10 - Student Study Guide

The Seven Laws of Teaching Student Study Guide prepared by Dr. David S. Thomason

Instructions:

I.    Do not answer the questions first. The student should carefully read each chapter, utilizing the P-Q-R-S-T*¹ method of reading. This acronym stands for:

P - Preview the material; look for headings, sub-headings, and bold concepts.

Q - Question; “what does that subheading mean?” “How is that concept linked to what was already mentioned?” etc. Note: utilize the study questions below prior to reading the chapter.

R - Read the chapter after previewing and questioning, looking for the answers to the questions you’ve already asked.

S - Study! Review all salient points of the chapter; explain all concepts.

T - Test: mentally write a test for yourself over the material, and take the test. How will did you do? Be prepared to do it again if you cannot successfully pass your own test!!

*¹ I am indebted to Bethany Divinity School and Seminary (www.bethanybc.edu) for formatting this method of study.

II.    The student should then attempt to answer the questions without looking back over the text. When finished, review the chapter. Then finish answering the questions that you were unable to answer, and amplify answers that are too brief.

III.    Work on one chapter at a time. Mastering one concept is better than grasping all of them.

IV.    Keep in constant contact with your educational mentor (if applicable).

V.    If you ever have any questions, please feel free to contact me at DoctorDaveT@gmail.com.

CHAPTER ONE - The Laws of Teaching 1.From paragraph 3 - In it’s simplest sense, what is teaching?

2.    What are the implications of the answer to question #1?

3.    What does “experience” consist of?

4.    How do you teach “experience”?

5.    List the Seven Factors to the complete act of teaching.

6.    According to paragraph 12, what grade levels do these laws apply to? What impact will that have in the specific age group(s) in which you are involved?

7.    According to paragraph 13, can teachers who have not learned these laws be successful? Why or why not?

8.    Describe the link between passion and training mentioned in paragraph 14. According to paragraph 15, which (passion or training) is more important in the long term?

9.    Read paragraph 18. And again. How does that impact your soul?

CHAPTER TWO - The Law of The Teacher

1.    From paragraph 1 - describe “natural law” and the impact on “The Teacher.”

2.    From paragraph 2 - what is the reversal of this first law as a corollary?

3.    From paragraph 3 - what are the four different stages of knowledge?

4.    From paragraph 5 - how are new “Great principles” discovered?

5.    From paragraph 8 - what is the “secret of enthusiasm?”

6.    Describe the link between “knowledge” and “passion.”

7.    Review the ancillary rules in paragraph 12. Powerful!!

8.    What is the final product of clear thought?

9.    What does “collision often brings light” mean?

10.    What are the ramifications to your teaching in light of paragraph 13, section 1?

CHAPTER THREE - The Law of The Learner 1.From paragraph 1 - what characterizes the mental state of the true learner?

2.    Briefly describe the three different kinds of attention (paragraph 5).

3.    Why is “secondary passive” attention ideal for teaching? What is it’s price?

4.    What is the duty of the teacher as it relates to this “secondary passive” attention, according to paragraph 7? What is the best way to accomplish this?

5.    According to paragraphs 8-9, what is “the problem method” of teaching?

6.    If “the problem method” is good for “bringing about initial momentum for learning,” (paragraph 10), when would be the best implementation of this method?

7.    Comment on the impact of oratory on teaching according to paragraph 15. Don’t consider yourself a “silver tongue”? Then describe the ramifications of paragraph 16-17 on oratory and teaching.

8.    What is the impact on children’s ministry based on paragraph 21. How should the schedule for class be arranged?

9.    From paragraph 22 - what are the chief hindrances to attention?

10.    From paragraph 23, section 12 - what are some “attractive... legitimate devices’ which you personally could use?

11.    What two appendages of the body are most important in teaching?

12.    Meditate on section 13. What are the results of your meditation?

CHAPTER FOUR - The Law of Language

1.    From paragraphs 2-3 - what is the impact of jargon and slang on the educational process? In order for jargon or slang to be used, what must happen first?

2.    Why does language carry thought like a telegraph, but not like a truck?

3.    According to paragraph 8, what type of imagery do we want our words to form?

4.    Describe the connection between talking and thinking. Consider this:

Reading makes a man wide; thinking makes a man deep; writing/speaking makes a man exact.

5.    Thus it behooves us to have our students talk. Question for further thought: How is this best achieved without losing focus?

6.    How does paragraph 18 impact your thinking on your class?

7.    According to the rules for this chapter, how much verbal communication should you strive for?

8.    Meditate on the final paragraph. How many “religious” words do we use that might need extensive definition to the young (or untrained)?

CHAPTER FIVE - The Law of the Lesson 1.What is the very heart of the work of the teacher?

2.    State the Law of the Lesson.

3.    Meditate on that law. What aids to education can you think of that come from the application of that law?

4.    Discuss the balance of “the treadmill” versus “ore at deeper levels.”

5.    Consider the implications of the last sentence in paragraph 9 on theology - Old Testament and New Testament.

6.    The act of KNOWING is in part an act of what? Provide a concrete example of this.

7.    Why similes, metaphors and allegories?

8.    Consider the importance of preparation in relationship to paragraph 15. What are your conclusions?

9.    What are the three stages in real thinking for the solution of problems?

10.    In light of the importance of attaching previous lessons to future lessons, describe the importance of using professional curriculum.

11.    Is a past acquisition of knowledge like a good that is to be stored away? Why or why not?

CHAPTER SIX - The Law of the Teaching Process

1.    What is “essentially” the difference between the law of the teacher and the law of teaching (process)?

2.    “All explanation and exposition are useless except...” what? So, how does that impact the job of the teacher/preacher?

3.    What is the statement of “the law of teaching”?

4.    “He teaches BEST who teaches...” how?

5.    Describe the difference between LEARNING from KNOWING. How does the teacher provoke the better?

6.    What is the similarity between walking and learning?

7.    According to paragraph 11, explain the primary difference in stimuli for learning in children and adults.

8.    What are the two chief springs of knowledge? In your opinion, is one more powerful than the other?

9.    Why can no education be absolutely divorced from morality? What are those implications?

10.    At what point can the teaching process embody the lecture plan?

11.    Why should the teacher not answer for the student?

CHAPTER SEVEN - The Law of the Learning Process

1.    Define the distinction between the Law of the Teaching Process and the Law of the Learning Process.

2.    Please restate the Law of the Learning Process.

3.    What is the difference between “original discovery” and “learning”? What are the similarities?

4.    Why is restatement using synonymous words important?

5.    Think: if evidence and application are higher stages of learning, how can a teacher move a student from merely memorization to evidence and application?

6.    Paragraph 8 is worthy of memorization. These questions become the teacher’s focus in the Process of Learning. How can they be implemented in a lesson plan?

7.    What are the two major limitations to the Law of the Learning Process?

8.    What is “... one of the most common faults of our schools?”

9.    What impact does 2 Timothy 3:7 have on Bible instruction? What are we to do in light of 2 Timothy 3:7 and The Law of the Learning Process?

CHAPTER EIGHT - The Law of Review and Application 1.What concept goes with review?

2.    Consider the last two sentences of paragraph 2. What impact should that have on the teacher?

3.    What are the implications of paragraph 10 concerning long range planning and teaching?

4.    Why should one “beware of the man of one book?”

5.    Upon what does memory depend?

6.    “Habit is the child of repetition.” What kind of habits should be built in the life of your student, and how are those habits going to be built?

7.    Meditate on paragraph 21. How can this impact your teaching?

8.    How much time do the best of teachers spend in review?

9.    “...new illustrations for old texts....” What does that say of the importance of maintaining some kind of illustration file?

10.    Describe the four errors of review.