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The Craft of Christian Teaching: Essentials for Becoming a Very Good Teacher
A strong and vibrant Christian education program lies at the heart of a growing church. No matter what the philosophy or approach to education, no program can flourish without skilled and dedicated teachers. While some such teachers are born, Israel Galindo believes that many others can be made.
The author bases his advice on sound educational theory and on years of experience in Christian education. He is not content to develop merely good teachers. His ideas and principles will help teachers become the best they can possibly be. He addresses such questions
•What is unique about Christian education?
•Are some approaches to Christian teaching more appropriate than others?
•Is there a different way of learning not just information gathering that impacts faith matters?
•What skills does the teacher need to possess for effective instruction in the church?
The author bases his advice on sound educational theory and on years of experience in Christian education. He is not content to develop merely good teachers. His ideas and principles will help teachers become the best they can possibly be. He addresses such questions
•What is unique about Christian education?
•Are some approaches to Christian teaching more appropriate than others?
•Is there a different way of learning not just information gathering that impacts faith matters?
•What skills does the teacher need to possess for effective instruction in the church?
- GenresEducation
180 pages, Paperback
First published August 1, 1998
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17 people want to read
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February 1, 2024
The Craft of Christian Teaching consists of 28 chapters in five parts. In parts one and two, Galindo lays the Foundation and the Framework for Christian teaching. In parts three and four, Galindo elaborates on the role of the teacher and his craft. Part five lays out methods such as small groups, storytelling, critical thinking, creativity, and process learning.
The purpose of this book is to answer five questions regarding Christian teaching.
1. Is Christian teaching essentially different from other forms of teaching?
2. Are some approaches to Christian teaching more appropriate than others?
3. Is there a different way of learning that more effectively impacts matters of faith?
4. What skills in the teaching craft does the Christian teacher need to possess for effective instruction in the church?
5. Which method of teaching is most consistent with an authentic approach to Christian instruction?
It seems obvious that the answers to these questions constitute the author's thesis (which I will present below). However, I consider chapter 13 as the thesis since it responds directly to the subtitle of the book, answering the question: How to become a VERY GOOD teacher.
On Question 1. Christian Teaching is similar to other forms of Education in that it also intentionally helps persons become. But it is different when it redefines context, content, approach, outcome, and methods in distinct **Christian terms**.
- Context: Community of faith (as opposed to schooling or classroom)
- Content: The person of Jesus Christ (as opposed to text or creed)
- Approach: relational (as opposed to purely didactic or instructional)
- Outcome: To be changed by relationship, to become (as opposed to Mastery of content)
- Methodology: legitimate methods are those that are relationship in the faith community, dialogical (as opposed to schooling or laboratory)
- On Question 2 2. Relational as opposed to instructional.
- On Question 3. Effective teaching and learning are what address affection, behavior, mind, and volition.
- On Question 4. Motivate learners, prepare the lesson, ask good questions of a wide variety on a spectrum from simple to complex, maximize learner’s retention, create content, physical and emotional focal points, and teach values.
- On Question 5. Relational ones: experiential, personal, interactive.
Critique of Galindo's thesis:
The author points out what a very good teacher needs to know. However, contrary to expectations the author does not explicate on how to BECOME such a teacher. All Galindo has to say about the process of becoming a good teacher is that it requires dedication and discipline (76). Moreover, the definition of a very good teacher emphasizes the cognition of the teacher. The author states that learning means change/becoming and includes, besides cognition, volition, affection, and behavior. Especially the volition and affection of the teacher are two areas that the author missed to include in chapter 13 which tries to answer the question: HOW TO BECOME a very good teacher. It is ironic that being a very good teacher is about knowing, whereas Galindo's approach to Christian teaching and learning revolves around the emphasis on relationships.
I order to complete Galindo’s approach of a very good teacher one could say, a very good teacher wants what God desires (volition) and loves the people around him in a specific way (Affection). Behavioral and cognitive aspects of being a very good teacher are all over the book.
Another question is what Galindo means by "Christian": Galindo states that what makes Christian teaching different from other approaches is the use of Christian terms to define context, content, etc. It is not clear what he means by Christian terms. He uses Christian language all over the book but quotes more secular theorists than the bible (Scripture only in 133). Is Christian language synonymous with using biblical terms? If so, Galindo's whole approach is rather reductionistic than holistic.
The purpose of this book is to answer five questions regarding Christian teaching.
1. Is Christian teaching essentially different from other forms of teaching?
2. Are some approaches to Christian teaching more appropriate than others?
3. Is there a different way of learning that more effectively impacts matters of faith?
4. What skills in the teaching craft does the Christian teacher need to possess for effective instruction in the church?
5. Which method of teaching is most consistent with an authentic approach to Christian instruction?
It seems obvious that the answers to these questions constitute the author's thesis (which I will present below). However, I consider chapter 13 as the thesis since it responds directly to the subtitle of the book, answering the question: How to become a VERY GOOD teacher.
On Question 1. Christian Teaching is similar to other forms of Education in that it also intentionally helps persons become. But it is different when it redefines context, content, approach, outcome, and methods in distinct **Christian terms**.
- Context: Community of faith (as opposed to schooling or classroom)
- Content: The person of Jesus Christ (as opposed to text or creed)
- Approach: relational (as opposed to purely didactic or instructional)
- Outcome: To be changed by relationship, to become (as opposed to Mastery of content)
- Methodology: legitimate methods are those that are relationship in the faith community, dialogical (as opposed to schooling or laboratory)
- On Question 2 2. Relational as opposed to instructional.
- On Question 3. Effective teaching and learning are what address affection, behavior, mind, and volition.
- On Question 4. Motivate learners, prepare the lesson, ask good questions of a wide variety on a spectrum from simple to complex, maximize learner’s retention, create content, physical and emotional focal points, and teach values.
- On Question 5. Relational ones: experiential, personal, interactive.
Critique of Galindo's thesis:
The author points out what a very good teacher needs to know. However, contrary to expectations the author does not explicate on how to BECOME such a teacher. All Galindo has to say about the process of becoming a good teacher is that it requires dedication and discipline (76). Moreover, the definition of a very good teacher emphasizes the cognition of the teacher. The author states that learning means change/becoming and includes, besides cognition, volition, affection, and behavior. Especially the volition and affection of the teacher are two areas that the author missed to include in chapter 13 which tries to answer the question: HOW TO BECOME a very good teacher. It is ironic that being a very good teacher is about knowing, whereas Galindo's approach to Christian teaching and learning revolves around the emphasis on relationships.
I order to complete Galindo’s approach of a very good teacher one could say, a very good teacher wants what God desires (volition) and loves the people around him in a specific way (Affection). Behavioral and cognitive aspects of being a very good teacher are all over the book.
Another question is what Galindo means by "Christian": Galindo states that what makes Christian teaching different from other approaches is the use of Christian terms to define context, content, etc. It is not clear what he means by Christian terms. He uses Christian language all over the book but quotes more secular theorists than the bible (Scripture only in 133). Is Christian language synonymous with using biblical terms? If so, Galindo's whole approach is rather reductionistic than holistic.
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