Perfecting the Saints — One Lesson at a Time
Before class, invite a student to prepare a short talk or devotional about a topic or scripture passage. You should give the student clear instructions about what you’re looking for in the talk. For example, don’t just assign a student to read Moses 7:18 and give a talk on it. Explain to the student that you are teaching a lesson on unity. Moses 7:18 talks about unity and gives some…
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Write the main topic of a scripture passage or quote on a piece of paper. Cut each letter out. Let students look at the scripture passage or quote while they race to unscramble the word. This can be done for each individual in the classroom, or it can be done in groups, or even on the chalkboard. EXAMPLE: I recently used this technique in my seminary class to teach Luke…
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Ask the students in your class to imagine they have a pen with only enough ink to underline one word in a verse. What would it be? Why? I wrote Mark 1:18 on the board: “And straightway they forsook their nets, and followed him.” I told the kids to imagine that their pens were running out of ink, and they only had ink enough to underline one word. Which would…
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I learned this extremely versatile teaching technique from Teach Like a Champion by Doug Lemov. Basically, you assign a writing prompt. Everyone writes the answer. Then, as many people as you choose are invited to share. Sometimes I have each person share their written response. Other times, when there’s a big group, I assign a group or zone leader to read the responses of the people in a group and…
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Determine before class what the main discussion points are in the material you will cover. Instruct students before you watch or listen to your media which main points to watch for as the media plays. “Wait for it” helps prepare students to participate in discussions and make relevant comments. It also helps movies or music used in class become learning opportunities instead of mere entertainment. I was trained at Seminary…
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I used a unique set of questions to teach three parables: the parable of the of the ten virgins, the talents, and the sheep and goats. Before class I taped a set of three questions under each person’s chair. Each set of questions included one question from each of the three parables and was unique. I made the unique sets so that as we answered each question I wouldn’t get…
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Write a list of passages or references on the board that have something important in them — something “worth underlining.” Explain to the class that there is something important in each verse and that you will give each student a chance to read their passage and explain to the class what they thought the most important thing was in the verse(s). Give them a few minutes to look over their…
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I encourage discussion in my classroom, and there are times when everybody is talking at once. Instead of scolding kids, focus in on one comment, and in a louder than usual voice say, “Hey! That was awesome! Did everybody hear that?” When I do this, I’m generally leaning toward the student to hear what they say. Then I straighten up and point toward the student when I say “hey” to…
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Students pretend to be newscasters who tell a familiar gospel story. EXAMPLE: I told my students that we were going to pretend to be newscasters describing the events of Jesus’ triumphal entry into Jerusalem. Each zone received a section of Matthew 21 to give a news cast on. The parables were difficult, but the kids were able to cover them by doing those interview-style, like “You were present when Jesus…
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—- Please note, I haven’t tried this one yet. —- A narrator reads a passage of scripture while actors dramatize it. When the teacher yells “freeze”, the actors freeze and an actor (or actors — you choose) comes in from the sidelines. They tap an actor on the shoulder and take his or her place in the action. The teacher says “Action!” and the dramatization continues. Continue freezing the action…
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When I present a lesson, I try to direct my lessons so that ANTICIPATED student questions drive the discussion. When I’m reading my lesson text or scripture block, I ask myself some of the following things: – Does this passage have any unusual words or difficult phrasing? – Do I understand the background of this passage? Who is speaking? Why? – How can the footnotes help me understand the background…
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Try to identify patterns in the scriptures that can help your students overcome challenges. Look for words that repeat, phrases that describe a behavior or character trait, or doctrine, principle. EXAMPLE During our discussion of Matthew 4, I had my students explain Jesus’ three temptations to the class. I listed them on the board. Then we wrote under each how Jesus rebuked Satan: “It is written….” The kids were able…
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