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.

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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.

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Responsibilities mark the life of an adult.  While the specific responsibilities vary at the different life stages, so does the way people feel about their responsibilities with resultant needs for Bible teachers to address.

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

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Discipline, often cited as the number one frustration by teachers, can so discourage teachers that they want to quit teaching.

What do teachers need in order to stay the course and rise above?

Teachers need to gain a proper understanding of their role as a teacher in the discipline process.

Teacher Training Tool:  Biblical Authority versus the Authoritarian and Permissive Teachers Worksheet

Teachers need tips giving them some basic strategies for classroom management so they know how to both correct and prevent problems.

Teacher Training Tool:  Handbook on the Basics of Classroom Discipline

Teachers need help with specific problems they are facing.

Teacher Training Tool:  Discipline Issues: What to Do About Specific Challenges

Teachers need to be reminded of the heart and purposes of God in disciplining.

For teacher training to properly address classroom discipline, it must provide teachers with this big picture perspective.  Only then will teachers view discipline as an opportunity to work in cooperation with God to help students become who they can be in Him.

This is what enables them to keep going because discipline takes on a bigger, eternal dimension rather than merely managing the here and now.

Teacher Training Tool:  Effectively Handling Classroom Discipline Workbook

More Teacher Training Resources:  Classroom Discipline

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