February 2011 Monitor on Psychology

In this passage, Jesus is teaching a lesson familiar in rabbinic teaching: giving should never be done at the expense of the recipient. I’m indebted to pastor Frank Siciliano for pointing this out to me. According to Second Temple Period scholar David Bivin, Mishna states there was a “secret chamber” at the Temple for the giving and receiving of alms (Shekalim 5:6). That way the recipients of alms could retain their dignity.

Jesus' Teaching on Hell - Tentmaker

What are some ways to teach pre-teens the value of giving versus getting ..

It is often said Jesus spoke more about Hell than Heaven

.On a simple level, the two paramount circumstances of giving involve helping the needy andto enable the church to preach the gospel. Individuals based on their ability andopportunity have the privilege of helping those in need of the necessities of life (Eph.4:28; I Jn. 3: 16, 17, aid should not be rendered to one able but unwilling to work, 2Thes. 3: 10). The local church is, " the pillar and ground of the truth" (ITim. 3: 15). To the local church, God has assigned a certain work. This work involves thepreaching of the gospel, edification of the saved, and the exercise of benevolence forneedy saints (2 Tim. 4: 1-5; I Tim. 5: 16). This work requires financing (cp. I Cor. 9:14, see vs. 6-14). The act of giving should not ever be viewed as an onerous duty, but ajoyous privilege. Jesus said, " it is more blessed to give than to receive"(Acts 20: 35).

ESL - English Exercises: Past simple versus past continuous

. As mentioned, the Jew was required to "tithe." However,the teaching of the New Testament is not that simple. A designated amount is notstipulated, but instead we read regarding Paul presenting the giving of the MacedoniaChristians to serve as impetus for the Corinthians:

"The old adage about giving a man a fish versus teaching him how to fish has been updated by a reader: Give a man a fish and he will ask for tartar sauce and French fries!

Relevant Bible Teaching - Seven Principles of Giving

When Iexplained about the need to practice these kinds of subtractions to oneteacher who teaches elementary gifted education, who likes math and mathematical/logicalpuzzles and problems, and who is very knowledgeable and bright herself,she said "Oh, you mean they need practice regrouping in order to subtractthese amounts." That was a natural conceptual mistake on her part, sinceyou do NOT regroup to do these subtractions. These subtractions are whatyou always end up with AFTER you regroup to subtract. If you try to regroupto subtract them, you end up with the same thing, since changing the "ten"into 10 ones still gives you 1_ as the minuend. For example, when subtracting9 from 18, if you regroup the 18 into no tens and 18 ones, you still mustsubtract 9 from those 18 ones. Nothing has been gained. ()

Teaching kids to give, not get - WND

Differentcolor poker chips alone, as Fuson notes (p. 384) will not generate understandingabout quantities or about place-value. Children can be confused about therepresentational aspects of poker chip colors if they are not introducedto them correctly. And if not wisely guided into using them effectively,children can learn "face-value (superficial grouping)" facility with pokerchips that are not dissimilar to the face value, superficial ability toread and write numbers numerically. The point, however, is not to let themjust use poker chips to represent "face-values" alone, but to guide theminto using them for both (face-value) representation and as grouped physicalquantities. What I wrote here about the use of poker chips to teach place-valueinvolves introducing them in a particular (but flexible) way at a particulartime, for a particular reason. I give examples of the way they need tobe used to teach place-value in the text. The time they need to be introducedthis way is after children understand about grouping quantities and countingquantities "by groups". And I explain in this article precisely why differentcolor poker chips, when used correctly, can better teach children aboutplace-value than can base-ten blocks alone. Poker chips, used and demonstratedcorrectly, can serve as an effective practical and conceptual bridge betweenphysical groups and columnar representation, because they are both physicaland representational in ways that make sense to children --with minimaldemonstration and with monitored, guided, practice. And since poker chipsstack fairly conveniently, they can be used at earlier stages for childrento count individually and by groups, and to manipulate by groups. (Columnsof poker chips can also be used effectively to teach understanding aboutmany of the more difficult conceptual and representational aspects of fractions,which is another matter about teaching that I only mention here to pointout the usefulness of having a large supply of poker chips in classroomsfor a number of different mathematics educational purposes.) ()

25 Encouraging Scripture Verses for Teachers | Lynn …

explains how the names of numbersfrom 10 through 99 in the Chinese language include what are essentiallythe column names (as do our whole-number multiples of 100), and she thinksthat makes Chinese-speaking students able to learn place-value conceptsmore readily. But I believe that does not follow, since however the namesof numbers are pronounced, the numeric designation of them is still a totallydifferent thing from the written word designation; e.g., "1000" versus"one thousand". It should be just as difficult for a Chinese-speaking childto learn to identify the number "11" as it is for an English-speaking child,because both, having learned the number "1" as "one", will see the number"11" as simply two "ones" together. It should not be any easier for a Chinesechild to learn to read or pronounce "11" as (the Chinese translation of)"one-ten, one" than it is for English-speaking children to see it as "eleven".And Fuson does note the detection of three problems Chinese children have:(1) learning to write a "0" when there is no mention of a particular "column"in the saying of a number (e.g., knowing that "three thousand six" is "3006"not just "36"); (2) knowing that in certain cases when you get more thannine of a given place-value, you have to convert the "extra" into a higherplace-value in order to write it (e.g., you can say "five one hundred'sand twelve ten's" but you have to write it as "620" because you [sort of]cannot write it as "5120". [I say, "sort of" because we do teach childrento write "concatenated" columns --columns that contain multi-digit numbers--when we teach them the borrowing algorithm of subtraction; we do writea "12" in the ten's column when we had two ten's and borrow 10 more.] (3)Writing numbers normally without "concatenating" them (e.g., learning towrite "five hundred twelve" as "512" instead of "50012", where the childwrites down the "500" and puts the "12" on the end of it).