One of the determining factors is whether the craft is mere busywork or if it will actually help students learn.

Help your Bible teachers by guiding them to think through this question:

What makes something busywork?

1. Mindless Activity – Students don’t have to think about what they are doing.

   When lulled into passivity, students don’t learn much.

   Goal:  Get students thinking.

2. Mechanical Activity - Students don’t have freedom to take initiative, make choices, or be creative.

   When the process and/or end result is predetermined, students don’t learn as much as they could.

   Goal:  Let students express themselves.

3. Meaningless Activity – The project does little to enhance or reinforce learning.

   When the purpose for an activity isn’t clear, students’ learning tends to be hit or miss.

   Goal:  Take students to high levels through purposeful classroom activities.

The Bible Learning Activities for Children Teacher Training Resource includes a one page handout of training on using crafts as a Bible learning activity.  (This download also includes one page handouts on using books, dramatic play, games, manipulatives such as blocks and puzzles, media, music, and pictures.)

Why they are used

Are they being used simply because they’ve always been a part of your teaching program?  Make sure teachers have a good purpose for using bulletin boards.  If not, there may be better uses for the time and resources put into the making of a bulletin board.

What they look like

Do materials look like they came from your grandparents’ Sunday School class or do they have a fresh and up-to-date, modern appearance?  Encourage teachers to think of today’s students and what would appeal to them and catch their attention.

As life changes, not everything has to go by the wayside.  Yet, in most cases adaptations need to be made to be effective.  Think of the billboards along the road.  They are still used but many have been changed to display digitally, using the same board for rotating advertisements to maximize their use.  The average classroom will not be able to employ this kind of technology with bulletin boards but the principle applies.

Bulletin Board Resources Page

• They could be distracted, finding it hard to pay attention.
• They could build walls around them, finding it hard to open up.
• They could withdraw or become lethargic, finding it hard to participate.
• They could be depressive, finding it hard to enjoy learning activities and fellow class members.
• They could clown around in class, finding it hard to be real about their insecurities.
• They could be more talkative, finding it hard to keep from pulling others into their woes every opportunity they can.

Regardless of the way it is expressed, hurting hearts can hinder the individual’s ability to learn as well as affect the overall learning environment.

This teacher training worksheet will help Bible teachers think through their role in ministering to students with hurting hearts.  Click on the image to learn more.

1. Students might confuse salvation with works rather than it being grace because there is so much emphasis on what they are supposed to do to please God.
2. Students might approach the Christian life legalistically, as religion, rather than relationally, as life itself.
3. Students might be turned off by the wall of “no’s” and consequently the God whom they perceive to be nothing more than someone who polices their activity.

Are your Bible teachers communicating the purpose behind the commands? … to protect and provide for us to become more godly

Are your Bible teachers emphasizing what is most important to God? … the heart

Are your Bible teachers showing how the commands flow out of God’s character? … so it’s about lining up with Him and not just regulations

Are your Bible teachers working toward character development and not mere external conformity? … so doing flows out of being

Teacher Training Resource:  Tips for Teaching about Character Traits Worksheet

How do your teachers usually begin their lessons?

Do they simply do what the curriculum suggests or do they tailor it to their students?

Do they do it the same way every time they teach or do they vary their approach using some of the following ideas?

Teachers will find it easy to be stuck in a rut if don’t know other methodology.

A good introduction will:

• help shift students’ attention from the world to the Word, transitioning from where they are to where they need to be

• help break the ice, tearing down walls that might prevent total participation

• help answer the question of why they should engage in the lesson, giving them a reason to learn

Do your Bible teachers realize how important the introduction is to a lesson?  If not, they might find it easy to skip over the introduction or not make it what it should be.  Challenge them to invest sufficient time in planning the introduction.  Though it should be the last part of the lesson they work on, they shouldn’t skip over it or skimp on it.

The Age Level Characteristics Resource published by Ministry Tools Resource Center divides the adults into four groupings because of these differences.  To effectively teach their adult students, teachers must relate accordingly.  For example, when teaching . . .

College & Career Adults:

They are looking for something real and worthwhile for which to take responsibility.

Teachers should help them identify their God-given role in life, develop healthy relationships, and understand God’s involvement in it.

Young Adults:

They are learning to navigate life’s responsibilities.

Teachers should guide them in trusting God with all they have to do and help them learn to manage their time, talents, and resources wisely and beneficially.

Middle-Aged Adults:

They are finding themselves re-negotiating life’s responsibilities due to changes and losses as they face a new or different set of realities.

Teachers should encourage their students and help them work through challenges or crisis by the grace and strength of the Lord so they learn to be content where they are.

Older Adults:

They are wondering if all they did to fulfill life’s responsibilities matters anymore, if they still have anything to contribute.

Teachers should be reassuring them of their continued worth and spurring them on to keep giving of themselves as they still have much to offer.

Teacher Training Resources:  Teaching Adult Classes