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THE NORTHERN KENTUCKY SEARCHER VOLUME 5, NUMBER 41, OCTOBER 16, 2005 TEACHING CHILDREN
“Train up a child in the way he should go: and when he is old, he will not depart from it.” (Proverbs 22:6) The wise Solomon stressed the importance of teaching children the precepts of God. That training can take a variety of forms and designs as children learn at home and at the site of worship. One cannot, however, engage in a discussion of educating our young people in the church, without realizing that the most effective, long-lasting method of teaching is by example. Consistent, steadfast service to the Lord in attendance, in reading and studying God’s word, and in modeling Christian virtues, provides the Bible teacher with the best lesson plans available. Paul’s advice to the young Timothy applies to each of today’s teachers in the church, “…be thou an example of the believers, in word, in conversation, in charity, in speech, in faith, in purity.” (1 Timothy 4:12) In addition to instruction by example, there is a second type of teaching that profits our young people; that is regular, persistent instruction at home. Telling or reading Bible stories to children too young to read alone introduces them to Bible characters and important concepts at an impressionable age. Teaching songs and sharing rhymes give children a groundwork for instruction on which to build as they mature. Parents, older siblings, and other relatives should let young ones see them reading, talking, and singing about spiritual things. Although there’s no substitute for the daily instruction to children in a familial setting, the church has a responsibility in teaching the young. Several important descriptors might characterize those teachers of mid-week and Sunday morning Bible classes as they should: 1. Be knowledgeable and prepared. A teacher who arrives at the last minute, equipped only to read from a prepared lesson book, having given only cursory attention to the text, will not be a convincing instructor. 2. Establish a regular routine. Greet all youngsters. Welcome and introduce any visitors. Students should know what is expected behavior and procedure. 3. Promote a comfort level in your class. Students should feel at ease asking questions and sharing ideas. Bible class can’t be dull, laborious, tedious, and still make students want to participate. 4. Teach what is needed and appropriate for the age level of the youngsters in the class. Jesus’ teaching on adultery is critical to leading a godly life, but has little significance to a class of preschoolers. Choose those things to which the age group can relate; adapt the message to make it meaningful to them as well. 5. Select literature that is accurate and reflects sound teaching strategies. Students should be active learners. Bible class should not be a time for a monologue or sermon by the teacher. Instructors should choose lesson books and materials that include opportunities for students to apply what they learn. Reading levels of lesson books and activities should be appropriate for the age of the youngsters in the class. 6. Make the lessons applicable. The fall of the walls of Jericho will be little more than a “fairy tale” to children if they are not taught the significance of faith, obedience, and trust in God as important themes of the story. 7. Use memorization judiciously. Reciting verses can be an effective learning tool, but caution should be taken that an inordinate amount of time might not be given to the activity and that application of the verse is the more important issue. Otherwise, the ability to memorize and recite becomes more significant than the understanding. Similarly, assisting children with learning to recall the books of the Bible in proper order is important in facilitating their using the Bible in study. Knowing that 1 Thessalonians follows Colossians is helpful in improving the accessibility of the work, and children should be made aware of that skill. 8. Make Bible class activities competitive, but be cognizant of the varying abilities and knowledge bases that exist among the children in the class. Develop activities where all students can feel some success. Encourage personal growth among the students, but don’t over emphasize competition to the point of making the infrequent visitor to your class feel uncomfortable. 9. Spend some time at the beginning of each class to review previous lessons. Repeat the main concepts for reinforcement by using fast-paced drills and quizzes. 10. Give young students handiwork to take home. They need tangible reminders of the day’s lesson. 11. Don’t allow misbehavior to interfere with instruction. Speak to the disruptive child privately about his/her behavior. Engage the assistance of parents if necessary. Most importantly make sure that students have been placed in the correct class, make the lesson interesting, and keep the children busy. There will then be little opportunity for unruly behavior. 12. Model a respect for God’s word in conversation and action within and without the class.
Teachers have an awesome responsibility as harbingers of God’s word. They should be “…ensamples to all that believe…” (1 Thess. 1:7). Ultimately, regardless of what they say to their students, their lives will carry the greatest influence. Consider Paul’s questions to the church at Rome. “Thou therefore which teachest another, teachest thou not thyself? Thou that preachest a man should not steal, dost thou steal? Thou that sayest a man should not commit adultery, dost thou commit adultery? Thou that abhorrest idols, dost thou commit sacrilege? Thou that makest thy boast of the law, through breaking the law dishonorest thou God?” (Romans 2:21-23) How important that these verses be part of the self-interrogation of all Christians as they assume the responsibility to teach.
Sheila Saylor
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