review of essays, - part 1

Review:
Because of the partly occupied PC systems
by  "policy Kit user" ("Staatstrojaner"),
and the given up server, where my ebook
was published,
it is useful to export some spiritual messages
of the past few years  into a series of articles.
Please forgive me, if there is redundance, or
the chronical or systematical order is  not obvious.
There are just a few interested readers, anyhow,
so they will understand.
In better times, this may be a source of wisdom
and a base of prophetical knowledge, that
could be a testimony for the GLORY of GOD.
==================================
1) DISCUSS WHY THE BIBLE TEACHER´S VIEW OF SCRIPTURE IS IMPORTANT IN HIS OR HER TEACHING MINISTRY. COMMENT ON THE AUTHOR´S EXAMINATION OF TWO PRIMARY VIEWS OF KNOWING GOD AND HOW EACH VIEW AFFECTS THE TEACHER´S MINISTRY.
2) DEFINE INSPIRATION OF SCRIPTURE, AND DISCUSS VERBAL AND NONVERBAL REVELATION AND HOW BOTH WILL INFLUENCE WHAT IS TAUGHT BY THE TEACHER.
3) Define the message and the role of the Bible as the primary tools of the teacher. Be sure to discuss the four words Paul uses in II Timothy 3:16-17 to delineate the role of the Scriptures in equipping believers.

4) Define inductive Bible study method, and explain the five stages that are involved in the process of the study.

5) Briefly explain what the authors mean by “Levels of Learning Transfer” and give principles that will help the teacher creatively transfer learning to the student, as each level is addressed.

6) Define what the author means by a teaching method that is directed toward a certain learning domain (or category). Include an explanation of why a creative learning is more than simply the use of a variety of methods? Choose one method and explain its use in the teaching process.

7) Summarize four teaching principles of „great“ teachers.

8) Discuss the importance of motivation in teaching, and the factors that motivate learning.

9) Compare and contrast teaching the Bible to adults, youth and children.

10) Using the model of study given in chapters 4 and 5, select another passage in the Book of Hebrews or one of the epistles, and conduct your own inductive study of that passage. Be sure to label each of the five steps involved.

11) Table 9a and 9b (pages 110-111) enables the teacher to assess his or her student’s needs. Permission has been received from the publisher for You to photo copy this page in order to complete this study. If you are presently teaching a class, please use this tool to asses your class. If you are not presently teaching, work with the class or group you are currently a part of, and assess their needs.

12) Use the following worksheet to design a lesson using the HBLT structure. You may choose the age of your group, but if you choose an adult group you may also use the findings from your inductive study of a passage of Scripture in your lesson planning.

13) Evaluate the author’s ability to creatively teach concepts found in this book. Choose one principle or help technique that you may not have known before, explain the principle and how you intend to incorporate this principle into your future ministry.
1) DISCUSS WHY THE BIBLE TEACHER´S VIEW OF SCRIPTURE IS IMPORTANT IN HIS OR HER TEACHING MINISTRY. COMMENT ON THE AUTHOR´S EXAMINATION OF TWO PRIMARY VIEWS OF KNOWING GOD AND HOW EACH VIEW AFFECTS THE TEACHER´S MINISTRY.
The textbook author mentions three views of Scripture, that influences the teachers ministry.
There is the conservative view which implicates that it is God’s own revealed and authoritative written word that communicates with the believers. It is God’s message, His truth and His word that has been taught. The liberal view gave a new understanding of the place of the Bible in our relationship with GOD. This had progressive approaches in teaching, Christain nurture and education. GOD acting in our modern world just as he acted in the biblical world, is the main difference, that affects training and ministry. Human values and relationships moved into teaching plans, the goal of Christian Ministry became the enrichment of human life, the process of guiding people to discover the “higher Christian meaning” of their experiences.
The neo-orthodox view looked at the liberal view as “non-Chistian” and developed Christian faith and nurture in Christian revelation. A sovereign GOD, standing outside of history, disclosed himself in a historical Christ. Neo-orthodox view regards Gods word to be contained in the Bible.
The personal experience of religion is estimated and suggested as to be stimulated by the Scriptures.
Knowing GOD, who is unseen (Rom. 1:18-25) appeared to HIS nature (acts 17) of making himself known. His natural revelation (John 1:1-5,14,15) can be seen in JESUS CHRIST who is reflector of GODs glory.(Hebr.1:1-5). This new knowing of GOD in HIS Image (Col. 1:15-20) brings a special revelation with signs and wonders (John 20:30-31).
In conclusion, teaching ministry is affected by the kind of revelation of GOD. It may give information that is otherwise unknown. It can be revealed by the Spirit, communicated biblical content as information and using the language as medium. 284 words.

2) DEFINE INSPIRATION OF SCRIPTURE, AND DISCUSS VERBAL AND NONVERBAL REVELATION AND HOW BOTH WILL INFLUENCE WHAT IS TAUGHT BY THE TEACHER.
The inspiration of the Spirit of GOD is recorded in its own words, God’s special revelation concerning his dealings with human beings. The Bible has both divine quality and a human side to its design. Verbal revelation is given by the testimony of Jesus Christ, being the living Word of God ((John 1:14) The teaching of Scripture regard to be God’s words. In first place, God´s words are given to men, who spoke from God.(2.Peter 1:16-18, 21) God´s voice has been heard directly, reports the Bible , that is inspired by God (2.Tim. 3:16).
Verbal inspiration can vary in genre, like poetry, narrative and historical description. The form of genre does not change the fact of inspiration. The whole bible in inspired. Phrases and figures are used. This may lead the teacher to the point; he uses the same genres and reflects the creative nature of the living God. He then is going to interpret the written style. Historical general accounts e.g. need different interpretation than parables like the Prodigal Son. Even allegorical attitudes need special type teaching.
Nonverbal revelation is giving biblical statements, not limited to information in words. God spoke through events, like plagues, through things, like the tabernacle and furnishings and clothing, and through experiences, like the sacrifice ordained in the law.
The meaning of these nonverbal forms is interpretable only because of other revelations in words.
God is communicating by symbols and acts. This may influence the teacher to present nonverbal communication through verbally comments, using meaningful passages in the Bible. The words of Scripture are essential to comprehend the nonverbal message of the Bible. 269 words.
3) Define the message and the role of the Bible as the primary tools of the teacher. Be sure to discuss the four words Paul uses in II Timothy 3:16-17 to delineate the role of the Scriptures in equipping believers.
The message of the Bible is rooted in history and can be shown as an act of salvation of GOD with his people. His dealing with human beings is structured as a step by step revealed plan, marked in time by significant events, important persons, great ideas and advantages in creation. Like a divine drama, phases of unifying motif to understand the message of the Bible can be provided. The story-line of a three-act play, where Act1 is settled around Rightious Reflection, Act 2 is concerned with Refracted Reflection and Act 3 may be departed into another three scenes. Scene one gives initial Reconciliation, Scene two Daily Reconciliation and Scene Three Ultimate Reconciliation. Using this message as a guideline for universal provision for sin and the possibility for reconciliation of all believers is delivering a primary tool for teachers. The purpose of ministry is that ministers of the word are tools in the hand of GOD (2.Cor.5:17-21). This is scheduled as the “magna charta” for all believers, authoritative, directive and liberation. (Habermass and Issler). So, the items of metamorphosis and ministry, the conception of the messengers and the means of reconciliation focuses on four points, how reconciliation was accomplished.
The role of the bible is to Enlighten, to Expose, and to equippe. This equippement through the sacrifice of Christ is described by Paul (2. Tim. 3:16-17): Teaching, Rebuking, Correcting, Training.
According to this four words, the message and role of the bible is highlighted. First, the Bible presents the message of reconciliation, covering the New Testament as a fulfilment of the Old covenant. Second, it provides the means it provides the means by which the believer can experience daily the reconciled relationship that belongs to the Christian positionality. This tool to experience firsthand the preshaped story of reconciliation both underlines the message and role of the Bible. 307 words.
4) Define inductive Bible study method, and explain the five stages that are involved in the process of the study.

The Basis of Authority in Teaching is given through Scripture (2.Tim.2:15). On this foundation we can go from specific details to a general principle, which is called inductive. The Bible Study Method, basing on the inductive principle, follows a fife-step program. First step in the inductive bible study process is observation. The question: ”What does it say?” is answered. Specific details of the “Then and There” are mentioned. We can specify setting questions like : “Who is the author or speaker?” – “Why is this book written?” - “What was the occasion of the book?”– “What historic events surround this book?” – Where was it written? Who were the original recipients?” And we may identify context questions like: “What literary form is being employed in this passage?” – “What is the overall message of this book, and how does this passage fit into that message?” – “What precedes this passage? What follows?”. This can be departed from structural questions like: Are there any repeated words? Repeated phrases? – Does the author make any comparisons? Draw any contrasts? – Does the author raise any questions? Provide any answers? – Does the author point out any cause and effect relationships? – Is there any progression in this passage? In time? Action? Geography? – Does the passage have a climax? – Does the author use any figures of speech? – Is there a pivotal statement or word? – What linking words are used? What ideas do they link? – What verbs are used to describe action in the passage?
Second step is the interpretation. “What does it mean?” should be answered by discovering details through inductive study. We find this basic interpretative question in the Bible (Acts 8:30). Three rules help to answer that question: The Continuity of the message, the Context of the material and the Customary meaning.
Then the general principle is shaped out. The Generalisation “What is the Big Idea?” is building the bridge Principle. The terms may differ: proposition, central theme, thesis statement, but the concept is the same. Expository Preaching (Haddon W. Robinson) fits the two main ideas, formulating the questions: What is the author talking about? – What is the author saying about what he is talking about?
Following the fourth step of application, answering the question “What difference does it make?” brings deductive application to the “Here and Now”. Interpretation always precedes application. Teachers should answer the question by having a right measure on what is the relevant communication of Scripture. Application focuses on biblical answers on common issues. The bible uses concrete words rather than abstract. The Bible must be applied as God intended. The four-fold use of Scripture to teach, rebuke, correct and train in righteousness are points of application. Questions should be answered like: What was th communication setting? What traits to modern audience? – How can we identify with biblical people in their situation? – What further insights have we aquired about God`s dealings with His People through additional revelation? – When I understand an eternal truth or guiding principle, what specific, practical applications does this have for me and my congregation?
In a fifth range of specific Application, the Implementation step about “What must I change?” is resulting. The transformation of the word with its life-changing truth is recommended ( James 1:22-25). We have to ask ourselves, how we need to change. Do we need to change a viewpoint? Maybe its an attitude or a habit or behaviour that needs correction. Is there any new perspective we should embrace? Can we? The ultimate implication of Bible study for personal life is godliness. 583 words.










5) Briefly explain what the authors mean by “Levels of Learning Transfer” and give principles that will help the teacher creatively transfer learning to the student, as each level is addressed.

“The Levels of Learning Transfer”, mentioned by the authors, means the kind of learning the teacher is aiming for; each level represents a stage of greater transfer from sterile fact to live-changing experience.
In the textbook fife levels are characterized: The Rote Level, The Recognition Level, The Restatement Level, The Relation Level and The Realization Level.
The teacher’s role is changing step by step from Telling to Guiding.
The teaching emphasis follows the main principle of pure FACTS, which is Basic, but insufficient; next step is MEANING, in terms of worldview; and then MEANING in terms of life experience.
The creative Bible Teaching is teaching to constantly raise student’s levels of learning toward realization.
On the rote level the ability to repeat without thought of meaning is trained.
On the recognition level the ability to recognize biblical concepts is brought to consciousness.
On restatement level the ability to express or relate concepts to biblical system of thought is taught.
On relation level the ability to relate Bible truths to life and see appropriate response is guided.
On the realization level the actualizing response is motivated with the ability to apply biblical truths to daily life.
Creative Teaching can be more closely defined as consciously and effectively focusing on activities that raise student’s learning level. There are three main principles to reach this aim:
To change from focus on facts to focus on meaning, to raise from student passivity to student activity and to upgrade the role of a teacher from pure teller to more being a guide.
This can be reached through awaking the students respond, not even to memorize and listen, but merely to come to a stage of active thinking, integrating, discovering, relating and reasoning. These principles follow the steps of Learning Transfer Levels.
296 words.

6) Define what the author means by a teaching method that is directed toward a certain learning domain (or category). Include an explanation of why a creative learning is more than simply the use of a variety of methods? Choose one method and explain its use in the teaching process.

Pragmatism looks at the results of teaching for life change. The focus is laid on the exegetical idea and the pedagogical idea. The exegetical idea is known as the question dealing with the truth that the author of the passage intended the original hearers or readers to understand. Its also known as The Bridge Principle, The Central Idea or The Big Idea.
The pedagogical Idea deals with the truth that the teacher of the class wants the students to understand from the passage.
Reflected on the kinds of learning, we can differ some certain types or categories of learning.
According to Acts 2:37 Prof. Dr. Bloom found, that there are three domains of learning:
1. on the cognitive level, where Thinking and Knowing , which indicates Cognition, takes places in the “head” (similar to acts 2:37: “When the people heard this”..);
2. on the Affective Level, where Values and Attitudes that influence conviction are belonged in the “Heart” (corresponding with acts 2:37 ..”they where cut to the heart..”);
3. on the Behavioural domain, where Actions and Skills show Competence in the “Hands” (according to Acts 2:37 “.. and said to Peter and the other apostles, “Brothers, what shall we do?” ..”). 201 words.


7) Summarize four teaching principles of „great“ teachers.

Great teachers use common practices to take good effort in their aims to teach.
They have credibility. That means, how is the teacher perceived, is he trustworthy?
Does he know what he is talking about, is the information he provides accurate? Theses are elements of reliability of information. His purity of motives is another hint on credibility. Why is he teaching, does it only fulfil his own need or is it in righteousness and honour to the LORD?
The warmth and friendliness of being human, showing humour and brake down ice-walls and taboos. The reputation of a great teacher is given through his testimony and the testimony of others about him. There has to be congruence between inner and outer testimony, he has to live, what he teaches. The teachers expertise, his qualification is strengthen his credibility. And, he must have a passion to teach, as if it is the most important truth, You may ever heard, when he is teaching.
They communicate clearly. Their messages are easy to understand or require no mental processing. The content, the purpose, the examples, the choice of words and the structure and presentation of their teaching are precisely developed. Clarity is a very important principle of great teachers.
They stimulate interest. They hook the learner, so that he pays attention and interest in the subject. He entertains the students to keep listening. Teachers involve the learner, so that he participates to the lecture. The equippement for daily living and practice is significant and relevant. Gods word must be applied.
They teach with style. The choice of vivid words paints pictures in the minds and hearts of students. Purposeful actions, movements and gestures contribute to the interest of students in the learning experience. Eye contact, body language, vocal variety and visual display and good structure of visual aids are even important as note-free delivery of the lecture.
They take the risk of creativity. New principles, methods or styles of teaching takes the risk, that the students maybe are not involved. A sound philosophy of teaching has to be performed, that is more focussed on the students engagement than on the teachers style or information transfer.
They value and respect students. They know that people are created in the image of GOD, and, like raw diamonds, who have to be shaped to fit, GOD is still working on them. A great teacher shows his respect and love for the students. 405 words


8) Discuss the importance of motivation in teaching, and the factors that motivate learning.

We decide between General and specific motivation. General motivation refers to the students overall attitude toward learning. It tends to remain stable over time and different situations. For the teacher its most difficult to alter.
Specific motivation is less stable and refers to a person’s motivation at a given time toward a specific topic or class.
Motivation can come from outside or inside the student. Extrinsic motivation is coming from positive or negative reinforcements to the learner. Intrinsic motivation is coming from inside the student. He may enjoy the subject, have a high level of general motivation, is seeking knowledge for a specific reason or desire to grow personally. Motivation takes place in all three domains of learning (Acts 2:37, resp. chapter 7), in head, heart and hands. But for learning to occur in any of these domains, the individual must exercise his will to learn. There are both personal and structural factors in education that motivate student participation I the learning process.
Personal factors that motivate learning are the Student-Teacher- relationship. The quality of outside-class contacts influences the inner-class-contacts and class-group-life is also important. (Phil. 1 and 1.Thess.2:9). A loving atmosphere and the depth and truth of the teachers real love expressed to his students are high motivation factors. This has to be cultivated, not only involving the outside-class activities, but merely the inner-class situation. Teachers overemphasize of authority, his empowering to settle issues, the right to control, command, and determine can be destructive of students motivation and have to be neglected. The ultimate control in the class must be in Christ and the HOL Spirit has to give direction.
Another motivation factor is the group dynamic, the relationships and atmosphere inside the class. The development according to the New Testament fellowship is important for motivation to learn. The opening up of students minds depends on that spiritual growth (Gal.6:2; Eph. 4:16). And the teachability of students as based on their own will to learn are relevant.
Structural factors of motivation can be overlooked by means of the Bible. The unique community, a unique oneness in Christ and a life that develops through the contribution of all, but is wider through elements built on the structure of lessons, the kind of methods and the way, how material is presented. People learn best when learning is patterned, e.g. by the Hook, Book, Look, Took – pattern. And people learn best, when learning is sequenced, a concept of a series of lessons.
People learn best when learning is encouraged, stimulated and relevant The application of learning is another structural motivation factor for learning.. 431 words.



9) Compare and contrast teaching the Bible to adults, youth and children.
a) Adults: To understand the adult learner its important to list the patterns of adult learning. Their desire for a safe environment, their emotional engagement, challenges and reflective opportunities have been accomplished. They desire to feel like they are being stretched. They want new situations and desire the unexpected, especially if they find it in a learning community.
The strength of adult learner are: they are self-motivated, self-disciplined, have variety of experiences and are relevance-focused. The like independent learning and aer able to bring in insightful contributions. Learning beyond the classroom and their well-functioning in the class are pros in adults education.
Patterns of the HBLT-Concept should lead the teacher to adult teaching strategies, that take care for the special needs of adults and are compared to their strengths. Following this structure, the “Hook” should focus the attention of adults, the “Book” should communicate Bible Content to them, the “Look” should guide insight with adult learners, and the “Took” should encourage their response. Providing adults with these structure, we are to recognize several principles for adult learners. They want to learn, are motivated, are oriented at practical problems. Theay are self-directed, fear failure and adult education must offer diversity.
b) Youth: Understanding how young people learn, must recognize the following strengths:
Youth learn best through experience and from caring role models. Best learning results can be stated, when youth are active in discovering truth and when a variety of methods are used. They learn best when lessons are relevant and needs focused. The HBLT-structure with Youth, must gain attention in relevant topics, humour and emotionally moving skits should be preferred. In the Book-step, Youth may be conducted in large or smaller groups. In the Look section adult team member should lead fife to ten students, the involvement of youth commitment should take the students to practical actions on the message and ideas they heard in the near future. Intended applications like little give-aways and add-ons like WWJD- shawls, buttons, T-shirts and rings with “Key –to-my-heart” are very popular and helpful. The identification factor of corporate identity gives a good feeling to youth students. Methods that work with youth , like art, drama, music, pencil & paper, verbal techniques, visual techniques and personal experience should vary.
A special task should be taken for youth who are in transition. That means, people who are in a period of instability preceded by and followed by a period of stability. Including the willingness to try, fail, learn, and grow, Youth teaching can be done.
c) Children:
In comparison to adults and youth, children need no closely reasoned teaching, they cannot understand. We have to be sure that what we teach is actually what GOD is saying and teaching and learning situations have to be creatively structured. There are several factors for children’s bible teacher to be recognized:
The teaching must be true to God’s word. The teaching should relate to a child’s present needs and experiences. Teaching must make scripture relevant on the child’s own level.
This is because children learn by experiencing and doing. Allow hands-on experiences rather than just talking with them. Children learn by example. Be aware of the behaviours and attitudes you model as a teacher. Children learn by repetition with variation. Provide familiar books and use stories and concepts repeatedly. Children learn through concrete language and experiences, and they think literally and concretely.
Methods for teaching children are storytelling, questions, discussions, projects and creative activities.
The use of the HBLT structure with children follows special strategies, for attention getting must be precise, vivid and directly fascinating. The narrative stories of the bible woven into word pictures will interest and impress children. Main needs like security, physical needs and love should be taught through bible characters. The Look, guiding insight with children has to follow the children’s need to participate actively to apply the scripture to life. The Took-step has to encourage response of children. The teacher should lead the pupils to the brink of own decision making. Learning activities have to help children to have response opportunities.
Teaching children must be seen in the larger context of life- outside the classroom and learning situation.. There for acquaint parents with their responsibility. Keep parents aware of what teachers are teaching. Program leaders and teachers should be made more sensitive to the need for working with the home. Pastors should oversee and harmonize the church-home- relationship. 735 words.


10) Using the model of study given in chapters 4 and 5, select another passage in the Book of Hebrews or one of the epistles, and conduct your own inductive study of that passage. Be sure to label each of the five steps involved.


The 11th chapter in the book of Hebrew is selected. My own inductive Bible study is conducted., of this passage. The fife steps of bible study is labelled. The KING JAMES VERSION is used and the LIBRONIX Digital Bibliotheca, LOGOS Scholar’s Library Gold edition.




A) First step in the inductive bible study process is observation. The question: ”What does it say?”
The main theme and topic is faith. A definition is given. Examples of biblical characters, and what they did by faith, are listed. So the right answer is “what to do through faith” is said.
Which specific details are mentioned? “Then and There” are mentioned. The epistle Paul wrote to a persecuted community, which needed comforting, counselling, strenghening,. We can specify setting questions like : “Who is the author or speaker?” – “Why is this book written?” - “What was the occasion of the book?”– “What historic events surround this book?” – Where was it written? Who were the original recipients?” – The Hebrew letter is a form of epistle, a teaching lecture, addressed to specific people, who have been well-known to the writer. Dated 90 – 100 A.D. he was send to messianic Jews in Hebrew-talking churches. This time was over shaded by persecution. The author is giving trust by mentioning examples of faith heroes, who have been known to the recipients by the Holy Scriptures.
B) Second step is the interpretation. “What does it mean?” Strengthening of faith in times of persecution by good example means entrusting the believers. The given definition of faith is not only an allegory but daily help.
C) Then the general principle is shaped out. The Generalisation “What is the Big Idea?” is building the bridge Principle. Some call the 11th chapter the “Famous Hall of Faith” or “Heroes of faith”.
D) Following the fourth step of application, answering the question “What difference does it make?” brings deductive application to the “Here and Now”.
In our days, heroes of faith sometimes are neglected or have an image of over-charismatic. You may not face any persecution, if You live a life of harmony to the world-like church. But if You experience the flames of supernatural faith, signs and wonders, people of the world and even inside the government-equipped churches call You crazy, chaotic or obscure. If You stand to Your visions, gifts and Theophanous experiences, you may face persecution, as well as the believers in messianic jewish congregations in the 1rst century. So, in this concern, the Hebrew letter gives us teaching, strengthening of faith and comforting for our daily life, as well. The author, Paul, speaks to us in our churches all over the world, today. So the epistles can be taught in all congregations.

E) In a fifth range of specific Application, the Implementation step about “What must I change?” is resulting. On the Rote Level, we just get the information, memorize it and repeat the raw material. On the Recognition Level, we try to understand the meaning of the message. On the Restatement Level, we are going to connect the message with present situations. On the Relation Level , we relate it to our daily life and relationships. The Realization Level. gives opportunities to find new solutions for application in our live changing experiences.
In this case the application of the “best in practice” procedure of the heroes of faith would cause an implementation of new belief in our Christian and non-Christian environment. 569 words.

11) Table 9a and 9b (pages 110-111) enables the teacher to assess his or her student’s needs. Permission has been received from the publisher for You to photo copy this page in order to complete this study. If you are presently teaching a class, please use this tool to asses your class. If you are not presently teaching, work with the class or group you are currently a part of, and assess their needs.

See applied tables.

12) Use the following worksheet to design a lesson using the HBLT structure. You may choose the age of your group, but if you choose an adult group you may also use the findings from your inductive study of a passage of Scripture in your lesson planning.
See applied worksheets.

13) Evaluate the author’s ability to creatively teach concepts found in this book. Choose one principle or help technique that you may not have known before, explain the principle and how you intend to incorporate this principle into your future ministry.

In order to use the evaluation model of Stake, that has been used in the author’s book for Educational Programs and teaching events, the ability to creatively teach the concepts found in the book, we look at the several points of control, which have been mentioned above in chapter 12 on the working sheet for evaluation. The Expected and Actual Learning Antecedents (ELA;ALA), the Expected and Actual Learning Transactions (ELT;ALT) and the Expected and Actual Learning Outcomes (ELO;ALO) have been measured. For teaching creatively following standards have been founded: Teachers of Excellence use a variety of methods with love and understanding for the learners. As far, as I was studying not in a study group, but alone from my home, the ELA was, to make the course in a short time with good effort and to applicate the new principles into direct teaching events. The ALA means to me that I regularly finished the course within 3 month, taught on a family sea-funeral, that all participants loved and liked very much. ALT, as taught in the book could be acquired, using the speech of symbolism in a ceremony, to underline the teaching. The variety of methods, as a application for excellent teaching could have been settled with a adult family group. The lectures, as structured by the textbook, took place in the ELT involving the Teacher(me) and the Learners (my Family) into clan group prayer and commitments. The Hook of ashes spreading ceremony, the Book-step of mini-lecture in Hebrews the Look into our present situations and the encouragement for this life-changing event could be followed according to the learning program and leaded to the expected Transactions. As a result of the ALO, the L/T seem to snap (grasp) the message. The group was able to discuss intelligently the priesthood and the role of the kingdom of GOD on a master degree level, answering the bridge-question of “Supervision- deceive and chance”. The ELO could be stated, that Christian priestly and administrating ministry have been understood. Times of persecution, overcoming of hindering laws and rules leaded to values of encouragement and freedom. The establishment of regular family meetings, the family prayer (The Most Holy ROSARY), the estimation of unwritten and unspoken clan rules could be taken for granted. An affirmation to invite following ceremonial family meetings, like a marriage have been looked forward to.
To evaluate the TLP=f (l,t,c,e) , it is necessary to choose one principle or help technique, that I may not have known before. The HBLT –principle, that appeared to be a main topic or help technique, have been integrated into my ministry of teaching events. The HOOK in a ceremony like a funeral is the dedicated fulfilment of the last will of the deceived person. In this case it has been performed at the seaside of the northern sea shore in the Netherlands. The HOOK involved four out of 5 invited family branch leaders. The BOOK concept started with a little beloved song that was well-known in our family, and that has got a new, special meaning and depth of understanding and spiritual development. The teaching by ceremony, christ-centred following the exegetical concept, leaded to the point, where the Teacher/Learner roles have been changed. The priesthood and the Kingdom of GOD has been shown obviously by all recipients. A discussion started on the topic: “Supervision- deceive and chance” following the line-thesis that death is the ultimate deceive and overcoming death in eternal life with JESUS can be interpreted as our realistic chance to survive. A Supervision, that involves systematically Family Therapy shows new ways of life-changing experiences, if resurrection and eternal life in the heavenly Jerusalem has been postulated. The LOOK-step included brainstorming, goal-getting, personal commitments, prayer and encouragements. Even sad events, like a funeral took the learners according to these principles of the textbook to a vivid experience of strengthening faith and active counselling and comforting, included in the teaching environment. The future Commitment of taking constituting and binding pastoral acts, together with the acceptance of the Most Holy Rosary Prayer as a family-related specific group prayer could be seen as a best-in-practice result of the author’s teaching principle of the HBLT. In so far all feedbacks stated the effort of using this teaching help.
Evaluating the variety of methods that have been given, makes me happy, because it’s an honour, to be part of the excellent teachers A-course. 732 words.




UWE A E ROSENKRANZ, BITZ, 9.3.2009