Teaching a Bible Lesson to Children

Transcription

Teaching a
Bible Lesson
to Children
by Jennifer Haaijer
Child Evangelism Fellowship®
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“Teaching a Bible Lesson to Children” © 1986 European Child Evangelism Fellowship®,
PDF version © 2010 European Child Evangelism Fellowship®
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without the prior permission of
the copyright owner.
European Child Evangelism Fellowship, Kilchzimmer,
CH - 4438 Langenbruck, Switzerland
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Teaching a Bible Lesson
to Children
“In the end Gideon had only 300 men! Each one had a pitcher and a piece of
burning wood (that was a torch in those days). Suddenly they all smashed their
pitchers and shouted, ‘The sword of the Lord and of Gideon!’ Well, the Midianites
were scared. They ran all over the place, killing some of their own men. I wish I had
been in Gideon's army! Why don't things like that happen today?” Philip was telling
his mother what he had heard in Sunday School.
Alan had been to Sunday School too, but he was in a different class. “I'm sure
Joseph was puzzled when God let him be sold as a slave; but many years later he
saw that it was all part of God's plan. He has a plan for me too; so even not being
chosen for the football team must be part of it.”
Philip had heard a Bible story; Alan had learned a Bible lesson. It is vital that we
teach lessons rather than tell stories. The Holy Spirit uses these truths to bring
unsaved children to salvation and to edify saved children.
This book is a must for every children's teacher!
Other titles available from European Child Evangelism Fellowship:
• Biblical Basis of Child Evangelism
• The Child - a child study manual
• Follow-up Work with Children
• Guidelines for the Christian Family
• The Little Ones - teaching the preschool child
• Teacher training Brochures
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Contents
Teaching a Bible Lesson to Children ________________________________1
Contents _____________________________________________________________4
Foreword _____________________________________________________________7
1. The Teacher _______________________________________________________8
The Teacher Must be Converted .............................................................................................................8
The Teacher Must be Consecrated .........................................................................................................8
The Teacher Must Have a Conviction .....................................................................................................9
The Teacher Must be Compassionate.....................................................................................................9
The Teacher Must Know He Is Called ...................................................................................................10
2. The Children _____________________________________________________ 11
Their Condition ......................................................................................................................................11
Their Value ............................................................................................................................................12
Their Potential .......................................................................................................................................13
3. The Bible Lesson ________________________________________________ 14
What is a Bible Lesson?........................................................................................................................14
How is a Bible Lesson Structured?........................................................................................................14
What is the Purpose of a Bible Lesson? ...............................................................................................18
4. Considering the Content ________________________________________ 20
Teach the Message of Salvation ...........................................................................................................20
Teach about God...................................................................................................................................20
Teach About Sin ....................................................................................................................................21
Teach About the Lord Jesus Christ .......................................................................................................21
Teach About the Way of Salvation ........................................................................................................22
Teach All the Counsel of God................................................................................................................22
Teach Systematically.............................................................................................................................26
5. Finding the Truth ________________________________________________ 28
Pray for Guidance..................................................................................................................................28
Study the Bible Passage Carefully ........................................................................................................28
Consider the Needs of the Children You Teach ....................................................................................31
Vary the Truths You Teach....................................................................................................................31
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6. Teaching the Truth ______________________________________________ 32
Summarize the Central Truth ................................................................................................................32
Explain the Central Truth .......................................................................................................................32
Including Other Truths ...........................................................................................................................33
Illustrate the Central Truth .....................................................................................................................34
Weave the Central Truth into Your Lesson ...........................................................................................34
Repeat the Central Truth .......................................................................................................................35
Difficult Lessons ....................................................................................................................................35
7. Applying the Truth ______________________________________________ 37
Apply Discriminately ..............................................................................................................................37
Finding the Application(s) ......................................................................................................................38
Making the Application ..........................................................................................................................43
Illustrating the Applications....................................................................................................................44
Including Challenge in the Application ..................................................................................................46
8. Preparing a Bible Lesson _______________________________________ 47
Prepare Yourself....................................................................................................................................47
Plan Your Preparation ...........................................................................................................................47
Pray About the Lesson ..........................................................................................................................47
Read the Scripture Portion ....................................................................................................................48
Use Other Helps ....................................................................................................................................48
Prepare Your Visual Aids ......................................................................................................................48
Prepare and Write out Your Outline ......................................................................................................48
Learn the Main Points............................................................................................................................55
Practice the Lesson ...............................................................................................................................55
Planning Sheet for Teacher’s to Use.....................................................................................................56
9. Teaching a Special Evangelistic Bible Lesson _________________ 57
Teach the Message of Salvation ...........................................................................................................57
Teach Only What the Passage Teaches ...............................................................................................57
Carefully Choose Your Lesson..............................................................................................................57
Weave the Gospel Through Your Lesson .............................................................................................58
Teach a Well-Structured Lesson ...........................................................................................................58
Carefully Apply the Truths .....................................................................................................................59
Write Out Your Lesson Plan..................................................................................................................59
10. Teaching a Bible Lesson ______________________________________ 64
Be Ready...............................................................................................................................................64
Use Your Bible.......................................................................................................................................64
Be Accurate ...........................................................................................................................................64
Watch Your Language...........................................................................................................................64
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Use Your Voice Effectively ....................................................................................................................65
Live the Lesson .....................................................................................................................................65
Enjoy the Lesson ...................................................................................................................................65
Be Personal ...........................................................................................................................................66
Be Careful About Your Personal Appearance .......................................................................................66
Avoid Too Much Humour .......................................................................................................................66
Be Yourself ............................................................................................................................................66
Depend on God .....................................................................................................................................66
Be Available...........................................................................................................................................67
Evaluate the Lesson ..............................................................................................................................67
11. Using Visual Aids ______________________________________________ 68
The Reasons for Using Visuals .............................................................................................................68
The Types of Visuals .............................................................................................................................69
The Preparation of Visuals ....................................................................................................................69
The Use of Visuals ................................................................................................................................69
12. Conclusion _____________________________________________________ 71
The Word of God...................................................................................................................................71
The Work of God ...................................................................................................................................71
The Glory of God ...................................................................................................................................72
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Foreword
For several years we in European Child Evangelism Fellowship have carefully
examined the subject of teaching a Bible lesson to children. It is a matter of vital
concern to anyone who wants to reach children effectively with the Gospel. This
book seeks to establish Biblical principles and to give practical instruction to
teachers. It is the first in a series of three; the others are “Evangelising Children” and
“Counselling Children”.
In a very real sense I entered into the labours of others. When I assumed the
responsibility of writing this book, I was given material, much of it the work of Mr.
Sam Doherty and Mr. Roy Harrison. As the book was being written, they, and
others, suggested alterations, corrections and improvements. All of this help was
really appreciated.
It is my prayer that God will use this book to help teachers communicate great
Bible truths to children, “That they might set their hope in God, and not forget the works of
God, but keep his commandments”. (Psalm 78:7).
Jennifer Haaijer
European Child Evangelism Fellowship
Literature Production Department
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1. The Teacher
Teaching the Word of God to children is one of the most wonderful and most
rewarding ministries in the world! What a privilege to help children understand the
truths which God has revealed in His Word, to show them how relevant and
important these truths are for their lives, and to guide their feet in the ways of
righteousness.
The ministry of teaching the Word of God to children involves the life of the
teacher as well as the content of his message, and the methods he uses. It is
impossible to separate the teacher from his message; he must teach and live the Word.
His life will often speak louder than his lips. Children need an example, and are
greatly influenced by the life of someone they love and respect. Every teacher should
endeavour to be the example Christ wants him to be: “Only let your manner of life be as
it becometh the gospel of Christ” (Phil. 1:27).
For any important task which entails privilege and responsibility, there are
qualifications. If you are a teacher, you should know what these are. Then ask
yourself, “Am I qualified to teach the Word of God to children?” No one is perfect,
of course, and some of the qualifications of a teacher are qualities which will develop
and mature through prayer, obedience and experience. You will never reach the
place where you can say complacently, “Yes, I'm well qualified”. The very best
teachers are aware of their shortcomings; they realise how much they have yet to
learn, and are always endeavouring to improve.
The Teacher Must be Converted
You must know Jesus Christ as your personal Lord and Saviour, because you
cannot introduce children to Him unless you know Him yourself. The teacher must
be able to say with assurance, “I know whom I have believed” (2 Tim 1:12), and “I
believed and therefore I have spoken” (2 Cor. 4:13). An unsaved person cannot really
understand, and therefore cannot teach, the truths of the Word of God; they are
foolishness to him (1 Cor. 2:14). How tragic it is that there are teachers trying to
instruct children about God, whom they do not know, from a Book which they do
not understand.
The Teacher Must be Consecrated
It is important to be yielded to the Lord for Him to use, and walking in fellowship
with Him. The teacher should be separated from the world and from sin, separated
unto Christ. He must have first place in the teacher's life. Paul could say, “To me to
live is Christ...” (Phil. 1:21). Before the Lord commissioned Peter to feed the lambs, He
asked him, “Simon, son of Jonah, lovest thou me more than these?” Peter replied, “Yea,
Lord, thou knowest that I love thee.” Upon this confession of his love for Christ, the
Lord said to him, “Feed my lambs” (John 21:15).
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The Teacher Must Have a Conviction, concerning
…the Word of God
The teacher must be convinced that the Bible is inspired, infallible and inerrant.
The teacher's task is not to pass on theories or personal experiences to the children,
but to teach the living and eternal Word of God. It is important that the teacher is a
fervent student of the Word of God and a person of prayer. Like Jesus Christ, he
should be able to say, “It is written...”. The teacher must study the Word of God
with the view, first of all, of applying it to his own life, before teaching it to others.
God wants His Word to be a blessing and help to the teacher, and then it can
become a blessing and help to others, as he teaches it to them. Beware of neglecting
your own personal walk with the Lord in the business of preparing messages for
others. “Study to show thyself approved unto God, a workman that needeth not to be
ashamed rightly dividing the Word of truth” (2 Tim. 2:15).
…the Work of God
The teacher must be convinced in his heart that it is the purpose of God to save a
people for His glory, and that He will fulfil His purpose. There may be times when
you meet with discouragement after discouragement; perhaps you see no results
from your ministry. Teach God's Word faithfully and trust in His sovereignty,
leaving the results in the hand of the Lord of the harvest. “Christ also loved the church,
and gave himself for it; that he might sanctify and cleanse it with the washing of water by the
Word, that he might present it to himself a glorious church, not having spot, or wrinkle, or any
such thing; but that it should be holy and without blemish” (Eph. 5:25-27).
…the Will of God
It is God's will to teach children the Word of God. We must do this work
thoroughly. In many ways children are different from adults, but they are not
inferior to them. Childhood is, in fact, a crucial time, for during these years children
are very teachable, and their lives are being formed. Teachers, therefore, need to do
the best work possible. Often a poor, superficial work has been done among children
because teachers had the attitude that “anything will do”, “they are only children”,
“they can't understand”, or “we mustn't get too serious”. “And these words which I
command thee this day, shall be in thine heart: and thou shalt teach them diligently unto thy
children...” (Deut. 6:6,7)
The Teacher Must be Compassionate
The teacher can never be a real worker for Christ without a passion for the lost
souls, to whom he brings the Gospel of God's grace. How often it is recorded of
Christ, “He had compassion”. Paul said, “I could wish that myself were accursed from Christ
for my brethren, my kinsmen according to the flesh” (Rom. 9:3). Surely this is one reason
why God mightily used him in his preaching and teaching ministry.
Love is a language which is understood by all children; they know if you love
them. You may not be a very good speaker, but if you have love, compassion and a
burden from the Lord, this will overcome many failings. Love will make you a good
listener, approachable, patient and kind. Compassion will make you pray for the
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children you teach. Pray for each one, bringing his or her individual needs and
problems to the Lord. There may be children in your class for whom nobody will
pray, whom nobody will love, unless you do.
The Teacher Must Know He Is Called
God calls all believers to be witnesses to both young and old. However, the Lord
also burdens the heart of individual believers and impresses them personally with the
necessity of bringing His Word to children. It is important for the teacher of children
to have the assurance that God wants him for that work.
This calling does not necessarily involve full-time service. The only difference
between the part-time teacher and the whole-time teacher is the total amount of time
which each spends in preparation and teaching, and the matter of financial support.
All believers are servants of the same Master, and are engaged in the same service the work of the Lord. The amount of time each one can give directly to the work of
teaching depends upon the leading and guidance of the Holy Spirit.
To be called of God to teach His Word to children is a great privilege. If you
know that God has entrusted you with this, it will transform your attitude towards
the children and towards your teaching. It will keep you faithful when you feel like
giving up. It will make you do your best as you prepare and teach. “As every man hath
received the gift, even so minister the same one to another, as good stewards of the grace of
God” (1 Peter 4:10).
Conversion, consecration, conviction, compassion and a call; these are the
teacher's qualifications. Let every teacher examine himself.
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2. The Children
There they are, with tossled hair, toothless grins and ceaseless chatter, the
children you teach! You know their home and school situations, their abilities and
limitations, their hobbies and interests. It is very important that you should really
know the children; but it is vital that you should know what the Bible says about
them.
Their Condition
In the sight of God there are two kinds of people, and therefore, two kinds of
children. “He that believeth on the Son hath everlasting life; and he that believeth not the Son
shall not see life; but the wrath of God abideth on him” (John 3:36). There are children who
are spiritually alive, because they have believed on the Lord Jesus Christ. Those who
have not believed on Him are spiritually dead and separated from God. It is vital to
grasp this basic Biblical division of children into two (and only two) groups.
Often we see only children's winsome ways, attractive appearance and zest for
life, and fail to realise their spiritual state. The Bible tells us that children are born
sinners. “Behold 1 was shapen in iniquity, and in sin did my mother conceive me (Psalm
51:5). Like the rest of mankind, all children have gone astray; they turn to their own
way (1s.53:6). There is evidence of a sinful nature even in the youngest child. Sin has
made children spiritually blind; they cannot understand spiritual truth. They may
come to an intellectual understanding of it but, unless the Holy Spirit gives
enlightenment, that truth will have no spiritual impact.
They are sinners, spiritually dead, and will be separated from God eternally,
unless they trust Jesus Christ as Lord and Saviour. Children are not in God's
Kingdom when they are born. They are in the kingdom of darkness and of Satan.
This is the condition of all humanity, including children.
(We are not here discussing the eternal destiny of children who die in infancy;
that is another subject. For more information on the spiritual condition and destiny
of children, including little children, read section III, D and E in “Biblical Basis of
Child Evangelism”, published by European CEF.)
Children need to be taught the Gospel; they need to be evangelized. It is tragic
that many teachers are trying to feed children who are spiritually dead. Sometimes
people speak to groups of children as if they were all saved, when they are not. They
tell unsaved children to be like Christ, to pray for others, to live to please God –
things which an unregenerate child cannot do.
On the other hand, perhaps some of the children, whom you teach, have already
been brought from the kingdom of darkness to the Kingdom of God (Col. 1:14).
Children who have received Christ, are saved and have spiritual life (Eph. 2:5). The
teacher should accept such children as believers, and give them the spiritual food
they need (Eph. 4:15, 2 Peter 3:18). It is equally tragic when born again children are
not receiving the regular spiritual food they need to help them to grow. Sometimes
people speak to groups of children as if they were all lost. They continue trying to
evangelize saved children, instead of feeding them from the Word.
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Another aspect of the condition of today's children is their ignorance of the Word
of God. We cannot assume that children know the basic facts about God or Jesus
Christ. For most children God has no part in their up-bringing or life style. Even His
existence is something we need to teach them. The familiar Bible stories, with which
many of us grew up, are foreign to them. Not only that, today's children are being
exposed to, and moulded by the anti-Christian influences so evident in society.
Their Value
Each individual child is precious to God. The emphasis in Matthew 18:1-14 is
on one little one. Jesus Christ encouraged us to receive even one little one, and
warned us not to offend one little believer. One little child was still the object lesson,
when He told the story of the shepherd who went looking for one lost sheep. The
climax of the passage is that great declaration, “Even so it is not the will of your Father
which is in heaven, that one of these little ones should perish” (verse 14).
Jesus Christ showed how He loved children when He said, “Suffer the little
children to come unto me and forbid them not: for of such is the Kingdom of God” (Mark
10:14). He took the little ones in His arms and blessed them. His attitude is in stark
contrast to that of the disciples who may have thought He was either too busy, or too
important to be bothered by children. They tried to keep the little ones away from
Jesus Christ; but He made it very obvious that He would not countenance such an
attitude towards them.
The value which God places upon children is taught throughout the Bible. It is
His plan that children should be taught, “For he established a testimony in Jacob, and
appointed a law in Israel, which he commanded our fathers, that they should make them
known to their children: that the generation to come should know them...” (Psalm 78:5,6). It
is a Biblical principle that children should be taught God's Word. If we neglect it, as
with any other Biblical principle, we do so at our peril, and the consequences will be
serious. Already we are seeing the results of this neglect. All around us are young
people who have never been instructed in God's Word and are not walking in the
paths of righteousness.
Children are valuable in terms of the future of the church and nation. When
the children of Israel were preparing to enter the Promised Land, God gave them
many instructions. They needed this, for they were going to be surrounded by
heathen peoples. Many must have been asking if they could maintain their faith in
Jehovah and their separate identity as His People. One of the instructions God gave,
and repeated to His people at this crucial stage in their history, was “Teach your
children”.
“Hear therefore, O Israel, and observe to do it; that it may be well with thee, and that ye may
increase mightily...And these words, which I command thee this day, shall be in thine heart:
and thou shalt teach them diligently unto thy children...” (Deut. 6:3-7).
“And ye shall teach them your children...that your days may be multiplied, and the days of
your children in the land...” (Deut. 11:19-21).
If we want a church which knows and obeys God's Word, and is on fire for Him,
we must teach the children. They are the future elders, deacons, pastors,
missionaries, Sunday School teachers, and members. We need to start preparing
them now. If we want a nation which honours God and His Word, we must instruct
the rising generation. They are the citizens and leaders of the future.
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Their Potential
Children are born sinners, outside God's Kingdom, but they can be saved. In
Matthew 18:6 Jesus Christ spoke of “little ones which believe in me”. The Psalmist said
we must teach the children, “that they might set their hope in God” (Psalm 78:7). The
Bible clearly teaches that “whosoever” believes is made spiritually alive and will not
perish (John 3:16); whosoever calls on the Name of the Lord will be saved (Rom.
10:13); “Whosoever” is inclusive of every culture, colour, condition and age group.
These promises are for children, too. Salvation, at whatever age, is the work of God's
grace, and down through the centuries it has pleased Him to save many children. So
do not teach in terms of the future alone and think, “If I teach the children faithfully,
God may save them in later life”. That may be true of some of the children, but God,
“the Lord of the harvest”, can work in the hearts of boys and girls. Earnestly pray that
He will do so in the children whom you teach, and that, as children, they will come
to Him.
Children can live for God. Sometimes teachers think that their work is over
when a child trusts Christ; nothing could be further from the truth. That little
believer can live for God. What a tremendous testimony it is, when a child lives for
God at home and at school! What little missionaries they can be! When the Lord
Jesus is important to them, they will talk about Him. But we, as teachers, must
instruct them carefully, so that this potential is realised. They need to be taught how
to live for Jesus Christ as children, not as mini-adults! They need to be led into a
deepening understanding of the great truths of God's Word.
A child saved is a whole life saved. Most people who trust Christ in later years
have one regret: that they did not do so earlier. The teacher does not know what God
has in store for each child. Those who taught Amy Carmichael or Jim Eliot did not
realize they were having a part in preparing future missionaries. Perhaps there are
future preachers or missionaries among your children. Certainly there are future
factory workers, industrialists, nurses, mothers and fathers. What you teach will
have far-reaching effects.
Children have a great capacity for learning. They learn more in the first seven
years of their life than in any subsequent seven. Childhood years are formative years;
what is learned then is of vital importance for their whole life. Children are learning
all the time, even when they are not receiving formal instruction. Their minds are
active and full of questions. Beware of the attitude which says, “Children don't
understand”. Usually they do! It is amazing what they can learn. We Must take
advantage of this capacity and carefully teach them the Word of God.
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3. The Bible Lesson
What is a Bible Lesson?
“In the end Gideon had only 300 men! Each one had a pitcher and a piece of
burning wood (that was a torch in those days). Suddenly they all smashed their
pitchers and shouted, ‘The sword of the Lord and of Gideon!’ Well, the Midianites
were scared. They ran all over the place, killing some of their own men. I wish I had
been in Gideon's army! Why don't things like that happen today?” Philip was telling
his mother what he had heard in Sunday School.
Alan had been to Sunday School too, but he was in a different class. “I'm sure
Joseph was puzzled when God let him be sold as a slave; but many years later he
saw that it was all part of God's plan. He has a plan for me too; so even not being
chosen for the football team must be part of it.”
Philip had heard a Bible story; Alan had learned a Bible lesson. A Bible story is
the recounting of events, but a Bible lesson is the teaching of Bible truth through the
narrative.
A Bible lesson is a spoken presentation of truth, based on the Word of God,
designed to bring to salvation and/or edify the individual or group listening.
Usually a Bible lesson for children is based on a narrative account from the Bible; but
it can consist of several events or truths, taken from various parts of the Bible, which
are brought together to teach a main truth.
It is vital that we teach lessons rather than tell stories. Children do not have the
ability to deduct the truth from the narrative; they will concentrate on the story.
They can, however, learn great Bible truths, when these are carefully taught. The
Holy Spirit uses these truths to bring unsaved children to salvation and to edify saved
children.
How is a Bible Lesson Structured?
A Bible lesson has a beginning, progression of events, climax and a conclusion.
Beginning:
It is important to begin the lesson well: “well begun is half done”. This is the best
place to capture the attention of the children, and the worst place to lose it. If you do
not have the children's attention, it will be impossible to teach them anything. So try
to establish a point of contact with the children; talk about something which is
within their experience, something with which they can identify or which will arouse
their curiosity.
The beginning should always have a clear link with what follows. It is pointless to
have an outstanding and arresting introduction which does not lead into the rest of
the lesson. You will succeed in getting the children's attention, only to lose it! Make
the beginning a 'stepping stone' to the rest of the lesson. Keep the beginning brief;
remember that the main body of the lesson has to follow!
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There are four main ways to begin a lesson; but if you discover other effective
ones, don't hesitate to use them! The lesson on Naboth's vineyard, for example, could
begin in one of the following ways:
Direct approach.
You may start with the action of the story. Think of several sentences which will
capture the attention of the children.
“It was just the vineyard the king wanted, and right beside his summer palace!
The king thought about it, and thought about it. You see he had a big problem:
the vineyard didn't belong to him!”
If you are teaching a well known lesson, do not divulge the names of the main
characters at the beginning. If you do, you may have to cope with “We know that
story”, or “we heard that story in school and I don't like it!”
Question.
Ask a question which is related either to the Bible truth you are teaching, or to the
beginning of the narrative.
“Is there something that you would really like to have? (Listen to the children's
answers.) There was something King Ahab wanted very, very much.”
If you teach a small group of children, this is a good way to get them involved.
But remember that children's answers can last for a very long time! Control the
questioning and answering, so that you do not waste valuable time.
An exciting part of the lesson.
This is the flashback approach, when you begin with an outstanding part of the
narrative, and then go to the beginning to tell how it came about.
“He had lots of money, servants, lovely food, the best house in the land...and
he was king. You'd expect him to be happy. But just look at him...he's in bed
sulking! Whatever is wrong? I'll tell you what happened.”
Illustration.
You may begin with a little everyday story with which the children can identify.
Make sure that it is kept short and that there is a clear link between it and the Bible
lesson.
“The gleaming racing bicycle shot past Philip once more. ‘I wish I had it,’ he
thought for the hundredth time as he pedalled his very ordinary, rather rusty
bike. When he arrived at school, there it was again. He stopped and looked at
all those extra fittings. He'd never wanted anything as much as he wanted that
bike. King Ahab felt just like that - not about a bike, but about a vineyard.”
Alternatively you may begin with an illustration linked with the truth you are
going to teach in the lesson.
“‘Is anybody fair?’ muttered Alan as he kicked a stone along the road on
Friday afternoon. He'd been kept in after school all week, because some of the
boys in his class had been caught throwing stones at cars. He had been there,
but had not thrown one stone. In fact he was just waiting for a friend who had
gone into a shop. ‘And you expect me to believe that story?’ the teacher asked.
When he explained -she didn't. Little wonder Alan muttered, 'Is anybody fair?'
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Teachers do make mistakes like that; so do Mums and Dads; but God never
does. The Bible tells us that God is just.”
Be careful not to give away the secret of the story in the beginning “Today we're
going to hear about a man who was swallowed by a big fish.” That is the story told,
in 15 words! Avoid introductions like, “Now sit up, fold your arms! I'm going to tell
you a story”, or “I'm sure you've heard this story before...” or, “Today we are going
to learn about the need to repent”. That may be what you are going to teach, but you
must first of all get the children's attention. If you ask, “Have you ever heard the
story about...?” you will have a problem on your hands if someone says “Yes!”
Progression of events:
This is the main part of the narrative. This is not a list of unrelated happenings,
but a sequence of events, held together by the main thread of the story.
It is a progression, with one event leading to the next. Do not be sidetracked into
including incidents which are unrelated to the narrative. Avoid long, descriptive
detail. The progression of events should be listed in the order in which they will be
taught, using simple phrases to summarize each event.
The progression of events in a lesson on Naboth's vineyard could be written as
follows:A. Ahab covets Naboth's vineyard
B. Ahab asks Naboth for it
C. Naboth refuses sale or exchange
D. Ahab sulks
E. Jezebel intervenes
F. Jezebel writes letters
G. Naboth is "tried"
H. Naboth is murdered
I. Ahab goes to take vineyard
J. Meets Elijah
Having a list of the events helps you develop the plot clearly. There should be this
clear development, or progression, in the lesson. Each event will be leading to the
next, and nearer to the climax.
Climax:
This is the high point of the lesson; the other events have led up to it. This is
where the hero wins, the problem is solved, or the mystery ends. The children's
interest is most intense and you satisfy their curiosity, suspense or anxiety, as the
threads of the plot are untangled.
The climax of the lesson on Naboth's vineyard might be: Elijah's warning from
the Lord: “Where Naboth died, you will die!”
Work on the climax to make it really exciting. In some lessons there will be
several possible climaxes. Choose the one which pinpoints most clearly the truth you
are teaching. It should also end the action of the story. Make sure the climax is near
the end, otherwise you will have an anticlimax as well! Occasionally you may have a
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problem finding the climax. If you cannot find it, keep the main events moving,
make sure there is action in the lesson, right to the end.
Conclusion:
This should come immediately after the climax. Sometimes teachers have
finished but cannot stop, and this can spoil a good lesson. So it is important to give
careful thought to how you are going to finish the lesson. Keep the conclusion brief.
In a few sentences “round off” the narrative and urge the children to act towards
God on the basis of the truth you have taught. Nothing new should be introduced at
this stage. The ending to a lesson on Naboth's vineyard might be something like this:“Now Jezebel was dead too. God dealt fairly with the king and queen. If you
love the Lord Jesus, don't try to get even with people who are mean to you.
Leave it with God to work it out. If you know today that you deserve only
punishment from a fair, just God, will you turn from sin, and trust in Jesus
Christ? Then you will be ready to meet God, knowing that Jesus Christ took
your punishment.”
So the structure of your lesson thus far would be like this:
I
Beginning
"Is anybody fair?" muttered Alan.
II
Progression of events
A. Ahab covets Naboth's vineyard
D. Ahab sulks
G. Naboth is “tried”
J. Meets Elijah
III Climax
Elijah's warning from the Lord:
“Where Naboth died, you will die!”
IV
Conclusion
A. Ahab's death
B. Jezebel's death
C. God dealt fairly...Leave it to God.
D. Turn to Him.
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What is the Purpose of a Bible Lesson?
To teach truth:
The beginning, the progression of events, the climax and the conclusion form the
structure of a story; but we began by stressing the importance of teaching truth. It is
good that children know that Ahab was a king, that he wanted Naboth's vineyard,
that Elijah met him there; but it is vital that they should know about the God whom
Ahab offended, what God's justice means and the results of disobeying Him. The
Bible is much more than a story book, and this should be evident as you teach it to
children. Use the narrative to teach the truth. It requires much more thought and
effort to teach Bible truths; but this is what the children need to know. “Ye shall know
the truth and the truth shall make you free” (John 8:32).
As you consider teaching truth, remember the command of the Lord Jesus Christ:
“Go ye therefore and teach (make disciples of) all nations, baptizing them in the name of the
Father, and of the Son and of the Holy Ghost: teaching them to observe all things whatsoever I
have commanded you: and, lo, I am with you always, even unto the end of the world” (Matt.
28:19,20). Fulfilling the Great Commission involves two aspects of teaching. The
initial teaching is done with a view to bringing people into fellowship with the Lord
Jesus Christ, thus becoming His disciples: this is teaching evangelism. The other
aspect of teaching is that of “teaching them to observe all things whatsoever I have
commanded thee.” This is instruction to edify believers. Keep this two-fold
responsibility of evangelizing and edifying in mind as you teach Bible lessons. The
purpose of a Bible lesson is to bring to salvation and/or edify the individual or group
listening.
To teach the truth which is in the passage:
As you read the passage of Scripture on which the lesson is based, you should not
have preconceived ideas about particular truths you will use the passage to teach. Do
not try to “fit in” truths. Rather, read and study the Bible passage and look for the
truth or truths, which this particular portion of Scripture teaches. As you study you
will see a truth or truths emerging from the passage; this is what you will teach the
children. The starting point is the passage of Scripture; it determines what truth you
teach in your lesson.
As you read about David being chosen as king, for example, you might see that
“God looks on the heart”: this would be the truth you would teach in that lesson.
The account of Elijah's struggle with the prophets of Baal teaches that “the Lord is
the only true God”; it does not teach the Second Coming of Christ! Do not teach
truths which are not in the passage. Continually address yourself to the portion of
Scripture asking, “What truth does it teach me?”
To teach one truth thoroughly:
Often as you read a passage of Scripture you will see many truths in it. If you try
to teach, or even mention them all as you teach, the children will become confused
and not learn any of them. Be selective. Choose the truth which dominates the
passage, the one which is apparent several times in the narrative. Thus you will teach
thoroughly the “central” truth in each lesson. You will generally omit the other
truths, because they could detract from the teaching of the central truth. One or two
can be taught, but not in the same thorough way as the central truth. The central
truth should be a truth which the Scripture passage teaches easily and naturally. It
will usually be the main truth emerging from the narrative. Occasionally you may
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select a truth which, although clearly taught in the passage, is not the dominant
truth. Other considerations, for example, the needs of the children and what you
have already taught, influence your selection of the truth you will especially teach.
The Lord Jesus Christ, the “teacher come from God”, gave us a wonderful example
in the parables He taught. Each parable has a central truth, although other truths
were included. When He taught the ‘Good Samaritan’, the Lord Jesus was teaching
especially: “God wants you to love your neighbour”. In the parable of the ‘Ten
Virgins’, He was teaching “Be ready for the Lord's return”.
Ordinarily a teaching ministry to children is conducted on a regular basis. This
applies to a weekly Sunday School class, a weekly Good News Club, a weekly
children's meeting, and to a daily ministry in camp or Holiday Bible Club. When
you are teaching children on a regular basis, your aim should be to teach thoroughly
one truth in each lesson.
This does not mean that you spend most of your lesson time on the narrative
because you are going to teach only one truth! It does not mean that your lesson is
weak in content. You spend a good proportion of your lesson time explaining and
applying the central truth. You thoroughly teach the central truth, so that the content
certainly is not shallow.
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4. Considering the Content
Teach the Message of Salvation
When you are entrusted with the task of teaching children, it is vital that you
recognize that your primary responsibility towards them is to teach them the Gospel.
The command of our Lord Jesus Christ is, “Go ye into all the world, and preach the
gospel to every creature” (Mark 16:15).
The children's spiritual condition also makes it imperative that you evangelize the
children in your care. Never be content merely to tell stories or apply morals. Nor
should you try to edify children who have never been evangelized. How tragic it is
when children pass through one class to another, or attend children's meetings,
without personally trusting Christ. “Woe unto me, if 1 preach not the Gospel” (1
Corinthians 9:16).
In order to teach this message, the teacher must know what it is. This subject, and
how to evangelize, is dealt with thoroughly in the book, “Evangelizing Children”
(published by European CEF). We will deal with it only very briefly in this chapter.
Teach about God
In John 17:3 we read: “this is eternal life that they might know thee the only true God,
and Jesus Christ, whom thou hast sent”. We long that children should have eternal life:
this means knowing God. It is vital that they do not turn to a god whom they have
imagined, but to the God of Scripture. The doctrine of God is not one particular
subject within Scripture, but is the background and context of every other truth in
Scripture. Children today are appallingly ignorant of the attributes of God; if we
want to be faithful in evangelizing, then we must carefully teach them about Him.
Emphasize:
God has spoken to us through the Bible; therefore man should listen to God's
Word. The Bible is the authority for our teaching.
God is creator; therefore man is responsible to Him.
God is holy and just; therefore He must judge man's sin.
God is good and gracious, loving and merciful; therefore He has provided
the answer to man's need.
The holiness of God makes salvation necessary; the love of God makes salvation
possible. Teach these truths in Biblical balance. While we pinpoint some of the
attributes of God for special emphasis, this does not imply that His other attributes
should be excluded from evangelism; they should not. Thorough and comprehensive
teaching about God is a vital part of teaching evangelism.
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Teach About Sin
A correct understanding of sa1vation, and a conviction concerning the need of
salvation, is based upon a clear understanding of sin.
Emphasize:
Sin is against God: “Sin is the transgression of the law” (1 John 3:4). Children
reflect society's attitude that sin is primarily a social evil. It is not sufficient to
mention a specific sin, for example, cheating, and say “the Bible calls that sin”.
Show them why it is sin by bringing them to God's law, and also by showing
them, the example of the perfect Man, the Lord Jesus Christ. All sin is serious:
children often get the impression that when they are naughty it is just a “little
sin”. As you relate their sin to the law, emphasize that there are no little sins.
All are sinners by nature. Avoid giving children the impression that they are
sinners simply because they have committed certain specific sins. Teach them
why they sin; they are born with a sinful nature. No-one needs to teach them
how to sin; they do so naturally.
All are sinners by practice. Use specific and varied examples of sin. Show
them that if a person breaks one of God's commands, “he is guilty of all” (James
2:10).
Sin deserves punishment and everlasting separation from God (Rom. 6:23).
Often teachers shy away from teaching this solemn truth to children. The Lord
Jesus taught it, and it is part of the message of the Scriptures. It should be
taught faithfully and tenderly to boys and girls, endeavouring to warn, rather
than frighten them. As Children grasp the seriousness of their sin, they will
begin to understand the greatness of God's remedy.
Teach About the Lord Jesus Christ
The Lord Jesus Christ is the central theme of the Old and New Testaments. His
person and work were the very heart of apostolic preaching. This is the example we
must follow. Our evangelism must be Christ-centred; we must thoroughly teach His
person and His work, showing children that it is He who saves.
Emphasize:
He is God the Son. As God He has all the attributes of God.
He is perfect man. As man He was able to be the substitute for man.
He died for sinners. It is important to explain the meaning and sufficiency of
Christ's death. At different times explain it in terms of a sacrifice for sin, a
substitutionary death, the paying of a debt and the reconciling of God and
man.
He rose from the dead. He is a living Saviour whom children can know; His
resurrection is proof that His death satisfied the demands of a holy and
righteous God.
He is exalted. In the position of supreme authority He is Lord of all. So He is
Lord in the life of each one who really trusts Him.
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Teach About the Way of Salvation
The message of salvation is incomplete unless the teacher includes clear
instruction about how to be saved.
Emphasize:
God's invitation to sinners to come to Christ. It is vital that children know
that they come to a Person. Being saved is not a mechanical process or the
saying of a prayer, but coming to a Person, the Lord Jesus Christ.
Man's response - repentance, turning from sin to God. This is a clear
command from God (Acts 11:18), and must not be omitted from our teaching
of children. Repentance is much more than admitting one is a sinner, it is to be
sorry for sin, and to have a desire to forsake it, because it displeases God.
Man's response -faith, trusting in Christ as Saviour and Lord, to begin a life
of obedience to God. Faith is the entrusting of oneself unto the keeping of
Another.
The Bible uses various terms to describe what the sinner must do: come to Him,
believe in Him, seek Him, call on Him, look to Him, receive Him. Keep to the same
concept in one lesson; but do not use the same concept all the time. Obviously these
concepts should be so well explained that the children will understand that each one
is about how they can be saved.
Teach All the Counsel of God
Some people feel that only a few doctrines are “suitable for children”, and omit
great areas of truth. Often teachers do not teach certain doctrines, because they seem
too difficult. But if you really understand them yourself, you will find that they can
be taught simply to children. In a regular ministry endeavour to teach children “all
the counsel of God”. It would be impossible to list everything you should endeavour
to teach children, but the following list indicates some of the truths you should teach
over a period of time. Most of these truths are important in evangelism; all of them
will be a help to edify the saved children. The following are stated in the form of
“doctrines to believe”; but these truths will often appear in lessons in the form of
commands, promises, warnings, or examples and can be taught as such.
The Doctrine of God
There is a God, the God of the Scriptures, who is a Spirit, infinite, eternal and
unchangeable.
− God is everywhere.
− God knows everything and His wisdom is perfect.
− God can do anything; He is all powerful.
− God never changes.
− God is Holy and Pure.
− God is righteous and must judge sin.
− God loves sinful man.
− God is good and wants the best for you.
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− God is faithful and always keeps His Word.
− God will forgive your sins if you come to Him.
− God is gracious.
− God is true.
− There is only one God.
− There are three Persons in the One God - the Father, Son and the Holy Spirit.
− God is in control of everything.
− God made everything - including you.
The Law of God
− The moral law can be summarised in the Ten Commandments. These show us
what God wants man to be like. .
− Only the Lord Jesus Christ, when here on earth, has kept the Commandments
perfectly.
− Because man is a sinner he cannot keep the Commandments.
− But they show him how sinful he is, and that he needs to come to Christ for
salvation.
− When a person is saved, the Commandments help to show him God's standards
for his Christian life.
The Word of God - the Bible
− The Bible is God's Book and absolutely true.
The Doctrine of Christ
(Remember the attributes of God are the attributes of Jesus Christ.)
− God sent His Son into the world for us.
− Jesus Christ was born into this world to become our Saviour.
− Jesus Christ is truly man.
− Jesus Christ was, and is, without sin.
− Jesus Christ was tempted in all points as we are, yet without sin.
− Jesus Christ obeyed God's law perfectly in His life.
− Jesus Christ is God.
− Jesus Christ died for sinners.
− Jesus Christ rose again from the dead and is alive today.
− Jesus Christ is now in Heaven at God's right hand - interceding for all believers.
− Jesus Christ is Lord - and is on the Throne.
− Jesus Christ is Prophet; He is God revealed to us in the flesh.
− Jesus Christ is Priest; He alone can bring us to God.
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− Jesus Christ is King; He rules over all.
− Jesus Christ is coming back again.
The Doctrine of the Holy Spirit
(Remember that the attributes of God are the attributes of God the Holy Spirit.)
− The Holy Spirit is God.
− The Holy Spirit is a Person.
− The Holy Spirit lives in those who are saved.
− The Holy Spirit wants to make Christians more like the Lord Jesus.
− The Holy Spirit is grieved by the sinful thoughts, words, and actions of Christians.
− The Holy Spirit empowers and guides the believer and enables him to understand
the Bible.
− The Holy Spirit convicts of sin.
− The Holy Spirit is the One who leads the unsaved to Christ.
The Doctrine of Man
− God made the first man without sin.
− God made man in His image.
− Adam deliberately chose to rebel against God.
− With Adam the whole human race is separated from God.
− God made man so that we might love Him, glorify Him and enjoy Him forever.
− Man is lost forever without Jesus Christ.
The Doctrine of Sin
− Sin is disobeying God's will, His commands.
− Man is born with an evil heart and nature.
− All mankind are sinners and have broken God's Laws.
− Sin causes pain, sorrow, death and separation from God.
− Death is the separation of soul and body -the body returning to dust, and the soul
going to Heaven or Hell.
The Doctrine of Angels
− Angels are spirit beings created by God.
− Angels minister to (serve) believers.
The Doctrine of Salvation
− There is a need to turn from sin.
− There is a need to believe in the Lord Jesus Christ.
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− Salvation comes to the sinner through repentance and faith.
− The sinner who believes is born again.
− Christ's death makes the believer righteous before God.
− At salvation the sinner becomes part of Christ's body.
− At salvation the sinner becomes a member of God's family, and God becomes his
Heavenly Father.
− The saved sinner should become more holy each day.
The Doctrine of the Church
− The universal church is made up of all believers. The local church is an assembly
of believers who meet together for worship, study of God's Word, witness and
service.
− The saved sinner is part of the universal church and should be sharing in the life
of a local church.
− God equips each believer for his role in the Body of Christ.
The Future
− The personal return of our Lord and Saviour Jesus Christ is the “Blessed Hope”
for which we should be constantly looking.
− At death the Christian goes immediately into the presence of God. When Christ
returns every believer will receive a resurrected body forever.
− Heaven is the place of everlasting joy and glory - where God is.
− Those who are lost will also be resurrected and will be punished forever in hell.
− Hell is a place of everlasting pain and anguish -and separation from God. (Note: you will need to be careful how you teach these two preceding truths; your goal is
to warn, and not to frighten.)
− God will make a new Heaven and a new earth.
Satan
− Satan is the enemy of God and of God's people.
− Satan is a mighty angel who rebelled against God and was cast out of Heaven.
− Satan tempts people to sin.
− Satan can be resisted by faithful prayer and the use of God's Word.
Prayer
− Prayer is talking to, and having fellowship with God.
− God wants each of His children to speak to Him often.
− An unsaved person can come to God and pray for salvation.
− A saved person has the privilege of being able to pray - at all times and for all
things.
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− Prayer is telling God our needs, and the needs of others, confessing our sins,
thanking Him for our blessings -and worshipping Him for Himself.
− Prayer is to God the Father, in the Name of God the Son, as guided by God the
Holy Spirit.
Teach Systematically
Children learn best when there is a definite structure to the teaching programme;
so it is important to follow a syllabus. If you just plan from one week to the next,
and frequently have visiting speakers, the children may hear some lessons again
and again, but remain ignorant of other parts of Scripture.
You can approach systematic teaching in two ways: chronologically and
thematically.
In the "chronological approach" you start with the Bible narrative, and teach the
truths which emerge from it. You may take the life of a Bible character, or the
chronological events of a Bible book. It is the narrative, rather than the truth,
which provides the continuity from one week to the next. If you taught the Life of
Peter, your plan of teaching might be as follows: -
Lesson
Central Truth
Peter meets the Lord Jesus
Christ
Follow the Lord Jesus
Peter confesses Jesus as the Son
of God
Jesus Christ is God the Son
Peter sees the Lord Jesus in His
Glory
Jesus Christ is the eternal Son of
God
Peter denies the Lord Jesus, and
is later restored
The Lord Jesus loves His own with
an everlasting love
Peter serves in the power of the
Holy Spirit
The Holy Spirit lives in every
Christian
Using the “chronological approach” you might teach for six months using the
following lessons:Life of David
(12 lessons)
Life of Peter
(6 lessons)
Parables of Christ
(6 lessons)
In the “thematic approach” you choose the truth you want to teach, and then select
Bible portions which will help you do that. If, for example, you wanted to teach
about God, you might approach it like this: -
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Central Truth
Suggested Lesson
God is Creator
Beginnings. Genesis 1
God is Holy
Isaiah sees the Lord
God is everywhere
Hagar and Ishmael in the desert
God is love
God's Son dies for sinners
God is faithful
Elijah is fed by the brook
If you wanted to teach about the Bible, you might structure a series like this: Central Truth
Suggested Lesson
The Bible is God’s Word
The discovery of the Law in Josiah’s
reign
The Bible is true
Prophecies concerning Christ
The Bible is everlasting
Jeremiah and Baruch
The Bible shows us Christ
Philip and the Ethiopian
The Bible is for me
Ezra reads God’s Word to the people
It is good to combine these approaches in your long term planning of a teaching
syllabus. Give careful thought to the truths which will be taught, so that your
teaching is comprehensive and areas of truth are not neglected. Also, keep a balance
in the use of Old Testament and New Testament material. (See page 75 for a
planning sheet to use in following a syllabus.)
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5. Finding the Truth
Pray for Guidance
Pray that the Holy Spirit will enable you to see and understand the truths in the
passage of Scripture, and to know which central truth He wants you to teach the
children in that particular lesson. Different teachers may find different central truths
for the same Bible lesson; this is because of the depth and richness of the Word of
God.
Study the Bible Passage Carefully
Read the passage thoughtfully several times. Approach it with an open mind.
Allow the Scripture passage, rather than any preconceived ideas of yours, to
determine the truth you will teach. Ask yourself these questions; they will help you
find the central truth.
What is the historical context of the passage?
Did God act in the narrative, recorded in the passage? If so, what did He do
and why?
What truths do I discover as I go through the passage verse by verse?
Is there one which is apparent several times?
If it is an Old Testament passage, does the New Testament revelation help me
understand it?
If it is a New Testament passage, are there references to Old Testament events
which I should also understand?
Why did God include this passage in His Word?
What has God taught me?
This last question is the most important of all. As you study the Scripture passage,
God will speak to your heart and life. The truths you learn will grip your heart and
become part of you. What you learn is what you are best fitted to teach others. The
central truth will come into one of the following categories: A Doctrine to Believe
Very often the central truth is a doctrine or important Biblical fact for the children
to understand, learn and believe. The main truth in Genesis chapter 1, for example, is
‘God is Creator’.
It is vital that our teaching should have this doctrinal emphasis, for it is
impossible to evangelize without teaching the doctrines of God, sin, the Lord Jesus
Christ, repentance and faith. Also Christian children need to be taught doctrine in
order to establish them in their faith. As you look for the central truth ask yourself,
“Does the passage teach something about God, sin, the Lord Jesus Christ, the way of
salvation, the Christian life?” In some lessons you will find many different doctrines.
Take the main one and teach it thoroughly.
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The following are examples of lessons which could be used to teach doctrines to
believe: -
‘Hagar flees to the desert.’
God is everywhere.
‘Christ tempted in the
wilderness’
Jesus Christ was tempted but never
sinned.
‘Jeremiah and Baruch’
The Word of God is everlasting.
‘Peter’s vision’ (Acts 10:9-48)
God wants all people to hear the
Gospel.
A Warning to Heed
Sometimes a lesson emphasizes a sin, which God is teaching us to avoid. The
story of Achan, for example, is a good illustration of the warning: “Be sure your sins
will find you out” (Numbers 32:23).
There may be a warning to the Christian child about the results of disobedience,
or about God's correction. For the unsaved there may be a warning about the result
of rebellion and unbelief. The narrative may be about a Bible character who did not
heed the warning, or learned the hard way; you will be urging the children not to be
like this person.
The following are examples of lessons which could be used to teach warnings to
heed: ‘Ananias and Sapphira'
Do not lie to God.
'Haman's plot to destroy the
Jews'
God resists the proud.
'Samson and Delilah'
Beware of bad company.
'Tower of Babel'
It is foolish to live without God.
An Example to Follow
The lesson may be about a Bible character, who exemplified some Christian
virtue or carried out some aspect of the will of God, whose example you want the
children to follow. Do not simply teach the children “Be like Stephen”, but be
specific about how they should be like him. “Christians should be willing to do
anything for the Lord Jesus, as Stephen was.” This could be the central truth in the
lesson on the death of Stephen (Acts 6:8-7:60). The following are examples of lessons
which could be used to teach examples to follow: ‘Nehemiah builds a wall’
Christians should serve God, as
Nehemiah did.
‘Joseph as a slave in Egypt’
God’s children should be true to
God, as Joseph was.
‘Daniel in the den of lions’
God’s children should pray to God
each day as Daniel did.
‘Jeremiah: the prophet nobody
wanted to listen to’
A Christian boy or girl should speak
for God, even when it is difficult, as
Jeremiah did.
‘The Prodigal Son’
Like the prodigal son, turn from
your sin to God.
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A Promise to Claim
The Bible passage may bring to your mind a promise of God; the events in the
narrative show this promise to be true. As you read about Daniel's promotion in
Babylon, you may think of God's promise: “Them that honour me I will honour”. Or, as
you teach how God called Joshua, the central truth could be: “God promises to be
with His children, wherever they go.”
The following are examples of lessons which could teach promises to claim: ‘Peter’s escape from prison’
God promises to answer the prayers
of His children.
‘The conversion of the
Philippian jailor’
Believe on the Lord Jesus Christ and
you shall be saved.
‘Paul is shipwrecked’
God promises to guard and protect
His children.
‘Elijah is fed by ravens’
“My God shall supply all your need”
is God’s promise to every Christian.
A Command to Obey
Perhaps the main character in the narrative obeys a command, which God has
given in the Scriptures. If you were teaching the Shunammite woman's kindness to
Elisha (2 Kings 4:8-17), you could teach: “God commands His children to love one
another.”
It may be that in the narrative the command was disobeyed. For example, in the
lesson on the rich young ruler (Mark 10:17-31) the central truth could be: “The Lord
Jesus says, 'Follow me no matter what it costs'.”
The following are examples of lessons which could teach commands to obey: -
‘Achan’
God commands, “You shall not
steal”.
‘Good Samaritan’
God commands, “Love your
neighbour as yourself”.
‘Calling of the disciples’
The Lord Jesus commands, “Follow
me”.
‘The parable of the ten virgins’
Be ready for the Lord Jesus Christ’s
return.
As you study the passage of Scripture on which the lesson is based, ask yourself:
“Is there a doctrine to believe?”
“Is there a warning to heed?”
“Is there an example to follow?”
“Is there a promise to claim?”
“Is there a command to obey?”
It is a good discipline to write down the category into which your central truth
fits. This will help you to avoid having a general theme in mind rather than a specific
truth. For example, “Loving others”, “The Holy Spirit” or “Being a Christian”, are
themes rather than central truths. If you have only a vague theme in your mind, it
will be even more vague by the time it gets to the minds of the children! So
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summarize the truth you are going to teach into a statement which is brief, simple
and complete, and falls into one of the categories outlined above.
Consider the Needs of the Children You Teach
When you have several possible central truths in a lesson, choose one which will
be of most spiritual help to the children. Look at the truths against the background of
what you know about their needs. If it is a new ministry to the children and they
know very little, you will teach the most basic truth. If, as far as you know, none of
the children are saved, teach a truth with an evangelistic application. Perhaps they
are children who have been well taught for several years, and you will build on what
they already know. It may be that a number of the children have trusted Christ, and
you will ask yourself, “What would be of most help to them?”
Vary the Truths You Teach
You are endeavouring to give the children a comprehensive understanding of
truth. Over a period of time you want them to learn “all the counsel of God”. Do
not, therefore, keep teaching just one truth or a selected few, and so omit others.
There are some truths which could be found in many lessons. “God is all
powerful” could be the central truth in “The crossing of the Red Sea”, “Gideon's
Victory”, “Creation”, “The Fall of Jericho”, “God's care for Elijah during the
drought” and “The raising of the Shunammite woman's son” - to mention a few!
You could teach “Jesus Christ is God” in many of the lessons on the earthly life of
the Lord Jesus Christ. But there are other possible central truths in these lessons.
It is helpful to keep a note of the truth you teach in each lesson. Occasionally look
back on what you have taught; check that your teaching has been balanced. If you
discover that you have been neglecting an important area of truth, endeavour to put
this right in subsequent lessons, if possible.
This approach will bring vitality and depth to your teaching. You may teach
lessons which the children have heard before, but because you use them to teach new
truths, they will come with freshness to your hearers. In the Christmas Story, for
example, you could teach “The Lord Jesus Christ came into the world to be the
Saviour” as the central truth on one occasion. On another, you could teach, “Jesus
Christ is God and Man”, and on another you could teach, “Jesus Christ is the
Messiah whom God promised to send”. The children will be less likely to feel that
they have outgrown Bible stories. They will learn that no matter how often we come
to a familiar passage of Scripture, God has always something more to teach us.
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6. Teaching the Truth
Teaching is much more than saying, mentioning or telling; it is helping another to
learn. A truth has been taught only when a child has thought it into his own
understanding. This will not normally take place if you merely refer to a truth in the
Bible Lesson. If you say, for example, “God is holy”, it is unrealistic to expect that
great truth to have become part of the child's understanding. You need to simplify,
explain, illustrate, apply and repeat the truth before you can expect the child to have
learned it. This is why you should concentrate on teaching the central truth in a Bible
Lesson, rather than referring to many truths. This is especially necessary with today's
children, who have little or no knowledge of the Bible.
Your goal is that every child leaves your class or meeting knowing and
understanding the central truth of the lesson, and what it means for him personally.
But how can you achieve this goal?
Summarize the Central Truth
Summarize the central truth as concisely as possible so that it forms one brief
sentence in a child's vocabulary. “God the Holy Spirit lives in every Christian”, or
“God is everywhere” would be suitable summaries of truth. “We all need a new
heart because of our fallen nature and God gives us a new heart when the Holy Spirit
regenerates us” would not! These truths must be taught, but the sentence is
cumbersome and includes theological terms which the children would not
understand. When you summarize your central truth you should have a simple,
concise, complete statement. To show the authority for your teaching you may want
to express it in one of these ways. “The Bible teaches that...”, “God warns…”, “God
promises…”. “God wants you to be like…”, “God commands…”. Do not use the
word “you” in the central truth unless it can include both saved and unsaved
children, as in “God made you”. You should not teach a truth like, “God promises
to be with you all the time”, as this is only for those who have trusted Him. Rephrase it - “God promises to be with His children all the time”. The word “you” will
be used as the truth is applied.
Write the sentence which summarizes the truth at the top of your lesson outline.
This will keep it before you as you teach, and remind you of the goal of your lesson.
Explain the Central Truth
It is not sufficient to say one or two sentences about the truth and hope that you
have taught it. The first time you introduce the truth in the lesson, you will give a
simple basic explanation of it. After that, each time it comes into your lesson,
develop it and take it one step further. If you were teaching “God is just”, you would
include explanation of the word “just”; you would explain how God can be just - He
is all-knowing and has the power to carry out His sentence. You would include
teaching on how the cross shows us God's justice and how He can remain just and
forgive sinners. Without labouring the truth, you take the time to elaborate upon it;
use concrete terms and make your explanation as interesting and simple as possible.
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The teacher cannot impart spiritual understanding, but has a responsibility to teach
truth thoroughly and carefully.
Including Other Truths
As you prepare your lesson, you will list a number of truths which are in the Bible
passage concerned. Out of them you will select the one which you want to teach as
the central truth. The aim of your lesson is to teach and apply that truth as
thoroughly as possible.
But what about the other truths in the lesson? Should they also be included? There
are several principles to follow in answering this question:
− You should not feel that you must include any or all of these other truths. The aim
of the lesson is to teach and apply the central truth. You are praying that God will
speak through the teaching and application of the central truth to saved and
unsaved children.
− You should include other truths which are in the passage and would help you
teach the central truth. These truths are part of the explanation of the central truth
and are closely related to it. If you excluded them, your teaching of the central
truth would be inadequate and incomplete. In the lesson on Naboth's Vineyard (I
Kings 21) you might teach “God is just” as the central truth. The truths that God
is all-knowing and God is all-powerful are also obvious in this lesson. You would
include them, for they help explain how God can be just.
− You should usually omit other truths which are in the lesson, if they do not help
you teach the central truth, and if they would distract the children's attention from
the central truth or obscure it. Keep in mind that the more unrelated truths you
include, the less effective your teaching will be. In a lesson like Paul and Silas at
Philippi you might teach the central truth: “Believe on the Lord Jesus Christ and
you will be saved”; but this is not the only truth evident in Acts 16:11-40. Other
truths in that passage include the fact that Satan is subject to Christ (v.19.24), the
cost of discipleship (v. 22.23), the fact that God is always with His children (v.25),
the power of God (v.26), the results of being saved (v. 33.34). Most of these would
be omitted from the lesson, because they do not help teach the central truth
“Believe on the Lord Jesus Christ and you shall be saved”. Including several of
the unrelated truths would confuse the children.
− You may introduce truth(s) which you have taught in previous lessons, if they
help you explain the central truth, even if they do not emerge from the passage on
which the lesson is based. Take again the example of a lesson on Paul and Silas at
Philippi and the central truth “Believe on the Lord Jesus Christ and you shall be
saved”. If this is one of a series of lessons from Acts, you will have already taught
about the Holy Spirit; so you could include teaching on the fact that it is He who
indwells those who are saved and changes their lives.
− You may feel that you want to draw the children's attention to a truth in the
passage which is not related to the central truth. For example, as you teach Acts
16:11-40 you might feel you need to draw the children's attention to what God
says about fortune telling. (It may be a truth which you have taught previously
and you simply want to reinforce it in the minds of the children.) This is not,
however, something you would usually do, but only if you feel that the children
have a special need to hear it.
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Illustrate the Central Truth
One way of helping children to understand the great truths of Scripture is by the
use of illustrations. These are stories and examples from everyday life, which throw
light on the truth you are trying to explain. They are like windows, letting in the light
of understanding. Obviously, the more light you can throw on a subject the better.
Usually the Bible story you are teaching is an illustration of the central truth, or the
narrative may include several illustrations of the truth.
God's care for His own children, for example, is well illustrated in Elijah's life
during the period of drought. If you were explaining that Christ is a substitute, you
might use a story of a boy who took punishment in his friend's place. If you were
teaching that we can come to God only through Jesus Christ, you might use the
following illustration –
“The little boy was very upset as he leaned against the wall beside the palace
gate. ‘Why wouldn't the guard let me in?’ he thought sadly; ‘I do want to see
the king.’ But the guard wouldn't allow him through the gate. He saw a young
man coming near the gate. He stopped beside the little boy. ‘What's the
matter?’ he asked kindly. ‘I want to see the king, but they won't let me,’ he
replied. ‘Come with me,’ and he took his hand. Together they approached the
guard, who saluted and opened the gate. They went through the great front
door of the palace, along the corridors...and right to where the king was! The
little boy was very excited, and very puzzled. At last he plucked up enough
courage to ask, ‘Why did the guard let you through? ‘The king is my Father,’
was the reply.”
Make sure that the illustrations you plan to use help explain the truth and do not
mislead or confuse. If you use an illustration which is too long, too vivid or too
funny, it may hinder rather than help understanding. Do not use "tear jerking"
illustrations which will merely arouse the children's emotions. Think carefully about
each illustration. If you feel it will help the children get a better grasp of the truth, use
it. But do not lose the thread of the story by the use of too many illustrations.
Weave the Central Truth into Your Lesson
If you tell the story and add, “Now we learn from this that...”, the children will
“switch off”, for the action has ended and they know that you are going to preach!
Bring the central truth into your lesson each time it emerges naturally from the
narrative. If you are teaching what is really the main truth, you will find that it
emerges from the text of the story several times. This overcomes the problems which
arise when you ‘tag’ the truth on at the end. The children will listen and learn,
because the truth is part of a well integrated lesson. You should endeavour to
complete most of the teaching of the central truth before the climax. Then all that is
needed at the end is a final reinforcement and application.
When you come out of the narrative to teach the central truth, try to do so
smoothly, using a good linking sentence. The following example is from a lesson on
Elijah fleeing from Jezebel, teaching “God is patient”.
“The man, who had done so much for God, ran away from a woman! Did
Elijah not believe that God could keep him safe? This time he didn't ask God
what to do; so he made a mistake. I've done that, and I'm sure you have too.
You are a Christian, but you forget to ask God to show you what to do. But
God didn't say, ‘I'm not interested in Elijah any more; just look what he did!’
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God doesn't say that about you or me either. He still works on in His children's
lives. He speaks to them gently, and shows them where they've gone wrong.
He is very patient…”
When you return to the narrative, again use a good linking sentence, so that the
lesson remains a unity and flows smoothly. In this example you could return to the
narrative by using the following sentence: “He is very patient and so He allowed
Elijah to have a good sleep”.
Repeat the Central Truth
If you weave in the truth, you will repeat it several times in the lesson. This is
good, for repetition is an essential part of teaching. The child is more likely to grasp
and remember a truth which has been repeated and reviewed. C.H. Spurgeon told
the story of a farmer sowing peas: into each hole he put three peas. When asked the
reason for this, he explained that one was for the birds, one for the worms and one to
grow! So it is as we teach, Satan may take away one seed, the flesh another, the third
may take root.
Remember, however, when you repeat the central truth, to vary your way of
presenting it. A good teacher can present the same truth several times, approaching it
in different and interesting ways. If you were teaching the central truth “God knows
everything”, for example, in a lesson on Daniel, you could introduce it by saying:
“I wonder who is the cleverest person in the class? Let's say it is Michael and
we get him to read every book in the library. He remembers everything he
reads! He would know many, many things, and everyone would think he was
brilliant! But he would know very, very little compared with what God knows,
for He knows everything. No one could ever think up a question that God
doesn't know the answer to. And then there is another thing….Michael would
have had to do a lot of reading and learning. But God never had to learn. He
always knew everything!”
Later you could repeat the truth in the context of Daniel interpreting
Nebuchadnezzar's dream:
“‘Give me some time,’ Daniel pleaded with the king. How was Daniel so sure
he could help? All the cleverest men in the kingdom had tried and failed.
Daniel knew that God could help him. He knew that God knows what goes on
in people's thoughts, even when they sleep. He knows every secret. He knows
how people really feel when they are pretending to be happy. He knows the
things we've done and tried not to let anyone know…”
As the lesson develops and you teach the central truth again, perhaps when
Daniel gives the correct interpretation of the dream, you could say:
“Let's see how many stars we can name...Yes, that is quite good, we got
fourteen. How many stars are there? Billions! So we got fourteen out of
billions? Listen to what the Bible says about God and the stars. ‘He calls them all
by name’ (Isaiah 40:26). We just cannot take in how much God knows!”
Difficult Lessons
From time to time you may be faced with a “problem lesson”. It seems
impossible to find a central truth, one which is evident in several parts of the
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narrative. You feel that a true exegesis of the passage would be to bring out two or
three truths, each at a different stage in the lesson. Teach these truths as they arise in
the narrative. Obviously, they will not be explained as thoroughly as a central truth
would be; but you have adhered, as far as possible, to good teaching principles.
Happily, this kind of lesson is the exception rather than the rule!
In conclusion, when preparing your lesson you should make a list of the truths in
it. When you have selected the central truth, look at the other truths and decide
which to include and which to omit, according to the guidelines given above.
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7. Applying the Truth
Sometimes children can answer your questions about the Bible, but fail to see it as
God's message for them today. They may appear to have grasped some doctrine, but
it makes no difference to their lives. Perhaps you have failed to include careful
application of the truth in your teaching. Application is what God wants the child to
do as a consequence of what you have taught him. It is the practical outworking of
truth, getting it into the life of the child. The truth is the root from which the
application comes.
Application is an essential part of the teaching found in the Scriptures. The Old
Testament prophets were very specific in their message; they certainly spoke to the
lives of the Jewish people (e.g. Isaiah 10:14). The Lord Jesus Christ applied the truth
very pointedly to the rich young ruler and the Samaritan woman. Paul carefully
explained doctrine, as in the first parts of Romans and Ephesians, but he was just as
thorough in application, for example in the latter part of these epistles. Never teach
truths and leave them unapplied.
Every lesson should have truth and application. We have already seen the danger
of teaching truth and not applying it. Be careful too about making applications, yet
failing to teach the central truth on which they lie baled. If you have a statement
which looks like an application, ask the question “why?” The answer to that question
will be the central truth.
Perhaps you feel for example that the central truth in a particular lesson is
“Worship God”. Have another look at the lesson. Does it tell you why you should
worship Him? Does it teach that “the Lord is the only God”, or that “the Lord is
almighty”? If it does, then one of these statements is the central truth and “worship
Him” is the application.
Apply Discriminately
Always remember that there are two kinds of children: believers and unbelievers.
The application of a particular truth will not be the same for both kinds of children.
If you were teaching “The Lord Jesus Christ is coming back for His people”, you
would encourage the saved child to live in a way that pleases Him. You would also
warn the unsaved child of his danger and urge him to trust Christ. Always make it
clear to whom you are applying the truth. Use phrases like, “If the Lord Jesus is your
Saviour…”, “If you have trusted Christ to forgive you, and He is in charge of your
life…”, “If you are saved…”. Or, on the contrary, “If you are not a Christian…”, “If
you have never received the Lord Jesus Christ...”. You do not always know the
spiritual condition of the children you teach, but if you are careful in making it clear
to whom you are applying the truth, they will know what you mean and to whom
you are speaking. From time to time you will see in their eyes that light of
recognition which says, “this is for me”.
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Finding the Application(s)
Ask yourself, “What difference has this truth made to me?” “What response does
God want from the child as a consequence of his understanding this truth?” “How
should this truth affect the lives of the children I teach?” The answers to these
questions are the applications.
There are three possibilities to keep in mind as you look for the application of the
central truth:
The central truth may apply to the saved and unsaved
(this is the usual way).
The central truth may apply to the unsaved alone.
The central truth may apply to the saved alone.
Diagram 1
Teaching the Central Truth with Applications
for Saved and Unsaved Children
Bible Lesson
Central Truth
Application
Unsaved Children
Application
Saved Children
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Examples
Lesson
Suggested Central
Truth
Summary of
Applications
Christ’s death
(Matthew 27)
The Son of God died
for sinners.
(Doctrine to believe)
Unsaved: Trust Him as
your Saviour.
Saved: Thank Him for
dying for you.
Absalom
(2 Samuel 15-17)
Don’t be a rebel, like
Absalom.
(Warning to heed)
Unsaved: Your rebellion
will bring heartbreak to
your parents and
separation from God.
Saved: You show that
you belong to Christ by
obeying those in
authority
God chooses
David to be king
(1 Samuel 16)
Be like David, with a
heart and life that are
right with God.
(Example to follow)
Unsaved: You must
trust the Lord Jesus to
take away your sin and
make you right with
God.
Saved: You should keep
very close to God.
The wise and the
foolish builders
(Matthew 7:24-29)
If you build your life
on the Lord Jesus
Christ, it will stand
the test.
(Promise to claim)
Unsaved: Trust Christ
and obey His Word, and
He promises to save and
keep you.
Saved: Keep on trusting
Him and obeying His
Word, when the
difficulties come; He will
bring you through.
Parable of the Ten
Virgins
(Matthew 25:1-13)
Be ready for the Lord
Jesus Christ’s return.
(Command to obey)
Unsaved: You must
turn from your sin and
receive the Lord Jesus
Christ, so that you will
be a true Christian,
when He comes back.
Saved: You should live
each day in a way that
you would be happy if
the Lord Jesus came
back at any time.
You may find it helpful to put the word “therefore” after the sentence which is the
central truth of your lesson. This is especially helpful if the central truth is a doctrine
or a promise. If the central truth is, for example, “God is holy”, add “therefore”
“God is holy, therefore...”. Now it is incomplete, and you must finish the sentence
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by adding what relevance this has to the lives of the children. You might complete it
like this: “God is holy, therefore, if you are His child, you should be holy too”.
Usually the central truth applies to saved and unsaved, so you repeat the
procedure. “God is holy, therefore you must be made pure in His sight so that you
can belong to Him.”
When the central truth is a warning to heed or a command to obey, it is already
telling the children what to do, for example: “Do not lie to God”, or “God
commands you to love Him with all your heart”. When this is the case, the
application is a more specific statement about the practical consequences that there
should be in the life of the child.
It is good to summarize the applications. As you teach, you may not actually use
the words of the summary. But this is a good discipline which helps you to have the
applications clear in your own mind.
Usually the central truth applies to both saved and unsaved, and, if so, you should
include applications to both in your lesson (See Diagram 1). You may, however,
even in this case, consider applying the truth to only one kind of child, for example,
the unsaved; because there do not seem to be saved children in your group. Be
careful, for even the best teachers can be mistaken and some of the children may be
saved, without your knowing it.
There are also a number of lessons where the central truth applies only to unsaved
children. When this is so, do not try to force an application for the saved.
Diagram 2
The Central Truth
Taught with Application
to the Unsaved
Bible Lesson
Central Truth
Application
Unsaved Children
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Examples
Lesson
Suggested Central
Truth
Summary of
Application for
Unsaved
Day of
Atonement
(Lev. 16)
Without the pouring
out of blood, there is
no forgiveness.
You must come to God
through the blood of the
Lord Jesus Christ.
Achan
(Joshua 7)
Be sure your sin will
find you out.
(Warning to heed)
Turn from your sin:
bring it out into the open
with God, and ask for
His forgiveness.
Prodigal Son
(Luke 15:11-24)
Be like the prodigal
son -repent.
(Example to follow)
Realize how serious
your sin is, turn from it
and come to God for
forgiveness.
Philippian jailer
(Acts 16:16-34)
Believe on the Lord
Jesus Christ, and you
shall be saved.
(Promise to claim)
You must trust in Jesus
Christ to save you.
The Builder and
the king
(Luke 14:25-33)
Count the cost of
being a Christian.
(Command to obey)
You must think carefully
what it would mean for
you to have Jesus Christ
first in your life.
Clear evangelistic teaching and application will be a blessing, and a help to the
Christian children. It will give them a clearer understanding and deeper appreciation
of what God has done for them. Also, you may be teaching children who profess to
be saved, but are not. Remember that you can include teaching for the Christian
children in other parts of the programme, or by drawing attention to another truth
which stands out in the lesson.
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Sometimes the central truth can be applied only to the saved child.
Diagram 3
The Central Truth
Taught with Application
to the Saved Child
Bible Lesson
Central Truth
Application
Saved Children
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Examples
Lesson
Suggested Central
Truth
Summary of
Application for saved
Pentecost
(Acts 2:1-21)
The Holy Spirit is
God, and lives in
every believer.
You can live for God,
and tell others about
Him.
Joshua and the
Gibeonites
(Joshua 9)
If believers do not ask
God to guide them,
they will make big
mistakes.
(Warning to heed)
When you have to make
decisions, ask God to
help you to make the
right ones.
Mary anointing
the Lord Jesus
(John 12:1-11)
Show your love for
the Lord Jesus, as
Mary did.
(Example to follow)
Give the Lord Jesus
your time and money,
indeed all that you have.
Joshua chosen as
leader
(Joshua 1)
God promises to be
with His children all
the time.
(Promise to claim)
You need not be afraid:
you are never alone.
The friend at
midnight
(Luke 11:1-11)
The Lord Jesus
commanded His
followers to keep on
praying to God and
not to give up.
(Command to obey)
You should keep on
asking God to save your
family and friends.
In these cases do not try to force a Gospel application. You can, of course, point
out to the unsaved that they are missing these privileges and that these are found in
Christ. God often uses the teaching Christian standards to show the unsaved that he
or she falls short. The unsaved child will also learn what is involved in the Christian
life, and, if He becomes a Christian, he will do so “with his eyes open”.
If you wish, you may include something specifically in the lesson for the unsaved
child, by drawing attention to something relevant to him in the Bible passage. Also,
don't forget that you will have opportunities to teach him in other parts of the
programme.
Making the Application
Do not try to make the practical application, until the children have at least some
understanding of the central truth. Often you do not include application the first time
you teach the central truth in the lesson. After that you will be developing your
teaching of the truth, and you should also include careful application. Make sure the
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children know to whom you are applying the truth - the Christian or the nonChristian.
Be relevant
Apply the truth to the everyday lives of the children. Talk about situations in
which children are likely to find themselves. Apply the truth to school, home and
play. Refer to the fears of children, the sins of children, the joys of children. If you
teach “God is always in charge”, it will be much more meaningful to the Christian
child if you show how this helps when he fails an examination, rather than talking
about God's sovereignty in international affairs.
Obviously, the more you know about children, the more relevant you will be able
to make your teaching. Watch them as they play! Listen to their chatter! Read their
books and jog your own memory!
Be specific
When you apply the truth to the life of the child, talk about things that really
happen and include a fair amount of detail. For example, you could say, “Perhaps
you have a hard time just because you are a Christian.” But it is better to be more
specific: “When the people who walk home with you from school discovered you
were a Christian, did they call you names, or empty your school bag over the road?”
When you are teaching about sin, refer to specific sins which children commit. You
could say “You have tried so hard, but you cannot stop doing wrong”. But it is better
to say, “At the beginning of this year did you make a New Year resolution? You
said, ‘I’m not going to tell any more lies.’ Now it is June 10th, what are you doing?
Still telling lies? You can’t stop!”
Be personal
As you apply the truth do not keep saying “we all”, or even “you all”. Use the
personal “you” to bring it home to the child. You want him to realize that this is
God's message for him.
Illustrating the Applications
Part of the narrative in the lesson you are teaching will be an illustration of the
application you are making. Daniel in the lions’ den is an illustration of how God
keeps his children safe when they are in danger. Or you may use a story from
another part of the Bible which shows the truth being applied in someone's life there.
If you do this, make sure you use an incident with which the children are already
familiar.
For example:
Bible lesson: Daniel in the lions’ den (Daniel 6)
Central truth: God promises to guard and protect His children.
Illustration: “Do you remember the story we heard about Peter being put in
prison because he preached so much? It seemed as if he would be executed! Peter
was not even slightly afraid, even though there was a time when he would have
been. About ten years before that Peter was in the boat, and the wind blew, and
the waves rose. The Lord Jesus was fast asleep. Peter was so worried that he
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asked the Lord Jesus why He was sleeping. ‘We are lost!’ he cried. But now it was
different. He knew the Lord Jesus would care for him. He, Peter, was asleep in
prison. But he was not afraid; he was not worried. He knew that God was with
him, protecting him. And that's how it can be with you when things are difficult.”
You can apply the truth by using an illustration from life today.
For example:
Bible lesson: The Day of Pentecost (Acts 2)
Central truth: The Bible teaches that the Holy Spirit lives in every believer.
Application to saved child: You can live for God and tell others about Him.
Illustration: “Tim was not a Christian. Mike was in his class at school and slowly
Tim began to notice that Mike wasn't what he used to be. Tim never heard him
use bad language now, not even when his team was losing a game!
One day Tim saw Mike offer John some of his chocolate. Everyone knew that
Mike had not liked John before. Tim was so curious he had to ask, ‘Mike, what
has happened to you?’ Mike said, ‘I’m a Christian now; God changed me.’ ‘But
how did you stop yourself using bad language?’ Tim was really interested now!
‘The Holy Spirit lives in me and helps me live for God. I could never do that
without Him.’
The Holy Spirit helped Mike to live for God and to tell Tim. Tim learned why
Christians are different and he began to think about becoming a Christian too.”
You may use an illustration of something which may happen to a child in the future:
Bible lesson: The Golden Calf (Exodus 32)
Central truth: God commands, “Thou shalt have no other gods before me.”
Illustration: “Are you really good at gymnastics, football, cricket, tennis? Perhaps
you'll get chosen for the school team, and do very well. You'll want to practice as
much as possible; you'll want to watch the game on T.V. It is good to enjoy sport
but you have to be very careful that it doesn't take first place in your life.
Remember God must be first. If sport takes over, and if it stops you from coming
to Christ, then sport has become your god. Nothing can ever be more important
to you than the Lord Jesus Christ. You need to ask Him to be your Saviour, and
Lord in your life.”
Sometimes an illustration from the life of a great Christian is useful, for example:
Bible Lesson: Philip ministers in Samaria and in the desert.
Central truth: God wants His children to tell others about Him.
Illustration: “You remember the story we had of Mary Slessor's adventures in
Calabar? She told many people there about Jesus Christ, but when did she begin
to tell others? She began when she became a Christian. She told the people in her
own family, and her own town in Scotland, long before going to Africa. God
doesn't want you to wait until you are older. He wants you to start now to tell
others about Him.”
From time to time you may be able to illustrate the application with an incident from
your own experience.
Bible lesson: The church prays for Peter
Central Truth: God answers His children's prayers
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Illustration: “Just last week I lost a very important letter. I looked everywhere, in
cupboards, in books, upstairs, downstairs. I just couldn't find it. Then quietly, in
my heart, I asked God to help me find it. I thought, ‘where could it be?’ Then I
remembered about a box I hadn't looked in. I opened the lid; there was the letter!
God wants His children to talk to Him about little problems and big problems,
and He does answer our prayers.”
Including Challenge in the Application
Application includes challenge. You need wisdom to teach truth; and earnestness
to apply it. Teach with a sense of urgency and a note of entreaty, encouraging the
children to obey God on the point you have been teaching. Use phrases such as “Are
you willing to...?”, “Will you say ‘yes’ to God today...?”, “Do not disobey God any
longer...”, “This promise is for you today, will you believe it…?”. This note of
urgency and challenge is especially appropriate at the end of the lesson, and you
could follow it with a brief prayer, in which you will ask God to enable the children
to respond to His Word.
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8. Preparing a Bible Lesson
“Study to show thy self approved unto God, a workman that needeth not to be ashamed,
rightly dividing the Word of truth” (2 Timothy 2:15).
Romans 12:7b says that whoever has received the gift of teaching, should give
himself to that ministry. A teacher can teach only what he knows. If you are going to
teach the great truths of the Word of God, you must know them yourself. Thorough
preparation will be of tremendous benefit in your own Christian life as you get to
know the Scriptures better, and through them, the Lord. The more thoroughly you
prepare, the better your teaching will become. As your teaching becomes more
interesting, the children will become more attentive. Even if you have to deal with a
discipline problem in the middle of your lesson, your mind will be less likely to go
blank, if you really know the lesson!
Prepare Yourself
Remember, it is important to prepare yourself. Guard your relationship with the
Lord. Live close to Him. Ezra has set us a good example. “Ezra had prepared his heart
to seek the law of the Lord, and to do it, and to teach in Israel statutes and judgements” (Ezra
7:10). Ezra had a prepared heart and an obedient life, before he taught.
On a very practical level, avoid being mentally or physically tired when you are
going to teach. You may be both afterwards, but you should not be beforehand!
Plan Your Preparation
Begin your preparation in good time, not the day before you are going to teach. It
takes time to familiarize yourself with the lesson content, and for its message to grip
your heart. Some like to follow a step-by-step programme, doing a section of their
preparation each day throughout the week preceding their meeting. Others prefer to
do preliminary reading early in the week, and then set aside a whole block of time
for concentrated preparation. Whatever method you choose, jealously guard your
preparation time. If you do not, you will find it squeezed out of your programme,
and you will have to resort to the inferior method of “cramming”.
Pray About the Lesson
Ask the Lord to teach you, and others through you. The Holy Spirit is the Author
and Interpreter of the infallible Word. Both you and the children are dependent upon
His divine illumination. The Lord Jesus Christ said: “Howbeit when he the Spirit of
truth is come, he will guide you into all truth” (John 16:13). All preparation must begin,
continue and end with dependence upon God.
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Read the Scripture Portion
Begin by reading the Scriptures rather than what others have written about the
lesson. Your calling, as a teacher, is to teach the Word of God. God wants to speak
to you personally through His Word. Allow Him to speak, first of all, to your own
heart; then you will have something vital and fresh to share with the children. Read
through the passage five or six days before you are going to teach. Then you can turn
it over in your mind as you travel to work, or do the housework. Read it through
again a day or two later, and continue to meditate on it. Decide who is the main
character; try to visualize the setting; imagine you are there listening to the
conversations. Is there a truth which really speaks to you?
Use Other Helps
Turn to the lesson manual; scan it quickly to see what has been provided. If there
is background information, a lesson outline or summary, or questions for discussion,
read these first and then proceed to the lesson. Read it through and select what is
useful. You may find it helpful to note either what you plan to use or what you will
omit. It is good to consult other books too: Bible commentaries, dictionaries or
books on the particular character or subject you are to teach. Often you can use little
snippets of background information to make your lesson more interesting. They are
especially useful when you are teaching a familiar lesson. Also these additional
books help you have a deeper understanding of the lesson. This is important, for the
teacher should know more than he teaches. If you have a reliable children's Bible
story book, or children's Bible, read the lesson in it, to help get you on to their
“wavelength”.
Prepare Your Visual Aids
If your visuals are ready at an early stage, you will be aware of exactly what is
available. If you are making changes, you can ensure that the visual aids will still be
suitable for your lesson. (See chapter 11).
Prepare and Write out Your Outline
By this time you will have some idea in mind of the teaching contained in the
lesson. You may have thought of various applications which could be made. Now
you need to organize your material and your thoughts and write out a lesson outline.
The following steps. should be followed:
Central Truth. Select the central truth using the procedure outlined in chapter
five. Having chosen the central truth, write it down in one brief, clear sentence at the
top of your outline. You may find it useful to write it on a card to be used as a visual
when you are teaching the central truth. This can be made more effective by using an
appropriate picture or symbol along with the words, e.g., if you were teaching,
“God's children may speak to Him at any time”, you could write these words on a
clock face on which you can move the hands. Alternatively, you could write out the
central truth as a word strip for the flannel board.
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Applications. Can the truth be applied to both saved and unsaved, or just to one
of these? Write a summary of the applications, beneath the central truth.
Beginning. Decide how you will begin the lesson. Write down your opening
sentence so that you know exactly how you intend to start.
Progression of events. From the notes you have made you can compile a wellordered list of the main events in the lesson.
Climax. Look for the high point in the lesson. Note briefly the exact words you
plan to use; this will help to fix it clearly in your mind.
Bringing out the central truth. Go back over the outline and look for places
where you will teach the central truth. Mark CT (central truth) beside each event
where you plan to teach it. The first teaching of the central truth should come as
early as possible in the lesson. Then bring it in as many times as the exegesis of the
narrative will allow. On a separate piece of paper write out how you are going to
explain and develop the truth each time it comes into the lesson.
Applications. Look again at your lesson outline and plan where you will include
the applications and to whom they will apply. The applications will be brought in
when you are explaining and developing the central truth. Add ‘U’ to the CT if you
are applying it to the unsaved. If you are applying it to the saved add ‘S’. Then on
the sheet of paper, on which you wrote how you planned to explain the central truth,
add detailed notes on how you intend to apply the truth, including the illustrations
or examples you intend to use.
Conclusion. Write out, at the end of your outline, how you will bring the lesson
to a close and challenge the children to obey God in the matter about which you will
teach them.
Note the Bible verse(s) you will use. There will be one, or more, Bible verse(s)
which you will use as part of your teaching and application. It is good to note the
references at the appropriate places in your outline.
Mark in other truth(s). If there are other truths to bring out (which may be part
of the explanation of the central truth), you will find it helpful to put a reminder
about that in your lesson outline. So, as well as ‘CT’ in your outline you could put a
word or symbol to remind you of the truth you plan to include in your explanation at
that particular point. You could use a word or a phrase such as, “God – holy”,
“Bible – God’s Word”, “2nd coming”, “Eternal Son”.
Rewrite Your Outline. Now that you have all your information gathered
together and have marked everything on your lesson plan, write the plan out neatly.
Write it on a piece of paper which will fit easily into your Bible. Your outlines
should look like the examples given on the following pages.
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Bible Lesson: Naboth's Vineyard
(1 Kings 21)
Central Truth: God is just (Doctrine to believe)
Applications:
Unsaved: God will punish you for your sin if you do not trust
Christ as your Lord and Saviour.
Saved: When you are wronged, leave the matter with God.
I
Beginning:
‘Is anybody fair?’ Alan muttered.
II
CT (Deut. 32:4)
Progression of Events
A. Ahab covets Naboth's vineyard
Sin – coveting (Exodus 20:17)
D. Ahab sulks
God knows everything
CT U
G. Naboth is “tried”
CT S (Rom. 12:19,20)
].
Meets Elijah
III Climax:
“Where Naboth died, you will die!”
CT U (Heb. 9:27)
IV Conclusion:
A. Ahab's death
CT U
B. Jezebel’s death
God dealt fairly with
Ahab and jezebel.
CT U (1 John 1:9)
God has all power
C. If you love the Lord Jesus, don't try to get even with people who are
mean to you. Leave it with God to work it out. If you know today that
you deserve only punishment from a fair, just God, will you not turn from
sin and trust in Jesus Christ? Then you will be ready to meet God,
knowing that Jesus Christ took your punishment.
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Bible Lesson: The Lord Jesus Calls His First Disciples
(John 1:35-42; Luke 5:1-11)
Central Truth: Follow the Lord Jesus (Command to obey)
Applications:
Unsaved: You begin to follow Him, trust Him as Lord and
Saviour.
Saved: Obey Him day by day.
I
Beginning:
“Look!” Everyone looked in the direction John pointed
II
A. John the Baptist explains
who Jesus is
B. Andrew and John follow Him
CT U
C. Andrew brings Simon to Him
D. Lord says, “You will be Peter”
CT U
E. Lord uses Peter's boat
F. He commands the disciples
to let down the nets
G. They obey
CT S and U
III Climax:
“The nets are full!” Jesus is God, all-powerful
IV Conclusion:
A. Peter says, “Depart from me”
B. Lord says, “I will make you fishers of men”
C. The Lord Jesus is still calling people to follow Him. If you have never
started to follow Him and you know He's speaking to you, obey Him and
become His follower. Those of you who are followers, keep following by
obeying!
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Bible Lesson: The Kindness of the Shunammite Woman
(II Kings 4:8-17)
Central Truth: Christians should be kind to others - as the Shunammite
woman was. (Example to follow)
Applications:
I
Saved: You should be kind and helpful to all, and so show how
much you appreciate God's kindness to you.
Beginning:
What kind of things does your mother do when she knows she's
having visitors?
II
A. Elisha goes to Shunem
B. Lady invites him for a meal
CT
C. Lady, to husband,
“Let's make a small room.”
CT (Eph. 4:32)
D. Elisha stays there
E. Returns often
F. Elisha wants to repay
her kindness
CT S (John 15:12)
G. Lady refuses
CT S
H. He promises that she
will have a child
The power of God
III Climax:
A little baby boy – just as Elisha had said!
IV Conclusion:
Can you think of someone you could be kind to when you go home, or
tomorrow in school? Ask God now to help you to obey this command. When
you don’t feel like helping someone, remember just how kind God has been
to you. That will help you to be kind to others.
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Bible Lesson: The Wise and Foolish Builders
(Matthew 7:24-29)
Central Truth: If you build your life on the Lord Jesus Christ, it will stand the
test. (Promise to claim)
Applications:
Unsaved: Trust Christ and obey His Word, and He promises to
save and keep you.
Saved: Keep on trusting Christ and obeying His Word, when
the difficulties come; He will bring you through.
I
Beginning:
“Oh I feel so tired! This is hard work.”
II
A. One man digs and digs until
he finds rock.
B. Builds a house
CT S
C. Another man thinks, “no
need for all that work.”
D. Builds a house on sand
CT U (Matt. 7:21)
E. Storm: rain, wind, rising water
F. House on rock is undamaged
CT S (Rom. 8:1)
III Climax:
Listen. What's that noise? Crash!
IV Conclusion:
A. The other house has fallen
CT U
B. Which builder are you like? You say, ‘Jesus is my Saviour, I'm like the
wise builder.’ Then you go on being like him, read your Bible and obey
the Lord Jesus.
C. It may be that you know you have been like the foolish builder, but with
all your heart you want to be different. Tell the Lord Jesus how foolish
you've been. Ask Him to forgive you and be your Saviour. Then you will
be like this wise builder.
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Bible Lesson: The Rich Fool
(Luke 12:13-21)
Central Truth: Beware of greed (Warning heed)
Applications:
I
Unsaved: Stop living for things and start living for God.
Beginning:
“I wish 1 had more pocket money, nicer clothes, more exciting holidays.”
II
A. Man asks question
B. Lord Jesus answers
CT
C. Lord Jesus introduces "farmer"
D. Farmer looks at property
E. Farmer decides to build barns
CT U
F. Farmer thinks of good time ahead
CT U
III Climax:
But God said, “You fool!”
IV Conclusion:
A. Farmer meets God
CT U
B. Don't be like this foolish man. Stop living for things. Ask God to forgive
you for being so foolish. Trust Jesus Christ as your Saviour and begin to
live for God (2 Cor. 6:2).
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The lesson outline is the guide from which you will teach the lesson. You will
keep the other notes you have made, and the lesson manual, at home. The lesson
manual is provided for preparation, not for classroom use!
Learn the Main Points
Go over the lesson plan until the main points are firmly fixed in your mind. Take
time to go over your detailed notes on how you will teach the central truth and the
applications.
Practice the Lesson
It is a tremendous help when you come to teach the lesson to the children, to
know that you have taught it before. Teach it to your husband, wife, children or tape
recorder! If you teach it in front of a mirror you will, perhaps, see mistakes which
should be put right. Practice using the visual aids, so that you know when and how
to use them. Your lesson should flow smoothly. If there are places where transition
from one point to another is clumsy, try to put it right.
Time yourself to check that your lesson is not too long, or too brief. On the
question of length, there are no hard and fast rules. Length varies from lesson to
lesson, and you would, for example, probably take less time to teach the parable of
the lost coin than you would to teach the parable of the prodigal son. Consider also
the age of the children you are teaching; four year olds have a shorter attention span
than ten year olds. When teaching a group of children whose ages range from six to
ten, the average length of a lesson would be 15 to 20 minutes.
Keep a record of the lessons you have taught to your children's group(s). (See
next page for the model of a planning sheet which you can use.)
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Planning Sheet for Teacher’s to Use
Explanation: The first three columns need to be used every lesson.
You will, in addition, use one or both of the other columns.
Date
Lesson
Central Truth
Application for
Unsaved Child
Application for
Saved Child
Note: Keep and file all your lesson outlines for record purposes and possible re-use.
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9. Teaching a Special
Evangelistic Bible Lesson
There are occasions when your contact with unsaved children is over a very
limited period. This could be in an open air meeting, a 5-Day Club, a children's
mission or fair ministry. These are not ideal teaching situations, but this should not
hinder you from making the most of the opportunities they provide. Do not abandon
the principles of teaching; rather, apply them as far as possible to each situation.
Also, a teacher beginning a new regular ministry to a group of children may want
to teach a number of special evangelistic lessons to give a good Gospel introduction
and lay a foundation for the year's teaching programme.
Occasionally in a regular ministry to children, you will find in your teaching
syllabus a lesson which lends itself to this type of presentation. Although you are
involved in a weekly ministry and your contact with the children is not so limited, it
is good to use this type of lesson occasionally.
Teach the Message of Salvation
Your aim in a special evangelistic lesson is to teach the message of salvation as
fully and as thoroughly as possible on one occasion. It is a great message, and it
would be wrong to think in terms of having merely an irreducible minimum of
Gospel truth in every lesson. Obviously, you will not attempt to teach every truth
which could be in the message of salvation. One lesson could not contain everything
about God, sinful mankind, the Lord Jesus Christ and how to be saved! Endeavour
to teach the children about their need in the light who God is, the remedy in Christ,
and how they can be saved. It is 'important to explain and apply the truths you teach.
Teach Only What the Passage Teaches
Exactly the same truths will not emerge from each special evangelistic lesson. The
Scripture portion on which the lesson is based determines the truths which will be
taught. A lesson on Adam and Eve would include more about sin, and its
consequences, than a lesson on the resurrection; yet both lessons could be used to
teach the Gospel. Never force into a lesson truths which the Scripture portion does
not teach.
Carefully Choose Your Lesson
If you are trying to present the Gospel as fully as possible, and if you are going to
teach only what the passage teaches, the choice of lesson is of great importance. You
will choose a lesson which lends itself to a clear presentation of the Gospel. Not
every lesson lends itself to this type of teaching. Your choice, therefore, will not be a
lesson from Esther or Nehemiah! Lessons which are suitable for this kind of teaching
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include: The Garden of Eden, Cain and Abel, Noah and the Ark, the Passover
Lamb, Moses and the Brass Serpent, the Christmas Story, the Ethiopian Eunuch; the
Conversion of Saul, the Philippian Jailer. Alternatively, you could use a step-by-step
visualized presentation of the message of salvation, rather than an actual Bible story.
Weave the Gospel Through Your Lesson
Do not leave the truths and their application until the end of the lesson, although
you may wish to repeat some of them in your closing challenge. Develop the truths
as they arise in tile narrative, and as they are illustrated and applied by incidents in
the story.
Teach a Well-Structured Lesson
Children will find it very difficult to grasp different truths, if the relationship
between them is not apparent in the lesson. When you come out of the narrative to
weave in a Gospel truth, if possible, link it with truth taught earlier in the lesson. The
best Gospel lessons are structured, progressive and reasoned. It is possible to have a
lesson in which many Gospel truths are included, but there is not apparent
relationship between them. They form a kind of “Hotch-potch”, and the children
will not benefit very much from the lesson.
A number of evangelistic lessons have a special emphasis on one Gospel truth. If
this is so, that emphasis should come across in your teaching. In Adam and Eve the
special emphasis could be on sin and its consequences; in Cain and Abel on
forgiveness through the shedding of blood; in Noah's Ark on safety from judgement;
in Saul on the Damascus road, on conversion; in the Prodigal Son, on repentance.
Teaching this special emphasis does not mean that you teach only the Gospel
truth. As you teach and develop the special emphasis of the lesson, you will find that
in order to do so adequately you will include facets of each area of Gospel truth. This
special emphasis in the lesson is the uniting factor for all the truths taught in the
lesson. So if you were teaching Noah and the emphasis on safety from judgement,
you would start with teaching about the reason for judgement, then teach how safety
has been provided in Christ. This would be followed by the need to “enter in”, and
the results of “entering in”.
If you were teaching the Prodigal Son, you would show that we need to repent,
because we have turned to our own way; we are far away from a Holy God because
of our sin. You will teach what “repentance” means, using the prodigal son as an
example. You show how a repentant sinner can come back to God through the Lord
Jesus Christ, and the welcome that awaits him.
If you were teaching the CEF series “The Wordless Book Visualized”, there are
four special evangelistic lessons (and one for saved children). Each lesson is based on
one of the pages of the Wordless Book, and there will be an emphasis on the Gospel
truth which is visualized by the colour given
Gold page: special emphasis on the holiness of God.
Dark page: special emphasis on sin and its consequences.
Red page: special emphasis on the death of Jesus Christ.
White page: special emphasis on justification by faith.
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If special emphasis has dominated the lesson, the children are much more likely
to remember it. Also, because all the truths included have been part of a reasoned
case, they are more likely to understand them.
Carefully Apply the Truths
It is not sufficient to state, or even to teach Gospel truths. You need to apply them
personally to the unsaved child. Identify clearly children to whom you are applying
these truths. Use phrases like, “If you have not asked Jesus Christ to be your
Saviour...” or, “If you are not a Christian...”. Remember to use the personal
pronoun “you” when making your applications.
Be sure to include:
Concerning sin –
You are a sinner.
You have broken God's Law.
Give at least one illustration of sin.
God must punish your sin.
Concerning what Jesus Christ has done –
He loves you.
He died for the sin of the world and rose again.
He wants to save you.
Concerning what the children must do to be saved –
You must want to turn from your sin.
You must trust Jesus Christ as your Lord and Saviour.
You will be saved if you do this.
Remember to explain these terms so that the children can understand them.
As you teach, and especially as you come to the end of the lesson, you will be
urging the children to come to Christ. Do not leave them with the impression that
this is something they must think about in the future. Urge them to think about it
now, to trust Christ as lord and Saviour today.
Write Out Your Lesson Plan
Write out the beginning, progression of events, climax and conclusion. As you
study your lesson and see the Gospel truths it teaches, mark them in the appropriate
places on your outline. Use symbols, abbreviations or words and mark in the
references of Bible verses you plan to use as you teach and apply the truths. Your
lesson outline will look like one of the following. The aim of each lesson is to teach
the Gospel as thoroughly and fully as possible.
(App. = application)
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Special Evangelistic Bible Lesson: The Prodigal Son
(Luke 15:11-24)
Special Emphasis:
I
Repentance
Beginning:
“No, I won't wait, I want the money now!”
II
A. Boy leaves good home and father
God – good and kind
B. Goes to far country
Sin -your own way (Isaiah 53:6)
C. Does what he wants
(including much that would
displease his father)
Sin breaking God’s Law
(examples)
App.
D. Famine
E. Friends desert him
F. Feeds pigs
G. Thinks of consequences
of his sin
Sin – consequences
(Rom. 6:23)
App.
I. Leaves pigs, farm, far country
Repent
App.
J. Takes the way home
Jesus Christ the way
App.
H. Thinks of home
K. Father sees him in the distance
L. Runs to meet him, embraces him
God – love
M. Father forgives
(Acts 3:19)
App.
III Climax:
A ring, robe, sandals, feast it was so different from what
he expected.
God - love for His own
IV Conclusion:
Do you know that you are far away from God because of your sin? Will you
turn from everything you know to be wrong in your life? God commands you
to do this. He wants you to trust His Son, today, to take away your sin, to be
in charge of your life. Then, as we have seen, all your sin will be blotted out
for ever.
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Special Evangelistic Bible Lesson: The Passover
(Exodus 11, 12)
No special emphasis
I
Beginning:
“Where will it all end?”
II
A. Thick, thick darkness
Sin punished (Ezek. 18:4)
App.
B. God says, “One more plague”
C. God’s instructions –
1. Take the Lamb
Christ – person (2 Cor. 5:21)
2. Keep it 4 days
3. Kill it
Christ – death
4. Put blood on doors
Repent, believe (I John 1:7) App.
5. Prepare a meal
6. Eat it standing
D. The Passover night
1. Every Egyptian home visited
2. Death in every home – no blood
God – holy
3. Israelites safe – blood on door
God – faithful
App.
4. Egyptians get up during night
5. Pharaoh summoned Moses
III Climax:
“Go, leave my people, you and the Israelites,” commanded Pharaoh.
IV Conclusion:
A. Moses and Israelites leave
B. Have you obeyed God and trusted Jesus Christ as your Saviour? If you
haven't, God wants you to trust Him today and be saved. If you mean it
with all your heart, tell Him, ‘Lord Jesus, I am a sinner, and I'm sorry for
all the things I've done against you. Thank you for dying for me. Please
save me now from sin.’ If you trust Him, He will save. God has promised
that ‘the blood of Jesus Christ his Son cleanseth us from all sin’.
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Special Evangelistic Bible Lesson: Noah
(Genesis 6-8)
Special Emphasis: God’s judgement on sin
I
Beginning:
“This was important; he must listen very carefully..."
II
A. Sinfulness of the world
(Rom. 3:12)
B. God speaks to Noah: He will judge
Holy and just
App.
C. Instructions about the ark
D. Noah builds ark; Noah preaches
and tells of one place of safety
E. Reaction of people
F. Animals and 8 people enter
G. God closes door
H. The rains fall
I. Everyone drowned
J. Rain stops
Consequences
App.
Jesus Christ the way
App.
K. Aark rests on Mt Ararat
III Climax:
1,2,3,4,5,6,7,8; yes they were all safe
Safe in Christ
IV Conclusion:
A. Rainbow and promise
(Rom. 8:1)
App.
B. Are you safe from God's judgement on your sin? Only those who belong
to the Lord Jesus Christ are safe. Will you trust Him today to save you
from your sin, and keep you safe from judgement you deserve?
Suggested Symbols for
Some Salvation Truths
= God,
= sin,
= deity of Christ
= death of Christ,
= exaltation of Christ,
= Resurrection of Christ,
= way of salvation
Use abbreviations which you understand and find
helpful.
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When you are preparing your lesson, write how you will explain each truth you
bring out of the lesson. Write your applications too. Try to avoid using the same
phrases each time you teach the same truth. If your teaching is a close exegesis of the
passage, it will bring freshness and variety into your teaching.
If you are responsible for the entire one hour programme, and if you are in a
situation where you want to teach this type of lesson, use all of the programme to
teach the message of salvation. You can use a chorus or memory verse to emphasize
a truth which you teach in the lesson. Perhaps there is an area of truth with which
you deal very little in your lesson: you can use another part of the programme to
teach about it and, in this way, balance your teaching.
When teaching these special evangelistic lessons, it is not necessary to include
extra teaching for Christian children. Concentrate on the message of salvation, and
the needs of the unsaved child. The saved children, if any are present, will benefit
greatly from the teaching of the message of salvation.
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10. Teaching a Bible Lesson
It is one thing to have a good recipe, and quite another to serve a well cooked
meal! Although the ingredients are exactly as suggested in the recipe, the way in
which the meal is served may leave a lot to be desired. The same is true when it
comes to teaching a Bible Lesson. It is vital that we know how a lesson is structured
and how to prepare it; but it is equally important that it should be clearly and
attractively taught.
Be Ready
Arrive at Sunday School or your Children's Meeting in good time. Everything
you are going to use should be ready. Is the flannelgraph board steady? Will the
children be able to see it? Are your visuals in the order in which you will use them?
Do you have your lesson outline? Can you easily find the appropriate passages of
Scripture? Avoid losing valuable teaching time (and a lot of nervous energy) by being
ready.
Use Your Bible
Hold it open and refer to it as you teach. It is good to give the children
opportunities to use their Bibles. If, because of the visual you are using, you cannot
keep your Bible in your hand, leave it open on a nearby table and pick it up and use
it whenever possible. As you teach, it is good to read a verse, or part of a verse, to
emphasize and explain what you are saying; but avoid reading long passages. This
use of the Bible is an important object lesson for the children. Each week they see,
“My teacher teaches from the Bible”.
Be Accurate
As you teach from the Bible, make sure everything, whether narrative or doctrine,
is Biblical. Teach nothing which would have to be untaught. When you use your
imagination, do not violate the spirit of the Scripture or the historical setting of the
narrative. The teacher who told of David killing the lion and swinging it by the tail
above his head went too far! When you use your imagination, distinguish between it
and actual Biblical facts. Use phrases like, “Perhaps...”, “The Bible doesn't tell us,
but I think...”, “Maybe...”.
Watch Your Language
It is not so much what you say as what the children understand that is important.
Make sure that the words you use are understood in the same way by you and the
children. Be careful about theological words and evangelical clichés. Do not assume
that children understand “saved”, “eternal life”, “sin”, “faith”. When you use
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familiar words, explain them. Think about the words you use - you can add life and
interest to your lesson by careful selection of descriptive words. “Clank, clank! - the
chains were closed around Peter's wrists. He would never escape”, is better than,
“They put chains round Peter's wrists to make sure that he would not get out of
prison”. Don't use long rambling sentences. Keep the lesson moving. Children's
minds demand action.
Remember children take you literally. A little boy asked his teacher, “Does God
really answer prayer?” When assured that He does the boy commented, “Well, I
never hear him!” Imagine what is going on in a child's mind when you talk about “a
caravan of camels” or “God drove them out of the Garden of Eden”!
Try to “Listen” to yourself and become aware of phrases which you keep
repeating like “and boys and girls...”, “you know...”, and “then...”. Avoid slang or
colloquial expressions which detract from the message. As you teach, aim at making
your lesson so clear that it cannot be misunderstood, so interesting that it cannot be
forgotten.
Use Your Voice Effectively
Ask yourself, “Am I easy to listen to?” Aim for a pleasing voice. Speak loudly
enough to be heard and enunciate your words clearly. If the children cannot hear
you, discipline problems are inevitable. Vary the volume, speed and tone of your
voice: louder for action, softer for suspense, faster for excitement, slower for sadness.
Pauses and silence can help, especially when you want to make a change of scene or
thought. When the characters in the lesson talk to each other use direct speech; this
makes them come alive. Vary your expression, try to put yourself in the characters'
place and speak as they would.
When you are explaining or applying the truth do not lapse into a monotone or a
“preaching” kind of voice. If these wonderful truths have gripped your heart, this
will be evident in the way you speak about them. Avoid having a “special” tone of
voice for children; talk to them, never talk down to them.
When you are nervous, your voice becomes more highly pitched. As you relax it
will sound more natural.
Live the Lesson
If you have prepared in good time and have meditated on the lesson, it will have
become part of you. As you teach, “get into” the lesson; do not teach in a matter-offact, detached kind of way. Feel for the main characters. The expressions on your
face will change as you teach. Do not be afraid to use gestures which help emphasize
the reality of what you are teaching. Remember, you are a visual aid. But do not
overdo the gestures or become enslaved by a particular one. Avoid purposeless
walking about or waving of arms.
Enjoy the Lesson
It is a great privilege to teach the Word of God. Remember that it is the most
important message which the children will ever hear. Use your lesson outline; but
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don't feel you have failed if you don't always stick to it. Don't feel guilty if you omit
something you planned to include. This often happens and God still works.
Be Personal
Look at the children as you speak to them. Endeavour to have eye contact with
all the children. Do not continually stare at a point on the back wall or at one child
(unless you have a particular reason for keeping an eye on him).
Avoid looking at and talking to the visual aids. Include yourself with the children
“we all need a Saviour”, “we have all broken God's commands”. But use the word
“you” too, especially in direct application. Try to remember the children's names and
use them when you speak to specific children during your teaching. You want to
convey to each child that you know he is there, and that what you are saying is for
him. Obviously if the group is large, this is more difficult.
Be Careful About Your Personal Appearance
Stand well, do not slouch. Be suitably dressed in a way which will honour Christ.
Avoid Too Much Humour
It is not your task to entertain children; so do not become a performer. You are
involved in the serious ministry of bringing the Word of God to children. From time
to time funny things will happen; you may make a mistake or there may be a
humorous incident in the lesson. The children will laugh, and this is as it should be,
for fun and laughter are part of every child's life. Join in their laughter, but never
allow merriment to take control. If you have a sense of humour, do not stifle it
completely, but control it. If you do not have a sense of humour, do not try to be
funny.
Be Yourself
From time to time as you see others speak to children, you may think, “I wish I
were like him”. You can learn from others, but do not try to copy them. Shun
imitation, affectation and insincerity. God has given you your personality; allow the
Holy Spirit to control you, to speak through you, using your personality.
Depend on God
Even when you have prepared well and taught well, remember that only God can
give spiritual enlightenment; only He can convict and regenerate. Your Bible lesson
should be bathed in prayer. Trust and expect the Holy Spirit to minister to the
children through your teaching of God's Word. When He does, give Him the glory.
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Be Available
When you have finished your Bible lesson, do not assume that your ministry to
the children is finished as far as that meeting is concerned. It may not be! Some
children may have questions as a result of what you have taught. You need to tell the
children that you are available to answer these questions. This can be done briefly
and simply at any time during the entire programme.
Do not, however, explain about being available for counselling at the same time
as you are inviting the children to come to Christ; otherwise they may confuse
coming to the teacher with coming to Christ. For this reason, you will not normally
explain about being available for counselling as you bring your Bible lesson to a
close. Rather you will most often be bringing out God's invitation to come to Christ.
(This subject is dealt with in detail in “Evangelizing Children” published by
European CEF.)
Evaluate the Lesson
Only God knows what spiritual impact a lesson makes. There are times when you
will forget to say all that you planned to, or perhaps you will feel that the lesson was
a complete failure. You are not alone in having these problems; most teachers have
them from time to time. When you feel unsatisfied with your lesson, think carefully
about what went wrong. Ask yourself the following questions Did I prepare, so that I was really familiar with the lesson?
Did I pray about the lesson and for the children?
Did I use the visual aids properly?
Did I vary the volume and speed of my voice?
Did I try to make the lesson come alive?
Did I become too lively?
Did I use words which the children could understand?
Did the lesson flow?
Did I make good use of dialogue?
Did I teach within a reasonable time limit?
Did I relate the lesson to the children's needs?
Was I prepared in my own heart?
Was I self-confident rather than confident in God?
If your answer to one or more of the questions is not what it ought to be, you may
have found your problem. Then you can do something about it! After a lesson with
which you have had problems, resist the temptation to put it out of your mind at
once. Learn from your mistakes and then put them behind you. Leave your mistakes
and failures with the Lord.
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11. Using Visual Aids
The Reasons for Using Visuals
Visual aids can take a long time to prepare; sometimes they are costly. Why use
them?
The Lord Jesus Christ used them.
When He said. “l am the light of the world”, He was probably standing near the
large candlestick in the temple. As He taught. He referred to sheep, the sower, lilies,
birds, the vine and many other everyday things which His hearers could see. He held
a coin in His hand and asked, “Whose superscription is this?” He left us with visible
symbols to remind us of His death - the bread and the wine. He, the Son of God.
could have instilled knowledge instantly, but He did not. He taught and preached. It
is significant that He often used things which people could see.
We learn visually.
Often we have difficulty remembering the name of a place or a person, but we can
“see them in our mind's eye”. It is estimated that we, and the children whom we
teach, remember ten percent of what we hear, fifty percent of what we hear and see,
and ninety percent of what we hear, see and do. Modern educators have recognized
this and visuals are very evident in the classroom. Advertisers find it worthwhile to
spend more and more money to get time on television. This is very much the “age of
the visual”.
Visuals gain and keep attention.
If you begin a lesson without saying a word, but start to draw something on a
sheet of paper, every eye will be watching; you will have got the children's attention.
You can use an object or a picture, which is relevant to your lesson, to get attention.
As you teach you will change the visual you use: for example, you will change the
figures on the flannelgraph board; this helps to keep the attention. Visual aids
exercise the mind through the eyes, and when properly used can keep thoughts from
wandering. Do not, however, expect one picture to keep the children's attention for
fifteen minutes!
Visuals explain Scripture.
If you are teaching about the four men who brought their sick friend to the Lord
Jesus Christ, and let him down through a hole in the roof, children may have
problems. The modern child will be wondering how such a thing was possible; and
he may still be occupied with the problem when you are trying to apply the truth to
him! But a picture of an eastern house would clarify the position immediately and
would be far more effective than any explanation you might give. Our Lord's
instruction, “Get up, take up your bed and walk”, is explained in a moment if you
have a picture of the man carrying his rolled mattress.
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The Types of Visuals
There is a great variety of visuals available; so there is little excuse for not being
a visualizing teacher. You can use flannelgraph, flashcards, whiteboard, blackboard,
object lessons, “stick figure” drawings, maps, wordstrips, overhead projector
transparencies, magnetic board.
Make sure the visuals suit the age group. Maps are very useful when teaching
older children, but they are not helpful for pre-schoolers. If you have a mixed agegroup use wordstrips as well as pictures. For teenagers use wordstrips: you do not
want the children to feel that the visuals you use are babyish.
Make sure they are big enough. In a large meeting it is very frustrating for the
children at the back, if your visuals are very small.
Use accurate visuals. If you use pictures of Bible characters or scenes, make sure
they do not mislead. Pictures of houses should resemble those of Bible times; the
dress of the characters should be in keeping with the historical setting of your lesson.
Visuals should always aid learning; they should never mislead.
Use attractive visuals. If you are using an application picture do not have a
picture of a child of twenty years ago. Don't use pictures which are faded, “dogeared” or dull. Your visuals, as well as your preparation and teaching, should glorify
God.
Do not be too ambitious about the visuals you use, especially if you are
inexperienced. If you cannot competently use the visual, or if it is very complex or
sophisticated, the visual will be a distraction rather than an aid. The children will go
home thinking about how it worked, rather than about the message you tried to
teach.
The Preparation of Visuals
They are a useful aid to teaching, so prepare them with care. When you cut out
flannelgraph, avoid cutting pieces off hands or feet, or leaving little pieces of white,
which ought to be removed. Sometimes there are intricate details, around which it is
difficult to cut with scissors. Use a sharp blade instead, or, rather than cutting out
these little areas, shade them in black.
If you are making figures to use on the flannelgraph board, back them with
blotting paper (brushed with a wire brush), flannel or flocking. If they have to be
coloured, take time to do so carefully, using bright, clear colours. When you use
pictures cut from a magazine or book, mount them on squares of card.
When you are using words on your visuals, rule lines for your lettering. If you are
teaching younger children use lower case writing, with capitals only for the
beginning of a sentence or for names. Always make sure that your writing can be
seen from the back of the room.
The Use of Visuals
Vary the type of visual you use. You do not need a different type each week, but
do give the children some variety. It is very helpful to practice using your visuals
before your children's meeting or Sunday School. This will enable you to use them to
full advantage and save you from many an embarrassing moment!
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Flannelgraph
If you are using flannelgraph, have the board tilted slightly backwards. The
figures are then less likely to fall! Make sure all the children can see the board. Teach
at the side from which you find it easier to place the figures on the board. Avoid
walking in front of the board.
Have your figures in the order in which you will use them on a table which is
within easy reach: pick up the figure as you are ready to place it on the board. Do
not hold the figure in your hand for a long time while you are talking. Handle figures
of people by the shoulder or side, not by the head. Practice placing figures correctly:
perspective demands that the larger figures be placed nearer the bottom of the board
than the smaller ones. It is good to place the main figures off centre. Two characters
talking to each other should appear to have good eye contact. The feet of the
characters should be on the ground or floor. Two pictures of the same person should
never be on the board at once.
If you use a flannelgraph background choose a suitable one for the action of the
story. Remove figures and put your Bible down before changing or removing a
background. Use a plain board for application pictures such as children, a cross or
word strips. Do not stop talking as you place figures on the board.
The use of wordstrips, or a Bible verse in block form, to emphasize a point can be
very effective, especially for older children. If you make a mistake in the placing of a
visual, if a figure falls or the easel collapses, try to keep talking!
Never turn your back to the children; talk to them rather than the flannelboard.
Flashcards
If you use flashcards make sure all the children can see them without straining.
Do not stand rigidly; relax and move a little. Move the book from time to time, but
do not wave it about continually. Turn the pages of the book with care, and at
regular intervals, so that the children have time to see and appreciate, but do not
become bored with one picture. Make sure that as you turn the pages, the children
cannot see some of those to follow; you will need to practice this! The picture you
show should be relevant to what you are saying. When it is not, and you do not have
an appropriate picture, put the book down, or behind your back, or hold it by your
side.
Generally, the simpler the visuals, the better. You are not trying to impress the
children with your visuals; you use visuals to impress upon the children the message
you are teaching. You do not want the children going home thinking about the
intricacies of the visual aid, still puzzling over how it worked. You want them to go
home giving careful thought to the truth you have been teaching. Use visuals wisely
and they will prove to be a real aid in teaching the Word of God.
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12. Conclusion
The Word of God
Give careful thought to what God says about His Word; meditate upon it. This
will strengthen your conviction to teach only His Word, to keep your teaching Bible
based and Bible centred. In the Scriptures there are many graphic symbols to
illustrate the power of God's Word.
The Word is a mirror (James 1:22-24) in which the children will see how far short
of God's standard they fall. Children can look and forget, but the Word is also a twoedged sword (Hebrews 4:12), which will pierce deeply into hidden sins, motives and
desires. Even the most hardhearted, and there are children who are hardened, are
not beyond the power of the Word for it is a hammer to break the rock in pieces
(Jeremiah 23:29).
As you teach the Scriptures, you sow imperishable seed, to bring forth fruit (Luke
8:11; 1 Peter 1:23). No farmer expects to sow and reap in the same day, and we must
avoid the temptation to do minimum sowing and attempt maximum reaping. Sow
the seed faithfully; in due season you shall reap, if you faint not (Galatians 6:9). As
the parable of the sower in Luke 8 reminds us, some of the seed will bring forth one
hundredfold.
Some of the children you teach may come from homes which are intensely dark.
Can those who trust Christ ever cope with their home situation? They need your
help, your prayers, your friendship and encouragement; most of all they need the
light of the Word of God to show them His way (Psalm 111:105). You need to show
them how the Bible is a light in their dark homes and schools. God does not intend
that those who walk the path, illumined by His Word, should be weaklings (of
whatever age). The Bible is nourishment to strengthen the believer (Jeremiah 15:16).
Christian children will grow strong in the faith, as they feed regularly on God's
Word. What encouragement God has given us to teach His eternal truth thoroughly
and well. Rest on that tremendous promise of Isaiah 55:10,11.
“For as the rain cometh down, and the snow from Heaven, and returneth not thither, but
watereth the earth, and maketh it bring forth and bud, that it may give seed to the sower,
and bread to the eater: So shall my word be that goeth forth out of my mouth; it shall not
return unto me void, but it shall accomplish that which I please, and it shall prosper in the
thing whereto I sent it.”
The Work of God
Preaching is the divinely appointed way by which the Gospel is brought to
unbelievers (Romans 10:13,14). God uses the preaching of the Word to bring sinners
to Himself. Unless God works, our teaching will have no spiritual impact. As
teachers we must be convinced that salvation is of the Lord (Jonah 2:9, Psalm 3:8).
“The wind bloweth where it listeth, and thou hearest the sound thereof, but canst not tell
whence it cometh and whither it goeth: so is everyone that is born of the Spirit” (John 3:8).
When this great truth grips us, it will make us pray earnestly to the Lord of the
harvest, that He will work in the lives of the children. Realising that salvation is a
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work of God will make you patient; you will make no attempt to lead a child to a
premature profession of an experience into which the Holy Spirit has not brought
him. You will teach the message with urgency, but shun undue haste which can lead
to “results” which are not the work of God.
The maturing and strengthening of saved children is also the Lord's work.
Spiritual progress, whether in the teacher or in the child, is all of grace.
This will keep us humble and dependent on the Lord. When children are born
again, when we see encouraging signs of spiritual growth, we will not congratulate
ourselves, but praise God for His gracious working.
“But the God of grace, who hath called us unto His eternal glory by Christ Jesus, after that
ye have suffered a while, make you perfect, stablish, strengthen, settle you.” (l Peter 5:10).
The Glory of God
What should be the ultimate aim of the teacher? Various suggestions come to
mind: to have a good relationship with the children, to be a gifted teacher, to see
children make profession of faith in Christ. None of these should be the most
dominant motivation in the life of the teacher. We should be governed by a burning
desire to glorify God. “Whatsoever ye do, do all to the glory of God” (1 Corinthians 10:31).
Every other ambition, aim and desire should be subject to this.
This will transform our lives, in private and in public; we will not endeavour to
impress or be popular, but will live our lives under the all seeing eye of the God we
want to glorify. If we can write “for the glory of God” over our preparation, there
will be nothing half-hearted or haphazard about it. Realizing that only careful and
faithful handling of the Word of God will glorify Him, we will be careful not to
detract from the message. We will endeavour to adhere to the principles of
evangelism, which we see in the Scriptures. As we teach, it will be obvious that we
are conscious that we are handling the revelation of God.
“If any man speak, let him speak as the oracles of God; if any man minister, let him do it
as of the ability which God giveth: that God in all things may be glorified through Jesus Christ,
to whom be praise and dominion for ever. Amen.” (1 Peter 4:11).

Teaching a Bible Lesson to Children

Transcription

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