Youth EE - Articles and Quotes

Articles and Quotes

Educating Different Generations

The way we train people in Evangelism Explosion is through clinics and local training semesters. This is a form of education. It follows naturally that if there are different characteristics in varying generations, then as educators in EE, we would be well advised to study how different generations learn, and therefore how we can most effectively train them.

From “Mind The Gap”…Graeme Codrington, 2004 Buy Book

For Graeme's web site, go to: www.tomorrowtoday.biz

Education has become a massive and hotly competitive industry and educational institutions are having to change rapidly to keep up with new trends. No wonder parents and grandparents cannot understand the casual approach their grandchildren have towards school today and the manner in which they learn. This approach puzzles them because they realize these children have far greater pressure exerted on them to achieve and are much brighter, on the whole, than they were at that age.

Now, an effective teacher will impart knowledge and expertise in a manner that best enables the student to absorb it. The easy way out for a teacher is to teach in the manner in which they were taught. Then the effort of learning a new approach isn't required. But good teachers acquire skills that best help their students to learn. They ignore, at their peril, the fact that today’s generation learns differently from those that preceded it. This means that teachers (and in our cases, clinic teachers and Teacher/Trainers) should track generational changes more keenly than many other professions do.

GI’s and Silents: Teachers imparted facts in a linear, modular, progressive format. Students memorized them by rote and regurgitated them in their exercise books. Learning was largely considered to be the accumulation and memorizing of facts.

Boomers: Lateral thinking was just arriving. On the whole, learning was still linear and modular, and a new deductive style of learning was starting to emerge. Today Boomers are strong supporters of deductive analysis and brainstorming.

Xers: The movement drew away from simply memorizing a curriculum to guiding pupils towards the ability to interpret and analyze information. Xers prefer learning by doing. They don’t like to be told the answers, preferring to find things out for themselves, and using deductive learning techniques.

Millennials: Teaching today is probably tougher than it’s ever been, with the emphasis on different intelligences ranging from spatial to music and emotional. It’s not for the faint-hearted, since everything will be challenged, the classroom will be noisy, and teachers will have to come to terms with the fact that sometimes their pupils may know more than they do. It has required a HUGE paradigm shift, which only the best teachers have succeeded in making successfully. Teachers must pose questions and throw problems at their pupils, using multiple means of communication and whole brain intelligence. Silent and Boomer teachers ask, “But how do today’s children learn?” The answer is that in a class of thirty children there may be five or six different learning styles, combined by multiple personality traits. Teachers are increasingly challenged by their students. Gone are the days when the teacher was that “know-it-all.” Nowadays the emphasis has shifted from learning a set curriculum. Today pupils need to be taught how to learn (in their own individual style) and how to love the process of learning, because that’s what they are going to spend the rest of their lives doing…learning!

Likes And Dislikes Of Learning

Xers: Are highly motivated learners who ask lots of questions and like interaction. They like role playing and getting involved with what they’re learning. They like to experiment with what they're learning, and want feedback. If theory is required, edutain (entertain as you impart knowledge) Keep it brief and get back to the interactive learning. They dislike boredom – whatever you do, don’t let them get bored. Chop and change – surprise them regularly. You will need to change your pace, your process and your style constantly. Many of them don’t read as much as Silents and Boomers. Use lots of visual stimulation.

Millennials: Are difficult to intimidate and are, on the whole, free of fear. Failure doesn’t terrify them. Trainers need to provide challenges and allow them to work in teams. The structure of the training room should be informal and adaptable to quick seating changes. They want to know what the practical benefits will be of what they are learning, at the outset. Don’t bore them and, in spite of their young age, don’t speak down to them. They appreciate a “buzz” in the room, and won’t always keep quiet to let others, including the trainer, speak. Don’t let this put you off – just keep on talking. This generation has developed the ability to do what most women do anyway – multitask! Millennials are readers, so include printed articles and written information. Provide lots of links to web sites.

How Does This Apply To Youth EE Training?

After reading all of the above information you may be thinking that some of it does not apply, and some of it would be almost impossible to apply to EE training situations. Even though Youth EE has been aware of much of this information for several years, we are still learning to adapt and change our teaching styles to more effectively train students in local churches and Youth Pastors and leaders at clinics. But we have learned a great deal in the process and have tried to incorporate many new approaches.

1. Training materials: Some of this has been covered in the paper, “On Understanding Generations.” Hundreds, if not thousands, of man-hours have gone into the research and then development of the Youth EE notebook, by a wide contingent of experienced, active Youth EE Youth pastors and leaders, to make it generationally sensitive. Going through a full explanation would be too involved at this time, but permit me to outline some of the major differences.

2. Terminology: One of the most important differences between the Youth and Adult EE notebooks is the use of terms. Generally, we have sought to use terminology that is more “user friendly”, that is, which students use in daily life. These are often much more casual and less formal than used in the Adult notebook. For example, in the North American Adult notebook, the transition between Grace and Man is, “This comes into sharper focus when we look at what the Bible says about God.” The Youth transition is, “There must be a completely different way…God’s way”. This is but one of many instances where we've found that young people “just don’t talk that way.” Youth EE is not intended to be some sort of “dumbed down” version of the standard Adult EE presentation, using language that would only be appropriate for young children. Nor is it written in some sort of “hip” adolescent vernacular. Rather, it is simply less formal, and seeks to express the Gospel using phrases and a style that younger people (as well as adults with more casual speaking styles) would find comfortable.

3. Presuppositions: I stated in the other paper, “Originally the EE Gospel Presentation was written at a time when Baby Boomers were very young. Most people held onto certain presuppositions and had a distinct predisposition towards Christianity that enabled EE to be effective. However, younger generations of people are growing up in a culture that views Christianity in a different way. It therefore would be reasonable that we carefully examine how we present the Gospel today versus 20 years ago.” Specific examples of this can be seen throughout the Gospel presentation. This thinking has caused our “Man” and “God” sections to be longer and more involved than our Adult EE counterparts. We have found that we can't just say, “Man is a Sinner.” It assumes, at least at some level, a certain agreement and understanding on the part of the listener. Young people tend not to just assume that we are all sinners, much like older generations are willing to accept. Instead, we use a broader approach: “There is a world-wide problem”, then move slowly, from examples of sin at the world level, to the national, local and then finally personal level, which leads us to, “This is a result of something called sin.” We then incorporate the first of several “dialogue questions” namely, “What do you think sin is?” In some countries and variations of the Adult presentation I've seen some use of the dialogue questions used. I would say that it is important and effective that we have used them more extensively, knowing that young people want to be more interactive when hearing the Gospel, and respond well to the asking of their opinions. In the next section, “God”, we have added an entire first section, common misconceptions, in an effort to bring the listener slowly toward the concept of God being both loving and just. (Here we have changed the terminology used in the Adult presentation, “Merciful and just”, simply because young people would not use the term “merciful.” Again, these are but a few of many such examples. For expediency I have only referred to changes in the actual Gospel presentation, but many similar changes have been made throughout the entire notebook.

4. Clinic and Semester Teaching: What is it like, in a Youth clinic and how is it different from and Adult EE clinic? The best answer would be to attend a Youth clinic and see! The reason for writing this is that many are unable, for various reasons, to do that. Another reason is that, in countries where Adult EE has been around for many years, the only point of reference for clinic teachers in those countries is what they have only experienced, Adult clinics. It is difficult to draw an adequate picture of a Youth EE clinic and how the differences are so vital in training young people. I will attempt, however, to do that.

a. The clinic room and layout: Although there isn't much change in the way we organize a clinic room, the overall atmosphere is generally a lot less formal. We do have tables for clinicians to work, and have a podium from which the clinic teacher speaks. We often play background music as clinicians file in, contemporary Christian music. Many clinics decorate the room in a somewhat “party” atmosphere, with various decorations such as balloons or posters that are from the Youth culture. We find that during the days of the clinic, clinicians tend to move around a lot, sit with others and work in groups when that is appropriate. We do not discourage this.

b. Starting the Clinic: Our entire first section is done without opening the notebook. We begin in a casual manner, asking various questions about their lives and ministries, and about their evangelism experiences. This is all documented in the Teacher/Trainer notebook so our clinic teachers are fully aware of how to begin. Only after the first hour do we have them open their notebooks. The result is a much more laid back and less structured feel to the start of the clinic.

c. Teaching styles: Especially on the first day, we approach the learning in the standard lecture approach. There is a lot of specific information that must be taught. As the clinic progresses, however, we begin to use more varied methods of teaching to compliment the lectures. Specifically, we add for each lecture: plenty of practice sessions, mock demonstrations, which are both used in Adult EE. However, for most lectures we also use skits. These are, hopefully, humorous short pieces, which point out the particular part of the Gospel or other materials we have just taught. Then we also add another element. We teach different memory techniques. This greatly improves learning and addresses many of the styles that were mentioned, how the various generations learn. We have recognized that people learn in different ways. Some people still learn by simple memorization. Some are visual learners, some tactile, others auditory, and so on. Memory techniques reach some. Skits speak to others. The audio Gospel reaches others. By having a lot of different styles in our teaching, even though they do not all relate to every clinician, the overall impression is that we are speaking and teaching in terms that they relate to, and are sensitive to their particular generational style. We work with our clinic teachers on the importance of body language, enthusiasm, and keeping people interested. Young people simply will no tolerate boring lectures, no matter how good the material is. While the likely would not be outspoken, the nevertheless will disengage. Lastly, we verbally “test” them often, by simply asking questions about previous lectures. For example, we may take five minutes before the Faith lecture, asking questions like, “What is the verse we use in the ‘Record Book of Sin’,? then, “what is the transitional sentence between Grace and Man?” and so on. With each correct answer many clinic teachers award the clinician with a “gift”. Gifts are usually some small piece of candy, never handed out, I might add, but tossed to them! The action is fast paced, fun and a learning process. The clinicians yell and fight over their opportunity to answer questions, in order to receive the “gift”. It’s not that the candy is so important to them, it’s much more the excitement and process that in which they participate.

d. Group learning: Where appropriate, we try to set up sessions which have clinicians work together more in small groups. I realize that this is also done in Adult clinics (e.g. Testimony refinement) and I am encouraged that this has been part of Adult EE. I would just say that we tend to use this method a bit more than in Adult clinics.

e. Clinic Teacher Style: From the many quotes cited in “Mind The Gap,” you can rightly assume that it is of great importance how our clinic teachers come across to clinicians. In brief, we have tried to adapt what we've learned. Our teachers realize that they have to earn respect, by their knowledge and experience, that they are actually doing on a weekly basis what they are teaching. Again, this is all similarly important in Adult clinics. I would say that, in Youth clinics, it is even more important. Youth EE clinicians tend to be more critical, and aware, if a clinic teacher condescends in any way. We work to keep our styles casual, yet professional. It’s not important that our clinic teachers dress formally in any way, such as wearing a tie. To the contrary, wearing a tie actually gives a strong signal to young clinicians that a certain style of teaching is about to be followed. It sounds trivial, but in their generation, formal dress is a signal. We also tend to have a lot more dialogue during our lecture times. We have learned not to discourage this, but on the contrary, to welcome and encourage it. This generation is much more interactive in their learning process.

f. Clinic Schedule: Few things tell more of a “story” about one’s teaching style than the detailed clinic schedule. While clinicians do not actually see the detailed schedule, they are very aware of it in how the clinic teacher runs the clinic. We have therefore learned to simplify our detailed schedule and generally, make it more “friendly” looking. We know that most of our clinic teachers are of the younger generation, and they react and learn by the materials that are sent to them. The fear of this approach is that the clinic will be somehow presented in a sloppy, ill-organized fashion. This is not the case. We must always approach the clinics with the utmost concern about quality.

g. Clinic Administration: If there’s one thing that communicates a style or approach to a clinic more than the detailed schedule, it is the Clinic Administration manual. Years ago we used, in North America, the Adult Administration manual. We soon learned that it had the distinct effect of discouraging host churches and their Youth leadership. Yes, it contained everything needed to host a quality clinic. But the manner in which it was written alienated Youth Pastors. We had to completely remake this notebook in a style that the younger generation could relate to. It would go well beyond the scope of this document to elaborate on this section, but it has been mentioned as a very important difference between how Youth clinics are set up and run, compared to Adult clinics.

In summary, we have and will continue, to study the differences in generations, how they learn and communicate, and strive to make our teaching techniques more effective. We believe that our materials and clinic and semester teaching are uniquely designed to be generationally effective.

We still feel we have much to learn, and are currently working on new and fresh ideas. Several years ago, before Adult EE made the change, we moved to a 13 week semester. A few years ago, in the U.S. we moved to a four-day clinic. We are currently field testing a 7 week semester, where people achieve Certification only as a witness, with seven nights of OJT and learning only the diagnostic questions, the Gospel and commitment. This will be followed by a second 7 week semester where the additional material is learned and Certification as a Trainer is achieved. At this point we do not know if it will be successful, but we are committed to research and development. We know that many nations are also committed to trying new ways of teaching EE and we applaud that. We feel that we have improved in our effectiveness only by trying new things and at the same time keeping the quality and essential elements of Evangelism Explosion in tact.

It is always the desire of the International Youth EE Department to develop new ideas and approaches with the world ministry in mind. We know that some ideas work better in some parts of the world than others, and we encourage, along with translations, cultural adaptation. But we also have extensive personal experience around the world that young people, though wide in variety, make up a significant and significantly different sub-culture. And because of that, we believe Youth EE’s work is vital to the future of our worldwide ministry.

Submitted by Rick Bond, Vice President/Youth EE
August 2004

rbond@eeinternational.org

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