In the last newsletter (Part 1) we began looking at creating an environment that encourages self-motivation. Today we investigate the first of 4 keys to helping students develop the desire to learn.

Let me start by asking you – What  is the goal? In the end when it is all said-and-done, what do we want our TC students to learn? A bunch of Bible trivia? Or, do we want them to develop an intimate and growing relationship with God? One in which they have developed a passion for learning more and continuing to grow? Is our message – “Learn these 14 group studies and do these contracts successfully and you will be successful – the end.”? I don’t think so. We all know that our relationship with God and life itself is a dynamic living thing that continues to develop – if it is healthy. It does not remain static.

“Leonard Sweet believes the church is moving from a content driven institution to a relationship driven organism,” – which, in my opinion, is the way it all started out with Jesus anyway. A casual reading of the Gospels will reveal that Jesus was relational. He developed close relationships with a small group and taught them intentionally. Who were the first to return and follow Christ after the resurrection? — Those whom He was closest to. Relationship.

A casual reading of the remainder of the New Testament will also reveal the importance of the “body of Christ.” Let me summarize it simply – we were not meant to do this alone – Not any of us. We are a an organism of many parts – each depending on the other to function effectively. A body. A team. Relationship.

Any word stick-out to you so far in the article?

In case you missed it, here it is – Relationship!!! We must be Relational.

Effective teaching has more to do with the quality of relationships and the process of learning than it has to do with content and facts. Relational teaching is not only the relationship between the teacher and the student but it also involves the relationships between the students. Studies show that students who experience “interconnectedness” with the teacher and the other students enjoy learning and learn better.

First between the student and the teacher: Building good report with the students involves respectful attention and warmth, among other things. It obviously must start with us – we are the more mature ones — right?

Then it must also be extended between the students. “The building of learner-to-learner relationships is one of the secrets of an authentic learning environment that encourages intrinsic motivation. Relational ministry devotes substantial time to positive learner-to-learner talk.”* Ask questions that get the students thinking and talking to one another. “Rather than always telling learners what a Bible story means, the relational teacher says, ‘Turn to a partner and tell how this story relates to your life.’ Possession of some of the control in a learning situation contributes to learners’ intrinsic motivation. People are more motivated to learn when they can ‘drive’ part of the way with friends.”*

This model helps to students build friendships and when students make and strengthen friendships in the classroom, they are more excited about class and learning.

“Learner time spent talking and enjoying one another’s company is not wasted time. It’s time invested building an environment for intrinsic motivation.”*

This is the first of four steps to building an environment that encourages self-motivation in learning.

* Taken from The Dirt on Learning by Thom and Joani Schult.