Teacher
You are a teacher. All the motivational orientations are important, but this one is often more prominent or visible than some of the others. Since you have this orientation, that’s usually fine with you, but it can be a challenge sometimes because you may have a tendency to get dependent upon recognition from people.
Introduction
These orientations are based on the gifts listed by Paul in Romans 12:6-8, in which he says that each member of the body of Christ has a gift, each gift is important and the gift is given to serve the rest. The emphasis here is on serving the body, and Paul says to exercise our gift according to the grace given to us. It’s the style in which you act.
“⁶ Since we have gifts that differ according to the grace given to us, each of us is to exercise them accordingly: if prophecy, according to the proportion of his faith; ⁷ if service, in his serving; or he who teaches, in his teaching; ⁸ or he who exhorts, in his exhortation; he who gives, with liberality; he who leads, with diligence; he who shows mercy, with cheerfulness.” Romans 12:6-8 (NASB)
This orientation is based on the gift of teaching spoken of in Rom 12:7.
Definition
The word “teaching” is translated from the Greek word didasko, from the root word daio or dao to know or to teach. It has inherent in it the calculation to influence the understanding of the person who is taught.
The word in this verse is translated “teaching” in every translation, so we’ll go out on a limb and say it means “teaching.” ;) “To hold discourse with others in order to instruct them, deliver didactic discourses.” (Thayer’s Lexicon)
Paul says to exercise the gifts given according to the grace given us in verse 6 and then in verse 7 he says, “he who teaches, in his teaching.” The Message reads “if you teach, stick to your teaching.” He/she is to teach according to the grace given him/her - do it with grace!
Teachers are one of the “mouths” of the body; they usually are gifted with words and articulation. They are also one of the “ears” of the body in that they listen for the need for instruction.
The basic motivation for teaching is to distribute the facts, “to teach and give instruction.” It is the ability to impart knowledge and to lead others into revealed truth. The need to define and clarify truth is done with the desire that in searching out the facts, and thus validating truth, the learner will both gain and grow in the learning process.
Those who function in this gift are attuned to the articulation of ideas. They pick up on what people say and they tend to penetrate to the specific meaning. As a gifted musician will notice even minor erroneous sounds or mistakes in a performance that no one else will catch, teachers will notice even minor articulations or expressions of belief, truth or fact that are not correct in their understanding, and they’ll want to point it out!
They are precise and are motivated to give detailed explanations. The basic tendency is to focus on transmitting truth in order to change hearts and minds. They are usually quite authoritative, even if they are not completely sure of what they are saying. And they can tend to focus more on information than people. James says they will be judged more strictly (Jam. 3:1). This is because they have more opportunity to influence people. Jesus condemned the teachers of the law because they were missing the heart and key principles of the law and focusing on minute details.
Because the rest of the body counts on these teachers to accurately share and explain the truth of God, if the teacher is not walking in relationship with God he/she will tend to focus on the facts and the lesson rather than the point of the teaching, which is transformed hearts and lives.
Characteristics of Teaching in the Life of Luke
1. The need to validate truth; to certify statements, which have been made by others. Luke’s purpose in writing was that people might know with certainty, (Luke 1:4).
2. The tendency to validate new truth by established systems of truth. Luke not only relates Christ’s words to the OT prophecies, but also even relates his writings to other Gospel accounts, (Luke 1:1 - 3).
3. The prompting to give teaching credentials before speaking and to get them from others before listening. Luke emphasized that he was an eyewitness, a qualified minister, (Luke 1:2, 3).
4. The desire to present truth in a systematic fashion. Luke’s research emphasized his chronological approach, (Luke 1:1 - 3).
5. A delight in researching and reporting as many facts on a subject as possible. Luke’s Gospel is the longest Gospel. It also includes many materials left out of the other Gospels, and he even emphasizes the completeness of his work, (Acts 1:1).
6. An emphasis on the importance and accuracy of reporting. Luke gives precise descriptions of events, conversations, circumstances and physical conditions, (Luke 4:38).
7. An alertness to factual details, which are not noticed or mentioned by others. Luke’s account is filled with more details of names, offices, cities, dates, events, and side points than the other Gospel.
8. A tendency to remain silent until information has been heard, observed, and discussed. Luke is conspicuous in the Gospels by his silence, none of his statements are recorded.
9. A need to exercise diligence and endurance. Luke demonstrated his faithful determination by remaining with Paul in prison until the end, (II Timothy 4:10, 11).
Challenges with the Gift of Teaching
People with this gift may experience the following:
1. Becoming proud of their knowledge.
2. Despising practical wisdom of uneducated people.
3. Communicating skepticism toward their teachers.
4. Criticizing sound teaching because of technical flaws.
5. Depending on human reasoning rather than the Holy Spirit.
6. Giving information, which lacks practical application.
7. Boring listeners with details of research.
8. Retreating into their own world of books.