p. 7 | TEACHING HINTS by C. C. L.

Seventh-day Adventist Publishing Association · Battle Creek, Mich. · Tuesday, January 6, 1885

FromAdvent Review and Sabbath Herald, Vol. 62, No. 1

TEACHING HINTS.

By C. C. L.

ALL teachers readily admit the importance of knowing what they are to teach, even though they may not always act in harmony with that admission; not so many realize the necessity of knowing whom they are to teach; nor do teachers bestow as much thought as they ought upon the matter of how they are to teach. No teacher should go before his class until he has earnestly and repeatedly asked and answered the question, How shall I teach this lesson? The answer to this question will vary according to the circumstances of different classes; hence the following hints are given, not for you to follow exactly, but as suggestions to help you in forming a plan for the teaching of your individual class.

To secure the attention of all at the outset, you might ask as a general question, Who can name the first passage of scripture in the lesson? Glance swiftly around the class, and call upon the least attentive scholar for an answer. Give the substance of the passage, Henry. What truth is it quoted to prove, William? Here you may introduce some of the questions as given in the lesson, if you like. Do not dwell too long upon the beginning, but hasten on to the most important passages. There will be a number of these probably, and you should determine beforehand what will be the most important points to dwell upon in your class. As you pass along, emphasize the facts that the Bible recognizes but two classes of people in the world, that there is no middle ground, that no one can belong to both these classes at the same time, and that a separation will soon take place. These points furnish material for excellent practical instruction, and bring you to a very important part of the lesson; namely, the character borne by these two classes, and their final separation. Let their characters be dwelt upon, and the different points brought out by questions and answers. Or call upon some one to name the good deeds performed by the one, and neglected by the other, while the rest of the class keep watch to see that nothing is omitted. It might add to the interest to have all turn to the passage, and read the more striking portions.

You are now ready to consider the fate of these two classes. Perhaps you might do this successfully by the use of questions like the following: Who are meant by “these” in the 46th verse? What will be their fate? What of the righteous? Is there any difference between eternal and everlasting? Are they from the same or different Greek words? Which lasts the longer—the punishment of the wicked, or the reward of the righteous? Are you all agreed, then, that the punishment is eternal? What is that punishment? Repeat in concert the text that proves your answer. What two things are contrasted in Rom. 6: 23? Are the wages of sin misery? Is the gift of God happiness? Is here any misery connected with the wages of sin? Any happiness connected with the gift of God? What can you say of the theory that death here does not have its usual meaning? etc. In a similar way you might question on 2 Thess. 1: 7-9. A great mistake will be made if you simply ask question “15,” listen to the recital of 2 Thess. 1: 7-9 as an answer, and then go on to question “16.” Be sure your scholars understand the text before you proceed. A dozen questions could be used with profit.

By all means dwell upon that precious passage at the close of the lesson, 1 John 1: 7. Time your teaching so as to have opportunity for this, omitting if necessary some less important passages.

I think you might use a small blackboard or a large slate to good advantage in your class work. It would help you in securing and holding attention and in riveting the lesson already taught. You might write in a bold hand at the close of the recitation something like the following:—

To-Day There is Placed Before You— Eternal Life, the Gift of God—For the Righteous. Eternal Death, the Wages of Sin—For the Wicked. Choose Ye!

C. C. L.