Category Archives: Miscellaneous Teaching Skills Needed

Sometimes when incorporating classroom prayer into the lesson plan, Bible teachers can run into issues. We’ve already looked at the question: How can we get shy people to pray aloud? Here we’ll look at another problem.

Question about Classroom Prayer

What do I do if my students view prayer time as dull or boring?

The response to this question begins with another question. — Why? If we figure that out then it’s a matter of rectifying the reason for this perception.

• Perhaps it the predictability of prayer time. If so, we can vary both when and how we pray during class. Don’t always begin or end with prayer. And, introduce some creative and interactive ways of praying rather than making it always be about listening to the teacher or someone else pray..

• Or, it could be the spiritual condition of students’ hearts. If they don’t have a true relationship with the Lord, or one that’s fervent and growing, prayer won’t tend to be meaningful. Help them get to know God better and keep the focus on the God to whom they’re praying. He is the Lord of lords and King of kings, the Almighty, the One of whom there is none greater. He loves us unconditionally and wants to be in an ongoing, personal relationship with us. Until people sense that He is a God worthy of their trust and devotion, prayer will simply be a duty that has little significance.

You’ll find two more reasons praying might seem dull or boring in the Bible Teacher’s Handbook of Frequently Asked Questions which also response to this question about classroom prayer:

How can we get shy people to pray aloud?

The handbook looks at 49 different issues related to Bible teaching asking a total of 153 questions.

Classroom prayer can be a vital part of connecting with the God about whom students are learning. It’s a way of stressing that they need God’s help to apply the lesson to their lives. And, it’s a way of fellowshipping with one another as students come together, praying for one another. Yet, teachers may run into some issues with prayer in the classroom.

Question Related to Prayer in the Classroom

How can we get shy people to pray aloud?

One thing we don’t want to do is force people to pray. A negative experience will only serve to reinforce their reticence to praying in front of others. Guard against putting someone on the spot to pray aloud, unless you know it’s truly okay with the person.

Don’t assume students don’t want to pray. They may want to pray, just not publicly. With that in mind, occasionally have silent prayer wherein you ask students to talk with the Lord silently. When doing that, watch for letting too much silence go by but also allow enough time that they can actually pray. A few moments of warning before ending this time allows students to finish their thoughts with God.

Start with small, simple, and least threatening ways for them to pray. As they become more confident and comfortable, their willingness to pray aloud should increase. Don’t expect everybody to be ready to pour their hearts out to God in public.

You’ll find seven suggestions of small, simple, and less threatening ways to get people to pray in the Bible Teacher’s Handbook of Frequently Asked Questions which also asks and answers this question about praying in the classroom:

What do we do if students view prayer time as dull or boring?

The handbook covers 48 other issues related to Bible teaching asking a total of 153 questions.

You may also be interested in these resources listed at: Teaching Students to Pray

What we do and what we don’t do matters when teaching the Word of God. It isn’t just what we say and do that teaches but also what we don’t say and do.

Both overemphasizing certain doctrines or not teaching other truths can give a skewed view of God and His ways. We must be careful not to slant our teaching toward our own theology or human wisdom. God wants us to teach the whole counsel of God (Acts 20:27) for “ALL Scripture is useful” (2 Tim. 3:16-17).

If we only teach “what” and not “how”, we could give the impression that knowledge alone is enough in the Christian life.

Our silence could appear to others as though we’re condoning sinful behavior. A Christ-like response is full of grace and truth. Remember how Jesus didn’t condemn the woman at the well. Yet, He wasn’t silent about her behavior. He exhorted her, “Go now and leave your life of sin.” (Jn. 8:3-11)

A lack of consistency between what we say and what we do, or don’t do, can appear to be a contradiction which can lead to confusion and doubts. The whole of our words and actions, or lack thereof, needs to underscore what we teach.

Examples of How What We Do and What We Don’t Do Matters

We could look at all aspects of teaching for how what we do and don’t do matters. Here, however, we’ll point to a series of posts that take a “Do This, Don’t Do That” approach to teaching about different topics relevant to a healthy walk with the Lord. Perhaps you can catch up on any of the articles you may have missed.

Do This and Don’t Do That When Teaching  .  .  .

• about the Bible
• how to Study the Bible
• Character Development
• the Stewardship of Giving
• Outreach
• about Prayer
• on Relationships
• about Serving
• Worship

Watch Your Life and Doctrine Closely, Both In What You Do and Don’t Do

Whether it’s by emphasis, assumptions, attitudes, purposes, approaches, impressions, actions, or reactions, both what we say and do and what we don’t say and do, has the potential of impacting lives for good or for bad. As the Apostle Paul told Timothy, “Watch your life and doctrine closely” because it not only affects you but also those you serve (1 Tim. 4:16). Be conscientious not only about what you say and do but also what you don’t say and do. Stay alert. Stop and pay close and careful attention to all you do and don’t do.

As teachers of children and youth we need to think about parent-teacher relationships.

Questions about Parent-Teacher Relationships

Why is building relationships with parents important?

Obviously children and youth Bible teachers’ main responsibility is teaching, discipling, and relating with those they teach. Yet, God has given the primary responsibility for nurturing children to parents (Deut. 6:5-9; Eph. 6:1-4). Consequently, we come along side of parents, to assist or supplement what they’re to be doing, not the other way around. Through a relationship with the parents, we can learn of a child’s needs, learning issues, and behavioral problems. We can then be better prepared to reach and teach each child according to their bent. Sometimes problems in the home, losses, and the like can affect behavior and learning in the classroom. Teachers who keep open channels of communication with parents will tend to learn more about what’s happening in the home and hence have a better idea of how to minister to their students. Check out this resource: Without a Good Parent-Teacher Relationship Worksheet

The Bible Teacher’s Handbook of Frequently Asked Questions also responds to the question, What if parents aren’t fulfilling their responsibility to spiritually nurture their children?. — This resource answers a total of 153 questions covering 49 different issues related to Bible teaching.

More Help: Parent-Teacher Relationships Teacher Training Resources