INSTITUTE FOR TRAINING IN MINISTRY
CHRISTIANITY 101
LEADER’S GUIDE
© 2017 Discipleship Overseas, Inc.
To purchase copies of this leader’s guide and the learner’s workbook, log on to:
TRAININGINMINISTRY.COM Locate the title, then click on:
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ABOUT THE AUTHOR. Terry Powell is professor of Bible and Christian education at Columbia International University. He has written courses for such well-known Christian publishers as David C. Cook, Scripture Press, and Accent Publications. ENGLISH TRANSLATION USED. Scripture quotations, are taken from the Holy Bible: English Standard Version, Copyright 2001 by Crossway Bibles, a division of Good News Publishers, Wheaton, Illinois
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TABLE OF CONTENTS
Leading an iTIM Study Group ................................. 4 Curriculum of iTIM Courses ..................................... 9 Introductory Group Meeting .................................. 13 1 A Word to Be Experienced ...................................... 18 2 Sure Thing! ................................................................ 24 3 Knowing God the Father ......................................... 27 4 Knowing Jesus Christ ............................................... 32 5 Knowing the Holy Spirit ......................................... 38 6 God’s Part...And Mine ............................................. 43 7 Foes of the Faith ........................................................ 49 8 Conversing With God .............................................. 55 9 Getting Help from God’s Word .............................. 59 10 Living in the Family of God .................................... 63 11 Fitting into My Local Church .................................. 68 12 Don’t Keep It To Yourself ........................................ 72
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LEADING AN iTIM STUDY GROUP
Thank you for agreeing to teach this iTIM course. These introductory pages will help you become a successful study leader of Christianity 101. Why iTIM? iTIM training is important for several reasons. First, Scripture teaches that believers are to be equipped to minister effectively. “And he gave the apostles, the prophets, the evangelists, the pastors and teachers, to equip the saints for the work of ministry, for building up the body of Christ,” Ephesians 4:11, 12. Second, no person—not even a super-pastor—can do all that needs to be done in the church. Ministry training can greatly increase the church’s ministry potential by multiplying equipped ministers. Third, many ordinary church members welcome a meaningful part in the work of the church. Much of what is some times thought to be apathy may be boredom with their mere spectator role. Fourth, most people who are not Christians will not come into a church building. The church must train lay ministers and send them forth—in addition to a ministry in the church—to their workplaces and communities as well. The iTIM Learning Methodology Every iTIM course employs a head, heart, and hands approach to education. These three aspects of learning are built into each iTIM course. HEAD refers to the cognitive aspect of learning. Without adequate content, the resulting ministry can only be shallow. HEART refers to personal application of truth taught. As these truths are applied, the learner’s attitudes, values, and perspectives will become more like those of Christ. Without application, any ministry will necessarily be carnal. HANDS speaks of the ministry of learners when they share
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what they have learned with others. This is the ultimate goal of every iTIM course. Without resulting ministry, the learner’s experience can only be described as hollow. Goals for Your iTIM Ministry Experience As an iTIM study leader, your goals should be:
• That each of your learners will master each of the lessons, apply them to their own heart, and by use them in their own ministry.
• That each learner will disciple others, by leading them through Christianity 101. This ministry of discipling others is a highest ministry calling. It is very dear to the heart of God.
• That learners continue to study other iTIM courses and begin their own ministry, based on these courses.
Understand Your Learners If your study group consists of older adults, be encouraged. Older adults can learn just as well as children: but with differences. As a successful teacher of adults, keep in mind the following adult education principles. ADULTS NEED REASSURANCE ABOUT LEARNING. Many adults believe the myth that “you can’t teach an old dog new tricks.” Others remember former failures in school and, therefore, avoid formal learning situations. Research studies show that, except in the case of brain impairment, age puts no limit on learning ability. It’s also a mistake to equate learning with school-type situations. Whether they’re aware of it or not, your learners have been learning all their lives. Everything you say and do in the group meeting should communicate this positive message: “You can do it!” ADULTS LEARN MORE SLOWLY AS THEY AGE. Sixty-year-olds learn more slowly than thirty-year-olds. Some of your adults may shy away from further experiences in learning because, as adults, they tried to take classes in a school designed for twenty-year olds. To help keep learning experiences positive, watch the pace. Don’t move on until everyone has caught up, even if it puts you “behind schedule.” What’s important is that your learners learn, not that you cover everything by a certain
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date. And by the way, this principle applies to you, too. Be sure to allow plenty of time for lesson preparation! ADULT LEARNING IS EXPERIENCE-RELATED. The average college freshman lacks the perspective that a fuller life brings. His or her knowledge is more based on books and structured experiments. But older adults have had many experiences that bring understanding, and mature judgment to the learning situation. All new knowledge is integrated into this network of meaning. What does this mean for you? For one thing, adults can help teach each other by sharing their experiences. Also, new knowledge is usually related directly to the real world because adults are building on their real-life foundation, rather than on abstract concepts. However, this also means that adults don’t change very quickly. A lifetime of experiences has produced habitual behavior and thought patterns. So be prepared to exercise patience in helping them transform their lives. ADULT PARTICIPATION IS LARGELY DETERMINED BY FELT NEEDS. Most adults don’t participate in new learning just for the sake of learning. Most have many demands on their time and energy. They may resist committing themselves to a long-term learning activity—unless they can see its practical value. They can’t be coerced or pressured to learn; their motivation must come from within. Of course, your learners, having already enrolled in iTIM, are already motivated. You can help maintain their motivation by finding out what they hope to get out of their study, and by emphasizing these practical outcomes over and over during this course. FEELINGS AND EMOTIONS AFFECT AN ADULT’S LEARNING EFFECTIVENESS. Feelings of inadequacy, based on bad experiences in the learner’s past, can stall the learning process. To teach adults successfully, you must try to build positive feelings in your learners. Your learners must also feel valued as persons. Therefore, everyone’s contribution needs to be respectfully heard. Learners must also feel safe. They must come to trust you and the other learners in the class. This will come over time, as they come to realize that you care about them as
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individuals, keep their discussions confidential, and trust them enough to be honest and open about yourself. Leading Class Discussions Because your learners prepare their lessons before class, you shouldn’t see your primary role as a dispenser of information. Rather, help your learners to understand the information given in the workbook. Guide their thinking as they explore its relation to other truth and to their own lives. In other words, help solidify the head portion of the lesson and encourage them to experience heart and hands applications as well. And keep in mind that the most effective teaching method for accomplishing these goals is discussion. The following guidelines can help you become an effective discussion leader: BE ENTHUSIASTIC, OPEN, AND FRIENDLY. This encourages learners to participate. BE THOUGHTFULLY PREPARED. As you think about the next class, jot down questions you think might help your learners get the most out of their own study. CONTROL THE DISCUSSION LIKE A MODERATOR. Don’t allow the discussion to wander too far off the track, and don’t let a few people dominate the interaction. DRAW ALL LEARNERS INTO THE DISCUSSION. If a talkative one wants to add something, say, “Why don’t we hear what some of the others think about this issue. Bob, do you have any comments?” LET YOUR LEARNERS DO MOST OF THE TALKING. A good discussion leader will talk only 20 to 30 percent of the time, or less. DON’T BE AFRAID OF SILENCE AFTER A QUESTION. It may take a while for your learners to think of an answer. If the pause gets too long, they might not have understood the question; rephrase it, but don’t answer it yourself. DON’T BE AN ANSWER MACHINE. Instead, ask if anyone else has an answer. Or point to a Scripture passage that might shed light on the issue. Encourage your learners to wrestle with the issues and come up with answers themselves. It may be quicker for the teacher to answer questions, but the practice is harmful in the long run to your learners’ spiritual health.
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It makes them dependent and weak; your goal for them is spiritual health and strength. LISTEN ACTIVELY. Lean forward and focus on the person speaking. You can rephrase the person’s comment or question to make sure you understand it clearly. Not only does this prevent confusion, but also it gives a positive message, which is: “You’ve got something worthwhile to say, and I want to make sure I get it just right.” TREAT WRONG OR INAPPROPRIATE ANSWERS TACTFULLY. You can do this by asking how many others agree with the comment. Students are less threatened by correction when it comes from other learners. If right answers still do not come forth, give the correct information clearly for the benefit of the whole class. Then, arrange to meet this person privately, so you can present your evidence. This keeps the issues clear for the class, but does not injure the mistaken learner’s ego. If you gently stick to this approach of speaking the truth in love, the Holy Spirit will gradually change the person’s mind. SUMMARIZE THE DISCUSSION. Allow plenty of time to do this before the end of the class time. Cut off discussion early if you have to, but don’t neglect to summarize. When learners leave, they should have a clear idea of what they’ve discussed and what conclusions were reached. LEAD WITH CONFIDENCE. Do you get excited at the thought that God can use you to help adults to spiritual maturity and service? Has God given you a desire to help others become all that they can be in Christ? Then step out confidently, depending on His promise to be with us always (Matthew 28:20). God bless you in this vitally important role!
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The iTIM Curriculum
The Institute for Training In Ministry will enable you to “equip the saints for the work of ministry and so build up the body of Christ.” iTIM courses are organized in 5 ministry-related tracks.
To purchase any of these courses and their leader’s guides, log on to TrainingInMinistry.com; select the track, then the course. We recommend starting with Track 1 courses. Discipleship Track
CHRISTIANITY 101 is designed to disciple new Christians, either in small groups, or one-to-one. Outcome: Learners will lead another person through this course.
A PANORAMA OF THE BIBLE features easy-to-remember visuals for each of the 12 Bible periods. Learners will thrill to find that they can remember the major themes of Bible content and message. Outcome: With the aid of the Leader’s Guide, learners will lead another person, or a small group through this foundational course. LEARNING TO SERVE: JESUS AS ROLE MODEL teaches the servant life-style of Jesus in many ministry related contexts, and helps learners put this into practice in their ministry. Outcome: Learners will be given a ministry role wherein they demonstrate the servant-leader style of Jesus.
Church Ministry Track
The Church Ministry track consists of the Discipleship Track courses, plus any three of the following courses: WELCOME TO YOUR MINISTRY teaches the important truth that God has called and gifted all believers for ministry and challenges them to get involved in some basic ministries in the church. Outcome: Learners will commit to getting additional training for ministry, and getting involved in it. YOUR MINISTRY AT HOME provides practical principles in how to establish and maintain a truly Christian home. Outcome: Applying the principles week by week within the learner’s family, including
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being consistent in reading the weekly schedule of verses and journaling based on these verses. HOW TO DISCOVER YOUR SPIRITUAL GIFTS will provide believers with a better understanding of which spiritual gifts they may have, and how to use their gifts in service for Christ. Outcome: An assignment will be given, wherein learners use one of their gifts in an approved ministry. YOUR MINISTRY OF PRAYER studies prayer in Scripture, and will help learners become involved in a significant ministry of prayer. Outcome: Participants will commit to a ministry of prayer as suggested in the course content. OUTREACH AS A LIFE-STYLE will train lay people to develop friendships with people, leading to sharing Christ with them. Outcome: Learners will practice this personal evangelism approach in their lives of sharing their faith. TOUCHING TOMORROW BY TEACHING CHILDREN is a superb tool to train more workers to serve in the exciting ministry of teaching children. Outcome: Teaming up with an experienced teacher as an assistant for one quarter or more. CHRISTIANITY IN THE WORKPLACE relates faith to practical and ethical issues on the job. Its focus is how to be like Christ in the work world. Outcome: Learners will apply these biblical principles to their areas of work. Church Leadership Track
The Church Leadership track consists of the three Discipleship Track courses, plus the following courses.
EQUIPPING FOR LEADERSHIP will encourage, equip, and train Christian men and WOMEN for increased effectiveness in leadership. Outcome: Learners will demonstrate the skills taught in this course in an assigned ministry position. TRUTH THAT TRANSFORMS will provide learners with a solid foundation in the major doctrines of Scripture, with an emphasis on practical applications. Outcome: Learners will, with the aid of the Leader’s Guide, lead another individual, or group of people through this course.
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Bible Teaching Track
The Bible Teaching track consists of the three Discipleship Track courses, the Church Leadership Track courses, plus the following courses. A SURVEY OF THE OLD TESTAMENT (24 lessons) includes background information, the main idea of each book, an outline of each book, and questions of practical and spiritual value. Outcome: Learners will learn how Old Testament books relate to the New Testament, and will be enabled to lead Bible studies in Old Testament books.
A SURVEY OF THE NEW TESTAMENT is 24-lessons. Each lesson includes outlines of each book, background information, and questions for individual study. Outcome: Learners will be able to lead Bible studies in any New Testament book. HOW TO STUDY THE BIBLE (24 lessons) will give students an in-depth exposure to the inductive method of Bible study and help them develop their own outlines for leading Bible studies. Outcome: Based on their study, learners will lead 10 Bible studies in the book of Ephesians. Pastoral Ministry Track
The Pastoral Ministry Track consists of the Discipleship Track, Church Ministries Track, Church Leadership Track, and Bible Teaching Track, plus the following courses: PREPARING TO PREACH teaches and illustrates the basic elements of the sermon, and helps learners develop, and preach, their own sermon from each of these three types. Outcome: Learners will complete three sermon outlines, and preach one sermon from each: topical, textual, and expository. A PANORAMA OF CHRISTIAN HISTORY provides a “big picture” view of the Church from the 1st through the 20th century. It also emphasizes practical lessons we can apply to our own ministry. Outcome: Learners will teach this course in another context.
CONTENDING FOR THE FAITH is a course on Christian apologetics, which will equip learners to defend and share their faith, especially among intellectual unbelievers. Outcome: Learners will engage in a ministry of defending and sharing their faith.
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INTRODUCTORY GROUP MEETING
ESTABLISHING AN ATMOSPHERE FOR LEARNING The first gathering of any new group or class is extremely crucial. A climate, or “atmosphere” is established which determines how comfortable participants are with one another, and the degree to which they commit themselves to the objectives of the course. For this reason, the emphasis in Session 1 is on getting acquainted with one another, and establishing a warm social climate that will make participants want to return. In the event your group members do not know one another, you may want to do these two things: 1. Each participant gives their name and share a little bit about themselves. Use nametags to help members remember the names of others in the group. 2. That each group member participate in a non-threatening sharing activity which will break down relational barriers and increase his or her “comfort level” in the group. An introduction to the content and distinctives of Christianity 101 is also included. And you’ll close with a time of corporate prayer, recognizing the need for God’s Spirit to weld the various individuals into a close-knit, highly motivated group. Commitment to attend this group will involve participants in approximately one hour of study each week. Normally, your role is to facilitate discussion of each week’s subject, and to supplement learners’ contributions recorded in their study book with insights of your own. However, because their books are not handed out until the first session, this session is not based upon assignments completed by the learners. Objectives for this session are: 1. That everyone identifies the subject matter to be covered in this Christianity 101 course. 2. That everyone identifies the requirements of this course.
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3. That each learner defines the head, heart and hands approach to learning found in the workbook as well as in the group meetings. 4. That learners dedicate this course and themselves to the Lord through a time of corporate prayer. GETTING ACQUAINTED WITH ONE ANOTHER: (18-20 minutes) Have light refreshments and nametags available as persons enter the room. Greet each person warmly, and work hard at remembering the names of persons new to you. If you’re in a formal classroom setting, arrange chairs or desks in a large circle. That way every individual can face all the others. After you open with prayer, point out that a large part of today’s agenda is getting acquainted with one another. Use the following activity to encourage interaction among participants. (Or substitute a “mixer” idea of your own.) Pleasant Experience. Give everyone a 3” x 5” card and pencil. Ask each person to describe on the card a recent pleasant experience he or she has had. Make it clear that no one is to write his or her name on the card. Collect the cards, and scramble them in a box. Ask each person to choose one. When everyone has received a card other than his own, instruct each one to find the person whose experience is recorded on the card. Of course, the objective is to create interaction that causes people to share their basic information (in addition to the pleasant experience described on the card). When 10-12 minutes have elapsed, stop the activity and let several individuals volunteer to introduce the persons whose cards they have. Next, go around the room and give everyone an opportunity to introduce him or her self to the group (name, occupation, place of birth, current residence, etc.) If the group isn’t too large, everyone can briefly share the “pleasant experience” he recorded on the card. (During this first meeting, you do not want to “force” sharing on an extremely personal or spiritual level. Participants will feel threatened if extreme vulnerability is requested too soon. Opportunities for more significant sharing will come later in
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the course.) GETTING ACQUAINTED WITH COURSE CONTENT: (12-15 minutes) Distribute the iTIM workbooks at this time. Instruct everyone to write his or her name in the workbook, and then turn to the Table of Contents. Give learners a moment to skim the session titles covered in the next 12 weeks of the Christianity 101 course. Share with your learners that the ultimate goal is that they will share Christianity 101 with another person by leading them through this course by themselves! By now, you should already be familiar with the flow of content in this course. To increase learners’ familiarity with content, take several minutes and verbally walk them through the Table of Contents. Your words should help them grasp more specifically what the thrust of each session will be. After your overview of course content, encourage volunteers from the group to respond to these questions: 1. Why is a grasp of these basic topics so crucial to a Christian? (These topics provide a foundation for spiritual growth and for effectiveness in Christian service. Improper understanding of, or failure to obey such basic teachings results in flawed character and stunted spiritual development. Just as the practice of “fundamentals” is crucial to winning in sports like baseball and football, the mastery of “fundamentals” of Christianity is essential to staying on the cutting edge spiritually. No one “bears fruit” spiritually unless the seeds sprout from the soil of these basic issues.) 2. Which topic covered in this course are you most interested in studying? Why? (Personal responses.) 3. Which subject(s) do you feel Christians in general have most often neglected, or failed to apply, to the detriment of their spiritual maturity and effectiveness? (Personal responses.)
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GETTING ACQUAINTED WITH iTIM DISTINCTIVES: (8-10 minutes) First, explain the level of commitment that this study requires. Unlike a traditional Sunday School class or most home Bible studies, each participant is expected to complete a lesson assignment weekly. This assignment will take approximately one hour to complete. Participants will bring their workbooks each week, and their work will become the basis for group discussion of the material. Second, walk your group members through a lesson in their book to familiarize them with the format. Each week, the author will provide some insights on the topic. But the main goal of each workbook session is to raise questions and provide study projects that involve the learner in his own study of Scripture. Suggested answers aren’t provided in the workbook, but any difficulties should be clarified during the related group meeting. Third, point out that the course is based on the head, heart, and hands approach to learning. Head represents Bible content that you want learners to know. Heart represents the learner’s response to truth. You want content to affect their wills, so the study guide and group meetings will also emphasize life application of the material. Hands refers to the goal of preparing each group member to use course content in the lives of other people. It is the goal of iTIM that persons who take this course share its content with others, in group teaching situations as well as informally with other individuals. GETTING ACQUAINTED WITH THE REAL TEACHER: (15 minutes) Though one session in this course will study about the Holy Spirit, take several minutes now to explain His “teaching” role in the lives of believers. For persons who know Jesus Christ as Savior, it is the Holy Spirit who can guide them to glean and understand truth during each week’s assignment. Use passages such as John 14:16, 17, 26; John 16:7-15; and 1 Corinthians 2. Wrap up this devotional with Psalm 119:18, “Open my eyes, that I may behold wondrous things out of your law.” Encourage each learner to begin his assignment each week with a similar prayer, expressing dependence on the Holy Spirit for insights.
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To close this first session, encourage volunteers to pray conversationally, dedicating themselves and the course to the Lord. More specifically, have them pray for one another’s self-discipline, so nothing in their schedules will crowd out the preparation of Lesson 1. Also, make prayer a vital part of your preparation each week as Study Leader. And don’t forget to pray regularly and specifically for each member in your group. God is interested not so much in lively group discussions as He is in changed lives. The late W.E. Sangster, a renowned preacher, often warned other leaders to prepare their hearts as well as their content and their methods. In Power in Preaching (Abingdon Press), he wrote, “God’s work, without prayer, produces clever ineffectiveness!”
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Chapter 1
A WORD TO BE EXPERIENCED
PERSPECTIVE AND OBJECTIVES The first subject in this basic course is salvation. Because most participants already know the Lord, the primary thrust isn’t evangelism of group members. Rather, you want them to gain a clearer understanding of their conversion, and grow in their appreciation of what Jesus Christ has accomplished for them. Also, you want them to become so familiar with basic truths that they can share God’s plan of salvation with others. Be sure to emphasize the “Salvation’s Purpose” section of the study guide (p. 12) when your group meets. God’s desire to use your learners as instruments of His love in the lives of others represents a distinctive of iTIM courses: to equip Christians to be involved in ministry! By the way, don’t read further in this lesson plan unless you’ve completed the workbook assignment. It will be a lot easier to evaluate and adapt the teaching tips in this Leader’s Guide after you have completed the assignment. Ask the Lord to accomplish these objectives during Lesson 1: 1. That everyone identify the basic truths that represent steps in God’s plan of salvation. 2. That everyone remembers one Scripture reference that relates to each section of the steps in salvation. 3. That everyone feels a renewed sense of appreciation for what Jesus Christ accomplished on the cross. 4. That each group member begins praying for one non-Christian this week, and pinpoint ways to start reaching out to that person with the ultimate goal of sharing Christ. FOCUSING ACTIVITY (12-15 minutes) First, ask each group member to give another participant a personal possession that the owner would not want to leave
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the session without (keys, wristwatch, etc.). This is an unusual request. But do not give the reason for it at this time. Emphasize that the purpose for the giveaway will be explained later in the session. Second, introduce the topic with a time of sharing. Encourage several group members to volunteer information on how they came to Christ. Perhaps you can spur their thinking with questions, such as: Where were you when you met Christ? How did God prepare your heart for this conversion experience? What individual(s) were most instrumental in your coming to Christ? Limit each testimony to 2-3 minutes, so there will be time for more than one or two persons. (Alternative approach: If your group consists of 10 or more persons, you may choose to divide into groups of 4-6 individuals for this time of sharing. Though you want to encourage sharing, no one who is hesitant should be made to feel uncomfortable.) Sharing brief testimonials not only introduces the subject of this lesson—salvation—but it can knit persons closer together and enhance the ongoing fellowship of the group. When the sharing time is over, point out how the testimonials illustrate the truth of the lesson title: salvation is a word to be experienced—not just a doctrine to comprehend mentally. DISCOVERY IN THE WORD (30-35 minutes) Note to group leader: It’s in this part of each lesson plan that learners receive the opportunity to share gleanings from their assignment in the workbook. However, the manner in which you have them share their discoveries may vary from week to week. Do not feel that you need to move from start to finish, going over every blank, question, and study instruction in consecutive order. That approach quickly becomes monotonous. Instead, you may be instructed to use questions and other learning activities in addition to those in the workbook lesson. Or you may call for information they’ve recorded, but do so in an innovative way that doesn’t involve mere rehashing of the workbook instructions. It is important that they have opportunities to share their work. But it can be accomplished in varied, provocative ways.
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Chapter 2
SURE THING!
PERSPECTIVE AND OBJECTIVES A study on the doctrine of salvation is incomplete without also probing assurances of salvation. Lesson 2 examines the issue of assurance, and looks at a Christian’s position, or standing, before God. Years ago, a song titled Things Get a Little Easier Once You Understand hit the charts. That aptly describes the Christian life. The more truths your learners digest from God’s Word, the easier it is to combat doubts and lies, which may be planted by Satan. Keep in mind a distinctive aspect of this course: you not only want learners to benefit personally from the reassuring truths in Lesson 2. In addition, you want them to multiply the ministry of the course by sharing these insights with persons outside the group. Make it a top-shelf priority to use the Leader’s Guide suggestions, which mobilize learners to use course content in others’ lives. What follows are specific objectives for this lesson: 1. That learners identify common causes of doubts/ insecurities that can plague a new believer. 2. That learners locate words/phrases directly from Scripture that describe their status, or position, before God. 3. That learners use 1 John to identify marks of newness that provide assurance to believers. 4. That each group member memorizes one of the assurance verses from Lesson 2. 5. That each group member thinks of a way to share the encouraging truths from this lesson with another Christian. LESSON 1 ACCOUNTABILITY Before delving into a new topic, give participants an opportunity to share concerning the suggested response to Lesson 1. Last time, the meeting ended with everyone praying with a partner about a non-Christian contact. Everyone was also instructed to discuss ways to begin reaching out to the
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unsaved person, with the ultimate goal of sharing Christ with him. Invite volunteers to share with the whole group how contact with the unsaved person went. Did any group member share the gospel with another person since you last met? Did anyone come to Christ as a result? If you sense a group member is discouraged over a contact, or over someone’s rejection of Christ, let someone else in the group pray for him or her. Also, take a moment to thank God corporately for any victories reported. If the emphasis on ministry in the course is realized, mutual accountability and support is essential. You want the kind of group atmosphere where members can share setbacks as well as victories. They should get their batteries recharged weekly as an impetus to communicate the material to others. FOCUSING ACTIVITY (12-15 minutes) To introduce this week’s topic and to become better acquainted with one another, try this innovative activity: Give everyone several pipe cleaners (pieces of chenille wire). Instruct each person to use these pipe cleaners to form a symbol or visual object that represents how he feels right now about his relationship with the Lord. Encourage everyone to be honest about where he is spiritually. Responses can represent positive, negative, or somewhere in between states. To serve as a catalyst for their thinking, give one or two hypothetical examples. Forming an apple or pear-shaped symbol could represent fruit that the Holy Spirit is producing in a life. A twisted or gnarled wire may symbolize a lot of stress or frustration. If your group is small, let each individual display and briefly explain his visual to everyone else. If necessary, divide into groups of 4 to 6, so the sharing time won’t take so long. Here’s how to use this activity as a springboard into the subject of assurance. Hold up pipe cleaners in the shape of a question mark. Emphasize that doubts about one’s salvation, or one’s acceptability before God are pretty common. God may use this meeting to erase some of the questions that group members have about their new way of life.
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Chapter 3
KNOWING GOD THE FATHER
PERSPECTIVE AND OBJECTIVES In 1 Love to Tell the Story: the Diary of a Sunday School Teacher, Joe Bayly uses graffiti to make a point: Someone passed the following quotation on to me, from a graffiti wall at St. John’s University in Minnesota: “Jesus said to them, ‘Who do you say that I am?’ And they replied, ‘You are the eschatological manifestation of the ground of our being, the kerygma in which we find the ultimate meaning of our interpersonal relationships.’ And Jesus said, ‘What?’” I like that. I like it because it sets the simplicity of our Lord’s words and teaching over against the complexity of some technical expressions of truth. Bayly’s call to put the bread and meat of God’s Word on the lowest shelf, where anyone could reach it, is an appropriate reminder. As you prepare for this lesson on God the Father, keep these traits of a good teacher in mind: simplicity, clarity, and practicality. Your bookshelves may be lined with thick volumes on the doctrine of God, but be sure this study is personal rather than academic. You want a few basic truths to weave their way into the fabric of learners’ minds. Pray and strive for the accomplishment of these objectives: 1. That learners list attributes of God from Scripture. 2. That learners identify practical applications of selected characteristics of God. 3. That group members express praise to God for who He is through a time of corporate worship. 4. That participants discuss ways to use lesson content in
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the lives of people outside the group. RESOURCE TIP: A helpful book to recommend to learners is J. I. Packer’s Knowing God (Inter-Varsity Press). It’s a bit heavier than today’s typical devotional book, but anyone serious about going deeper on the doctrine of God can benefit immensely from it. He discusses numerous attributes of God, including a few which aren’t emphasized in Lesson 3. Another geared-to-laymen book that overlaps with content in this course is Know What You Believe, by the late Paul Little. Perusing his chapters on God, Jesus Christ, the Holy Spirit, the Church, and salvation may also enhance your preparation for these sessions. LESSON 2 ACCOUNTABILITY Last week, group members paired off to pray, and to discuss ways to share insights on assurance with another Christian. Before launching a new topic, encourage several persons to tell the group how their communication of Lesson 2 material progressed. Did anyone share part of the lesson in social media? Over the phone? Over a meal? What was the reaction of the person with whom the material was shared? (Your goal is to nurture a sense of expectancy concerning group members’ ministry to others. You want to cultivate the idea that it’s normal Christianity—not exceptional spirituality—to be regularly involved in ministry. FOCUSING ACTIVITY (8-12 minutes) Get the lesson started on an informal note by singing together the well-known chorus God Is So Good (God is so good, God is so good, God is so good, He’s so good to me.) As you proceed, have group members volunteer lyrics that reflect attributes of God gleaned from the assignment for this meeting. For instance, other lines might read, “God tells the truth,” or “He stays the same.” Also let several respond to this question: In what specific way have you experienced the goodness of God since we last met? DISCOVERY IN THE WORD (20-30 minutes) First, let learners report on their research in the eleven sets of Bible references by going over the following questions.
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Chapter 4
KNOWING JESUS CHRIST
PERSPECTIVE AND OBJECTIVES “Selectivity” is a crucial principle of leading Bible study groups. In light of certain variables—such as number of learners, their spiritual level, amount of class time, etc.—the leader must constantly decide what content from a given passage or subject is most essential to cover. This week’s topic serves as an apt case in point. Imagine—covering the life and ministry of Jesus Christ in one lesson! Despite the selectivity it requires, let’s not underestimate the Holy Spirit’s ability to leave an indelible impact on group members. Here are objectives for the group session: 1. That learners identify evidences of Jesus’ deity. 2. That learners uncover basic reasons for the Incarnation as revealed in Colossians 1:13-20. 3. That learners describe the current ministries of Jesus on their behalf. 4. That each group member feels a deeper sense of appreciation for what Jesus Christ has accomplished on his behalf. As you read the suggestions in this teaching plan, it is conceivable that you’ll want to add Scripture references or points that we don’t include. Or you may feel that a certain aspect of Christ’s life/ministry deserves more attention than we give it. That’s okay. It shows you’re thinking creatively and independently. After all, curriculum aids are most helpful when carefully adapted to specific situations. LESSON 3 ACCOUNTABILITY Look over Part 2 of the RESPONDING TO THE WORD section of the previous lesson plan. Group members were encouraged to share with another person what they learned about an attribute of God. More specifically, parents were encouraged to share informally with a child, and ideas were
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provided to serve as a catalyst to their thinking. Briefly, let a couple of volunteers report on their efforts to share about God’s attributes. If you know in advance that a particular individual or couple has successfully applied the lesson, approach them before you meet and ask them to describe their experience during this session. FOCUSING ACTIVITY (6-8 minutes) To launch the new topic, ask: What incident from the life of Christ impresses you most? Why? Let several persons respond, then provide transition into the Bible study with these remarks: “We’ve just heard one another describe impressions that a particular episode from Christ’s earthly life has made. Because of their specialness, the incidents shared have to some degree formed us as Christians. They’ve created within us a deep appreciation for the character and works of Jesus Christ. As we approach this lesson on the life of Christ, let’s keep in mind that all Bible study should form us—not just inform us. Let’s ask the Lord to leave an even deeper impression on us through the truths we go over today.” Next, let one or two group members pray voluntarily. DISCOVERY IN THE WORD (40-45 minutes) Paul’s Portrait of Christ As learners share discoveries under questions #1 and #2, list responses on a whiteboard or flip chart. Then, when the lists are complete, go back and comment on titles given to Christ, or things He accomplished, as you deem necessary. More specifically, make sure group members understand what is meant by these terms/phrases: “firstborn of all creation” (v. 15); “firstborn from the dead” (v. 18); and “reconcile” (v. 20). (A good Bible dictionary or commentary can help clarify these terms.) Your purpose at this point is to give learners an overview sketch of who Jesus was, and what He did. Perhaps your most significant teaching role in this lesson is to help them see answers to question #3. After they contribute purposes for the earthly life and ministry of Jesus gleaned from Colossians 1:13-20, use the following material to help explain why Christ came.
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Chapter 5
KNOWING THE HOLY SPIRIT
PERSPECTIVE AND OBJECTIVES Because of doctrinal controversies, the subject of the Holy Spirit is sometimes skirted or avoided in our teaching. We cannot be good stewards of Scripture, though, and fail to emphasize His significance Once again, this is a subject about which entire volumes have been written. And you have the privilege of covering it in one group session! Obviously, you’ll select some aspects of the Holy Spirit’s ministry to emphasize, and others to minimize. And the variables to guide your selectivity will include these questions: What are the needs and “knowledge gaps” of my group members? Where are they in their understanding of the Holy Spirit? What upcoming courses or sermon series in our church will cover this subject in more detail? (For example, an iTIM course that we suggest you use after this one is Welcome to Your Ministry. This course includes a look at spiritual gifts. If your church is planning to use it, that subject slant doesn’t need to be emphasized now.) Ask the Lord to accomplish the following objectives as your learners fulfill the assignment, and when they meet with you to go over it together: 1. That everyone identifies the dwelling place of the Holy Spirit. 2. That each learner lists the various titles and ministries of the Holy Spirit as revealed in various New Testament passages. 3. That each learner be able to explain in his own words what it means to be filled with the Holy Spirit. 4. That each learner identifies ways the Holy Spirit has “come alongside” him in recent weeks, and identifies one upcoming situation in which he will need the Spirit’s assistance in a special way.
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5. That everyone grasps the Spirit’s centrality to ministry success, and (a) determine a time to pray daily for his ministries; as well as (b) find another Christian who’ll pray regularly for his ministry efforts. LESSON 4 ACCOUNTABILITY Ask how many group members followed through and used their “original Christmas card” as a means of inviting someone over for a time of fellowship. Encourage several volunteers to share reactions they received to the card, and to describe how the getting-better-acquainted time went. Once again, emphasize the importance of reaching out to visitors, or to new church members not in this study group. It’s sometimes difficult for new persons in a local church to feel a part of things. A significant factor in whether someone leaves a church or gets fully integrated into church life is the degree of fellowship he or she experiences. FOCUSING ACTIVITY (3-5 minutes) To introduce today’s subject, display a jumper cable. Ask: What is the similarity between the function of this jumper cable, and the Holy Spirit? (As Lesson 5 in the workbook points out, the word Jesus used for the Holy Spirit meant “one who comes alongside to help.” Just as a jumper cable is the channel through which power flows from a strong battery to a weak battery, the Holy Spirit “comes alongside” us in nitty-gritty situations to infuse us with God’s power. He rejuvenates us when we’re weak, so we can function as we should spiritually.) You could use the question without the presence of the jumper cable. But don’t underestimate the value of a simple object lesson in the learning process. If your learners actually see the object used in the analogy, they will more likely retain the comparison. Chances are they’ll never forget the basic association that you make between the jumper cable and the Holy Spirit. Provide transition into the study with these comments: “Let’s delve into God’s Word and discuss some of the ministries of the Holy Spirit. We’ll discover some specific ways in which He comes alongside and gives us a jump.”
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Chapter 6
GOD’S PART AND MINE
PERSPECTIVE AND OBJECTIVES So far, in this basic course for new Christians, you’ve examined the doctrine of salvation, plus assurances to help group members feel more secure and confident in their relationship with the Lord. You’ve also devoted a single lesson to each member of the Godhead, with a view toward application of the knowledge acquired. The rest of the course deals with fundamental means of growth that the Lord has provided for our use (prayer, Bible study, local church involvement); the enemy who tries to impede our spiritual progress (Satan); and the practical expression of our faith through a witnessing lifestyle. This last section is called “the walk and the warfare” of a Christian. Lesson 6 provides an overarching perspective to the means of growth and lifestyle issues covered in Lessons 7-12. The spotlight is on the role self-discipline plays in living a godly, productive life. The broad aim is to prevent or to erase misunderstanding that many Christians have regarding their part, and God’s part in the process of spiritual growth. Adoption of the wrong perspective on this point hinders the development of discipline in a life. Be aware that not every question regarding how much God does and how much we do in acquiring holiness can be answered. Perhaps some aspects of this subject will always be a mystery. However, there is enough Biblical teaching on the issue to blow away most of the fog that creeps into our minds. We can declare with certainty that growing as a Christian requires grace-motivated effort on our part. In a nutshell, you want group members to realize that “living by faith” does not mean that no effort at holiness is required on their part. Ask the Lord to help you handle the subject with clarity and simplicity. And ask Him to accomplish these objectives: 1. That learners understand the proper distinction between
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God’s gracious provision and their own responsibility for spiritual growth. 2. That learners identify at least three “means of grace” through which God meets and empowers us—but which require action on our part to implement. 3. That each group member (a) identify one spiritual discipline that he has implemented successfully, and thank God for working in his life through it; (b) identify one spiritual discipline that he is least consistent in implementing, and pinpoint a strategy for weaving it into his schedule. 4. That group members hold each other accountable for improvement in the least consistent means of growth shared in response to 3 (b). LESSON 5 ACCOUNTABILITY In last week’s RESPONDING TO THE WORD section, group members pinpointed a time of day in which to pray for their God-given ministry efforts (evangelism, teaching, leading family devotions, etc.). This was a way of acknowledging dependence on the Holy Spirit. Ask for several volunteers to share how their implementation of this prayer goal went. Affirm those who succeeded. Also ask: What are the major obstacles to establishing a daily prayer time for our ministries? Have a brief period of prayer, thanking God for the successes, and asking Him to help group members to hurdle these realistic obstacles. Emphasize that goals of this sort must be realistic. For instance, setting a goal of praying for 20 minutes a day solely for our ministry involvement may be unrealistic right now. But setting aside five minutes is more attainable. Help them to understand that if goals are too high, failure is more likely. In the long run, unrealistic goals de-motivate. FOCUSING ACTIVITY (6-8 minutes) Begin with a word association game. Put the term “Discipline” on a whiteboard or overhead transparency. Ask: What are some thoughts and feelings many Christians have when they see or hear this word? (Encourage each contributor to share why such thoughts and feelings are associated with discipline.) When several group members have responded, provide transition into the lesson with
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Chapter 7
FOES OF THE FAITH
PERSPECTIVE AND OBJECTIVES Broadly speaking, your purpose in this lesson is to inculcate a realistic view of the Christian life. Too many new Christians expect the salvation experience to wipe out all their problems. Some even view struggles as a sign of declining spirituality or commitment. A more Biblical perspective understands that life on planet earth is warfare between the forces of evil, and the Sovereign God. This lesson focuses on foes of the faith, who try to knock us out of spiritual alignment as we travel the road to maturity. By no means do you want your learners to develop a morbid preoccupation with Satan. Yet neither do you want them to remain ignorant of his schemes! The previous lesson emphasized the role of self-discipline in Christian living. You discovered that believers have a responsibility to use the means of spiritual growth that God has provided. This study helps explain why self-discipline is so difficult to weave into the fabric of our lives. Choosing to tap into God’s resources isn’t automatic from day to day on account of foes who work overtime to influence our will, mind, and emotions. Trust the Lord for the fulfillment of these objectives: 1. That learners identify three foes of spiritual progress, and describe how these forces work in tandem. 2. That learners find characteristics and strategies of Satan from the report of Jesus’ temptation in the wilderness. 3. That learners begin a process of using Scripture as a weapon against Satan by memorizing Psalm 119:11. 4. That each learner determine before the Lord if he is exposing himself to negative influences which could impede his spiritual progress.
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LESSON 6 ACCOUNTABILITY To close last week’s session, members of each small group shared a spiritual discipline he has successfully implemented, as well as an area in which he needs more self-control. Also, everyone proposed a schedule change or strategy that would make implementation of the missing discipline a realistic achievement. At this time, invite several volunteers to describe the progress—or lack of it—made during the week. Also, ask how many received a word of encouragement or accountability from another member of last week’s small group. Next, acknowledge the struggle many Christian have when they strive to obey the Lord, or to implement needed changes. Point out that today’s lesson helps us understand why spiritual progress doesn’t occur with pushbutton ease. FOCUSING ACTIVITY (6-8 minutes) Read aloud the following remark: “If you’d just accept Jesus, you wouldn’t be badgered by so many struggles. Everything would smooth out for you if you’d invite Him in.” Instruct each learner to turn to a neighbor and share his initial reaction to the remark. Then reconvene. Let several share their reactions aloud with the whole study group. (The remark contains a germ of truth. Indeed, salvation provides supernatural resources to help us overcome many problems. Receiving Christ as Savior does smooth out a lot of things. As worded, though, it is misleading and superficial. “Everything” doesn’t smooth out instantly. Struggles don’t dissolve when we receive Christ as quickly as a headache wanes when we take an aspirin. In fact, some tensions and problems come our way because we are saved, and try to live faithfully for the Lord.) After explaining the above perspective to the remark, discuss: Precisely why is the remark misleading and superficial? (The remark takes a common Biblical figure for the Christian life too lightly. That figure is warfare. It fails to acknowledge the pull of our sin nature, the lure of the world’s non-Christian orientation, and the reality of our arch enemy, Satan. Consistent Christian living is attainable. But a prerequisite to maturity is understanding the nature of
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Chapter 8
CONVERSING WITH GOD
PERSPECTIVE AND OBJECTIVES Last week you scouted the foes of the faith: the sinful nature of man, the non-believing world, and Satan. Despite the necessity of viewing the Christian life as warfare, your learners discovered that victory over these foes is achievable. As Jesus demonstrated when confronted by Satan in the wilderness, we can employ God’s Word as a Satan-stabbing weapon. Another weapon, which helps us with daily battles, and enhances our walk with the Lord, is prayer. Without frequent communication, deepening of a relationship is impossible. More specifically, you want to accomplish the following objectives this week: 1. That learners identify the ultimate purpose of prayer: companionship with God. 2. That learners glean timeless insights about prayer from Matthew 6:9-13, including (a) the type of concerns with which we can approach God; (b) the kinds of prayer that Jesus validated and encouraged. 3. That learners identify the elements of prayer in the ACTS acronym, and employ this as a devotional tool. 4. That each group member explains the ACTS tool to one other person outside the group within one week. LESSON 7: ACCOUNTABILITY In last week’s study, learners discovered how to match Scripture passages with specific areas of temptation or Satanic attack. Several examples were provided. Ask if anyone in the group was able to apply this means of employing Scripture during the past week. If someone volunteers a response, affirm him or her publicly for following through, and for being vulnerable with the group. Scripture always has the potential to perform a work in us,
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but particularly so when we have a felt need for its insights. FOCUSING ACTIVITY (6-8 minutes) Write each of the following statements on a 3 x 5 note card: 1. Prayer is hard work 2. Prayer is rebellion against the status quo. 3. Prayer doesn’t just prepare me for a ministry. Prayer is ministry! 4. It is easier to teach, to preach, or to render almost any type of service than to pray. To introduce the new subject, distribute these cards to four persons in your group. Ask each person to read the statement aloud. Then give each person 60-90 seconds to react to the statement he read. The reaction may take the form of expanding on the statement, illustrating it, explaining why it’s true, etc. Feel free to contribute your own reaction when the reader has completed his. (In a nutshell, prayer is hard work because it requires discipline. Discipline is essential because we don’t always feel like praying. Prayer is a means of change in our lives because it releases the supernatural power of God. One form of prayer—intercession—is a significant way to serve others. And other forms of service are often easier than praying because Satan works overtime to keep Christians off their knees. He knows that a praying Christian is a more effective servant, and less vulnerable to his attacks.) Use the statements and the reactions to emphasize the integral role that prayer plays in the walk and warfare of a Christian. DISCOVERY IN THE WORD (30-40 minutes) Getting Close Read aloud John 17:3, and Philippians 3:7-10. Ask: What is the relationship between these verses, and the ultimate purpose of prayer? (Both passages zero in on the priority of knowing God—not only in the sense of salvation, but to an ever-increasing degree as Christians. Most of Paul’s life and ministry was behind him when he expressed a desire to know Christ more intimately. As suggested in the workbook, the ultimate purpose of prayer is companionship
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Chapter 9
GETTING HELP FROM GOD’S WORD
PERSPECTIVE AND OBJECTIVES Undoubtedly, the Bible is a significant means of nurture. To live a supernatural lifestyle requires supernatural resources. God’s Word certainly fits that category. This lesson introduces the role of God’s Word, and tries to encourage and to equip your learners to study it. Objectives to guide your praying and planning for this session are as follows: 1. That group members identify the broad purposes of God’s written revelation. 2. That group members practice a simple devotional method of Bible study in Philippians 4:4-20. 3. That learners feel excited and confident about their ability to glean insights from Scripture, under the Holy Spirit’s guidance. 4. That each learner think of another person with whom to share (a) a meaningful insight from Philippians 4; (b) the devotional study method he practiced this week. LESSON 8 ACCOUNTABILITY Last week, group members were introduced to the ACTS prayer tool (Adoration, Confession, Thanksgiving, and Supplication). They were encouraged to use this as a devotional aid. Ask: How did using this tool change your usual approach to prayer time? (Hopefully, their prayers were more balanced—not all supplication—and more of a worship time due to the emphasis on God’s attributes/deeds). Also find out how many group members shared the ACTS tool with someone else. Their verbalization or written explanation of the acrostic will enhance their ability to remember it, plus reap potential benefits in the persons with whom they shared.
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FOCUSING ACTIVITY (6-8 minutes) On a chalkboard, flip chart, or overhead, write this maxim: ‘show me a Bible that’s coming apart, and I’ll show you a person who isn’t.” Ask these questions:
• In your own words, what does that statement mean?
• From your personal experience, or from the experience of someone you’ve known or observed, can you illustrate the truth of this remark? To provide transition into the topic of the day, emphasize the centrality of Scripture in the life of a growing Christian. Along with prayer, regular study of the Bible is one way to put ourselves in a position where God can change us! Even in the midst of a pressurized and rapidly changing world, His Word can stabilize us. Point out that this lesson introduces the doctrine of the Bible, and encourages regular use of it devotionally. DISCOVERY IN THE WORD (40-45 minutes) Why the Bible Was Written Briefly review the first few paragraphs in this section. Then let learners volunteer what they wrote in the study exercise. Briefly put, the Bible has at least four fundamental purposes: 1. To point us to Christ, Luke 24:44-46 and John 5:39; 2. To draw us to Christ for salvation, John 20:30-31; 1 John 1:14; 3. To turn us from sinful ways, Jeremiah 26:23; Psalm 119:9,11; 4. To guide us in day-to-day living, which includes enablement for service (2 Timothy 3:15-17). Perspectives on Bible Study This material is rather self-explanatory. Ask learners if they have any questions or comments about the material. And feel free to add perspectives that you feel your particular group needs.
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Chapter 10
LIVING IN THE FAMILY OF GOD
PERSPECTIVE AND OBJECTIVES This is the first of two lessons linked to the significance of the local church in the life of a Christian. Whereas the initial focus is on fellowship as a means of spiritual growth, the second lesson pinpoints specific areas for involvement in church life. Neither lesson will provide a detailed doctrine of the church. That extensive examination of the church’s purpose is reserved for another iTIM course, titled Welcome to Your Ministry. The current slant is on growth through proper relationships in the body of Christ, and commitment to the church’s ministries. Neither a close walk with the Lord, nor victory in spiritual warfare is possible unless we apply these lessons. Ask the Lord to accomplish these objectives: 1. That learners list New Testament figures for the church that reveal the interdependence that God intends for believers. 2. That learners identify specific ways in which “Christian fellowship” expresses itself within the body of Christ. 3. That each learner evaluates the degree to which he is experiencing the kind of “one another” relationships called for in Scripture. 4. That each learner reaches out to someone else in the church by applying one or more of the relational commands studied in this lesson. RESOURCES ON CHRISTIAN FELLOWSHIP In recent years, publishers have churned out a spate of good books on the theme of fellowship in the church. Here are a few of the most notable.
• Anyone who plans to teach a series or course on this theme should get a copy of Bruce Milne’s We Belong
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Together: The Meaning of Fellowship (Inter-Varsity Press). This 128-page paperback is, biblically speaking, the meatiest treatment I’ve seen on the subject.
• Prolific author Gene Getz has written a series for Victor Books on “one another” relationships in the church. Titles include Building Up One Another, Loving One Another, Serving One Another, Praying for One Another, and Encouraging One Another. Whether you select from this list, or you know of another incisive treatment of the subject, recommend a book on fellowship to your group members. If even one person reads it, you’ve expanded the ministry of your lesson! LESSON 9 ACCOUNTABILITY In response to last week’s lesson, learners were instructed to (1) share an insight from Philippians 4 with someone outside the study group; and (2) go over the nine devotional questions with someone as a means of equipping them for Bible Study. Ask: When you shared either the insight or questions, what kind of response did you get? (Let several describe their experiences.) Emphasize that their enthusiasm for God’s Word is contagious. Others need to see that Bible study can be exciting, and that it isn’t a discipline reserved for vocational ministers or scholars. Any time we convey a method of Bible study to another person, we help him become more independent and confident in his walk with the Lord. FOCUSING ACTIVITY (12-15 MINUTES) To launch this lesson, use a creative expression activity. Give everyone a blank sheet of paper and crayons, and several pieces of chenille wire (pipe cleaners). Instruct everyone to read 1 Corinthians 12:12-27 carefully, then use either the chenille wire or the paper/crayons to produce a symbol which shows, visually, one way in which we grow spiritually. The means of growth that each person illustrates should be based on the Bible passage. Tell group members not to worry about the artistic quality of their crayon sketch or wire symbol. The intent is to capture the teaching of 1 Corinthians 12:12-27 symbolically. What validates such an activity is the thought it requires. It’s merely a tool through which they express the intent of the passage.
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Chapter 11
FITTING INTO MY LOCAL CHURCH
PERSPECTIVE AND OBJECTIVES Last week, you focused on God’s portrait of the Church. Scripture calls it “the body of Christ,” and “the household of God.” And you examined some of the “one another” references in the New Testament, which show the kind of relationships Christians should develop. The overarching message of Lesson 10 was this: We can’t make it alone in the Christian life. Authentic fellowship with others in the church is an integral part of our walk with the Lord. In this lesson, you zero in on the believer’s relationship to his local church. You want to increase each learner’s appreciation for his local church, and probe potential areas for involvement in its work. Group members should grasp the fact that God accomplishes His work through a church when every member of the congregation is contributing to, as well as receiving from, its varied ministries. Through a combination of the workbook and group meeting, Lesson 11 seeks to accomplish these objectives: 1. That each group member identifies specific ministries and personnel in his church which the Lord has used to aid his spiritual development. 2. That each learner write a thank-you note to his pastor and one lay leader who has contributed to his spiritual life. 3. That each learner evaluates his involvement in the church in these areas: membership, attendance, financial stewardship, stewardship of time and abilities. 4. That each learner becomes aware of the varied programs and services of his church. 5. That learners pray for up-to-date needs of the church. LESSON 10 ACCOUNTABILITY Last week, everyone asked the Lord for the name of one
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individual or family in the church. Then he selected one or more of the “one another” imperatives to implement in relation to the person or family. Ask several volunteers to describe how they followed through on this commitment. Once again, emphasize that friendships in the body of Christ are made—not born. Experiencing authentic fellowship requires initiative in reaching out to others in the church. FOCUSING ACTIVITY (6-8 minutes) To launch the new subject, put the following statement on the chalkboard:
“In many local churches, 20% of the people do 80% of the work.”
Explain or amplify the truth of the statement as you deem necessary. The fact is that a minority of committed people fills most of the volunteer positions in the church, and give the vast majority of money needed to keep the ministries functioning. A significant percentage of people who attend stay on the fringe, and remain passive as far as the church’s mission in the world and community are concerned. Discuss: What do you think accounts for this 20%/80% rule? How does the content from last week’s lesson invalidate passivity among members in a congregation? How can a larger percentage of Christians be mobilized for service in their local churches? Point out that responsiveness to this lesson can make your church an exception to the 20%/80% rule. DISCOVERY IN THE WORD (35-40 minutes) Accentuate the Positive Spend 10-15 minutes sharing written responses to questions 13. Hearing how God has used the church and its leaders in each other’s lives can instill a deeper appreciation for the church. Before moving to the next phase of the meeting, encourage several group members to pray conversationally, thanking God for the strengths He has nurtured in your church. Also pray for continued fruit in the specific church ministries mentioned by group members. Getting better acquainted with your church:
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Chapter 12
DON’T KEEP IT TO YOURSELF
PERSPECTIVE AND OBJECTIVES According to Webster’s New Collegiate Dictionary, to review means “to see again,” or “to reexamine judiciously.” This lesson takes a personal approach to a review of the course, as learners are asked to reflect on content that has touched their lives. Lesson 12 also encourages group members to use what they’ve learned in the lives of others. More specifically, they’re invited to communicate the material in both formal, and informal ways. You want everyone to realize that his workbook is a potential-packed tool for ministry. More specifically, ask the Lord to achieve these objectives: 1. That each group member identifies and share course elements that have impacted his life. 2. For everyone to realize that the Lord expects wise stewardship of what he has learned in this course. 3. That each group member prayerfully considers one of the three alternative ways to take another person or group through the Christianity 101 material. 4. That each learner identifies (a) what he has learned about group leadership by participating in this course; and (b) areas in which he needs training in order to effectively teach this course. LESSON 11 ACCOUNTABILITY In the workbook assignment for Lesson 11, learners evaluate their church involvement in the areas of membership, attendance, plus stewardship of time, abilities, and finances. Ask for several volunteers to share any changes that God directed them to make in these areas. Also, find out how many followed through on the “thank you” notes they were encouraged to write.
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FOCUSING ACTIVITY (2-4 minutes) Read aloud or display visually the following definition of education:
“Education is that which remains when you’ve forgotten everything you’ve been taught.”
That’s a humorous way of acknowledging that one cannot remember every detail of information that he receives in a course. On the other hand, the definition points out that when one is truly educated, something of value will remain or stick with him. When the curriculum is God’s Word, we can bank on the Spirit of God to leave some sort of lasting impression. After explaining how the definition relates to the course, provide transition into the next phase of the lesson with comments similar to the following: “Today, we’ll share some of the things that remain with us after 12 weeks. And we’ll discover how to enhance the biblical education We’ve received by imparting it to others.” DISCOVERY IN THE WORD (40-45 minutes) Part 1: Take 15-18 minutes for volunteers to share their responses to numbers 15 in the “Looking Back ‘section of the workbook. Hearing how the Lord has worked in one another’s lives can be a rewarding, praise-evoking time. Part 2: To cover the “Investment Opportunity” section of the workbook, let several learners read aloud their concise summaries of the timeless truth of Matthew 25:14-30. Emphasize the joy that God nurtures in us only when we’re responsible stewards of what He has given (verse 23). Help learners see that their completed Christianity 101 workbook is a tangible resource for ministry. The Lord expects wise stewardship of the material in the workbook, just as He does our time, abilities, and money. Part 3: Devote the bulk of your meeting time to motivating group members to take others through the course material. The workbook explains three possible ways to lead a person or group through the lessons: one-on-one discipleship context, a small, informal discussion group, and a more structured, church-sponsored class. Ask: In what other ways can the workbook become a springboard for ministry to
