The Best Courses Always Include...(Part One)

By Steve Huerd

It’s the most wonderful feeling as a speaker or teacher when someone comes up to you after you’ve finished speaking and says, “I felt like God was directly speaking to me through what you said.  It’s like you were just talking to me.”  These affirmations provide the speaker with assurance that God is using them in people’s lives through their teaching.

If our purpose as Christian educators is to teach to change lives so that we might present everyone mature in Christ (Col. 1:28), then this dynamic interaction must occur somewhere in the teaching process.  When it occurs and the light bulb comes on, a glorious thing transpires in the student’s mind and life as the Holy Spirit uses our words and life to create change in the learner.

Having sat under many Godly men and women educators during my twelve years of graduate school, I’ve noticed that the best courses always included professors making the material especially applicable to my life.

For example, while I was taking a course called Human Growth and Development at Talbot School of Theology, party of Biola University’s graduate school, I had no idea there was a scholarly area entitled “Faith Development.”  At that time, I had spent roughly twenty years investing in people to help them in their faith development as a practitioner and I was shocked to learn that scholars had been researching my life’s work!  I was so thrilled at this discovery, and grateful to my professor, Dr. Jonathan Kim, of Talbot School of Theology, for his teaching, that I devoted my dissertation to the subject of spiritual development in youth.

It was Dr. David Clark, now provost of Bethel University, whose unique and simple way of presenting his arguments in the apologetics course I took from him years ago enabled me to share these arguments with hundreds of students over the years.  Or Dr. Walter Kaiser, Old Testament Scholar and former president of Gordon-Conwell Theological Seminary, whose love and passion for the Old Testament inspired me to read and love the Old Testament every year in my devotions.  It can even be as simple as sharing from your own life as Dr. Klaus Issler, professor of Christian Education and Theology at Talbot School of Theology, often did in our Philosophical Issues class causing me to rethink my own presuppositions and see Jesus in new ways.

While there is certainly not just one way to make material applicable to student’s lives, it seems all the best courses include professors who somehow have figured out how to make that happen.  Whether through their teaching methods, their insights, personal examples, relationships, etc., they always find a way to connect their subject matter to their students’ lives.

Relationships and Teaching (Part 1)

by Steve Huerd

Everyone wants to influence someone’s life when they teach.  Teaching is, after all, the passing of knowledge from one mind to another with the intent to help and improve another life.  But, what makes for effective teaching?  While there are many writings dealing with pedagogical techniques and tips out there, there is comparatively few dealing with how relationships affect teaching efficacy.

In my recently published dissertation, I argued that spiritual development occurs through personal, trusted relationships.  In other words, most people choose what to believe religiously through being influenced by those with whom they have personal trusted relationships.  These people could be their parents, extended family, key nonparental adults, friends, etc.  Thus effective transmission of faith and religious values, which most definitely includes knowledge, is passed along relationally from one person to another. 

This makes sense because we are all created in the image of God to be relational beings connecting with one another.  Even within the universe as a whole, truth is personal, found in the person of Jesus Christ.  This is in contrast to the notion that truth is merely a collection of facts or knowledge that fit reality that must be drilled into every young mind. Even Jesus noted that, “this is eternal life that they might KNOW you” (John 17:3 emphasis mine) implying relational knowledge as being the highest form of knowledge for eternity.

Thus there appears to be an inseparable link between knowledge and relationship as God created them.  Knowledge can exist outside of relationships, but it gains its full meaning and significance through relationships.  Indeed, even the entire universe has a relational connection to Jesus being created “by Him…through Him and for Him” (Col. 1:17).

This truth has profound implications for how we teach in Christian education.  For if knowledge is best communicated via relationships, then the types of relationships we have with our students will affect how they interpret the knowledge we are attempting to teach them.   In fact, I would argue, that the healthier and stronger our relationships with students are, the better they will receive and hear what we have to say.  This has been true in my experience in ministry all these years of working with students and I believe it is core principle essential to pedagogical efficacy at every level.

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!

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.

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.

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.

The Third Thing

by Sharon Warkentin Short 

       Every now and then, an idea from a book changes forever the way you think about something. This was my experience when I read The Courage to Teach by Parker J. Palmer (Jossey-Bass, 1998). Parker challenges the traditional teacher-centered model of education not by defending a student-centered alternative, but by introducing a “third thing”—a subject-centered approach. Gathered around the subject that draws them together, neither the teacher nor the students control the learning experience, but all are held accountable to the subject itself.

            This style of teaching replicates the process by which all knowledge is gained: it is the work of “a community of people looking at a subject and debating their observations within a consensual framework of procedural rules” (p. 104). Rather than merely delivering to students the conclusions of their community of learners, subject-centered teachers invite students into the community to participate in the process of coming to know the subject. Sometimes this kind of pedagogy produces that awkward moment when a student catches the instructor in a contradiction or an inaccuracy. To Parker, such a moment is cause not for embarrassment but for celebration, because it demonstrates that “students have direct, unmediated access to the subject, and they can use their knowledge to challenge my claims” (p. 118).

            Parker’s “third thing” corresponds to a quality that many students rate highly in their evaluation of their professors, which is “passion for the subject.” This passion, Parker observes, is more than simply excitement or fascination with the content: “Passion for the subject propels that subject, not the teacher, into the center of the learning circle” (p. 120).

            I have realized that, for all my commitment to the active involvement of students in the construction of their knowledge, I still often default to standing between the content and the learners rather than gathering around the content with them. For me, the most enjoyable aspect of teaching is often the learning that precedes the presentation to the class. I like to collect, study, organize, summarize, and deliver neat packages of information to my students, but in that process all the immediate interaction with the subject matter is mine. How much richer my students’ experiences would be if I invited them into exploring that subject with me.

            I love the little rhyme by Robert Frost that Parker quotes to capsulize the joy of gathering around a subject and coming to know it together as teachers and learners:

We dance around in a ring and suppose,
But the Secret sits in the middle and knows. (p. 105)