LAW OF EQUIPPING: Equip for service

MINDSET: Eph. 4:11-16 ... to equip his people for works of service, so that the body of Christ may be built up
  1. The primary purpose of the teacher is to equip.

    To equip = To prepare, make ready, complete or restore (for ministry and service)

  2. The primary audience of teachers is Christians.

  3. The primary result of equipping is Christians doing the work of ministry and edifying the Body of Christ.
    From him the whole body, 
    joined and held together by every supporting ligament, 
    grows and builds itself up in love, 
    as each part does its work.
    Eph. 4:16
Seven Equipping Maxims
  1. Equipping is the responsibility of the teacher.

  2. Equipping occurs best when the teacher assumes the biblical role of coach, not a player (Acts 2:42).

  3. Equipping is best evaluated by what the student does after class.

  4. Equipping should impact both character and conduct.

    Character is the spawning ground for conduct. Beliefs always precede behavior.

  5. Equipping should focus more intensely on the more committed (2 Tim. 2:2).

  6. Equipping requires knowledge, skill and long-term commitment — it takes time.

  7. The ultimate goal of equipping is independent equippers — able to teach others also.

Five-Step Equipping Method
  1. INSTRUCT: Educate with the basics - I tell you.
  2. ILLUSTRATE: Demo the skill - You watch me.
  3. INVOLVE: Practice practicum - We do it together.
  4. IMPROVE: Work, work, work - I watch you.
  5. INSPIRE: Perfect the performance and pass it on - Keep it up.

Seven Equipping Maximizers
  1. Train your students until they are successful, independent users of the skill.

    A student's conviction and capability determine his ultimate success.

  2. Reproduce yourself by focusing on students’ skill, not your style.

    Students must become effective within their own personality and temperament.

  3. Alter equipping according to your students’ characteristics and circumstances.

    Plot your course according to your students' abilities.

  4. Increase student motivation by relationship, retribution and reward.

  5. Nail down the basics before developing advanced skills.

  6. Encourage students more frequently in early trainings.

  7. Reaffirm students’ value independent of their level of performance.

    A student's value is not tied to their performance. Also performance appraisal is relative to the ability of that person - not of others.

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Alan's Gleanings | October 2011 by Alan S.L. Wong