Jesus - the extraordinary Teacher

Never anyone was better fitted for His (or this) task than Jesus was for teaching. In qualification and in other respects Jesus was the ideal teacher. This is true whether we viewed from the divine or the human angle. Therefore, Jesus was“A perfect teacher come from God.” He is our incomparable model and we shall be learning from his methods as well as his teachings. As Martha said: The Teacher is here (John 11:28).

Jesus the perfect Teacher: The most important element in the qualification of any teacher is what he himself is. One example is worth a hundred exhortations. The important thing is not what you learn but with whom you learn. The teacher's life is the life of his teaching. It was what they were that did most to make great teachers.

Jesus was the living embodiment of the truth. He said I am. . . . the truth (John. 14:6). Whatever the subject, He incarnates it and taught from the overflow of His own life. S.D Gordon has said: Jesus was before he did, he lived what he taught and lived it before he taught it and lived it far more than he could teach it. He had unlimited reserves of verity, majesty, beneficence, zeal, patience, persistence and long suffering. He showed dependents how to trust, subject how to serve, rulers how to rule, neighbors how to be friends, the needy how to pray and the suffering how to bear. Jesus is the teaching model of all time. Jesus was God and He perfectly possessed the qualities of God. He was the only perfect being. He differed from us in kind as well as in degree. He never approach His perfection. Also His embodiment of the truth grew out of the fact that He studied and experienced it and made it a part of Himself (Luke 2:52). One of the most essential elements for the qualifications of a teacher is an interest in people and desire to help others. Without that ones is but a “sounding brass” inspite of how well he may know the Bible, the pupil and the methods. On the other hand, a love for and a desire to serve one's pupils will go a long way toward making up for deficiency or efficiency in knowledge and teaching technique. Outstanding in the characters of Jesus was his interest in the welfare of people. He loved people and was interest in their problems.

The master should not only be concerned about people's problems but must want to do something to them. Jesus had a genuine missionary spirit and said that he came not to be served but to serve (Matthew 20:28). He was not too proud to the people (this attitudes has characterized every great teacher through the ages). Jesus saw in teaching the supreme opportunity for shaping the ideals, attitudes and conduct of people. Teaching was His chief business. He was often a healer, sometimes a worker of miracles, frequently a speaker but always a teacher. And He even called himself a teacher (John 13:13).

Another essential for the teacher is to know the Bible for that is the primary material he is to use. And Jesus was thoroughly qualified in this respect. Also He learned in the Synagogue (Luke 4:16). Wilson thinks Jesus attended at least once each Sabbath for twenty years or more. Along with knowing the scriptures it is important to understand human nature. Anyone who deals with human nature must know something about it. Jesus not only understand the Jewish mind in general as to factors and sects, but he was also a master in penetrating the heart and understanding the inner workings of the individuals mind (John 2:25). And as a human teacher we can demonstrate in our lives the “Out living of the indwelling Christ.” Thus, only we can meet this first test of fitness.”

His use of Materials:
Jesus' use of materials in teaching is one of the interesting and revealing phases of our study. And it may prove to be a helpful one if we see in the materials He used suggestions as to those that we may utilize in our own work.

There are several general sources from which the Master drew in His teaching. These can be broken down into subdivisions; they are:-

1. The Scriptures: It is evident that Jesus used the O.T scriptures freely. D.R. Piper says that He gave thirty-eight direct quotations, four allusions to some scripture event and fifty times used language paralleling works of the Old Testament. His thought is thoroughly permeated by Old Teastament ideas and cast in Old Testament language.

2. Natural World: It is evident from His teaching that Jesus was a close observer of the forces of nature and made considerable use of them in His work. He seems to serve have been familiar with every phrase of nature.

3. Current affairs: The Master Teacher was likewise alert to the situations arising in the lives of those around Him. He never missed opportunity to seize on every occasion as it arose to impact His precepts. He went outside His own circle in the use of current happenings showing familiarities with world affairs around him. Likewise, the inventive teacher will draw from many sources and thus greatly enrich his teaching. The more He knows about the current affairs the better it will be.

4. Concrete statement: Jesus' teaching was concrete though He was stressing ideals and principles. He did not philosophize, theorize or deal in abstractions. His style is not logical or analytical but topical and description and therefore, very impressive. Jesus did more than He use concrete materials and striking statements. To make His truth more impressive He made frequent use of figures of speech.

5. Clarify and strengthen: Jesus frequently used scriptural and other materials to throw light on some statement already made and make it clearer. This is the meaning of the term illustrate which literally means to illuminate or shine on. Jesus turned the light of revelation and current incidents on truths that was not clear that His disciples might see them.

Along with that the Master's use of scripture to introduce a lesson and to make his teaching clear is his use of them to add emphasis to what he had said. In these instances He used them more as a reference than as a textbook. Just as a speaker or scholars quotes from different sources in his speaking or writing, so Jesus referred to scriptures in His teaching. Sometimes in case of stress Jesus went further and appealed to the scriptures as a final authority.

Procedure in His teaching:
Jesus had a fixed procedure in teaching. He was not bound by any routine. Rather, He was master of them all and varied his process according to the situation He faced, the objection He had in mind and the method He followed. He used whatever procedure suited best at that moment.

Obviously, every teaching activity must have some sort of beginning. We must start somewhere. Success or failure may largely depend on the opening sentence or at least the first few. So it is very important to consider carefully the introduction. The introduction or beginning of a lesson is the attracting of attention and directing it toward the topic for the day. Until that has been done no learning take place. One cannot teach either without or against the attention. Make sure that you try to get the attention of your listener, because until the teacher has secured the attention of the class there is no need to try to go any further. To secure attention some sort of contact must be made with the pupils mind. The trained teacher looks first at the pupils. In other words, he seeks to find out what the pupils is thinking about and start with that. As Patterson DuBois has put it: The child mind is a castle that can be taken neither by stealth nor by storm. But there is a natural way of approach and a gate of easy entry. . . . An experience or point of contact with life. There teacher and pupil meet on the ground.

The Master (Jesus) was affective in getting the point of contact whether He was dealing with His friends or His enemies He connected up with their minds.

Probably the most striking example is the instance of the discussion with the woman at Jacob's well (John 4:1-7). The teaching situation was difficult. Almost every conceivable obstacle stood in a way. It was about the noon hour on a warm day, after Jesus had walked quite a distance He was tired, hot, dirty, thirsty, hungry and in a poor physical condition for an interview. The women had come for a pail of water and was likely hot and hurried and not ready to be taught. They also had a disadvantage of being a strangers. He was a Jew and she was a Samaritan and the two people were highly prejudiced against each other. Yet Jesus broke through all of these barriers with the simplest, most humanitarian and most nearly natural introduction that could be made –a request for a drink of water. This request of Jesus avoided all issues, got a favorable response and was a master stroke. After getting a contact and the attention, it was easy to make the transition from natural to “living water” and then he was out in the open and headed straight for the goal. Whatever method the teacher employed his first task was to get a point of contact - arouse interest and attract attention. This is true both as to holding interest and attention and presenting the truth. One must go on to state, clarify and clinch the lesson. Truth must be brought out, thought through realized keenly and the underlying principles and implications grasped. The minds must be held to the problems until the job has been finished.

Now lets look at the practice of Jesus. Since, the disciples returned just as the Master (Jesus) was stating to the Samaritan women that He was the expected Messiah, no formal conclusion or application seems to have been made. Even so, He had reached the climax of His teaching. And in effect there was a fine closing for we learn that she left her water pot, forgetting to get what she had gone after and went into the city testifying about him. So, evidently he had led her up to a proper conclusion not only intellectual but also in attitude and in response, which are the final stage of conclusion. The final stage in the teaching procedure is that of coming to a conclusion or an application. For some it is about the most difficult part of the task. That is true for sure with the teachers as well as preachers. Often very little attention is paid to it. But, it is too important to be neglected, for it is likely that what is said last will be most impressive and longest remembered.

Methods in His teaching:
The Master (Jesus) consciously studied or used methods in his teaching is questionable. Jesus was a master in His teaching in the use of methods. However is evident from the skillful way He used them in His work. He was matchless in the use of methods and taught as never man taught. Jesus sought to make truth concrete and vivid and this method naturally fitted in. He utilized the general principle in one way or another more than the specific practice.

One of the most outstanding instances of the use of object lessons by Jesus was the one of putting the child in the midst to teach the attitude one should have toward the Kingdom (Matthew 18:1-4). Apparently without any explanation or discussion He called a child and placed it before them. As they saw modesty, unselfishness and humility exemplified in it, he told them that they must become in attitude like little children in order to get into the Kingdom. Then He added, Whoever humbles himself like this child, he is the greatest in the Kingdom of Heaven. It was humanity's greatest lesson on the evil of pride and the value of self-effacement.

Other instances include His introduction to shake the dust off their feet in a symbolical fashion when in their missionary work they left a house or city that did not receive them kindly (Matthew 10:14). It showed that they had discharged their duty to the community and no longer owned a responsibility. Also, his healing of the palsied man brought by four friends furnished an objection demonstration of his power to forgive a man's sins when the scribes accused him of blasphemy and claimed only God could forgive (Mark 2:6-12). Therefore, we have a numbers of evidence of Christ's use of object lessons to make his teaching attractive, clear and impressive. As we have mentioned some of His best remembered teachings we too can use the same method if we will.

Another method which Jesus used is dramatic. Christ made use of the dramatic quite a bit in His teaching either in a formal or informal fashion. Dramatizing carries the idea of reenacting a scene. It is the effort to portray in as nearly as possible in a natural setting some situation in history or modern life. The term is also used more broadly to cover the presenting of truth as well as the reproduction of facts. Dramatic activities may include biblical incidents. Missionary activities, temperance lessons and other events to be presented and lesson to be taught. An element of the dramatic teaching can be applied into any teaching. This method has distinct values both for the participants and for other member. The participant has to study his part carefully and put himself in the place of his character. Though imaginary feeling and will are brought into a play. Teaching through dramatic may be done in various ways. It may be done formally with plans made ahead as when a class presented, for example: - The Good Samaritan. Or it may be informal with the teacher assigning parts getting into the class and having the lesson dramatized. Jesus was in good company when He utilized the dramatic method in teaching. The Jews before Him had done such. The festivals were especially dramatic as the people in observing the feast of the Passover, reenacted the scenes connected with the sparing of the first born in Egypt.

Jesus did not give formal dramatic programs but utilized the principles. Probably the outstanding use of the dramatic method by Him was in the inauguration of baptism and the Lord's supper. Among the other dramatic activities which characterized the teacher's ministry was His driving the money changers from the temple (Matthew 21:12-16). He found that the Jews were abusing the privileged of selling animals and fowls for sacrifices to those who did not have them and were making it a money making proposition rather than a means of service. Also in dramatic fashion the Master rode triumphantly into Jerusalem amid the waving of branches and the applause of the multitudes. It was after the manner of a conquering hero coming home, except that He was on a donkey rather than in a chariot, escorted by the worshipers instead of soldiers. This demonstrated spiritual Kingship rather than political rule (Matthew 21:7-11). It was a striking, dramatic, act one of the most impressive in his entire ministry. So in various ways Jesus utilized the dramatic method in His teachings.

Another method which Jesus used was the parables or story. It stands out more prominently in His teaching than any other. Jesus was unquestionably the world's greatest story teller. It is interesting to notice the Master Teacher's large use of stories or parables in His teaching. In-fact, they have been called “The consummation of His art”. About one fourth of His words as recorded by Mark and about one half as recorded by Luke are in the form of parables. A good illustration of the use of the story to throw light on truth previously stated is the parable of the Good Samaritan (Luke 10:25-37). The finest example of teaching an entire lesson by means of stories is found in the fifteenth chapter of Luke when the Pharisees and scribes complained because Jesus was being too hospitable to the Publicans and Sinners, He announced their murmuring not with arguments or censure but with three stories- The Lost Coin, The Lost Sheep and The Lost Son. It was beautiful and telling the picture of God's rejoicing over the sinner that repents, in contrast to with the disdainful attitude of these supposedly religious leaders.

His specific purpose in instructing: One of the most important help in teaching is that of clear-cut and specific purpose. There are some teachers who work from month to month without any definite purpose except to present the material given to them. Without an objective one lacks definiteness, perspective and purpose. Also he lacks the means of meaning the results of his teaching. However, with Jesus it was different. He never taught merely because He was called upon. He did it on purpose and He always had definite end to accomplish. He knew where He was going and moved steadily on. He sought to transform the lives of His disciples and through them to transform other lives and regenerate human society (John 10:10).
Ideals are the most powerful impersonal forces in the world for character building. They provide the chart, the guide for life's course. Very naturally, Jesus sought to form right ideals (Matthew 5:48). Jesus did not stop with imparting knowledge about spiritual and moral matters. He knew very well the inadequacy of information truth. Teaching should strengthen rather than weaken conviction so that they will not let it go.

One of the major tasks of a teacher is to relate the pupil properly to God. Since learning is not thorough without response, so teaching on any subject is not complete until one responds to God. One can never be rightly related to himself or to others until he or she is rightly related to God. Christian living involves the right relation to man as well as to God. When Jesus was summarizing the first commandment He added along with our relation to God (Matthew 12:31). Jesus realized that genuine love would break down all barriers. His attitude and emphasis would help to do away with liquor, keep down race prejudice, settle problems between capital and labor and eliminate war. In all of His teaching Jesus was not unmindful of the inner problems of His hearers and was ever seeking to solve them and develop unified and happy disciples. His teaching was a life-centered rather than a material-centered emphasis. Apart from the teaching on the Mount, most of his recorded sayings were directed toward helping a person meet specific issues they confronted. Jesus' aim did not stop with securing a formal response to His teachings or even with meeting specific problems. Jesus always sought to develop such positive virtues as honestly, humility, purity, unselfishness, kindness and sacrifice which make for nobility of character, steadfastness in conduct and joy in living. The final task of the master teacher was to train His disciples to carry his teaching around the world. They were so well prepared that they and their successors have won the largest number of followers of any group of religious teachers on earth. Though, they did not belong to the professional teaching group of scribes and rabbis (they were effective in their work). Nor did they have a professional training, but after a period of preparation under Jesus they became the world most significant teachers. Lastly, we can see that Jesus teaching was based on life needs and as teachers we should recognize that the training of other constitutes one of our tasks. Out of our society today must come the volunteer leaders for churches tomorrow. Likewise from this study must come the future pastors, educational directors, student workers, foreign missionaries and other religious leaders. Moreover, it’s true that we are saved to serve, yet undoubtedly that is a part of everyone's responsibility. Each worker should be trained and the Sunday School teacher is responsible for a part of the task.

As we have learned that Jesus as been an extraordinary teacher, He was indeed a Master in the use of materials, object lessons, dramatic methods and stories or parables in His teachings. In short, He sought “a perfect man in a perfect society.” And the result of His work not only show His superiority as a teacher, but also justify His emphasis on teaching. He is indeed the peerless teacher and in the light of Jesus' perfect personality, spirit of service, confidence in teaching, knowledge of the Scripture and humanity and grasp of teaching methods and processes, he was the best qualified teacher the world has ever known. This statement is true from whatever angle we view it. The increase in the number of His followers is more than any other religious or secular teacher, but the effect which was produced in the life of the world have been much more greater. May this short study ingeminate the feeling that the Sunday School teachers are the greatest force for good today, that they work under serious difficulties and discouragements and that they need inspiration as well as information for their tasks. May this short study be a blessing to teachers and to other church workers everywhere. God Bless!!

Bibliography:
Barton Bruce B. Life Application Bible Commentary. Illinios: Tyndale House Publishers, 1996.
Beardslee C. S. Teacher Training with the Master Teacher. Philadelphia: The Sunday School Times Co., 1903.
Dubois Petterson. The Point of Contact in Teaching. New York: Dodd, Mead, and Co., 1918.
Gabelein Frank E. The Expositor's Bible Commentary. Michigan: Zondervan, 1984.
Gordon S. D. Quiet Talk on Home Ideals. New York:Fleming H. Revell Co., 1909.
Heer Ken. Luke: A commentary for Bible student. Indiana: Wesleyan Publishing House, 2007.
Hitchcock A. W. The Psychology of Jesus. Boston: Pilgrim Press, 1907.
Piper D. R. How Would Jesus Teach?. Elgin: David C. Cook Publishing Co., 1931.
Price JM. Jesus the teacher. Tennessee: Convention Press, 1946.
Ray. F. Robbins. The life and Ministry of our Lord. Nashville:Convention Press, 1970.
Wilson Harold Jesus at School. London: The National Sunday School Union.