Category: Eutychus

The In-House Field Trip

by Debra Conley

Sometimes you just want to do something a little different
or change the scenery. Try taking what I call an in-house field trip. Younger
children find this great fun and can learn from it as well. Pretend that your
building will be Asia and Macedonia. Create a map of your building and
designate certain rooms or areas as stops on the Apostle Paul’s missionary journeys.
Using a large appliance box, let the students decorate the box like a ship,
complete with emblems and cloth sails. Each student can be given a stop on the
journey to be in charge of. As you “sail” your ship through the building (Fred
Flintstone style with your feet), the student in charge of the stop will tell
us why we are there, who we will be visiting, what church Paul established
there, and other interesting points about the location and its people. Create
“storms” along the way with flashing lights and sounds of thunder. For older
students, you can include a jail at Rome and make the explanation of Paul’s
imprisonment part of the journey.

While at each of Paul’s stops, give the students a printed
maze or puzzle to work that depicts elements true to Paul’s experiences at that
location. When you stop at Ephesus, a church “elder” might be reading a letter
from Paul while he is in the Roman jail. The students can act out the reactions
of parishioners, or conduct a question and answer period. Ask them to quote
verses, give the names of Bible characters they remember from that location, or
be the first to tell us where the next stop on the journey will be. Just be
sure to make it back to your classroom by snack time since eating in a boat
will make some students sea-sick!

Mature students may not find the pretend boat such a thrill.
Send them on a scavenger hunt with clues that match each of the locations along
Paul’s journey. In each room designated as a part of Asia, “plant” items or
written clues to the next part of the journey. The first one or group to
successfully complete the journey in the correct order by following the clues
gets to serve the snacks, or be served first. Whatever floats their boat! If
you don’t want to risk turning them loose in the building, create the same
journey clues in a board game format. Give each team the same board (map of
Asia) and clues. See who can figure it out first.

Consider the Context

by Debra Conley

We’ve all heard someone correct another when he uses “Revelations” instead of The Revelation. While many dismiss this as a trivial oversight, it is important in light of exposition of Scripture to designate the intent of the singular over the plural. The Bible is a little like a jigsaw puzzle: it has many pieces but until they are all put together into one unified composition (picture), the pieces are useless or at best, unfinished. So it is with The Revelation. It is, to say, “The Final Piece” of the overall puzzle of the Bible; without this final part the picture is incomplete. And without the previous books, The Revelation makes no sense any more than putting the last piece of a puzzle on the table and calling it a complete picture.

Part of the completed picture must also include the instruction that taking one piece out of the puzzle, or breaking the Bible message into “revelations” (many) instead of Revelation (one) will result in a skewed message. This is why it is important to understand not just the grammatical difference here between the singular and the plural, but the overall implication to the final, complete composition of God’s Word if one piece is removed and treated or taught as a separate idea or practice.

What’s my point? In returning to our discussion of the necessity of exposition for thorough teaching, the same principle applies. If a teacher pulls a verse out of context and uses it for a single application, the surrounding inferences will come from the student’s own experiences and related knowledge. If the student has no base in the background for the material, he will make his own assumptions from personal experience or the teaching of someone else he has heard or read. This has become a commonplace “chance” some teachers risk, and it is unfair to the student to give him an incomplete puzzle to fit together any way he can with whatever leftover puzzle pieces he finds in his personal background. A good teacher makes every attempt to put all of the puzzle pieces in front of the student and to help that individual fit them together properly to form a complete picture.

Teaching by Exposition

by Debra Conley

Exposition is a dying art! Introducing students to the
background material of a passage or book is critical to thorough comprehension.
This teaching method was a mainstay of the classroom until the “education
revolution” of the late 20^th Century. Of course, the pendulum has
swung full circle and advisors are suggesting once again that bringing in the
full scope of social, political, and economic background enhances the reading
of most any literature. This is just as true when teaching the Bible. Even the
youngest listener can participate in expository exploration.

Peter was a fisherman by occupation and lived by the Sea of
Galilee. Draw a simple map of modern day Israel and show students where this is
in relation to where they live.  Discuss what kind of tools a fisherman
might use and display those or pictures of rods, nets, boats, sails, etc. Talk
about tools or items their parents use in their jobs for comparison. Let them
draw a picture of those items their parents use.  Some students will need
an explanation about how fishing was an occupation for Peter, not a hobby or
sport. This visualization of the story immensely expands the understanding for
teaching the next step, the metaphor or comparison to the Christian’s duty.

Peter witnessed (Luke 5) how following the command of Jesus
to let down the nets yielded results the entire crew of fishermen had not been able
to achieve though they had worked hard the entire day (verse 5). Because Peter
knew his trade and that they had done all that was humanly possible to catch
fish, the nets bulging with fish could only have come from the Heavenly Father.
This was a direct result of following Jesus’ command. And this is our lesson;
when we follow His commands and let Him lead in our lives, He blesses
abundantly over what we can do on our own.

My nephew, Daniel Shrader, is a missionary to Russia. He
signs all his correspondence, “Until the nets are full.” He continues following
God’s command until the net is to be drawn up and his work is ended (verse 6).
Some students enjoy acting out lessons and trying to inject different responses
from the character (Peter), then playing out what they think will be the
consequences. Exposition requires drawing in every possible addition to your
teaching!

Classroom Rules

by Debra Conley

An object
lesson in following the rules is a good way to start the new year. For a visual
aid, use a huge check made out to any student; include a large sum in the
amount space, or the word “success.” Here’s the lesson:

A student
once argued with me that following all the school rules and my classroom rules
was a useless waste of time. Why couldn’t he just do things the way he wanted
to, as long as he could pass the tests? Here’s the answer I gave him:

“John, when
you leave high school, I assume you will immediately start your own company
with your own money and resources and begin living your life to your complete
satisfaction.” He gave me the startled look I expected.

“Well, I’ll
have to get a job and earn some money before I could start a business,” was his
reply.

“What
business will you start?” I asked.

“I don’t
know if I had really thought about starting my own business. I just want to get
a job so I can earn enough money to do what I want.”

“So, what
you are saying is that you will go to work for someone else in order to get
where you want to be?”

“Yes, that’s
the only way I know how to do it,” John said, as if I had to ask.

“Will you
agree to let the company train you in a job? Will you read the company rule
book and the procedures manual if it is required for this job? Will you do what
the boss tells you?”

“I guess so;
I’d probably get fired if I didn’t,” he said.

“Exactly!” I
exclaimed. “You will do what someone else tells you to do in order to get where
you want to be. And will this company pay you before you have done your work?
Of course not. Look at your situation here at school as your job right now.
Your diploma is your paycheck. You are doing what the boss says in order to get
that paycheck. If you are willing to do that next year, why not get a head
start on it this year? Practice being in your job now.” This made sense to John
and he became much more agreeable.

Take this
example one step further. Being in God’s will is like pleasing the boss, if you
will pardon my worldly comparison. We are told numerous times in Scripture that
we will not be truly happy unless we are in God’s will. And it is not in my
Bible that we can be happy (pass the test) without conducting our life His way.
We are warned of trying to conduct our own affairs in our own way in the
parable of the lost son (Luke 15).  Just as we make up our minds to do
what we need to do in this earthly life for rewards, make up your mind to do
what needs to be done for the blessings of God now (Ephesians 3:20). More
importantly, seek the eternal reward, the big paycheck (Matthew 6:19-21).

Keeping Christ in Christmas

by Debra Conley

It’s a common phrase, but one I think we ought to revive:
Keep Christ in Christmas. Our current society is bent on the destruction of the
Christian foundation of our nation, but I also believe that there is a more
insidious movement designing and ardently seeking to destroy the Christian
concept as one of a sub-intellectual, scientifically unfounded, and whacko
mentality cult. Does this sound familiar to some of you? Karl Marx, the founder
of Communism, wrote in his Critique of the Hegelian Philosophy of Right,
“Religion is the opium of the people.”  In his Communist Manifesto, Marx
argued that religion is the tool of government to lead the weak. Sigmund Freud
added his hatred of religion by dismissing it this way in his Lectures on
Psycho-analysis of 1933: “Religion is an illusion and it derives its strength
from its readiness to fit in with our instinctual wishful impulses.” This is
exactly the philosophy of those who challenge us today.

At the same time, to label the radical Islamists or really,
any other non-Christian religion, with those terms will be considered
inflammatory, insensitive, and even racist. How did it get this far out of our
control? We let it. Even during this year, and we will see it again this
Christmas, the ACLU will fight and win to remove the Ten Commandments from
public places and not to allow Christian displays on public areas while
non-Christian displays have free reign. They will use the same skewed argument
they used in the forties (Everson v. Board of Education) when they first
distorted the Constitution, intimating that the metaphor Jefferson used in a letter
referring to separation of church and state as a first amendment inclusion is
“law” when it is not in the Constitution nor can it be cemented as an item of
original intent in the language the ACLU intends. Indeed, the intent by
Jefferson is to keep the Constitution intact, not allowing government to make
any law regarding religion, whether pro or con.¹

So what should we do? Keep putting Christ, Christmas, and
our religious heritage in front of the public as often and as much as we are
able. Display religious items and manger scenes at Christmas. Buy cards that
say Merry Christmas, not Happy Holidays. If you are willing to be a testimony,
then Christmas is the perfect time to show Jesus coming into the world and to
take the opportunity to explain why He came.

1. See Daniel Dreisbach, Thomas Jefferson and the Wall of
Separation Between Church and State  (New York: New York University Press,
2002), p. 101.

Thanksgiving

by Debra Conley

With your students not only what the Christian history of
this day is, but to remind them of all we have to be thankful for. In light of
the abundant natural disasters we’ve witnessed this year, we can each think of
many blessings for which to praise God. Media can be so depressing and
negative; take time to point out how bountiful God has been to each of us,
being especially thankful that we live in this free country where our worship
is still protected.

The cornucopia has long been a table symbol of Thanksgiving.
Let each student make one of construction paper, wire wrapped with paste and
newspaper, or use a purchased one. Instead of filling it with the usual fruits
and vegetables, encourage your students to fill it with items that represent
what they are thankful for. Pictures of family, a small Bible, a favorite
symbol, like a church steeple (it could be drawn on paper) or the American
flag, or a replica of their home fashioned out of craft sticks are some
suggestions.

Next, read to the class the story of the widow and the small
amount of oil she had on hand (I Kings 17). This woman of faith trusted God to
increase her meager gift and the oil remained at a constant full level, even
though she continued to draw from it. God is like the Cornucopia and the oil
barrel: He continually makes more for us to draw from when we honor Him with
what we have. No matter the actual amount, it is honoring God with our
possessions that fills our barns with plenty and overflows the barrels that
began with so little (Proverbs 3: 9,10).

The first Thanksgiving in the Plymouth, Massachusetts’
colony was a picture of God’s bounty poured out onto a group of people who
acknowledged that God is the giver of all that we have. In reading the first
hand narratives from Of Plymouth Plantation, by William Bradford, we
immediately understand his knowledge of Scripture and his designating all that
his colony had as a direct supplying of every need from an all powerful
God.  Note: Look carefully at the copy of this book you purchase. You will
probably not find an unabridged copy new. The original, unedited book is the
only version which contains all of Bradford’s prayers and biblical references.
The new abridged and edited versions have removed his prayers and many of his
references which give God the credit for the colony’s successes. Always look
for the originals!

Object Lessons

by Debra Conley

Object lessons always go over well with young people. The
visual contact creates a lasting image of your point in the student’s mind.
While trying to teach a group of Junior High students a lesson in removing
preconceived notions before learning can occur, I tried an object lesson. I
dressed as an elderly lady in her eighties, even though I was about 35 at the
time. I wore a gray wig, applied heavy make-up, thick glasses, and donned a
baggy out of style dress. My stockings even bagged at the ankles; I went all
out. Not recognizing me as I entered the room, small muffled snickers began to
break out. I shuffled papers as if confused, even pretended to have difficulty
walking and moving. By the time I reached the podium, they were already
convinced I couldn’t teach them anything. Why? Their perception was that only
someone as young and “hip” as they were could be competent. As I expected and
before I could begin to speak, a young man in the back made a wise crack about
the “old lady” and the rest followed suit with several chuckles. I pretended to
be upset by it and left the room. While out in the hall, I removed the wig,
glasses, etc., and returned to the classroom as the teacher the students
already knew. A worried hush fell on the room and the young man immediately
began his excuses as to why he had not intended to offend the “other” teacher.
One of the more observant girls of course recognized me and shot the young man
a look that silenced him. When they all realized I was now that same person,
they were embarrassed and apologetic. My first questions to them were, “Why is
it necessary for you to feel remorse now? How is the person you see now any
different than the one who stood here five minutes ago?” The answers were
obvious to the students.

The Bible encourages us to come to Jesus as little children
because children have not yet become sullied by preconceived barriers. Most
children are eager to learn and curious about everything. Pray with your
students that they will come to Sunday School eager to learn something and free
of barriers to learning.

Biblical Biographies

by Debra Conley

Biographies are interesting and fun as well as a great tool
for teaching historical perspective. Billy Sunday lived in an era children are
unfamiliar with. The culture of Pearl S. Buck was unknown to the western world
until recently. And the Scottish missionary David Livingstone discovered one of
the world’s largest waterfalls, Victoria Falls, while in South Africa. What a
day that must have been for him to uncover one of God’s most wondrous sights.
Sunday School is the perfect place to introduce biographies! So many
missionaries, pastors, and lay workers have told their stories in such a way
that children can vicariously participate in God’s work. An intangible personal
touch is introduced when a child reads about the pastor who struggled with
personal problems, but through prayer and spiritual strength overcame those
obstacles.

Missionaries must face indomitable problems that students
readily associate with. Just learning the language of the country they will
serve is a huge task for most missionaries. Then they must learn to live in a
whole new culture, perhaps adapting to a lifestyle they’ve never known. The Boy
Scout might spend a week without electricity and running water, but has he
thought about the missionary who might have to live that way every day?
Personal stories such as these bring living the Christian life into focus for
young students because it is about a real person who did this.

I admire parents who protect their children from too much
television and media hype. Nothing on television is “real world” except for a
few news flashes and it certainly has nothing to contribute to the Christian.
Real life stories, on the other hand, not only tell truths about Christian
living, but can be read over and over. As a Junior High student I read the
story of Ruth from the Bible and then had to give a report about it. I included
some geography and history of Judea. By the way, I was in a public school at
the time and no objection was made to my choice (that tells you how old I am!).
My classmates found it most interesting and asked lots of questions after I
finished my report. They had always heard such sayings as be willing to lay
down your life for a friend or for your country, but the idea that Ruth would
do the same for her people fascinated them. Two other students later read the
book from the Bible!

Parental Involvement

by Debra Conley

There is an old saying: “Teach your children or let someone
else.” Don’t limit this thought to just the academic world. Its truth permeates
every area of life your children encounter. If you put off teaching your
desired goals and philosophy to your children, be 95% sure that your children
will learn those concepts from someone else before you get around to it.

In Sunday School, we assume that all teachers agree with us
or the Pastor whom we choose as the guide post. While there are those Pastors
who do a great job of supervising what is being taught, others are content as
long as no negatives are brought to his attention. And in the right situation,
there should be few that need to be brought to his attention. Parents, however,
ought to be more diligent about Sunday School curriculum and teachers than in
the academic schools. The importance and life-long use of the lessons learned
in Sunday School are not only the more important to your children, they are the
lessons you as parents are biblically responsible for. Know what your children
are being taught and by whom!

As for teachers in the Sunday School, you should be a
reflection of your Pastor as well as a reflection of the Lord. In the
workplace, you agree to company policies and guidelines set forth by the owner;
you have a job description that you are expected to follow. You want the same
for your children in school: Competent teachers who follow good curriculum;
guidelines for teaching and assessing clearly defined and consistently
followed. Sunday School should be no different. Church families want the
assurance that what they are hearing from the pulpit is the same message (on
the child’s level) their children are hearing in Junior Church or Sunday
School. There should be a consistent policy of what is taught, how it is
taught, and by whom. To settle for anything less is to leave your children
vulnerable to whatever whim of curriculum or teacher walks into the classroom.
I find that unacceptable and dangerous.

Visual Symbols

by Debra Conley

You can’t teach your students anything if you don’t have
their attention.  Younger children are especially oriented to visual
stimuli.  Your job is to create a visual or interactive activity that
explains an idea of a Bible concept.  Last month I suggested the bruised
apple as a visual for the concept of sin.  What about a visual for God’s
love?  This abiding love is part of the Bible from Genesis to Revelation
and is essential to an understanding of salvation.  To help students
understand the depth of this love, I suggest a symbol.  A symbol is a concrete
example of an abstract idea.

In preparation for such a lesson, gather pictures of some of
your students and their parents.  Post the pictures on your bulletin
board.  As the students watch, place their picture with another set of
parents.  Ask the children if they would be willing to be the child of a
different set of parents.  Ask the reverse: would those parents want to
trade their children for a different set?  Ask the children why they don’t
want to switch.  Wouldn’t we be unhappy and miss our family if we switched
parents?  Does that longing ever change?Older students might realize that
over time, that longing might wane and this is a good comparison to those
Christians who forsake God’s way.  The yearning to be in God’s will can be
lost if we are away too long.

The answers to most of these questions will, of course, be
that neither will the children want different parents nor will the parents want
different children.  This bond of love is representative of God’s
love.  We are His children and He is our Father.  Even when we are
not perfect, He loves us and does not trade us!  He tries to help us, to
encourage us, to show us the right way to live, just as our earthly parents
do.  God isn’t going to give us up, nor will we be happy if we give Him up!