Teaching to Change Lives Response

Melissa L. Morgan

Foreword and Introduction

Having read several books by Hendricks as well as viewed many of his videos, I expected to find Hendricks' book, Teaching to Change Lives, interesting and informative. I wasn't disappointed; I also enjoyed reading Wilkinson's Foreword.

The Introduction was an excellent illustration of how to use personal experience to introduce a topic. I appreciate how Hendricks models that technique, which I hope to implement often in my own teaching for children and adolescents.

Hendricks says that his “interest in teaching is much more than professional. It's also intensely personal—and, in fact, a passion—because the only reason I have a ministry today is that God brought along my path a committed teacher.”

As Hendricks states, the seven laws in this book, boiled down, “call for a passion to communicate.” I pray that God will use me as a committed teacher, a more skilled communicator, and as an influencer to the next generation.

Chapter One: “The Law of the Teacher”

As a teacher, I agree with Hendricks that I have not yet “arrived.” I expect to continue learning and improving as long as the Lord has me on this earth, and I am constantly looking for ways to improve my teaching skills.

I loved the stories that Hendricks shared about the “older” folks who were still learning and teaching. I was especially moved by the eighty-six year old who had “written out her goals for the next ten years” just before she died!

Hendricks offers a suggestion on a consistent reading and study program, saying that “leaders are readers, and readers are leaders.” I haven't had as much time for personal reading due to my busy last semester at GBS, but I won't stop learning, reading and studying after I graduate! I hope to take a state of Ohio course to obtain state teacher's certification, and I am also working on getting to know my students better.

Chapter Two: The Law of Education

The Law of Education is that “...the way people learn determines how you teach...what's important is not what you do as a teacher, but what the learners do as a result of what you do.” (Hendricks, p. 39)

I already see myself more as a motivator-coach and my students as the investigators, discovers and doers, as Hendricks describe it. However, this chapter has helped me to be more focused on what my students are doing, and will do, with their learning.

It was interesting to read about Hendricks' perspective on Maslow's four levels of learning. Hendricks wrote that “God moves into our lives by divine design, to periodically disturb our equilibrium. That's how he develops us.”

I've experienced this in my life, and it isn't always pleasant—but it is always effective! This chapter has helped me to be more aware that my students must not always be “comfortable”--in fact, they must feel a little tension in order to become involved in the learning process. However, I also agree that there are times when it is far easier to just tell students something, without waiting for them to “discover it.” It is needlessly frustrating and time wasting to force students to “reinvent the wheel.”

Chapter Three: The Law of Activity

Maximum learning is always the result of maximum involvement,” is Hendricks' “Law of Activity.” I appreciated how Hendricks improved the three statements about purposeful activity. He said that “Well-guided practice makes perfect...Properly evaluated experience is the best teacher...We learn by doing the right things.” (Hendricks, p. 57)

The author also quotes the old proverb: “I hear, and I forget. I see, and I remember. I do, and I understand.” He adds on to it: “ ...when you do, the result is more than understanding; you also change.”

In this chapter, I am reminded that what I know isn't nearly as important as what I do. Active obedience is more important than knowledge.

Chapter Four: The Law of Communication

On reflection, I agree with Hendricks; communication is our number one teaching problem. I read this chapter with great interest, as I definitely wish to establish more commonality with students and parents. How can I find ways to bridge the differences, establish communication, and facilitate greater learning?
Hendricks says that “If I know something thoroughly, feel it deeply, and am doing it consistently, I have great potential for being an excellent communicator.” (Hendricks, p. 71)

My words often fail me when I speak, even when I know the content well. So I am somewhat comforted by the reminder that “our words account for only 7 percent of everything we communicate to others.” (Hendricks, p. 76) Yet, I still need to work on improving both my speech and my example, with the help of my Lord Jesus Christ. I need to perfect my preparation and presentation. I'm still learning how to best translate higher order thinking skills to make them accessible to the internet generation, and I am learning to vary the volume of my voice to keep attention when I speak.

Chapter Five: The Law of the Heart

The Law of the Heart is described as “Teaching that impacts is not head to head, but heart to heart.” (Hendricks, p. 85) How can I touch hearts when I teach? I agree that the word “heart” has many connotations today.

The author describes the biblical meaning of heart as “the totality of human personality—one's intellect, one's emotions, one's will...So the process of teaching is that of one total personality transformed by the supernatural grace of God, reaching out to transform other personalities by the same grace.” (Hendricks, p. 85)

I was interested in the Socratic ideas of Ethos (character of the teacher), pathos (compassion, emotions) and logos (content). As I was rereading this part of the book, it came to me how this has been not just neglected but almost lost to modern teaching, especially in public schools. After all, there are no requirements in the federal standards that involve teacher character or compassion. Teachers are allowed to have all kinds of “alternative lifestyles” so long as they are certified by the state to teach, and the content is politically correct. Logos, as the author points out, is the Greek name for Christ in the New Testament. Without Christ, all of our learning is empty and ultimately useless. While I am weak in communicating from the heart, I am strong through Christ who lives in me.

Chapter Six: The Law of Encouragement

Hendricks cites “ownership, curiosity, meeting needs, usefulness, challenge, recognition, and approval,” as successful ways to motivate people. I think the author is correct that “a person's MQ—his Motivation Quotient—is more important than his IQ...Teaching tends to be most effective when the learner is properly motivated.” (Hendricks, p. 100)

We need to be careful that the motivation is not bribery or deceitful. It is true that some have fallen away from Christ because they thought the Christian life is an easy road—ask the martyrs and they will tell us.

Students need to be aware of a need to learn, before they will really pray attention and retain the information. I think that is one reason that it is so much easier for me to take a college course as an older adult. As a younger adult I didn't really feel the need.

This chapter motivates me to look for ways to allow students to take active, creative roles in their learning. It also encourages me to be more excited about what I am teaching, and become a “contagious” model for learning the content.

Chapter Seven: The Law of Readiness

Hendricks states that “The Law of Readiness is this: “The teaching-learning process will be most effective when both student and teacher are adequately prepared...Do not think of the beginning of that class hour as the starting point for building interest in your subject. Instead, move the starting point back...so that by the time you get together, you are continuing to develop momentum. And by the time the class is over, the learners will have found answers to their questions and solutions to their problems and will be motivated to continue studying the passage on their own or with others.” (Hendricks, p. 115,116)

I appreciate the value of assignments in precipitating thinking, providing a foundation, and developing independent study habits. Where I falter is in motivating students to complete them! In homeschool, my own children have been trained from a young age to be independent learners, so I am surprised when other students don't have this training—or you might say, have been trained to be dependent. I hate to be a nag, so I was eager to find a better way.

The solution according to the book is to have students do the assignments in class, and tap student experiences. I think if I do this it is important to keep this brief. Time is so precious, and we have so little of it, but readiness is essential to learning. Also, silence is best addressed by my waiting—which is sometimes hard to do. However, I have noticed that when I remember to wait, usually a student will say something, anything, to break the silence.

Developing note taking skills in students is also challenging, so it was encouraging for me to hear the author say that “most people don't know how to take notes in class—or understand the value of it.” I plan to spend more time on allowing students to see the rewards that come through good notes, as well as making it as easy and fun as possible for them, by providing model note outlines. In my worldview class at Learning Tree educational co-op, I've been providing parents and students with content outlines. I have seen improvement in the student comprehension of the material as a result. I'm also hoping that it is encouraging more student-parent interaction regarding the content, and so far that seems to be successful.

Conclusion and Lesson Plans: Making the Investment

I think that it is true, as the author says, that “God doesn't use principles; he uses people.” This is a concept that God used my mom's journal to reinforce in me. After she passed away in February, I was tasked with sorting through her things. I read in my dear mom's journal to remember that people are most important, with the word people underlined forcefully.

Hendricks states that “The key is not what you do for God but what you allow him to do through you. God wants to use you as his catalyst—and as you let him transform and renew your thinking, you'll be ready for his use.”

Application—Written Prayer

Here is a prayer to God for applying what I have learned and am learning in my development as a teacher:

Lord, thank you for allowing me to model outlining and note taking for my students. Help me to see my teaching content through their eyes, and communicate it more simply and enthusiastically. Help me remember to pause and allow the silence to build up tension until students share their understanding of the material. I pray that God continues to change me into the woman he wants me to be, fill me with his Spirit, and use me as he wills. I commit to teaching truth and loving my students with the love of Christ.

Creative Bible Teaching Bible Lesson

Metaphysics and Doctor Who: What If Doctor Who Got Saved?

Melissa L. Morgan

Reflection: I taught “Doctor Who from a Biblical Worldview at Learning Tree Co-op” on April 16, 2015, and used the following lesson plan. This lesson plan uses the “Hook, Book, Look, Took” format from Creative Bible Teaching, Revised and Expanded by Lawrence O. Richards. I retaught the class in my homeschool and recorded as much of it as possible (without the class discussion and group activity, due to privacy). I uploaded it to https://youtu.be/oHaXip4QUKE.

Objective: Students in high school and above will gain greater understanding that our existence depends on God, absolute truth exists, and Biblical worldview is essentially based on reconciliation between God and man. Students will demonstrate their understanding of the objective by creating a Doctor Who comic: What if Doctor Who Got Saved, using quotations from Descartes, John 1:12 and Acts 3:19.


The class viewed and discussed student media pick, which this week was the movie, Frozen. The students worked together to answer three worldview questions about the movie, and reviewed: Primary biblical worldview source book? The Bible

Class discussion: Which is the Biblical worldview? Well look at how to apply worldview to culture, answering the question: What if Doctor Who got saved?


Use power point slides, with the following information:

Remember: Biblical worldview is essentially based on reconciliation between God and man.

Use the Bible to evaluate worldview questions:

  1. where did we come from? (And why are we here?)

  2. 2) what is wrong with the world?

  3. 3) how can we fix it?”--Got Questions Ministries, http://www.gotquestions.org/Christian-worldview.html

Evidences for the Biblical worldview abound, but we will start with...René Descartes, Father of Philosophy and Analytical Geometry. Carefully read and discuss the following quote, a sentence at a time, defining unfamiliar vocabulary.

Descarte wrote:
“Accordingly, seeing that our senses sometimes deceive us, I was willing to suppose that there existed nothing really such as they presented to us; and because some men err in reasoning, and fall into paralogisms, even on the simplest matters of geometry, I, convinced that I was as open to error as any other, rejected as false all the reasonings I had hitherto taken for demonstrations; and finally, when I considered that the very same thoughts (presentations) which we experience when awake may also be experienced when we are asleep, while there is at that time not one of them true, I supposed that all the objects (presentations) that had ever entered into my mind when awake, had in them no more truth than the illusions of my dreams. But immediately upon this I observed that, whilst I thus wished to think that all was false, it was absolutely necessary that I, who thus thought, should be somewhat; and as I observed that this truth, I think, therefore I am (COGITO ERGO SUM), was so certain and of such evidence that no ground of doubt, however extravagant, could be alleged by the sceptics capable of shaking it, I concluded that I might, without scruple, accept it as the first principle of the philosophy of which I was in search..I concluded that I might take, as a general rule, the principle, that all the things which we very clearly and distinctly conceive are true, only observing, however, that there is some difficulty in rightly determining the objects which we distinctly conceive...”

... But, because I had already very clearly recognized in myself that the intelligent nature is distinct from the corporeal, and as I observed that all composition is an evidence of dependency, and that a state of dependency is manifestly a state of imperfection, I therefore determined that it could not be a perfection in God to be compounded of these two natures and that consequently he was not so compounded; but that if there were any bodies in the world, or even any intelligences, or other natures that were not wholly perfect, their existence depended on his power in such a way that they could not subsist without him for a single moment. (René Descartes. Discourse on the Method of Rightly Conducting One's Reason and of Seeking Truth in the Sciences (Kindle Locations 385-400).

Show Marvel Universe Illuminati,
http://marvel.com/universe/Illuminati. Note: video clips and pictures are for educational purposes; No infringement intended. Discuss: Is Doctor Who Illuminati? Are secret conspiracies everywhere? Doctor Who: Does he represent 50 Years of Humanism?
Discus modern media choices and famous skeptics, and how they relate to modern life:
Socrates: claimed only knowledge he knew nothing with certainty.
Descartes: questioned validity of all knowledge, then concluded,
“I think, therefore I am.” (Meditations on First Philosophy: In which the existence of God and the immortality of the soul are demonstrated, 1641)
Note: "I think" is epistemological (knowledge); "I am" is an ontological (metaphysical--being) concept.
Review Biblical Worldview: Find knowledge both through the scientific method and through ways of knowing outside of the natural senses (the supernatural: God, the Holy Spirit, miracles, the angels, etc.)

Prove Absolute Truth: Our Existence Depends on God

Divide class into two teams, to create a comic to present at a Doctor Who worldview Festival, which is open to the Learning Tree Co-op students, parents and teachers.

Teams will answer the question: What if Doctor Who met Descarte and got saved? (Note: Doctor Who may present a biblical view, but not be saved.)

Team one: How and why Doctor Who meets Descarte: Describe the problem--basic message of the Bible. (Hint: Jekyll and Hyde)
Team two: Doctor Who talks to Descarte; Use at least one actual quote. Doctor Who gets reconciled to God:

a. He repents (Acts 3:19:“Repent, then, and turn to God, so that your sins may be wiped out...”),

b. He receives (John 1:12:”Yet to all who did receive him, to those who believed in his name, he gave the right to become children of God”)

Ten Teachable Bible Lessons from the Children’s Ministry Bible

Melissa L. Morgan


a. Scripture: book, chapter, verses-Gen. 2:7-3:24

b. Title of story—Sin Enters the World, p. 3

c. Period of Bible History--Creation and History of the Early World – 2000 BC *

d. Moral or Subject --forgiveness

e. Possible Methods you could use to teach this story—In all these lessons I would use excerpts for Children's Ministry Bible. In this lesson I would also possibly use a personal story from a sin as a child, such as disobeying my parents. I would also go through the ten commandments, and make an invitation to salvation. This would be an important tie in to work on making memory cards in Hidden in the Heart: A Catechism for Children. Children could make memory cards by writing on index cards. The teacher could also guide students to make their own mini story book of how sin entered the world, using index cards, and illustrate the back of each card. They could use their mini book to teach siblings or younger children about sin. An object lesson might be a piece of fruit that looked nice on the outside, but was rotten on the inside.

f. Summary of at least 3 sentences—This lesson teaches how sin came into the world through the sin of Adam and Eve. Sin deserves punishment. We can receive forgiveness and eternal life through believing on Jesus Christ.

g. Age group being taught—I would use a personal story from elementary age if that was the age of the group. Older students could talk about more “serious” sins.



a. Scripture: book, chapter, verses—Genesis 6:1-9:17

b. Title of story—Noah and the Ark, p. 11

c. Period of Bible History--The Patriarchs, 2000 – 1675 BC

d. Moral or Subject --Doing right

e. Possible Methods you could use to teach this story—I could play clips from the Beginner's Bible—Noah's Ark, https://www.youtube.com/watch?v=Ni1Y_ZHG-es. Younger students could draw pictures of rainbows, and write “Do right” on the page. (Teacher could write it on the page and student could trace it, if they are not writing yet.) I could take the students to the Creation Museum in Cincinnati; they are building a model Ark! Students need to see the actual size—and all those fake little toy arks should not be used, in my opinion.

f. Summary of at least 3 sentences—God destroyed the world due to wickedness. Noah walked with God. God saved Noah and his family from the flood.

g. Age group being taught—elementary ages through adult



a. Scripture: book, chapter, verses—Ex.3:1-4:18

b. Title of story—The Call of Moses, p. 74

c. Period of Bible History--The Twelve tribes in Egypt / The Sinai Covenant, 1675 – 1275 BC

d. Moral or Subject --God's help

e. Possible Methods you could use to teach this story—Start with a personal story of how God helped me, then lead discussion of how God helps us do His will even when it is difficult. Play video clip of the call of Moses in Greatest Heroes and Legends of the Bible: The Story of Moses (http://www.amazon.com/Greatest-Heroes-Legends-Bible-Story/dp/B00008DDGF/ref=sr_1_fkmr2_1?ie=UTF8&qid=1429359060&sr=8-1-fkmr2&keywords=call+of+Moses+in+the+DVD+Children%27s+Bible )

f. Summary of at least 3 sentences—God told Moses His plan to lead the people out of Egypt. God promised He would go with Moses, but Moses was afraid to speak. God provides the power to do His will.

g. Age group being taught--elementary



a. Scripture: book, chapter, verses—Ex. 11:1-12:42

b. Title of story—The Passover, p. 83

c. Period of Bible History--The Twelve tribes in Egypt / The Sinai Covenant, 1675 – 1275 BC

d. Moral or Subject --salvation

e. Possible Methods you could use to teach this story—I might use a smoke detector or fire alarm as an illustration of how to be rescued in an emergency by the fire department, to illustrate how following instructions can save you. I would have the students read (round robin fashion) the passage together. I could use a fill in the blank handout for the students to work on together in groups to show their understanding. I could also have the students create a Seder meal. Middle to high school ages could watch this interesting video, https://www.youtube.com/watch?v=XhWcNdyRA7c. The video joins the Passover in the Old Testament to the Gospel.

f. Summary of at least 3 sentences—Through Moses, God gave the people instructions on how to be safe from the plague of the death of the first born child. The Passover illustrates how believing on the Lord Jesus saves us from sin through the blood of His sacrifice. I would also show a clip from Buck Denver's What's in the Bible Volume 2 Church Edition. (Buck Denver was also creator of Veggie Tales.)

g. Age group being taught—late elementary, middle to high school



a. Scripture: book, chapter, verses—Esther 1:10-10:3

b. Title of story—Esther Saves Her People, p. 591

c. Period of Bible History--The Remnant of Judah Returns / The Conquest of the Greeks, 538 – 323 BC

d. Moral or Subject --God provides

e. Possible Methods you could use to teach this story—I would use the introduction suggested in the Children's Ministry Resource Bible, and use a picture puzzle to illustrate how to make a beautiful picture from the loose pieces. I could play Buck Denver Asks: What's in the Bible? Volume Seven - Exile and Return!Volume 7: Exile and Return! - story of Queen Esther saving the Israelites. I would also have the children sing along with Buck Denver's Sing Through the Bible, http://www.amazon.com/Denver-Friends-Present-Through-Bible/dp/B00KD5M0K0/ref=pd_sim_mov_3?ie=UTF8&refRID=10M7ST1NJ755RQ990HVV .

f. Summary of at least 3 sentences—Sometimes circumstances look hopeless, like when Esther decided to go before the king to plead for the Jews. Esther believed God and obeyed, after fasting, and went before the King, even though it could mean her death. God provides help and providence in times of need, as we obey His will.

g. Age group being taught—elementary, ages 6-12.



a. Scripture: book, chapter, verses—Matthew 1:18-2:23

b. Title of story—The Conception and Birth of Jesus, p. 1189

c. Period of Bible History--Jesus the Messiah, 28 BC – AD 30

d. Moral or Subject --Salvation

e. Possible Methods you could use to teach this story—I would read the passage as students use LEGO bricks) to illustrate Bible lessons, as I have a huge collection of my son's abandoned LEGOs. (He is an adult, but left the LEGOs for the benefit of his younger siblings and their friends.) Just about any LEGO “dude” could be Jesus, as we don't have any photographs, but I would probably just let a kid pick the one which looks best to them. (Stay away from a book called, The LEGO Bible, as it was apparently written by an atheist. I would simply use regular LEGOs.)

f. Summary of at least 3 sentences—This is an old story to most Americans, so it needs a little bit different approach to make older students look deeper at the message. I would incorporate scriptures from the Old Testament of the coming Messiah into a student led skit, written and performed by students for younger students. The students would act out the Old Testament prophesies, and then demonstrate how they were fulfilled in Christ's conception and birth. Our Savior came as God promised!

g. Age group being taught—older elementary or teens performing for younger students.



a. Scripture: book, chapter, verses—Matthew 13:22-33

b. Title of story—Peter Walks on the Water, p. 1213

c. Period of Bible History--Jesus the Messiah, 28 BC – AD 30

d. Moral or Subject --Trust in Jesus!

e. Possible Methods you could use to teach this story—Students could read the passage round robin. I would have older students perform a skit for younger students, and I would also lead in to a discussion of how God has saved me.

f. Summary of at least 3 sentences—The disciples were in a boat to go across the Sea of Galilee when a violent, sudden storm hit them. They saw Jesus walking on the water and were afraid, but Peter wanted to join Jesus. Jesus started walking on water but took his eyes off Jesus and began to sink. He was in trouble, but called out to Jesus, trusting Him to save—and He did!

g. Age group being taught—older elementary through high school (older students guided to teach younger students)



a. Scripture: book, chapter, verses—Mark 4: 35-41

b. Title of story—Jesus Calms the Storm, p. 1247

c. Period of Bible History--Jesus the Messiah, 28 BC – AD 30

d. Moral or Subject --Jesus helps when we're afraid

e. Possible Methods you could use to teach this story—I would ask the students if they have ever been afraid, and allow a few minutes for students to share. I would read the passage aloud. I would assess student learning by letting them take turns acting out the story with LEGO bricks. (My family still has LEGO boat sets, but if you don't have LEGOs, you could use bathtub toys.)

f. Summary of at least 3 sentences—Jesus slept in the back of the boat. A great storm came up, and the disciples woke Jesus up. They were very afraid. Jesus told the storm to “Be still.” Immediately the wind and sea became calm and safe, like a kiddie pool. Jesus could do this, because He is God's son. If we trust in Him as Lord and Savior, He will always be there to help us—even when we are afraid.

g. Age group being taught—preschool (if I used Duplos) or elementary (LEGO bricks)



a. Scripture: book, chapter, verses—Luke 20:1-18

b. Title of story—Jesus Rises from the Dead, p. 1367

c. Period of Bible History--Jesus the Messiah, 28 BC – AD 30

d. Moral or Subject --Salvation

e. Possible Methods you could use to teach this story—I would use the illustrations about losing someone you care about, and allow children to share any stories also. I would use this to explain how sad Mary was when she went to the tomb, and why she cried when she thought someone had stolen the body of Jesus. I would allow some time for children to make a craft of a tomb and stone out of play dough, and illustrate how the stone was rolled away. I would also have the students draw pictures of what the angels may have looked like when they proclaimed that Jesus was risen from the dead. Then I would have the students draw pictures of how Mary looked when she realized that Jesus was alive again!

f. Summary of at least 3 sentences—After Jesus died on the cross, Mary went to the tomb. She wanted to pour spices and perfume on His body. She loved him very much, and felt very sad. Mary found that the heavy stone had been rolled away—a miracle! Mary ran to tell Peter and John. They ran to the tomb and found it empty. Peter and John went back home, but Mary stayed at the tomb, crying. Two angels, dressed in white,where sitting in the tomb, and spoke to Mary. After this, Mary saw Jesus! He was alive! He proved that He is the son of God, by rising from the dead.

g. Age group being taught—early elementary



a. Scripture: book, chapter, verses—Acts 9:1-22

b. Title of story—Saul Becomes a Believer, p. 1391

c. Period of Bible History--The New Covenant Church AD 30 -

d. Moral or Subject--Believe on Jesus!

e. Possible Methods you could use to teach this story—I like the idea in the Children's Minisry Resource Bible, to have an adult dress up like Saul and act out how he persecuted the church. I wold describe Saul's conversion, and have older students who are good readers narrate Saul's conversion in the Scriptures (the adult still acting as Saul). I would make sure that all the children understood the call to repent and believe in Christ, and I would give an invitation to unsaved.

f. Summary of at least 3 sentences—Saul was a Jewish religious ruler who persecuted the church in Jerusalem. On the way to Damascus, he saw a bright light from heaven and heard a voice of the Lord Jesus. Saul believed Jesus, and asked Him “Lord, what do you want me to do?” Jesus told Saul to go to Damascus. Saul obeyed, and God sent Ananias, who, in the power of God, restored Saul's sight. Saul followed and obeyed Jesus, and obeyed the call to preach about Jesus.

g. Age group being taught—older elementary and up.

*Bible periods per Michal Hunt, Agape Bible Study, http://agapebiblestudy.com/charts/biblical%20periods/majorperiods.htm