitions of teaching is "doctrine." A doctrine is what someone believes and adheres to in relation to what the Bible says; therefore, as a teacher, remember that doctrine is both, taught and learned. The effective teaching of correct Biblical doctrine is of the utmost importance to the teacher and the student. It is through the learning of correct Bible doctrine, (what the Bible truly says and means in context) that, the body of Christ is built up then and only then, are the saints equipped for the work of Christian Ministry.

Although, at a glance teachers may appear to be only half of the teaching/learning process, the fact is, teachers are a major part of the teaching/learning process. Teachers assimilate, build, convince, correct, clarify, compare, communicate, define, direct, disseminate, encourage, expound, edify, guide, share, show and train their students. All of these elements need to be in the teaching arsenal of the successful teacher. Teaching is much more than just the dissemination of information. The teaching/learning process requires a partnership combining the cooperative efforts of both the teacher, and the student. When the minds and wills of the two are focused on the goal of education, success will ultimately be the result. Every teacher should always keep the Golden Rule in mind when teaching, "As you would have others do to you, do you also to them."

Study One Review Questions

1. What is the stated definition of a Bible Teacher? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

2. What should always be the primary focus of a Bible teacher? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

3. There are at least how many minds and wills involved in the teaching/learning process? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

4. To what does the author compare the teaching/learning process? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

5. The teachers lesson plan is compared to what, elaborate? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

6. Define doctrine. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

7. List the many ways in which a teacher contributes to a class. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

8. What does the teaching/learning process require? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Personal Notes And Comments

________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Chapter Two

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