In Conclusion...

At the end of Chapter 20, the author lists ten suggestions regarding the ministry of teaching. If you were to add five more suggestions, what would they be?

Teaching Youth, Children, and Preschoolers

Each of these three groups are unique in their stages of development; therefore, each must be taught quite differently. The HBLT approach may be used to teach all three age groups, however, it must be tailored to fit the developmental pattern of the students involved.

Of youth, children, and preschoolers, with which group do you have the most experience teaching? How have you altered the HBLT approach to fit the age group you teach the most?

Motivation in Learning

What have teachers done that have motivated or demotivated you as a student?

A Great Teacher

One of the main things my husband, Bryan, and I have in common is our love of teaching. We both absolutely love to teach! However, that's where the similiarities between our common profession end.

I am a devoted planner--when structuring a lesson, I have to write everything out, make a checklist, and go strictly by it. Bryan, on the other hand, makes plans, but only in his head. With the exception of his sermons, he never writes out how he's going to teach a lesson, and his best illustrations come to him "on the fly"--so to speak--rather than from research. I sometimes have a hard time filling up an entire hour when teaching a lesson, whereas Bryan could teach for three hours straight without stopping and keep on going. Because of my shy nature, it's often difficult for me to initially warm up to my students; it takes longer for me to develop a deep relationship with them. Bryan, however, has never met a stranger and forms immediate trusting relationships with his students. While most attempts on my part at humor in the classroom fall flat, Bryan has his students roaring with laughter at every quip.

Although I profoundly admire my husband's engaging teaching style, I must admit that at times I am a bit jealous. Teaching seems to come so easy for him! Observing Bryan, however, helps me to continue to stretch to be a better teacher myself.

Pros & Cons of Published Curriculum

In your opinion, what are the pros and cons of using a published curriculum?

The Importance of Application

It’s difficult to motivate students to examine their own lives and make personal application of Biblical truths. We as humans are too prideful to recognize sin in our own lives; it’s much easier to point out sin in the lives of others. Jesus spoke pointedly regarding our hypocritical nature in Matthew 7:3: “And why do you look at the speck in your brother’s eye, but do not consider the plank in your own eye?”

Considering our tendency to ignore our own sin while eagerly pointing out the sin of others, as teachers of the Word we must seek to guide our students to personal application all the more. To teach strictly Scripture without applying it leads to only gaining head knowledge, not true change in the believer.

HBLT Approach

What do you believe are the strengths of the HBLT approach? How would you modify it to better fit your teaching style or needs?

Bloom's & the Holy Spirit

I thought the author's explanation of Bloom's Three Domains of Learning in conjunction with Acts 2:37 was excellent. We not only want our students to have "head knowledge" of the Word, but we also want them to be "cut" by the Word in their emotions so that they will be spurned to "do" the Word.

As stated in the text, we cannot, however, play the role of the Holy Spirit in the lives of our students. Often teachers--through their own selfish efforts--will try to "push" their students into confessions of faith or commitment to change or service. Our job is not to force our students into being Christlike; rather, our work is done through diligent prayer to God, study of His Word, and planning for the lessons we are to teach. We must end our job there and let the Holy Spirit do His own work.

Addressing Student Needs

It is important that students' needs are assessed either formally or informally in order to determine how we as teachers can best minister.

If we are focused only on covering content, then we have missed the whole point. At the same time, we must be careful not to confuse addressing genuine student needs with simply making the class "fun" and "relevant," with little thought given to the teaching of the Scripture. The lesson can be made interesting and applicable without compromising the Word of God.

We must remember that our students' greatest need is a relationship with God, and it can only be deepened through the study of His Word.

Experience: The Best Teacher

Since you already have much experience in using the inductive method, perhaps you could elaborate on how the first Bible lesson(s) you prepared compares with the lessons you prepare now. Some questions to consider:

1. What did you do "right" in your first lesson(s)?
2. If you could do your first Bible lesson(s) again, what would you do differently?
3. How comfortable were you with your first Bible lesson(s) compared with the lessons you prepare now?

Preparing to Teach the Word

Chapter Four in the text, Creative Bible Teaching, outlines the stages of preparing to teach the Scriptures using the inductive method:

1. Observation--What does it say?
2. Interpretation--What does it mean?
3. Generalization--What is the big idea?
4. Application--What difference does it make?
5. Implementation--What must I change?

How do you prepare to teach? Do you use the inductive method? What similiarities and differences are there between the way you prepare to teach and the inductive method?

Practicing What We Preach

As a teacher, I naturally want my students to know the why behind everything we do in the classroom.

Hence, upon drilling the Bible lesson's memory verse during children's church one Sunday, I asked my young pupils to explain why we memorize Scripture. Although these children had already memorized much Scripture and had been doing so since they learned to speak, all I received in response to my question was a blank stare. Since no one was giving me an answer, I proceeded to explain that because Scripture is God's Word it can be used to guide us in every situation; that we can use the Scripture we memorize and its wisdom to God's glory, and it will, in essence, make us more like Christ.

In hindsight, I felt I could have explained the answer better if I had used Scripture to justify it. I had long ago memorized a key Scripture passage that would have fit the situation, yet it did not come to my mind until later: "All Scripture is God-breathed and is useful for teaching, rebuking, correcting, and training in righteousness, so that the man of God may be thoroughly equipped for every good work" (2 Timothy 3:16-17).

I came to the realization that I had failed to use the Scripture in the very way in which I was trying to teach my students to do.

If I had been better prepared for the lesson spiritually and mentally, perhaps I would not have lost this teachable moment. As teachers of the Word, our work is eternal, and our time with our students is fleeting; we must constantly be prepared to teach using the changing power of the Word. We must "practice what we preach" in order to be effective.

Authority in Teaching

In "Step One" on pages 19-20 of the text Creative Bible Teaching, the author describes a scenario in which a student teacher, Matt, was critiqued by a fellow student, Kate, who cited Matt's failure to lead his students in an actual study of the Bible. The author relates his observations: "Matt did not teach the Bible passage. Matt instead led a class session on everyone else's experiences and opinions. He did quite well when it came to the dynamics of teaching, but he failed when it came to teaching with authority. Matt responded to Kate's critique, 'Well, I didn't really have a lot of time to study the passage. I had a paper due in another class, so I thought I would just get everyone involved.' Matt made a fundamental error in his teaching ministry. He confused involvement with authority. Getting students involved in a class is not the same as getting them involved in the Bible. Authority in teaching the Bible is not derived from the teacher's skill or the methods selected, but only from teaching what the Scriptures teach."