Relationships and Influence (Part 2)

By Steve Huerd

One of the criteria by which college ranking organizations classify different institutions is class size.  The thinking behind this is the smaller the class size, the more personal interaction the student will receive with the professor.  Thus, personal access and instruction from a knowledgeable professor becomes premium when considerations are being made.

Yet, even within these smaller classrooms, having good relationships between the professor and the student is naturally implied.  There’s an old adage that says, “People don’t care how much you know until they know how much care.”  This truth definitely applies to mentoring relationships as the perceived quality of the relationship between the mentor and mentee is possibly the single most important factor to mentoring effectiveness.

I believe the same is true in teaching.  If a student intuitively knows that his or her professor not only is an expert in their field, but that he/she also cares about them individually as a person, then they tend to allow the professor greater access to their inner thinking.

We all intuitively determine who we can trust and who we can’t, sometimes without even saying a word to that person.  People’s actions publically display certain levels of trust; either inviting us to be real, to use caution, or even to be fearful.

When a teacher has shown signs of being a trustworthy person, then those around them begin to allow them access to their thinking.  This relational trust, then, enables the professor to have more influence in their students’ lives and thinking.

Granted, no one can have close, personal relationships with all their students in every class, but by simply being aware of the relational factors present within the classroom, our effectiveness as instructors is greatly increased.  Our teaching then becomes better leveraged through relational influence resulting in greater impact upon the minds we seek to sway.

Why Don’t They Get It!

by Steve Huerd

One of the greatest moments in a teacher’s life is when their students “get it” and the light bulb comes on.  Sometimes you can see it in their faces, in their assignments or perhaps in their review of your course.  There’s something inherently satisfying seeing tangible evidence that you made a difference in someone’s life.

But what happens when they don’t get it and you can’t seem to get through to that young mind?  You know the truth you are sharing is critical to their understanding, yet they just don’t seem ready to hear it.

As teachers in Christian education, we are like the Apostle Paul who said to the Corinthians, “we impart this in words not taught by human wisdom but taught by the Spirit, interpreting spiritual truth to those who are spiritual” (1 Cor. 2:13).

Last week I was teaching a large group of high school students in a foreign country on a mission trip and I desperately wanted to share the gospel with them.  However, the national staff told me if I did this publically in this way, it would not be received well by the students due to cultural differences.  They might be open to hearing it one-on-one but not in a large group setting, and especially if I preached it to them.

I consented, relinquishing my own ambitions, and shared only a small portion of my personal testimony regarding the importance of God in my life.  Immediately afterward two of their national staff thanked me for planting the seed in the student’s minds and said my approach was very effective.

Yet I struggled within myself thinking, “why can’t I just share the gospel with them…this is what they need!”  Yet, the truth was simply that they were not ready to hear it in that way.  Paul likewise, experienced similar frustration with the Corinthians, “I fed you with milk, not solid food, for you were not ready for it” (1 Cor. 3:2).  Even Jesus, in speaking to the disciples, had to curtail his teaching, “I still have many more things to say to you, but you cannot bear them now” (John 16:12).

As Christian teachers, we should be aware of the limits of our teaching upon young believer’s hearts.  Sometimes our students are just not ready to hear all the wisdom and insight we have to offer them.  Therefore we must make adjustments in our teaching when appropriate.  These somewhat painful and inconvenient adjustments should flow from our love for our students.  When they are not ready to hear, we must limit ourselves as teachers so as not to overburden them.  No one learns calculus in first grade and no one can “comprehend the thoughts of God except of the Spirit of God.”

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.