Leadership Empowerment School of Ministry
Empowering Those who Empower Others with a Knowledge of God and His Ways
True teaching is based on relationships. The relationship between the student and the teacher is the foundation for learning. It is even more basic than the content of what is being taught. Therefore, in becoming a good teacher, it is important to develop this relationship. In this section we will look at some helpful ideas to keep in mind.
1. Make it clear that you are also a learner
A. The Holy Spirit is our teacher
But the Counselor, the Holy Spirit, whom the Father will send in my name, will teach you all things and will remind you of everything I have said to you. -- John 14:26 (NIV)
B. We also teach one another.
Make it very clear that you intend to learn from the students. Learning cannot happen only in one direction. We all come together in order to learn from each other and from the Lord.
C. Never stop being a student
D. What does this scripture mean?
"But you must not be called 'Teacher,' because you have only one Teacher, and you are all brothers and sisters together. – Mat 23:8 (NCV)
2. Respect students
A. Value their knowledge, wisdom, experience,…
B. Respect their views, even if different from yours
C. Do not talk down to them, or act as though you are better
3. Be aware of students' differences
Every student is not the same. They have had different experiences, have learned from different people, and have different ways of doing things. They also have different ways that they learn best. It is good to be aware of these differences. Following is a list of some ways in which your students will have differences:
A. Church background
B. Needs and expectations
Students will come to learn expecting different things. It is good to know what they want to learn, so that no one will be disappointed in the end.
C. Ways they learn best
Some students learn best by doing – they just try things until they get it right. Others learn best through a 'lecture.' Others in groups or by asking questions or doing assignments.
Some students are more advanced that others. It is important to challenge these ones, while at the same time not leaving others behind.
Some are pastors, and want to learn more about that ministry. Others are evangelists, worship leaders, teachers, ushers, intercessors, etc…
Praying is not just something we do before teaching as a formality. It is what gives life and power to our teaching. Through prayer God gives us love for our students, wisdom in answering questions, and the ability to draw people closer to Himself.
2. Be creative
Be willing to try new things in teaching. Always be trying to think of better ways to make a point.
3. Be enthusiastic
Sometimes in teaching you will not feel enthusiastic. You may be tired, or unprepared, or just not wanting to teach at that moment. However, it is important to always show enthusiasm for the sake of the students. It is very difficult to learn when the teacher himself does not seem to care.
Always make an effort to relate the lessons to the daily lives of the students. Also, show how you are learning these things, and how they are making a difference in your life.
5. Develop skills
Do not only pass on information to the students. Instead, help them to develop the skills they need to find answers for themselves. It is the difference between giving someone a fish, and giving a fishing pole.
6. The goal is growth
We want to see spiritual growth, and for people to become more effective ministers. This is more important than tests and assignments and teaching what information we want to teach.
1. The Goal of teaching
The goal of Bible Study Ministry (B.S.M.) teaching is spiritual growth, or discipleship. We want to help people to become more like Jesus, and to be more useful for His Kingdom. As a teacher, you are helping to fulfill our Lord's Great Commission to His followers: to make disciples of all nations (Mt 28:19). Continually keep this in mind as you teach. You are helping to make disciples, and you are equipping them to also go and make others.
2. Making Disciples
There are several ways B.S.M. seeks to make disciples:
A. Through the course information
The courses are written to help believers in two essential parts of discipleship:
1. Christian doctrine
It is very important for Christians to believe the right things about God and His creation. The devil leads many people to destruction through the deception of false doctrine.
2. Christian behavior
It is also important for Christians to live in a Christ-like way. It is not enough to believe the right things, we have to also put them into practice.
B. Through small group interaction
By the beginning of the second year, all students will be divided into small discipleship groups, or cell groups. These groups help to make disciples in several ways:
1. They help students to put into practice the lessons being learned. In these groups students will discuss action steps which they intend to take in their lives and ministries. The members will help to keep each other accountable, and will also pray for one another.
2. They serve to build relationships which strengthen
As iron sharpens iron, a friend sharpens a friend.
– Prov 27:17 (NLT)
C. Through prayer
Pray for your students!
D. Through relationships with the students
As you build relationships with the students, seek to build them up in their faith and in their ministry. Also allow them to minister to you, and you will all benefit from one another.
Five Keys to Empower Africa School of Ministry (EASM) Teaching
These five keys are the heart of teaching with E.A.S.M. Memorize them, and seek to practice them every time you stand before a EASM class to teach. Do not be satisfied with only doing four of them. All are needed in order to be successful. Continually evaluate yourself in how you are doing with each of them, and always seek to improve.
1. God: Depend on God
A. God is at the center of all we do
B. Do not depend on your experience or the notes or your mind alone. We need God's help.
C. Develop true humility
Every time you teach, remind yourself that without God you will fail. Without His touch and anointing, there will be no growth and no life – no real teaching.
D. Be sensitive to the Holy Spirit
Sometimes the Spirit may lead you to do something in a different way than what is presented in the outline. Always obey His leading. He may lead you to have a prayer time together, or to spend extra time on a certain point, or to skip something. He may lead you to do something that seems to go against one of the other four keys. Allow Him to change your plans and methods. In everything be sensitive and obedient to Him.
E. Study John 15:1-8
2. Student: Focus on the students
A. We (the teachers) are there for the students, to serve them and help them. They are not there for us, to make us feel good about our teaching.
B. Develop a relationship with students
C. Find out what they need and expect from the classes, and try to meet these needs
D. Encourage them to ask questions
E. Encourage them to participate by sharing their opinions, experiences, knowledge, etc.
F. Be sensitive to them
If a student is not learning, see what you can do to help. If you sense the need to spend more time on a certain topic, do so. If you see that another topic is not helpful, go through it more speedily, or change your method. Learn to "read" the students. If they are tired, change your method, of give a break. Always seek to minister to them, not just teach the material.
G. Always build up students.
Do not make them feel foolish or torn down. Compliment them and encourage them whenever they do well.
Students will not receive from you if they are not interested in what you are teaching. This means that you have to do all you can to create interest, and to motivate students to learn. Even if the material is very good, some people will miss it if it is not presented in an interesting way. Here are a few suggestions to keep things interesting:
A. Be enthusiastic yourself, even if you do not feel like it
Show that you yourself are interested in the lesson.
B. Always make the teaching practical
C. Tell stories and give examples when appropriate.
Do not overdo this, but the proper amount can be very helpful. Be sure that they always help to make the point.
D. Do not read the notes word for word. Be familiar enough with them so that you can give the point without reading.
E. Give breaks, and allow questions from time to time.
F. Use good public speaking skills. For example:
1. The way you stand
Try not to bend over or lean on the podium. Stand straight. You can communicate confidence, energy, and enthusiasm by the way you stand.
2. Eye Contact
Students become more involved in the teaching if you can look at their eyes. This helps the teaching to be more personal.
3. Rate of Speaking
Rate is the speed with which we talk. Do not always use the same rate. Slowing down at times, and speeding up at other times, can help make things more interesting.
Just like with the speed of speaking, do not use the same volume throughout the teaching. Sometimes be more quiet, and other times feel free to shout or raise your volume. A person who always speaks at the same level is more difficult to listen to.
G. Make people laugh
Keep a good and consistent speed in your teaching. It is possible to cover everything that you need to in the time given. Try by all means to finish each day's lesson in that day, and so not get behind. Do not go so slowly the first few days that you have to rush at the end. When you do this, people do not get much out of the last lessons, and they are often very important. Here are a few points that will help you to teach at a good speed.
A. Spend time preparing before you teach
1. You will be familiar with the material, and will not be trying to understand it as you teach.
2. Estimate how much time it will take you to teach each section, and then try to keep with that schedule. Remember to include plenty of time for questions, assignments, discussions, and other activities during your planning.
3. Think of good and efficient ways to explain each point. Try to think of the best way to explain something using the least amount of time.
4. Decide on examples and stories you will use. When you think about this ahead of time, it can help you to not use too many, but only the best ones for making a point clear. Only use examples that help to make the point.
B. Always be aware of the time
When you see you are beginning to get behind, you can speed up. When you see you have plenty of time, you can talk more about certain areas.
C. Keep to the point
Do not allow yourself to go into other topics. Sometimes the students will seem to need help on another topic. When that happens, you have to decide what to do based on the time. If you have time, and you believe the Spirit is leading in that way, then you are free to help them. If not, put the question off until a more appropriate time.
D. Do not try to teach all that you know about a topic or point.
E. Be in control of question times
1. Do not allow questions to take up all the time. It is important to give plenty of time to questions, but not more than is reasonable.
2. When you see that time is going, just stop the questions until later. Invite students to talk to you more during a break if some are not satisfied.
3. Do not feel that you always have to answer a question if it is not on topic. Politely explain that we will discuss that at another time, or invite the student to see you during a break.
Flow refers to how smoothly you pass through the material. It is proof of how well you know and understand the material you are teaching. When there is not a good flow in your teaching, it is difficult for the students to follow you and get what they need to get. When you flow well, students are able to follow along easily in their notes, and understand each lesson as you teach it.
A. Some things which keep you from flowing well (avoid these!):
1. Reading the notes word for word as you teach
2. Not understanding what you are going to teach
3. Not understanding how the different points in the outline relate to one another. We will discuss more about teaching with the outlines in another section.
4. Going off topic
5. Telling too many stories, or adding in too many additional scriptures and examples. When you do this, people have a difficult time following where you are in the outline.
B. Some things to help you to flow well (do these!)
1. Prepare well. Be very familiar with the material.
2. If there is something you do not understand well, try to get help before you teach that part.
3. Summarize and teach each point without having to read it as you teach. Give the meaning without having to always use the exact same words. When you are very familiar with the material, just the headline is enough to remind you of how you are going to teach the point.
4. Make the material yours. Personalize it so that it seems to the students that you are the one who wrote it. Give appropriate examples, testimonies, etc.
5. Know what is coming ahead, so that you do not spend time making a point that is going to be made tomorrow.
6. Discipline yourself to be brief with each point, and to stay on topic. If the students are not understanding the point, then spend more time. But if they have understood, move on to the next thing (even if you have a very good example you were hoping to use!). The point becomes less powerful if we over-teach it.
7. Be familiar with the Scriptures ahead of time. Choose which ones you are going to read and look at in detail in class, and which ones you are just going to mention. Always know how the point you are teaching relates to the Scripture you are reading. Do not take class time to read every scripture that is mentioned in the notes. Encourage students to study some in their own time.
The Five Keys to E.A.S.M. Teaching:
1. God. Depend on God
2. Students. Focus on the students
3. Motivate. Be interesting
4. Speed. Cover all of the material equally well
5. Flow. Understand the notes, and be easy to follow
Teaching with Outlines
1. Understanding outlines
A. The key to understanding outlines is to remember that everything under a particular heading is related to that heading. Under each heading there are often sub-headings, which further break down the point. In EASM notes, the outline looks like this:
1. Main Point
. A. Sub-Point
. . 1. Further sub-point
. . . a. Further sub-point
. . . . 1). Further sub-point
B. In this format, all of the main points are related in some way to the title of the section. For example, in this outline, the current section title is Teaching with Outlines. The main point we are now on is 1. Understanding Outlines. This is sub-point 'B.'
C. In this format, the 'A' is directly related to the '1.' It is usually followed by a 'B,' 'C,' and so on. The small '1' under the 'A' is a sub-point of 'A.' In the same way, the small 'a' is related to the small '1' which is above it, and so on like that.
D. Know that the sub-headings under any particular heading further explain or clarify that point. Therefore in teaching it is always good to keep in mind which main point you are on. The A, B, C, and so forth or not independent points. They are part of the 1 point (or 2, 3 or whatever).
1. In the section The Teaching Relationship, what is main point number 2? ______________________________
2. In the same main point, what are the sub-points?
3. In the section Five Keys to Bible School of Ministry (B.S.M.) Teaching, what is main point number 5? _______________________________
4. In the same main point, what is sub-point B?
5. In this sub-point, what is a further sub-point number 2?
2. E.A.S.M. Outlines
A. Two types of courses
1. In class
a. These are courses which are taught mostly in class. There may be some assignments for the students to complete on their own time, but most of the work will be done during the week of studies.
b. These courses are divided into four sections by day. The material in Day 1 should be taught on the Monday, the material in Day 2 should be taught on the Tuesday, and so forth.
c. Sometimes there is a section titled For Further Study. This is information that does not need to be covered in class, but might be helpful to students who want to study more in their own time.
a. The students will do most of the work for these courses in their own time at home. They are also called correspondence.
b. They are divided into three parts:
1). Week 1 in class: You will spend one afternoon during the week of studies teaching this section, just as with the in-class courses.
2). Home Assignment: This is work the students will do during the month before coming back for the next session of E.A.S.M. It includes reading the information, and completing various assignments. All assignments should be completed before the following month. They can be written on the outline itself, or in an exercise book.
3). Week 2 in class: You will teach this section one afternoon the following month, in order to revise the material that was studied at home. This will help the students to be prepared for the test, which will be given on the Friday of that week.
B. E.A.S.M. outlines have different features, which you should be familiar with and know how to teach.
1. Assignment boxes: These are written assignments for the students to do. When teaching, be sure to give them time to accomplish these. If time is short, you can allow them to work in groups to complete the questions more quickly.
In 1 Chron 29, King David and the people of Israel gave toward the building of a temple…..
2. Discussion Groups: Students are to break into small groups to discuss questions. You can allow them to choose their own groups, or you can assign them yourself as the teacher. If there is time, it can be good to have a few people share with the whole class after you come back together.
Why do you think that so many believers struggle in their finances?
3. Class Discussion: These are similar to discussion groups, but you can ask the questions to the class in general, and have a discussion all together.
How does all this compare with the way you have been doing deliverance?
4. Cell Groups: The students break down into their cell groups for more personal discussion. See more about these groups in the Discipleship section.
What do you think about these seven principles of finance?...
5. Action Steps: These are steps which the students are encouraged to take in order to apply the teaching to their own life and ministry. In teaching, read over these with the students, and encourage them to follow through in their own time.
Action Steps: Begin to develop a plan for spiritual warfare in your village….
6. Prayer Time: Take the time to pray as directed. This can be individually, in small groups, or as a class together.
Pray on your own for a time about your attitude towards money. If needed, repent, and ask God...
7. Other boxes: Sometimes scriptures or other items are printed in a box in order to call attention to them. Know that what is contained in the box should be emphasized in teaching.
And so we know the love that God has for us, and we trust that love. God is love. Those who live in love live in God, and God lives in them. -- 1 Jn 4:16 (NCV)
Many scripture references are given in the notes. They are usually printed in a special way, like this: John 1:1. As mentioned earlier, it is good to know in advance which scriptures you are going to read together in class.
Questions are a big part of B.S.M. classes. Always encourage students to ask questions. This is a very good way of learning. Some people are uncomfortable answering questions, but it is a skill that can be developed. Pray to the Lord for wisdom, and for the ability to answer questions well. You will find that questions can bring some of the best times of learning in the entire week. Following are ten suggestions for helping you to handle questions in a good way.
1. "I don't know" is a good answer
A. Knowing this, you do not have to fear questions. It takes the pressure off of you.
B. If it is something you can research and find out, then do that.
C. If others in the class can answer better, let them (it is ok if students know more than you about some things)
D. If you do not know how to get an answer, just tell them.
E. You can give them an assignment of trying to find an answer, and reporting back next time
2. Pray for wisdom, believing God is giving it to you (Jam 1:5-8)
Again, it is ok if he gives it through someone else – it all comes from God anyway, so there is nothing to feel good about if you give a good answer, or bad about if someone else gives a better one.
3. Be humble
You may have what you think is a very good answer, but in fact it is not so good. Allow people to disagree or correct you, so that you can also learn. Say things like, "It may be like this" or "This is what I think, but others may think differently..." There may not be a clear, "right" answer – so do not act as though there is, and that you have it.
4. Be biblical
For many questions, your job is to apply biblical truth to specific circumstances. Be careful to not just say what sounds good to you, but to determine what the Bible actually teaches on the subject.
A. Is there a direct teaching in the Bible about it?
B. Did someone in the Bible face a similar situation?
C. What principles that are in the Bible may apply to this case?
5. Be a student of the subject yourself
Always be learning yourself, both in the class as you teach, and in other settings. The more you learn about a subject, the better you will be at helping people with questions.
6. Learn about your students through their questions
As you allow questions, it is an opportunity to gain insight into the lives and ministries of your students. Questions can reveal the things that concern people, and can help you to come to know some of the things which they face. This knowledge will make you a better teacher, as you seek to meet the needs which you are continually discovering in your students through their questions
7. Understand why we allow students to ask questions
Your goal is to help people, not to impress them. Always keep that in mind. Questions are a way that some people learn well, so we do it in order to help them to learn.
8. "Allow the Holy Spirit to lead you" is also a good answer
A. When someone is asking about a certain problem or situation in their ministry or life, sometimes just giving the answer is not the best way to help them, even if you are sure you have a good one. You want to help them develop the skill of applying biblical truth to their own situations. You do not want them to be dependent upon you or anyone else to know how to do things. Trust the Holy Spirit in them.
B. Many times there is not one answer that fits every situation. Sometimes in ministry one solution is best, and other times another one is better.
9. Try to avoid personal counseling during question time
People can be tricky, and they want you to give them counsel during times of questions, yet there is no way for you to get all of the necessary information during the time allowed. So many times someone gives advice that they would not have given had they know the full situation. Be willing to talk to them in detail after class if necessary.
10. Enjoy questions
This can be a fun time where you get to know the students more, and take a break from the 'lecture' part of the lesson, which can be difficult for some.
Love and Servanthood
This is how we know what love is: Jesus Christ laid down his life for us. And we ought to lay down our lives for our brothers... Dear friends, let us love one another, for love comes from God. Everyone who loves has been born of God and knows God. -- 1 John 3:16, 4:7
The primary qualities needed in B.S.M. teachers are love and servanthood. Love each of the students, and seek to serve them in any way you can. This ministry exists in order to help and build up people and their ministries. The greatest calling any person has is to love God and to love other people (Mat 22:37-40). The love that is needed is the love that only God can give. Therefore we need to pray continually for Him to fill us with His love. Pray that He will make you a pure vessel, and that He will pour out His love to others through you. This is to be more greatly desired and sought than teaching skills, big classes, or any other form of success in ministry.
By God's power we will live with him to serve you -- 2 Cor 13:4b
Second to love is the need to be servants. As teachers in God's Kingdom, we do not seek greatness or honor. We do not teach in order to be praised by people, or to receive honor from them. We are to be the servant of all. Serve your students and fellow-teachers as a real slave. See Mk 9:33-35.
1. Teacher's commitment
As a commissioned B.S.M. teacher, by God's grace I commit to:
- Faithfulness – When I agree to teach at any school, I will be there, and I will be on time. If for some reason I am not able to be there, I will give the director advanced notice so that he can find someone else. I will keep accurate records and write required reports.
- Preparation – I will study and be fully prepared for each course I teach.
- Christ-like Lifestyle – I will live a pure Christian life, and will seek to fulfill the qualities of good leaders as given in 1 Timothy 3:2-7 and Titus 1:6-9.
- Submission – I will follow the policies set forth by the EASM leadership. I will attend meetings and ongoing training as required. If it becomes necessary, I will submit to discipline in order to strengthen my own life and ministry, as well as the ministry of EASM. I will be teachable.
- Love – I will seek God's love for my students and fellow-teachers. I will be a servant of all.
2. EASM Commitment
To commissioned teachers, by God's grace the ministry of EASM commits to:
- Training – We will provide ongoing training and help in the ministry of teaching, so that all teachers can continue to grow in this ministry.
- Resources -- We will provide notes and forms which are needed for teaching.
- Transport – As funds are available, we will provide transport to and from the teaching site. If funds are not available, we will believe God with you for whatever is needed to transport you to the school.