How Kids Learn

One of the first classes you take in any teacher education program is the history of education. It recaps the last hundred years of the state of education and how it has “evolved” to the current system that most public schools embrace today. This modern methodology includes a division of children based on age, not ability or learning styles.
It is closely modeled after a manufacturing paradigm which came from the modern industrial age.
Although many schools and teachers have tried to infuse individual learning styles into their classes and lessons, the common ground of teaching children together as a group, teaching to a middle ability, teaching a broad range of disconnected elements remains a constant.
There are aspects of this system that work; there are parts that fail.
For example, there are children who learn well in groups, they are of average ability and talent, and they think abstractly.
But most kids fall out of that mold and into a world that needs individual nuances, specialized instruction, connection, and linear thoughts. Therefore, in an industrial model, most kids struggle or are unhappy.
Now take a look at child psychology. A child psychologist will tell you that every child is different. Every child learns in a different way. Every child has different needs. Every child has a different ability. Every child is unique. Every child has potential, and every child can learn. How then does this fit with the industrial model? Said plainly, it does not fit.
So, now that we have our basic information covered, how do kids learn?
There are specific rules you can follow as a teacher to ensure that kids are learning. Here are the basic ones.
1. Small bites are best. I’ve said it before and I’ll say it again: Teach less and teach it well. Don’t overload your students with information. For a typical one hour class you should only be teaching one or two points.
2. Linear is better than abstract. Learning takes place when you can connect the new idea with previous ideas or experiences. For example, if you are trying to teach about the empty tomb then your students must first learn about the death of Jesus. Before that, they have to understand who Jesus was. Consider yourself building a house, brick by brick, little by little your walls are constructed. Teaching in a linear manner, knowing what is first, second, and third is imperative.
3. Adequate reinforcement. The three “R”s of education are repeat, repeat, repeat. This does not mean dull drum recitation, but instead repeating weekly what you taught in the previous weeks (once again making that connection to what your students already know) then teaching and reinforcing the new concept or idea. I used to take dance lessons and my very patient coaches told me that to train my body and mind I would have to repeat the same movement over 60 times to transfer it from my short term memory to my long term storage. I fully agree. Repetition is the mother of education. If you want your students to remember a concept, then expect to repeat and reinforce the idea for weeks, months, or even years. Of course this can be a creative process, not a boring, tedious spectacle, but keep it at the forefront of your planning.
4. Never move on without checking for understanding. In education we call this point “assessment.” It is a fancy word that means that you need to make sure that your students have an understanding of a concept before adding to it. For example, if you want to teach your students that Jesus died on the cross for their sins, then you first have to decide if they understand the concept of sins, sinning, and how it separates us from God. That is the reason Jesus had to die on the cross, to bear our sins. So, check for understanding before you begin, to make sure your students are with you, then check that they understand the new concept. These “pre and post assessments” are easy, can be done with a simple question or a discussion, reminders, or activities. The hazard is that you will teach them something they cannot grasp because they didn’t understand the previous concept. Think about teaching like it is putting together a puzzle. You know what you want the final picture to look like, but it will take many separate pieces put together to get there. You can pick whatever piece you want to start with, you can do them in whatever order you want, but make sure they are all connected and your students understand how they relate to one another.
5. Set realistic goals. Like your puzzle, make sure you know what the end result will look like. At the beginning of every year, every quarter, or unit, map out exactly what you want to teach in a simple list. Your big goal should be on top, little weekly goals adding to your big end goal. Be realistic about your goals being mindful of the ages and abilities of your students. For example, let’s say you want to teach your students about the Trinity. That is a big subject, but at the end of six weeks you want them to understand what the Trinity is; that’s your big goal. Map it out: week one, teach about the nature of God. Week two, teach about Jesus being God and man. Week three, teach about the Holy Spirit being that part of God that guides our worldly life. Week four, teach how they are connected. Week five teach how God planned it this way. Week six recap 1-5. This subject is obviously appropriate for older kids, not preschoolers. It is a difficult concept to grasp and understand. There are many different ways you could teach this concept, many different activities to make it fun and creative. There is no right or wrong way to teach anything, as long as you know the kids are learning. Setting goals will keep you focused on the learning and pace your program appropriately.
6. Make personal connections. No child will learn anything if it is not connected to who they are. Furthermore, children learn best if they feel a personal connection to their teacher. Both of these connections should be your goal when teaching. Tell your students how the concept relates to their lives. Let the children know that you enjoy being with them. Spend quality time talking to and learning about your students. Connect with their parents on more than a superficial level.
7. Learning by doing, not by listening. Perhaps the most important factor in the learning process is the input procedure: how did the student receive the information. Studies prove that students learn least by listening and most by doing. Whenever possible, teach your students by having them work through a “hands on” fun activity. This takes considerable time, preparation, and thought, but it’s worth it. The good news is that there are many, many books written on creative activities that you can draw from. If you don’t consider yourself a particularly creative person, then borrow from the library or hunt on Amazon to find texts that will guide the creative juices of your classroom. There are so many ways to teach one concept. Think about what you enjoy doing. Consider your own talents and passions. Take advantage of the talents in your church. Whatever you do, don’t lecture to you students and expect them to listen, absorb, then live out your message. Their brains simply aren’t wired that way.
Particularly interesting, and on this same subject, is that all children learn in different ways. Some children learn best through music and dance. Others enjoy games and puzzles. Others thrive on art and crafts. You can find information on these different kinds of learners by exploring “learning styles” on the internet. You will find ideas for reaching all of your students according to their own abilities if you simply search for answers.
Before you plan any lesson, think to yourself, what is the best way to teach this? What is the most creative way to teach this? What will my students remember about this? There is no one way to teach anything. When a teacher gets creative, the learning really begins.
These seven primary concepts on learning should propel your weekly lessons. No teacher is ever perfect; no class is ever perfect, but keeping these principles in mind will make you a powerful and effective educator for Christ.