Teaching with Technology

Using cell phones in the classroom to engage and motivate your students

Do you own a cell phone? Of course you do! The technology of choice for most Americans is the cell phone. According research, seventy-five percent of adolescents and eighty-eight percent of adults in the United States own a cell phone (Pew Internet Project, 2012). These stats clearly indicate cell phones have become an integral part of how Americans communicate with family and friends.

However, today’s mobile phones are used for much more than simply making calls. The use of smartphones with Internet access such as the iPhone, Blackberry devices, and Android phones, has increased the ease of access to learning content. Smartphones are becoming more portable and affordable. At the same time, these devices are becoming invaluable tools for their users. Some experts believe that the availability and use of smartphones will only increase in the years to come.

Research also indicates that students would like to have cell phones integrated into the learning process (Domitrek and Raby). However, in many learning institutions, students are discouraged or banned from using cell phones as educational tools (Pachler, Bachmair, and Cook; Attewell and Savil-Smith). Nevertheless, because cell phone use is becoming ubiquitous, mobile learning is an emerging and expanding field of educational research.

Mobile learning can be defined as using handheld devices in the process of “coming to know and being able to operate successfully in, and across, new and ever changing contexts and learning spaces” (Pachler, Bachmair, and Cook ).

Researchers in the field of mobile learning believe that if the home and leisure life of students is integrated into their learning environments via mobile devices, learners will be more academically successful (Rosen; Attwell; Clough). With this in mind, here are a few ways in which today’s educators can use cell phones as learning tools in the classroom:

·         Poll Eveywhere - This free online resource enables educators to create multiple choice and open-ended live polls that allow for real-time text-message student responses. Poll Everywhere has academic features that allow for test taking and attendance tracking.

·         Socrative - Socrative is another type of student response system that enables teachers to engage students through educational exercises and games via smartphones, laptops, and tablets.

·         StudyBlue - StudyBlue allows users to create digital flashcards to assist with learning. Teachers can also create flashcards for students to study both online and on-the-go with Apple and Android apps.  

Check out these sites for research and more information on mobile learning:

·         ACU Connected - Abilene Christian University

·         Towards a Theory of Mobile Learning 

·         Liz Kolb's Blog - An expert in the use of cellphones in education

Feedback, Part IV: College Students

In my first post of this series I discussed the feedback I received from the class I've been co-teaching. As a closing post I'd like to share a few of the comments I received on those little note cards. Some are funny. Some are kind. Some are harsh. And many contradict each other. It's a learning experience to read over them. I've only included a few of 40-or-so I collected here. You'll quickly notice one aspect of the class that almost ALL students appreciated. So, just for fun, as an act of semi-transparency, here they are:

1. You were AWESOME. The notes were helpful and I loved the activity--so fun. P.S. Don't be nervous.
2. You were very creative with the activity, it was enjoyable and a great way to learn.
3. You were very clear and confident.
4. You related and connected with us well.
5. The lecture was good but I would have liked a bit more information. You clung to the notes too closely. But I loved the activity!
6. Be confident and louder.

7. You didn't allow enough time for group discussions---we kept getting cut off.
8. Go slower on the PP, but they were excellent notes.
9. Clear, good activity, just chill.
10. I didn't get the activity, but that's probably just me.
11. Good job with the presentation and engaging. You kept the class on track and relevant. But be sure to fact check your presentation so you are credible.
12. It was too structured.
13. You answered our questions well and kindly. Great activity.
14. Interact more and don't be nervous.
15. I liked everything (esp. the activity).

As teachers, receiving feedback and critique is a great way to improve our craft. The challenge lies in which pieces to focus upon and which ones to let go of. It can be quite the task deciding which points to take to heart and which to "take with a grain of salt" or, dare I say it, ignore. I have yet to master which pieces of feedback and critique to focus in on and which to let go of. I'd love to hear suggestions from others!

Internet Anxiety

by Sharon Warkentin Short

 I belong to the last generation of people who are amazed by what can be accomplished online. I have located out-of-print books, purchased shoes in hard-to-find sizes, found cheap airfares, downloaded articles from obscure journals, conversed with people on other continents, participated in classes, searched for jobs, reconnected with old friends, edited dissertations, and completed a host of other tasks—all using this astonishing resource called the internet.

            On the other hand, because for most of my life this powerful tool did not exist, I am also part of a generation who is quite anxious about the implications of using the worldwide web. The very same technology that enables me to find out so much from around the world also allows anyone in the world to find out a great deal about me. It makes me nervous to realize that the products I buy, the websites I peruse, even the Facebook messages that I post, are all noticed, recorded, and used to market new products and services to me. Not only that, but the information that this vast, complex system called the internet accumulates about me never goes away—it is always immediately accessible to anyone who knows how to look for it.

            Having experienced the incredible advantages of the internet, however, I do not expect that I will ever go back to living without it. In fact, I am so excited about its educational potential that I am building a career as an online instructor. I have made peace with my “internet anxiety” by accepting one simple reality, namely, that the internet is a completely public venue. It feels deceptively private and anonymous, but as long as I recognize that nothing—absolutely nothing—that I do by means of the internet can be kept hidden, it will probably not hurt me. My solution is to transmit online only the same sort of information that I would be willing to see printed in a magazine, mentioned in a newspaper, reported on a television show, or announced on a marquee. These examples are public media with which we have all grown up, and we have a clear sense of what would be wise and appropriate to publicize in these sorts of ways. The relative newness of the internet, combined with its illusion of secrecy, tempts people to relay information about themselves and say things about others that they would never consider publicizing through more traditional channels, and therein lies the danger. Recognizing that the internet is as communal as a billboard but much more widely accessible frees me to use it prudently as the worldwide public information forum that it actually is.

Feedback, Part III: Middle Schoolers

As I mentioned in my first post I have taught various classes, age groups, and in various places. During my journey I was afforded the opportunity to teach middle school bible courses for a non-profit organization. At the end of each semester I asked my students to fill out evaluation forms to help me learn and provide information for our program director.

Oh, the things middle schoolers will say!

Often, I laughed so hard I would tear up reading their comments. They say the funniest, strangest, and often sweetest things. They are, typically, unashamed and tell it like it is. Just for fun, here are a few comments I can remember receiving:

"Mrs. Megan is awesome!"
"We love you Mrs. Megan."
"Mrs. Megan had some great shoes."
"Mrs. Megan, you grade so easy, can you teach all our classes?"
"The journals were too hard. I hated them."
"The activities were awesome."
"I loved the bus rides."
"Birthday's were my favorite part of this class---Mrs. Megan's cakes are the best."

And these are just a few that I can remember. They were so gracious, positive, and so honest. Not one of them would have written anything they would not tell me to my face (in fact, many of them said these things to my face). College students are not always the same. I'll address them in my next post.

What comments can you remember receiving from students you've taught?

Feedback, Part II

I remember receiving feedback based on my teaching for the first time as a teenager. I grew up in a small town, in a very open and supportive church. Shortly after my call to ministry my Sunday School teacher was going to be away on vacation. Naturally, I volunteered to teach. Unnaturally, she allowed it. I prepared my lesson---thoroughly. I collected all the supplies I needed for activities, arrived early to set-up, and taught the class.

In the middle of the session the substitute teacher arrived (as he was informed the regular teacher was away on vacation). I assume he was afraid we would be destroying the youth room and was shocked to find all in order and an actual lesson taking place. After the session he informed me that I did a fantastic job and expressed how surprised he was to find me teaching. He offered little other critique. He did not critique my methods, theology, or any other part of the session. He simply offered an honest word of praise and shock.

Following the discussion with the substitute one of the youth approached me and through tearfilled eyes thanked me for teaching that morning. She claimed God spoke to her and the lesson was just what she needed to hear.

Looking back, all those comments fueled the fire for me. I was given the confidence needed to press on and keep looking for opportunities to teach. I cannot remember what scripture passage I utilized or the point of the lesson (although I have some vague ideas). But I can, with great certainty, say it was probably not very good. I'm sure my exegesis and theology were off. I'm sure my methods were poorly thought out. I'm sure it was just all around an amateur job.

However, God can still work. The Spirit can still teach. Even when we think the lesson is horrible and the points are not coherent. So, while I'm certain my lesson was not that great, I'm sure I was open, willing, and ready. Sometimes, that is all it takes, even when the content is not perfect (however, please note I am not suggesting we ignore the careful task of preparation when teaching).

In light of it all, the praise and encouragement was right on point at that time in my life. Had the substitute said something harsh or hurtful I may have never taught another class and would have never arrived at this point in my career and calling.

Student Feedback

At this point in my journey I've taught a number of classes, in a number of settings, to a number of different audiences. Through it all I have valued critique and feedback on a number of levels.
Recently, a wise woman in my life suggested having students fill out feedback cards (notecards or slips of paper) throughout the semester to gain feedback all along the course of the semester instead of relying solely on end-of-course evaluations (which you only have as a source of feedback if you teach the course full-time and not as a Teaching Assistant, like I often do).

So, after teaching a few weeks ago I asked the professor I'm co-teaching a course with if I could take five minutes at the beginning of class to get some feedback from the students. He is gracious and believes in growing as a teacher (which I am so grateful for), so he allowed me the time.

It is amazing what students will come up with. It is amazing what some notice. It is amazing what some will write when they know it is anonymous and they do not have to claim the comment.

I'm interested in knowing how the process of feedback and critique has been for others. In the next several posts I'll be writing some additional blogs about feedback and classroom teaching--both good and bad--from my experiences.

Time is Money: Pay it down, Part 2 of 2

by Josh Mathews

In the first post of this two-part topic, some parallels were drawn between the deficits of time and money that many of us experience. Returning to this "time is money" equation: I wonder, are there any principles that help in managing finances that can apply to time management as well?

Now I am neither a financial adviser nor the son of a financial adviser. However, it seems to me that, given some similarities between time and money, there is at least one practical bit of financial advice that works well with time management too.


Manageable Bills: Rapid Paydown


I once heard a finance expert say that the best way to pay down debt quickly is to start with the smallest bill and work up from there. Focus as much of your resources as possible on one debt at a time in order to pay it off completely. Getting one debt totally taken care of breeds extra motivation to keep going and pay off the next one, and the next one, and so on.... On the other hand, it's hard to get excited about making minimal payments on several bills only to make very gradual progress on each individual bill. This expert even admitted that, given interests rates and other factors, this approach does not always make the best sense mathematically. His point, however, was that with finance management, success fosters a sense that debt and bills are more manageable than they sometimes seem. And this perspective motivates further financial success.


A Manageable Agenda


An undergrad professor of mine had a rule of thumb for staying on top of the various teaching, administrative, writing, etc. duties and responsibilities that were on his desk each day. He would try to work on one thing at a time, giving it his whole attention until it was completely finished. Only then would he move on to the next thing. Just like the rapid paydown principle in finance management, this "system" of time management takes into account the negative effect of having so many things on our plate that, at times, we can get overwhelmed and bogged down.

Sometimes I've thought it would be better to make progress on the overall mass of responsibilities before me, committing time to several individual tasks in a given day in order to chip away slowly but steadily on all of them. While this may theoretically be a more efficient way to make progress on the overall sum of work to be done, it is not effective towards limiting and managing the number of tasks on the agenda. And I might speak for myself (though I doubt it) when I say that completely wrapping up a task is exciting and energizing. Even if I still have several things to do, it helps greatly to devote my attention to one task until it is finished before moving on to another thing.

Of course, this principle does not apply without exception. If the tasks on my agenda include, say, writing a monograph, teaching classes, applying for jobs, contributing to a blog, and being a husband and dad, the principle becomes a bit more complex. I can't focus all of my time on applications or the blog and leave the monograph revisions completely on the back burner. Large projects (dissertation much?) obviously require consistent attention, even though many other small responsibilities will come up before the large project is finished. And things like teaching, parenting, or "husband/wifing" cannot always flex around our plan for effective time management. On Thursday mornings, whether or not I'm finished with the small task I'm focusing on in order to finish it completely, I need to teach from 8-11 AM.

Taking into account these qualifications, it does seem to me that the rapid paydown principle of finance management may have some helpful application to time and task management.

Internet Accountability

by Sharon Warkentin Short

            I was shocked and horrified recently to learn that a highly esteemed academic colleague of mine had been arrested. Ripples of damage continue to spread to the institutions where he taught; the professional associations to which he belonged; the publishers of his writings; and students, faculty, administrators, and friends with whom he worked. If he is convicted, his career will be destroyed and his reputation ruined. Much is still unknown and the legal processes have barely begun, but even in these early stages it appears that illicit internet use brought about this dreadful downfall.

            This tragedy serves as a sobering reminder that not one of us is immune to the insidious lure of sin. If “the last person on earth” whom we would expect to commit a particular crime is found entangled in it, then we too could fall. Therefore we must all be aggressively intentional about avoiding even the appearance of evil and about building reliable warning and accountability structures into our lives.

            Specifically with regard to online practices, many of us are still far too naïve about the potential dangers of internet involvement and about the addictions that can result. We might think that we are safe because we are perusing sites and sending messages from the seclusion of our own homes or offices. The reality of course is that, in spite of all those “privacy policies,” the internet is anything but private. It quite literally is a worldwide web through which anyone in the whole wide world can potentially find out what any other person has been up to. The obvious application is to never view, post, download, “like,” or forward anything that we would not be equally willing to print in a newspaper, preach from a pulpit, paint on a billboard, or publish in a book, nor to say or do anything via the internet that we would not want anyone else in the whole world to know about. Recognizing the internet for the totally public information-sharing forum that it is will go a long ways toward deterring usage that could lead to immoral or illegal behaviors.

            Many of us are also unaware of the excellent safeguards that are currently available. It is possible to install software on our personal and work computers that records and reports to our designated accountability partners every image we view and every word we write. The prudent move of voluntarily submitting to accountability and surveillance software now—well before we encounter any actual temptation—could spare us, our families, and our associates incalculable grief in the future. 

Time is Money: Burnout and Bankruptcy, Part 1 of 2

by Josh Mathews

We have all heard it said that "time is money."  If there is indeed any truth to this adage, typically attributed to Ben Franklin, then some parallels may be worth exploring. In this first of two posts I'm suggesting a few parallel struggles related to time and money respectively. Then, in part 2, I'll explore a helpful financial principle applied to time management.


Busyness and Burnout 

There are more things I need to do today than time enough to do them.

Many of us face this struggle often, if not everyday. And this situation does not apply only to those who use their time poorly, wasting much of it on frivolous things (and whether watching college basketball in March is frivolity is perhaps a debate for a different time). Even if we don't spend one minute of the day wasting time, chances are we all wish that we had more time, and that we could be more efficient with the time we do have.

I've thought about this issue often. How do I accomplish all I need to accomplish in a limited amount of time? Are there things I can do, principles I can apply, that will help me to be more efficient with my time? With several things on my plate, how do I know what to work on first? How much time do I spend on a given task when whatever time I give to one task is time I am not spending on another, perhaps equally important, task?


Bills and Bankruptcy

Whether school loans, credit cards, or rent or mortgage payments, there are certainly many people dealing with overwhelming bills and debt, especially in these economically difficult times. All kinds of obstacles foil efforts to get out from under this financial burden. For some, getting ahead financially can be a very slow and long process. Others remain stuck with apparently insurmountable financial debt, living from paycheck to paycheck and breaking even, but never able to pay down the bills that have accrued. Still others find themselves going deeper and deeper into the red, sometimes to the point of bankruptcy.

Tasks add up in a way similar to the accumulation of debt. We might have several things on our to do list and at certain times it might seem like we are far into the red on the budget of time we have available to allot to those tasks. As with money, we can find ourselves either making slow progress to get ahead, stuck in a constant state of being behind, rushed, and unable to do anything as well as we would like, or getting further and further swamped with responsibilities, sometimes to the point of burnout.

Let's say I've made a plausible case for the analogy between the "debts" of time and money. In Part 2 I will apply one particular finance management principle to the struggle of time management.

Teaching Small Classes, Part III

Previously, in Part II of, Teaching Small Classes, I addressed potential teaching methods to utilize in small class settings. With such in mind, within small classes the teacher must ensure equality within the classroom. The teacher must be sure everyone has an equal opportunity to speak, share, question, and learn. In so doing, within small classes, the teacher must be sure diversity is both addressed, fostered, and increased. There are a few great ways to ensure diversity is addressed.

First, teachers can encourage students that are not usually heard to have a voice, speak up, and state their opinions. Often quiet or shy students will need to be drawn out of their shells and encouraged. Simply asking for the student's opinion may be all it takes to draw out a reserved student and hear what he/she has to say. I have found that it is often the quiet student that has the MOST thought-provoking reflections to contribute.

Second, teachers can assign specific assignments geared toward research and presentation of topics the students are not familiar with. Often by assigning such topics students are led to uncover a new research interest, passion, or exciting discovery. Teachers may also want to create an assignment that forces students to argue against their own convictions enabling them to be stretched and better understand other perspectives.

Third, by using assignments, role playing, guest speakers, and a host of other options, teachers can encourage students to see issues from different perspectives. By encouraging diversity and ensuring equality the classroom environment can be greatly enhanced.

In summation of this Teaching Small Classes series, teaching small classes is not always easy. It comes with challenges and disadvantages; however, it is one of the most rewarding experiences! In the small class environment, teachers have the distinct privilege of getting to know their students on a deeper level, witnessing growth, taking part in the educational process on a more intimate level, and implementing more creative methods of instruction. It is a challenge I have always enjoyed and one I hope you have a chance to experience.

(Some ideas and concepts in this post were gleaned and adapted from “The Essential College Professor” by Jeffery Buller, 2010)

Teaching Small Classes, Part II

In my previous post, Teaching Small Classes, I addressed some advantages and disadvantages alsongside some potential roles teachers of small classes can/should fill. With that post in mind, there are a number of teaching methods that may prove helpful in facilitating small classes. Here are a few:

1. Seminar Method--utilizes discussion and response to others perspectives and opinions. Prior preparation is key for this method to work effectively. Do not be afraid to rearrange your classroom in a circle or oval (or other shape conducive for conversation, rows are not recommended). As the instructor, you will facilitate the discussion, offer questions or perspectives to discuss, and allow students to respond to one another. You, as facilitator, decide when it is appropriate to move on. Laying ground rules may be necessary in some classes about what is acceptable and unacceptable.

2. Socratic Method--utilizes the power of questioning. Here the facilitator/teacher asks a series of questions designed to cause students to probe and delve deeper into the subject area or issue at hand. This method is most often used to address mysteries, puzzles, challenges, or other issues that require a great deal of thought and reflection to reach a conclusion or deeper understanding. Often students cross-examine one another and play devils advocate. Some students thrive on this method while others find it irritating and a struggle (keep that in mind as the facilitator). Nonetheless, it is a viable and useful method with small classes.

3. Case Study Method--allows class members to consider either a hypothetical or real situation and explore the issues present in relation to what they are learning. As the instructor you will either give an overview of the case or ask a student to do so and then have students critique the case. You may also suggest additional hypothetical’s: What if _______ happened in the case instead of _______. This method can allow students the opportunity to interact with “real” situations and discuss what they would or would not do.

4. Simulation Method--utilizes either role playing or engagement in a real situation, void of danger, and allows students to gain valuable real-life skills. This method is beneficial for both the participant and classroom observers. Classmate critique and help can be very valuable. Furthermore, classmates can learn from each other’s simulation decisions. As the teacher, your role is to provide the simulation and valuable feedback for those participating. Debriefing the simulation is essential for this method to be effective.

5. Co-teaching Method--this method utilizes shared instruction responsibilities with the students in the course. Students may be given a topic or method to utilize and then assigned a day to teach. After each teaching experience the class evaluates what worked well and what did not. Sometimes the most effective way to learn the material is to teach it---so students gain two valuable things-----learning the material and gaining teaching experience in a controlled safe setting.

(Some ideas and concepts in this post were gleaned and adapted from “The Essential College Professor” by Jeffery Buller, 2010)

Teaching Small Classes

Over the course of my teaching career I have been assigned "small" classes to facilitate. I doubt I am alone, nearly every teacher faces the task of teaching a small class at some point in his/her career. While the definition of “small” may vary according to the institution, there are some common pros and cons that come along with leading a smaller group of students. Below I will address the role(s) an instructor of small classes, from my perspective, should fill alongside a few of the advantages and potential disadvantages in leading small classes.

First, as the leader of a small class environment teachers are responsible for choosing their classroom role carefully. As the leader of a small class you may fit within one of the following paradigms:

Facilitator vs. Lecturer
Administrator vs. Preacher
Party Planner vs. Star Performer

In most effective cases, as the teacher of a small class you are facilitator, administrator, and party planner. Your job is to lead and guide the learning experience. You can use a variety of methods but often lecture alone is ineffective with smaller classes. The goal of a teacher within small classes should be seeking to draw out student’s interests and facilitate learning instead of force feeding those present.

Second, the pros and cons. I have provided a helpful, I hope easy to follow, set of lists below addressing both advantages and disadvantages in relation to teachings small classes. These lists are certainly not exhaustive but come from my own experience and study.

Advantages:More opportunity for open discussion
More opportunity for written assignments
You get to know your students better
You can assign a variety of assignments
You can be more creative with activities
You can allow the class to teach the class
You can personalize the instruction
You can provide more feedback
You can encourage more class participation

Disadvantages:
Smaller diversity of opinion
Fewer group project options
Emotions can play a bigger role
One unprepared student = bad new
Creativity is almost required
Lectures do not always work
Assignments are limited depending on students
Harder to gain teacher assessment
Available curricular materials may be limited

 In my next post I will offer a few helpful methods within small classrooms.

Teach with your Strengths, part 2 of 2

In my last article (part1 of 2), we discussed the Biblical Reasoning of Teaching with your Strengths. This sequel article outlines the practical gifts that teachers may have according to the research team at Gallup.  I highly recommend you purchase a book right now, and get the Strengthfinder 2.0 test for free!!  Otherwise you will be paying $13/license.  After I took this test, it has open my eyes to a whole new world of developing new skills in the teaching world.

WAIT!?  What about the other assessments like DISC or Meyers-Brigg?  Well these are personality assessments that focuses on the general demeanor of a person.  But Strengthsfinder gives an accurate assessment on your teaching strengths and then follows up on practical steps on enhancing your top strengths.

After I took my assessment, the results spits out 5 of my top strengths of the 34 listed.  Most  of us would want to zoom down to the bottom and focus on the bottom 5, but the results will only show you the top 5.  Curiosity may kill you, but don't worry, it didn't kill me knowing my fatal flaws.  Instead, I am zoned in on the top (see below of my top 5):  Arranger, Significance, Strategic, Command, Communicator.

ARRANGER: 

SIGNIFICANCE  

STRATEGIC

COMMAND 

COMMUNICATOR

or you can just skim through this...  then go take your assessment! What is your strength?

Signature Theme	Definition in my own words
Arranger	Organize with flexibility, figure out how all the pieces and resources can be arranged for max productivity Conductor, in complex situation involving many factors, you enjoy managing all of the variables, aligning and realigning them until you are sure you have arranged them in the most productive configuration possible, You are a shining example of effective flexibility, whether you are changing travel schedules at the last minute because a better fare has popped up or mulling over just the right combination of people and resources to accomplish a new project. You are at your best in dynamic situations. Confronted with the unexpected, some complain that plans devised with such care cannot be changed, while others take refuge in the existing rules or procedures. You don’t do either. -- because, after all, there might just be a better way. Ex. Games – Risk, Tetris, tower defense, real-time-scenario (RTS)
Command	Presence of Person, take control of a situation and make decisions Command leads you to take charge. Unlike some people, you feel no discomfort with imposing your views on others. On the contrary, once your opinion is formed, you need to share it with others.  Once your goal is set, you feel restless until you have aligned others with you. You are not frightened by confrontation; rather, you know that confrontation is the first step toward resolution. Whereas others may avoid facing up to life’s unpleasantness, you feel compelled to present the facts or the truth, no matter how unpleasant it may be. You need things to be clear between people and challenge them to be clear-eyed and honest.  You may even intimidate them. And while some may resent this, labeling you opinionated, they often willingly hand you the reins. People are drawn toward those who take a stance and ask them to move in a certain direction. Ex.  Where do you want to eat?  Where you want to go?
Communication	Easy to put their thoughts into words, they are good conversationalists and presenters. You like to explain, to describe, to host, to speak in public. Ideas are a dry beginning. Events are static. You feel a need to bring them to life, to energize them, to make them exciting and vivid. And so you turn events into stories and practice telling them.  You take the dry idea and enliven it with images and examples and metaphors. This is what draws you toward dramatic words and powerful word combinations. This is why people like to listen to you. Your word pictures pique their interest, sharpen their world, and inspire them to act.
Significance	Want to be very important in the eyes of others?  Independent and want to be recognized???? You want to be heard. You want to stand out.  You feel a need to be admired as credible, professional, and successful. Likewise, you want to associate with others who are credible, professional, and successful. And if they aren’t, you will push them to achieve until they are. Or you will move on. An independent spirit, you want your work to be a way of life rather than a job, and in that work you want to be given free rein, the leeway to do things your way. Your yearnings feel intense to you, and you honor those yearnings. And so your life is filled with goals, achievements, or qualifications that you crave. (driving motivation) Whatever your focus your Significance theme will keep pulling you upward, away from the mediocre toward the exceptional. It is the theme that keeps you reaching.
Strategic	Create alternative ways to proceed.  Faced with any given scenario, they can quickly spot the relevant patterns and issues. Sort through the clutter and find the best route, you play out alternative scenarios, always asking, “What if this happened? Okay, well what if this happened?” This recurring question helps you see around the next corner, Guided by where you see each path leading, you start to make selections. You discard the paths that lead nowhere. You discard the paths that lead straight into resistance. You discard the paths that lead into a fog of confusion. You cull and make selections until you arrive at the chosen path—your strategy. Armed with your strategy, you strike forward. Ex.  Odyssey of Mind

Teach with your Strengths, part 1 of 2

I came across this book not too long ago in 2010. This book comes from a series of book from the Gallup Press.  Read more there.

We tend to ask the common question of priority, "What do I work on first, my strength or my weaknesses?"  I had asked this question prior to starting my doctorate program.  My advisor at the time posed this conundrum to me and shared me both philosophies of thinking.  Some would work on their weaker areas to make them stronger.  Others will go all the way with they are good at so they can become experts in their field.  I chose the latter.  Why?  First, I am rooted in a Biblical Worldview in how God dispenses every believer spiritual gifts.

Romans 12:6-8 says,

"⁶Having gifts that differ according to the grace given to us, let us use them: ifprophecy, in proportion to our faith; ⁷ifservice, in our serving; the one who teaches, in his teaching; ⁸the one who exhorts, in his exhortation; the one who contributes, in generosity; the one who leads, with zeal; the one who does acts of mercy, with cheerfulness."

Second, if God has given us these unique gifts, why would we neglect it, but rather improve upon them.  The book ""Teach with your Strengths" follows these Biblical principles.  Although not written to a Christian audience, the book does support the principle that we should continue to A) Strengthen our Gifts, and b) Minimize our Weaknesses.  It takes more energy to focus on our weaknesses to make them even at par.  But the extreme energy exerted on improving our weaknesses will go further when we focus on our Strengths.  Let's focus on our strengths.

In the next article (part 2 of 2), we will discover what my strengths are... stay tuned.

How to Motivate Others to Be Productive

by Timothy Howe

No chain is stronger than its weakest link. Thus, it is important that every person in an organization contributes his or her best for highest mutual achievement. Yet, there are times when someone lacks motivation to move the organization forward to the degree necessary. How a leader attempts to motivate others is important. Done poorly and the opposite could result. How does a leader motivate without the risk of discouraging others?

Define a succinct objective
A key to motivation goes back to the earliest stages of a task, a project or employment. The leader must articulate the objective of the organization or task in a succinct manner that captures the imagination of the soul. If someone is unable to retell the objective, then they don't get it and they won't accomplish it.


Share in setting goals
One task of a leader is to move others towards goals that benefit the group. Yet, no one likes to be told what to do. One way that a leader can get someone to sign on to the task is by having him or her share in setting the goals expected of him or her. By starting at a point of shared expectation the leader creates "buy-in" while creating an effective tool for follow-up. 


Establish benchmarks jointly
Similar to sharing in goal-setting, the leader will find that someone who is able to help establish his or her benchmarks will be more likely to achieve them. For starters, he or she will have no excuse of lack of awareness of what was expected. Better though, by having a say in personal accountability, a person is able to assess what is realistic and will have a certain pride in achieving or excelling past the benchmark. 


Announce reviews well in advance
It is disheartening to be told of an imminent meeting in which one must provide accountability. People are better motivated if they are aware of a review well in advance. This permits them to organize a schedule that anticipates work at a regulated progress which can be charted to determine achievement.


Remain in constant communication
As the saying goes, "out of sight, out of mind." A leader must remain in constant communication with those he or she leads. This does not need to involve lengthy meetings; just a quick word or message will suffice. The leader must remain in clear communication that keeps the objective in front of the person or group.  


Provide regular encouragement
In any worthwhile endeavor, there are setbacks. Miscalculations, interruptions, poor planning, technical problems are just a few of the things that can go wrong. A leader will use positive reinforcement to re-encourage the team to move forward. Everyone needs a cheerleader sometimes. Sure, the negative task-master can force a project to be accomplished, but the motivation will eventual do harm to the team, if not now, definitely later. 


A leader can find a way to motivate others to be productive. 

Instructor Styles: The Co-learner

While there are countless styles teachers can choose from, as an instructor my overall aim is to aid students in their journey toward growth in knowledge and practice of the subject matter. In light of such,  I seek to, in some ways, stand on equal ground with my students. I long for my students to feel heard, valued, and respected. My intent is to mentor them in the subject matter while giving them the freedom to ask questions, wrestle with the content, and develop their voice. In so doing, I hope to also learn, grow, and wrestle with the topic(s) at hand.

A quaint book by Gloria Durka, The Teacher's Calling, suggests students learn more effectively in co-learning environments stating, “It is more effective to learn where the teacher speaks and listens, gives and asks, welcomes comments and insights, encourages students to think for themselves and help each other in the learning process” (45). However, we must also remain the "teacher."  While being open and respectful, we also need a sense of our own authority.  Durka echos my point saying, “We need the personal courage to make demands on our students . . . to do the work that is necessary to learn well. We need a sense of our authority” (50).

Striking a balance between authority and openness fostered through co-learning can be a great challenge. It is a balance I have not yet mastered. At times students can, and will, take advantage of my co-learner stance as a teacher. Being inviting and striving to be a co-learner while maintaining authority is a fine line to walk. I hope as I grow in experience and practice I will become better at mastering the tightrope walk such a style of teaching requires.

Nonetheless, at the end of the day, I fully and firmly believe in the power of being a co-learner. I have seen the depth of such a practice displayed in both classes I have participated in and taught. Learning together can be a powerful tool for both material mastery and transformation. Cooperation is a God-given gift. As a teacher, I have a unique opportunity to utilize that gift, to its fullest potential, to aid students along their quest for knowledge, growth, and transformation.

I hope you will join me in seeking to master this instructional style and offer your comments, reflections, and suggestions concerning this instructional practice.

Does Research Really Make A Difference?

By Steve Huerd

This morning I found myself trying to comfort a mother who was very concerned about passing along her faith to her emerging adult-aged children.  Fortunately, I knew that the latest research indicated that emerging adults are the least religious adults in the United States today due in part to all the transitions they encounter in the 18-23 year age group.  She and her husband had walked faithfully with the Lord and done everything they could to pass on their faith to their children, yet she had still had a sense of uncertainty.  Having just completed my dissertation examining the social factors affecting adolescent faith development, I was in a great position to speak of the latest social research findings to her.

Being three months down the road from finishing my research has given me opportunity to reflect back upon how research has shaped my thinking.  I’ve come up five observations as to how my life has been influenced thus far from engaging in scholarly research. 

First, I’d have to say is that the value of research has greatly increased in my thinking.   Coming from a highly pragmatic ministry background, I was steeped in the practical approach of “if it works, then let’s use it.”  Though well-intentioned and trained in successful ministry practices, I confess to rarely understanding or often even considering they “whys” behind why a certain practice was effective.  All one had to do was simply do it and you would get results.  Yet, now because of my research, I am able to explain why certain practices and effective and others are not, why many people respond the way they do, and others do not.  I can even suggest shortcomings in our understanding of certain phenomena which eventually could lead to new tools and strategies designed for greater effectiveness. 

Second, research helped reaffirm truths I‘ve lived by for years.  For example, the old saying, “students don’t care how much you know until they know how much you care,” is really a popular phrasing of the recent empirical findings indicating that the quality of relationships between a mentor and a mentee are of primary importance to mentoring effectiveness.

Third, research confirmed some foggy ideas floating in my thinking.  Research clearly spells out that programming in youth ministry is not nearly as important as developing relationships with the students.  I had essentially “come to the same conclusion,” years ago in my field ministry of trial and error, but no one had ever really confirmed this truth to me.

Fourth, and maybe the most profound, is that research helped me explain my own experience.  Let me explain.  One of the most important findings of my research dealt with how attachment theory related to adolescent spirituality.  Attachment theory is the emotional bond formed between a child and their primary attachment figure, a parent/guardian, etc. who cares for them.  If a child, for whatever reason, forms an insecure attachment with their parent/guardian, then they are more likely to experience a sudden conversion in adolescence.  If a child forms a secure attachment with their parent/guardian, then they more likely to become socialized into their parents’ religious views.  This helped me, in part, to explain why I experienced such a strong conversion to Christ in high school while others, who are brought up in Christian homes, often do not experience such sudden changes in their religiosity.

Finally, knowing the latest research findings liberates me from the false claims of others.  For example, many who claim that we are “losing our kids” or that this generation may be the last “Christian” generation may mean well, but research reveals that American teenagers largely adopt their parent’s religious views and are not dramatically less religious than former generations.

To someone who was initially somewhat skeptical of the value of empirical research toward ministry practice, I’ve come a long way in my thinking.  And while others may find many more compelling reasons justifying the value of empirical research, at least I know of one person’s thinking who has been changed.

Teaching with Passion through Experiences

I am so glad that this semester I will be working with future missionaries for the Gospel.  For this term Spring 2012, at California Baptist University OPS program,  I have the privilege of teaching 25 sharp, energetic individuals who want to make a difference.  It's a 300 level course that has a diverse group of students who chose this elective because most of them desire to make a global or local impact for His Calling.

We found out in the first week that God has ONE MISSION (singular).  That is the same one Jesus came and it is the same one Jesus left his disciples (Matt 28:18-20, Acts 1:8, Mark 16:15).  With that, He Extends His Grace to His elected loved ones, so that we may Extend His glory to ends of the world.

Missions (plural) is our specific manifestation of how we may specifically reach this final outcome.  For you it may be global, for me it may be local.  For you it may be China, for me it may be south central inner city.  We have missions that drive towards the Mission.  Ultimately God is the Source, Initiator, and Finale of Mission.

Why am I writing all this?  It's because I get to teach a class that I am passionate about.  It's everything good about those who desire to teach.  We teach from experiences, passion, and of course the content will always be there.  Piper probably has better content than me.  Platt has more mission trips then we can count.  But how can I foster a Mission oriented class that will provide these students a transformational experience?  I offer "Connections".    For my life mission is "to assist those who assist the kingdom".  I want to connect them to as many contacts, people, and resources for them to Extend His Glory.  That's the task, and I am looking forward to watch the transformation.

Past Summer Mission Experience:

I too had a global experience - Ghana, Africa.  Where we visited the Village of Hope (orphanage and school of 250).  My dear friend was the contact, and invited our college group over from church.  I think words will never express, but here are some highlights:

1.  Our missionary Blog  from the church Serve Ghana 2011

2.  "Voice of Hope" club singing through a slideshow of daily life

and more...

4.  Our Final  Debriefing Luncheon back home

It was one of the best 2 weeks of my life.  Now I shall bring the passion and vicarious experiences to the class.

Their next assignment is to post reflection blogs of their cross-cultural experiences.  They will be visiting ethnic churches in our city where they will feel uncomfortable.   I hope to see God will be transforming them. Read their highlights here... Be Transformed 12:2

A Better Way to Approach a Research Project

by Timothy Howe

Create a plan
A builder does not just pick up a hammer, some boards and nails and begin construction. A builder first looks at a blueprint. The blue print functions as a guide to how the structure will look in the end. With its direction, lines on a paper soon become a foundation, walls, and a roof. In the same way, a research project must not be a shot in the dark. It requires rigorous planning. The more detailed the plan is, the more likely it will cause the project to arrive at its intended goal. 


Create a timetable
Most research projects have a termination point. A paper is due, a presentation is expected or a book is submitted. If this endpoint alone serves as a time reference there is a strong likelihood that procrastination will result in the vast majority of the work taking place at the latter stages. This can lead to hurried and careless work. The researcher will find it much better to set aside a timetable for each stage of the project and then check later to see if he or she is ahead or behind of schedule. 




Create a thesis
The thesis is a GPS. A good thesis drives research not the other way around. A researcher who begins researching a topic without knowing precisely what he or she is looking for will waste a lot of time doing inconsequential research. That same researcher may even be tempted to stick some of those results in the project just because of the work it caused regardless of whether or not it is connected to the topic. Let the thesis drive the research not some interesting discovery that can derail the project. 



Create an outline
If the thesis is the GPS, then the outline is the roadway. A good outline escorts the researcher by the hand to the results of the project. Following an outline during the research phase as well as the writing phase keeps the researcher on target. Of course, the outline will be inexact at the beginning since the point of research is to determine something as of yet unknown, but a good outline is easily adjustable along the way.  


Create an end vision

Do not be tempted to leave the end research open-ended. A good researcher will usually be able to plan ahead regarding a specific research target and will stop when that target is reached. Again, this remains flexible as new findings adjust it. It is critical to know when enough research has been gathered to produce conclusive results or argumentation. 


By following these guidelines a researcher will make the most productive use of his or her time and create the best possible research.

The Worst Way to Approach a Research Project

by Timothy Howe

Start by gathering "enough" data
Research implies gathering data. One temptation to be resisted is thinking that there is such a thing as "enough" data. No amount of information will ever seem like enough. It is not even possible to determine what constitutes "enough" during the research stage. Certainly, gathering a large volume of data is important, but avoid determining in advance what amount will be sufficient. 


Expect the research to organize itself
A sure way to bog down in a project is to permit the data to dictate the research process. This will lead the researcher down whatever trail the research leads instead of gathering the most important information for the project. Instead, start with an outline and stick with the outline. Only veer off it when it proves untenable. Good organization will cause good research.


Don't worry about the context of your quotes
Quotations are important since they give authority to your work, whether in support of your argument or as an argument to counter. But ignoring the context of the quote could affect understanding. Each quote originates in  a field that gives it meaning. Be sure to not strip the quote out of that field without its reinforced meaning.  


Don't verify if you are quoting the author's idea correctly
More dire than ignoring context, the researcher could misrepresent the ideas of the original source. Not all information is easy to process and it is easy to misunderstand ideas. As one quotes experts, it is vitally important to get the facts right. Poor quality control at this stage could nullify a research project. 


Find the hidden "gems"
Research is about hard work. There are rarely moments when a researcher happens upon a special "gem" that fills in all the gaps. The end product comes about as the result of persistence and tenacity. Hope will never be a replacement for effort.


Research possesses a time element. Thus it is crucial to get the right data, get it into some order, verify it and get to hard work quickly.