The “Teacher Training” blog is designed to enhance the Bible teaching skills at our church. Each blog is designed to pull in material on 5 subjects:
- The character of a teacher
- The prayer life of a teacher
- The Bible knowledge of a teacher
- The study skills (hermeneutics) of a teacher
- The presentation skills of a teacher
Here is this month's lesson.
May God bless your preparation to teach!
Pastor Mike
1. The character of a teacher
Basic Point: The excerpt that follows is a quote on how important your character is when you are a teacher. The reason being that as a “man of God” you represent God. If you are woman teaching children or teaching women, you too represent God.
"In Scripture, God’s spokesmen are often referred to by different titles such as prophet, elder, evangelist, and pastor. Generally, these titles refer to the task the man executes. One title, however, refers to the character of the man holding an office. That title is “man of God.” It is used frequently in the Old Testament. Moses (Deut. 33:1; 1 Chron. 23:14; Ezra 3:2), the anonymous prophet who pronounced divine judgment on Eli’s family (1 Sam. 2:27), Samuel (1 Sam. 9:6), David (Neh. 12:24, 36), Elijah (1 Kings 17:18), and Elisha (2 Kings 4:8–9) are among those designated “men of God.” In each case, the term “man of God” refers to someone who represented God by speaking His Word." [1]
2. The prayer life of a teacher
Basic Point: Prayer has been modeled in the Scriptures. Over the next few months, we will look at some examples. May these godly people spur you to implement prayer into your preparation. Pray not only for how the message will be put together but for the hearers as well!
"In ministries during Bible times, prayer perpetually played a major role. Since biblical days, prayer has remained as a top priority for preachers." [2]
Here is one example:
“Moses. The lawgiver Moses had a ministry similar to that of today’s preacher. He spoke God’s Word and made it relevant to needs of his day. Prayer figured heavily in his ministry. One example is Moses’ pleading with God to spare Israel after their idolatrous worship of a golden calf; he interceded with God to retain His purpose in redemption of Israel from Egypt. Second, he was zealous that God preserve His reputation from all taint of dishonor before the ungodly. He also implored God to furnish a remembrance of His own covenant pledge (Exod. 32:11–13). He begged God to forgive His people (Exod. 32:32).” [3]
3. The Bible knowledge of a teacher
Basic Point: The excerpt that follows comes from Walter Kaiser’s book “Toward an Exegetical Theology.” His point is that as a teacher you must tell people the big picture and then narrow down the context. For example, if teaching the gospel of John, chapter 2 when Jesus turns water into wine, what do you do? First, you tell the hearers about the book’s theme which is in John 20:30-31. For you tell them how this book is designed to prove Jesus is the Son of God; and then it wants you to believe in Him. Then you could tell them the outline of the book of how it is divided into two halves. The miracles are in chapters 1-12 and then the sacrifice unto belief is in chapters 13-21; this is just a quick outline. You might even list the seven miracles in chapters 1-12, or you might just say this is the first of seven miracles to prove Jesus is the Son of God. Then you can tell the context of what Jesus has been doing in the days prior to coming to chapter 2. Now the context is set. It is clear you know what is going on.
"Good exegetical procedure dictates that the details be viewed in light of the total context. Unless the exegete knows where the thought of the text begins and how that pattern develops, all the intricate details may be of little or no worth. This ability—the ability to state what each section of a book is about and how the paragraphs in each section contribute to that argument—is one of the most critical steps. If the exegete falters here, much of what follows will be wasted time and effort." [4]
4. The study skills (hermeneutics) of a teacher
Basic Point: The excerpt below again comes from Walter Kaiser. This excerpt comes from a chapter where he is explaining the issue of “single meaning”. This concept is so important. It basically is this that we believe the passage has one meaning. For we believe that an author knew what he wrote and that he knew his intent. Sadly, many churches do not believe this anymore. By not following “single meaning” we end up with double meanings for words and passages; and we end up with every one’s own view instead of pursing truth. Search for the one meaning of a text when teaching.
The Single Meaning of the Text
The issue must be put bluntly: Is the meaning of a text to be defined solely in terms of the verbal meaning of that text as those words were used by the Scriptural author? Or should the meaning of a text be partly understood in terms of “what it now means to me,” the reader and interpreter? There hangs one of the great dilemmas of our age. And there also hang the fortunes of the authority of Scripture. [5]
5. The presentation skills of a teacher
Basic Point: You need to work at how you put a message together. Word studies, how words relate to one another, and theological studies are all part of putting a message together. But you have to organize it well. I can always tell when someone does not have an outline. It comes out in the way they ramble without a purpose. Know where you are going when you teach. Then practice it so it is not your first visit into your message.
"Careful preparation is only part of the expository preaching experience. The climax comes in what Martyn Lloyd-Jones calls “the act of preaching.” Thorough exegesis and clear organization are crucial to an effective message. But a good sermon poorly preached is no better than a poor sermon properly preached. One has light but no heat; the other heat with no light." [6]
[1] James E. Rosscup, “The Priority of Prayer and Expository Preaching,” in Rediscovering Expository Preaching (Dallas: Word Publishing, 1992), 85.
[2] James E. Rosscup, “The Priority of Prayer and Expository Preaching,” in Rediscovering Expository Preaching (Dallas: Word Publishing, 1992), 65.
[3] James E. Rosscup, “The Priority of Prayer and Expository Preaching,” in Rediscovering Expository Preaching (Dallas: Word Publishing, 1992), 68.
[4] Walter C. Kaiser Jr., Toward an Exegetical Theology: Biblical Exegesis for Preaching and Teaching (Grand Rapids, MI: Baker Academic, 1981), 69.
[5] Walter C. Kaiser Jr., Toward an Exegetical Theology: Biblical Exegesis for Preaching and Teaching (Grand Rapids, MI: Baker Academic, 1981), 24.
[6] Robert L. Thomas, “Bible Translations and Expository Preaching,” in Rediscovering Expository Preaching (Dallas: Word Publishing, 1992), 321.