Methodical Principles
AIM
Methodical Principles
AIM
“Much stress is placed on the importance of aims and objectives in a lesson. What should be my aim in teaching a lesson? Are there several kinds of aims?”
Importance of Objectives
Lessons without objectives are like boats without rudders; neither can ever arrive at a destination. Whatever the lesson, the teacher must have some goal in mind. The goal gives direction to the lesson and helps determine content and method of procedure. While the majority of teachers agree that objectives are important, many are not conscious of the varying types of objectives. We shall consider four phases of objectives: in relation to learning; in relation to student skills; in relation to spiritual life; in relation to the lesson.
Objectives in Relation to Learning
In preparing to teach a Bible lesson, you must ask, “What is my primarypurpose for conducting this Bible study?” Is it:
To give the class all I know?
To challenge them in their Christian life?
To influence and inspire them?
To tell them many things?
To help them discover truths themselves?
To teach so that students learn?
The primary aim of most teachers is to instruct so that pupils may learn. Even the inexperienced instructor hopes that his pupils will absorb something. In analyzing the process of learning, you need to carefully consider the following questions: What is learning? What do you want your pupils to learn? Under what conditions do they learn the most? How do they learn?
What is learning?
Definition: According to the dictionary, to learn is to gain knowledge or understanding of, or skill in, by study, instruction or investigation. As a teacher you have not taught unless your students have acquired knowledge or understanding about some fact or skill. Learning involves change. As a teacher you cannot be successful without understanding the relationship of teaching to learning. The teacher’s actual work consists of awakening and setting in action the pupil’s mind – arousing self-activities. All explanation and exposition are useless unless they serve to excite and direct the pupil’s personal thinking. If the pupil does not think, there are no results of the teaching; the teacher’s words are falling upon deaf ears. True teaching then, is not that which gives knowledge, but that which stimulates pupils to gain it. The great aims of education are to acquire knowledge and ideals; to develop abilities and skills. The pupil who is taught without doing any personal studying will be like one who is fed without being given any exercise; he will eventually lose both appetite and strength.
What are the weaknesses in Bible teaching?
The major weakness among teachers of the Bible is a failure to recognize the importance of student activity in the learning process. Too many Bible classes are taught by teachers who mainly lecture; classes in which students merely sit and listen. Sadly, most are never challenged to exert effort to either study or think. Why should they since the thinking is done for them. It should not come as a surprise that our society has, for the most part, lost its appetite for in-depth Bible study.
Education has been described as a process of communication. Teachers are apt to forget that it must be a two‑way process. Effective teaching requires communication from teacher to student and from student to teacher. Too often teachers are concerned with only their side of the process: their attempts to explain truths, to make themselves clear, and to inspire listeners. They often limit their accomplishments because of failing to be concerned about the pupil’s communication to them; that is, encouraging the pupil to openly state opinions; share feelings, concepts, questions, and problems.
As a teacher you must realize that simply hearing words does not insure learning. Learning requires being actively involved in the thinking process. If you think for the student, if in the main you only lecture, you will find it is difficult to sustain satisfactory conditions for learning. Of course, we are not implying that learning cannot be created through lectures. What we are saying is this: if there is no participation or some type of class response, it is easy for the student’s mind to wander far from the lesson. No matter how well‑planned the lesson, no matter how profound, no matter how inspirational, unless the learner is actively involved in the process, there will probably be very little learning.
What are the best conditions for learning?
Conditions for learning are closely related to the learner’s emotional and psychological make‑up. People learn best under the following circumstances:
When there is self‑activity
When those involved are interested
When they feel that the leader seeks to guide rather than to dictate
When they experience a sense of accomplishment
When the lesson meets their needs
When they are challenged to do their best
When the lesson involves a problem related to them
When they work cooperatively with others
Objectives in Relation to Student Skills
The first general objective of all teaching is that students may learn. The second general objective is that in the learning process they may acquire knowledge and ideals, developing abilities and skills which will help them live fruitful lives. As a Bible teacher you must aim to do more than just inspire or give out some Bible knowledge. You must seek to touch the areas of learning. The following list of possible objectives may help determine your aims for a lesson:
1. To help the student understand the Bible’s arrangement and general content
2. To guide the student in accurately observing what the Bible teaches
3. To help the student gain insight into Biblical truths, and to make sound interpretations of these truths
4. To help the student personally discover truths
5. To direct the student in the use of concordance, cross‑references and other Bible helps
6. To give the student opportunities to share personal thoughts with others
7. To teach the student how to personally study the Bible
Objectives in Relation to Spiritual Life
So far we have considered types of objectives relating to general outcomes. Now consider specific outcomes relating to the Word of God and its effect on each individual student. We shall list a few objectives for which every teacher should strive, but these will only be achieved through much prayer:
1. To make the Bible message real and living so that those who study may be challenged by its truths
2. To help your students experience Christ in a personal way
3. To deepen the spiritual lives of those who know Him
4. To challenge them to permit the Holy Spirit working through the Word to influence every area of their lives
5. To encourage them to make their own applications: in spiritual ways to help them face sin and grace; in devotional ways to help them in their prayer life; in practical ways to help them live the victorious life
6. To motivate them to become effective witnesses for Christ
Objectives in Relation to the Lesson
In planning a Bible lesson, you will not only have general objectives in mind, but you must have specific objectives for each lesson; i.e., the type of lesson you are to teach (topical, doctrinal, book, character study, etc.); the major teachings in the Bible passage or passages which are to be studied; the needs of your class; the approach you wish to make – all must be considered when determining your specific aims.
For example, if you are to teach the passage in James 3:1‑12 that centers on the use of the tongue, the aims of your lesson might be stated in the following way: (1) To help your class observe possibilities of the tongue’s use; (2) To help them appreciate dangers of misusing the tongue; (3) To challenge them to permit Christ to rule their hearts and tongues
When writing objectives for a lesson, you should consider:
Knowledge you desire students to gain
Attitudes you desire them to develop
Responses you desire them to make
