Fifth, bear in mind the character and needs of the students you are teaching—they are not all alike. You may have a class of young adults, all wearing that brittle mask of self-sufficiency which cracks so easily to show the uncertainty underneath. They need absolutes, and they will respond to the absolutes of the Bible. They also need love and understanding, and they will open up like flowers to the understanding grace of God. Teach to those needs. A middle-aged group is another thing entirely. They may still have many of the same needs as the young adults, but added to this is the new dimension of attainment and power. It's up to the teacher to present the Bible in a manner suited to its importance. This age group especially needs to be buttressed against the persuasively presented false philosophy that security is to be found in "things." We ought to stress that God's kingdom must always have priority.
Finally, do remember that you are teaching, primarily, and not giving a devotional. Because we are all aware, as we ought to be, of the need to know Christ better and to love Him more we tend to forget that one of the major means to achieve these ends is to teach what the Bible says. There is no substitute for real teaching. There are all kinds of inspirational meetings designed to impel Christians to action, to move them to decision, help them with their devotional lives—but the Bible study is to give knowledge and directive to their faith. Anything that makes your teaching clear and explicit, that clarifies and explains, is good. If you use stories and illustrations to bring out your point, be sure they do just that If they have an emotional punch, well and good; but beware of mere sentimentality. You
may move a class to the edge of tears with a touching little story of a dying child, but if there isn't a real solid Bible truth in that story the effect is not so lasting.
Now, there are three basic methods that might be used with this material:
1. Student preparation method.
2. Class discussion method.
3. Lecture method.
Each method has some advantages and certain disadvantages; consider them, and see which one will best suit your class and its needs.
Student Preparation.
Preparing for the lesson requires real work by the pupils. For instance, on the week preceding the study of the chapter on Genesis you might assign sections to the students. Tell each one to read the section assigned, study the Scriptures, and then give in his own words at the next session the lesson to be drawn from that story. Give each one a specified time to speak, allowing yourself at least ten minutes to sum it all up and bring out the main theme of the book.
The advantages are obvious—this encourages interest and Bible study on the part of the students. Most of them love to have a part, and unless you have an entire class of introverts you should be able to find enough each week to participate. There are some drawbacks to this. Unless your people are dependable they may either prepare poorly or be absent from the class when they are supposed to shine. This may be avoided by a telephone check during the week. Occasionally you'll get the original thinker who becomes so entranced with an obscure passage that he dwells on it to the exclusion of the main part of the story, sometimes drawing some very odd conclusions from the Scripture! Also, the time can get away from the speakers and you may be left with one minute for summing up. Experiment with this way of teaching—perhaps you will want to modify it a bit or use it once in a while. It requires just as much preparation on the part of the teacher, for you must be on your toes to see that the lesson is rightly presented.
Class Discussion
Class discussion can be done in one of several ways. You might hand out discussion topics for the following week. These topics should be worked out from the lesson material, not simply using the questions at the end of the chapter. For example, in the lesson on Genesis you might find the following topics: What is God's answer to man's disobedience? How did sin enter the world? How does the Abrahamic Covenant illustrate the grace of God?
It is amazing how many people are seriously concerned about a question such as the origin of sin; they may ask some searching questions and want to go far beyond the pointing out of Satan as the tempter. They may well ask you, "Yes, but if Satan was originally created by God, how could he be evil? How can a good God create something evil?" Be prepared to treat such a question with respect A quick answer is not always the best answer, and such a profound issue demands more than a facile reply. Sometimes it may be a good thing to tell the class \/ou will bring the answer next week, rather than hurry through.
In using this class discussion method, the teacher must be sure to keep the talk from wandering far afield. Remember, you have a point to put across and you can't do justice to more than one major lesson. If the discussion dribbles off into pointless-ness, keep pulling the class back to the main theme. One great secret in teaching is to know when an issue raised by the class is vital to their faith—something they've wondered about, puzzled over, and need an answer to—or when it is merely an oddity to quibble over. If, in the course of the lesson, your students seem concerned about a point you are making, don't be hesitant about taking more time to clarify that point You may have to skim lightly over the rest of the lesson because of it; but you remember the fifth basic principle—that you are teaching to their needs. As you can see, this kind of classroom work requires a nice balance between adherence to the main purpose of your lesson and flexibility within that framework. Such a method is very demanding on the teacher, but the rewards are great
Another way of using the discussion method is to ask the
students to hand in the questions they would like to have answered and then guide the discussion. This assumes a great deal of interest and intelligence on the part of your students, and there is one caution: you may have two or three very precocious and uninhibited students; they are all too willing to speak at length on their ideas about the lesson. They may be getting a great deal out of being so verbose, but the rest of the class is not Regardless of the brilliance of the few vocal ones, the others don't want to listen to them; they want to hear from someone "in the know"—someone with more authority behind his statements than simply "Joe, who always talks too much anyway." Frequently these extroverted pupils are the ones who linger after class with special questions, or problems. They do need attention, but not to the exclusion of the rest of the class and some of the quieter students who need to be gently coaxed into sharing their ideas.
Lecture
Lecture does not mean a rigid, formal presentation. It can be as flexible as either of the other methods or used in combination with one of them. After you have established a good rapport with your class they'll feel free to interrupt the lesson when they have questions.
Let's take the chapter on Genesis, again, as our example. Read over this chapter carefully. Read through the book of Genesis, not stopping for details but simply reading to get the broad outline of the book. This can be done, remember, at the first of the week. Let the lesson build slowly in your thinking.
Now you are ready to begin thinking about the emphasis you want to give the chapter. There is enough written material in the book so that if you merely read through it, your class time would be consumed. But what you have been provided with is the raw material of the lesson; it is up to you to shape it and give it emphasis.
First, think of the whole scope of the Bible as you want to present it Beginnings are vitally important, and Genesis contains the plot, in germ, of the whole story of the gospel. Read over the first portion of the chapter carefully until it becomes your own.
Second, go over the rest of the material and decide where you want to stress a point, where you can cover lightly. Since all of the stories are referred to again and again in the Bible as examples, they need to be well told. You may wish to dwell longer on one than on the others in order to make a point These should be related not as different stories but as parts of the whole. You have a double purpose in each lesson—to present the book in its proper relation to the entire scope of the Bible; and to bring out one grand truth, one practical lesson, from each book. Of course, you may cover several sub-themes, but keep coming back to the main lesson.
Third, go over your lesson, tie up any loose ends, and decide how you are going to sum it all up. The closing portion of your lesson is of prime importance. Here is where many a good speaker goes wrong. There is, as you know, a kind of timing that is the one main source of effective speaking or teaching. Some fortunate people have a built-in sense of timing— they know just how to build interest, when to hesitate the merest fraction of a second before uttering the punch line of a funny story, just when to move in fast for a climax, and, most important of all, when to stop. There is a Spirit-chosen time to stop—when you have made your point, don't embellish it After you have said, in the most effective way you can, what you want them to remember, that's all. Resist the temptation to add just one more effective little sentence; it will not be at all effective if it's said after the psychological stopping time. Your audience has already mentally left; you might as well close.
Now, here are some reminders—little tips to tuck away in the back of your mind. It would be ideal if your students remembered everything you gave them each week, but be realistic—they will not. Recapitulate a little—not in detail, which would bore them terribly, but briefly go over the material covered. Do this in a positive way, so you won't make them conscious of their failure to remember. Say, "Of course you recall ..." and then tell them what of course they did not recall. Since none of us assimilates knowledge in wholesale gulps, the teaching process consists largely of telling and retelling the same truths in different ways, so that gradually—very, very gradually—those truths become a part of the lives of
those who are learning them.
Because this is a discussion of methods, we have not mentioned the very obvious things that underlie successful teaching—your desire to present Christ in a winning way, your constant dependence on prayer, and your utter reliance on the guidance of the Holy Spirit.
Beyond and above all the timeworn and timeless truths about teaching—our duty to do it, the satisfaction it affords, and all the reasons for devoting the time and the work and the energy to it—lies the deep and abiding pleasure of handling the Word of God, to which we are all committed.
Guiding the Prayer Time
Begin each class session with prayer.
Prayer is the keynote of success. Neither a class nor an individual can succeed in Christ without it Prayer is the breath of the Christian. We are commanded to pray without ceasing (1 Thessalonians 5:17). As natural as breathing is to a natural man, so natural should prayer be to a spiritual man. Does all of this describe you? Does the time of prayer in class have meaning or is it just a part of the normal procedure? It is a true statement that the class will go no further spiritually than you as teacher lead them.
What does prayer mean to you? To guide the time of prayer in class you must be completely sold on its necessity yourself. You might make it a standard practice to ask the Lord daily for His guidance as you lead your students. Ask Him to give you a love and understanding of them that is like unto His love and understanding of you. Pray for the individuals by name if possible. Prepare your lesson, with prayer receiving an important part in your consideration.
As you come to class have an attitude that shows your complete dependence upon the Holy Spirit to guide your thoughts and words. Before you teach, ask that God will lead you. Do not rush through the opening prayer time, but do not prolong it to the place of boredom. Give opportunity for the students to take part if they desire. Encourage, but do not force participation. Be careful that neither you nor any other more mature Christian monopolize the prayer time. This is a time to talk to
God, not the time to preach a sermon. When you pray, really pray.
VISUAL TEACHING AIDS
Visual aids for adults may be divided into four main types: projected, chalkboard, diagrams and charts, and maps. Use the aid (or combination of aids) that best illustrates a particular lesson.
Projected Aids
Preview the film before class. In this way you can prepare for the discussion which will follow the presentation and foresee any difficulties which the film may create. Projected aids should not be looked upon as "teaching crutches," but should be used either to introduce the lesson or to summarize that which has been taught
Set up the projector and the record player well in advance of the presentation. Be sure that all is in good working order. The projector should have a 500-watt bulb and a cooling fan. If the room is small, a 300-watt bulb may be adequate, but test first to be sure. The projector should be placed on a rigid stand at the back of the room and high enough to avoid head shadows on the screen.
Place the screen in line with the projector and high enough to allow clear view by the class. Where it is not feasible to use the screen and darken the room, the projector may be placed at the front of the room and a sheet of white paper suspended between projector and class. The film should be turned around so the class can read the titles.
The record player should be placed near the projector. If at all possible use an auxiliary speaker at the front of the room. Ideally the operator should adjust the sound level and synchronize the sound and the picture as the showing progresses.
Chalkboard
A chalkboard may be purchased or you can make it yourself. Use a piece of Masonite, the size appropriate to your class, and paint it with chalkboard paint Or you can put a piece of clear plastic over a piece of cardboard (covered with white
paper) and write with a grease pencil. If you would like to keep the outlines so that you can refer back to them in later lessons, use a flip chart Fasten several pieces of paper or cardboard together at the top and then turn each piece as you complete the writing on it Suit the size of the board to the size of your class. Often a portable board is sufficient.
The chalkboard is an indispensable part of teaching equipment It provides an economical aid because it can be re-used repeatedly. It serves to center the student's interest on the point under discussion. But, needless to say, if the chalkboard is to be used successfully it must be wisely and efficiently used. All representations placed upon it should be definite and immediately purposeful; meaningless doodlings are confusing and distracting and are evidences of the teacher's lack of skill. In order to be easily readable, the material should be clearly and accurately reproduced with a minimum degree of artistry. Not too much material should be used at any one time because this clutters up the board and gives it a messy appearance. It also tends to reduce the space left for writing and makes it less intelligible.
Generally speaking, it is a good idea to erase material that is not needed in order to avoid distraction.
When outlines, summaries, or similar materials are to be used by the group immediately, they should be placed on the board before the class convenes. If the teacher writes on the board while the class waits, valuable time is lost and the interest wanes. Do not be afraid, however, to use the chalkboard as the lesson develops. Put certain points on the board. List ideas that discussion brings forth. Write the reference for some Scripture that you are using. Let the students do some of the writing.
Use the chalkboard often in your lesson presentation. It will assist in keeping the development clearly in mind.
Diagrams and Charts
A good diagram must maintain two standards. First of all it must be technically correct; it must be correctly and neatly drawn in the proper proportion and completely labeled, and explained. Nothing can be left to the imagination. In the second place it has to be artistic because it must command the stu-
i
dent's respect and thus encourage his interest and understanding.
The diagram must be adequately explained or interpreted and have a definite application made from it
Various types of charts may be used. For example, a chronological chart which lists events in the proper sequence is often a help in getting an overall view of the book or topic under study. The use of titles, labels, columns, lines, arrows, numerals, colors, variations in sizes of charts, light and heavy type, diagrams, illustrations, pictures, maps, appended explanatory notes, and other devices help to clarify the material and make it more readable and meaningful.
Charts may be shown to clarify genealogy or to trace historical sequences. A time-line chart will serve to keep specific events within the right general periods (see the chart on page 157). Charts may be used effectively to show the relationship of one main thought to its several component parts.
Charts and diagrams may be prepared on poster board, on flannelboards, or on chalkboards. Flip charts may be made in which each event or thought has its own specific representation.
Maps
Maps are indispensable to man. He is continually making and using maps—either mentally or graphically. When taking a long trip by car he uses a road map until it is thumbwom.
As educational devices, maps help the student to visualize and localize important geographical areas.
Make sure that the student comprehends the purpose of the map—what is intended to be made clear with the use of the map. Is it the distance between two places? Oris it the extent of territory covered? Or is it the type of terrain present in certain sections?
Use maps at the opportune moment. The map should be used when it is most needed to answer questions, solve problems, or supply information or data. Studying a map apart from an actual situation makes it a meaningless exercise that lacks purpose and life.
Do some map work. For example, trace the spread of the
Church throughout the world. A world map will show the mission work that is being done on the foreign and home fields. A map of Paul's journeys would be helpful. To show the spread of Christianity throughout the world, shade the area on the map. Areas of non-Christian influence can be indicated also, perhaps with overlays of plastic. You may want to show the mission areas to which your own church has contributed.
Visual teaching need not be elaborate to be effective. A simple statement of what is being taught is all that is required. Use a variety of methods to impress these great truths upon the minds of your students.
BIBLE LANDS
EGYPT, CANAAN, SINAI PENINSULA
HITTITES
MEDITERRANEAN SEA
MT. HOR?
PALESTINE
ISRAEL AND JUDAH
DAMASCUS
ARAM
MEDITERRANEAN SEA
PALESTINE
TRIBES OF ISRAEL
MEDITERRANEAN SEA
LEBANON MTS.
NAPHTALI
MANASSEH
ZEBULUN
SYRIANS
ASHER !
>*'•; | ^ OF GALILEF
♦ v —^;**
..♦N
MANASSEH
ISSACHAR
■■■■_
A*.
MT. EBAL • shechem
MT. GERIZIM*
EPHRAIM
# GIBE0N.«»
; BENJAMIN
'. DAN gibeaH» jericho »
V X JERUSALEM INES BETHLEHEM* GATH? 'jUDAH • HEBR0N
ZIKLAG
JESHIMON VALLEY
AMMON
EDOM SEIR
r
PALESTINE
NEW TESTAMENT
SI don )y
ITURAEA
.SAREPTA
enicia:"
MEDITERRANEAN SEA
ABILENE/
/fl^ y DAMASCUS
mt.'hermon
CAESAREA PHILIPPI
TRACHONITIS
GALILEE
GAULANITIS
BETHSAIDA
SEA OF GALILEE
GERGESA?
PTOLEMAIS. ycAp£RNAUM
CANA* J RIVER Z MAGDALA« IKISHON: TIBERIAS •'
(naJaRETH^-*^ ^
RIVER Mt. OF
kishon^ BEATITUDES GADARA
" Vn river decapolis
» JORDAN
SALIM7
VA,
CAESAREA
AENON?
SAMARIA
SAMARIA *•••
PLAIN OF SYCHAR » SHARON SYCHAR
T. GERIZIM
^
ANTIPATRIS
JOPPA m
LYDDA
_ ■■■••••«,,
^ARIMATHEA
* „. u EPHRAIM
RAMAH •
• EMMAUS JERICHO |
BETHPHAGE? •^BETHANY? ■
™S JERUSALEM^MT. OF OLIVES •
/ BETHANY •** /"^ ".
BETHLEHEM
JUDAEA
AZOTUS
Aa idumaea
EGYPT
SEA >•"••'"
ARABIA
MEDITERRANEAN LANDS
Pauls Missionary Journeys
When Old Testament Events Happened
BOOKS OF POETRY
BOOKS OP PROPHECY
APFROYIMATE TIMES WHEN EVENTS IN EACH BIBLE BOOK HAPPENED
JUD6ES
1300
1100
UNITED KIN6D0M
1
DIVIDED KINGDOM
2^
900
700
RETURN TO JERUSALEM
500
W
ip
%
The Books of Prophecy iell about events during the Divided Kingdom, Exile and Return to Jerusalem. See the chart on pages ia-2, /4-s.
When New Testament Events Happened
I
BC/AO
10
20
A
30
AO
t —r
AFTROXIMATE TIMES WHEN EVENTS IN EACH BIBLE BOOK HAPPENED
&& *&
|| || || 60
^i. 3§
70
80
100
q
PAUL'S -LETTERS
rr'-c^
tkife-We cbndt knew exactty when the ^ letters were written. The writers did not dote Their letters aswe do today, fbople who have studied the Wie very carefully think the letters were written about the times shown hem.
GENERAL LETTERS