“The real world is not family friendly,” says religious psychologist, Dr. Kevin Leman (17). He further observes, “…the red-throated warblesnipe is not really our most endangered species. The family is.” Dr. Leman suggests that anyone who doubts his statements needs but to look at the odds: one out of two marriages will fail; likely your kids will be approached by drug dealers; chances are one of your children may have serious behavior problems, and working mothers will probably become stressed out as she tries to “have it all.” (18).
Dr. Leman also notes that there appears to be an epidemic of dysfunctional families. As the doctor considers all the reasons for these problems, he says, “… I am just old-fashioned enough to reduce these problems to some pretty basic causes and effects…. One major reason the families of our nation are in trouble is that moms and dads are really not putting each other, or the family first”(20). Leman understands the “challenges, problems, and dangers” facing our children. He says that, “Kids growing up today are living in an absurd society that puts pressures on them that were unheard of two or three generations ago” (29).
Considering the cultural changes over the past forty or so years, Judge Robert H. Bork remarks, “A nation’s moral life is the foundation of its culture.” In his insightful book, Slouching Toward Gomorrah, he quotes from The Second Coming by William Butler Yeats, who was awarded the 1923 Nobel Prize in Literature:
“The ceremony of innocence is drowned;
The best lack all conviction, while the worst
Are full of passionate intensity.”
Judge Bork comments upon the last line of the poem, Yeats “can hardly have foreseen that passionate intensity, uncoupled from morality, would shred the fabric of Western culture. The rough beast of decadence, a long time in gestation, having reached its maturity in the last three decades, now sends us slouching towards our new home, not Bethlehem, but Gomorrah.” Yeats himself did not do a single thing to uphold morality, being a womanizer and wanderer in cultic type thinking. But these lines certainly provoke thoughts about passive morality, and the intense propagation of immorality.
Though liberal in his theology, religious socialist Anthony Campolo is on target concerning how society shapes behavior, “Young people are influenced by the dominant values of our culture. Three of the most pervasive values are success, consumerism, and personal happiness” (15).
Charles Colson, having seen for himself the degradation of society, (cf. Charles Colson, http://en.wikipedia.org/wiki/Charles_Colson), wrote, “The barbarians of the new dark age are pleasant and articulate men and women. They carry briefcases, not spears, but their assault on culture is every bit as devastating as the barbarian invasion…. Their ideas are persuasive and subtle, and very often they undermine the pillars upon which our civilization was founded.”
Solomon stated that there is nothing new under the sun (Eccl. 1:9). Sinfulness is not a novel idea. Addressing the sin matter, the apostle John tells us, “Do not love or cherish the world or the things that are in the world. If anyone loves the world, love for the Father is not in him. For all that is in the world--the lust of the flesh [craving for sensual gratification] and the lust of the eyes [greedy longings of the mind] and the pride of life [assurance in one's own resources or in the stability of earthly things]—these do not come from the Father but are from the world [itself]” (1 John 2:15-26, Amplified New Testament).
The further from God a society becomes, the more depraved it is. Consider Paul’s letter to the Romans during the early days of the church (Rom. 1:18-32). William Barclay commented, “When we read Romans 1:26-32 it might seem that this passage is the work of some almost hysterical moralist who was exaggerating the contemporary situation and painting it in colours of rhetorical hyperbole. It describes a situation of a degeneracy of morals almost without parallel in human history… So far from exaggerating the picture Paul drew it with restraint—and it was there that Paul was eager to preach the gospel…” (23, 25).
Alfred Edersheim speaks of the Roman Empire’s culture, “It has been rightly said, that the idea of the conscience, as we understand it, was unknown to heathenism. Absolute right did not exist. Might was right. The social relations exhibited, if possible, even deeper corruption. The sanctity of marriage had ceased. … Abortion, and the exposure and murder of new-born children, were common and tolerated, unnatural vices, which even the greatest philosophers practiced, if not advocated, attained proportions which defy description” (259).
Discussion of the Roman society is pertinent to thinking about where we are today. We are in a “new dark age.” Our own culture has spiraled downward over the past several decades closely resembling that of ancient Rome. Abortion on demand, corruption in government, sadistic behavior in families, divorce, babies left in trash bins, homosexuality practiced, tolerated, and propagandized (e.g. Ellen Degeneres, lesbian spokesman for American Express and J.C. Penney, Cover Girl model) is descriptive of most places in the world today. Dark as it is, we must remember that the early church flourished in the midst of all the wickedness of the first century.
How can Bible class teachers train children to be moral in this woefully wicked world? The fact is, the home is responsible for guiding the hearts of children. The Bible school is limited in what it can do in turning the minds of children to serving God. As teachers our primary purpose is to help parents, not replace them. It is so easy to be discouraged as a teacher. Yet, many of us could recount a story of someone who as a child, without parental guidance, learned about God and his plan of redemption by attending a Bible class. So for those few, and for the encouragement of our own children who are spiritual, we can do our best to seek good teaching tools. Some suggestions follow.
Teach that God is. The importance of apologetics for children must be stressed. The constant barrage of evolutionary dogma has an influence upon students. The fruit of Darwinism is wide spread. (cf. Kyle Butt). How can we begin to teach morals if our students are harboring unspoken doubts about the existence of God? When a person voices this idea, “We need to discuss issues, rather than spend so much time on evidences,” they demonstrate an ignorance of the real world. Logic demands a reason to deny “the passing pleasures” of this world. (Heb. 11:24-26)
Teach that God is Sovereign. God’s authority, as revealed in Scripture, has to be taught. The right attitude toward the Holy Book must be ingrained into each child from the earliest years. Unless there is the disposition of respect for God, for who he is, and his word, there is little else we can do to help our students.
Teach personal accountability. Young people must learn that they have personal responsibility for their behaviors. Of course, wisdom dictates that we teach age-appropriately about the expectations of our Heavenly Father, his demands for obedience, and the consequences for ignoring his law. But these concepts must be a part of our curriculum. As we teach, we will be careful to explain the reason Jesus came, that we can be forgiven. But a cavalier attitude toward sin will not be taken lightly on the judgment day.
Teach how to determine what is wrong. The lines of morality are so blurred these days. After hearing a lesson on modesty, some teen girls were overheard making light and giggling about the fact that they were immodest! Too many people think that preaching is just preacher talk, and not required adherence. The fact is that over time the innate moral compass can be so damaged that the worst things become right in the sight of many. Fornication and homosexuality are surely examples of this. It is common to hear people talk about their live-in girl/boy friends and the children they have together. The ability to blush (Jer. 6:15) is numbed by the acceptance of sinful behavior as commonplace and nothing for which one should be ashamed. But what does the Bible say about drunkenness, fornication, homosexuality and divorce? What does the Bible say about honesty, work ethic, theft, etc? What does it say about the church and worship (and worship attendance)? We must teach what the Bible says, and that as the “oracles of God,” it is binding.
Teach Courage. Mary Flannery O’Connor, an American novelist, wrote, “You have to push as hard as the age that pushes against you” (Bennett, 15). Standing up for what is right isn’t easy, but we must "push back." Those Old Testament stories that show the bravery of women like Esther and men like Daniel, Shadrach, Meshach, Abednego and others can help. Praise students when they share times they have been able to stand up for what is right.
Yes, we must teach about issues. No doubt about it. But a doubting heart will not care about issues. So we come full circle. Teach about God, his existence, his holiness, his omniscience, and how he deals with his human creation. Show how he wants to be worshiped and the way we ought to live according to Scripture. We must teach about the love of God for us by teaching his word, and by our lives.
We are living in dark times. The depressed philosophers/historians (Seneca, Tacitus, etc.) of decadent Rome felt there was only hopelessness. But we have hope in Christ. But it is only “one hope.” The ways of the world are not it. Young people must see the contrast between the world and God’s way. So with a sense of urgency let us press on with the goal of trying to impact our students for the sake of their eternal welfare.
Barclay, William. The Letter To The Romans. Philadelphia, PA: The Westminster Press.1957.
Bennett, William. The Moral Compass. New York, NY:Simon and Schuster.1995.
Bork, Robert H. Slouching Toward Gomorrah. New York, NY: HarperCollins Publishers.1996.
Butt, Kyle. The Bitter Fruits of Atheism. Montgomery, AL:Apologetics Press. http://www.apologeticspress.org/apcontent.aspx?category=12&article=2515
Colson, Charles. Against The Night: Living In The New Dark Ages. An Arbor, MI: Servant Publications. 1999.
Campolo, Anthony. Growing Up In America. Grand Rapids, MI: Zondervan Publishing House. 1989.
Edersheim, Alfred. The Life and Times of Jesus, The Messiah, Vol. 1. Grand Rapids, MI:Wm. B. Eerdmans Publishing Company. 1947.
Jackson, Wayne. America, A Nation Out of Control. Stockton, CA:Christian Courier Publications. http://www.christiancourier.com/articles/90-america-a-nation-out-of-control
Jackson, Wayne. Religion and Morality: The Connection. Stockton, CA.Christian Courier Publications. http://www.christiancourier.com/articles/312-religion-and-morality-the-connection
Leman, Dr. Kevin. Keeping Your Family Together, When the World Is Falling Apart. Colorado Springs, CO: Focus On The Family Publishing. 1993.
Thursday, March 8, 2012
Monday, February 6, 2012
Teaching Obedience
Teaching children to obey is not an easy task. It surely is not a job for the timid! Some children are difficult to train, but they can be taught the importance of obedience, and how it affects our lives. Parents who fail to teach their children respect for authority create problems for us as teachers. Sadly, children who do not learn to obey may never learn to honor and revere the God of heaven.
As Bible class teachers, we are limited in how we can teach children the importance of obedience. Our tools are not the same as those of parents, or anyone who has custody of a child. However, there are ways we can teach about submission. The lessons we present about the consequences for disobedient Bible characters, and the blessings given the obedient are of utmost importance. The value of making lesson applications cannot be overstated. It is so easy for time to get away from us, so that this part of the lesson is overlooked.
Class management is made easier by plenty of preparation. Presentations that are boring, not age appropriate or too slow moving will surely result in less cooperation. However, some children are simply out of control. Should a child become un-controllably mean, violent and disobedient, he may have to be removed from the classroom for the sake of all the other pupils. But one must be careful to analyze the kind of behavior that a child is manifesting. A teacher can do an injustice to a child who lacks self-control, yet who is not mean spirited. We must always conduct ourselves in a loving, though firm way. Condescending words never gain the respect of your students. Nor does it help a pupil to behave.
When beginning a class, some use the word “Hook” to describe grabbing the interest of students. This might be done during the Pre-session, or Lesson Introduction. A creative visual aid or interesting puzzle may be appropriate, depending upon the age of the students. The younger the class the more visuals are needed. However, it cannot be overstated that visual aids must not overpower the lesson. Our classes ought to be memorable, but the foremost goal is to have the lesson remembered, rather than a clever visual. Activities and visual aids must be age appropriate. Using a visual designed for a cradle roll class will leave something to be desired by a junior or teen class. Consider yourself a visual aid. Your students will observe whether you have an honest heart that loves the Holy Scriptures and them.
Love goes a long way in both tolerating less than ideal behavior, and working towards improvement. It also helps a teacher not to take a child’s behavior too personal. To feel rejected by a child can create an unhealthy reaction in a teacher. Sometimes we just have to do the best we can in searching for ways that work with a particular student. Some children simply have more difficulty being quiet or still for an hour. This is why it is crucial to try to analyze each child’s learning style. This cannot be done in a few days, but over weeks. Seek to find what works!
Becoming a treasured and remembered teacher is produced not only during the class period, but in every interaction you exchange with each child. Youngsters may recall the sincere affection and respect we have displayed toward them. We must overlook some childish ways. Pleasant memories, even times of admonishing, can help those young souls on the journey toward heaven. When we do have to discipline, we must remember to treat these kids with as much respect as we do a wayward adult (cf. Gal. 6:1).
James warned, “Be not many of you teachers.” The actual meaning is “Stop teaching!” It would be better to not teach than to hinder the spiritual growth of these children by lazy preparation or a snarling disposition. May the Lord help us as we treasure and teach the souls of these young people.
See: Wayne Jackson, Christian Courier on the Web
http://www.christiancourier.com/articles/515-james-3-1-a-warning-for-teachers
http://www.christiancourier.com/articles/522-the-responsibility-of-the-bible-teacher
As Bible class teachers, we are limited in how we can teach children the importance of obedience. Our tools are not the same as those of parents, or anyone who has custody of a child. However, there are ways we can teach about submission. The lessons we present about the consequences for disobedient Bible characters, and the blessings given the obedient are of utmost importance. The value of making lesson applications cannot be overstated. It is so easy for time to get away from us, so that this part of the lesson is overlooked.
Class management is made easier by plenty of preparation. Presentations that are boring, not age appropriate or too slow moving will surely result in less cooperation. However, some children are simply out of control. Should a child become un-controllably mean, violent and disobedient, he may have to be removed from the classroom for the sake of all the other pupils. But one must be careful to analyze the kind of behavior that a child is manifesting. A teacher can do an injustice to a child who lacks self-control, yet who is not mean spirited. We must always conduct ourselves in a loving, though firm way. Condescending words never gain the respect of your students. Nor does it help a pupil to behave.
When beginning a class, some use the word “Hook” to describe grabbing the interest of students. This might be done during the Pre-session, or Lesson Introduction. A creative visual aid or interesting puzzle may be appropriate, depending upon the age of the students. The younger the class the more visuals are needed. However, it cannot be overstated that visual aids must not overpower the lesson. Our classes ought to be memorable, but the foremost goal is to have the lesson remembered, rather than a clever visual. Activities and visual aids must be age appropriate. Using a visual designed for a cradle roll class will leave something to be desired by a junior or teen class. Consider yourself a visual aid. Your students will observe whether you have an honest heart that loves the Holy Scriptures and them.
Love goes a long way in both tolerating less than ideal behavior, and working towards improvement. It also helps a teacher not to take a child’s behavior too personal. To feel rejected by a child can create an unhealthy reaction in a teacher. Sometimes we just have to do the best we can in searching for ways that work with a particular student. Some children simply have more difficulty being quiet or still for an hour. This is why it is crucial to try to analyze each child’s learning style. This cannot be done in a few days, but over weeks. Seek to find what works!
Becoming a treasured and remembered teacher is produced not only during the class period, but in every interaction you exchange with each child. Youngsters may recall the sincere affection and respect we have displayed toward them. We must overlook some childish ways. Pleasant memories, even times of admonishing, can help those young souls on the journey toward heaven. When we do have to discipline, we must remember to treat these kids with as much respect as we do a wayward adult (cf. Gal. 6:1).
James warned, “Be not many of you teachers.” The actual meaning is “Stop teaching!” It would be better to not teach than to hinder the spiritual growth of these children by lazy preparation or a snarling disposition. May the Lord help us as we treasure and teach the souls of these young people.
See: Wayne Jackson, Christian Courier on the Web
http://www.christiancourier.com/articles/515-james-3-1-a-warning-for-teachers
http://www.christiancourier.com/articles/522-the-responsibility-of-the-bible-teacher
Saturday, January 7, 2012
The Treasured Teacher
After being out of the teaching rotation for some time, due to the needs of my now deceased mother, I was almost “fearful” as I took my first turn in about three years. I heard how difficult this particular class had been. So, to my precious books I turned for help as I prepared to meet these little people head on!
One of my favorite books on teaching is: Becoming a Treasured Teacher by Jody Capehart. (There may be a newer edition, but the old one can be found on Amazon.com.) This book appeals to me because I realize that we cannot replace the home environment in the two hours or so a week that we may have our students. However, our pupils can remember us as being special in their lives, and perhaps that will be as meaningful to their development in the Lord as what we teach.
Because of various factors, there are problems in the Bible class. Unlike the public or private school situation, we have these children such a short amount of time each week. We have little clout to “make” our pupils behave. And we have the sensitivity of some parents who cannot endure any constructive criticism. This is not to say that teachers must be doormats to endure any kind of behavior that a child wants to demonstrate. Disrespect and violent behavior cannot be allowed, even if the student must leave the classroom.
Many teachers express dismay at the increased challenges they now have in teaching. How could we expect fewer issues, when there are more problem homes now than in the past? All we can do is the very best we can to try to find a way to reach such children. We cannot replace the home. (See: Jason Jackson, Will Our Children Trust In The Lord?, http://www.christiancourier.com/articles/1221-will-our-children-trust-in-the-lord and Research Shows Parenting Approach Determines Whether Children Become Devoted Christians, http://www.barna.org/barna-update/article/15-familykids/106-research-shows-parenting-approach-determines-whether-children-become-devoted-christians?q=family.
It is my opinion that one of greatest challenges teachers face today is that of some children being unable to focus upon any one thing for long. Why is this? Of course we know that many children are labeled with Attention Deficit Disorder. But who knows how many of these are truly physical problems (cf. The Myth of the A.D.D. Child: 50 Ways to Improve Your Child's Behavior and Attention Span Without Drugs, Labels, or Coercion, by Thomas Armstrong). The author does not discount true cases of Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder. But he raises questions concerning over-diagnosis. He gives helpful suggestions for overseers of children with attention problems in this book. Some of these can be used in our Bible classes.
If a child has so many distractions in his life, from toys, to games, to problems at home of every possible kind, how can he learn to focus? If he is rarely (if ever) read to, if he seldom sits quietly with a book, intrigued by the story and the imagination of his own mind (instead of being entertained by some fast moving visual media outlet), if he never has to sit quietly for a longer prayer at home, and many other similar circumstances, how can he learn to sit still? As teachers, we must really "rev" up to be able to catch as much of the minds of these children as we can.
In our attempts to be effective Bible class teachers, it is of great importance to keep learning styles in mind. Jody Capehart suggests that a wise teacher will vary her methods to provide something for every learner in each lesson. This challenge is not an easy one, when you only have about 45 minutes. However, such a goal is worthy of our efforts. She breaks learning styles into five categories. Ms. Copehart recommends that you have a form for your lesson plans which includes:
For the Looker (Visual) learner I will provide:
______________________________________________
For the Talker (Auditory) learner, I will provide:
______________________________________________
For the Toucher (Tacitile) learner, I will provide:
______________________________________________
For the Doer (Kinesthetic) learner, I will provide:
______________________________________________
For the Fact Finder, I will provide:
______________________________________________
Recognizing these different styles of learning and personalities will enable us to think more carefully about how we teach. We are all a combination of these styles, but we may lean towards one or another. Perhaps our learning styles will be different from time to time, depending upon our varying circumstances. The same will be true of children.
To become a treasured, remembered teacher, we must “redeem the time” (Ephesians 5:15-17). The window of opportunity is now.
One of my favorite books on teaching is: Becoming a Treasured Teacher by Jody Capehart. (There may be a newer edition, but the old one can be found on Amazon.com.) This book appeals to me because I realize that we cannot replace the home environment in the two hours or so a week that we may have our students. However, our pupils can remember us as being special in their lives, and perhaps that will be as meaningful to their development in the Lord as what we teach.
Because of various factors, there are problems in the Bible class. Unlike the public or private school situation, we have these children such a short amount of time each week. We have little clout to “make” our pupils behave. And we have the sensitivity of some parents who cannot endure any constructive criticism. This is not to say that teachers must be doormats to endure any kind of behavior that a child wants to demonstrate. Disrespect and violent behavior cannot be allowed, even if the student must leave the classroom.
Many teachers express dismay at the increased challenges they now have in teaching. How could we expect fewer issues, when there are more problem homes now than in the past? All we can do is the very best we can to try to find a way to reach such children. We cannot replace the home. (See: Jason Jackson, Will Our Children Trust In The Lord?, http://www.christiancourier.com/articles/1221-will-our-children-trust-in-the-lord and Research Shows Parenting Approach Determines Whether Children Become Devoted Christians, http://www.barna.org/barna-update/article/15-familykids/106-research-shows-parenting-approach-determines-whether-children-become-devoted-christians?q=family.
It is my opinion that one of greatest challenges teachers face today is that of some children being unable to focus upon any one thing for long. Why is this? Of course we know that many children are labeled with Attention Deficit Disorder. But who knows how many of these are truly physical problems (cf. The Myth of the A.D.D. Child: 50 Ways to Improve Your Child's Behavior and Attention Span Without Drugs, Labels, or Coercion, by Thomas Armstrong). The author does not discount true cases of Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder. But he raises questions concerning over-diagnosis. He gives helpful suggestions for overseers of children with attention problems in this book. Some of these can be used in our Bible classes.
If a child has so many distractions in his life, from toys, to games, to problems at home of every possible kind, how can he learn to focus? If he is rarely (if ever) read to, if he seldom sits quietly with a book, intrigued by the story and the imagination of his own mind (instead of being entertained by some fast moving visual media outlet), if he never has to sit quietly for a longer prayer at home, and many other similar circumstances, how can he learn to sit still? As teachers, we must really "rev" up to be able to catch as much of the minds of these children as we can.
In our attempts to be effective Bible class teachers, it is of great importance to keep learning styles in mind. Jody Capehart suggests that a wise teacher will vary her methods to provide something for every learner in each lesson. This challenge is not an easy one, when you only have about 45 minutes. However, such a goal is worthy of our efforts. She breaks learning styles into five categories. Ms. Copehart recommends that you have a form for your lesson plans which includes:
For the Looker (Visual) learner I will provide:
______________________________________________
For the Talker (Auditory) learner, I will provide:
______________________________________________
For the Toucher (Tacitile) learner, I will provide:
______________________________________________
For the Doer (Kinesthetic) learner, I will provide:
______________________________________________
For the Fact Finder, I will provide:
______________________________________________
Recognizing these different styles of learning and personalities will enable us to think more carefully about how we teach. We are all a combination of these styles, but we may lean towards one or another. Perhaps our learning styles will be different from time to time, depending upon our varying circumstances. The same will be true of children.
To become a treasured, remembered teacher, we must “redeem the time” (Ephesians 5:15-17). The window of opportunity is now.
Wednesday, December 7, 2011
The Master Teacher
Matthew 27:33-35
Jesus was human in every respect, having identified himself with us all. He was born as any other baby is born, except for how he was conceived. Newborn babies have more taste buds than most adults. How wonderful is design. The most important need of a newborn is nourishment. Even before birth, research indicates that infants prefer sweet flavors over others. And how ready they are for the high carbohydrate sweet milk of mother (or subsititutes).
Using his precious mouth, our Lord was a Teacher of all teachers. He urged his disciples to teach others. He stressed the importance of having a good and honest heart in the Parable of the Sower (Luke 8:15). He also taught that out of the heart comes every kind of evil deed (Mark 7:20-22).
As teachers, we must stretch to observe each child, to learn what works and what words encourage.
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