Hi, I was wondering how you prepare to teach a lesson or sermon? Are you a points guy(1.2.3.) or one point guy(Andy Stanley)? Do you write it down beforehand and memorize it or just use key points? How far in advance do you prepare? Thanks
Okay, so when I teach students I first sit down with co-teachers and prepare the teaching schedule for the upcoming season so that we have calendared at least five months in advance the topics. Doing this allows me to hold loosely the subjects and movements we take our students thru in my heart and head.
As the time to teach approaches I usually sit down about 2-3 days before the talk time and Google the topic or idea. I also call the othr teachers and bounce things off of them. I pray and I read passages on the topic. The other thing I do is utilize google reader. I have about 123 subscriptions and because I know what's coming up far in advance I always make a point to save content that I can use in an upcoming talk.
For high school students I tackle the topic by answering two questions and building the talk around the two questions.
Why does this matter or why is this a problem?
In this first part of the talk I want the students to go on a journey with me. I have invited them on the bus and we are headed toward a place they have not been to before. So when I open the door to the bus I'm saying, where the bus is headed and why they want to go there.
This is where the intro and story builds energy for them to say in their heart, "I see what you see and I want to go with you in your talk." They have to have motive and desire to take a potential step.
Next question... so, what do I do about it or what is my next step?
After building the case for why the journey is so important or why it's gonna matter I bring them to the point of awareness on the way things shouldn't be or the way things could be. People are motivate to change pretty much on two pivot points; pain in their life or the need to be loved or feel pleasure. By pleasure I mean fulfillment, happiness, peace. "This topic is important because this pain is not intended for you" or "this topic is important because taking steps toward it is where you will come to understand God's love or plan for you." Does this make sense?
Again, now that I have told them why the talk matters and what it is taking them away from or toward I then tell them the "So what" portion.
This is where there is application. It is pretty basic in the talk too. My transition is not very creative. "So what do I do about this?" or "So how do I take that step?" or "So, how do I quit or let go?" or "So what does God want me to do with this?"
When I answer this question I usually give two answers with clearly defined steps that they can actually do. The two answers are for two seperate people. It goes like this, "So if you're a student in here and you're not sure what you think about God or you're still processing you don't have to be a rocket scientist or even a God follower to agree with what I'm saying. This is just good common sense. So in your chair or there on the floor the next step for you is to consider 'fill in the blank.'" Then the next answer is for the believer, "If you're a student here and you have stepped over that line in your heart and made what Christ did on the cross count for you, God wants you to understand that the pain you feel is intended to help you turn to him so rather than take matters into your own hands you need to start sitting down and 'fill in the blank.'"
Even after we're done teaching, the lesson continues as we always have students come up afterward to talk about the topic and their pain or void. You need that environment as well.
Now, with middle school, I do all of those things above with the exception that the group, talk 8-10 minutes, deals with the first question, "Why does this matter?" The second question, "What do I do now?" Is handled in small groups by the leaders.
I have four teachers I am developing in our ministry. I have only taught three times this year so far as I am wanting to build into the future with the other teachers. All of the teachers have to type their talk out. I have one teacher who doesn't. He journals the talk. I have three guys who teach and one girl. I would have more girls but for now she is the only one who has raised her hand expressing the desire to do a talk.
I don't know how they use their notes but for me I read them over and over again to memorize the flow and then right before the talk I write next to content single words on the margin to turn to in the talk if I forget. The single word helps me associate real quick the content that has escaped my head.
I write out the scripture and read it from the lesson. It's always highlighted. I do not try to have a bunch of bookmars in a Bible that I have to thumb thru.
Thanks for the questions. I hope this helps.
As the time to teach approaches I usually sit down about 2-3 days before the talk time and Google the topic or idea. I also call the othr teachers and bounce things off of them. I pray and I read passages on the topic. The other thing I do is utilize google reader. I have about 123 subscriptions and because I know what's coming up far in advance I always make a point to save content that I can use in an upcoming talk.
For high school students I tackle the topic by answering two questions and building the talk around the two questions.
Why does this matter or why is this a problem?
In this first part of the talk I want the students to go on a journey with me. I have invited them on the bus and we are headed toward a place they have not been to before. So when I open the door to the bus I'm saying, where the bus is headed and why they want to go there.
This is where the intro and story builds energy for them to say in their heart, "I see what you see and I want to go with you in your talk." They have to have motive and desire to take a potential step.
Next question... so, what do I do about it or what is my next step?
After building the case for why the journey is so important or why it's gonna matter I bring them to the point of awareness on the way things shouldn't be or the way things could be. People are motivate to change pretty much on two pivot points; pain in their life or the need to be loved or feel pleasure. By pleasure I mean fulfillment, happiness, peace. "This topic is important because this pain is not intended for you" or "this topic is important because taking steps toward it is where you will come to understand God's love or plan for you." Does this make sense?
Again, now that I have told them why the talk matters and what it is taking them away from or toward I then tell them the "So what" portion.
This is where there is application. It is pretty basic in the talk too. My transition is not very creative. "So what do I do about this?" or "So how do I take that step?" or "So, how do I quit or let go?" or "So what does God want me to do with this?"
When I answer this question I usually give two answers with clearly defined steps that they can actually do. The two answers are for two seperate people. It goes like this, "So if you're a student in here and you're not sure what you think about God or you're still processing you don't have to be a rocket scientist or even a God follower to agree with what I'm saying. This is just good common sense. So in your chair or there on the floor the next step for you is to consider 'fill in the blank.'" Then the next answer is for the believer, "If you're a student here and you have stepped over that line in your heart and made what Christ did on the cross count for you, God wants you to understand that the pain you feel is intended to help you turn to him so rather than take matters into your own hands you need to start sitting down and 'fill in the blank.'"
Even after we're done teaching, the lesson continues as we always have students come up afterward to talk about the topic and their pain or void. You need that environment as well.
Now, with middle school, I do all of those things above with the exception that the group, talk 8-10 minutes, deals with the first question, "Why does this matter?" The second question, "What do I do now?" Is handled in small groups by the leaders.
I have four teachers I am developing in our ministry. I have only taught three times this year so far as I am wanting to build into the future with the other teachers. All of the teachers have to type their talk out. I have one teacher who doesn't. He journals the talk. I have three guys who teach and one girl. I would have more girls but for now she is the only one who has raised her hand expressing the desire to do a talk.
I don't know how they use their notes but for me I read them over and over again to memorize the flow and then right before the talk I write next to content single words on the margin to turn to in the talk if I forget. The single word helps me associate real quick the content that has escaped my head.
I write out the scripture and read it from the lesson. It's always highlighted. I do not try to have a bunch of bookmars in a Bible that I have to thumb thru.
Thanks for the questions. I hope this helps.
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