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LFP ± STC STUDY AIDS: Communicating the Gospel through Teaching

(January 15 ± 16, 2010)

What is Classical Education?

Classical Christian education is unique in that it seeks to faithfully restore the most
proven form of education ever developed. This education produced the greatest
thinkers, leaders, and scientists in the Western world from the time of the Greeks
until the late 19th century, including America¶s founding fathers. From the heritage of
America¶s Ivy League colleges and classical day schools, leaders in every field
continue to emerge from the fragmented legacy of classical education.

History of Classical Education

Birthed by ancient Greeks and Romans, refined by generations of Europeans and

employed by early Americans, the classical model of education has shaped the
growth of Western civilization over the last thousand years. It has historical ballast.

Early Christians incorporated the core concepts of Classical education into a

teaching method centered on the Seven Liberal Arts. The first three of these
disciplines, collectively called the Trivium, focus on providing students with the
³tools of learning,´ training them not only to comprehend the content being taught
but to master a means of learning that can be applied to any content area. The
Trivium consists of the arts of grammar, logic and rhetoric. The study of grammar
focuses on the foundational ³bits and pieces,´ the facts of a given subject which
must be memorized. Logic is the reasoning or set of thinking skills that ties those
facts together and leads to deeper understanding. Rhetoric teaches students to
express what they have learned in a polished and effective way, emphasizing genuine
understanding and graceful communication.

Early Christian Education

The study of Scripture and of biblical commentary was the pinnacle of Christian
education in the early and medieval Church. The "liberal arts" (liberales artes) that
constituted a classical education in ancient Rome were literally the areas of
knowledge that "free people" (liberi) had the opportunity to study. In contrast, slaves
and poor people could not afford to hire tutors. Traditionally, the liberal arts are
seven: grammar, rhetoric, and logic to prepare one for further study, and then one
might go on to study the disciplines of geometry, arithmetic, music, and astronomy.
Learning grammar and rhetoric involved reading and analyzing literature and
historical texts, and for Christians either the Bible with scriptural commentary was
added to this as the most important of all or was substituted entirely for pagan texts.

Christianity expanded educational opportunities for the faithful. Previously, one had
to be born into a family with sufficient wealth to afford tutors. Under Christianity,
however, if one were admitted to a religious community, there one might be
educated. Also, children were brought to both Greek and Latin monasteries for
education, and parents having their children educated at home wrote to theologians
for advice. St. Basil the Great set out a curriculum and method for teaching children.
He used a great deal of persuasion and attractive methods, rather than relying on
compulsion to force the children to work.

History of Christian Education in the Philippines

Christian Education in the Philippines dates back to its first colonizers, the Spanish
conquistadores, who brought with them in 1521 their political system that was
closely intertwined with their religion, an education that taught the Catholic doctrine,
medical mission and social services. It is worth mentioning that the oldest university
established in the country, the University of Sto. Tomas, is even older than the oldest
university in America. Together with this were boys¶ and girls¶ schools like Letran,
Colegio de San Agustin, Sta. Isabel College, University of San Ignacio and University
of San Carlos, established by the different religious congregations like the
Dominicans, Recollects, the Daughters of Charity, the Jesuits, and many more.

When the Americans came to the Philippines in 1898, the occupation had with it
another package of political, socio-cultural, economic, and welfare systems. If the
Spanish colonization was very strong in the role of religion, the American regime was
characterized by a stronger role of the government in almost all spheres of societal
endeavor. For the first time in the history of Philippine colonization, public
institutions were set up²be they in welfare or in education. Government hospitals
were established, foremost of which was the Philippine General Hospital. The
concept of public school saw its realization opening education to every one with
elementary education made mandatory. Higher education during the period was
purportedly aimed at the democratization of the Philippines according to American
patterns, with emphasis on self-government, the propagation of the English
language, the promotion of the dignity of labor, and the initiation of mass education
as the base of enlightened democracy. On the other hand, Protestant American
missionaries started to make a dent in their evangelization efforts with the
establishment of churches and bible schools. It should be noted, however, that the
Bible came to the Philippines as early as 1828 and 1853 as recorded by the American
Bible Society and the British and Foreign Bible Society respectively. However, the
first account of its distribution in the country, the Gospel of Luke translated into the
Pangasinense dialect, was in 1873. A few Filipinos also knew of some Catholic
priests who obtained and read the bible. As a matter of fact, Fr. Jacinto Zamora, one
of the Filipino martyrs executed by the Spanish government in1872, had given a copy
of the Gospel of Matthew to a young Filipino who later became a Protestant
evangelist. (Kwantes, 1998)

The first Protestant school recorded in the history of American occupation in the
country was the Silliman University in Dumaguete City. The school celebrated its
100th year in 2001 with its graduates coming from all parts of the world. The
University has its Divinity School and prides itself of being a Christian University in
that part of the country. Other schools that were established by the American
missionaries were the Central Philippine University (1905) which started as a school
for boys, and later adding a school of theology (1929) under the Philippine Baptist
Conference in Iloilo City, the Union Theological Seminary (1907) in Dasmarinas,
Cavite, now a part of the Philippine Christian University (1946) that maintains two
campuses, one in Manila and another in Cavite, The PCU is run by two big
churches²the United Methodist Church and the United Church of Christ in the
Philippines; the Wesleyan College (1946), now a University, in Cabanatuan City in
Nueva Ecija, under the auspices of the UMC. Other Theological and Bible schools
also came into being: the Harris Memorial Training School for women church
workers, the FEBIAS College of Bible and the Ellinwood Bible School.

Another seminary that made a dent in the history of Christian Education in the
Philippines was the St. Andrews Seminary that was established in the 1930s under
the Episcopal Church in the Philippines. Secondary schools were also established
bearing mark of Protestant missionaries. Together with us in this conference are
representatives of other schools offering Christian Education as their main program:
the Asian Theological Seminary, an international and interdenominational school
established in 1969 and located in Quezon City; the Baptist Theological College
(1958) located in Cebu and which started with a three-year training for pastor
farmers; and, the International School of Theology located in Novaliches, Quezon
City.
Where, now, does Christian education come in?

Every person who has had the exposure in a Christian institution of learning believes
in the unifying philosophy of education, which regards all truth as one with God as
its author, no matter, that science would refute it. This philosophy is given flesh as
the school begins to acquaint students with God and His truth in all aspects so as to
effect in them a well-rounded growth fit for a useful life in the community and the
nation. The school, therefore, shall stand for high moral principles, for service, and
for the application of Christian teachings to all human affairs.

From a theological perspective, education means the liberation of humankind from

sin to have a free and fuller life. Christian Education derives its philosophy from the
imperatives of the Bible, that is, the human person was created in the image of God
(Genesis 1:26-27) endowed with inherent worth and dignity and tasked with ruling
and caring functions over all creations (Genesis 1:26-28; Ps. 8:4-8). Education should
be governed by a realization of the worth and sacredness of the human being, and as
such, should aim at the full growth in stature, in mind, body and spirit of each person
(Camba, 1998).

The liberating context of education should find itself in the following:

1) Freedom from the imposition of other culture into The total educational process.
Long years of colonization resulted to the alienation of Filipinos from their own
cultural heritage. The Christian family is undergoing a lot of changes with long
treasured values being set-aside because of Western ideas, technological advances,
globalization, political, educational, and social revolution. The medium of instruction,
which is the English language, all the more influenced the mind, trimming it down
into what is beautiful in the English language.

2) The marginalized sector of the population need to be liberated from their

continuing alienation from the normal stream of society. There is too much unequal
distribution of wealth and services. If our Christian schools will be true to their
mission, then the curricula should be reflective of Jesus¶ preferential love for the
poor and powerless.

3) Freedom from selfishness. Christian education should concern itself with the
social realities of our time. Webber (1998), as cited by Lydia Mapile in her
dissertation, defines social concern as the application of Christian worldview to the
political, legislative, economic, and moral life of society and individuals. It actively
promotes justice and morality, and speaks of five educational tasks, namely, the act
of representing of speaking on behalf of powerless or advocacy; organizing
communities that encourage and empower people; evangelism; worship; and, service
(Pazmino, 1994). ± MLC Conference Paper

Christian Education includes preaching (the kerygma) and teaching (the didache).

Christian teaching - How does it differ from other religions?

How does Christian teaching differ from the teachings of other religions? The
teaching of Christianity is totally unique in that it has a Person as its focal point. The
object of Christian teaching is Jesus Christ Himself. Unlike other religions, it is not
dogma or doctrine as an end in itself. The truths that Christians expound
dogmatically, the doctrines that make up the "what we believe" charters of Christian
churches all point to the Lord of all.

As Christians, we do not seek to learn creeds, nor do we adhere to a carefully

bulleted list of do's and don'ts. We embrace the Bible and meditate on it so that we
can draw ever closer to the Savior. We live godly lives because we have been filled
and empowered by the Person of Jesus Christ through the indwelling Holy Spirit. Any
seeking of the scriptures as a means within itself leaves one empty; there may be
head knowledge, but nothing is gained of eternal value.

John 5:39-40 says, "You diligently study the Scriptures because you think that by
them you possess eternal life. These are the Scriptures that testify about me, yet you
refuse to come to me to have life." Christ chided the Pharisees for such seeking
while He was still on earth. Seekers and students of other religions may declare an
allegiance to morality and enriching knowledge, but their lives are not inwardly
changed because there is no Indwelling Personality to effect a change.

Christian teaching differs from other religious teaching also in that God Himself
instituted it. God, through the Holy Spirit, birthed the Christian Church on the day of
Pentecost when the believers in the upper room were baptized with the Holy Spirit.
The Apostle Paul explains it by stating that the Spirit baptizes us into one body. 1
 Corinthians 12:13 says, "For we were all baptized by one Spirit into one body --
whether Jews or Greeks, slave or free -- and we were all given the one Spirit to
drink."

This differs from other religions, which were derived from the minds and intellect of
men. If men provoke a following, those who follow are subject to the teachings of
such men. Many of these followers have every good intention and submit themselves
to these man-made teachings with faithfulness, but in the end they have gained
nothing for eternity.

Christian teaching draws its adherents closer and closer to full intimacy with God.
Ephesians 3:19b says, ". . .that you may be filled to the measure of all the fullness of
God." It is always the Person that is the object, not knowledge. Those who seek only
knowledge develop self-righteousness and arrogance. 1 Corinthians 8:1b says ". .
.Knowledge puffs up, but love builds up." Ultimately, Christianity is distinguished
because it is a relationship; all of its teachings promote that relationship. Christ is
called the Everlasting Father; we are His children. Followers of the teachings of other
religions are merely students.

What requires an effective teaching?

Effective teaching of God's Word requires . . .

ëc a sound teaching philosophy based on the Word of God
ëc an understanding of the teaching-learning process that includes how God
made people to learn
ëc a biblical teaching style that focuses on being a servant teacher
ëc a mastery of teaching techniques, audiovisuals, and teaching methods
that is secondary to being the kind of teacher God most desires to use
ëc an awareness and use of teaching resources and teaching tools that will
enrich your Bible teaching but never take the place of the Holy Spirit
Effective Bible teachers remember that . . .
ëc Teaching is part of the Great Commission. --a mandate of mission
ac Jesus said, "go and make disciples of all nations . . . teaching them to obey everything I have
commanded you" (Matt. 28:19-20).

ëc Teaching is part of the reproductive process. --a means of multiplication

ac "And the things you have heard me say in the presence of many witnesses entrust to reliable
men who will also be qualified to teach others" (2 Tim. 2:2)

ëc Teaching is part of body life. --a measure of maturity

ac "Let the word of Christ dwell in you richly as you teach and admonish one another with all
wisdom . . ." (Col. 3:16).

Effective Bible teachers realize that it takes time, commitment, and effort . . .

ëc . . . to structure lessons that make a difference

ëc . . . to plan methods that best communicate the content
ëc . . . to be creative in their approach both in and out of the classroom

Effective Bible teaching results in . . .

ëc . . . changed lives that reflect the work of the Holy Spirit in bringing people into conformity with the
Lord Jesus Christ.

ëc . . .classroom management that goes beyond crowd control and mere classroom discipline
techniques to true learning and growth.
 Be-Attitudes for Teachers

Be Insightful

And this is my prayer: that your love may abound more and more
in knowledge and depth of insight, so that you may be able
to discern what is best and may be pure and blameless
until the day of Christ. (Philippians 1:9-10)

You need more than knowledge to effectively teach. As a teacher of God¶s Word you
are transmitting a content of truth but it isn¶t good enough to merely ³know´ what the
Bible says. Nor is it enough to expect your students to simply ³know´ God¶s Word.
You will not, however, take your students beyond rote recognition of truth unless it
has been a part of your own experience.

Knowledge must be coupled with insight, according to Philippians 1:9-10.

You need to understand how truth applies to life.

What are the implications? How is the truth relevant?

You need to see beyond the words -- beyond the facts.

What is the real essence of this content? What is the meaning of the
truth?

This is not a de-emphasis of truth. You do not want to raise Biblically illiterate
students. Nor is this pure pragmatism or human wisdom. You do not want to nurture
a shallow handling of truth. Neither is this a mystical addition to what God has said.
You do not want to foster an existential view of truth wherein you determine what is
true.

Rather, this is adding depth and substance to our understanding of what is the
infallible and all-sufficient Word of God. It is the skillful use of absolute truth. You are
learning how to apply truth to the reality of everyday life.

Such understanding is beyond you. 1 Corinthians 2:12-13 says, ³We have not
received the spirit of the world but the Spirit who is from God, that we may
understand what God has freely given us. This is what we speak, not in words taught
us by human wisdom but in words taught by the Spirit, expressing spiritual truths in
spiritual words.´

As you depend on the Holy Spirit, allowing Him to fill and control you, you will be an
insightful teacher. You will be able to show a skeptical world how relevant and
practical God¶s Word is to their everyday living and choices.

Taking your students far enough in their understanding

of truth is one of the most loving things you can do.

That is why Paul¶s prayer is ³that your love may abound more and more in knowledge
and depth of insight.´ Love needs to know what is best so as to follow what is in the
interest of all concerned. Love must do what is right so as not to be a stumbling
block.

Teaching calls for discernment. Without knowledge and depth of insight, you will not
be able to properly discern.

APPLICATION:

For Teachers: The next time you prepare a lesson, study the Scripture with the goal
of going beyond the content to acquiring insight into that truth. Fervently pray for
wisdom and understanding before you begin to study. List at least three implications
of the truth to your own life and also three ways it is relevant to your students.

For Leaders: Evaluate your curriculum to make sure it goes far enough. Use
curriculum that is not only doctrinally sound but rich with insights into how the truth
is relevant and applicable to one¶s life.

For Group Use: After presenting this devotional, work on some Scripture passages in
small groups. You could divide by age level and use Scripture from upcoming
lessons. For every truth they can suggest from the passage, they must list an insight
on how it relates to life.
 Classroom Discipline Tips

Remember that the physical environment can affect behavior.

Distractions, boredom, and frustration seem to fuel behavioral problems.

Consequently, one of your goals ought to be the minimization of their accelerants.

Teaching methods and styles may be to blame but don't forget to look at your
classroom. The physical environment can affect behavior.

ëc Keep your room attractively decorated, neat, clean, cheerful, and free of
clutter.

ëc Keep your room comfortable and facilitating to learning with good lighting,
adequate ventilation, and plenty of space to move around.

Teaching Method

Lecture
An oral presentation or discourse is given on a subject in a systematic, orderly way
for the purpose of instruction.

In Choosing Teaching Methods consider your group factors:

Group size
Resources needed
0bjective targeted
Use Modeled
Proximity of others

Finances needed
Age level
Categorization
Time required
0penness of group
Room size
Skills needed

Group size
Lecture may be used in any group size. This method is particularly useful in a large
group where interactive methodology is more difficult to implement.

Resources needed
A lecture can be presented without using any materials but is enhanced with the use
of visual aids. This may include but not be limited to an overhead projector, Power
Point presentation, chalk or white board, flip chart, props, objects, handouts, charts,
graphs, and maps. Depending on the room size, you may also need an amplifying
system. Many teachers find a podium to hold notes useful when lecturing.

Objective targeted
Lecture enables a teacher to cover a large amount of content in a minimal period of
time. The main objective in using lecture is that students acquire information,
increasing their knowledge and understanding on a subject.

Use modeled
Jesus used lectures of varying lengths. He often used this method when addressing
the multitudes, a large group of people. In the Sermon on the Mount (Matthew 5-7), a
classic example, Jesus began with a series of startling statements which
undoubtedly got their attention. Poor, meek, grieving, and persecuted people aren't
normally considered blessed. Through the body of His lecture, Jesus used numerous
illustrations and examples to make it relevant to the people. He used the familiar to
help them understand concepts. At the end of His message, Jesus encouraged
application. The people were "amazed at His teaching because He taught as one who
had authority" (Matt. 7:28-29).
Proximity of others
Since lecture is one-way communication, the noise volume should not be a problem
for nearby classes.

Finances needed
A lecture can be done without incurring any expenses. If using visual aids with it,
figure in costs of these materials and equipment needed to use them if not already
available.

Age level
Lecture is best used with youth and adults. Particularly if using it with teenagers, be
sure to keep it short.

Categorization
Lecture is traditionally one-way communication, meant to be impressional. Because
it is a monologue, it is teacher-centered.

Time required
The lecture itself can be designed to fit any length of time.

Openness of group
The biggest problem with lecture is the potential for boredom to set in if the speaker
is not dynamic or if visualization is not used. Youth will especially struggle with
boredom when lecture is used. For those who prefer to be passive in the classroom,
lecture offers the least threat of any method.

Room size
A lecture can be given in any setting.

Skills needed
Preparation:

1.c Know your purposes.

 Knowing your purposes from the start will save you time in narrowing your
area of focus for study. It will also help you organize and avoid rambling.

2.c Know your points.

Spend adequate time researching your topic so you give it adequate and
accurate coverage. Know what you are talking about.

3.c Know your power.

Ask the Holy Spirit to enlighten you as you study and to provide you with
insights in how to present the material. Base the authority of your teaching on
the Word of God, not your personal expertise or charisma.

4.c Know your plan.

Determine the pattern the lecture will follow to provide a systematic and logical
flow. You can begin with a big idea and break that down into smaller ideas. Or,
you can begin with a basic idea and develop it using several examples or
illustrations. Or, you can begin with several equally important aspects of a
topic and develop each aspect.

5.c Know your pupils.

Adapt your presentation to their needs, interests, and backgrounds. Make it

relevant to them.

Plan Your Presentation:

1.c Include the following key elements:

Attention - an introduction that will grab their attention

Analysis - a body of information systematically presented
Application - a conclusion suggesting what they are to do with the information

2.c Add visualization where possible.

Students only retain about 10% of what they hear alone. They retain about 50-
65% of what they both hear and see.
3.c Use yourself as an audiovisual.

Try to be a little animated in your facial expressions, voice inflections,

gestures, and movement. Emphasize transitions by changing your posture or
facing a different direction. When appropriate, dress in accordance with the
theme, character, or time period about which you are speaking.

4.c Establish contact with your student.

Show genuine interest in the students. Establish eye contact with them as you
lecture. At times move away from the podium, unless you must use a
stationary microphone. Use personal pronouns in your speaking. Use personal
illustrations, providing some self-disclosure to let them see that you are real.
Be conversational, not rigid as you speak. Use some humor to break the ice.
Talk with students before and after class to build rapport with them.

5.c Allow for feedback when possible.

The only way you will know if your students are getting it, unless you are very
good at reading nonverbal cues, is to hear from them. You can use a question
and answer time, reaction groups, discussion, or testing. Be gracious and
patient if students interrupt your lecture with questions or comments.
Remember that you are there for them, not to spout off all you know.
Clarification may be needed.

6.c Highlight key points.

Project the key points or list them on a chalk or white board or provide a
handout. Do not reveal too much information in advance. Sometimes you can
ask students to repeat the key points aloud as you get to them. Summarize the
main points toward the end of the lecture.

7.c Engage your students.

Encourage note-taking. Provide a handout with room under each point for
notes. Be careful not to provide too much information in advance or they may
read ahead and then mentally disengage. Sometimes you can ask students to
 read or to repeat what you say in unison. Other times you can ask for a
response by the raising of hands or having them stand.

8.c Pursue understanding, not merely the acquisition of information.

Rephrase what you say throughout the lecture without getting too redundant.
Use vocabulary on their level. Don't seek to impress. Use illustrations that are
relevant to their life experiences.

9.c Consider alternatives to traditional, straight lecture. Perhaps you can use one
of the following ideas:
ëc Lecture Forum - Immediately follow the lecture with open discussion of
the material presented. Students are given the opportunity to ask the
lecturer questions. If the group is large, break into smaller groups for
the discussion and have a representative from each group ask the
questions. Or, students may write down their questions, which are then
collected and given to the lecturer.
ëc Listening Teams - Divide the class into teams giving each team
something they must listen for that will be covered in the lecture like a
certain aspect or a question to be answered. Teams then share what
they glean with the entire group.
ëc Reaction Panel - Members of the class or other resource people brought
in form a panel to react to the lecture.
ëc Screened Speech - A speaker is given questions from the class to
respond to in his/her speech.
ëc Segmented Lecture - The monologue is broken into short segments with
time between each segment for discussion or some other kind of
interactive method for purposes of clarification or reinforcement.
ëc Symposium - Have several people lecture, each on a different aspect of
an issue. Turn it into a symposium forum by following their speeches
with open discussion.

Practice the Presentation:

1.c Get a good idea of how much time the lecture will take by timing yourself as
you practice.
2.c Get familiar enough with the content so that if you are interrupted you can
reorganize on the spot.
 Process the Results:

1.c Evaluate if your purposes were accomplished.

2.c Determine if there is a different or better way you could have presented the
material based on feedback from the students. Learn for the future.

The Church's Purpose to Love God

Is Expressed Through Nurture

Helping People Get to Know God

The Priority of Nurture:

ëc patterned by Jesus (Matt. 9:35; Jn. 17:6-8, 14, 17, 20) and the Apostles (Acts 2:42; 5:42)
ëc commanded in Scripture (Matt. 28:19-20)

God places a high priority on the training ministry of the church, and so must we. Resources to help
people know and love God more are abundantly available, leaving us without excuse.

The Program for Nurture:

ëc discipleship (Matt. 28:19 - matheteuo)

ëc equipping (Eph. 4:11-16 - katartismos)
ëc teaching (Matt. 28:20 - didasko)
ëc preaching (2 Tim. 4:2 - kerusso)
ëc exhorting (1 Tim. 4:13 - paraklesis)

In the New Testament you will find a number of distinct Greek words which could indicate different
strategies, or programs, for the nurture of believers. The place, setting, and timing for these programs
may vary from church to church, but to yield the greatest results, all of these strategies should be
available within the ministry of the church.

The Process for Nurture:

ëc life-long (Phil. 3:10-16)

 ëc developmental (Heb. 6:1)
ëc relational -- corporate (1 Tim. 4:13), interpersonal (Col. 3:16), and personal (2 Tim. 2:15)

The process is not instantaneous but rather unending. People will be at different stages and will grow
at different paces. This presents challenges for leadership but supports the reason for varying
strategies, or programs, for accomplishing this objective.

Both the large and the small group settings are important in the process as well as personal time with
the Lord. The dynamic changes in each of these contexts and neither should be a substitute for the
other.

The Product of Nurture:

ëc maturity (Eph. 4:11-13)

ëc discernment (Eph. 4:14; Heb. 5:14)
ëc growth (Eph. 4:15; 1 Cor. 3:6-7)
ëc greater knowledge of and love for God (Col. 1:9-11; Phil. 1:9-11)
ëc multiplication (2 Tim. 2:2)

When the church takes a committed, consistent, and balanced approach to providing opportunities for
people to be nurtured in their knowledge of and love for God, then the church can move into the
reproductive stages where those who have been discipled take what they have learned and teach
others.
The Benefits of Creativity in the Classroom

Creativity is important in teaching because of

what it potentially brings to the lesson and how it
can move students to higher levels of learning.

Challenge

Creative teaching often takes students to the

edge. Getting out of their comfort zones can
cause people to re-examine where they are and
what they have been holding on to. Consequently,
students have opportunity to move beyond
status-quo.

Relevancy

Building creativity into a lesson causes the

teacher to think about what will affect students in
positive ways. Consequently, age-old truth is
presented in ways that tap into people's lives
today.

Enlightenment

When the same content is presented in a new or

different way, it is seen from a different
perspective. Consequently, students often come
to understand it better.

Attention

When students don't know what to expect they

will tend to remain more alert in the teaching-
learning process. Consequently, the lesson will
potentially not only grab their attention but
maintain their attention.

Thirst

When students are interested and engaged in the

lesson, they actually enjoy learning. Conse-
quently, they want to keep coming back for more.

Involvement

One of the goals of a creative teacher is to

increase participation by students. Consequently,
students will tend to think more, feel more, do
more, and hence, learn more.
 Vigor

Because the teacher must work at the lesson

more to make it creative, the teacher will have an
even greater personal investment into the lesson.
Consequently, the lesson will tend to be
presented with more enthusiasm and energy.

Excellence

Creative teachers ask questions like, "How can I

make this lesson better understood?" "How can I
tap into the needs of my students?" "How can I
engage my students in the process?" Conse-
quently, as a result of constant evaluation,
lessons are constantly improving.

How Do You Feel About Teaching?

I¶ve already started a teacher training session with a circle response activity wherein I
asked everyone to communicate in one word or noise how they felt about teaching.
Replies ranged from ³ugh´ to excited. What I discovered is that responses often
stemmed out of one of the following:

1) how they were gifted

2) how they were recruited

3) how they perceived God would use them

How They Were Gifted: If a person did not have the gift of teaching, exhortation,
prophecy, or perhaps pastor, they tended to feel insecure, afraid of failing, and
frustrated. However, those who had these gifts, especially the gift of teaching,
tended to find themselves with a renewable energy that converted into an excitement
and passion about teaching.

How They Were Recruited: If arm-twisted into teaching or made to feel guilty if they
didn¶t, more time than not, even if spiritually gifted to teach, they tended to lack
enthusiasm and even begrudged the time they had to invest into teaching. If nabbed
in the parking lot, they tended to have a low view of their role. However, those who
were approached in a serious manner and were given time to pray about their
decision, tended to perceive teaching with more of a priority and sense of purpose.
They tended to be more enthused and willing to invest time and effort into it.

How They Perceived God Would Use Them: If just doing their time with hopes
something good might come out of it, they tended to display some apathy, having a
spiritual lethargy. However, if they truly believed that God would use them to make a
difference in people¶s lives, trusting God to not let His Word return void (Isa. 55:11),
they tended to find joy and have a sense of anticipation every time they entered the
classroom.

The PowerPoint Presentation, Rediscovering the Joy of Teaching, addresses this

point, showing how JOY comes through an anticipation of what Jesus will do
through you as you invest into other people¶s lives, keeping a proper perspective of
your place and purpose in teaching.

If the needle on the gauge of your feelings toward teaching is pointing more toward
³ugh´ rather than excitement, perhaps this resource is for you. It can be used by
individual teachers or in a group. You do not need to have the PowerPoint program
on your computer if you download Microsoft¶s free viewer.

For those of you who are in leadership, remember these points as you recruit. Look
for people who are spiritually gifted to teach. Take great care in the way you recruit
people that you are communicating the importance of the task. And, be sure to
emphasize the ultimate purpose and potential of them teaching.

For those of you being sought after to teach, look for your best fit in ministry based
on your spiritual gifts. Do not let someone pressure you into teaching without
spending time in prayer. Know if it is something GOD wants you to do. If it is,
depend on Him to use you to make a difference in people¶s lives.

For those of you already teaching who do not feel very good about it, trust God to
work through you, even if teaching is not your best fit or if you are not doing it for the
right reasons because of how you were recruited. Work toward a better fit in ministry
when the time is right. It is about God¶s will and timing, which could be a temporary
placement in teaching.

For those of you already teaching who do feel good about it, praise the Lord yet be
careful. Stay alert, standing firm in the Lord and His mighty power. The enemy is like
 a roaring lion looking for those he can devour. All that he must do is to rob you of
your joy to render you less effective.

Teaching for Changed Lives

Therefore, if anyone is in Christ, he is a new creation; the old has gone,

the new has come! (2 Cor. 5:17)

Our goal as teachers should be to see people's

lives changed but specifically what needs to be
changed?

Character

From worldly, self-centered traits to godly virtues,

the fruit of the Spirit (Col. 3:12-15; 2 Pet. 1:3-9;
Gal. 5:22-26)

Heart

From an impure, divided heart to a clean, fully-

devoted heart (Ps. 51:10; Prov. 4:23; Matt. 22:37;
Lk. 6:45; Col 3:23)

Attitudes

From a proud, self-serving disposition to one of

humility and servanthood not entitlement (Phil.
2:3-7; Eph. 4:22-23)

Nature

From the old enslaving sinful human nature to the

new Christ-like, Spirit-filled nature (Rom 7:5, 18,
25; 8:4-13; 13:14; Gal 5:1e-26; 6:8; Eph 2:3; Col
2:11-13; Col 3:5; 2 Pet. 1:4)
 Grace

From impatient, conditional, and unforgiving

relationships to dispensers of His grace living in
community and true fellowship with one another
(1 Pet. 4:8-10; Eph. 4:22-32; Col. 3:15-17)

Energy

From too weak and powerless to overcome to

strong in the Lord and able to persevere even in
suffering and opposition (Isa. 40:30-31; Eph. 6:10-
17; 2 Pet. 1:3)

Discernment

From ignorant and foolish to not just knowing the

truth but also understanding it and being able to
see its implications for life (Rom. 12:2; Heb. 5:14;
Col. 1:9-10)

Notice that the above acrostic does not specifically include change in
behavior, deeds, action.

Conformity to God's will is very important. We are to be doers of the Word.

If we love the Lord, we will obey His commands.

However, the Lord is looking for change from the inside out. When our
character, heart, attitudes, and nature change and when we are filled with
His grace, energy, and discernment, we act the way we should.

In teaching for changed lives, let's make sure we work toward God's order
for change. When our teaching focuses more on what is listed above, it
affects not only our goals but also our emphasis in teaching, the way we
teach, and the way we treat students.
 Using Bible Study Discussion Guides

Leading a Good Small Group Discussion

Scenario:
You purchased a discussion guide you thought
would be good for your group. You know another
small group leader who used it and said it was one
of the best small group studies they ever did. Your
group, however, just sat there staring at you
offering little interaction. What they did share was
short and shallow. You finished the sessions
early.

What went wrong?

You relied on the questions in the curriculum

alone which did not connect with your group.
Perhaps your group did not have enough
background knowledge or lacked experience with
group discussion.

Do not rely on the study guide alone to produce a

good discussion. One of your responsibilities as
the facilitator is to keep the discussion moving
with guiding questions.

You need to help participants to be CLEAR. Start

with the question provided in the curriculum but
then take it to the next step if group members do
not further the discussion on their own. Ask
questions like the following to get them thinking
clear-ly.
Clarifying Questions

ëc Could you explain what you mean by that?

ëc Could you rephrase what you just said?

Listing Questions

ëc Could you give an example?

ëc Could you give us an illustration of that?

Extending Questions

ëc What can you add to what has been said?

ëc Do you have any more thoughts on that?

Analyzing Questions

ëc What reasoning is behind your answer?

ëc Do you know of any Scripture to back that
up?

Re-directing Questions

ëc What does somebody else think?

Shepherding Ministry Venue: Sunday School Teachers

Sunday School Training:

ëc So, what about Sunday School?

ëc What's a Sunday School teacher to do?
ëc A Sunday School teacher must take time to get to know the students to effectively shepherd
them.
ëc How can a Sunday School teacher do it all?
ëc Sunday School teachers must personally rely on the Chief Shepherd and point their students to
Him.
So, what about Sunday School?

Some churches have disbanded Sunday School altogether. Some have tried to give it a face lift by
changing its name and/or making it more of a fellowship time. Others are just limping along. Yet, some
do continue to see growth.

What is sending Sunday School on a downward spiral or to extinction in so many churches?

ëc problems with relevance?

ëc problems with recruiting teachers?

ëc problems with attendance?

If it is a matter of relevance, why not revamp the curriculum to make it more relevant? Why not add
some methodology that brings it up to the 21st century? Why not do a better job of helping students
understand how truth relates to life?

If the issue is a shortage of workers, why not restructure to accommodate your teacher-student ratio?
Why not think outside of the box and delegate responsibilities of the Sunday School time to a variety
of people for that which is more in line with their gifting, interests, and busy lifestyles?

If low attendance is the problem, why not work to rekindle the passion for Sunday School? Why not
help people understand the importance of it? Why not pour everything into those who do come so
they become disciplers themselves and assist in the multiplication process?

In reality, solutions do exist but it takes much effort and perseverance.

You need to be willing to start where you are rather than begrudge where you are.

You need to work at attracting people rather than repelling them.

You need to be ready to answer why you should have Sunday School rather than why you
 should not.

If you minimize or dismiss Sunday School altogether, where else will you offer the kind of teaching,
fellowship, and outreach/ministry provided by a Sunday School class? How will you offer the dynamic
of a mid-size group if you discontinue Sunday School?

ëc What will be your alternative for interactive, systematic teaching?

Teaching in the large group tends to be more formal and of necessity usually one-way
communication. Teaching in a small group ministry is less formal and allows for interaction but
is usually not the primary function of a small group and so a systematic approach to the Word
of God is hampered in this setting. The mid-size group allows for elements of informality and
interaction but yet sets the stage for more structure.

ëc What will be your alternative for assimilation?

Newcomers can get lost in the large group and fall through the cracks. Small groups may seem
too intimidating. The mid-size group provides that in-between step for newcomers.

ëc What will be your alternative for outreach/ministry?

The large group setting provides only minimal and impersonal input and tries to make non-
believers a part of worship. The small group ministry provides a more personal and relational
context but tries to make non-believers a part of fellowship or community. True worship and
authentic community are what believers do, not unbelievers. While non-believers may benefit
by observing believers worship and fellowship, they need a setting that is more geared to
finding out about God. "Faith comes by hearing" (Rom. 10:17). The mid-size group provides a
relational context that allows for added input from the Word of God.

Sunday School, one structure of the church, has the potential to fulfill all of these objectives in just
one setting. If you stop Sunday School will you find yourself adding more programs to accomplish all
of this or will these objectives be neglected?

Most of the churches with thriving Sunday Schools are those that use Sunday School as an outreach
arm of the church, as a means of systematically discipling people, and as a way to assimilate people
into the church.

Sunday School thereby provides a starting point for shepherding people. But, it will take teachers who
are willing to do more than simply show up on a Sunday morning and teach the class.

More Sunday School Training:

ëc What's a Sunday School teacher to do?

ëc A Sunday School teacher must take time to get to know the students to effectively shepherd
them.
ëc How can a Sunday School teacher do it all?
ëc Sunday School teachers must personally rely on the Chief Shepherd and point their students to
Him.

What to Look for in Choosing Curriculum:

The following three elements should be present in any kind of curriculum you choose whether that be
for Sunday School, Children's Church, a mid-week program, small groups, or any other kind of Bible
class:

Sound Doctrinally

ëc Is it rooted in God's Word and not

merely man's ideas?
ëc Is it balanced in teaching the whole
counsel of God, not over-
 emphasizing certain parts?

Sound Teaching-Learning Process

ëc Is it student-oriented?
ëc Does it promote active learning?
ëc Does it move beyond head
knowledge?

Sound Developmentally

ëc Is it age appropriate according to

students' abilities?
ëc Is it age appropriate according to
students' interests?

Curriculum Development: How to Write Bible Lessons

Guiding Principles from Scripture for Developing Curriculum

All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training
in righteousness, so that the man of God may be thoroughly equipped for every good work.
(2 Tim. 3:16-17) Do your best to present yourself to God as one approved, a workman who does not
need to be ashamed and who correctly handles the word of truth. (2 Tim. 2:15)

ëc Ask the Author to help you understand His intent.

ëc Study God's Word with care ... accurately with sound hermeneutics and respect.

ëc Prepare the lesson with the goal of changed lives.

For this reason, since the day we heard about you, we have not stopped praying for you
and asking God to fill you with the knowledge of his will through all spiritual wisdom and
understanding. And we pray this in order that you may live a life worthy of the Lord and may please
him in every way: bearing fruit in every good work, growing in the knowledge of God. (Col. 1:10)

ëc Build a structure into your lesson that moves students from head knowledge to seeing the
implications of truth for their lives and gives them opportunity to practice that truth so they are
more likely to apply it in real life and bear fruit and get to know God better.

Larry Richards in his book, Creative Bible Teaching, uses Hook (intro.), Book (content), Look
(implications), and Took (application), as an easy to remember structure. (The above link goes
to our affiliate bookstore.)

Curriculum from Ministry Tools Resource Center uses this structure: Attention (intro.), Analysis
(content), Application (implications & application)

ëc Develop aims for the lesson as you look at Scripture with a view toward its application to life.
Ask what your students need to do differently as a result of the Bible truths.

I have become all things to all men so that by all possible means I might save some. (1 Cor. 9:22)

ëc Pull out the principles from your study of Scripture that fit the age level you are teaching.
Structure types and lengths of methods to communicate truth accordingly and use vocabulary
appropriate to that age.

ëc Tap into the needs and interests of your students, showing the relevance of the lesson's truths
to their lives.

The application of the lesson should reinforce how they can put God's Word into practice.

The introduction of the lesson should get their attention and help them from the start to see
why this lesson is important for their lives. The introduction should be written after you have
studied and developed the main content part of the lesson and the application. You need to first
understand the truth and where the lesson is going to design an appropriate introduction.

ëc Incorporate a variety of methods and visuals to increase the potential for addressing the
various learning styles in your class, to build interest and keep their attention. Make sure the
methods you use grow out of the content rather than building your lesson around your
methodology.

PREPARED:

Rev. Marlou Abel de Leon Rama

BSF, BSED, MDIV, MA Ed (Completed Academic

Requirements)