Transformational Leadership Development 217 Communication...

Transformational Leadership Development 217 Communication Skills Portfolio

Equip Biblical Institute 1 © 2010 www.shadowmountain.org/ebi [email protected]

Name _______________________________________ Date __________________ Course Grade ___

Session 1: Expository Preaching and the Big Idea ......................................................................... 9 Session 2: Tools of the Trade ....................................................................................................... 13 Session 3: The Power of Purpose ................................................................................................ 19 Session 4: How to Preach so People Will Listen .......................................................................... 25 Session 5: Paraphrase and Productive Questions ....................................................................... 31 Session 6: Perception Check and Expression of Feelings ........................................................... 35 Session 7: Fogging and Negative Inquiry ..................................................................................... 39 Session 8: Behavior Description and Story Listening ................................................................... 43 Session 9: Story Polarization Listening and Life Commandments ............................................... 47 Session 10: The Linguistic Bridge ................................................................................................ 52 Session 11: Sermons .................................................................................................................... 55 Session 12: Sermons .................................................................................................................... 55 Session 13: Sermons .................................................................................................................... 55 Session 14: Sermons and Group Presentations ........................................................................... 55

Course Description This course focuses on how to effectively communicate the Word of God to people. Topics include sermon preparation process, the use of illustrations, the sermon delivery process, the teaching process, the use of technology in preaching and teaching, and making biblical applications, as well as listening and caring skills in ministry. Students will prepare messages, deliver messages in class, and evaluate messages. Required Textbooks

1. The Holy Bible. A translation based on formal equivalence, such as the New King James Version or the New American Standard Bible is recommended for study.

2. Dr. Haddon W. Robinson. Biblical Preaching: The Development and Delivery of Expository Messages, 2

nd ed. Grand Rapids, MI: Baker,

2001. 9780801022623 http://www.bestwebbuys.com/9780801022623

3. Dr. John Savage. Listening and Caring Skills in Ministry: A Guide for Pastors, Counselors, and Small Group Leaders. Nashville, TN: Abingdon, 1996. 9780687017164 http://www.bestwebbuys.com/9780687017164

Recommended Resources 4. Dr. Haddon W. Robinson. Biblical Sermons: How Twelve Preachers Apply

the Principles of Biblical Preaching. Grand Rapids, MI: Baker, 1997. 9780801090448

5. Dr. Haddon W. Robinson and Torrey W. Robinson. It's All in How You Tell It: Preaching First-Person Expository Messages. Grand Rapids, MI: Baker, 2003. 0801091500

Books may be ordered through a local bookstore or on the Internet. To receive the MS Word version of the portfolio email the professor.

http://www.bestwebbuys.com/9780801022623

http://www.bestwebbuys.com/9780687017164



Student Requirements

First, successfully complete the quizzes in the Portfolio before class. This will assist student-leaders in focusing on core information and developing the time-on-task study skills and writing skills essential to effective learning and long-term memory. Second, maintain the journal in the Portfolio. (1) What is God teaching you in this session? (2) How are you going to apply these concepts to your life, family, and ministry? (3) How can your church apply these concepts to making disciples and developing leaders? This will assist student-leaders in developing reflection, application, and decision-making skills essential to spiritual growth. Third, each session discuss the quizzes and journal in the Portfolio. (1) What are we as a group learning about the Bible and transformational leadership in this course? (2) How can we as leaders apply these concepts to our lives, families, and ministries? (3) How can our churches apply these concepts to making disciples and developing leaders? This will assist student-leaders in developing the relational, speaking, and creative/critical thinking skills essential to effective teaching and servant-leadership. Fourth, contribute to a group presentation on one of the chapters in Listening and Caring Skills in Ministry. This group project can be a PowerPoint presentation, dramatic skit, role-play, set of illustrated charts or drawings. Group presentations will be given on week 13. This will assist student-leaders in developing the creative/critical thinking and teamwork skills essential to effective teaching and servant-leadership. Fifth, create four new sermons or messages from the Bible. These messages can be supported by a chart, an outline, a painting, a scroll, a collage, a booklet, or a PowerPoint presentation. This will assist student-leaders in developing their learning and teaching style skills essential to effective Christian communication, teaching, and preaching.

Welcome to communication and listening skills!

Your mentors in this course are Dr. Haddon Robinson and Dr. John Savage.



Accelerated Transformational Adult Learning Our mission is to bring glory to God by assisting local churches to equip believers of various cultures and languages to live and minister biblically based on the inerrant Word of God. This equipping includes building biblical knowledge, Christian character, and ministry skills through church-based training centers. The course objective is to take student-leaders from where they are and move them to where they need to be. Students will learn how (1) to read with their brains, (2) to remember what they have read, (3) to sharpen their thoughts through journaling, (4) to speak effectively before others, (5) to work as learning teams of leaders, and (5) to biblically apply what they are learning to life, family, and ministry. Adults learn in multiple ways and so this course incorporates multiple learning styles. According to the Cone of Learning, writing, discussing, and applying are more effective learning strategies than the passive lecture used in many schools. The portfolio is foundational to learning because students remember more of what they write, discuss, and apply. The portfolios are designed to guide students in training themselves in how to read with their brains, how to summarize information, how to write and speak effectively, how to reflect and apply what they are learning, and how to work in groups. The purpose of the quiz is to train your mind to actively reflect, analyze, and summarize key concepts which will then be synthesized and applied in journal reflection and group discussion. Learners remember more of what they actively discuss and apply than what they passively read and listen to. This is a key component of accelerated adult learning. Each student must do his part of the assignment so that the entire group can advance. The purpose of the journal reflections is to guide/mentor you in discovering that genuine learning is about life change and developing Christian character. Thinking about what you are learning and discussing how to apply it with others has a way of making learning practical and meaningful and transformative. Reflection on Christian virtues (purity, integrity, honesty, self-control, charity, generosity, diligence, persistence, patience, kindness, compassion, courage, and humility) is a key component of character development. The purpose of the group activity and presentations is to train you in how to display your thinking in charts, graphs, illustration, and drawings.. Displaying your thinking brings ideas to life in a special way and engages the whole group in the creative thinking process. Students learn better together. Over 80% of adults are visual learners. This is a key component to creativity, collaboration, cooperation, and team leadership—as well as in teaching the Bible. .. The purpose of the final exam is an opportunity to put your thoughts together so that you can act on them and experience life change. The final exam provides multiple exposures to key concepts. Writing clarifies and sharpens your thoughts. The final exam is where students collect the ideas of mentors in order to fully develop and utilize them. By reviewing the final exams on an annual basis you will be able to harvest and retrieve what you have learned when you need it (otherwise you will lose it). Evaluated writing is a key component of learning, communicating, and leading. The purpose of the group presentations is for students to learn to work together. Students benefit from group interaction as they communicate, cooperate, and collaborate. The public speaking component of this assignment along with formative feedback helps students gain experience and confidence. Students learn best in professional learning communities. The purpose of the sermon or individual project is for students to improve by using their preferred learning strengths and creativity. Students benefit from using the unique God-given personality, gifts, and abilities as they teach and train others. The public speaking component of this assignment along with formative feedback helps students gain experience and confidence in teaching and preaching. The purpose of the booklet or term paper is for students to enhance their writing skills. Students multiply their ministry as they communicate what they are learning to family, friends, and those they minister to in written form. Writing helps clarify ideas. Students benefit from the opportunity to both write and speak in formal settings. The public speaking component of this assignment along with formative feedback helps students gain experience, confidence, and vital ministry skills.



Introduction

Communication Principles

People do not care how much you know until they know how much you care.

External Links 1. Apologetics http://www.4truth.net 2. Baptist Theology http://www.baptisttheology.org 3. Bible http://www.bible.org/series.asp?series_id=76 4. Bible Land Photos http://bibleplaces.com/ 5. Bible Study Notes by Dr. Thomas Constable of DTS http://www.soniclight.com/constable/notes.htm 6. Bible Study Resources www.bible.org 7. Biola http://www.go2rhcc.com/resources/OTHist/homepage.html 8. Blue Letter Bible Timeline http://www.blueletterbible.org/study/parallel/timeline/index.html 9. Blue Letter Bible Study Tools/Charts http://www.blueletterbible.org/study/ 10. Books of the Bible Daniel Akin – SEBTS http://www.sebts.edu/president/ 11. Christian Classics Ethereal Library ―World Wide Study Bible‖ http://www.ccel.org/wwsb/ 12. Crosswalk.com Bible study tools http://www.biblestudytools.net/ 13. E-sword.net Bible study tools http://www.e-sword.net/ 14. Larkin’s Bible Charts http://members.citynet.net/morton/charts.htm 15. Names of God http://www.abu.nb.ca/ecm/topics/theme2.htm 16. Online Bible links http://www.onlinebible.net/links.html 17. Willmington’s Bible Study Library (Theology and Bible Book Summaries) http://www.churchplantingvillage.net/site/c.iiJTKZPEJpH/b.784509/k.67FF/Wilmingtons_Bible_Study_Library_1__2.htm

http://www.4truth.net/

http://www.baptisttheology.org/

http://www.bible.org/series.asp?series_id=76

http://bibleplaces.com/

http://www.soniclight.com/constable/notes.htm

http://www.bible.org/

http://www.go2rhcc.com/resources/OTHist/homepage.html

http://www.blueletterbible.org/study/parallel/timeline/index.html

http://www.blueletterbible.org/study/

http://www.sebts.edu/president/

http://www.ccel.org/wwsb/

http://www.biblestudytools.net/

http://www.e-sword.net/

http://members.citynet.net/morton/charts.htm

http://www.abu.nb.ca/ecm/topics/theme2.htm

http://www.onlinebible.net/links.html

http://www.churchplantingvillage.net/site/c.iiJTKZPEJpH/b.784509/k.67FF/Wilmingtons_Bible_Study_Library_1__2.htm

http://www.churchplantingvillage.net/site/c.iiJTKZPEJpH/b.784509/k.67FF/Wilmingtons_Bible_Study_Library_1__2.htm



Instructions

You are beginning one of the most important studies of your life based on the Word of God. Much depends on the effort and dedication you invest in these sessions. Although this course is designed to require three or four hours to complete each session, every minute you spend will increase your understanding of God’s will and ways. To get the most out of the course it is vital that you do the following: 1. Read your Bible and the textbooks each day. 2. Type answers to the Quiz Questions before class in preparation for discussion. 3. Type in your Journal brief personal reflections over each session. 4. Prepare for Group Activities before class. 5. Work on group presentations, individual projects, and booklets. Grade and Discuss the Quiz (60 minutes). Share your answers to the Take-home quiz questions. Discuss the Journal and Application (20 minutes). Share your reflections to the journal questions. Group Activity and Presentations (40 minutes)

Students learn more by discussing and doing. Explore ways to better teach and apply what you are learning by creating illustrations, charts, drama, role play, visuals, etc.

Adults learn in multiple ways. The purpose of the portfolio is to apply active learning through the Cone of Learning. Student-leaders are guided in reading, hearing, seeing, speaking, thinking, writing, participating, discussing, illustrating, presenting, and applying truth to their lives, families, and ministries. This results in transformational life-change.



Mediation and Application Cards for Expository Preaching

During the course place these on mirrors, in the kitchen, in the car, at work—and review daily.

Stage 1 in Sermon Development: Select the Appropriate Passage Applications:

Stage 6 in Sermon Development: Determine the Sermon’s Purpose Applications:

Stage 2 in Sermon Development: Study the Passage in Context Applications:

Stage 7 in Sermon Development: Decide How to Accomplish this Purpose Today Applications:

Stage 3 in Sermon Development: Discover the Exegetical Idea Applications:

Stage 8 in Sermon Development: Outline the Sermon with Transitions Applications:

Stage 4 in Sermon Development: Analyze the Exegetical Idea Applications:

Stage 9 in Sermon Development: Fill in the Sermon Outline Applications:

Stage 5 in Sermon Development: Formulate the Preaching Idea Applications:

Stage 10 in Sermon Development: Prepare the Introduction and Conclusion Applications:



Mediation and Application Cards for Better Listening and Caring Skills

During the course place these on mirrors, in the kitchen, in the car, at work—and review daily.

Listening Skill 1: Paraphrase: Say back to the speaker what you think he is saying. Applications:

Listening Skill 6: Negative Inquiry: Coach your critic to criticize you in specifics, rather than in generalities. Applications:

Listening Skill 2: Productive Questions: Ask questions based on ideas, feelings, deleted information, distortions, and responses to other questions you have asked. Applications:

Listening Skill 7: Behavior Description: Describe another person’s behavior without being accusatory. Applications:

Listening Skill 3: Perceptions: Check out your guess of how another person is feeling. Applications:

Listening Skill 8: Story Listening: Listen for the unconscious meaning in a person’s story and metaphors. Applications:

Listening Skill 4: Expression of Feelings: Name your own inner emotions. Applications:

Listening Skill 9: Story Polarization Listening: Respond to the polarities in a person’s story. Applications:

Listening Skill 5: Fogging: Name the truth in another person’s critical statements. Applications:

Listening Skill 10: Life Commandments: Analyze the deep belief systems that drive a person’s’ behavior. Applications:



Sermon-Evaluation Form

The purpose of evaluation is to improve yourself not to criticize others.

Yes No

Organization

Introduction

Does the introduction capture the attention of the hearer?

Does the introduction touch some need?

Does the introduction orient you to the message of the sermon?

Does the introduction relate to the specific purpose of the sermon?

Structure of the Body

Is the overall structure of the sermon clear?

What is the central idea of the sermon?

What transitions are used in the sermon?

Are there logical links between the points?

Does the main points relate back to the main idea?

Are the subpoints clearly related to their main points?

Conclusion

Does the sermon build to a climax?

Is there an adequate summary of ideas?

Are there effective closing appeals and multiple suggested applications?

Content

Is the subject significant to the beliefs and lives of the hearer?

Is the sermon build on solid exegesis?

Did the speaker show you where he is in the text?

Is the analysis of the subject logical and compelling?

Did the speaker convince you that he is right?

Is the content engaging and memorable?

Is the supporting material both interesting and logically related to its point?

Style

Did the speaker use correct grammar?

Is the vocabulary concreted, vivid, and varied?

Are words used correctly?

Did the choice of words add to the effectiveness of the sermon?

Delivery

Is the speaker passionate about his message?

Do you feel the speaker is talking with you?

Is the speaker friendly?

Did the delivery sound like lively conversation?

Did the speaker use pitch, rate, and pauses effectively?

Is the entire body of the speaker involved in the delivery?

Are the gestures spontaneous, wide, and definite?

Are there distracting mannerisms?

Is the posture good? Is there good facial expression?

General Effectiveness

Did the sermon address your interests and needs?

Did the speaker look you in the eye?

Is the speaker aware of the audience response?



Session 1: Expository Preaching and the Big Idea Name _______________________________________ Date __________________ Course Grade ___ Prayer Overview of Syllabus (20 minutes). Share samples of individual projects and booklets. Grade and Discuss this Take-home Quiz (60 minutes). Complete this quiz before class. Each answer should be 30-50 words. The quiz is worth 50 points. Writing answers to quiz questions is an opportunity to train your mind to actively reflect, analyze, and summarize key concepts which will then be synthesized and applied in journal reflection and group discussion. Learners remember more of what they actively discuss and apply than what they passively read and listen to. This is a key component of accelerated adult learning. Each student must do his part of the assignment so that the entire group can advance. Students learn better together. 1. Why is expository preaching needed? (15-19) 2. What is the definition of expository preaching? (19-21) 3. How does the concept come from the text? (22-23) 4. How is the concept applied to the expositor/preacher? (24-25) 5. How is the concept applied to the hearers? (26-29)



6. What’s the big idea? (31-32) 7. Why is a single idea important? (33-37) 8. What is the definition of an idea? (37-) 9. How is an idea formulated? (39-41) 10. What are some examples of forming an idea? (41-45) 11. What is the subject in exercise 1? What is the complement? 12 What is the subject in exercise 2? What is the complement?



13. What is the subject in exercise 3? What is the complement? 14. What is the subject in exercise 4? What is the complement? 15. What is the subject in exercise 5? What is the complement? 16. What is the subject in exercise 6? What is the complement? 17. What is the subject in exercise 7? What is the complement? 18. What is the subject in exercise 8? What is the complement? 19. What is the subject in exercise 9? What is the complement? 20. What is the subject in exercise 10? What is the complement?



Journal Reflections (20 minutes). Writing journal reflections is an opportunity to experience transformational life change and develop Christian character. Thinking about what you are learning and discussing how to apply it with others has a way of making learning practical and meaningful. Reflection on Christian virtues (sexual purity, integrity, honesty, self-control, charity, generosity, diligence, persistence, patience, kindness, compassion, courage, and humility) is a key component of character development. 1. What is it that you really want to learn in this course? What is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes). In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role play, visuals. The group activity and presentations is an opportunity to display your thinking in charts, graphs, illustration, and drawings.. Displaying your thinking brings ideas to life and engages the whole group in the creative thinking process. Students learn better together. Over 80% of adults are visual and relational learners. This is a key component to creativity, collaboration, cooperation, and team leadership—as well as in teaching the Bible. .



Session 2: Tools of the Trade

Name _______________________________________ Date __________________ Course Grade ___ Prayer Grade and Discuss this Take-home Quiz (60 minutes). Complete this quiz before class. Each answer should be 30-50 words. The quiz is worth 50 points. 1. According to chapter 3, what is the basic task of homiletics? (51-53) 2. What needs to be done in Stage 1: Choose the passage to be preached? (53-57) 3. What needs to be done in Stage 2: Study your passage and gather you notes? (57-66) 4. Why are lexicons, concordances, grammars, and word-study books helpful? (60-63) 5. Why are Bible dictionaries, commentaries, and other tools essential ? (63-66) 6. What needs to be done in Stage 3: As you study the passage, relate the parts of each other to determine the exegetical idea and its development? What are the six questions? (66-67)



7. Why must you determine the complement, or complements that complete the subject? (68) 8. Why do you need to be aware of the literary forms found in the Bible? (68) 9. What do you need to be aware of when working in narrative literature? (69) 10. What do you need to be aware of when working with poetic literature? (69-70) 11. What should you be able to do as a result of your study? (70) 12. What books do you think would be most helpful to you in preparing sermons? (71-74)



13. What new concepts and definitions are new to you? (75) 14. What are the stages in the development of expository messages? (76) 15. What is the first world in which an expositor/communicator must be involved? Why? (77) 16. What is the second world in which an expositor/communicator must be involved? Why? (77-78) 17. What is the third world in which an expositor/communicator must be involved? Why? (78-79) 18. What needs to be done in Stage 4: Submit the exegetical idea to three developmental questions? (79-80) 19. The first developmental question centers on explanation: What does this mean? What target can this question be targeted toward? (81-83)



20. The second developmental question centers on validity: Is it true? How is psychological acceptance gained? (83-88) 21. The third developmental question related to application: What difference does it make? Why is answering this question so important? (89-90) 22. What must we do to apply a passage accurately? (90-92) 23. How can we discover the author’s theological purpose? (92-93) 24. What questions must be asked to apply God’s Word to a contemporary audience in a situation differenct from that of the ones to whom the revelation was originally given? Why? (93-96) 25. What needs to be done in Stage 5: In light of the audience’s knowledge and experience, think through the exegetical idea and state it in the most exact, memorable sentence possible? (97-99) 26. What is the subject in exercise 1? (101) What is the complement? What is the functional question being addressed? 27. What is the subject in exercise 2? (101) What is the complement?



What is the functional question being addressed? 28. What is the subject in exercise 3? (101) What is the complement? What is the functional question being addressed? 29. What is the subject in exercise 4? (102) What is the complement? What is the functional question being addressed? 30. What is the subject in exercise 5? (102) What is the complement? What is the functional question being addressed?



Journal Reflections (20 minutes). 1. What is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes). In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role play, visuals about the tools of the trade or from text to sermon



Session 3: The Power of Purpose Name _______________________________________ Date __________________ Course Grade ___ Prayer Grade and Discuss this Take-home Quiz (60 minutes). Complete this quiz before class. Each answer should be 30-50 words. The quiz is worth 50 points. 1. Why are you preaching this sermon? What is the purpose behind all doctrine? (107-108) 2. What needs to be done in Stage 6: Determine the purpose for this sermon? (108-109) 3. What does an effective statement of purpose tell us? (109-) 4. What is the difference between the cognitive domain and the affective domain? (110) 5. What is the difference between preaching and lecturing? (110) 6. What does framing purposes that describe measureable results force the preacher to do? (112)



7. What does Samuel Johnson’s observation that ―people need to be reminded as much as they need to be informed‖ mean? (115) 8. What needs to be done in Stage 7: Thinking about the homiletical idea, ask yourself how this idea should be handled to accomplish your purpose? (116) 9. How can an idea be explained? (116-118) 10. How can a proposition be proved? (119-120) 11. How can a principle be applied? (121-122)



12. How can a subject be completed? (122-123) 13. Why should we tell stories? (124-125) 14. What is a deductive sermon? (125) 15. What is an inductive sermon? (125-127) 16. How can induction and deduction be combined in a sermon? (127) 17. What is life-situation preaching? (127) 18 What needs to be done in Stage 8: Having decided how the idea msut be developed to accomplish your purpose, outline the sermon? (128-132)



19. What are the four purposes of an outline? (128) 20. Why should outlines be kept simple? (130) 21. Why are transitions so important in preaching? (131-134) 22. What needs to be done in Stage 9: Fill in the outline with supporting materials that explain, prove, apply, or amplify the points? Why? (137-138) 23. What is restatement and why is it important? (138-139) 24. What is explanation and why is it important? (139-141) 25. What is factual information and why is it important? (141-143)



26. Why and when should we quote others? (143-146) 27. Why and when should we use narration? (146-148) 28. Why and when should we use illustrations? (148-152) 29. What are the three general rules governing the use of personal illustrations? (153-156)



Journal Reflections (20 minutes). 1. What is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes). In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role play, visuals about the power of purpose, the shapes sermons take or making dry bones live.



Session 4: How to Preach so People Will Listen Name _______________________________________ Date __________________ Course Grade ___ Prayer Grade and Discuss this Take-home Quiz (60 minutes). Complete this quiz before class. Each answer should be 30-50 words. The quiz is worth 50 points. 1. What needs to be done in Stage 10: Prepare the introduction and conclusion of the sermon? Why is the introduction so important? (159-160) 2. How can the introduction command attention? (160-161) 3. How can the introduction surface needs? (161-164) 4. How can the introduction introduce the body of the sermon? (164-165) 5. Why shouldn’t a sermon begin with an apology? (165) 6. Why should the introduction not promise more than it delivers? (165-166)



7. How and when should humor be used? (166) 8. How should a minster step into the pulpit? (166-167) 9. What is the purpose of the conclusion? (167) 10. Why end with a summary? (168) 11. Why end with an illustration? (168) 12. Why end with a quotation? (169) 13. Why end with a question? (169)



14. Why end with a prayer? (169) 15. Why end with specific directions? (170) 16. Why end with visualization? (170-171) 17. Why are some general observations about conclusions? (171-173) 18. How does the discipline of preparing a manuscript improve preaching? (175) 19. Why should an expository preacher respect the individual words of Scripture? (175-176) 20. What does this statement mean, ―We live by words, love by words, pray with words, and die for words‖? (177) 21. What is style and why is it important? (177) 22. How should a sermon be presented to the congregation? (177-178) 23. How does writing a sermon differ from writing a book? (178-179) 24. Characteristic #1: What is clarity and why is it important? (179-180)



25. How do we bring clarity to our sermons? (180-183) 26. Characteristic #2: What is a direct and personal style and why is it important? (183-184) 27. Characteristic #3: What is a vivid style and why is it important? (185-188) 28. How can a minister learn to think in pictures? (186) 29. How can you shun the sin of sounding uninteresting? (189-190) 30. What does the effectiveness of our sermons depend on? (191) 31. What are the ingredients making up a sermon? (191-192) 32. What are the things the audience pick up on more than the speaker’s words? (192) 33. How are we communicating even whey we do not speak? (192-193) 34. What is the Albert Mehrabian Communication Formula? (193) 35. What is the first observation that can be drawn from Albert Mehrabian’s research on nonverbal language? (193)



36. What is the second observation that can be drawn from research on believability? (193-194) 36. What is the third observation that can be drawn from research on the desire to communicate? (194-195) 37. According to research, how do regular exercise, proper diet, dress, and appearance impact our believability? In light of 1 Corinthians 9:22, should this matter? (196-198) 38. Why is movement important in preaching? How should content motivate movement? (198-199) 39. What are some characteristics of effective gestures? (200-201) 40. Why is eye contact the single most effective means of nonverbal communication? (201-202) 41. What is vocal delivery and why is it important? (202-204) 42. What is pitch and how should you use it? (204) 42. What is punch and how should you use it? (205) 42. What is progress and how should you use it? (205-206) 42. What is pause and how should you use it? (206-209)



Journal Reflections (20 minutes). 1. What is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes). In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role play, visuals about starting with a bang, or the dress of thought, or how to preach so people will listen.



Session 5: Paraphrase and Productive Questions

Name _______________________________________ Date __________________ Course Grade ___ Prayer Grade and Discuss this Take-home Quiz (60 minutes). Complete this quiz before class. Each answer should be 30-50 words. The quiz is worth 50 points. 1. According to introduction, how can ministry teams use this book? (7-10) 2. What is the interpersonal gap? (11-15) 3. What are the five styles of communication? (15-16) 4. How can the interpersonal gap be closed? (16-17) 5. What is the problem of decoding? (17-19) 6. What is paraphrase? (23)



7. What is chunking down? (23-24) 8. What is paraphrase structure? (24-25) 9. What is an alternative to paraphrasing content? (25-27) 10. What are productive questions? (29-30) 8. How can productive questions be used to listen for free information? (30-31) 9. How can productive questions be used to listen for deletion or missing information? (32-34)



10. How can productive questions be used to listen for distortion, or perceptions? (35) 11. What are the negative uses of questions? (36-27) 11. What is lag time? (37)



Journal Reflections (20 minutes). 1. What is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes). In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role play, visuals about paraphrase or productive questions.



Session 6: Perception Check and Expression of Feelings Name _______________________________________ Date __________________ Course Grade ___ Prayer Grade and Discuss this Take-home Quiz (60 minutes). Complete this quiz before class. Each answer should be 30-50 words. The quiz is worth 50 points. 1. What is perception check? (39) 2. Why is perception check a caring behavior? (39) 3. What are some emotional clues to emotion? (40) 4. What are some movement clues to emotion? (41) 5. What are some body position clues to emotion? (41) 6. What are some breathing clues to emotion? (42)



7. What are some eye clues to emotion? (42) 8. What are some high voice range clues to emotion? (43) 9. What are some medium voice range clues to emotion? (43-44) 10. What are some low voice range clues to emotion? (44) 11. What is a tentative statement? (45-46) 12. How can you test your own emotions? (46-47)



13. How can you soften emotional words? (47-48) 14. What triggers emotions? (49) 15. What is the skill of direct expression of feelings? () 16. Why do many of us have difficulty with emotions? (50-51) 17. How do we express our emotions by Acting Out/Acting In? (51-54) 18. What is the indirect expression of emotions? (54-55) 19. What is the direct expression of feelings? (55-56)



Journal Reflections (20 minutes). 1. What is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes). In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role play, visuals about perception check or expression of feelings.



Session 7: Fogging and Negative Inquiry Name _______________________________________ Date __________________ Course Grade ___ Prayer Grade and Discuss this Take-home Quiz (60 minutes). Complete this quiz before class. Each answer should be 30-50 words. The quiz is worth 50 points. 1. What is fogging? (57) 2. What are fogging stems? (58-61) 3. How was fogging used with the critic? (58-59) 4. How was fogging used with the employee? (59) 5. How was fogging used with the husband? (59-60)



6. How was fogging used with the church member? (60-61) 7. Write a fogging statement after each critical statement listed below. (61-62) (1) You didn’t get your report in on time, and so it will not be printed in the annual report. (2) Your clothes look like you slept in them. (3) You are not taking care of yourself. Your stomach is hanging out over your belt. (4) I don’t mean to be critical, but if you are late for work once more, I will report it to the boss. (5) The doctor told me that you will no longer be my nurse. You are totally incompetent. 8. What is the purpose of negative inquiry? (63)



9. What is negative inquiry and productive questions? (63-64) 10. How does reframing criticism work? (64-65) 11. How does Bill uses Negative Inquiry as a way to listening to Gary’s complains and helping Gary indentify Bill’s behavior? (65-66) 12. How can you manage the critic? (66) 13. How did Dr. Savage once use these skills with Bill in the $10,000 lesson? (66-68)



Journal Reflections (20 minutes). 1. What is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes). In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role play, visuals about fogging or negative inquiry.



Session 8: Behavior Description and Story Listening Name _______________________________________ Date __________________ Course Grade ___ Prayer Grade and Discuss this Take-home Quiz (60 minutes). Complete this quiz before class. Each answer should be 30-50 words. The quiz is worth 50 points. 1. What is behavior description? (69) 2. What is the difference between inference and behavior description? (69-70) 3. How can you help the speaker identify the behavior behind the inferences that are being made? (70-71) 4. How can you point out incongruities in the speaker’s behavior? (71-72) 5. How can you practice this skill? (72-73) 6. What did you learn from the short test? (73-74)



7. Why is story listening so powerful? (77-78) 8. How can parents get to know what is going on inside the child? (78) 9. What is the function of abstraction in storytelling? (78-79) 10. What is ―Level One: Data Back Then‖ of story listening? (79-80) 11. What is ―Level Two: Feelings Back Then‖ of story listening? (80) 12. What is ―Level Three: Feelings Now‖ of story listening? (80-81) 13. What is ―Level Four: Self-Disclosure‖ of story listening ? (81)



14. What is a reinvestment story? (82-84) 15. What is the rehearsal story? (84-89) 16. What is the ―I Know Someone Who‖ story? (89-92) 17. What is an anniversary story? (92-93) 18. What is a transition story? (94-95) 19. What is the nature of counterstory? (95-98) 20. What is making a story check? (98-100)



Journal Reflections (20 minutes). 1. What is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes). In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role play, visuals about behavior description or story listening.



Session 9: Story Polarization Listening and Life Commandments

Name _______________________________________ Date __________________ Course Grade ___ Prayer Grade and Discuss this Take-home Quiz (60 minutes). Complete this quiz before class. Each answer should be 30-50 words. Total quiz is worth 50 points. 1. What is story polarization listening? (101) 2. What are the nature and characteristics of a polarity? (101-103) 3. What is the essence of balance? (103-105) 4. What is the key to interpreting polarities? (105-106) 5. Summarize identifying the polarities? (107-110)



6. Each of us has within us parts of our personality that are in cooperation and conflict with each other. These parts make up many of our polarities. Write some of your conflicting parts below. (110-112)

7. What are Life Commandments? (117-118) 8. What are the earliest Life Commandments? (118-120) 9. What are verbal Life Commandments? (120-125)



10. What are Life Commandments by inference? (125-130)) 11. What are Life Commandments based on behaviors? (130-132) 12. How do Life Commandments form our theology? (132-135) 13. How does religious language reveal what people are struggling with deep within themselves? (135-138)



14. What are some of your Life Commandments? 15. Which of your Life Commandments need to be changed?



Journal Reflections (20 minutes). 1. What is God teaching you? How could you improve as a leader in your church? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes). In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role play, visuals about behavior description and story listening.



Session 10: The Linguistic Bridge Name _______________________________________ Date __________________ Course Grade ___ Prayer Grade and Discuss this Take-home Quiz (60 minutes). Complete this quiz before class. Each answer should be 30-50 words. The quiz is worth 50 points. 1. What is the language of the nervous system? (141-142) 2. How can we use language to build rapport? (142-143) 3. How can we use mirroring to build rapport? (143-145)



4. How can we use the language of the nervous system to reduce conflict? (145-147) 5. What are the implications for education? (147-149)



Journal Reflections (20 minutes). 1. What is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes). In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role play, visuals about the linguistic bridge and communication skills.



Session 11: Sermons Name _______________________________________ Date __________________ Course Grade ___ Create and present your first sermon or message from the Bible. This message can be supported by a chart, an outline, a painting, a scroll, a collage, a booklet, or a PowerPoint presentation. This will assist student-leaders in developing their learning and teaching style skills essential to effective Christian communication, teaching, and preaching.

Session 12: Sermons Name _______________________________________ Date __________________ Course Grade ___ Create and present your second sermon or message from the Bible. This message can be supported by a chart, an outline, a painting, a scroll, a collage, a booklet, or a PowerPoint presentation. This will assist student-leaders in developing their learning and teaching style skills essential to effective Christian communication, teaching, and preaching.

Session 13: Sermons Name _______________________________________ Date __________________ Course Grade ___ Create and present your third sermon or message from the Bible. This message can be supported by a chart, an outline, a painting, a scroll, a collage, a booklet, or a PowerPoint presentation. This will assist student-leaders in developing their learning and teaching style skills essential to effective Christian communication, teaching, and preaching.

Session 14: Sermons and Group Presentations Create and present your fourth sermon or message from the Bible. This message can be supported by a chart, an outline, a painting, a scroll, a collage, a booklet, or a PowerPoint presentation. This will assist student-leaders in developing their learning and teaching style skills essential to effective Christian communication, teaching, and preaching. Contribute to a group presentation on one of the chapters in Listening and Caring Skills in Ministry. This group project can be a PowerPoint presentation, dramatic skit, role-play, set of illustrated charts or drawings. Group presentations will be given on week 13. This will assist student-leaders in developing the creative/critical thinking and teamwork skills essential to effective teaching and servant-leadership. The purpose of the group presentations is for students to learn to work together. Students benefit from group interaction as they communicate, cooperate, and collaborate. The public speaking component of this assignment along with formative feedback helps students gain experience and confidence.



"That’s My King! Do You Know Him?" by S.M. Lockridge Pastor of Calvary Baptist Church, San Diego

That’s My King! SM Lockridge on YouTube http://www.youtube.com/watch?v=yzqTFNfeDnE&feature=related http://www.youtube.com/watch?v=1qrS8-PIjLI&feature=related "The Bible says my King is a seven-way king..

He's the King of the Jews; that's a racial king..

He's the King of Israel; that's a national King..

He's the King of Righteousness.

He's the King of the Ages..

He's the King of Heaven.

He's the King of Glory.

He's the King of Kings, and He's the Lord of Lords. That's my King. Well.I wonder, do you know Him?.David said, "The Heavens declare the glory of God and the firmament shows His handiwork. My King is a sovereign King. No means of measure can define His limitless love. No far seeing telescope can bring into visibility the coastline of His shoreless supply. No barrier can hinder Him from pouring out His blessings.

He's enduringly strong.

He's entirely sincere.

He's eternally steadfast.

He's immortally graceful.

He's imperially powerful.

He's impartially merciful. Do you know Him?

He's the greatest phenomenon that ever crossed the horizon of this world.

He's God's Son.

He's a sinner's Savior..

He's the centerpiece of civilization.

He stands in the solitude of Himself.

He's awesome.

He's unique.

He's unparalleled.

He's unprecedented.

He's the loftiest idea in literature.

He's the highest personality in philosophy.

He's the supreme problem in higher criticism.

He's the fundamental doctrine of true theology.

He's the cardinal necessity of spiritual religion.

He's the miracle of the age.

He's the superlative of everything good that you choose to call Him.

He's the only one qualified to be an all sufficient Savior I wonder if you know Him today?

He supplies strength for the weak.

He's available for the tempted and the tried.

He sympathizes and He saves.

He strengthens and sustains.

He guards and He guides.

He heals the sick.

http://www.youtube.com/watch?v=yzqTFNfeDnE&feature=related

http://www.youtube.com/watch?v=1qrS8-PIjLI&feature=related



He cleanses lepers.

He forgives sinners.

He discharges debtors.

He delivers captives.

He defends the feeble.

He blesses the young.

He serves the unfortunate.

He regards the aged.

He rewards the diligent.

And He beautifies the meek. I wonder if you know Him? Well, my King is the King.

He's the key to knowledge.

He's the wellspring to wisdom.

He's the doorway of deliverance.

He's the pathway of peace.

He's the roadway of righteousness .

He's the highway of holiness.

He's the gateway of glory Do you know Him? Well.

His office is manifold.

His promise is sure.

His light is matchless.

His goodness is limitless.

His mercy is everlasting.

His love never changes.

His Word is enough.

His grace is sufficient.

His reign is righteous.

And His yoke is easy, and his burden is light. I wish I could describe Him to you, but

He's indescribable.

He's incomprehensible.

He's invincible.

He's irresistible. Well,

You can't get Him out of your mind.

You can't get Him off of your hand.

You can't out live Him,

And you can't live without Him.

The Pharisees couldn't stand Him, but they found out they couldn't stop Him.

Pilate couldn't find any fault in Him.

The witnesses couldn't get their testimonies to agree.

Herod couldn't kill Him.

Death couldn't handle Him,

And the grave couldn't hold Him.

Yea!, that's my King, that's my King. Father."Yours is the Kingdom.and the Power.and the Glory.Forever".and ever, and ever, and ever, and ever. How long is that? And when you get through with all the forevers, then.AMEN and AMEN!



Debriefing and Testimonials

1. What did you enjoy most about this course? How did it help you learn? 2. How have you applied what you learned during this course? What difference is it making?

Transfer of Credits to Southern California Seminary

To transfer credits from Equip Biblical Institute to Southern California Seminary, students must present a complete portfolio of their course work. The portfolio consists of the quizzes, journal reflections, booklets or term papers, and exams for each course. Upon successful completion of the course, students may transfer units into the Bachelor of Arts in Biblical Studies degree. If the portfolio for a course is not complete, the credits may not be transferable. Attendance Policy. Attending class on time is important to receive the most out of the course. Entering class late disrupts the learning process of all students. Students are permitted three absences for a 14-week semester course. For the semester (28 classroom hours plus 56 homework hours) courses, more than 10 minutes late is a Tardy; more than 20 minutes late is an Absence. Two tardies count as one absence. College credit cannot be transferred to Southern California Seminary when a student misses four or more class sessions. A grade of NC (No Credit) will be recorded when a student misses four sessions or does not complete coursework on time. Exceptions must be approved in writing by the class instructor, the Site Director, and the Director of Equip Biblical Institute and will involve additional assignments mandated by Equip Biblical Institute. Students who attend all 14 sessions will receive 100 points. Transformational Learning Tip: If you review this portfolio just once a year (such as on New Year’s Day or another holiday) as part of a commitment to life change—you will exponentially increase your memory and ability to apply this material to your life, family, and ministry throughout your life.

Transformational Leadership Development 217 Communication...

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