Bible teachers of adult classes will best meet needs and motivate adults toward learning as they understand developmental characteristics of this age level.
Churches sometimes struggle with how to teach adults, even the importance of teaching them.
Question about the Importance of Teaching Adults
Isn’t children’s and youth ministry more important than adult Bible classes?
We do hear a lot about the priority of children’s and youth ministry. We must, however, be careful not to minimize adult ministry. Adults are the decision-makers in families, the workplace, schools, government, etc. God identifies adult parents as primarily responsible for discipling their children (Deut. 6:5-9; Eph. 6:4). Doesn’t that make equipping adults very important? While Jesus viewed children as precious, loved them, and did not turn them away, most of what we read in the Gospels shows how He focused mainly on adults. There must be a reason. Further, the Bible itself is written in language most suitable for adults and often deals with complicated situations. Certainly God puts great importance on teaching adults.
More Questions from Bible Teachers about Adult Classes
Once we settle the issue of the importance of teaching adults, we’re ready to ask other questions about teaching an adult class like . . .
Adults are pretty much set in their ways so how much can we really reach them?
Shouldn’t we deal more with the real life experiences of adults than facts of the Bible?
Which method is best to use with adults?
Check out the Bible Teacher’s Handbook of Frequently Asked Questions which responds to these questions. The training resource looks at a total of 153 questions Bible teachers might have covering a wide range of topics.
Everyone needs to be actively involved in the Bible learning process. That even includes our senior adults.
Once students get to their adult years, however, the activity becomes primarily mental. Yet, do not rule out using physically active types of methodology on occasion.
Methodology Good to Use with Adults:
Guard against using lecture as your primary or sole method in adult classes. Even in large groups, there are ways to engage students. A more passive or one-directional method such as lecture or using a video presentation, can be followed by discussion. Also, learn ways to vary the presentation so it isn’t always one person standing in the front talking.
While you certainly can use more of this impressional, one-way communication, with adults than with younger ages, you won’t take your students to higher levels of learning unless you also incorporate methods that get them more actively involved in the process.
Use methods that allow for two-way or multi-directional communication in your class.
Use methods that allow for more expression, at least on occasion.
And most certainly guide your adult students in studying God’s Word using methods like inductive Bible study.
This article is included as a handout in the Reaching All Age Levels Resource with some of the methods that fit the above criteria for adults. The resource also includes other articles for all the age groups and PowerPoint slides to use for a group teacher training session.
If, as noted in a previous post, adult learners desire collaboration in the Bible classroom or small group setting, then teachers of adults must see their role as co-learners in order to make it a place their students want to be.
Teachers of Adult Bible Classes who are Co-learners Cannot be Seen as:
the answer person
Perhaps the teacher does know more about the Bible than the students but to come across as a “know-it-all” can stifle a collaborative atmosphere. This can happen because of the teacher’s attitude and approach. But, it can also occur when teachers are too quick to respond. Fearing silence, many teachers answer when students fail to speak up immediately. Silence following a question, however, is not a bad thing. Students sometimes need time to think. With an objective of learning together, students must be allowed and encouraged to engage in the process rather than always defaulting to the teacher for answers.
spiritually superior
God does hold teachers to a greater level of accountability (James 3:1) but that does not make them superior. Prayerfully teachers are growing in their walk with the Lord but who they are depends on God’s grace. What they do in their teaching depends on God’s power. Teachers who view themselves higher than their students or who are perceived as such because of their position, stifle a collaborative atmosphere. Even if teachers are further along spiritually, they still can learn and grow, making them co-learners.
To be Co-learners in the Teaching-Learning Process, Adult Teachers Need the Following:
the right attitude/heart qualities
When teachers understand that who they are and what they do is because of God’s grace and power, they will have the humility needed to be co-learners.
Who, being in very nature God, did not consider equality with God something to be used to his own advantage; rather, he made himself nothing by taking the very nature of a servant, being made in human likeness. (Phil. 2:6-7)
Not that I have already obtained all this, or have already arrived at my goal, but I press on to take hold of that for which Christ Jesus took hold of me. Brothers and sisters, I do not consider myself yet to have taken hold of it. But one thing I do: Forgetting what is behind and straining toward what is ahead … (Phil. 3:12-13)
the right perspective/understanding
Teachers who truly believe we are all in this together, that it’s how God designed the Body to operate, will promote interdependence, not dependence on one person. They will value and respect the contribution of their students. They will consequently build into the lesson methods that allow for collaboration such as asking questions and discussion. The constant use of lecture says, “I have all the answers and I will tell you what you need to know.”
From him the whole body, joined and held together by every supporting ligament, grows and builds itself up in love, as each part does its work. (Eph. 4:16)
As it is, there are many parts, but one body. The eye cannot say to the hand, “I don’t need you!” And the head cannot say to the feet, “I don’t need you!” … should be no division in the body, but that its parts should have equal concern for each other. … Now you are the body of Christ, and each one of you is a part of it. (1 Cor. 12:20-27)
The same three Bible teaching tips I gave for teachers of preschool children are the ones I also list here for teachers of adult classes. No, I’m not saying we treat adults like children. While the tips themselves might be generic, their application changes based on the age you teach.
1) Have the right focus.
Adults are concerned about how they can contribute to family, church, community, and the world in meaningful and impactful ways. They want their lives to count, to make a difference. Consequently, Bible teachers of adult students need to focus on building legacies through the practical outworking of their faith.
2) Be prepared for challenges.
Because adults are busy trying to care for families and other responsibilities, it can be hard for them to take time for nurturing their own souls. Bible teachers of adult classes must work at convincing their students that in order for them to truly have something worthwhile to offer others, they need to take the time to attend to their own spiritual needs.
3) Foster an environment conducive to learning.
When adults do take time to come away from the busyness of life, make it a hiatus for them … a welcomed time-out from the stress and noise of life. A peaceful, relaxed, comfortable environment could be what they need to be able to open their hearts and minds and focus on how God’s Word relates to their goals and ambitions.
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