More and more, U.S. educators find themselves ministering cross-culturally. Numerous ethnic communities and the educator's own subcultures pepper the landscape of America. No longer can educators assume that all people process and store information in the same way they were trained. Other modes of communication must be utilized if they are to become effective educators among these diverse communities. This article, presented in two parts, investigates one such mode of communication--storytelling.
The writer examines the strengths and weaknesses of the Chronological Teaching model, suggesting ways to improve it.