Teacher Training

INTRODUCTION II. A CHILD'S HEART IS TENDER WHILE

THE ADULT'S IS HARDENED.
WHY TEACH CHILDREN THE GOSPEL
A. Adult's Heart
Introduction: Let us consider for a moment the difference
God did not forget the little children. As we read in between the heart of a child and the heart of an
the Scriptures the child Jesus grew "in wisdom and adult.
stature and in favor with God and man." He set the
pattern for the growth of children of all time. 1. Matt. 13:1-23 gives a good description of
When the church thinks and plans for the children an adult's heart.
in their midst the whole life of the child will be The dry stony ground is the picture of an
redeemed and the future of the church will be assured. adult who is worldly, skeptical and
Therefore, let us consider why it is necessary to materialistic.
reach children for Christ. It is important that we,
ourselves, be convinced; otherwise, we will never see 2. The thorny ground is an adult whose heart is
the need of working with children. filled with the cares, riches and pleasures of
this life.
I. THE SCRIPTURE TEACHES IT: The various things which choke out the truth
What better proof can we have that the teaching of are embedded in this heart.
boys and girls is important than the Scriptures B. Child's Heart -
themselves. God has made it very plain in His
1. However, a child has never rejected the
Word that children are lost and need to be saved
Saviour's love.
the same as adults. If we say that it is not necessary
to teach the children the Gospel we are going It is not necessary for a child to learn to love
contrary to the Scriptures. the things they once hated especially in the
A. It is commanded by the Scriptures: spiritual realm because as a child they have
Proverbs 22:6 and Proverbs 29:15 not learned to hate them. The world with all
B. Scriptures teach that children are naturally its sinful pleasures has not yet become real to
wicked: Psa. 51:5; Psa. 58:3 them, it does not have a hold upon them.
(Illustration of baby crying); Isa. 17:9 2. A child loves to learn things and is glad to
Deep in the heart of every child is the root of all learn the truth of God if someone will only
kinds of evil. How important therefore, to deal take the time to teach them.
quickly with the root which in turn will take An adult is not nearly as anxious to learn as a
care of the fruit. child and is much harder to teach.
C. Scripture teaches that children are lost:
Matt. 18:10,11; Rom. 3:23 III. THE CHILD'S SIMPLE FAITH AND
D. Scripture teaches child conversions: HIS DEPENDENCE UPON OTHERS
Matt. 18:10-14; Luke 18:15 - 17; IS SOON GONE:
Mark 10:13, 16; Matthew 19:13, 15
A. Anyone who is dependent upon someone else
E. Scripture teaches it is important to reach
must have faith.
children for Christ. Psa. 78:4-8; Deut. 6:6,7
F. Scripture teaches a child can understand 1. A child is completely dependent upon
Scripture in their early year 2 Timothy 3:15; someone for his daily living and everything
Eph. 6:4 he has.
G. Jesus, Himself, invited little children unto He accepts this by faith and believes it will be
Him. Matt. 19:14; Mark 10:14 provided for him.
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2. Faith is part of his life. D. Political groups are convinced that
B. However, faith lessens as soon as a child childhood is the most important time to train
learns to depend upon himself and not others a child.
for his needs. The German National Socialists said, "Give me
Therefore, it is necessary that children be taught a child of six to educate and he will belong to
early that everything we have and everything we me for a life."
are comes from God so faith will be in him. E. If these groups consider childhood the ideal
time to train children for life, why do we as
IV. CHILDREN DO NOT QUESTION Christians think we should wait until they
A. One of the characteristics of a child is that are older, that they are too young to accept
they accept things and facts without and learn things of God.
questioning them.
VI. IT REQUIRES LESS TIME AND
An adult tries to reason things out and
EFFORT TO TEACH MANY
therefore, while a child will not stumble at the
simplicity of the Gospel, an adult will. Children CHILDREN FOR CHRIST THAN TO
will not stumble because to them it is a gift to be REACH ONE ADULT.
received rather than something to be paid for. A. It is a proven fact that it takes less time to
They have not yet learned to pay for everything prevent something than to cure something. It
they receive and they are accustomed to is much harder to put away gross sin for an
receiving things free. adult than if it had been prevented.
B. The Biblical miracles do not present a The only time gross sin can be prevented is in
problem for children. childhood. If a child is trained early in the things
They are constantly learning things that they of God and accepts Christ as Saviour while he is
never experienced before and accept them as young he will be spared many hardships and
part of life. Therefore the Bible miracles are just trials because of sin that enters his life.
another of these things. B. Most people are saved when young - below
20 years of age.
V. IN THE FIRST SEVEN YEARS A
CHILD FIRMLY ESTABLISHES VII. A CHILD HAS HIS WHOLE LIFE
HABITS. AHEAD OF HIM FOR SERVICE.
(By the age of three a child's habits are 3/4 made.) A. Gypsy Smith once said, "If you save a man
A. Even the Bible agrees with this fact. you save a unit, but if you save a boy you
Prov. 22:6 teaches us "Train up a child in the save a multiplication table."
way he should go, and when he is old, he will B. Moody said, "A child comes giving his whole
not depart from it." life to Christ while and adult gives only half
his life."
B. Religious groups say the first years are the
C. Our children will make the leaders of the
most important.
church tomorrow.
Catholics say "Give me a child until he is seven,
What kind of leaders will we have at the rate
and I don't care what you do with him after
we're reaching our children with the Gospel?
that."
D. The child in our Sunday School becomes the
C. Educators all agree that the individual
connecting link between the present and the
character is formed in the early childhood
future.
years.
There is no other link. Will the link be weak or
2 strong? It will depend upon us.
 Teacher Training
VIII. CHILDREN ARE AN OPENING OF can be accomplished if the child comes from a
MANY HOMES FOR THE GOSPEL. Christian home where they are under the
influence of Christians seven days a week than if
A. Many time whole families have been won to they come from a non-Christian home where
Christ through one child who was invited to their training is limited to a few hours a week.
Sunday School.
B. The church of today is built upon adults it is
B. Every child in the Sunday School opens a
true, but the church of tomorrow will be
home for visitation and the presenting of
made up of the children of today.
spiritual things.
Let's start now and train them so they will be
Even the cradle roll and Nursery Department
strong leaders willing and ready to serve God in
offers an opportunity to visit in the home. This
whatever capacity He calls them.
is true especially if the child in these
departments is the first child in the home. ASK YOURSELF THESE QUESTIONS:
Parents are anxious and interested in his 1. WHAT WILL MY CHURCH BE
activities and welcome the visit of the teacher TOMORROW?
who is over him in Sunday School. 2. AM I TEACHING MY CHILDREN THE
BIBLE?
IX. A TEACHER LEARNS AS HE 3. DO THEY KNOW THE LORD AS THEIR
TEACHES CHILDREN. SAVIOR?
Jesus said, "Despise not these little ones."
A. The benefit of teaching children is not only
C. JESUS, OUR EXAMPLE
on the part of the child but also on the part
of the teacher. Learn How Jesus Taught.
As a teacher teaches, she learns to understand No person has ever known the hearts of people
faith better. It is hard to see the simple child-like as our Saviour did. As you teach, notice the
faith of children and not practice it yourself. teaching methods Jesus used:
B. As we teach the simplicity of the Gospel, it 1. Jesus taught by example. John 13:15. Christ is
brings us back to it. our Life, Phil. 2:5-8. Our Lord lived the life He
Many times as adults we get away from the was encouraging others to live. Those who
simplicity and seek the deeper and more listened to Jesus knew that what He taught was
profound things. However, in our teaching of important because He taught with authority and
children we are forced back to simplicity. lived what He taught.
2. Jesus first caught attention. Jesus first made a
C. As we see our children grow spiritually and
beginning, a "point of contact" with those to
as we challenge them with Christian living,
whom He was talking. He asked the thirsty
we ourselves will grow spiritually.
woman of Samaria for water, John 4:7. He told
One cannot teach children the things of God the fishermen of Galilee that He would make
without it affecting his own life. them fishers of men. Matt. 4:19
3. Jesus taught through stories, Luke 15. He used
X. CONCLUSION
illustrations, parables and short stories to bring
A. In the face of the above facts how can out spiritual truths.
anyone dare neglect the children in our 4. Jesus used visual aids, Luke 20:24-26;
church and those not yet in the church. Matt. 6:26-30. Jesus used a coin when He
It should be the aim of every church member, answered those who questioned Him
every pastor and every teacher in the church not concerning His teaching. He called attention to
only to reach the children with the Gospel but to a sower of seed when He taught about
reach the parents of every child. Much more spreading the Word of God.
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5. Jesus listened to His pupils and was interested B. THE TEACHER'S EXAMPLE.
in their questions, Luke 18:18-27. He did not 1. A teacher's example either contradicts or
rebuke the rich young ruler when he failed to underscores what he teaches.
understand. Jesus' teaching was always friendly
and never hurried. Those He taught were free 2. The teacher's attitude and the unplanned
to ask questions and to express opinions. Even things he says and does make strong
when He was tired or hungry, our Lord was impressions on his pupil.
never too busy to help those in need or to talk This may be called "incidental teaching." but
to little children. is very important.
PART I - THE TEACHER 3. The teacher may emphasize the importance
of God's Word, but if he always teaches
I. IN PERSON from the Sunday School Lesson Book, he
Introduction: contradicts what he says.
Christ was a teacher, The Master Teacher. He had 4. He may teach that the offering is an act of
something to teach. He wanted to teach. He taught worship, but if he hurries through it to get
with enthusiasm and authority. He possessed the heart quickly into the lesson, he cancels out his
of a teacher. And He has inspired Christians of every teaching.
generation to "teach others also." He truly is our
example. Here are a few helpful things that will help 5. The teacher may speak about love, but if he
you as teacher. Please read the following prayerfully. is unpleasant to his fellow teachers and
A. THE TEACHER'S OWN LIFE. officers, or with his family, he cannot teach
with any real results.
1. Every Sunday School Teacher who wants to
be used of God must face up to three 6. Every contact either influences you or
important questions: someone else. You are either marked or you
put a mark upon every person you meet.
Is my living God exalted? Is my teaching
Spirit-empowered? Am I dead to SELF and C. THE TEACHER'S CHRISTIAN
alive to GOD? The teacher who can answer EXPERIENCE
"yes" to each of these will contribute 1. Success depends upon the enthusiasm the
positively to the teaching ministry of the teacher has for his task, and his enthusiasm
church. will be in proportion to his own personal
2. "For our Gospel came not unto you in word faith.
only, but also in power, and in the Holy 2. There is no doubt that a "Christian teacher"
Ghost, and in much assurance; as ye know believes in God, but how far does faith go?
what manner of men we were among you
Does he possess an active faith in the Lord
for your sake." (1 Thess. 1:5).
Jesus Christ? Has he a triumphant aggressive
In this passage Paul sets forth three faith? The teacher must not only have faith -
important principles: his faith in God must completely possess him.
a. What the teacher does is extremely 3. Effective Bible teachers, preachers,
important, that is, his life example. evangelists, and Sunday School teachers get
b. What he teaches is vital, that is, the their convictions through unswerving faith in
gospel; and and loyalty to the written Word of God.
c. How he teaches is strategic, that is, it
must be in the Spirit's power. "Not I, but
Christ." 4
 Teacher Training
a. If God has called you to teach you will II. A HUMBLE LEARNER
believe that this God ordained ministry is
Introduction:
supremely important. Recently I read a very disheartening description of
b. If God has set you aside for this the "average Sunday School Teacher." She (for the
particular task, He will fulfill His purpose average teacher is a woman) grabs her lesson on
for you. Saturday night and spends less than an hour preparing -
c. This knowledge provides dynamic never looking at another book but her Bible and her
motivation and assures blessed success. teacher's manual. She is absent ten times a year and
d. We must be controlled by the Holy Spirit arrives late when she does appear. Rarely does she use
and as the Holy Spirit works through us, any visual aids or fresh teaching methods. Yet,
our lives will be what they ought to be. strangely, the Average Teacher "feels successful."
(Ephesians 3:20) Mrs. Average Teacher typifies one of the common
D. THE TEACHER'S PERSONALITY. attitudes among experienced teachers: "I have arrived."
1. A man or woman who surrenders to God For twenty years she has been teaching Sunday School,
strengthens his own personality. VBS, Bible Clubs - what more is there to learn?
2. His powers are enriched by surrender to the On the other hand there is the meek soul who
Lord and Creator of life. watches a "born teacher" at work and wistfully
comments, "How I wish I could teach like that! But
3. Paul's life was made complete and perfect by then, I am not cut out for it."
his surrender to Jesus Christ. Check up on yourself. Toward which swing of the
a. From that hour, for him to live was Christ pendulum do you tend? The teacher who is dead center
(Phil. 1:21), and everyone who came in never stops being a humble learner. This teacher will
contact with him was electrified by his rich always be seeking to:
Christian personality. A. KNOW THE WAYS OF GOD.
b. Every Sunday School teacher needs this 1. The teacher unconsciously teaches what he
experience of a Christ enriched is. So, unless you yourself have walked with
personality. This only come through Jesus Christ, you cannot lead children in that
death. Being alive to God and dead to our way.
Old Sin Nature. a. You are a guide not a signpost.
(2 Cor. 4:7-12, 16-18; Gal. 2:20). b. The growing teacher is one who thirsts
4. The Teacher's Life is the Life of His after righteousness and one who feeds his
Teaching. own soul on the Living Bread.
a. He will teach a little by what he says, but c. He is one who is cultivating the
more by what he does, and most by what characteristics of the Master Teacher
he is. through an active, daily life of faith and
b. It is often been said, "What you are prayer.
speaks so loud that I cannot hear what you 2. Regular, devotional study of the Word of
say. What kind of a Christian teacher are God and the reading of choice books are
you? two means of growth to which everyone has
c. Can others see Christ in us? Or does access.
SELF blur the vision? a. Add to your "Quiet Time Habit" the
We must recognize that God made us as discipline of reading several books a year
we are and as our lives are yielded to Him, on Christian Living.
He works through us and conforms us to Suggested books - their number is legion.
His image. "The Christian's Secret of a Happy Life" by
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 Teacher Training
Hannah Whitfall Smith is a Christian 2. Know Your Pupils.
Classic, for nearly 100 years guiding its a. By watching them and listening.
readers to this secret. Mrs. Smith shows b. By talking with them and showing concern
that the happy life is God's plan for His for them.
children and deals with the difficulties that c. Usually, however, the best way to know
would keep us from it. another person is to let that person know
3. "Many true lovers of the Lord are beset with you.
a sense of inadequacy and failure in living This takes time and a willingness to be
the Christian life as it ought to be lived," "open" with your students. Let them know
writes J. Oswald Sanders. "They are very that you have problems too. Use
conscious with Paul that they have not illustrations from your own experiences to
already attained, neither were already show how God has met the needs of your
perfect, but as they learn to know Christ heart. Don't be afraid to let them see that
better and serve Him more worthily, they you fail, but constantly point to the
are true learners. faithfulness of God to you.
d. There are excellent books dealing with
4. Know that Christ is in control of your life. "I
characteristics of various age groups.
die daily" the apostle Paul said. So must we
Read them. Be alert to see what you read
if we are to know God's ways.
in your pupils. Let this temper your
Romans 6:6,11,13.
reactions to them. Let it give you
B. KNOW THE WAYS OF PEOPLE. understanding of their reacting to you.
1. Know Yourself. e. Above all check your attitude toward each
a. Spurgeon tells the story of two little boys pupil.
who were asked it they would like to go to Is it one of acceptance? Have you
heaven. "received him?" (Rom. 15:7). If you have,
When their reply was "no" their astonished he will know it and love you. And you will
teacher asked, "Why not?" One of them have a life open to you to mold for God.
said, "Because Grandpa would be there C. KNOW THE WAYS OF LEARNING.
and he would be sure to say, `Get along, 1. Could your students say to you as the
boys, be off with you.' I would not like to disciples said to Christ. "Lo, now speakest
be in Heaven with him." Thou plainly?" (John 16:29).
b. Teacher, put yourself in this story. a. Plain Speech ... words prepared down to
Is your predominant attitude, "Go away, I student understanding ... verbal and visual
can't bother with you now?" Do your illustrations geared to pupil interest ... all
pupils love you because they know you pave the way to learning.
love them? Are you warm and friendly and b. If he does not see the meaning in the
encouraging? Is you predominant life material, there is no learning, there is no
mood bitter or sour? Do you carry this into teaching.
your class time? Do you listen to your
2. Learning is inseparably welded to method of
children or do you do all the talking?
teaching. Do you use the right method at the
c. Try to think: how do I appear to my
right time?
students?
Do they see me fearful? Unsure? Angry? a. Story, lecture, question and answer,
Impatient? Know yourself and believe discussion and project are generally
God to transform those areas that need accepted large categories of methods.
changing. 6
 Teacher Training
b. Not all fit all age groups and not all are A. THE TEACHER'S CALL IS FROM GOD;
channels for teaching every truth. God calls us to teach (Heb. 5:12)
c. The individual teacher must trust the Holy Did you ever hear the expression, "Oh, I just
Spirit to give the right method. teach a Sunday School class." If you have you
d. A "method" is nothing more than a probably are talking to a teacher who is teaching
process - a means to an end; learning. because the pastor or the superintendent has
It is an orderly system of teaching. Christ's asked her to or needs her and she hates to turn
teachings followed an orderly plan. He had him down.
a method.
1. You must never teach if you feel that you
e. The wise teacher today will use a variety
must do what the pastor or the
of processes.
superintendent wants you to do. You must
Following an orderly plan gives both
only teach if you have heard the call of God
teacher and pupil confidence. It cuts way
and you realize it is a God-given
through the fog of ignorance and makes
responsibility. (Isa. 6:8; Matt. 28:19,20).
actual learning possible.
3. Determine to read at least one book this year 2. The Scripture is very plain that God has and
on the teaching-learning process. does place in the Church teachers as well as
evangelists and pastors, etc...Too many
4. "If a bolo is dull and a man does not sharpen times Christians do not recognize this fact,
it, then he must exert more strength, but and the work of the Sunday School teacher
wisdom is an advantage for gaining has been held in low esteem. Too often
success." (Eccles. 10:10). because of this we have a staff of teachers
a. Is your bolo dull? There's no excuse for a who are drafted and we have lowered
dull bolo. standards, little training, little time, little
b. The Word of God itself is a whetstone. effort and little prayer and in the end have
Countless sharpening books are suggested only a staff who "just teach a class."
here and others are waiting for you at your
3. It is important that we consider what the
local Christian bookstore.
Scriptures say concerning the call of a
5. Be willing to grow as teacher. Decide now teacher. In 1 Cor. 12:27, 28, we read the
to know more at the end of the year of the following: "Now ye are the body of Christ
Word of God, of the ways of God and and members in particular. And God hath set
people, and of the ways of learning. some in the church, first apostles,
secondarily prophets, thirdly teachers."
III. THE TEACHER'S CALL
Here, Paul places the teacher in the third
Introduction:
highest position in God's program. You will
Many Sunday Schools are outfitted, equipped and
notice he says that God hath set them in the
ready to go, but they lack one of the most important
church. The pastor did not place them there,
and essential things that is absolutely necessary if the
but God. It is true that Christians expect their
Sunday School is to be a success and is to be used of
pastor to be God-called and rightly so.
the Lord and is to train pupils for the Lord. This is the
Therefore on the same basis we should
teacher. Unless the Sunday School has teachers that
expect the teacher to be God-called, and feel
are called of God, willing and prepared to teach and
the responsibility of obeying God's command.
"full of faith and of the Holy Spirit" (Acts 6:5) all the
methods and programs will fail. The call is to all 4. As you take your place as a teacher in the
believers. (Isaiah 6:8) Sunday School you are filling a
7 God-ordained position among your
 Teacher Training
co-laborers in the Gospel. God has set in the A. YOU ARE RESPONSIBLE TO THE
church those whose responsibilities are to LORD.
supply that which is needed to be effective in 1. The teacher's commission comes from the
the building up and edification of the church. Lord. (Eph. 4:11)
To you, as a teacher, has come the particular
calling of the teacher. As mentioned before you should not teach
because the superintendent needs you and
5. You, as a teacher have a high and holy you hate to turn him down.
calling. You are labouring with the
2. You should only teach because you realize it
evangelist and pastor for the "perfecting of
is a God-given responsibility and the Lord
the saints, for the work of the ministry, and
has called you to teach.
for the edifying of the body of Christ." You
are obeying the great commission. You are a. When the emphasis is place upon a
investing your talent for eternal dividends. God-given responsibility, not a sense of
duty, then you will do your best for the
B. THE WORD "TEACH" IN THE BIBLE.
Lord in living and teaching.
Matt. 28:19; Acts 5:42; 2 Tim. 2:24; 1 Tim. 6:2 b. Remember, God is counting on you.
TEACH (Webster's Dictionary); to show, B. YOU ARE RESPONSIBLE TO THE
instruct PASTOR AND THE CHURCH
1. a) to cause to know a subject 1. To the Pastor.
b) to cause to know how a. To you this may seem double-talk and a
c) to accustom to some action or attitude little confusing.
d) to make to know However, if you remember that the pastor
2. to guide the studies of is the spiritual leader of the church, you
will see you duty then is to him, as the
3. to impart the knowledge of spiritual leader, even before it is the
a) to instruct by precept, example or church, which as you will remember, is an
experience assembly of called out baptized believers.
b) to seek to make known and accepted b. The pastor has been called as the
4. to provide instruction spiritual leader of the church.
Therefore, you as a teacher, must work in
IV. THE TEACHER'S RESPONSIBILITY full cooperation with him. (Heb. 13:7).
1) You must respect the judgement of your
Introduction:
pastor and if you do not agree on every
Now because you feel that God has definitely
policy he lays down, don't let it lead to
called you to teach, you have volunteered to become a
strife and hard feelings, (or gossip) but
teacher. The question now comes to your mind, "I am
rather go to him and frankly discuss it
now a teacher; what is my responsibility? To whom am
with him with an open mind.
I responsible, and what is my task? Briefly, the
2) This is your privilege. Better to
following are your responsibilities. First, you are
understand the reason why, (and most
responsible to the Lord, secondly, to your Pastor and
of the time if you see his point of view,
the Church, thirdly, you are responsible to you class
you will agree) than to carry hard
and lastly, to the parents of your pupils.
feelings about it. This will give a
defeated spirit and a defeated teacher is
never an asset.

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 Teacher Training
2. To the Church as a whole. prayerfully fulfill the following
a. You are expected, as any other member responsibilities.
of the church, to be regular in attendance, a. Win your pupils -
faithful in your services, giving, visitation, 1) This responsibility is the most important
etc. if you are a teacher worthy of the name.
b. Then as a teacher you have an added You are responsible for winning your
responsibility in relation to the church pupils to Christ. Not to do this is to fail
with your class. as a teacher.
1) The responsibility is to see that the 2) If the pastor is responsible for the souls
pupils are fully trained in all things in entrusted to his care, you the teacher
which they should receive training in for are likewise responsible for the souls of
the age level you are teaching. your pupils.
2) In this way as they progress step by step 3) All these other responsibilities are
they will become healthy, strong church useless unless your whole aim is to win
members and not stunted ones. the pupils to Christ.
3. To see that your class becomes and is a part b. Pray for your pupils -
of the church and not a unit in itself. Too 1) A well prepared lesson, although
often the tendency is for the teacher to important, cannot take the place of a
promote the class and forget the prayer saturated lesson. You should no
contributions that the class must make to the more stand before your class to teach
church. without having spent time in prayer that
you would expect your pastor to come
4. To be an example to your pupils. Remember, before the pulpit to preach before he
the teacher is remembered for what you are has prayed much about the sermon.
more than for what you say. 2) It is not enough to pray for the lesson
a. If you are "all out for the church" your and the class as a whole. You should be
pupils will be also. a real intercessor. Pray for each pupil
b. If the teacher is a regular attender of all before the class. If their parents are lost,
services, is faithful in visitation, a tither, you are the only one who is praying
etc., the pupils are more apt to follow. concerning their spiritual needs.
C. YOU ARE RESPONSIBLE TO THE c. Counsel them -
CLASS AND PUPILS. 1) If you strive to become a friend to each
1. You, the teacher have a responsibility to the member of your class you will be given
members of your class that no one but you an opportunity many times to counsel
can perform. As we look in Colossians 1:28 with them.
we find that the Bible teaches that we should 2) Remember, although they are children,
be "warning every man, and teaching every still they have their problems and they
man in all wisdom; that we may present need someone to talk with them and
every man perfect in Christ Jesus." Here lies show them what the Bible teaches
the responsibility of you as a teacher to the concerning their problems.
pupils in your class to win them and teach 3) Always be ready to listen to the pupil
them. although his problems may seem small
to you, and trust the Lord to give you
2. This overall responsibility can be wisdom and good advice for those who
accomplished if you will carefully and come to you for help.
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d. Teach them - 2) Many pupils are lost to the Sunday
1) "Teach the Word" is a timely School because of the failure on the
exhortation. You should guard carefully part of the teacher to give a personal
the opportunity that is yours to present word of encouragement when it is most
the prepared lesson. needed.
2) Don't waste time. God's Word is h. Hold them -
important, so use every minute available 1) Careful study has revealed that on an
to present it to your pupils. average, seventy-five percent of the
3) Remember the lesson and the memory adolescent boys and sixty-five percent
verse are the primary things in each of the adolescent girls leave Sunday
class period. Give it the place it School.
deserves. 2) It is your responsibility not only to build
e. Lead them - your class, win them to Christ, but to
1) It is not enough to teach the pupils, you hold them.
must lead them. The old saying still 3) This can be done only if you as a
goes. "Like teacher, like pupil". teacher are willing to assume the
2) If you are not present every Sunday on responsibility of visitation and
time, if you do not pray, if you do not conscientious follow up of each
tithe, if you do not attend services, you individual pupil.
cannot expect your pupils to do so. D. YOU ARE RESPONSIBLE TO THE
3) You are an example to them. Teacher, PARENTS OF YOUR PUPIL.
you are the guide. Lead the way. Lastly, you are responsible to the parents of
4) Let your pupils find in you a real leader each pupil of your class whether they be saved
in giving, in testimony, in memorizing or unsaved. Your responsibility to the parents
the Scripture, in thoughtfulness, and in which are saved and to those who are unsaved
your willingness to cooperate. will be different but just as important in both
f. Worship with them - cases.
1) Your pupils are watching you all the
1. To the Parents Who are Saved.
time, not only in your class but also
during the worship session of the a. Usually
Sunday School, morning worship, etc... these will be the parents who are in church
What do they see in you? and who bring their children to Sunday
2) It is necessary that you always be a real School.
example, always manifesting an attitude b. Remember
of humility and devotion toward God. they are entrusting their children in your
3) Bowed heads during prayer, joining in care, not for entertainment but for spiritual
the singing, and an evident interest in teaching.
the service will pay dividends in the c. You are responsible
class. not only to teach them the spiritual truths,
4) Whispering during prayer, inattention but set an example before them and not
during the service will bring about the lead them astray.
same attitude from your pupils. d. From time to time
g. Encourage them - as you visit in the homes you will be able
1) A word from you, the teacher, may be to discuss with the parents of such pupils
the turning point in the life of a pupil. their spiritual problems, their individual
needs and together you can ask the Lord
10 for help in guiding these little ones into a
 Teacher Training
deeper walk with Christ and into full the fundamentals of the faith soon cease to be
maturity as a Christian. winners of souls - soon lose the blessing of God.
2. To the Parents Who are Unsaved.
II. HOW TO LEAD A CHILD TO CHRIST
a. In most cases
these parents will not be in church or There are two differences evident in leading a
Sunday School. child to Christ and in leading an adult to the
b. It is not enough Saviour. First, the message must be made
to try to see how many children we can very simple so that a child can understand it.
bring into our Sunday School but you as Second, since the child is subject to his
the teacher are responsible to visit in the parents, we may not be able to bring him into an
homes of the parents who are unsaved and active relationship with the church at that time.
present to them the Gospel, and seek to A. In approaching a child.
win them to Christ and to bring them into He must be led to see his NEED of salvation;
the church. that all persons are not going to heaven; that no
c. If you fail one in himself is good enough to go, he must
in this task you are failing in your understand that he cannot save himself; that the
responsibility as a teacher and in turn you Lord Jesus alone can save; and that He is willing
are failing to give your pupil an and anxious to save us all. These truths should
opportunity to live in a Christian home and be supported by quotations from the Word of
receive Christian training daily in the home God. (Rom. 3:23; Rev. 21:27; John 8:21, 24).
as well as in the church. B. The WAY of salvation must be carefully,
fully, and simply explained.
PART II - THE TEACHING
(Rom. 6:23; Eph. 2:8,9; Titus 3:5; Rev. 1:5b).
I. THE BIBLE - THE ONLY TEXTBOOK The majority of children think that the way to be
saved is to be good, to pray or to join the
You may differ from the author of a textbook church.
on literature, or even history, but if you differ
with the Author of the Bible, you are I asked a little girl of ten, whether she were a
disqualified. In other fields the statements of a Christian. She answered that she did not know. I
textbook can be investigated and proved true or asked her whether she were saved. Again she
false. The Bible makes statements regarding did not know. I asked her, "How do we get
heaven and hell, for example, that must be saved? She answered, "By being good." I said,
accepted or rejected upon the authority of the "How good do you have to be?" She answered,
textbook, for there is no way to prove their "You have to be awful good." How awful
truth or falsity until it would be altogether too good?" I asked, "Awful, awful good." she
late. replied. I said "Are you that good?" She said
that she was not. I said, "Well, I guess you are
Some doctrines of the Bible are, from the very not saved then."
nature of the case, of minor importance, while
some are so vital that the whole fabric of truth Then I said, "I am not that good either." She
would depend upon their acceptance. had known me as the minister in her community.
I shall never forget how big her eyes became as
Observation and experience prove that God she looked at me, as much as to say. "Well, if
continues to bless those who cling to the vital you are not that good then you are not saved,
things, even though they differ widely on minor and if you are the preacher and you are not
questions. The proof is also overwhelmingly saved, then who is saved?" What a joy it was to
strong that those who deny God's Word or explain God's plan of salvation through the
11
 Teacher Training
finished work of Christ on the cross. She The officer pleaded with the real culprit seeking
accepted the Lord so readily and then she was to persuade him to be a man and not let this
sure she was saved. Nine years later I saw her child suffer in his place, but the men in that tent
again. She was nineteen, still standing fast in the made no move.
Lord. When I saw her, she reminded me that I The punishment was a lashing on the bare back.
had given her a Testament at that time. This With the third stroke of the lash, Willie fainted
incident I had forgotten. and was carried to his cot. He never
At every step in leading a child to Christ, pray recovered, but died soon after. The man who
for, look for, and expect the Holy Spirit to was guilty confessed his guilt at Willie's bedside,
convict of sin, to reveal the truth of the Gospel, and wept with shame for what his sin had
and to illumine the child's mind so he can grasp caused. He said to Willie, "Why did you do it?"
the saving truth. Willie replied in his dying voice, "Because I
While no one fully understands the loved you, and because I love the Lord Jesus.
substitutionary cross-work of Christ when he He did more than I did for you - He died for all
first accepts Him - in fact we do not fully of your sins." The worst man in the regiment
understand it later - still every effort should be accepted Christ that night at Willie's bedside.
made to show the child that it is Christ's death A little boy was asked, "When did you become a
for us that saves us, not our repentance Christian?" He answered, "The day the bee
confession, or obedience. (1 Cor. 15:3b, 4; stung mother." When asked to explain he said,
1 Peter 2:24; 2 Cor. 5:21). "I could not understand how the Lord Jesus'
Ways should be found to illustrate substitution. dying could save us. I was dreadfully afraid of
Children never tire of these stories or bees, and one day I was on the porch and a bee
illustrations. A person of wealth paying a debt flew around, and I was sure he would sting me.
for another who has suffered misfortune is a I called to my mother and she came out. When
very good way to illustrate substitution. she found that she could not keep the bee from
stinging me, she put her hand between my hand
"The Story of Willie Holt" is good for older and the bee. The bee stung Mother and did not
children. This story is used by many child sting me. Then I understood what Christ had
evangelists as a means of obtaining a hearing done for me."
while seeking to win children in the parks or on
C. We must encourage the child to ACCEPT
the street. Willie Holt's father was an officer in
salvation.
the English army in India. His mother died and
the regiment adopted him. The soldiers all loved Many fail at this point. If the Lord is not
him. He was a very frail lad in his early teens. received, the child will not be saved
(John 1:12, 13). It is not enough to tell the child
One night the men in the tent where Willie slept that he should receive Christ, we should give
were guilty of some vicious pranks, very much him the opportunity to do so, being careful that
against the discipline of the army. The officer in the decision is not forced, or that he makes the
charge decided that he must punish the guilty decision because some other child has made
one. He believed that it was someone who slept one.
in that particular tent. He tried to get the culprit
to confess but to no avail. Finally he said, "If The method employed here varies greatly. Some
any one in that tent will come forward and take leaders insist that the child must pray and ask
the punishment, I will dismiss the case and the the Lord Jesus to save him or to come into his
others may go free." Promptly Willie Holt heart. This is in keeping with Romans 10:13.
stepped forward. All of the men knew that he This is good method, but it is not the only one,
was not guilty, but the officer's word was law. 12
 Teacher Training
and it is not adaptable to all types of child GOD that they are saved. The child also must be
evangelism. taught to recognize that anything wrong is sin.
GIFT. Salvation is a gift (Rom. 6:23; Eph. 2:8). He must confess his sin when he is truly sorry
All we have to do in order to receive a gift is to for it, and trust the Lord for strength not to do it
have the faith to believe that it is offered - that it again (1 John 1:9,10; Psa. 66:18).
is offered to us - and then take it for ourselves. E. We should lead the child to CONFESS
It is imperative that the gift be taken. We do not Christ.
even have to ask the Lord for a salvation which He should confess he has accepted Christ and
He is offering us as a gift. Faith is simply the that he believes Christ has saved him
hand that takes the gift. We may ask the child, (Matt. 10:32). This confession should be made
"Do you accept the Lord Jesus right now as to the personal worker, later to his friends, and,
your Saviour?" or "Will you receive the where circumstances will permit, he should
salvation which Jesus Christ offers you right confess Christ in the church. If a child is led to
now?" confess Christ and obey Him, the Holy Spirit
We have found through the years that the gift will make his salvation blessedly real to him.
idea is very gripping with children. It shows The first thing is always to lead each child to
them that salvation is free; that it must be taken; Christ as his Savior. When it is impossible for us
that it is secured instantly and that it is theirs as to follow a child we have won with further help,
soon as they take it. we must have faith to trust the Holy Spirit to
The marvelous thing about small children is that take care of that one, or we shall never go far in
it is not difficult to lead them to Christ for child evangelism. Praise God, we may always
salvation from their sins. This is not always true follow each one with prayer.
with the children who have been in Sunday
III. THE LESSON AIM -
School for a long time and have not been
evangelized. Such children become Gospel OR MAIN THRUST
hardened. Little children are usually willing to (See LEADING A CHILD material, at the back)
acknowledge their sins and their need and are A. WHAT IS AN AIM OR MAIN THRUST?
most willing to accept Christ with all the Every general has his blueprint and objectives,
sincerity of their hearts. without which he would get nowhere. Aims are
D. After the child HAS ACCEPTED salvation, your objectives. An aim is the goal you are
we must lead him to see by the Word of God trying to reach, the specific need in the lives of
that he NOW HAS salvation. your pupils that you are trying to meet.
Those who doubt that they are saved after they B. PURPOSE OF AN AIM:
sincerely accepted the Lord Jesus Christ make The purpose of your aim is:
God a liar (1 John 5:10-13). Some workers
1. to make a difference in what your pupils do.
insist that the one who has professed to receive
Christ should pray until the Holy Spirit reveals 2. to make knowledge a stepping stone to
to him that he has been saved. This method action.
proves fatal in child evangelism. Keeping an aim in mind holds you to a
The Lord assured the sinful woman that it was definite course and eliminates the use of
her faith that had saved her (Luke 7:50). There irrelevant ideas. Checking frequently with
are many texts in Scripture which assure your aim helps you to evaluate your ministry
believers that they are saved (John 3:36; to the children.
Acts 13:38, 39). These texts should be given to
children until they see BY THE WORD OF 13
 Teacher Training
C. WHY HAVE AN AIM? particular lesson. Some of these specific aims
Teaching is NOT telling, reciting or leading a are as follows:
class session. Teaching is helping a pupil to 1. Know and love God as his heavenly Father.
learn or to experience a desirable change in his
mind (understanding); heart (attitudes), feelings 2. Accept Christ as his Saviour.
(desires); will (decisions); or abilities (spiritual, 3. Love the Bible as the Word of God and read
physical or social). it daily.
Until your pupils have learned something that
4. Make prayer a daily and effectual experience.
affects his life you have not taught him. When
something takes place in his mind, his heart, his 5. Obey each command of God as he receive
will, or his abilities, he has learned and you have light upon it.
taught.
6. Recognize man's lost condition apart from
Just as a path may be so broad as to lead Christ and seek to win others to Christ by
nowhere, so a general aim fails to get results. witnessing.
The ineffective, haphazard teaching so prevalent
in our day is the result of good intentions to 7. Love the people and church of Christ and
teach but without knowing exactly how or why. find his place of fellowship and service in the
church.
D. HOW MANY AIMS?
There should never, except in very rare cases, 8. Listen for God's voice as He speaks to you.
be more than two aims, one for the lost and one 9. Know that God is with you always and in
for the saved. It is usually the best policy to every place.
have one aim for each and stick to that aim.
This aim should relate to the present need of 10. Give to the Lord.
your particular pupils. This aim should guide 11. Know that lying, cheating, stealing,
you in so preparing your lesson that one central jealousy, hatred, etc. are sins.
truth stands out as important to your pupils.
This is only a partial list of the specific aims
E. GENERAL AIMS - OR MAIN THRUSTS that you can teach. Remember, consider the
There are usually three general aims that will be lives of your pupils, what they need to know
brought out again and again in your teaching. and then choose your aim to meet that need.
These in turn will be broken down into specific G. QUESTIONS TO ASK IN DETERMINING
aims which will represent what you want to THE AIM OF THE LESSON:
accomplish in the mind, heart, will or abilities of
The teacher should adapt the lesson to the needs
the pupils.
of his or her pupils. Therefore, the following
1. Leading your pupils to accept Christ - questions might be asked in order to help
always the aim for the lost. determine the specific aim you want to use:
2. Leading your pupils to grow in their spiritual 1. Does the lesson teach faith, obedience, love,
life - for the saved. duty to God and man?
3. Leading your pupils into Christian service - 2. Does it stress the Christian graces of
for the saved. humility, kindness, generosity?
F. SPECIFIC AIMS 3. Is Bible study, prayer, Christian fellowship
Each of the above general aims will then be encouraged?
broken down into a specific aim which will be
the goal you are trying to reach with a 14
 Teacher Training
4. Does is present and explain the "call of God" IV. APPLICATION OF THE AIM OR MAIN
for Christian service? THRUST
5. Does it deal with the Gospel - God's plan of (See also LEADING A CHILD material, at the
salvation? back)
When you have decided what is pointed out A. Definition:
in the lesson, then think of your pupils' need Your application is the test of your relationship
and choose the aim accordingly. with God. The application is a spiritual matter,
H. CHOOSING YOUR AIM the portion of the story when the light of God
shine through. Your prayer life and relationship
As you prepare your lesson plan sheet for each
with God are the keys to whether your
lesson ask yourself the following questions in
application will be driven home and into the
preparing your aims:
hearts and lives of your children.
1. What I want my pupils to know: What is the B. Why Have an Application:
main fact of the lesson that I want my pupils Let us ask ourselves this question, "What is it I
to know that will in turn bring out some really want in my Sunday School class?" The
lesson to be applied to his own life. answer might be given in four parts:
2. What I want my pupils to feel: Attitude - his 1. A changed life for every pupil - regeneration.
reception.
2. A life continually changing - growing
3. What I want my pupils to do: What actions upward.
do I want him to take concerning the points
in this lesson. 3. New knowledge and new understanding.
CONCLUSION 4. New attitudes and new appreciations.
Bible teaching is allowing the Bible, empowered by
The standards of success in teaching are
the Spirit, to change pupils according to God's
found in what the pupils actually learned and
standards. The test of teaching is growth and progress
put into practice rather than in the number of
in the lives of the pupils. The teacher's great spiritual
hours taught and lessons covered. Therefore,
goals are to lead children to Christ, build them up in
the application becomes one of the most
Christ and send them out for Christ.
important parts of the entire lesson.
It is not enough to say that the aim is to help a
child know a certain truth, for the ability to repeat a The knowledge of God's love and care is
Bible verse does not automatically result in loving that important only so far as it leads the child to
truth and obeying that truth. How a child feels about it willingness and a desire to please Him.
and what he does about it cannot be left to chance. Making a few spiritual concepts real and vital
You, as a teacher, if you are successful, must get the to children is much more valuable than trying
pupils not only to understand the aim, agree it is right to stuff their minds with many words which
but act upon it. If you have not done this your teaching merely bore them.
in vain. A simple application, geared to the life of the
child, will give him something to take home
with him that will affect his thinking, help
him with his decisions and change his life.
C. How To Choose the Application
When choosing your application keep the needs
of your pupils in mind. Your application must
15 come naturally from your story, but it is useless
 Teacher Training
to choose applications that will not apply to the 4. Apply it to the pupils' life:
lives of your pupils. Your pupil is interested in himself. Think of
Make the application practical is a good rule. Be his question as you are preparing your
sure it will actually be helpful to someone, application. As you read the story ask, "What
meeting real needs. would you do?" From a question like this,
This important phase of preparation is not you can bring your story down to the every
difficult for the teacher as she has watched her day living and present your pupil with a
children, studied them and knows their needs at challenge for himself, and show him how
this particular age. The application should be the easy it is to apply the same truth to himself.
aim of the lesson applied to the heart of the When you have an application in mind it is
pupil. not enough to say "Now we should do this
D. Presenting the Application or that" but try to lead them in some specific
The following are some suggestions in way to carry out the application. For
presenting the application after it has been example, your application concerns Bible
chosen. study. It is not enough to say, "Now let us all
study the Bible more often from now on."
1. The application is part of the story: Try to lead the students specifically to be in
Keep going. Don't end the story, stop, and class for Bible study every Sunday, or to
then in a pulpit style voice drone out the study their lesson at home during the week,
application in a manner that suggests that or to work the Bible lessons provided by the
you have started another subject. Once you church.
have implied that the story is over, your 5. Have the pupils take part:
children mentally prepare to go home.
Have the children give their own
If the story is a quiet one, go on quietly in the
interpretations and applications. Remember
same style you have been using the story has
that teaching is much more than just telling.
not ended yet. If the story is an exciting one,
lead into the application with the same Lead your children in a discussion of how the
intensity with which you told the story. Let application might be applied to their own
your pupils know that this is as real, as vital, lives. Let your pupils discuss the seriousness
as the story itself. of worship and Bible study, and of obedience
and reverence. Let them suggest remedies for
2. Weave it though the story: discipline offenses and pray about them. If
The application does not have to be at the challenged rightly your pupils can set higher
end. You should weave it throughout the standards for themselves than you would
story. Pick up your point as you go and think to impose upon them.
emphasize it with personal applications. 6. Make direct suggestions:
3. Keep it Simple: Make a direct suggestion of ways to carry
The simple story line rule holds true in the out the Bible teachings. It is dangerous and
application also. Remember one or two wasteful not to give the children an
points brought successfully home, is better opportunity to express the things you have
than several points that drop in different taught them.
grounds. Actually, it does not matter where
you put the application - it is how it is done
that counts.
16
 Teacher Training
CONCLUSION: one before." Overcome this by introducing
The Christian teacher should lead his class to face the story through an unfamiliar person or
specific situations in which they need to practice the place, or leave out the name of the main
Christians ideals. This exercise will result in growth in character until the story is well under way.
grace. With constant emphasis on the application, as b. Events of the story.
well as the acquisition of knowledge, pupils will learn The body of the story consists of a series
and develop in their Christian growth. of successive events leading up to the
climax. As you prepare the story think of
V. TEACHING METHODS these events as scenes. Roughly learn
who the characters are in each scene, what
A. Story-telling - (study notes on story telling). the scenery is like, and the action
B. Question and answer method - (notes on portrayed. Make these scenes live in your
questions and answers included). mind so they will unfold easily. If you
C. Lecture method - (not very effective for master this method, you have learned the
children). secret of good story-telling.
D. Discussion method - (must be carefully and c. Climax:
tactfully guided and supervised. Must use You built up suspense and interest
thought provoking questions). culminating in the climax. The three
E. Research method - (have them research and Hebrew children unharmed in the fiery
make reports on their research). furnace; Jonah, safe on the land; the ram
F. Dramatization caught in the thicket are Bible illustrations
G. Reading method - (having them read from the of the story climax.
Bible). d. Closing:
Have you ever had the experience of
A. THE STORY-TELLING METHOD: telling a story to pupils who listen
The story-telling method presents truth in action breathlessly right up to the climax and then
through the giving of an account of some as you tell them what the story teaches
incident or experience. It makes abstract virtues their attention is gone? A good story
come alive, concrete and vital; it stirs the teaches through the events in the lives of
imaginations; it arouses interest and curiosity; it the characters. Don't insult the intelligence
appeals to the emotions and influences the will. of your pupils by going back moralizing.
The good teacher will master the art of The conclusion will consist of a few brief
story-telling. Skillfully used, it will open summarizing statements. You may follow
windows of truth to all ages. it up by relating important truths to the
pupils' lives through other methods after
1. Story form: the story is finished rather than making it a
a. Introduction - may or may not be the part of the story structure.
POINT OF CONTACT. 2. PREPARATION
Be Careful of the trite opening statement.
"Today our story is about Joshua." You must first know the story, believe the
Headline it. "The battle was about to story and enjoy the story yourself to make it
begin. God needed a leader. He wanted a meaningful to others.
general who had been trained to fight". If a. First study the story from the Bible.
the story is one that is very familiar, you b. Then study the Lesson Plan Sheet
may get the reaction. "Oh, I've heard that provided by the church or your teacher's
book.
17 Always keep in mind the aim of the lesson.
 Teacher Training
c. Read and re-read the story until you know joy: if it is sad everyone in the class will
it so well you can tell it without notes, but enter into its sorrow with you. Let the tone
do not memorize it word for word. of your voice express the feeling. A low
d. Remember the headings in the outline; voice commands more attention than a
then the telling will be easy. loud one. Use simple gestures to describe
3. TELLING THE STORY action. You look expectantly up into that
tree as though you actually expected
Practice telling the story until you are Zaccaeus to come down.
completely familiar with every scene and d. Does the story serve a definite purpose?
idea. Know it so well that you can tell it as Choose and tell your story in such a way
though you were right there when it that it will contribute to the objective of
happened the entire lesson.
a. As you tell the story in class, have your B. QUESTION AND ANSWER METHOD:
pupils seated in such a way that you can Introduction
see the eyes of each pupil. The question is a teaching device that can be
b. Tell the story simple, directly and most powerful and effective. It is an art-one of
dramatically. the fine arts- which when once acquired will be
c. Speak slowly and clearly. the making of a teacher. Dr. Herman Harrel
d. Do not underestimate the value of a Bible Herne says, "The interrogation point is the
story. (Read Hebrews 4:12) badge of teaching profession." Francis Bacon
e. Ask the Holy Spirit for guidance as you declared that "the skillful question is the half of
prepare each lesson. Depend on Him to knowledge." The real test of a teacher is the
teach the message as you tell it. response of the pupils. His questions must not
f. Hold your Bible as you tell the story and only instruct, but educate and lead out his
refer to it. pupils. The response of the pupil will depend on
4. EVALUATE THE STORY: ASK the skill with which the question is used.
YOURSELF THESE QUESTIONS: The gospel accounts record more than one
a. Is the thought clearly presented? hundred questions - startling, unusual,
Every event should be clearly understood unexpected questions. The Lord Jesus was a
so that no question will remain in the master of questioning. At the age of twelve He
minds of the pupils. All information which was asking questions (Luke 2:46). At the
is necessary to the understanding of beginning of His public ministry He asked His
subsequent points of the story should be first two disciples "What seek ye?" This is
presented in the correct place. You should typical of the thought-provoking and reflecting
never have to backtrack, "Oh, I forgot to character of all His questions. Even in His
tell you ..." preaching He frequently asked, "What think
b. Did you use dialogue? ye?" and "How think ye?"
Use as much direct conversation as
A study of the Lord's questions is in itself a
possible, endeavoring to portray the feeling
course in teaching techniques. Anybody can ask
each character as he speaks. You may
questions. But not everybody can ask questions
want to memorize exact words in direct
that really teach. There is little or no value in
conversation.
reading questions from a quarterly and asking
c. Is the story convincing?
pupils to respond with the printed answers.
The story must live for you if you want it
Such a method deadens the pupil's interest in the
to live for someone else. If the story is a
Bible and creates an aversion to the lesson hour.
happy one your whole being will radiate 18
 Teacher Training
1. Why Ask Questions: question can accomplish this. Christ
To appreciate the value of good questions, illustrated this when He asked His
the teacher must understand their purpose. disciples, "Whom do men say that I the
Questions provide a most important stimulus Son of man, am?" When they responded,
to the mind. Education becomes effective He quickly applied their thought by the
when pupils begin to ask questions. The personal question, "But whom say ye that I
questions serve many purposes. am?" (Matt. 16:13-15).
a. To awaken interest. 2. Preparation Of Questions:
The teacher must make contact with the Reading printed questions from a prepared
pupils in order to arouse their interest. A lesson will hide the teacher's personality and
question, carefully worded to strike the deaden every attempt at teaching. While this
mind of the pupil, is like a fisherman's bait is true, no instructor can hope to frame his
on a hook. It catches the interest and elicits questions advantageously after coming to
imagination and focuses his immediate class. Pupils will not participate in the lesson
interests on the lesson, thus providing the if the teacher lacks skill in preparing
teacher with an alert, wide-awake class. questions in advance. In the preparation of
b. To direct thought. questions, several different types should be
After a contact has been established, each studied and used.
succeeding question should move toward a. Contact questions.
the goal which the teacher has set. Attention and interest can be aroused if
Stimulated by questions that have unity the teacher begins the lesson with an
and purpose, the pupils can be successfully appropriate contact question. The most
directed from one area of thought to familiar and frequent expression of Jesus
another. The questions method will clarify was, "What think ye?" "Whereupon shall
the truth and lead the pupils to evaluate all we liken, the kingdom of God?" and
available information. Class participation "Whence shall we buy bread that these may
will be enriched because the pupils express eat?"
their personal judgements, interpretations, b. Rhetorical questions.
and applications of the lesson. Preachers and teachers often ask questions
c. To quicken participation. without expecting an answer. Such
Whenever a pupil's mind has wandered, it inquiries are asked for effect rather than
can be recalled by a question. In an reply. They occasion surprise and issue
atmosphere of dullness, thinking becomes vital challenges. They stimulate mental
sluggish. A well aimed barrage of activity.
questions will put new life into the class. Study the questions recorded in the
Questions with life and vivacity will assure Sermon on the Mount. (Matthew 6 and 7).
satisfactory progress. They should be "Which of you by taking thought can add
asked quickly and answered just as one cubit into his stature?" Why take ye
speedily. If they cannot be answered by thought for raiment?" "Why beholdest thou
one, they should be passed rapidly to the mote that is thy brother's eye?" "Do
another. men gather grapes of thorns or figs of
d. To drive home the truth. thistles?" Such questions do not demand
Pupils may discuss a Bible truth without answers. They require action.
associating it in any way with themselves. c. Factual questions.
The teacher must lead them to apply the The easiest questions are those that can be
truth to their own lives. A good 19 answered by information previously given.
 Teacher Training
The reply fixes in the mind the instruction "Why call ye me, Lord, Lord, and do not
that has already been imparted, and, since the things which I say?" (Luke 6:46).
the work of a teacher is not complete until 2). Opinion.
it has been tested, factual questions reveal
Questions calling for personal
how much instruction has reached its goal.
judgements are more valuable than
A good teacher is concerned that his pupil
those that ask for "statement of fact".
have many opportunities to reproduce the
Pupils must learn to determine relative
lessons they have learned.
values. Personal judgment was
d. Thought-provoking questions.
encouraged by our Lord's questions,
Teaching is more than "hearing lessons."
"What thinkest thou, Simon?"
Questions must do more than test the
(Matt. 17:25) and "Why callest thou me
pupil's knowledge. Questions should
good." (Matt. 19:17). Many of His
stimulate the pupil to know and to think
questions were used to strengthen faith,
for himself.
"Wilt thou be made whole?" (John 5:6);
In court the witnesses is subject to
"Believe ye that I am able to do this?"
examination and cross-examination. His
(Matt. 9:28); "Whosoever liveth and
own counsel will ask questions to direct
believeth on me shall never die. Believest
his replies and stimulate his thoughts. In
thou this?" (John 11:26).
other words the witness' own case best be
furthered by permitting his counsel to think 3). Application.
for him. The opposing lawyer, on the other The most thought-provoking question is
hand, does not ask leading questions. that which leads to a practical personal
Instead he compels him by the most rigid application of truth. A lawyer seeking a
examination to do his own thinking. The debate raised the "neighbor question"
witness will have to give all diligence to (Luke 10:25-37). Christ answered with
the barrage of searching questions if his the story of the Good Samaritan and
replies are to be accurate and consistent. asked the lawyer's opinion as to which of
While his own counsel may direct thought, the three strangers was a true neighbor.
it remains for the opposing attorney to The lawyer's reply called forth the divine
provoke thought. dictum, "Go, and do thou likewise." In
A good teacher, in order to stimulate his an entirely different situation Christ
pupils will not only examine but asked Peter the heart-searching question.
cross-examine them as well. He will "Lovest thou me?" and followed by the
prepare thought-provoking questions that command, "Feed my lambs"
involve: (John 21:15-17).
1). Purpose.
3. Helpful Suggestions
The word "what" asks for information;
"why" determines purpose. A direct The successful use of questions depends
appeal to the reasoning faculties of the largely upon the way they are asked. The
pupil encourages independent thought. observance of the following principles will
Our Lord demonstrates this approach enrich the teacher, make his teachings more
many times. For instance, He struck at effective and encourage the pupils.
the consciences of His critics when He a. Do not read questions - ask them.
asked, "Is it lawful to do good on the b. Avoid leading questions that suggest the
sabbath day, or to do evil?" (Mark 3:4). answer.
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 Teacher Training
c. Never ask guessing questions (they can be Joseph and are ready to return to the boy's
answered by "yes" or "no"). problem, and then to their own.
d. Keep away from long questions or double
4. We must remember that children can
questions.
understand the new only in terms of the old.
e. Ask definite questions.
Therefore, in order to introduce something
f. Do not repeat questions and answers.
new to a child it is necessary to compare it
g. State questions before assigning so all
to something that is already familiar.
will listen.
h. Assign questions promiscuously, not 5. It is absolutely necessary to use a point of
alphabetically or by seating contact because the average pupil is likely to
arrangements. be absorbed with interests other than the
i. Encourage questions, stimulate them to Sunday School lesson.
search for truth. a. His mind is elsewhere.
j. Answer questions with a question to keep b. He is intent on other things, so that he is
them thinking. not too interested in the lesson
VI. POINT OF CONTACT c. If the pupil does not `attend with interest'
to the lesson to be learned it is useless to
A. Definition proceed.
The point of contact is our starting place from C. Purpose
the known to the unknown. One of the From the above it is quite evident that the
fundamental laws of teaching is that we must purpose of the point of contact is to capture the
start with something with which the child is attention of the child as well as introduce the
thoroughly familiar. Someone has well said that unfamiliar with the familiar. The point of contact
the approach is the spark that turns over the then is the "interest catcher" or something that
engine. will MAKE your pupils want to hear the lesson.
B. Necessity D. Contact With The Class:
1. The teacher's first sentences may determine 1. Actually there are two contacts to be made,
the success or failure of the entire lesson. first the contact with the class and second
The most carefully made plans may avail the contact with the lesson. The first we will
nothing if the teacher fails in his approach of mention briefly as it is the second with
the lesson. which we are more interested at this time.
2. Don't be satisfied with "now today our 2. The teacher is usually faced with the
lesson is about ..." Begin with that which following questions:
pupils already know, taking them from there
a. How can I create a right attitude?
to the unknown.
b. How can I win the pupil's confidence and
3. The approach can immediately begin to attention?
focus their attention on the objective of the c. How can I make the transition into the
lesson the aim without saying so. plan of the lesson?
EXAMPLE: Perhaps the Bible story 3. The pupil's attention has been distracted
presents Joseph's forgiveness of his brothers. through the taking of the attendance,
go to where your pupils live with a story of introductory remarks, etc..., how it is up to
a boy who wants to get even with someone the teacher to recapture the attention of the
who wronged him. When he talks it over pupil before he begins the lesson. This can
with his father, his answer consists of a be done through two main methods.
story. Your pupils then hear the story of 21
 Teacher Training
a. Current News Events. VII. LESSON PLANS AND OUTLINE
The teacher may secure attention by
A. LESSON PLAN SHEET
referring to some current news. For older (If this is a series of lessons you may have the
children this might be from what they read name of the series of lessons and lesson numbers
in the newspapers or hear on the radio or here.)
TV. For the young children this might be
LESSON TITLE: (Name of the lesson).
events related to their school or play.
SCRIPTURE LESSON: (Scripture used in
b. Stories or Illustrations.
the lesson)
A well told story can arouse and sustain
RELATED SCRIPTURES: (Scripture that
attention. A picture of an object will attract
relate to the main Scripture in the lesson or to
attention and impress the truth which the
the application.)
teacher wishes to leave on the pupil's mind.
MEMORY VERSE: (The verse from the
E. Contact With The Lesson
Bible that pupils and teacher will memorize.)
The second contact and the one with which we LESSON AIMS: (The truth the teacher is
are most concerned on our lesson planning sheet seeking to apply to the hearts of the pupils.)
is the contact with the lesson. Following are TEACHING METHOD: (The primary
some of the contacts that might be used: method of teaching you will use in this
1. Relate the new lesson to previous lessons. lesson.)
This might be done through a quick quiz, VISUAL AID: (An aid to teaching that
riddle, sword drill or question. makes the lesson easier to understand.)
POINT OF CONTACT: (Attention getter.)
2. Objects which stimulate interest.
LESSON OUTLINE: (Body of the lesson
3. Pictures which stimulate interest. or sequences of events in the lesson.)
APPLICATIONS: (Making the truth of the
4. A question which arouses curiosity.
lesson apply to the pupil's life; for the saved
5. A statement which arouse curiosity. and the unsaved.)
B. THE OUTLINE
6. Begin a discussion on a current situation or
Lesson Outline or Body:
an imaginary one, which creates a problem
in their minds. 1. An outline should include the general
divisions or different scenes found in a
7. Describe some situation that applies to the particular lesson or story. Under each
lesson. division or scene will be minor points and
8. Give something to do, situation to act out, illustrations to emphasize and explain the
etc... main point.

9. Write a thought provoking question or an 2. Facts should be listed in the order of their
incomplete sentence on the board. importance under the topic or division to
which they are related.
3. Pre-arrange the climax so that it comes in the
concluding minutes.
4. Try not to deviate from your outline but
keep the main points in mind throughout the
teaching.

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 Teacher Training
VIII. PREPARING THE LESSON. C. Preparing the Lesson Plan Sheet.
(See Leading A Child To Christ) 1. Lesson Title:
Introduction: 2. Scripture for the Lesson:
What is the importance of preparation: You are
ministering to immoral souls, fulfilling a God ordained 3. Memory Verse:
position. 4. Lesson Aims:
A. When Should You Prepare?
What I want my pupils to know.
Prepare early.
What I want my pupils to feel.
a. Start preparing Sunday afternoon.
b. Study a little bit each day until the lesson What I want my pupils to do.
becomes part of you. 5. Teaching Method:
B. How Should You Prepare?
6. Visual Aids: (Gather materials)
1. Prepare yourself spiritually through prayer
and Bible study. 7. Point of Contact:
2. Read Scripture lesson passages at least 10 8. Outline: (body)
times. Write down the outstanding facts that
9. Application:
come to your attention. Ask yourself these
questions. D. Preparing for the Entire Class Period.
a. Who are the characters? 1. Pre-session (before SS starts) Welcome
b. What happened? students, etc.
c. Where did it happen? 2. Singing (how many minutes?) Prepare songs
d. When did it happen? to be sung.
3. Read the Scripture lesson with a list of the
3. Roll Call.
pupils in hand.
4. Review (prepare questions, quizzes, pictures,
4. Read carefully the lesson material provided
etc.)
by the church.
5. Application
5. Prepare your own outline. (Make a lesson
plan.) a. Prepare according to theme and aim of
lesson.
6. Prepare all of the materials you will need. b. Prepare according to needs of pupils.
7. Prepare and organize your class time. 6. Prepare Memory Verse.
a. Plan each step of the lesson. a. Ways to teach it.
b. Practice telling the story. (Hold your b. Memorize it.
Bible and use visual aids.) 7. Prepare for coloring time, projects, drama,
c. Learn your memory verse before teaching etc. (Make it apply to lesson)
it in class.
d. Plan a definite closing. 8. Prepare for the closing.
8. Go over the lesson again on Sunday a. May be a brief review.
morning. Allow yourself 5 to 15 minutes b. Giving assignments.
each Sunday morning to reread the outline c. Invitations.
and review the entire lesson. d. Always close with prayer.

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 Teacher Training
IX. SCRIPTURE MEMORIZATION FOR words flashed into his mind. "Thou God
CHILDREN seest me." (Gen. 16:13).
Introduction: Immediately his hand dropped to his side,
It is important that you, the teacher, realize the and he hastily left the room.
importance of teaching Scripture verses to children The Word of God had kept him from sin.
with their real meaning even though the ultimate value
3. To help children find Christ as their Savior.
of Bible memorization may not be fully realized until
(2 Tim. 3:15)
adulthood. When Scripture verses actually become a
part of the child's thinking, God can use these verses to 4. To help children solve their problems.
guide the child in his daily living. a. Children have problems, too, that can
A. MOTIVE OF CHILDREN LEARNING only be solved correctly in the light of
VERSES God's Word.
1. What is the true, high motive which should b. The world's standards will early teach
prompt young or even the old to memorize children that anything their parents do not
Scripture? find out about is alright. But God's Word
It may be expressed in a verse which the will teach them that wrong is wrong,
children themselves appreciate. "Thy Word whether discovered or not.
have I hid in mine HEART that I might not 5. To keep them from false doctrine. It is our
sin against thee." (Psa. 119:11). Many times business to ground our children in the truth
we teach children to hide the Word in their so that they cannot be turned aside by false
mind and when urged they are able to bring doctrine.
forth, not for the purpose of keeping him 6. To help them witness for their Lord.
from sin, but for the sake of satisfying some
questioner. a. We must teach them the great principles
of Christian living and arm them with
2. We must have higher motives for Scripture Scriptures so that they will be able to
memorization if boys and girls are to hide witness for their Lord.
the Words in their HEARTS. This must be b. "He shall teach you all things and bring
verses that can be applied to their daily all things to your remembrance
living and problems. When Bible verses are whatsoever I have said unto you"
taught in close connection with daily (John 14:26). The Holy Spirit brings to
spiritual problems, life situations will prompt remembrance Christ's teachings.
the recollection of them. C. IMPORTANCE OF TEACHING
B. WHY TEACH MEMORY WORK? MEMORY WORK.
What are some reasons for memorizing God's Many consider it a waste of time to try to teach
Word? Let us consider carefully the following memory verses to children in the elementary
reasons: department. However, here is the golden
opportunity and if we fail to capitalize upon it,
1. Scripture does not make a difference
we, as teachers, are failing in our task and
between children and adult in memorization
calling.
2. To keep children from sin. (Psa. 119:11,
1. Children have keenest memory at this age.
105) EXAMPLE: No one was looking. The
small boy reached out his hand to take That which is learned at this time is seldom
something that was not his. Just then, the forgotten. Power of retention is at its
greatest peak during the Junior age.
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 Teacher Training
2. Paul's mind was saturated with the Old 7. Use the Verse in Your Teaching and
Testament before he was 12. Thus was the Illustrations.
warrior equipped with the armor and E. METHODS OF TEACHING MEMORY
weapons of the Spirit before he knew in WORK:
what cause he was to use them. There are many different methods. We list just a
3. A Missionary once said, "Teaching children few for you. You may want to add to the list.
memory work is like tossing pebbles on 1. Pictures 6. Word Strip
frozen pond. Not until the thaw comes will 2. Flash Card 7. Act it Out
they sink in." 3. Symbol Language 8. Sing the Verse
D. HOW TO TEACH MEMORY WORK. 4. Board and Chalk 9. Picture/puzzle
It is useless to teach memory work unless the 5. Puzzle 10. Group Chorus
children understand the meaning of the verses. (by table or row)
Also you, the teacher, must learn to always say F. REVIEWING THE VERSE WITH
the Words of God with reverence and accuracy. MEMORY WORK AIDS:
After verses have been taught they need to be
1. Explain the Meaning of the Verse. reviewed regularly in order that the pupil will
a. The value of the Bible Words is not in retain them in their memory. Little is
their sound, but in the application. accomplished if the verse in taught and
b. Explain the verse in as simple language forgotten. Constant review is necessary.
as possible, but learn it in the Bible Memory work aids can be a help in reviewing
language. the verses.
c. The meaning of the verse may be
1. Pictures and Objects. Place pictures or
explained by using illustrations.
objects on the wall after the verse is taught
2. Repeat the Reference. as reminders of the verse. Ask what verse
a. References should be repeated both the picture represents.
before and after each verse, as they need
2. 3 x 5 Cards. Verse on one side and reference
twice as much drill to be retained.
on the other. Give the reference and see who
b. Children should frequently find the verse
can say the verse first. Give that person the
from its address, that is, its reference.
card. See who can get the most cards. Add
3. Read it as Well as Hear It. verses as they are learned.
a. Children old enough to read should
3. Spelldown Quiz. Line up the children in a
always see the verse as well as hear it.
row. If a child misses a verse he has to go to
It is impressed upon the mind through two
the tail of the line. The object is to see who
avenues, the ear and the eye.
can stay at the head the longest.
b. The verse can be read in the Bible, (which
is preferable) on a card or from the 4. Fishing Game. Put verse on construction
blackboard. paper "fish". Put a paper clip or staple at the
4. Memorize the Verse Yourself. mouth of each fish. To end of fishing pole
add string with a strong magnet in the end.
5. Complete a Little at a Time. It is better to Each child fishes, and must tell the verse he
learn a few verses well than to half learn has caught. If he can, he keeps the fish until
many verses. the end of the game; if not, he must put the
6. Drill on the Verses. Drill, drill, drill until the fish back. The child with the most fish at the
children have memorized it. game's end wins.
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 Teacher Training
5. Unscrambling Verses. Write each word on a 3. For fun.
separate card, reference also. Scramble Children like to sing. A good song time will
several well known verses together and let draw the unsaved and uninterested into your
the children unscramble them. class. Children who might not ever come for
6. Memory Work Poster. Let the children help the lesson alone. Sometimes just the noise
make a poster which illustrates the memory will bring them in.
verse. 4. To learn.
7. Stand Up Quiz. Move chairs a little apart. As Music makes learning easier. Sing the
you give the reference, the first child to memory verse; sing the books of the Bible;
stand up and correctly quote the verse sing the names of the disciples. While the
receives a point. The one with the most class is having a good time singing, they are
points at the end of the game is the winner. learning.
This can be done by giving reference and the
pupils give the verse, or giving the verse and 5. To prepare for the Bible Story.
let the pupils give the reference. Carefully chosen songs, using the theme
CONCLUSION (aim) of the lesson as much as possible
No matter how excellent a Sunday School is in should be sung just before the story to
every other respect if it neglects Bible memory work, it prepare minds and hearts. Quiet songs will
is not its best for the pupils. The pupils need to have also calm down the excited child who
the very words of God planted securely in their minds mentally and physically is still "in the Lord's
if they are to become all that God wants them to be. Army."
B. HOW TO HAVE A SONG TIME
X. SONG TIME
1. Choose songs that fit the aims of the lesson.
Introduction
Music is a powerful force in the child's life and its 2. Prepare any needed visuals.
importance should not be overlooked. Music can 3. Arrange the songs so the action songs are
make a "bunch of kids" into a group, a team, a unit. first and the theme (aim) songs are last.
The child on the street is humming a tune. Why
should the world's music fill his mind-Godless rock 4. Give the pitch before starting and sing loudly
and roll? Let's give him Christian music. Music that and clearly.
will bless and challenge him. 5. Allow those who are sitting quietly or were
A. WHY HAVE A SONG TIME? on time to choose a song, to help you with
1. To gain attention. visuals, or lead the actions.
Children cannot talk and sing. Music 6. Solos, duets, trios, etc. can sometimes be
captures their mind and holds it on the used for fun and as a reward for good
subject of your choice. behavior, coming on time, bringing visitors,
2. To remove excess "wiggles". etc.
C. HOW TO PREPARE YOUR SELF FOR
Rousing action songs give the small child a
SONG TIME.
chance to use his muscles and move about in
an acceptable way before he must settle 1. Learn all songs well.
down and listen. If you are not REALLY sure of a song.
DON'T use until you are.

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 Teacher Training
2. Practice action songs in front of a large REJECT any part of God's Word - when
mirror. one does that the stone which the builder
Look at your face - do you look like you are rejected immediately becomes the head of
in pain? Notice all body movements. the corner.

Are they clear, awkward, unnecessary? An understanding of these four classes of

truth will clear our vision and greatly aid us
3. Practice with the visual. in our task of reaching children for Christ and
a. Hold it high enough so all can see. helping them to grow in grace. Following is a
b. Turn the page BEFORE the last word is partial list of Bible doctrines for the reader to
sung. classify:
c. Sing the song from memory. Don't try to a. The inerrancy of the original Scripture.
look at the words yourself. b. The doctrine of the Trinity.
4. Be enthusiastic. c. The deity of Christ.
a. Smile - smile - smile. d. The substitutionary atonement
b. Make it fun. The best way is to enjoy it e. Salvation by grace.
yourself. f. Justification by faith.
c. Keep it moving. Know what you are going g. The premillenial coming of Christ.
to do next. h. Prayer.
d. Have variety - fast and slow; action and i. The confession of sin.
visual; group and small group; etc. j. Church membership.
k. Water baptism.
XI. WHAT TO TEACH l. The Lord's Supper.
A. SETTING TRUTH IN ORDER m. Honesty.
The teacher must see clearly that Bible truths n. Truthfulness, etc.
are of relative importance and those of greater Those who consider a fundamental doctrine as
importance should have greater emphasis - be merely important or even unimportant are in terrible
repeated oftener. Let me illustrate. Suppose for error and will lose the blessing of God. Those who
convenience we divide Bible truth into: stress a doctrine as though it were a fundamental one
when it is not, will become narrow and will cause
1. Fundamental truth - truth that must be unnecessary divisions among the brethren.
known and believed to be saved. But do you ask, are these deep doctrines to be
2. Vital truth - truth that one might be ignorant taught to children? Perhaps the names of these
of when coming to God for salvation and yet doctrines will be seldom mentioned to children but the
be received and forgiven; but so vital that it great truths which contain fundamental and vital
dare not be neglected by those who teach doctrines must be taught to little children again and
the Word. again.
B. RIGHTLY DIVIDING THE WORD OF
3. Important truth - truth neither fundamental GOD.
nor vital, yet too important to be passed The Word of God must be divided
over lightly. (1 Tim. 2:15), not only into the four divisions
4. Unimportant truth - some may question mentioned above, but divided in other ways.
whether any truth in the Bible could be There is danger of not dividing it, or the
called unimportant; but RELATIVELY that Scripture would not have insisted upon its
is so. The names of cities and obscure division. But there is danger too of dividing it
persons would fall into this class. Do not wrongly or the above text would not have put
understand me to say that you can 27 emphasis on "RIGHTLY dividing the word of
 Teacher Training
truth." To rightly divide the Word is the duty of that they might see their lost condition and
the teacher of children. what it involves. They should be taught the
1. THE OLD AND THE NEW TESTAMENT way
of salvation and given an opportunity to
The Bible is divided into two great divisions, accept Christ, and urged to do so. They
the Old and New Testaments The O.T. should never be given comfort in their sins.
foretold the coming of Christ; in the N.T. He
All true believers are born again and are
comes and has come. The O.T, prefigured
counted "saints" (1 Cor. 1:2 with
salvation, through the death of Christ, in its
1 Cor. 3:1-2) according to the Scriptures.
ordinances; the N.T. tells of His death and its
These should be assured of their salvation by
purpose and meaning and the salvation to be
the Word. They should be taught how to live
obtained through it. The O.T. reveals the
the Spirit-filled life; how to grow in grace;
justice and mercy of God to the whole race
how to truly consecrate themselves to God
and then to His chosen people, with the
for service; and many other truths. Saved
emphasis upon this present life; The New
children are "saints" and should be taught
Testament still deals with our earth life, but
accordingly.
puts great stress upon eternal life - here and
throughout eternity. We need both the Old 4. THE CARNAL AND THE SPIRITUAL
and New Testament but their teachings CHRISTIAN
should be rightly divided. Some truly born-again believers are still
2. THE LAW AND THE GOSPEL "carnal" (1 Cor. 3:1-2), and are only "babes
in Christ." These must be fed the "milk" of
From the time of the giving of the law the Word - not the deep things. They should
through Moses, Israel was under the Mosaic be taught with all tenderness and patience. If
law. This law was in three parts: the national they become willful they must be warned that
law, just for the nation; no longer in force God will chastise them to bring them into a
when the nation fell. The ceremonial law, life of obedience. (He. 12:5-11).
which was fulfilled in Christ's death, and thus
passed away. The moral law - the Ten It should be the aim of every teacher to bring
Commandments and other moral precepts of every saved pupil into a true spiritual life; a
life fully surrendered to God and manifesting
the law these were kept perfectly by Christ,
and by no other. When a sinner accepts the "Fruit of the Spirit" (Gal. 5:16, 22-25).
Christ he is no longer under this law, but is The teacher should be praying for this result
under grace (Rom. 6:14). Under grace the as well as teaching (Eph. 3:14-19). It would
believer is to follow the whole will of God, be a most serious mistake to teach a "carnal"
revealed for believers, especially in the New Christian as though he were "spiritual" or a
"spiritual" Christian as though he were
Testament. He is to do this not in order to be
saved by so doing, or to keep saved, but out "carnal".
of love to God. The believer's reward will 5. THE WORD TO BE DIVIDED IN MANY
depend upon how faithfully he follows the WAYS
will of God. There is teaching for the Jewish nation that is
3. THE SINNER AND THE SAINT not for the Gentiles. There is teaching for the
Gentiles that is not for the Jewish nation.
All who have not accepted Christ as their
Savior, on the ground of grace, are lost How serious it would be to not "rightly
eternally if they have reached the age of divide" such teaching. There is special
accountability. These should be taught, teaching for men and special teaching for
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 Teacher Training
women. There is special teaching for the own salvation and will no longer make an
married and for the unmarried; for parents effort to live for his Lord.
and for children; and on and on. 2. The Assurance of Salvation.
There is prophecy and history and biography
When we believe that a child has really
and doctrine and exhortation. For the teacher
accepted Christ on the ground of grace it is
to see these divisions clearly is more than half
our duty to show him by God's Word that his
of the battle. Their great number need not
sins are forgiven and that he is now saved
discourage a true teacher. We will all spend a
and a child of God (Acts 13:38, 39;
lifetime of study in the Bible and still need to
John 6:47; John 1:12,13). Satan will seek to
be taught by the Master when we reach His
have him doubt his salvation. Others, even
feet in heaven.
Christians, may tell him he is not really saved,
C. FOLLOW-UP TEACHING FOR SAVED that he is too young. (Often when a saved
CHILDREN child falls into sin, adult Christian will take
Introduction: the position that this proves that he was not
While trusting Christ for salvation, on the born again, absurd this is, for all born again
ground of grace, will bring immediate salvation believers, both child and adult, have sinned
to any child, no teacher should be satisfied with after they were saved.). If he doubts his
this alone. Failure to follow up saved children, salvation he will lose the joy of the Lord in
or to give the proper follow-up teaching is to set his heart. Such a child must have help from
the "babe" on the street corner and then walk those who know the Word or he may not go
away. on with the Lord.
1. Evidence of Regeneration in a Child. 3. Profession Without Regeneration
If a child is born again he will manifest it, but When a child has professed to accept Christ
all children do not manifest it in the same and has even claimed the assurance of
way or in the same measure. Every child who salvation but gives no evidence of
truly accepts Christ will at once want to live regeneration he should be faithfully dealt
differently; but according to his limited light with again. God never fails to keep His
as to what a Christian should do or not do. If promise to regenerate those who truly
we expect the saved child to immediately live believe; so the trouble must be elsewhere,
up to our standards of conduct, we will and the child's teacher or parent should
misjudge him. In fact, he should not be prayerfully hunt for the cause of failure. The
expected to live like an adult Christian, for he trouble will be more likely a failure on the
is still a child, though saved. part of teacher to make the WAY of
Our first duty to saved children is to feed salvation plain than lack of sincerity on the
them; they should not be expected to feed part of the child. If the child has not been
themselves. Criticism is not food. If a child is sincere, or has "followed the leader", when
saved and then fed on the milk of the Word it other children accepted Christ, without a
will soon be evident to all that he has been clear transaction with God he should be
born again. If he is saved and then neglected made to face this out.
or unduly criticized he will not likely "grow", D. CONFESSING CHRIST
and the evidence of regeneration will be so You should win children to Christ any where
slight that many will question his conversion. and urge them to confess Christ to you, to their
But the saddest thing is that he will doubt his playmates, in their homes, and in church when
their parents will permit this. They should be
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 Teacher Training
baptised when their parents and the church Heb. 12:5-11). Many have thought that such
believe they understand the meaning of baptism, a life of obedience was full consecration, but
especially that is not a part of salvation. it is not. Full consecration is quite another
Accepting Christ and confessing Christ are two thing and brings greater blessing than simply
separate acts. It should be easy to see that to yielding to Christ as Lord in a life of daily
accept Christ as Savior and trust Him to save obedience.
you is one thing, and to confess that He has 2. Bible Teaching on Consecration
saved you, or to publicly acknowledge Him as
Full consecration is a single and once-for-all
your Savior, is quite another thing. Then to
act of dedicating or giving yourself and all
confess Him as Lord and promise to obey Him
that you possess to God for all time, to be
fully and always is still another thing.
used in His Service (Rom. 12:1). This does
A small child may, or may not be allowed to not necessarily mean that we give all your
attend church with you to make a public money, for example, to God at the time of
confession of his salvation. He should be given dedication or at any time but it does mean
assurance that his confession to you and others that we use it as He directs.
in his neighborhood is enough for now and that
The Scripture referred to makes it plain that
he is just as saved as someone who can attend
full consecration is the REASONABLE
church and perhaps, even be baptized. God
service of EVERY born again person. But
surely understands the limitations his parents
few children know that God wants or
may have put on him for the present. He should
requests such act and many adult believers do
be encouraged to live for the Lord at home,
not know it or understand presenting "your
before his parents; and wait until they will allow
bodies a living sacrifice." This would involve
him to attend church.
not only giving up sinful things, but also
E. LEADING SAVED CHILDREN INTO making any and every sacrifice required to
FULL CONSECRATION accept the call or do the service which God
Children make plans as to what they will be and might indicate as His will. To do what He
do, when they grow up, at a very early age. wants us to do, to go where He wants us to
Some of these plans are foolish because of lack go - for a whole lifetime if need be - is full
of guidance. Some are wise and adhered to in consecration.
after life. Many outstanding Christian workers
received a definite call from God to the ministry 3. God Wants Volunteers
or mission field when young children. This God needs many, many workers in many
should convince us that children should be led varied types of service. Not only are those
into full consecration before the pull of worldly needed who can pray and preach, but also
ambition becomes too strong. those who can teach and evangelize, can act
1. Full Consecration and Yielding Are Distinct. as Christian executives of God's great
enterprises, as office workers, as missionaries
Obedience to the known will of God should here and overseas, as business people and as
be taught to saved children constantly. The parents to bear and rear children for God.
blessing which the Word promised for such
But God wants these workers to be
obedience should be stressed. Children
volunteers and not conscripts, for volunteers
should also be made to see that loss of
make by far the best workers. Then He wants
blessing, loss of reward in heaven, and
them to volunteer for their whole lifetime so
present chastisement are involved in
that He can plan for them, provide for their
disobedience to the known will of God.
training, and count on their willingness to
(James 4:17; 1 Cor. 3:11-16; 30
 Teacher Training
stay where He puts them and to move when only to command obedience to the Word,
He wills. but to reason from the Word. Giving reasons
4. A Very Great Honor. why the thing is wrong when God's Word
says it is wrong. May the following be an
The whole Bible teaching on consecration abiding principle: "THE RIGHT ALWAYS
should be taught to saved children carefully BRINGS BLESSING - IF NOT FIRST,
and simply, again and again. Then when they FINALLY. THE WRONG ALWAYS
make a decision they do so with real BRINGS SUFFERING - IF NOT NOW, IT
understanding. It is a very great honor and WILL LATER, AND IN INCREASING
privilege to be called of God to be one of His MEASURE."
ambassadors.
2. Duty to God and Duty to Men
5. Two Great Gifts.
Any teaching of conduct that does not put
When we accept Christ as Saviour, God saving faith in Jesus Christ first of all is not
GIVES us salvation. He is the giver and we Biblical teaching. Good works in the sight of
the recipients of the priceless gift. In God begin with "This is the work of God,
consecration we GIVE to Him. We are the that ye believe on him whom he has sent"
givers and He receives our gift - wonderful (John 6:28-29). Duty is of two kinds only:
as it is that He is willing to receive our poor duty to God and duty to men. And the first
selves. The gift of ourselves is the greatest named is constantly and eternally first.
gift we can ever give to God. There is every Likewise with sin; sin is against God or
reason to believe that the earlier in life full against man, or against both God and man.
consecration takes place the greater the Jesus summed up the moral teaching of the
reward will be. Bible thus: "Thou shalt love the Lord thy
F. MORAL AND ETHICAL TEACHING FOR God with all thy heart, and with all thy soul,
SAVED CHILDREN and with all thy strength, and with all thy
Introduction: Now, more than ever there needs mind; and thy neighbor as thyself"
to be clear teaching of children as to the things (Luke 10:25-29). An unsaved man or child
which are right and wrong IN THE SIGHT OF continues to sin constantly, according to the
GOD. The very foundations of morality are above standard, no matter how moral he may
being swept away in the lives of many children be according to the world's standard, or even
and young people. There is but one remedy - if he lives up to the outward standard of any
"THE WORD, in season and out of season." church. Every unsaved child should be taught
(2 Tim. 4:2) that he is a sinner in the sight of God and
eternally lost until he accepts Christ as his
1. Two Extremes
own Saviour.
Some teach morality as the ground for
3. Seven Great Principle in Teaching Saved
salvation; others who really have the gospel
Children
pay too little attention to teaching the "Thus
sayeth the Lord" on every question of a. All teaching should be built upon the
Christian conduct. Then some Christians, like foundational emphasis that their sins have
the Pharisees of old, add to the Scripture and been forgiven, they are made right in the
have such an overstrict standard of conduct sight of God.
that children and young people are driven He is their Father and they are His born
away from the things of God as a result. again children. ALL BECAUSE THEY
Teachers and parents must KNOW THE HAVE BELIEVED IN THE LORD
WORD and teach it and appeal to it. Not 31
 Teacher Training
JESUS CHRIST as their own Saviour under the law but under grace (Rom. 6:14).
(Acts 13:39). Paul's epistles give us the finest example of
b. The consequences of sin after salvation the place that conduct teaching should have.
should be clearly and frequently dealt They abound in commands and instruction on
with: that sin in the saved person's life how to live to please God. In Ephesians 4, 5,
breaks his fellowship with God; but that and 6 are more than fifty definite statements
upon confessing his sin he is immediately on conduct. It will be a helpful exercise to
restored (1 John 1:9; John 14:21). note these in your own Bible.
Always it should be emphasized that this The N.T. abounds in conduct teaching, and
clearing up of difficulties in God's family is we have neglected to use this material as we
still based upon the death of Christ should. Ought we to wonder then why our
(1 John 2:1,2). saved children do not grow in grace as
c. It should be made clear that stubborn or rapidly as they should?
persistent sinning after salvation will
eventually mean chastisement from God PART III - THE PUPIL
(Heb. 12:9-11). Introduction.
d. Every effort should be made to build in MEMO: FROM THE CHILD
their thinking the concept that the true 1. Don't spoil me, I know quite well that I ought
standard of conduct is not the example or not to have all I ask for, I'm only testing you.
opinions of the world but is the Word of 2. Don't be afraid to be firm with me. I prefer it. It
God (2 Cor. 10:12). makes me feel more secure.
e. Bring out the fact that there are sins of 3. Don't let me form bad habits. I have to rely on
omission and sins of commission. you to detect them in an early stage.
To neglect or refuse to do what God asks 4. Don't correct me in front of people if you can
or commands is as much a sin as to do the help it. I'll take much more notice if you talk
thing His Word forbids (James 4:17). quietly with me in private.
f. Follow the plan laid down in the N.T. 5. Don't make me feel smaller than I am. It only
epistles of presenting their perfect makes me behave stupidly "big".
standing and their completeness in Christ 6. Don't make me feel that my mistakes are sins. It
and following this with an appeal that upsets my sense of values.
their daily live should "measure up" 7. Don't be too upset when I say, "I hate you." It
(Col. 2:10; 3:1,5; Eph. 1:3; 4:1; isn't you that I hate but your power to thwart
Rom. 5:1; 12:1) me.
g. Establish in their thinking the truth that 8. Don't protect me from consequences. I need to
believers still have a sinful nature and are learn the painful way sometimes.
still capable of sinning 9. Don't take too much notice of my small
( 1 John 2:1,1), but that victory over every ailments. Sometimes they get me the attention I
sin is theirs by yielding themselves to the need.
Lord and walking in moment by moment 10. Don't nag. If you do I shall have to protect
dependence upon the Holy Spirit myself by appearing deaf.
(Romans 6:11-14; Gal. 5:16). 11. Don't make rash promises. Remember that I
4. Teaching Material on Christian Conduct feel badly let down when promises are broken.
While many good lessons on conduct can be 12. Don't forget that I cannot explain myself as
learned from the O. T., it is the N.T. that well as I should like. This is why I am not
gives us the fullest revelation of God's will always very accurate.
for those under grace. Believers are not 32
 Teacher Training
13. Don't tax my honesty too much. I am easily I. NURSERY PRE-SCHOOL
frightened into telling lies. (Ages 1 to 3)
14. Don't be inconsistent. That completely confuses
A. Characteristics:
me and makes me lose faith in you.
15. Don't put me off when I ask questions. If you 1. Are active and coordinate larger muscles,
do you will find that I stop asking and seek my better than small ones.
information elsewhere. 2. Tire easily, need frequent rest periods.
16. Don't tell me fears are silly. They are terribly
real and you can do much to reassure me if you 3. Vary in rate of physical growth.
try to understand. 4. Can do only one thing at a time.
17. Don't ever suggest that you are perfect or
infallible. It gives me too great a shock when I 5. Can sing easy songs, vocal muscles are
discover that you are neither. underdeveloped.
18. Don't ever think that it is beneath your dignity 6. Have limited speaking vocabulary, about 300
to apologize to me. An honest apology makes words for 2s and 900 for 3s.
me feel surprisingly warm towards you.
19. Don't forget I love experimenting. I couldn't 7. Thrive on repetition, rhythm, rhyme.
get on without it. So please put up with it. 8. Enjoy the family and dislike major changes.
20. Don't forget how quickly I am growing up. It
must be very difficult for you to keep up with 9. Have short attention span, are easily
me, but please, do try. distracted.
21. Don't forget that I can't thrive without lots of 10. Have little comprehension of time or
understanding and love but I don't have to tell distance.
you that, do I?
SIMILAR CHILD TRAITS 11. Are credulous; believe what they hear.
1. All children have immortal souls, and normally 12. Imitate, like to play stories.
have their lives to live for years to come.
2. They are sinners and if saved are still prone to 13. Grow and learn as they play.
sin. 14. Are imaginative.
3. They are teachable, and if normal, are eager to
learn new things. 15. Must handle things, are intensely curious,
4. They are all apt at memorizing. sensitive to other's emotions.
5. They readily believe the Bible as God's Word 16. Are impressionable, learn through seeing,
and are willing to reverence God. hearing, touching, smelling, tasting.
6. Unless perverted, they want to live noble lives,
they want to do right. 17. Need help with toys, handwork.
7. They respect prayer, and are willing to be 18. Are timid; may have very real fears.
taught how to pray.
8. They are gripped by illustrations. 19. Are self-centered; must be taught to share.
9. They love to sing. 20. Play alone, must be led into group activities.
10. Their emotions are easily stirred.
11. They are capable of making real decisions. 21. Say "no" often; need consistent discipline.
12. They all respond to love. 22. Are sensitive to atmosphere, upset by
confusion.
23. Need security, love and attention.
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 Teacher Training
24. Think of God as a real and loving person. d. Tiny tots grasp the fact that the Baby
Jesus grew to be the Man who is their own
25. Depend trustfully on the Lord when properly
best friend.
taught.
e. They can come to love God's Book, that
26. Pray naturally when motivated. tells about Him and God's own Son who
B. Schedule for Pre-School Nursery: loves them so.
f. And they can respond with a desire to
(Suggested: each part of service should be
please Him.
planned with the characteristics of each child in
mind.) 3. Because little children constantly absorb
1. Welcoming Time (15 minutes before class) impressions and learn through all their
2. Singing Time (10 minutes) senses, teaching methods and materials
3. Story Time (5 minutes) provide many sensory experiences. Even
4. Finger Play Time (5 minutes) playtimes are carefully related to the day's
5. Memory Verse Time (5 minutes)
Bible story, and the children are guided
6. Action with Music Time (5 minutes) marching,
action songs, etc. into activities that make Bible truth real and
7. Rest Time (5 minutes) relevant.
8. Bible Application and (5 minutes
Review Story Time) 4. A good nursery program combines the
9. Coloring Time (10 minutes) element of stability (scheduled routine), with
10. Closing Time (5 minutes) flexibility (change of pace to meet
C. Hints For Teaching Nursery Children: unexpected needs). Because of the Nursery
1. Can 2 and 3 year old children grasp Biblical child's fleeting attention span and inability to
truths in Sunday School? YES sit still, the program alternates between
active and quiet times.
a. Outward indications of their learning may
be few, but the life changing results that 5. Teaching Nursery children calls for the best
can achieved at this age are tremendous. teaching talent and materials.
b. Educators and psychologists believe that a. The dedicated Nursery teacher is not only
these early years do more to shape a depending on the Lord to shape
child's personality than four years in personalities at their most formative stage,
college. but also to lay a foundation on which to
2. The big question is not, "ARE NURSERY build increasing knowledge of God's
CHILDREN OLD ENOUGH TO LEARN Word.
ABOUT GOD?" but "HOW DO YOU b. Thus he or she is preparing children to
TEACH TINY CHILDREN ABOUT want to accept Christ as Savior at an early
GOD?" age.
a. Nursery children should not be expected 6. Remember ... your Nursery children are not
to understand the plan of salvation. getting ready to live. They are living, keep
b. But the Lord can use a carefully planned that in mind, and gear your teaching to the
program to implant and nurture a growing characteristics of Nursery age children.
awareness of His love and care for boys
and girls.
c. Simplified Bible Stories, told in the
children's own vocabulary carefully
chosen to teach basic Bible truths.

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 Teacher Training
II. BEGINNERS PRE-SCHOOL B. Suggested Schedule for Beginners:
(Ages 4, 5 and 6) 1. Welcoming Time (this include taking
A. Characteristics: offering and roll call 15 min. before class.)
1. Craves physical activity, but tires easily. 2. Singing Time (10 min. Songs should be
2. Lacks fine muscular coordination. varied, easy to sing and understand).
a. Have a good opening. Suggestions:
3. Is capable of more and more care. (Use a happy picture of a happy face and a
4. Learns through all five senses. sad face. Ask them which face is the
prettiest. "Let us all be happy faces today
5. Is increasing rapidly in mental ability. as we sing praises to God."
6. Has short attention span (about 10 minutes) "As I was coming to church today, I saw
some birds flying high in the sky. Isn't it
7. Can memorize short verses, but forgets wonderful God made birds so they can fly?
easily. I don't know how to fly, do you?
8. Has limited vocabulary. Let us sing a song that tells us about God
making everything.
9. Has limited conception of the time and b. Have every detail planned ahead of time
space. and keep you song service moving.
10. Reveals active imagination. (Don't select them after arriving at church
or as you sing.)
11. Is literal minded, mystified by symbolism. c. Be enthusiastic.
12. Is curious, is imitative, feels intense Keep the song service lively. Don't drag
emotions. the songs.
d. Use enough songs so that they will
13. Is prone to explode when angry. become well known and loved.
14. Acts on suggestion. e. Have a good variety.
(some fast, some slow, some action, etc.)
15. Is still self-centered. f. Use prayer songs to quiet them.
16. Is adept in certain play skills and is Use welcome songs for visitors.
beginning to conform to group attitudes and g. Illustrate meaning of songs (pictures,
actions. flannelgraph, objects, stories, etc.)
h. Do not make song services long.
17. Is developing leadership qualities. C. Example of Opening Exercises:
18. Is growing in friendliness and talkativeness. 1. Opening. I am holding in my hands a
wonderful Book.
19. Wants approval of others.
It is not an ordinary book. This Book tells us
20. Thinks of the Lord in a personal way. of God's love. What book am I talking
21. Trusts in other people and in God. about? (The Bible). Let us sing a song about
the Bible. "The B I B L E". In the Bible we
22. Begins to differentiate between right and are told that God loves us. What song do we
wrong. know that tells us about Jesus loving us?
23. Can experience real, spontaneous worship. "JESUS LOVES ME". If Jesus loves us
(and He does) we ought to be thankful for
His love. Let us sing a thank you song to
35 God this morning. "THANK YOU, LORD".
 Teacher Training
2. Welcome visitors. Have the visitors stand STORY TIME . . . . 10 minutes
and sing the "Welcome Song" to them. A PATIENT SHEPHERD
This is a story like one Jesus told his friends. "Baa,
3. Story Time (10 minutes) attention span,
Baa I'm hungry" cried a sheep. "Baa. Baa. Baa. I'm
short, loves repetition and has limited
thirsty" cried another sheep. "Maa. Maa. Maa. I want
vocabulary. Loves action.
to play." cried a baby lamb. "All right, little friends,"
4. Finger Play Time (5 minutes) plenty of said the good shepherd. "I will take you all to the green
action, simple and brings out Bible truths in pastures and the bubbling stream where you may eat
story. and drink and play. Let me count you as you go out of
the barn door."
5. Memory Verse Time (10 minutes) Should be
And count he did, every single one of them. The
short, repeated many times, reviewed
good shepherd took care of one hundred. All of my
frequently.
sheep are here. Let's go, little friends."
6. Rest and Relaxation Time. (5 minutes) With They had as much fun that day as they have every
song and action. other day. The good shepherd was busy bathing their
hurt places and brushing wooly coats when, all of a
7. Review Bible Story and Application
sudden, he heard the bushes crackle. He looked up,
(10 minutes)
and there glaring through the leaves were two big shiny
8. Coloring Time (10 minutes) green eyes.
"G r r r," growled a big hungry wolf. "G r r r, there
9. Closing Time (5 minutes)
are some fat juicy sheep for my dinner, and I am a
D. Hints for Teaching: hungry wolf. "G r r r , G r r r ".
1. Remember his attention span is short. "Oh no, you don't; You don't eat my sheep, Mr. Wolf.
(10 minutes) and craves activity. You get out of here before I hit you with this stick. I
love my sheep, I am a good shepherd.
2. He has a limited vocabulary so keep
The hungry wolf ran away as fast as he could go.
language simple.
That night, as the sheep went back into the barn,
3. Do not symbolize as he is literal minded. the good shepherd counted his sheep again. "Ninety
five, ninety six, ninety seven, ninety eight, ninety nine
4. Keep schedule flexible.
.... something was wrong, one little lamb was missing.
5. Is talkative and curious so let him enter into "Oh my," said the good shepherd. "It is late, it is
the lesson and express himself growing dark. I am tired and hungry. But I cannot rest
until I find the little lost lamb. What if he is hurt? What
6. He has a great capacity for trust and belief.
if the hungry wolf finds him? I must go back."
Teach him to trust and believe God. (Use appropriate motions.) He looked behind the
EXAMPLE OF A COMPLETE CLASS bushes. He looked up on top of the hills. He looked
SCHEDULE FOR NURSERY OR BEGINNERS down into the valleys. He listened. He heard a faint
little cry. "Maa. Maa. Maa." It grew louder. "Maa.
SONG TIME . . . . 10 minutes Maa" and louder "Maa. Maa."
Jesus Loves Children The good shepherd followed the cry until he found
Jesus Is My Best Friend the little lost lamb. He reached down and gathered the
Jesus Loves Me Everyday baby lamb into his arms and carried him to the barn.
Oh, How I Love Jesus Who is my good Shepherd? Who is your Good
I Obey Shepherd? Can you guess? Do you know? The Lord is
my Good Shepherd and He is your Good Shepherd
too.
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 Teacher Training
Jesus takes care of us just like the good shepherd "Is it Daddy?" asked Mother. "Nope," answered
in this story who took care of his sheep. He knows us Billie.
all by our names. Our Good Shepherd sees that no one "I give up," said Mother. "Who is our Shepherd?"
hurts us. "Why, Mom, shame on you. You ought to know
who takes care of us all the time. The Lord is my
FINGER PLAY . . . . 5 minutes Shepherd, remember?'
THE GOOD SHEPHERD "Of course," said Mother. "Well, here we are at
This little sheep was lost. (Hold up the little finger Grandma's house."
of the left hand.) But the shepherd loves his flock; So Grandma Black was so happy to see them and she
he looked and looked. (Peer into distance all around) loved the story of the Good Shepherd. She was really
Till he found him, Behind great big rock. (Put little proud of Billie.
finger behind the right fist.) Jesus is my Shepherd. But Billie was tired of staying inside when it was a
(Point towards heaven.) To Him I always pray: pretty day outside. Mother and Grandma had so much
(Assume a prayerful attitude) He loves me while I'm to talk about.
singing: ( Assume a singing attitude) He loves me "May I please take a little walk, Mommy, while
while I'm sleeping: (Lean head over and lay on hands) you and Grandma visit?"
He loves me everyday. (Throw hands up in a jubilant "I guess so," said Mother. "You may go up the
manner) street as far as the grocery store. But go no further.
MEMORY VERSE . . . . 10 minutes. This is a different neighborhood, and you could easily
Use finger family puppets, one for each finger. lose your way"
Psalm 23:1. "The Lord is my Shepherd." Repeat the Billie could whistle. So down the street he walked,
verse for each member of the family. Father, Mother, whistling a merry tune.
Brother, Sister and Baby. "Can you whistle?" asked a little voice. "Sure."
REST AND RELAXATION . . . . 5 minutes. said Billie. "What's your name?"
Use song. "Open them. Shut them." "My name is Peter. I live down this street and
REVIEW BIBLE STORY AND APPLICATION around the corner. I can't whistle but I have a parakeet
10 minutes. that can talk. Come with me and I will show you."
BILLIE'S GOOD SHEPHERD "Well," said Billie, "Mother said . . . oh, well I'll
"Billie Black, it's such a pretty day, let's take a come with you. Mother won't know the difference."
walk over to Grandma Black's house." said Mother. Billie forgot that God sees everything we do. God
"O.K. Mommy," said Billie. "That would be fun. knows when we are doing wrong.
And Grandma has been sick too, maybe we can make It came time for Mother to leave Grandma Black's
her feel better. I know, I'll take her my Bible School house. Mother called Billie. "Billie, Billie, it is time to
paper and tell her the story we heard last Sunday." go home." No answer.
"She would really like that, Billie. That's a good Mother walked out into the yard. She looked up
idea. What was the story?" asked Mother. the street and she looked down the street. No Billie
"It was the very best story of all, the story of the was in sight. Again she called, "Billie, Billie" No
Good Shepherd." answer.
"What is a shepherd?" asked Mother. (She really Mother walked out in the yard. She looked up the
knew. She wanted to see if Billie knew.) street and she looked down the street. No Billie was in
"Well," said Billie, "a shepherd is a person who sight. Again she called. "Billie, Billie" No answer.
takes care of sheep. He see that his sheep are happy Grandma Black had been sick and Mother didn't
and fed and watered and safe. He takes care of his want her to worry so she said, "I will find Billie,
sheep all of the time. Just pretend that you and I are Grandma. He always minds me. I'll just walk down the
sheep, Mommy. Who do you think our shepherd is?" street and get him. Good-bye, take care of yourself."
37
 Teacher Training
"Good-bye," said Grandma. "I am sure you will 2. Opening exercises: Sing Time (10 to 15
find Billie. Any little boy that loves Jesus as Billie does, min.) See notes Sing Time for Beginners.
would never do anything wrong."
3. Review Time ( 5 mins)
But Mother looked and she looked for Billie. She
asked several people if they had seen her little boy. No 4. Story Time or Lesson Time (10 to 15 mins)
one had. It was getting late. Daddy would soon be
5. Memory Verse Time (10 to 15 mins)
home for his supper. Mother was tired. Mother was
frightened. "Please, Lord, help me to find my little 6. Application Story Time (10 mins)
boy." Mother prayed.
7. Coloring and Closing Time (10 mins)
Just then, away down the street, came a nice
policeman. Sure enough, he was leading a little boy by C. Hints For Teaching Primaries
the hand. The little boy had been crying and he was 1. His program should provide enough activity
dirty and tired. That little boy was Billie. for his energy release. (Standing and sitting,
That night, Billie prayed. "Thank you, Lord, for raising arms, answering questions by
being my Good Shepherd even when I was such a bad actions, dramatizing, etc.)
little lamb. From now on, I will always mind my
2. He learns much from dramatizing portions of
Mommy."
the story.
COLORING TIME . . . . 10 minutes
3. Uses his keen memory in memorizing Bible
CLOSING TIME . . . . . 5 minutes (Get pictures verses through a planned memory program
colored and ready to go home. Have prayer.) with recognition.
4. Boys and girls are beginning to prefer being
III. PRIMARIES GRADES 1, 2, AND 3 separated in class sessions.
(Ages 7, 8 and 9) 5. Stimulate his curiosity by asking questions
A. Characteristics: about the Bible, lessons and letting him ask
1. Active. He must be kept under control every questions.
moment. 6. Define general words and apply them. (Sin is
2. Imaginative. Loves to picture the story as lying, disobeying, talking back, etc.)
you tell it; to imagine he was there. 7. Should be encouraged in his passive attitude
3. Keen memorizer. Needs to be encouraged to towards church, his Heavenly Father, his
memorize Bible verses. Bible, and etc.
4. Gregarious. Likes group activity. 8. Encourage him to recognize his need of a
Saviour and to receive Christ by faith.
5. Curious, asks a multitude of questions.
6. Literal minded; he is unable to understand IV. JUNIORS
symbolic or abstract ideas, whether in songs, Grades 4, 5 and 6. Ages 10, 11 and 12
stories or illustrations. A. Characteristics:
1. Is active, exuberant, likes to do things.
7. Possessive. Loves to claim things and people
2. Has increased concentration and reasoning
as "his".
abilities.
B. Schedule for Primaries 3. Has a good imagination.
1. Welcoming time, roll call and get acquainted 4. Likes the difficult and challenging.
time. (15 mins. before class) 5. Is inclined to be selfish and impatient.
38 6. Is inquisitive; eager for information.
 Teacher Training
7. Lives in the present. Has many interests. 4. Has a good memory; use this for memorizing
8. Is creative with proper encouragement and many verses.
understanding. 5. Likes group participation and is easily
9. Has a good memory. Likes to collect things. embarrassed. Have them do things in groups.
10. Likes group participation, "gang" activities. 6. Can be challenged to grow in his spiritual life;
11. Is interested in nature; likes outdoor activities. therefore plan stories and aims and applications
12. Has a growing sense of fair play and justice. to help him do this.
13. Idolizes; is a hero worshipper. 7. Can grasp doctrinal truths with aids so use
14. Is becoming more critical of his own work. plenty of visual aids to make it clear.
15. Can be induced to set high standards for 8. Challenge him for soul winning and missions
himself. and spiritual needs of others.
16. Is growing in independence. Likes to solve his 9. Lead your pupils to accept Christ and grow in
own problems. Him as many are saved as Juniors.
17. Prefers his own pals' dislikes the opposite sex. 10. Juniors are at the "prove it" stage so meet them
18. Wants adult approval. He resists authority. with God's powerful Word.
19. Is developing increased spiritual sensitivity. 11. Prove God's dynamic principles of Christ
20. Can be challenged to grow in his Christian life. centered living with examples from the lives of
21. Can grasp doctrinal truths when presented Bible characters.
with visual aids. 12. Use common things to illustrate spiritual truths.
22. Can be genuinely concerned about spiritual 13. "Visualize" with a wide variety of audio-visual
needs of others; stirred by missionary appeals. teaching tools.
B. Suggested Schedule:
1. Welcome, Roll Call and Get Acquainted Time V. YOUR UNPREDICTABLE TEEN
(15 mins. before class) The attractions of the world have a strong pull.
2. Opening Exercises or Sing Time (10 mins) School and social life make increasing demands on a
3. Review (5 mins) Young Teen. He faces difficult decisions regarding
4. Story Time (10 to 15 mins) his personal conduct, standards, and spiritual life.
5. Memory Verse Time (10 mins) Many Sunday School pupils make decisions for
6. Application Story Time (10 mins) if none, Christ at this age; but more of them LEAVE THE
combine # 4, 6 for 20 mins to 25 mins. story. SUNDAY SCHOOL FOREVER.
7. Coloring (or review, singing, etc.) and Closing That's why it's so vitally important to know and
Time (10 minutes) understand the Young Teens in your Sunday
C. Hints For Teaching Juniors School. Be sure that your Bible teaching is relevant
1. Remember that a Junior loves action and likes to their varied spiritual needs as well as to their
to do things; therefore plan your class so that group interests and problems.
he will be able to participate in the lesson. One week your Young Teens may be active, eager,
2. Has a good imagination and likes to be responsive; the next week maybe an astronaut could
challenged; therefore make your lesson moving not get a reaction from them. You can reach them
and full of excitement. Give him things that will only through genuine love and understanding. You'll
challenge him for the Lord. need plenty of patience and courage. But as you
3. He is selfish, impatient and dislikes opposite faithfully make God's Word real and pertinent to
sex; therefore give lessons on being unselfish their daily needs, you may have the satisfaction of
and kind to others. Don't embarrass them by seeing them become sturdy Christians and
pairing off boys and girls together in contests, dependable church members.
singing, etc.
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 Teacher Training
A. Characteristics: Wants to be important, necessary, and
Working with this challenging age-group, keep popular.
in mind that your Young Teen . . . B. Reaching Young Teens:
Is growing rapidly (girls mature earlier than No longer a child . . . but still a long way from
boys). Is physically awkward. adulthood . . . that's your unpredictable Young
Teen. He is moving by fits and starts toward
Has an enormous appetite.
maturity. He is struggling to find himself.
Experiences alternate spurts of energy and Conflicting emotions and rapid physical
slumps of fatigue. development confuse him. He doesn't
Needs a variety of activities to challenge his understand himself, and feels that no one else
growing mental and physical abilities. understands him either.
Has a keen mind - is capable of real thinking. C. SUMMARY OF THE EARLY
ADOLESCENT'S CHARACTERISTICS
Jumps to conclusions, makes snap judgments.
AND WHAT THEY MEAN TO HIS
Is more worldly wise than preceding generations TEACHER
at this age.
Is prone to have "crushes" on adults he admires. PHYSICAL:
Looks to older young people for leadership. He is growing rapidly
He has an enormous appetite.
Has a strong sense of loyalty. Is extremely Girls grow more rapidly than boys.
critical. His heart may be easily strained.
Is self-conscious and sensitive. He is awkward.
Often puts on front of indifference to hide his He has alternating periods of energy and
real thoughts. fatigue.
MENTAL:
Has intense, fluctuating emotions which he He wants a reason for memorizing.
cannot control. He likes adventures and discovery.
Is becoming aware of the opposite sex - often He makes snap judgments.
dating starts in these years. His imagination is active.
Is experiencing awakening sex impulses. He has a strong sense of humor.
EMOTIONAL:
Feels that he is misunderstood.
He feels that he is misunderstood.
Is spiritually sensitive - at the "age of decision." His emotions fluctuate, and are often intense.
Has may spiritual doubts. Demands a practical He cannot control his emotions.
Christianity. SOCIAL:
Likes adventure and discovery. He wants to be grown-up.
He wants go be independent of adults.
Daydreams, fancying himself a hero. Has a He want to belong.
strong sense of humor. He has a strong sense of loyalty.
Demands acceptance as a grown-up. Wants to He is self-conscious.
be independent of adults. He is a hero-worshipper.
Wants to make his own life-decisions. Seeks an SPIRITUAL:
ideal. He wants a practical religion.
He is ready for salvation.
Longs to belong - forms "gang" groups.
Some are Christians.
40 He wants to serve.
 Teacher Training
He has many religious doubts. Longs for security. Often had doubts about
He seeks an ideal. spiritual things.
VI. THE CHALLENGE OF TEACHING Responds quickly to emotional appeals.
SENIOR HIGH YOUTHS: Appreciates abstract concepts and an
atmosphere of reverence.
A. Characteristics:
Is outgrowing his physical awkwardness. Wants a personal, active Christianity that
"works".
Has shifting energy - from tirelessness to
B. Teaching Senior High Young People Is Both
sleeping round the clock.
Challenging and Rewarding:
Has excessive appetite, pungent tastes. These older teen-agers may have adult
Is forming and stabilizing physical habits. characteristics. They are physically mature;
Cares about his personal appearance. their minds are active, inquiring. They are
capable of taking leadership and responsibilities.
Is attracted to the opposite sex.
But they still need the steadying guidance of
Faces difficult problems in dating, such as mature leaders, the warmth and interest of
"going steady." spiritually perspective adults.
Has his own vocabulary, changing every year. If you teach Senior High, you have a
Longs for counsel and advice but resents "being tremendous responsibility. You are teaching
preached at." almost mature people who will think through for
themselves the ideas you present. Though they
May feel tense about family relationships - may
look like adults, they are still emotionally
feel neglected or abused, but abhors "apron
unstable. In their struggles to control emotions,
strings."
they often succeed only in covering them up.
Rebels against autocratic authority. They set high goals for themselves, and then,
Has developed reasoning-powers; likes when they fail to achieve them, become deeply
argument and debate. discouraged. More than anything else, they want
Remembers ideas more often than words. Is the approval of their own age group. When this
idealistic and often creative. need conflicts with spiritual principles, they face
some of their greatest problems.
Controls imagination with reason and judgment.
As a teacher of teen-agers you have a marvelous
Likes organization and leadership responsibility. opportunity. They are looking for the secret to a
Desires the approval of others his own age. satisfying life. In God's Word you have the
Wants to belong to a clique or group. answers they need. They are facing increasing
Seeks a satisfactory outlook in life; wonders demands and strong temptations. You offer
about his future in this Space Age. them victory through Christ.
May be disturbed in his faith and convictions by As you understand them, love them, work with
modern education and world events. them, and teach them God's great truths, you
make a valuable contribution to their future and
Has an increased desire to help others. to the cause of Christ. To make the most of this
Struggles to control intense, fluctuating opportunity, you need earnest dedication to
emotions. Looks for thrills. your task, the best teaching materials and
Is prone to be moody - extremely gay or very methods, and symphatetic understanding of the
depressed. Senior High's characteristics.
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 Teacher Training
VII. ADULTS The importance of the work you are doing as a
teacher of adults cannot be overestimated. You
A. Their Spiritual Needs And How To Meet
have the privilege of helping individual members
Them.
find answers in the Word of God to their
Adults are important in the Sunday School. life-problems. You are in a position to mold the
When they attend, their families follow their thinking and the doing of people who are of
example and attend, too. A strong adult vital importance to your church, your
department is one of the most important factors community, and the whole cause of Christ.
in a vital, growing Sunday School. Active adult
classes can be the means of bringing whole VIII. DISCIPLINE
families into a church, and can make a valuable
At a recent conference of superintendents it was
contribution to a total church program.
stated, "Ninety percent of all discipline problems are
Adults make up the largest group in the teacher problems."
community. They have great spiritual needs. Good discipline is EARNED by the teacher,
Facing the realities of life, solving its problems, VOLUNTEERED by the pupil, and ESSENTIAL to
their hearts are hungry for the teaching and the effective teaching.
fellowship that an adult Bible class can offer. You must have good discipline to do good
They need to know Jesus Christ as Saviour and teaching. Therefore, you must be a good disciplinarian.
as Lord, to grow toward Christian maturity, to This does not necessarily mean that you do a lot of
be trained and given opportunity to serve the "Disciplining." Every teacher dislikes to do that.
Lord. They need the challenge, the guidance, Rather, it suggests that you maintain good discipline by
and the comfort of God's Word. taking precautions against so-called discipline problems
B. Young Adults: and by being ready to handle any offense that occur.
Young adults (Age up to 40) are going through It has been said, "There is no such thing as a
a period of adjustment and achievement. This is problem child, there is only a child with a problem."
a busy time of life. They are setting up homes, Any teacher who loves and understands pupils will
having children, and spending much time and soon discover what causes the misbehavior in the class.
energy to establish themselves economically and The first step toward good behavior is the removal of
socially. the causes of misbehavior.
C. Middle Adults: Good discipline is vital to good teaching. Every
Adults in the middle group (40 - 60) are also teacher faces the realistic problem of undisciplined
bearing heavy burdens. They occupy positions children - some from undisciplined homes. If the right
of responsibility, and in many cases they are methods are practiced, most children will cooperate. If
concerned for the spiritual welfare of their a child realizes he is expected to be troublesome, he
growing children. Many of them feel keenly the will do his best to oblige. If there is a hint of
sting of having failed to achieve the goals to nervousness on the part of the teacher it will affect the
which they once aspired. children by making them more restless than they
naturally are inclined to be, and produce favorable
D. Older Adults: conditions for bad behavior. If on the other hand, we
Many of those in the over 60 group are in life's adopt a manner which shows quite clearly that we are
most tested time. Physical problems and taking it for granted the children are all going to join
financial difficulties are common. Older people and work happily together with us, we shall find that
often feels that they are no longer useful, or that most children will fulfill the expectations. It is much
they are unwanted. The last years can be better to do this by our manner than by saying it in
miserable - or by the power of Christ, can be the words; for a suggestion may sometimes have the very
sweetest time of all.
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 Teacher Training
opposite effect and put into their minds the idea that it learn disrespect for the teacher and disregard
is also possible not to do the things suggested. If a for God's house, God's Word, and God's day
teacher were to say to a particular active child, "Now if discipline is not maintained.
let me see how long you can sit still," he would be 4. Discipline Causes Pupils To Develop
making it almost impossible for him to sit still at all. Spiritually.
The question, "Are you going to be a good girl this
morning?" will most probably make a child want to If our pupils are to develop as Christians they
say, "No" and even if she answers "Yes" and must have an inner spiritual discipline, a
reallymeans it at the time, she will soon yield to the willingness to follow Jesus and to submit to
desire to see what will happen if she isn't. every ordinance of God for the Lord's sake.
A. REASONS FOR DISCIPLINE" B. FOUR GROUPS OF DISORDERLY
God is the author of law and order: Satan is the PUPILS
author of confusion and chaos. Therefore Disorder is of two kinds, the INTENTIONAL
discipline should and must be maintained in our and the UNINTENTIONAL. The first kind
classes and Sunday School. finds the cause itself. The second is a result of
some other cause. Of four groups of disorderly
1. Discipline Itself Requires It.
pupils, only the last is to be classified as
The word "Disciple" and Discipline" come intentional.
from a word that means "Trained in
1. Thoughtless Pupils
orderliness." Discipline therefore is necessary
in order to become a disciple or a learner. Pupils may be taught reverence for sacred
things, but if they are accustomed to disorder
2. Scripture Teaches It.
in the home, it will be difficult for them to
The Bible sees in man's inherited human carry out their best intentions to comply with
nature not only a complete absence of the the teacher's wishes. If proper conduct
love of God and of spiritually good things, patterns are formed in the kindergarten and
but also a deep corruption, a wicked primary departments, children will more
dispositions of the mind and heart, and will. likely be well behaved in the later
The Bible disagrees with the principle that a departments. This is why it is so important to
child is sweet and good by nature. It is the teach small ones discipline.
responsibility of the teacher to train the pupil
2. Restless Pupils
to respect God and God's house.
(1 Tim. 3:15; Prov. 22:15). The Bible also The average child is an active restless
teaches that children are to brought up in the creature. If the teacher does not keep him
nurture and admonition of the Lord. employed, he will supply his own
(Eph. 6:4). Nurture is instruction and entertainment. These pupils need a full
admonition is discipline. Teachers, therefore program of activities that will give them
must not only impart instruction, they must opportunities to participate in the lesson.
also exercise discipline. 3. Self-Centered Pupils
3. Disorder Interferes Seriously With Sunday This is the spoiled child, the one who always
School wants his own way. He is the center of
Effective teaching is impossible when a class attention. This child will be a discipline
is out of control, Each disorderly pupil problem. He needs to be exposed to the
nullifies the teacher's efforts. Instead of leveling process of his playmates.
practicing obedience, reverence, and the
principles of Christian conduct, the pupils 43
 Teacher Training
4. Malicious Pupils story should be avoided. Any striking
This is the only group that intentionally tries mannerism or pronounced peculiarity that
to cause trouble. The teacher should never draws attention from the thought of the
let this type of pupil spoil the lesson period. lesson may be a means to disorder.
You must never lose patience nor become b. Self Control
indignant or sarcastic. Kindness and firmness How many teachers pray for self mastery?
should be used as the disorderly child is A teacher must learn to control self. If she
challenged. cannot control herself she is not likely to
C. CAUSES OF DISCIPLINE PROBLEMS control others. Many things try the
Why do we have discipline problems? Why are patience of a teacher, and he needs to be
children disobedient? Poor discipline is really a on guard lest she becomes irritated. The
SYMPTOM rather than a PROBLEM. calm quiet forceful mastery of our Lord,
Something is wrong with at least one of the even when His critics tried to irritate Him
following three factors if you have discipline with hard questions impressed His listeners
problems in your class. and made them all the more eager to listen
to Him.
1. Physical Arrangement: c. Instruction.
a. Poor ventilation The teacher must also be a master of his
b. Crowded conditions subject, if he is to hold the attention of his
class. The poorly prepared teacher should
c. Too many pupils in a class
anticipate trouble. Orderliness in
d. Too wide a range of ages in the class instruction prepares for orderliness in
e. Distractions by visible traffic conduct. Nothing leads to disorder quicker
than inattention and back of all inattention
f. Unusual noise or interruptions
is disinterest.
g. Disorder, it is contagious There are several reason why your pupils
2. The Child will not cooperate, listen and learn and
grow:
a. Personality problems
1) Lack of Prayer.
b. Difficult home conditions Failure to pray that God will reach their
c. Inability to concentrate hearts and wills, help them to be
d. Boredom reverent and cooperative, help you to be
a good teacher, and direct every part of
e. Wants attention
the class. Pray also for their salvation.
f. Testing your leadership
2) Lack of love for your Pupils.
g. Needs assurance that you care Failure to know, appreciate and like
3. The Teacher: each one as a person and as a friend and
The pupil's conduct will be governed by the failure to make each pupil feel important
orderliness of the teacher fully as much as by to you.
surroundings. The teacher will need to be 3) Late Arrival for Sunday School.
particular about this. Failure to get to Sunday School on time
a. Appearance. and be prepared to greet your first pupil
Any loud or flashy apparel and extreme and to guide him into some constructive
dress which will call attention from the activity immediately upon his arrival.
44 Some of these activities might be
 Teacher Training
handwork, a project about the lesson, misbehavior because the pupils will soon
Bible drill, a new song, etc. discover they can get away with it.
4) Failure to take your pupil to class. 4. Arrive before any of your pupils. The teacher
Allowing them to go ahead of you or who arrives early will develop a personal
leaving them alone in the classroom will relationship with the individual pupil and
invite trouble. will likely have less problems.
5) Failure to expect attention and 5. Be well prepared. The teacher who knows
cooperation. what he wants to teach, knows what he is
Your pupils will neither like nor respect going to do and has his resources and
you for being indulgent with them. Be procedures carefully lined up will not lose
firm though fair and kind and let it be interest.
understood that you will not tolerate
6. Love the pupils. Love promotes good
misbehavior.
discipline and satisfies the needs of the child.
6) Failure to make your class and lesson an Love guides toward right action and
interesting experience. restrains from harmful action. Look beneath
Learn to be a good story teller and the unlovely, dirty, noisy, rude exterior and
teacher. understand the needy heart and love the
D. RULES FOR PRESERVING DISCIPLINE: sinner.
We speak of paying attention as though the 7. Pray for each pupil. Ask God to guide and
child owes it to the teacher. Actually the child bless every decision, to smooth out the
owes you nothing. You are the one responsible rough places. Pray about everything and
to get and hold the child's attention. Pupils who anything. (Jer. 32:26, 27).
feel loved and wanted, who are given respect
and attention, will be on good behavior. The 8. Be friendly but firm. Let the pupils know
teacher whose lesson is prepared, who has every that you expect good discipline.
item ready, who uses variety in teaching and 9. Gain the confidence of the pupils by
who knows and love his pupils will merit good speaking a kind word to them outside the
behavior. If the following guidelines are carried class.
out there should be no need for discipline in
your class. 10. Show them you are concerned about their
spiritual welfare.
1. Motivate right behavior with the gospel.
Challenge them to live up to their faith by 11. Speak to the offender privately . This
letting Jesus who died for them be their produces better results than scolding them in
Lord and Master. front of the class.

2. Always remain in control, of your class. 12. Plan your work well for the class session;
Don't try to teach until you have control and dull and empty moments invite pranks and
do whatever is necessary to maintain control disturbances.
if inner controls are not working in the 13. Make an impact on the pupils by having a
pupils. Behavior problems will not solve strong spiritual life yourself.
themselves; they must be dealt with.
14. Apply lessons on obedience, service,
3. Expect right behavior at all times. Some reverence to your class needs.
teachers get more than their share of
45
 Teacher Training
15. Organize your class and develop pupil from them. Do not let them get away with
leadership. Appoint a sergeant at arms to anything. Be consistent. Set before them the
help maintain discipline and other helpers. goal of good behavior.
16. Set the example of reverence and 19. Set incentives before your pupils. Allow
orderliness. Speak quietly. Do not permit well behaved children to perform special
wrestling, running, shouting, and etc. in the tasks. Recognize those who have been
church. especially helpful.
17. Keep the students interested and busy. A 20. Let the pupils help to establish the rules.
well planned program will move along Let them discuss what good behavior is and
quickly. If restlessness begins to develop, how to attain it. Seek their help. Formulate a
change the teaching pace. few rules simply stated and clear.
18. Command the respect of the pupils. Expect 21. Avoid problem situations. If two children
good behavior and cooperation. Establish cannot sit together without causing trouble,
your authority kindly but firmly from the separate them without calling attention to it.
start. Let the pupils know what you expect Spot trouble makers in advance. An ounce
of prevention is better that a pound of cure.

ADDITIONAL MATERIAL
TEACHER TRAINING HINTS
1. Use specific examples of sin for lost - this should agree with the story and the sin verse (all about the same sin).
2. The P.A. (lost) is always about sin - be specific.
3. The Aim and M.V. and P.A. (saved) should always agree and include specific examples of how this relates to a saved
child's life and problems.
4. The "receive" verse must tell the child what to do to be saved - "believe", "call", "receive," "open door," etc.
5. Examples and verses must be on a child's level.
6. Little pressure is needed in the invitation as children's hearts are tender and they tend to "follow the leader" and want
to please the teacher.
7. Worship of idols is not good example for the lost as they will almost never admit to it.
8. All gospel points need to come before the "receive" verse in your story.

LESSON OUTLINE
Scripture: Daniel 1:1-20
Aim: Keep Your Body Clean M.V. 1 Cor. 6:19, 20
Opening Sentence (Story of Jamil) "There was a lot of excitement in the Christian school
for boys in Pakistan..."
P.A. (Saved) v. 8 "God wants you to keep your body clean too . . . " eyes, ears . . .
1. God's Love v. 9
2. Sin v. 2 Sentence "Why did God allow this to happen to His people?"
Sin Verse Isa. 53:6 P.A. (Lost) Wanting your own way - games, work, school
3. Christ Died Arose v. 14 / "God sent a savior (helper) for Daniel
4. Receive after verse 20 / Rev. 3:20 during invitation
46
 ADDITIONAL MATERIAL

LESSON OUTLINE
Scripture

Aim M.V.

Opening Sentence

P.A. (Saved) v. /

1. God's Love v.

2. Sin v. Sentence,

Sin verse P. A. (Lost)

3. Christ Died / Arose v. /

4. Receive v. /

LESSON OUTLINE
Scripture

Aim M.V.

Opening Sentence

P.A. (Saved) v. /

1. God's Love v.

2. Sin v. Sentence,

Sin verse P. A. (Lost)

3. Christ Died / Arose v. /

4. Receive v. /

47
 ADDITIONAL MATERIAL
2. Progression of events:
HELPS ON TEACHING THE
Main points of the story arranged in smooth
BIBLE LESSON sequence.
DEFINITION 3. Climax:
A Bible lesson is a connected series of facts which The high point which completes the action
emphasizes one main aim or teaching a point for the of the story.
Christian child. It will include the plan of salvation,
personal applications. and an invitation to receive 4. Ending:
Christ. Final challenge for the Christian child and an
Gospel message includes: invitation for the unsaved child.
1. Love of God
2. Christ, the Son of God The invitation must be
3. Sin i. clear - use Scripture verse.
4. Blood of Christ ii. brief
5. Risen Saviour iii. personal - "YOU"
6. Gift of God (must be received) iv. voluntary - "if you know that you have sin
in your life and you want to . . ."
PERSONAL APPLICATION v. definite - make clear the response you
Personal application for the unsaved child always want them to give now.
explains the "sin" issue with a Scripture verse and an
example or illustration. (personal application does not CONTINUITY IN LESSON
include the remainder of the Gospel message) 1. Practice the beginning aloud again and again.
2. Practice placing the figures as you give the lesson.
MAIN THRUST 3. Time yourself.
Main thrust is the aim, goal, or teaching point which 4. Use your Bible-mark verses to be used (not long
you want to stress for the Christian child. passages)
5. Keep high point of the story for the climax. Build
PERSONAL APPLICATION (SAVED) smoothly toward it.
6. Check to be sure you have included all Gospel
Personal application for the saved child is a simple
points and personal applications for the Christian
illustration or example, pertaining to his daily life and
and unsaved child.
surroundings, which makes the main thrust clear to a 7. Give the invitation in practice time just as though
little child. you were talking to the children.
8. Give your lesson in your own words. NEVER
PREPARING THE LESSON
MEMORIZE OR READ IT.
A. Pray John 15:16-17
B. Study Read Scripture (keep in mind that PLACEMENT OF FIGURES
you need a main thrust and 6 Gospel points) 1. Place central figure off center of board.
C. Organize Material 2. Place large figures toward bottom of board.
1. Beginning: 3. Place figures which are talking to each other so
their eyes can meet.
i. Best place to win your audience and worst 4. Place figures from the side of the board. Stand at
place to lose them. the side while placing the figures.
5. Look at your scene from the back of the room.
ii. Must be brief, promising, alive. e.g. 6. If you drop a figure, keep talking while you pick it
questions. illustrations exciting portions, up. (review or repeat something you have said)
direct approach.
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 ADDITIONAL MATERIAL

HOW TO USE THE WORDLESS BOOK

GOLD PAGE: BLACK PAGE:
(Experience has proved it is wise to begin with the (Use this page to stress the spiritual need of the
gold page, stressing the holiness and love of God.) child. As you talk about sin, pray that the Holy Spirit
Have you ever seen a book without pictures or words? will bring conviction.)
(Fan the pages before the children so they see the This dark page reminds me of our sinful way
colors.) (Proverbs 4:19). When it is dark you stumble and
The colors of this book tell the most wonderful cannot find your way. Because of your sin, you cannot
story in the world. I call my book a Wordless Book find God. Your sin separates you from God who is
because it has no words. holy (1 John 1:5). God cannot allow sin where He is.
Have you ever peeked at the back page of a book I am sure you can think of a sin which you have done.
to see if the ending of the story is happy or sad? Let's Have you lied, been angry, cheated or stoden
look at the last page first! something?
The gold page reminds me of Heaven. Do you God has said sin must be punished. The
know what Heaven is? Heaven is God's home. Heaven punishment for your sin is death - to be separated from
is filled with the glory, the shining brightness of God God forever (Romans 6:23). The Lord Jesus, God's
There is no night there. The Bible says, "God is light Son, said that if you die in your sin you cannot go to
and in Him is no darkness at all! (1 John 1:5). The Heaven where He is (John 8:21, 24).
Bible tells us that in heaven, the street of the city is God knew there was nothing you could do to get
pure, clear gold - like glass (Rev. 21:21 rid of your sin, He knew you could not be good
God tells us many other things about His home. enough to please Him. But He loves you and He made
No one is ever sick there. No one is crippled or blind. a way for you to be forgiven.
No one ever dies. Every person in Heaven will be
perfectly happy - always (Rev. 21:4-23; Psalm 16:11).
The most wonderful thing about Heaven is that
God the Father and His Son, the Lord Jesus, will be
RED PAGE:
there. (Use this page to stress the way of salvation)
God made Heaven. He made you, too. He loves This red page shows the way God made for you to
you very much. Because He made you and loves you, have your sins forgiven - taken away.
He wants you to belong to Him and be with Him in God loves you. He sent His own Son, the Lord Jesus
Heaven someday. The Lord Jesus promised long ago, Christ, from Heaven to take the punishment for your
"I go to prepare a place for you" (John 3:16; sin (John 3:16). Wicked men nailed the sinless Son of
John 14:1-3). God to the cross, but while He hung there God put all
But there is one thing that can never be in Heaven. your sins on Him. The Bible says, " . . . God hath laid
That one thing is sin. Because you and I are sinners we on Him (Jesus) the iniquity of us all" (Isa. 53:6).
want to have our own way instead of God's way. [Iniquity is another word for sin.]
Wanting our own way is sin. Doing, or saying, or All your bad temper, all your meaness - all your sin
thinking bad things is sin. Sin is anything that - was laid on the dear Son of God, and He suffered and
displeases God. Sin has caused sorrow and sadness in suffered, until He cried with a loud voice and said, "It
our world. God tells us in the Bible that all have sinned is finished." When you finish a job, how much is left?
(Rom. 3:23). ALL means every one of us. Nothing.
What did the Lord Jesus come to do? He came to
49 save us from the punishment for sin, didn't He?
 ADDITIONAL MATERIAL
And He finished the work. When He was nailed to the you do sin, tell God that God that you have sinned. He
cross, what came from His hand, and His feet? His will forgive you right away (1 John 1:9). Ask Him and
blood. God calls it the "Precious blood of Jesus trust Him to help you not to do it again. (Lead the
Christ". and He says " . . . the blood of Jesus Christ, children in offering a prayer of thanks.)
God's son cleanseth us from all sin" (1 John 1:7).
There is no other way, for God says, "Without the
shedding of blood is no remission [of sins]" - no
forgiveness, no payment (Heb. 9:22). Jesus not only GREEN PAGE:
died for you, but He was buried, and He rose again, (Stress spiritual growth on this page.)
He is a living Saviour ( 1 Cor. 15:3, 4). The green page reminds me of the new life,
God showed His love for you by sending His own everlasting, you have received from God. The color
Son to die for you. Now He says there is one way for green reminds me of things which are growing
you to be saved from sin. outdoors, like leaves, grass, flowers, and trees. When
you receive the Lord Jesus as your Saviour from sin,
you are like a newborn baby in God's family. The Bible
tells you to "grow in grace and in the knowledge of
WHITE PAGE: our Lord and Savior Jesus Christ" (1 Peter 3:18).
(Use this page to stress the child's part - to receive (As time permits, talk with the child about those
the Lord Jesus as his personal Saviour). things which will help him to grow as a member of
Tears cannot wash away sin. Prayers cannot wash God's family. Explain you are not talking about
away sin. Doing good cannot wash away sin. But the growing taller or gaining weight, but the kind of
blood of the Lord Jesus can wash away all sin growing which will help others know that he loves the
(Psalm 51:7; 1 John 1:7). This page reminds me that Lord Jesus.)
you can be made clean from sin. Did Jesus die for
everyone? [YES]. Is everyone going to Heaven? [No], 1. Listen to God - learn God's Word, reading
because some do not believe that Jesus died for them. and memorizing it ( 2 Timothy 2:15;
They have not received Him as their Savior from sin.] Psalm 119:11).
Are you sorry for your sin? Do you believe Jesus
died for YOUR sin? Would you like to receive Him 2. Talk to God - pray (1 Thess. 5:17).
today? You must decide.
[Ask the Holy Spirit for discernment. Question the 3. Talk for God - witness or tell others
children who respond carefully. Encourage them to (Mark 16:15).
express to you before they pray: WHY they need to
receive the Lord Jesus. WHAT the Lord Jesus has 4. Worship God - go to Sunday School and
done for them. WHAT they want to tell God. When church (Hebrews 10:25)
dealing with a group emphasize that each child must
personally believe and receive the Lord Jesus. Give
opportunity for prayer. If possible, question each child
individually after the prayer to clarify the meaning of
his decision. (Where is Jesus now? Where are your
sins? What took them away?)
[Any one of the following verses can be used
effectively in helping to know what God has done:
John 1:12; 1 John 5:13; Revelation 3:20.]
God promises to you when you receive Him, " . . .
I will never leave you, nor forsake you" (Heb. 13:5).
Ask Him to help you each day to please Him. When 50
 ADDITIONAL MATERIAL
LEADING A CHILD TO CHRIST NOW INSTRUCT FOR GROWTH
Read the Bible. (I let God speak to me.)
Matthew 18:14
"Even so it is not the will of your Father which is in Pray every day. (I speak to God regularly.)
heaven, that one of these little ones should perish." Tell other people about the Lord Jesus Christ.
Mark 10:14
"Suffer the little children to come unto me, and forbid Attend a Sunday School and Church where
them not; for of such is the kingdom of God." the Bible is TAUGHT.
Leading a child to Christ takes yieldedness, tact and
knowledge on the part of the SOUL WINNER. SEVEN "DO'S" FOR THE SOUL -
Yielding to the Holy Spirit can and will produce tact,
but only study of the WORD and methods will give the WINNER
necessary knowledge. Some helps are given here that 1. Do be sure to pray both for yourself and the
will encourage you and help you to lead the little ones one with whom you are to deal with.
to Him.
1. Explain the LOVE OF GOD. 2. Do be sure to use your open BIBLE.

"The Lord Jesus Christ loves me." John 3. Do be sure that you clearly and simply give
3:16, Romans 5:8 the GOSPEL.
2. Explain the FACE and CONSEQUENCE of
sin. "I have sinned." 4. Do be sure to look for and expect the HOLY
SPIRIT to work.
1. The fact of sin Romans 3:23, James 4:17
2. The result of sin Romans 6:23, John 8:24 5. Do be sure to take nothing for granted.

3. Explain that Christ died for his sins. 6. Do be sure to stay with the issue of receiving
"Christ died for me." 1 Cor. 15:3,4; CHRIST as PERSONAL SAVIOUR.
Romans 5:6-8; Isaiah 53:6; 1 John 1:7
7. Do be as sure as possible that the person has
4. Explain that he must personally accept Christ
understood from the SCRIPTURES what
as Savior.
they have done in receiving Christ.
"I receive Him." John 1:12; Revelation
3:20
5. Explain the assurance of salvation from the
WORD of GOD.
"I am saved." John 3:36; 1 John 5:11,13;
John 5:24; Hebrews 13:5b

51
 Teaching Schedule And Course Requirements
(for teacher only)
Teacher Training I -- Requirements
Read material pp. 1 - 22 - Introduction through VI (Point of Contact) - 40% of grade
Use the Wordless Book with children 2 or more times and report results on form. - 50% of grade.
Form due - Week 4
Attendance (4 meetings) - 10% of grade .

Week 1 - Introduction (pp. 1 - 4)

Explain course requirements
Demonstrate the Wordless book. Give each student a Wordless book.

Week 2 - Part One - The Teacher (pp. 4 - 11).

Have students give testimonies on use of Wordless book, or ask questions as review.

Week 3 - Part Two, I through V. A. Storytelling (pp. 11 - 18)

Testimonies and questions as review.

Week 4 - Part Two, V. B. through VI. (pp. 18 - 22). Plus explanation of outline.
Give flannel board demonstration from Daniel 1
Form on Wordless Book and reading due today.

Teacher Training II -- Requirements

Read material pp. 22 - 53 - 40 % of grade.
Six Outlines - 50 % of grade. (1st outline already finished -- Dan. 1)
Attendance (4 meetings) - 10 % of grade

Week 5 - Part Two, VII - IX (pp. 22 - 26).

Review outlines
Demonstration on teaching Memory Verses to children.

Week 6 - Part Two, X - XI (pp. 26 - 32).

Demonstration on Singing

Week 7 - Part Three, Introduction - VII (pp. 32 - 41)

OUTLINES DUE TODAY for full credit (50 %)
Review with questions if have time.

Week 8 - Part Three, VII through extra material (pp. 41 - 53)

OUTLINES DUE for partial credit. (40 %)
Demonstrate a flash card story - Naaman's Maid (use point of view of maid: "I was hiding in the bushes
when the first of the chariot's charged past me. I was so scared ... ")
Grading helps: Attendance (3 meetings) 8 % or 8 points only.
Outlines handed in on week 6 - plus 5 % or 5 points extra.
Outlines handed in on week 7 - 50 % or 50 points.
Outlines handed in on week 8 - minus 10 % or 40 points only.
Less than 5 outlines finished - give 10 % for each or 10 points. (less if late)
 For The B.I. Registrar
Registrar gives each student three lesson outlines using form below.
(Student has two in his material and needs three more)
LESSON OUTLINE
Scripture

Aim M.V.

Opening Sentence

P.A. (Saved) v. /

1. God's Love v.

2. Sin v. Sentence,

Sin verse P. A. (Lost)

3. Christ Died / Arose v. /

4. Receive v. /

LESSON OUTLINE
Scripture

Aim M.V.

Opening Sentence

P.A. (Saved) v. /

1. God's Love v.

2. Sin v. Sentence,

Sin verse P. A. (Lost)

3. Christ Died / Arose v. /

4. Receive v. /
 For The B.I. Registrar

Registrar give one per student at the end of Teacher Training I

NAME _______________________________
1. I have read _________ pages in the Teacher Training material.
2. I have used the Wordless Book ____ times. There were ______
children reached.
3. Results:

NAME _______________________________
1. I have read _________ pages in the Teacher Training material.
2. I have used the Wordless Book ____ times. There were ______
children reached.
3. Results:

NAME _______________________________
1. I have read _________ pages in the Teacher Training material.
2. I have used the Wordless Book ____ times. There were ______
children reached.
3. Results:

NAME _______________________________
1. I have read _________ pages in the Teacher Training material.
2. I have used the Wordless Book ____ times. There were ______
children reached.
3. Results:

NAME _______________________________
1. I have read _________ pages in the Teacher Training material.
2. I have used the Wordless Book ____ times. There were ______
children reached.
3. Results:
 Teacher Training
TABLE OF CONTENTS
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
WHY TEACH CHILDREN THE GOSPEL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
I. THE SCRIPTURE TEACHES IT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
II. A CHILD'S HEART IS TENDER WHILE THE ADULT'S IS HARDENED. . . . . . . . . . . . . . . . . . . . . . 1
III. THE CHILD'S SIMPLE FAITH AND HIS DEPENDENCE UPON OTHERS IS SOON GONE . . . . . . . 1
V. CHILDREN DO NOT QUESTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
V. IN THE FIRST SEVEN YEARS A CHILD FIRMLY ESTABLISHES HABITS. . . . . . . . . . . . . . . . . 2
VI. IT REQUIRES LESS TIME AND EFFORT TO TEACH MANY CHILDREN FOR
CHRIST THAN TO REACH ONE ADULT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
VII. A CHILD HAS HIS WHOLE LIFE AHEAD OF HIM FOR SERVICE. . . . . . . . . . . . . . . . . . . . . . . . . 2
VIII. CHILDREN ARE AN OPENING OF MANY HOMES FOR THE GOSPEL. . . . . . . . . . . . . . . . . . 3
IX. A TEACHER LEARNS AS HE TEACHES CHILDREN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
X. CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
PART I - THE TEACHER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
I. IN PERSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
II. A HUMBLE LEARNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
III. THE TEACHER'S CALL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
IV. THE TEACHER'S RESPONSIBILITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
PART II - THE TEACHING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
I. THE BIBLE - THE ONLY TEXTBOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
II. HOW TO LEAD A CHILD TO CHRIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
III. THE LESSON AIM - OR MAIN THRUST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IV. APPLICATION OF THE AIM OR MAIN THRUST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
V. TEACHING METHODS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
VI. POINT OF CONTACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
VII. LESSON PLANS and OUTLINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
VIII. PREPARING THE LESSON. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
IX. SCRIPTURE MEMORIZATION FOR CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
X. SONG TIME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
XI. WHAT TO TEACH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
 Teacher Training
PART III - THE PUPIL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
I. NURSERY PRE-SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
II. BEGINNERS PRE-SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
III. PRIMARIES GRADES 1, 2, AND 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
IV. JUNIORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
V. YOUR UNPREDICTABLE TEEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
VI. THE CHALLENGE OF TEACHING SENIOR HIGH YOUTHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
VII. A D U L T S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
VIII. DISCIPLINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
TEACHER TRAINING HINTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
HELPS ON TEACHING THE BIBLE LESSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
PERSONAL APPLICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
MAIN THRUST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
PERSONAL APPLICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
PREPARING THE LESSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
CONTINUITY IN LESSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
PLACEMENT OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
HOW TO USE THE WORDLESS BOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
LEADING A CHILD TO CHRIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
NOW INSTRUCT FOR GROWTH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
SEVEN "DO'S" FOR THE SOUL - WINNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

REQUIREMENTS FOR TEACHER TRAINING I AND II:

TEACHER TRAINING I
1. Read material pp. 1 - 22 - Introduction through VI (Point of Contact) - 40% of grade.
2. Use Wordless Book with children 2 or more times and report results on form - 50% of grade.
(Form due week 4)
3. Attendance (4 meetings) - 10% of grade.
TEACHER TRAINING II
1. Read material pp. 23 - 53 - 40% of grade.
2. Six outlines (1st outline already finished - Dan. 1) Due week 7 - 50% of grade.
3. Attendance (4 meetings) - 10% of grade.
 TEACHER

TRAINING
Compiled by

Carol L. Brown
1&2

This material is
copyrighted and
used by
permission.

B.A.M.A. Bible Institutes, Inc.

(Baptist Asian Missions Association, Inc.)
133 Isarog Street, LaLoma, Quezon City 1114 R.P.