WE OUGHT TO BE TEACHERS
QUARTER ONE: QUARTER TWO:
PREPARING MYSELF TO TEACH PREPARING THE LESSON
1. Who am I? 1. Planning / Background
2. Setting Goals (Send me!) 2. Research: The Concordance
3. My Life, the Mirror 3. Research: Other Sources
4. Questions and Parables 4. Seven Rules For Interpretation
5. My Responsibilities 5. Figures of Speech: Part One
6. Discipline and Study 6. Figures of Speech: Part Two
7. I Must Learn to Pray 7. How to Outline
8. Discouragement 8. Scripture Reading
9. Preparing Others to Teach
10. The Rewards of Teaching
QUARTER THREE: QUARTER FOUR: KNOWING THE STUDENT
IN THE CLASSROOM 1. The Need For Discipline 1.
The Lecture 2. The Preschool Student 2.
Visual Aids 3. Primary (Grades 1-4) 3.
Discussion Methods
4. Grades 5-8 4. Arts and Crafts
5. High School: Hidden Resources 5. Jesus' Illustrations
6. Adults 6. The Assistant Teacher
7. Ask the Parents 7. The Workroom and Classroom
8. Rewards, Activities & Visits 8. Evaluation
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WE OUGHT TO BE TEACHERS
QUARTER ONE: PREPARING MYSELF TO TEACHLesson One: Who Am I?
I. I Am Special
A. God made me (Gen 1:26-28).
1. No one is a "self made man" (Rom 14:7-8)
2. I am unique.
a. My voiceprint is like no other
b. My fingerprint is like no other
c. My personality is like no other
A. God made me different from the animals (Ps 8:3-8).
1. I have a soul which will never die.
2. I can think and reason.
3. I can create (art, music, ideas, etc.).
4. I need to worship.
I. Why Am I Here?
A. I was created to do good works (Eph 2:10).
B. I was created to obey God (Eccl 12:13).
C. I am responsible for what I know! (Lk 12:47-48)
D. Therefore, I must not:
1. Make excuses (Lk 14:18-24).
2. Give up in the face of problems (Prov 25:26)
I. What Can I Do?
A. Start young!! (Eccl 12:1).
B. Don't say "I'm too inexperienced to teach".
1. Jeremiah (Jer 1:6-8)
2. David (I Sam 17:33-37)
3. Moses (Ex 4:10-15)
A. Be a good example for others (I Tim 4:12).
1. Pure speech.
2. Good deeds (conduct).
3. Show that you love others.
4. Have faith (BELIEVE in God; don't trust yourself).
5. Be pure; don't be afraid to be different.
A. "I am too nervous to teach."
1. Almost everyone is nervous at first.
2. Practice makes perfect.
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
3. Ask God to help you when you teach.
4. Be prepared. This always calms you down.
I. Realize We All Have Different Gifts (Talents)
A. The church is a body (I Cor 12:12-27).
1. EVERY person is important; EVERY job is important.
2. YOU are special; there is no one exactly like you.
3. God gave everyone something to do.
4. We need every part of our bodies; which part could you do without?
A. Everybody needs to do their job.
B. What would you like to do?
1. Pick out what you want to do.
2. We will TRAIN you to do that job.
I. There Are Many Different Jobs To Do In Teaching
A. Name all the jobs you can think of in teaching:
B. Here are a few:
1. Preparing visuals
2. Reading to find new ideas
3. Maintaining the workroom
4. Monitoring the halls for discipline and giving directions
5. Being an assistant teacher
6. Writing, typing, or proofreading lessons
7. Teaching
A. This class will help you find the jobs that you can do.
B. This class will TRAIN you to teach or assist.
1. No one will be put in a class before they are ready.
2. You will be trained under an experienced teacher.
3. In most cases, you will have another teacher in class at all times.
a. Sometimes you will be out of town.
b. Sometimes one of you will need to discipline someone.
c. Sometimes you will just need a break.
1. The teacher rotation system means that you will not have to teach two
quarters in a row if you do not want to.
I. Teachers are leaders. Being a leader means:
A. Doing your best, even if no one notices. God ALWAYS notices.
B. Keeping your word.
1. Being on time for class.
2. Making other arrangements if you cannot be in class.
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WE OUGHT TO BE TEACHERS
A. Helping show others what to do.
B. Standing up for God.
C. Getting ready for the job.
1. Training
2. Bible study
3. Prayer
A. Taking advice/comments from others.
1. Not taking praise too seriously (Prov 27:21)
2. Not taking negative comments too seriously. (Eccl 7:21-22)
3. Recognize and USE good advice. (Prov 9:7-12)
I. Being A Leader Does NOT Mean:
A. Being the boss. (Mt 20:26-28)
B. Making everybody else do the job for you.
C. Telling everybody how great you are.
D. Showing off, or expecting everybody to tell you that you did a good
job. (Mt 6:1-4)
E. Quitting when things get tough. (Prov 24:10)
F. Quitting if people say you did a bad job.
G. Being sloppy.
H. Being late.
I. Doing your job right just once or twice, then quitting.
a. What if God helped us once or twice, then quit?
b. We must be faithful UNTIL DEATH. (Rev 2:10)
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Two: Setting Goals
I. What are goals?
A. You know where you are now.
B. A goal is where you want to be.
1. You are overweight. You want to lose weight. So you set a goal to
lose 25 pounds.
2. You have never read the Bible through. So you set a goal of reading
3 pages a day. In this way, you will read the entire Bible through
in one year. (If your Bible has large print, you may need to read 5
pages per day.)
I. When should I set my goals?
A. Start now to set goals. The word "tomorrow" has kept many people from
their goals. (Jas 4:13-17)
B. We only are promised TODAY. (II Cor 6:2)
C. Your goals should be reasonable:
1. Taking ten years to lose 25 pounds is too long.
2. Losing 25 pounds in one week is unrealistic.
I. What goals do I need to be a teacher?
A. To be a better Bible student.
B. To pray more.
C. To better understand my students.
D. To always be prepared.
E. To learn from my mistakes.
F. List some other goals you have:
I. Why do I need goals?
A. Failing to plan is planning to fail. (Prov 24:27)
B. Without goals, you will drift and get nowhere.
I. How do I set goals?
A. Find something you would like to improve about YOU.
1. You can only set goals for yourself.
2. Only you know whether or not a goal is realistic.
A. Get and follow good advice. (Prov 11:14)
1. Recognize and do not follow bad advice.
2. Get advice from as many people as possible.
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WE OUGHT TO BE TEACHERS
A. Pray. (Prov 3:4-6; Jas 1:5-6)
B. Study what the Bible has to say about your goal.
I. Write a plan telling how you will reach your goal.
A. You will not forget your plan if you write it.
B. You will be able to improve your plan as you go.
I. Put your plan into action.
A. Tell people about your goal.
B. Think about your goal every day.
C. Each week, measure your progress toward your goal.
D. When you reach your goal, reward yourself.
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Three: My Life, The Mirror
I. You reflect the past.
A. Your parents influenced you.
B. Your teachers influenced you.
C. Your peers influenced you.
D. Your experiences influenced you.
I. Your influence is wider than you think. (Rom 14:7-8)
A. Your family listens to you, whether right or wrong.
B. Your friends listen to you.
C. Your co-workers listen to you.
D. Your students listen to you.
1. The younger the person, the more you can influence them.
2. Young people tend to look up to older people just because they are
older.
3. Students look up you just because you are the teacher.
4. The more you do in the church, the more people watch your life.
5. Preachers' and elders' families REALLY live in display cases.
I. Since my life is a mirror, what must I do?
A. Be careful how I live.
1. Since I am being watched, I will live better.
2. Avoid any thing which would harm my influence.
(Rom 14:21; I Cor 6:19-20)
A. Be careful what I say.
1. Col 4:6
2. Prov 26:4-5
3. Mt 12:37
A. When I make a mistake, change!
B. Forgive others when they make mistakes (Mt 6:14-15)
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WE OUGHT TO BE TEACHERS
Lesson Four: Questions and Parables
I. Dealing With Questions
A. The Sincere Question (Jn 3:4)
List some sincere questions.
B. The Mocking Question (Mt 27:40)
1. List some mocking questions.
2. How can we deal with these in love?
A. The Rhetorical Question (Rom 6:1)
1. This kind of question implies its own answer.
2. Name some rhetorical questions.
A. The Trick Question (Mt 21:23)
1. Name some trick questions.
2. Example: "Have you stopped beating your wife yet?"
3. These questions will trap you either way you answer.
a. BEWARE and do not fall into the trap of answering all questions.
b. You might ask the student's opinion: "What do you think about
that?"
c. There is no law that says you MUST answer all questions.
(Eccl 3:7)
1. Handling these questions:
a. Ignore them.
b. Make the student who asked the question answer it.
c. Let the class know that "This is a trick question."
d. Do not let anger or confusion force you to answer.
A. The Unanswerable Question (Mt 21:24-27)
1. Remember Deu 29:29.
2. Learn to say "I don't know".
3. Assign that question to the student who asked. "That's a good
question... so good, it's now your homework!"
I. Parables and Illustrations
A. The Parable ("An earthly story with a heavenly meaning")
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WE OUGHT TO BE TEACHERS
1. The sower (Mt 13:1-9).
List each symbol in this parable.
2. Interpreting the parable of the sower (Mt 13:18-23).
a. What does each symbol mean in this parable?
List each element of the parable and its meaning:
b. What if the Bible is silent on the meaning of a symbol?
1. When parables can be used.
a. When the subject is simple.
b. When the parable helps explain the subject:
The church is a body (I Cor 12)
1. When parables cannot be used.
a. When the subject is too complex.
b. When the number of symbols is large.
c. When the parable is misleading.
A. The Illustration
1. The illustration should be appropriate to the age group.
a. Do not discuss nuclear physics with the preschool age.
b. Do not discuss the latest kind of toy with adults.
1. The illustration should not be too long.
2. The illustration should not be misleading:
a. Your illustration should not make a complex subject appear too
simple.
b. Your illustration should not make a simple subject too complex.
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Five: My Responsibilities as a Teacher
I. To Set a Good Example
A. I will be on time for every class.
B. I will prepare my room before any student comes in.
C. I will learn all material before I assign it to my class:
a. Memory verses
b. The books of the Bible (Do I know them yet?)
c. Other assignments
I. To Be Prepared
A. I will study diligently before I teach each lesson.
B. I will pray before coming to class.
C. I will seek someone else's help if I do not understand the lesson I am
to teach.
D. I will pray daily for my students.
E. I will try to anticipate questions my students might ask and have
answers ready for them.
F. I will fill out a lesson plan before preparing each lesson.
I. To Discipline Consistently and Fairly
A. I will establish a set of rules for my class.
B. I will carefully explain these rules to my students.
A. C.I will make sure that the rules are appropriate for the age which I
teach:
1. Preschool students should have more "moving" activities so that they
can settle down during the lesson.
2. High school students should be expected to listen and participate
for the entire 45 minute class.
A. I will explain the rules to parents by letter so that there will be no
doubt as to the rules.
B. I will not allow one student to get away with poor behavior because I
like him.
C. I will encourage parents of students with discipline problems to visit
class.
D. I will follow the guidelines of the elders on discipline.
I. To Teach Only the Truth in Love
A. I will carefully study my lesson before coming to class.
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WE OUGHT TO BE TEACHERS
B. I will teach only the facts. If I teach opinion, I will make my
students understand that it is ONLY my opinion.
C. I will never bind my opinion on my students.
D. In the grade four and below, I will not even mention opinion. I will
say "I don't know" or "the Bible doesn't say" instead.
E. I will encourage my students to not take my word for anything. I will
encourage my students to compare my lesson to the Bible. (Ac 17:11)
F. I will encourage my students to bring their Bibles to class and to read
them daily.
G. If I disagree with a student, I will GENTLY tell him so.
a. I might ask the student if he can back up his statement with
scripture.
b. I might tell the student "That's an interesting thought".
I. To Do My Best to Understand My Students
A. I will learn all I can about the characteristics of the age group which
I teach.
B. I will learn each student's name.
C. I will visit with each student's parents.
D. I will have outside activities with my students if possible.
E. I will recognize that each of my students is a unique individual.
I. To Make My Lesson as Interesting as Possible
A. I will be enthusiastic when I teach.
B. I will use all the resources available to me when I teach.
C. I will recognize and reward achievement in the classroom and homework
assignments. (This will be covered later.)
D. I will make appropriate use of visual aids.
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Six: The Discipline of Study
I. Why Do I Need Discipline?
A. From Heb 12:5-13, list seven reasons we need discipline:
1.
2.
3.
4.
5.
6.
7.
B. How did Jesus learn to obey? (Heb 5:7-9)
Can we learn discipline by any other means?
C. Why does the Christian life demand discipline? (I Pet 2:21)
D. How did Paul practice discipline? (I Cor 9:19-27) List 10 ways:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
I. Why and How Do I Need To Study?
A. The Bible is powerful. (Heb 4:12)
How many of the following powerful tools could you operate well without
study or training?
A computer An airplane Brain surgery tools
A nuclear reactor The Bible A combine
B. I must grow as I learn
1. Heb 5:11-14
What should my goal be as I study?
2. Rom 15:4
Can I study only the New Testament and be a good student?
A. I must have a regular program of Bible study.
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WE OUGHT TO BE TEACHERS
1. I can study an entire years' worth of lessons and stay one quarter
ahead of my students.
2. I can study topics, such as faith.
3. I can read five pages in my Bible per day.
4. I will take notes on sermons and check out what the preacher is
saying with my Bible.
A. I must appreciate what the Bible can do for me.
1. What three things can a proper study of the Bible do for us?
(Ps 119:98-101)
a.
b.
c.
2. Why is the Bible unique? (Prov 30:5-6)
3. What do we find ONLY in the Bible? (Jn 8:32, 17:17)
4. What can Bible study help us understand? (Eph 3:4-6)
5. Why MUST we be able to use the Word of God? (Eph 6:10-17)
6. What can the Bible give us? (II Tim 3:14-17)
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Seven: I Must Learn to Pray
I. Why pray? (Phil 4:6-7)
A. We need to talk to God.
B. We need to thank God.
C. So we will not worry (be anxious).
D. God will give you peace.
I. How should we pray? (Mt 6:5-15)
A. What to say when you pray: (Mt 6:7-15)
(This is a model or sample only; pray from your heart.)
1. Address God "Father in Heaven"
2. Give God praise and honor; "Hallowed (holy) be Thy name."
3. Only use "Thee" if you feel comfortable with it; Calling God "You"
is not bad manners.
4. Pray for the church; "Thy kingdom come."
5. "Thy will be done", pray for the leaders of your country. Pray that
other people will want to do God's will.
6. "Give US this day..." Pray for your needs AND other people's needs.
7. Ask God for what you want. Don't be bashful; God already knows what
you need before you ask Him.
8. Ask God to forgive you when you do not obey God.
9. Be sure to forgive other people if they have done something to hurt
you. If you do not forgive other people, God won't forgive you.
10. Ask God to help you when you are tempted or in trouble. Ask God to
help other people when THEY are in trouble.
11. Use the word "US"; pray for others, not just yourself.
12. Praise to God "Thine is the kingdom...". Know that God is in
charge.
13. End with "Amen", (Amen means "So be it; Let it be that way") End
with "In Jesus' Name, Amen" (I Cor 14:15-16)
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
IV. Problems With Prayer
A. "God won't listen to me" -- God listens to our prayers (Ps 34:15)
B. "God never answers me" -- God will answer, either YES or NO. (Jas 4:3-4)
a. What would happen if God answered EVERY prayer 'YES'?
1. People would pray to hurt other people.
2. You would have one person praying for rain for his garden and another
person praying for sunshine for a picnic. How could God answer both
prayers 'Yes'?
3. You might get something that's bad for you. (You might pray that you
find a lot of money. The next day you go visit your local bank.You DO
find a lot of money, BUT it is inside a bank vault and none of it is
yours.)
a. God might not want us to have everything we pray for. (Jas 4:15).
1. What must our motives be when we pray? (Jas 4:1-4)
2. What should our attitude be if we do not immediately get what we ask
for? (Lk 18:1-8)
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Eight: Discouragement
I. What We Face
A. Satan is after us (Job 2:1-5).
1. What is Satan like? (I Pet 5:8)
2. What does Satan want to do? (Rev 12:9)
3. Who might be deceived? (Mt 24:24-25)
A. Satan is real ruthless and relentless.
1. Satan is real. If Satan can convince you that he does not exist, you
are trapped.
2. Satan is ruthless.
a. Who was tempted in Mt 4:1-11? Why? (Heb 4:14-16)
b. What three temptations were suffered in Mt 4:1-11?
Explain why each temptation was unique.
c. Can God tempt us? (Jas 1:13-17)
1. Satan is relentless.
a. How long has Satan been at work? (Jn 8:44)
b. Who was tempted first? How? (Gen 3:1-6)
c. Who causes men to lie? (Ac 5:3)
Whenever we hear someone tell a lie, where did that lie come
from? Why is this difficult for us to accept?
A. We must fight Satan!
1. What kind of enemy do we face, physical or spiritual? (Eph 6:11-12)
2. What must we do to withstand Satan? (Eph 6:13)
3. What promise do we have concerning temptation? (I Cor 10:13)
4. What must we NOT do? Why? (Eph 4:25-27)
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WE OUGHT TO BE TEACHERS
5. How can we avoid another scheme that Satan uses? (II Cor 2:10-11)
6. What can we do to help those who are trapped by Satan?
a. II Tim 2:24-26
b. Jude 23-24
1. While we are helping others, what must we do? Why? (Mt 26:41)
I. Some People Who Won Over Discouragement
A. Did this man have a reason to be discouraged? Was he? Why? (II Cor 4:7-
11)
B. Did weakness stop Paul? Why? (II Cor 12:7-10)
C. Why was Elijah discouraged? (I Kin 19:9-18)
What did God tell him? Why?
D. What good is studying the mistakes of the people in the Bible? (Rom
15:4) What gives us hope?
E. What does God promise if we keep on even when we are discouraged?
a. Jas 5:10-11
b. Gal 6:6-10
c. I Cor 15:57-58
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Nine: Preparing Others To Teach
I. The Need For More Teachers
A. What would happen if all the people in the world stopped reproducing?
B. What would happen if the church stopped growing?
C. What did Jesus say about the need for workers? (Mt 9:36-38)
Can we afford to ignore this need?
I. How We Get More Teachers
A. Are people born knowing how to teach? Why?
B. What must those who want to teach do FIRST? (Heb 4:11-14) Why?
C. How much responsibility do we have?
Lk 12:48
Mt 12:37
Jas 3:1
I Tim 4:16
D. What responsibility do teachers have for training others to teach?
II Tim 2:2
Lk 6:40
E. How were these men and women trained? Who trained them? Why?
Ac 18:24-28
Tit 2:3-5
II Tim 1:5
F. Is there a difference between training and teaching? What is it?
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Ten: The Rewards of Teaching
I. Immediate Results
A. List five immediate rewards the teacher receives from teaching:
B. List five immediate rewards the students receive:
I. The Unseen Rewards
A. What does the phrase "Someone is watching you" bring to mind concerning
the teacher's influence?
B. What do the following passages of scripture promise us if we do our job
properly?
1. Mt 18:4-6
2. Mt 10:40-42
3. Mt 25:22-23
4. Jas 5:19-20
5. Dan 12:3
6. Prov 9:7-9
7. Rev 2:7,10-11
8. Rev 2:17,26-28
9. Rev 3:5,12,21
10. Rev 7:13-17
A. Are the rewards worth the suffering? (Rom 8:18,35-39)
Copr. 1986 W. Roane, Jr.
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QUARTER TWO: PREPARING THE LESSON
Lesson One: Planning and Background of the Lesson
I. The Planning Sheet
Your lesson plan should look like this:
Date: Age Group: Quarter:
Lesson Title:
Aim of Lesson:
Main passages of scripture:
Lesson Outline: (This will be covered in Lesson Seven, Quarter Two)
Application: (How my students can use this lesson.)
Activities: (They may be here or included in your outline.)
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II. Background
A. Why is knowing all you can about your lesson before you teach it
important?
B. How many hours of preparation time is necessary for a 45 minute class?
C. The Character Sketch
1. You should do a character sketch for each main character in your
lesson.
2. You should look up every passage of scripture where the person is
mentioned. Use a concordance.
3. From the scriptures you read, list everything you can about the
person.
a. List good AND bad traits.
b. List what each good and bad trait caused the person to do. Be
specific.
1. Write a summary of the person's life. Include both good and bad points
and events.
2. Assignment: Do a character sketch for one of the following:
Athaliah Samson Jepthah Hagar Enoch
Jonah Noah Abraham Isaac Jacob
Joseph Jehu Hezekiah David Jezebel
Melchizedek Lot Rachel Judah Judas
A. The Place or Location Sketch
1. When you teach about a place, look up all the places in the Bible
where the place is mentioned. Use your concordance.
2. Locate the place on a good Bible map.
3. Find a photograph of the location in modern times, if possible.
4. List the events that happened there, in order.
5. Do a Location Sketch on one of the following:
Bethel The Dead Sea Jericho Babylon
Petra Tyre / Sidon Joppa Samaria
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Two: Using the Concordance
I. What the Concordance Does
A. Lists each word used in the Bible.
B. For each word, the concordance lists each passage where the word can be
found.
C. Other features vary according to the type of concordance.
I. Types of Concordances
A. Young's Analytical
1. Lists each word used in the Bible.
2. Does not list the passages in order of appearance, i.e., Genesis
first, Revelation last.
3. Within the word "LIGHT", for example, Young lists the different
Greek or Hebrew words which are translated into English as "LIGHT".
The passages where the English word "LIGHT" is found are grouped
according to the word from which they come.
4. Look up two words in Young's as an example.
5. Young's Concordance refers to the King James Version.
A. Strong's Concordance
1. Lists each word used in the Bible.
2. Lists each word in the order it appears, i.e., Genesis first,
Revelation last.
3. Beside each passage is a number. This number refers to the original
Hebrew or Greek word.
4. You can look this number up in the back of Strong's. Beside each
number is a short definition of the Greek or Hebrew word. There is
also a listing of the English words into which that Greek or Hebrew
word was translated.
5. Thayer's Lexicon (A Greek Dictionary) uses the same numbers as
Strong's. So you can get a full definition of a Greek word by
looking up the Strong's number in Thayer's.
6. Refers to the King James Version.
7. Look up two words in Strong's.
A. The New American Standard Exhaustive Concordance (Holman)
1. Uses the same system as Strong's.
2. Refers to the New American Standard Version.
I. Uses of a Concordance
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A. To find out how many times a word is used in the Bible.
B. To find out the original Greek or Hebrew word.
C. To find out at a glance what the Bible says on a particular subject.
D. To find a scripture if you cannot remember its exact chapter and verse.
If you can remember one word of the verse, you can find the passage.
E. Practice looking up verses for which you cannot remember the exact
chapter and verse.
F. If you want to find out whether or not a quotation is from the Bible,
use your concordance.
See if the following are in your Bible. Use your concordance.
"Spare the rod and spoil the child."
"An apple a day keeps the doctor away."
"Accept Jesus as your personal Savior."
"A personal relationship with Christ."
"Guard, guide, and direct us."
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WE OUGHT TO BE TEACHERS
Lesson Three: Other Research Sources
I. The Bible Encyclopedia
A. Features:
1. Articles on many places, people and events in the Bible.
2. Includes much material you would not readily find elsewhere.
3. Does not get outdated nearly as fast as ordinary encyclopedias.
A. Advantages:
1. Has a large amount of material.
2. Saves you research time.
3. Name another advantage of using a Bible Encyclopedia:
4. Give three examples of how you could use a Bible Encyclopedia:
A. Name the disadvantages of using a Bible Encyclopedia.
I. The Bible Atlas
A. Baker's is the standard for a Bible atlas.
B. Contents:
1. Many detailed maps of Bible lands during different times.
2. Articles on the history and background of certain places.
3. Many photographs of the places mentioned.
A. Name four uses of the Bible atlas:
B. Look up three places in a Bible atlas.
C. Name the disadvantages of using a Bible atlas:
I. The Lexicon
A. A lexicon is a dictionary.
B. What a lexicon contains:
1. A listing of each Hebrew or Greek word, in alphabetical order.
2. A lengthy definition of each word.
3. If the word is translated differently, the lexicon lists each
passage, and how each word was translated.
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4. An explanation of why the word was translated differently. This is
especially true of Kittel's Theological Dictionary.
A. List some advantages of using a lexicon:
B. Tell when using a lexicon might help you:
C. List some disadvantages of using a lexicon:
I. The Topical Bible
A. What does the Topical Bible provide?
B. One disadvantage of a Topical Bible is that all passages of scripture
on a subject may not be listed. This will reflect the bias of the
author. Look up "Baptism" in a Topical Bible to prove this point.
Are there other disadvantages of using a Topical Bible? What?
C. Name some advantages of using a Topical Bible.
I. The Commentary
A. List ten kinds of commentary that are available.
B. What does the name "Commentary" imply about its purpose?
C. What are some advantages of using a commentary?
D. Name some disadvantages of using a commentary:
E. Why is knowing about the author of a commentary so important?
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Lesson Four: Seven Rules For Interpreting The Bible (Context)
To examine the context, you must follow certain rules:
I. Who is Speaking?
A. The words of an uninspired speaker are not always true. The Bible DOES
contain the message God intended.
B. Here we must know who is speaking in order to properly interpret the
passage:
Gen 3:4
Mt 4:3,6,9
Why are these passages included in the Bible?
I. To Whom is the Passage Spoken?
A. Some commands were given only to those who received them:
Gen 6:14
Ex 11:2
Josh 6:2-3
B. Must we follow the above three commands? Why?
C. Why were the above commands given?
I. Is a Figure of Speech Used?
A. Language is to be interpreted as literal, unless the text indicates
otherwise.
B. Language which would be wrong or ridiculous if interpreted literally
should be understood as symbolic:
Hos 6:4
Hos 7:8
Jn 2:19-21
I. To What Period of Bible History Does This Passage Belong?
A. Getting the passage into the proper time is important to understanding
it.
B. Different covenants have been in force. Some commands apply to us, and
some do not.
Do these apply to us? Why?
Jdg 21:25
Gen 12:1
Gen 29:17
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I. What Does the Scripture Say?
A. Proper use of reference books will help avoid mistakes in
interpretation.
B. Examples:
Job 41:1
Jonah 1:7
C. Always know the proper meaning of a word before using it.
I. What Do Other Scriptures Say About The Subject?
A. Some scriptures can best be understood by referring to other passages
of scripture: "Let the Bible interpret the Bible."
B. Examples:
I Jn 2:8 andJn 1:6-10
I Jn 1:1-2 andJn 1:14
Jn 1:18 andI Jn 4:20
I. Customs and Culture
A. This is often useful for understanding the meaning of a scripture.
B. Examples:
Ruth 4:7-9
I Cor 8:4
Rom 16:16
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Lesson Five: Figures of Speech-- Part One
Some common figures of speech are defined below. You need to learn to
recognize these so that you:
1. Understand the passage of scripture better.
2. Avoid being trapped by a question from your "blind side".
I. Etymology: The Meaning of Names
A. To the Jewish mind, names of places and people were very important.
Each name had a special meaning.
B. Use a Bible Dictionary to look up the meanings of the following names.
Scriptures are listed to help you.
1. Saul (I Sam 10:19-20)
2. Paul (I Cor 15:9)
3. Benjamin (Gen 35:16-18)
4. Bethel (Gen 35:16-18)
5. Ruth (Ruth 1:16-17)
6. Solomon (I Kin 11:34)
7. John (Jn 1:35-36)
8. Deborah (Jdg 4:5)
9. Jesus (Mt 1:21)
10. Moses (Ex 2:10)
11. Asaph (Ps 77:1)
12. Job (Job 10:1)
13. Daniel (Dan 5:17)
14. Abraham (Gen 17:5)
15. Israel (Gen 32:24-28)
I. Similie/ Metaphor
A. Similie: A comparison using 'like ' or 'as '.
Example: in Is 44:3-4, blessings are compared to willows.
B. Metaphor: A comparison not using 'like ' or 'as '.
Example: in Is 51:1, God is compared to a rock.
C. For each passage, tell which figure of speech is used.
Also tell what two things or persons are being compared.
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1. Is 30:13-14
2. Is 51:17
3. Is 59:5-6
4. Is 55:9-11
5. Is 66:3
6. Is 63:1-6
7. Ps 59:14
8. Ps 26:6
9. Ps 22:6,11-13
10. Ps 1:1,2-4
I. Synecdoche / Metonomy
A. Synecdoche-- A comparison in which one part stands for the whole. In Mk
16:15-16, "Believe" stands for "Believe and be baptized."
B. Metonomy-- A comparison in which the whole stands for the part. In Is
40:9 "cities" stand for "the people".
C. Exercise: In the following passages, either a synecdoche or a metonomy
is used. Tell which one. Also, tell what is being compared.
1. Jdg 1:3
2. Jdg 6:6
3. Ps 33:8
4. Ps 52:4
5. Ps 71:24
6. Ps 76:1-2
7. Ps 82:8
8. Ps 89:5
9. Ps 83:5-8
10. Ps 96:1
11. Ps 98:1
12. Ac 24:5
I. Irony / Enigma
A. Irony is using opposite words to ridicule a person or an idea. Example:
"Thank you for coming on time," when the person is half an hour late.
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B. Enigma: Using a riddle to present an idea. Example: "What's black and
white and red all over?"
C. Tell which figure of speech is being used. Tell what is being ridiculed
or what idea is being presented.
1. Ezek 28:2-3
2. Is 5:8-10
3. Is 9:20-21
4. Is 28:20
5. Is 29:11-12
6. Is 29:16
7. Job 22:2-3
8. Is 30:16
9. Jdg 14:12-14
10. Is 42:18-20
11. Job 39:13-14
12. Is 47:12-13
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Lesson Six: Figures of Speech-- Part Two
I. Hyperbole / Euphemism
A. Hyperbole-- Exaggeration to make a point. "It felt like a ton of
bricks."
B. Euphemism-- A pleasant term used instead of an unpleasant one:
"Sanitation engineer" "Passed away"
C. Identify the exaggeration or euphemism in each of the following
passages. Tell why you think something is being exaggerated or made
more "pleasant".
1. Is 2:7
2. Ps 29:6
3. Mt 7:3-5
4. Jude 9
5. Mt 19:24
6. Rom 11:21-22
7. Jdg 3:24
8. Is 2:8-10
9. Ps 40:12
10. Is 13:10
11. Is 55:12-13
I. Personification / Anthropomorphism
A. Personification: An object or thing is compared to a person.
Ps 96:11-12 speaks of the earth as a living person.
B. Anthropomorhism: God is spoken of as having human traits or physical
parts (hands, etc.)
Ps 102:25-26 speaks of God's hands and clothes.
C. Tell whether personification or anthropomorphism is used. Tell what is
being compared to a person or what "part" of God is being discussed.
1. Ps 18:8,13
2. Is 49:14-16, 22
3. Ezek 21:9-10
4. Ps 32:8
5. Ps 27:8
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6. Is 53:2
7. Is 14:8
8. Is 51:5
9. Ps 77:19
10. Is 7:17-20
I. Apostrophe / Paronomesia
A. Apostrophe-- Speaking to inanimate objects.
"The walls have ears."
"How many battles have you seen, O rocks?"
B. Paronomesia-- Giving advice, especially personal advice:
"Now son, this is going to hurt me more than it does you!"
C. From the passages below, tell which objects are being spoken to, or the
advice that is being given:
1. Ezek 20:46-47
2. Prov 5:1-2
3. I Kin 13:2
4. Prov 6:6
5. Jer 7:4
6. Prov 6:20-22
7. Jas 1:19
8. Matt 23:37
9. Jas 5:7
10. Jer 2:27
I. Theophany
A. Definition: God in visible form or appearance.
Example: In Is 6:1, Isaiah saw God on His throne.
B. In each of the following, tell why God appeared and list any unusual
circumstances surrounding God's appearance:
1. Ac 2:1-4
2. Gen 11:7-8
3. Dan 5:5
4. Gen 12:7
5. Lk 3:21-22
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6. Gen 18:2,20-21
7. I Kin 3:5, 9:2
8. Num 12:6-8
9. Job 38:1
10. Dan 3:24-25
11. Ex 24:9-11
12. Num 16:42-45
13. Ex 33:11, 18-23
14. Ezek 1:26-28
15. Ex 3:2-4
I. Rhetorical Question
A. Definition: A question to which no literal answer is expected. Or a
question to which the answer is obvious.
"You sure like to eat, don't you?"
B. List the obvious answer to each question. Also tell why, in your
opinion, the answer is not given.
1. Rom 2:3
2. Rom 2:4,21,23
3. Rom 3:5,8
4. Rom 4:9
5. Rom 6:16
6. Rom 7:1
7. Rom 8:31-32
8. Rom 10:14-15
9. Rom 14:4
10. I Cor 8:11, 9:1
11. II Cor 6:14-16
I. Conclusion
By applying what you know about figures of speech, you will be able to
avoid many of the traps of trick questions. You will also be much better
prepared to teach.
Copr. 1986 W. Roane, Jr.
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Lesson Seven: The Lesson Outline
I. Why make an outline?
A. To be organized.
B. To be neat.
C. So people will understand you better.
I. How to make an outline:
A. Choose a topic:
1. Pick a good topic.
2. Be appropriate; talk about a Bible topic, not sports, etc.
3. Pick a topic that you can cover:
a. You cannot cover "Love" in a 5 minute lesson.
b. "Goliath's toenails" is too narrow a topic.
c. "How to become a Christian" is a good topic.
d. Pick out some topics now that you like.
A. Narrow the topic:
1. If you find too much material on your topic, narrow it down.
2. You could narrow "Love" to "God Loves You" or "We Must Love Our
Enemies".
A. When you have a good topic, write three or more main points about that
topic:
1. List these words on your paper:
Who?What? When? Where? Why? How?
2. Make your topic into six questions:
a. Who must love their enemies?
b. What good is loving our enemies?
c. When must we love our enemies?
d. Must we love our enemies no matter where we are?
e. Why should we love our enemies?
f. How can we love our enemies?
1. Pick the question that would make the BEST lesson:
a. Talking about where we are when we love our enemies would be
boring.
b. How to love our enemies is the hardest, so you should pick that
one.
c. People are interested in HOW they can love their enemies. With
that topic, you will get attention.
1. When you have picked your question, write three sentences about it:
a. At least three reasons to love our enemies:
1. God says to (Mt 5:43)
2. It makes you feel good (Mt 5:45-46)
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3. People will notice this and honor God (Mt 5:16)
4. Loving your enemies could save your life.
A. Under each point, fill in details about that point.
1. Use plenty of examples.
2. Find scriptures by using your concordance.
3. Look up "Enemy" in your concordance.
4. Think hard to come up with examples. Another teacher or your
departmental coordinator may have some ideas for you.
5. Don't copy someone else's outline. Doing your own makes you learn
what you are doing.
A. Introductions and Conclusions
1. To introduce your lesson, read a scripture or make a few comments on
your topic.
2. To end your talk, review your main points and ask the audience to
take action on it. For example, "So let's go out and be good to our
enemies."
3. At the end of your lesson, you might ask your students what the
lesson means to them. Ask them what they will do with what they
learned. This will assure you that your lesson was understood.
4. When reviewing, ask WHAT the student understood, not IF the student
understood. If you ask IF the student understood, he will probably
say "Yes" to keep from being embarrassed.
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SAMPLE LESSON (By Mark Orr and W. Roane, Jr.)
I. Topic: The School Flashlight
II. Main Scripture: Mt 5:13-16, I Tim 4:12
III. We read both scriptures and asked:
A. Who is a school flashlight?
B. What is a school flashlight?
C. When do we need a school flashlight?
D. Where do we need a school flashlight? (A dumb question)
E. Why do we need a shawl flashlight?
F. How can we be the school flashlight? (We picked this question.)
I. How can we be a school flashlight?
A. This is based on the advice in I Tim 4:12.
B. Our points were:
1. Don't let anyone look down on you.
2. Watch what you say.
3. Act like a light.
4. Pay back good for evil.
5. Don't be afraid to show your faith.
6. Your light must be pure.
7. Conclusion: If you are a light, people will honor God.
I. Our details looked like this:
THE SCHOOL FLASHLIGHT
NOTE: This was designed for a youth rally, so some topics might not be
appropriate for use in a Bible class. The age of your students and your subject
will determine what your outline will cover.
1. Don't let anyone look down on you.
a. Don't let people say "You're too young"
b. Don't let people discourage you.
1. Watch what you say.
a. Don't discourage people.
b. Use clean words. (Col 4:6)
c. Talk about God.
1. Act like a light.
a. Respect teachers and other students.
b. Be kind to others.
c. Help others as you can.
1. Pay back good for evil.
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a. When someone pushes you, later offer to help them.
b. Mt 5:38-48
1. Don't be afraid to show your faith.
a. Trust God to help you study.
b. Pray for God to help you when you get into trouble.
c. Turn down things that are bad for you.
1. Drugs
2. Test answers
1. Your light must be pure.
a. Comment on the other points.
b. Have a pure mind.
c. Avoid these:
The wrong kind of music.
Pornography. Etc.
1. Conclusion: If you are a light, people will honor God.
Assignment: Prepare your own outline on the subject of your choice.
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Lesson Eight: Scripture Reading
I. What Do I Read?
A. Usually, the lesson plan will give you the passage to read.
B. Ask another teacher for suggestions on what to read.
C. If all else fails, read something you have practiced before.
I. How to Read Scripture in Class:
A. Practice reading the passage at home in front of a mirror.
B. Use a Bible that has big enough print to see.
C. Make sure you put a marker at the passage you want to read.
D. When you are comfortable with reading the passage at home, get someone
to listen to you.
E. Look up the words you do not know.
F. Make sure you are pronouncing the words right.
G. If the passage is too hard for you to read, use an easier one.
H. Keep your hands out of your pockets.
I. Do not chew gum.
J. Read clearly and not too fast.
K. If you use one, practice with the microphone beforehand.
L. Pray and ask God to help you before you read.
Copr. 1986 W. Roane, Jr.
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QUARTER THREE: KNOWING THE STUDENT
Lesson One: The Need for Discipline
I. What is Discipline?
A. Webster's defines discipline: Training that develops self-control and
efficiency; strict control to enforce obedience; orderly conduct; a
system of rules; treatment that corrects or punishes.
B. Why is discipline needed in our classrooms?
C. Where must discipline begin? Why?
D. How can we improve discipline in the church?
I. Self-control
A. Name some characteristics of a person with self control.
B. Describe the behavior of a person without self-control.
C. What do the following passages of scripture have to say about self-
control?
1. Prov 16:32
2. Prov 19:19
3. Prov 21:17
4. Prov 10:19
5. Prov 15:32
A. How can we train our young people to have self control?
I. Strict control and obedience
A. What do the following passages of scripture say about control and
obedience?
1. Prov 19:18
2. Heb 5:7-9
3. Heb 12:5-11
4. Prov 13:24
5. Prov 15:10
A. What about the unruly child whose parents insist he is NOT misbehaving?
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I. Rules
A. What rules are appropriate for:
1. Preschool
2. Grades 1 - 4
3. Grades 5 - 6
4. Grades 7 - 8
5. High School
6. Adult classes
A. What is the standard for acceptable classroom behavior?
I. Correction and Punishment
A. What does Mt 18:15-16 teach about correction? How does this apply to
the classroom?
B. How does I Tim 5:19-20 apply to the classroom?
C. What does Prov 23:13-14 have to say about correction?
D. What happens when a child is undisciplined? (Prov 29:15)
E. What do we become if we have no discipline? (Heb 12:8) Why?
I. Tips on Discipline
A. How do you handle students who continually talk in class?
B. How can making the lesson interesting improve discipline?
C. How can the teacher's example make discipline worse?
D. How do you help the shy student?
E. How do you handle the student who shows off?
F. How do you handle the student who monopolizes the class or tries to
answer all the questions?
G. How do you help the student who will not pay attention?
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H. How do you handle the student who distracts others?
I. Why must discipline be firm , friendly and fair?
J. Why should students be corrected in private? (Mt 18:15)
K. Why should students be praised in public?
L. How can pausing if the class is noisy improve discipline?
M. How can awards and incentives help improve discipline?
N. How can seating arrangements improve or hinder discipline?
O. What causes of discipline problems can the teacher NOT correct? Why?
P. How many times must a teacher observe a discipline problem before
taking action?
Q. Why must the student know why he is being punished?
R. When will just talking to the student improve discipline?
S. How do student "group leaders" influence group behavior?
T. When will disciplining the misbehaving "group leaders" help improve the
discipline of the entire group?
U. Why must the teacher let the misbehaving student know that "I love you"
?
Copr. 1986 W. Roane, Jr.
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Lesson Two: The Preschool Student
I. What ages are preschool students?
II. What is a preschool student's:
A. Mental capacity?
B. Attention span?
C. Level of physical coordination?
D. Amount of emotional maturity?
E. Need for space in the classroom?
F. Need for exercise during class?
G. Vocabulary size?
H. Ability to reason?
I. Ability to understand spiritual things?
J. Ability to understand and obey rules?
K. Ability to get along with his peers?
I. What special needs does this age group have?
II. How can the teaching staff meet these needs?
III. What teaching methods work best with this age group?
IV. What methods should be avoided with this age group?
V. What kind of a person would be most effective in teaching this age group?
Copr. 1986 W. Roane, Jr.
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Lesson Three: Primary (Grades 1-4)
I. What ages are these students?
II. What is this age groups':
A. Mental capacity?
B. Attention span?
C. Level of physical coordination?
D. Amount of emotional maturity?
E. Need for space in the classroom?
F. Need for exercise during class?
G. Vocabulary size?
H. Ability to reason?
I. Ability to understand spiritual things?
J. Ability to understand and obey rules?
K. Ability to get along with his peers?
I. What special needs does this age group have?
II. How can the teaching staff meet these needs?
III. What teaching methods work best with this age group?
IV. What methods should be avoided with this age group?
V. What kind of a person would be most effective in teaching this age group?
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Lesson Four: Grades 5-8
I. What ages are these students?
II. What is this age groups':
A. Mental capacity?
B. Attention span?
C. Level of physical coordination?
D. Amount of emotional maturity?
E. Need for space in the classroom?
F. Need for exercise during class?
G. Vocabulary size?
H. Ability to reason?
I. Ability to understand spiritual things?
J. Ability to understand and apply moral rules?
K. Ability to get along with his peers?
I. What special needs and problems does this age group have?
II. How can the teaching staff meet these needs?
III. What teaching methods work best with this age group?
IV. What methods should be avoided with this age group?
V. What kind of a person would be most effective in teaching this age group?
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Lesson Five: High School (Hidden Resources)
I. What ages are these students?
II. What is this age groups':
A. Mental capacity?
B. Attention span?
C. Level of physical coordination?
D. Amount of emotional maturity?
E. Need for space in the classroom?
F. Need for exercise during class?
G. Vocabulary size?
H. Ability to reason?
I. Ability to understand spiritual things?
J. Ability to understand and apply moral rules?
K. Ability to get along with his peers?
I. What special needs and problems does this age group have?
II. How can the teaching staff meet these needs?
III. What teaching methods work best with this age group?
IV. What methods should be avoided with this age group?
V. What kind of a person would be most effective in teaching this age group?
VI. What resources are "hidden" or often overlooked in this age group?
VII. What are the qualifications for a high school student to become an
assistant teacher?
VIII. How can we use the talents of this age group to train them for better
service as adults?
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IX. What can this age group do to help the church grow?
X. How do adults' expectations of high school students sometimes actually
discourage them?
XI. How can adults' expectations of high school students help the
XII. students to assume more responsibility?
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Lesson Six: Teaching Adults
I. Name several different adult age groups. What are the needs of each?
II. What kind of a person is best suited to teach each group you listed?
III. What special methods are needed to teach adults?
IV. What special problems does the teacher in an adult class face?
V. How is teaching an adult class SIMILAR TO teaching children?
VI. How is teaching an adult class different from teaching children?
VII. What teaching methods are appropriate for this age group?
VIII. What teaching methods are not appropriate for this age group?
IX. How can the teacher help use the talents of this age group?
Copr. 1986 W. Roane, Jr.
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Lesson Seven: Ask The Parents
I. In what areas must the teacher work with the parents?
II. In what areas must the parents work with the teacher?
III. How can the teacher best keep in contact with the parents?
IV. How can the parents best keep in contact with the teacher?
V. How can parents make the teacher's job easier?
VI. How can the teacher make the parents' job easier?
VII. Should parents of handicapped children expect teachers to allow their
children to disobey the classroom rules? Why?
VIII. What can the teacher do if a parent is allowing the child to use a
handicap as an excuse for poor behavior?
IX. How can the teacher best let the parents know that their child is not
behaving in class?
X. How can the teacher deal with the parents who deny that their child is
misbehaving?
Copr. 1986 W. Roane, Jr.
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Lesson Eight: Rewards, Activities, and Visits
I. What kinds of rewards work best with each age group? Why?
A. Preschool
B. Grades 1-4
C. Grades 5-6
D. Grades 7-8
E. High School
F. Adults
I. What purposes should rewards serve with each age group:
A. Preschool
B. Grades 1-4
C. Grades 5-6
D. Grades 7-8
E. High School
F. Adults
I. What Outside Activities Are Suitable For Each Age Group? Why?
A. Preschool
B. Grades 1-4
C. Grades 5-6
D. Grades 7-8
E. High School
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F. Adults
I. What should impress a visitor about classes of each age group?
A. Preschool
B. Grades 1-4
C. Grades 5-6
D. Grades 7-8
E. High School
F. Adults
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
QUARTER FOUR: IN THE CLASSROOM
Lesson One: The Lecture
I. Practice writing many outlines.
II. Choose your best outline and fill in the details.
III. Tips on teaching class:
A. Make sure your students can hear what you are saying.
B. Use words that your students know.
C. Be honest. If you don't know, say so, and look up the answer and
present it next week. Following up on these questions is very important.
If you do not follow up, your students will think that you do not care
enough to keep your word.
D. Keep your hands out of your pockets.
E. Leave your gum at home.
F. Before you start to teach, yawn a couple of times to get your voice
ready. (Hid this with your book or your hand.)
G. BE SURE to practice plenty before you teach.
H. The more organized and prepared you are, the less nervous you will be.
Being unprepared is DEADLY.
I. Use appropriate gestures. Name some that you might use.
J. Use visual aids like chalkboards, slides, etc. (This will be covered in
another lesson.)
K. If your hands shake, putting one hand on the speaker's stand or table
sometimes helps.
L. Speak loudly and clearly so your class can hear you.
M. Don't talk too fast or too slowly.
N. Have your scriptures marked in your Bible. Give the students enough
time to turn to them before you start to read.
O. Be friendly. Most of the time, the class is on your side. (There ARE
exceptions, so be prepared!)
P. "Get up, say up, shut up, and sit down" ---stay on the subject! What
you had for breakfast or who won the latest football game might not be
interesting to everyone. Remember, your class came to learn about God.
Q. Remember to pray at home before you teach.
R. Your class knows you are human; so if you make a mistake, just ignore
it and go on.
S. NEVER start a class by apologizing for yourself or your message. Just
start your class. No excuses are needed. Making excuses only causes your
class to lose confidence in you and your lesson.
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Two: Visual Aids
I. The Bible
A. How can this be used as a visual aid?
B. How should the Bible be handled?
I. The Chalkboard
A. Name the advantages of this visual aid.
B. Name the disadvantages of this visual aid.
C. Tell how this visual aid can most effectively be used.
D. With what age groups would this be most effective?
E. List any special "tips" on using this visual aid:
I. The Flannelgraph
A. Name the advantages of this visual aid.
B. Name the disadvantages of this visual aid.
C. Tell how this visual aid can most effectively be used.
D. With what age groups would this be most effective?
E. List any special "tips" on using this visual aid:
I. The Overhead Projector
A. Name the advantages of this visual aid.
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B. Name the disadvantages of this visual aid.
C. Tell how this visual aid can most effectively be used.
D. With what age groups would this be most effective?
E. List any special "tips" on using this visual aid:
I. The Slide/Filmstrip Projector
A. Name the advantages of this visual aid.
B. Name the disadvantages of this visual aid.
C. Tell how this visual aid can most effectively be used.
D. With what age groups would this be most effective?
E. List any special "tips" on using this visual aid:
I. The Movie (16mm film) Projector
A. Name the advantages of this visual aid.
B. Name the disadvantages of this visual aid.
C. Tell how this visual aid can most effectively be used.
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D. With what age groups would this be most effective?
E. List any special "tips" on using this visual aid:
I. The Opaque Projector
A. Name the advantages of this visual aid.
A. B.Name the disadvantages of this visual aid.
B. Tell how this visual aid can most effectively be used.
C. With what age groups would this be most effective?
D. List any special "tips" on using this visual aid:
I. The Bulletin Board / Wall Display / Poster
A. Name the advantages of this visual aid.
B. Name the disadvantages of this visual aid.
C. Tell how this visual aid can most effectively be used.
D. With what age groups would this be most effective?
E. List any special "tips" on using this visual aid:
I. Models, Displays, etc.
A. How can these best be used?
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B. When are these best used?
I. Sound Recordings
A. List the advantages of this method.
B. List the disadvantages of this method.
C. How can this best be used?
I. Videos
A. What are the advantages of this?
B. What precautions should be taken with this method?
I. Puppets
A. When can these best be used?
B. Name the advantages and disadvantages of using these:
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Three: Discussion Methods
I. First Considerations
A. How does discussion encourage students to participate?
B. How can teachers get ALL the students to participate?
C. What problems do teachers often face with this method?
D. When should a teacher NOT use class discussion?
I. Brainstorming
A. Definition: A question is posed and written on the board. All members
of the group are encouraged to give answers as quickly as the teacher
can write them down. All answers are written down, no matter how silly
they may seem. When no more answers are volunteered, the answers are
evaluated.
B. Name the advantages of this method:
C. Name the disadvantages of this method:
D. How and with what ages might this method be best used?
E. Name a Bible example of this method (if any):
I. Buzz Groups
A. Definition: The class is divided into small groups which retire to
various corners to discuss one or two questions per group. A spokesman
is appointed over each group. The spokesman reports to the entire class
when the five or ten
B. minute "buzz group" session is over.
C. Name the advantages of this method:
D. Name the disadvantages of this method:
E. How and with what ages might this method be best used?
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WE OUGHT TO BE TEACHERS
F. Name a Bible example of this method (if any):
I. Conversation / Skits
A. Definition: Two or three people discuss a question or chat informally.
Adding action to a conversation equals a skit.
B. Name the advantages of this method:
C. Name the disadvantages of this method:
D. How and with what ages might this method be best used?
E. Name a Bible example of this method (if any):
I. Interview
A. Definition: One person questions an expert on a subject or an
eyewitness to an event. For example, a teacher may have a student
interview the preacher to see what his daily schedule is like. The
student would then report back to the class.
B. Name the advantages of this method:
C. Name the disadvantages of this method:
D. How and with what ages might this method be best used?
E. Name a Bible example of this method (if any):
I. Panel Discussion
A. Definition: A group of people sits facing the class. The teacher or the
students question them on a particular subject. Or, the panel discusses
a subject among themselves.
B. Name the advantages of this method:
C. Name the disadvantages of this method:
D. How and with what ages might this method be best used?
E. Name a Bible example of this method (if any):
I. Debate
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A. Definition: Two people or a panel discuss a question. One side defends
the question and the other side opposes the question. Each side must
present facts to back their opinions. Each side also has the
opportunity to respond to the other side's views.
B. Name the advantages of this method:
C. Name the disadvantages of this method:
D. How and with what ages might this method be best used?
E. Name a Bible example of this method (if any):
I. Question and Answer
A. Proper ways to ask questions:
1. "What do you understand?" NOT "Do you understand?"
2. "Tell me why you said that!" NOT "OK, next question!"
3. Give clues to the answers if the question is difficult.
4. For some students, give more and more clues until the student HAS to
give you the right answer.
Example: "What did Jesus tell Nicodemus?"
"Look in Jn 3:1-3." "What does verse 3 say?"
5. Reword the question if it is too difficult.
6. Make up "multiple choice" questions:
"Was Peter a carpenter or a fisherman?"
"Did Jesus say to hate or love your enemies?"
7. Ask "What if questions":
"What if God always answered prayer 'Yes' ?"
8. Be sure to praise students for giving correct answers.
A. Problems In Asking Questions
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1. Using words the student does not understand.
2. The vague question.
"Tell me about the book of Matthew."
3. The loaded question.
"Have you stopped beating your wife yet?"
4. Telling the student "That's a BAD answer." or "You are really dumb
for giving that answer."
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Four: Arts and Crafts
I. Materials
A. The "Ad-art" notebook.
1. Search periodicals for clippings to help you in your teaching.
2. Subjects you might collect:
a. Cartoons
b. Holidays / Activities
c. Science / Nature
d. People
e. Bible
f. Methods / "How to"
1. This will come in very handy as your files GROW.
A. Be a collector: throw nothing away, or you will regret it!
1. Cans and containers
2. Hardware and gadgets
3. Material, yarn, string, scraps
4. Anything that will not rot within a week
I. Activities
A. List some arts and crafts activities which would be suitable for the
following age groups:
1. Two and three year olds
2. Four and five year olds
3. Kindergarten
4. First and second grade
5. Third and fourth grade
6. Fifth and sixth grade
7. Seventh grade and older
A. List some appropriate rules for using arts and crafts:
B. List the advantages and disadvantages of this method:
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Five: Jesus' Methods of Illustration
I. The Question-Answer Method
A. List the questions Jesus asked in Jn 4:7-26:
B. What was the reason for each question?
C. List the questions the woman asked in Jn 4:7-26:
D. What was the reason for each question?
E. What was the result of this question and answer session?
I. The Parable
A. Definition: A lesson using symbols. Each part of the parable stands for
a person, thing, or idea. Familiar symbols are used to explain an
unfamiliar concept: "An earthly story with a heavenly meaning."
B. In Mt 13:24-30, list the symbols Jesus used in this parable:
C. From Mt 13:36-43, list Jesus' explanation for each symbol:
D. What are the advantages and disadvantages of using parables that we
create?
I. The Object Lesson
A. Definition: A person or thing in the field of vision of the student is
used as an example or to make a point clear.
B. What did Jesus use as an object lesson in Mk 12:41-44? Why?
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C. What did Jesus use as an object lesson in Mt 6:28-34? Why?
D. Name three other object lessons Jesus taught. List the passages where
they are found:
I. Example By Doing
A. Why is what we do often more important than what we say? (II Cor 3:2-3)
B. What example did Jesus set in Jn 13:1-17? What does this example teach
us?
C. How can we teach our students by example?
I. Reading / Quoting Scripture
A. Why did Jesus so often quote Scripture? (Jn 17:17)
B. Why is the Bible the best source for teaching? (Jn 10:35, Prov 30:5-6)
C. Why did Jesus read or quote Scripture in the following?
1. Mt 22:35-40
2. Mt 4:1-11
3. Lk 4:16-24
I. Lecture
A. Why did Jesus use lecture?
B. Why did people listen to Jesus' lectures?
1. Lk 4:31-32
2. Lk 8:4-8
3. Jn 7:37-46
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A. When should we use lecture?
B. Name some advantages of lecture:
C. Name some disadvantages of lecture:
D. Give some tips on lecturing:
I. Jesus: The Unique Teacher
A. What made Jesus a unique teacher? (Jn 2:24-25)
B. How can we learn from Jesus' example? (Jn 18:19-20, Jn 15:4-5)
C. How much authority do Jesus' words have? (Jn 12:48-50)
D. How much authority do OUR words have? (Jn 6:63)
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Six: The Assistant Teacher
I. Who Needs an Assistant Teacher?
A. Do you think you would like to teach a class by yourself?
B. In which of the following age groups would you need an assistant
teacher? Why?
1. Preschool
2. Grades 1-4
3. Grades 5-6
4. Grades 7-8
5. High School
I. Why Have an Assistant Teacher?
A. Who had an assistant? Why? (Ac 13:2-5)
B. Why was Timothy such a good helper? (Phil 2:19-24)
C. What reasons does Eccl 4:9-10 give for having an assistant?
I. What Does an Assistant Teacher DO?
A. Name four little things that an assistant can do to make life much
easier for the teacher:
B. How can the teacher help the assistant teacher "grow into" a teacher?
C. How can the assistant teacher help with discipline?
D. How can the assistant help the teacher prepare before class?
E. Describe how and why attendance must be kept. Should the assistant
teacher keep these?
F. If the teacher is absent, who teaches the class?
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G. How can the assistant teacher help new class members feel at home?
H. Why is it important to obtain the names, addresses, and telephone
numbers of visitors?
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Seven: The Workroom and the Classroom
I. The Workroom
A. What the workroom has:
1. Take a tour of your teacher's workroom.
2. List all the equipment available.
3. Describe below how to use each piece of equipment.
4. List the pieces of equipment that you do not know how to use.
5. Set a target date for learning how to use each machine that you do
not already know how to use.
A. Taking care of the workroom:
1. Who is the workroom for?
2. Why is the workroom there?
3. What is the workroom NOT to be used for?
4. Who is responsible for maintaining the workroom?
5. In what condition should you leave the workroom as you exit?
6. How can you help improve the workroom?
I. The Classroom
A. Size
1. Measure the area of the room.
2. Divide by the number of students you have.
3. You need about 15 sq. ft. of space per student.
A. Condition
1. Is the room properly ventilated?
2. Is the lighting proper?
Copr. 1986 W. Roane, Jr.
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3. What distractions or inconveniences are in the classroom?
4. Are there adequate exits?
5. Are the walls an appropriate color? Is the paint or wall covering in
good condition?
6. Is the floor covering suitable for your age group?
A. Equipment
1. What bulletin boards are available?
2. Can you easily attach posters to the walls?
3. Is the chalkboard large enough? Is the board in the proper place?
4. What maps, charts, and displays can you add to make the room
adequate?
5. Are there sufficient tables and chairs?
A. Improvements
1. What improvements can you immediately make in your room?
2. What improvements will you need help in making?
3. How often should you change posters, displays, etc., to provide
variety?
Copr. 1986 W. Roane, Jr.
WE OUGHT TO BE TEACHERS
Lesson Eight: Evaluation
I. Read the following statements. Rate yourself from 1 to 5 on each.
1 = I never thought about that
2 = I REALLY need to work on that
3 = I fit this some of the time
4 = I fit this most of the time
5 = I fit this nearly all of the time
___ I prepare for each lesson well before I come to class.
___ I am not shocked by anything my students say.
___ I keep on trying, even when things get tough.
___ I use proper grammar.
___ I can correct a student without being harsh.
___ I have the physical stamina it takes to teach.
___ I work well with other teachers.
___ I respect the work and responsibility of the elders.
___ I am polite to all my students.
___ I work well with my coordinator and the education director.
___ I work well with my assistant teacher.
___ I know each of my students by name.
___ I pray for each of my students daily.
___ I am neat in appearance and well-groomed when I teach.
___ I come to class at least 10 minutes early.
___ I can keep my temper.
___ I speak not too loudly or softly.
___ I speak in a pleasant tone of voice.
___ I know how to use gestures effectively.
___ I know how to use visual aids effectively.
___ I can prepare a lesson plan.
___ I know how to use three different kinds of reference book.
___ I can identify five major kinds of figures of speech in the Bible.
___ I can properly use group discussion methods.
___ I work well with parents.
___ I know how to get students to pay attention in class.
Copr. 1986 W. Roane, Jr.
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___ I stay on the subject during my lesson.
___ I study each week as if my students' future depended on me.
___ I respect the authority of God's word.
___ I never teach my opinion as fact.
___ I encourage all my students attend all services of the church.
___ I show my students a consistent Christian example.
___ I encourage each student to read his own Bible and not take my word
for anything.
___ I realize each student is an individual and seek to understand each
one.
___ I begin my class on time.
___ I close my class on time.
___ I make sure my students know how to use the lesson in their lives.
___ I use proper facial expressions as I teach.
___ My students look forward to my class each week.
___ My students want to bring visitors to my class.
___ I make sure my students understand the lesson.
___ I teach on the level of my students.
___ My students come to me with their personal problems.
___ I have visited in each one of my student's homes.
___ I realize my job is more important than that of a public school
teacher.
___ I thought being a teacher would be easy.
Score: 46-92--Honest; 93-138--Good; 139-184--Outstanding; 185-230--WOW!!
II. Evaluating the Student
A. Before you start to teach, what must you do? Why? (Lk 14:28-33)
B. When you teach, what must you be careful to do? What cautions do the
following scriptures suggest?
1. I Tim 4:16
2. Ac 20:28
3. Mt 18:10
4. Mt 6:1
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5. I Cor 3:10
6. Mk 4:24
A. What goals should I have for my students? What goals do the following
passages describe?
1. I Thess 5:21
2. Gal 6:4
3. I Tim 4:13
4. II Cor 8:5
5. Mt 5:6
6. Mt 5:9
7. Ac 8:37
8. Rom 12:1-2
9. Gal 6:2
10. Gal 5:22-23
Copr. 1986 W. Roane, Jr.