| While there are many forms of teaching in the | | | | on right practice will not become ingrained unless |
| Christian education arena, there are a few basic | | | | the reasons and doctrines behind it are |
| tenets that are applicable across the board. We | | | | understood. Instruction on the Word of God and |
| will focus on these tenets as they apply to | | | | the walk of God should go hand-in-hand whenever |
| "formal" teaching (classroom, discussion, lecture, | | | | we teach. |
| discipling relationships), but they are just as | | | | 6. Make it practical. Every lesson should be a |
| important in informal settings. | | | | "rubber-meets-the-road" lesson. If it's not practical, |
| 1. Set goals. This is probably the biggest omission | | | | it won't be remembered. If it doesn't apply to life |
| for teachers. We know and want to communicate | | | | today, to my life today, then it's a waste of my |
| a lot of "stuff," but we haven't clearly defined our | | | | time. Draw lessons from life today, and show |
| goal and purpose. Without a goal and purpose, our | | | | how to apply lessons to life today. |
| teaching wanders and we won't see the fulfillment | | | | 7. Be dynamic. Whatever your teaching style, |
| the Lord intends in our ministries. | | | | make it dynamic. Dynamic comes from the |
| It may be helpful to choose a verse or passage | | | | Greek word "dunamis," or power. Whether you |
| to be a guide for your teaching. Then, as you | | | | lecture or lead discussions, whether you enjoy |
| prepare a lesson or a series of lessons, ask | | | | acting your lessons in front of a crowd or prefer |
| yourself questions to see if you are meeting your | | | | quiet times in a circle, your teaching style should |
| goals. For example, if we were looking at | | | | be power-filled through the Spirit. Be creative. Be |
| Ephesians 4:11-16, we might ask ourselves: | | | | compelling. Be challenging. Be excited. Be intense. |
| - How am I equipping people to serve through this | | | | However you speak, grab your hearers and hold |
| lesson? | | | | them - only then will they hear what you're |
| - How am I building up the body of Christ? | | | | saying. |
| - How am I succeeding as an example of | | | | 8. Encourage interaction. In almost all cases, people |
| Christ-like character? How am I failing? | | | | will learn more from a class that they participate |
| - What doctrines am I teaching on? How can I | | | | in. Ask questions. Encourage responses and |
| better communicate them? | | | | discussion. Be sure people are understanding what |
| - What practical application will my hearers draw | | | | you're saying. Welcome input. Even a class that is |
| from my lesson? | | | | predominantly lecture has room for learner |
| - What sin or error am I confronting? | | | | participation. Frequently a question and answer |
| - What spiritual disciplines am I promoting? Am I | | | | time will serve to bring home the doctrines and |
| demonstrating them in my own life? | | | | lessons taught. |
| - How am I encouraging intimacy with God? | | | | 9. Repeat and review. You only remember a |
| - How am I exhorting people to love? | | | | fraction of what you hear - so be sure your |
| - Is Christ the beginning, ending, and focus of my | | | | listeners hear what's most important many times. |
| teaching? | | | | Review the key points of past lessons. Review |
| Specific lessons and series of lessons will, of | | | | points made earlier in a given lesson. Repeat truth |
| course, have additional specific goals particular to | | | | until it becomes ingrained in your hearers. |
| the topic at hand. These goals should be clearly | | | | 10. Handouts and homework. Don't be afraid to |
| delineated before teaching begins, and regular | | | | ask your listeners to put forth effort on their |
| evaluations should take place to be certain that | | | | own part. Give handouts with fill-ins and room for |
| goals are being achieved. | | | | notes at each class - it encourages people to |
| 2. Put forth effort. Give your preparation - and | | | | write down key points, therefore aiding the |
| your delivery - the best of yourself. Don't expect | | | | learning process (the more senses you engage in |
| fulfillment in ministry if you consistently "cobble | | | | learning, the better you will remember). Give |
| something together" at the last minute, are | | | | homework. Ask people to read and think and |
| rushing around the house to get out on time, and | | | | prepare for the next class, or to follow up on the |
| are tired when it's time to teach. You and your | | | | one just given. Remind your hearers that Christian |
| hearers will get the most out of your teaching if | | | | education does not happen for one hour on a |
| you put forth solid, concentrated effort into | | | | Sunday - it must be a part of daily life. |
| preparation time, and are rested and enthusiastic | | | | 11. Expect excellence. People will rise to your |
| when it's time to speak. | | | | expectations of them. Never patronize or act |
| 3. Be orderly. Build a lesson as you would build a | | | | condescendingly toward people. Don't give shallow |
| house. Lay a foundation and develop your points | | | | or fluff-filled lessons. Dig deep into the truth and |
| thoroughly and completely to a conclusion. You | | | | your listeners will fall in love with the truth, too. |
| want your hearers to walk away with several | | | | 12. Pray. Pray for yourself and your hearers. Pray |
| things: facts, understanding, and application. | | | | for your preparation time, your sanctification, and |
| 4. Avoid tangents. Whether they come from you | | | | your delivery. Pray for their attentiveness, |
| or from one of your hearers, nip tangents in the | | | | understanding, and commitment to walk with the |
| bud (unless there is a distinct reason and the | | | | Lord. Pray for discernment, insight, and wisdom. |
| Spirit's leading to follow them and expand on | | | | Your ministry will only succeed if it is bathed in |
| them). Lessons should be tight, allowing no room | | | | and founded on prayer. |
| for wandering or drifting. You will not accomplish | | | | © 2008 Paula Marolewski |
| your goals unless you stay focused. | | | | You have my permission to reprint and distribute |
| 5. Combine orthodoxy and orthopraxy. Each | | | | this article as long as it is distributed in its entirety, |
| lesson should contain both right teaching | | | | including all links and copyright information. This |
| (orthodoxy) and instruction on right practice | | | | article is not to be sold or included with anything |
| (orthopraxy). Doctrine in a vacuum will not be | | | | that is sold. |
| remembered or be seen as applicable. Guidance | | | | |