LEADERSHIP ORIENTATION

Rev. Dr. Robert E. Baines, Jr.





(9/12/92; 5/09 Revision)
INTRODUCTION

The term leadership, as used in this context, is a reference to influencing. Those who manage ministry groups are influencers or leaders. Those who teach, be it in Sunday School, Wednesday Bible Study, or some other type of venue, are influencers or leaders. Those who do follow-up work (e.g., call people to encourage their participation, to show concern in the times of trouble, to gather information, etc.) are influencers or leaders.

In too many cases, the church has complained about not having trained leaders and workers, while not providing adequate training for people to become trained leaders and workers. Dr. Olyin Moyd, a former president of the National Baptist Congress, said, “induction without instruction leads to destruction.” The purpose of this Training Union is to train members to be effective leaders and church workers. The purpose of this course, Leadership Orientation, is to insure the student is familiar with some basic church worker knowledge, the Training Union curriculum, and the Seven Laws of Teaching. The class secretary is responsible for making sure he/she has contact information for each student (sign-in sheets are suggested), calling students as needed, collecting the offering and forwarding it to the appropriate person, and distributing Training Union books. Our class secretary is ___________________________________________________________________(name, phone, and e-mail). Students are expected to carefully read the material in this workbook and write the answers to the review questions in the book or on separate papers, as desire, before the class. In class, students are expected to make sure they have the right answers to the review questions and that they understand the answers. These workbooks will not be reviewed by the teacher. However, the open book exam questions come from these review questions.

>Graduation Requirements

As a demonstration of basic church worker knowledge and to develop confidence, students are required to do the following:

- Quote John 3:16; Luke 9:23; II Timothy 2:15; II Timothy 3:16; and Matthew 28:19-20, as recorded in either the New International Version or the King James Version of the Bible. Using flash cards, learning the message before the words, and starting with the easiest verses first are recommended.

- Discuss Plan of Salvation, Discipleship, Effective Personal Bible Study, New Testament Giving, and God’s Church. See the appendixes for details on the nature of these discussions.

- Call the evaluator and do the parts of the scriptures and discussions that are easiest for you, and then work towards those parts that are more difficult. Make note of the evaluators’ names and phone numbers _________________________________________________________________ ______________________________________________________________________________

- Perform a teaching exercise (see Appendix).

- Pass the exam with no less than a “B (see Appendix).”

Training Union Curriculum

The major divisions of the Training Union curriculum are core courses and specialty workshops. The core courses are to insure the students have the basic knowledge and confidence to serve as effective church workers. The core courses are Leadership Orientation, Bible and Doctrine Overview, and Church and Her Mission. Bible and Doctrine Overview is a survey of the Bible’s structure and basic messages as well as major ideas in the field of Christian doctrine. Church and Her Mission is a practical discussion about how the church should move from where she is to where she should be, in relation to pursuing her mission. The discussion is among those who have demonstrated some understanding, maturity, and commitment to being an effective church worker. The specialty workshops are Teaching, Managing, and Follow-Up. These workshops train students to be what the course titles suggest – how to teach, manage, and do follow-up work. All graduates are to complete all core courses and one workshop, even though graduates are encouraged to eventually complete all of the workshops.

Review

1. What is the purpose of the Training Union? ________________________________________ ______________________________________________________________________________

2. What are the three purposes of this Church Worker Orientation Course? _________________ __ ________

3. List the three core courses and the three specialty workshops. _ ____ ______________________________________________________________________________

THE SEVEN LAWS OF TEACHING

Church workers have a primary duty of “passing it on.” Whether passing lessons on in teaching, instructions on and carrying them out in managing, or information on in follow-up, we are all passing it on. The “Seven Laws of Teaching” are the product of John Milton Gregory (Seven Laws of Teaching. John Milton Gregory. Grand Rapids, MI: Baker Book House, 1983, 25th printing). It is hoped that the summary notes that follow will contribute to a working knowledge and some initial skills and confidence building. The process of teaching, transferring of experience, can be controlled, if one would learn the laws and control the conditions. Just like the process of cooking has law and conditions, so does teaching. If we abide by the laws to be discussed with skill and enthusiasm, we too can be great at “passing it on”!

THE LAW OF THE TEACHER “THE TEACHER MUST KNOW THE LESSON”

1. As a teacher, you must know the lesson and be able to connect it to other truths understood by the learner. Real enthusiasm will flow from your understanding the significance of the lesson. Your enthusiasm and knowledge of the lesson’s relevance will contribute to the student’s attention and comprehension.

2. Teachers should do the following: 1) study the lesson a fresh, which includes a study plan and reading; 2) use comparisons; 3) seek familiar language; 4) seek a natural order; and 5) make the lesson applicable for the learner.

3. Teachers should not do the following: 1) fail to prepare because of unprepared student and 2) try to teach what they don’t know.

Review

1. What is the primary duty of a church worker? ______________________________________

2. What is the law of the teacher, and what does it mean? _______________________________ ________________ _______ ______________

3. List two things a teacher should and should not do, in relation to the law of the teacher. ___________________ __ _ ______________________________________________________________________________

THE LAW OF THE LEARNER
“THE LEARNER MUST PAY ATTENTION TO THE LESSON”

1. Attention is the direction of the mind. Three types of attention are passive attention, active attention, and secondary passive attention. Passive attention is when the mind simply responds to the strongest stimulus with no effort of the will (e.g., day dreaming). Active attention is when the mind is forced to focus on a given lesson (i.e., concentrate). Secondary passive attention is when the focus on a lesson is effortless because of its interest to the learner (e.g., watching favorite TV show). The teacher is out to bridge the gap between active and secondary passive attention. Active attention requires too much energy on the part of the student. Problematic teaching is an effective way of engaging secondary passive attention. Problematic teaching is giving a problem to be solved that requires certain knowledge (e.g., discussion, review questions, reports, etc.). The student uses secondary passive attention to learn the knowledge and solve the problem, as opposed to using active attention in just listening to the teacher talk.

2. The mind attends to that which appeals to its senses. Gestures, pictures, volume, and pace are tools used to arrest ones attention. Relating a lesson to ones past or future is an appeal to ones sense of self or self-interest.

3. The young tend to have shorter attention spans and focus on concretes. The older tend to have longer attention spans and focus on abstracts. A concrete may be something like drawing a picture. Where as an abstract is more like a lecture on mercy. The teacher may be interesting enough to hold the learner’s attention, but one should not count on it.

4. Two major hindrances to attention are distractions and apathy. If these are caused by fatigue or illness, it will be rather difficult to compensate for such.

5. Teachers should do the following: 1) teach only with attention; 2) pause and regain attention when lost; 3) adapt the length of the lesson to the learner; 4) arouse attention by variety; 5) keep the highest level of interest; 6) present interesting illustrations; 7) seek and destroy distractions; 8) prepare thought provoking questions; and 9) use eyes and hands.

6. Teachers should not do the following: 1) over work the learner’s attention span and 2) fail to give deliberate effort to stimulating the learner’s interest.

Review

1. What is the law of the learner, and what does it mean? ________________________________ ______________________________________________________________________________

2. Explain the three types of attention. ______________________________________________ ______________________________________________________________________________

3. What is problematic teaching? ___________________________________________________ ______________________________________________________________________________

4. The mind attends to what appeals to its __.

5. The young tend to have a _____ and focus on _______________.

6. What are two major hindrances to attention? _______________________________________ ______________________________________________________________________________

7. List two things the teacher should do and should not do, in relation to the law of the learner. ____________________________________________________________________________________________________________________________________________________________

THE LAW OF THE LANGUAGE
“THE LANGUAGE USED MUST BE COMMON TO BOTH THE LEARNER AND THE TEACHER”

1. All we have to transfer the experience of our mind to the minds of others is language. Language is a group of symbols used to communicate ideas. The language or symbol must have a common meaning for both teacher and learner, in order to communicate the lesson.

2. Words are vehicles and instruments of thoughts. Learners often misuse words or have negative meaning attached to words; therefore, the teacher must be careful in word selection. Such terms as mess, kids, and old folks may carry unintended meaning to the learner. We would do well to understand that words as tools or instruments can be limiting. If word/tool selection is limited then ability and amount of teaching is limited. When one has no words, one is considered unlearned. You must have tools to be a mechanic and tools that fit the job. As a teacher limited to the learner’s language, you must work to help develop the learner’s language.

3. Language also includes pictures, gestures, and the like. Children lean towards object lessons and concretes.

4. Teachers should do the following: 1) study the student’s language; 2) express the lesson in the learner’s language; 3) be simple and short; 4) if the learner doesn’t understand, try simpler language; 5) use illustrations; 6) introduce words to summarize new ideas; 7) work on developing the learner’s language; and 8) use aids.

5.Teachers should not do the following: 1) misuse language; 2) use language the learner does not understand; and 3) ignore deliberate effort to develop the learner’s language.

Review

1. What is the law of the language, and what does it mean? _ ________ _ ____________________________________________________________________________

2. What is language? ____________________________________________________________

3. Why is it so important to both work within and develop the learner’s language (i.e., two questions)? ____________________________________________________________________ ______________________________________________________________________________

4. List two things teachers should and should not do, in relation to the law of the language. ______________________________________________________________________________ ______________________________________________________________________________

THE LAW OF THE LESSON
“THE LESSON TO BE KNOWN MUST BE BUILT ON WHAT THE LEARNER ALREADY KNOWS”

1. The lesson is the truth to be known, the problem to be solved, or the process to be mastered. If the old lesson is weak, all that is built on it is subject to fall. For example, if the Bible is not known as authoritative truth then all from the Bible becomes advisory. We build new lessons on old lessons.

2. Explaining is relating to a new or given idea with old or familiar language. Knowing is when you can explain. It is difficult to explain a new idea, when the learner doesn’t have sufficient old or background knowledge to work with. It is as difficult to teach an advanced lesson on engine repair to a learner with no knowledge of any sort of an engine, as it is to answer a learner’s question, when he asks an advanced question with elementary background.

3. We tend to see things from our own knowledge. Grass is something a football player runs on, a pusher sells, and a child plays on. Often students do not see what you are saying, because they don’t have the same background you have. They have been taught and have grown to confide in another way, which prevents them from accepting your lesson.

4. The following are examples of step-by-step natural progression patterns: past, present, and future; most important, less important, and least important; cause, effect, and cure; and truth, motive, and attainment. The mind seeks a natural path. When there is no natural path, it is difficult to comprehend or place the new lessons in our knowledge.

5. Teachers should do the following: 1) know where the student is and start from there with the new lesson; 2) make the lesson a step-by-step natural progression; 3) use illustrations; 4) encourage clearness by summarizing; 5) urge problem solving (i.e., knowledge is a record of solved problems); 6) work with the student’s problems; and 7) remember a few well learned lessons are better than many half learned lessons.

6. Teachers should not do the following: 1) leave facts and definitions unclear and 2) have lessons that are too long.

Review

1. What is the law of the lesson, and what does it mean? ________________________________

2. Define explaining and knowing. _________________________________________________ ______________________________________________________________________________

3. List two things a teacher should do and should not do, in relation to the law of the lesson. ______________________________________________________________________________ ______________________________________________________________________________

THE LAW OF THE TEACHING PROCESS
“TEACHING IS USING THE LEARNER’S MIND TO GRASP THE LESSON”

1. Since teaching is transferring experience, it is key that the learner rethinks the lesson, in order for teaching to be effective. Thinking involves recognizing a problem, investigating the possible solutions, and choosing the best option. Rethinking, therefore, is recognizing when the previous problem is presented again and being able to defend the given solution.

2. The teacher is most effective as a promoter and a facilitator of “discovery.” Teach the student how to discover the truth. Teaching cannot be forced. The mind is activated by stimuli.

3. Two major reasons for learning are to find cultural value and to problem solve. The teacher must tie into why should the student want to know “this” lesson.

4. Questions are discovery tools. When students ask questions, it often suggests a motivation to learn. As a teacher, make sure you answer the student’s questions and don’t simply entertain with your chatter.

5. Teachers should do the following: 1) adapt the lesson to the student; 2) excite interest in the lesson; 3) let the student answer your questions; 4) let the student discover; and 5) understand the extent of the learner’s knowledge.

6. Teachers should not do the following: 1) try to force learning; 2) mistake memorizing for learning; and 3) hurry the student (i.e., it leads to superficial knowledge).

Review

1. What is the law of the teaching process, and what does it mean? _____ _____________________________________________________________________________

2. The teacher is most effective as a __________ and ___________________ of discovery.

3. What are two major reasons for learning? __________________________________________ _____________________________________________________________________________

4. What is an indicator that a student may be ready to learn? ___________________

5. List two things a teacher should do and should not do, in relation to the law of the teaching process. __ _____________________________________ ______________________________________________________________________________

THE LAW OF THE LEARNING PROCESS
“LEARNING IS UNDERSTANDING A NEW LESSON”

1. The student must rethink the lesson. Memorizing is not necessarily learning/understanding. Lessons are learned at various levels. There is memorizing, paraphrasing, defending, application, and usage. Education is more studying than teaching.

2. Teachers should do the following: 1) help students understand homework; 2) warn students of difficult areas in given lessons; 3) develop investigators; and 4) develop lovers of knowledge.

3. Teachers should not do the following: 1) hurry; 2) fail to give application; 3) fail to promote original thinking; and 4) confuse appreciation of entertainment with comprehension.

Review

1. What is the law of the learning process, and what does it mean? ________________________ ______________________________________________________________________________

2. List five levels of learning? _____________________________________________ ____ ______________________________________________________________________________ ______________________________________________________________________________

3. List two things teachers should do and should not do, in relation to the law of the learning process. _______________________________________________________________________ ______________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________

THE LAW OF REVIEW AND APPLICATION
“TEACHING IS DONE WHEN THE LEARNER SHOWS HE HAS LEARNED”

1. Reviewing and applying seeks to perfect, confirm, and render knowledge ready and useful. Reviews range from repetition to restudying and ought to always add to the knowledge of the student. Test, homework, and exercises are tools of review.

2. Teachers should do the following: 1) always review; 2) use 1/3 of the period for review; 3) use new questions for old lessons; and 4) insure the final review is comprehensive and masterful.

3. Teachers should not do the following: 1) simply use repetition and 2) review only at the end of the semester.

Review

1. What is the law of review and application, and what does it mean? ______________________ ______________________________________________________________________________

2. List three tools of review. ______________________________________________________

3. List two things teachers should and should not do, in relation to the law of review and application. ____________________________________________________________________ ______________________________________________________________________________

CONCLUSION

You now have a foundational knowledge to be an effective church worker. You have demonstrated the ability to articulate some basic Christian concepts. You have a working knowledge of “passing it on”! Now what will you do with it? Matthew 25:14-30 makes a convincing argument that we ought to use it for God’s glory.

APPENDIXES

PLAN OF SALVATION


It is God’s desire for His people to be right with Him, which requires people being saved from the penalty of their sin (i.e., Hell). These following four statements help us explain the plan of salvation:

1. God Loves You and Wants to Bless Your Life. (see Jn. 3:16; 10:10; Prov. 14:12; Practical examples of God’s love are life, food, and loved ones.)

2. Your Sins Separates You From the Blessings of God. (see Jn. 3:16; Rom. 3:23; 6:23; poison in the glass illustration)

3. Jesus’ Death Satisfies Your Sin Debt. (see Jn. 3:16; Rom. 5:8; II Cor. 5:21; grocery store illustration)

4. You Must Accept Jesus As Your Personal Savior By Faith. (see Jn. 3:16; Rom. 10:9-13; I Jn. 5:11-13; Believe, instead simply say magic words.)

For those willing to be saved by the power of faith in Jesus’ death payment, they can pray the following prayer, and the work will be finished: “God because I believe in the soul saving ministry of Jesus Christ, please save me from the penalty of my sin. Please help me to live right. Thank You, in Jesus’ name. Amen.”

DISCIPLESHIP

God wants saved people to be disciples - followers of Christ. The following four statements help explain Christian discipleship:

1. Discipleship Includes a Decision to Follow Jesus Christ. (see Lk. 9:23; Mt. 6:33; Heb. 12:6; God will bless, if you do, and punish, if you don’t, in addition to thankfulness.)

2. Discipleship Includes Denial of Self. (see Lk. 9:23-26; Tit. 2:12; Pro. 14:12; Tell yourself “no,” when your ways are contrary to God’s ways.)

3. Discipleship Includes Daily Dedication. (see Lk. 9:23-26; Mt. 5:10-16; Eph. 6:10-12; ongoing commitment)

4. Discipleship Includes Following Divine Directions. (see Lk. 9:23-26; II Tim. 3:16; Heb. 11:6; Jam. 2:17; II Tim. 2:15; Eph. 2:10; Mal. 3:8-10; Studying, serving, and giving provide a foundation for the rest of God’s directions.)

EFFECTIVE PERSONAL BIBLE STUDY

The following three statements are intended to highlight important features of effective personal Bible study:

1. The Bible is the most reliable means of knowing God and His will for His people’s lives (see II Tim. 3:16).

2. Three helpful study questions to prayerfully (i.e., pre - help me to understand; post – help me to obey) ponder are, “What does the passage say, mean, and mean to me?”

3. Four helpful study tools are the Ryrie Study Bible (i.e., a Bible with a number of resources in it like outlines, articles, and cross references), Living Bible (i.e., a paraphrased version and more up to date language of the Bible), commentary (i.e., book of comments on the Bible), and concordance (i.e., index of scripture).

NEW TESTAMENT GIVING

Tithing is giving 10% of your gross income to the support of God’s work at the church (e.g., if you make $350/wk, you need to pay $35/wk tithes). God wants His people to pay their tithes and give their generous offerings (i.e., what you want to give), because the church yet needs financial support, as it did during the Old Testament (see Mal. 3:8-10; Mt. 5:17-18; I Cor. 16:2; II Cor. 9:6).

Tithing doesn’t save a person. Saved people tithe as an act of discipleship. Every member should strive to be a standing tither and generous offering giver. Please use the envelopes. The Pastor has us to stand, as a way of letting our light of trusting God in giving shine before people (see Mt. 5:13-16); provoking the immature to grow up (see Heb. 10:24-25; II Thess. 3:14-15); and demonstrating obedience to the Pastor (see Heb. 13:17). The envelopes are used for accountability and tax statement purposes.

In regard to fundraising, one should understand that the profiteering in passages like Mark 11:15-17 was condemned. However, a more defendable position than God being anti-fundraising is that God allows peaceful fundraisers; even though, His preference is that disciples would pay their tithes and give generous offerings (see Mk. 10:2-9; I Cor. 3:1-2; 9:22; Rom. 14:13-23).

GOD’S CHURCH

It needs to be clear in the mind of every church worker that the church (i.e., local congregation) is not simply a group of people who got together, purchased a building, and hired a preacher to carryout their agenda of religious activities. The church belongs to God (see Ps. 24:1; Acts 20:28); therefore, she receives her instructions from God. The following should be noted:

1. The mission of God’s church is to evangelize and edify God’s way (see Mt. 28:19-20; Acts 20:28; Mt. 5:13-16; Heb. 11:6; help people get saved, help people grow in the Lord, according to biblical principles).

2. The Pastor is to feed and lead the church (see I Pet. 5:1-4; help people understand and live by the word of God, manage church affairs). The Pastor’s compensation is to grow as the church’s revenue grows (see Num. 18:20-21; I Tim. 5:17-18).

3. The members are to grow in faith and follow Pastoral leadership (see I Pet. 2:2; Heb. 13:17). Grow in faith by studying and obeying God’s word. “Follow Pastoral leadership” means to comply with the Pastor’s instructions, as long as they do not contradict the word of God, trusting God for the results (see Acts 5:29, 38-39; Rom. 13:1-2; 8:28).

4. The officers/cabinet members are to assist the Pastor, as qualified appointed members (see Ex. 18:25-26; Acts 6:1-6). The officers/cabinet members assist the Pastor by following his instructions. Their qualifications are studying, serving, giving, getting along with the people (esp., loving flexibility), and getting along with the Pastor (esp., passion for excellence). They are appointed by the Pastor, with advisement as needed.

5. Christian fellowship calls for every member living by the Word of God and the progressive discipline of those who do not (see I Jn. 1:5-7; I Cor. 5:6-7, 12-13; II Thes. 3:10, 14-15; Mt. 18:15-17). Christian fellowship is a reference to supportive relationships and interactions among Christians. Living by the Word of God includes loving one another and forgiving one another. Progressive discipline means administering appropriate consequences for a person’s behaviors. In this regard, the church has a duty to teach, warn, and separate, if necessary, the person who is causing offence.

TEACHING EXERCISE

Purpose: to demonstrate a basic teaching ability

General Instructions:

1. Chose one of the following passages to teach the significance of, in three to five minutes: II Timothy 3:16; John 3:16; Luke 9:23; Matthew 28:19-20.

2. Using the basic outline - Introduction, Body, Review, and Conclusion - please cover the following in your presentation:

Introduction - What are you going to teach?

Body - In a brief statement what is the first major point? What should the student know about that point? How do you know that you are correct? How does this knowledge help the student? (Each major point should have answers to these questions. In three to five minutes, you only have time for two major points.)

Review - Ask the student what were the major points? What should be done in view of the major points? (Be prepared to reinforce unclear points and answer questions.) Conclusion - What did you teach? How was the knowledge helpful to the students?

3. Be ready for criticism from the instructor and students, in regard to your adherence to the Seven Laws of Teaching.

Exam for Leadership Orientation
(Please use extra paper as needed.)

1. What is the purpose of Training Union? ___________________________________________ ______________________________________________________________________________

2. What are the three goals of this course (i.e., Leadership Orientation)? ____________________ ______________________________________________________________________________ ______________________________________________________________________________

3. What are the three core courses and three specialty workshops? ________________________ ______________________________________________________________________________ ______________________________________________________________________________

4. What are the seven laws of teaching? _____________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

5. What does each of the seven laws mean? __________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

6. Give two dos and two don’ts for each of the laws. ___________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________