Adam Denoon,
You love Koine and you have a desire to help your students learn and love it, too. That’s the main thing.
GNT:
Your choice of GNT is good. I use a similar book and love it. Interlinears are unnatural spawn.
Recommendation about classes:
You are learning to teach a language - not an easy thing. Language is not a content subject like biology, history, or even hermeneutics. Language teaching requires different approaches than regular subjects. How about taking classes in Instructed Second Language Acquisition (or, Foreign Language Teaching, same thing)? I can highly recommend this online program from personal experience:
http://maflt.cal.msu.edu/ .
Teaching/Learning Methods: Three basic approaches
The Grammar-Translation method is the way you learned and the way you are starting out. It views language as a set of rules (grammar) and content (vocabulary) that must be learned. It has faith that explicit labeling and explaining of rules will lead to language comprehension. It understands language learning as a process of deciphering the target language. It demonstrates understanding of the target language via translation in the learner’s mother tongue or metalanguage about the target language, also in the learner’s mother tongue.
Audio Lingual – It was born from Skinnerian behavioralist theories. Teaching methods emphasize aural and oral use of language. Typical exercises include memorizing and acting out a dialogue. Pimsleur, Berlitz, and Rosetta Stone fit here. It views language as a skill to be learned. It demonstrates language learning by reproducing what was memorized in the appropriate contexts.
Communicative Language Teaching – It was born from Chomsky and cognitive linguistics. It views language as hugely complex. It understands language learning as developing from using the target language to successfully carry out communication. Methods include a) exercises in which the teacher commands and the students react appropriately (TPRS), b) telling stories and having students respond to questions about the story appropriately (TPR), c) using the target language to find out new information (Information Gap tasks, or Task Based Learning), d) using the language physically with manipulatives in a controlled setting (Where Are Your Keys).
Here is website where someone compiled some notes on methods:
http://biblicalgreek.org/grammar/#methods
Text:
If you like Grammar Translation methods, then Mounce, Croy, Machen, etc., all are the same to me. The only one that is a bit different is Dobson - less metalanguage and more simple practice. But our B-Greek member Shirley Rollinson improved on Dobson considerably and wrote a new, and free, textbook with the same good features.
If you like Audio-lingual methods, there are several books that would fit. Christopher Rico’s books, Living Koine Part II, Satni Carbonell’s Διαλογος Practicas de Griego Antiguo, and several very old books like Blackie’s Primer with dialogues.
If you like Communicative Language Teaching, then language is best taught without a textbook.
I hope some of this was helpful and that you get more and more help. I was in your spot some years ago when there really was not this sort of opportunity to share and learn from others online. As a teacher, develop a "community of practice" right from the start. It's been said the single best way a teacher can improve is to meet once a week with another teacher within his field.
Contra
In the spirit of healthy debate, I'll disagree with a couple bit of advice you've received so far.
Barry Hofstetter wrote: ↑November 7th, 2019, 12:28 am
Adam, my advice for you is to read as much Greek as possible, including extra-biblical Greek.
I doubt that reading widely in Greek is an efficient way to build language in your head, unless your reading comprehension is already very good. Read small bits repeatedly and in depth until you are “preaching” them. Learn
how to ask questions in Greek and pepper the text you are reading with questions.
Devenios Doulenios wrote: ↑November 7th, 2019, 10:14 am
find a way of introducing them to authentic Greek readings, at least simple ones, as soon as practicable in your course sequence.
I would say instead, give students language they can understand at 90+%. That’s not the GNT. Sorry to disagree,
ΔΔ... συγγνώμην ἔχε φίλε Δεβένιε, ἀλλὰ οὐ σύμφημι τῇ γνώμῃ σου ὅτι δεῖ μαθητὰς ἀναγνῶναι authentic texts. οἱ δὲ ἀναγνῶναι ἐκείνα οὐ δύνανται. κρεῖττον οὖν ἐστιν ἀναγνῶναι ὅ τι ἄν μαθηταὶ δύνωνται καταλαμβάνειν.[/size]