Yount, William R. Called to Teach: An introduction to the ministry of Teaching. Nashville, Tenn, B&H Publishing Group, 1999.
As Yount builds upon his foundation he starts with the heart and motivation of the teacher. Providing many examples, he demonstrates that most poor teaching is do to a lack of maturity and proper motivation. “Mature teachers see teaching as a mission;” argues Yount, “The mission is greater than reading and lecturing and answering questions—it is to stimulate a desire for excellence, first in the subject at hand, but beyond that, in life itself” (37). Therefore, much of Yount’s opening two chapters deal with the teacher rather than the classroom environment, teaching style, or how-to material for instruction.
Moving into the second part of his book, “The Teacher as Instructor,” Yount shifts from the conceptual matters of teaching and the internal matters of the teacher toward the actual task of teaching. Idea after idea are shared in a structured approach that keeps each idea and subsequent example framed in clusters of concepts, demonstrating the value of one of Yount’s suggested formats (50). It is this section where most of the introductory matter of teaching is found and it is also this section that would likely be most helpful to the Sunday school and formal teacher alike. However, for those who need specific how-to material, Part Three, “The Teacher as Manager,” provides information on organizing the class, keeping order, and writing tests. Yount offers outlines and examples that could have an immediate impact upon the quality of the formal classroom. How to write good test questions and samples of the good, bad, and ugly serves as but one example. This section, however, will not likely be as helpful to the adult Sunday school teacher. The final part, “The Teacher as Minister” brings the entire endeavor into greater spiritual thinking.
One weakness of Called to Teach is Yount’s handling of Scripture. Very little of his book, if any, was driven by God’s Word but instead seemed to be an after-the-fact add-on. If all the scriptural references were removed, with exception to the final section about the teacher as an evangelist, the book would work extremely well in the secular world. Many of the verses quoted were tacked on to further make the point rather than leading the idea. This paragraph from page 11 serves as but one example,
One last word on humor. Be sure that the humor is positive and uplifting. Avoid crude or vulgar jokes, stories with a double meaning, and even lighthearted pranks or gags. Humor is wrong when it denigrates others or demeans the sacred task at hand. “Nor should there be obscenity, foolish talk, or coarse joking, which are out of place, but rather thanksgiving” (Eph. 5:4).Rather than simply tacking on the passage as if to spiritualize the point, a simple rewrite could have signaled that God’s Word was the leading reason for the argument. This paragraph could have opened with something such as, “Adhering to Paul’s instruction, ‘Nor should there be obscenity, foolish talk, or course joking, which are out of place, but rather thanksgiving’ (Eph 5:4), be sure that humor is positive and uplifting.” In addition, some of the Scripture used is taken out of context. In these cases, Yount may have been better off to avoid using the Scripture all together.
Another difficulty of Called to Teach is the feeling of screeching breaks when the reader hits Part Three. Part Two is helpful to anyone teaching in nearly any formal environment. Part Three however, is a rather mechanical manual on class design, testing, and keeping young people or those required to attend the class under control. This creates a lurch that leaves the reader suddenly feeling less excited about the ministry of teaching. The material of Part Three is very helpful but a strong signal of the coming shift may have removed this awkward transition. Another idea may have been to add two sections at the end: one for the Sunday school teacher and one for the formal classroom teacher. With an introduction to each section alerting the reader what was ahead, the hard shift in tone and structure could have been avoided and the excitement of the new teacher maintained.
An additional section on teaching outside the classroom could have been added as well. Much of Part One and Part Two could be incorporated into an out-of-the-box format for the father trying to find ways to teach his children, the camp counselor desiring to teach as they go, or any other non-traditional format. This section might have greatly enhanced Called to Teach and provided additional thinking on what it is to teach and disciple those the teacher is called to serve, even if outside of a formal class setting.
Shortcoming aside, Called to Teach is an excellent introductory book on the topic of teaching. It is exciting, flows well, and is enjoyable to read. Sunday school leaders as well as formal academic teachers could greatly benefit from Yount’s book.
* This post comes from portions of a paper written for the partial fulfillment of a DMin at Golden Gate Baptist Theological Seminary. It has been redacted and modified for this website. ** Purchases from this website help support this ministry.