Directing Christian Education

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Directing Christian Education

Directing
Christian
Education

The Ministry of
Teaching

STUDENT'S GOAL

Copyright © 2008
PBI Publications
All Rights Reserved

Directing Christian Education

Answer the following as you read

Mastering Teaching

  1. Whether it’s students or teachers, few things are more important in than .
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Part One
The Teacher’s Task

Chapter One
What Makes Christian Education Distinct

  1. “Secular education seeks to make , more , more , more people. The Christian educator aspires to nothing less than the of a into the of Christ.”
  2. Christian education discusses the eternal, secular education the here and now. There are four areas where this is evident:
    A. A means of .
    B. Concerned first with .
    C. Concerned with things that .
    D. by the Holy Spirit.
  3. God-centered education puts all into the right ; it brings meaning to , respect and sanctity to , standards and authority to about social problems, and to philosophy.
  4. Only Christian education will impart to people the and most vital of life.
  5. In Christian education the Holy Spirit is ultimately the learning .
  6. The Christian educator aspires to nothing less than to people into the of Christ.
  7. The we communicate affects more than the of our hearers; it should lives.
  8. What five qualities did Howard Hendricks want to see his students develop as a result of his teaching?
    A. Deepening to Christ.
    B. Growing in .
    C. Showing to Live Out the Faith.
    D. Creative in .
    E. Effective .
  9. Christian Education asks not how much students but how they are Christ.
  10. A Christian must be competent in three areas:
    A. .
    B. Emotions. True knowledge prompts .
    C. Action. A competent Christian out the .
  11. A student without a grasp of the Bible is a without .
  12. Knowledge is more than the of .
  13. Action fulfills and strengthens and
  14. Need is like : it sparks .
  15. Communication—receiving and giving and understanding—is at the of our .
  16. Good communication begins with good .
  17. A Christian teacher trains who intently to the Word of God but who also are and interested in .
  18. “Speaking” takes many one of which is .
  19. The very process of can what is foggy in the .
  20. The only thing more exciting than molding minds is the privilege of molding plastic and producing for eternity.
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Chapter Two
Knowing What to Teach, and How

  1. “Knowing what subject to teach and how to teach it can become less of a and more of a .”
  2. Preparing to teach —and not just a —is one of the most challenging of the teaching .
  3. Roberta Hestenes found that she taught better when she kept what three goals firmly fixed in her mind?
    A. Take people .
    B. Encourage people to and as Christians.
    C. Encourage people to experience Christian .
  4. Measure your as a by answering the question “Have these people a little how to be disciples of Jesus Christ?”
  5. The author states: “When I teach a class, I want to affect the whole person, not just the mind but also the heart, and not just the heart and mind but also the will. So as I prepare, I ask myself three questions.”
    A. What do I want them to ?
    B. What do I want them to ?
    C. What do I want them to ?
  6. We must learn at levels before we can learn at levels.
  7. You can’t start until you’re clear about what people need to .
  8. Learning is more than and applying .
  9. It’s not only vital to teach the text teaches but also, if possible, it teaches it.
  10. Teachers have a number of in the teaching tool . Effective planning involves the right for the right .
  11. What are some of the tools the author mentions?
    A. Lecture. Lecture is a good way to cover amounts of .
    B. study and reflection.
    C. Group .
    D. Group .
    E. Breaking into or .
  12. What two things does individual study and reflection do?
    A. Shows people that with a little , they can the Bible by .
    B. “Primes the ”
  13. Group discussion can occur only after have been with .
  14. Group discussion and group investigation are the of most group Bible .
  15. What makes for a good question?
    A. It can be answered by the people .
    B. It is interesting to in the room.
    C. It is and simple.
    D. It requires a thoughtful .
    E. It will protect people’s .
  16. If you have to words or phrases in the , it’s probably not a one.
  17. The question should not have an answer.
  18. A good question doesn’t people based on their .
  19. A good questions will not people.
  20. The epitome of what teaching is about is getting people in the and in with one .
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Chapter Three
Preparing Yourself to Teach

  1. Textual fluency means knowing the of a Scripture thoroughly enough that it leaves its .
  2. The study journey demands time and work in order to avoid what three dangers?
    A. .
    B. .
    C. the gospel.
  3. Research prevents historical , which can the message.
  4. Research kindles a valid . After significant study the material itself you.
  5. We don’t want to the journey by prematurely what discipleship we want to .
  6. I can be a prophetic only when I’ve been a prophetic .
  7. A prophetic listener is quick to and slow to .
  8. Mr. Palmer found that in order to be a good every day needs to be .
  9. A pastor pays at least four rents for the freedom to pursue the essentials of his ministry.
    A. People must perceive that we and are the text.
    B. People must sense in us.
    C. People must know we’re working .
    D. People must know we them.
  10. The church is real in a real , and the pastor must be a real in that place.
  11. At any given moment, sweet , whether with people, text, or schedule, can seem like an unreachable . And that’s just the to give ourselves wholeheartedly to becoming .
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Part Two
The Teacher’s Task

Chapter Four
Not Everyone Learns Alike

  1. Variety in the classrooms is of two types, and we must concern ourselves with both.
    A. People learn in a of ways.
    B. People have a variety of and spiritual concerns as they enter a .
  2. Putting needs into perspective.
    A. Only God knows people’s real .
    B. Some is for God.
    C. Someone is about to give on God.
    D. Most are spiritually .
  3. Draw on God to give to the real of people.
  4. No matter how blasé or how the class looks, someone there is in the midst of making a major about God.
  5. Don’t focus the class on three or four people and miss the fifteen or twenty who are there to do with God, for whom faith is a vital concern.
  6. Touch a variety of people in number of ways by the effective use of illustrations.
    A. Use situations.
    B. Slice them .
    C. Slice them .
  7. Illustrations will connect with a of people if they speak about human situations.
  8. The author wants to use that come from the represented in her classroom.
  9. Try to slice illustrations to cover the of people have had.
  10. Keeping methods in their place.
    A. Does it in with the lesson?
    B. Is it to its importance?
    C. Is the class for it?
    D. Is it dessert or the course?
  11. People enjoy being , and one of the goals in teaching is to remain somewhat .
  12. Because we live in a culture dominated by the , include some element in class.
  13. Writing is the simplest exercise.

    14. Answer the following T (True) or F (False)

  14. Music can be used for teaching in a classroom.
  15. Teaching techniques do not require people to draw on their imaginations.
  16. Some people can grasp new truths only when they have time to reflect on them silently.
  17. Jesus constantly employed variety in His teaching.
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Chapter Five
Baby Lambs and Old Sheep

  1. The challenge put before the pastor is to teach a group of people who possess a of skills.
  2. As you set out to teach both and Christians together, be aware of temptations and that may get in the way of teaching.
  3. One temptation in talking with new believers is to rely on or to give them truths to memorize.
  4. Young believers often feel or doubtful about their new ; they know others have been longer and know .
  5. Older Christians are roadblocked not by of experience but by experience .
  6. For older Christians, help them see beyond the , to expose them to the full of the Christian faith.
  7. Let the Bible speak for itself, study it , not coming at it with categories, but attempting to discover what it says about .
  8. Inductive study alone is no magic .
  9. Shape the study so that it helps people see the in a way.
  10. Use a number of to do that, the first of which is studying passages—and just those .
  11. Forced to concentrate on a portion, older Christians also make new .
  12. Another method the author has used to help people see the text, : Have them or doodle.
  13. One of the responsibilities of the teacher is to tell people “what the words .”
  14. Ask readers for their definitions.
  15. Study the use of the word in the itself.
  16. Bible studies become when we don’t allow the text to , unfolding in a natural progression of .
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Chapter Six
Teaching That Motivates

  1. “Successful teaching not only opens the but also stirs the , fires the , galvanizes the .”
  2. People want to see : their dreams, their , their problems, and their .
  3. How can we help people identify with us?
    A. Tell it it is.
    B. Major in interest material.
    C. Share your own .
    D. Build .
    E. Use .
  4. Shun euphemisms, candy , fluff, party .
  5. A super pious, ultra spiritual teacher often does more to people then to them.
  6. Talking about our successes brings .
  7. How does humor help people identify with a teacher?
    A. People bond when they about what’s .
    B. Humor also and indirectly shows people’s .
    C. Humor puts everyone on ground.
  8. Affirmation has a tremendous power to motivate people to learn and even achieve great things. The author follows seven guidelines:
    A. Base it on .
    B. Begin with the .
    C. the affirmation.
    D. Encourage learners to set their own .
    E. publicly.
    F. Get excited about their .
    G. Highlight .
  9. You can’t break a student’s of negative thinking or with one .
  10. Once students have their momentum going try to them to you.
  11. We express confidence in learners by treating them with .
  12. Not only competence but potential competence .
  13. The number one problem among students is a lack of .
  14. Motivational teaching will always be concerned not only with - but also -.
  15. What spurs a teacher to and what motivates a student to are usually two very things.
  16. The motivating teacher surfaces those needs and ties them to needs.
  17. Motivating teachers are good .
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Chapter Seven
The Unique Task of Teaching Adults

  1. “I’ve always felt that the heartbeat of the church is . Jesus loved children, but he did not call . He called .”
  2. The common attitude toward all in our culture is that schooling is something you do when you are .
  3. Often children and youth education gets top in congregations, and for good . But often that’s at the of adults.
  4. The problem is that many people in churches today have never brought their adult to bear on an understanding of the .
  5. The Bible was written primarily for , to answer adult , to deal with adult .
  6. Adults learn than do children.
  7. Malcolm Knowles, in his The Practice of Modern Adult Education, has a lot of insight in teaching adult learners.
    A. The adult learner is -.
    B. The adult learner has accumulated a large reservoir of
    C. Adults are oriented to their tasks, , and .
    D. Adults want that can be immediately applied.
  8. Since many people look back on their school days in a less than way, the return to a as an adult can have connotations.
  9. If what a teacher says is not by and connected with their own , adults will not take the teacher’s message .
  10. Good adult education is intimately linked to people’s of themselves and what they see as their role and function in the .
  11. Probably no more than 10 percent of adults are genuinely in for learning’s .
  12. One of our jobs is to catch people at these points in their lives, when they are trying on new , exploring new , facing new .
  13. Give five keys to help connect with adults:
    A. Treat adults as .
    B. needs.
    C. Involve the learners in their own learning.
    D. Make adults for their learning.
    E. Help adults see learning as a endeavor.
  14. Too often we only look at the of the class after it’s .
  15. Planning with people helps them stay in of the learning , helping them address their .
  16. Avoid coaxing adults into because doing so them like .
  17. One way to inspire a continuing interest in the subject is to provide the right kind of at the end of the .
  18. Adult Christian education is about a dynamic, interactive where both and have a meaningful and ongoing with each other and with biblical .
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Chapter Eight
Teaching through Preaching

  1. Historically, the church has preferred highly teaching, often choosing the seemingly methods of .
  2. Helping people discover truth entails some , because we lose some measure of .
  3. The Bible, when it is read sentence by , draws us toward its living , which is Jesus Christ.
  4. Personal witness and stories should be seen like all illustrations—as windows to , to help people look in on a textural waiting to be .
  5. Good teaching comes when we understand the and deeply know the before we search for its .
  6. Mr. Palmer states: If I want my learners to discover the , I need to whet their for spiritual things.
  7. Capture a sense of that says, “This is not just an interesting . It is essential that you .” Learners catch more than from such teaching; they catch an enthusiasm for the .
  8. Learn not to force the , but to let the natural drift of the text .
  9. It’s the surprise element in the text that is the wonderful good !
  10. We teachers are often tempted to say too much all at , especially at the of lessons and .
  11. People come to the not as blank but as individuals in whom the Spirit is already .
  12. Creating opportunity for personal sometimes surprises us in the way come.
  13. Change goes when we make the , when we discover God’s Word to .
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Part Three
The Longer View

Chapter Nine
How Do You Know You’re Effective?

  1. “Experience in teaching doesn’t tend to my abilities; rather it them. It is evaluated experience that my skills.”
  2. A teacher who is vulnerable, , and committed to excellence wins the of others.
  3. Inviting evaluation helps people with the teacher and become more of his/her ministry.
  4. Some may hesitate to invite because of other people’s .
  5. The greater the number of the more you will get a balanced profile of your ministry.
  6. Some of us can the truth. We may not be to face up to the that our teaching has .
  7. The Holy Spirit who helps me understand the Bible and prepare my also teaches me through others how to do it more .
  8. It is difficult to evaluate the of ministry.
  9. Though we can never be as exact as a scientist, we can realistically evaluate the effectiveness of teaching by asking two broad questions.
    A. Am I reaching my ultimate ?
    B. Does my teaching ?
  10. Effective teaching has to provoke , unsettle some cherished , open people’s to things they’ve never realized.
  11. Look for other key , especially an increasing for God and his righteousness.
  12. The author evaluates himself after every teaching opportunity, and asks three questions.
    A. What did I do ?
    B. What did I do ?
    C. What should I ?
  13. Invite others to evaluate your teaching both in and .
  14. There is a to evaluation, as well as a .
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Chapter Ten
Recruiting and Keeping Teachers

  1. “Recruiting is a of discernment. It is the holy act of helping others discover their and discern God’s .”
  2. There will always be in recruiting.
  3. People get excited about ; they get scared off by .
  4. Let prospective teachers know as precisely as possible what to and what’s expected of .
  5. The best way to avoid volunteer is to make sure we challenge a large of people to share the ministry so that the full of the work doesn’t fall on too people.
  6. All recruiting amounts to matching to needs.
  7. In order to find a good the recruiter needs to the people in the .
  8. Small groups can be an effective for uncovering and unleashing hidden in the .

    9. Answer the following T (True) or F (False)

  9. The most effective approach to recruiting is a team approach.
  10. The best recruiter for a ministry is not the person who is most excited.
  11. The pastor in a small church cannot work closely with the recruiting committee.
  12. The most important question is “Who has the relationship with the prospective teacher?”
  13. Recruiting at church on Sunday is okay.
  14. Try to schedule recruiting conversations well in .
  15. Try to recruit people for two-year , with time during that term so they’re not working every for two solid years.
  16. The danger of recruiting is that we can easily become .
  17. Learning to tell a from an is part of the that goes with recruiting.
  18. When you consider it, the inadequacy excuse is actually a place to . People should be by the job of . It’s a profound .
  19. The language of vision and ministry should be appropriate to the of the person we’re to, and appropriate to the of the teaching .
  20. Never let people respond in the conversation.
  21. Teaching is . After a class, many teachers fall into “the Elijah syndrome”—a sense of energy , dissatisfaction, and malaise, often accompanied by spiritual in the form of self- doubt and God.
  22. Another way to keep in with teachers and fend off “the Elijah syndrome” is by sending teachers encouraging .
  23. Acknowledging teachers in by bringing them before the congregation and by printing their in the bulletin.
  24. Every teacher should have the security of feeling into the larger .
  25. Often there is a creative way to solve the problem of no , although it takes .
  26. There are two passions that people to teach. One is a love for the . The other is a love for .
  27. Recruiting is a ministry of .
  28. We are not just running a ; we are building .
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Chapter Eleven
Training People to Teach

  1. If Harvard cannot assume their professors can , how much less can .
  2. The ultimate question is not what the teacher but what the does as a result of what the does.
  3. No one can teach off a blank disk. Teachers need a database from which to draw:
    A. Bible .
    B. .
    C. Teaching .
  4. Equipping teachers for independent makes them feel , more of their teaching, more about their work.
  5. As important as it is for teachers to have a of knowledge, it is not .
  6. Teachers cannot effectively teach without , especially the to communicate.
  7. Here are several things the author has done to encourage mentoring of Sunday school teachers: A. Plant the early.
    B. Encourage some mentoring.
    C. Use the teachers as trainers.
    D. hands-on involvement.
    E. Affirm and the mentors.
  8. Mentors will reproduce what they , whether good or .
  9. Some people may want to be mentored only by the or Christian education .
  10. When you regularly affirm and honor the in the department, teachers are more willing to be by them.
  11. Like the military, the church wants teachers who impart not just and skills but also .
  12. How does the author help people see the difference teaching makes?
    A. Let people see flesh-and-blood of the transforming power of .
    B. Give platforms to teachers so they can tell what teaching has to them.
    C. Put trainees under teachers who already have .
    D. Involve trainees in ministry.
  13. No one can train teachers effectively without drawing on other resources.
    A. recruiting.
    B. Conferences and .
    C. Cocoon .
    D. .
  14. Effective training starts with good .
  15. Taking teachers to enlarges their vision and them with skills better than anything else.
  16. The greater the of resources we make available, the more likely we are to find an open into our teacher’s .
  17. Proper training not only prevents us from producing gun-shy , it also helps our teachers effectively communicate the .
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Chapter Twelve
Mentoring

  1. “Mentoring is the flip side of the pastor’s public of teacher, prophet, and .”
  2. The mentor helps the person mentored discover the , follow Christ’s , and know God’s .
  3. A mentor is: one who walks with the student part of the , then stops and points out the of the .
  4. To learn from the person mentored, you have to do at least three things:
    A. teaching.
    B. .
    C. Encourage .
  5. It’s appropriate sometimes to give people a straight , most of the time it’s better to people to a journal or commentary.
  6. It is when you are flexible enough to permit someone the freedom to with what you say that you mentor .
  7. Encouraging interaction is a matter of not acting when people .
  8. A mentor doesn’t want to tell people what God’s will is for them; he wants to let them discover it for themselves.
    A. Express encouragement .
    B. Build .
    C. Don’t the affirmation.
    D. Confront only when you’ve the right.
  9. People are vulnerable about things most to them.
  10. Simply affirm people for what they’re doing .
  11. The goal in Christian mentoring is to help people and follow the of on their own.
  12. The pastor as priest acts as between God and the .
  13. There are several things that have helped the author develop meaningful relationships with those he mentors.
    A. encounters.
    B. into the relationship.
    C. Offer regular ins.
    D. out of the relationship.
  14. Mentoring is something that deepens .
  15. The role of a mentor to its terms, is a mentor is a .
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Epilogue

  1. “Teaching is not the mere conveying of Christian but helping people discover for themselves the of the gospel.”
  2. The authors highlighted the following as the most important points of the text. A. Teaching is not limited to what goes on in the . B. Their goal is not sound teaching or the ability to impressively. C. In one way or another, each describes teaching as “ to .”
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