What do you think?
Rate this book
Creative Teaching Methods: Be An Effective Christian Teacher by Marlene LeFever
Do you ever wonder why Jeffrey talks all of the time? Or why Toni can't sit still? Or why Alex loves work sheets? Or why Jordan is always trying something new? Each chapter is fun to read, stimulating, and immensely practical. This book is valuable to teachers, and for preachers, too. DAVID R. MAINS DIRECTOR CHAPEL OF THE AIR It's about time. Creative Teaching Methods is not just another book on the theory of creativity (which we don't need). Rather, it is a book on the practice of creativity in the classroom (which we desperately need). This is a book you will use over and over again.Creative Teaching Methods is loaded with practical and usable ideas that will make creative teaching a reality in your classroom. Without hesitation, I would recommend this book to anyone who teaches young people or adults. MIKE YACONELLI PRESIDENT YOUTH SPECIALTIES Marlene LeFever makes the principle of learning through creative participation come alive for Christian education. Creative methods are vividly and invitingly explored for their potential for deepening the spiritual life through new ways of hearing the Word of God and using heretofore untapped personal resources in responding to it. Unique in its assumption that in Christian education creativity is just as essential in work with youth and adults as it is in work with children. D. CAMPBELL WYCKOFF PROFESSOR OF CHRISTIAN EDUCATION EMERITUS PRINCETON THEOLOGICAL SEMINARY Marlene D. LeFever is Manager of Ministry Relations for David C. Cook Church Ministries, holds a master of Christian education and is a frequent speaker at Sunday School conventions, writers' conferences, and professional organizations. Editor of Teacher Touch, a quarterly letter of affirmation for Sunday School teachers, Marlene has authored over ten books, including Creative Teaching Methods (Cook), Creative Hospitality (Tyndale), and Is Your To Do List About To Do You In? (NavPress).
Paperback
First published July 1, 1985
52 people are currently reading
340 people want to read
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 10 of 10 reviews
March 27, 2010
AGREE / DISAGREE
I am rather mixed as to where I agree and where I disagree. This book is a tome of practical ways to involve creativity in the teaching process. Thus, it focuses less on actively convincing the reader as to why one should use creativity in the classroom as it does on passively explaining the benefit through practical examples, anecdotes, and testimonies. My thinking has definitely been challenged regarding the use of creativity in the classroom. I do agree that it should be used and is a helpful teaching tool. I will reserve some of my “disagreement” for the next section.
QUESTION
My thoughts here may not be entirely fair because I’m reading a bit between the lines of this book. The author may not have intended it, but the general impression I came away with is that every class should be full of creative activities. There were a few passing statements that the author made about it being used purposefully, but it gets lost in the sea of examples. I felt like we should be using creativity for creativity sake, and that is obviously not right. As long as we are using creativity purposefully to reinforce our teaching, then this book is a good reference. So, in some sense I question the overall thrust of the book, and the careless reader may come away with the idea of developing lesson plans centered around creativity and not the Scripture. I’m also not sure of the practicality of using some of the creative ideas such as drama, miming, and role-play, for they tend to consume so much time. If it were the right classroom, I can see it being helpful.
WORTHY OF MORE THOUGHT
This book as a whole serves as worthy of more thought for me. I tend to focus heavily on the cognitive aspect of learning, because that’s my preferred method. Since I don’t view myself as an exceptionally creative person, I likewise don’t tend to view others that way, and I know that’s wrong. Although I may not benefit from creative activity in the same ways as other creative folks, I do need to figure out ways to involve creativity in my lessons.
GENERAL COMMENTS
If she were to rewrite the book, I would suggest an opening section arguing the theory of using creativity in lessons plans while making it clear that it is a tool to be used, not the main thrust. Then I would follow it with the examples she gives. I found the book to be extremely wordy and she could have communicated the same things in about half the space. I would also recommend condensing most of the examples into an appendix for easier reference later.
I am rather mixed as to where I agree and where I disagree. This book is a tome of practical ways to involve creativity in the teaching process. Thus, it focuses less on actively convincing the reader as to why one should use creativity in the classroom as it does on passively explaining the benefit through practical examples, anecdotes, and testimonies. My thinking has definitely been challenged regarding the use of creativity in the classroom. I do agree that it should be used and is a helpful teaching tool. I will reserve some of my “disagreement” for the next section.
QUESTION
My thoughts here may not be entirely fair because I’m reading a bit between the lines of this book. The author may not have intended it, but the general impression I came away with is that every class should be full of creative activities. There were a few passing statements that the author made about it being used purposefully, but it gets lost in the sea of examples. I felt like we should be using creativity for creativity sake, and that is obviously not right. As long as we are using creativity purposefully to reinforce our teaching, then this book is a good reference. So, in some sense I question the overall thrust of the book, and the careless reader may come away with the idea of developing lesson plans centered around creativity and not the Scripture. I’m also not sure of the practicality of using some of the creative ideas such as drama, miming, and role-play, for they tend to consume so much time. If it were the right classroom, I can see it being helpful.
WORTHY OF MORE THOUGHT
This book as a whole serves as worthy of more thought for me. I tend to focus heavily on the cognitive aspect of learning, because that’s my preferred method. Since I don’t view myself as an exceptionally creative person, I likewise don’t tend to view others that way, and I know that’s wrong. Although I may not benefit from creative activity in the same ways as other creative folks, I do need to figure out ways to involve creativity in my lessons.
GENERAL COMMENTS
If she were to rewrite the book, I would suggest an opening section arguing the theory of using creativity in lessons plans while making it clear that it is a tool to be used, not the main thrust. Then I would follow it with the examples she gives. I found the book to be extremely wordy and she could have communicated the same things in about half the space. I would also recommend condensing most of the examples into an appendix for easier reference later.
November 27, 2022
The author breaks down the pros and cons of teaching methods such as discussion, lecture, and debate. She also discusses how to choose the most appropriate teaching strategy and execute it effectively. The methods and examples discussed are mostly descriptive of higher-level education, but a teacher of younger students may also benefit from this resource.
Read
August 9, 2011Great ideas for teaching in different contexts, and from a Christian perspective! Great book!
March 11, 2022
Lefever explores how Christian teachers can apply creative teaching methods within their classrooms. I enjoyed reading about what creativity is and how it fits into a church and Christian school setting. Other topics I found interesting include brainstorming strategies, case studies, stories, and class discussions.
4.2/5
“All the forms of creativity are hard work... Teachers need to put in their time developing spiritual discipline, increasing their knowledge of the age level they teach, and growing in their understanding of the teaching process and the rules governing interpersonal relationships.”
“As teachers and leaders, we have to listen to the questions—and the pain beyond the questions that are never asked.”
“An untold tale withers the heart.”
“We can’t tell God where he can or can’t be seen.”
“A novel ought to leave in the reader’s mind a sort of philosophical residue. A view of life has been indirectly propounded that seems new, even surprising. The novelist has not preached. The didactic has no place in good fiction. But he has clarified some aspect of private or public morality that was never so clear before. As novels are about the ways in which human beings behave, they tend to imply a judgment of behavior, which means that the novel is what the symphony or painting or sculpture is not—namely, a form steeped in morality.”
“The mind of man, though fallen and perverted from its wholeness, is nevertheless clothed and ornamented with God’s excellent gifts.”
4.2/5
“All the forms of creativity are hard work... Teachers need to put in their time developing spiritual discipline, increasing their knowledge of the age level they teach, and growing in their understanding of the teaching process and the rules governing interpersonal relationships.”
“As teachers and leaders, we have to listen to the questions—and the pain beyond the questions that are never asked.”
“An untold tale withers the heart.”
“We can’t tell God where he can or can’t be seen.”
“A novel ought to leave in the reader’s mind a sort of philosophical residue. A view of life has been indirectly propounded that seems new, even surprising. The novelist has not preached. The didactic has no place in good fiction. But he has clarified some aspect of private or public morality that was never so clear before. As novels are about the ways in which human beings behave, they tend to imply a judgment of behavior, which means that the novel is what the symphony or painting or sculpture is not—namely, a form steeped in morality.”
“The mind of man, though fallen and perverted from its wholeness, is nevertheless clothed and ornamented with God’s excellent gifts.”
Read
January 2, 2021A lot of creative ideas - as long as you keep in mind hat she is writing for a North American audience, working primarily with teens and young adults.
April 11, 2024
A bit outdated
Nothing in this book is bad, but it is a bit outdated and very long for what it is intending to do.
Nothing in this book is bad, but it is a bit outdated and very long for what it is intending to do.
May 6, 2024
Soooooo many ideas, yet this book isnt really a book on creative methods as much as it is a collection of ideas. I wish the author had gone into more detail on each method.
February 8, 2015
GREAT RESOURCE!
Although this book feels dated, I can't believe how many sweet resources I found for teaching theology at the college level.
Although this book feels dated, I can't believe how many sweet resources I found for teaching theology at the college level.
February 6, 2016
I did not finish this book because it was not helpful.
February 6, 2016
Read for a class. Had some insights, but I felt that it was a bit contrived.
Displaying 1 - 10 of 10 reviews