Regional Synod of Canada - Reformed Church in America

Pioneer Christian Monthly

Date - May/82

Contributor - Jim Stein and E. H. Stein

Title - Teacher Training for Sunday School or Church School: Teaching Methods - Lesson 4

Topic - Education

We must always keep in mind that the purpose of the Sunday School Teacher is to shape the immortal destiny of a soul according to the Word of God. The question is: "How can we achieve this end?"

Once our lesson has been adequately prepared and we are familiar with the pupils whom we are teaching, this next step is to present Biblical truth in such a way that the goal is achieved. NEVER allow yourself to settle into the deadly rut of "sameness" in your teaching. It is possible to be very sincere and devout and even have the lesson well prepared but still not reach the hearts of your pupils. Varying your methods can put new life into your teachings The Gospel must live TO your pupils before it can live IN them. It is good to get your pupils involved personally in the lesson. A wise teacher must be filled with the Holy Spirit and also filled with good ideas. Be awake! Get searching! Keep coming up with something fresh!

Following is a list of some of the methods of lesson preparation:

Discussion

Lecture

Panel discussion

Stories

Questions and Answers

Object Lessons

Drama

Interviews

Flashcards

Projects

Demonstrations

Flannelgraph

Debates

Visual Aids (maps, charts, etc.)

Audio-Visuals

Research

With such an extensive list, what excuse is there for using the lecture method Sunday after Sunday. We may as well face the facts: if Sunday School pupils do not remain in our class, could it be the fault of the teacher? Let us constantly be on the alert for new ideas, new methods and new approaches. Remember that 85 to 90% of the lessons success depends on the teacher. In the teaching process, it is the teacher who must excite and direct the self-activities of the pupil. A good teacher will use methods in such a way that each individual member of the class becomes a discoverer of truth: we want them to become "independent investigaters."..

Of the many methods we have in presenting a lesson, for the sake of convenience, we shall classify these methods into three main divisions:

1. Methods that throw the burden of work on the Teacher -

a) The Lecture Method

In this method the teacher presents the lesson very much in the same manner as the preacher delivers his sermon; he does the talking while the class does the listening. This method gives the teacher the entire time of the lesson period in which to present the lesson, in a thorough, definite, and systematic manner to a group of people who cannot, or will not, find time to prepare the lesson.

This method is excellent in large classes where recitation or discussion interferes with the adequate presentation of the lesson, but, this has its weaknesses in that it does not sufficiently stimulate the student to activity in the way of lesson preparation. This method has serious limitation and is the least to be preferred. It should only be used when the brevity of time and the large number to be reached demand a direct discourse. Only teachers who possess a strong personality and are capable of winning and holding the undivided attention of the class, will achieve success with this method. Unfortunately, most teachers use this method far too much. They should learn to combine it effectively with other methods.

b) The Narrative Method (Storytelling)

Children will remember five times more of what they see than what they hear, therefore, the success of the various eye-gate or visual aids is due to the effect of the story that accompanies them. Slides, film strips, flannelgraph or blackboard pictures are a background for the oral story. Hence, a clever story teller can describe the action so graphically that the child pictures everything in his mind and the impressions are tremendous.

Even adults enjoy a well-told story but the ability to tell a story (with aids) is essential in the Beginner and Primary departments and can be used to advantage with Juniors.

Every teacher should so cultivate the art of story-telling, that they should be able to project themselves into Biblical times, scenes, customs, conversations and vividly describe what they see. In order to be a good story it must be interesting, dramatic, full of action, and true to life.

There are four essentials to a good story:

i) the beginning - it must be short, and immediately arouse the interest of the hearers, i.e. be related to his IC known needs and desires;

ii) an orderly succession of events if it lacks action, then it is only a description, not a story;

iii) a climax - the succession of events leads up to a crucial point which is near the end of the story, and related to the aim or application; iv) an ending - this will leave the mind at rest, otherwise the pupils may continue to wonder about what happened next rather than follow the application.

Remember! There is a danger of using too many stories. And there are some stories which do not contribute to the lesson of the day. There must be real learning in stories.

2. Methods that throw the burden of work on the teacher and pupil

a) Question and Answer Method

In this method the thoughts of the pupil are stimulated by the use of questions that set them thinking. In a real sense the teacher educates the class by drawing from their own minds the main facts of the lesson. This method is most interesting, for it keeps the listeners alert and active. This also takes the burden from the teacher's shoulders of lecturing.

Jesus Himself asked over one hundred questions recorded in the Gospels.

ALL this teaches us that a question is really the beginning of the learning process. Care must be taken however, or the pupils may neglect to study the lesson and if no preparation has been made, answers may be superficial or become guess work. The teacher should always strive to keep the discussion to the point and tactfully prevent side issues or irrelevant matters.

b) Discussion Method

This is somewhat similar to the question method, but implies readiness on the part of the pupils, both by asking their own questions and offering their own thoughts and comments. It is a "directed, but free conversation of a problem". It requires some knowledge on the part of the pupils, and a perfect freedom between the teacher and pupils. Granting these things, it is almost the ideal method, provided, however, that the teacher can keep control and prevent the discussion from wandering away from the lesson and into unprofitable channels. This method is used especially in older and adult classes.

3. Methods that throw the burden of work on the pupil.

a ) Recitation Method

A pupil too richly fed with stories will not grow mentally. The pupil must do some work, for it is necessary that the mental process of listening give way to more active participation. Education is in reality a drawing-out process and for this reason the recitation method should be used. It is most effective in Primary and Junior departments.

b) Project Method

This method has become very Popular in secular schools because it gives lots of scope for activity according to the pupil's interests and accomplishments. There is good reason to use it to advantage in Church Schools to arouse interest and as a means of making practical that which has been learned.

c) Research Method

The great aim of all teaching is to make the pupil an independent investigator. This is what the Research Method will do, for the teacher assigns to each pupil a portion of the lesson to investigate for himself. Opportunity should be afforded to each pupil to report their findings. One difficulty is that this Method can make it difficult to maintain sufficient interest by the class while one is presenting his findings. Therefore, all reports should be brief, to the point and correlated.

d) Dramatization Method

Many Church Schools use plays and skits to teach stories and morals quite successfully.

e) Handwork Method

This includes modelling in sand or clay, colouring, cut-outs, woodwork, etc., as well as keeping notebooks or making maps in Senior classes. Projects for missionaries and poor people can also be effective, since children remember what they DO nine times more than what they hear.

There is thus a rich field in the various methods available for the alert teacher to plan and provide the most effective teaching which will really accomplish the aims desired.

Please click the "Back" button of your browser to return to previous page.