Leadership Development Tool Kit

In view of some plagiarism and resulting complications

for an interdenominational organization, we ask you to keep this manual
and its modules confidential for your own BSF leadership use only.

Copyright © 2024 BSF International

BSF International
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San Antonio, Texas 78258-4019

THIS MANUAL AND ITS MODULES

ARE THE PROPERTY OF
BSF INTERNATIONAL
AND ISSUED ON CONSIGNMENT
FOR LEADERS’ USE.
 Introduction to the Leadership Development Tool Kit
This resource is for all Leadership Development training at Leaders Meeting. The trainings in
this tool kit are applicable for those who lead in online or in-person environments. The format
is adaptable for either online or in-person Leaders Meetings. The resource uses role-specific
titles for leaders (GL, AL, and CL), whether they lead in person or online.

Features of the Tool Kit

• All-Leader Trainings used to train all leaders together or in any role-specific team
• Role-Specific Trainings for ALs, GLs, PS CLs, SP CLs, and Passage Discovery
• Leading Online Trainings designed for leaders who lead in online environments
• Onboarding Plans for new leaders
• Training Suggestions to help plan weekly training that meets your leaders’ needs

Sections of the Tool Kit

Resources for Trainers
All-Leader Trainings
AL Trainings
GL Trainings
PS CL Trainings
SP CL Trainings
Leading Online Trainings
Passage Discovery

Training in BSF
Remember the following as you use the tool kit:
• TELL: Describe the training goal and the skill, including the “what” and “why” of the topic
• SHOW: Demonstrate the skill
• LET: Leaders practice the skill
• COACH: Review the skill and challenge leaders to develop growth in the skill

Tips for Using this Tool Kit

• The Trainer column instructs the leader who is presenting the training. The Co-
Trainer column instructs the leader who is facilitating the training logistics. (Co-
Trainer instructions are primarily for online training but might also be helpful for in-
person training.)
• The Trainer and Co-Trainer can be any Class Staff or occasionally other leaders as
determined by Class Staff.
• Time markers are minimal to allow for varied Leaders Meeting schedules. Plan
timing to meet your training needs (space is provided to add your own time
markers). When planning, remember that 70 percent of the time is used in the LET
portion.

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 • Suggestions in the “Preparation” field are optional and can be adjusted to your
situation.
• In general, text in regular font represents spoken content. Text in italics represents
instructions, examples, or suggestions.
• For clarity, general language has been used in the training instructions. Modify the
instructions to meet your online or in-person training needs. See the chart below for
modification suggestions and the Online Interactive Training Tip Sheet for
additional help leading online Leaders Meetings.
• Use the Microsoft Word version of the tool kit to enable editing.
• Some trainings have been renamed, moved, or both to the All-Leader Trainings
section. A chart reflecting these changes is at the beginning of each role-specific
section.
• For Word documents, open the Navigation Pane to navigate the headings within the
document.
• For PDF documents, open the Bookmark feature to navigate within the document.

Ideas for Modifying Training Instructions

Training Instruction Online Options In-person Options
Display Share screen with PowerPoint (PPT) Display poster
or other visual Write on whiteboard
Share whiteboard for interactivity
Type in chat
Share Share verbally Share verbally
Type in chat Write on posters or whiteboard
Use annotate tools on whiteboard, Move to corners of the room or
PPT, or other visual space to “vote” for answers
Small groups Breakout rooms (3 people per room Small in-person groups
invites the most vibrant sharing)
Large group Main room Large in-person group
Share or display Share screen Use a whiteboard or handout
instructions Chat Send instructions through a
Broadcast message to breakout messaging app
rooms
Send instructions through a
messaging app
Record or capture Chat Write on whiteboard or
responses Use annotate tools on whiteboard displayed PPT screen
Save in Zoom file and send to Take a photo and send to
leaders later or ask leaders to save leaders later or ask leaders to
chat take a photo
Take a screenshot/picture

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 Brainstorm Chat (save chat) Small groups or large groups
Use annotate text on whiteboard or Give time for individual
shared PPT slide (save screen) processing before sharing with
Breakout rooms or main room group

Debrief Chat No modifications necessary

Use annotate text on whiteboard or
shared PPT slide
Evaluate pros and cons Polling Move to different areas of the
Use annotate stamp with room
whiteboard or shared PPT slide Stand up or sit down
Reactions tool (encourage movement)

Interactive game or Use reaction tools Work in teams

competition Kahoot or similar website Get people moving
Identify goal of game and re-create
with online tools

Planning Effective Training

You are not expected to read or use every training in the tool kit. Familiarize yourself with the
basic structure and contents of the tool kit and read it when you need it.
• Modify trainings so they are appropriate to your culture and context.
• It may take you more than one week to effectively cover the content of one tool kit training.
Take the time needed to train your leaders well.
• Creative PowerPoint slides and fancy visual illustrations are not necessary. Note: BSF has
curated free images that you can use: https://unsplash.com/@bsfsocialmedia/collections.
To plan effective training:
• Choose a topic that meets the needs of your leaders.
• Review the Table of Contents to find a training that addresses that topic. Tip: use the
Navigation Pane or search document function to assist your search. The Table of Contents
is hyperlinked.
• Customize the training as needed. Tip: use the Word version of the tool kit to enable
editing.
• Use a variety of training styles to encourage leader engagement.
• Effective training is interactive training. This takes practice! Engage leaders by challenging
them to think and to practice a skill. See Online Interactive Training Tip Sheet for best
practices and tips.
May God establish the work of your hands as you train and develop leaders for His glory.

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 Resources for Trainers
The resources in this section are designed to equip you as a trainer. You will find information
to help you ask questions that encourage critical thinking and self-discovery in your leaders,
techniques for leading interactive online training, and a tool to help leaders overcome
obstacles encountered during Leadership Development. Also included is a template to guide
you if you choose to develop your own training plan.

Resources in this Section

Coaching Questions
Online Interactive Training
Using the F.A.R. Tool
Build-Your-Own Training Template

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Coaching Questions
BSF’s coaching philosophy is that the best learning takes place through self-discovery. The
goal is for leaders to think critically and discover answers to their questions collaboratively. As
a coach, you are a “guide on the side, not a sage on the stage.” Guide your team to deepen
their skills.
Listen to your leaders’ conversations. Ask follow-up questions that help them clarify, process,
or discover answers on their own. This Tip Sheet provides additional coaching questions for
you.

Clarifying • Can you tell me more about that?

Questions • What are the pros and cons of that choice?
• What is the goal – and what is the next step toward your goal?
• What do you need to do to get ready for that?
• How will that help?
• What do you hope to achieve with that choice?
• What is most important in the process?
Processing • What might be the consequences of doing it that way?
Questions • Where is the value of that seen best?
• How is that effective?
• What is most challenging in this?
• What is behind that choice?
• What is behind that concern?
• What options do you have?
• Which of those options could you try for next week?
• What are your expectations moving forward?
• How will this affect you? Others?
Discovery • Have you considered…?
Questions • What are some other things you could do in this situation?
• I wonder, is this more of a struggle than you expected?

Offering Another • How can I help?

Perspective— • Can I offer you another perspective?
Helping Hand • How can I pray?

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Online Interactive Training
Interactive training is the most effective training technique. This takes planning and practice.
Trainer and Co-Trainer collaborate to plan training that engages leaders. The following ideas
will help you.

Breakout Room Assignments

• Assigning two to five people per room gives everyone opportunity to participate and allows
sufficient time for the group to work together.
• Creating breakout rooms “automatically” assigns members randomly. When assigning
groups manually, consider ways to create engaging groups.
• Use the Chat feature to provide specific instructions before sending leaders to breakout
rooms.
• Trainer and Co-Trainer join each breakout room to answer questions and observe. The
designated Host and Co-Host can move to different rooms, or the Co-Host can be assigned
to a room.

Share Screen
• Share a Whiteboard or PPT slide for large group collaboration, especially after a breakout
room activity.
o Leaders can use the Annotate Text and/or Annotate Stamp tools to add thoughts or to
vote.
o Save feedback from each group on whiteboard and send later by email.
• Use BSF-branded PowerPoint slides if helpful.
• Click for free images that BSF has curated for your use:
https://unsplash.com/@bsfsocialmedia/collections.

Annotate Tools
• The use of Annotate Tools promotes interactive training and engaged leaders.
• When sharing a screen, a tool bar appears with an icon labeled “Annotate.” Click the
Annotate icon to access another tool bar displaying various annotate tools:
o Mouse – navigate the shared screen
o Select – select and move drawings or text to organize screen content
o Text – type words, phrases, or sentences
o Stamp – mark a favorite word, symbol, or picture
o Eraser – erase a drawing, shape, or word
o Format – change color, font, line width
o Clear – clear all drawings—your drawings, or viewers’ drawings
o Save – save annotation
Note: specific instructions to access and navigate Annotate Tools vary depending on the device used.
Refer to your platform’s online support page for specific instructions.

Meeting Chat
Chat can be used for many different purposes.
• To give instructions
• To receive responses

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 • To share ideas
• To encourage each other
• To allow time to think and respond
If you use Chat for collaborative work or feedback, consider saving the Chat and email to
leaders later. (Click “More” in Chat window to save to your computer zoom folder or change
your Zoom settings to automatically save Chat at the end of each Zoom session.)

Asking Questions in the Online Setting

• Ask questions to confirm leaders’ understanding. Use reaction tools or Chat to gather
responses.
• Ask follow-up questions to confirm more understanding. Ask leaders to:
o type answer in Chat right away.
OR
o type answer in Chat, then wait until you tell them to click “send.” Purposeful silence
allows time to think.
• Create a safe environment by emphasizing everyone is learning together and Leaders
Meeting is a safe place to practice and try.
• Create a safe environment by confirming all answers and efforts before redirecting, if
needed.

Role Plays
• Role plays are helpful to provide effective practice and leader engagement.
• Have a few leaders participate in the role play. All observe and add helpful hints.
• Debrief by asking leaders to identify other specific situations where the same principle
applies.

Building Community During Leadership Development

Help leaders recognize they are not alone by using the following suggestions:
• Reactions or Chat
o “Thumbs up” if you’ve ever experienced __________ in your online discussion group.” Ask
leaders who gave a “thumbs up” to answer questions about how they handled it.
o Put a “Yes” in chat if you had ______ happen to you and your group last week or last
month?
• Before LM, send questions through the group’s messaging app and ask leaders to prepare
answers for Leadership Development.
o During Leadership Development ask OGLs questions again.
o Ask leaders to respond by answering in Chat, on whiteboard, or shared slide.
• Tic-Tac-Toe
o Divide OGLs into two teams: Xs and Os.
o Share whiteboard and draw a tic-tac-toe template (#).
o Ask questions about training topic:
§ Randomly select a member from each team to answer a question.
§ The group that types correct answer in Chat first makes a mark on the
template.
§ Ask questions of each team. Continue until the game is complete.

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Choosing Zoom Tools

Breakout Rooms

Annotate Stamp
Annotate Text

Drawing Tools
Whiteboard

Reactions
Screen

Polling
Share

Video

Voice
Chat
Activity
Brainstorm or create a ü ü ü ü ü ü ü
list of ideas
Develop a plan ü ü ü ü ü
Check understanding ü ü ü ü ü ü ü ü ü
Small group discussion ü ü ü ü
Large group discussion ü ü ü ü ü
Solicit feedback ü ü ü ü ü ü ü
Demonstrate a new skill ü ü ü ü ü ü
Break down barriers ü ü ü ü ü ü ü
Evaluate pros and cons ü ü ü ü ü ü
Role play ü ü ü
Quiz ü ü ü ü ü ü
Can be saved ü ü ü ü
Create deeper ü ü ü ü ü ü ü
connections

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Using the F.A.R. Tool
Use this tool when coaching leaders who encounter an obstacle or difficulty implementing
training.

F
Face their Reality
• Acknowledge the group or individual’s mood or challenge.
• Address emotion before you move forward.
• Normalize emotion.

Adjust their Perspective

A
Offer one to two truths to shift their focus to the next step:
• “There might be another way to think about this.”
• “Maybe we can try a different method to reach our goal.”
• “This isn’t easy, YET…”
• “Here’s what we know is true…”

Reset their Course

R
• Remind them of the goal.
• Reset the action plan. “What is the next step we will take?”
• Tips for resetting their course:
o Give time to think and write before sharing.
o Call on leaders individually.
o Review the pros and cons first.
o Ask questions:
§ “What is your next step?”
§ “What will you do from here?”
§ “Would you like me to help you talk out a plan?”
• Patience is required. Everyone moves at a different pace.

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Build Your Own Training Template
You can use trainings from this tool kit every week with little or no modification. However, you
might occasionally need to train on a leadership skill that is not covered in the tool kit. If you
have questions about your proposed topic’s alignment with BSF’s Mission, Vision, Core Values,
and Aims, contact your Area Personnel. Use this template to guide you as you develop
effective training. Copy and paste the template into a new Microsoft Word document to edit.
Objective: One sentence stating the clear goal of the training. Keep the objective narrow.
Example: Every leader can ____________ (skill learned or concept processed) by ___________ (activity
completed in the LET).
Preparation
A list of preparations to complete prior to the LM training.

Training
TELL
Trainer: Time: Co-Trainer Options:
• The introduction to a topic or skill, not a teaching time.
• Personalize the points for your leaders using wording that will
resonate with them.
• Do not add extra explanation. Other parts will layer the learning.
SHOW
Trainer: Time: Co-Trainer Options:
• A demonstration of the skill or behavior to learn. Show them
what they will practice.
• This could be a video, illustration, role play, or example.
• This must be a demonstration, not more TELL or talking.
• Trust leaders to discover more as they practice.
LET (70% OF THE TRAINING TIME)
Trainer: Time: Co-Trainer Options:
• Give instructions that direct the leaders to practice a skill or
process their learning.
• Use a variety of methods, including partner practice, reality
practice, role plays, games, and other methods.
• Gather leaders in small groups or pairs whenever possible.
• Keep leaders active and get them moving whenever you can.
• Anticipate potential questions or concerns. Avoid giving answers
and ask coaching questions to help leaders discover next steps.
• Debrief is included in this section if needed.
COACH
Trainer: Time: Co-Trainer Options:

Wrap up the training with a brief summary and encouragement to

use the new skill with God's help.

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 All-Leader Trainings
The trainings in this section apply to any leadership role in BSF. They can be used to train the entire
leadership team together or with individual role-specific teams. This provides opportunity for
coordinated training that promotes unity within the leadership team.
Modify the content in these trainings so they are appropriate to your culture and context. It may
take more than one week to effectively cover the content of one tool kit training. Take the time
needed to train your leaders well.

Trainings in this Section

Culture ...................................................................................................................................... 13
Promoting a Safe Culture – All Leaders .................................................................................................. 13
Strengthened Relationships – All Leaders .............................................................................................. 15
Discussing Hard Topics – All Leaders ..................................................................................................... 17
Helps for Discussing Hard Topics – All Leaders .................................................................................... 19
Welcoming New Leaders – All Leaders................................................................................................... 20
Core Values in Leading – All Leaders ...................................................................................................... 22
Core Values in Challenging Situations – All Leaders.............................................................................. 24
Connection to Local Churches – All Leaders .......................................................................................... 26
Lesson Application – All Leaders ............................................................................................................ 28
Personal Inventory and Mission – All Leaders........................................................................................ 30
Personal Evaluation Using the BSF Core Values – All Leaders.............................................................. 32
Personal Self-Evaluation Form – All Leaders .......................................................................................... 34
Leadership................................................................................................................................ 36
Courageous Leadership Part 1: Building Trust – All Leaders ................................................................ 36
Courageous Leadership Part 2: Living into our Values – All Leaders.................................................... 39
Courageous Leadership Part 3: Vulnerable Conversations – All Leaders............................................. 41
Courageous Leadership Part 4: Learning to Rise after Setbacks – All Leaders ................................... 43
Overcoming the Need to Succeed – All Leaders .................................................................................... 45
Overcoming the Need to Succeed Self-Evaluation – All Leaders .......................................................... 47
Active Listening – All Leaders .................................................................................................................. 48
Spiritual Renewal Through the Leader’s Folio – All Leaders .................................................................. 50
Gospel-Focused Leaders – All Leaders ................................................................................................... 52
CP Essential Policies – All Leaders ......................................................................................................... 54
Praying with a Spiritual Focus – All Leaders ........................................................................................... 57
Urgent Prayer Care – All Leaders ............................................................................................................. 59
Tip Sheet: Urgent Prayer Care – All Leaders ........................................................................................... 61
Leading with Vision Part 1: What is Vision? – All Leaders ..................................................................... 62
Leading with Vision Part 2: Casting Vision – All Leaders ...................................................................... 64

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Relationships ........................................................................................................................... 66
Connection through Empathy – All Leaders............................................................................................ 66
Strengthening Community Through Authentic Discussion – All Leaders ............................................. 68
Caring Responses – All Leaders .............................................................................................................. 70
Christian Leadership and Family Relationships – All Leaders ............................................................... 72

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Culture
Promoting a Safe Culture – All Leaders
Objective: Every leader can promote safe culture through increased awareness by asking two
questions.
Preparation
Option: questions to display, plan breakout rooms, method to record leaders’ insights

Training
TELL
Trainer: Time: Co-Trainer Options:
• Our BSF vision is to magnify God and mature his people.
• We seek to create places where all people can gather and feel
welcomed.
• In a safe culture all people find belonging and acceptance. There
is freedom to hold different views and still grow as friends and
followers of Jesus.
• Safe culture does not happen automatically and requires us to be
aware of what can negatively impact others.
• We can ask two questions to help increase awareness in
promoting safe culture.
SHOW
Trainer: Time: Co-Trainer Options:
• Here are the questions we can ask: Display the two questions.
1. What factors can put a safe culture at risk?
2. What could be the impact of these factors in a class?
• One factor that can put a safe culture at risk is language.
1. How could language impact the culture of a class?
• Listen for: misunderstanding of word meanings or expressions or Record leaders’ answers.
difficulty communicating that leads to isolation
LET
Trainer: Time: Co-Trainer Options:
• Let’s spend a few minutes brainstorming other potential factors Display factors as listed by
that can put safe culture at risk. leaders.
• Capture ideas. Possible answers: cultural allegiances, current
events, political views, beliefs, prejudice.
• Now that you have thought of factors that can put safe culture at
risk, discuss in small groups how these factors can potentially Open breakout rooms.
impact the group.
• Leaders gather in small groups. Assign a factor to each small Close breakout rooms.
group.
• Visit groups and observe sharing.

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• Regather in large group. Record leaders’ insights.
• Large Group Debrief: leaders share new insights gained.
COACH
Trainer: Time: Co-Trainer Options:
• The reason we seek to grow in awareness is because we care
about all people and God’s kingdom purposes.
• Everyone should feel acceptance and belonging because God
does not discriminate. He sent Jesus for people from every
nation, tribe, people, and language.
• Promoting safe culture invites people to seek to know our Savior,
the Lord Jesus Christ.

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Strengthened Relationships – All Leaders
Objective: Every leader can strengthen relationships with others through learning and valuing
different perspectives.
Preparation
Option: questions to display, plan breakout rooms, method to record leaders’ insights

Training
TELL
Trainer: Time: Co-Trainer Options:
• We show compassion for people when we seek to learn about
them and show they are valued.
• A healthy class culture is one where relationships are
strengthened as we value different perspectives.
• The beauty of God’s people is that we are diverse.
• We come from a variety of backgrounds, experiences (good or
bad), and life histories.
• We have a great opportunity to gather around the study of God’s
Word with a variety of perspectives to contribute to our
understanding and spiritual growth.
SHOW
Trainer: Time: Co-Trainer Options:
• Imagine the people who come to our classes. They come with
many different life experiences and perspectives.
• What experiences or perspectives might be represented in our Display perspectives as
class? Possible answers: feeling undervalued, age or life listed by leaders.
experience, reputation, image, culture or ethnicity, personal
circumstances, and other perspectives.
• Think about someone who recently lost their job due to their age.
That person might be sensitive to being placed in older groups
that they feel are not for them. Or they might feel unwanted or
useless, so they might be encouraged by being asked to
volunteer or help in some way.
• Different perspectives can bring challenges, but they also can
bring beautiful strength and connection to our relationships.
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather in groups of three to four. Open breakout rooms.

• Assign each group one to two perspectives that might come to
your class. Ask each group to identify: Display questions.
o What might be the attitude or inter-relational result of this
experience or perspective?
o What might be the value of leaning in and appreciating this
perspective?

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 o How might this person be appreciated in practical ways in
our class or their group?
• Visit groups and observe sharing.
• Regather in large group.
Close breakout rooms.
• Large group sharing: In what ways are relationships strengthened
when we value the perspectives of others?
Record leaders’ insights.
COACH
Trainer: Time: Co-Trainer Options:
• In a healthy class culture, we learn and value perspectives from
everyone, and as a result, we grow spiritually.
• We need to see that every person has a story and a valuable
perspective from which we can learn.
• God’s perspective is always higher and greater than ours. When
we have compassion for God’s people, we seek to see them from
His perspective.

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Discussing Hard Topics – All Leaders
Page 1 of 2
Objective: Every leader can engage in conversations about hard topics by responding with Four A’s.
Preparation
Pre-assignment: Share page 2 of Discussing Hard Topics with leaders.
Option: information to display, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Everyone is confronted with situations in life that are hard and
difficult to process.
• People are looking for answers and wonder if God’s Word truly
speaks to their difficulties.
• It is not your place to have all the answers to their questions.
• You can assure them that God has the answers, and He cares
about them!
• Entering a conversation about a hard topic might feel
uncomfortable, difficult, or scary!
• Remember that the Holy Spirit promises to give you the words
to speak.
• The Four A’s is a tool to help you respond to a hard topic:
Acknowledge, Allow, Admit, and Affirm.
SHOW
Trainer: Time: Co-Trainer Options:
• Listen for the Four A’s in the following responses during a Display the Four A’s and
conversation about divorce. goals:
• Acknowledge the individual Acknowledge - Goal: To
Goal: To build a relationship of trust. For example, “Chad, thank build a relationship of trust.
you for sharing about your sister’s separation from her husband. Allow - Goal: The
That is very hard.” individual feels loved and
• Allow exploration accepted before they
Goal: The individual feels loved and accepted before they believe God’s Word.
believe God’s Word. For example, “I wonder, how is this struggle Admit - Goal: Leader and
affecting you and your relationship with them?” individual humbly depend
• Admit we need God’s help on God for answers.
Goal: Leader and individual humbly depend on God for answers. Affirm - Goal: Individual
For example, “I need to remind myself that God personally loves holds on to a biblical truth
me. He loves you and longs to comfort you in every situation.” as they wrestle with the
• Affirm a truth about God or people topic.
Goal: Individual holds on to a biblical truth as they wrestle with
the topic. For example, “God loves us and provides for us,
especially in hard situations. What could you ask God to provide
for?”

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 LET
Trainer: Time: Co-Trainer Options:
• Leaders gather in groups of two. Display instructions, if
• With partner, leaders first “teach back” the Four A’s to each other, needed.
then practice using the Four A’s in a hard conversation.
Display scenarios.
• Role-play the following scenarios. Switch roles or scenarios after
5 minutes.
Open breakout rooms.
o Scenario 1: A class member shares that their child is
considering moving in with their fiancé before they get
married. Start the role play with the class member saying,
“I don’t know if I really think it’s wrong. I think it might be a
good idea for them to find out what it’s like to live
together before they make such a big commitment.”
o Scenario 2: A class member has a friend that committed
suicide. Start the role play with the class member saying,
“I feel like I should have done something to prevent this.
Everything seems hopeless right now.”
• Trainer visits the groups to observe and coach.
Close breakout rooms.
• Tip: Leaders do not have to provide answers or teach. Coach
them to use the Four A’s as a conversation guide.
COACH
Trainer: Time: Co-Trainer Options:
• Hard conversations are opportunities for authentic
conversations about real-life situations.
• Remember, you do not have to have all the answers. Rely on the
Holy Spirit to guide you.
• Hard conversations are opportunities to show others you
believe God has the answers they need for life!

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Helps for Discussing Hard Topics – All Leaders
Page 2 of 2

How to Respond: Acknowledge, Allow, Admit, Affirm

• Acknowledge the member.
o Include their name.
o Normalize asking questions. “We welcome these kinds of questions, Joy; we all have
them.”
o Questions means application is being thoughtfully considered. For example, “Thinking
about this, Sarah, helps us connect it to our lives.”
• Allow for exploration. (Consider options appropriate to the situation, topic, or question.)
o Discuss how the topic makes the members feel about self, people, or God.
o Allow an answer to the question to be less important than feelings the question
provokes.
o Respectfully discuss various viewpoints.
o Allow members to belong in BSF before they understand or believe the teaching.
o Discuss how God feels about the topic and people involved based on Jesus’s sacrifice.
o Clarify definitions or context. Highlight clarity offered by lesson questions.
o Discuss the experiences of people in a Bible passage: What might they have been
thinking or feeling? What were they experiencing (tasting, smelling, touching)? What do
they believe that is not true? What is right or wrong in their relationship with God and
others?
• Admit need for God.
o Admit your need for God’s help with hard topics and questions. “I struggle to
understand everything in the Bible too.” Or “These topics can be tough.”
o Admit you are imperfect like the people in the Bible. “I know I have hurt others with my
choices.”
o Admit you are still learning, “It feels uncomfortable to have questions about God.” Or,
“Many questions don’t have easy answers. We are all still learning.”
• Affirm truth about God and or humanity.
o Affirm God’s character or attributes.
o Affirm the root of the difficult topic is something we all can relate to—sin.
o Affirm the hard topic relates to the gospel or God’s solution to sin.
o Affirm the hard topic or question relates to truth about God.
o Affirm, “God is not afraid of or disappointed by our questions.”

How Not to Respond:

• Shame the member. For example, “We don’t discuss questions like that here.”
• Shock. “I can’t believe you asked that!” or, “You should know that.”
• Avoid further questions. “Let’s just move on.”
• Ignore discussing the rest of the passage, then discuss only the hard topic in-depth.
• Assume members do not relate personally to these topics.
• Elevate yourself as final authority on sensitive matters.

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Welcoming New Leaders – All Leaders
Objective: Every leader can contribute to a culture of belonging by being intentional to welcome, help,
and include new leaders.
Preparation
Option: capture and record insights, plan breakout rooms, and capture and record ideas to
distribute later

Training
TELL Co-Trainer Options:
Trainer: Time:
• Serving as a leader in BSF is a wonderful privilege. God uses our
season of service to strengthen our faith and train us to serve in
BSF and elsewhere.
• One of the benefits of BSF leadership is the community of other
leaders! We learn together, pray together, serve together, and
grow in spiritual maturity – together.
• When new leaders join our leadership team, it can be
intimidating.
• New leaders may feel inadequate or fearful. Things that are
familiar to us are new and perhaps confusing to them.
• We can help new leaders adjust to BSF leadership by being
intentional to welcome, help, and include.
SHOW Co-Trainer Options:
Trainer: Time:
• Think back to the very first Leaders Meeting you attended (or
another situation where you were the “new kid”). Give leaders a
minute to reflect individually.
1. How did you feel?
2. What fears did you have?
3. What helped you adjust?
• Now let’s think about new leaders who join our team.
1. What might they be feeling?
2. What struggles might they experience?
o (Encourage leaders to think about more than attendance at
Leaders Meeting.) Possible answers: feelings of Capture and record insights.
inadequacy, perceiving other leaders as spiritual giants,
huge learning curve, unfamiliar with BSF vocabulary, fear
of unknown, feel awkward in group of people who know
each other, understanding a new culture: praying on knees,
BSF acronyms, and other things specific to BSF

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LET Co-Trainer Options:
Trainer: Time:
• In small groups, determine specific actions you could take to
welcome, help, and include new leaders. Include attendance at
LM, but also think beyond that.
• Leaders gather in small groups. Open breakout rooms.
• Visit groups and observe.
Close breakout rooms.
• Leaders regather in large group.
• Ask groups to report their top two ideas.
Capture and record ideas.
• As a group, spend time praying that God will use every leader to Distribute to leaders later.
cultivate a culture of belonging in your leadership team. (Allow a
few leaders to pray in the large group as time allows.)
COACH Co-Trainer Options:
Trainer: Time:
• It takes each one of us to welcome new leaders and help them
assimilate into leadership at BSF.
• Even small gestures will make a huge difference!
• Trusting God to cultivate a culture of belonging brings blessing to
us all!

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Core Values in Leading – All Leaders
Objective: Every leader’s service can be strengthened by using the BSF Core Values to evaluate their
leadership.
Preparation
Option: display BSF Core Values, questions, plan breakout rooms.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Leadership in BSF is a calling and a privilege, not just a choice.
• BSF leaders are called to fulfill the responsibilities of their roles.
• BSF Core Values tell us how to do what we do.
• BSF Core Values explain the humble, dependent posture before
God and on behalf of others that is necessary to fulfill our
leadership roles.
SHOW
Trainer: Time: Co-Trainer Options:
• Display the BSF Core Values. Display BSF Core Values.
• Lead the group through one of the core values and discuss:
1. How would this Core Value influence the way you fulfill
your responsibilities?
2. How would you evaluate your leadership commitment
against the Core Values?
LET
Trainer: Time: Co-Trainer Options:

• Leaders can complete the LET activity individually or in small

groups. Choose what is best for your leaders.
• Consider one Core Value at a time and discuss the following:
1. How would this Core Value influence the way you fulfill Display questions.
your responsibilities?
2. How would you evaluate your leadership commitment
against the Core Value?
3. What are one or two areas you could identify for prayer
and growth in your leadership?
• If used, gather leaders in small groups.
• Visit groups and observe. Open breakout rooms, if used.
• Leaders regather in large group.
Close breakout rooms.
• Option: collect the lists of prayer and growth needs and pray for
them and train where needed.

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COACH
Trainer: Time: Co-Trainer Options:
• The BSF Core Values help us respond faithfully to God’s call and
to our specific responsibilities, for His glory and our joy.
• Incorporate one Core Value into your leadership this week.
• God has called each of us into our leadership roles with purpose!

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Core Values in Challenging Situations – All Leaders
Objective: Every leader can determine how to address challenging situations by using BSF’s Core
Values as a guide.
Preparation
Option: BSF Core Values to display, plan breakout rooms, method to record leaders’ insights

Training
TELL
Trainer: Time: Co-Trainer Options:
• The Core Values of BSF are how we approach ministry.
• These Core Values serve as decision-making guidelines to
uphold a high view of God in everything we do.
• Our Core Values are demonstrated by leadership but also desired
in all members as they grow and mature in the Christian walk.
• Situations often arise where we need to make a decision quickly.
• When we internalize the Core Values, we keep God as our focus.
SHOW
Trainer: Time: Co-Trainer Options:
• As a group, identify challenging situations faced in Christian Display situations as listed by
leadership. leaders.
• Listen for possibilities in BSF and in other leadership contexts:
volunteer corrects CL, lack of participation, chronic late arrival,
divisive conversations, disagreement with changes,
discouragement because lessons are too hard, wants to switch
groups, and other challenging situations.
• Display the BSF Core Values: Dependence on God, Passion for
Christ, Compassion for People, Excellence, Integrity, Humility Display the BSF Core Values.
• Select one challenging situation and determine which core value
might help in guiding the person.
LET
Trainer: Time: Co-Trainer Options:
• In small groups, discuss three questions for your assigned Display discussion questions.
situation:
1. What are possible reasons the person made this choice?
2. Which Core Values would help guide the person?
3. How might you begin a conversation to address this
issue? Display group assignments.
• Assign one or two challenging situations from the brainstormed
list above to each group. Open breakout rooms.
• Leaders gather in small groups.
• Visit groups and observe sharing. Close breakout rooms.
• Large group debrief: Leaders share their new insights. Record leaders’ insights.

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COACH
Trainer: Time: Co-Trainer Options:
• BSF Core Values provide leaders with a sound basis for decision-
making.
• Reliance on the Holy Spirit and understanding BSF’s Core Values
will make leadership strategies powerful and effective.
• Jesus has called you to shepherd and lead. He will enable you to
help people along their spiritual journey.

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Connection to Local Churches – All Leaders
Objective: Every leader can fulfill the Mission and Aims of BSF by contributing to good relationships
with local churches.
Preparation
Display of BSF’s Mission and Aims and three questions for training exercise.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Support of Christ’s Church through local churches is key to the
Aims and Mission of BSF.
• Leaders serve in local churches to share the blessing of what is
received in BSF training and service.
• BSF desires to help members have healthy relationships with
their local church.
• The uniting factor between BSF and local churches is passion for
Christ, one of our Core Values.
• Let us consider how our Mission and Aims relate to Church
relationships.
SHOW
Trainer: Time: Co-Trainer Options:
Display BSF’s Mission and Aims and the questions for the exercise. Display Mission, Aims, and
Provide sample answers given to jumpstart sharing. three questions.
1. How do the BSF’s Mission and Aims influence church
relationships?
• Possible answer:
o When pastors understand that BSF wants to come
alongside them rather than compete with them, they
encourage their members to join and welcome BSF.
2. How can leaders help foster healthy church
relationships?
• Possible answers:
o Encourage group members to serve where needed as God
prompts them.
o Encourage Group Members to use what they are learning
in BSF in places of service within their church.
o GL models cheerful service in their own church in a
meaningful way.
3. In what ways can BSF members alienate churches or
pastors?
• Possible answer:

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 o If BSF involvement is used as an excuse for not serving in
their church, it detracts from BSF’s intent
LET
Trainer: Time: Co-Trainer Options:

• Divide leaders into three small groups. Create breakout rooms.

• Assign one question for each group to discuss and report back. Assign questions to groups.
Allow time for group discussion followed by large group debrief.
• Trainer(s) visit groups to observe and coach as necessary.
COACH
Trainer: Time: Co-Trainer Options:
• Healthy church relationships are vital to achieving BSF’s Mission
and Aims.
• BSF leaders serve in their own churches and consider how to
encourage members to do the same.
• Passion for Christ and compassion for His people calls us to love
Christ’s Church.

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Lesson Application – All Leaders
Objective: Every leader can identify aspects of the current lesson through a personal application grid.
Preparation
Use the Personal Application grid with the current lesson to identify a sample for the “SHOW.”

Training
TELL
Trainer: Time: Co-Trainer Options:
• In BSF, we aim to teach timeless truths that lead to personal
application and spiritual transformation.
• Our lessons reveal at least one attribute of God, human need for
a Savior, and at least one gospel connection.
• Student’s and Children’s lessons give clear help in these areas.
• Homiletics can help other leaders identify these truths.
• Let’s look at this week’s lesson through a personal application
grid for purposes of application.
SHOW
Trainer: Time: Co-Trainer Options:
• Share a foursquare grid with squares labeled: Attribute of God, Share grid with leaders.
Human Need, Gospel Connection, and Personal Reflections.
• Using the current lesson, share an attribute of God revealed, a
human need identified, a gospel truth that connects, and then a
short personal application or lesson derived from one or more of
the noted thoughts.
• For instance: From John 9:
1. Attribute of God: Mercy
2. Human need: Spiritual sight
3. Gospel truth: All are blind until they have saving faith.
4. Application: Who is blind in my life to whom I need to
show mercy?
LET
Trainer: Time: Co-Trainer Options:

• Assign each small group one category: Attribute, Human Need, Assign leaders to breakout
Gospel Truth. Give time for groups to identify truths for their rooms.
assigned category.
• Small groups share their ideas with the large group, then Assign each group one
individuals identify personal reflection questions or lessons for “square” of the grid: Attribute,
themselves. Human Need, or Gospel
Truth.
• Ask for sharing of some reflection thoughts with the large group
before closing.

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COACH
Trainer: Time: Co-Trainer Options:
• We always want to look for the ways God is speaking to us
through our lessons.
• The things God teaches us help us to better shepherd others.
• Consider using this grid in your personal study time to identify
how God is guiding you to personal application of the lessons.

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Personal Inventory and Mission – All Leaders
Objective: Every leader can evaluate the BSF experience through a grid of the BSF Mission.
Preparation
Option: BSF Mission Statement to display, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• The BSF Mission: Global, in-depth Bible classes producing
passionate commitment to Christ, His Word, and His Church.
• As we seek to accomplish this mission, it is helpful to evaluate
where we are seeing God work and how we can pray for further
development in ourselves and in our leadership.
• There are three areas of focus in the mission statement:
1. Passionate commitment to Christ
2. Passionate commitment to God’s Word
3. Passionate commitment to the Church
• Let’s consider how we can evaluate our BSF leadership
experience through the BSF Mission.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the three areas of focus from the mission statement. Display mission statement
• For example, you hear a class member share that they were focus areas.
convicted during the lecture to serve in their church, and they
began the process of identifying where to serve.
LET
Trainer: Time: Co-Trainer Options:
• Place leaders into small groups to discuss: Create breakout rooms, if
1. Evidence they see of the mission areas’ effectiveness in needed.
class members, or in their own lives. Display discussion
2. Where do they see a need for further growth and questions.
development?
3. How might they intentionally encourage that
development?
• Large Group Discussion: Ask leaders to share how they are
encouraged or challenged by the discussion. Ask small groups or
partners to pray for one another, if time.
COACH
Trainer: Time: Co-Trainer Options:
• It is helpful to evaluate where we see God working and how we
can pray for growth in accomplishing our mission in BSF.

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• Look for small increments of growth each week and thank God
when you see them!
• The work of faith development belongs to the Holy Spirit. Watch
for ways you see Him at work.

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Personal Evaluation Using the BSF Core Values – All Leaders
Objective: Every leader can lead with self-awareness, not self-focus, by evaluating their leadership
using BSF’s Core Values.
Preparation
Send leaders the Personal Self-Evaluation Form prior to Leaders Meeting. Ask them to prayerfully
consider their responses.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Our vision in leading in BSF is to magnify God and mature His
people.
• BSF’s Core Values guide is in our leadership activities.
• We cannot lead others further than we have gone ourselves.
• We must recognize where we are to cooperate with God as He
matures us as leaders.
• We need to be self-aware while avoiding self-focus.
• There is no perfect leader, but we can identify areas for prayerful
improvement as we seek to honor God and bless others as
leaders in BSF.
SHOW
Trainer: Time: Co-Trainer Options:

• Review BSF’s Core Values: Display Core Values

1. Dependence on God – We rely on the inexhaustible
resources of God in the power of the Holy Spirit for
everything His work requires.
2. Passion for Christ – Our love for Jesus fuels our
commitment to advance the cause of Christ.
3. Compassion for People – We help others by applying
grace and truth with godly wisdom.
4. Excellence – We reflect the infinite worth of God in the
quality of our service.
5. Integrity – We consistently integrate God’s character into
thought, word, and deed.
6. Humility – We put aside self to serve God and others.
• This week you had the opportunity to reflect on your leadership
through the lens of the BSF Core Values as you completed the
Self-Evaluation.
• In what area do you want to grow this year?
• Online LM option: Share slide with BSF Core Values and ask Leaders indicate area using
leaders to use the Annotate tool to denote area. Annotate Tools.

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LET
Trainer: Time: Co-Trainer Options:
• With a partner, share an area where you want to develop this
year.
• Refer to the reflection you did while completing the Self-
Evaluation.
• End your time by praying for one another.
• Leaders gather in pairs. Open breakout rooms.
• Leaders regather in large group. Close breakout rooms.

COACH
Trainer: Time: Co-Trainer Options:
• Self-awareness helps us see how God desires to mature us. Self-
focus cripples our leadership by blinding us to areas we need to
grow.
• Keep this self-evaluation handy and refer to it often to prayerfully
develop your leadership. God is working to mature us in ways
that far transcend improving in skill.
• We can trust Him to use even our weaknesses to bring Him glory
and serve His people.

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Personal Self-Evaluation Form – All Leaders
Prayerfully consider the statements describing leadership that is self-aware and self-focused.
Mark phrases that describe areas of growth and celebrate God’s faithfulness! Note phrases that
point to areas for growth and ask for God’s faithful help.

Core Value Statement

Dependence A self-aware leader: recognizes need for God to lead DG well; asks for the Spirit’s
on God power and help even while leading the group; understands experience does not
diminish the need to rely on God; views prayer before leading as a necessity.
A self-focused leader: feels comfortable leading because of experience or past
success; prays as a ritual but not from desperate need; views leading the group as
just an activity to complete; feels satisfied with fulfilling the duty.
Passion for A self-aware leader: intentionally directs the conversation to Jesus more than other
Jesus Christ interests; desires questions and answers about and increased trust in Jesus more
than a cooperative group; is willing to love and care for the difficult to draw them to
Jesus; views members as treasures Jesus entrusts to them for a season.
A self-focused leader: views leading as a service to Jesus more than a gift from
Jesus; is more comfortable leading when they can relate well to the group; loves
hearing victories during discussion but prefers doubts and struggles be reserved for
private conversations.
Compassion A self-aware leader: is driven to prayer for the concerns others carry; asks God for the
for People wisdom to minister grace and truth; views caring for others as a privilege; is willing to
sacrifice comfort so others draw near to Jesus.
A self-focused leader: feels burdened by the load they carry for others; finds
themselves asking God for patience to deal with others; wonders how long they can
continue doing this.
Excellence A self-aware leader: does their best and trusts God with the outcome; recognizes
perfectionism is an idol not an ideal; understands faithfulness is valued more than
stellar performance; desires coaching to improve skills.
A self-focused leader: evaluates success based on performance; experiences
lingering dissatisfaction with mistakes; measures development through comparison
with others; feels misunderstood or unappreciated when coaching is offered.
Integrity A self-aware leader: quickly confesses and apologizes when others point out wrong;
dialogues to understand the reason for procedures; submits to authority; stands for
truth even when unpopular.
A self-focused leader hopes others notice when they do right; justifies any action if
the results are good; thinks it is better to ask for forgiveness than permission.
Humility A self-aware leader: recognizes how great their need for grace and mercy is; seeks to
understand others rather than be understood; assumes the best of others; responds
to coaching or correction with gratitude.

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 A self-focused leader: needs lots of approval and praise from others to persevere;
thinks about what they will say as others are speaking; confuses a lack of courage
with a gentle, quiet spirit.

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Leadership
Courageous Leadership Part 1: Building Trust – All Leaders
Objective: Every leader can build trust in the leadership circle by understanding and planning two
practical steps.
Preparation
Option: display words, plan breakout rooms

Training Opener
Introduction to Courageous Leadership:
• We need courageous leaders.
• A 10-year study of courageous leadership revealed four skill sets that are 100% teachable,
observable, and measurable: building trust, engaging with vulnerability, living into our values,
and learning to rise after setbacks. In this document, we will train on building trust and living
into our values.
• First, let us look at building trust.
TELL
Trainer: Time: Co-Trainer Options:
• Relationships are built on trust that is earned and built. Trust
rarely builds instantly. Instead, it is built in small moments.
• Think of a glass jar of marbles as representative of trust in your
relationships. We deposit marbles into the jar through small
actions that build trust over time.
• Trust has been defined as “Choosing to risk making something
you value vulnerable to another person’s actions.”
• Distrust has been defined as “What’s important to me is not safe
with this person in this situation.”
• In our leadership circle, we can either build trust or create
distrust.
• We want to cultivate an atmosphere where leaders are more
concerned about building trusting relationships than getting
something done.
SHOW
Trainer: Time: Co-Trainer Options:

• Display Check-ins and Showing our humanity. Display words.

• Here are two simple ways we can effectively build trust with one
another:
1. Check-ins
2. Showing our humanity
• Check-ins are simply conversing with someone regarding an
observation or something they shared with you—not BSF related.
For instance:
1. “How did your son’s soccer tournament go?”

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 2. “How was your mom’s surgery?”
3. “I noticed you were quiet today. I just wanted to see how
you are doing.”
• Showing your humanity allows others to see who you are outside
BSF responsibilities. Showing your humanity acknowledges that
there is much more going on outside the BSF gathering.
• Showing humanity means being honest and willing to reveal the
reality of where you currently are—because you are human. This
builds trust and helps others do the same.
• Keep in mind this does not have to be in-depth; it can be as
simple as someone asking how you are.
• If it was a hard day, showing your humanity means being willing
to say, “Actually, today was rough.” Or “I struggled to get here but
I’m here.”
• Being a leader does not mean having it all together, it means
leading by example.
LET
Trainer: Time: Co-Trainer Options:
• Let’s practice. Take a moment and think of recent interactions
with other BSF leaders. Then write down the names of a few
leaders, and how you might check in next time you see them.
(Allow leaders a few minutes to think and write.)
• Now share with a partner your plan for check-ins this week.
• Leaders gather in pairs.
• Allow a few minutes for leaders to discuss with a partner. Open breakout rooms.
• Leaders regather in large group.
Close breakout rooms.
• Now we’ll have some conversations showing our humanity. In
small groups, share two words that describe your current reality
or how you are feeling.
• Trainer and Co-Trainer model honest sharing (for example, tired
and overworked; uncertain and curious; or excited and hopeful).
• In your small groups, be willing to reveal your current reality.
• Leaders gather in small groups. Recreate and open
• Leaders regather for large group debrief. breakout rooms.
• Ask debrief questions and have a 5-minute discussion: Close breakout rooms.
1. What did you notice about the discussion?
2. What did you appreciate about what you heard?
3. How does showing our humanity – our humanness – in
conversation build trust?
COACH
Trainer: Time: Co-Trainer Options:
• Trust is built in small moments.
• Brave leaders check in on people and do not ignore their own
humanness.

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• Ask God to give you courage to choose to risk making something
you value vulnerable to others.
*The training concepts in this All-Leader training are inspired by thoughts and resources from Brené Brown.

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Courageous Leadership Part 2: Living into our Values – All Leaders
Objective: Every leader can process the BSF core values into behaviors by answering two questions.
Preparation
Option: display BSF Core Values, display two questions, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• No matter the culture, generation, or time zone, there is a great
need for courageous leaders who live the values they profess.
• In BSF we have six core values that we profess to be HOW we do
what we do.
• According to research, only about 10 percent of organizations
apply their values into observable behaviors that people are
taught and held accountable for. In our striving for integrity and
excellence, let us be in that 10 percent.
• One of the most ruthless drivers of disengagement or distrust
when building relationships is a lack of alignment between
values and behavior.
• It is crucial that we not only name these values but apply them to
behaviors – this is what it means to “live into our values.”
SHOW
Trainer: Time: Co-Trainer Options:

• Display the BSF Core Values. Display BSF Core Values.

• We are going to process these values and discuss what they
might look like in our life.
• Choose two core values to work with. (Allow 30 seconds for
leaders to quietly choose two core values.)
• Display and ask the two questions below: Display the two questions.
1. What behaviors support each value you selected?
2. What behaviors are outside of each value?
• For example, if you chose integrity, a behavior that supports this
value might be keeping your word when you promise something.
A behavior that is outside of that value might be sharing
something that was meant to be kept confidential.
LET
Trainer: Time: Co-Trainer Options:
• Spend a few minutes working individually to answer these two
questions for the values you selected. List as many behaviors as
you can. (Allow several minutes of quiet work. Coach as needed if
anyone has questions.)
• Now let’s spend a few minutes sharing your discoveries with
others.

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• In groups of three to four, share your answers to both questions
for ONE of your values.
• Leaders gather in small groups. Open breakout rooms.
• Allow a few minutes for small group discussion.
Close breakout rooms.
• Leaders regather in large group for debrief.
• Let’s walk through each core value and hear one behavior that
supports and one that sits outside of each.
• As a large group, discuss each of the six core values and allow
leaders to share a behavior for both questions on each.
• Affirm responses and coach as needed to draw out clarity and
understanding.
COACH
Trainer: Time: Co-Trainer Options:
• Living into our values reflects courageous leadership.
• Continually ask yourself: Is this value filtering my decisions?
Does this behavior sit outside a value or support it?
• Partner with another leader in prayer for applying the BSF Core
Values as we serve Christ and His people.
*The training concepts in this All-Leader training are inspired by thoughts and resources from Brené Brown.

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Courageous Leadership Part 3: Vulnerable Conversations – All
Leaders
Objective: Every leader can practice entering and engaging in vulnerable conversations by using
phrases that invite curious discovery.
Preparation
Option: display examples and instructions, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Part of leading courageously is approaching conversations
where there is disagreement or misunderstanding with a
commitment to lean into vulnerability.
• Leading courageously involves approaching difficult topics with
curiosity and generosity. Sometimes it's necessary to take a
break and circle back to the conversation later.
• As one psychologist teaches, it is a good practice to “listen with
the same passion with which we want to be heard.”
• Listening passionately with an open heart and open mind is
crucial to courageous leadership.
• The greatest barrier to courage is not fear; it’s our own armor –
the things we do to self-protect.
• We want to approach difficult conversations with vulnerability
and commitment to serve the mission and vision, not ourselves
or our own agendas.
SHOW
Trainer: Time: Co-Trainer Options:

• Display examples of language involved in vulnerable Display examples of

conversations (below): curious and generous
• The language we use in difficult conversations is important. Here language.
are some great examples of what it might sound like to enter and
engage in a difficult conversation with curiosity and generosity:
1. “I’m curious about…”
2. “Tell me more…”
3. “I’m wondering…”
4. “Help me understand…”
5. “Walk me through that.”
6. “What’s your passion around this…”
7. “Tell me why this doesn’t fit or work for you.”
• What do you notice about this type of approach? (Allow leaders
to share a few observations with the group. Possible answers: it
is open-minded, it seeks to understand and learn, it creates
opportunity to truly listen.)

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LET
Trainer: Time: Co-Trainer Options:
• This is a safe place to practice, so let’s practice. Here are your Display instructions.
instructions:
1. With a partner, think of a difficult or uncomfortable
conversation. It can be a conversation you have already
had, or one you might have in the future.
2. Then, engage vulnerably. Practice using the vulnerable
language to start and use it when you get stuck.
3. We will switch after a few minutes, so everyone has an
opportunity to practice.
• Leaders gather in pairs. Open breakout rooms.
• Allow leaders several minutes to practice. Visit groups and coach
as needed toward the definitions and goals of vulnerable
conversations. Close breakout rooms.
• Leaders regather in large group.
• Ask questions for debrief discussion:
4. What was the most challenging part and why?
5. In what other areas or ways could we practice
vulnerability in difficult conversations?
6. What would you like God to grow in you in order to
engage difficult conversations with curiosity, generosity,
and open-mindedness?
COACH
Trainer: Time: Co-Trainer Options:
• Courageous leadership means we listen well, and we engage in
difficult conversations with courageous vulnerability.
• It may be uncomfortable, but God does not call us to comfort, He
calls us to love Him and others.
• Let us pray regularly to be courageous leaders who remain
curious and vulnerable as we serve God and His people.
*The training concepts in this All-Leader training are inspired by thoughts and resources from Brené Brown.

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Courageous Leadership Part 4: Learning to Rise after Setbacks –
All Leaders
Objective: Every leader can understand how to rise strong after setbacks in their leadership by
processing a 3-step tool.
Preparation
Option: display and distribute the three steps, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• If we are courageous leaders, we will experience setbacks.
• Rising strong after setbacks is learning how to “fall” and embrace
what we’ve learned.
• If we don’t have the skills to rise afterward, we may not risk
falling. But when we can rise after a fall, we emerge as an even
more courageous and tenacious leader.
• There are three steps that help us learn to rise after setbacks in
Display three steps.
our leadership.
• The Reckoning – recognizing and naming what happened.
1. Ask: what is the setback?
• The Wrestling – process and learn from the setback.
1. Ask questions like, “What do I need to learn and
understand about myself?”
• The Revolution – the time to “rally.”
1. Reset the course with your new learnings.
2. Ask questions like, “What options do I have to move
forward? What might I want to do differently?”
SHOW
Trainer: Time: Co-Trainer Options:

• Trainer shares a significant setback they have experienced in

leadership (does not need to be BSF leadership).
• Lead the group in talking through the three steps. Allow leaders to
provide multiple options, ask questions, and share diverse
thoughts as you process the three steps.
LET
Trainer: Time: Co-Trainer Options:

• Now let’s continue processing the three steps – this time with Distribute three steps.
real-life setbacks you have experienced.
• Leaders gather in small groups of two to three.
Open breakout rooms.
• Visit groups and coach as needed toward self-discovery and new
learnings.
• Leaders regather in large group.

Leadership Development Tool Kit 43 062024

• Ask debrief questions: Close breakout rooms.
3. What step was the most challenging, and why?
4. How might this tool be used in your BSF leadership and
beyond?
COACH
Trainer: Time: Co-Trainer Options:
• Courageous leadership means we take risks. Taking risks means
we will experience setbacks.
• It is okay to not have all the answers to these questions as we
learn to rise. What is important is that we choose the risk
because we love God, and we love people.
• Learning to rise is worth experiencing the setback. Ask God to
increase your ability to rise and your willingness to rumble in the
process!
*The training concepts in this All-Leader training are inspired by thoughts and resources from Brené Brown.

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Overcoming the Need to Succeed – All Leaders
Page 1 of 2
Objective: Every leader can focus on God’s purpose rather than a personal sense of success by
evaluating their own struggles and challenges.
Preparation
Option: photographs to display, self-evaluation questions to distribute or display, plan breakout
rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• As leaders who are also human, we like to succeed.
• Our estimation of success may or may not match God’s
evaluation.
• We prefer things to go smoothly, yet God often works through
human weakness and failure.
• We tend to focus on ourselves and our limited view, not others
and God’s infinite purposes.
• We often are most comfortable when we are in control, rather
than yielding to God’s control.
• As a leader, you lead others toward spiritual growth, and as you
do that, God leads you toward spiritual growth.
• It is good for us to learn to lead skillfully, but ultimately, we must
trust God’s higher purposes.
SHOW
Trainer: Time: Co-Trainer Options:

• Display two photographs of groups (adults or children). Number Display photos.

one is a group engaged and interacting. Number two is a group
disconnected and distracted.
• Lead a discussion of the photos based on the following questions:
1. How would you describe each of these groups?
2. How do you measure success? Failure?
LET
Trainer: Time: Co-Trainer Options:

• Display or distribute self-evaluation questions from page 2 and Display or distribute self-
give leaders time to work individually to answer. evaluation questions.
• After evaluation is complete, lead a discussion of the following Open breakout rooms, if
questions in small groups or the large group. used.
3. What specific encouragement did you receive through the
evaluation?
4. What specific conviction was revealed through the
evaluation?

Leadership Development Tool Kit 45 062024

 5. Where did you discover God’s higher purposes prevail Close breakout rooms, if
over your own need to succeed? used.
COACH
Trainer: Time: Co-Trainer Options:
• Being prepared and purposeful as a leader is important. It is
important to grow in leadership skills and understanding. It is
good when things go smoothly without distracting
complications.
• However, the struggles and challenges we face do not represent
failure, but opportunities for growth.
• True success is allowing God’s higher purposes to prevail.

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Overcoming the Need to Succeed Self-Evaluation – All Leaders
Page 2 of 2

ALWAYS SOMETIMES NEVER

I consider it a success when everything goes
smoothly, those I lead are happy and engaged, when
I am articulate, and everyone thinks I do a great job.
I am most comfortable when I am in control.
I tend to evaluate my performance each week, not
just to learn and improve, but also to bolster my
sense of success.
I find myself focusing more on how I am doing than
the spiritual goals of the people I lead.
I am uncomfortable and question myself when things
are less than perfect.
When things aren’t going as expected or hoped, I
immediately pray and trust God to work for His glory.
I recognize that God speaks and works through
others, not just me, and not just when things are
smooth and simple.
No matter how things go in class, I can trust that God
is working in me and through me, because His work
does not depend on my performance.
I keep the deeper spiritual goals in view as I lead, and
I look for how God is accomplishing those, even
when I make mistakes.
When things are less than perfect, I humbly seek
God’s perspective and seek to learn what God is
teaching me.

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Active Listening – All Leaders
Objective: Every leader can state the value of effective listening in a group discussion.
Preparation
Plan for small group discussions of two to three leaders

Training
TELL
Trainer: Time: Co-Trainer Options:
• Vocab.com says, “Listening is the act of hearing attentively.”
• We must learn to listen well to build deep connection and
relationship with others.
• Listening well involves asking questions when something is not
clear and expressing appreciation for another’s input.
• We want to listen well as others share their lives, struggles,
celebrations, and passions.
• When people are heard they feel connected, understood, and
valued.
SHOW
Trainer: Time: Co-Trainer Options:

• Trainer/Co-Trainer demonstrate: hearing (taking in information)

and listening (connection on a deeper level)
o Hearing: One person shares an answer to a lesson
question; the other listens (without eye contact) and says,
“okay.”
o Listening: One person shares an answer to a lesson
question; the other listens and asks questions to connect
and clarify.
LET
Trainer: Time: Co-Trainer Options:

• Leaders move into small groups and discuss: Open breakout rooms, if
1. What have you learned from class members about their used.
lives and how they view God’s Word? How have you
communicated with them about that? Display or distribute
2. When can you interact with class members and practice discussion questions.
active listening?
3. What could you do to show that you listen closely to
others in-person or online?
4. What is the effect of asking for clarification in
conversation?
• Large group sharing: What is the desired result when someone
feels heard and valued?

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COACH
Trainer: Time: Co-Trainer Options:
• As a shepherd you have the privilege of walking alongside others
as someone who cares.
• Listen for clues to the deeper questions behind topics that are
shared – identify how you see them maturing.
• These conversations are opportunities to share the love and
hope God has provided in the Lord Jesus Christ.

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Spiritual Renewal Through the Leader’s Folio – All Leaders
Objective: Every leader can renew focus on their relationship with God and dependence on Him for
service by prayerfully reading and discussing the Leader’s Folio.
Preparation
Assign leaders a section of the Leader’s Folio (with included Scripture references) to read prior to
attending Leader’s Meeting. It may be helpful for leaders to bring or have access to the folio during
this training.
Option: display verse, display or distribute questions, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Faithful service to God flows out of a personal, intimate, and
dependent relationship with God.
• Sometimes when we are busy serving others, we unintentionally
neglect our own relationship with God.
• It is always good to set aside time to prayerfully reflect on the
beauty of our union with Christ and the wonderful gift of God’s
Spirit at work within us.
• The BSF Leader’s Folio is an excellent resource that helps us
mature in Christ.
SHOW
Trainer: Time: Co-Trainer Options:

• Display and read 2 Cor. 3:18: “And we all, who with unveiled faces Display verse.
contemplate the Lord’s glory, are being transformed into his image
with ever-increasing glory, which comes from the Lord, who is the
Spirit.”
• What does this verse communicate about God’s expectation
regarding our personal spiritual growth?
• Our training time today is about prioritizing our personal spiritual
growth.
LET
Trainer: Time: Co-Trainer Options:
• This week we read the ______________ (insert name of section)
section of the Leader’s Folio. In small groups, discuss what God
taught you about your relationship with Christ.
• Display or distribute the questions. Suggested questions (or use Display or distribute
your own): questions.
1. What challenged you?
2. What encouraged you?
3. What truth(s) spoke to a specific question or need you
have?

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 4. How are you trusting God to transform your heart or your Open breakout rooms.
thinking?
• Leaders gather in small groups.
• Visit groups to observe. Close breakout rooms.
• Leaders regather in large group.
• Trainer briefly prays for the leaders’ continued spiritual renewal.
COACH
Trainer: Time: Co-Trainer Options:
• Fruitful service to God and others flows from a vibrant, growing
relationship with God.
• Prioritizing your own spiritual growth is a gift you give to those
you lead.
• God is committed to your spiritual flourishing. He has given you
the Holy Spirit to lead you to ever-increasing Christlikeness.

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Gospel-Focused Leaders – All Leaders
Objective: Every leader can distinguish between gospel-centered words and moralism by identifying
who is to do the work.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Gospel-centered words focus on God and what He does in and
through us to make us right with Him.
• Moralism focuses on outward conformity to rules or standards
that we hope make us right with God.
• One danger of moralism is that it creates “Pharisees” – people
who think they are right with God based on behavior change rather
than heart transformation.
• Gospel-centered questions and comments point people to God
and His transforming work in their lives.
SHOW
Trainer: Time: Co-Trainer Options:

• Trainer or Co-Trainer models the difference between gospel-

centered (G) and moralistic (M) comments:
1. “It pleases God when we complete our lessons.” (M)
2. “I can’t wait to hear what the Holy Spirit has been teaching you
through this week’s Bible Study!” (G)
LET
Trainer: Time: Co-Trainer Options:

• Divide leaders into two groups to create a list of behavior Place leaders into two
modification (M) comments that might be said in conversations groups.
with CMs (3-5 minutes).
• Direct the groups to exchange their lists and develop gospel-
centered (G) comments to use instead (5-7 minutes).
• Allow each group to read the moralistic and corrected comments to
the full group.
• Coach or brainstorm if a group was unable to modify a moralistic
comment to make it gospel-centered.
Large Group Discussion: What do you learn about making gospel-
centered questions or comments?
COACH
Trainer: Time: Co-Trainer Options:
• Knowledge of God’s truth enables people to experience a God-
given new birth.

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• Tip: When making comments or asking questions, think about
WHO is doing the work. Is it me (M) or God (G)?
• When God is the hero of your story, He is magnified in your words.

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CP Essential Policies – All Leaders
Objective: Every leader can apply the CP Essential Policies by relating them to real-life scenarios.
Preparation
Ask leaders to read Children’s Program Essential Policies At-A-Glance and Children’s Program
Essential Policies Expanded Descriptions in the Leader’s Core section of their manual. Ask leaders
to have access to the policies during the training.

Training
TELL
Trainer: Time: Co-Trainer Options:
• BSF leaders interact with adults and children every week.
• BSF has essential policies for Children’s Programs to protect
adults and children.
• These essential policies also safeguard the reputation of the
host church and BSF.
• We maintain the integrity of BSF and the safety of adults and
children when we honor essential policies.
• Every leader should know these essential policies to help us in
protecting BSF and our class members from risk.
SHOW
Trainer: Time: Co-Trainer Options:
• Refer to your copy of the Children’s Program Essential Policies At- Be prepared to post
A-Glance in the Leader’s Core section of your manual. Essential Policies in chat if
• I will read a scenario, then as a group we will answer three needed.
questions:
1. Which policy applies to the scenario? Display questions or paste in
2. What risk is involved with the scenario? chat.
3. How can we respond graciously while upholding the policy?
• Listen to the scenario: A class member mentions that their 12-
year-old has been messaging back and forth with a CL.
1. Which policy applies to the scenario? (No outside contact.
Class Staff, leaders, and regular volunteers are not to have
contact with children outside the classroom, including social
media interactions.)
2. What risk is involved with the scenario? (Outside contact
opens the door for grooming behaviors or the suspicion of
grooming behaviors.)
3. How can we respond graciously while upholding the policy?
(Notify the CS at the earliest opportunity.)
LET
Trainer: Time: Co-Trainer Options:

• Distribute or display the sample scenarios listed below. Display scenarios and/or
paste in chat.

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• In groups of 3-4, work together to answer the three questions for Open breakout rooms.
each scenario. Choose scenarios that relate to the leadership Visit groups to observe.
roles represented in your group.
• Trainer: groups may not have time to address each scenario. Close breakout rooms.
Encourage groups to work through as many scenarios as time
allows.
• Large Group Debrief: Each group choose one scenario and share
your answers to the three questions. Trainer facilitates discussion
as time allows.
COACH
Trainer: Time: Co-Trainer Options:
• Essential Policies help us maintain the integrity of BSF and the
safety of adults and students.
• Tip: The two-adult policy requires frequent attention during class-
time interactions.
• We can reflect God’s infinite worth as we help one another
uphold essential policies of our Children’s Program.

Sample Scenarios:
1. A GL notices a CL walk into the restroom with a child.
2. A CL observes signs of suspected child abuse in a child.
3. The neighbor of a class member arrives at BSF and asks an AL where he can drop off a
registered BSF student. The BSF Adult is running late and plans to arrive soon.
4. A GL discovers that one of her class members allows her older kids to walk the younger
kids to class at BSF.
5. A CL’s co-leader forgot something in the car and wants to retrieve it before class. Two
children have been dropped off and there is no volunteer in the classroom.
6. A BSF Adult mentions that he will be absent next week but still plans to drop off his
students at BSF so they will not miss class.
7. An AL notices an unattended teenager is seated in a common area during class time and
learns she is waiting while her mother and younger sibling are in class.

Answer Key – Sample Scenarios and Related Essential Policies:

1. A GL notices a CL walk into the restroom with a child. Two-Adult Policy
2. A CL observes signs of suspected child abuse in a child. Suspected Child Abuse
3. The neighbor of a class member arrives at BSF and asks an AL where he can drop off a
registered BSF student. The BSF Adult is running late and plans to arrive soon. BSF Adult
Attendance Requirement
4. A GL discovers that one of her class members allows her older kids to walk the younger
kids to class at BSF. To-the-Door policy
5. A CL’s co-leader forgot something in the car and wants to retrieve it before class. Two
children have been dropped off and there is no volunteer in the classroom. Two-Adult
Policy
6. A BSF Adult mentions that he will be absent next week but still plans to drop off his
students at BSF so they will not miss class. BSF Adult Attendance Requirement

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 7. An AL notices an unattended teenager is seated in a common area during class time and
learns she is waiting while her mother and younger sibling are in class. Two-Adult Policy,
Parental Permission Requirement

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Praying with a Spiritual Focus – All Leaders
Objective: Every leader can deepen prayer requests by asking three questions that give spiritual
focus.
Preparation
Display of sample prayer request and three questions.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Prayer is conversation with God.
• Prayer is a great service we offer one another and a resource for
your development.
• We can listen to the Holy Spirit for what to pray instead of
reciting a list of requests.
• Here are three questions that give a spiritual focus to our
prayers.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the sample prayer request: Display sample prayer

“Pray that members would come on time and stay for the request.
entire class.”
Display three questions:
• Then display these three questions, and guide leaders through
What are you asking God
focusing the prayer request:
to do?
• What are you asking God to do?
Why does it matter He
o Possible answer: “I want God to bring people to class so
does this?
they get the benefit of the entire experience.”
How can we magnify
• Why does it matter He does this?
God?
o Possible answer: “It matters that the members hear the
rich teaching and enjoy the discussion that creates
community within our groups.”
• How can this magnify God?
o Possible answer: “God is magnified when His Word is
taught richly, and community is experienced over the study
of His truth.”
• These questions give us a spiritual focus for our requests. Now it
is your turn to practice using the three questions.
LET
Trainer: Time: Co-Trainer Options:

• Place leaders in small groups of three. Assign one of the following Open breakout rooms.
prayer requests to each group. Instruct them to use the three
questions to find a spiritual focus for the prayer request.
o Pray for CMs to complete their lessons.

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 o Pray for CMs to volunteer to help with our Display or distribute three
students/children. prayer requests with the
o Pray that groups will finish the discussion on time. groups.
• Regather groups after seven minutes.
• Ask a few leaders to share their focused prayer requests with the Close breakout rooms.
large group.
COACH
Trainer: Time: Co-Trainer Options:
• Praying with a spiritual focus reveals a heart that magnifies God
more than a heart that seeks ease or comfort.
• Tip: Prayer is a powerful weapon in your service.
• Ask God to help you keep a spiritual focus in your prayer
requests.

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Urgent Prayer Care – All Leaders
Objective: Every leader can be prepared to pray as a first responder for those in crisis using the
ABCs of prayer.
Preparation
Display ABC explanations. Option to distribute or refer to Tip Sheet: Urgent Prayer Care.

Training
TELL
Trainer: Time: Co-Trainer Options:
• To quickly turn to God in emergencies shows dependence on
God and compassion for His people.
• Just as first responders must do triage and address an
emergency with clarity and direct help, we can do the same when
confronted with crisis in those we care about.
• The goal is not to offer sympathy with no hope.
• Nor is it helpful to give advice or minimize the situation.
• The best help we can offer someone in crisis is to take them to
the Lord in prayer.
• We have a tool in urgent prayer care known as the ABCs of
prayer.
• This tool enables us to acknowledge the difficulty of a situation
and offer a prayer of dependence on God and expectation for His
provision – we “say it, pray it, and move forward with God.”
SHOW
Trainer: Time: Co-Trainer Options:

• Display the following, with explanations: Display visual that has the
1. A: In crisis, life feels out of control and God can seem far A, B, C information.
away (Read Philippians 4:7)
Address the situation. Pray back the situation and what
emotions or perspectives are blocking the peace and
calm of the Holy Spirit.
2. B: In crisis, the key to lasting calm is the control of the
Holy Spirit. (Read Romans 8:6)
Bring God in. What do they need in a crisis? God’s attributes
and an awareness of His presence.
3. C: In crisis, we need a reason to continue. (Read Psalm
31:24) Communicate hope. What truth or promises from
God’s Word are needed?
LET
Trainer: Time: Co-Trainer Options:

• Partner leaders to share a current urgent need, or use an example Create breakouts, if used.
(perhaps close relative has legal trouble, a family member is

Leadership Development Tool Kit 59 062024

 threatening suicide, a friend in a car accident, child injured in an
accident)
• Leaders take turns praying for each other and the situation they
choose or are assigned.
COACH
Trainer: Time: Co-Trainer Options:
• To pray for someone in crisis is a privilege.
• Remember that the prayer should be short, decisive, and God-
focused. They don’t need to hear you talking as much as they
need to know God cares.
• We want BSF to be a safe place to be honest about our lives and
have others come alongside us to point us to the Lord.

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Tip Sheet: Urgent Prayer Care – All Leaders
This Tip Sheet reinforces information given in the Urgent Prayer Care training.

Right Thinking
• In any given year, group members may encounter a crisis. A major crisis will divide a
person’s life into “before” and “after.”
• One of their first communications may be to their BSF GL. This is a privilege!
• Reaching out to those they know will pray is also reaching out for God.
• In a crisis, life can feel out of control; God can seem far away.
• Praying for those in crisis is a much-needed skill. Pray every chance you get.
• Praying for someone in crisis is not only talking to God; it is also ministering to a hurting
person.
• Urgent prayer care offers immediate prayer because time is of the essence.
• Urgent prayer care is the beginning of prayers that will be said by others who come
alongside the one who is hurting.

Wise Practices
Use the letters A B C to help you remember how to pray in a crisis.
• First – Address the situation.
o Tell God about the situa3on – describe it, repea3ng details that the person has
shared.
o Tell God about the inside – speak to God about the emo3ons the person is feeling.
• Second – Bring God in.
o Pray the a>ributes of God – His omniscience, His compassion, His sovereignty, His
omnipotence, His love, His goodness, His grace, and His mercy.
o Invite His presence – specifically ask God to come and make Himself real and near
to the person.
• Third – Communicate hope.
o Pray God’s Word – speak truth from God’s Word that fits the crisis.
o Pray God’s promises – offer the person a promise from God’s Word that aligns with
what they feel and face.

Sample Prayer
A – Dear God, Gary has just learned that his wife has cancer and has only a short time to live. He is
afraid and hurting as he’s never hurt before.
B – God, we know that this isn’t a shock to You because You know all things. And God, you love
Gary and his wife with a love that is endless and perfect. I pray right now that You would pour out
Your love into their hearts. Help Gary be aware of how near You are and how real You are.
C – God, your Word tells us that we will face hard things in this life, and your Word tells us that we
are not alone as we face difficult times. You are with us right now—you are with Gary. God, your
Word promises strength for those who trust You. Help Gary be strong for himself and his wife.
Help him lean on you, His rock and source of peace and hope. Amen.

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Leading with Vision Part 1: What is Vision? – All Leaders
Objective: Every BSF leader can process and develop a vision for the people they lead.
Preparation
Option: display visuals of quote, topic and vision statement in Show Me. Scenarios copied and
ready to paste into Chat.

Training
TELL
Trainer: Time: Co-Trainer Options:
• The Mission and Vision of BSF informs everything we do in our
ministry.
• In your role you can lead well by communicating vision to your
groups - BSF’s overarching vision and the vision for our own BSF
community. Display the quote, “A mental
• To communicate vision clearly, we must first have a clear picture of what could be,
understanding of what vision is. Vision has been defined by a fueled by a passion that it
Christian leader as "A mental picture of what could be, fueled by a should be.”
passion that it should be."
• Let us look at how to identify vision for our individual BSF
community that sits under the mission and vision of BSF as a
ministry.
SHOW
Trainer: Time: Co-Trainer Options:

• Trainer displays the following: Use a slide deck or prepared

1. Topic: Increase of regular attendance document to display the
• Ask leaders: What is the vision for this? Strong attendance is topic.
something we pray for, but is the vision merely increased
attendance numbers?
• Trainer displays the following:
Use a slide deck or prepared
2. Vision: strong connections in discussion groups with
document to display the
committed involvement and enriching discussions
vision.
around God’s Word every week.
• Ask leaders: How is this different than “increased attendance”?
• Allow leaders to think and share a couple of answers as a large
group.
• If we want to cast vision to others, we must be clear about the
vision (or the mental picture) itself.
LET
Trainer: Time: Co-Trainer Options:
• Now it is your turn to practice identifying the vision from a topic. Use breakout rooms for
• Divide leaders into small groups of 2-4. From the list below, assign small groups of 2-4. Assign
each group a topic relevant to their BSF environment:

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 1. Establishing a Spanish-speaking discussion group a scenario for each group.
2. More participation at group fellowships Post scenarios into chat.
3. Better engagement with the notes and lecture
4. More CP/SP volunteers
5. Inviting other people/ communities to join BSF
• Instruct leaders to discuss the mental picture of what could be
with their topic, fueled by a passion that it should be.
• Trainers rotate and coach as necessary. (Helpful coaching
questions to prompt leaders’ thinking: “What is the long-term goal
for this?” or “What might we lose if this does not happen?” or
“What might God accomplish if this does happen?”)
• After a few minutes of discussion in small groups, leaders
Close breakout rooms for
regather in large group and share insights for each topic.
large group discussion.
COACH
Trainer: Time: Co-Trainer Options:
• Proverbs 29:18 says, where there is no vision, the people perish.
• If we want people to follow, they need to know where we are
going and why.
• Let us lead with clarity and cast vision for our class in a way that
magnifies God and matures His people.

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Leading with Vision Part 2: Casting Vision – All Leaders
Objective: Every leader can cast vision by following three steps.
Preparation
Visuals for 3- step method in Show Me

Training
TELL
Trainer: Time: Co-Trainer Options:
• Proverbs 29:18 says, “Where there is no vision, the people
perish…”
• Without a vision of what God is doing, people stumble and lose
direction.
• In part one of our Visional Leadership training, we described
vision as “a mental picture of what could be, fueled by a passion
that it should be.”
• Vision casting uses words to help people see the mental picture
of “what could be” and, how to get there.
• Through vision casting you provide a mental picture of direction
for those you lead.
• We will learn a simple 3-step method to casting vision: Here,
There, and How We Get There.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the 3-step method of vision casting: Use slide, whiteboard, or

1. HERE – where we are currently shared screen form display
2. THERE – what could be of 3 steps.
3. HOW WE GET THERE – our next small step to get there
• Trainer demonstrates: Here’s how it might sound to cast vision
using the Here, There, How We Get There method. Listen for each
of the 3 steps.
4. Most of the people who attend BSF have some previous
background or interest in God and the Bible. Many are
already very familiar with God’s Word. And sometimes,
people with little or no Bible knowledge are intimidated
and don’t feel like they belong in a BSF group.
5. But what if people who have never opened a Bible and
don’t know anything about God, felt welcome and
comfortable in our discussion group? What if they knew
they were accepted here, no matter their background or
biblical “starting point”?
6. A first step toward being an open and welcoming group is
awareness. We can ask ourselves, would someone who
doesn’t know much about the Bible feel included in our

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 conversations? What Christian words or even BSF terms
do we use that they couldn’t understand? Awareness is
often the first step toward change. So, let’s start by
asking God and one another to help us be more aware of
how new members may respond when they join our
group.
LET
Trainer: Time: Co-Trainer Options:
• Display list from below. In groups of 2-4, choose from the list Use breakout rooms for
below and develop your own vision-casting using the 3 steps of small groups of 2-4.
Here, There, and How We Get There. Post list into Chat.
• As you do this, keep in mind from our previous training what
vision is: “a mental picture of what could be, fueled by a passion
that it should be.”
1. Strong connections formed between group members
2. Full participation in group prayer requests
3. More age balance (multi-generational) (in group or class)
4. Greater willingness to volunteer in CP/SP (for BSF base
classes and SDGs)
5. Better engagement at group fellowships
• Allow several minutes for leaders to develop vision casting.
Trainers coach as necessary. (A helpful question to ask when
developing the “How We Get There” is, “What is something that
can be done now with the resources we currently have?”)
• Gather large group for debrief. Ask one group per topic to share
their vision casting. Coach the group: As you listen to each Close breakout rooms.
example, listen for each step: Here, There, How We Get There.
6. Ask: Why is it helpful to communicate a small step
toward the goal for "How we get there?"
COACH
Trainer: Time: Co-Trainer Options:
• Remember, Proverbs 29:18 says, where there is no vision, the
people perish.
• Let us be people that continue to cast vision for those we lead.
• Ask God for His wisdom and opportunities to regularly cast
vision to those you lead and influence.

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Relationships
Connection through Empathy – All Leaders
Objective: Every leader can learn and practice the process of connection through empathy with 3
steps.
Preparation
Option: Display steps, display/distribute scenarios

Training
TELL
Trainer: Time: Co-Trainer Options:
• Connecting with people and strengthening community calls
for empathy.
• Empathy is the ability to understand and share the feelings of
another without judgment.
• Empathy is connecting to the emotions of an experience.
• Sympathy says, “I care about your suffering,” but empathy says,
“I FEEL your suffering.”
• When facing difficult issues or conversations (emotional issues,
controversial topics, or other issues), our instinct is to “fix it” or
make a judgment regarding the person or situation.
• Connection is better.
• When a class member is heard and understood without
judgment, connection is made, and community is strengthened.
• There is no formula for empathic connection, but we can practice
empathy through three simple steps: Listen, Identify, and
Connect.
SHOW
Trainer: Time: Co-Trainer Options:

Discuss the following three steps. Use statements in parenthesis to Display the three steps.
explain.
LISTEN to the experience - (Listen without judgment to the
class member’s story, experience, or circumstances.)
IDENTIFY emotion - (Identify what emotions are present or tied to the
experience. For example, frustration, betrayal, pressure, anxiety,
or guilt.)
CONNECT emotion - (Connect with the identified emotion and
participate in it. For example, if the emotion is betrayal, connect
with a time you have felt betrayed. Allow yourself to participate in
feeling that betrayal.)

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LET
Trainer: Time: Co-Trainer Options:
Individual Activity (7-8 minutes):
• Connecting through empathy might be easy when we have had
the same experience. It is more challenging when we do not have Display and/or distribute the
a shared experience. Provide the following scenarios: two scenarios.
1. A class member mentions some recent difficult
conversations about race. They are reminded of personal
experiences of racism. They express they have not been
heard and are misunderstood by other believers.
2. A class member shares after discussion group that his or
her adult daughter is having an affair and filing for
divorce. She wants her parents (the class member) to
meet her boyfriend and the class member is struggling
with how to respond.
• We’re going to practice the 3-step process of connecting with
empathy. Choose one of the scenarios to focus on.
• First, spend a few minutes individually thinking about the
situation. Write down a few emotions you identify with in that
experience.
• After 2 minutes: Now, connect with the emotions you identified.
Think of your own experience with those emotions.
• As you work to connect with an identified emotion, consider how
that emotion affects your thoughts, attitude, or behavior.
• Consider what judgments you need to set aside.
• Allow leaders to connect with the emotion for 4-5 minutes.
Large Group Debrief
(For large leadership circles, split into groups of 7-10 for debrief with
Trainer and Co-Trainers facilitating.)
• What did you discover during this practice? (If leaders discuss
challenges with this activity, ask “What are some ways to
overcome the challenges?”)
• How does this impact your understanding of empathy?
• What is your take-away from this exercise?
COACH
Trainer: Time: Co-Trainer Options:
• Empathy is like a muscle that grows with exercise. Let empathy
fuel your connection.
• Ask God to grow your ability to connect through empathy without
judgment.
• Let others see the love of Christ as they are heard and
understood without judgment.

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Strengthening Community Through Authentic Discussion – All
Leaders
Objective: Every leader can prompt authentic discussion using a statement of authenticity.
Preparation
Trainers prepare an example of an authentic statement for Show Me, option: plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Authenticity in sharing increases connection
as people experience freedom to be honest about themselves.
• Two important things about authenticity: it requires risk, and it
begins with us as leaders.
• Leaders can prompt authentic discussion by using an open and
honest statement about the current passage.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the following three prompts for authentic statements: Display statement prompts.
1. Something you are learning…
2. Something that is difficult or a struggle for you…
3. Something you do not understand…
• Using one of these 3 statement prompts is a great opportunity to
model authenticity and help others experience freedom to do the
same. (For example: “I do not know about all of you, but
I struggle with justifying my sin just like Adam. That is a
temptation for me.”)
• Trainer(s) choose one of the prompts and share their own
authentic statement.
LET
Trainer: Time: Co-Trainer Options:
• Now it’s your turn to practice authentic sharing to prompt
authentic discussion with others.
• Instruct leaders to spend 3-4 minutes individually thinking of one
or two authentic statements that require risk to share with
others. Ask leaders to reflect on what they are learning, what they
struggle with and what they do not understand.
• Ask leaders to write down their statements or type them in the
chat. Encourage them to avoid “safe” statements such as: “I do
not understand how God existed before time began.”
• Leaders gather in small groups of three or four to share their
Open breakout rooms.
authentic statements (5 minutes).
• Visit groups to encourage and coach as needed.

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• Leaders regather in large group.
• Large group debrief discussion: Close breakout rooms.
1. What do you want to remember about authentic
discussion?
2. How can you continue to work toward modeling authentic
conversation?
COACH
Trainer: Time: Co-Trainer Options:
• True Christian community is authentic and honest.
• As we lead, our members will follow.
• Partner with another leader in prayer for God to grow your
awareness and ability to model authenticity for others.

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Caring Responses – All Leaders
Objective: Every leader can show care for class members by giving appropriate and caring
responses in conversation.
Preparation
Make arrangements for role play, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Leadership brings the blessing of opportunities to connect and
develop relationships with class members.
• As they share their stories and lives with you in conversation,
remember to listen well and give appropriate and caring
responses.
• It is not necessary to give advice when someone shares a
problem.
• In fact, brain science tells us that the best thing we can do is
address their emotion first and then help them determine a plan
or next steps by asking good questions.
• Tip: asking open-ended questions is a good place to start.
• Let us practice that today!
SHOW
Trainer: Time: Co-Trainer Options:

• Share or role-play the following conversation:

1. Leader: Hi Jon (or Nancy)! How is your mother this
week?
2. CM: Not good, I’m afraid. I’m really worried about her. She
isn’t eating and she can’t seem to remember to take care
of her most basic needs. I’m not even sure I should be
here tonight.
3. Leader: I am so sorry to hear that. That must be so hard!
How are you handling the challenge?
4. CM: I don’t know what to do! I’m just stuck, I think, with all
the responsibility.
5. Leader: Wow. That’s a lot. Can I pray with you now about
this?
• As a group, discuss how leaders heard emotions being addressed
first, and then questions to help without giving advice.

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LET
Trainer: Time: Co-Trainer Options:

• Ask leaders to gather in pairs and share a personal situation they Open breakout rooms.
are going through, or one they make up that communicates
concern and need for help or attention.
• Leaders take turns addressing emotion first, then asking
questions to help the person identify next steps.
COACH
Trainer: Time: Co-Trainer Options:
• Caring for others doesn’t always mean giving advice; in fact, it
rarely does.
• Look for ways to respond to others that meet their emotional
needs and help them make a plan.
• God is always our best resource. Take every need to Him in
prayer as they arise.

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Christian Leadership and Family Relationships – All Leaders
Objective: Every leader can communicate a positive message to others regarding leadership
commitment by evaluating their words and attitudes.
Preparation
Plan for skit presentation; option: questions to display, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• An aim of BSF is to love and care for our families in the name of
Jesus Christ.
• As we serve as Christian leaders, we can choose what we
communicate to our families by our words, actions, and
attitudes.
• First and foremost, we want our families to love God and share
the joy of God’s work in and through us.
• What are we communicating by what we say and do?
SHOW
Trainer: Time: Co-Trainer Options:

• Present skit #1:

1. Leader: (in grumbling tone of voice) “I can’t go to dinner
tonight because I have to prepare for my Bible study. It’s
so frustrating because my members aren’t even
committed.”
• What is being communicated here?
• Leaders share answers.
• Present skit #2:
1. Spouse or Friend: “I’m starting to feel unimportant. You
never have time for me anymore.”
2. Leader: “Have I really made you feel that way? Then I’m
not handling my responsibilities very well. You’ve been
really supportive as I’ve taken on this new role and the
last thing I want is for you to feel neglected. How about
we schedule some time together right now? I want to hear
how you’re doing and maybe I can share some of the
things God has been showing me.”
• What is being communicated here?
• Leaders share answers.
• Let’s consider how others might be experiencing our leadership
through what we say and do.

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LET
Trainer: Time: Co-Trainer Options:
• We’re going to spend some time in quiet reflection.
• Think about your interactions with your friends and family and
consider these questions. Display questions.
1. What are you revealing to others about Christian
leadership?
2. Would others say your leadership is a wonderful
privilege?
3. Would others say your leadership is a joyful experience of
seeing God at work?
4. Would others say you are being drawn closer to God?
• Leaders spend several minutes in personal reflection. Open breakout rooms.
• If time, after personal reflection leaders gather in small groups
and share one takeaway with one another.
Close breakout rooms.
• Leaders regather in large group.
COACH
Trainer: Time: Co-Trainer Options:
• Prayerfully consider what you are communicating to others.
• Allow others to share the joy of God’s work in and through you by
planning your responsibilities so they see BSF as a blessing, not
a burdensome commitment.
• The Lord can use your leadership to magnify God and mature
your friends and family too!

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 AL Trainings
Leadership Development training provides ALs with spiritual and practical training to develop
leadership skills, encourage critical thinking, and promote excellence in service. In addition to
those found in this section, trainings in the All-Leader section of the tool kit can be used to train
your ALs.
Modify the content in these trainings so they are appropriate for your culture and context. It may
take more than one week to effectively cover the content of one tool kit training. Take the time
needed to train your leaders well. Once a month, the CA and ALs have the option to use training
time for planning.

Helpful References
New Titles and Locations
Training Suggestions
Onboarding New Leaders

Trainings in this Section

Leadership................................................................................................................................ 79
Leadership in Class Administration – AL ................................................................................................ 79
BSF Core Values Influence Class Care – AL ........................................................................................... 81
The Role of Administrative Leaders – AL ................................................................................................ 82
Magnifying God Through Challenging Situations – AL .......................................................................... 83
Communicating with Words that Magnify God – AL .............................................................................. 85
ALs Welcoming New Leaders to their First Leaders Meeting – AL ....................................................... 87
Servant Leadership Scripture Search – AL.............................................................................................. 88
Admin Team Building Exercise – AL........................................................................................................ 89
Connection ............................................................................................................................... 90
Building Community through Connection – AL ....................................................................................... 90
Building Connections on the Team – AL ................................................................................................. 92
Shepherding Struggling Members – AL .................................................................................................. 94
Every Life Has a Story – AL ...................................................................................................................... 96
Caring for Every Person – AL ................................................................................................................... 98
Listening with Compassion – AL .......................................................................................................... 100
Prayer Ministry in Class Administration – AL....................................................................................... 102
Shepherding Through Observation – AL .............................................................................................. 104
Shepherding Through Prayer – AL ........................................................................................................ 106
Using the F.A.R. Tool – AL ..................................................................................................................... 107
Connecting New Online Members – AL ............................................................................................... 109
Meetings................................................................................................................................. 111
Impacting Class Experience through Member and Leader Care – AL................................................ 111

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 Positive Responses in Class Administration – AL ............................................................................... 113
Children’s Program Trivia Game – AL ................................................................................................... 115
Connection Through Teamwork – AL ................................................................................................... 117
Host Church Relationship – AL ............................................................................................................. 119
First Leaders and Class Meetings – AL................................................................................................ 121
Training ALs as Hosts – AL ................................................................................................................... 122
Overcoming Barriers to Gracious Hosting – AL ................................................................................... 124
Host Communications – AL .................................................................................................................. 126
Hosting by Zones – AL .......................................................................................................................... 127
Gracious Responses at Seminars – AL ................................................................................................ 128
Showing Respect for Local Churches – AL .......................................................................................... 130
Strategies to Thank Volunteers – AL .................................................................................................... 132
Emergency Preparedness – AL ............................................................................................................. 133
Safety and Emergencies – AL ............................................................................................................... 135
Facility Prayer Walk – AL ....................................................................................................................... 137
Security Strategy – Run. Hide. Fight® – AL ......................................................................................... 139
Prevention Through Awareness – AL ................................................................................................... 140
Tip Sheets .............................................................................................................................. 142
Tip Sheet: Listening with Compassion - AL .......................................................................................... 142
Tip Sheet: Using the F.A.R. Tool – AL.................................................................................................... 143
Online-Specific Tip Sheet: Fostering Connection and Community Online – AL ................................. 144
Online-Specific Tip Sheet: Connecting New Leaders – AL .................................................................. 145
Online Tip Sheet: Overview of AL Role in Online Meetings – AL ......................................................... 146
Online Tip Sheet: Engaging New Class Members – ALs ..................................................................... 147
Online Tip Sheet: Using Zoom Effectively – AL .................................................................................... 148

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New Titles and Locations – AL
If you cannot find a training from the former AL Tool Kit, consult this chart. Some trainings have
been re-named to better reflect their content. Some trainings have been moved to the All-Leader
section (any All-Leader training may be used to train ALs). A few trainings have been deleted to
reflect current ministry and training philosophy.

2022 Title Current Title Location

Active Listening Listening with Compassion AL
BSF Core Values Influence
Core Values in Leading All-Leader
Class Care
Caring Responses Caring Responses All-Leader
Core Values in Decision Making Core Values in Challenging
All-Leader
for Challenging Situations Situations
Cultural Safety Promoting a Safe Culture All-Leader
Discussing Hard Topics Discussing Hard Topics All-Leader
Prioritizing Member and Leader
Impacting the Class Experience AL
Care
Communicating with Words
Magnifying God with Words AL
that Magnify God
Meaningful Service Servant Leadership
AL
Scripture Search Scripture Search
Personal Inventory and Mission
Core Values in Leading
Mid-Year Personal Assessment All-Leader
Self-Evaluation Using the BSF Core
Values
Online Training for ALs Connecting New
AL
for Connection Online Members
Spiritual Renewal Through
Personal Holiness All-Leader
the Leader's Folio
Strengthened Relationships Strengthened Relationships All-Leader

Urgent Prayer Care Urgent Prayer Care All-Leader

Tip Sheet: Listening with
Tip Sheet: Active Listening Tips AL
Compassion
Tip Sheet: Hard Topics and
Discussing Hard Topics All-Leader
Questions

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Training Suggestions – AL
This guide will help you identify training options for specific topics and seasons of the study
year. The use of this guide is optional. It is not intended to prescribe a specific plan for your
training. The timing of the first Leaders Meeting will vary for different users of this tool kit;
therefore, several training options have been suggested for this and subsequent meetings.
Prayerfully discern which trainings will best serve your leaders and class members.
BEFORE THE FIRST LEADERS MEETING
ALs Welcoming New Leaders to Their First Leaders Meeting
FIRST LEADERS MEETING
First Leaders and Class Meetings
Emergency Preparedness
Hosting by Zones
EARLY IN THE YEAR
Host Church Relationship
Strengthened Relationships*
Security Strategy – Run. Hide. Fight®
Facility Prayer Walk
CP Essential Policies*
Admin Team Building Exercise
Promoting a Safe Culture*
MID-YEAR
Personal Inventory and Mission*
Self-Evaluation Using BSF Core Values*
Spiritual Renewal Through the Leader’s Folio*
Servant Leadership Scripture Search
Gospel-Focused Leaders*
END OF YEAR
Strategies to Thank Volunteers
SUPPORTING ONLINE GROUPS
Connecting New Online Members**
Online Tip Sheets**
DURING AND FOLLOWING MINI-STUDIES
Every Life Has a Story
Caring for Every Person
Training ALs as Hosts
Overcoming Barriers to Gracious Hosting
* Trainings located in the All-Leader section
** Trainings located in the Leading Online section

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Onboarding New Leaders – AL
This suggested training plan assists you in preparing a new Administrative Leader who joins
leadership at the start of the year or mid-year. Focus on integrating new leaders into the team,
safety/security protocols, and the importance of lovingly shepherding leaders and members.
When possible, allow new ALs to experience other leader positions during the Class Meeting. This
gives them a complete picture of all aspects of the Class Meeting. Options for this include:
• Serve with CA and ALs to experience member and leader care
• Observation of a GL Class Meeting experience
• Observation of a CL Class Meeting experience (one time only)
Direct new ALs to items located in the Resource Library for assistance navigating MyBSF
(Keyword Search: mybsf).

New Leader New Leader

Start-of-Year Onboarding Mid-year Onboarding
First Leaders Meeting: First Leaders Meeting:
First Leaders and Class Meetings Emergency Preparedness
Emergency Preparedness Overcoming Barriers to Gracious Hosting
Hosting by Zones
First Class Meeting in leadership:
See observation options above.
Second Leaders Meeting:
Strengthened Relationships (All-Leader section)
Host Church Relationship
Second Class Meeting in leadership:
See observation options above.
Third Leaders Meeting:
Security Strategy – Run. Hide. Fight®
Admin Team Building Exercise
Third Class Meeting in leadership:
Normal class leading

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Leadership
Leadership in Class Administration – AL
Objective: Every AL can be aware of God’s work by seeing how He connects and engages class
members through their service.
Preparation
Option: display “Community Support” and “Community Connection,” record leaders’ responses

Training
TELL
Trainer: Time: Co-Trainer Options:
• Let us consider how the role of Class Administration is essential
to building community and class connection.
• We bring members together in community to reflect our Aim to
grow to spiritual maturity in the context of community.
• We encounter God through His Word, know and love God in His
fullness through Jesus Christ, and we are connected by the
power of the Holy Spirit.
• Class Administration holds a key role in accomplishing God’s
purposes of building community and maintaining connection in
our class.
• Together let us identify the ways we see our leadership
accomplishing these goals of community support and
community connection.
• Community connection focuses on serving and connecting
people.
• Community support focuses on supporting leaders and
members with practical tools and tasks.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the two categories, “Community Support” and Display categories.

“Community Connection.”
• We accomplish Community Support by having emergency
response plans in place.
• We accomplish Community Connection by hosting and greeting
leaders and class members with genuine care.
LET
Trainer: Time: Co-Trainer Options:

• Write down tasks you have performed in the past several weeks
for your administration roles in leadership. Give leaders a few
minutes to record tasks.
• Now let’s share what you have written and together we will
decide which category the task fits under.

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 • Allow time for several tasks to be shared and for all ALs to Record tasks under
participate. appropriate category.
• How do you see God at work through your work? Allow time for
many to share.
• Individually, write down the most fulfilling part of your role. Record leaders’
• Ask ALs to share their answers with the group. responses.
COACH
Trainer: Time: Co-Trainer Options:

• The Lord has placed each of you in this role for this time
because He has work for you to do and people for you to
connect with.
• Spiritual growth is an individual and team sport.
• Look for the ways God is speaking to you and through you as
you serve others in BSF.

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BSF Core Values Influence Class Care – AL
Objective: Every AL can use BSF Core Values to evaluate the effectiveness of their leadership role.
Preparation
Option: display BSF Core Values and discussion topics, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Leadership in BSF is a calling and a privilege, not just a choice.
• BSF leaders are called to fulfill role-specific responsibilities.
• BSF Core Values tell us how to do what we do.
• BSF Core Values explain the humble, dependent posture before
God and on behalf of others that is necessary to fulfill our
leadership responsibilities.
SHOW
Trainer: Time: Co-Trainer Options:

• Display or distribute the Core Values. Display the BSF Core

Values: Dependence on
• Lead the group through one of the core values and discuss:
God, Passion for Christ,
o How would this Core Value influence the way you fulfill
Compassion for People,
your responsibilities?
Excellence, Integrity,
o How would you evaluate your leadership commitment
Humility
against the Core Values?
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather in small groups. Focusing on one Core Value at a Display discussion topics.
time, ask individuals or groups to answer the following:
o How does this Core Value influence the way you fulfill
your responsibilities?
o How would you evaluate your leadership commitment
against this Core Value?
o Identify one or two areas for prayer and growth in your Open breakout rooms.
leadership.
Close breakout rooms.
• Trainer: collect the list of prayer and growth needs. Use the list to
pray for ALs and train as needed.
COACH
Trainer: Time: Co-Trainer Options:
• The BSF Core Values help us respond faithfully to God’s call and
to our specific responsibilities, for His glory and our joy.
• Incorporate one Core Value into your leadership this week.
• God has called each of us into our leadership roles with purpose!

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The Role of Administrative Leaders – AL
Objective: Every AL can analyze their leadership experience by identifying the challenges and
blessings they experience.
Preparation
Option: display words and record responses

Training
TELL
Trainer: Time: Co-Trainer Options:
• Our goals to build community and maintain connections are
vital to our overall class experience.
• An AL’s role entails responsibilities that require many skills.
• An AL’s role is initiated by God and enabled by His Holy Spirit.
• As a member of BSF leadership, you are on a team that has a
solid support system.
• You can rely on the prayers of your team and the equipping of
God through training and personal growth.
• Challenges are to be expected, but there are always blessings to
experience as well.
• Fulfilling God’s call as you face challenges requires dependence
on God, and often brings His blessings.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the words “Challenges” and “Blessings.” Display words.

• For example, a challenge might be learning new technology or
persevering when technology doesn’t work as expected.
• An example of a blessing is the opportunity to use new
technology skills to connect with friends or family.
LET
Trainer: Time: Co-Trainer Options:
• Share the challenges and blessings you experience in this role.
• Display responses under the appropriate heading. Allow time for Record responses under
all to participate. appropriate heading.
• How can we depend on God and grow through challenges?
• How is God equipping you and helping you grow through the
blessings?
COACH
Trainer: Time: Co-Trainer Options:
• We grow together in community as we equip and encourage
each other.
• ALs help create an environment where people thrive and grow
together as they study together.
• Pray for God to equip and guide you toward building community
and connection.

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Magnifying God Through Challenging Situations – AL
Objective: Every AL can magnify God by applying the BSF Mission, Vision, Core Values, and Aims in
challenging situations.
Preparation
Option: display or distribute chart and scenarios, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• The BSF Vision is to magnify God and mature His people. This is
why we serve.
• We magnify God as we keep our focus on Him throughout our
service.
• Pray for God to help you apply your study to your ministry each
week.
• Remember to ground everything in God’s truth.
SHOW
Trainer: Time: Co-Trainer Options:

• Display or distribute the Mission, Vision, Core Values, and Aims Display or distribute chart.
chart in the Core Philosophy section of the AL Manual.
• Listen to the following scenario: The host church did not
mention the elevator isn’t working and several handicapped
class members who cannot use stairs meet in rooms on a
different level.
• How can we care for our class and magnify God and mature His
Record answers.
people in this situation?
LET
Trainer: Time: Co-Trainer Options:

• ALs gather in partners or small groups.

Display or distribute
• Display or distribute the following scenarios or use examples
scenarios.
relevant to your own class experience.
o When a GL is setting up her Discussion Group room in the
nursery section, she finds a small poisonous snake under
an infant crib.
o A class member informs an AL that the bathroom needs
to be shut down until it is properly cleaned.
o The source of loud snoring during lecture cannot be
found, and members are starting to giggle. When found, it
is a dog.
o Class members visit in the lobby instead of attending
lecture.

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 o A class member decides to "vape" in the church because
"it's not really smoking."
o A class member becomes ill and a leader who is a doctor
decides they should go to the ER. The class member is
deaf and unaccompanied in the class.
o Walking down a hallway, you find a person searching the
coat pockets of several coats hanging on a coat rack.
Open breakout rooms.
• Discuss two to three scenarios in your groups and determine
the best response that magnifies God and matures His people.
• Leaders regather in large group. Close breakout rooms.
COACH
Trainer: Time: Co-Trainer Options:

• The words we use and the motivation behind them are

important as we help others.
• Review and pray daily for opportunities to minister to and
shepherd others with words.
• We honor God when we choose kind and loving words.

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Communicating with Words that Magnify God – AL
Objective: Every AL can use Scripture to pray for words that magnify God.
Preparation
Option: display verses and instructions, plan breakout rooms, if used

Training
TELL
Trainer: Time: Co-Trainer Options:
• We live in a world where communication is instant, constant,
global, and permanent, and that influences how we
communicate.
• We need to spend time reading, studying, and meditating on
God’s Word so His truth is filling our hearts and guarding us
from sin.
• Two of our core values are Passion for Christ and Compassion
for People.
• When our hearts are filled with God’s Word, our mouths will
speak life because God’s Words are life.
• Every time we meet, we can shepherd and share life, truth, and
hope with others.
SHOW
Trainer: Time: Co-Trainer Options:

• Display or read the following verse together: Display verse.

• Proverbs 16:24 “Gracious words are a honeycomb, sweet to the
soul and healing to the bones.”
• How does this verse relate to our words and service in class
care?
LET
Trainer: Time: Co-Trainer Options:

• Let Me activity can be done individually, in pairs, or as a group,

depending on what works best for your situation.
Display verses.
• Display verse below.
• Ask ALs to determine how to incorporate the message of each Display instructions.
verse into a prayer for their words and service.
o Psalm 19:14 - May these words of my mouth and this Open breakout rooms, if
meditation of my heart be pleasing in your sight, LORD, used.
my Rock and my Redeemer.
o Proverbs 21:23 - Those who guard their mouths and
their tongues keep themselves from calamity.
o Psalm 17:3 - Though you probe my heart, though you
examine me at night and test me, you will find that I have
planned no evil; my mouth has not transgressed.

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 o Psalm 71:15 - My mouth will tell of your righteous
deeds, of your saving acts all day long—though I know
not how to relate them all.
o Luke 6:45 - A good man brings good things out of the
good stored up in his heart, and an evil man brings evil
things out of the evil stored up in his heart. For the
mouth speaks what the heart is full of.
o John 6:68 - Simon Peter answered him, “Lord, to whom
shall we go? You have the words of eternal life.”
o Ephesians 4:29 - Do not let any unwholesome talk come
out of your mouths, but only what is helpful for building
others up according to their needs, that it may benefit
those who listen.
• ALs regather in large group, if needed.
• Ask:
o What takeaways do you have from this exercise?
Close breakout rooms, if
o Why is it effective to pray the words of Scripture? used.
COACH
Trainer: Time: Co-Trainer Options:

• Hiding God’s Word in our hearts helps us speak it with love into
the lives of others.
• Review and pray daily for opportunities to minister and
shepherd others with words.
• It honors God when we choose to honor Him with kind and
loving words.

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ALs Welcoming New Leaders to their First Leaders Meeting – AL
Objective: Every AL can warmly welcome new leaders to their first Leaders Meeting.
Preparation
Option: display scenarios, prepare breakout rooms, if used

Training
TELL Co-Trainer Options:
Trainer: Time:
• Stepping into leadership can be a daunting and intimidating
experience.
• We have the opportunity to welcome new leaders as they enter
their first Leaders Meeting.
• Let’s discuss ways we can help them feel loved, valued, and
cared for as they attend their first meeting.
SHOW Co-Trainer Options:
Trainer: Time:

• Ask ALs to think back to their own experience at their first LM.
• Trainer shares what they remember about their own experience –
good or bad.
• What can we learn from our experiences?
LET Co-Trainer Options:
Trainer: Time:
• ALs gather in small groups or pairs. Observe groups as they Display scenarios.
discuss the following scenarios:
o A new leader arrives late for their first Leaders Meeting. Open breakout rooms, if
o A new leader arrives early for Leaders Meeting, and you used.
begin to help them by…
o A new leader arrives early for Leaders Meeting. You verify
that they received your email and got their manual, when
you are interrupted by others welcoming them into
leadership. Close breakout rooms, if
• Large group discussion: What are the most important things we used.
can do to help a new leader feel welcomed, included, and
connected at their first Leaders Meeting?
COACH Co-Trainer Options:
Trainer: Time:
• It is our privilege to care for our leaders by providing the best
support and assistance we can!
• Prepare to warmly greet new leaders and offer to help them in
any way you can. Connect them with another leader who can
mentor them into leadership.
• Ministering and caring for the needs of all who attend BSF
demonstrates the love and care of the Lord Jesus Christ.

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Servant Leadership Scripture Search – AL
Objective: Every AL can search the scriptures to find God’s desires for serving in class
administration.
Preparation
Option: display verse, record insights

Training
TELL
Trainer: Time: Co-Trainer Options:
• We live in a world where communication is instant, constant,
and permanent.
• We receive many different messages every day—good and bad.
• We need to spend time reading, studying, and meditating on
God’s Word so His truth fills our hearts and guards us from sin.
• When our hearts are filled with God’s Word, our mouths will
speak life because God’s Words are life.
• Our Passion for Christ—one of our Core Values—should fuel our
service as ALs.
SHOW
Trainer: Time: Co-Trainer Options:

• Read the following verse and discuss, as a group, the servant-like Display verse.
traits mentioned.
• Hebrews 6:10: “God is not unjust; he will not forget your work
and the love you have shown him as you have helped his people
and continue to help them.”
Possible traits: serving God while serving others, helping and Record leaders’ insights.
loving God’s people, God sees, God rewards.
LET
Trainer: Time: Co-Trainer Options:

• Individually or as a group, ask ALs to find the following scriptures Display and/or distribute
and identify servant-like traits in each: Romans 7:6; John 12:26; verses.
Mark 10:43-45; Romans 12:9-13; Galatians 5:13; John 13:12-17.
• Allow time for study and reflection.
• Ask ALs to read the verse aloud and share their discoveries.
• As time allows, invite further ideas and thoughts from the group.
COACH
Trainer: Time: Co-Trainer Options:
• Look deeply into God’s Word to find the desire of His heart in
your service.
• Pray that God would reveal to you how He wants you to serve
others in BSF.
• We honor God when we choose to grow into His likeness by
loving and serving others.

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Admin Team Building Exercise – AL
Objective: Every AL can help build the team by identifying best practices and resources for their
roles.
Preparation
Option: record and capture responses, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Class administration is a ministry that sets the culture of a
class.
• As we interact with class members and leaders we enhance and
enrich our class culture.
• It is our desire to build the class to be a place where God is
glorified, and people thrive.
• We want to be a beacon of God’s light in our community.
• We have many opportunities and resources in which to work
together as a team to assist and enhance the teaching of God’s
Word each week in class.
SHOW
Trainer: Time: Co-Trainer Options:

• As a group, let’s work together to identify the tools, tips, tricks, Record and capture
and materials necessary to do the work of class care. responses.
• Capture the list so all can use it for reference.
LET
Trainer: Time: Co-Trainer Options:

• In small groups, work together to identify the top five things an

AL needs to know and use. Rank them in order of importance,
one being the most important.
Open breakout rooms.
• ALs gather in small groups or pairs.
• Visit groups and observe.
• ALs regather in large group and discuss their rankings. Close breakout rooms.
Record responses.
COACH
Trainer: Time: Co-Trainer Options:

• Be intentional to look outward in our class and care for class

members and leaders.
• We want the choices we make to reflect our BSF Mission,
Vision, Core Values, and Aims.
• God calls us to have compassion for people. Our ministry is
about helping people.

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Connection
Building Community through Connection – AL
Objective: Every AL can build community by identifying methods of connection.
Preparation
Option: method to record leaders’ responses

Training
TELL
Trainer: Time: Co-Trainer Options:
• We build community in our class through connection with and
among our members.
• Connection is defined as “a relationship in which a person, thing,
or idea is linked or associated with something else.”
• Our goal is that our members connect to God first.
• But we also want members to connect with us and to one
another!
• Helping to form and develop those connections is part of our
role in class care.
• Let’s consider opportunities and tools that help us build
community through connection.
SHOW
Trainer: Time: Co-Trainer Options:

• What are some ways you connect with others?

• Capture the responses. (Possible answers: prayer, conversation, Record leaders’ responses.
Zoom meeting, Slack, e-mail, texting, phone call, shared purpose,
similar jobs, school, shared interests, activities, holding hands,
and relationship)
o If relevant to your class situation, ask: Are any of these
unable to be used while meeting at a distance or online?
o Allow discussion for exploring how methods can be used
for connection in an online environment.
• Let’s consider sharing a similar job with someone. Our shared
experience gives us a topic to discuss and therefore an
opportunity to connect.
LET
Trainer: Time: Co-Trainer Options:

• Assign one to three connection methods to each AL.

• Allow time for individual brainstorming about how their assigned
items can be used to start or build community in our BSF context.
(For example, praying unites us in Christ; conversation allows us
to get to know each other and show value; Zoom allows us to see

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 each other’s expressions; sharing similar interests and activities
invites conversation.) Record leaders’ insights.
• After 3 minutes, ask each AL to share their insights.
• As a group, discuss ideas for more connection opportunities.
COACH
Trainer: Time: Co-Trainer Options:

• Connection is a privilege we enjoy in our roles in Class

Administration.
• Connection with members and leaders are opportunities to
show compassion for God’s people.
• Trust that God will give us opportunities to connect with others
in special and unique ways.

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Building Connections on the Team – AL
Objective: Every AL can connect, build community, and get to know each other better.
Preparation
Option: plan breakout rooms, record leaders’ responses

Training
TELL
Trainer: Time: Co-Trainer Options:
• A leadership team that knows and loves one another is
equipped to model true Christian community to class members.
• We can lead others only as far as we have gone personally.
• As a leadership team, we are united in Christ. He is our focus.
We must point one another to Him constantly.
• We do that most effectively when we know each other well
enough to offer encouragement that promotes a high view of
God.
SHOW
Trainer: Time: Co-Trainer Options:

• Ask the leaders to think of a high point or positive situation and a

low point or negative situation that they have experienced in the
last few weeks.
• Trainer demonstrates this by sharing a personal high and low
experience with the group.
LET
Trainer: Time: Co-Trainer Options:

• With a partner, share your high and low in just 30 seconds each.
• ALs gather in pairs.
Open breakout rooms.
• After 60 seconds, have ALs switch partners. (Online, the host can
move people around to different breakout rooms.)
Move people to different
• Continue switching partners every 60 seconds for 5-10 minutes. breakout rooms.
• Note: If your AL circle is small, give a second topic and complete
another round of switching partners. Option for second topic:
each AL shares a goal they hope to reach this year and a goal
they previously set for themselves but have not yet reached.
• At the end of the exercise, leaders regather in the large group for
discussion.
o Who discovered others who had a similar high or low as Close breakout rooms.
you?
o What insights do you have about our shared experiences? Record leaders’
o What did you learn in this exercise about connecting? responses.
o How will this exercise impact the way you pray for each
other?

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 COACH
Trainer: Time: Co-Trainer Options:

• LM is a loving, safe place to be authentic as we pursue the Lord

Jesus and His plan for our lives.
• Connecting with others at a deep level allows us to come
alongside one another to offer prayer and truth that points us to
God.
• What a gift God gives us to serve one another in love.

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Shepherding Struggling Members – AL
Objective: Every AL can graciously shepherd members who struggle to fully participate.
Preparation
Option: display definition, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Members who have life challenges (work, young children, or
elderly family at home) are at risk for leaving weekly Bible study.
• The key to retention is relationships that are formed in
community.
• It can take 3-4 years before new or challenged members begin
to fully participate in BSF.
• Grace-filled shepherding is particularly crucial during that time,
remembering that it takes time for spiritual maturity to grow.
• There are practical ways to extend grace to these members.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the following definition of extending grace: Display definition.

o Giving needed encouragement and support as people
move forward on their spiritual journey.
• Here is what grace might sound like to a class member who
arrives late to class:
o “I am so glad you are here tonight. It is not always easy
to get here but we are grateful for you.”
o “It’s great to see you tonight. You inspire me as you stay
engaged in our class.”
LET
Trainer: Time: Co-Trainer Options:

• ALs gather in small groups to brainstorm circumstances and

statements that extend grace.
Open breakout rooms.
• Visit groups to observe.
• After sufficient time, ALs return to the large group and Close breakout rooms.
demonstrate their circumstances and statements that extend
grace.
• Lead a coaching discussion about the statements shared.
Options of questions to prompt discussion:
o What makes that statement effective?
o How would a class member be encouraged by that
statement?
o What is another statement you might make in that situation?

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 • Coach as needed, helping ALs understand the value of extending
grace and the importance of resisting imposing rules or barriers
that might discourage class members.
COACH
Trainer: Time: Co-Trainer Options:

• We want people to move forward in their spiritual life and that

means we meet them where they are.
• The Holy Spirit is the One who sanctifies and grows each one of
us.
• It is our privilege to provide an environment of grace and
encouragement to class members to persevere in their walk
with God.

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Every Life Has a Story – AL
Objective: Every AL can show compassion and care for BSF class members by recognizing that
every life has a story.
Preparation
Option: provide link to video, if used; method to record leaders’ insights

Training
TELL
Trainer: Time: Co-Trainer Options:
• How we communicate with people matters.
• One of our Core Values is to have compassion for people.
• We show compassion by valuing and appreciating others in all
situations.
• Our care is communicated by incorporating “Second Mile”
service based on Matthew 5:41: “If anyone forces you to go one
mile, go with them two miles.”
SHOW
Trainer: Time: Co-Trainer Options:

• Share ahead of Leaders Meeting or watch together in person the Provide link to video, if
video at the following link: used.
https://www.youtube.com/watch?v=hdUH7bS3IxA
(This is a training video for Chick-Fil-A that gives a great picture
of the lives of those entering our BSF classes.)
OR
• Role-play a conversation with an AL who is telling you about a
concern. While they are talking, act distracted by something
going on behind them, so you’re looking behind them and not at
them. Ask them to repeat what they said. Look somewhat
disinterested in the conversation.
LET
Trainer: Time: Co-Trainer Options:

• Lead a discussion of the following topics: Record leaders’ insights.

o How can we show honor, dignity, and respect for all people,
no matter their age, ethnicity, style of clothing, or other
differences?
o How can we care for and anticipate the needs of leaders
and class members?
o How do we follow the Holy Spirit to care for and minister to
others?
o What does it look like to care for everyone who walks
through the doors of our meetings?
o What can we learn from noticing body language?
o What can we learn from listening to others’ tone of voice?

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 o How can we acknowledge others’ personal circumstances
or problems.
COACH
Trainer: Time: Co-Trainer Options:

• Remember that every life has a story.

• Speaking warmly in a welcoming voice will help people connect
with you.
• Pray for Jesus to help you care for all attending our BSF
meetings like He would.

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Caring for Every Person – AL
Objective: Every AL cares for every person God brings to class by demonstrating respect in words
and actions.
Preparation
Option: record and capture insights, display titled lists, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Compassion for people and humility are two of our Core Values.
• God brings people with diverse life circumstances to our class.
• We have the privilege of sharing Jesus with them in every
encounter.
• Using respectful and appropriate words and actions
communicates care.
• We must see every person as a gift God has placed in front of
us for that moment.
SHOW
Trainer: Time: Co-Trainer Options:

• What struggles might our class members be dealing with?

• Listen for struggles relevant for your class and others that might Record leaders’ insights.
apply: blind, deaf, physical or emotional impairment, lonely, shy,
nervous, addiction, homelessness, language barrier, from a
different culture, suffering from Alzheimer’s disease.
Display titled lists.
• Create two lists, one titled WORDS and the other ACTIONS.
• Share an example: We might have the opportunity to assist
someone who is blind in our class.
• Words we might say, such as, “I’m glad to see you” are fine. Do
not feel intimidated by their blindness.
• Respectful actions might be speaking in a normal tone of voice,
giving specific verbal cues when giving directions, or helping
them locate a seat or room.
LET
Trainer: Time: Co-Trainer Options:

• ALs gather in small groups or with a partner. Open breakout rooms.

• Assign identified struggles to each group. Leaders identify Words
and Actions that are respectful and appropriate to use in
interactions.
• Visit groups to observe. Close breakout rooms.
• Regather in large group and leaders share ideas.
• Capture ideas for future reference (use e-mail, Slack, photo, or Record and capture
another way to share the ideas). leaders’ ideas.

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 COACH
Trainer: Time: Co-Trainer Options:

• Preparing to care for those who come to our class equips us to

encourage and support them.
• Pray for all who attend our BSF meetings weekly.
• We are blessed to care for and love others in the name of the
Lord Jesus Christ!

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Listening with Compassion – AL
Objective: Every AL can show passion for God and compassion for people by listening well.
Preparation
Option: distribute Listening with Compassion Tip Sheet, display text, display or distribute
scenarios, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Listening is a skill developed with practice and discipline.
• When we listen well, we show compassion for people.
• A good listener is present – concentrating, not making
assumptions, and listening more than talking.
• A good listener is clear – keeping the focus on others and
clarifying what they hear with clarifying questions or
statements.
• A good listener is prepared to serve. Be ready to pray or help as
you can, but remember advice is not the best thing. Avoid giving
advice!
• Listening requires less talking, but a response is necessary to
show you have heard the person speaking.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the following: Display text.

o Be present. (Pay attention, ask questions to clarify, and
avoid assumptions)
o Be clear. (Ask, “What I hear you say is…Is that right?” or
“You are saying you feel…Is that right?”)
o Be prepared to serve. (Ask, “Can we pray together about
this so God will show us a clear solution?”)
• These practices are expanded in the Listening with Compassion
Tip Sheet in the AL Manual (also included in this tool kit). Option
to distribute tip sheet before LM.
• Let’s consider the following scenario: A member comes in
frustrated and ready to start an argument. They don’t like their
GL and want to be assigned to a new group.
• How could we be present with this member?
• How could we ensure clarity in the situation?
• How could we be prepared to serve this class member?

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 LET
Trainer: Time: Co-Trainer Options:

• Provide several scenarios. In small groups, ALs discuss how they

might demonstrate good listening in each situation.
Display or distribute
• Possible Scenarios:
scenarios.
o A CM dislikes where their group meets because it is too
noisy. No one else is complaining.
o A CM wants to bring her mother with Alzheimer’s to class
but prefers not to be in the same group with her.
o A GL is worried about a member who needs money and
needs to move out of a current living situation. The GL is
trying to determine how much they should do to help.
• ALs gather in small groups or pairs for discussion. Open breakout rooms.
• Visit groups to observe.
• After discussion, ALs regather in large group. Close breakout rooms.
COACH
Trainer: Time: Co-Trainer Options:

• We talk a lot, but are we listening well? That is our challenge

going forward!
• Pay extra attention to how well and closely you are listening to
minister to others.
• Our heavenly Father listens to us; it helps others when we listen
attentively to them.

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Prayer Ministry in Class Administration – AL
Objective: Every AL can pray with class members and leaders by using the WHEN, WHY, HOW,
WHAT tool.
Preparation
Option: display words, display scenarios, plan breakout rooms, record leaders’ insights

Training
TELL
Trainer: Time: Co-Trainer Options:
• God gives ALs the privilege to pray for and with class members
and leaders when appropriate.
• When we use the WHEN, WHY, HOW, WHAT tool to guide our
prayers, we can connect well and minister to those we
shepherd.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the words: WHEN, WHY, HOW, WHAT. Display words.

• Explain each with the following questions:
o WHEN would or wouldn’t you pray? (For example, you
might not pray when others are present)
o WHY is sensitivity to the person and situation important?
(For example, if the person is urgent to perform an action
or get somewhere, prayer may not be received as a
blessing.)
o HOW should you pray? (For example, appropriate length
of prayer considering the situation.)
o WHAT is the content and focus of appropriate prayer?
(practical needs versus spiritual needs)
LET
Trainer: Time: Co-Trainer Options:

• ALs gather into small groups or pairs.

Display scenarios.
• Provide scenarios (below). Assign each group to discuss WHEN
and WHY, or HOW and WHAT.
Give group assignments.
• Scenarios:
o Class Member arrives having just learned of a family
tragedy.
o Class Member experiences a sudden onset of sickness
and must leave early. Open breakout rooms.
• Visit groups and observe.
• Regather in large group for leaders to share insights. Listen for: Close breakout rooms.

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 o When (not appropriate in rushed or congested Record leaders’ insights.
environment or with others present)
o Why (need to be comfortable with prayer and the person
praying)
o How (gracious, brief, conversational, not “Christianese”)
o What (focused on the situation, addressing immediate
practical and spiritual need, and focused on God’s
sufficiency and greatness)
• If time, ask: When has God given you an opportunity to pray with
a class member or leader?
COACH
Trainer: Time: Co-Trainer Options:

• God calls all of us to care for and minister to all people coming
to our BSF meetings.
• Be open to minister to all who come to our classes whether it is
praying silently for them or coming alongside them to pray.
• Ministering and caring for the needs of all who attend BSF
demonstrates love and compassion for people.

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Shepherding Through Observation – AL
Objective: Every AL can identify observations that enable good shepherding.
Preparation
Option: display observation points, assignment questions, observation suggestions, record
insights

Training
TELL
Trainer: Time: Co-Trainer Options:
• Learning to observe people well opens the door to shepherding
opportunities.
• You can make observations from what people express, and
from what people do.
• You can also make observations from what people do not
express, and from what people do not do.
• We are not the primary shepherds of our class members (GLs
are) but we can connect with them as they start their BSF
journey.
• Let us consider what we can learn from observations and what
we can do with what we observe.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the following observation points: Express, Do Not Display observation

Express, Do, Do Not Do points.
• Role-play or explain the following scenarios and give examples of
what might be learned from observation.
o Express - member says, “I didn’t want to come today.”
(Could be interpreted as frustration or sadness.)
o Do Not Express - member does not respond when asked,
“Do you understand?” (Could be interpreted as
reluctance to admit confusion.)
o Do - member smiles (Could be interpreted as engaged
and happy.)
o Do Not Do- member is looking away or not participating.
(Could be interpreted as frustrated, defeated, or upset.)
LET
Trainer: Time: Co-Trainer Options:

• Assign each AL an observation (see the suggestions below or Display assignment

use your own). Ask ALs to determine: questions.
1. What could be the meaning?
2. Should a question be asked to clarify? What question?
3. What methods could be used to encourage or help this
person?

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 • Possible observations: Display and/or assign
observation suggestions.
o Short, curt answers
o Tone of frustration in an email
o Arms folded
o Nodding
o Tone of anger in a text message
o Does not return written communication
o In chat, posts, “You are kidding me?”
o Shakes head for no understanding
o Not paying attention but asking off-topic questions
• ALs work individually then discuss their responses as a group. Record leaders’ insights.
COACH
Trainer: Time: Co-Trainer Options:

• Observing class members online or in-person helps us care for

them well.
• Consider how you might build community and maintain
connections as you observe what people are saying and doing.
• We show compassion for God’s people when we value them
enough to truly see them.

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Shepherding Through Prayer – AL
Objective: Every AL can support class community by identifying ways to pray.
Preparation
Option: display general categories

Training
TELL
Trainer: Time: Co-Trainer Options:
• One of our core values is dependence on God, and one way we
show this dependence is through prayer.
• We pray in LM; we pray to begin and end meetings; we pray
during meetings—really, we pray all the time, right?
• It is our privilege, in caring for our class community, to pray for
many different things.
• In our role, we sometimes see and hear things others are not
aware of. God sees and knows all, and we can always pray to
Him.
• Let us think about some things we can pray about to support our
class.
SHOW
Trainer: Time: Co-Trainer Options:

• Display a list of general categories to pray about (for example, Display general
technology, communication, building community, connected class categories.
members, leadership needs, and spiritual growth).
• Share an example of how to pray for one of the categories.
LET
Trainer: Time: Co-Trainer Options:

• Assign a different category of prayer to each AL.

• Give ALs a few minutes to identify specific requests to pray for
their assigned category.
• Ask each AL to share identified requests with the large group.
• Ask for input from others for requests they might add.
• As a group, pray for your class and leadership.
COACH
Trainer: Time: Co-Trainer Options:
• Our greatest desire is for every member to be connected to God.
• Pray when you see a need and pray when the Lord leads.
• It is our privilege to approach God’s throne with confidence and
pray for those we care for and support in our class.

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Using the F.A.R. Tool – AL
Objective: Every AL can show care in challenging situations by using the F.A.R. tool.
Preparation
Option: distribute Using the F.A.R. Tool Tip Sheet, display F.A.R. explanation

Training
TELL
Trainer: Time: Co-Trainer Options:
• When we care for others in community, we sometimes
encounter communication challenges.
• The challenge might be with someone who is hard to reach or
hard to understand.
• It might be difficult to make a connection.
• The challenge might be with someone who is frustrated, angry,
or struggling personally.
• Whatever the reason, we can use the F.A.R. tool to help us
address the challenge
SHOW
Trainer: Time: Co-Trainer Options:

• Display the F.A.R. explanation: Display F.A.R. explanation.

o F – Face their reality
o A – Adjust their perspective
o R – Reset their course
• This tool is expanded in the Using the F.A.R. Tool Tip Sheet in
the AL manual. Option to distribute tip sheet before LM.
• The F.A.R. tool helps us empathize with someone in their
situation.
• Consider this example: A CM feels like they don’t fit in with
others in the class.
o Face their reality: “I understand that sometimes it is hard to
meet people and get connected.”
o Adjust their perspective: “I would really love for you to
experience this Bible Study. I wonder what God is teaching
you in this.”
o Reset their course: “Would you be willing to sit with me for
the next few weeks at lecture and I could introduce you to
some people I know?”
LET
Trainer: Time: Co-Trainer Options:

• Share the following situations with ALs, one at a time.

• Discuss as a group how to address the person and their situation
using the steps of the F.A.R. tool.

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 o Situation 1: A CM is anxious about driving at night and going
to the parking lot alone.
o Situation 2: A GL is frustrated because they feel
unsupported in their role and with their responsibilities.
o Situation 3: A CM wants to switch their church Bible study
to BSF and they want to lead the group.
o Situation 4: A CM is frustrated with the Zoom technology.
Sometimes their camera and speakers work and sometimes
they do not.
COACH
Trainer: Time: Co-Trainer Options:

• The F.A.R. tool can help you address any challenging situation.
• When people are frustrated or discouraged, remember that
Jesus himself “suffered when he was tempted, [so] he is able to
help those who are being tempted.” Heb 2:18
• Be encouraged! We are never alone in our challenging
situations!

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Connecting New Online Members – AL
Objective: Every AL can engage new online members by acquiring the necessary information and
tools to succeed.
Preparation
Option: digitally distribute tip sheets prior to LM, display documents, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• As class care leaders, the role of AL has been adapted to
include integration of new members into groups.
• The goal is to achieve a thriving community of
discipleship.
• This requires intentionality in connection of new members
to groups.
• Every AL will be assigned to multiple Discussion Groups
and GLs for their support.
• ALs work with their assigned GLs as a team to build
community.
• We can depend on God for the equipping to do this
important work.
• It is an opportunity for us to grow in our leadership and be
a vital part of caring for our group members so they can
learn and mature in community—one of our Aims!
SHOW
Trainer: Time: Co-Trainer Options:

• Send tip sheets electronically and share your screen to show the
resources that are available for their use and discuss their
purpose:
o Tip Sheet: Engaging New Class Members for ALs Display and electronically
o Tip Sheet: Fostering Connection and Community Online distribute documents.
o Tip Sheet: Overview of AL Role in Online Meetings
o Tip Sheet: Using Zoom Effectively
• Individually, spend a few minutes reviewing the tip sheet:
Overview of AL role in Online Meetings to become familiar with
the general expectations.
• Now spend a few minutes reviewing the tip sheet: Engaging
New Class Members for ALs to become familiar with the
general expectations.
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather in two groups. Give the following assignments:

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 o Group #1: Write out an initial email introducing yourself to
new members that can be used as a template for all ALs.
o Group #2: Plans three to five icebreakers that can be a
resource for all ALs to use in their meetings.
• Visit rooms to observe and coach as needed. Open breakout rooms.
• Leaders return to large group.
Close breakout rooms.
• ALs share results with the group. Ask ALs to email results to the
CA or a designated AL to share with the group for future use.
• Ask questions and coach as needed.
• Pray as a team for role effectiveness and God’s equipping power.
COACH
Trainer: Time: Co-Trainer Options:

• The role of AL is important in digital discipleship, and you have

the tools to engage new members graciously.
• Pray for new members to come and for God to be glorified as
we care for people in new ways.
• Trust God is providing an opportunity for us to grow and His
kingdom to be revealed.

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Meetings
Impacting Class Experience through Member and Leader Care – AL
Objective: Every AL can encourage others to encounter God through their experience in BSF by
focusing on member and leader care.
Preparation
Option: display questions and Core Values, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• We magnify God and mature His people by loving and caring for
those who come to our BSF class.
• We get to serve our class by encouraging those who come in
our doors or onto our screens.
• We have opportunities to positively impact the member and
leader experience at every BSF meeting.
• We need to be careful that completing our practical tasks
doesn’t take priority over caring for class members and leaders.
• Every person matters to Jesus. When we demonstrate care and
compassion for individuals, we reflect Jesus’ heart.
SHOW
Trainer: Time: Co-Trainer Options:

• Consider the following scenario (choose one that meets your

class situation):
o In-person: You encountered unexpected circumstances at
the host church that caused the team to be behind in set-up
for class day. While working, a first-time visitor arrives to
class 30 minutes early.
o Online: While working to set up breakout rooms for the
online DG, you notice a class member has suddenly become
distraught.
• In the scenario, what practical concerns might keep you from
giving care to the class member?
• What could you do to prioritize care for the person?
LET
Trainer: Time: Co-Trainer Options:

• ALs gather in small groups to answer the following questions: Display questions and
o In what situations are you tempted to prioritize practical Core Values.
matters over caring for people?
o What steps could you take in those situations to prioritize Open breakout rooms.
people? When doing that, how can you also attend to
practical needs?

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 o How do the BSF Core Values inform your thinking so that
caring for people is prioritized?
o Core Values: Dependence on God, Passion for Christ,
Compassion for People, Excellence, Integrity, Humility
• Visit groups to observe.
• ALs regather in large group.
Close breakout rooms.
• Take a minute for self-reflection. Which concerns are you
naturally drawn to address? Practical matters or caring for
people?
• Write a prayer asking God for His help in focusing on member
and leader care.
COACH
Trainer: Time: Co-Trainer Options:

• Caring for leaders and members is an important part of our role

in class administration.
• The leader and class member experience can be enhanced or
hindered by our words and actions.
• Pray for God to show you ways to serve others during LM or
class meetings to enhance their experience and encounter God.

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Positive Responses in Class Administration – AL
Objective: Every AL can respond positively and confidently in all situations.
Preparation
Option: display steps and situations

Training
TELL
Trainer: Time: Co-Trainer Options:
• Responding positively and confidently helps class members and
leaders feel heard, valued, and appreciated.
• We can give care to members and leaders by responding to
difficult or chaotic situations with three steps:
o Acknowledge the Person
o State the Problem
o Encourage
• Notice this response pattern begins and ends with a positive
statement.
• Practicing responses increases our confidence when situations
happen in real life.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the three steps of response: Display steps.

o Acknowledge the Person
o State the Problem
o Encourage
• Let’s consider a real-life situation: A new leader is overwhelmed
with adjusting to their responsibilities and confides with you
they are questioning if they should really be a leader.
• Acknowledge the Person might sound like, “I am so glad you
shared with me. I also remember feeling overwhelmed.”
• State the Problem might sound like, “There is a big learning
curve when you join leadership.”
• Encourage might sound like, “You are not alone in feeling this
way. I will partner with you in prayer this week. What is your
greatest need this week?”
LET
Trainer: Time: Co-Trainer Options:

• Prepare cards to distribute or randomly assign a different step

(Acknowledge, State, or Encourage) to three ALs for each
situation provided.

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 • Practice with the following situations, one at a time. Or use Display situations.
situations relevant to your class. Possible situations:
o A class member is late to class and frustrated at the
parking situation.
o A class member has been struggling with signing onto
Zoom and is frustrated upon arrival to class.
o A class member had a struggle with their student before
class and arrives distracted and angry.
• The AL who has “Acknowledge” begins with acknowledgment of
feelings or positive response (for example, I am so sorry… I am
so glad… I can see you are upset…).
• The AL who has “State” is next and states the problem.
• The AL who has “Encourage” concludes with encouragement (for
example, Thank you for… Feel free to… I will pray for…).
• If time allows, ask ALs to suggest other situations for practice.
COACH
Trainer: Time: Co-Trainer Options:

• People need to feel affirmed. Giving a positive response helps

them feel valued and appreciated.
• Pray for God to show you ways to acknowledge and affirm
others.
• Having compassion for others translates into helping others
with our words.

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Children’s Program Trivia Game – AL
Objective: Every AL can be familiar with the Preschool Program and Student Program so that they
are better informed to administer in class.
Preparation
Option: display verse, facilitate game

Training
TELL
Trainer: Time: Co-Trainer Options:
• The next generation needs the stability only God and His Word
can provide.
• The philosophy of the BSF Children’s Program recognizes the
life-changing power of God’s Word as the source of life and
hope for the world.
• We want to reach the next generation of younger adults and
children with the gospel of Jesus Christ through Bible
engagement.
• We can assist by knowing how to support our Children’s
Program in BSF.
SHOW
Trainer: Time: Co-Trainer Options:

• Share and read the verse: “Jesus said, ‘Let the little children Display verse.
come to me, and do not hinder them, for the kingdom of heaven
belongs to such as these.’” Matthew 19:14
• How does the work we do as ALs relate to this verse?
LET
Trainer: Time: Co-Trainer Options:

• Make a game: Use PowerPoint or Kahoot software or have ALs Facilitate game.
take turns drawing and reading the questions one at a time to
answer the questions below, or other questions from the CA and
AL Manuals.
• Discuss or clarify when necessary.
o When are children considered late? (Never)
o How are children registered at BSF? (The parent or legal
guardian completes I 104 Children’s Registration online
or in class)
o Who handles placement of the children into classrooms?
(CS/ACS)
o Who determines if a child can be placed in a classroom
(considering space and other factors)? (CS)
o How is a BSF Adult notified if their child gets sick during
the program? (CS and CA work this out)

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 o How do we know (for attendance) who is serving as a
volunteer in the Preschool and Student Programs? (CS
and CA work this out)
o Who contacts BSF Adults about a child’s placement?
(CS/ACS)
COACH
Trainer: Time: Co-Trainer Options:

• We get to support the Children’s Program as we support every

aspect of our BSF class.
• Look for ways to improve your support of the CP to share next
week.
• We depend on God who has inexhaustible resources to help us
compassionately care for the children attending class.

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Connection Through Teamwork – AL
Objective: Every AL can support leaders and class members by observing and addressing needs.
Preparation
Option: display words, record answers

Training
TELL
Trainer: Time: Co-Trainer Options:
• In our effort to connect class members and build community,
observation and listening skills are important.
• We share the load to help others practically and prayerfully.
• We aim to be prompt and available when needed.
• We come alongside our members and leaders as encouragers.
• Let us consider how we can be helpful in our roles
proactively (before the need arises) and responsively (when the
need arises).
SHOW
Trainer: Time: Co-Trainer Options:

• Think of a time when you were helped unexpectedly. How did

that make you feel? Ask ALs to reflect individually.
• Ask one or two ALs to share.
• Think of a time when you were frustrated and needed help, but
help came too late? Ask ALs to reflect individually.
• Display the words OBSERVE and TAKE ACTION. Display words.
• As we observe situations, in person or online, we can choose to
act and help if possible and appropriate.
LET
Trainer: Time: Co-Trainer Options:

• Share a situation (see below for ideas or use situations relevant

to your class) and ask ALs to determine:
o What is observed
o What action might be done (or not done)
• Coach by asking questions. Possible answers to listen for are in
Record answers.
parenthesis. Avoid reading the answers, but instead draw out
critical thinking and answers from ALs.
• Possible situations:
o New member came to Zoom training meeting, but never
came to the small group meetings (Pray, discuss any
communication GL has had with member, attempt to reach
out in other ways with member.)
o New member came to class meeting with a friend, but never
showed up at the scheduled Zoom training (Ask GL if the

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 member had any problems. Perhaps they have experience
and do not need help – maybe no action is needed.)
o GL is not communicating with assigned AL about new
members, attendance, or inactivations. (Consider using
another mode of communication with GL, encourage GL
who might be overwhelmed, ask for other ways you can
help.)
o CM brought a friend to class who is very excited about
joining and the GL communicates information to
AL (Contact CM as soon as possible and plan a welcome
meeting. Help with registration as needed.)
COACH
Trainer: Time: Co-Trainer Options:

• We have the privilege of coming alongside our class members

and leaders to help them connect and feel cared for.
• Look for ways you can help—even before you are asked.
• God knows our every need before we ask. Ask the Holy Spirit to
help you see the needs of those you are serving – and then lend
a hand!

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Host Church Relationship – AL
Objective: Every AL can look for ways to be supportive of the host church through actions and
words.
Preparation
Option: display text, record responses, display or distribute scenarios, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Host church relationships are an important part of our BSF
class.
• We need to look for ways to build up those who work and serve
at the church.
• Actions (or deeds) and words of affirmation are two ways we
can build good relationships.
SHOW
Trainer: Time: Co-Trainer Options:

• Display “Actions/Deeds” and “Words of Affirmation” in separate Display text.

columns. Record responses. Ensure
• What actions or words would build good relations with staff and ALs can access responses
members of our host church? during LET.
LET
Trainer: Time: Co-Trainer Options:
• ALs gather in pairs.
• Role-play the following scenarios. Use the list we created as a
guide for appropriate responses. Scenarios: Display or distribute
o You encounter a custodian in the hallway. What do you say? scenarios.
What do you do?
o You see a child intentionally spilling water from a water Open breakout rooms.
bottle onto the floor of the facility, thinking no one is
watching. What do you say? What do you do?
o A custodian catches you in the hallway and mentions that
one of your groups failed to put their room in order last week
after class. What do you say? What do you do?
o A child is found in the bathroom throwing wet paper towels
up to stick on the ceiling. What do you say? What do you do?
• ALs regather in large group. Lead a debrief discussion of ALs’ Close breakout rooms.
take-aways.
COACH
Trainer: Time: Co-Trainer Options:
• We have opportunities to communicate gratitude weekly with
our host church staff.

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 • BSF partners with host churches, and we are grateful for the
opportunity they give us to meet weekly in their facilities.
• We honor God as we serve with love, care, and excellence in our
relationships with our host churches.

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First Leaders and Class Meetings – AL
Objective: Every AL can plan how to logistically and effectively set up and take down for all BSF
meetings.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Our meetings go well when we are prepared and ready for
people to arrive.
• We are going to discuss and develop a plan for effective set-up
and take-down for our BSF meetings.
• There is much to consider in streamlining these processes.
• We can do this as a group by considering our meeting spaces
and resources.
• We might need to consider enlisting the aid of volunteers.
SHOW
Trainer: Time: Co-Trainer Options:

• Consider a facility walk-through to determine what is needed to

accomplish set-up and take-down and consider security.
• Work together as a group to create a checklist of necessary
tasks.
LET
Trainer: Time: Co-Trainer Options:

• Discuss the items on your list as you consider the set-up for
Class Meeting, particularly the first CM and LM.
• Remember to keep security and safety in mind.
• Remember emergency planning for the facility.
• Remember distribution and delegation of CA responsibilities
among AL team members.
• Consider what volunteers are needed.
• Plan ways to pro-actively meet the needs of leaders and class
members.
COACH
Trainer: Time: Co-Trainer Options:
• Planning and preparation make these details transparent to
class members and leaders.
• Pray for God to show us ways to streamline the set-up and take-
down of our meetings.
• Ministering, caring, and planning for the needs of all who attend
BSF demonstrates the love and care of the Lord Jesus Christ.

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Training ALs as Hosts – AL
Objective: Every AL can grasp the value and ministry of hosting by understanding the philosophy of
hosting.
Preparation
Option: display text, facilitate sharing and displaying of leaders’ ideas

Training
TELL
Trainer: Time: Co-Trainer Options:
• Hosting is a spiritual ministry that sets the tone for the class,
giving a welcoming first impression and providing security for
class members.
• ALs have the unique privilege to serve as the primary hosts for
all BSF meetings.
• Gracious, joyous, and outgoing hosting contributes to a warm
and welcoming atmosphere.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the letters HOSTING. Give examples below to Display text.

demonstrate what hosting is in BSF.
o Helping by being strategically located at EVERY access point
o Outgoing, friendly, and loving
o Smiles on EVERY face to provide a welcoming atmosphere
o Take time for additional training and assessment (value and
welcome continued training)
o Ignore NO ONE! Make eye contact with everyone
o Notice body language to greet and pray for those coming in
o Greet everyone who enters the church—not just BSF class
members
LET
Trainer: Time: Co-Trainer Options:
• Ask ALs to individually come up with their own words or
phrases for the letters HOSTING.
• ALs share their words for each letter. Discuss words and
phrases as ideas are shared. Lead ALs in discussion: Facilitate ALs
o How effective are we in hosting the leaders and class sharing/displaying words
members? and phrases.
o How can we improve our hosting skills?
COACH
Trainer: Time: Co-Trainer Options:
• Serving as the primary hosts for BSF meetings is a privilege
given to us as leaders.
• Look for ways to love, care for, and minister to each person that
attends our meetings.

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 • Serve with excellence and compassion for people, which are
both Core Values.

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Overcoming Barriers to Gracious Hosting – AL
Objective: Every AL can prioritize caring for members and leaders by recognizing and addressing
barriers.
Preparation
Option: display verse, capture and record leaders’ answers, display or distribute instructions,
plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• As ALs we have the unique privilege to care for our leaders and
class members as the primary hosts for all meetings.
• We never know what people are experiencing as they come to
class. A smile, friendly greeting, or caring conversation can
make a meaningful difference in their lives.
• It is important that we recognize and address circumstances
that might become barriers to showing compassion to others.
SHOW
Trainer: Time: Co-Trainer Options:

• The Bible records many examples of Jesus caring for people.

• Read Matthew 9:35-36: “Jesus went through all the towns and Display verse.
villages, teaching in their synagogues, proclaiming the good
news of the kingdom and healing every disease and sickness.
When He saw the crowds, He had compassion on them,
because they were harassed and helpless, like sheep without a
shepherd.”
Capture and record
• What do you notice about Jesus in this verse? Possible answers:
answers.
He truly saw people beyond the surface; He was likely busy and
tired, yet He prioritized people; He saw peoples’ spiritual needs
and gave of Himself to meet them.
LET
Trainer: Time: Co-Trainer Options:

• Let’s brainstorm together. What circumstances might become

barriers to gracious hosting and prioritizing people at BSF? Capture and record
Possible answers: fear of knowing what to say, uncomfortable answers.
with strangers, busy with physical tasks that need to be finished,
talking with a friend/leader, distracted by cell phone.
• Leaders gather in pairs or small groups to answer the following
questions:
o Considering the barriers mentioned, how does Jesus’ Display or distribute
example inform our priorities? questions.
o What practical steps could you take to prevent or overcome
the barriers?

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 • Visit groups and observe.
Open breakout rooms.
• Leaders regather in large group.
• Invite groups to report their insights. Close breakout rooms.
• Individually, identify and record the greatest barrier you
experience to caring for people during class.
• Write a prayer to God asking for His help.
COACH
Trainer: Time: Co-Trainer Options:

• Recognizing the barriers that exist to prioritizing people is the

first step in identifying ways to overcome them.
• This week at BSF, ask God to make you alert to the needs of
others.
• When we prioritize caring for people, we are following the
example of Jesus.

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Host Communications – AL
Objective: Every AL can provide encouragement and support to hosts who serve our class.
Preparation
Option: plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• We get to love and care for our hosts who serve faithfully each
week in our class.
• They serve by greeting, ministering, and caring for those coming
to our class.
• We want to encourage them by looking for ways to make them
feel valued and appreciated.
SHOW
Trainer: Time: Co-Trainer Options:
One way to show appreciation to our hosts is to send them a thank
you card at the end of the year. It might start with:
Thank you so much for serving the Lord by hosting this year in BSF.
We appreciate you and your willingness to show the love of Christ
through your sacrificial service.
LET
Trainer: Time: Co-Trainer Options:

• ALs gather in small groups.

• In your group, brainstorm ways to show volunteer hosts that we
love and appreciate them. Here are some questions to get you
started:
o How often should we reach out to them? Open breakout rooms.
o How should we reach out to them?
o What might these communications say?
o What other creative ways can we show we care?
• ALs regather in large group.
Close breakout rooms.
• Together, let’s create a list of communication opportunities and
how to best implement them. Plan a schedule for reaching out
and ask ALs to take turns.
COACH
Trainer: Time: Co-Trainer Options:
• Expressing appreciation to our hosts communicates that we
value them and builds teamwork.
• Pray for God to give us creative ways weekly to communicate
love and appreciation for our hosts.
• We honor God when we show love and care to those who serve
Christ in our classes.

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Hosting by Zones – AL
Objective: Every AL can support hosts by creating and working in zones. (This is especially helpful
for large host church facilities.)
Preparation
Option: display church sections or floor plan, record thoughts

Training
TELL
Trainer: Time: Co-Trainer Options:
• Class administration is responsible for hosting at BSF meetings.
• ALs are the primary hosts in every BSF class.
• Recruiting and training hosts is a responsibility that may be
delegated between ALs.
• Creating zones encourages teamwork for us to show love and
care to our volunteer hosts.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the sections of the church to cover (for example, Display church sections or
sanctuary, front door, back door, children’s area). If possible, floor plan.
display the church floor plan.
• As a group, discuss the areas ALs might cover for the Class
Meeting.
LET
Trainer: Time: Co-Trainer Options:

• Let’s work together to create a plan for each zone.

• How many hosts are needed to cover each area?
Record thoughts.
• How can we engage, encourage, and communicate with hosts
on a regular basis?
• Assign individual ALs to cover specific areas and to work with the
volunteer hosts.
COACH
Trainer: Time: Co-Trainer Options:

• Hosts will feel valued and a part of the ministry when given
encouragement and support.
• ALs can look for ways to encourage and pray for their assigned
zone hosts.
• Caring and planning for the needs of hosts and class members
demonstrates love and compassion for people.

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Gracious Responses at Seminars – AL
Objective: Every AL can graciously handle situations that might arise during a seminar.
Preparation
Option: display or distribute scenarios, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• ALs provide support at each BSF seminar.
• Class members and leaders attend seminars. High School Level
students and host church personnel and members might also
attend.
• Caring and planning for the needs of all who attend BSF
demonstrates love and compassion for people, which is one of
our Core Values.
• Challenging situations can arise at every BSF meeting, including
seminars.
• Be prepared to offer a gracious and kind word of
encouragement in every situation.
SHOW
Trainer: Time: Co-Trainer Options:
Consider the following challenging situation at a seminar. How
could we respond graciously?
• The AL arrives to host the seminar and realizes the room
needed is occupied by another church activity.
LET
Trainer: Time: Co-Trainer Options:

• ALs gather in small groups.

• Brainstorm together ways to respond graciously in the following
scenarios: Display or distribute
o A disruptive (loud) youth activity going on during a Seminar scenarios.
with children running through the hallways.
o A class member shows up for the seminar with several
school-aged children (or a toddler) in tow.
o A class member arrives for the seminar with their dog.
o A class member begins having severe chest pains during a
seminar.
Open breakout rooms.
• Visit groups and observe.
• Large group debrief: groups share their responses. Determine the
best solution for each scenario. Close breakout rooms.
COACH
Trainer: Time: Co-Trainer Options:

• We have the privilege of serving all who attend our seminars.

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 • Pray for the seminars you support. Ask God to give you love,
wisdom, and grace for those attending and for quick, gracious
responses when challenges arise.
• Seminars are a special opportunity to impart skills that will
support local churches, which is one of our BSF Aims.

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Showing Respect for Local Churches – AL
Objective: Every AL can communicate the importance of good relationships with local and host
churches by recognizing the connection of their role to our ministry.
Preparation
Option: display topics, record insights, plan breakout rooms, if used

Training
TELL
Trainer: Time: Co-Trainer Options:
• We are a global, in-depth Bible study producing passionate
commitment to Christ, His Word, and His Church.
• As ALs, we are the hosts of our class. We are also the
connection between our class and the host church.
• Our attitudes and actions affect this relationship.
• As we support the local church (one of our Aims) we also must
maintain healthy and respectful relationships between BSF and
the local church.
SHOW
Trainer: Time: Co-Trainer Options:
• Display or post the following topics: Physical Meeting Space, Display topics.
When Challenges Arise, In Conversation
• Using the topics to guide us, let’s discuss what we do to show
respect for the host church at Leaders Meeting:
o Physical Meeting Space: Give one example then listen Record insights.
for: set-up and clean-up is thorough and respectful of
others meeting in nearby rooms.
o When Challenges Arise: Give one example then listen
for: gracious, positive, always grateful for church’s
provision.
o In Conversation: Give one example then listen for: never
complain, stress the importance of respecting property
and church spaces.
LET
Trainer: Time: Co-Trainer Options:

• Leaders remain in large group or gather in small groups with a

specific opportunity (from below) assigned to each group.
• Using the same topics to guide us (Physical Meeting Space,
When Challenges Arise, and In Conversations), let’s consider
other opportunities we have to show respect for our host
church:
o Class Meeting
o Fellowships If using small groups, give
o Seminars assignments.
o During the rest of the week

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 • If small groups are used, visit and observe.
Open breakout rooms, if
• Leaders regather in large group, if needed.
used.
• As time allows, ask the large group:
o What would be a positive way to respond to negative Close breakout rooms, if
comments about local churches? used.
o How do you talk about BSF in your own church?
COACH
Trainer: Time: Co-Trainer Options:
• We are grateful for class members and leaders who come from
our local churches.
• Look for ways to speak positively about your host church and
the other churches in your community! It is the Body of Christ!
• Churches all over the world are the Body of Christ! We thank
God for them!

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Strategies to Thank Volunteers – AL
Objective: Every AL can extend appreciation for volunteers who serve in BSF by identifying ways to
intentionally express gratitude.
Preparation
Option: display quote, record leaders’ answers

Training
TELL
Trainer: Time: Co-Trainer Options:
• People like to feel appreciated and know that their work and
service makes a difference to others.
• We should find ways to express thanksgiving and appreciation to
the many volunteers who partner with us by serving in BSF.
• When we express gratitude for service in the ministry of BSF, it
affirms the individual as a valuable team member.
SHOW
Trainer: Time: Co-Trainer Options:
Display and read the following quote: Display quote.
• “No one is more cherished in this world than someone who
lightens the burden of another.” – Author Unknown
• How do you experience blessing through the service of BSF
volunteers?
LET
Trainer: Time: Co-Trainer Options:

• As a group, make a list of class volunteers you can thank for their
service. Record lists and
• Together, let’s brainstorm ways we can show appreciation for responsibilities, as
volunteers. (Possible ideas: sending emails to express needed.
appreciation; sending thank you cards at specific times; verbally
thanking volunteers each week; including pictures and
appreciation on weekly announcements, PowerPoint slides, or
social media; creating a year-end video montage to play; publicly
recognizing volunteers at Sharing Day or Night.)
• Develop a plan to thank volunteers, assigning tasks and
responsibility where necessary.
COACH
Trainer: Time: Co-Trainer Options:
• We are grateful for members who volunteer regularly in class.
• Look for ways to speak words of encouragement into their lives.
• Read 1 Thessalonians 5:18: “Give thanks in all circumstances; for
this is God’s will for you in Christ Jesus.”
• Pray a prayer of thanksgiving for class volunteers.

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Emergency Preparedness – AL
Objective: Every AL can prepare for possible emergencies by reviewing emergency class
information and requirements.
Preparation
Ask ALs to review Emergency Section of AL Module before Leaders Meeting for effective training.
Option: prepare and facilitate quiz

Training
TELL
Trainer: Time: Co-Trainer Options:
• In class administration, we get to plan and prepare for security
to ensure the safety of all BSF meeting participants.
• Our first line of defense is always prayer, and we should never
forget that powerful weapon.
• Planning and preparation are vital as we consider our facility
and how we can plan for safety and emergencies.
SHOW
Trainer: Time: Co-Trainer Options:

• Prepare a quiz (for example, multiple choice or True/False) by

using PowerPoint slides or note cards for a game.
• Use the information below (see LET).
LET
Trainer: Time: Co-Trainer Options:

• For accidents or medical emergencies: Call for emergency Facilitate quiz.

medical help, do not administer medication unless supplied by
CM directly, follow-up to show concern for the injured individuals.
• For non-medical emergencies or threats (for example,
evacuation, lockdown, active shooter, or severe weather):
Specific procedures for each situation planned out and
communicated to leaders with directions, emergency drills for
ALs and Children’s Program scheduled yearly.
• For damages to host church: File an incident report (G 105), get
a receipt from the church for reimbursement.
• Incident reports: Must be completed, signed, and sent to BSF HQ
(via instructions on G 105) for all accidents or emergencies.
• Items to note in a facility walk-through: Entrances and exits to
facility, church office location and personnel, lecture location and
seating plan, equipment access and instruction, restroom
locations, emergency medical equipment location, discussion
group locations, Children’s Program facilities, dangerous areas
around the facility, parking areas, and facilities for the disabled.

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 COACH
Trainer: Time: Co-Trainer Options:

• As class administration we show care for our class members by

providing safe and secure spaces for their class meetings.
• Emergencies should be expected, so we pray God will give us
wisdom and protection in each situation.
• We serve the Lord Almighty who is never surprised or unable to
meet our needs. He is trustworthy!

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Safety and Emergencies – AL
Objective: Every AL can be prepared and familiar with emergency plans and procedures by
reviewing their manuals.
Preparation
Prior to training at LM, ask ALs to review manuals for safety and security procedures.
Option: plan and facilitate quiz/game

Training
TELL
Trainer: Time: Co-Trainer Options:
• We depend on God to provide safety and security at our
meetings each week.
• Planning and preparation are vital as we consider our facility
and how we plan for safety and emergencies.
SHOW
Trainer: Time: Co-Trainer Options:

• Use the CA or AL Manuals to compile a list of true and false

statements about safety and emergencies. See sample
statements below in LET.
• Online: prepare a quiz using PPT slides or a Kahoot game.
• Option: provide ALs two different color cards to designate true or
false answers as questions are asked.
LET
Trainer: Time: Co-Trainer Options:

• Read aloud a statement and ask ALs to answer. Facilitate quiz/game as

needed.
• Discuss the correct answer. Coach and clarify as necessary.
• Sample statements/questions:
o Prayer for safety during Leaders Meeting is the first line of
defense for the safety of the class. (True)
o The DBM is responsible to pray for safety at Leaders
Meeting each week. (False – all ALs)
o God gives wisdom in the moment of emergencies to deal
with the problem. (True)
o It is essential that ALs are familiar only with emergencies
regarding the BSF leaders. (False – ALs should be familiar
with ALL types of emergencies.)
o In the event of a medical emergency, do not move the
person and call 911. (True – we no longer use class
members identified as medical personnel.)
o If a class member has passed out and someone has
medicine that might help them, administer it. (False – only

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 give medicine if the class member possesses it and
requests it.)
o CAs schedule and carry out a minimum of three emergency
drills within the first three months of class. (True)
o ALs do not need to worry about conducting emergency drills
if their TL can perform CPR. (False – drills facilitate
planning and preparing in case emergencies occur.)
• Lead a debrief discussion:
o What new information did you learn?
o What questions do you have about safety and emergencies?
COACH
Trainer: Time: Co-Trainer Options:

• Be intentional about being aware in our classes to care for the

safety of class members and leaders.
• Review the safety and emergency portions of your manual and
our specific plans of action. Remember to pray weekly for God’s
protection.
• We depend on God who has inexhaustible resources to help us
care for the safety of all who attend BSF meetings.

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Facility Prayer Walk – AL
Objective: Every AL can depend on God for specific safety and emergency preparedness through
prayer.
Preparation
Prior to LM, Trainer prayerfully identifies a preventative action to share as an example (see
SHOW).
Option: display host church blueprint (if needed)

Training
TELL
Trainer: Time: Co-Trainer Options:
• We know that emergencies can occur any time – even during
BSF meetings.
• An important part of our role is to enhance safety and security
through proactive planning.
• As important as planning is, prayer is always our first and best
line of defense.
• Today (tonight) we will take a prayer walk through our facility.
• During our walk, we will ask God to help us recognize preventive
actions we can take.
• We will also take time to pray and ask God for safety and
protection.
SHOW
Trainer: Time: Co-Trainer Options:

• Prior to LM Trainer identifies a preventive action that can be

taken at the first “stop” of the walk-through.
• Leaders walk to the first “stop.” Display blueprint of host
church, if needed.
• Communicate the action to the ALs as an example, then ask for
other needed measures of preparedness they identify in the area.
• Before leaving the first “stop,” pray together as a group regarding
the topics identified.
• Note: If LM is online or not at the host church, display a blueprint
of the church for a virtual walk-through.
LET
Trainer: Time: Co-Trainer Options:

• Continue to the next “stops” of the facility walk-through.

• Ask leaders what they “see” as possible safety or security risks.
• Review plans already in place and evaluate other preparations
that might be necessary.
• Pray together before moving to the next area.
• Note: If LM is not at the host church, this exercise could also be
completed before or after the class meeting.

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 COACH
Trainer: Time: Co-Trainer Options:

• Wise planning and safety preparedness is an important part of

our role.
• Ultimately, our protection is from God, so prayer is always the
best and most vital action.
• Prioritizing safety, security, and emergency preparedness is a
crucial way we care for others.

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Security Strategy – Run. Hide. Fight® – AL
Objective: Every AL can be equipped with a plan for armed intruders by implementing the Run.
Hide. Fight® strategy for Class and Leaders Meeting.
Preparation
Prior to this training, the CA requests a meeting to discuss emergency procedures already in
place with the host church’s facility manager.
Option: show video

Training
TELL
Trainer: Time: Co-Trainer Options:
• In class administration, we get to plan and prepare for security
to ensure the safety of all BSF meeting participants.
• Today, we are going to determine a strategy for dealing with an
armed intruder.
• First, we will view a video about Run. Hide. Fight®
(https://www.youtube.com/watch?v=5VcSwejU2D0).
SHOW
Trainer: Time: Co-Trainer Options:

• View the Run. Hide. Fight® video either individually or as a group.

LET
Trainer: Time: Co-Trainer Options:

• Work together to discuss your BSF meeting schedules and

collect ideas about how to implement a similar strategy during
Leaders Meeting, Class Meeting, Fellowships, and Seminars.
• Following week – plan to walk through the facility and identify
high-risk areas for quickly hiding or evacuating. Determine how
ALs can assist in evacuations, help those who need assistance
during an evacuation, and unite children with BSF Adults. Develop
a plan to review periodically.
COACH
Trainer: Time: Co-Trainer Options:

• Be intentional to look outward in our classes and care for the

security of class members and leaders.
• Be alert to changes that occur within the host church that might
impact security plans. Bring them to the attention of other team
members.
• We depend on God who has inexhaustible resources to help us
care for the security of all who attend BSF meetings.

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Prevention Through Awareness – AL
Objective: Every AL can prioritize prevention of accidents and emergencies by being aware of
possible dangers and threats.
Preparation
Option: display categories with warning signs, plan breakout rooms, capture, display strategies
to distribute later

Training
TELL
Trainer: Time: Co-Trainer Options:
• Our first and best resource for safety and security at our
meetings is prayerful dependence on God for protection.
• While we depend on Him, we are responsible to prepare for
emergencies that might occur.
• Part of that preparedness is to be aware of possible threats or
security needs that arise at Leaders Meeting or Class Meeting.
• Awareness is a powerful tool to prevent accidents and
emergencies.
SHOW
Trainer: Time: Co-Trainer Options:

• Display and read the following three categories: ACCIDENT, Display categories with
MEDICAL INCIDENT, NON-MEDICAL INCIDENT with an example warning signs.
of a warning sign for each. Explain each warning sign.
o ACCIDENT – a loose handrail on a stairway
o MEDICAL INCIDENT– class member shows increasing signs
of confusion week to week
o NON-MEDICAL INCIDENT– church hosts an open gym for
members of the community during class time
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather in small groups.

• As a group, brainstorm possible warning signs or possible
threats for each category. Consider the need to be aware at Open breakout rooms.
Leaders Meeting and at Class Meeting.
Close breakout rooms.
• Visit groups to observe.
• Leaders regather in large group. Capture and record
• Groups report their top three awareness strategies. Encourage as strategies to distribute to
much sharing as time allows. leaders later.
COACH
Trainer: Time: Co-Trainer Options:
• Awareness is often the best form of prevention. This is true for
safety and security at BSF meetings.

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 • Ask God to make you aware of people and surroundings, and if
you SEE something, SAY something.
• We trust God in all things – even if an emergency occurs.

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Tip Sheets
Tip Sheet: Listening with Compassion - AL
Practicing good listening skills demonstrates care and compassion to leaders and class members.
This tip sheet can be used with the Listening with Compassion training.

Right Thinking
• We often ask the Holy Spirit to guide our words, but we also need to ask Him to guide our
listening.
• Active listening is harder than speaking. Often, listening is more important than speaking!
• Listening skills open the door for opportunities to impact and influence people’s lives for
Christ.
• Listening effectively demonstrates respect and genuine concern for others.
• People want to be heard. They long to know that someone really listens to them.
• James 1:19 encourages us to be quick to listen and slow to speak.
• Listening carefully is the starting point for building trust. Listening is necessary for
shepherding.
• Effective listening flows from a genuine desire to know and understand someone.

Wise Practices
• Enter conversations with ears eager to listen.
• Intentionally attend to the other person. The dictionary says that to “attend” to another
person means to:
o Be present
o Give attention
o Apply or direct yourself
o Pay attention
o Remain ready to serve
• Pray to feel with your heart and picture in your mind what the person is saying. Put yourself
in their place and allow yourself to feel what they feel.
• Fight the temptation to interrupt or give solutions. Interrupting redirects the attention
toward you. Giving solutions communicates that you are finished listening.
• When the person pauses or ends, summarize what you heard. Summarizing validates what
was said. Summarizing says, “I heard you and what you said is important.” Some ways to
begin are:
o What I hear you say is …
o You are saying you feel… Is that right?
o What you want me to understand is…
o The big thing for you is…
o It is like this…
• Keep the spotlight on the person. Give them time and permission to talk.
• Give them the gift of someone who cares enough to listen well.
• Ask them if you can pray for them. Pray immediately if possible.

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Tip Sheet: Using the F.A.R. Tool – AL
The F.A.R. Tool helps ALs address challenging situations. This tip sheet can be used with the Using
the F.A.R. Tool training.

F Face their Reality

•
•
•
Acknowledge the group or individual’s mood or challenge
Address emotion before you move forward
Normalize emotion

A
Adjust their Perspective
• Offer one to two truths to shift their focus to the next step:
o “There might be another way to think about this.”
o “Maybe we can try a different method to reach our goal.”
o “This isn’t easy….YET”
o “Here’s what we know is true…”

Reset their Course

R •
•
•
Remind them of the goal.
Reset the action plan. “What is the next step we will take?”
Tips for resetting their course:
o Review the pros and cons.
o Ask questions:
• “What is your next step?”
• “What will you do from here?”
• “Would you like me to help you talk out a plan?”
• Patience is required. Everyone moves at a different pace.

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Online-Specific Tip Sheet: Fostering Connection and Community
Online – AL
Right Thinking
• The heart of every community is its shared purpose.
• One of our BSF Aims is to have a community where people come to know and love God in
His fullness.
• To be an active member of a community requires interaction and engagement.
• Welcoming new people into a community requires intentional connection.
• It is important to identify possible barriers to connection in an online community:
o Internet issues
o Technology available
o Lack of familiarity with online atmosphere
o Frustration over change
o People may disconnect or “mute” participation
o There is a temptation to multi-task
• Barriers need to be met with empathy and encouragement to trust in God.
o Trust the Holy Spirit to take control and enable communication and connection.

Wise Practices
Seek to build community through prayer, active listening and providing a safe
environment.
Prayer:
• Pray for people to hear God’s call to your class and leadership.
• Pray for God’s heart for each new person He brings.
• Pray for opportunities to connect and share God’s love.
Active Listening:
• Requires full concentration.
• Focuses on the one talking and what they are saying.
• Listens with your ears, your mind, your eyes, and your heart.
• Feels empathy must be felt – connect with their emotion not the situation. (Empathy is
feeling with people, without discounting or negating their emotions.)
• Gives non-verbal cues that you are listening and engaged in the conversation: good eye
contact, smile if appropriate, nod your head, and other non-verbal cues.
Safe Environment:
• Have a plan for an initial contact meeting (optional for participation) on Zoom or by phone
or video call.
o Plan this meeting before their first group meeting, if possible.
o Multiple people in one introductory meeting could be a good opportunity to bring
connection from the start.
o Your relationship is one of administrative support and welcome to BSF – ongoing
shepherding of Group Members is the Group Leader’s primary responsibility.
• Continue to make yourself available for anyone in your assigned groups to help if
administrative support is needed.

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Online-Specific Tip Sheet: Connecting New Leaders – AL
Suggested initial meeting outline (15 minutes) to welcome new leaders and familiarize them with
online meeting practices.
Possible methods: Group Zoom meeting or individual phone or video calls (preferably NOT email
or other electronic communication. Keep in mind the goals of connection, establishing community,
and building relationships among and with your new leaders.

Welcome
Welcome with prayer and express gratitude for them.

Open
Introduce yourself! Open with a 2-minute icebreaker or introduction time to establish some relaxed
community and a sense of connection. For example, what is one word to describe you? or what is
your favorite restaurant in the area?

Assess and Assist

Discuss Leaders Meeting schedule. (Confirm schedule and order with Class Staff.)
• Doctrine Talk (5 minutes)
• Prayer (10 minutes)
• Leadership development (30 minutes)
• Flex time (5 minutes)
• Lesson discussion (40 minutes)
Ask how familiar each person on the call is with online meeting practices. (If more specific help is
needed, provide tech help as needed on a separate call/online meeting.)
• Guide leaders into familiarity with the technology and the online resources available, if
necessary
• Give Leaders Meeting information
• Provide information about joining online Leaders Meeting.
• LM familiarization (Share screen with information, if possible)
• LM prayer structure
• LM schedule and format
• Communication (absences, announcements, prayer requests, etc.)
• LM preparation for each role (get list from appropriate class staff). Option to display a PPT
slide (or other format) with information. Suggest new leaders take a photo or screenshot to
capture information.

Close
Answer questions and close in prayer.

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Online Tip Sheet: Overview of AL Role in Online Meetings – AL
Administrative support for group leaders (GLs) and group members (GMs) enhances a thriving
online community and helps intentionally build early connection within discussion groups. The AL
role, when meeting online, includes connection and support of GLs and GMs.

Connect New Group Members

• Schedule an optional 15-minute meeting before class with groups of new members to
welcome and familiarize them to Zoom and MyBSF website.
• Refer to Tip Sheet: Engaging New Class Members for ALs to cover pertinent information.

Support Discussion Groups on Zoom

• Assign ALs to support a group of GLs.
• GL includes AL as group participant for Zoom DG meeting.
• GL assigns AL as co-host for Zoom DG meeting.
• Plan attendance taking procedure with GL.
• Communicate weekly with GLs to determine if additional support is needed.
• Confirm with GLs any GMs that need to be inactivated in the database.
• Communicate with Database Manager group member changes.

What will this look like?

Weekly: CA provides contact information for new GMs assigned to GLs you support.
• Contact new GMs to connect and welcome to BSF.
o Schedule 15-minute group Zoom meeting with new GMs to introduce them to Zoom
and MyBSF.
o Review and use outline for 15-minute Zoom meeting. (See Tip Sheet: Engaging New
Class Members for ALs.)
• Forward G’s Zoom DG invitation
• Contact each assigned GL to provide support:
o Provide new GM information, as necessary.
o Inquire about needed administrative support.
Class Day or Night: Provide necessary administrative support to assigned GLs or GMs.

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Online Tip Sheet: Engaging New Class Members – ALs
This tip sheet provides the outline for an optional introductory meeting for new online class
members. Suggested timing for this meeting is 15 minutes. Possible methods of facilitating this
meeting include an online meeting (group) or individual phone/video calls. Email or other
electronic communication is not recommended.
When planning and conducting this meeting, remember the goal of connection, establishing
community, and building relationships among and with your new members.

Contact
Contact new members by email or text with important information:
• Zoom invitation and time for an initial meeting to help them transition into their groups
• Provide necessary information (GL name if this is their first contact, group meeting ID
number, meeting time, and other details)
• Other announcements or communication that is needed

Meet
Suggested Outline for Initial Meeting:
• Welcome with prayer and expression of gratitude for new members.
• Open with a 2-minute icebreaker or introduction time to establish relaxed community and a
sense of connection. For example, what is one word to describe you? or what is your
favorite restaurant in the area?
• Introduce yourself! Explain your role with their group while they are meeting online.
• Tell them their Group Leader will be contacting them soon.
• Ask about their familiarity with Zoom. (If more specific help is needed, provide tech help as
needed on a separate call or Zoom meeting.)
• Explain access and availability of class materials through the MyBSF website.
• Use the share screen feature to demonstrate MyBSF (login, access to lectures, lessons,
notes, children’s program materials, and online giving options).
• Answer questions and close in prayer.

Follow-Up
Remember to follow up with the GLs of these members.

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Online Tip Sheet: Using Zoom Effectively – AL
Zoom is a powerful cloud meeting platform we use to create deep and connected Leaders
Meetings and Discussion Groups online. As you prepare leaders and class members to meet on
Zoom, here are some of the basics to consider.

Download the Application

For the optimum Zoom experience, download the free app on a desktop computer or to your
mobile device. Meetings can be accessed without the app, but there are limitations to the
experience.

Tech Check
Consider hosting an optional “tech check” meeting before the year starts or with new group
members before they join. Encourage them to enlist a family member or friend to help them get
set up. Ensure everyone has the following settings for the best online group experience.
• Gallery view: Help the group members find the button or setting on the screen that enables
them to see everyone at once.
• Mute: Encourage members to remain unmuted to freely participate in the conversation. If
background noise becomes a problem, recommend they mute themselves. As the leader,
be aware of a member who is “hiding” behind the Mute button. As the meeting host, you
are also able to mute those who cannot figure out how to mute themselves.
• Chat: Help the group members find the in-meeting chat function. They can chat with other
group members, communicate if they are having trouble with their audio or are unable to
speak. The GL can also use Chat to send greetings to everyone or to let the latecomer
know which question is being discussed.

Breakout Rooms
• These are virtual rooms that the host (GL) assigns people to for pair share or tri-share
opportunities. The group members get to know each other better when they share
personally in a smaller group.
• Use when the online discussion is lagging as this can energize the group members when
they return to the main room.
• The GL assigns group members to rooms automatically or manually.
• Use the manual setting if you want to be intentional about pairing certain group members
together.
• Use the Recreate rooms button to mix people up or you can keep them the same for the
whole discussion time for a deeper connection.
• The GL can join the breakout rooms or retain a few members in the main room to engage
with. It helps to have members in the main room if another member joins late.
• The GL can broadcast a message to the breakout rooms and then close the rooms when
time is up.

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 GL Trainings
Leadership Development training provides GLs with spiritual and practical training to develop
leadership skills, encourage critical thinking, and promote excellence in service. In addition to
those found in this section, trainings in the All-Leader section of the tool kit can be used to train
your GLs.
Modify the content in these trainings so they are appropriate to your culture and context. It may
take you more than one week to effectively cover the content of one tool kit training. Take the time
needed to train your leaders well.

Helpful References
New Titles and Locations
Training Suggestions
Onboarding New Leaders
Discussion Strategy

Trainings in this Section

Leadership.............................................................................................................................. 157
Extending Grace to Struggling Members – GLs ................................................................................... 157
Humble Communication Part 1: Establishing Common Ground – GL ............................................... 159
Humble Communication Part 2: Inviting Further Dialogue – GL......................................................... 162
Communicating Value through a Gentle Answer – GL ........................................................................ 164
Shepherding with Awareness of God’s Control and Purposes – GL ................................................... 166
Shepherding to Encourage – GL ........................................................................................................... 168
Using “Am I Sure?” Resource – GL ........................................................................................................ 170
Honesty That Leads to God – GL .......................................................................................................... 172
Base Classes & SDGs: Volunteering in the Children’s Program – GL ................................................. 174
Identifying Potential Leaders – GL........................................................................................................ 176
Responding with a Call to Biblical Thinking – GL ................................................................................ 178
Base Classes & SDGs: Communicating with Members Considering Leadership – GL ..................... 180
BSF Online: Applying Biblical Thinking when Identifying Potential Leaders – GL ............................. 182
Community and Connection ................................................................................................. 186
Connection in Fellowship – GL ............................................................................................................. 186
Successful Group Fellowships – GL ..................................................................................................... 188
Natural (Not Structured) Fellowships – GL .......................................................................................... 190
Communication that Builds Relationships – GL .................................................................................. 192
Meaningful Contacts Through Messaging – GL .................................................................................. 194
Contacts without Pressure – GL ........................................................................................................... 196
The GL and the New Group Member – GL ........................................................................................... 198
Promoting Belonging in the Discussion Group – GL ........................................................................... 200

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 Member to Member Connection – GL .................................................................................................. 202
Conversation that Leads to Connection – GL ...................................................................................... 204
Connecting Truth to Concerns Part 1 – GL .......................................................................................... 206
Connecting Truth to Concerns Part 2 – GL .......................................................................................... 208
Encouraging Participation in Prayer – GL ............................................................................................ 210
Promoting a Safe Environment in Discussion Group – GL.................................................................. 212
Encouraging Attendance of a Final Meeting – GL ............................................................................... 214
Facilitating .............................................................................................................................. 216
Understanding and Leading with Discussion Group Options – GL ..................................................... 216
Discussion Using Selected Questions Method – GL ........................................................................... 218
Discussion Using the 3 Question Method – GL ................................................................................... 220
Prompting Authentic Answers – GL ..................................................................................................... 222
Guiding versus Controlling Discussion – GL ........................................................................................ 224
Connection Through Pairs and Triplets – GL ....................................................................................... 226
Facilitating Discussion Through Limited Responses – GL.................................................................. 228
Encouraging Further Discussion – GL .................................................................................................. 230
Responding with Clarification versus Teaching – GL .......................................................................... 232
Redeeming Challenging Situations in Discussion Group – GL ........................................................... 234
Leading the First Discussion Group – GL ............................................................................................. 236
Base Classes and SDGs: First Discussion Group Guide – GL ............................................................. 241
BSF Online: First Discussion Group Guide – GL ................................................................................... 242
Tip Sheets .............................................................................................................................. 244
Tip Sheet: Using the 3-Question Method – GL ..................................................................................... 244
Tip Sheet: Discussion Group Strategy – GL ......................................................................................... 245
Tip Sheet: Using Shepherding Tools – GL ............................................................................................ 246

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New Titles and Locations - GL
If you cannot find a training from the former GL Tool Kit, consult this chart. Some trainings have
been re-named to better reflect their content. Some trainings have been moved to the All-Leader
section (any All-Leader training may be used to train GLs). A few trainings have been deleted to
reflect current ministry and training philosophy.

GROUP LEADER TOOL KIT 2022

2022 Title Current Title New Location
Courageous Leadership, pt. 1: Courageous Leadership, pt. 1:
All-Leader
Building Trust Building Trust
Courageous Leadership, pt. 2: Courageous Leadership, pt. 2:
All-Leader
Living into our Values Living into our Values
Courageous Leadership, pt. 3: Courageous Leadership, pt. 3:
All-Leader
Rumble with Vulnerability Vulnerable Conversations
Courageous Leadership, pt. 4: Courageous Leadership, pt. 4:
All-Leader
Learning to Rise After Setbacks Learning to Rise After Setbacks
Base Classes and SDGs:
Communicating with Members
Communicating with Members GL
Considering Leadership
Considering Leadership
Connection to the Church through
Connection to Local Churches All-Leader
BSF's Mission and Aims
Communication that Builds
Contacts that Build Relationships GL
Relationships
Conversations Promoting Promoting Belonging in the
GL
Assimilation to Discussion Group Discussion Group
Core Values in Decision Making
Core Values in Challenging Situations All-Leader
for Challenging Situations
Creating Safety for New Leaders Welcoming New Leaders All-Leader
Cultural Safety Promoting a Safe Culture All-Leader
Discussing Hard Topics Discussing Hard Topics All-Leader
Encouraging Group Members to Encouraging Participation
GL
Pray for One Another in Prayer
Encouraging Sharing Night/Day Encouraging Attendance of a
GL
Attendance Final Meeting
Self-Evaluation Using
GL Self-Evaluation BSF Core Values & All-Leader
Personal Inventory and Mission
Leadership: Making Christian Leadership and Family
All-Leader
Disciples<Family Relationships Relationships
Meaningful Contacts through
Meaningful Contacts by Text GL
Messaging
Overcoming the Need to Succeed Overcoming the Need to Succeed All-Leader

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 Strengthened Relationships Strengthened Relationships All-Leader
Tip Sheet: Hard Topics and
Discussing Hard Topics All-Leader
Questions
Base Class and SDG: Volunteering in
Volunteering in the CP GL
the Children's Program
Tip Sheet: Hard Topics and
Discussing Hard Topics All-Leader
Questions
Base Class and SDG: Volunteering in
Volunteering in the CP GL
the Children's Program

ONLINE GROUP LEADER TOOL KIT 2022

2022 Title Current Title New Location
Discussion Using Selected Questions
Choosing Questions for Discussion GL
Method
Connection Through Pairs
Connection Through Small Groups GL
and Triplets
Cultural Safety Promoting a Safe Culture All-Leader
Discussing Hard Topics Discussing Hard Topics All-Leader
Encouraging Group Members to Pray for
Encouraging Participation in Prayer GL
One Another
Self-Evaluation Using BSF
OGL Self-Evaluation Core Values & All-Leader
Personal Inventory and Mission
Preparing for the Unexpected Preparing for the Unexpected Leading Online
Redefining Success Overcoming the Need to Succeed All-Leader
Strengthened Relationships Strengthened Relationships All-Leader
Tip Sheet: Hard Topics and
Discussing Hard Topics All-Leader
Questions

Training Suggestions – GL
This guide will help you identify training options for specific topics and specific seasons of the
study year. The use of this guide is optional. It is not intended to prescribe a specific plan for your
training. The timing of the first Leaders Meeting will vary for different users of this tool kit;
therefore, several training options have been suggested for this and subsequent meetings.
Prayerfully discern which trainings will best serve your leaders and class members.

First Leaders Meeting • Leading the First Discussion Group

• Promoting a Safe Environment
• Conversation that Leads to Connection
Early in the Year • Strengthened Relationships (in All-Leader section)
• Successful Group Fellowships
• Contacts Without Pressure

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 • Understanding and Leading Using Discussion Group Options
• Communication that Builds Relationships
• Promoting Belonging in the Discussion Group
• CP Essential Policies (in All-Leader section)
• Base Classes and SDGs: Volunteering in the Children’s Program
Mid-Year • Courageous Leadership series (in All-Leader section)
• Overcoming the Need to Succeed (in All-Leader section)
• Personal Inventory and Mission (in All-Leader section)
• Self-Evaluation Using BSF Core Values (in All-Leader section)
• Extending Grace to Struggling Members
• Spiritual Renewal through the Leader’s Folio (in All-Leader
section)
End of Year • Encouraging Attendance for Final Meeting
During and Following • Promoting Belonging in the Discussion Group
Mini-Studies • The GL and the New Group Member
Discussion Group • Encouraging Further Discussion
Options • Understanding and Leading with Discussion Group Options
• Discussion Using Selected Questions
• Discussion Questions Using the 3-Question Method
Note: The Tip Sheet Discussion Group Strategy can be used to train
GLs on the vision and timing for each DG option.
Fellowships • Successful Group Fellowships
• Natural, Not Structured, Fellowships
• Connection in Fellowship
Prayer • Honesty that Leads to God
• Encouraging Participation in Prayer
Shepherding • Identifying Potential Leaders
Potential Leaders • Responding with a Call to Biblical Thinking
• Base Classes and SDGs: Communicating with Members
Considering Leadership
• BSF Online: Biblical Thinking when Identifying Potential Leaders

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Onboarding New Leaders – GL
This suggested training plan is a guide to assist you in preparing a new Group Leader who joins
leadership at the start of the year or mid-year. Because the time allotted for Leadership
Development varies for users of this tool kit, you may not have time to effectively use all the
trainings listed. Adjust the plan to meet your training needs.

New Leader New Leaders

Start-of-Year Onboarding Mid-year Onboarding

First Leaders Meeting

Leading the First Discussion Group First Leaders Meeting
Promoting a Safe Environment Promoting a Safe Environment
Conversation that Leads to Connection

Lead First Discussion Group Visit Discussion Group to observe

Second Leaders Meeting

Second Leaders Meeting:
Contacts Without Pressure
Conversation that Leads to Connection
Strengthened Relationships (All-Leader section)
BSF Online: Schedule 30-minute additional
BSF Online: Schedule 30-minute additional
training, Preparing for the Unexpected
training, Preparing for the Unexpected

Visit Discussion Group to observe

*If the new GL is replacing a current GL, the
Lead Discussion Group
new GL attends DG with the current leader to
get to know the members.

Third Leaders Meeting

Third Leaders Meeting Contacts Without Pressure
Successful Group Fellowships *If the new GL is starting a new DG, schedule
Understanding and Leading Using DG Options additional time for training on Leading the
First Discussion Group.
Lead Discussion Group
*If the new GL is starting a new DG, the
Lead Discussion Group
members do not cover the lesson this week.
The GL leads the First Discussion Group.

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Tips for Onboarding GLs Mid-Year
If possible and depending on the size of your LM, utilize other trainers on staff to separately train
new GLs during Leadership Development. Invite a few established GLs to join and form an
effective training group of four to five leaders. New GLs who join leadership during the year attend
three Leaders Meetings before leading a Discussion Group.

MENTORING RELATIONSHIPS
It is often helpful to pair a new GL with an experienced leader during the early weeks of
training. These suggestions may be helpful:
• If in person, Mentor can sit by new GL and quietly explain each element of the Leaders
Meeting.
• Mentor can spend 5-10 minutes with new GL after LM to review basic information
regarding preparation for LM and leading Discussion Group.
• Mentor can follow-up by phone, Zoom meeting, or email prior to the next Leaders Meeting
to answer questions.
• Mentor can instruct on one step of homiletics each week for a gradual orientation.
• Mentor can review First Discussion Group to prepare GL to lead a new group.

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Discussion Strategy
Trainers have the option to occasionally use Flex Time (5 minutes) during Leaders Meeting to
engage Group Leaders regarding discussion strategy. Model the value of planning a simple
discussion strategy and trusting the Holy Spirit to guide conversation. Since every Discussion
Group is different, expect the Holy Spirit to guide each leader to a plan that meets the needs of
their group. There is more than one right discussion strategy!
The following questions can help leaders plan a discussion that meets the needs of their group.
They are designed to encourage thoughtfulness, prayerfulness, and preparedness in planning for
the Discussion Group. Use one or more questions to facilitate a discussion that encourages and
equips leaders to develop a strategy for their group.
• Which lesson questions provide opportunity for Group Members to grow in their awareness
of God’s character?
• Which lesson questions provide opportunity for Group Members to grow in their passion
for God?
• Which lesson questions contribute to understanding doctrines?
• Which lesson questions are accessible for anyone to answer, regardless of Bible
knowledge?
• Which lesson questions could escalate into controversy or confusion? How will you
prepare to lead with this in mind?
• Which lesson questions may lead to discussion that reveals painful personal experiences?
How will you shepherd group members during and after the discussion?
• Which lesson questions provide an opportunity for diverse perspectives to be shared? How
will you promote an environment of curiosity and acceptance when there is disagreement?
• How do you discern when to let the conversation continue and when to move on to another
question?
• Which lesson questions provide opportunity for follow-up questions that prompt deeper
discussion? What follow-up questions could you ask to facilitate conversation that goes
beyond surface answers to essential matters of the heart?

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Leadership
Extending Grace to Struggling Members – GLs

Objective: Every GL can graciously shepherd members who struggle to fully participate by
extending grace when GMs are late or unprepared.
Preparation
Option: display definition of grace, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• BSF research has revealed members who have little Bible
knowledge and are new to BSF have 50% attrition rates by mid-
year.
• Members with life challenges (younger, working, young children
at home) are also at risk of dropping out.
• The key to retention is the relationships that are formed, and in
BSF we aim to grow in spiritual maturity in the context of
community, demonstrating Christ-centered lives.
• Research also shows that it can take 3-4 years before new or
challenged members begin to fully participate in BSF.
• Shepherding is particularly crucial during that time.
• As shepherds, there are practical ways GLs can extend grace to
these members.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the following definition of extending grace: Display definition of grace.

o Giving needed encouragement and support as people
move forward on their spiritual journey.
• Demonstrate or roleplay a GL extending grace at the end of the
DG. Use one of the statements below or create your own.
o “I’m so glad you are all here tonight. I know it’s not easy to
get here but being here together is the boost I need to get
through the week. Just come regardless of how much of
your lesson is done; and know that your presence here
makes a difference to all of us.”
o “It’s great to see you tonight; you men inspire me to stay
engaged in the battle of following Christ in my
workplace.”

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LET
Trainer: Time: Co-Trainer Options:

• Divide GLs into small groups and ask them to brainstorm Open breakout rooms.
statements that extend grace. Encourage them to write a
reminder on their lesson to use a grace statement at the end of Display/distribute
discussion this week. instructions.
• Return to the large group and allow groups to share their
statements, allowing other leaders to comment. Close breakout rooms.
• Coach as needed to help GLs find the balance between extending
grace and upholding the importance of studying God’s Word.
COACH
Trainer: Time: Co-Trainer Options:

• Making disciples takes time. We want people to move forward in

their spiritual life and that means we must meet them where they
are and walk alongside them at the right pace.
• Remember the Holy Spirit sanctifies and grows each one of us
individually; there is not a one-size-fits-all plan!
• It is your calling and privilege to provide an environment of grace
and to encourage your group members to persevere in their walk
with God.

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Humble Communication Part 1: Establishing Common Ground – GL

Objective: Every GL can engage in humble communication by establishing common ground with
class members.
Preparation
Option: distribution of Humble Communication scenarios, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• How do we engage in a conversation with someone who
disagrees with our beliefs?
• How do we earn their trust so we can shepherd them without
compromising what we believe?
• We need to keep in mind that shepherding requires multiple
contacts and conversations.
• We cannot expect to correct wrong thinking, fix wrong behavior,
or incorporate Scripture into every conversation. If we try to do
so, others may perceive that as self-righteousness.
• We can keep the door of communication open by establishing
common ground.
• Common ground allows for ongoing conversations where we
can point others to Jesus.
• Regardless of our beliefs, we can affirm the things we have in
common because we are created in God’s image:
o The God-given desire to love and be loved
o The God-given desire to make a difference in this world—
to make our lives count
o The God-given capacity to set, strive for and reach goals
o The God-given capacity to experience emotion
o The God-given capacity to reason and seek
understanding of the world around us
SHOW
Trainer: Time: Co-Trainer Options:

• Share scenario to demonstrate establishing common ground:

Scenario: A new class member tells you they are interested in
spiritual things, but they do not believe Jesus is the only way to
connect to God.
• Examples of responses that establish common ground include:
o I am glad you are interested in connecting to God.
o I think God really does desire for us to connect to Him.
o I appreciate you are willing to explore the spiritual aspect
of life.

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 LET
Trainer: Time: Co-Trainer Options:

• In small groups, each group will be given a Humble Assign Humble

Communication scenario. Communication scenarios
to groups.
• Work together to choose which option best establishes
common ground.
• Leaders gather in small groups. Open breakout rooms.
• Trainer and Co-Trainer visit groups and provide coaching as
necessary. (Answers are noted on the scenario page.)
• Leaders regather in large group. Close breakout rooms.
• Read the final scenario to the entire group. Ask the group to
brainstorm options that establish common ground.
Final Scenario: A person tells you they could never marry
someone without being sure they are sexually compatible.
(Acceptable options include “I’m glad you desire to marry the
right person”; “I think God wants those who are married to
experience unity and intimacy.”)
COACH
Trainer: Time: Co-Trainer Options:

• Humble communication requires that we establish common

ground when there is disagreement.
• Develop the habit of establishing common ground as your first
response in all your conversations. Remember, meaningful
shepherding occurs over many interactions, therefore our first
response must keep the door open for future discussions.
• Ask God to use your conversations to disciple others rather than
repel them by self-righteous responses.

Humble Communication Scenarios

Scenario 1: A believer tells you they are thinking about moving in with their boyfriend/girlfriend
because they are tired of being lonely and the struggle to remain sexually pure.
• “You have other options that don’t include acting on that temptation.”
• “I think we all desire intimacy and meaningful relationships.” <<< (Common Ground Answer)
• “God will not bless any relationship outside of His will.”
Scenario 2: A person tells you they do not see any need to be involved in church when they live as
good or better than the people in church.
• “I appreciate your effort to live a good life.” <<< (Common Ground Answer)
• “God wants to meet with you and help you grow in life.”
• “It is not a matter of how good we live; it is a matter of having a right relationship with God.”

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Scenario 3: A young person tells you they are abusing alcohol as a way of coping with their
parents’ divorce.
• “Jesus has promised to be near us when we go through painful times.”
• “I know there are people who love you and will help you.”
• “We all struggle to make sense of painful things in our lives.” <<< (Common Ground Answer)
Scenario 4: A new class member tells you they find it difficult to do the lessons because the Bible
has so many inconsistencies and errors.
• “There are good explanations of what seem like errors if you take the time to study.”
• “I think it is wise to think critically about what is really true.” <<< (Common Ground Answer)
• “I think if you keep studying you will find that what seems to be inconsistent will eventually
make sense to you.”

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Humble Communication Part 2: Inviting Further Dialogue – GL

Objective: Every GL can recognize humble communication by identifying questions that invite
further dialogue.
Preparation
Distribution of “Questions that Invite Further Dialogue” (below)

Training
TELL
Trainer: Time: Co-Trainer Options:
• Our goal as shepherds is to earn the right to speak truth into the
lives of others.
• Our conversations are key to building trust as we earn that
right.
• When we speak truth apart from a trusting relationship, others
can perceive us as self-righteous.
• The first step in humble communication is to establish common
ground.
• The second step is to invite further dialogue by asking good
questions.
• Good questions:
o Show genuine curiosity
o Seek additional understanding and information
o Reflect true respect for the person
o Promote ongoing dialogue
o Are usually open-ended
SHOW
Trainer: Time: Co-Trainer Options:

• I will use a familiar scenario and demonstrate how to establish

common ground and invite further dialogue.
Scenario: A new class member tells you they are interested in
spiritual things, but they do not believe Jesus is the only way to
connect with God.
GL Response: “I think God really does want us to connect with
Him. When do you feel most connected to God?”
LET
Trainer: Time: Co-Trainer Options:

• Display, distribute, or refer to previously distributed copies of Display or share “Questions

“Questions that Invite Dialogue” ( below). that Invite Dialogue.”
• Ask GLs to mark examples of good questions that invite further
dialogue.

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 • Online LM: option to share slide/whiteboard and use annotate
tools, create poll, answer with reaction tools. Facilitate online interactive
answering, as needed.
• Debrief Discussion:
o What are the elements of questions that invite further
dialogue? Possible answers: who, what, when, why, how, tell
me.
• Coach as needed.
COACH
Trainer: Time: Co-Trainer Options:
• Humble communication requires establishing common ground
and inviting further dialogue.
• Develop the habit of including good questions in all your
conversations.
• Ask God to use your conversations to disciple others by drawing
them near to Jesus, rather than pushing them away with self-
righteous responses.

Humble Communication: Questions that Invite Dialogue

(Handout for GLs)
Mark the examples of good questions that invite further dialogue.
• How did you reach that conclusion?
• Can you tell me more about how that works in your life?
• Can you see what the consequences will be if you keep pursuing that?
• What has led you in that direction?
• What are some ways you have dealt with that previously?
• How does that play out in your relationships?
• What proof do you have to support that?
• What have been some of the positive results you have seen?
• Where do you hope that will take you in the coming years?
• How has that met your expectations?
• What are some of the experiences you have had pursuing that?
• How has that impacted you through the years?
• How does that meet your expectations for that area of your life?
• Do you think Jesus would approve that?

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Communicating Value through a Gentle Answer – GL

Objective: Every GL can communicate genuine value to all class members by giving gentle answers.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• As we cultivate a class culture that welcomes and embraces
diversity, people with various viewpoints and life experiences
will join our class. This is a good thing!
• We demonstrate our core value of “Compassion for People and
Passion for Christ” when we value all people as divine image-
bearers – especially when they think differently than us.
• One way we communicate value to other image-bearers is
through gentle answers.
• For purposes of this training, a gentle answer is the love and
grace of Jesus displayed in a conversation.
SHOW
Trainer: Time: Co-Trainer Options:
• Display or provide the following characteristics of a gentle Display characteristics.
answer:
o generated from a place of valuing others as divine image-
bearers
o communicates people can belong before they believe or
do good
o given for the benefit of others
o motivated by love; generated from a humble heart
o not sappy or sentimental but undergirded with truth,
courage, and wisdom
o often costly
o maintains a forgiving posture.
• Matthew 8:1-4 records Jesus’ healing of a man with leprosy.
Read the passage.
• How did Jesus’ response to the leper communicate that He
valued him? (Possible answers include characteristics listed
above.)
• Leaders share answers in the large group.
LET
Trainer: Time: Co-Trainer Options:
• Take a few seconds and think: Display questions.
o Who are the lepers in your life?

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 o What kind of people would you rather not have placed in
your discussion group?
o What do they look like? act like? What do they believe?
• Give leaders 30-60 seconds for reflection. Encourage them to
write their answers, if desired.
• We’ve looked at Jesus. Now we are going to look at ourselves.
Take a few minutes to answer the following questions
individually: Display second set of
o What aspect of giving a gentle answer do you struggle questions.
with most?
o What values or attitudes keep you from responding like
Jesus with a gentle answer?
Open breakout rooms.
• Leaders gather in small groups of three or four to share their
answers and discoveries.
Close breakout rooms.
• Leaders regather in large group.
• Encourage leaders to reflect and record one take-away they want
to apply (allow 30 seconds for reflection).
COACH
Trainer: Time: Co-Trainer Options:
• When we communicate the love and grace of Jesus to others, it
demonstrates we value them as divine image-bearers.
• A good practice is to regularly ask ourselves, “What is it like to
be on the other side of me?”
• We have each received a gentle answer from Jesus. May we
allow that to compel us to give gentle answers to others.
*Concepts in this training taken from A Gentle Answer: Our ‘Secret Weapon’ in an Age of Us Against Them by Scott Sauls.

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Shepherding with Awareness of God’s Control and Purposes – GL

Objective: Every GL can magnify God and mature His people by shepherding with an awareness of
God’s power at work in any life situation.
Preparation
Option: display situation and responses, display or distribute instructions, assign scenarios, plan
breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Our vision in BSF is to magnify God and mature His people, not
to correct behavior.
• We must be aware of God’s power and grace to transform
hearts and sanctify His people.
• People come to BSF from different life situations and
challenging circumstances.
• Not all who come will be mature believers or even confident in
their faith choices.
• We are called to love and care for those God places in our
group, no matter what struggles or confusion they are currently
facing.
• In every situation, good or bad, we can be sure God is at work.
SHOW
Trainer: Time: Co-Trainer Options:

• Read or display the following situation and possible GL Display situation and
responses: possible responses.
o An unmarried, pregnant woman joins BSF. Her leader learns
of her situation. Should the GL:
A. Plan a baby shower for the next group fellowship? (or
online baby shower)
B. Explain that Scripture says fornication is a sin?
C. Accept the girl and try to identify her needs practically
and in prayer?
D. Refer the girl to the nearest medical clinic for guidance?
• (Men’s example: a young man who grows and sells
marijuana joins the class)
• Ask the GLs the following questions for discussion:
o What do we know about God that pertains to this situation?
o How might God be at work in this situation?

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 LET
Trainer: Time: Co-Trainer Options:

• In small groups you will consider a specific situation and 1) Display or distribute
discuss what is known about God’s character, and 2) determine instructions.
a right response, prayerful plan, or next steps for their situation.
• Assign each group a situation (found below).
1. A member admits to the group that he or she views Assign each group a
pornography online frequently.
scenario.
2. A younger group member shares that he or she parties
every Friday night and often can’t remember anything
about it the next morning.
3. A group member speaks about a child they are having
out of wedlock.
4. A woman in class admits to having an abortion years
ago (or a man admits to encouraging one).
Open breakout rooms.
• Leaders gather in small groups.
• Visit groups and observe. Close breakout rooms.
• If time allows, have each group report their conclusion to the
large group
COACH
Trainer: Time: Co-Trainer Options:

• Our vision is to magnify God and mature His people, no matter

who they are or their situation.
• This week ask God to enable you to respond wisely and
appropriately when shepherding your members.
• The life situations of your group members may not look like the
ones we worked with today, but the principle remains the same:
in every situation we can be sure God is at work.

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Shepherding to Encourage – GL

Objective: GLs can intentionally encourage their group members by developing action plans.
Preparation
Ask leaders to be prepared to access a list of their group members during the training.

Training
TELL
Trainer: Time: Co-Trainer Options:
• The other day a friend said to me, “You are such a good listener.”
Now I don’t know why – but I really needed to hear that. It made
me feel special. I smiled and just that little compliment –
boosted my spirit. (Trainer can use a personal example of a
recent encouragement that blessed them.)
• If a person is breathing, they need encouragement!
• Everyone needs to be encouraged – to receive words of
affirmation and expressions that someone sees them and
recognizes that God has created them in special and unique
ways.
• And here’s the thing – encouraging someone is as simple as
saying – you are such a good listener (or Trainer’s personal
example). It doesn’t require a lot of time or money or
investment.
• But it does require intentionality – especially as a Shepherd in
BSF.
SHOW
Trainer: Time: Co-Trainer Options:
• Let’s brainstorm what we can encourage and ways we can
encourage.
• First, let’s make list of what we can encourage in others. Capture and display
o Possible answers: actions, words, choices, use of leaders’ responses.
resources, life events that show spiritual growth, sharing
deeply and with vulnerability, living out life for Christ,
care of others
• Now let’s make a list of ways we can encourage others.
o Possible answers will vary depending on your situation:
before or after discussion time, in chat during
discussion, before or after lecture, arrange a time to
connect on Zoom, at a park, or at a coffee shop, use
WhatsApp audio message, email, post mail, text, phone
call
LET
Trainer: Time: Co-Trainer Options:
• Access a list of your group members.

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 • Working in a small group with 1-2 other people, develop an
action plan for each group member.
• Discuss:
o What would encouraging them look like? Share/display instructions
o What would you have to do to remember to do it – to as needed.
follow through? Make it a plan you can accomplish
regularly.
o What obstacles might you face?
o Bottom line—what can you do to encourage your OGMs
regularly?
• Leaders gather in small groups. Open breakout rooms.
• Visit groups to coach and encourage.
• Leader regather in large group.
Close breakout rooms.
• Debrief: ask for 2-3 volunteers to share a short 1-minute
snapshot of the group’s ideas.
• Coach and encourage as they share.
COACH
Trainer: Time: Co-Trainer Options:
• You already encourage your group members by your faithful
shepherding and leading!!
• Remember – if someone is breathing, they need
encouragement.
• God has handpicked you to be a main encourager of your group
members – that’s one big reason He has you in their lives. What
a humble privilege it is to speak encouragement into others.
• Will you ask God to help you intentionally boost the spirit of
those you shepherd on a regular basis? Will you ask Him to help
you find a way to let them know they are special – important
and valued?
• You’ve got a plan – now work it and watch God use it to
encourage those He’s given you to shepherd.

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Using “Am I Sure?” Resource – GL

Objective: Every GL can be equipped to use the Am I Sure? resource by familiarizing themselves
and determining options.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• One of BSF’s Aims is that class members know and love God in
His fullness through our Lord Jesus Christ.
• As a shepherd your goal is to guide each group member toward
restored, right relationship with God. As they connect with God
through Bible study, group members experience God’s presence
and become servants of God.
• You cannot assume that every person who comes to BSF knows
Jesus Christ as Savior.
• You may offer group members the opportunity to think through
the gospel using the Am I Sure? resource.
SHOW
Trainer: Time: Co-Trainer Options:

• Have GLs print and bring an Am I Sure? pamphlet or access it on

a device.
• Briefly review the booklet as a group.
• Explain:
o Am I Sure? is a tool and a resource for individuals, not a tract
to walk through the gospel with all group members.
o Am I Sure? is always available at mybsf.org. It is provided
with prayerful trust that God will work in hearts through His
Holy Spirit. Further follow-up is not required unless initiated
by a group member.
LET
Trainer: Time: Co-Trainer Options:

• When and how can GLs share Am I Sure?

• Possible answers will vary according to online or in-person
environment but include:
o always have a printed copy of Am I Sure? available
o listen for need (for example, lack of security about salvation,
questions about one’s eternal security, questions about
salvation) and provide when need is identified

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 o use to guide your personal prayers for group members.
• What ways should we not use Am I Sure?
• Possible answers will vary according to online or in-person
environment but include:
o distribute to all group members as a gift from BSF
o follow up with enthusiasm of group member’s sure salvation
o wait for a specific request when the need is clear
• If time, invite GLs to share personal experiences with Am I Sure?
(either with group members, friends, or personally).
COACH
Trainer: Time: Co-Trainer Options:

• Am I Sure? is intended to guide a group member in private

contemplation of the gospel, examining their own salvation
experience.
• Pray specifically for discernment and compassion for group
members who have not responded to the gospel or lack
assurance of salvation.
• 2 Peter 3:9 says, “The Lord is not slow in keeping his promise,
as some understand slowness. Instead, he is patient with you,
not wanting anyone to perish, but everyone to come to
repentance.”

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Honesty That Leads to God – GL

Objective: Every GL can respond to a group member’s personal honesty by lifting them in prayer
immediately.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• We want our group members to grow to spiritual maturity,
connecting in the context of community.
• Authenticity increases connectedness. Authentic self-revelation
increases as genuine caring about another arises. As trust
increases, so does honest self-revelation about spiritual
matters.
• When we encourage others to be honest about their situations
and feelings, there is a real temptation to join in a pity-party that
does not offer hope.
• Or we may feel the need to offer solutions or to minimize the
situation by promising things will turn out well. This is also not a
good response.
• Our goal is to learn to redirect to “say it, pray it and move
forward in God’s strength.”
SHOW
Trainer: Time: Co-Trainer Options:

• Roleplay a conversation between the Trainer and Co-Trainer.

• Co-Trainer shares a pressure/challenge they are currently facing.
The Trainer responds in three different ways as described below.
After each demonstration or role play, invite GLs to discuss why
the response is not helpful or not.
o Trainer offers sympathy, effectively joining the pity-party, but
offering no hope.
o Trainer offers advice, gives a solution, or minimizes the
situation.
o Trainer acknowledges the difficulty, offers a prayer of
dependence on God and expectation for His provision.
(Trainer “says it, prays it and moves forward in God’s
strength.”)
• What challenges do you see to this response?

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 LET
Trainer: Time: Co-Trainer Options:

• Gather in small groups and briefly share with one another a Open breakout rooms.
challenge you are currently facing. Spend a few minutes in
prayer together.
Close breakout rooms.
• Leaders regather in large group.
• Leaders return to the large group and brainstorm how to regularly
practice this with group members and with other leaders.
COACH
Trainer: Time: Co-Trainer Options:

• Our goal is to make BSF a safe place to be honest about our

lives and have others come alongside us to point us to Christ.
• GLs offer genuine shepherding when they respond to a group
member’s honesty with prayer, pointing them to God who has all
the answers.
• When we “say it, pray it and move forward in God’s strength,”
we communicate that our God is mighty and able to bring us
through difficult life situations. It is a humbling privilege to be
used by God to come alongside those who are hurting and offer
them compassionate prayer.

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Base Classes & SDGs: Volunteering in the Children’s Program – GL

Objective: Every GL can encourage volunteering in the Children’s Program by casting vision to
their group.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• God is magnified and His people are matured as they serve Him.
• Group members can serve God by volunteering in the Children’s
Program at BSF.
• Serving in the Children’s Program targets our Aim of reaching
the next generation.
SHOW
Trainer: Time: Co-Trainer Options:
• Display the following list and have GLs determine which are Display list of
expectations and essential information group members need statements.
for volunteering, and which are not.
o Complete a volunteer card stating their availability and
eligibility to volunteer.
o Volunteer up to a total of three times in the BSF year.
o Prepare a short lesson for working with children. (not
needed)
o Volunteer once or twice a year with their entire DG.
o Volunteers do not teach or discipline children.
o Background screening will be performed each time they
volunteer. (not needed)
o The group member benefits from the classroom
experience.
o Volunteers can watch the lecture using MyBSF.
o Volunteers must agree to teach a portion of the class.
(not needed)
o Volunteering is an opportunity to express gratitude to
God and experience His pleasure and joy.
LET
Trainer: Time: Co-Trainer Options:

• GLs gather in small groups and develop one or two sentences

presenting the opportunity to volunteer in the Children’s Program
to their group members.
• GLs practice their vision casting on each other.

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 COACH
Trainer: Time: Co-Trainer Options:
• Focusing on the needs of the Children’s Program is part of
reaching the next generation.
• Offering group members an opportunity to gratefully serve the
Lord provides an environment for growth. Focusing on the
needs of others instead of self is the next step of discipleship
for many.
• Trust God to create a heart to serve in each of your group
members.

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Identifying Potential Leaders – GL

Objective: Every leader can expand their view of qualities in potential leaders.
Preparation
Prepare list to share digitally or as screen share, etc.

Training
TELL
Trainer: Time: Co-Trainer Options:
• BSF Leadership is not a place for people who have “arrived” but
for people willing to depend on God.
• All BSF leaders can intentionally watch for class members
whom God may be preparing to lead and serve.
• Looking for members who demonstrate BSF’s Core Values is
always a good place to start.
• When we expand our view of how the Core Values are
demonstrated, we will not miss potential leaders God is calling.
SHOW
Trainer: Time: Co-Trainer Options:

• As a group, identify opportunities to observe qualities in Capture thoughts on

potential leaders. (Encourage leaders to think beyond BSF and Whiteboard.
include knowledge of members’ interactions with community,
family, church, workplace, and other settings.)
• Display or digitally share the following qualities by using Slack,
WhatsApp, e-mail, or other tools.
o Openness
o Curiosity
o Servanthood
o Resourcefulness
o Awareness
o Teachability
o Engagement
o Authenticity
o Compassion
• As a group, brainstorm ways that openness might be
demonstrated. Possible answers include welcomes and values
perspectives different from their own, greets others with
friendliness and warmth, willing to try new things, shares
vulnerably in the group, shows up as their true, honest self.

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 LET
Trainer: Time: Co-Trainer Options:

• Leaders gather into small groups. Assign each group 1-2 of the Use breakout rooms for
above listed qualities. small groups.
• Groups brainstorm ways their assigned qualities might be
demonstrated.
Close breakout rooms to
• Large Group Debrief: Each group reports one or two top answers debrief as large group.
for each quality.
COACH
Trainer: Time: Co-Trainer Options:

• When considering potential leaders, use an expanded view to

identify those God is preparing to serve.
• We aren’t looking for “finished products” or those with no
obstacles to answering “yes” to God’s call.
• Ask God to help you look beyond the obvious and see class
members as He sees them.

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Responding with a Call to Biblical Thinking – GL

Objective: Every GL can lead group members to respond to an invitation to leadership as a call
from God by asking two important questions.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Often when group members are approached and asked to pray
about leadership in BSF, they don’t think about it as a call from
God.
• Serving in leadership in BSF is another way we magnify God and
mature His people.
• GLs have the opportunity to listen and lead the group member
to think about such a call with a higher view of God.
SHOW
Trainer: Time: Co-Trainer Options:

• Lead the GLs in a discussion about the various responses group Option to capture
members give when asked to pray about leadership. Write their responses as leaders
ideas on a whiteboard or other display as leaders share. answer.
• Possible responses include:
o I am not ready. I don’t know enough. I just started BSF. I
am a new Christian.
o I know God wants me to do it, but just not now.
o I am too busy with my job, my church, my parents, my
hobbies, my house, my coaching, my school, my work, or
other activities.
o My work is so draining, I’m always spent when I get to
class.
o My husband or wife doesn’t want me to do it.
• If someone responds immediately with one of these responses,
ask them: Would you like to pray about it? Display two primary
• If they agree, ask them to consider two primary questions as questions.
they pray about leadership:
o Are you called by God to serve?
o Are you willing to submit any obstacles before God in
prayer?
LET
Trainer: Time: Co-Trainer Options:
• Divide GLs into groups and assign one possible response Create breakout rooms.
(above) to each group. Assign a response to each
room.

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 • Instruct each group to determine an approach to encourage the Share two primary
group member to consider the two primary questions. questions in chat for
groups to reference.
COACH
Trainer: Time: Co-Trainer Options:
• God calls group members into leadership and God enables
group members for leadership.
• Where do you need God’s enabling to effectively guide potential
leaders to biblical thinking?
• Remember, it is God’s call! He simply allows you to be part of
the process – what a gift!

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Base Classes & SDGs: Communicating with Members Considering
Leadership – GL
Note: The process outlined in this training is not applicable to group leaders in BSF Online.

Objective: Every GL can communicate positively as they approach potential leaders by guiding
them toward biblical thinking.
Preparation
Option: display list of statements

Training
TELL
Trainer: Time: Co-Trainer Options:
• Recommending potential leaders is both a privilege and a
responsibility for a GL.
• How or what a GL communicates to a group member who is
considering BSF leadership is often used by God to confirm a
call or challenge thinking.
• Being called by God is always the key factor in considering BSF
leadership, so positive communication that encourages a group
member toward biblical thinking regarding leadership is vital.
SHOW
Trainer: Time: Co-Trainer Options:

• Display a list of key statements to communicate to a potential Display list of key

leader. Showing them one at a time can be helpful. statements.
o Leadership is a call by God and He makes His call
known to both the group member and the TL/DOT.
o GL is asking if the group member would be willing to talk
to the TL/DOT about the possibility of leadership.
o GL may recommend a group member, but only the
TL/DOT invites members into leadership.
o Leadership in BSF is a commitment and a blessing.
o The one God calls will be equipped to carry out the call
by God’s empowering and BSF training.
o Prayer regarding leadership is often a time to ask God to
help group members check priorities.
o Pursuing God’s will, not our own, is a place of genuine
fulfillment and joy.
• The Approaching the Potential Leader Tip Sheet in the GL
Manual will help you with these conversations.
• Ask GLs to share typical responses from group members who
say no to moving forward in the leadership process. Record
responses on a posterboard or whiteboard.

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 LET
Trainer: Time: Co-Trainer Options:
• What thought process would help a group member think
biblically?
• Trainer and Co-Trainer model a GL contact that responds to a
negative response with encouragement for the group member
to pray and think biblically.
• GLs gather in pairs to role play different situations. Open breakout rooms.
• Visit groups and coach as needed.
Close breakout rooms.
• Leaders regather in large group.
COACH
Trainer: Time: Co-Trainer Options:
• Recommending potential leaders is a privilege and a
responsibility. So is helping group members think biblically!
• The GL who seeks to think biblically is the one who is best
prepared to help others do the same.
• God will show you how to grow as a GL who can communicate
with potential leaders in a way that He will use to confirm their
call into leadership or challenge their wrong thinking.

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BSF Online: Applying Biblical Thinking when Identifying Potential
Leaders – GL
Note: This training is only applicable for Group Leaders who lead in BSF Online.

Objective: Leaders will be able to explain PARIS as they guide potential leaders toward biblical
thinking.
Preparation
Prepare a multiple choice or true/false poll using the information below.

Training
TELL
Trainer: Time: Co-Trainer Options:
• As the leader of your DG, God has given you the privilege to
watch and be part of the spiritual growth of group members.
• This also provides you with the privilege and responsibility to
recommend potential leaders. As the shepherd of your group
members, how you communicate is often used by God to
confirm a call to potential leadership or challenge a group
member’s thinking. Often, a potential leader doesn’t think of
serving as a call from God.
• Your prayer to see potential leaders and the words you speak
are essential.
SHOW
Trainer: Time: Co-Trainer Options:
The acronym PARIS will help you remember the BSF Online Show slide or show a
interview process. whiteboard and put
• PRAY and recommend. This is a matter of prayer for all steps of PARIS on the
involved—you, me, and the potential leader. whiteboard:
o All of us as a group can pray regularly for God’s provision
Pray and
of leaders.
recommend
o Pray about who the Lord may be calling from your
discussion group.
Apply
o Talk to me and let’s pray together. Request
o Then, approach the potential leader and ask them to Interview
pray about whether the Lord may be calling them to lead Set up
in BSF.
o If a potential leader agrees to move forward with the
process, then the GL, AOT or OT completes a
recommendation form on the website,
• APPLY. Potential leader completes the online application.
• REQUEST. Potential leader requests an Online Leaders Meeting.
• INTERVIEW. Potential leader is interviewed by the Online Trainer
for the OLM selected. That OT will invite them into leadership.

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 • SET UP. After the process is completed, potential leaders set up
their group.
Ask: Why do you, the GL, ask the group member about potential
leadership?
• Possible Answers: The GL knows the potential leader the best; a
potential leader may be more willing to talk about leadership
with their GL than with someone they don’t know.
Ask: What is the best way to approach someone about leadership?
• Listen for: “face to face” —usually that would be online
LET
Trainer: Time: Co-Trainer Options:

• Ask everyone to complete the poll. Display the poll.

• Review the responses, noting correct responses and clarifying
Encourage everyone to
incorrect responses. (Incorrect responses are in bold, correct
respond (letting them
responses are in italics below.)
know the poll is
o Privately approach the potential leader.
anonymous but you can
o Begin with encouraging words. Share positive aspects of
see how many have
what you have observed in them.
responded).
o Ask if they are willing to pray about serving as a BSF
leader. This is true. It is important to emphasize that God
Display the results.
uses the process to guide His people into BSF leadership
or into something else. Some people join leadership. For
others, God closes the door. We are grateful for the way
He uses every step of the process.
o GLs need to be prepared to have answers for all the
questions. GLs will not have all the answers, but what
they do know may help them pray wisely about the
decision.
o Tell them they will be able to choose an OLM that fits
their schedule or attend OLM with you.
o Tell them if they agree to move forward after praying, the
next step is completing an application.
o GLs need to be sure the potential leader meets all the
qualifications listed in the Manual/on the Leadership
Application. It is helpful for you to recognize some of the
basic leadership qualifications. However, Online Trainers
are equipped to approach difficult topics, ask questions,
and respond.
o Do not share with them what BSF leadership has meant
to you. Absolutely share with them what BSF leadership
has meant to you. The Approach the Potential Leader Tip
Sheet in the manual provides thoughts on what to
include.
o Agree on a timeframe for following up after a time of
prayer about the decision.

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 o Pray with them before ending the conversation.
• Along with questions, potential leaders might have all kinds of
responses.
• As the leader and shepherd, you have the opportunity to Share Whiteboard w/ 2
respond positively and point them toward biblical thinking. columns:
• On the whiteboard, use your Annotate Text tool to share • Common Responses
responses group members might have when asked to move
• Words of
forward in leadership. For example: “I don’t have time,” or “I’m not
Encouragement/Biblic
made for leadership.
al Thinking
• Gather and respond to GLs’ answers.
• How could you respond in a way that helps a group member Enter responses as they
think biblically? Possible answers: are shared.
o Leadership is a call by God, and He confirms His call to
both group member and OT who does the interviewing. Save whiteboard and send
o The one God calls will be equipped to carry out the call by to leaders.
God’s empowering & BSF online training.
o Prayer regarding leadership is often a time to ask God to
help group members check priorities.
o Pursuing God’s will, not our own, is a place of genuine
fulfillment and joy.
COACH
Trainer: Time: Co-Trainer Options:
• Recommending potential leaders is a privilege and
responsibility. So is helping them think biblically!
• The leader who seeks to think biblically is best prepared to help
others do the same.
• God will show you how to grow as a GL who can communicate
with potential leaders in a way that He will use to confirm their
call into leadership or challenge their wrong thinking.
• Take time to review the Approach the Potential Leader Tip Sheet
in your manual. Spend time in prayer asking the Lord to help you
see who He might be calling into leadership.

Identifying Potential Leaders

Prepare a multiple choice or true/false poll. The items in bold are incorrect/false. The words in
italics are correct/true.
Select the three statements that are incorrect.
• Privately approach the potential leader.
• Begin with encouraging words. Share positive aspects of what you have observed
in them.
Ask if they are willing to pray about serving as a BSF leader. This is true. It’s
important to emphasize that God uses the process to guide His people into BSF
leadership or into something else. Some people join leadership. For others, God
closes the door. We are grateful for the way He uses every step of the process.

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 • GLs need to be prepared to have answers for all the questions. GLs will not have all
the answers, but what they do know may help them pray wisely about the decision.
• Tell them they will be able to choose an OLM that fits their schedule or attend OLM
with you.
• Tell them if they agree to move forward after praying, the next step is completing an
application.
• GLs need to be sure the potential leader meets all the qualifications listed in the
Manual/on the Leadership Application. It is helpful for you to recognize some of the
basic leadership qualifications. However, Online Trainers are equipped to approach
difficult topics, ask questions, and respond.
• Do not share with them what BSF leadership has meant to you. Absolutely share
with them what BSF leadership has meant to you. The Approach the Potential Leader
Tip Sheet in the manual provides thoughts on what to include.
• Agree on a timeframe for following up after a time of prayer about the decision.
• Pray with them before ending the conversation.

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Community and Connection
Connection in Fellowship – GL

Objective: Every GL can deepen connection and strengthen relationships during fellowships by
using 3 tools for connection.
Preparation
Trainers review conversation to model during Show Me, option: plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• BSF surveys and research have shown that relationship and
connection directly impact commitment to Bible study.
• Too often we engage in superficial small talk with shallow
questions such as “Where are you from?” and “What kind of
work do you do?”
• Asking questions that draw out people’s stories builds
relationships.
• Relating to one another through shared emotions and
experiences establishes meaningful connection.
• Group fellowships are one place where meaningful connections
can be made.
SHOW
Trainer: Time: Co-Trainer Options:

• GLs can facilitate deeper connections using the following three

Connection Tools:
o Notice – Notice something that genuinely intrigues or
interests you about a person.
o Story – Ask them the story behind it.
o Why? - Dig deeper by asking “why?”
• Model the following conversation with a Co-Trainer (or create
your own story).
Trainer: I noticed the “26.2” bumper sticker on your car. Did you run
a marathon?
Co-Trainer: Yes! I’m very proud of that.
Trainer: Is there a story behind it?
Co-Trainer: Actually, yes. Two summers ago, I ran a marathon and
bought a bumper sticker as a reminder of my journey.
Trainer: Really? That’s impressive! Why did you decide to run a
marathon?

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 Co-Trainer: I did it to prove to myself that I was strong. That
bumper sticker reminds me of how God strengthened me then
and how He continues to give me strength for what I face today.
Whenever I look at it, I remind myself that big things can be
accomplished one step at a time.
LET
Trainer: Time: Co-Trainer Options:

• In large group, ask:

o What did you notice about the three Connection Tools?
o Why were they effective?
• Leaders gather in pairs, preferably with someone they do not Use breakout rooms.
know well. (If LM is online, consider creating breakout rooms
manually to pair leaders who may not know one another well.)
• Leaders take turns practicing the “Notice, Story, Why?” technique.
• End the training with a brief discussion about their time with their
partners.
COACH
Trainer: Time: Co-Trainer Options:

• Shared stories have a powerful influence on how we view the

world and connect with others. People connect through stories
because stories touch the emotions associated with struggling
and suffering, and with hopes and dreams.
• Demonstrate this technique for your group at your next
fellowship. Give time to discover stories of a few people before
you lead into the large group sharing. Model digging deeper by
asking, “why?”.
• The individuals in your group are defined by their life stories –
including you. Blessings await as you and your group share your
stories and meaningfully connect with one another.

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Successful Group Fellowships – GL

Objective: Every GL can prepare for fellowship to create a safe environment for encouragement
and spiritual growth.
Preparation
Option: display list, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• BSF Fellowships are a way for group members to connect to
each other and discuss how God is working in their lives.
• In every BSF Fellowship the goal is to:
o Provide opportunities for group members to get to know and
encourage each other.
o Offer a safe environment for group members to speak about
what they are learning and the way their lives are changing
through the study.
o Train group members to articulate spiritual truth and its
application to their lives.
• Knowing the goals of BSF Fellowships helps GLs lead
successful fellowships.
SHOW
Trainer: Time: Co-Trainer Options:

• Engage GLs in a discussion to determine what a BSF Fellowship Display list.

is and what it is not.
• A BSF Fellowship is:
o Purposeful – a safe environment in which to share spiritual
growth and life in Christ
o Friendly – an opportunity to develop closer relationships
with fellow group members
o God-glorifying – a venue to share answers to prayer and give
glory to God, describing life changes, what members are
learning, etc.
o Encouraging –a place to listen to each other, valuing each
person’s contribution
• A BSF Fellowship is not:
o Controversial – in topic and/or content (such as politics,
churches, denominations)
o Disloyal – to friends or family members
o Superficial – focused on food, hobbies, families, sports, etc.

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 o Uncomfortable – correcting, rebuking, counseling, or Online leaders share
problem-solving answers in Chat.
• Take a moment to think about your vision for a fellowship with
your Discussion Group.
• Write down what you would like to see happen in your
fellowship that magnifies God and matures His people.
• As time allows, ask a few leaders to share.
LET
Trainer: Time: Co-Trainer Options:

• In small groups discuss:

o Your vision for your fellowship.
o How do I facilitate what a fellowship is and avoid what a
fellowship is not?
o Ideas for fellowships (think of as many as you can
considering your Discussion Group and your vision for Open breakout rooms.
fellowship).
• Leaders gather in small groups. Close breakout rooms.
• Visit groups to observe.
Online leaders share
• Leaders regather in large group:
answers in chat.
o Share one idea you liked best from your small group. Capture and save ideas to
o Capture and save ideas shared to distribute later. distribute to leaders later.
COACH
Trainer: Time: Co-Trainer Options:

• BSF Fellowships provide opportunities for members to relate to

each other and share how God is working in their lives through
the study of His Word.
• GLs prepare with prayer and trust God for the power of His
presence at their fellowship.
• BSF Fellowships are a wonderful opportunity to see God
working in and among members.

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Natural (Not Structured) Fellowships – GL

Objective: Every GL can lead natural, not structured, group fellowships by intentional planning and
vision-casting.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• We mature spiritually in community. Growing together is a team
sport!
• There is great value and benefit in coming together to process,
encourage, and help one another in the context of community.
• We cannot force connection, but we can expect connection
when we create a safe environment that encourages sharing
and discovery.
• A structured format for group fellowship hinders the opportunity
for people to connect and grow together naturally.
• We want to set the tone of fellowships to encourage natural,
transparent sharing in a thriving community.
SHOW
Trainer: Time: Co-Trainer Options:

• As a large group, brainstorm the following: Use whiteboard to

o Ideal fellowship characteristics capture brainstorm
Examples: good attendance, God-centered sharing, natural thoughts.
conversation that flows, everyone is engaged, people desire
to continue talking, etc.
o Typical fellowship struggles
Examples: poor attendance, shallow sharing that is not
spiritual, frequent silence and awkward pauses, etc.
o In-person groups: Locations for fellowships (The setting
helps set the tone of the fellowship and influences your
capacity to encourage connection.)
Examples: fast food restaurant with a playground, coffee
shop, basketball court, meeting room, church common area,
park with a playground for children, member’s home, host
church, etc.
o Online groups: Engagement techniques
Examples: conversation-starters, show and tell, small group
sharing, get-to-know-you activities, etc.

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 LET
Trainer: Time: Co-Trainer Options:

• In small groups, identify ways to move toward the ideal Use breakout rooms for
fellowship. smaller groups OR have
leaders in small leadership
• Assign one of the four topics below to each group. Each group
teams share in the Chat
identifies a plan.
and discuss.
1. In-person groups: Consider the location and how it might
affect the fellowship.
If using breakout rooms,
2. Online groups: Consider how planned engagement can assign topic(s) to groups.
affect the fellowship.
3. Consider challenges and how to address those challenges.
4. Consider the goal of God-centered, vibrant conversation.
What limits conversation? What encourages it?
• Leaders work together to identify a plan for their next fellowship
and to discuss casting vision for the fellowship.
Open breakout rooms.
• Leaders gather in small groups.
• Visit groups to observe. Close breakout rooms.
• Leaders regather in large group.
COACH
Trainer: Time: Co-Trainer Options:

• The goal of a fellowship is less about hearing everyone share

and more about group members connecting.
• Leading a group fellowship does not mean controlling the
fellowship according to a prescribed pattern or plan. Rather, as
the leader, you cast vision for a fellowship that will be rich and
engaging.
• Pray and depend on God to create heart connections. Celebrate
as you see Him work in ways that a prescribed, man-made plan
never could!

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Communication that Builds Relationships – GL

Objective: Every GL can build relationships with group members by engaging in meaningful
conversations during contacts.
Preparation
Option: display categories, record and capture leaders’ answers to distribute later, plan breakout
rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• The purpose of engaging with your group members is to build
personal relationships so you can shepherd effectively.
• You have the remarkable privilege of participating in a GM’s life
journey as Jesus transforms them.
• Meaningful spiritual conversations start with taking an interest
in others, asking questions, and seeking to understand their
faith journey.
• Sometimes insecurity, fear and uncertainty keep our contacts at
the surface level and prevent us from having meaningful
conversations that build relationships.
SHOW
Trainer: Time: Co-Trainer Options:
• One tool for contacts is to ask a “sometime” question* in an
early conversation.
• First, make a spiritual statement: “Last weekend I went to First
Street Church.”
• Then ask a spiritual question: “Are you currently involved in any
kind of faith community?”
• After you listen to their answer, ask: “Sometime, I’d like to hear
about your spiritual journey. Would you be up for that?”
• Then ask to hear their story at that time or during the next
contact. (Be careful not to judge their journey but instead trust
that God is at work all along the way)
• Display other categories of “sometime” questions:
o Past experiences: Where they have been: “What was Display categories.
your religious background as a child?”
o Present attitudes: Where they are: “Where are you now in
your spiritual journey?”
o Future direction: Where they are going: “Do you think you
are moving toward God, away from God or staying about
the same?”
*“Sometime” by Aaron Emerson, Cru

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 LET
Trainer: Time: Co-Trainer Options:

• Ask GLs to brainstorm “sometime” questions in each of the three Record leaders’ answers
categories above: past experiences, present attitudes, and future and capture to distribute
direction. to leaders later.
• Record answers to save and distribute to leaders later.
• In small groups, take turns practicing the “sometime” tool with a
partner. Each leader makes a spiritual statement, asks a
spiritual question, listens to the answer, and follows up with a
“sometime” question.
• Leaders gather in small groups for practice. Open breakout rooms.
• Visit groups to observe and coach.
• Large Group debrief: Close breakout rooms.
o What went well?
o What did you learn from the activity?
o How can this create more meaningful discussion with your
Group Members?
COACH
Trainer: Time: Co-Trainer Options:

• The “sometime” question tool can be used during contacts to

build meaningful relationships and launch spiritual
conversations.
• Practice using the “sometime” question tool with at least one
member this week.
• God chose you for your group to shepherd them on their
spiritual journey this year.

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Meaningful Contacts Through Messaging – GL

Objective: Every GL can build relationships when conversation opportunities are limited by
communicating care and interest electronically.
Preparation
Option: send example messages to four leaders prior to LM (see instructions in SHOW), prepare
posters/screen share display of three categories

Training
TELL
Trainer: Time: Co-Trainer Options:
• Interaction between the Group Leader and Group Members
builds relationships and allows opportunities to shepherd in
Christ’s love.
• In today’s world, having meaningful interactions can be
challenging.
• We need to be able to effectively build relationships in creative
ways.
• Technology makes it possible to effectively convey personal
and meaningful messages, which helps build and maintain
relationships.
SHOW
Trainer: Time: Co-Trainer Options:

• Display three categories of messages:

o Personal Story - GL shares briefly a significant or
meaningful thing God did in their life.
Example: “Wanted to share with you.....”
o Prayer - GL writes a brief, specific and personal prayer for
the group member.
Example: “Praying for you.”
o “I thought of you” - GL follows up on a group member’s life
situation or prayer request; or writes how something from
the Bible or lesson reminded him or her of the group
member.
Example: “The question for Day 5 of this week’s lesson
reminded me of what you shared last week....”
• Option: Trainer sends messages to four GLs before LM (three,
providing an example of the categories above and one, that is
long and informational). GLs read the message to the group
during training. Leaders briefly discuss each message. Trainer
reminds GLs to be brief and personal.

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 LET
Trainer: Time: Co-Trainer Options:

• Instruct GLs to refer to their current list of Group Members and

develop a message from each category for three of their group
members. When finished, ask GLs to share in Chat at least one
example, indicating which category it relates to.
COACH
Trainer: Time: Co-Trainer Options:

• Think of interaction as relationship building, not disseminating

information.
• The shepherd who takes the time to know and care for their
sheep will be trusted and followed.
• Regular interaction with your group members is not meant to be
a duty, but instead a ministry opportunity. God has given you
people to shepherd and enjoy, and technology is a means to
make that possible!

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Contacts without Pressure – GL

Objective: Every GL can develop a genuine relationship with group members apart from BSF
participation by having regular communication that does not force performance.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Demonstrating compassion for God’s people is one of BSF’s
Core Values.
• This means we value the person because they are important to
God and made in His image, not because they love us in return
or cooperate with our plans.
• One way we demonstrate care for our group members is
through regular communication.
• The goal is to build a genuine relationship that focuses on the
person, not their participation in BSF.
SHOW
Trainer: Time: Co-Trainer Options:

• Ask GLs for input to create a list for the topics below: (Contribute Capture leaders’
information in italics if not contributed by the GLs.) answers.
o Factors that make BSF a challenge (little Bible
knowledge; new to BSF; people younger than 35; women
who work full-time; children under 18 in the home; hard
life circumstances)
o Expected patterns that reveal participation struggles
(incomplete lessons; erratic attendance; not full
participation in the BSF experience)
o Messages communicated that add pressure or guilt to
at-risk members (How are you doing with your lesson?
We have a fellowship next week. Will you be able to
come? Will you attend the seminar? And other
performance-oriented questions)
• End the discussion with the following information:
o BSF research shows that it can take 3 to 4 years before
consistent participation in the BSF experience is seen.
Often, it is relationships that keep group members in
class during that time. Your weekly contact plays a
critical role in developing a relationship that helps a
person stick with Bible study.

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 LET
Trainer: Time: Co-Trainer Options:

• In partners or small groups, GLs prepare encouraging statements

and/or questions designed to get to know the member better. Open breakout rooms.
(For example: “I admire how you juggle work and family. What’s
your secret for that?” or “All your interests and activities intrigue
me. What draws you to such a wide range?”)
• Remind GLs to avoid topics pertaining to BSF.
• The goal is to communicate care for group members apart from
their participation in BSF.
• Large Group: Allow time for sharing and coaching as necessary. Close breakout rooms.
COACH
Trainer: Time: Co-Trainer Options:
• Building a relationship is key to a person’s spiritual growth and
ongoing participation in BSF.
• Aim to communicate acceptance and interest in knowing your
group members as people rather than just “participants.”
• God loves you apart from your full participation in His plan –
this is an opportunity to accept your group members with the
same love.

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The GL and the New Group Member – GL

Objective: Every GL can encourage connection and community by engaging with new class
members immediately and meaningfully.
Preparation
Option: prepare breakout rooms, capture answers

Training
TELL
Trainer: Time: Co-Trainer Options:
• New members need information and interaction to begin well.
• GLs play a critical role in new group members beginning well and
remaining in the study.
• GLs play a critical role in new members connecting to the group.
• New group members require thoughtful and intentional
shepherding the first few weeks.
• Every person has a story about their first weeks of BSF and the
GL plays a critical role in how that story will be told!
SHOW
Trainer: Time: Co-Trainer Options:
• Gather in pairs and take turns quickly telling their own “new to Open breakout rooms.
BSF” stories (leaders have 90 seconds each).
• Regather leaders in the large group and ask: Close breakout rooms.
o What caused you to have a positive or negative start to
BSF?
o What was in place to make it positive? What was missing
to make it negative?
o What can influence a class member’s “new to BSF” story
as it relates to their GL?
LET
Trainer: Time: Co-Trainer Options:

• Lead a brainstorming session using the following prompt: Capture leaders’ answers.
o If you alone determined whether a “new to BSF” group
member begins well and stays in the study, what actions
would you take, what words would you say, and how
would you pray?
• Capture leaders’ answers.
• Debrief questions:
o What from this list can you do?
o Which items are crucial considering you cannot do it all?
• Keep this list as a reference and implement it every time God
gives you a new group member.

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 COACH
Trainer: Time: Co-Trainer Options:
• A critical window exists from the first discussion group through
the initial weeks for those new to BSF.
• A GL’s actions, words and prayers during that window play a vital
role in the new group member adjusting and remaining in the
study. GLs cannot do it all – but they can do some things.
• Trust God that He will use your actions, words, and prayers to
create a positive “new to BSF” story in a Group Member’s life.

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Promoting Belonging in the Discussion Group – GL

Objective: Every leader can gradually orient group members to DG guidelines by strategically using
the weekly contact.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• As a GL, you have the great privilege to eternally impact the lives
of your group members.
• As a shepherd, you are responsible for creating a safe, warm,
and inviting atmosphere for the group.
• You can use your communication during the week as an
opportunity to bring clarity and understanding to discussion
group methods.
• Conversations before or after discussion group are other
opportunities to orient group members around building a safe
community.
SHOW
Trainer: Time: Co-Trainer Options:

• Brainstorm with the group issues seen or experienced with new Use whiteboard/annotate
members unfamiliar with BSF or seasoned members who tools to record
routinely follow their own ways. If not mentioned, supplement brainstorm ideas.
the leaders’ input with the following information:
o A group member rarely does any personal study but
frequently contributes quotes from their pastor or someone
else they’ve heard on the radio or a podcast.
o Group members use Google, blogs, commentaries, and other
internet resources to answer questions and contribute
additional information.
o A group member often dominates the discussion with his/her
opinions.
o A group member rarely shares in the discussion but always
smiles and seems to be listening.
• Choose one of the situations and offer a possible statement
that could be made before the discussion starts. For example:
“I’m eager to get started and hear what you’ve learned this
week. I know we all appreciate what we can often learn from the
internet. But let’s make this time together about our own
personal study and what the Holy Spirit is teaching us.”

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 • Offer a possible way to communicate this one-on-one with
group members in weekly communication.
Example: “I’m challenging our group to make our discussion a
place where we share from our own personal study rather than
repeat ideas and thoughts from other resources. What do you
think about that?”
LET
Trainer: Time: Co-Trainer Options:

• In pairs, identify a situation you have recently experienced in

Discussion Group that needs to be addressed.
• Practice conversations that give clarity to discussion group
methods or that promote a safe environment.
• If you don’t have a personal situation, practice conversation to
help a group member grow in their personal study habits.
• Give each leader an opportunity to practice.
• Leaders gather in pairs. Open breakout rooms.
• Visit groups and coach as necessary.
Close breakout rooms.
COACH
Trainer: Time: Co-Trainer Options:

• Building a safe community takes time and intentionality.

• Trust God to supply the right words to help orient your members
about the DG in a relational way.
• Jesus is our ultimate Shepherd and Protector, but God uses the
GL as a protector of the group. Pray and ask Him to help you
protect wisely and lovingly.

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Member to Member Connection – GL

Objective: Every GL can help build member-to-member connection by using a two-step connection
tool.
Preparation
Prepare an example of identifying and encouraging a commonality among some GLs (see
SHOW); option: display connection tool, capture answers, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• We desire that BSF be a thriving community of discipleship.
• Leaders can help build connections that will strengthen this
community.
• Let’s practice a two-step connection tool to help you connect
group members to one another.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the two-step connection tool. Display connection tool.

1. Identify
2. Encourage
• The first step is to identify something in common between two
or three group members. Identify a commonality that you
admire, appreciate, or find interesting about them.
• The second step is to encourage. Encourage those group
members with this commonality. For example, “I realized the
both of you work in the tech industry. That really interests me,
can you tell me more?” or “Something I appreciate about you
both is your ability to jump into a conversation on difficult topics
we discuss. Thank you both for that.”
• Trainer shares a prepared example of identifying and
encouraging a commonality among GLs.
LET
Trainer: Time: Co-Trainer Options:

• Instruct GLs to spend 2 minutes thinking about commonalities

among their group members to identify.
• After 2 minutes, ask GLs to call out the various commonalities.
• Capture several on whiteboard, Zoom whiteboard, or shared Capture leaders’ answers.
document.

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 • GLs gather in pairs to discuss how they can encourage their
group members with identified commonalities. Ask leaders to Open breakout rooms.
record their ideas.
• Leaders gather in pairs.
Close breakout rooms.
• Visit groups and observe.
• Leaders regather in large group.
• Large Group Debrief:
o Ask several leaders to share their encouragements with the
large group. Acknowledge answers
given in chat.
o Online option: ask other leaders to type their
encouragements in the Chat while other leaders are
speaking.
COACH
Trainer: Time: Co-Trainer Options:

• Member to member connection is vital for a thriving community

of discipleship.
• Ask God to help you see commonalities each week to
encourage and strengthen the group.
• God intimately knows every group member. Pray for
opportunities to build connections.

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Conversation that Leads to Connection – GL

Objective: Every GL can connect conversationally by using active listening questions.

Preparation
Prepare display of chart (see below), option to send chart to GLs prior to LM

Training
TELL
Trainer: Time: Co-Trainer Options:
• When walking through life with others, it is important to take
time to listen and know people’s stories.
• Conversations that connect people involve speaking and
listening as a friend, not as an expert with all the answers.
• Often, we think giving advice or providing solutions is the most
helpful response.
• But often the best way to help someone is to allow them to
make discoveries for themselves and to point them to Jesus
Christ, the only One with perfect perspective.
• Connecting conversation requires active listening and genuine
responses.
SHOW
Trainer: Time: Co-Trainer Options:
• What is active listening, and what is it not?
• Possible answers:
o Active listening is being a good listener, engaging or
leaning in with your whole body, asking questions to show
understanding, expressing a desire to walk through things
with another person.
o Active listening is not trying to solve their problem. It is
not a quick promise to pray later.
• Summarize:
o People need to know they have been heard.
Display chart.
o Sometimes they need help thinking from a right or
different perspective.
• Display chart (see below) and/or distribute to leaders before LM.
• Ask for volunteers to read portions of the chart.
LET
Trainer: Time: Co-Trainer Options:
• In pairs, take turns sharing a difficult situation. The other leader
will ask a few good questions and respond appropriately.
• Refer to the Active Listening Questions and Responding
Appropriately chart as you practice. Switch roles after 3
minutes.

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 • Leaders gather in pairs.
• Visit groups and coach as needed.
Open breakout rooms.
• Leaders regather in large group.
• Large Group Debrief:
o What was challenging as you applied active listening Close breakout rooms.
and responding appropriately?
o Where do you need to grow in these skills?
COACH
Trainer: Time: Co-Trainer Options:
• This is a skill that will serve you well in every area of your life –
practice is needed.
• Look for opportunities to listen well by asking good questions
and responding appropriately.
• As you give of yourself through conversations, expect God to
form lasting friendships!

Active Listening Questions and Responding Appropriately

Active Listening Questions: Responding Appropriately:
Clarifying Questions Address Emotion
• Tell me more about… • That sounds hard.
• Tell me what is on your mind? • This is a normal way to feel.
• When you say _____ do you mean • Thank you for telling me. How can I
_____? help?
Processing Questions Address Plans and/or Perspective
• How is this affecting you? • What is your next step?
• How significant is this for you?
• What about this is most challenging?
• What’s the hardest part about that for
you?
Discovery Questions • I hear what you’re saying, could I offer a
• What story do you want to tell? different perspective?
• What options do you have? • It’s possible I wasn’t clear.
• What is your responsibility in this? • Would you give me the chance to clarify
• What are you hesitating to do or say what I meant?
and why?

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Connecting Truth to Concerns Part 1 – GL

Objective: Every GL can connect their true concerns to biblical truth by answering two questions.
Preparation
Optional pre-training preparation: Share True Concerns and Every Life Has a Story video training;
possible screen-share document.

Training
TELL
Trainer: Time: Co-Trainer Options:
Leaders and class members bring concerns of life with them to
Bible study.
Weekly Bible study offers BSF members hope in their struggle by
revealing truth about God and His attributes that speak to their true
concerns.
Doctrine is truth about God: Who He is, What He has done, What He
has promised to do.
Asking two questions clarifies how doctrine is relevant to our true
concerns:
• What is my (your) true concern?
• What doctrine, truth about God, or attribute of God speaks to
that concern?
SHOW
Trainer: Time: Co-Trainer Options:
Display the two questions. Use Whiteboard, Chat or
Trainer shares a personal answer to the two questions. Screen Share document.
LET
Trainer: Time: Co-Trainer Options:

• Ask leaders to take a few minutes to answer the two questions

themselves.
In small groups, take a few minutes for each person to share your
true concern and the truth about God that speaks to that concern.
(Leaders do not need to know the name of a specific doctrine for it
to speak to their concern.)
• Trainers visit groups and listen to sharing.
• Leaders regather in large group. Pray to end the Let Me portion.
COACH
Trainer: Time: Co-Trainer Options:
God meets people at the place of greatest concerns with truth from
the Bible.
God provides comfort when we invite doctrine and God’s attributes
to speak to our concerns.

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 Dependence on God grows as God comforts us and we offer God
as comfort to others.

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Connecting Truth to Concerns Part 2 – GL

Objective: Every GL can shepherd members by asking a question that connects truth to true
concerns.
Preparation
Use Tip Sheet: Using Shepherding Tools

Training
TELL
Trainer: Time: Co-Trainer Options:
• GLs can provide comfort when they connect compassionately
with GMs, but only God can provide hope of a solution for the
deep concerns they carry.
• After connecting compassionately with questions and
responding appropriately, GLs can help members connect their
concerns to truth about God.
• GLs do this with a key question that prompts the member
to depend on God.
• The key question asks: “How is a truth about God, or attribute
from the lesson, relevant to your concerns?”
• The weekly BSF notes highlight one key doctrine and many
attributes of God.
SHOW
Trainer: Time: Co-Trainer Options:

• Ask GLs to consider the following scenario: A young man or

woman is struggling with depression and loneliness.
• What truths do we know about God that might help this person? Capture ideas on
Whiteboard.
• Capture ideas from leaders on posterboard/whiteboard.
• Role play with a volunteer leader:
o Ask the volunteer to be the young man or woman who is
struggling.
o Trainer connects compassionately and responds
appropriately, and then connects the person’s true
concern to God by asking, “How is truth (insert a truth Display question: How is
from the brainstorming session) relevant to your struggle (insert truth) relevant to
with depression or loneliness?” (Question can be (insert concern)?
rephrased for appropriate emphasis.)
LET
Trainer: Time: Co-Trainer Options:

• Ask GLs to take 1-2 minutes to make note of truths about God
and attributes of God from this week’s passage or recent lesson
notes.
• Give instructions:

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 o Gather in pairs. Use Breakout rooms for
o Begin with Steps 1 and 2 of the Shepherding Tool to partners.
discern a concern (see Tip Sheet: Using Shepherding
Tools)
o After the concern is expressed, ask the question that
connects truth to their concern.
o Let the member answer the connection question, then
pray.
o You will each have 4-5 minutes to practice being the GL
in the conversation.
o When you see or hear the 1-minute warning, ask the Use Broadcast Message to
connection question and pray. give 1-minute warning.
• Leaders gather in pairs to practice.
• Visit groups and observe.
• Leaders return to large group for debrief:
o How did the question help connect truth about God to
their concerns?
COACH
Trainer: Time: Co-Trainer Options:
• Connecting truth to personal concerns is one way you shepherd
others.
• Consider how to connect compassionately and respond
appropriately this week by pointing others to truth about God.
• Let every conversation magnify God in ways that invite people
to mature through depending on Him.

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Encouraging Participation in Prayer – GL

Objective: Every GL can encourage group members to pray for one another by empathizing first
and then encouraging with intent.
Preparation
Option: whiteboard display of words

Training
TELL
Trainer: Time: Co-Trainer Options:
• Prayer can be a vulnerable place, especially for new Christians.
• Group members might hesitate to share prayer requests or pray
for others, especially people they do not know very well.
• Let’s consider ways you can model and encourage members to
participate in sharing and praying requests from the group.
• One way is to consider why members are hesitant. Address the
hesitancy with empathy and transparency yourself.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the following words (or pictures that illustrate the words): Share
EAGER, HESITANT, INADEQUATE, TOO BUSY. whiteboard/display of
• Ask GLs to stand by the word that best described their words.
perspective when they were first invited to share and pray Use annotate tool to put
requests from the group. a stamp next to the
• Ask leaders to share why they had that perspective. (If there is a word that best
word that is not selected by anyone, discuss as a group what described their
might make someone feel that way.) perspective.
LET
Trainer: Time: Co-Trainer Options:

• In large group, discuss:

o Why might some group members be hesitant to
participate? Possible answers: shy, proud, embarrassed,
unsure, confused with technology, private, too busy, not
connected, past hurts.
o What methods could a GL use to encourage group
members’ participation? Possible answers: sending written
prayers in group communications, empathizing from their
own experience, sharing personal requests, sharing praises in
group communications, identifying possible prayer requests
during discussion time.
• Ask leaders to take a few minutes and think about these ideas for
their own group members.

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 • Instruct leaders to share with a partner how they plan to Create breakout rooms.
encourage deeper sharing and greater participation.
Close breakout rooms.
• Large group debrief:
o What new thoughts or ideas have you learned?
o What was helpful?
o What will you do differently?
COACH
Trainer: Time: Co-Trainer Options:

• Community will develop as group members pray for one

another. Initially, it may feel awkward. That’s OK! Persevere in
prayer (Eph. 6:18).
• Ask God to show you how to encourage group members. Pray
for wisdom and discernment.
• God hears the prayers of His people (Psalm 17:6). What a great
truth for your group to cling to as they grow and pray together!

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Promoting a Safe Environment in Discussion Group – GL

Objective: Every GL can protect their group members by identifying safe discussion group
environments and possible threats.
Preparation
Option: capture leaders’ answers, assign questions to groups, plan breakout rooms, capture
debrief responses to save and distribute later

Training
TELL
Trainer: Time: Co-Trainer Options:
• A DG with a safe environment fosters greater and more
personal interaction by group members.
• A safe environment is a place where the best interests of both
the group and the individual group members are valued and
protected.
• A wise and prayerful GL can help group members experience a
safe and protected environment by:
o Encouraging actions and attitudes that contribute to a
safe environment.
o Discouraging actions and attitudes that work against a
safe environment.
SHOW
Trainer: Time: Co-Trainer Options:
• What factors contribute to a safe environment? Include the Capture leaders’
following factors if not mentioned by the GLs: answers.
o Confidentiality is upheld.
o Appropriate transparency before others is allowed and
respected.
o A loving atmosphere permeates where people are
accepted and valued.
o Harmful, disloyal, or divisive talk is discouraged and
stopped.
o Group members trust that they can share thoughts
honestly, without criticism.
o The truth of God’s Word is lovingly protected and valued.
o Authentic, Spirit-led answers are shared on application
questions.
o Group members focus on the well-being of others, not
just self-interests.
LET
Trainer: Time: Co-Trainer Options:
• In groups, discuss a question regarding safe environments in Assign questions to
Discussion Groups. groups.

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 • Leaders gather in groups. Assign a question to each group.
o How was a safe environment established in a DG when Open breakout rooms.
you were a group member?
o How was a safe environment threatened in a DG when
you were a group member?
o How does a safe environment help accomplish the goals
of BSF?
o How does a safe environment represent true Christian
fellowship and interaction?
• Leaders gather in groups.
• Visit groups to observe.
• Leaders regather in large group. Close breakout rooms.
• Large Group Debrief:
o Give each group time to report the highlights of their Capture responses. Save
discussion. to distribute to leaders
o Invite follow-up and clarifying questions. later.
COACH
Trainer: Time: Co-Trainer Options:
• It is the GL’s responsibility and privilege to help create and
promote a safe environment for the group members.
• How will you show your dependence on God by asking Him to
help you do what is necessary to promote a safe environment
for your group members?
• When group members feel safe, accepted, loved, challenged,
and valued, spiritual growth can thrive.

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Encouraging Attendance of a Final Meeting – GL
Note: All BSF class members can attend a final meeting to celebrate what God has done during the study
year. Because the name of this event varies according to context, this training uses the word “event” to
refer to these final meetings. When using this training, substitute the word or phrase used for your event.

Objective: Every leader can plan how to cast vision for their event by recognizing possible
struggles and benefits for GMs who attend.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• It is good to start talking about our event 4 weeks before the
end of the study year.
• Our event may require special arrangements for childcare.
Encourage members to start praying for God’s provision.
• This event is a time to praise God for bringing together groups
of people and creating lasting friendships.
• It is an opportunity to see the big picture and celebrate what
God has been doing in others’ lives.
SHOW
Trainer: Time: Co-Trainer Options:

• Here are some thoughts to consider when encouraging group Use a slide or
members. whiteboard to display
• Display the following questions on posters/whiteboards/papers. questions for leaders.
Ask a different leader to read each question aloud for the group.
o What are the reasons people may not plan to attend our
event?
o What are some things to pray for (at Leaders Meeting or
during group prayer) regarding this time?
o What are some benefits you have received personally from
attending this event?
o What do you want your group members to understand and
appreciate about this event?
LET
Trainer: Time: Co-Trainer Options:

• Divide GLs into small groups. Open breakout rooms.

o In Person: Instruct groups to rotate and list their
responses to each question.
o Online: Broadcast message when it is time for small Broadcast a message
groups to consider the next question. after approximately every

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 • Allow 2-3 minutes for each question. (Make sure all groups 2 minutes to remind
answer each question.) leaders to answer next
question.
• In the large group, review the leaders’ lists.
• Identify the most important thoughts to use for vision-casting
Close breakout rooms.
during the next 2-3 weeks. (Suggestion: Co-Trainer can compile Capture leaders’ insights
and email lists to GLs or GLs can take pictures of the lists.)
on whiteboard.
• If time allows, GLs can begin writing a few vision-casting
sentences to use with their group. Save lists to distribute to
leaders.
COACH
Trainer: Time: Co-Trainer Options:

• Casting vision for your group to participate in this event helps

them anticipate celebrating God’s faithfulness.
• Plan to encourage and cast vision for the value of our event.
• 2 Sam 22:50 says, “Therefore I will praise you, Lord, among the
nations; I will sing the praises of Your Name.” May the Lord be
praised and glorified!

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Facilitating
Understanding and Leading with Discussion Group Options – GL

Objective: Every GL can wisely strategize which DG option to use by understanding the BSF
discussion option methods.
Preparation
Option: display Discussion Group options, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Rich discussion of God’s Word provides opportunity for
clarifying and discovering truth.
• Rich discussion of God’s Word helps spiritual growth take place
in community.
• Options to encourage deep connection and thoughtful
discussion are:
o Traditional lesson
o Selected questions from the lesson
o 3-Question Method
o Combination of the above techniques
• Thoughtful preparation will help strengthen community and
keep the focus on God’s Word.
SHOW
Trainer: Time: Co-Trainer Options:

• Display each method and explanation: Display each Discussion

• Traditional: discuss all lesson questions Group option.
• Selected Questions: Choose four to five questions for
discussion, including each of the four types. The four types of
questions are fact (content), lesson (what you learned from the
passage), doctrine, and application.
(Note: this method does not suggest combining 2-3 questions
into 1 question.)
• 3-Question Method: Ask questions focused on discovering:
o facts (what is happening in the passage?)
o truth (what do you learn about God, people or yourself?)
o application (how will you apply what you learn?)
Ask more specific questions as God leads.

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 Tip: This method works best when discussing shorter passages
of Scripture, for example, the content covered in one or two
days of the Lesson Questions. You can repeat the process as
needed to cover the entire passage.
• Combination: Use a combination of discussion methods
throughout the lesson discussion. Example:
o Use 3-Question Method and a question from the lesson
o Discuss one of the “days” using the Traditional Method and
another “day” using Selected Questions
o Vary your method throughout the discussion!
LET
Trainer: Time: Co-Trainer Options:

• In small groups, discuss how to use the assigned methods with

this week’s lesson. Ask those assigned the traditional method
which questions might need more time for rich discussion.
• Assign each group two discussion method options.
• Leaders gather in small groups.
• Visit groups to observe.
• Leaders regather in large group.
• In large group, discuss the benefits of each option.
COACH
Trainer: Time: Co-Trainer Options:

• Discussion Group options are designed to facilitate deeper

discussion, not extra work.
• It is good to have a plan but wise to follow the Holy Spirit’s
leading. All questions might not be discussed.
• Expect God to bear the fruit of spiritual maturity and community
as you and your group discover biblical truth.

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Discussion Using Selected Questions Method – GL

Objective: Every GL can promote meaningful discussion by strategically planning questions for
Discussion Group.
Preparation
Option: plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Three things are required for people to study and apply the Bible
for spiritual growth:
o Know what the passage says (facts).
o Process what the passage means (lessons or doctrine).
o Apply what we learn to life (application).
• A balance of these three types of questions is required for
spiritual growth.
• BSF lessons are designed to incorporate these three types of
questions. Occasionally, there are also lesson questions that
relate to doctrine, which is a form of a lesson question.
• The goal for the discussion period is spiritual growth, not a
review of all the questions.
• One option for meaningful discussion is to only discuss some of
the BSF lesson questions (Selected Questions).
• The GL chooses one or two questions from each category (fact,
lesson or doctrine, application).
• Group members choose additional questions if time permits.
• The discussion strategy section in the GL Manual can help
guide your planning.
SHOW
Trainer: Time: Co-Trainer Options:
Trainer demonstrates choosing a total of 3-4 questions from the
current lesson (one from each category: fact, lesson or doctrine,
application).
LET
Trainer: Time: Co-Trainer Options:

• In small groups, GLs work together to mark each question as Open breakout rooms, if
fact, lesson or doctrine or application. used.
• Groups then choose three to four questions from the current
lesson to launch Discussion Group that week. Remind them to
choose questions from each category.
• Visit groups to observe and coach. Close breakout rooms.
• Report back to the large group. Coach as needed.

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 COACH
Trainer: Time: Co-Trainer Options:
• A meaningful discussion over a Bible passage is the result of
strategically selecting a variety of questions to address facts,
lessons or doctrine and application.
• Choose a balance of each type of question as you lead each
week.
• God has a growth plan for your group, and you have the privilege
of shepherding them.

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Discussion Using the 3 Question Method – GL

Objective: Every GL can promote meaningful discussion by strategically planning questions for
Discussion Group.
Preparation
Prior to Leaders Meeting, distribute Tip Sheet: Using the 3-Question Method to GLs (note: this
Tip Sheet is not in the GL Manual).

Training
TELL
Trainer: Time: Co-Trainer Options:
• Three things are required for people to study and apply the Bible
for spiritual growth:
o Know what the passage says (facts).
o Process what the passage means (lessons).
o Apply what we learn to life (application).
• A balance of these three types of questions is required for
spiritual growth.
• BSF lessons are designed to incorporate these three types of
questions.
• One option for meaningful discussion is to discuss the passage
using the 3-Question Method.
• The Tip Sheet: Using the 3-Question Method is a helpful
resource when using this discussion method in your Discussion
Group.
SHOW
Trainer: Time: Co-Trainer Options:

• Ask leaders to scan the 3-Question method tip sheet and make
note of question options.
• Trainer reads a short passage – consider using the assigned
Scripture for Day 2 of current lesson.
• Trainer demonstrates asking questions to discuss the facts,
lessons, and applications of the passage.
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather in groups of three and take turns leading an Open breakout rooms, if
abbreviated discussion using the 3-Question Method. Discuss used.
selected verses from the current passage. (Leaders take turns
asking questions based on facts, lessons, and applications.)
• Large Group discussion:
Close breakout rooms.
o What take-aways do you have from your discussion?
o What benefits are there to using this discussion
method?

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 COACH
Trainer: Time: Co-Trainer Options:
• Varying our methods of discussion creates an opportunity for
greater personal discovery and connection.
• When using the 3-Question Method, save time at the end of the
DG for members to choose one to two questions from the
lesson so they can discuss what most interested them.
• Trust God to use the discussion as a gift to you and the
members.

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Prompting Authentic Answers – GL

Objective: Every GL can encourage group members to share authentically by learning to prompt
them to discover a deeper answer.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• BSF research has revealed that more than 98% of members feel
welcome at BSF; however, only 55% confirm they have a
connection with other members in their discussion group.
• Authenticity in sharing increases connection as members
learn to care for one another as well as experience
freedom to be honest about themselves.
• Authenticity begins with us and our own sharing.
SHOW
Trainer: Time: Co-Trainer Options:

• What’s the difference between an authentic answer and a Capture and display
surface answer? responses.
o Possible answers:
o Surface answers are safe. They might include some
Christianese words, such as “I know God will be faithful” or
“I’m trusting God to help me.”
o Authentic answers are honest and share how you really feel,
such as “actually I’m desperate and I am telling myself God
will come through, but hope is not my defining thought at the
moment.”
• Choose a question from the current lesson that asks for
personal experience/application/evaluation.
• Review your own answer. How authentic is it? Consider
these questions:
o Did you default to a Christianese, safe, surface answer?
o Did you jump to a hopeful solution without starting with
an honest assessment of what you’re actually thinking
and experiencing?
• If possible and safe, give an example from the lesson discussion
time earlier in the LM or provide a few samples of the differences
in responses.
• Refer GLs to the question you chose for the exercise they just
completed.

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 • Explain to them where your answer started and how you changed
it after evaluating it.
• Lead them to understand how we often default to what is safe
and acceptable instead of revealing a deeper, honest reality that
should be expressed in order to foster authenticity.
LET
Trainer: Time: Co-Trainer Options:

• Look at your answer to the question I just evaluated. In small Share instructions.
groups, take turns sharing your answers and evaluating whether
the answer is authentic.
• Keep each other honest and open by prompting one another to
“go deeper.” You do that by expressing what you actually think
and feel. Make sure to include that in their answer.
Open breakout rooms.
• Leaders gather in small groups.
• Visit groups to observe and clarify as needed.
• Leaders regather in large group. Close breakout rooms.
• Large Group Debrief:
o Was it hard for you to move from safe to authentic?
o What was hard?
o Why was it hard?
o In your small groups, what did others say or do to help
you “go deeper”?
COACH
Trainer: Time: Co-Trainer Options:

• True Christian community is authentic and honest.

• How can you change your own personal sharing at Leaders’
Meeting to move toward greater authenticity?
• As we lead, our members will follow. Their connection with one
another in DG is key to growing spiritually as disciples of Christ.

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Guiding versus Controlling Discussion – GL

Objective: Every GL can guide rather than control discussion by identifying methods of a guiding
leadership style.
Preparation
Visuals to display guide vs control, display/distribution of questions, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• As we help class members mature spiritually in the context of
community, it is important that their discussion be controlled by
the Holy Spirit.
• The GL gets the conversation started, while allowing the Spirit
to control the flow of discussion.
• Guiding takes practice and dependence on God: a BSF core
value.
• As shepherds, GLs need to be aware and watch for potentially
divisive or hurtful topics to navigate the group through them.
• This requires guiding the conversation instead of controlling it.
SHOW
Trainer: Time: Co-Trainer Options:

Define or Illustrate (with visuals) CONTROL vs. GUIDE Display visuals, if used.
LET
Trainer: Time: Co-Trainer Options:

• In-Person Option: Set up stations around the room with the In-Person: set up stations
following questions displayed and posters or papers to list with questions.
thoughts.
Online: display/distribute
• Online Option: Assign one question to each breakout room.
questions to breakout
• Divide leaders into groups and instruct them to brainstorm rooms.
together at stations or in breakout rooms. (In-Person option: have
leaders rotate to other stations as time allows.)
• Questions: Open breakout rooms, if
o What does a “control” style look like? (Possible answers: used.
talking often, teaching, evaluating answers from group
members, moving the group along “by the clock,” etc.)
o What does a “guide” style look like? (Possible answers:
flexible with timing, facilitating from the background, meaning
allowing conversation among group members, sharing
authentically as a peer, observing need for clarification or

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 redirection, and stepping in when critical statements are
made)
o What indicators help a GL guide the discussion? (Possible
answers: Is the discussion applying the passage to real-life
situations? Is the discussion relevant to the passage? Is
discussion clarifying the passage or causing confusion? Is
there a need to move away from a topic and accept no
solution or is there a need to clarify truth? etc.)
Close breakout rooms.
• Group Debrief: Ask leaders to share their most helpful takeaways
with the group.
COACH
Trainer: Time: Co-Trainer Options:

• Conversation that is guided, not controlled, helps members

engage with God’s Word. Remember, the goal of the DG is
vibrant discussion that facilitates learning about God, not
perfectly following your pre-determined plan.
• Intentionally use a guiding leadership style this week.
• The Lord is our Good Shepherd, and He guides us by His Holy
Spirit so we can guide our groups.

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Connection Through Pairs and Triplets – GL

Objective: Every GL can increase connection and discussion during DG by using pair and triplet
sharing.
Preparation
Choose two questions from the current lesson for pair or triplet sharing.

Training
TELL
Trainer: Time: Co-Trainer Options:
• BSF research reveals that group members who connect to their
groups are more engaged with the study and have higher rates
of attendance and retention.
• Connection is critical to achieving BSF’s vision to mature God’s
people.
• Connection occurs when members share authentically and build
relationships.
• Some members can be reluctant to open up until they are
assured the environment is safe or that others genuinely care
for them.
• Pair or triplet sharing are strategies to increase connection in
the DG.
• In pair or triplet sharing, the GL asks the group members to
share their answer with other group members. A reasonable
amount of time is given for sharing then the GL moves the large
group on to the next question.
SHOW
Trainer: Time: Co-Trainer Options:

• Prior to LM, choose two questions from the current lesson for
pair or triplet sharing.
• Instruct GLs to look at the two questions and tell you why they
were chosen over others on the lesson.
• Continue the discussion using the following questions:
o What other questions from the lesson would be ideal for
pair/triplet sharing and why?
o Which questions in the lesson might be awkward or “unsafe”
for those not yet connected to the group?
o Which questions would work for a well bonded, connected
group?
o Which questions would work for a newer, not yet connected
group?

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 LET
Trainer: Time: Co-Trainer Options:

• GLs gather in pairs or triplets and share their answers to the two Open breakout rooms.
selected questions from the lesson.
Close breakout rooms.
• Group Debrief:
o How did meeting in a smaller group help you connect
with others?
o How did the question choice meet the goal of helping
members connect without potential for discomfort or
awkwardness?
o For online DGs: What tips for using breakout rooms can
you share with others?
• (Note: Trainer models pair or triplet sharing during discussion of
the questions at LM as a demonstration of timing and
regathering the group to move on.)
COACH
Trainer: Time: Co-Trainer Options:

• Engaging in discussion within a small group allows members to

gain a sense of safety and familiarity, which can lead to a
greater sense of safety within the larger group.
• Occasionally invite members to share answers with the large
group after the pair or triplet sharing.
• Ask God to increasingly connect your group to Him and to one
another.
• Methods such as pair and triplet sharing are effective tools, but
ultimately connection is the work of the Holy Spirit.

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Facilitating Discussion Through Limited Responses – GL

Objective: Every GL can facilitate a conversational discussion in DG by discerning when responses

are necessary.
Preparation
Option: display five scenarios, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• The goal of the Discussion Group is to provide a safe
environment for members to grow and mature spiritually.
• Conversational discussion allows people to discover truth as
they engage with one another, building on the thoughts of one
another instead of taking turns reading written answers.
• Facilitating conversational discussion requires GLs to respond
only about 10 percent of the time, allowing members to talk
about 90 percent of the time.
• GLs strategically respond during that 10 percent in four primary
ways:
o Contribute to the conversation with their own, authentic
personal sharing.
o Clarify wrong thinking on essential doctrines (if the
group does not).
o Respond compassionately to someone who shares
vulnerably when the group remains silent.
o Like a good shepherd, bring the group back to topic
when the discussion is rambling.
SHOW
Trainer: Time: Co-Trainer Options:
• Let’s look at the four ways to respond.
• Display the four strategic responses and give an example or ask
leaders to give brief examples of each:
o Contribute
o Respond
o Clarify
o Shepherd
LET
Trainer: Time: Co-Trainer Options:
• In groups, you will consider five scenarios. First, determine as a Post the five scenarios in
group if a response is needed. If yes, formulate an appropriate chat.
response. Record your answers.
• In-person option:

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 Set up five stations. Display one of the five scenarios
o Assign leaders to breakout
(found below) at each. rooms in small groups.
o Divide the GLs into small groups and instruct them to
rotate through the five scenarios.
o Signal time to move after two minutes at each station.
• Online option:
o Assign leaders to breakout rooms. Add instructions and Use broadcast message
scenarios in the chat. every 2 minutes to remind
o Every two minutes, Co-Trainer sends a general broadcast leaders to switch to next
to the breakout rooms instructing leaders to move to the scenario.
next scenario.
• Scenarios:
o Scenario 1: A member chooses to ask a new question,
entirely off topic.
o Scenario 2: A member shares their thinking about why
people reject Jesus today.
o Scenario 3: A member expresses their opinion that all
religions are basically the same. Another member affirms
they know good people from other religions. Another
member refers to the Bible and mentions Jesus’ claim He
is the only way to God.
o Scenario 4: Only one member answers an application
question that targets the heart of the lesson.
o Scenario 5: A member asks a question that takes the
passage a little deeper or highlights a personal struggle.
• Visit groups to observe and coach as necessary. Scenarios 1 (to
draw group back into focus), 3 (if final answer is not viewed as
correct or clarifying to others), and 4 require a response.
• Leaders regather in large group and report conclusions as time
allows.
COACH
Trainer: Time: Co-Trainer Options:
• Wise leaders lead by the 10/90 rule knowing that limited
responses help others discover truth.
• Learn to share strategically, speaking wisely into wrong thinking
and sharing transparently from your own personal discovery.
• This is another way God wants us to deepen our dependency on
Him as leaders who serve His people with excellence.

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Encouraging Further Discussion – GL

Objective: Every GL can draw out additional conversation from group members by developing tools
to encourage better group dynamics.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• The goals for DG include engagement with God’s Word,
discovering truth and growing spiritually in community.
• These goals are met when the conversation is rich, varied, and
deep. The goals are hindered when conversation ceases after
one or two people give their answers.
• Answering the questions in DG is not a task to be completed.
The questions are a means to initiate a conversation.
• Good conversation in DG will deepen everyone’s connection to
the heart of God and to one another.
• GLs assist members to achieve these goals by drawing out
further discussion on the questions and creating space for
members to talk and learn from one another.
SHOW
Trainer: Time: Co-Trainer Options:

• Trainer demonstrates leading three to four GLs in a discussion of

one question from the current lesson.
• As answers are shared, the Trainer makes a brief comment that
highlights something not yet mentioned to encourage further
discussion, builds on an answer, takes the conversation deeper,
or promotes discovery of truth. (For example, “I saw that too
and….”; Did anyone look at it like this…?”; What did you learn from
that?”; How do you think that will impact you going forward?”)
• The goal is to use a few comments or additional questions to
keep the conversation going for 5-6 minutes.
• Resist the temptation to pull the group back too early from what
may seem “off-topic.”
• Freedom to discover biblical truth is a higher priority than
keeping the conversation focused on the initial question.

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 LET
Trainer: Time: Co-Trainer Options:

• Assign the topics below to leader small groups. Consider Create breakout rooms.
assigning one topic per group to allow more time for reporting
and debriefing. Assign topics to rooms.
o From the current lesson, list questions that would benefit
from pair or triplet sharing before sharing answers with the
entire group, giving space for deeper discussion.
o List some additional questions or comments that could be
used to draw out further conversation (for example, “and
what else?” or, “why do we struggle to believe, or trust, or do
that?”).
o List tips about when to allow freedom in the conversation
and when to bring it back to the question.
• Leaders gather in small groups. Open breakout rooms.
• Groups brainstorm and record their lists.
• Visit groups and observe.
Close breakout rooms.
• Leaders regather in large group for debriefing.
• Ask groups to report top takeaways with the large group.
COACH
Trainer: Time: Co-Trainer Options:

• Spirit-led facilitation requires patient silence and strategic

responses. Your responses can be used by God to impact the
spiritual growth of the group – without teaching!
• Ask God to enable you to use a wider variety of methods to
encourage more conversation this week.
• Trust that He is faithful and will equip and empower you to
impact others for Christ.

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Responding with Clarification versus Teaching – GL

Objective: Every GL can lead group members into truth by clarifying wrong answers without
teaching.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Not everyone who attends BSF knows the Bible extensively.
Because of this, there is always the possibility for error to
prevail.
• Teaching by the GL is a proven inhibitor to group discussion, but
there are times when a GL must clarify what the Bible states.
• When GLs respond with biblical clarification, they demonstrate
passion for Jesus Christ and compassion for His people to
know the truth.
SHOW
Trainer: Time: Co-Trainer Options:

• Use the following questions to lead the GLs in discussion. (Note:

Information in italics should be shared by the Trainer if the GLs
don’t include these points.)
o What is the difference between clarification and teaching? Capture answers.
(Teaching is transferring knowledge or information.
Clarifying is highlighting knowledge or information that
was already transferred.)
o When is it critical to clarify an error in DG? (Errors
concerning important doctrine; character of God;
salvation.)
• Now let’s brainstorm some clarification techniques. Examples:
o GL invites a seasoned group member to bring clarity to
the discussion.
o GL gives a correct summary before moving to the next
question.
o GL reviews the Scripture with the group before moving
on.
• What are some examples of teaching that should be avoided?
For example:
o GL frequently provides the correct answer.
o GL repeatedly expands with a summary of the correct
answer.
o GL gives their own answer because it is superior to the
group member’s answers.

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 o GL makes evaluative statement frequently such as “that’s
right.”
LET
Trainer: Time: Co-Trainer Options:
• Using the current lesson, identify questions where errors in
doctrine might come up.
• In small groups, have a practice discussion. One leader will
serve as the GL, one or two leaders will be Group Members with
wrong doctrine, and another leader will observe and coach
toward good clarification options.
• Leaders gather in small groups and practice discussion.
Open breakout rooms.
• Visit groups to observe.
• Leaders regather in large group. Close breakout rooms.
• Large Group Debrief: Discuss challenges and discoveries.
COACH
Trainer: Time: Co-Trainer Options:
• GLs are responsible for clarifying key doctrinal truths, so
members are not confused.
• Point members to God’s Word so they trust what God says more
than what people say.
• The best way to encourage someone’s faith is to help them see
truth and know God better.

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Redeeming Challenging Situations in Discussion Group – GL

Objective: Every GL can prepare to address unexpected challenges during Discussion Group by
processing possible situations.
Preparation
Scenarios ready for pasting into chat for assigned breakout rooms.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Sometimes group discussion can take an unexpected turn and
you need to get the group back on track.
• Perhaps the discussion is no longer around God and His Word.
• Maybe someone has dominated the group with an irrelevant
topic.
• We need tools to bring the discussion back to the passage.
• The group depends on your leadership to help the discussion
maintain value and vitality.
• Sometimes, you must step in and redirect the discussion.
• Tactful and gracious redirection protects the safe community of
the group.
SHOW
Trainer: Time: Co-Trainer Options:

• Instruct leaders to brainstorm challenges they have experienced Use Whiteboard to

in DG. capture thoughts.
• Discuss options for redirecting the group that have worked in
the past.
• Examples:
o Listen for a word that you can use to pull the group back on
track with a question.
o Shift from a lesson question to a direct question from the
passage. (Examples: “What do you think Paul meant by
using the word…?” or “What do you learn about God in
this?)”
o Acknowledge passion in someone who is talking a lot. Ask
others to share how they view something from a different
perspective.

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 LET
Trainer: Time: Co-Trainer Options:

• Divide leaders into four groups. Give each group a scenario and Set up breakout rooms for
instruct them to discuss ways to redeem the challenging the four scenarios. Post
situation. Possible scenarios: scenarios into Chat and
assign a scenario to each
o A question comes up that has no answer or is irrelevant to
room.
the passage. (For example, “When did Satan and his demons
fall from heaven?”)
Open breakout rooms.
o The group is so consumed with solving someone’s problem
that they resemble a support group, not a Bible study.
o Two members are dominating the conversation, excluding
others by going back and forth discussing a confusing
thought.
o You have spent quality time on an application question the
group wanted to discuss, but you now want to move on to
discussing a key truth or doctrine question from the lesson.
• After 5 minutes, ask the groups to share with the large group how
they approached their scenario. Close breakout rooms to
debrief with large group.
• Coach leaders toward valuing authentic and safe discussion,
even when redirecting is needed. Keeping others whole is key to
maintaining safety in the group.
COACH
Trainer: Time: Co-Trainer Options:

• As the group leader, you keep the conversation focused and

engaging. This is a responsibility and a privilege!
• Guiding the conversation requires listening and observing.
Listen to what is being discussed. Observe each group
member’s involvement.
• Be ready to redirect the conversation back to the passage. The
group expects you to lead!
• God’s Word is powerful! God’s Word changes lives by revealing
the truth about God and man. God’s Word is worth intentional
discussion.

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Leading the First Discussion Group – GL
Note: This is a two-part training (see also Leading the First Discussion Group Part 2) for use at the first
Leaders Meeting to equip GLs to lead their first Discussion Group. You may adjust the timing of this
training to meet the needs of your specific LM schedule. Remember to spend most of the time in the LET
portion. Avoid scripting the first Discussion Group for GLs. Explain the goals, invite them to explore
options, point them to God, and free them to lead.

Objective: Every GL can lead a first Discussion Group that promotes group members’ connection
to each other and to God.
Preparation
Digitally share the appropriate First Discussion Group Guide with GLs prior to the first Leaders
Meeting (base classes and SDGs: First Discussion Group Guide or BSF Online: First Discussion
Group Guide).
Select a brief passage (about 10 verses) covered in the first few weeks of the current study to
discuss in Part Two of the training.

Training Part One: Group Members Connect with Each Other through Connection Questions (20
minutes)
TELL
Trainer: Time: Co-Trainer Options:
Introduction and Opener: Distribute or display
Connection to God and others through the study of God’s Word is First Discussion Group
essential to accomplishing BSF’s Vision to magnify God and mature Guide.
His people.
The first Discussion Group is a strategic opportunity to set the
stage for meaningful connection all year.
During the first Discussion Group, you will lead group members to
connect with each other and with God.
Refer to the First Discussion Group Guide for components of the
first Discussion Group and suggested timing. (Trainers refer GLs to
appropriate guide. Allow GLs flexibility to meet the specific needs of
their group.)
1. Connect members with each other.
2. Connect members with God through His Word. Connect
members with God through prayer.
Group Members Connect with Each Other through Connection
Questions.
The goal is the same for every first Discussion Group: for group
members to enjoy connecting with each other in relaxed and
intentional conversation.
The circumstances of every Discussion Group will vary. Some
members have been together before. Some are together for the first
time.
God will help you choose connection questions to help your group
members connect with each other.

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 SHOW
Trainer: Time: Co-Trainer Options:
Some groups will benefit from using ice-breaker connection
questions. Refer GLs to examples in the First Discussion Group
Guide. Trainer asks:
o What groups might benefit from ice-breaker connection
questions? Why?
Some groups will benefit from deeper connection questions. Refer
GLs to examples in the First Discussion Group Guide. Trainer asks:
o What groups might benefit from deeper connection
questions? Why?
Connection questions can be asked in the large group or in smaller
groups. A third option is to rearrange the groups after several
minutes to cultivate connections with more people. Trainer asks:
o What are the benefits of each option?
LET
Trainer: Time: Co-Trainer Options:
• Depending on size of the group, GLs gather in small groups of
three to four or remain in the large group.
• Leaders spend time connecting with each other by using
connection questions selected by the trainer (8 minutes).
• Note to Trainer: Give leaders time to connect with one another
for their personal benefit in addition to experiencing the activity
for training purposes.
• GLs spend remaining small group time discussing strategies for
their DG:
o What will work best for their group? Why? (6 minutes)
Communication channels can be used for GLs to brainstorm
additional connection questions prior to the first Discussion Group.
COACH
Trainer: Time: Co-Trainer Options:
Connecting truth to personal concerns is one way you shepherd
others.
Consider how to connect compassionately and respond
appropriately by pointing others to truth about God.
Let every conversation magnify God in ways that invite people to
mature through depending on Him.

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 Training Part Two: Helping Group Members Connect with God Through the Bible and Prayer
TELL
Trainer: Time: Co-Trainer Options:

Another goal for every Discussion Group is for members to connect

with God through conversations about the passage.
The 3-Question Method is an effective tool to facilitate
conversations about Scripture.
Refer to the First Discussion Group Guide for the three questions:
o What is the passage about?
o What do I learn about God or myself from the passage?
o How can I apply what I learn to my life?
During the first Discussion Group, group members discuss Scripture
using the 3-Question Method.
• Tell GLs which passage you selected for groups to discuss.
(Select a brief passage covered in the first few weeks of the
current study. Use that passage for the LET activity.)
SHOW
Trainer: Time: Co-Trainer Options:

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 Trainer refers GLs to the appropriate First Discussion Group Guide
for suggested discussion plan (listed below) and briefly reviews:
• Discussion in small groups
o Gather members in groups of three or four. GL reads the
recommended passage. (If leading online, GL reads the
passage before opening Breakout Rooms.)
o If needed, GL cues groups when it is time to move to the
next question.
o GLs visit each small group to encourage and answer
questions.
• Expanded sharing :
o In Person: Each small group combines with another
small group and shares highlights of the discussion.
o Online: Return to large group and share highlights of the
discussion.
• Large Group:
o Explain the goal of learning and growing together
through the study of God’s Word.
o Point members to bsfinternational.org to learn more
about BSF, including our four-fold approach to Bible
study.
Now it’s our turn to experience a discussion using the 3-Question
Method and practice leading.
• GLs open Bibles to selected passage referenced above.
Trainer reads the passage and leads the large group in brief
discussion of ques5on 1: What is the passage about?
LET
Trainer: Time: Co-Trainer Options:

Now it’s your turn. In small groups of three, take turns leading the Open breakout rooms.
group using the 3-Question method. Each leader will ask one of the
three questions. Start by continuing your discussion of question 1.
You will have 10 minutes.
• If needed, Trainer announces to groups when it is time to move to Use broadcast message to
the next question. announce when time to
move to the next question.
• Trainer visits groups and coaches as necessary.
• For Expanded Sharing (6 minutes):
o In Person: Each small group combines with another small
Close breakout rooms for
group and shares highlights of the discussion.
large group sharing.
o Online: Return to large group and share highlights of the
discussion
COACH
Trainer: Time: Co-Trainer Options:

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 The first Discussion Group is a key opportunity for strong
connections and deep spiritual conversations.
Remember: Silence is OK! Sometimes people need time to think and
develop their answers.
We want every group member to have a positive start to the year –
especially if new to Bible study.
Closing:
End the first Discussion Group by explaining that you will develop a
plan for group members to communicate prayer needs to one
another (see First Discussion Group Guide).
If you have time, offer to answer group members’ questions.
Avoid giving a list of rules and procedures which can be a barrier to
joining the study.
Point members to bsfinternational.org or bsfonline.org to learn
more about BSF, including our four-fold approach to Bible study.
Close the group in prayer.
The First Discussion Group Guide will help you lead your first
Discussion Group. Ask God to show you how to help your group
connect with Him and with each other. Depending on God is your
greatest resource!

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Base Classes and SDGs: First Discussion Group Guide – GL
The essential components of the first Discussion Group are listed below. GLs use discernment in
timing and use of connection questions to serve the needs of their group.

First Discussion Group Essential Components

CONNECT MEMBERS THROUGH CONNECTION QUESTIONS (SUGGESTED TIMING - 15 MINUTES).
Note: If leading online, consider using Breakout Rooms for connection conversations.
Examples of ice-breaker questions:
• If you could get rid of one food forever, what would it be and why?
• What is something people assume about you that is or is not true?
• What is a favorite tool or gadget that you would not want to be without?
• What is your favorite season and why?
Examples of “go-deeper” questions:
• What is bringing you joy in life right now?
• Where do you hope to gain greater understanding as you study the Bible this year?
• What are some concerns or challenges you have about in-depth Bible study?
• How can other Group Members encourage you as we begin this study together?

CONNECT MEMBERS WITH GOD THROUGH HIS WORD (SUGGESTED TIMING - 20 MINUTES)
Choose a brief passage (about 10-12 verses) covered in the first few weeks of the current study or
use the passage selected by your trainer.
3-Question Method:
• What is the passage about?
• What do I learn about God or myself from the passage?
• How can I apply what I learn to my life?
Suggested plan for 3-Question Method discussion:
• Discussion in small groups (suggested timing - 10 minutes):
o Gather members in groups of three or four. GL reads the passage. (If leading online, GL
reads the passage before opening Breakout Rooms.)
o If needed, GL cues groups when it is time to move to the next question. (If leading
online, use the Broadcast Message feature to communicate with Breakout Rooms.)
o GLs visit each group or Breakout Room to encourage and answer questions.
• Expanded sharing (suggested timing - 5 minutes):
o GL asks each small group to combine with another small group and share highlights of
their discussion. (If leading online, close Breakout Rooms and share with the large
group.)
• Large Group – after discussion:
o Explain the goal of learning and growing together through the study of God’s Word.
o Point members to bsfinternational.org or bsfonline.org to learn more about BSF,
including our four-fold approach to Bible study.
o Avoid giving a list of rules and procedures which can be a barrier to joining the study.
CONNECT MEMBERS WITH GOD THROUGH PRAYER (SUGGESTED TIMING - 5 MINUTES)
• GL explains that a plan will be developed for communicating prayer needs to the group.
• GL answers questions and closes in prayer.

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BSF Online: First Discussion Group Guide – GL
The essential components of the first Discussion Group are listed below. GLs use discernment in
timing and use of connection questions to serve the needs of their group.

First Discussion Group Essential Components

Pre-Meeting Connections (suggested timing - 15 minutes)
• Invite members to join 15 minutes early for optional fellowship time.
• Encourage members to rename themselves to include their location.
Connect members through connection questions (suggested timing - 15 minutes).
Consider using Breakout Rooms for connection conversations.
Examples of ice-breaker questions:
• If you could get rid of one food forever, what would it be and why?
• What is something people assume about you that is or is not true?
• What is a favorite tool or gadget that you would not want to be without?
• What is your favorite season and why?
Examples of “go-deeper” questions:
• What is bringing you joy in life right now?
• Where do you hope to gain greater understanding as you study the Bible this year?
• What are some concerns or challenges you have about in-depth Bible study?
• How can other Group Members encourage you as we begin this study together?
Connect members with God through His Word (suggested timing – 25 minutes).
Choose a brief passage (about 10-12 verses) covered in the first few weeks of the current study or
use the passage selected by your OT.
3-Question Method:
• What is the passage about?
• What do I learn about God or myself from the passage?
• How can I apply what I learn to my life?
Suggested plan for 3-Question Method discussion:
• Discussion in breakout rooms (suggested timing – 15 minutes):
o GL reads the recommended passage.
o Gather members in breakout rooms of three to four people per room to discuss the
questions.
o GL uses the Broadcast Message feature to communicate when it is time to move to the
next question.
o GL visits each breakout room to encourage and answer questions.
• Expanded sharing (suggested timing - 10 minutes):
o GL asks each small group to combine with another small group and share highlights of
their discussion. (If leading online, close breakout rooms and ask members to share
highlights of their discussion with the large group.)
• Explain the goal of learning and growing together through the study of God’s Word, and
answer questions as needed.
Connect members with resources (suggested timing – 15 minutes).
• Share your screen to display Bible Study Fellowship Online (bsfonline.org).
• Go to My Lessons to explain BSF’s four-fold approach:

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 • Individual time studying God’s Word using the questions
• Group coming together to discuss the passage
• Listen to the teaching of the week’s lesson in audio lecture podcast
• Avoid giving a list of rules and procedures that can be a barrier to joining the study.
• Read (or listen to audio version) the notes to further explore the scripture
• Share other resources as time allows, such as the Attributes of God and Home Training
Lessons
Connect Members with God through prayer (suggested timing - 5 minutes)
• GL explains that a plan will be developed for communicating prayer needs to the group.
• GL answers questions and closes in prayer.
• Invite members to stay for an optional 15 minutes of informal fellowship and connection.

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Tip Sheets
Tip Sheet: Using the 3-Question Method – GL
This discussion method works well for discussing the content of one or two days of the Lesson
Questions. The method can be repeated as needed to cover the entire passage for the week. It is a
good discussion option when few Group Members have completed lessons. Whenever possible,
read the passage aloud before discussion.

Question 1 (fact question): What is the passage about?

• Note the key details of the content (for example, who, what, when, and where).
• Draw attention to the main facts of the passage or to a repeated word or theme.
• Possible questions:
o What is happening in this passage?
o What are the main characters doing in this passage?
o Which points (conversations, actions) seem most important to notice?
o What surprised or interested you in these verses?

Question 2 (lesson question): What do you learn?

• Note what the passage reveals about God or about people.
• Draw attention to important doctrines taught in the passage.
• Invite discussion about what is challenging or encouraging.
• Possible questions:
o What do you learn about God? About people?
o What promises, commands, or warnings are in this passage?
o Tell me about a key truth you see in these verses. What challenges or encourages you
about this truth?
o What do you want to remember from what you’ve learned?

Question 3 (application question): How will you apply it?

• Note how the lives and circumstances of people in the passage compare to those in the
group.
• Focus on God and His work to transform His people, not on works of self-effort.
• Possible questions:
o How does this relate to your life right now?
o How are you responding to what you’re learning?
o How do your thoughts and affections align with what the passage teaches?
o What change would you like to implement in your life based on these verses?

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Tip Sheet: Discussion Group Strategy – GL
Information in this tip sheet can be used to train GLs on the vision and timing for facilitating a
discussion that enables members to grow in connection with God and with each other.

Right Thinking
• The goal of the DG is for group members to encounter the heart of God through the Word
of God.
• The Word of God has unique power to transform lives.
• Spiritual growth requires engagement with God’s Word, privately and in community.
• The goal is not to discuss every question.
• There is no formula for the right balance between discussing Scripture facts and how God
is working in our lives.
• The DG is a place where wrestling with hard questions about faith and life is welcomed and
encouraged.
• The DG is a place where prayer requests naturally arise during conversation.
• God speaks to group members through the lecture, so ending the DG on time is necessary.

Wise Practices
• Decide how the lesson or passage will be discussed.
• Plan effective time management by using general time markers for start, midpoint, and
finish.
• Allow the conversation to determine how much time to spend on each question. Your plan
can be adjusted according to group members’ needs.
• Trust the Holy Spirit to help you know when to move on and when to encourage deeper
discussion.
• Be prepared to adjust your timing so the group can:
o Wrestle with hard questions.
o Share prayer requests that naturally arise during conversation.
o Think, contemplate, and reflect silently.
• It is good when group members leave wanting more time together.
• When it is time to end—end! Remember, the Holy Spirit has also provided a lecture.
• Pray for God’s help to manage your time in a way that honors God and group members.
• Submit a prayer request at Leaders Meeting for strategic timing. Welcome the prayers of
fellow leaders.

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Tip Sheet: Using Shepherding Tools – GL
This tip sheet is referenced in the training, Connecting Truth to Concerns Part 2 for GLs.

Step 1: Connect Compassionately

Ask Clarifying questions:
• Tell me what is on your mind?
• Tell me more about …
• When you say... do you mean...?
Ask Processing questions:
• How is this affecting you?
• How significant is this for you?
• What about this is most challenging for you?
• What are your expectations?
Ask discovery questions:
• What story do you want to tell?
• What options do you have?
• What is your responsibility in this?
• What are you hesitating to do or say and why?

Step 2: Respond Appropriately

Address Emotion First
• “That sounds hard.”
• “This is a normal way to feel…”
• “I’m not sure what to say but I’m glad you told me.”
• “Thank you for telling me. How can I help?”
Address Plans and/or Perspective
• “What would you like to pray in this situation?”
• “What is your next step?”

Step 3: Offer to Pray

• Address member’s true concern.
• Include encouraging attributes of God, eternal truths, or biblical promises in prayer.

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 PS CL Trainings
Leadership Development training provides PS CLs with spiritual and practical training to develop
leadership skills, encourage critical thinking, and promote excellence in service. In addition to
those found in this section, trainings in the All-Leader section of the tool kit can be used to train
your PS CLs. Modify the content in these trainings so they are appropriate to your culture and
context.
You have 30 minutes to develop your leaders at your weekly Leaders Meeting. Each tool kit training
topic is designed for 20 minutes to help you train your leaders to “do one thing well” weekly.
Choose a tool kit training to present during the 20 minutes. It may take more than one week to
effectively cover the content of one tool kit training. Take the time needed to train your leaders
well.
The remaining 10 minutes are flexible. Use that time as needed in your class. Suggested uses for
the 10-minute Flex Time include co-leader planning, fellowship that builds community among your
leaders, lesson application (see Lesson Application training in All-Leader section and select one
topic), prayer, or use as additional training time.

Helpful References
New Titles and Locations
Training Suggestions
Onboarding New Leaders
New Class Training Schedule

Trainings in this Section

Build a Leader ........................................................................................................................ 253
Redemptive Discipline: Definition – PS CL ........................................................................................... 253
Redemptive Discipline: Building Relationships – PS CL ...................................................................... 255
Redemptive Discipline: Preventive and Responsive Tools – PS CL.................................................... 257
Redemptive Discipline: Developmental Phase “Currency” - PS CL ..................................................... 259
Redemptive Discipline: FAR Process – PS CL ...................................................................................... 261
Developmental Phases: Chart Basics – PS CL .................................................................................... 263
Understanding Currency – PS CL.......................................................................................................... 264
Connection Questions – PS CL ............................................................................................................. 266
Consistency, Connection and Safety – PS CL ...................................................................................... 268
Build a Skill ............................................................................................................................. 270
Transformational Teaching: Basic Components – PS CL ................................................................... 270
Connecting Concepts in Teaching Bible Story – PS CL....................................................................... 272
Bible Story Opening – PS CL ................................................................................................................. 274
Explain the Main Truth – PS CL ............................................................................................................. 276
Creative Ideas to Support the Main Truth – PS CL .............................................................................. 278
Reinforce the Main Truth – PS CL ......................................................................................................... 279

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 Dynamic Presentation – PS CL ............................................................................................................. 280
Incorporating Visuals – PS CL .............................................................................................................. 282
Presentation Tips – Hand Gestures – PS CL ....................................................................................... 284
Presentation Tips – Voice Variation – PS CL ....................................................................................... 285
Bible Story Questions – PS CL .............................................................................................................. 286
Scripture Verse Basics – PS CL ............................................................................................................ 287
Scripture Verse Activities – PS CL ........................................................................................................ 288
Quiet Time Basics – PS CL .................................................................................................................... 289
Music Introductions – PS CL................................................................................................................. 291
Music Activities – PS CL ....................................................................................................................... 292
Planning Transitions – PS CL ................................................................................................................ 294
Infant-Toddler: Basic Signs – PS CL ..................................................................................................... 295
Infant-Toddler: Logistics and Tips – PS CL .......................................................................................... 297
Infant-Toddler: Communicating Security – PS CL ............................................................................... 298
Infant-Toddler: Engaging Infants – PS CL ............................................................................................ 300
Build a Team .......................................................................................................................... 301
CS Observation – PS CL ........................................................................................................................ 301
Co-Leadership Planning – PS CL .......................................................................................................... 303
CP Essential Policies – PS CL ............................................................................................................... 305
Children’s Program Big Picture – PS CL ............................................................................................... 308
Class Schedule and Tips – PS CL ......................................................................................................... 310
Leadership Development Review – PS CL ........................................................................................... 311

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New Titles and Locations – PS CL
If you cannot find a training from the former PS CL Tool Kit, consult this chart. Some trainings have
been re-named (to better reflect their content) or revised from Coaching Preparation to a training
format. Some trainings have been moved to the All-Leader section (any All-Leader training may be
used to train the PS CLs). A few trainings have been deleted to reflect current ministry and training
philosophy.

2022 Title Current Title New Location

Bible Story: Transformational Connecting Concepts in
PS CL
Teaching to Connect Concepts Teaching Bible Story
Cultural Safety Promoting a Safe Culture All-Leader
Discussing Hard Topics Discussing Hard Topics All-Leader
Gospel-Centered Teaching
Gospel-Focused Leaders All-Leader
vs. Moralism
Praying with a Spiritual Focus Praying with a Spiritual Focus All-Leader
Remember God is the Hero Gospel-Focused Leaders All-Leader
Strengthened Relationships Strengthened Relationships All-Leader
Use Creative Ideas to Support
Creative Ideas to Support the
the Main Truth (Coaching PS CL
Main Truth (Training format)
Format)
Tip Sheet: Hard Topics
Discussing Hard Topics All-Leader
and Questions

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Training Suggestions – PS CL
This guide will help you identify tool kit options for specific topics and specific seasons of the
study year. It is not intended to prescribe a specific plan for your training. Use of this guide is
optional.
The timing of the first Leaders Meeting will vary for different users of this tool kit; therefore,
several training options have been suggested for this and subsequent meetings. Prayerfully
discern which trainings will best serve your leaders and class members.
CP Essential Policies
First Leaders Meeting Class Schedule and Tips
Transformational Teaching: Basic Components
New Class or New Leaders Bible Story Opening
Scripture Verse Basics
Early in the Year Music Introductions
Scripture Verse Activities
Quiet Time Basics
Music Activities
Planning Transitions
Childhood Development Redemptive Discipline: Definition
Redemptive Discipline: Building Relationships
Redemptive Discipline: Preventive and Responsive Tools
Redemptive Discipline: Currency
Redemptive Discipline: FAR Process
Developmental Phases: Chart Basics
Understanding “Currency”
Reinforce the Main Truth
Teaching Skills Explain the Main Truth
Creative Ideas to Support the Main Truth
Bible Story Questions
Connection Questions
Connecting Concepts in Teaching Bible Story
Dynamic Presentation
Incorporating Visuals
Presentation Tips – Hand Gestures
Presentation Tips – Voice Variation
Music Activities
Consistency, Connection, and Safety
Children’s Program Big Picture
Team Skills CS Observation
Co-Leadership Planning
Infant-Toddler: Logistics and Tips (Second or Third Week)
Infant/Toddler Classroom Infant-Toddler: Basic Signs
Training Infant-Toddler: Communicating Security
(See PS CS Manual for additional help.) Infant-Toddler: Engaging Infants

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Onboarding New Leaders – PS CL
An important part of onboarding new PS CLs is the following individual preparation:

• Read Leader’s Folio, Leader’s Core, and PS CL Manual.

• Complete PS CL Foundations course.

Work with new CLs to plan their completion of these items during their onboarding.
The following training plan will equip new CLs to begin their new role. (Note a slight difference for
the first Leaders Meeting when a new leader starts mid-year.) Share the training responsibilities
with your ACS to train new leaders when necessary.
Plan a three-week onboarding for new leaders to allow them time to train, practice preparation, and
practice leading in a non-teaching time before teaching children in the class. Three weeks includes
three Leaders Meetings and two classes for observation and practice. When new leaders are
paired with returning leaders, classrooms can open before the three-week onboarding period. In
this situation, returning leaders lead the entire first class meeting with the CS/ACS giving
assistance as needed.

New Leader New Leaders

Start of Year Onboarding Mid-year Onboarding
First Leaders Meeting:
First Leaders Meeting
Transformational Teaching: Basic
Transformational Teaching: Basic Components
Components (20’)
(15’)
CP Essential Policies (20’)
CP Essential Policies (15’)
Class Schedule and Tips (20’)
First Class Meeting in Leadership:
Observe in preschool class, noting schedule and methods demonstrated.
Second Leaders Meeting: Second Leaders Meeting:
Music Introductions (20’) Music Introductions (20’)
Flex: Scripture Verse Basics (10’) Flex: Scripture Verse Basics (10’)
Second Class Meeting in Leadership:
Observe in class, and lead one non-teaching activity
(Transition, Large Muscle/Rhythm, Closing)
Third Leaders Meeting: Third Leaders Meeting:
Quiet Time Basics (20’) Quiet Time Basics (20’)
Flex: Co-leadership Planning (10’) Flex: Co-leadership Planning (10’)
Third Class Meeting in Leadership:
Normal class leading if two trained leaders are fully trained, and children are enrolled.

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New Class Training Schedule – PS CL
The team training plan listed below prepares new Preschool Children’s Leaders to lead in a new
BSF Kids program (Pilot Class or SDG) and should be completed before the new program is
opened. Options are given for when you present the team training. Work with your Class Staff and
Area Personnel to determine the best option for your class.
Individual Preparation (completed by CLs prior to Team Training)
• Read Leader’s Folio, Leader’s Core, and PS CL Manual.
• Complete PS CL Foundations Course available in the Resource Library (Keyword Search:
foundations).
Team Training
Tool Kit Training Time
Transformational Teaching 15 minutes
Music Introductions 15 minutes
CP Essential Policies 15 minutes
Quiet Time 15 minutes
Announcements 30 minutes
• Emergency procedures
• Tour classroom space (if training onsite)
• Child abuse reporting
• Procedures for attendance, nametags, pre-
class prayer, and Leaders Meetings
Options for scheduling Team Training
• Cover all required trainings during a standalone training session for all PS CLs prior to the
First Leaders Meeting (in-person or online; no longer than 2 hours).
• Cover all required trainings during Leader Workshop (formerly called Leader Event) and first
Leaders Meeting. Leader Workshop could be extended for PS CLs (be mindful of total time
commitment for PS CLs.)
• Cover all required trainings during the first Leaders Meeting and the first Class Meeting. In
this option, BSF Kids opens the second week of the study year.
• For programs starting mid-year, cover all required trainings during Leadership Development
at Leaders Meeting and during the Class Meeting. The program opens when Team Training
is complete.
Suggested Leadership Development Training after Class Opens
Leaders Meeting Week Training Time
Week 2 Scripture Verse Basics 20 minutes
Week 3 Bible Story Opening 20 minutes
Week 4 Music Activities 20 minutes
Week 5 Bible Story Questions 20 minutes
Week 6 Redemptive Discipline - Definition 20 minutes

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Build a Leader
Redemptive Discipline: Definition – PS CL
Objective: Every CL can define Redemptive Discipline by exploring two questions.
Preparation
Pre-Assignment options. Ask CLs to view the “Redemptive Discipline 1: Definition” video or ask
CLs to review Redemptive Discipline in the CL Manual.

Training
TELL
Trainer: Time: Co-Trainer Options:
• The word “discipline” holds various meanings based on our
experiences.
• Discipline comes from the word “disciple,” meaning to train.
• The goal of Redemptive Discipline is to train children with the
skills needed to make wise choices.
• A simple definition is: Redemptive Discipline trains children to
love God and love others.
• We can explore this definition by answering two questions:
o What does it look like for children to love God and others in
our classrooms?
o What behaviors or attitudes hinder children from showing
love to God and others?
SHOW
Trainer: Time: Co-Trainer Options:

• Display definition and questions. Display the Redemptive

• Use these two questions to determine the goals of Redemptive Discipline simple
Discipline considering the age-group you lead. definition.
• For instance: You might say sharing or helping would be ways to Display the two questions.
love God and others. And you might say hitting another child
would hinder children from showing love to God and others.
LET
Trainer: Time: Co-Trainer Options:
• Group 1: Create a list to answer, “What does it look like for Organize leaders into two
children to love God and others in our classrooms?” (Think small groups.
about the age-group you lead.)
• Group 2: Create a list to answer, “What behaviors or attitudes
hinder children from showing love to God and others?” (Think
about the age-group you lead.)
Allow small groups to discuss for 5 minutes. Return to large group.
Ask a representative from each group to report their answers.

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 COACH
Trainer: Time: Co-Trainer Options:
• This training exercise helped us understand the goals and
challenges of Redemptive Discipline.
• Tip: Redemptive Discipline also trains leaders to demonstrate
God’s love for the children they lead.
• Ask God to develop your skills using Redemptive Discipline
tools.

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Redemptive Discipline: Building Relationships – PS CL
Objective: Every CL can discover why relationship is essential to Redemptive Discipline by
considering the benefits and challenges of three relational goals.
Preparation
Pre-Assignment options: Ask CLs to view the “Redemptive Discipline 2: Building Relationships”
video OR review the pages in the CL Manual referring to Redemptive Discipline.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Redemptive Discipline trains children to love God and love
others.
• The essential foundation of Redemptive Discipline is
relationship.
• Redemptive Discipline is effective when the child trusts the
leader accepts them and supports their growth.
• To build trust with children consider three relationship goals:
consistency, connection, and grace.
SHOW
Trainer: Time: Co-Trainer Options:

• Display each relationship goal at different locations around the Display relationship goals
room: Consistency, Connection, Grace. for group activity. (In
person: use posters at
• Demonstrate the Let Me Activity:
each location if materials
Benefit: Connection Challenge: Connection are available)
Easier for a child to separate Young child without verbal
from the BSF Adult. skills.
LET
Trainer: Time: Co-Trainer Options:
• Groups will discuss the benefits and challenges of each goal. Create breakout rooms
• After two minutes, signal the groups to rotate to the next goal and broadcast message
location. when groups should
discuss the next goal.
• Repeat the activity and rotation every two minutes until each
group has discussed all goals.
• Online option: Gather leaders in breakout rooms. Broadcast
message when it is time for them to discuss the next goal.
• In the remaining 2-4 minutes ask co-leaders to discuss which
goal is most challenging for the age-group they lead and plan
one action step to meet this goal. (If time allows ask some to
share.)

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 COACH
Trainer: Time: Co-Trainer Options:
• This training exercise helped us identify the benefits and
challenges of three relational goals: consistency, connection,
and grace.
• Tip: Continue to plan action steps to move toward these
relational goals in your class.
• God began His relationship with us through a demonstration of
love and grace. Ask Him to help do the same for the children
you lead.

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Redemptive Discipline: Preventive and Responsive Tools – PS CL
Objective: CL can practice the 5 Redemptive Discipline tools by considering how they are used.
Preparation
Pre-Assignment options: Ask CLs to view the “Redemptive Discipline 3: Tools” video OR review
the pages in the CL Manual referring to Redemptive Discipline Tools.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Redemptive Discipline trains children and students to love God
and love others.
• Redemptive Discipline is implemented in the classroom through
a variety of training tools.
• Redemptive Discipline tools are used in two different ways or
modes.
o Preventive mode to prepare the learning environment before
distractions and misbehaviors occur.
o Responsive mode to repair and redeem when distractions
and misbehaviors occur.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the chart or briefly describe the 5 Redemptive Discipline Display the chart, if
Tools in preventive and responsive mode. needed.
Tool Preventive Mode Responsive Mode
Co-leadership Prepare and Support each other
develop strategy
Nurturing Love Build relationships, Conversations, care
anticipate needs for needs, protect
Prayer Focus on God, Focus on God,
request help request help,
praise/thanks
Setting Limits Prepare reasonable Communicate
expectations expectations, guide
choices
Transitions Prepare for change Help children adapt
to change
• Sample Scenario: Discuss this scenario together as a large
group:
o A 3-year-old boy is sensitive to loud noises. Sometimes he
cries when the class volume increases. Which tools will you
use in preventive mode? How? Which tools will you use in
responsive mode? How?

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 • (Preventive example: Co-leaders plan who will stand near the
child during loud activities.)
• (Responsive example: Lead the class in a transition that will
result in lower volume.)
LET
Trainer: Time: Co-Trainer Options:
• Groups brainstorm how to use tools in preventive or responsive Divide leaders into two
ways for each scenario (listed below or create a scenario that is groups: Preventive and
appropriate for your environment.) Responsive. OR assign
o Scenario 1: An 18-month-old takes toys from the other each group of co-leaders
toddlers. to one of the five tools.
o Scenario 2: A 2-year-old cries for a prolonged period each
week at drop off.
o Scenario 3: Several 5-year-old girls have formed a friend
group and exclude other children.
o Scenario 4: The 4-year-old class repeatedly has a hard time
calming down after the Large Muscle activity.
o Scenario 5: A 3-year-old wiggles, talks and takes their shoes
off/on throughout the Bible story.
• Ask groups to report their ideas to the large group.
COACH
Trainer: Time: Co-Trainer Options:
• Redemptive Discipline tools are helpful for preventing and
responding to distractions and misbehaviors.
• Tip: Since children and scenarios vary, experiment until you find
the most effective tool.
• Share your successful tool discoveries with one another as we
continue to fill up our Redemptive Discipline toolboxes.

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Redemptive Discipline: Developmental Phase “Currency” - PS CL
Objective: Every CL can implement age-appropriate Redemptive Discipline by considering the
Development Phase “currency” for the children they lead.
Preparation
Pre-Assignment options: Ask CLs to view the “Redemptive Discipline 4: Developmental Phase,
Currency” video and review the Developmental Phases Chart in the CL Manual; secure coins for
LET activity

Training
TELL
Trainer: Time: Co-Trainer Options:
• Redemptive Discipline trains children and students to love God
and love others.
• Redemptive Discipline is implemented as a preventive action or
a responsive action.
• Age-appropriate Redemptive Discipline is effective when you
discover the developmental phase currency or value of the
students you lead.
• These values layer as children grow (refer to chart). For
example, preschool children value security, mobility, having and
doing, but doing is their greatest value at this phase.
SHOW
Trainer: Time: Co-Trainer Options:
• Display chart: Display chart or refer to CL
Manual.
Developmental Phase: Developmental Currency (Value)
Infant I (ages birth-9 months) SECURITY safety, secure
bonding
Infant II (ages 9-18 months) MOBILITY moving body,
crawl/walk
Toddlers (ages 1-2 years) HAVING tangible objects
Preschool (ages 3-5 years) DOING activities
• Demonstrate the Let Me activity below by giving an example.
Examples:
o Preventive for Toddlers: value HAVING. Plan to have enough
instruments for every child during music (Note: instruments
are not required).
o Responsive for Preschool: Preschoolers value DOING. Use a
transition to stop doing an activity and start doing another.)
LET
Trainer: Time: Co-Trainer Options:

• Divide leaders into groups with co-leaders (or pairs). Give each Open breakout rooms, if
group a coin (If online, ask one leader in each group to locate a needed.

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 coin to flip). (Designate one side of the coin as “Preventive” and
the other side as “Responsive.”)
• Groups consider the Developmental Currency for their age-group
and flip the coin.
• When the coin lands on the “Preventive” side, co-leaders name
one way the knowing the Developmental Currency helps them
prevent disruptions and misbehaviors in the classroom.
• When the coin lands on the “Responsive” side the co-leaders
name one way knowing the Developmental Currency helps them
respond to disruptions and misbehaviors in the classroom.
• Groups repeat the coin flip and discussion for the remainder of
the “Let Me” time.
COACH
Trainer: Time: Co-Trainer Options:
• This exercise helped us plan age-appropriate preventive and
responsive steps to train redemptively.
• Tip: Use this chart as a general reference guide because not
every child develops at the same rate.
• Developmental phase currency helps us lay a foundation as we
train children to value a secure relationship with God, loving His
Word, and doing His will.

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Redemptive Discipline: FAR Process – PS CL
Objective: Every CL can learn to use the FAR process by practicing the three steps for a given
scenario.
Preparation
Pre-Assignment options: Ask CLs to view the “Redemptive Discipline 5: FAR, Process” video.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Redemptive Discipline trains children to love God and love
others.
• Redemptive Discipline is implemented through a variety of
training tools.
• The FAR process is one tool to guide leaders in preparing their
response to a discipline situation.
• The FAR process is helpful when a class or child displays a
repeated pattern of disruptive behaviors.
• Poor behavior that is a one-time event may indicate a child is
having an unusual day.
• The FAR process has three steps to guide the leader when a
discipline situation arises.
SHOW
Trainer: Time: Co-Trainer Options:

• Display these steps and guiding questions: Display FAR steps and
o F: Face Reality - “What is the reality of the situation for the guiding questions
children? Leader?”
o A: Adjust Perspective - “What skills do the children need to
practice in this moment?”
o R: Reset Course - “What course of action, tool, or
conversation will help children get back on track?”
• Demonstrate the Let Me activity by giving a sample scenario –
see suggestion below training. (Omit this step if CLs viewed the
video.)
LET
Trainer: Time: Co-Trainer Options:

• Divide leaders into groups equal to the number of scenarios you Create breakouts, if
select. Co-leaders do not need to be together. needed.
Assign scenarios to small
• (Modified Option: co-leaders work together as a group. Assign
groups.
groups an age-appropriate scenario.)
o Assign each group a scenario (listed below or create
appropriate scenarios for your environment).
o Each group reads their scenario and answers the guiding
questions.

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 o Select a representative from each group to report their
answers.
• Trainer(s) moves to each group to listen to discussions and give
tips as needed.
COACH
Trainer: Time: Co-Trainer Options:
• The FAR process is one tool to guide leaders in preparing their
response to a discipline situation.
• Tip: This is a tool not a rule. Remain flexible and experiment
with various tools for effectiveness.
• Consider how the FAR process trains children to understand
God’s discipline. The Holy Spirit reveals the reality of our sinful
nature. God renews our minds and our perspective. Jesus
makes it possible for us to repent and reset our course.

“Show Me” Sample Scenario: a class habitually increases their volume and energy after the Large
Muscle Activity.
• F: Face Reality: The reality for the children is they completed a high energy activity and
know it is close to pick up time. The reality for the CL is they feel discouraged.
• A-Adjust Perspective: The CL takes a breath and thinks “This is an opportunity not a
problem. We need to practice self-control skills.”
• R-Reset Course: The leader chooses three children nearby and begins to play the Freeze
Game. When the leader says “Freeze” everyone stops. When the leader says “go,” everyone
moves until the leader says “freeze” again. More and more children will join in the game as
they move around the room. The leader finally has everyone’s attention and says, “We are
practicing self-control today. You are growing. Practice your self-control muscles to quiet
your voice and slow your body while we finish our task.”
Scenario 1: CLs in the infant class struggle because most of the infants cry during the first 20
minutes of class and there are not enough adult arms to hold every child.
Scenario 2: CLs struggle to control the children as they lead them to the Large Muscle Activity.
Scenario 3: CLs struggle when one child habitually expresses their anger by hurting others.

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Developmental Phases: Chart Basics – PS CL
Objective: Every CL can learn basic developmental phases for their class by matching
characteristics to age (phase).
Preparation
Use PS CL Manual Developmental Phases Chart for all CLs for reference.

Training
TELL
Trainer: Time: Co-Trainer Options:
• We guide children to know God and His Word, grow in grace, and
go lead for Christ.
• The Developmental Phases Chart in the CL Manual gives you a
mental snapshot of the children you lead.
• We believe children, in every developmental phase, matter to God.
• Learn about the developmental phases of the children you lead to
help you effectively…
o Connect truth about God in a way that matters to them
o Select age-appropriate activities for your class
• Guide children as they navigate their growth journey.
SHOW
Trainer: Time: Co-Trainer Options:
Display numbered Developmental Phase Titles: Display Developmental
1. Infants I (birth-9 months) Phase Titles
2. Infants II (9-18 months)
3. Toddlers (1-2 years)
4. Preschool (3-5 years)
LET
Trainer: Time: Co-Trainer Options:
• Read a characteristic from the Developmental Phases Chart.
• CLs hear the characteristic and determine the matching
Developmental Phase.
• CLs vote by holding up the number of fingers (1, 2, 3, or 4) that
corresponds with their vote for the correct Developmental Phase.
• Training Tip: when the vote is varied ask 1-2 CLs to explain the
reason for their choice.
COACH
Trainer: Time: Co-Trainer Options:
• The Developmental Phases Chart gives you a mental snapshot of
the children you lead.
• Tip: Use the chart as a guide because some phases overlap,
and children develop at different rates.
• We pray that every child, at every phase, will know God and
experience His love.

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Understanding Currency – PS CL
Objective: Every CL can build relationships with children age-appropriately by understanding the
“currency” of the children they lead.
Preparation
Ask CLs to review the Developmental Phases Chart in the CL Manual.

Training
TELL
Trainer: Time: Co-Trainer Options:
• We build relationships with children so we can help them
know God and His Word.
• “Currency” describes what we value.
• It is easier to engage a child’s mind and heart when we
understand what they value most:
o Infants (birth – 9 months) value SECURITY (safety,
secure bonding)
o Infant II (ages 9-18 months) value MOBILITY (moving
body, crawl/walk)
o Toddlers (ages 1-2 years) value HAVING (tangible
objects)
o Preschool (ages 3-5 years) value DOING (activities)
• These values layer as children grow.
o For example, preschool children value security, mobility,
having and doing, but doing is their greatest value at this
phase.
SHOW
Trainer: Time: Co-Trainer Options:
Display chart: Display Chart
Developmental Phase Developmental Currency
(Value)
Infant I (ages birth – 9 SECURITY safety, secure
months) bonding
Infant II (ages 9 – 18 months) MOBILITY moving body,
crawl/walk
Toddlers (ages 1-2 years) HAVING tangible objects
Preschool (ages 3-5 years) DOING activities
Trainer demonstrates the Let Me activity below by giving an
example. (Example: Infants like to hear soothing, gentle warmth
in a voice – this feels secure to them)
LET
Trainer: Time: Co-Trainer Options:

• CS/ACS explains group exercise. Use breakout rooms as

needed.
• CLs work with co-leaders.

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 • Groups consider the Developmental Currency for their age-
group and discuss words, actions or concepts that might be
especially effective in teaching or engaging their children.
Leave time for co-leaders to determine their “Top 3” items to
share regarding their age group.
• Regather groups to begin large group sharing on discoveries
and “Top 3” lists for remainder of time.
COACH
Trainer: Time: Co-Trainer Options:
• This exercise helped us understand the values of the
children we teach.
• Tip: Use this chart as a general reference guide because not
every child develops at the same rate.
• Developmental phase “currency” helps us lay a foundation
as we train children to value a secure relationship with
God, having His Word, and doing His will.

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Connection Questions – PS CL
Objective: Every CL can connect with children by asking questions.
Preparation
Ask CLs to review Developmental Phases Chart in CL Manual.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Our goal is to connect God’s truth to young children in a way
that will help them learn.
• We also want to connect with children in a way that helps them
feel our love and care.
• Questions give children an opportunity to respond with their
thoughts and feelings.
• Ask questions that engage children to help them feel connected
to you.
• Use the Developmental Phases Chart to understand the
characteristics of the age group you teach.
SHOW
Trainer: Time: Co-Trainer Options:
Trainer talks through the following examples: Display the Developmental
• Preschool example: A 4-year-old likes doing activities. I will hold Phases Chart (CL Manual)
a hammer and nails and say, “I like to use a hammer. Do you like for a child aged 4.
to hammer? (Pause.) (Smile.) Today we learn about a man
named Noah. He used a hammer for a L-O-N-G time!”
• Toddler example: A 1- to 2-year-old likes having objects. For
music I will hold a spoon in each hand and say, “I have spoons.
Do you have spoons? Tap your spoons as we sing about God’s
great love!”
LET
Trainer: Time: Co-Trainer Options:
• Place leaders into pairs with their co-leaders. Use breakout rooms as
• Ask co-leaders to refer to the Developmental Chart to identify needed.
the currency for their age-group.
• Create a list of questions that connect with the children and
the currency they value.
• Regather groups after 5 minutes.
o Each pair gives their written list of questions to the Trainer.
o Questions are read aloud, then CLs guess the matching
Developmental Phase.

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 COACH
Trainer: Time: Co-Trainer Options:
• You created questions that connect with children around what
they value in this activity.
• Tip: Use questions throughout your class time to keep children
engaged.
• Connect with children lovingly to model the
loving connection God offers to them!

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Consistency, Connection and Safety – PS CL
Objective: Every CL can lay a foundation for relationships with children by considering benefits and
challenges of three relational goals.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Every child needs love – love from God and love from others.
• You lay the foundation for nurturing love in your classroom.
• Children value consistency, warm connection, and a sense of
safety.
o Consistency: building dependable routines into your
classroom and co-leadership patterns
o Connection: finding relatable ways to link yourself to the
children each week (For example: I love snacks, too!)
o Safety: creating a cheerful, soothing, inviting environment that
children enjoy
• Let’s consider the benefits and challenges of building
relationships through consistency, connection, and safety.
SHOW
Trainer: Time: Co-Trainer Options:
Display the relationship goals: Consistency, Connection, Safety Display the relationship
Demonstrate the Let Me Activity: goals: Consistency,
Benefit: Consistency Challenge: Consistency Connection, Safety
Consistent co-leadership Preparation is challenging
provides familiar faces for with family dynamics and
the children. weekly schedules.
LET
Trainer: Time: Co-Trainer Options:

• Place CLs into three groups. Assign each group one of Prepare breakout rooms,
the relational goals. if needed.
• Ask groups to discuss the benefits and challenges of the goal for 2
minutes.
• Trainer then signals the groups to select a different relational goal. Use Broadcast Message
• Repeat the activity and rotation every 2 minutes until each group to signal groups.
has discussed all goals.
Close breakout rooms.
• Regather groups.
• In the remaining time, ask co-leaders to share which goal is most
challenging for the age group they lead, and plan one action step to
address this challenge. (If time allows ask some to share.)

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 COACH
Trainer: Time: Co-Trainer Options:
• This training exercise helped us identify the benefits and
challenges of three relational goals:
consistency, connection, and safety.
• Tip: Take simple action steps one week at a time to move
toward your relational goals.
• God began His relationship with us through a demonstration of
love. Ask Him to help you do the same as you offer relationship to
the children you lead.

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Build a Skill
Transformational Teaching: Basic Components – PS CL
Objective: Every CL can prepare a Bible story by using the Sample Bible Story and Preschool
Program Outline.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Transformational teaching is age-appropriate and has two
essential components: it is God-focused and gospel-centered.
o God-focused teaching highlights an attribute of God in
the Bible story.
o Gospel-centered teaching shows God’s plan for how
people are made right with Him through Jesus.
o Age-appropriate teaching helps children understand the
Bible at their age-level.
• The Preschool Program Outline gives you a place to write age-
appropriate notes to complete your Bible story preparation.
• Complete the “individualization” portion of the outline by
copying the attribute of God and a gospel-centered truth from
the Sample Bible Story, using age-appropriate words.
• Include ways you will incorporate teaching techniques
(gestures, voice, repetition, etc.) into your story.
SHOW
Trainer: Time: Co-Trainer Options:

• Show completed outline for current week’s lesson. Display outline, if planned.
o Show several places where God-focused and gospel-
centered truths were incorporated into the preparation.
• Show an example of words that were explained age-
appropriately.
LET
Trainer: Time: Co-Trainer Options:
Place CLs in in pairs to work together for 7 minutes to complete Set up breakout rooms, if
assignment. desired.
• Step 1: Copy the Main Truth to their outline.
Display or distribute
• Step 2: Identify God-focused and gospel-centered material in
instructions.
the current Bible story and transfer it to the outline.
• Step 3: Write additional age-appropriate notes to complete their
Bible story.
Allow 2-3 minutes for pairs to share their results with the large group.

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 COACH
Trainer: Time: Co-Trainer Options:
• Prepare a Bible Story each week using the Sample Bible Story
and Preschool Program Outline.
• Tip: Share ideas or questions on social networking apps (Slack,
WhatsApp) throughout the week.
• You have an exciting opportunity every week to guide the next
generation to know God and His Word.

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Connecting Concepts in Teaching Bible Story – PS CL
Objective: Every CL can connect concepts age-appropriately by practicing two steps.
Preparation
Pre-Assignment: review Developmental Phase Chart in CL Manual

Training
TELL
Trainer: Time: Co-Trainer Options:
• Transformational Teaching has 2 essential components: God-
focused and gospel-centered truths.
• Effective teaching connects new concepts to a child’s prior
knowledge or experiences.
• These connections can happen any time during the class
meeting, not only during the Bible story.
• Connect concepts age-appropriately by practicing two steps:
5. List the prior knowledge, experience, familiar objects, or
activities similar to the new concept.
6. Practice a statement that connects the new concept to a
prior concept.
SHOW
Trainer: Time: Co-Trainer Options:
Demonstrate the exercise by displaying the following: Pray – Prior Display statement, if
knowledge for Preschool: talk to Mommy when sad, Infant: cry desired.
when they need something.
Sample statement: “We pray to God. We talk to God when we
feel sad. We talk to God when we feel happy. We pray and
talk to God about everything.”
LET
Trainer: Time: Co-Trainer Options:
• Select two or three of these concepts or create your own: Pray, Display chosen concepts
God keeps His promises, God rescues sinful people, the Bible is for reference.
God’s Word, Jesus is King, God is Holy, sin.
• Place CLs into small groups of two or three, keeping co-leaders Set up breakout rooms, if
together. desired.
• CLs create lists of familiar or prior knowledge on each “new
concept” based on their assigned age group.
• Notify leaders in time to allow 4 minutes for co-leaders to
practice an age-appropriate statement connecting one of the
new concepts to prior knowledge about the children they lead.
• CS/ACS visits groups for clarification and coaching.
• Large Group Debrief: CLs share their results.

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 COACH
Trainer: Time: Co-Trainer Options:
• In this training, we learned how to connect concepts, so children
know God and His Word better.
• Tip: Children learn new concepts as you effectively layer
concepts over time.
• Teach age-appropriate, God-focused, and gospel-centered
truths allowing the Holy Spirit to transform lives.

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Bible Story Opening – PS CL
Objective: Every CL can write an opening sentence for their Bible Story by using words that capture
attention.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• In BSF, the Bible Story is an opportunity to create a desire within
children to know God.
• Capture the attention of the children at the beginning of the
Bible Story to draw them into the story.
• Words that capture children’s attention can describe a situation,
convey emotions, use the five senses, or explain a truth about
God.
• Create opening sentences that are age-appropriate to help
children in your class connect with the story.
SHOW
Trainer: Time: Co-Trainer Options:
• Trainer gives examples of opening sentences for different age-
groups that capture attention.
• Infant Example: Little Ones, Paul was sad to leave his friends.
• Toddler Example: Boys and Girls, Paul wrote two letters - one,
two (count on fingers) - to his friends.
• Preschool Example: Paul felt the rough wood of a ship under his
feet and saw waves crashing around him.
LET
Trainer: Time: Co-Trainer Options:
• Place four wall posters around the room with these titles: Display posters or
o Describe a situation whiteboard grid to capture
o Convey emotion ideas.
o Use five senses
o Explain a truth
• Write a few words under each title to help CLs get started.
• Divide CLs into two groups. Ask each group to travel around the Open breakout rooms, if
room and add words to each poster board. (Rotate every 2 used.
minutes.)
Broadcast message when
• Online option: Use breakout rooms and broadcast message
time for groups to move to
when it is time for groups to move to the next title.
next title.
• Ask each CL to use words from the poster boards to create their
own opening sentence for the Bible Story. (Use the current Bible
Close breakout rooms.
Story.)

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 COACH
Trainer: Time: Co-Trainer Options:
• Use words that capture attention to write the opening sentence
of your Bible Story.
• Tip: Connect with the children in your classroom to get more
ideas on words they understand and enjoy.
• Celebrate with your co-leader when you see children (or a
volunteer!) in your classroom desire to know God because of a
captivating opening sentence.

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Explain the Main Truth – PS CL
Objective: Every CL can effectively define the Main Truth by using simple age-appropriate words.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• God wants everyone to know Him.
• The Attribute of God and the Main Truth point to God.
• Age-appropriate words help children understand the Main Truth.
• There are charts in the CL Manual to help you simplify language
to an age-appropriate level.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the Developmental Phase Chart or Language Display Charts, if desired.

Development Chart from the CL Manual.
• Trainer shares the following main truth definition:
o God is holy: Worthy of complete devotion as One perfect in
goodness and righteousness.
o For 2-year-olds: God is holy. He is good and never does
anything wrong.
o For 5-year-olds: God is perfect. He is right in everything He
does. That makes Him very different from us.
o CS/ACS explains why these words are appropriate for the
different age levels.
LET
Trainer: Time: Co-Trainer Options:

• Place CLs into two or more groups. Assign each group an age Set up breakout rooms, if
group. desired.
• Display a complex Main Truth. (For example, “The gospel is the
good news that Jesus is Lord and Savior from sin”)
• Ask groups to refer to the charts to simplify the definition for
their assigned age group.
• After 5 minutes bring groups back together.
• Ask groups to share their simplified definitions. Ask them to
explain why they chose their words based on the information
from the charts.
COACH
Trainer: Time: Co-Trainer Options:
• Age-appropriate words enhance a child’s understanding of truth.

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 • Tip: Use the charts as a resource to help you define the Main
Truth for your children.
• Speaking truth in simple language helps children see and know
God in life-transforming ways.

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Creative Ideas to Support the Main Truth – PS CL
Objective: Every CL can connect with children by identifying creative ideas that support the Main
Truth.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• The Main Truth is the lesson we hope children receive from their
time at BSF each week.
• Use creative ideas to support or illustrate the Main Truth of the
lesson.
• The goal of using creative ideas is to connect with the children.
SHOW
Trainer: Time: Co-Trainer Options:
• Trainer shares the current week’s Main Truth.
• Trainer demonstrates how to use the Main Truth in one of the
teaching times (Story, Music, Quiet Time, Prayer).
LET
Trainer: Time: Co-Trainer Options:
• In small groups of two to four, CLs discuss the following: Create breakout rooms, if
o What creative ideas could you incorporate into your needed.
preparation for this week’s lesson?
o What is one area to challenge yourself to add a Main Truth Display questions for
connection? discussion.
o What are pros and cons to consider about implementing
these ideas?
Large Group Sharing: CLs share ideas from small group sharing.
COACH
Trainer: Time: Co-Trainer Options:
• Connecting the Main Truth throughout class gives multiple
opportunities for that truth to sink into the hearts and minds of
the children.
• Understanding develops in layers, so teach, repeat, and let the
Holy Spirit transform lives.
• As you connect with the Main Truth in your own life, watch for
how the Holy Spirit is transforming you!

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Reinforce the Main Truth – PS CL
Objective: Every CL connects with children using the Main Truth throughout class.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• The Main Truth captures the lesson we want children to
remember from the Bible story each week.
• As the Main Truth is repeated and clarified throughout class, it
becomes memorable.
• The goal of reinforcing the Main Truth is to make it memorable
and relevant for the children.
SHOW
Trainer: Time: Co-Trainer Options:
• Trainer demonstrates reinforcing the Main Truth during Quiet
Time preparation.
LET
Trainer: Time: Co-Trainer Options:
• In small groups of two to four, allow CLs to brainstorm as many Create breakout rooms, if
ways as they can to reinforce the Main Truth during the current needed.
week’s lesson. (5 minutes)
Large Group Debrief:
• Small groups share lists and identify any unique ideas.
• Discuss which ways to reinforce the Main Truth work best with
infants, toddlers, or preschoolers.
• Discuss which people in the Bible story reinforce the Main Truth.
COACH
Trainer: Time: Co-Trainer Options:
• The value in reinforcing the Main Truth throughout the class is
that it makes it more memorable for the children.
• How does the Main Truth connect to your own life this week?
• As God’s Word speaks to your heart all week, allow His truth to
speak to the children throughout class.

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Dynamic Presentation – PS CL
Objective: Every CL can keep the attention of children during the Bible story by incorporating three
aspects of communication.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Teaching God’s Word is a gift to you and the children you teach.
• One of your teaching goals is to help the children feel connected
to you as you speak.
• Gain the children’s attention with dynamic communication so
they feel connected to you.
• Use these three presentation tools to help children connect with
you through a video:
o Eye Contact
o Voice Variation
o Physical motion
SHOW
Trainer: Time: Co-Trainer Options:
Trainer demonstrates a short teaching that shows effective use of Share video, if using.
the skills to be observed. (Option: Use a video from the Preschool
Sample Video Showcase that demonstrates the following three
presentation tools.)
• CLs observe examples of eye contact, voice variation and
physical motion in teaching delivery.
• Ask CLs to share what they noticed.
• Trainer provides coaching as necessary.
LET
Trainer: Time: Co-Trainer Options:
• Place co-leaders together for 10 minutes. Prepare breakout rooms, if
• Each CL practices presenting the Bible story. needed.
• The listening CL provides feedback to the presenting CL in the
three areas.
• CLs work together to identify how they could improve their use
of dynamic communication.
• If there is time, allow them to practice again to incorporate the
feedback that was given.

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 COACH
Trainer: Time: Co-Trainer Options:
• Ask CLs: What do you find most enjoyable in sharing the Bible
story?
• Ask God to give you joy that is contagious to the children as you
teach His Word.
• You have the privilege to bring Jesus to these little ones each
week!

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Incorporating Visuals – PS CL
Objective: Every CL can engage the children in teaching time by incorporating the use of visuals.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Visuals are a wonderful tool you can use each week.
• BSF provides picture sets in the Resource Library in MyBSF.
• Keep in mind that images used during BSF class must comply
with Terms of Use or Download and copyright policy. (Check
with the CS or ACS if you have questions.)
• Visuals help engage children and enhance the teaching times.
• Sometimes visuals can detract from the goal if they are
overused, cover your face, or are awkward to juggle.
• You can thoughtfully use visuals by considering three things:
o Choose an appropriate number of visuals.
o Organize your visuals to follow the flow of the story.
o Practice with the visuals ahead of time.
SHOW
Trainer: Time: Co-Trainer Options:
• Trainer demonstrates a short teaching that uses visuals
effectively.
• CLs observe the visuals chosen and how they were organized
and used.
LET
Trainer: Time: Co-Trainer Options:
• Place CLs in two to four groups for 5 minutes. Assign different Create breakouts, if
behaviors to each group: needed. Communicate
Not for display, for trainer use only: assignments to each
Leader hiding behind visuals: likely problem is fear group.
Too many visuals: likely problems are insecurity or fear
Too few visuals: likely problem is their teaching time is
possibly not age appropriate
Awkward juggling: likely problem is nervousness

• Behaviors:
o Leader hiding behind visuals
o Use of too many visuals
o Use of too few visuals (too many words)
o Awkward juggling of picture set or visuals
• CLs discuss their assigned behavior and consider:
o What might cause this?
o What tips could address the issue?

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 (Note: CS and ACS coach as needed by using the tips in the box.)
• Large Group Debrief: Leaders share discoveries and tips
regarding each behavior.
COACH
Trainer: Time: Co-Trainer Options:
• Using visuals in the teaching times engages the children.
• Tip: Thoughtfully choose visuals to enhance your
communication during the teaching time.
• You have a great opportunity to engage children by using
visuals in a way that will draw them into the story!

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Presentation Tips – Hand Gestures – PS CL
Objective: Every CL can connect with children by using appropriate hand gestures.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Hand gestures are one way to capture children’s attention.
• Using hand gestures connects children to the words being
spoken.
• The goal is to capture children’s attention, so they engage with
us as we teach God’s Word.
SHOW
Trainer: Time: Co-Trainer Options:
Trainer demonstrates a hand gesture to use during the Bible story.
(Use concept from current lesson or use basic sign for “Lord” as you
teach a brief passage thought.)
LET
Trainer: Time: Co-Trainer Options:
Divide CLs into small groups of four or five for discussion: Set up breakout groups, if
• What types of hand gestures will you use during the Bible story? needed.
• What is different about using hand gestures for infants and Share discussion
toddlers versus preschoolers? questions.
• What opportunities exist to use hand gestures besides the Bible
story?
COACH
Trainer: Time: Co-Trainer Options:
• Hand gestures help engage the children with the Bible story.
• Tip: Practice a portion of the Bible story in front of a mirror to
see your hand gestures.
• The use of hand gestures can even help your own
understanding of the lesson as God works in your heart to
prepare!

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Presentation Tips – Voice Variation – PS CL
Objective: Every CL can engage children during teaching times by varying voice inflection.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• As you prepare to teach your Bible story, remember the goal is
to help children know God and His Word.
• When you vary your voice inflection and tone, you gain and keep
the children’s attention as you teach.
• Your voice can foster connection with the children by adding a
further dimension to the story you are telling.
SHOW
Trainer: Time: Co-Trainer Options:
• Trainer shares a brief section of the Bible story:
o First time, with no voice inflection (monotone).
o Second time, using varying volume, speed, and drama.
• Ask: Which technique grabbed your attention? Why?
LET
Trainer: Time: Co-Trainer Options:
• CLs work together in co-leader groups to practice sharing a part Prepare breakout rooms, if
of their Bible story for the current week, demonstrating voice needed.
variation techniques.
• After each demonstration, discuss with your partner: Share discussion
o What voice variations are helpful and appropriate for your questions.
age group?
o How to leverage personality to create an effective Bible
story presentation?
Large Group Discussion: How can you mark your story or outline to
capture places you want to use voice variations?
COACH
Trainer: Time: Co-Trainer Options:
• To capture the attention of the children, voice variation is a great
tool!
• Tip: A loud voice typically conveys ideas such as big, angry,
exciting, or surprising. A soft voice typically conveys ideas such
as small, sad, quiet, or “listen carefully.”
• As you use your voice, help the stories you tell come alive for
the children to better know God and His Word!

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Bible Story Questions – PS CL
Objective: Every CL can prepare Bible story questions by thinking about two aspects of God.
Preparation
Before LM select two or three attributes of God from the BSHM.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Children’s Leaders of preschool classes ask questions at the
end of each Bible story to engage the children.
• Asking questions gives you an opportunity to pull children into
the story.
• Questions also give children an opportunity to “tell back” what
they have learned.
• Little children are fact-gatherers.
• Ask 1-2 questions that have fact-based answers.
o Example: “Who is the Helper in our story today? (God)
• Ask questions that reinforce God’s attribute(s) and God’s
actions.
SHOW
Trainer: Time: Co-Trainer Options:
Trainer shares two or three possible fact-based questions that could
be asked for the current lesson, explaining why they would be
effective.
LET
Trainer: Time: Co-Trainer Options:
Use attributes of God selected prior to LM. Display attributes for
• Display an attribute of God. discussion and exercise.
• Have CLs write fact-based questions for preschoolers. The
questions should:
o Reinforce God’s attribute(s)
o Reinforce God’s actions
• Repeat with additional attributes as time allows.
• Coach and discuss ideas.
COACH
Trainer: Time: Co-Trainer Options:
• Ask CLs: What is most challenging about determining questions
to ask after your Bible story?
• Look for God’s attribute in your own study this week.
• God is magnified when you teach His attributes!

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Scripture Verse Basics – PS CL
Objective: Every CL can engage children during the Scripture Verse by choosing an age-appropriate
activity.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• The Scripture Verse component reinforces truths about God in a
fun and interactive way.
• BSF provides the verse each week at the top of the Sample Bible
Story. (Show Bible Story.)
• The bottom of the Outline provides a place for you to copy the
verse. (Show Outline.)
• Choose age-appropriate activities children can do while
repeating the verse.
• Repeat the verse multiple times as a group so the children can
remember it without individual pressure.
SHOW
Trainer: Time: Co-Trainer Options:

• Demonstrate a simple verse activity. Example: “Surely God is my

help….” Psalm 54:4
• Sing the verse to the tune of “Happy Birthday to You.” Point above
when you sing, “God.” Make muscle arms when you sing the
word, “help.”
LET
Trainer: Time: Co-Trainer Options:

• Display the verse from the current Sample Bible Story. Display whiteboard or
chart.
• Ask CLs to brainstorm Scripture Verse activities.
• Capture the list on a whiteboard or chart. Display windowpane for
• (Refer to the Developmental Phases chart as needed.) CLs to add their activities
• Draw a box with four quadrants on a board or poster. Label the
quadrants Infant I, Infant II, Toddler, and Preschool.
• Ask the group to write each activity in the appropriate quadrant.
COACH
Trainer: Time: Co-Trainer Options:
• The Scripture Verse is an opportunity to reinforce truths about
God in a fun and interactive way.
• Tip: Children retain God’s Word when they can sing or add a
motion to the words they learn.
• The Holy Spirit helps us hide God’s Word in our hearts so we will
not sin against God.

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Scripture Verse Activities – PS CL
Objective: Every CL can select age-appropriate Scripture Verse activities by evaluating three
components.
Preparation
Ask CLs to have the Scripture Activities list from CL Manual available or provide a copy.

Training
TELL
Trainer: Time: Co-Trainer Options:
• One of BSF’s aims is to reach the next generation with the
gospel of Jesus Christ through Bible engagement.
• Verse time is one way we achieve this aim in the Children’s
Program.
• We use Scripture verse activities to engage the children with
God’s Word.
• When selecting a verse activity, choose what is simple,
practical, and fun.
• Today we will practice selecting age-appropriate activities for
toddlers and preschoolers.
SHOW
Trainer: Time: Co-Trainer Options:

• Trainer shows where the Scripture Verse ideas are found in the
CL Manual.
• Trainer demonstrates a Scripture Verse option for 2-year-olds
from the CL Manual Scripture Verse ideas.
LET
Trainer: Time: Co-Trainer Options:

• Have co-leaders work together in pairs. Breakout rooms, if needed

• Ask CLs to review the Scripture Verse ideas in the CL Manual
together to determine which activities are simple, practical, and
fun for their age group.
• CS observes CLs and coaches as needed. Close and merge
• After 5-6 minutes, have each pair of CLs join another pair of CLs breakouts rooms.
to share their discoveries and discuss.
COACH
Trainer: Time: Co-Trainer Options:
• Ask: What do you find most challenging in selecting Scripture
Verse activities?
• Remember, your goal is to engage children with God’s Word.
• God is the One Who can reach the hearts of children and He
uses your faithfulness in serving to do it!

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Quiet Time Basics – PS CL
Objective: Every CL can lead quiet time by using transformational teaching components from the
Bible Story.
Preparation
Have three cards prepared with the categories: Infants, Toddlers, and Preschoolers.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Quiet time helps children learn to be still and think about God.
• Begin quiet time by stating a God-focused or gospel-centered
truth from the Bible Story.
• Connect the truth to something familiar the children can relate
to.
• Close quiet time by asking if any children would like to share
their thoughts.
• Lovingly respond to the children throughout quiet time, whether
it is quiet or chaotic.
SHOW
Trainer: Time: Co-Trainer Options:

• Trainer opens and closes a quiet time using God-focused or

gospel-centered thoughts from the Bible Story.
• Opening Preschool Example:
o Children, today we learned that God is a helper. God helps
His children know what to do. Your mommy helps you find a
lost toy. Your daddy helps you build a Lego tower. Let’s be
quiet and think about ways God helps people.
• Closing Preschool Example:
o Children, now we can talk! Tell me some ways God helps
people.
LET
Trainer: Time: Co-Trainer Options:
Display the Main Truth and a God-focused or gospel-centered truth Display the Main Truth and
from the current Bible story. Use cards prepared before LM. (Place a God-focused or gospel-
cards face-down). centered truth from the
• Play a game of “Scramble.” current Bible Story.
• CLs work with a partner.
Watch time to shout out
• The ACS turns a card face-up to reveal the category.
“Scramble” every 2
• The CLs brainstorm and write a quiet time opening and closing minutes.
for that category. (Use the Main Truth or Transformational
Teaching components.)
• After 2 minutes shout “Scramble.” The CLs find a new partner.

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 • The ACS turns another category card face-up.
• CLs repeat the brainstorm and writing activity for 2 minutes.
• Shout “Scramble” and repeat the process a third time for the final
category.
• Ask a few CLs to share an opening or closing idea they wrote.
(Report on each category.)
Note: Adjust the categories to reflect the classrooms in your class.
COACH
Trainer: Time: Co-Trainer Options:
• Use the Main truth or a God-focused or gospel-centered truth to
open and close quiet time.
• Tip: Repeat your quiet time format weekly so children
understand the expectations.
• Enjoy the privilege of helping children learn to “be still and know
that I am God” (Psalm 46:10).

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Music Introductions – PS CL
Objective: Every CL can choose songs and write music introductions by using transformational
teaching components.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Music is a time to lead children in worship.
• Choose one to three songs from the BSHM that support the
attribute of God in the Bible story.
• An “introduction” (called “Intro” on the Outline) is a short, simple
sentence.
• Intros remind children of a God-focused or gospel-centered
truth from the Bible story.
o Write two intro sentences for each song on your Outline.
SHOW
Trainer: Time: Co-Trainer Options:
Trainer shows their Outline with the completed Music preparation Display outline with
highlighting an attribute of God and gospel-centered components. completed Music
preparation.
LET
Trainer: Time: Co-Trainer Options:
• Place CLs into two small groups. Create two breakout
• Assign each group an attribute of God. rooms, if needed.
• Display a list of songs from the BSHM.
• In groups or breakout rooms: Display a list of songs
o CLs choose two songs as a group. from BSHM.
o CLs write two introductory sentences for each song
selected.
Large Group: Ask each team to report their attribute, song choices,
and music intro sentences.
COACH
Trainer: Time: Co-Trainer Options:
• Ask CLs: Why is it valuable to relate the music to an attribute of
God from the Bible story?
• Remember: One verse is a song; singing all the verses is not
required.
• Enjoy leading the children to worship God for who He is and
what He has done for us.

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Music Activities – PS CL
Objective: Every CL can help children worship during Music by selecting age-appropriate physical
activities.
Preparation
Before LM, CS/ACS chooses a Music activity for two age-groups currently in the Children’s
Program.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Children express their love for God in words and actions during
Music.
• The Music outline has an activity line beside the song title.
• Choose a simple, fun, and age-appropriate activity the children
can do as they sing.
• The Developmental Phases chart provides helpful ideas on the
physical capabilities of each age-group.
• Simple activities help the children engage in worshipping God
during Music.
SHOW
Trainer: Time: Co-Trainer Options:

• Trainer demonstrates an age-appropriate activity for one age-

group.
• Trainer demonstrates another age-appropriate activity for a
different age-group (use the same song).
LET
Trainer: Time: Co-Trainer Options:
• Create 3x5 cards (or sticky notes) with one physical activity on Display the Physical
each card. Capabilities from the
• For example: Developmental Phases
o Claps hands, pats knees, holds rattle, touches eyes, chart on four pieces of
makes Bible book with hands, pats elbows, walks in a paper. For example:
circle, jumps, hugs self, taps index fingers together, 1. Infants I: Grabs feet,
copies hand motions, follows loud/soft motions, rolls over, transfers
pretends to direct a choir, etc. objects from hand to
• Divide CLs into two groups. Give half the cards to each group. hand, etc.
Ask CLs to match the cards to the appropriate Physical 2. Infant II: Strengthens
Capabilities paper. leg and arm muscles,
• If time permits, ask CLs to brainstorm other physical activities grasps with whole
for each list. hands, finds hidden
• Instruct CLs to take a picture of the lists for future reference. objects
3. Toddlers: Develops
improved balance,
jumps with two feet,

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 walks or runs, develops
fine motor skills
4. Preschool: Enjoys
physical activity,
catches, throws or
kicks, climbs and
jumps, improves fine
motor skills
COACH
Trainer: Time: Co-Trainer Options:
• Simple activities help children worship God with actions during
Music.
• Tip: Try a variety of age-appropriate activities with your class to
learn what is most effective.
• Watch your class add physical skills during the year and lead
them to worship God as they grow.

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Planning Transitions – PS CL
Objective: Every CL can plan transitions by incorporating two questions.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• The goal of transitions is to give children age-appropriate ways
to interact with God’s Word.
• Transitions progress children from unstructured free play to
sitting quietly for the Bible Story.
• Transition times will require less time as the year progresses.
• Vary activities and plan transitions together with your co-leader.
• Transitions should be age-appropriate and have a spiritual
focus.
SHOW
Trainer: Time: Co-Trainer Options:
• I am planning a transition for 4-year-olds that will have the
children speak a word (God’s attribute) quietly and then louder
and louder as I raise my hands. And then, they will speak that
same word quieter and quieter as I lower my hands.
• I chose this activity because it is age-appropriate – 4-year-olds
enjoy using their voices and understand volume. And they are
not afraid of volume.
• It also has a spiritual connection with the lesson by using God’s
attribute.
LET
Trainer: Time: Co-Trainer Options:
• Co-leaders work together to identify transitions they would like Create breakouts, if
to use in class and how they will meet the goal of helping needed.
children shift from active to quiet teaching.
• Co-leaders discuss: 1) Is the transition age-appropriate? If not,
what needs to be adjusted? 2) Does the transition have a
spiritual focus? If not, what needs to be adjusted?
COACH
Trainer: Time: Co-Trainer Options:
• Transitions should be planned with intentionality to engage
children effectively.
• Tip: Simple and repetitive activities are well-loved by infants,
toddlers, and preschoolers.
• Transitions take us gently from one thing to another – watch for
natural transitions God provides in your own life.

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Infant-Toddler: Basic Signs – PS CL
Objective: Every CL can communicate with infants and toddlers by using basic signs.
Preparation
Create a tic-tac-toe grid to use for the Let Me activity.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Communication can be challenging with infants and toddlers.
• They do not have words to express what they need.
• Our desire is to engage their attention, and that is a challenge
on screen.
• Basic sign language is a tool that helps us communicate with
infants and toddlers.
• Let us review some of the basic signs.
SHOW
Trainer: Time: Co-Trainer Options:

• Display “Basic Signs: Infant/Toddler” from the CL Manual. Display “Basic Signs:
• Give CLs 1-2 minutes to look at the signs. Infant/Toddler” from the
CL Manual.
LET
Trainer: Time: Co-Trainer Options:

• Display whiteboard with a tic-tac-toe grid. Display or draw tic-tac-toe

grid.
• Assign equal teams of X’s and O’s for the game.
Assign leaders to two
• Begin with CL with the most recent birthday (or another random teams.
determinate).
• That CL calls on a CL from the OTHER team with a word to sign.
• The CL from the other team demonstrates the word’s sign. If
correct, they choose the square for their “X” or “O,” if incorrect,
the CL who chose the person places their own “X” or “O” in the
box of their choice.
• The “called on” CL – whether or not they were correct in their
demonstration – then selects the next person from the opposite
team and gives them a word to sign.
• Continue around the teams until all signs have been practiced or
the tic-tac-toe game is over.
• Repeat as time permits.
• Consider asking CLs to share other easy signs with one another.

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 COACH
Trainer: Time: Co-Trainer Options:
• We communicate a lot during a few hours. Think about how you
might use signs weekly in your classroom.
• Say the words as you sign so children can learn them.
• Children feel loved when you communicate with them.

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Infant-Toddler: Logistics and Tips – PS CL
Objective: Every CL can organize infant-care logistics by planning with their co-leader.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Co-leadership is a special relationship, orchestrated by God for
your classroom.
• Make plans for all the items and “tips” given as children are
dropped off so class can begin smoothly.
• Be intentional about what will work in your class space and with
the children in your care.
• Consider the surfaces and spaces that are available to organize
each child’s belongings.
SHOW
Trainer: Time: Co-Trainer Options:

• Trainer shares instructions already given to BSF Adults for drop-

off procedures. This training is to supplement those plans.
• One way I might prepare for the little ones is to have a marker to
write their names on a diaper.
• I can know, for sure, if I have changed all the diapers that day
when each baby has a diaper with their name written on it.
LET
Trainer: Time: Co-Trainer Options:
• Ask co-leaders to:
1. Brainstorm ways to help BSF Adults hand off babies
more efficiently.
2. Brainstorm logistics for their classroom space and how
they might mitigate disorganized drop-offs.
3. Develop a plan for drop-off procedures.
Large Group Sharing: Discuss tips or ideas to help keep classrooms
and baby items organized, clean and easily accessed.
COACH
Trainer: Time: Co-Trainer Options:
• Intentionally plan an organized procedure for BSF Adults to
bring their young ones to class.
• Tip: One way to love the “Mamas” of our class is to send their
children home with a fresh diaper!
• As you create an orderly plan, trust God to help every child and
BSF Adult feel His peace as they come to class each week.

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Infant-Toddler: Communicating Security – PS CL
Objective: Every CL can communicate security to infants and toddlers by caring for them in two
ways.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• In BSF we aim to create more than a safe place for children to
receive care.
• We want to create a space where little children feel secure and
loved. We want them to associate this secure feeling with
learning about Jesus.
• Even these little ones have wants and needs, but their ability to
communicate is limited.
• We can help them feel secure and loved by using tools.
• We can respond to their needs practically and with our voices.
• With toddlers we might use distraction and engagement to turn
their thoughts from insecurities.
SHOW
Trainer: Time: Co-Trainer Options:
• When an infant or child is crying, it is to communicate a want or Capture brainstorming
need. ideas.
• What are possible needs or wants an infant or toddler might
have? (Possible answers: Hungry, frightened, teething, cold, hot,
needs a diaper change, angry that something was taken away,
etc.)
• We might meet a practical need by changing their diaper.
• While we change the diaper, we can use our voice to sing.
LET
Trainer: Time: Co-Trainer Options:

• As a group, discuss the following: Display discussion

o What are some ways we can use our voices, engagement, or questions.
distraction to help calm a child? (Possible answers: sing,
talk, bring out a favorite toy, tell the Bible Story, say a nursery
rhyme, tone of voice, say or sing the Scripture Verse, etc.)
o What opportunities do you have to communicate a sense of
security in your class?
o How might we communicate to the BSF Adults that we aim
to help their child feel secure in our classrooms?
o How will you intentionally communicate security in your
classroom this week?

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 o What benefits or challenges do you anticipate in
incorporating practical and vocal tools available?
COACH
Trainer: Time: Co-Trainer Options:
• BSF Adults feel a sense of security in entrusting their child to
our care when we are intentional to create safe and secure
spaces for their child.
• Tip: Intentionally use your voice throughout class to create a
secure environment.
• God promises in Isaiah 54:13, “All your children will be taught by
the LORD, and great will be their peace.” Let’s create a sense of
the great peace of God in our classes!

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Infant-Toddler: Engaging Infants – PS CL
Objective: Every CL can engage babies with prayer and singing
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Infants and Toddlers require our intentional care to be engaged.
• Engaged children might be distracted from crying, easily
transitioned to a new activity, or attentively listening as you
teach.
• Children love repetition, music, and interaction.
• We might sing the Scripture Verse over and over, or pray aloud
as we change diapers.
• Prayer and singing can be incorporated throughout class to
engage the children.
SHOW
Trainer: Time: Co-Trainer Options:
For example, I could sing the Scripture Verse to the tune of Row,
Row, Row Your Boat for every transition between activities or
teaching.
LET
Trainer: Time: Co-Trainer Options:
Group Discussion:
• Ask CLs to identify benefits and challenges to repetition
throughout class.
• Brainstorm familiar songs, fingerplays, or nursery rhymes that
might be used repetitively to engage children.
• Ask about opportunities for singing and prayer during class.
• Introduce some challenges (crying child, hitting child, sleeping
child) and discuss how to use prayer or singing to engage them.
COACH
Trainer: Time: Co-Trainer Options:
• Intentional care for infants and toddlers is important to keep
them engaged.
• Tip: Be flexible to the mood and needs of the children each
week.
• The sound of your voice and facial expression communicates
care and love that brings the child security in the classroom
environment.

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Build a Team
CS Observation – PS CL
Objective: Every CL can have right expectations of CS observation by understanding the purpose.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• One of our goals as CS/ACS is to support you in your BSF
leadership through training and coaching.
• The purpose of our weekly training time in Leaders Meeting is to
gain specific skills one at a time.
• The purpose of coaching is to be a “guide on the side” as you
develop skills (not correct mistakes).
• Training and coaching are based on observation; the ACSs and I
visit your classrooms to observe.
• You can expect a brief conversation after we observe
your classroom.
• Our goal in this conversation is to support and develop you.
SHOW
Trainer: Time: Co-Trainer Options:

CS and ACS demo a short coaching conversation.

CS: Tell me about your Music time this week!
CL: My preparation went well, and I think the intros were
engaging, but I felt like I lost control of the class.
CS: I’m sorry. That sounds really frustrating! How can I help?
CL: I don’t know. I love to get the children laughing, but
sometimes it gets out of control. I want them to have fun, but
not get carried away.
CS: Let’s think about it. What are your options?
CL: Well, we could just do simple intros, but that doesn’t sound
very fun.
CS: What else could you try?
CL: I wonder if my co-leader and I might be able to plan
something that would be engaging, but not with as much
activity involved. She’s really creative.
CS: Do you have any other thoughts?
CL: I have tried to use different ways to help children participate
– we could try some variety.
CS: Which of those options sounds best to you?

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 CL: I think I want to talk with my co-leader and see if we can
brainstorm some new ideas.
CS: That sounds great! I’m really grateful for you as a CL and I
love how much you care for the children and their engagement.
Let me pray for you and will you be sure to let me know how it
goes next week?
LET
Trainer: Time: Co-Trainer Options:
• Capture and display the answers CLs give for the following: Capture answers of CLs.
o Ask CLs to “shout out” one word to describe their reaction to
the word “observation.” (Possible answers: evaluation, Display Quiz questions.
nervousness, constructive criticism, assessment, etc.)
o Ask CLs to “shout out” one word to describe their reaction to
the word “development.” (Possible answers: growth,
improvement, joy, learning, enhanced, etc.)
• Ask CLs to record their answers as you read the True/False quiz
(see below).
• Review answers as large group.
COACH
Trainer: Time: Co-Trainer Options:
• Observation is an important tool for developing leadership
skills.
• Your development and growth are one of our highest priorities.
• May God increase our faith while He develops us in this
community.

CS Observation: Expectations for CLs

TRUE/FALSE QUIZ
1. You can expect a 5-10-minute conversation with your CS after they observe in your
classroom. (True)
2. Your CS observes in a classroom occasionally to help teach and lead. (False)
3. The debrief conversation is a great opportunity to share a need for prayer. (True)
4. This conversation will only take place in person. (False)
5. A primary goal of your CS is to develop you in your leadership skills. (True)
6. It is a good idea to ask your CS questions during this conversation. (True)
7. Your CS may provide a tip for you to apply. (True)
8. Feedback may be received in the form of group training. (True)
9. During observation, the CS looks for ways to increase your effectiveness. (True)
10. You can expect to grow in your leadership skills through observation and
coaching. (True)

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Co-Leadership Planning – PS CL
Objective: Every CL can improve co-leadership by collaborating on class plans.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Co-leadership is a God-given privilege.
• As co-leaders you may share the teaching each week or support
one another through creative help and prayer support as you
share responsibilities on different weeks.
• Communication is key to effective planning.
• Brief conversations between co-leaders can be effective.
SHOW
Trainer: Time: Co-Trainer Options:
CS and ACS role play as co-leaders in a 1-minute conversation to
plan for Music portion of teaching.
CL1: I’m going to show the cross picture during the story and
also a group of people. I’m incorporating the attribute of God’s
love at the end.
CL2: Hmm…maybe I’ll hold the cross picture while I give the
intros to, “Jesus Loves Me, Jesus Loves Me.”
CL1: Great idea! Did you have an activity you were going to use
for Music? I’m not sure what to do with the verse.
CL2: I made a music shaker with a glass jar and rice, so I was
going to shake that for the 2nd song.
CL1: Okay, I’ll keep thinking about the verse. Maybe I can look
around the house for an object that would attract the kids’
attention. I hadn’t thought about making something. I’m going to
think about that more.
CL2: I’ll think about that, too. If I come up with anything, I’ll text
you!
LET
Trainer: Time: Co-Trainer Options:
• Remind co-leaders of the components of the weekly teaching. Create breakout rooms, if
• Place co-leaders into small groups. needed.
• Ask leaders to brainstorm possible options for the
different teaching times and then collaborate to make their
weekly teaching more effective for children.
Large Group sharing:
• What benefits come from co-leadership?
• What impact do you have on the children through your
coordination and collaboration?

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 • How can you intentionally connect with your co-leader on a
regular basis?
COACH
Trainer: Time: Co-Trainer Options:
• Co-leaders communicate weekly to plan for class meeting.
• Tip: Set a time/device for this weekly communication.
• Good communication promotes unity and teamwork.

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CP Essential Policies – PS CL
Objective: Every CL can apply the CP Essential Policies by relating them to real-life scenarios. .
Preparation
Ask leaders to read Children’s Program Essential Policies At-A-Glance and Children’s Program
Essential Policies Expanded Descriptions in the Leader’s Core section of their manual. Ask
leaders to have access to the policies during Leaders Meeting.

Training
TELL
Trainer: Time: Co-Trainer Options:
• BSF leaders interact with adults and children every week.
• BSF has essential policies for Children’s Programs to protect
adults and children.
• These essential policies also safeguard the reputation of the
host church and BSF.
• We maintain the integrity of BSF and the safety of adults and
children when we honor essential policies.
• Every leader should know these essential policies to help us in
protecting BSF and our class members from risk.
SHOW
Trainer: Time: Co-Trainer Options:
• Refer to your copy of the Children’s Program Essential Policies
At-A-Glance in the Leader’s Core section of your manual.
• I will read a scenario, then as a group we will answer three Be prepared to post
questions: Essential Policies in chat if
o Which policy applies to the scenario? needed.
o What risk is involved with the scenario?
o How can we respond graciously while upholding the policy? Display questions and/or
• Listen to the scenario: A class member mentions that their 12- paste in chat.
year-old has been messaging back and forth with a CL.
o Which policy applies to the scenario? (No outside contact.
Class Staff, leaders, and regular volunteers are not to have
contact with children outside the classroom, including social
media interactions.)
o What risk is involved with the scenario? (Outside contact
opens the door for grooming behaviors or the suspicion of
grooming behaviors.)
o How can we respond graciously while upholding the policy?
(Notify the CS at the earliest opportunity.)
LET
Trainer: Time: Co-Trainer Options:

• Distribute or display the sample scenarios listed below. Display scenarios and/or
paste in chat.

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 • In groups of 3-4, work together to answer the three questions Open breakout rooms.
for each scenario. Choose scenarios that relate to the Visit groups to observe.
leadership roles represented in your group.
• Trainer: groups may not have time to address each scenario. Close breakout rooms.
Encourage groups to work through as many scenarios as time
allows.
• Large Group Debrief: Each group choose one scenario and
share your answers to the three questions. Trainer facilitates
discussion as time allows.
COACH
Trainer: Time: Co-Trainer Options:
• Essential Policies help us maintain the integrity of BSF and the
safety of adults and children.
• Tip: The two-adult policy requires frequent attention during
class-time interactions.
• We can reflect God’s infinite worth as we help one another
uphold essential policies of our Children’s Program.

Sample Scenarios:
1. A GL notices a CL walk into the restroom with a child.
2. A CL observes signs of suspected child abuse in a child.
3. The neighbor of a class member arrives at BSF and asks an AL where he can drop off a
registered BSF student. The BSF Adult is running late and plans to arrive soon.
4. A GL discovers that one of her class members allows her older kids to walk the younger
kids to class at BSF.
5. A CL’s co-leader forgot something in the car and wants to retrieve it before class. Two
children have been dropped off and there is no volunteer in the classroom.
6. A BSF Adult mentions that he will be absent next week but still plans to drop off his
students at BSF so they will not miss class.
7. An AL notices an unattended teenager is seated in a common area during class time and
learns she is waiting while her mother and younger sibling are in class.

Answer Key - Sample Scenarios and related Essential Policies:

1. A GL notices a CL walk into the restroom with a child. Two-Adult Policy
2. A CL observes signs of suspected child abuse in a child. Suspected Child Abuse
3. The neighbor of a class member arrives at BSF and asks an AL where he can drop off a
registered BSF student. The BSF Adult is running late and plans to arrive soon. BSF Adult
Attendance Requirement
4. A GL discovers that one of her class members allows her older kids to walk the younger
kids to class at BSF. To-the-Door policy
5. A CL’s co-leader forgot something in the car and wants to retrieve it before class. Two
children have been dropped off and there is no volunteer in the classroom. Two-Adult
Policy

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 6. A BSF Adult mentions that he will be absent next week but still plans to drop off his
students at BSF so they will not miss class. BSF Adult Attendance Requirement
7. An AL notices an unattended teenager is seated in a common area during class time and
learns she is waiting while her mother and younger sibling are in class. Two-Adult Policy,
Parental Permission Requirement

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Children’s Program Big Picture – PS CL
Objective: Every CL is inspired by engaging with the big picture of the BSF Children’s Program.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Mark 10:13-14: People were bringing little children to Jesus for
him to place his hands on them, but the disciples rebuked them.
When Jesus saw this, he was indignant. He said to them, “Let
the little children come to me, and do not hinder them, for the
kingdom of God belongs to such as these.”
• Jesus was passionate about letting children come to Him.
• What if Children’s Leaders around the world were passionately
committed to help guide the next generation to lasting, faith-
relationship with Jesus?
• The challenge is that almost 50% of students walk away from
their faith in college.
• In BSF Kids we guide the next generation to know God and His
Word, grow in grace and go lead for Christ.
• Let’s talk about what that looks like this year for BSF Kids
classes.
SHOW
Trainer: Time: Co-Trainer Options:
Display statement and then demonstrate:
We guide the next generation to know God and His word, grow in
grace and go lead for Christ.
• How do we help children know God and His Word? (Possible
answers: Bible story, songs)
• How do we help children grow in grace? (Possible answers:
modeling love, manners, care)
• How do we help students go lead for Christ? (Possible answers:
learn to sing songs about Jesus)
LET
Trainer: Time: Co-Trainer Options:

• Activity: Place CLs into three groups or breakout rooms. Create breakout rooms, if
Encourage each group to brainstorm ways they can fulfill the BSF needed.
Kids Vision through their teaching times. Assign one question Display three questions for
(above) to each group. discussion.
• After 5 minutes, regather groups.
• Each group selects a representative to report their list to the large
group.

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 • Ask one or two CLs to share how fulfilling the BSF vision
encourages or inspires them.
COACH
Trainer: Time: Co-Trainer Options:
• We guide the next generation to know God and His Word, to
grow in grace, and to go lead for Christ.
• Tip: Remember the three words: Know, Grow and Go to help you
tell others about BSF Kids.
• We can celebrate by sharing stories of children coming to know
God and His Word, growing in grace, and going to lead others.

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Class Schedule and Tips – PS CL
Objective: Every CL can prepare for the first class meeting by knowing the class schedule.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Every BSF class has a schedule for class activities.
• The schedule helps set expectations for the children for the
class meeting.
• CLs rotate the key teaching responsibilities from week to week.
• Fun finger plays help children expend energy between activities.
• Finger plays and transition ideas are available to you in the CL
Manual.
• Prepare your weekly teaching responsibilities and communicate
plans to your co-leader.
SHOW
Trainer: Time: Co-Trainer Options:
Display a classroom schedule. Display a list of finger plays CLs might Display class schedule(s).
already know. Demonstrate how to use finger plays between
classroom activities.
LET
Trainer: Time: Co-Trainer Options:
• Trainer covers any (or all) of the following, or other needed
items:
• Ask experienced CLs to share finger play ideas and help new
leaders learn and practice.
• Conduct a brief room walk-through with CLs as needed.
• Answer questions or clarify information as needed.
COACH
Trainer: Time: Co-Trainer Options:
• The class schedule is a guide to transition successfully through
the activities.
• Tip: Keep things simple. Repeat things that work! Children love
repetition.
• God chose you and your children to grow together in this
season.

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Leadership Development Review – PS CL
Objective: Every CL can reinforce learning by reviewing recent training.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Our learning is reinforced when we take time to identify what
has been learned and what is helpful.
• Effective learning takes place as we discuss and process
lessons learned within our team.
• We have trained in Leaders Meetings on a variety of topics.
• Let’s revisit those training topics to review what we learned and
how to apply the training.
• A fun tool to do this is to share a “piece of PIE.”
SHOW
Trainer: Time: Co-Trainer Options:
• Trainer shares a list of the training topics from the past several Display PIE acronym with
weeks. explanatory words.
• Display the PIE acronym with explanatory words.
• Trainer shares their own piece of PIE for the recent trainings:
o “P” is for priceless information received. (Share a favorite
tool or skill trained on recently.)
o “I” is for an item to implement. (Share something from
recent training that needs more work, personally.)
o “E” is for encouragement. (Share a way you have been
encouraged by something in recent training.)
LET
Trainer: Time: Co-Trainer Options:
• CLs write one to two items remembered from each training Provide Topic posters or
topic. Whiteboard grid with
• Next, CLs work individually to identify their own “piece of PIE” recent training topics.
based on the learnings from the different topics.
• Large group sharing: CLs share their PIE takeaways.
COACH
Trainer: Time: Co-Trainer Options:
• Training is layered when we take time to process what we learn.
• Try to enjoy a piece of PIE often—it is calorie-free!
• Our team grows when we share learnings with one another!

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 SP CL Trainings
Leadership Development training provides SP CLs with spiritual and practical training to develop
leadership skills, encourage critical thinking, and promote excellence in service. In addition to
those found in this section, trainings in the All-Leader section of the tool kit can be used to train
your SP CLs. Modify the content in these trainings so they are appropriate to your culture and
context.
You have 30 minutes to develop your leaders at your weekly Leaders Meeting. Each tool kit training
topic is designed for 20 minutes to help you train your leaders to “do one thing well” weekly.
Choose a tool kit training to present during the 20 minutes. It may take more than one week to
effectively cover the content of one tool kit training. Take the time needed to train your leaders
well.
The remaining 10 minutes are flexible. Use the time as needed in your class. Suggested uses for
the 10-minute Flex Time include co-leader planning, fellowship that builds community among your
leaders, lesson application (see SP CL Preparation GAME Tool training and select one topic),
prayer, or use as additional training time.

Helpful Resources
New Titles and Locations
Training Suggestions
Onboarding New Leaders
New Class Training Schedule

Trainings in this Section

Build a Leader ........................................................................................................................ 320
Student-Centered Learning: Participation—Belonging – SP CL .......................................................... 320
Student-Centered Learning: Relationships – SP CL............................................................................. 322
Student-Centered Learning: Discovery—Relevance – SP CL ............................................................... 324
Student-Centered Learning: Ownership – SP CL ................................................................................. 326
Lesson Highlights in Class Activities – SP CL ..................................................................................... 328
Guiding a Deeper Discussion – SP CL .................................................................................................. 330
The Disciple Maker – SP CL .................................................................................................................. 332
Redemptive Discipline: Definition – SP CL ........................................................................................... 334
Redemptive Discipline: Building Relationships – SP CL ...................................................................... 336
Redemptive Discipline: Preventive and Responsive Tools – SP CL .................................................... 338
Redemptive Discipline: Developmental Phase “Currency” – SP CL .................................................... 341
Redemptive Discipline: FAR Process – SP CL ...................................................................................... 343
Understanding Relational Currency – SP CL ........................................................................................ 345
Using Currency in Selecting Options – SP CL ...................................................................................... 347
Build a Skill ............................................................................................................................. 349
Engaged Arrival Times – SP CL ............................................................................................................ 349

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 Engaged Presentations for Intros and Summaries – SP CL ............................................................... 351
Classroom Management: Setting Limits (In-person) – SP CL ............................................................ 353
Classroom Management: Setting Limits (Online) – SP CL ................................................................. 355
Adapting Activities for Class Spaces (In-person) – SP CL .................................................................. 357
Looking Back in Lesson Introduction – SP CL ..................................................................................... 359
Turning Activities into Discussions – SP CL ........................................................................................ 361
Incorporating Basic Truth – SP CL ........................................................................................................ 363
Defining Vocabulary Words – SP CL ..................................................................................................... 365
Annotation Best Practices: Online – SP CL .......................................................................................... 367
Using Energizers as Transitions – SP CL ............................................................................................. 369
Choosing Discussion Questions – SP CL ............................................................................................. 370
Prioritize the Summaries – SP CL ......................................................................................................... 372
Exploring Wordwall.net – SP CL............................................................................................................ 374
Engaging Students with Wordwall.net – SP CL ................................................................................... 376
Build a Team .......................................................................................................................... 378
Student Program for the Next Generation – SP CL ............................................................................. 378
Student Program Planner: Activities and Timing – SP CL ................................................................... 380
Student Program Planner: Presenting-Supporting – SP CL ................................................................ 381
Co-leading as Presenter-Supporter (In-person) – SP CL ..................................................................... 383
Co-leading as Presenter-Supporter (Online) – SP CL .......................................................................... 385
SP CL Spiritual Preparation Using the GAME Tool – SP CL ................................................................ 387
Incorporating the Discovery Guide in Class – SP CL ........................................................................... 389
Leading an Activity – SP CL .................................................................................................................. 391
New Co-Leader Support – SP CL .......................................................................................................... 393
CP Essential Policies – SP CL ............................................................................................................... 395
Build Community Online – SP CL .......................................................................................................... 398
Volunteers Add Value to the Class – SP CL ......................................................................................... 400
Reinforce Training with Children's Leaders – SP CL ............................................................................ 401
Tip Sheets .............................................................................................................................. 402
Tip Sheet: Energizers – SP CL ............................................................................................................... 402
Tip Sheet: SP Co-Leader Support – SP CL ........................................................................................... 404

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New Titles and Locations – SP CL
If you cannot find a training from the former SP CL Tool Kit, consult this chart. Some trainings have
been re-named to better reflect their content. Some trainings have been moved to the All-Leader
section (any All-Leader training may be used to train SP CLs).

2022 Title Current Title New Location

Active Listening Active Listening All-Leader
CP Essential Policies CP Essential Policies All-Leader
Cultural Safety Promoting a Safe Culture All-Leader
Discussing Hard Topics Discussing Hard Topics All-Leader
Praying with a Spiritual Focus Praying with a Spiritual Focus All-Leader
Remembering God is the
Lesson Application All-Leader
Hero/Using Lesson Highlights
Strengthened Relationships Strengthened Relationships All-Leader
Student Program Vision:
Personal Evaluation and Mission All-Leader
Personal Evaluation
Tip Sheet: Hard Topics and
Discussing Hard Topics All-Leader
Questions

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Training Suggestions – SP CL
This guide will help you identify training options for specific topics and specific seasons of the
study year. The use of this guide is optional. It is not intended to prescribe a specific plan for your
training.
The timing of the first Leaders Meeting will vary for different users of this tool kit; therefore,
several training options have been suggested for this and subsequent meetings. Prayerfully
discern which trainings will best serve your leaders and class members.

First Leaders Meeting • SP Planner: Presenter-Supporter

• Co-leading as Presenter-Supporter
• CP Essential Policies
New Class/New Leaders • SP Planner: Activities and Timing
• Leading an Activity
Early in the Year • Student-Centered Learning series
• Lesson Highlights in Class Activities
• Engaged Presentations for Intros and Summaries
• SP CL Preparation GAME Tool
• Leading an Activity
Mid-year • The Disciple Maker
• Discussing Hard Topics (in All-Leader section)
• Praying with a Spiritual Focus (in All-Leader section)
• Personal Evaluation and Mission (in All-Leader section)
Relational Helps • Redemptive Discipline: Definition
• Classroom Management: Setting Limits
• Redemptive Discipline: Preventive and Responsive Tools
• Redemptive Discipline: Developmental Phase “Currency”
• Redemptive Discipline: FAR Process
• Understanding Relational Currency
• Using Currency in Selecting Options
• The Disciple Maker
• Discussing Hard Topics (in All-Leader section)
Engagement • Guiding a Deeper Discussion
• Engaged Arrival Times
• Engaged Presentations for Intros and Summaries
• Looking Back in Lesson Introduction
• Turning Activities into Discussions
• Incorporating Basic Truths
• Using Energizers as Transitions
• Incorporating the Discovery Guide in Class
• Leading an Activity
Team Skills • Classroom Management: Setting Limits
• Adapting Activities for Class Spaces
• Defining Vocabulary Words
• Co-Leading as Presenter-Supporter (in person or online)
• Strengthened Relationships (in the All-Leader section)
• Personal Inventory and Mission (in All-Leader section)

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 Online • Exploring Wordwall.net
• Engaging Students with Wordwall.net
• Co-leading as Presenter-Supporter (online)
• Building Community Online
*Trainings located in Leading Online section

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Onboarding New Leaders – SP CL
An important part of onboarding new SP CLs is the following individual preparation:
• Read Leader’s Folio, Leader’s Core, and SP CL Manual.
• Complete SP CL Foundations Course (3-4 hours, self-paced).
• Watch the five Redemptive Discipline videos available in the Resource Library (Keyword
Search: redemptive) (30 minutes, self-paced).

Work with new CLs to plan their completion of these items during their onboarding.
The following training plan will equip new CLs to begin their new role. (Note a slight difference for
the first Leaders Meeting when a new leader starts mid-year.) Share the training responsibilities
with your ACS to train new leaders when necessary.
Plan a three-week onboarding for new leaders to allow them time to train, practice preparation, and
practice leading in a non-teaching environment before teaching students in the class. Three weeks
includes three Leaders Meetings and two classes for observation and practice. When new leaders
are paired with returning leaders, classrooms can open before the three-week onboarding period.
In this situation, returning leaders lead the entire first Class Meeting with the CS/ACS giving
assistance as needed.

New Leader New Leader

Start of Year Onboarding Mid-year Onboarding
First Leaders Meeting:
Classroom Management: Setting Limits (20’)
Student Program Planner: Presenter- First Leaders Meeting:
Supporter (20') Classroom Management: Setting Limits (15')
Announcements (emergency procedures, tour Class Evacuation Plan and other
classroom space, child abuse reporting, Announcements (15')
procedures for attendance, name tags, pre-
class prayer, and Leaders Meeting (20’)
First Class Meeting in Leadership:
Observe in class, noting components and methods demonstrated.
Second Leaders Meeting: Second Leaders Meeting:
Leading an Activity (20') Leading an Activity (20')
Flex: Meet with co-leader for planning (10') Flex: Meet with co-leader for planning (10')
Second Class Meeting in Leadership:
Observe in class and lead Build Community.
Third Leaders Meeting:
Third Leaders Meeting:
Student Program Planner: Presenter-
Lesson Highlights in Class Activities (20’)
Supporter (20')
Flex: Plan with co-leader (10')
Flex: Plan with co-leader (10')
Third Class Meeting in Leadership:
Normal class leading if two trained leaders are fully trained, and students are enrolled.

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New Class Training Schedule – SP CL
The team training plan listed below prepares new Student Program Children’s Leaders to lead in a
new BSF Students program (Pilot Class or SDG) and should be completed before the new program
is opened. Options are given for when you present the Team Training. Work with your Class Staff
and Area Personnel to determine the best option for your class.
Individual Preparation (completed by CLs prior to Team Training)
• Read Leader’s Folio, Leader’s Core, and SP CL Manual.
• Complete SP CL Foundations course available in the Resource Library (Keyword Search:
foundations) (3-4 hours, self-paced).
• Watch the five Redemptive Discipline videos available in the Resource Library (Keyword
Search: redemptive) (30 minutes, self-paced).
Team Training
Tool Kit Training Time
Leading an Activity 30 minutes – Adjust timing to allow
Note: Expand the Tell or Show to accommodate a for CS/ACS demonstration and
demonstration by the CS or ACS training
Classroom Management: Setting Limits 20 minutes
CP Essentials 20 minutes
Planner: Presenter-Supporter 20 minutes
Announcements 20-30 minutes as needed
• Emergency procedures
• Tour classroom space (if available)
• Child abuse reporting
• Procedures for attendance, name tags, pre-
class prayer, Leaders Meetings
Options for scheduling Team Training
• Cover all required trainings during a standalone training session for all SP CLs prior to the
first Leaders Meeting (in-person or online; no longer than 2 hours).
• Cover all required trainings during Leader Workshop (formerly called Leader Event) and first
Leaders Meeting. Leader Workshop could be extended for SP CLs (be mindful of total time
commitment for SP CLs.)
• Cover all required trainings during the First Leaders Meeting and the first Class Meeting. In
this option, BSF Students opens week two of class.
• For programs starting mid-year, cover all required trainings during Leadership Development
at Leaders Meeting and during the Class Meeting. The program opens when Team Training
is complete.
Suggested Leadership Development Training after Class Opens
Leaders Meeting Week Training Time
Week 2 CL Preparation GAME Tool 20 minutes
Week 3 Co-Leading as Presenter-Supporter 20 minutes
Week 4 Engaged Presentations for Introductions 20 minutes
and Summaries

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 Week 5 Guiding a Deeper Discussion 20 minutes
Week 6 Redemptive Discipline FAR Process 20 minutes

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Build a Leader
Student-Centered Learning: Participation—Belonging – SP CL
Objective: Every CL can make class inclusive by offering diverse activities.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• The Student Program vision is that a student’s engagement in
God’s Word produces personal, passionate commitment to
God’s truth.
• That personal commitment comes from feeling connected to
God’s Word and His people.
• There are many things that can cause students to feel
disconnected in class.
• Some obstacles can be overcome by asking or talking about
them and others by providing options (for example, the options
to talk or type or read or hear).
SHOW
Trainer: Time: Co-Trainer Options:

• One obstacle to students feeling they belong is if they are Share slides, if online
having difficulty understanding the materials or concepts.
• They might feel like an outsider, especially if they are the only
one in public school or homeschool, speak a different language,
or speak or look different in any way.
• Prepare cards or slides ahead of time to show one at a time:
o Front of card (or first slide): Student speaks a different
primary language.
Back of card (or next slide): Ask “How do you say…?”
(Investigate translation tools to help with this.)
o Front of card: Only one student is homeschooled.
Back of card: Whenever mentioning classmates, add
“teammates or friends at church.”
LET
Trainer: Time: Co-Trainer Options:

• What are some potential obstacles to students feeling valued in Record obstacles shared
class? Record answers on Whiteboard or in Chat. (Possible by leaders on Whiteboard.
answers: academic difficulties, preference for writing versus
speaking; introvert or extrovert; unique interests; different Create breakouts, if
religious, racial, socio-economic, or language background) needed.

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 • With a partner, select one obstacle and identify several ways to
address it. Consider all components of the class. Capture ideas shared to
• Large group sharing (following partner discussion): distribute after Leaders
o Partners share ideas with whole group. Meeting.
COACH
Trainer: Time: Co-Trainer Options:

• Stay alert to obstacles to participation so you can work together

to overcome them.
• Every student is an individual, so ask if they feel more
comfortable or less comfortable when you draw attention to
their uniqueness.
• We have tremendous power to help our students feel welcomed
and give them a sense of belonging that will keep them excited
to study God’s Word together!

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Student-Centered Learning: Relationships – SP CL
Objective: Every CL can create a safe space for students to share by valuing rather than critiquing
questions or doubts.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• The BSF Student Program uses student-centered learning as the
method to help students learn and develop through discovery
and engagement.
• Our goal is to engage students with God’s Word and with each
other to help them develop a personal, passionate commitment
to God’s truth.
• Every class involves opportunities to strengthen relationships
with each other and the Lord.
• Trust is a key component to safe and caring relationships.
• We can see trust developing when students feel they can safely
share questions and concerns in class.
SHOW
Trainer: Time: Co-Trainer Options:
• Invite CLs to share questions or concerns that students might Capture ideas given on
bring up in class that could be a challenge for the CL to address whiteboard.
in the group. (Some examples are same-sex attraction,
questions about abortion, questions about evolution, and
concern over God’s wrath.)
• There is great value in allowing these questions or concerns to
be asked. How you respond creates or destroys a safe space
for your students.
• CS/ACS demonstrates:
o Appreciate the sharing or question. (“Great question!” or
“Thanks for sharing that, John.”)
o Respond thoughtfully and openly. (“That is something I have
wondered about as well, let’s see if we can discover what
the Bible teaches.”)
LET
Trainer: Time: Co-Trainer Options:

• Divide CLs into pairs. Assign each pair one of the items
mentioned previously or prepare some in advance.
• CLs practice:
o Appreciating the question or concern.
o Responding thoughtfully and openly.

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 • Encourage CLs to help one another by sharing how what is said
might make them feel or suggest how they might have a different
response.
• Large group sharing: What do you find most challenging about
having surprise questions, concerns, or wrong thinking revealed
by your students?
COACH
Trainer: Time: Co-Trainer Options:
• Trusting relationships create a safe space for students to
explore and inquire about their growing faith.
• Every person comes to faith and develops spiritually through
their own walk with God. Encourage your students to explore
God’s Word for answers that will give them a solid foundation.
• God is using you to reach the hearts and minds of your students
with the unchanging truth of God’s Word.

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Student-Centered Learning: Discovery—Relevance – SP CL
Objective: Every CL can make content relevant by intentionally including known student interests in
class.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Student-centered learning is how we engage students in God’s
Word in the Student Program.
• Knowing your students helps you create connections between
content and their lives.
• When you remember something a student shares students see
that you are interested in them.
• Whenever you tie lesson content or scriptures to their lives, it
makes the lesson real, relevant, and memorable.
SHOW
Trainer: Time: Co-Trainer Options:
• Here is an example of things you might know about your Share examples visually.
students and how you could tie this knowledge to the lesson
content or scriptures.
o Sam plays soccer.
§ In the Live Differently section, include how teammates
depend on one another on and off the field.
o Doug plays Minecraft.
§ During Build Community, share screenshots or images of
a biblical scene in Minecraft you found online.
o Lakeisha sings and takes a dance class.
§ Offer several choices for how students share and include
a musical option.
o Keira arrives wearing a t-shirt for a Christian band (a group
your CLs or students would be familiar with).
§ In the transition statement, mention a member of the
Christian band.
LET
Trainer: Time: Co-Trainer Options:

• CLs pair up with their co-leaders. Give each pair a copy of their Create breakout rooms, if
roster. needed.
• Identify one or two things they know about each student.

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 • Brainstorm how they can tie that knowledge to this week’s lesson
content or Scripture.
• Large group sharing: Have a few CLs share their ideas.
COACH
Trainer: Time: Co-Trainer Options:
• Knowing our students equips us to make the lesson relevant to
their lives.
• Ask good questions to get past the surface and learn what your
students are passionate about.
• We all long to be known. Make your students’ day by showing
them that they are!

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Student-Centered Learning: Ownership – SP CL
Objective: Every CL can encourage student-centered learning by providing activity options for
different learning styles.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• The BSF Student Program uses student-centered learning to
help students build community, discover truth, and live
differently by focusing on them and their development.
• The message we teach is always God-focused and gospel-
centered, and the method we use is student-centered learning.
• Students learn through discovery and therefore, own their
knowledge, which motivates participation and energizes
relationships.
• This training is about the aspect of student-centered learning
that focuses on ownership of a student’s development and
learning.
• To encourage ownership of learning, we will review four learning
styles – STAR.
SHOW
Trainer: Time: Co-Trainer Options:
• Share an example of an activity for the current lesson that CS/ACS shares a visual
would benefit one or more of the learning styles in STAR. of the STAR learning
• S: Structured learners: Appreciate a visual cue of questions and styles explained to aid
enough time to complete them. understanding.
• T: Talk learners: Appreciate discussing their answers.
• A: Artistic learners: Appreciate opportunity to write answers in
their own space. May also appreciate freedom to create
questions.
• R: Research learners: Appreciate having a resource to look
through to “find” answers.
LET
Trainer: Time: Co-Trainer Options:

• Divide CLs into co-leader pairs. Have each pair discuss the Create breakouts, if
activities they are planning for the week and how to incorporate needed.
or modify options to engage different learning styles within their
class.
• CS/ACS observes discussions to coach or clarify as necessary.

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 COACH
Trainer: Time: Co-Trainer Options:

• Students will own their own learning when they engage with the
learning process.
• Watch your students to anticipate how they prefer to learn, and
then be intentional to help them engage.
• Every person is uniquely created in God’s image, so learning
styles vary from student to student.

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Lesson Highlights in Class Activities – SP CL
Objective: Every CL can plan activities for Discover Truth and Live Differently by incorporating the
Lesson Highlights.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Your role as a Children’s Leader is to make disciples of Jesus by
building community, guiding discovery of God’s truth, and
encouraging students to live differently.
• Our Student Program vision is that a student’s active
engagement with God’s Word produces personal, passionate
commitment to God’s truth.
• The Lesson Highlights of your Leader Guide are a great tool to
help you make disciples.
• The Lesson Highlights give clarity for you about the Main Truth,
God’s Attribute, and the Gospel Connection.
• Aim to prioritize these truths in your activities by intentionally
weaving them into your words and plans.
SHOW
Trainer: Time: Co-Trainer Options:
• CS/ACS points out the Main Truth, Attribute, and Gospel.
• Ask CLs to look at one of the Discover Truth activities.
• CS/ACS identifies aspect of the lesson highlights that is
embedded in the lesson activity.
LET
Trainer: Time: Co-Trainer Options:

• Divide CLs into co-leader groups. Create breakouts, if

needed
• Ask CLs to identify how they will focus their activities and
discussion in Discover Truth and Live Differently sections by
using the Lesson Highlights for that week.
• CS/ACS visits groups to coach or clarify as needed.
COACH
Trainer: Time: Co-Trainer Options:
• Incorporate the Lesson Highlights into the entire class
experience so the students can actively engage with God’s Word
and potentially commit to follow Jesus as a disciple.
• The Summarize section will always have some of the lesson
highlights in it, but each activity should point students in the
direction of the truths you are trying to communicate. This takes
intentional planning.

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 • There is no greater help than the Holy Spirit as you share and
live out these truths with your students.

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Guiding a Deeper Discussion – SP CL
Objective: Every CL can guide deeper discussions of the lesson by asking follow-up questions.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• The BSF Student Program vision is that a student’s active
engagement in God’s Word produces personal, passionate
commitment to God’s truth.
• Deeper discussion is a result of active engagement.
• You can guide students into deeper discussion by asking follow-
up questions to their responses.
• Follow-up questions draw out more discussion and discovery
around their answers.
• Curiosity is your friend as you ask follow-up questions! Always
Be Curious!
SHOW
Trainer: Time: Co-Trainer Options:

• The CS/ACS role-play the following conversations using follow-

up questions.
• Ask CLs to listen and identify how the follow-up question
emerged from the student’s answer.
o Lower Elementary Demonstration:
• CS: True or False? The Holy Spirit is only present when
you pray.
• ACS (as the student): False.
• CS: Great answer! How could you change that statement
to be a true statement?
o Upper Elementary Demonstration:
• CS: How does the Holy Spirit help you to pray?
• ACS (as the student): He knows what I need.
• CS: That’s so true. It’s true for me too! What needs has
He helped you pray about?
o Middle School Demonstration:
• CS: How has the Holy Spirit helped you?
• ACS (as the student): He reminds me of God’s truth.
• CS: I have experienced that too. How has God’s truth
guided you in your life?
o High School Demonstration:
• CS: How has the Holy Spirit helped you?

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 • ACS (as the student): He helps me understand God’s
Word.
• CS: Sometimes God’s Word can be difficult. What truths
from God’s Word are you unsure about? What stops you
from inviting the Holy Spirit to give you clearer
understanding?
LET
Trainer: Time: Co-Trainer Options:
• Leaders work individually for 3-4 minutes to identify several
lesson questions where they could ask a follow-up question.
• Pair CLs to role-play a CL-student conversation. The CL
practices asking a question. The student gives an answer. The
CL practices asking a follow-up question related to the student’s
response.
• Give them 5-7 minutes to role play. Have the CLs switch roles
half-way through.
• Large group sharing: Discuss help CLs might need and what
they learned from the exercise.
COACH
Trainer: Time: Co-Trainer Options:
• Follow-up questions guide conversations with students to a
deeper level.
• The ABCs of guiding a deeper discussion are to Always Be
Curious about your students.
• God’s weekly gift is to allow you to see growth and discovery as
your students engage with His Word.

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The Disciple Maker – SP CL
Objective: Every CL can feel encouraged by listing discipleship opportunities they have had with
students.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Your role as a Children’s Leader is to make disciples of Jesus by
building community, guiding discovery of God’s truth, and
encouraging students to live differently.
• You impact students’ lives each week in a variety of ways.
• Sometimes you sow seeds, sometimes you water seeds, and
sometimes God shows you fruit.
• In this training, we want you to feel encouraged by what God is
doing through you to disciple students. List ways you see God
at work in students’ lives as you build community, guide
discovery, and encourage students to live differently.
SHOW
Trainer: Time: Co-Trainer Options:
• Demonstrate “Let Me” activity. Create Stations or Display
• Here is an example to get you started: screen with three
o Build Community: John and Sam have helped the students headings: Build
learn one another’s names. Community, Discover
o Discover Truth: Danielle and Carlee have more students Truth, Live Differently.
bringing their Bibles or using their Bible app.
o Live Differently: Tracy and Becky prayed with a student who
wants the Lord’s help with school.
LET
Trainer: Time: Co-Trainer Options:
• Divide CLs into three groups. Have each group rotate through
the columns or stations every 3 minutes.
o Each group lists ways God is working in students’ lives.
o Play music quietly in background; have music stop when it’s
time to rotate.
o Give the group 2-3 minutes to read everything that has been
shared.
• Large group sharing: What story do you want to tell at the end
of this year about discipling the next generation of students in
your class?

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 COACH
Trainer: Time: Co-Trainer Options:
• As you think of the story you want to tell at the end of this year,
remember that you do not create that story alone. “The one who
calls you is faithful, and he will do it.” (1 Thess. 5:24)
• Show your students that if they follow you – a disciple of Jesus
– they will look more like Jesus, too.
• God is using you to reach the hearts and minds of your students
with the unchanging truth of God’s Word.

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Redemptive Discipline: Definition – SP CL
Objective: Every CL can define Redemptive Discipline by exploring two questions.
Preparation
Pre-Assignment options: Ask CLs to view the “Redemptive Discipline 1: Definition” video or ask
CLs to review Redemptive Discipline in the SP CL Manual.

Training
TELL
Trainer: Time: Co-Trainer:
• The word “discipline” holds various meanings based on our
experiences.
• Discipline comes from the word “disciple,” meaning to train.
• The goal of Redemptive Discipline is to train students with the
skills needed to make wise choices.
• A simple definition is: Redemptive Discipline trains children and
students to love God and love others.
• We can explore this definition by answering two questions:
o What does it look like for students to love God and others in
our classrooms?
o What behaviors or attitudes hinder students from showing
love to God and others?
SHOW
Trainer: Time: Co-Trainer:

• Display definition and questions. Display the Redemptive

Discipline simple
• Use these two questions to determine the goals of Redemptive
definition.
Discipline considering the age-group you lead.
Display the two questions.
• For instance: You might say allowing everyone to take a turn
would be a way to love God and others. And you might say
making fun of another student would hinder someone from
showing love to God and others.
LET
Trainer: Time: Co-Trainer:

• Place CLs into two (or more) small groups. Organize leaders into 2
small groups.
• Group 1: Create a list to answer, “What does it look like for
students to love God and others in our classrooms?” (Think
about the age-group you lead)
• Group 2: Create a list to answer, “What behaviors or attitudes
hinder students from showing love to God and others?” (Think
about the age-group you lead)
• Allow small groups to discuss for 5 minutes. Return to large
group. Ask a representative from each group to report their
answers.

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 COACH
Trainer: Time: Co-Trainer:

• This training exercise helped us understand the goals and

challenges of Redemptive Discipline.
• Tip: Redemptive Discipline also trains leaders to demonstrate
God’s love for the students they lead.
• Ask God to develop your skills using Redemptive Discipline
tools.

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Redemptive Discipline: Building Relationships – SP CL
Objective: Every CL can discover why relationship is essential to Redemptive Discipline by
considering the benefits and challenges of three relational goals.
Preparation
Pre-assignment options: Ask CLs to view the “Redemptive Discipline 2: Building Relationships”
video OR review the pages in the CL Manual referring to Redemptive Discipline.

Training
TELL
Trainer: Time: Co-Trainer:
• Redemptive Discipline trains children and students to love
God and love others.
• The essential foundation of Redemptive Discipline is
relationship.
• Redemptive Discipline is effective when the student trusts
that the leader accepts them and supports their growth.
• To build trust with students, consider three relationship goals:
consistency, connection, grace.
SHOW
Trainer: Time: Co-Trainer:

• Explain to CLs the goal of the exercise is to identify benefits Display visuals to illustrate
and challenges with each goal, for example: the words, or just the words
o A benefit of consistency: easier to keep up with events in for these relationship goals:
students’ lives. Consistency, Connection,
o A challenge for consistency: making each week’s lessons Grace.
engaging for the student who come every week.
LET
Trainer: Time: Co-Trainer:

• Place CLs into three small groups. Assign each group a

relational goal.
• Groups will discuss the benefits and challenges of their
assigned goal.
• Every 2 minutes, ask CLs to switch to a different goal.
Determine the order ahead of time to minimize confusion.
o Repeat the activity and rotation every 2 minutes until each
group has discussed all goals.
o Bring groups back together. In the remaining 2-4 minutes
ask CLs to share which goal is most challenging for the
age-group they lead.
o Brainstorm in the large group how to address various
challenges.

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 COACH
Trainer: Time: Co-Trainer:
• This training exercise helped us identify the benefits and
challenges of three relational goals: consistency, connection,
and grace.
• Tip: Continue to plan action steps to move toward these
relational goals in your class.
• God began His relationship with us through a demonstration
of love and grace. Ask Him to help you do the same with your
students.

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Redemptive Discipline: Preventive and Responsive Tools – SP CL
Objective: Every CL can practice using 5 Redemptive Discipline Tools by considering how they are
used.
Preparation
Pre-Assignment options: Ask CLs to view the “Redemptive Discipline 3: Tools” video OR review
the pages in the CL Manual referring to Redemptive Discipline Tools.

Training
TELL
Trainer: Time: Co-Trainer:
• Redemptive Discipline trains children and students to love God
and love others.
• Redemptive Discipline is implemented in the classroom
through a variety of training tools.
• Redemptive Discipline tools are used in two different ways or
modes.
o Preventive mode to prepare the learning environment before
distractions and misbehavior occur
o Responsive mode to repair and redeem when distractions
and misbehavior occur
SHOW
Trainer: Time: Co-Trainer:

• Display the chart below or briefly describe the 5 Redemptive Display Chart.
Discipline Tools in preventive and responsive mode.
Tool Preventive Mode Responsive Mode
Co-Leadership Prepare and Support each other
develop strategy
Nurturing Love Build Conversations, care for
relationships, needs, protect
anticipate needs
Prayer Focus on God, Focus on God, request
request help help, praise/thanks
Setting Limits Prepare Communicate
reasonable expectations, guide
expectations choices
Transitions Prepare for Help students to adapt to
change change
Sample Scenario: Discuss this scenario together as a large group.
A student refuses to participate in group activities. Three out of five
weeks, he chose to sit quietly and watch. Which tools will you use in

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 preventive mode? How? Which tools will you use in responsive
mode? How?
(Preventive Example: Co-leaders plan to record the types of activities
in which the student participates.)
(Responsive Example: With nurturing love, leaders ask the student
privately how he feels about group activities.)
LET
Trainer: Time: Co-Trainer:

• Place leaders into two small groups. Assign one group Display scenarios for
“Preventive” and the other “Responsive.” brainstorming session.
• CS/ACS visit groups to coach and clarify.
• Groups brainstorm how to use tools in preventive or responsive
ways for each scenario (use suggested scenarios – next page
– or identify scenarios for your class context).
• After 8 minutes reassemble for discussion. Ask groups to
report their ideas to the large group.
COACH
Trainer: Time: Co-Trainer:

• Redemptive Discipline tools are helpful for preventing and

responding to distractions and misbehavior.
• Tip: Since students and scenarios vary, experiment until you
find the most effective tool.
• Share your successful tool discoveries with one another as we
continue to fill up our Redemptive Discipline toolboxes.

Scenario 1:
Several students habitually ask to go to the restroom or get a drink of water during Discover Truth.
Which tools will you use in preventive mode? How? Which tools will you use in responsive mode?
How?
Tips if leaders are stuck:
Students may adopt these habits for a variety of reasons such as boredom, discomfort, or the
inability to remain still or awake for very long. Some students may feel conviction or sadness from
the Bible Lesson and want to escape.
• Co-leaders may pray and plan to observe details about when the requests come.
• Use a quick transition during Discover Truth to allow students to stand up, stretch, then sit
again before moving on.

Scenario 2:
Siblings, in the same class, are verbally fighting during class each week.
Which tools will you use in preventive mode? How? Which tools will you use in responsive mode?
How?
Tips if leaders are stuck:

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Siblings often treat each other differently than they would others in the class. Their familiarity with
one another can sometimes be supportive and other times be a distraction.)
• Setting Limits: remind students that the goal of discussion is to encourage learning.
• Use nurturing love to celebrate every time students respond with encouragement to
another student.
• Co-leaders may pray and plan to watch for the root cause of the sibling’s fighting. Leaders
may ask the CS for assistance when, after addressing the behavior, the siblings continue to
argue.

Scenario 3:
Online students repeatedly change their virtual background during the class time.
Which tools will you use in preventive mode? How? Which tools will you use in responsive mode?
How?
Tips if leaders are stuck:
Students may change their background for a variety of reasons—exploring something new,
boredom with the class, desire to get attention, wanting to feel like they belong with peers who are
doing the same thing, among other reasons.
• Setting Limits: Give the whole class an opportunity to change backgrounds at a set time.
Limit it to that time.
• Co-leaders may develop a strategy where the co-leader who is not leading sends a chat
message reminder restating the limits to students that change their background at the
wrong time.
• Use nurturing love to express thanks and positive reinforcement to students who respect
the limits.
• Co-leaders may pray and plan to observe patterns in the class:Are specific students
changing their background? Does it vary from week to week? Is it driven by curiosity or
boredom? – Brainstorm creative ways to engage students based on the needs they
identify.

Scenario 4:
A student calls out comments during the activities that are not related to the discussion.
Which tools will you use in preventive mode? How? Which tools will you use in responsive mode?
How?
Tips if leaders are stuck:
There could be a variety of motivations behind this behavior. The student may be bored, desires
attention, or is intentionally distracting. It is important to consider the possible motivations of the
student.
• Co-leaders agree on class guidelines for conversations during discussions.
• Setting Limits: Define clear limits for the class. Restate the limits to the students before
the activity.
• Use nurturing love to pull the student aside (uphold two-adult policy) and ask questions
and listen. Restate the limits for the students and the goal of keeping everyone focused on
learning during class.
• Co-leaders may pray and talk with their CS about options if the behavior continues.

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Redemptive Discipline: Developmental Phase “Currency” – SP CL
Objective: Every CL can implement age-appropriate Redemptive Discipline by considering the
Development Phase “currency” for the students they lead.
Preparation
Pre-Assignment options: Ask CLs to view the “Redemptive Discipline 4: Developmental Phase
“Currency” video and review the pages to the Developmental Phases Chart in the CL Manual.

Training
TELL
Trainer: Time: Co-Trainer:
• Redemptive Discipline trains children and students to love God and
love others.
• Redemptive Discipline is implemented as a preventive action or a
responsive action.
• Age-appropriate Redemptive Discipline is effective when you discover
the developmental phase currency or value of the students you lead.
• These values layer as students grow. (Refer to chart below.) For
example, high school students value being, belonging and
independence, but independence is their greatest value at this phase.
SHOW
Trainer: Time: Co-Trainer:

• Display chart Display chart.

Developmental Phase Currency (Value)
Lower & Upper Elementary BEING with others
(ages 6-9 years)
Middle School (ages 10-13 BELONGING to a group
years)
High School (ages 14-17 years) INDEPENDENCE, choices
• Demonstrate the Let Me activity below by giving an example.
(Examples: Preventive for Middle School: Plan group activities, not
activities which may embarrass an individual. Responsive for Upper
Elementary: Set a limit that friends may sit next to each other when
they demonstrate self-control.)
LET
Trainer: Time: Co-Trainer:
• Place co-leaders (or pairs) into small groups. Ask each pair to use a Create breakout
coin in the exercise. (Designate one side of the coin as “Preventive” rooms, as needed.
and the other side as “Responsive.”)
• Partners consider the Developmental Phase Currency for their age-
group and flip the coin.
• When the coin lands on the “Preventive” side, co-leaders name one
way the Developmental Currency helps them prevent disruptions and
misbehavior in the classroom.

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 • When the coin lands on the “Responsive” side the co-leaders name
one way the Developmental Currency helps them respond to
disruptions and misbehavior in the classroom.
• Partners repeat the coin flip and discussion for the remainder of the
“Let Me” time.
COACH
Trainer: Time: Co-Trainer:
• This exercise helped us plan age-appropriate, preventive, and
responsive steps toward redemptive training.
• Tip: Use this chart as a general reference guide since not every
student fits perfectly into a category.
• Developmental phase currency can help us lay a foundation as we
train students to value being in a secure relationship with God,
belonging to His family, and making independent choices to obey His
will.

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Redemptive Discipline: FAR Process – SP CL
Objective: Every CL can learn to use the FAR process by practicing the three steps for a given
scenario.
Preparation:
Pre-Assignment options: Ask CLs to view the “Redemptive Discipline 5: FAR Process” video.

Training
TELL
Trainer: Time: Co-Trainer:
• Redemptive Discipline trains children and students to love God
and love others.
• Redemptive Discipline is implemented through a variety of
training tools.
• The FAR process is one tool to guide leaders in preparing their
response to a discipline situation.
• The FAR process is helpful when a class or student displays a
repeated pattern of disruptive behavior.
• Poor behavior that is a one-time event may indicate a student is
having an unusual day.
• The FAR process has three steps to guide the leader when a
discipline situation arises.
SHOW
Trainer: Time: Co-Trainer:
• Review the FAR steps and guiding questions. Display the FAR process
o F: Face Reality - “What is the reality of the situation for the steps and guiding
students? Leader?” questions.
o A: Adjust Perspective - “What skills do the students need to
practice in this moment?”
o R: Reset Course - “What course of action, tool, or
conversation will help students get back on track?”
• Demonstrate the Let Me activity by using the sample scenario
given below. (Omit if all CLs viewed the video as a pre-
assignment.)
LET
Trainer: Time: Co-Trainer:

• Place CLs into small groups equal to the number of scenarios

you select. Co-leaders do not need to be together.
• (Modified Option: co-leaders work together as a group. Assign
groups one age-appropriate scenario.)
o Assign each group a scenario (use options listed on next
page or create appropriate scenarios for your
environment).
o Each group reads their scenario and answers the FAR
guiding questions.

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 o After 5 minutes return to large group. Select a
representative from each group to report their answers.
• CS/ACS moves to each group to listen to discussions and give
tips as needed.
COACH
Trainer: Time: Co-Trainer:
• The FAR process is one tool to guide leaders in preparing their
response to a discipline situation.
• Tip: this is a tool not a rule. Remain flexible and experiment with
various tools for effectiveness.
• Consider how the FAR process trains students to understand
God’s discipline. The Holy Spirit reveals the reality of our sinful
nature. God renews our minds and our perspective. Jesus
makes it possible for us to repent and reset our course.

Sample Scenario
A Lower Elementary class habitually increases their volume and energy toward the end of the
class night.
• F: Face reality. The reality for the students is they are tired after a busy school day/class
night and they know it is close to pick up time. The reality for the CL is they are also tired,
they are ready for the class to be finished, and they are discouraged.
• A: Adjust perspective. The CL takes a breath and thinks, This is an opportunity not a
problem. We need to use our transition time to expend energy and practice self-control skills.
• R: Reset course. The leader chooses three students nearby and begins to play the Freeze
Game. When the leader says “Freeze” everyone stops. When the leader says “go,” everyone
moves until the leader says “freeze” again. More and more students will join in the game as
they move around the room. The leader finally has everyone’s attention and says, “We are
practicing self-control tonight. You are growing. Practice your self-control muscles to quiet
your voice and slow your body while we finish our class time.”

In-Person Scenarios
Scenario 1: CLs struggle to engage students in conversation during the Live Differently
component.
Scenario 2: Students love the Discover Truth activity but get rowdy while they do it.
Scenario 3: Students come into class and sit quietly in their chairs instead of getting to know
others.

Online Scenarios
Scenario 1: Students routinely turn their cameras off during the class time (not for bandwidth or
tech issues).
Scenario 2: CLs struggle to include students who do not show their face.
Scenario 3: Students write/draw on the screen at inappropriate times.

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Understanding Relational Currency – SP CL
Objective: Every CL can learn basic developmental phases for their class by matching
characteristics to age (phase).
Preparation
Pre-assignment: Review the Developmental Phases Chart in the Student Program CL Manual

Training
TELL
Trainer: Time: Co-Trainer Options:
• One of our BSF aims is that we would reach the next generation
of children with the gospel of Jesus Christ through Bible
engagement.
• The Developmental Phases Chart in the Student Program CL
Manual gives you a mental snapshot of each phase for students
you lead.
• We believe students in every developmental phase matter
equally to God.
• As children of all ages grow, they develop through different
cognitive values or currencies.
• Currency is a value generally accepted for a group.
• Learn about the developmental phases of the students you lead
to help you effectively:
o Connect truth about God in a way that has value for them.
o Select age-appropriate activities for your class.
o Guide students as they navigate their growth journey.
SHOW
Trainer: Time: Co-Trainer Options:
• Share with CLs (for reference): Display the different class
o Early Elementary (5-8 years) levels.
o Upper Elementary (8-11 years)
o Middle School (11-14 years)
o High School (14-17 years)
LET
Trainer: Time: Co-Trainer Options:

• CS/ACS reads a characteristic from the Developmental Phases

Chart or Currency.
Note: Upper Elementary is a combination of students that might
show currencies of Being or Belonging or both.
• CLs hear the characteristic and determine the matching
Developmental Phase.
• CLs vote by holding up 1, 2, 3, or 4 fingers to match the
Developmental Phase they selected.

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 CS Tip: When the vote is varied, ask one or two CLs to explain the
reason for their choice.
COACH
Trainer: Time: Co-Trainer Options:

• The Developmental Phases Chart in the SP CL Manual gives you

a mental snapshot of the students you lead.
• Tip: Use the chart as a general guide because some phases
overlap, and students develop at different rates.
• We pray that every student at every phase will know God and
experience His love.

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Using Currency in Selecting Options – SP CL
Objective: Every CL can select effective activities by considering the Development Phase
“currency” for the students they lead.
Preparation
Pre-assignment: Ask CLs to view the video “Redemptive Discipline 4: Developmental Phase
Currency” in the Resource Library on MyBSF and review the pages about the Developmental
Phases Chart in the Student Program CL Manual.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Student-centered learning requires flexibility and observation
skills from leaders.
• As children of all ages grow, they develop through different
cognitive values or currencies. “Currency” is a value generally
accepted for a group.
• Identifying the currency of your students will help you select and
tailor activities for maximum engagement.
• You can effectively identify age-appropriate activities when you
consider the developmental phase currency or values of the
students you lead.
• These values layer as students grow (refer to chart below). For
example, high school students value being, belonging, and
independence, but independence is their greatest value at this
phase.
SHOW
Trainer: Time: Co-Trainer Options:
• Chart for display: Display chart.
Developmental Phase Currency (Value)
Early Elementary (ages 5-8) BEING with others
Upper Elementary (ages 8-11) BEING and BELONGING
Middle School (ages 11-14) BELONGING to a group
High School (ages 14-17) INDEPENDENCE, choices
• Demonstrate the Let Me activity below by giving an example
from the current Leader Guide. (For example, for a middle school
class, plan group activities, not activities that might embarrass
an individual by making them feel like they don’t belong.)
LET
Trainer: Time: Co-Trainer Options:

• Divide CLs into co-leaders or pairs. Prepare Breakout rooms,

as needed.
• Ask each pair to review the activities they have chosen for the
week and determine if the activities line up with the currency of

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 their students. If they do not, this is their opportunity to adjust
their plan.
• CS/ACS observes and listens to partners share; provide coaching
or clarification as needed.
• Large group sharing: How is your thinking or planning challenged
or changed because of considering currency?
COACH
Trainer: Time: Co-Trainer Options:
• This exercise helped us plan activities that connect with the
developmental phases of our students.
• Tip: Use this chart as a general reference guide since not every
student fits perfectly into a category.
• Developmental phase currency can help us lay a foundation as
we train students to value being in a secure relationship with
God, belonging to His family, and making independent choices to
obey His will.

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Build a Skill
Engaged Arrival Times – SP CL
Objective: Every CL can engage students early by planning relational openers as students arrive.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Your role as a Children’s Leader is to make disciples of Jesus by
building community, guiding discovery of God’s truth, and
encouraging students to live differently.
• Although class begins with the Build Community activity,
students often arrive before class.
• You can intentionally welcome students with a brief opener to
engage them from the moment they arrive.
• This brief activity can involve many or few students as they
arrive and requires minimal instruction.
• The arrival activity might be conversational, creative, or
physical.
SHOW
Trainer: Time: Co-Trainer Options:
• Let’s brainstorm ideas to prepare for these arrival
times. Examples to get you started:
o Conversation Starters example: The earliest thing I can
remember in my life is….
o Drawing or Creative example: Students work together to
create a picture or a scene on a Zoom whiteboard.
o Physical example: (Online) Ask students to find a type of
object and share it on camera. (In person) Students roll dice
to determine something to do or share. Offer different
instructions for each number rolled.
LET
Trainer: Time: Co-Trainer Options:

• Divide CLs into three groups. Have each group rotate through the Prepare breakout rooms,
columns or stations (Conversation, Creative, Physical) every 3 as needed.
minutes.
o Each group lists ideas for each type of arrival activity. Display Whiteboard with
o Play music quietly in background; have music stop when columns or create stations
it’s time to rotate. for each activity type.
• Give the group 2-3 minutes to read everything that has been
shared.

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 • Large group sharing: What activities are more engaging for
younger or older students?
COACH
Trainer: Time: Co-Trainer Options:
• Engaging students from the moment they arrive will jumpstart
their participation for the entire class.
• As students arrive, allow them to explain to newcomers what
they are to do.
• God intentionally prepares each day for you, and each student’s
experience at BSF can begin from the moment they arrive!

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Engaged Presentations for Intros and Summaries – SP CL
Objective: Every CL can establish and maintain interest by engaging students during Intro and
Summary.
Preparation
Select content from Intro or Summary sections in the Leader Guide to model to your CLs.

Training
TELL
Trainer: Time: Co-Trainer:
• The Student Program Vision is that a student's active
engagement with God's Word produces personal, passionate
commitment to God's truth.
• When presenting the Intro and Summary sections, use age-
appropriate tone, animation, and language that engages and
holds students’ attention.
• Consider your delivery style. What is your tone? How animated
are you for your age level? Do you speak clearly? Do you define
words they may not understand?
SHOW
Trainer: Time: Co-Trainer:

• CS/ACS demonstrates reading a paragraph from an Introduction

in the Leader Guide. If time allows, read examples from both
younger and older grades.
• CS/ACS first demonstrates an uninteresting tone and no
animation for the content.
• CS/ACS then re-reads the same material using engaging tones
and interesting animation appropriate for that age level.
content.
• Ask CLs to comment on their own engagement and
observations.
LET
Trainer: Time: Co-Trainer:

• Divide CLs into co-leader groups.

• Have CLs choose one of the intros or one of the summaries for
the current lesson and practice with each other using engaging
tone and animation appropriate for the age level.
• CS/ACS visit groups to coach or clarify as needed.

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 COACH
Trainer: Time: Co-Trainer:

• The vision and goal for our students is their active engagement
in God’s Word. Your intentional engagement as you speak is
critical.
• Tip: You may notice students occasionally “drift off.” Use
students' names and ask questions in your presentation in a
gentle way to re-engage them. “Jody, how exciting was it to
finally learn about a GOOD king in our story today?”
• Through a variety of tones, animations, and fun examples you
will keep your students engaged and ready to absorb God's truth
into their hearts and keep them coming back for more!

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Classroom Management: Setting Limits (In-person) – SP CL
Objective: Every CL can guide students by setting limits before activities.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• You give students the opportunity to make good choices when
you set limits before an activity begins.
• Setting limits provides a plan for success before an activity even
begins!
• To set limits: Be positive. Be specific. Be clear.
SHOW
Trainer: Time: Co-Trainer Options:
• CS/ACS shares the following statement for a lower elementary
class with the group:
“Today’s activity for Build Community could get a little crazy, but I
know you all know how to make good choices, so we all have fun. We
will be acting a little silly, and that is okay! [Co-leader] and I might get
a little silly too! When you hear this bell ring, it will be time for you to
find a seat and put on your listening ears for some good discussion.
Now, what will you do when you hear the bell ring?”
• Ask CLs: How was this plan positive?
• What specific instructions were given?
• How was understanding of the plan clarified with students?
LET
Trainer: Time: Co-Trainer Options:

• Ask co-leader partners to take turns practicing setting limits for Prepare breakouts, as
one of the current week’s activities. needed.
• Remind CLs to set limits by:
o Being positive
o Being specific
o Being clear
• Large group sharing:
o What is most helpful about setting limits this way?
o What is most challenging?
COACH
Trainer: Time: Co-Trainer Options:
• The entire class is set up for success when limits are set before
an activity.

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 • Plan to set limits this week so a fun activity remains engaging
and enjoyable for everyone.
• Consider the limits God has lovingly set for you! Show the same
care for your students.

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Classroom Management: Setting Limits (Online) – SP CL
Objective: Every CL can guide students by setting limits before online activities.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Give students the opportunity to make good choices when you
set limits before an activity begins.
• Setting limits provides a plan for success before an activity even
begins!
• To set limits: Be positive. Be specific. Be clear.
SHOW
Trainer: Time: Co-Trainer Options:
• CS/ACS shares the following plan for preparing a lower
elementary class for an activity:
o Sometimes younger students get excited about writing on
the screen. I tell them before the activity that they will have
the opportunity to write on the screen. I might say:
o “We are going to have an activity where you get to write on
the whiteboard. Because I want you to pay attention, I will let
you get some practice and have some fun playing on the
whiteboard first. When you hear the signal, stop writing and
get ready for the activity. What will you do when you hear the
signal?”
• Ask CLs:
o How was this plan positive?
o What specific instructions were given?
o How was understanding of the plan clarified?
LET
Trainer: Time: Co-Trainer Options:
• Ask co-leader partners to take turns practicing setting limits for Prepare breakouts, if
one of the current week’s activities. needed.
• Remind CLs to set limits by:
o Being positive
o Being specific
o Being clear
• Large group sharing: What is most helpful about setting limits
this way? What is most challenging?
COACH
Trainer: Time: Co-Trainer Options:
• The entire class is set up for success when limits are set before
an activity.

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 • Plan to set limits this week so a fun activity remains engaging
and enjoyable for everyone.
• Consider the limits God has lovingly set for you! Show that
same care for your students.

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Adapting Activities for Class Spaces (In-person) – SP CL
Objective: Every CL can design engaging activities by considering creative space options.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Our Student Program vision is that a student’s active
engagement in God’s Word produces personal, passionate
commitment to God’s truth.
• Creative use of space and variety will aid you in engaging
students with God’s Word.
• Sometimes an activity assumes space that you do not think you
have in your classroom.
• Let’s considers how we can be creative with what God has
provided so we can purposefully engage our students with
God’s Word in a variety of ways.
SHOW
Trainer: Time: Co-Trainer Options:

• CS/ACS mentions a previously identified challenge regarding Display a photo of one of

class space and offers some creative ideas or solutions. the spaces in your class
Possible examples: that is challenging for
o Moving some of the furnishings or using stations to get activities.
students moving around.
o Using space outside the classroom (if possible), such as an
extra room in the student area for one activity.
LET
Trainer: Time: Co-Trainer Options:

• Divide CLs into small groups. Ask groups to brainstorm solutions Prepare breakouts, if
to classroom challenges for 5 minutes by answering the needed.
following questions:
o What are creative ways to use the current space? Display questions.
o What are other space options to shift the scenery or to get
students moving?
• Large group sharing:
o What space challenges are you trying to solve?
o What are some of the ideas shared in small groups?
COACH
Trainer: Time: Co-Trainer Options:
• Open new possibilities for a variety of scenery and methods to
engage students by thinking creatively about the classroom
space you have available to work with.

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 • Consider the learning styles of the students in your class. Do
they like to move or draw or build?
• Our Creator God never runs out of new ways to reach and
engage us! Let us do the same for our students!

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Looking Back in Lesson Introduction – SP CL
Objective: Every CL can prepare an introduction that incorporates home activities by asking
students to share their experiences during the Lesson Introduction.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Each week students have one or more options for activities to
do at home in their Discovery Guide.
• As you reflect on the previous week’s lesson, allow time to ask
students if they did one of these activities.
• Students who complete activities from their lesson with their
families or on their own are using the Discovery Guide to help
them live differently.
• Reinforce this habit by asking them to share their experience
each week.
• The Opening within the Lesson Introduction is a great place to
insert this interaction.
SHOW
Trainer: Time: Co-Trainer Options:

• CS/ACS shares the activity options from the previous week’s

lesson for one class level.
• CS/ACS notes where a question about those activities could be
placed in the Opening paragraph when discussing the previous
week’s lesson.
LET
Trainer: Time: Co-Trainer Options:

• Ask CLs to work individually to determine where they might insert Prepare breakouts, if
a question about the student home activities during the needed.
Introduction Opening for that week. (3 minutes)
• Divide CLs into small groups to share where they would
incorporate the activity question in their Introduction Openings.
• Large group sharing: What are the advantages to asking about
the students’ home activities? (Possible answers: students’ likes
and dislikes discovered, students are more likely to do the
activities, and students are encouraged in developing their faith)
COACH
Trainer: Time: Co-Trainer Options:

• Students engage more with God’s Word as they pursue these

home activities.

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 • Consider doing one of the activities yourselves during the week
so you might share your own experience.
• Every opportunity we use to engage with God and His Word and
His people is time well spent!

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Turning Activities into Discussions – SP CL
Objective: Every CL can use activities to draw students into rich discussions by using provided
resources.
Preparation
Select an activity in the current lesson (from either Discover Truth or Live Differently) to model.
Choose questions and discussion prompts ahead of time to use while CLs engage in the activity.

Training
TELL
Trainer: Time: Co-Trainer Options:
• During a class in the Student Program, we have time devoted to
Building Community, time devoted to Discovering Truth, and
time focused on Living Differently.
• As part of BSF’s shift to a student-centered approach, there is a
deliberate use of active, engaging, explorative activities.
• These activities are designed to lead students to discover
biblical truth.
• Each component also has a CL-led Summary.
• This doesn’t mean that CLs need to wait until the summary to
actively teach.
• Activities are intended to encourage meaningful discussions,
not replace them.
• Let’s consider some ways to add rich discussions while
completing the provided activities.
SHOW
Trainer: Time: Co-Trainer Options:

• CS/ACS demonstrates leading in a way that encourages Display current Leader

discussion during the activity. (For example: Reinforce the Bible Guide
truth, ask about the attribute, incorporate a Basic Truth question.)
Have the CLs engage in the activity while you engage them with
questions and conversation.
• The LG includes items that can be used for engagement under
both Discussion and Summarize headings.
LET
Trainer: Time: Co-Trainer Options:

• Display a 3-column chart, with headings for BC, DT and LD. Have
CLs brainstorm to fill in each column.
• From the suggested activities in each component of the lesson:
o Choose questions from the DG and under Discussion in the
LG for this component.
o Select any points under Summarize you could use to
facilitate discussion during the activity.
o Is there any aspect of the activity you can explain (or have
students explain) how it connects to the lesson?

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 • Encourage CLs to save an image of the completed chart or save
and share it with them.
COACH
Trainer: Time: Co-Trainer Options:
• Consider why the activity was chosen and provided in the LG.
How does it tie into the lesson content?
• Use the resources provided in both the LG and DG, but feel free
to add your own questions.
• You know your students best. Identify how to help them connect
the dots!

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Incorporating Basic Truth – SP CL
Objective: Every CL can lead students into increasing understanding of Basic Truths by Learning,
Looking, and Leading.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• As our cultures drift ever farther from aligning with biblical
principles, it becomes increasingly important that our students
are grounded in basic truths of the faith.
• Identify appropriate times to address the Basic Truth (BT)
during class, as most weeks Basic Truth is not a separate
activity.
• Prepare for Basic Truth in three ways:
1. LEARN (self-study)
2. LOOK (identify when during class the BT
question/answer/Scripture may fit)
3. LEAD (students through a discussion/discovery. This may
be in the form of discussion questions in DT or LD or a
specific DT or LD activity titled with the BT)
SHOW
Trainer: Time: Co-Trainer Options:

• Direct attention to the question and answer, the Scripture Verses, Display the Basic Truth on
Hard Questions, and Speaking Truth sections. the Leader Guide for the
• All these resources are useful as you discuss the Basic Truth in current lesson.
class. Display the corresponding
• Show the BT question on the Leader Guide for the current Basic Truth in the Basic
lesson and locate the corresponding BT in the Basic Truths of Truths of the Christian
the Christian Faith document. . Every lesson has a BT question Faith document.
built in.
• Decide if you will address the BT there or bring it up at another
time during class.
• One option might be to use a Hard Question as one of your
discussion questions, with some time built in to search
Scripture for truth, as needed.
LET
Trainer: Time: Co-Trainer Options:

• Break up into co-leader groups. Create breakout rooms, if

• Ask CLs to use the current lesson and discuss: needed
o appropriate times (during BC/DT/LD) to address the BT.
o a question and possible follow-up questions.
o a transition or illustration to introduce the BT.

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 • Reassemble to large group to allow sharing of ideas generated
during the small group time.
COACH
Trainer: Time: Co-Trainer Options:
• The Basic Truth is provided to equip you to discuss it with
students and answer their questions about it.
• Basic Truth is not always a separate activity in the Leader Guide;
however, Basic Truth discussions can still follow the format of
going deeper with older students.
• The Basic Truths have been selected each week to correspond,
as much as possible, to the content.

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Defining Vocabulary Words – SP CL
Objective: Every CL can help students understand passage vocabulary by identifying appropriate
strategies to teach terminology.
Preparation
Choose ONE of the four boxes from the chart following this training (Definition, Image, Verses, or
Related Terms) for Incarnation. If you choose Image, you can draw a quick sketch.
(The chart is only to model ideas for explaining vocabulary for your CLs. You do not need to print
or share it, and no such chart needs to be created each week.)

Training
TELL
Trainer: Time: Co-Trainer Options:
• Each lesson identifies vocabulary words that could hinder
comprehension of the lesson if students do not understand
them.
• The number of vocabulary words identified varies by lesson.
• Vocabulary words can be defined within other learning
activities. Determine WHEN you will address a word's meaning.
• You can address the meaning of a word or concept simply by
sharing a definition, illustration, relevant scriptures, or related
terms. Determine HOW you will address the meaning.
• Vary your methods to meet the needs and learning styles of
your students.
SHOW
Trainer: Time: Co-Trainer Options:

• Model sharing the vocabulary word with one of the methods in Display a visual drawing to
the sample. ("Image" used in this example) help explain a vocabulary
• As students arrive (in person or online), I might have this picture word - or use the
up for them to see and ask them to talk about the drawing and "incarnation" example in
the vocabulary word it illustrates. the accompanying chart.
LET
Trainer: Time: Co-Trainer Options:
• With your co-leader, select a vocabulary word from this week’s Prepare breakout rooms, if
lesson. needed.
o Choose HOW you will define it - Definition, Illustration,
Relevant Scriptures, or Related Terms.
o Choose WHEN you will teach that term during class.
o If time allows brainstorm other options for how to address
vocabulary during class. (Possible ideas: flash cards,
matching words/definitions, posting words on walls, etc.)
• Large Group Debrief: CLs share ideas and resources they have
available to define vocabulary words.

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 COACH
Trainer: Time: Co-Trainer Options:
• Vocabulary does not have to be addressed explicitly every week.
• It’s great to have a plan when you need to address new words.
• Use your judgment for which words(s) need to be addressed
and how and when to teach vocabulary.

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Annotation Best Practices: Online – SP CL
Objective: Every CL can engage students online by practicing annotation skills.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Students want to actively participate in their learning.
• You can help them participate online by using the annotate tool
with a shared screen.
• The annotate tool helps students type, draw, stamp, erase, and
format on a shared screen.
• There are two helpful best practices for you as a leader:
o Use the “select” tool to move students’ drawings and bring
order to the screen.
o Use the “clear” tool to clear all drawings—your drawings, or
the students’ drawings.
• Explore the annotate tool with your co-leader or a friend to get
comfortable using it.
SHOW
Trainer: Time: Co-Trainer Options:

• Model how to use each option of the annotate tool. Display a PowerPoint slide
and model each tool as it
• When you share a screen, a tool bar appears with an icon
is described.
labeled “Annotate.” Click the annotate icon. The next tool bar
contains annotate tools. Here are the most common tools to
use.
o Mouse – Students navigate the screen using the mouse.
o Select – Use to move students’ drawings or words to
organize screen content.
o Text – Students can type words, phrases, or sentences.
o Stamp – Students can stamp a favorite word or picture.
o Eraser – Students can erase a drawing, shape, or word.
o Format – Students can change colors, color categorize their
answers, and other options.
o Clear – Use to clear all drawings— your drawings, or viewers’
drawings.

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 LET
Trainer: Time: Co-Trainer Options:

• Create small groups of two to four CLs. Have each member of Prepare breakouts or
the group screen share and practice using the annotate tools for small groups of CLs.
10 minutes.
Provide practice
o Practice using the “select” tool to organize content (names,
assignments.
locations, favorite color, favorite food, and so on).
o Practice using the “clear” tool to clear drawings before the
next person shares their screen.
• Large group sharing: Type one word in the chat that describes
your practice experience
o Tell us why you chose that word.
COACH
Trainer: Time: Co-Trainer Options:

• You demonstrate love for the next generation when you engage
them through technology.
• Show grace and kindness to yourself as you learn how to use
new tools. It takes practice!
• Excellence does not mean perfection. Excellence offers what
you have to the Lord and trusts Him to use it.

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Using Energizers as Transitions – SP CL
Objective: Every CL can re-engage distracted students by using an energizer as a transition.
Preparation
Provide Energizer Tip Sheet for each CL — printed or digital, if desired.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Student-centered learning calls for a student’s active
engagement in the learning process.
• Sometimes students get distracted or seem tired and it is
difficult to engage them in an activity.
• An “energizer” is a quick brain-break that helps students get re-
focused and re-engaged.
• Let’s look at a list of a few energizers you could use.
SHOW
Trainer: Time: Co-Trainer Options:
• Direct CLs to the Energizer Tip Sheet. Share or display the
• CS/ACS demonstrates one of the energizers with the CLs as the Energizer Tip Sheet
students. electronically.
OR
Provide the Energizer Tip
Sheet to all CLs.
LET
Trainer: Time: Co-Trainer Options:
• Divide CLs into co-leader pairs. Have each pair read the list of Prepare breakout rooms, if
energizers and identify two for their class. needed.
• Ask each co-leader pair to lead the group in one of the
energizers they chose.
• Large group sharing: When could you use an energizer in your
class this week?
COACH
Trainer: Time: Co-Trainer Options:
• Energizers are an effective way to engage your students to
begin the next activity with energy.
• Remember to consider your students as you select energizers.
Some students might feel uncomfortable doing something
physical, and others might embarrass easily. Be sensitive to
students’ preferences.
• Help your students see their time at BSF as a time when they
are engaged and learning—and sometimes that takes a little
brain break!

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Choosing Discussion Questions – SP CL
Objective: Every CL can prepare for student discussion by choosing questions.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Student questions are part of each Discover Truth and Live
Differently activity across all levels.
• The questions are designed to engage all students – those who
have completed the Discovery Guide at home and those who
have not used it.
• Prepare for the student discussion by choosing questions that
engage your students.
• Note your plan in your Leader Guide (circle, highlight, note in
margin, or other noting methods).
SHOW
Trainer: Time: Co-Trainer Options:

Here is an example of a customized plan: Display a Leader Guide

with notes written next to
o I wrote #1 in the margin next to Question 3. It asks them to
the discussion questions.
remember what we did in our activity, so I want to ask that
question first.
o I wrote #2 next to Question 1. They can answer the question
on their Special Edition page, or we can discuss this in class
if they do not have the page.
o I wrote #3 next to Question 4 with the word “Listen.” This
question gets them talking. It’s a great question to help me
learn about my students!
o I wrote “if needed” next to Question 2. I’ll ask this question
only if I need to fill extra time.
• The discussion questions are customized to fit my students.
(Customizations include asking a follow-up question or
additional questions from the Student Discovery Guide.)
LET
Trainer: Time: Co-Trainer Options:

• It’s your turn to choose questions for your students. Make Prepare breakouts, if
simple notes in your Leader Guide. needed
• You can work together as co-leaders, or each leader can prepare
the component they lead (Build Community or Live Differently).
• Large group sharing:

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 o What did you learn as you prepared for student discussion
by choosing questions?
o How could your learnings help you engage your students?
COACH
Trainer: Time: Co-Trainer Options:

• Each week you can prepare for discussion by choosing

questions.
• Get to know your students to choose the questions that will
encourage interaction.
• Listen to your students during discussion to learn how their
active engagement in God’s Word is producing personal,
passionate commitment to God’s truth.

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Prioritize the Summaries – SP CL
Objective: Every CL can prioritize the summary by practicing it with a partner.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• The Leader Guide is designed to layer learning during the
Discover Truth and Live Differently activities.
• Lower elementary and upper elementary students do an activity,
a summary, and then a discussion.
• Middle school and high school students do an activity,
discussion, and a summary.
• The order changes to layer learning in the ways students learn
best by their age and development.
• The summary includes Lesson Highlights concepts (Main Truth,
Attribute, Gospel Connection).
• Prioritize the summary because it points students to truths from
the Lesson Highlights.
• Say the summary as it is written OR customize the summary
using the Lesson Highlights.
SHOW
Trainer: Time: Co-Trainer Options:
• CS/ACS: Follow along in the Leader Guide as I model a Display Leader Guide so
summary for Discover Truth. CLs can follow along as a
• Explain, “I am going to show you what it sounds like to share the summary is modeled.
summary.” (Model using the summary as is or customize it by
using the Lesson Highlights.)
LET
Trainer: Time: Co-Trainer Options:
Role play with another CL presenting the summary to students. Prepare breakouts, if
o Practice delivering the summary for a Discover Truth or Live needed.
Differently activity.
o Switch partners after 5 minutes.
• Large group sharing:
o What did you learn when you practiced the summary?
o How might the summary help your students learn the
content from the Lesson Highlights?
COACH
Trainer: Time: Co-Trainer Options:
• Prioritize the summary to help your students engage with the
truths from the Lesson Highlights page.
• It might not feel intuitive to use the summary for each activity as
you start the study, so give yourself grace to learn and grow.

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 • Use the summary to help students encounter God through His
Word in the weekly activities.

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Exploring Wordwall.net – SP CL
Objective: Every CL can practice using Wordwall.net through exploration.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Wordwall.net is a tool provided by BSF within the PowerPoint
resource.
• Wordwall.net is a free activity application available on the
internet; no subscription or download is necessary to use it.
• BSF has provided various activities using Wordwall.net, and other
optional templates can be created with this online tool.
• Today we will explore the platform and get familiar with it.
SHOW
Trainer: Time: Co-Trainer Options:

• CS/ACS opens Wordwall link (copy and paste or click the link). Share PowerPoint
resource with
• Using the activity provided, demonstrate how to “play” the activity.
Wordwall.net link.
• Ask CLs to share items on the screen that could be explored (for
example, switch template, full screen icon, “hamburger” menu at
top left, start over, resume play, sound icon, and edit).
LET
Trainer: Time: Co-Trainer Options:

• CLs open the PowerPoint resource in a new window on their

device or open it on another device.
• Give CLs 8-10 minutes to explore Wordwall using the activity
designated for the training.
• It is not possible to harm or change the Wordwall activity that has
been created by BSF; encourage discovery.
• Ask CLs to use the items in the Chat and anything else that looks
interesting to explore the Wordwall application.
• Large group sharing:
o What did you learn?
o What questions do you still have?
• Encourage CLs to help each other and learn from one another.
COACH
Trainer: Time: Co-Trainer Options:

• Wordwall.net is an activity application that you can use to

engage students in the lesson.
• Give yourself freedom to explore and become familiar with this
resource before leading your students.

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 • When you allow students to engage in activities that encourage
discovery, you help them own their learning and discover God’s
truth for themselves.

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Engaging Students with Wordwall.net – SP CL
Objective: Every CL can identify ways to connect with students using Wordwall.net.
Preparation
Choose a lesson for the current study year that includes a provided Wordwall activity.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Some SP PowerPoint resources contain Wordwall activities.
• BSF designed Wordwall activities as an online activity led and
administered by a CL.
• You can use Wordwall activities to engage students in different
ways.
• You can apply different Wordwall templates to encourage
different engagement methods.
• Students can engage through competitions, discovery, or
sharing understanding of a concept.
• Because student-centered learning is the method by which we
aim to engage students, we use Wordwall activities to draw
them into the learning.
SHOW
Trainer: Time: Co-Trainer Options:

• One way to engage students in a competition with this activity is Display Wordwall activity
to create two teams that are the experts for one of two topics. that is ready to play.
• Give students the opportunity for discovery by uncovering clues
until they identify an answer.
• Students might be called on or volunteer to share their answer
to a quiz question to show understanding.
LET
Trainer: Time: Co-Trainer Options:
Ask CLs to list ways to make a Wordwall activity engaging. Each Prepare three breakouts.
group comes up with their top three ideas to share.
Large group sharing:
o Each group shares their top three ideas.
o What is the value of variety in engaging students with
Wordwall activities?
COACH
Trainer: Time: Co-Trainer Options:

• Wordwall activities can be used to engage students in a variety

of ways.
• Choose one of the methods identified today to engage your
students next time you use Wordwall.

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 • A student’s active engagement with God’s Word produces
personal, passionate commitment to God’s truth. Let’s aim to
engage our students by using Wordwall!

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Build a Team
Student Program for the Next Generation – SP CL
Objective: Every CL can build community in leadership around the vision of the BSF Student
Program through sharing.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• You have already done amazing work online to prepare for this Display drill or drill bit OR
meeting. Thank you for the hours you put in as we transition to image of drill or drill bit.
meet the needs of this new generation.
• Reaching the next generation with the truth and hope of God's
Word is our privilege.
• The vision for the BSF Student Program is "A student's active
engagement in God's Word produces personal, passionate
commitment to God's truth."
• Every part of the Leader Guide is strategically and intentionally
planned to reach the next generation where they are socially,
mentally, physically, and spiritually.
• Let's consider a story. Share a photo of a drill or display an
actual drill tool. Point out the part of the drill that is the bit. Tell
the following story (adapted from Habitudes: The Art of Life-
Giving Leadership by Dr. Tim Elmore):
o A company that makes drill bits held a meeting of top sales
executives. At the meeting, each executive shared their
excellent sales numbers with the owner of the company.
The company held over 60% of the national market for drill
bit sales! After listening to each report the owner said,
"While I am very happy to hear of these sales numbers for
our drill bits, let us not forget that we are not in the business
of selling drill bits. We are in the business of making holes!"
o What he meant is that their drill bits were only a means to an
end. People buy drill bits to make holes. The moment
someone comes up with a better way to make a hole, the
drill bit becomes obsolete.
o Effective leaders need to see the big picture perspective. We
must never lose sight of the intended result. That intended
result for us is not our drill bits. It is not the way we have
always done things. Our intended result is our BSF SP
Vision!

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 SHOW
Trainer: Time: Co-Trainer Options:

• Ask CLs to consider some questions related to the SP Vision. Display the SP Vision
• How does the BSF Students Vision statement provide clarity for statement and the
what we do as a team? questions listed.
• What words in the vision challenge you the most? What words
motivate you the most?
• Consider your answer to the first question. How might this
vision direct your prayers over the course of this study?
LET
Trainer: Time: Co-Trainer Options:

• In small groups, ask leaders to discuss the questions displayed. Prepare breakouts, if
needed.

COACH
Trainer: Time: Co-Trainer Options:

• The Student Program is designed with the goal of reaching the

next generation.
• Tip: Select one aspect of the Student Program Vision as your
focus each week. Remember, perfection is not expected! You are
not alone. We will take this one step at a time--and we will do it
together!
• 1 Thessalonians 5:24 "The One who calls you is faithful, and He
will do it!"

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Student Program Planner: Activities and Timing – SP CL
Objective: Every leader can prepare for class by planning activities and timing by using the Student
Program Planner.
Preparation
Every CL needs to have a Student Program Planner for their level with this training.

Training
TELL
Trainer: Time: Co-Trainer Options:
• The Student Program Planner is a tool to help you prepare for
class each week.
• Open this week's Leader Guide for your level (digital or printed).
• Choose the activities you want to use from the Leader Guide
and mark it on the Planner.
• Then choose the timing for the activity, the discussion, and
summary. Plan for (amount of time for your class).
• Choose the activities and timing as you begin. We will complete
more of the Planner later in our training.
SHOW
Trainer: Time: Co-Trainer Options:

• Explain the visual of a Student Program Planner that has Display completed Student
activities and timing highlighted (printed or digital) for an online Program Planner.
or in-person class, depending on your leaders' needs.
LET
Trainer: Time: Co-Trainer Options:

• In small groups, ask leaders to choose activities and timing for Prepare breakout rooms, if
their class. needed
• Now it's your turn to get started!
• In your co-leadership teams, choose the activities and timing for
each class component.
• After 15 minutes, we will all come back together.
• Large Group sharing:
o Which teams planned all their activities and timing for the
lesson? (Celebrate!)
o What help is needed for someone to finish successfully?
COACH
Trainer: Time: Co-Trainer Options:
• The Student Program Planner gives you a roadmap for the class
experience!
• Tip: The Planner is a tool, not a rule, so adapt it to meet your
planning style and needs.
• Let this tool help you actively engaged students in God's Word.

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Student Program Planner: Presenting-Supporting – SP CL
Objective: Every leader can prepare for class by deciding presenter and supporter roles, resources,
and notes.
Preparation
Completed Student Program Planner for sharing.

Training
TELL
Trainer: Time: Co-Trainer Options:
• The Student Program Planner contains blank spaces for
supporting and presenting CL roles.
• The presenting CL presents the content from the Leader Guide.
• The supporting CL observes, engages students, and helps the
presenting CL.
o Online: Sharing screen, monitoring the Chat, and observing
students for non-verbal cues.
o In-person: Guiding students to follow instructions, helping
with activity supplies and activities, and enforcing limits.
• The Resources and Notes columns provide space for you to add
notes about in-person or online resources (for example,
PowerPoint slides, Wordwall, or supplies).
• Complete your preparation for class by deciding the presenter
and supporter roles and adding notes.
SHOW
Trainer: Time: Co-Trainer Options:

• Display a visual of a Student Program Planner that is fully Display completed Student
prepared (printed or digital) for class. Highlight each area Program Planner.
completed for this training.
LET
Trainer: Time: Co-Trainer Options:
• In co-leader teams, decide who presents and supports each Prepare breakout rooms, if
activity and note resources or others notes for class. needed.
• Large Group sharing:
o Which teams have completed their Planner for the lesson?
(Celebrate!)
o What questions do you still have about the Planner?
COACH
Trainer: Time: Co-Trainer Options:
• Remember, the Student Program Planner is your roadmap for
the class experience!
• Tip: It is a best practice to equally share the presenting and
supporting roles so each co-leader gains skill and experience
facilitating the class.

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 • Celebrate! As co-leaders, you have just created a plan for your
class — now plan to watch God work!

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Co-leading as Presenter-Supporter (In-person) – SP CL
Objective: Every CL can be an effective support for a presenting CL by preparing a plan for the
current week's class.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• God has provided more than just another set of hands and eyes
in your co-leader.
• Your co-leader is meant to be a support in many ways – a
picture of community and harmony for your students and a
friend.
• As you build your relationship with your co-leader, you
demonstrate unity in your leadership and provide a foundation
of support and camaraderie for your class.
• Your Student Program Planner guides you through a plan to
support one another throughout class.
• The supporting and presenting roles in your Student Program
Planner are important.
• Let’s consider how you can effectively support one another
during class.
SHOW
Trainer: Time: Co-Trainer Options:

• Share a list of possible co-leader support options. Ask leaders to

look at their Student Program Planners for the current week.
o Support options: Identify confused students and help them
individually; participate in activities to show students what is
expected of them; share the leading of the activity; help
organize students to pass out papers, move chairs, or
perform other tasks; coach students as they complete an
activity assignment; watch time and signal when it’s time to
wrap up; note student answers and questions that might be
addressed in prayer; help with prayer at the end of class.
• CS/ACS shares one of the options they might use for one of the
blocks in the Student Program Planner as a supporting role.
LET
Trainer: Time: Co-Trainer Options:

In co-leader pairs or small groups, ask CLs to: Prepare breakouts, if

needed.
o Consider other ways they might support one another that
are not on the list.

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 o Complete the Student Program Planner intentionally
identifying ways each will present and support the other.
Large group sharing: How do you see the supporting role as
challenging or encouraging?
COACH
Trainer: Time: Co-Trainer Options:

• Jesus tells us He will never leave or forsake us. As a co-leader,

you can demonstrate that kind of support.
• Involve students as a support in class as much as possible, too!
They will appreciate the opportunity to help!
• Your co-leader is a gift God has given you to have a partner,
friend, and support in this work. Receive the gift with joy!

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Co-leading as Presenter-Supporter (Online) – SP CL
Objective: Every CL can effectively support their co-leader by identifying ways to provide support.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• God has provided more than just another set of hands and eyes
in your co-leader.
• Your co-leader is meant to be a support in many ways – a
picture of community and harmony for your students and a
friend.
• As you build your relationship with your co-leader, you
demonstrate unity in your leadership and provide a foundation
of support and camaraderie for your class.
• Your Student Program Planner guides you through a plan to
support one another throughout class.
• The supporting and presenting roles written into your Student
Program Planner are important.
• Let’s consider how you can effectively support one another
during class.
SHOW
Trainer: Time: Co-Trainer Options:

• Share a list of possible co-leader support options. Ask leaders

to look at their Student Program Planners for the current week.
o Support options: Monitor the chat and address issues
verbally or in chat; participate in activities to show students
what is expected of them; share the leading of the activity;
give verbal cues about screensharing, such as, “Those slides
look great!”; run slides; model student responses; watch time
and signal when it is time to finish; note student answers and
questions that might be addressed in prayer; help with prayer
at the end of class.
• CS/ACS shares one of the options they might use for one of the
blocks in the Student Program Planner as a supporting role.
LET
Trainer: Time: Co-Trainer Options:

• What are the things you find helpful (or wish you had help with) Provide whiteboard or
when you are leading? poster to collect ideas.
• Divide CLs into co-leader pairs or small groups. Have each
group plan by: Prepare breakouts, if
needed.

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 o Identifying specific ways they could support each other in
their class.
o Selecting specific ways to support during this week's class,
completing the Student Program Planner to include ways
each will present and support the other.
Large group sharing: How do you see the supporting role as
challenging or encouraging?
COACH
Trainer: Time: Co-Trainer Options:

• Jesus tells us He will never leave or forsake us. As a co-leader,

you can demonstrate that kind of support.
• Involve students as a support in class as much as possible, too!
They will appreciate the opportunity to help!
• Your co-leader is a gift God has given you to have a partner,
friend, and support in this work. Receive the gift with joy!

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SP CL Spiritual Preparation Using the GAME Tool – SP CL
Objective: Every CL can retell the Lesson Highlight truths that impacted them by using the GAME
tool.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Leaders Meeting is a weekly time of spiritual development and
practical preparation.
• The Lesson Highlights page of your Leader Guide provides you
teaching content for the lesson.
• It is also a powerful resource for your spiritual development.
SHOW
Trainer: Time: Co-Trainer Options:
• Concentrating on each of these concepts strengthens your own Display
spiritual development connected to the weekly lesson. For G-Gospel
example, E for Engagement encourages you to think about how A-Attribute of God
and why to involve your students. Consider these thoughts: M-Main Truth
o G: Gospel: How does this week's Gospel Connection make a E-Engagement
difference in your life?
o A: Attribute: How has this week's Attribute of God come
alive to you recently?
o M: Main Truth: What about the Main Truth is hard to believe
or accept? What resonates for you?
o E: Engagement: How will this lesson meet your students in
their current experience?
LET
Trainer: Time: Co-Trainer Options:

• Assign one of the letters and questions of the GAME tool to small Prepare breakouts, if
groups or partners. Discuss the following: needed.
o How would you answer the question for your letter?
o What is the importance of incorporating this aspect of your
letter in class this week?
• Large Group Sharing: How does the GAME tool help you be
prepared for class?
COACH
Trainer: Time: Co-Trainer Options:
• The GAME tool facilitates a quick (10-minutes or less)
conversation at Leaders Meeting about what you learned in your
personal preparation.
• Use the Lesson Highlights page as a starting point for the
week's truths to sink into your heart.

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 • "When God is big in your own heart, He will be magnified as you
lead." - Barbara Reaoch, Former Children's Director, BSF

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Incorporating the Discovery Guide in Class – SP CL
Objective: Every CL can encourage students’ completion of the Discovery Guide by highlighting its
usefulness in preparing for class.
Preparation
Identify questions from the DG and where they best fit into the class components.

Training
TELL
Trainer: Time: Co-Trainer:
• The more students engage with their lessons before class, the
more beneficial the class activities will be for them.
• Without a dedicated time to go over answers to the Discovery
Guide (DG) questions, some students may be less motivated to
complete their DG during the week.
• Each week several questions from the DG are included in the
Leader Guide. (They have been starred and now are numbered
to make them easier for students to find.)
• You can reinforce the importance of engaging with the DG
during the week in several ways.
SHOW
Trainer: Time: Co-Trainer:
CS/ACS points out questions taken directly from the DG in current Display the current LG
lesson. with questions taken
• Identify a factual question from the DG and share how it might be directly from the DG
incorporated into the Discover Truth component. highlighted.
• Identify an application question and share how it might be
incorporated into the Live Differently component.
LET
Trainer: Time: Co-Trainer:
• Place CLs into small groups for the following activity: Create breakouts, if
o Identify questions that fit into each component of the class. needed.
o Plan how to include the questions into activities this week.
• Large Group Sharing: How else could you reinforce the DG?
Ideas: ask about Take to Heart activities as students arrive to class.
Brainstorm ways to help students connect activities and discussions
to questions from the DG. (Examples: You answered this in the DG.
Who remembers this from the DG? You thought about this when you
completed the DG?)
COACH
Trainer: Time: Co-Trainer:
• We know that students get more out of class if they put in more
effort outside class.

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 • Consider having a time to ask students what question was most
meaningful or what they learned from completing the DG.
• Even if you do not ask students to share an answer, look for
opportunities to connect what you are discussing with related
questions from the DG.

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Leading an Activity – SP CL
Objective: Every CL can practice leading a class component activity by incorporating instructions,
discussion, and summary.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Every week you have the privilege of giving your students an
opportunity to actively engage with God's Word in class.
• Activities provided for Discover Truth and Live Differently give
you a general structure to lead.
• The goal always points back to the Main Truth; make that the
focus of your activity.
• Older classes are led through Instructions for the activity,
Discussion, and then a Summary.
• Younger classes are led through Instructions for the activity, a
Summary, and then Discussion.
• You can adapt the instructions and summary to your own
words, or you can use exactly what has been provided.
SHOW
Trainer: Time: Co-Trainer Options:

• Ask leaders to take out their Leader Guides for the current
lesson. Direct them to Discover Truth for their classroom level.
• CS or ACS demonstrates by using the Lower Elementary Leader
Guide and Discovery Guide.
• Quickly demonstrate how to work through Instructions, Summary,
and Discussion questions.
LET
Trainer: Time: Co-Trainer Options:

• Give co-leaders time to take turns practicing leading the Prepare breakouts, if
following: (leave time for large group sharing) needed.
o Giving instructions
o Leading discussion
o Giving the summary of one of the activity options for
Discover Truth or Live Differently.
• Large group sharing:
o What is the importance of giving the summary after an
activity is completed and before moving to the next part of
class?
o How can you ensure that the Main Truth is the focus during
an activity?

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 COACH
Trainer: Time: Co-Trainer Options:
• The Leader Guide provides direction for you to lead each activity
in an engaging way.
• Tip: Practice making eye contact when you lead from the Leader
Guide. This helps students engage with you and better
understand the activity.
• Remember our vision: A student’s active engagement with God’s
Word produces personal, passionate commitment to God’s
truth!

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New Co-Leader Support – SP CL
Objective: Every CL is equipped to support a new co-leader by beginning the process of team
building.
Preparation
Print or prepare to electronically share CL Co-Leader Support Tip Sheet.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Coming into leadership mid-year can be intimidating and
confusing.
• People come into leadership with varying degrees of experience
and expectations.
• A new leader receives leadership training in the online CL
Foundations course and some focused training with CS/ACS.
• However, the greatest hope for success comes from having
someone come alongside and support you as you learn new
methods and procedures that work in weekly preparation.
• To this end, we want every CL to be equipped to support a co-
leader and help them join the team.
SHOW
Trainer: Time: Co-Trainer Options:

• CS/ACS briefly reviews the contents and expectations for a co- Display SP Co-Leader
leader with a new partner. Support Tip Sheet unless
• The purpose of this co-leader collaboration time is to begin the all CLs have a copy.
process of building a team.
LET
Trainer: Time: Co-Trainer Options:

• Ask CLs to: Prepare breakouts or

small groups of three to
1. Discuss the value of the CL Support plan.
four CLs.
2. Discuss possible challenges in the plan and how to meet
them.
3. Identify two to three tips they might share with a new co-
leader to strengthen the new co-leader’s experience in the
Student Program.
• Allow time for Large Group sharing
• Large group sharing:
o Ask groups to share the tips they identified with the larger
group. (Ask coaching questions as necessary.
o For example, “How would that be effective?” “Do you see any
downsides to that?” “What makes that tip most helpful?”)

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 COACH
Trainer: Time: Co-Trainer Options:

• Encouragement and empathy are important to help a new

Children’s Leader assimilate to our program.
• It is not likely that everyone will have a new co-leader this year,
but everyone should be prepared and understand the concept of
building the team within your classroom.
• As we bring new people into our BSF Students team, let’s show
them the love of Christ and help them experience the joy of
service in community.

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CP Essential Policies – SP CL
Objective: Every CL can apply the CP Essential Policies by relating them to real-life scenarios.
Preparation
Ask leaders to read Children’s Program Essential Policies At-A-Glance and Children’s Program
Essential Policies Expanded Descriptions in the Leader’s Core section of their leader’s manual.
Ask leaders to have access to the policies during Leaders Meeting.

Training
TELL
Trainer: Time: Co-Trainer Options:
• BSF leaders interact with adults and students every week.
• BSF has essential policies for Children’s Programs to protect
adults and students.
• These essential policies also safeguard the reputation of the
host church and BSF.
• We maintain the integrity of BSF and the safety of adults and
students when we honor essential policies.
• Every leader should know these essential policies to help us in
protecting BSF and our class members from risk.
SHOW
Trainer: Time: Co-Trainer Options:
•
• Refer to your copy of the Children’s Program Essential Policies Be prepared to post
At-A-Glance in the Leader’s Core section of your manual. Essential Policies in chat if
• I will read a scenario, then as a group we will answer three needed.
questions:
o Which policy applies to the scenario? Display questions or paste
o What risk is involved with the scenario? in chat.
o How can we respond graciously while upholding the policy?
• Listen to the scenario: A class member mentions that their 12-
year-old has been messaging back and forth with a CL.
o Which policy applies to the scenario? (No outside contact.
Class Staff, leaders, and regular volunteers are not to have
contact with children outside the classroom, including social
media interactions.)
o What risk is involved with the scenario? (Outside contact
opens the door for grooming behaviors or the suspicion of
grooming behaviors.)
o How can we respond graciously while upholding the policy?
(Notify the CS at the earliest opportunity.)

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 LET
Trainer: Time: Co-Trainer Options:

• Distribute or display the sample scenarios listed below.

• In groups of 3-4, work together to answer the three questions Display scenarios and/or
for each scenario. Choose scenarios that relate to the paste in chat.
leadership roles represented in your group.
• Trainer: groups may not have time to address each scenario. Open breakout rooms.
Encourage groups to work through as many scenarios as time Visit groups to observe.
allows.
• Large Group Debrief: Each group choose one scenario and Close breakout rooms.
share your answers to the three questions. Trainer facilitates
discussion as time allows.
COACH
Trainer: Time: Co-Trainer Options:
• Essential Policies help us maintain the integrity of BSF and the
safety of adults and students.
• Tip: The two-adult policy requires frequent attention during
class-time interactions.
• We can reflect God’s infinite worth as we help one another
uphold essential policies of our Children’s Program.

Sample Scenarios:
1. A GL notices a CL walk into the restroom with a child.
2. A CL observes signs of suspected child abuse in a child.
3. The neighbor of a class member arrives at BSF and asks an AL where he can drop off a
registered BSF student. The BSF Adult is running late and plans to arrive soon.
4. A GL discovers that one of her class members allows her older kids to walk the younger
kids to class at BSF.
5. A CL’s co-leader forgot something in the car and wants to retrieve it before class. Two
children have been dropped off and there is no volunteer in the classroom.
6. A BSF Adult mentions that he will be absent next week but still plans to drop off his
students at BSF so they will not miss class.
7. An AL notices an unattended teenager is seated in a common area during class time and
learns she is waiting while her mother and younger sibling are in class.

Answer Key - Sample Scenarios and related Essential Policies:

1. A GL notices a CL walk into the restroom with a child. Two-Adult Policy
2. A CL observes signs of suspected child abuse in a child. Suspected Child Abuse
3. The neighbor of a class member arrives at BSF and asks an AL where he can drop off a
registered BSF student. The BSF Adult is running late and plans to arrive soon. BSF Adult
Attendance Requirement
4. A GL discovers that one of her class members allows her older kids to walk the younger
kids to class at BSF. To-the-Door policy

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 5. A CL’s co-leader forgot something in the car and wants to retrieve it before class. Two
children have been dropped off and there is no volunteer in the classroom. Two-Adult
Policy
6. A BSF Adult mentions that he will be absent next week but still plans to drop off his
students at BSF so they will not miss class. BSF Adult Attendance Requirement
7. An AL notices an unattended teenager is seated in a common area during class time and
learns she is waiting while her mother and younger sibling are in class. Two-Adult Policy,
Parental Permission Requirement

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Build Community Online – SP CL
Objective: Every CL can effectively build relationships with and between students in an online
class by intentional planning and co-leadership as students join.
Preparation
If using the WordWall.net activity, make sure to try it out before the Training time. If not using
Wordwall, print out and cut out enough copies of the problem/solution ideas for individuals or
pairs to each have a set.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Some parts of class lend themselves more naturally to building
community even when meeting online.
• One of those times is the Building Community component.
• Another is the less formal gathering time as students are joining
but before class officially begins.
• With some intentional planning before class and some
teamwork, CLs can foster authentic relationships within the
online class.
SHOW
Trainer: Time: Co-Trainer Options:
• Think about some common obstacles and possible solutions to
connecting with one another online.
• For example, activities can be disjointed because everyone does
not join at the same time.
• A possible solution: We could try to assign one student to give
directions to new students as they join.
LET
Trainer: Time: Co-Trainer Options:

• Either use the WordWall.net activity or make sets of cards to Produce Wordwall activity
match. or
• CLs work in pairs to match potential issues with corresponding Display chart with issues
solutions. and potential solution
titles for leaders to sort.
Issue Potential Solution
Students are joining before Get on early
CLs are completely set up

There is a lot of undirected Plan ahead what students will do

time, random talk or silence as they join

Activities are disjointed Use simple activities that don’t

because not everyone joins require repeating directions as
at the same time each student joins

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 As students join, invariably One CL leads while the other
tech support is needed troubleshoots

CLs and students don’t feel Each week let one student
like they really are getting to screenshare about themselves
know each other

It feels like we do the same Experiment with filters and

activities each week whiteboards

The same students always Use waterfall chats

respond first then nobody
else answers.

• If time allows, challenge CLs to think of other creative ways to

address any of the challenges.
• If any CL shares an issue not addressed here, work together to
brainstorm potential remedies.
COACH
Trainer: Time: Co-Trainer Options:
• Look for opportunities to build community throughout class
time.
• Relationships are the glue that keeps students coming to class.
• We can share the work of finding solutions. We’re all in this
together!
https://wordwall.net/resource/52782435

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Volunteers Add Value to the Class – SP CL
Objective: Every CL can demonstrate the value of volunteers by using them effectively in our
program.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• BSF values and depends on volunteers in our Student Program.
• Volunteers receive blessings from service.
• Volunteers are also a valuable resource God has provided to
promote safety, visibility and understanding of our program.
• We can communicate value and purposeful service to our
volunteers by allowing them to participate during class.
• Let's consider ways we can actively engage our volunteers.
SHOW
Trainer: Time: Co-Trainer Options:

• CS/ACS uses current lesson and identifies one way a volunteer Display Build Community,
could be used in the class (scribe, extra team member, passing Discover Truth, and Live
out "props," etc.) Differently component
titles
LET
Trainer: Time: Co-Trainer Options:

• Co-leaders work together to: Prepare breakouts, if

needed
o Identify a list of options for use of a volunteer for the current
week. Consider each component activity of class, including
Display assignment for
transition time and discussions.
clarification
o Identify safety needs and ways volunteers can help with
safety.
• Large Group Sharing:
o Ask leaders to share options identified for others to
incorporate.
o What is challenging about working with volunteers? What
has been your best experience?
COACH
Trainer: Time: Co-Trainer Options:

• Volunteers are a valuable help and resource for BSF Students.

• Ask God to help you recognize the value of each volunteer and
be sure to watch for leadership potential as they serve.
• God gives us volunteers to increase the vitality of our program!

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Reinforce Training with Children's Leaders – SP CL
Objective: Every CL can reinforce learning by reviewing recent training.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Our learning is reinforced when we take time to identify what
has been learned and what is helpful.
• Effective learning takes place as we discuss and process
lessons learned within our team.
• We have trained in Leaders Meetings on a variety of topics.
• Let’s revisit those training topics to review what we learned and
how to apply the training.
• A fun tool to do this is to share a “piece of PIE.”
SHOW
Trainer: Time: Co-Trainer Options:

• CS/ACS shares a list of the training topics from the past several Display the PIE acronym
weeks. with explanatory words.
• CS/ACS shares their own piece of PIE regarding the recent
trainings:
o “P” is for priceless information received. (Share a favorite tool
or skill trained on recently.)
o “I” is for an item to implement. (Share something from recent
training that needs more work, personally.)
o “E” is for encouragement. (Share a way you have been
encouraged by something in recent training.)
LET
Trainer: Time: Co-Trainer Options:

• CLs write one or two items they remember from each training. Place paper with training
topics listed around the
• Next, CLs work individually to identify their own “piece of PIE”
room
based on the learnings from the different topics.
OR
• Large group sharing: CLs share their piece of PIE takeaways
Provide a whiteboard grid
with the team.
with training topics listed
in each space.
COACH
Trainer: Time: Co-Trainer Options:

• Training is layered when we take time to process what we learn.

• Try to enjoy a piece of PIE often – it is calorie-free!
• Our team grows when we share learnings with one another!

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Tip Sheets
Tip Sheet: Energizers – SP CL
CLs can re-engage distracted students by using an energizer as a transition.

Online Energizers: In-person Energizers:

Ask students to stand and walk around their Ask students to find three blue items in the
chair then sit back down. room.
Ask students to find an item in the room that Ask students to find someone in the room
makes them smile and share it with the class. who has shoes like theirs and do a “foot five”
(like a high five with feet).
Play “Would you rather?” (students use reaction Play “Pink Toe.” The CL calls out a color and a
tools or physical motions to answer) and ask body part. Students must find an object in the
questions like: room that has that color and then touch the
• Would you rather see 10 minutes or 100 object with the selected body part.
years into the future? For example, if the CL calls out “red nose,”
• Would you rather be the funniest or smartest students find an object that is red and touch it
person in the room? with their nose. The CL continues calling
• Would you rather watch nothing but colors and body parts.
romantic movies or scary movies?
Share a Wuzzle (look this up by using an Ask students to jump like popcorn popping, or
internet search engine) with the class and see reach in the air to grab imaginary balloons, or
who can be the first to decode it. act as though they are swimming through
Jello.
Lead a scavenger hunt. Have students stand up, Ask students to fold their hands and hold
look around their home, and find one item that them out straight in front of their bodies.
reminds them of a key takeaway from the Bible Using their hands have them write their name
lesson of the week. Have them return and type or a Scripture in the air.
in the chat what item they chose and why.
Ask students to go look out the nearest window Ask students to share a word that describes
and return to tell everyone what they saw. their personality, and then a word to describe
how they are feeling right now.
Ask students to do five jumping jacks and then Play a game of “This or That” and students do
sit down again. a certain motion for their choice. For example,
if you like sports, do a disco move, if you
prefer to read, make circles on your eyes like
glasses.
Give students 1 minute to think of as many Give students 1 minute to think of as many
things as they can that start with a certain letter. things as they can that start with a certain
Congratulate the student who has the most letter. Congratulate the student who has the
words. most words.

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Ask students to share a word that describes Stand in a circle and toss a bean bag or ball
their personality, and then share a word to around. The person who catches it shares
describe how they are feeling right now. something they have learned.
Share a visual “Where’s Waldo” picture and let Students take turns rolling dice or selecting
students find Waldo in the picture. from a deck of cards. The number they draw
(or roll) is the number of ______ they must
share. (For example, types of fruit, tribes of
Israel, names of classes at school, and so
on.)

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Tip Sheet: SP Co-Leader Support – SP CL
What a privilege to help someone come into their new role as a Children’s Leader in BSF. You might
remember your own experience as you joined the team. It can be intimidating and stressful. There
is a lot to learn! And yet, this new co-leader does not need to face this alone. They have you! Even if
you have only been a CL for a short time—no one must do this work alone.

What can you do to help?

1. Set up an initial time to meet (approximately 30-60 minutes) and get to know one another
personally. Ask questions and share:
o What does a regular day or week look like for you?
o What is your home life or family like?
o What are enjoyable ways you like to spend your time?
o How are you feeling about this new role?
o Also share YOUR experience as a CL. How long have you been in your role? What have
been highlights for you as you have served? How would you encourage your new co-
leader?
2. Plan a regular way to meet during the week (for example, Zoom, phone, coffee, a walk, e-
mail, or other online communication) to plan and discuss the lesson and leading for each
week.
3. Review the Student Program Planner and discuss the best way to use it for leading class.
Use this resource regularly to help plan and prepare each week’s lessons.
4. Identify tips and tricks that have helped you (if you have any) or work together and make a
list as you go!
5. Be available to answer questions or point out resources that will help this new CL find their
way in their new role.

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 Leading Online Trainings
Trainings and tip sheets in this section are designed to equip leaders in any role who lead online
groups. Modify the content in these trainings so they are appropriate to your culture and context. It
may take more than one week to effectively cover the content of one tool kit training. Take the time
needed to train your leaders well.

Trainings in this Section

Leading Online ....................................................................................................................... 406
Online Tools for Engagement – Leading Online................................................................................... 406
Preparing for the Unexpected – Leading Online .................................................................................. 408
Engaging Arrivals – Leading Online ...................................................................................................... 410
Online Safety and Security – Leading Online ....................................................................................... 412
Tip Sheets .............................................................................................................................. 414
Tip Sheet: Online Interactive Leading ................................................................................................... 414
Tip Sheet: Zoom FAQ ............................................................................................................................. 415

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Leading Online
Online Tools for Engagement – Leading Online
Objective: Every online leader can identify methods of engagement by using reaction tools and
filters.
Preparation
The trainer(s) can contextualize this training according to the needs of the leaders (SP CLs or
GLs).
If needed, research how to use online tools referenced in the training via the platform’s online
help center.
Option: display instructions, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• When leading online groups, we can invite members into
conversations and activities by finding creative ways to increase
engagement.
• Online leaders and members can use online reaction tools to
encourage one another and creatively share their thoughts.
• Online video filters are another fun way members can connect
with each other or with the lesson.
• For SP CLs: It is important to set limits when using these tools to
protect the goals of your lessons, but limits do not need to take
away the fun of the activity.
SHOW
Trainer: Time: Co-Trainer Options:

• Trainer explains how to find and turn on video filters, reaction Participate in using the
tools, and emojis. (Include other interactive tools as available.) engagement tools. Be
prepared to give verbal
• Invite leaders to find and use their tools as you introduce them. If
instructions or paste them
leaders struggle to find tools, arrange an additional meeting to
in Chat.
help them.
• Trainer shares a relevant example of how to use video filters:
o For GLs: “It is so great to see everyone! As people are
joining, choose a video filter that describes how your day
has gone so far. As time allows, we’ll take turns
explaining our choice.”
o For SP CLs: “We are going to tell a story, and each of you
can select a video filter for your character in the story.
The story will be about the “worst day ever.” Everyone will
get to include one part of the story in a sentence or two,
based on the filter you choose for your character. We do

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 not usually use filters, but I am turning on the option for
this activity. If everyone participates appropriately and
turns off their filter when the activity is over, we will be
able to do this again. Does everyone understand? What
needs to happen so we can do this again? Great! Now,
select your filters and let’s have some fun telling a story.”
LET
Trainer: Time: Co-Trainer Options:
• Now it’s your turn to get creative! In small groups, identify ways Display instructions.
to use reaction tools, emojis, and video filters. Use the current
lesson, as relevant (especially for SP CLs).
• Select a favorite to share with the large group.
• Leaders gather in small groups.
Open breakout rooms.
• Visit groups to observe and coach to help leaders discover best
practices.
• Leaders return to large group. Close breakout rooms.
• Large group sharing: Leaders share the tools they selected to
encourage member engagement. (For SP CLs, leaders share how
they could use the tools with the current lesson.)
COACH
Trainer: Time: Co-Trainer Options:
• The online platform provides many engagement tools built-in for
your use.
• Use one of these tools with your members this week to engage
them and their creativity.
• God has made every person unique, and it is fun to share
creatively from one’s own perspective.

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Preparing for the Unexpected – Leading Online
Objective: Every leader can be prepared for the unexpected by identifying options for response.
Preparation
The trainer(s) can contextualize this training according to the needs of the leaders (ALs, GLs or SP
CLs).
Option: record and display leaders’ answers, display instructions, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Every week we have the opportunity to depend on God as we
lead and shepherd our group members.
• We live out the BSF Core Value of humility as we put aside
ourselves to serve God and others.
• That can be especially evident when the unexpected happens.
• It could be easy to let fear set in with the “what ifs” that occur
when leading online.
SHOW
Trainer: Time: Co-Trainer Options:
• What are some of the worst things that might happen when
leading online?
• (Share selected examples as needed to encourage discussion): Record and display leaders’
o Zoom freezes and you cannot lead. answers.
o A group member is having technical issues (cannot hear or
figure out how to use chat or another meeting tool).
o You open breakout rooms and one member does not end
up in a breakout room.
o A member/student shares a really difficult situation.
o A member/student is controlling the conversation,
negative, and having a tough day.
o A member/student has a lot of action going on, is on mute
and is turned away talking to someone else.
o Situations or people in the background are distracting.
• Select one of the situations.
• Ask leaders what can be done about the situation. Note: Listen for
more than one option.
• Example:
o Someone in the background wants the attention of the
member/student or is being distracting.
• Options:

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 o Take a moment to ask the member/student to introduce
those who are there and thank them for letting their
parent/friend/student do Bible study.
o Encourage the member/student to persevere.
o For GLs: If the distraction occurs repeatedly, consider
finding time to meet with the member individually to
encourage them and discuss options for how to diminish
some of the distractions (such as going in another room;
trying a different discussion group time where others are
busy with other activities or sleeping).
LET
Trainer: Time: Co-Trainer Options:
• In small groups, you will choose one or two of the situations we
identified and discuss options for how to respond.
• Discuss:
o What can be done in this situation? Identify at least two or Display instructions.
three options (especially if it happens one time compared
to the situation happening repeatedly over time).
o Select a scribe to be prepared to share possible options.
• Leaders gather in small groups.
• Visit groups to observe and coach as needed.
Open breakout rooms.
• Leaders regather in large group.
• Large Group Debrief:
o Ask the scribe for each room to share the situation and the Close breakout rooms.
options identified.
o Coach or ask clarifying questions as needed.
COACH
Trainer: Time: Co-Trainer Options:
• We can trust that God, who called us to lead, will give us wisdom
and prepare us for unexpected situations.
• We can pray for these possibilities in individual and Leaders
Meeting prayer.
• We are not perfect. Technology is not perfect. Our
members/students are not perfect. Our God is perfect. In those
moments, ask the Lord to show you the next right step in
magnifying Himself and maturing His people.

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Engaging Arrivals – Leading Online
Objective: Every online leader can engage participants as they arrive in the meeting by using tools
that promote connection.
Preparation
Option: display engagement ideas, prepare instructions for using the rename feature, prepared
whiteboard or PPT slide

Training
TELL
Trainer: Time: Co-Trainer Options:
• The time before an online meeting is a great opportunity for
engaging members with the leader and with each other.
• Facilitating conversation that is relevant to everyone helps
members know they are joining a community where they can
belong.
• Ideas for promoting engagement include:
Display engagement ideas.
o Rename Feature – members rename themselves to share
a fun fact about themselves.
o Emojis – members use emojis to share their favorite,
food, animal, etc. or to indicate how they are feeling.
o Conversation Starters – leaders prepare questions that
invite connecting conversation.
SHOW
Trainer: Time: Co-Trainer Options:
• Use the rename feature to share your favorite food.
• Trainer and leaders rename themselves with the name of their Rename yourself.
favorite food. Be prepared to add
instructions for using the
• Trainer notes common answers. Ask leaders to describe why they
rename feature in the Chat.
love the food. Encourage and facilitate engaging conversation.
LET
Trainer: Time: Co-Trainer Options:

• Share whiteboard or PPT slide with three columns titled: Rename Share prepared Whiteboard
Feature, Emojis, Conversation Starters of PPT slide.
• Now it’s your turn to get creative.
• Using your annotate tool, type ways you could use the
engagement tools listed on the slide.
• For the Conversation Starters column, write questions that would
generate connecting conversation that engages everyone.
• Give leaders time to generate ideas. Use the select tool to
organize text as needed.
Use select tool to organize
• Debrief: Which ideas would work well for your group? Why? text as needed.

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• Facilitate debrief conversation. Save Whiteboard or PPT slide to
distribute to leaders later or invite them to take a screen shot. Save Whiteboard/PPT slide.
• Now write down one idea you will try during your next meeting.
COACH
Trainer: Time: Co-Trainer Options:
• The goal for the pre-meeting time is for members to connect with
each other through conversation that invites everyone to
participate.
• Remember the value of variety! Try different ideas to keep this
time fresh and interesting.
• The use of online engagement tools effectively builds
community, promotes connection, and invites fun!

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Online Safety and Security – Leading Online
Objective: Every leader can support the safety of online meetings by being aware of potential security
issues and being prepared with helpful responses.
Preparation
Option: capture and display responses, be familiar with the responses suggested in the training

Training
TELL
Trainer: Time: Co-Trainer Options:
• Safety and security are important concerns during our online
meetings.
• God is our Chief Defender, and we prayerfully depend on Him to
keep our meetings and members safe.
• Being aware of potential security issues and being prepared with
helpful responses are a way we show compassion for people in
our role at BSF.
SHOW
Trainer: Time: Co-Trainer Options:
• What are potential security problems that might occur in an
online meeting?
• Capture responses. Potential answers: uninvited participant, Capture and display
“Zoom bomber,” inappropriate Chat message or visual, obscene responses.
behavior or background image, participant experiences a medical
emergency.
• If someone in the online meeting experiences a medical
emergency, ask the member if they or someone with them can
call 911. If they are not responsive or cannot make the call, we
call 911.
• If a medical emergency occurs during an online meeting, the CA
must complete an Incident Report (G 105).
LET
Trainer: Time: Co-Trainer Options:
• Let’s work through other scenarios together.
• What do we do if an uninvited participant joins the meeting? Type
your answer(s) in chat.
o Invite and capture responses. Capture and display
o If needed, lead a coaching conversation to encourage responses.
welcoming the person to BSF. Follow-up conversations can
be held for students or group members regarding
information needed to return.
• What can we do if an inappropriate Chat message is posted?
Type your answer(s) in Chat.
o Invite and capture responses.

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 oIf needed, lead a coaching conversation to encourage
deleting the Chat message.
o To delete a Chat, click on the ellipse (3 dots) next to the
message and click delete.
o Invite leaders to practice deleting a Chat message.
• What can we do if there is a Zoom bomber or
inappropriate/obscene image or behavior?
o Invite and capture responses.
o If needed, lead a coaching conversation to encourage
removing the participant.
o Tip: Hosts and Co-hosts can remove participants through
the Manage Participants tool. Take turns assigning leaders
o Make leaders co-hosts so they can practice the steps as co-hosts to practice the
needed to remove a participant. Note: Once a participant is steps to remove a participant.
removed, they are unable to rejoin the meeting, so when Tip: multiple people can be
practicing, do not actually remove one another. made co-hosts.
COACH
Trainer: Time: Co-Trainer Options:
• Being aware of potential dangers and being prepared with helpful
responses are important responsibilities as we lead online
meetings.
• Many of these actions can only be made as meeting host or co-
host. Keep that in mind when other BSF leaders attend your
meeting in a supportive role.
• Ask God to increase your awareness and your prayerful
dependence on Him.

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Tip Sheets
Tip Sheet: Online Interactive Leading
Engaging students and group members in interactive participation is essential for online meetings.
This takes planning and practice. The following ideas will help you.

Breakout Rooms Assignments

• Assigning three to four people per room gives everyone opportunity to participate.
• Creating breakout rooms “automatically” assigns members randomly. When assigning
groups manually, consider ways to create engaging groups.
• If needed, use Chat to provide specific instructions before sending members to breakout
rooms.
• Leaders join breakout rooms to participate and observe. The designated Host and Co-Host
can move to different rooms, or the Co-Host can be assigned to a room.
• Note: Each SP breakout room must have two adults.

Asking Questions in the Online Setting

• Ask questions to engage members. Use Reaction Tools or Chat to gather responses.
• Create a safe environment by emphasizing everyone is learning together.

Meeting Chat
• Chat can be used for many different purposes.
o To receive responses
o To share ideas
o To encourage each other
o To allow time to think and respond
• When asking members to respond in Chat, ask them to:
o type answer in Chat right away
o OR
o type answer in Chat and wait until you tell them to send. Purposeful silence allows time
to think.

Reaction Tools
• Use Reaction Tools to encourage member participation and to establish a culture of
encouragement and acceptance.
• When appropriate, inviting all members to “answer” a question using their Reaction Tools is
an effective way to increase engagement.

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Tip Sheet: Zoom FAQ
Use these online support resources to help you learn and grow in confidence using Zoom.

How do I get the latest Zoom version?

Updating to latest Zoom version

How can I protect my meeting from an uninvited guest?

In-meeting security options

How does a Waiting Room work?

Using a Waiting Room

How do I set a Virtual Background?

Virtual Background

How does someone join a meeting by phone?

Joining a Meeting by phone

How do I share and play a video in my meeting?

Share and play a video in the meeting

How do I use a poll in my meeting?

Using polling in meetings

Zoom Basics
Using Breakout Rooms
Sharing your Screen
Using Annotation Tools
Using in-meeting Chat
Using the Participants Feature

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 Passage Discovery Trainings
These trainings are designed to make Passage Discovery training interactive and enjoyable. Focus
on the value of the process rather than the perfection of the product. Create an environment that
is not a showcase for perfect work, but a laboratory for work in progress. Intentionally devote this
time to ongoing training rather than sharing completed work.
Modify the content in these trainings so they are appropriate to your culture and context. It may
take you more than one week to effectively cover the content of one tool kit training. Take the time
needed to train your leaders well.
Passage Discovery training begins each year with Lesson 5. Train leaders on homiletics initially,
then assign and train on other tools. The Passage Discovery Tip Sheet provides an overview of
these tools. Homiletics or another Passage Discovery tool is used whenever the lesson gives a
Passage Discovery assignment.

New Titles and Locations – Passage Discovery

If you cannot find a training from the former Passage Discovery Tool Kit, consult this chart. Some
trainings have been re-named to better reflect their content. Some trainings have been deleted to
reflect current ministry and training philosophy.

2022 Title Current Title

Different from Applications How Aims are Different from Applications
Different from the Aim Subject Sentence Different from the Aim
Evaluating and Refining Writing Biblical Aims
Initial Overview Introduction to Homiletics
Internalizing the Passage Internalizing the Passage Through Homiletics
Learning Style Learning Style and Homiletics
Learning Style Learning Style and Content
Sentence Refining Refining Subject Sentences
Sticking to Facts Sticking to Facts in Subject Sentences
Using Key Words to Identify Identifying Key Words to Write Clear Aims

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Trainings in this Section
Homiletics Overview .............................................................................................................. 418
Introduction to Homiletics – Passage Discovery................................................................................. 418
Training Help: Explanation of Homiletics ............................................................................................. 420
Learning Style and Homiletics – Passage Discovery .......................................................................... 422
Internalizing the Passage Through Homiletics – Passage Discovery ................................................ 424
Evaluating with Key Questions – Passage Discovery .......................................................................... 426
Homiletics Content ................................................................................................................ 428
Learning Style and Content – Passage Discovery ............................................................................... 428
How Much Detail? – Passage Discovery .............................................................................................. 430
In One’s Own Words – Passage Discovery ........................................................................................... 432
Longer Passages – Passage Discovery ............................................................................................... 434
The Spiritual Value of Homiletics Content – Passage Discovery ....................................................... 436
Homiletics Divisions .............................................................................................................. 438
Helps to Divide – Passage Discovery ................................................................................................... 438
Evaluating Division Sentences – Passage Discovery .......................................................................... 440
Sticking to Facts – Passage Discovery ................................................................................................ 442
Homiletics Subject Sentence ................................................................................................ 444
Subject Sentence Different from the Aim – Passage Discovery ........................................................ 444
Refining Subject Sentences – Passage Discovery .............................................................................. 446
Sticking to Facts in Subject Sentences – Passage Discovery ............................................................ 448
Homiletics Aim ...................................................................................................................... 450
How Aims are Different from Applications – Passage Discovery ...................................................... 450
Writing Biblical Aims – Passage Discovery.......................................................................................... 452
Identifying Key Words to Write Clear Aims – Passage Discovery ...................................................... 454
Homiletics Application .......................................................................................................... 456
Evaluating Application Questions with Answers – Passage Discovery ............................................. 456
Heart Change or Behavior Modification? – Passage Discovery ......................................................... 458
Varying Interrogatives – Passage Discovery........................................................................................ 460
Other Tools for Passage Discovery ...................................................................................... 462
Character Study – Passage Discovery ................................................................................................. 462
Word Study – Passage Discovery ......................................................................................................... 464
Tip Sheet: Passage Discovery ............................................................................................................... 466

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Homiletics Overview
Introduction to Homiletics – Passage Discovery
Objective: Leaders can recognize the five steps of homiletics by identifying characteristics of each
step.
Recommended 30-minute training to give an initial overview of homiletics.
Preparation
Use information in Explanation of Homiletics to prepare for this training.
Option: display five parts of homiletics, example from current lesson, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• God speaks to us through His Word.
• Homiletics is a tool we use to drive us deeper into the passage,
highlighting the details we would miss with a quick read.
• Homiletics provides an optimum opportunity to hear God speak
from a passage before leading others through the passage.
• Through the tool of homiletics, we can identify the essence of a
passage and the lessons that can be taught from it.
SHOW
Trainer: Time: Co-Trainer Options:

• Explain homiletics briefly: Homiletics is a method of analyzing

and outlining Scripture.
• Ask leaders: Why do we do homiletics?
• Possible answers:
o To gain a more in-depth understanding of the passage
o It prepares us to lead a group with an understanding of the
passage and its applications.
o Allows us to hear God speak to us personally
o Allows us to see how the passage can be applied to our daily
life
• Ask leaders: When do we do homiletics?
• Possible answer:
o When there is a homiletics assignment on the lesson.
• Ask leaders: What are the five parts of homiletics? Display five parts.
o Confirm and clarify the five parts.
LET
Trainer: Time: Co-Trainer Options:

• Using Training Help: Explanation of Homiletics as an example,

explain each part of homiletics. If possible, show an example Display example.
from the current lesson’s homiletics as you explain each part.

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 Give leaders an opportunity to process their learning after each
step (suggestions given).
• The first step of homiletics is content. (Explain content.)
• Assign a small number of verses from the current passage. Ask
leaders to write a content statement for those verses.
• Ask for a volunteer to share the content statement they wrote.
• The second step of homiletics is divisions. (Explain divisions.)
• Gather in pairs and teach your partner 2 things you learned
Open breakout rooms.
about divisions.
• The third step of homiletics is the subject sentence. (Explain
subject sentence.)
• Ask leaders to answer together:
o How many divisions should the subject sentence cover? (All)
o What is a good goal for the length of a subject sentence?
(Ten words or less)
o Is the subject sentence best described as facts or
interpretation? (Facts)
• The fourth step of homiletics is the aim. (Explain aim.)
• Ask leaders to write down the most important thing they want to
remember about the aim.
• The fifth step of homiletics is applications. (Explain
applications.) Open breakout rooms.
• Gather in pairs and teach your partner 2 things you learned
about applications. Close breakout rooms.
COACH
Trainer: Time: Co-Trainer Options:
• Preparing homiletics is a skill that is developed with time,
practice, and coaching.
• The goal is not perfection, but celebration of the opportunity to
go deep into Scripture and hearing God speak to us.
• Time invested in studying God’s Word builds our relationship
with our God who speaks personally to His children.

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Training Help: Explanation of Homiletics
Explanation of the different parts of homiletics for use with Introduction to Homiletics.

Content
• The first step of outlining the passage
• Take an entire passage and start to reduce it to smaller portions
• List the main events, topics, or conversations – factual information
• Grammar and punctuation are not important!
• No less than 10 items and no more than 20 items on the list
• May have only one verse per item or group verses together (write verse number by each
item)
• Review how many verses are in the passage to see if you will need to group verses together
to stay within the 20-item limit
• Use your own style: abbreviations, phrases, sentences, symbols
• This step is to help us get familiar with the passage, but it is not the most important step
• Limit the time you spend on this step if English is not your first language!

Divisions
• The second step of outlining the passage
• Take your content and reduce it to a smaller portion
• Note the verses that belong together (same theme, conversation, paragraph, or thought)
• Write a complete sentence that describes what is happening in those verses
• The sentence needs to reflect the passage content not your interpretation or lessons
• Use good grammar! Each division sentence must have a subject (noun) and verb
• You should have between 2 and 4 divisions
• Write the verse numbers beside the division sentence
• Possible helps in dividing: lesson question sheet and paragraphs or headings in your Bible

Subject Sentence
• The third step of outlining the passage
• Take your division sentences and reduce them to a smaller portion
• One sentence of 10 words or less that describes the passage content
• It is a good idea to start with a sentence that is longer and then refine it to 10 words or
less
• The sentence should reflect the content of the passage and not your interpretation or
lessons
• The sentence should cover all the divisions or the passage in general
• Usually, the subject sentence will be specific enough to identify where in the Bible this
content is found
• The subject sentence should be grammatically correct with a subject (noun) and a verb

Aim
• The fourth step of outlining the passage
• At this step, the emphasis is on what the passage teaches rather than the content

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 • The final two steps are the most important and therefore you should focus on these two
steps
• The aim is the truth the author is conveying to the reader
• It is the lesson or truth that God wants you to learn/remember from this passage
• The truth should be clearly taught throughout the passage
• The aim should be doctrinally correct: it should agree with all that the Bible teaches
• The aim may be a truth about God or man, an attribute of God, or a doctrinal truth
• The aim begins with the phrase “Cause the audience to learn…” (CATL…)

Applications
• The fifth step of outlining the passage
• This step transfers the aim to daily life – enables us to put it into practice
• Applications are worded in question form
• There must be at least one application question for each division
• Application questions can be convicting or encouraging – the goal is heart change!
• Application questions can raise our focus to the Lord and cause us to grow in trust
• Application questions can be for you, or you can imagine how they would apply to the life
of someone else or a certain category of people (for example, students, manual laborers,
young parents, married or single, retired or working, and believer or unbeliever).
• Try to have a balance of questions that cause evaluation of your present life, and questions
that require making a change in that your present life.

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Learning Style and Homiletics – Passage Discovery
Objective: Leaders can understand the way they approach homiletics through discovering their
learning style.
Preparation
Option: display images, display quiz questions

Training
TELL
Trainer: Time: Co-Trainer Options:
• Leaders have different ways of learning and studying.
• Two basic ways of approaching learning are called “global” and
“analytic.”
• Both learning styles are well-represented among people.
• How leaders think and learn affects the way they will approach
homiletics.
SHOW
Trainer: Time: Co-Trainer Options:

• Show an image or photo of something that represents “Global Display image

Thinking.” representing “Global
• Global thinkers are big-picture, visionary thinkers. Thinking.”
• They can strategize and analyze trends.
• They take the longer view and are less inclined to consider the
smaller, intricate details.
• Global thinkers are inclined to work in this order: Define the goal
to achieve, gather all the information that is required, and then
create a strategy.
• Show an image representing “Analytical Thinking” (or critical
Display image
thinking).
representing “Analytical
• Analytical thinkers tend to work systematically and logically to
Thinking.”
resolve problems, identify causations, and anticipate
unexpected results.
• They are often reserved and quiet and motivated by curiosity.
• They take a methodical step-by-step approach to thinking that
allows them to break down complex problems into single and
manageable components.
LET
Trainer: Time: Co-Trainer Options:

• Give the following quiz* to help leaders evaluate their learning Option to display
style. Leaders consider each question and write “a” or “b” as their questions using PPT or
response: other method.
o Do you like studying by yourself (a), or in a group (b)?
o Which do you prefer: doing one thing at a time (a), or
starting something else, before you finished the first task
(b)?

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 o Which is better, starting something without seeing how
others do it (a), or waiting for examples (b)?
o Which is easier: remembering details (a), or remembering
the main ideas (b)?
o Which do you prefer: true/false and multiple choice (a), or
essay questions (b)?
o Is your work area neat and tidy (a), or a glorious mess (b)?
o Do you prefer to have choices in how to get something done
(a), or to have someone tell you how (b)?
o Which is better: step-by-step instructions (a), or getting the
whole picture before you start (b)?
o Are you able to ignore distractions (a), or are you easily
distracted (b)?
o Do you prefer to figure stuff out for yourself (a), or do you
search out others’ opinions (b)?
• Explain:
• Leaders who lean toward (a) are probably more analytic in their
learning approach.
• Leaders who lean toward (b) are probably more global in their
approach.
• Your style of learning and processing will affect how you
approach homiletics and its different steps.
• You may not identify with either learning style. That’s ok! Some
people have characteristics of both styles of learning.
• Neither way is better but should be realized so that frustration is
lessened and the opportunity to learn from one another in a lab
format is enhanced.
*Modified from The Way They Learn by Cynthia Ulrich Tobias
COACH
Trainer: Time: Co-Trainer Options:
• Homiletics deepens one’s own experience with the passage,
regardless of your approach to this method of study.
• It takes time to become adept at homiletics and there is always
room to grow in one’s style of learning.
• Trust God in prayer as you do your best work, without putting
undue pressure on performance. Enjoy the diversity of your
fellow leaders’ learning styles and giftedness.

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Internalizing the Passage Through Homiletics – Passage Discovery
Objective: Leaders can realize and appreciate the spiritual and practical benefits of homiletics.
Preparation
Option: display instructions, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• The discipline of homiletics helps leaders remember the
passage.
• The spiritual benefit of homiletics comes when we internalize
the truths of God’s Word.
• Internalizing God’s Word and the lesson prepares us to lead with
authentic passion and understanding.
SHOW
Trainer: Time: Co-Trainer Options:

• Instruct leaders to NOT refer to their homiletics.

• Using your Bible, but not your prepared homiletics, briefly write
some of the content in the order given in the passage.
• Give leaders time to write.
• Now, compare what you wrote to the completed homiletics
assignment you worked on this week.
LET
Trainer: Time: Co-Trainer Options:

• Leaders continue to work individually or gather in small groups.

• Write or share with your group what you remember about this Display instructions.
week’s assigned homiletics:
o Verses and subject matter of the major divisions
o Passage summary similar to a subject sentence
o Main truth of the passage
o One favorite application question
Open breakout rooms, if
• Visit groups and observe.
used.
• Leaders regather in large group, if needed.
• Compare your work to the completed homiletics assignment
you worked on this week. Close breakout rooms.
• Large group debrief:
o What surprised you about how much you remember?
o How is your work as a leader enhanced by internalizing this
passage?

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 COACH
Trainer: Time: Co-Trainer Options:
• Preparing homiletics each week is an important discipline in
BSF leadership and stimulates spiritual growth in the leader.
• Will you determine to allow God’s Word to go deep into your
heart, so you receive the benefits of internalizing the passage
each week?
• Being able to remember and apply the passage and its truths
allows you to be transformed by God’s Word.

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Evaluating with Key Questions – Passage Discovery
Objective: Leaders can value the basics and spiritual benefits of homiletics through personal
evaluation of the homiletics tool.
Preparation

Training
TELL
Trainer: Time: Co-Trainer Options:
• Homiletics is a process that allows the truth in a passage to be
exposed and applied.
• The goal of homiletics training is not perfection of mechanical
skills but the increasing ability to read God’s Word with clarity
that leads to application and life change.
• Knowing how to refine and evaluate one’s own work is helpful
for honing skills and achieving the intended spiritual goals.
SHOW
Trainer: Time: Co-Trainer Options:

• Display two categories: “Mechanics” and “Spiritual Intent.” Display categories.

• “Mechanics” questions are those that help evaluate the process
of homiletics.
• For example, 10-20 items in the content list.
• “Spiritual Intent” questions point to the spiritual component of
homiletics.
• For example, “Am I allowing God to speak to me as I complete
the assignment?”
LET
Trainer: Time: Co-Trainer Options:
• Let’s brainstorm a few more “Mechanics” questions.
• Record leaders’ answers. Possible answers: subject sentence
has 10 words or less, two to four divisions, aim is a universal Record leaders’ answers.
truth taught throughout the passage.
• Now let’s brainstorm more “Spiritual Intent” questions.
• Record leaders’ answers. Possible answers: How am I seeing
Record leaders’ answers.
God use this discipline in my BSF role? Where do I need to trust
God more in the process? Am I more concerned with mechanical
perfection or the Spirit’s voice?
• Trainer supplements lists as needed.
• Choose two “Mechanics” questions and two “Spiritual Intent”
questions. Reflect individually on your work.
• Debrief:
o What is God showing you?
o What impact will this evaluation have on your work?

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 COACH
Trainer: Time: Co-Trainer Options:
• Both the practical elements and the intended spiritual purposes
of homiletics are worth evaluating.
• Learning to evaluate one’s own work and focus is a critical part
of growing; embrace it.
• Recognizing the purposeful flow and intended spiritual
outcomes in homiletics gives the assignment increased
meaning and focus.

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Homiletics Content
Learning Style and Content – Passage Discovery
Objective: Leaders can use an appropriate amount of detail in homiletics through understanding
their learning style.
Preparation
Suggestion: Use Learning Style and Homiletics to train leaders in understanding their learning
style prior to this training. Option: display verses, content items, and questions.

Training
TELL
Trainer: Time: Co-Trainer Options:
• Briefly review basics about writing content.
o Content is a list of the main events, topics, or conversations.
It is factual information.
o The goal is to have between 10 and 20 items on the list.
o Use your own style: abbreviation, phrases, sentences,
symbols. Grammar and punctuation aren’t important!
o Completing the content has an important spiritual purpose.
It establishes a working knowledge of the details of the
passage and provides a foundation for organization and
application.
o Truths and applications for personal growth and teaching
flow from actual truth within passage.
• The challenge is to determine how much detail to write.
• What is enough, but not too much? The answer is unique for
each person and might depend on your learning style.
• Global thinkers have a natural bend toward paraphrasing. They
might condense too much.
• Analytical thinkers are naturally bent toward listing a lot of
details. They might include too much detail.
• Understanding our learning style will help us have a more
balanced approach to content.
SHOW
Trainer: Time: Co-Trainer Options:

• Display verses for content using the assigned passage for the Display verses and content
week (for example, vs. 1-4, vs. 5-7). items.
• For one set of verses, write/display:
o an example of a list of details that is too long
o Ask: What do you notice about this content item? What
challenges might occur with writing long content items?
(Possible answers: long time investment, too many details
may keep you from seeing the main truth of the passage.)

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 o Using the same set of verses, display a list of details (content
item) with an appropriate amount of information.
• For another set of verses, write/display:
o an example of a paraphrase that is that is too brief
o Ask: What do you notice about this content item? What
challenges might occur with writing short content items?
(Possible answers: content that is too brief inhibits ability to
recall important details, may miss important details,
repetition.)
o Using the same set of verses, ask leaders to paraphrase the
verses (content item) with an appropriate amount of
information.
LET Co-Trainer Options:
Trainer: Time:
• Global thinkers and analytical thinkers may approach the
content in homiletics differently. Do what works for you!
• Knowing your learning style will help you guard against writing
content items that are too long or too short.
• Look at the content items you wrote this week and ask yourself:
o Have I included enough details to remember what is Display questions.
happening as I review the list?
o Does my content list help me see points that are
emphasized through repetition?
o Have I included so many details so that I’m discouraged by
the time required?
o Are my content items so detailed that I miss the big picture
of the passage?
o How is my learning style reflected in my content list?
• Spend some time refining a few of your content items. Give
leaders time to reflect and work.
• Use phrases, sentences, or notations that work naturally for you
(an analytic approach).
• Summarize enough detail to gain meaning, but not too much to
eclipse meaning (a global approach).
• Learn the balance for each style of thinking – practice helps!
COACH Co-Trainer Options:
Trainer: Time:
• The form of the content should be helpful to the writer for both
remembering and understanding the passage.
• As you write out your content list, evaluate the balance of
details. How are you doing?
• This homiletics step is of foundational importance, for your own
personal growth, but also in preparation for the following steps
of homiletics.

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How Much Detail? – Passage Discovery
Objective: Leaders can interact meaningfully with the text by writing a content list with an
appropriate amount of detail.
Preparation
Option: verses to display, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Homiletics content is a list of the main events, topics, or
conversations. It is a list of factual information.
• The goal is to have between 10 and 20 items on the list.
• Use your own style: abbreviation, phrases, sentences, symbols.
Grammar and punctuation aren’t important!
• The spiritual purpose of the content is to gain a working
knowledge of the details of the passage. This provides an
important foundation to organize and apply a passage.
o Truths and applications flow from actual truth within the
passage.
o This helps us grow in understanding of God’s Word.
• The challenge with completing the content is determining how
much detail to use.
o What is enough but not too much?
• Some are prone to skimming over too much. Some are prone to
including too much detail.
• It is helpful to achieve a balance.
SHOW
Trainer: Time: Co-Trainer Options:

• Display verses for content using the assigned passage for the Display verses.
week (for example, vs. 1-4, vs. 5-7).
• For one set of verses, write/display a content item that is longer
than the original text.
o Ask: What do you notice about this content item?
o How might we condense this content item appropriately?
• For another set of verses, write/display a content item that is too
brief or abbreviated
o Ask: What do you notice about this content item?
o How might we edit this content item to include enough
detail to provide a memorable review?

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 LET
Trainer: Time: Co-Trainer Options:

• Leaders gather in pairs or small groups.

• Display more examples of content items that are too long and
Display verses.
too short.
• Leaders work together to edit content items. Open breakout rooms.
• Visit groups to observe.
• Large group debrief:
Close breakout rooms.
o What challenges you in this?
o What helps you?
o What questions do you still have?
COACH
Trainer: Time: Co-Trainer Options:
• The content reflects the leader’s interaction with the text. The
form of the content should be helpful to the writer, so that the
passage is remembered and ultimately understood.
• Leaders pray, do their best work, and expect to grow in the
process.
• This step of homiletics is of foundational importance –
personally and for the remaining steps of homiletics. Enjoy the
process as God increases your skills!

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In One’s Own Words – Passage Discovery
Objective: Leaders can capture the essence of a passage through writing content in their own
words.
Preparation
Option: display content items, goal, evaluation questions, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Developing content is more than just repeating key words in a
passage.
• Developing content through meaningful interaction with the text
increases our understanding of the passage.
• We work to process what the verses say without interpreting
what they say.
• To accomplish this, it is helpful (not required) to put the
concepts of the text into one's own words.
SHOW
Trainer: Time: Co-Trainer Options:

• Display a comparison of content items with examples of content Display content items (see
that uses repeated words from the text and examples of content chart below or use
that has been written in your own words. (Use chart below or something similar).
your own).
• Lead a discussion:
o What are the benefits of putting content items in your own
words? Possible answers: develops comprehension of the
text, points to the essence of each block of thought,
prevents the process from becoming a mechanical exercise,
produces more concise content items.
o What is the danger of putting content items into your own
words? Possible answers: text could be misinterpreted, the
text might be interpreted rather than focusing on the
content, it might complicate the process instead of
simplifying it.
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather in pairs or small groups.

• Work together to develop a list of content items using your own
words.
• The goal: Display goal.
o Summarize and condense.
o State content without interpretation.
• Visit groups and observe.
Open breakout rooms.

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 • Leaders regather in large group.
• Now, evaluate the content items you wrote. Close breakout rooms.
o Do they effectively capture the content?
Display evaluation
o Do they make the passage "come alive?"
questions.
o Are they concise?
o Do they simplify or complicate the process?
COACH
Trainer: Time: Co-Trainer Options:
• Using one's own words in writing the content aids
comprehension of the text.
• Consider succinct words to process the passage without
interpretation.
• Allowing the content to sink in and be processed is a gift so you
can fully grasp the meaning for your own spiritual growth.

Content Comparison Example:

Vs Content from Text Content in Own Words
1-3 "I'm going to fish," Peter says; disciples join P, disciples fish w/o results
him. Get in boat, but catch nothing that night
4 Early morning, Jesus on shore, but disciples Jesus stands on shore, unrecognized
don't realize it
5 Jesus calls, "any fish?" - Disciples answer D answer J - no fish
"No"
6 "Throw net on right side" - unable to haul in "Try the right side" -> huge haul
fish
7 John: "It's the Lord!" Peter wraps outer John recognizes Jesus, Peter jumps
garment, jumps in water.

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Longer Passages – Passage Discovery
Objective: Leaders can effectively write a content list for longer passages by using effective
strategies.
Preparation
Option: record responses, display instructions

Training
TELL
Trainer: Time: Co-Trainer Options:
• Homiletics content is a list of the main events, topics, or
conversations. It is a list of factual information.
• The goal is to have between 10 and 20 items on the list.
• Use your own style: abbreviation, phrases, sentences, symbols.
Grammar and punctuation are not important!
• The spiritual purpose of the content is to gain a working
knowledge of the details of the passage. This provides an
important foundation to organize and apply a passage.
o Truths and applications flow from actual truth within the
passage.
o This helps us grow in understanding of God’s Word.
• A larger, multi-chapter passage presents a unique challenge.
• While the process remains basically the same, some
adjustment is needed in writing content.
SHOW
Trainer: Time: Co-Trainer Options:
• What are the practical challenges in writing content with a Record leaders’ responses.
longer passage? Possible answers: must omit things that seem
important; requires some synthesis of thought, hard to stay
within 20 items; takes a long time to complete.
• Let’s discuss some helpful strategies.
o Determine a flexible estimate of how many verses, on
average, each item in the content list should incorporate to
stay within 20 items (for example, 5 chapters with 150
verses…150 divided by 20 items – each content item would
cover between 7 and 8 verses.)
o This is not a rigid rule, just a helpful measure.
o The verse breakdowns should follow the natural progression
of action or thought within the passage – not forced.
o This estimate can prevent you from spending a lot of time
writing too many items and direct you toward the right
amount of summarizing and condensing from the start.
• Do the math for this week’s lesson. What is an estimate of the
number of verses that might be covered by each content item?
LET
Trainer: Time: Co-Trainer Options:

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 • Now that you have an estimate of how many verses will be
included in each content item, look at this week’s passage. Display instructions.
o First determine what verses you will include in your first
content list.
o Then read the verses and summarize their content.
o Include details that will convey the story or train of thought
in the passage.
o Repeat for the next section of verses.
• Allow leaders to work individually.
• What can help you determine which verses to include in a
content item? Possible answers: lesson questions, paragraph
divisions in Bible.
COACH
Trainer: Time: Co-Trainer Options:
• All detail in God’s Word is important, but there is also value
when handling the content of larger passages in being trained to
have a big picture view.
• Longer passages can require a shift in incorporation of detail.
Flexibility is key and growth will occur with each passage.
• As you narrow down the content of the passage, conclusions
and applications will flow from what the passage actually says.
This time in Scripture is well spent as the Spirit works in your
mind and heart.

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The Spiritual Value of Homiletics Content – Passage Discovery
Objective: Leaders can appreciate the spiritual value of completing homiletics content through
seeing how God matures us through His Word.
Preparation
Option: display verses, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Completing the content portion of homiletics familiarizes us
with the facts and details of a passage.
• This is an important step in analyzing a passage and
determining faithful applications.
• But more importantly, completing homiletics content has great
spiritual benefit to us because we are meditating on the living
Word of God.
• As we spend time meditating on the Bible, the Spirit of God is at
work maturing us.
SHOW
Trainer: Time: Co-Trainer Options:
• Listen to Ps. 119:11: “I have hidden your word in my heart that I Display verse.
might not sin against you.”
• According to this verse, what is the benefit of completing
homiletics content?
• Now spend some time in quiet reflection. How is God working in
you to accomplish that benefit this week?
LET
Trainer: Time:
Co-Trainer Options:

• Leaders gather in pairs or small groups.

Display verses.
• Display the following list of verses:
o Ps. 119:105
o Eph. 6:17-18
o 2 Tim. 2:15
o Heb. 4:12
o James 1:22-25
• Work together to develop a list of benefits to spending time
meditating on God’s Word – completing homiletics content.
• Leaders regather in large group. Open breakout rooms.
• How do you see God accomplishing these things in you through
your interaction with His Word? Close breakout rooms.
• What benefit do you want to remember this week? Encourage
leaders to write down the benefit they want to remember.

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 COACH
Trainer: Time: Co-Trainer Options:
• God’s Spirit is at work in us as we interact with His Word
through homiletics content.
• If you struggle to trust God with the personal value of this
discipline, ask God to help you recognize how He is working in
you.
• I promise you; He is working to bring you to maturity as you
prioritize time in His Word.

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Homiletics Divisions
Helps to Divide – Passage Discovery
Objective: Leaders can effectively divide the passage using helpful clues.
Preparation
Option: display content list, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• In studying a passage through the tool of homiletics, the
divisions organize the content into two to four main sections.
• The process of determining how and where to divide the
passage requires an analysis of the flow of thought and action
within the passage.
• This process helps saturate one’s mind with the truth found in
the text.
SHOW
Trainer: Time: Co-Trainer Options:

• Leaders open Bible to the assigned passage.

• Display the Trainer’s (or another leader’s) content list. Display content list.
• Where do you find:
o repeated words or phrases?
o words or phrases indicating a change of thought, direction,
or time?
o change in theme, concept, location, or characters?
o headings in the Bible?
• These are all clues for where you might divide the passage.
• The Bible is the first and best resource for analysis of the text.
Other helpful tools might be the BSF lesson or notes.
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather in small groups.

• Work together to divide the passage using the clues we just
identified.
• If you have time, develop division sentences.
Open breakout rooms.
• Visit groups to observe.
• Leaders regather in large group. Close breakout rooms.
• Ask groups to share their divisions to identify differing thought
processes or conclusions.

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 COACH
Trainer: Time: Co-Trainer Options:
• Dividing the passage into blocks of thought helps solidify the
concepts of the passage in one’s mind.
• As you do your homiletics, be sure to use the clues within the
passage to help gain understanding of the flow of content.
• Dividing the content will be a fruitful exercise as you trust God
to reveal the structure and truth of each passage.

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Evaluating Division Sentences – Passage Discovery
Objective: Leaders can write clear division sentences by learning to evaluate and refine problem
sentences.
Preparation
Option: display division sentences, make group assignments, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Divisions organize the content of your homiletics, so the
passage can be more easily grasped.
• It is helpful to divide the content into 2, 3, or 4 divisions.
• The goals are simplicity and clarity.
• The process of analyzing the passage helps your heart and
mind absorb the details.
• This is a two-part process: First, divide the passage by grouping
verses, and then write sentences to summarize the content of
each division.
SHOW
Trainer: Time: Co-Trainer Options:

• Prepare and display several examples of division sentences Display division sentences.
featuring common mistakes and misunderstandings. For
example:
o Long sentences with unhelpful detail
o Incomplete sentences
o Focus of the content not clear, or not right.
o Principles, truths, teaching rather than content-focus
o Phrases or words, like lecture divisions
o Alliterated, funny, or rhyming at the expense of excellence
• Let’s look at the first example.
o What is the problem with these division sentences?
(Long sentences with unneeded detail)
o Share/display corrected division sentences.
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather into small groups.

Assign division samples to
• Assign one or two division samples (from SHOW) to each small
groups.
group to determine the problem and refine the sentences.
• If time allows, ask leaders to consider their own division
sentences and work together in their groups to refine their work. Open breakout rooms.

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 • Visit groups to observe.
Close breakout rooms.
• Leaders regather in large group.
• Ask each group to share their discoveries and refinements with
the large group.
• Ask leaders to identify and record one take-away regarding
writing division sentences.
COACH
Trainer: Time: Co-Trainer Options:
• The goal is to get as much out of the passage as possible – to
organize and release the truth within.
• The goal is not mechanical perfection, but to allow God and His
Word to transform your heart and aid in deeper understanding
of the passage.
• Allow God’s Word to transform you by the renewing of your
mind. (Romans 12:2)

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Sticking to Facts – Passage Discovery
Objective: Leaders can write division sentences that only report facts by learning to recognize when
they report interpretation or conclusions.
Preparation
Option: display sentences, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Homiletics is an analysis of the passage.
• The first three steps (content, divisions, and subject sentence)
focus only on facts.
• The fourth step (aim) draws a conclusion based on the facts,
and the fifth step (application) moves the aim into the life of the
audience.
• Division sentences report facts only without adding
interpretation or drawing conclusions that are not stated in the
passage.
• Division sentences often stray into interpretation or conclusions
when we use adjectives or adverbs.
SHOW
Trainer: Time: Co-Trainer Options:

• Prepare and display several sample division sentences from the Display sample sentences.
passage (ask GLs to send you their sentences before LM).
o Include a few that stick to the facts, reporting only what
the Bible says.
o Include a few that draw conclusions that might be true
but are not stated in the passage.
• Choose one sentence and ask:
o Does this sentence report only facts or does it stray into
interpretation? Why?
o Ask questions to clarify and coach as needed.
LET
Trainer: Time: Co-Trainer Options:
• Looking at the other sentences, which include interpretation or
draw conclusions.
• Strive to make this interactive by highlighting one
sentence/group of sentences at a time and encouraging physical
movement to vote.
Open breakout rooms.
• Leaders gather in pairs or small groups.
• Work together to refine the division sentences so they stick to the
facts.
Close breakout rooms.
• Leaders regather in large groups.

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 • If time, ask leaders to evaluate their own division sentences from
their completed homiletics and revise as needed.
COACH
Trainer: Time: Co-Trainer Options:
• Division sentences must stick to the facts.
• Take time to evaluate if your divisions avoid interpretation each
week.
• Remember what God’s Word says is more important than what
we think or say about it.

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Homiletics Subject Sentence
Subject Sentence Different from the Aim – Passage Discovery
Objective: Leaders can recognize the difference between subject sentences and aims by practicing
identification.
Preparation
Prepare a mixed list of subject sentences and aims prior to LM. See SHOW for ideas.
Options: display information and sentences.

Training
TELL
Trainer: Time: Co-Trainer Options:
• The subject sentence and aim are both concise statements that
are sometimes confused.
• The subject sentence is a summary of the FACTS or CONTENT
of the passage in 10 words or less.
• The aim is the main lesson or truth of the passage that involves
spiritual interpretation.
SHOW
Trainer: Time: Co-Trainer Options:

• Prior to LM, prepare a mixed list of subject sentences and aims

(without CATL). Options for compiling the list:
o Option 1: Before LM ask leaders to digitally send their subject
sentences and aims for training purposes.
o Option 2: Write 8-10 statements that could be either a subject
sentence or an aim. For example, some clear and strong
aims, some subject sentences that blur into interpretation,
and some that are purely factual.
• Display and explain the following: Display information.
o A subject sentence is a factual summation of the content
without interpretation or spiritualization.
o An aim is a spiritual truth expressed for the audience to
learn. It is a statement where spiritual interpretation is
incorporated.
LET
Trainer: Time: Co-Trainer Options:

• Read or display each subject sentence or aim. Display sentences.

• Ask leaders to determine if they think it is an aim or a subject
sentence and vote for their choice.
• Strive to make this interactive by encouraging physical
movement to vote.
• Ask leaders to defend their conclusion to the large group.

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 • Coach as necessary until all are clear about the difference
between a subject sentence and an aim.
COACH
Trainer: Time: Co-Trainer Options:
• There is a difference between the subject sentence and the aim,
but they can sometimes be confused.
• Remember that the subject sentence concisely summarizes
content, while the aim gives an overall lesson.
• The process of doing homiletics and internalizing the passage
benefits your own spiritual growth and enriches your service for
Christ.

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Refining Subject Sentences – Passage Discovery
Objective: Leaders can write effective subject sentences by practicing the refinement process.
Preparation
Prepare a list of correct and incorrect subject sentences prior to LM. See LET for ideas.
Option: display sentences, instructions, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• The subject sentence summarizes the content of the passage in
10 words or less.
• The process of writing a subject sentence usually begins with
an imperfect sentence that is improved by refinement.
• It normally takes several modifications to arrive at an effective
subject sentence.
• The process of wrestling with the concepts and words is
profitable in internalizing the key thoughts and details of the
passage.
SHOW
Trainer: Time: Co-Trainer Options:

• Display the basics of a proper subject sentence in homiletics

(below).
• A subject sentence: Display subject sentence
o is based on the content of the passage, not lessons or basics.
conclusions
o summarizes the divisions
o identifies where in the Bible the content is found
o is grammatically correct with a subject and a verb
o is 10 words or less
• Display and read a subject sentence that needs refinement.
Display subject sentence.
• Ask leaders to identify where the sentence needs refinement.
• Ask for suggestions for a refined sentence that corrects the
problem.
LET
Trainer: Time: Co-Trainer Options:

• Prior to LM, prepare a mixed list (10-12) of subject sentences

that includes several correct and incorrect subject sentences (for
example, long and rambling, incomplete sentence, alliterated but
inadequate to explain passage, capturing only part of the content
of the passage, unclear, includes teaching or interpretation, too
vague, a title, unable to be precisely located in the Bible, quoting
information from another verse or passage in the Bible, clever or

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 humorous at the expense of clarity). To aid in compiling list, ask
leaders to send their subject sentence digitally.
• Display or distribute list to leaders. Display mixed list of
sentences.
• Leaders gather in pairs or small groups.
• As a group identify which sentences are acceptable and which
Display instructions.
need refinement.
• Then work together to refine and rewrite the sentences that
Open breakout rooms.
need work.
• Visit groups and observe.
• Leaders regather in large group. Close breakout rooms.
• Ask for a few groups to share an example of a refined sentence.
COACH
Trainer: Time: Co-Trainer Options:
• Arriving at an effective and clear subject sentence takes effort.
• Do not expect your first try to “land” on the perfect answer.
Evaluate and refine, allowing the passage to further plant itself
into your thinking.
• Spending time refining produces a better grasp of the truth of
the passage and an opportunity to listen for the leading of the
Holy Spirit as you spend time with Him in His Word.

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Sticking to Facts in Subject Sentences – Passage Discovery
Objective: Leaders can write subject sentences that only report the facts by identifying words that
introduce interpretation and conclusions.
Preparation
Prior to LM, prepare several sample subject sentences (see SHOW). Option: display sentence and
instructions, display or distribute sample sentences, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• As you analyze a passage through homiletics, the first three
steps (content, divisions, and subject sentence) focus only on
the facts.
• In this training we are focusing on the subject sentence which
summarizes the content of the passage in a short, complete
sentence without adding interpretation or drawing conclusions
that aren’t stated in the passage.
• One common pitfall that causes subject sentences to stray into
interpretation or conclusions is when adjectives or adverbs are
used.
SHOW
Trainer: Time: Co-Trainer Options:

• Prior to LM, prepare several sample subject sentences from the

passage.
o Include a few that stick to the facts, reporting only what the
Bible says.
o Include a few that draw conclusions which might be true but
are not stated in the passage. (For example, Joshua 22-24
“Joshua called Israel to wholehearted service after altar
fiasco.” Describing the conflict as a “fiasco” rather than a
conflict insinuates judgment.)
o Include a few that reach outside the scope of the passage
and include the broader context.
Display sentence.
• Choose one incorrect sentence to read and display.
• What word(s) causes the sentence to move into interpretation
or conclusions?
• How could we refine the sentence, so it accurately reflects only
what the passage says? (Note: it is acceptable to use words that
summarize the content even if they are not in the passage
specifically.)
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather in pairs or small groups.

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 • Display or distribute sample subject sentences (from above).
• In your groups: Display or distribute
o evaluate each sentence to determine if it reflects only the sentences.
passage or moves into interpretation or refinement
Display instructions.
o identify what word(s) causes the sentence to move into
interpretation or conclusions
o refine sentences, as time allows
• Visit groups to observe.
• Leaders regather in large group.
Open breakout rooms.
• If time allows, ask for volunteers who question their own subject
sentences to share them with the group. Determine together how Close breakout rooms.
to improve the sentences.
COACH
Trainer: Time: Co-Trainer Options:
• We must grasp the facts of a passage before we can accurately
apply it.
• As you develop your subject sentence, do not accept it before
you evaluate it.
• Evaluating our subject sentences trains us to focus on the truth
of God’s Word before we move to conclusions about what it
means and how to apply it.

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Homiletics Aim
How Aims are Different from Applications – Passage Discovery
Objective: Leaders can write aims focused on biblical truth by recognizing when the aim moves
toward application.
Preparation
Prior to LM, prepare examples of correct and incorrect aims (see LET).
Option: display aims, instructions, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Both the aim and applications are designed to expand the truth
of the passage toward a higher level of personal impact and life
change.
• The aim and applications are different but can sometimes be
confused.
• The aim focuses on a truth to be taught.
• Applications focus on heart transformation that results from
understanding the truth of the aim.
SHOW
Trainer: Time: Co-Trainer Options:

• Read/display the following example of a correct aim: Display aims.

o CATL believers cannot obey God apart from the Holy Spirit.
o The aim focuses on a biblical truth that can be
communicated to an audience.
• Read/display the following example of an incorrect aim:
o CATL as believers daily yield to the Holy Spirit through
expressing their dependence on Him they will increasingly
experience victory over habitual sins.
• Is this aim correct or incorrect? Why?
• If needed, clarify, this “aim” focuses on an application of the
truth. It conveys heart transformation and action that results
from understanding the biblical truth.
LET
Trainer: Time: Co-Trainer Options:

• Prepare and display a numbered list of correct and incorrect Display list.
(leaning toward application) aims based on the assigned
passage.
• Examples of correct aims:
1. CATL God loves sinners but hates sin.
2. CATL believers cannot obey God apart from the Holy Spirit.

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 3. CATL Jesus died for sinful people.
• Examples of incorrect aims:
1. CATL to recognize and confess besetting sins, seeking God’s
strength for obedience.
2. CATL to recognize and remove all idols, giving God alone the
pre-eminent place due His worthy name.
3. CATL to honor God and His Word by developing a habit of
daily Bible study and prayer, drawing strength for daily life.
• Write down the numbers of the aims that are correct in form
and focus.
• Leaders gather in pairs or small groups.
• In your groups, discuss what is wrong with the incorrect aims
and identify how to refine them.
• Then take a few minutes to evaluate your own aims. Discuss
with your group if refinement is needed and work to refine as Display instructions.
needed.
• Visit groups and observe.
Open breakout rooms.
• Leaders regather in large group.
Close breakout rooms.
COACH
Trainer: Time: Co-Trainer Options:
• The aim identifies the main truth to be taught, the applications
bring that truth into our daily lives.
• Take time to evaluate your aim to determine if it is the main
truth being taught, or if it is moving into application.
• As God’s Word changes our hearts, God will be revealed in our
lives through our actions.

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Writing Biblical Aims – Passage Discovery
Objective: Leaders can write biblically accurate aims by considering three evaluative questions.
Preparation
Prior to LM, prepare several sample aims (see SHOW). Option: display sample aims and
questions

Training
TELL
Trainer: Time: Co-Trainer Options:
• The aim is the main truth you want your audience to learn.
• The aim represents a shift from analysis of the content to truths
that are communicated in the passage.
• The aim must be universally true: true for all people, in all times,
in all cultures.
• The aim must be doctrinally accurate: in agreement with the
whole Bible.
SHOW
Trainer: Time: Co-Trainer Options:

• Prepare and display several sample aims from the current Display sample aims.
passage.
o Include a few that are not true in every circumstance (for
example, Acts 2: CATL those who receive the Holy Spirit
speak in tongues).
o Include a few that reflect what is said in the passage but are
not true when compared with the whole of Scripture (for
example, CATL those who repent and are baptized will be
saved).
• Display the three questions below.
Display questions.
• Choose one biblically accurate aim and ask:
o Is this aim universally true: for all people, in all times, in all
cultures?
o Does this aim affirm the truth that salvation is by grace
through faith and apart from works?
o Is this aim consistent with the teaching in the Old and New
Testaments?
• Choose one inaccurate aim and ask the same questions.
LET
Trainer: Time: Co-Trainer Options:

• Give leaders time to individually evaluate the remaining aims,

using the questions above.
• Lead a group discussion:
o What aims are biblically inaccurate?
o What makes them inaccurate?

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 o How could they be refined?
• Ask leaders to review their own aim using the questions.
• Give time for leaders to correct aims that are not true.
• Ask a few to share how they changed their aim after evaluating.
COACH
Trainer: Time: Co-Trainer Options:
• All of God’s Word is true.
• Each passage needs to be taught within the context of the
entire Bible to ensure doctrinal accuracy.
• When we take time to evaluate our aims, we train ourselves to
think biblically and to communicate truth accurately.

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Identifying Key Words to Write Clear Aims – Passage Discovery
Objective: Leaders can clarify the aim of a passage by identifying key words.
Preparation
Option: display questions, content and divisions, capture and display responses and instructions,
plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• When developing an aim for homiletics, it is helpful to ask
ourselves some questions: Display questions.
o What is the point of the passage?
o What was the author’s intent?
o What timeless truth is conveyed?
• The aim must be clear and definite. It is the primary lesson you
want to clearly bring out.
• The aim is something you want your audience to learn (a
timeless spiritual truth) or to value (a promise or truth of God to
treasure).
• The aim anticipates life application, but only sets up the
foundational principle from which those applications rise.
SHOW
Trainer: Time: Co-Trainer Options:

• Display prepared content and divisions from the passage. Display content and
divisions.
• Briefly summarize the passage for leaders.
• What key words or phrases point to a truth learned or valued
Capture and display
through the passage?
leaders’ responses.
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather in small groups. Display or distribute

• In your small groups, develop aims based on the concepts and leaders’ responses from
words we listed. SHOW.
• Make sure the aims represent life-changing concepts that
communicate spiritual benefit to the audience. Display or distribute
instructions.
• Visit groups and observe.
• Leaders regather in large group. Open breakout rooms.
• Discuss which aim or aims best capture the spiritual thrust of the
passage. Close breakout rooms.

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 COACH
Trainer: Time: Co-Trainer Options:
• While reading the passage, ask God: “What do You want ME to
learn or value?” and “What life-changing truth do I need to
embrace?”
• A disciplined reading of the passage before beginning
homiletics will help you develop your aim.
• Identifying and embracing life-changing truth benefits you and
those you lead or teach.

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Homiletics Application
Evaluating Application Questions with Answers – Passage
Discovery
Objective: Leaders can write relevant, specific, and powerful application questions by evaluating
them through thoughtful answers.
Preparation
Option: display homiletics, instructions, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Application questions bring the aim of the passage into
contemporary life, so that people will be transformed by God’s
Spirit and His Word.
• Effective application questions can be answered with specific
resolutions to action that demonstrate repentance,
transformation, or commitment to obedient service.
• One simple method to evaluate application questions is to
thoughtfully answer one’s own application questions or those of
others.
SHOW
Trainer: Time: Co-Trainer Options:

• Display sample divisions, aim, and one application question from Display sample divisions,
the trainer’s homiletics. aim, and one application
question.
• Trainer shares their answer to the application question.
• What do you notice about my answer that indicates the
application question is effective? Possible answers: answer
reflects the need for specific repentance, heart transformation,
or obedient action; answer is relevant to the realities of life.
LET
Trainer: Time: Co-Trainer Options:

• Lead a brief discussion about effective application questions.

o What makes a question thought-provoking or action-
provoking?
o What makes a question convicting about sin or encouraging
toward obedience?
• Work individually to write two application questions from the
displayed aim.
o Write one question directed toward your own life.
o Write one question directed toward those in their DG.
• Leaders gather in pairs.
• With your partner:

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 o share your application questions with one another.
o evaluate their effectiveness based on how the questions Display instructions.
might be answered.
o determine how to strengthen the question based on your
analysis.
• Visit groups and observe. Open breakout rooms.
• Leaders regather in large group.
Close breakout rooms.
• Ask volunteers to share effective applications and the changes
they made. Discuss what makes the applications powerful.
Possible ideas:
o Specific and concrete rather than vague and open-ended.
o Directed toward realities of life.
o Conscious of the culture.
o Reflecting the aim of the passage (and occasionally other
important truths).
o Specifically translating commands, warnings, or models in
the passage to situations in life today.
COACH
Trainer: Time: Co-Trainer Options:
• Effective application questions have real answers that bring
conviction or encouragement.
• Consider the way a question will be answered. Doing this might
help strengthen the question.
• Powerful application questions bring the aim into life in real and
transformative ways!

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Heart Change or Behavior Modification? – Passage Discovery
Objective: Leaders can apply Scripture by targeting transformational heart change instead of
behavior modification.
Preparation
Prior to LM, prepare several sample application questions (see SHOW). Option: display sample
applications and hints, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• As our minds are filled with the truth of God’s Word, our lives are
changed by the power of God.
• Homiletics reveal the truth in a passage to stimulate
understanding and surrender to God in specific matters of
repentance, faith, and obedience.
• Application questions allow the truth of Scripture to penetrate
the heart and produce life change.
• Transformational applications target the heart. This is the key to
true spiritual growth.
• Transformational life changes start in the heart and go deeper
than outward change of habits and behavior.
SHOW
Trainer: Time: Co-Trainer Options:

• Prepare and display several sample applications from the current Display sample
passage. applications.
o Include a few that are behavioral and could be applied
without any change in the heart (for example, Will you
commit to praying for your family daily?)
o Include a few that target the heart and require God’s help to
put into practice (for example, how does recognizing your
inability to control circumstances affect your prayers for your
family?)
• Choose one behavioral application and lead a group discussion:
o Does this application focus on behavior or the heart?
o Why?
o How could we refine the question so it targets the heart?
LET
Trainer: Time: Co-Trainer Options:

• Leaders read the applications one at a time, deciding as a group

if they target heart change or behavior modification.
o Hint: behavior modification applications often use the words
do/don’t, should, be like, must.
• Leaders gather in small groups of three or four.

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 • In your groups, refine the behavior applications. Here are some Display or distribute hints.
helpful hints to develop heart change applications:
o How does knowing something about God motivate you to…?
o What do you need to know about God to help you…
o What satisfies you more than God…?
o What stops you from...?
o Why...?
• Visit groups to observe.
Open breakout rooms.
• Leaders regather in large group.
• If time, ask for volunteers who question if their applications
Close breakout rooms.
target heart change or behavior modification. Allow for group
discussion and coach as necessary to discover possible
improvement.
COACH
Trainer: Time: Co-Trainer Options:
• Evaluating our applications each week trains us to focus on the
heart instead of merely behavior modification.
• Behavior modification is usually the easiest and most natural
direction in our thought process, so we need to be alert to that
tendency.
• God’s people change from the inside out: transformation starts
in the heart and works its way out into daily life.

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Varying Interrogatives – Passage Discovery
Objective: Leaders can expand the impact of application questions by using varied interrogatives.
Preparation
Option: display homiletics and question-starters, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• Application questions can be phrased in different ways because
Scripture can be applied in a variety of ways. Here are some
examples of different ways Scripture can be applied:
o learning from examples of godly men and women of the
Bible
o heeding warning to avoid repeating the actions of the
disobedient
o reflecting on our own lives to see how God has taught, led,
warned, protected, provided, and been faithful to us,
encouraging future faith and obedience
o recognizing how the truths of a current passage speak to
our own situation
o discovering eternal truths for our current culture and time in
history
• We all have habits when we write applications that lessen their
impact.
• Sometimes a simple idea can add freshness to the process.
SHOW
Trainer: Time: Co-Trainer Options:

• Display divisions and aim to provide a foundation for the Display divisions and aim.
applications.
Display question-starters.
• Display the following question-starters:
o Why
o Who
o What
o Where
o When
o How
• Which of these question-starters are you least likely to start an
application question with?
• Listen for answer and then ask group to work together to write an
application using that question-starter.

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 LET
Trainer: Time: Co-Trainer Options:

• Leaders gather into six groups. (If leadership circle is small,

gather into three groups with two assignments each.)
• Assign each group a “question-starter.”
• Work together as a group to develop one or two application
questions for one division using your assigned “question-
Open breakout rooms.
starter.”
• Visit groups to observe. Close breakout rooms.
• Leaders regather in large group.
• Large group debrief:
• Each group shares one application question.
• Discuss which “question-starters" produce the greatest spiritual
impact based on encouragement of life-change or transformed
thinking.
COACH
Trainer: Time: Co-Trainer Options:
• Evaluating which interrogative (question starter) to use might
seem like a mechanical process, but the goal is a question that
pierces the heart to bear eternal fruit.
• Application questions want to focus on: “What is God saying to
me in this?” “How will I respond?”
• The more ways a passage applies to the specific spiritual needs
of an audience, the more God’s Word will transform a yielded
heart.

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Other Tools for Passage Discovery
Character Study – Passage Discovery
Objective: Leaders can grow spiritually by studying the lives and character of people in the Bible.
Preparation
Option: display list, Joshua chart, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• God has worked throughout history in the lives of individuals.
• Rom 15:4 tells us “For everything that was written in the past
was written to teach us, so that through the endurance taught in
the Scriptures and the encouragement they provide we might
have hope.”
• The story of every person in the Bible has a lesson for us today.
• We can look at how their lives were touched by God, how they
responded to God, what kinds of people they became, and what
mark they left on their times.
SHOW
Trainer: Time: Co-Trainer Options:
• What resources can we use to study a Bible character? Possible
answers: Bible Scripture references, Bible dictionary,
concordance, or internet search.
• When studying the life of someone in the Bible, there are Display list.
qualities and experiences we can look for. Discuss and display
the following list:
o Strengths
o Weaknesses
o Victories
o Challenges
o How do they point us to Christ?
o What might be a life verse for this character?
o What lessons can be learned from this character’s life?
• Here is an example of what this might look like if we were
studying Joshua.
Example: Joshua Display Joshua chart.
Strengths: leadership, faithful, loyal, courageous
Weaknesses: fearful, easily discouraged
Victories: stood firm, obeyed God, led in faith
Challenges: believed amidst opposition; led rebellious
people
Points to Christ: Christ will lead us to complete victory

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 Possible life verse: Joshua 1:9; 24:15
Lessons learned: strong witness of humble leadership and
faithful devotion to God
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather in small groups.

• Choose a character from the current study or passage.
• Work together to create lists for each topic that relates to the
character being studied.
Open breakout rooms.
• Visit groups to observe.
• Leaders regather in large group. Close breakout rooms.
• What did God teach you during this time of study?
COACH
Trainer: Time: Co-Trainer Options:
• Character studies can be extremely rewarding as we allow the
Holy Spirit to guide our meditation and study.
• When you identify a Bible character and spend time studying
them, you can relate to their circumstances and choices. This
helps you see how God works in your life in similar ways.
• Every person has something valuable to teach us if we look and
listen. Who is God calling you to know better today?

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Word Study – Passage Discovery
Objective: Leaders can mature spiritually by studying God’s Word through a word study.
Preparation
Option: display or distribute six steps of a word study, plan breakout rooms

Training
TELL
Trainer: Time: Co-Trainer Options:
• God has given us His Word to know Him and understand His will
for our lives.
• 2 Timothy 3:16 tells us “All Scripture is God-breathed and is
useful for teaching rebuking, correcting and training in
righteousness.” Every word in Scripture has meaning and
purpose.
• The Bible was originally written in Hebrew, Greek and Aramaic. It
has been translated into the language we speak for our benefit
and blessing. It would help if we spoke the original languages of
the Bible, but most of us do not.
• God, in His grace, has provided tools for us to discover the
original meanings of the words and to better understand their
deeper meaning and context as we spend time in study and
prayer.
SHOW
Trainer: Time: Co-Trainer Options:
• We have various study tools that do not require a great deal of
expertise or expense to use. Discuss list and ask leaders for
additional ideas:
o dictionary, Bible dictionary, concordance, Scripture references
and notes, internet search engines, Bible sites, and other
Bible translations
• Display and explain the five steps for a word study:
o Step 1 – Choose a word to study (start with a word that has a
Display the six steps.
limited meaning and usage, for example, “anxious” or
“surrender,” not “Lord” or “Zion.”)
o Step 2 – Define the word with a modern definition from a
dictionary.
o Step 3 – Discover biblical usages of the word
§ use a concordance to write out Scripture references
§ use a Bible dictionary to discover deeper meanings to the
word
§ find alternate words used (synonyms) in other
translations
§ take notes about the context of each Scripture where the
word is used: book, writer, concepts, etc.

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 o Step 4 - Choose three of the references for your word and any
comments or notes you have associated with those
references.
o Step 5 – Summarize what you have learned about the word
from your study.
o Step 6 – Apply the word study – to your relationship with
God, to your life, your relationships, and the church.
LET
Trainer: Time: Co-Trainer Options:

• Leaders gather into groups of four to six.

• Select a word from the current study passage that the leaders
can practice with. Provide one word for everyone to study or
assign a different word to each group. Provide a Bible dictionary,
encyclopedia or concordance if internet access is difficult.
Display or distribute the six
• Groups work together through the six steps of a simple word
steps.
study.
• Visit groups to observe. Open breakout rooms.
• Leaders regather in large group.
• Ask leaders to share something new they learned. Close breakout rooms.
COACH
Trainer: Time: Co-Trainer Options:
• A word study can help us more fully understand God’s teaching
and purposes from His Word.
• We will never be able to fully plumb the depths of God’s Word,
but we have tools to help us discover deeper lessons as we take
the time to explore.
• None of God’s Words are ever wasted. What will He teach you
as you discover deeper meanings to the words of Scripture?

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Tip Sheet: Passage Discovery
Passage Discovery Training equips leaders to understand the content of the passage and its basic
applications to life situations. Group leaders are encouraged to use one of these tools in their
personal preparation for leading a group.

Homiletics
Homiletics is an analysis of a Scripture passage. Completing the steps of homiletics gives you
greater insight into a passage than can be gained by reading or skimming over it. Homiletics
enables you to see truth you might have missed at the first reading of a passage. The goal of
homiletics is to help you understand and apply the content of a Bible passage to your own heart,
mind, and life and to others you want to lead. The great benefit of homiletics is time alone with
God listening to Him speak directly to you through His Word.
Instructions for completing the steps of homiletics can be found in the Class Staff Resource,
CA/AL Manual, GL Manual, and OGL Manual. A fillable Homiletics worksheet is available in the
Resource Library.

Character Study
1. Every person in the Bible has a story with a lesson for us today. When you take time
to study a specific person from the Bible, you can relate to that person’s
circumstances and choices. This helps you see how God works in your life in
similar ways.
2. Choose a person from the current study or passage.
3. Use various resources that can be used in studying a specific person in the Bible
(such as Scripture references, Bible dictionary, Concordance, Google, Bible
Gateway).
4. Create a list for each of these topics that relate to the individual being studied:
o Strengths
o Weaknesses
o Victories
o Challenges
o How do they point us to Christ?
o What might be a life verse for this person?
o What lessons can be learned from this person’s life?

Word Study
A word study can help us better understand God’s teaching and purposes from His Word. The
Bible was originally written in Hebrew, Greek, and Aramaic. There are tools to help us discover the
original meanings of the words and better understand their deeper meaning and context as we
spend time in study and prayer.
1. Choose a word to study from the current passage.
2. Define the word with a modern definition from a dictionary.
3. Discover biblical usages of the word. (For example, use a concordance to write out
other scriptures that use this word. Use a Bible dictionary to discover deeper

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 meanings of the word. Find alternate words used in other translations, taking note
of the context of each Scripture where the word is used – book, writer, concepts.)
4. Choose three of the references for your word and any comments or notes you have
associated with those references.
5. Summarize what you have learned about the word from your study.
6. Apply the word study to your relationship with God, to your life, your relationships,
and the church.

Visual and Creative Studies

• Illustrate the verses by drawing pictures of what is happening in the passage.
• Create a timeline of the story.
• Draw a map of the journey that a person in the passage is taking.
• Create hashtags for the passage. Example for Genesis 28: #IssacBlessesChosenSon
#Paddanaram; #StoneForAPillow; #StairwayToHeaven; #AwesomePlace
• Use your language’s alphabet to list as many words from the passage. Example in the
English alphabet for Genesis 28: A is for Angels; B is for Bethel; C is for Canaanite women
are not for Jacob; D is for Descendants will be blessed…

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