| All too often, planning for Christian Education | | | | into consideration: first, what is a teacher's area of |
| involves desperately flipping through the church | | | | expertise and passion; second, what are the |
| directory and asking, "Who might be willing to | | | | expressed needs and desires of the church body; |
| take a class?" | | | | and third, what is the Spirit's leading. |
| Is it any wonder, then, that classes fall flat, | | | | 5. Provide diversity and opportunity. Encourage |
| attendance is poor, and results are non-existent? | | | | rotation among the teaching body so as to give all |
| Instead, we need to approach Christian Education | | | | teachers opportunities to teach, and opportunities |
| with foresight and strategy, being certain to | | | | to rest. Such rotation also prevents "cliques" or |
| include these seven essentials: | | | | "followings" from developing within the church |
| 1. Develop a balance of classes. The teaching | | | | body, and exposes the church to a variety of |
| body should be organized so as to teach a | | | | teaching styles, perspectives, insights, and subject |
| balance of classes at all times, and over the | | | | matter. |
| course of time, that complement and build on | | | | 6. Encourage discipleship. While not everyone feels |
| each other. For instance, balancing a | | | | comfortable or called to teach in front of people, |
| doctrine-focused class with a practice-focused | | | | we are all called to discipleship. Training should take |
| class, balancing topical studies with biblical book | | | | place in this area, but in essence it is simple: |
| studies, balancing lecture-style with discussion-style | | | | encourage people to find someone they can learn |
| classes, balancing basic studies with in-depth | | | | from and someone they can help, and walk in |
| studies. | | | | those relationships. We all need to be learning |
| 2. Mentor new teachers. New teachers should be | | | | from others, and passing on that which we learn. |
| intentionally and carefully mentored in their spiritual | | | | Such relationships will help make Christian |
| gift. All spiritual gifts require growth, education, and | | | | Education a way of life for the church. |
| coaching - teaching is no exception. Mentoring | | | | 7. Be accountable. There should be clear leadership |
| should take place with an experienced teacher, in | | | | and accountability in the church among the |
| a safe environment, within a purposefully | | | | teaching body. Such leadership will help balance |
| established relationship that allows for constructive | | | | classes, organize a teaching schedule, and oversee |
| critique and optimum growth. | | | | the corporate goals of the church. |
| 3. Perform regular evaluations. It is imperative that | | | | With proper care, planning, and preparation in the |
| each teacher evaluate him or herself on a regular | | | | area of Christian Education, we will see the Word |
| basis with regard to personal holiness and | | | | of God go forth with power in our churches, and |
| effective ministry. Additionally, however, it is | | | | in each person's life! |
| necessary that the teaching body as a whole | | | | © 2008 Paula Marolewski |
| evaluate itself with regard to their combined | | | | You have my permission to reprint and distribute |
| ministry to the church body, and whether or not | | | | this article as long as it is distributed in its entirety, |
| as a whole they are upholding their calling and | | | | including all links and copyright information. This |
| achieving their goals. | | | | article is not to be sold or included with anything |
| 4. Choose topics with care. Subject matter should | | | | that is sold. |
| be chosen very carefully, taking three main points | | | | |