Methodical Principles
SELECTING METHODS
Methodical Principles
SELECTING METHODS
“What are the various methods I can use in teaching a Bible lesson? Which are the best?”
Purpose of Methods
Method is a way or means by which a teacher accomplishes aims. All methods must be thought of as a means to an end and never ends in themselves. When methods are used skillfully, they contribute toward learning; when misused, they hinder learning.
A person is not alone in the process of teaching the Bible. A Bible teacher has assurance that the Holy Spirit is working through the Word. But the work of the Holy Spirit is sometimes limited by the way the Bible is taught. Educators have found that people learn in certain ways. A teacher who observes these “Laws of learning” will be more effective than if they are ignored. Learning always involves change. Surely the person who teaches the Scriptures hopes that lives will be changed through the Word of God. Therefore, the teacher should be conscious of a few procedures that make for more learning:
Importance of Methods
Remember – the degree of learning is related to the experiences the learner has in the process. He comprehends most when many avenues of learning are used: hearing, seeing, observing, sharing, talking, practicing, experimenting, doing, feeling, handling, and tasting.
Therefore, the more of these experiences a Bible teacher can incorporate in the session, the greater will be the learning of the class. There needs to be reading from the Bible, observing of content, underlining important verses, thinking about meanings, sharing ideas, consulting resources, writing down ideas, searching for additional passages, looking up meanings, relating Bible truths to every day experiences. The class must always be involved in the process. The teacher should never do all thinking for the students.
Remember – informality encourages class participation.
Therefore, it is best if Bible study groups are not too large in number. Better to have several groups. In smaller groups, try to have members sit in an informal circle, facing each other. As leader, sit down with them, so that you become one of the group rather than a “lecturer.” Think of yourself as a guide, helping the group do its own thinking and discovering its own answers. Help them realize that you are there to learn from them.
Remember – there are a variety of things you can do with a class.
Therefore, plan variety in your procedures. If possible, sometimes have your class study by themselves for a period of time, using a few directive questions.
When, in a smaller group, you are discussing the meaning of a passage, divide your members into even smaller groups of two or three. Let them share opinions with each other and then with the entire class.
Depending on available classroom space, it might be helpful to form working committees. Give each committee one part of the passage being studied and one task to perform, such as looking up cross references, comparing translations, or answering specific questions. Then have each committee share its findings.
Use of the Lecture
Because it is the easiest method to convey facts and information to others, the lecture is one of the most commonly used methods employed by Bible teachers. It has been the most often used. You can cover more material in a shorter time. You can more easily direct the thinking of a class along the channels of your own convictions. Less skill is required to give a good lecture than to conduct a good group discussion.
Importance of the Lecture
The lecture has a definite place in the teaching program. Through this means you can give background, setting, and general introduction to the Bible passage you are to teach. If the class is large, you will probably have to teach most of the lesson through lecture. If your class is smaller, so that you can encourage group participation, you will still have to explain and interpret the difficult passages. Students expect certain things of their teacher:
To know more than they do
To help them “see” more than they can by themselves
To direct them to the important truths
To explain puzzling passages to them
To inspire and challenge them
But too much lecture can be a hindrance in teaching the Bible. It increases the tendency for the teacher to do all the thinking for the student, thus discouraging initiative, self‑reliance and a person’s confidence in his own ability to study the Bible. It is more difficult to know the thoughts, emotions, problems and questions which may be troubling the students. If a student feels that you, as the teacher, are doing all the thinking, if he feels that you are concerned only with your own ideas, he may lose interest and perhaps react negatively toward the lesson and even toward you as the teacher. Also, the student may develop lazy habits of listening and thinking, becoming passive in his reactions. The student can become so accustomed to having someone else do his thinking that he will exert little or no effort to concentrate on what is being said.
The greatest dangers facing the lecture method: “sermonizing” rather than “teaching”; using the time to air personal theories, prejudices, and even irritations – teaching opinions rather than the Word of God.
Use of the Chalkboard
The Chalkboard can be one of the best aids a Bible teacher has. If properly used it will easily double the effectiveness of a lesson. For the chalkboard to be an effective teaching device, there are several things to keep in mind:
1. Aim to have the board work Progressive. It should be placed on the board as the lesson proceeds. To have a chart on the board before the period begins may save time for the teacher, but it does not aid in the process of learning. The teacher sets up competition with himself. The class will be so busy reading and copying what is on the board, the members will not hear what the teacher is saying.
2. Aim to have the board work purposeful. The class should sense the purpose and aim of the lesson through the board work. Thus, as the lesson progresses, the students should see the whole message unfold before their eyes. (a) Try to use the group’s suggestions as much as possible. Aim to catch the meaning of a person’s suggestion, even though you may write a different word. (b) Stimulate discussion with casual comments and questions, such as, “Well, that is an interesting idea, what do the rest of you think?” (c) Try to show relationships by drawing arrows, underlining words, placing a question mark near a comment. (d) Keep the theme before the class and tied to the theme by using lines, brackets, underlining, summarizing.
3 Aim to have your board work useful. One of the main values of having a chart or diagram on the board is that it can be used as the basis for both interpretation and application. When the students have in front of them a summary of the Bible passage, they can more easily analyze, interpret and apply. A chart is also helpful if the class time is limited. The teacher can give a bird’s-eye view of the whole and have the class discuss just those parts for which there is time.
8. Try to have your board work helpful. It is possible for board work to be a teaching hindrance. Some of the following practices can become distracting to the lesson: (a) Writing aimlessly all over the board; (b) Writing so much that the class becomes bored; (c) Writing too small or illegibly; (c) Being too slow while writing; (d) Writing, erasing and rewriting too many times.
Use of Discussions
“Sharing methods” include questions and answers, discussions guided conversations, group panels, and forums. Giving reports might also be classed as a sharing method. All types have value. As a Bible teacher you are wise to incorporate as many types as possible in your teaching. Have the members of your class make reports on special Biblical topics and on the various historical aspects in a Bible lesson. Plan a panel or a forum to discuss some problem that has arisen in a Bible discussion. The more the class contributes to the lesson in concrete ways, the greater will be the interest.
Importance of Discussions
The discussion is another method frequently used in Bible study. The term “discussion” has many aspects. It can be used to describe an informal conversation between friends on some Biblical problem or to describe an informal sharing of ideas by members of a Bible class. The term can also be applied to the more formal “question and answer” procedure wherein the teacher encourages discussion through carefully planned questions.
Formal and informal discussions have great value for both teacher and student. In a discussion, you can find what knowledge the student is gaining and what his emotions and thoughts are. Also, it is easier for you to discover problems and faulty concepts that may be forming. The student is helped to share ideas and analyze personal thinking in relation to that of others. Sharing gives the student a greater sense of oneness with the teacher. But discussions have their dangers; therefore, in order to use them effective we need to analyze both the informal and formal types so that we may be aware of their possibilities and dangers.
Informal Non-directed Discussions
In this procedure, the members of a class read a Bible passage together, sharing their ideas without much direction from a leader. Usually the sharing centers on general observations and impressions of the passage, on the problems in interpretation, and on ways to apply the truths to their own lives. The interest and desires of the class usually control the procedure and determine what is discussed. The leader serves more or less as a moderator. This type has value in that it encourages people to share their ideas and concepts with others. If the discussion is not dominated too much by a leader, people usually feel freer to express their own opinions. The disadvantage of this informal type is the possibility of the discussion going astray. The discussion can lead the class “out of the Word” and into nonrelated subjects. Also, there may not be too much real “learning” if the people share ideas, but are not helped to understand what they discuss through the direction of some leader who has studied the passage more than they have.
Directed Discussions
In this procedure, the leader plans the discussion often using some carefully planned questions. These questions may be given to the class on a study sheet, as part of a prepared Bible study course, or as part of the leader’s own individual lesson plan. Before the leader teaches his lesson, he will have worked out his plan: his aim, approach; key questions; and conclusion. Although he may conduct the class in an informal way, sharing in a relaxed and conversational manner, using questions in casual fashion, permitting the class to set the pace for the discussion; yet, the good leader always knows where he is going and his goal. Through questions and explanations he guides his class to observe significant truths, analyze the meaning of truths, and share ways to apply them. He doesn’t permit the class to bog down on the insignificant. Yet he is alert to the needs and desires of his class, permitting them to set the pace.
Problems in Conducing Discussions
Many teachers would like to have more class participation but they do not know how to secure it. The success of a discussion rests in the preparation of the lesson, in the teacher’s attitude toward his class, and in the class‑climate created through his approach. We shall list some of the factors which will hopefully insure “satisfying discussions”, as well as some of the factors contributing toward “disappointing discussions”.
SATISFYING DISCUSSIONS
Satisfying discussions can be had:
1. If the leader is thorough in his preparation – To conduct a worthwhile discussion your preparation must be thorough. The temptation is to feel that discussion means less preparation. This is not true. Actually, the opposite is true. Discussion demands even better preparation. You must have your objectives clearly in mind. You must be “full” of your subject and then plan ways to “fill” your students through directed study rather than through a lecture. It is much easier to “give out” than it is to plan ways to help others “dig out” truths for themselves.
2. If the leader is wise in the use of questions – Of course, a question is usually the basis for good discussions. Because of their importance, the art of asking questions will be discussed in a separate section.
3. If the leader is considerate of his class – In the beginning, you must be careful not to embarrass anyone in the class with difficult questions. Have individuals volunteer their answers. At first you should work for grunts of assent and nods of the head. As stated before, purposeful observation questions are the best means for “warming up” your class. As the members experience success in discussing simple questions, they will relax and become more responsive. Beware of trying to “drag” answers out of your class. If no one responds, casually answer the question yourself as if you did not expect anyone to contribute just then.
4. If the leader is discerning in his choices – Learn to find a balance between the many choices facing you. Learn to discern the portions to emphasize and to skip; the passages to explain and discuss; the nonrelated questions to discuss and those to avoid; the time to dwell on a topic and the time to move on to the next; the topics which meet special needs of the class and those which are unimportant to them; the questions needing thorough discussion and those which can just be touched on; the pace that is too fast and that which is too slow. Experience and sensitivity to the needs of a class will help you become discerning and find the proper balance.
5. If the leader isn’t self‑centered – Self‑centeredness reveals itself in two extreme types: too dominating or too timid. Both feel insecure but show it in different ways. If you are a dominator, you seek security in having your own ideas understood, your opinions accepted, and your convictions followed. You are afraid of the ideas of others because you fear your own ideas will not be respected. If you are a timid leader, you seek security by hiding your own convictions and ideas. You hesitate to assert leadership by trying to agree with everyone. Both types are too self‑centered to be successful leaders. To be a good leader, you must be “other-centered;” that is, you must be “group-centered” in your desire to have the discussion meet the needs of others; be “Christ-centered” in your desire to have it glorify Christ; be “Bible-centered” in your desire to have it focused on the Word rather than on opinions.
DISAPPOINTING DISCUSSIONS
Disappointing discussions are created:
1. If the leader permits the discussion to aimlessly drift to nonrelated, non-biblical subjects.
2. If the leader dominates the discussion and does most of the talking or if he contributes too little so that problems which arise are not settled.
3. If the discussion centers on simple observations, never getting into the spiritual significance of Scriptural facts.
4. If the leader asks questions which seem purposeless, too vague, or difficult.
5. If the discussion never “arrives”; no conclusions drawn; no satisfying solutions reached.
6. If one or two persons dominate the discussion.
7. If the leader becomes upset, angry or resentful when his opinions are challenged or criticized.
8. If the discussion ends in an argument.
Discussion stimulators
In conducting a Bible study there are many ways to stimulate class discussion. Listed below are procedures that may help to vary your teaching approach:
1. On slips of paper write out some key questions to help the class observe, interpret and apply. If possible, have them work in small groups studying the text and answering the questions and then share with the whole class.
2. Have your class read the portion of Scripture, observing the facts. Then give them a series of true and false questions relating to interpreting and applying the truths presented in the passage. Then, if possible, have the members discuss in smaller groups, or just talk with their neighbor. They are to determine if the statement is true or false, basing their decision on the teaching in the passage.
WAYS TO USE THE BIBLE
Focus attention on Bible passages – It seems rather ironical to remind a teacher that you should encourage everyone to have a Bible in the study and that you should continually focus class attention on Bible passages in the lesson. Yet these admonitions are directed at two problems which are sometimes present in Bible studies. In religious gatherings where people are unaccustomed to Bible study it is often difficult to get them to bring their Bibles to a class or small group meeting. At first, you may have to provide Bibles until your class gets into the habit of bringing their own. If great stress is placed on the importance of everyone in the group having Bibles, then you must have them use their Bibles in concrete ways; such as, reading verses orally, looking up references, observing definite things in verses, noting key words and phrases, writing down answers on study sheets, sharing observations.
The tendency of too many teachers is to divorce the lesson from the Bible itself. They may provide an outline of the passage, possibly place an outline on the board, discuss interpretations, but seldom have the class actually study the words of the passage. What the teacher says may be inspiring, but there will be very little learning unless the student also reads the words of the Bible. Otherwise, students take away “words of a teacher” rather than “words of the Bible.”
Make wise use of oral reading
Scripture passages should be read either orally or silently before being discussed. While it is a fairly common practice to have members of a class read a Bible passage together, there is not as much understanding as there is if one person reads and the rest follow along. Until becoming acquainted with your class, you should do the reading. When calling on individuals to read, have them read a unit of material, several verses or a paragraph, rather than just single verses. Thus the thought pattern is not broken up as much.
Strive for comprehension in topical Bible studies
Bible studies are often topical in nature and the teacher uses many verses to prove points. A common practice is to sprinkle the verses throughout the class and have the verses read as the lesson proceeds. Thus the individual looks up only one verse. The practice has value in that a teacher can cover more material in a limited time and the class is helped to see that many verses prove the point, but there is not as much learning as there is if all study the same verse.
References can be written down on slips of paper and given out to individuals before class, giving them time to look up the reference, study it, and be ready to read it better. Even though one is prepared to read it, there will be more comprehension if the whole class studies the same verse when it is discussed. You may not be able to use as many verses but you will increase the learning of your class.
WAYS TO MEMORIZE SCRIPTURE
As a Bible teacher you can do a great deal to encourage your class to memorize Scripture. In Colossians, Paul admonishes his readers to “Let the word of Christ dwell in you richly” (3:16). The Bible student should give heed to the same admonition by memorizing daily from the Word of God. There are several ways you can stimulate memorization in your class:
1. By assigning verses to memorize with every lesson.
2. By having the assigned verses repeated by the class at the next meeting.
3. By taking time during the class to have the group memorize a choice verse or two.
4. By memorizing verses yourself. This is the most important of all suggestions. If you do not memorize the verses, your class will show little interest in the project. If you spend time memorizing, you will find it such a blessing that you will unconsciously transmit your own enthusiasm to members of your class.
5. By showing your group some simple and helpful ways of memorizing. Here are a few suggestions: (a) Diagram the verse or Biblical passage to be memorized. It is much easier to fix a verse in your mind if you have it before you in graphic form. Help your class by diagramming a verse on the chalkboard. Have them memorize the verse from the board. (b) Visualize the portion to be memorized. Picture in your mind the action and meaning of words. (c) Analyze the meaning of the verse. Memorize thoughts and ideas, not just words. (d) Associate what you memorize with the Bible portion in which you find the verse. Note the preceding verses and those which follow. (e) Recall by writing down what you are trying to memorize. Memorize in the evening and try to recall in the morning what you have memorized. Repeat aloud what you are learning. Share your memorized verses with others.
