EHT Supplementary Handouts

EHT Supplementary Handouts
The Church &
The Home
Suggestions for Teachers……………………………….…………...…..3
Suggestions For Conducting a Teacher Training Class…….…..….…7
Suggestions For Using Engraving Heavenly Truths………..….….....10
Instructions for Bible Drills and Review Games…………….…….....11
Instructions for Using Quiz Cards………………………..…….….…..16
Study Questions for A Generation That Knows Not God……….…….20
Engraving Heavenly Truths
Suggestions for Teachers
Overview –
When teaching the Engraving Heavenly Truths series, it is important to understand the purpose and
design of this curriculum. The series is composed of sixteen topics of study to be covered over a fouryear period, with one topic taught each quarter.
Over this four-year period, the entire Bible is covered several times from different perspectives.
The series is designed to be repeated every four years. As the students grow older, they progress to
deeper study.
Rather than an in-depth, verse-by-verse study, the Engraving Heavenly Truths series provides the
student with a framework on which to build greater Bible knowledge. This foundation greatly benefits
the student as he matures in his faith and proceeds to more advanced study, either through personal
study methods or in a scholastic setting.
Key Principles –
This unique approach has proven to be a very effective means of implanting the truths of God’s
word in the hearts of students. But, in order for this method to work as designed, the following
principles must be understood and applied by the teacher.
1. Facts from the Bible build faith.
Building faith in the hearts of our students is the very essence of Bible teaching. As we
teach Bible facts, we are building the foundation on which saving faith will develop.
We understand that simply knowing facts does not produce faith – but faith begins with
learning facts from the Bible (Rom. 10:17). In your lesson presentation, be sure to place
emphasis on the information contained on the flash cards, which constitute the main outline for
the quarter’s study. In this way, you will ensure that those facts most pertinent to the current
study will be presented.
Of course, the ultimate goal of learning Bible facts is to develop faith that leads to eternal
life (Jn. 20:31). As the student matures, he will begin to understand and apply the principles
contained in the Bible facts he has learned. Therefore, as teachers we must be sure to include
those principles in our lessons. However, it is very important to understand that the principles
we want to impress on our students are contained in the details the Holy Spirit has included in
the portion of Scripture we are presenting. With a few well chosen words, persuade your
students to apply the principles of the lesson to their lives, but spend most of your time on the
facts. Remember, we are teaching God’s words, not our own.
2. Repetition is necessary to memorize Bible facts.
We understand this principle in every other area of learning. We would not expect to master
any subject – math, science, history, grammar, foreign language, etc. – without repeated
exposures to the subject matter. We learn Bible facts in the same way we learn the facts of any
other field of study.
God intended for His people to learn the Law of Moses through repetition. Deuteronomy
6:7 commanded the Israelite families to teach the law to their children at all times, in all places,
and in all ways. It is interesting to note how God intends for us to remember the death of Christ
for the sins of the world – on every first day of the week, we observe the Lord’s Supper, an act
of worship involving virtually all of our physical senses.
Involving the physical senses in each exposure will help fix the facts in the student’s
memory. For this reason, visual aids, songs, puzzles, drills, review games and exercises are
great teaching tools. Take advantage of the few minutes before class by arriving early and
having a drill or other review method ready when the first student arrives. Present the lesson of
the week on Sunday and use the Wednesday session to review.
3. Involvement of the home is crucial to effective Bible teaching.
As teachers, we must prepare and present our lessons as though we will be the only source
of Bible instruction our students will receive. But we must also understand that most learning
should take place outside of the classroom. Two short class sessions each week for 12 weeks is
simply not enough time to effectively teach a subject.
It is true that James warns teachers that we bear a great responsibility in teaching God’s
word and will be held accountable for our conduct in this role (Jas. 3:1). But, God does not
place the primary responsibility for the spiritual training of children on the Bible class teacher.
He gives this important role to the home (Eph. 6:4; 2 Tim. 3:15). Christian parents should take
this sobering thought to heart: If the only Bible teaching your child receives is in the Bible class
and worship service, don’t be surprised if your grown child becomes unfaithful.
As teachers, we must subtly, but effectively communicate this message to the families of
our students. A good Bible teacher will solicit the participation and cooperation of the home in
the teaching process and support and encourage this involvement by providing materials (such
as mini-cards and other teaching aids) that can be used in family Bible studies. Letters, face-toface conversations, phone calls and e-mails are good ways to communicate with the home
throughout the quarter.
4. Knowledge of the entire Bible is necessary for spiritual maturity.
In Psalm 119:160, the psalmist speaks of the entirety of God’s word as truth (NKJV).
Although the Engraving Heavenly Truths curriculum is not a detailed study of the Bible, it is a
systematic study of every portion of the Bible. Since God deemed it important to provide us
with His complete written revelation, should we not consider every portion of it valuable to our
spiritual growth?
To fully understand and apply the law of Christ to one’s life, one must have a good grasp of
the unfolding of God’s redemptive work through Christ. Both the Old and New Testaments
provide this information. Actually, the Old Testament is the foundation on which the New
Testament is built.
Some may argue that it is not practical to teach the whole Bible to very young children
because of their immaturity. But, the truth is, every portion of the Bible can be effectively
taught to even very young children if the material is presented on the child’s level.
It is important to remember that spiritual growth can and should begin in the youngest
student. In their book “A Generation That Knows Not God,” Bob and Sandra Waldron write,
“Psychologists have proven that the things we are taught are of importance during the very first
two years of life tend to remain important throughout our lives . . . Faith begun in infancy can
grow and ripen through the years with no grave questions of unbelief arising.” Let us remember
that not one of our students is too young to begin his/her instruction in the ways of
Giving careful attention to these key principles will greatly enrich your Bible class as the hearts of
your students are molded by a working knowledge of God’s word.
A Typical Lesson Plan –
The following lesson plan is suggested as a general guide for teaching all ages. Refer to the Typical
Lesson Plan in the Teacher’s Manual for more details.
• Gathering Activity: This is a brief game, drill, puzzle, written exercise or other review method
which should begin when the first student arrives. This activity should take up no more than five
minutes of the class time.
• Review: Begin each class with a short review of previously covered material.
• Lesson: Teach the lesson for the day using methods and aids best suited to you and your
particular age group.
• Application: During presentation of the lesson, persuade your students to apply the principles of
the lesson to their own lives.
• Review: Briefly review the main points of the lesson.
• Mini-cards: At the end of the class, the mini-cards covered in that lesson should be given out.
Note: Most teachers present new material on Sundays and use the Wednesday class entirely for
review. This allows for more repetition and also takes advantage of children’s varying attention and
energy levels.
Lesson Preparation –
The Engraving Heavenly Truths series is based on the KJV, with most quotations and wording on
the flash cards coming from this translation. In a few instances, the ASV of 1901 is used when the
meaning is clearer.
As a rule, your Bible and the Teacher’s Manual should provide the necessary resources to prepare
your lessons. Remember, the flash cards are the main points to be taught and the scripture references
(and context) provide the substance of the lessons.
Since the emphasis of each lesson should be on the Bible text itself, the following suggestions
focus on memorizing facts on the flash cards, and thoroughly understanding the section(s) of Scripture
to be taught. In preparation for each lesson, the teacher should:
1. Memorize the facts on the flash cards.
2. Study the scripture references (and context of the passages) on the flash cards.
3. Study the Supplementary Information in the Teacher’s Manual, and any additional scripture
references cited.
4. If necessary, consult additional resources to gain a better understanding of a certain portion of
Scripture. I have found the following books by Bob and Sandra Waldron to be very helpful in
preparation for teaching Engraving Heavenly Truths:
• From Genesis to Revelation – This nine volume set of teacher resource books help
teachers learn to put the Bible in story form. The Bible narrative is retold in easily
understood language.
• The History and Geography of the Bible Story – Tells the complete Bible narrative with
an emphasis on where the events happened.
• A Generation That Knows Not God – A Teacher Training Manual – Instructs teachers
on how to effectively teach the Bible. Many principles presented in this book affirm and
complement the Engraving Heavenly Truths approach.
4. Select appropriate methods and teaching aids to be used to present the lesson.
5. Prepare review games, drills, puzzles, etc. to be used at the beginning and end of each class and
for the Wednesday review class.
Recommended Websites – Although the computer and internet are certainly not necessary for
teaching the Bible effectively, these modern tools can provide the teacher with a wealth of free
resources, and offer great timesaving programs for creating review games, etc. The following sites are
some of my favorite sources for review exercises:
• - Website of Donnie Barnes. Hundreds of colorfully illustrated charts on
many Bible subjects. These make great handouts and review charts.
• - This site provides everything needed to create and play
computer review games. The tools are easy to use and completely free. In order to play the
games offline, the free, relatively small Flash Player file must be downloaded onto the computer
you will use in the classroom. The games can be created in just a few minutes by typing
questions and answers directly from your teacher’s manual. The games I like are Flash Jeopardy
Review Game, Flash Board Game, and my favorite, Speed Match Review Game.
• - Use the Free Online Puzzle Maker at this site to create your own
crossword and word search puzzles. The printed puzzles make great review exercises for older
• - I love this site. For me, it is the best way to memorize the flash cards. When
I first visited the site, its tag line was “We eat flash cards for breakfast!” I hate to admit it, but I
agree. The site simply allows users to create “virtual flash cards” online and use them in a variety
of ways to review facts.
After registering as a user, create your own flash cards and use the blue buttons to navigate to
different study modes. Spending a few minutes on the site will give you a good idea of how it
works. If you are handy on the keyboard, typing in the answer adds an extra dimension to the
memorizing process. The site also allows for group discussion. The site is free.
As a footnote, some tech savvy brethren have told me about various flash card applications
available for the iPhone and other smartphones. If you are of this breed, I highly recommend
using these programs. If you are teaching older students, you may want to consider encouraging
them (and their parents) to use the quizlet site or a flash card app to do their memory work.
Suggestions for Conducting a Teacher Training Class
Using Engraving Heavenly Truths
Class Description
The purpose for a Teacher Training Class as described here, is to help teachers learn the subject matter
they will teach after completion of the training class. In order for the training class to accomplish this
purpose, the teaching program should include the following features:
• All classes study the same subject at the same time.
• Teachers rotate quarters. (This requires that one group of teachers be scheduled to teach while
the other group attends the training class).
• The same teacher conducts both Sunday and mid-week Bible classes.
This arrangement allows the training class to concentrate on one Bible subject, while allowing the
participants the time to learn the material and prepare their lessons.
Class Composition
The training class should be composed of those teachers who are scheduled to teach the following
• Separate classes for men and women – Since women usually teach the younger ages and men
the older, the class may be divided between women and men. This allows for the class to be more
focused on certain age groups. However, this arrangement requires two designated instructors.
• Combined class for both men and women – An alternate arrangement is to combine the
teachers of all ages, with one man conducting the class. Since this expands the range of age levels
to be addressed, the instructor should make every effort to include information that will be
relevant to all of the age groups to be taught. See more on this in the section on class content.
Class Meeting Times
The class should meet during one of the regularly scheduled Bible class periods. We have found the
Wednesday class period to be the most convenient, and most conducive to regular attendance, since
people are more likely to be out of town on Sundays.
Class Frequency
The number of times the class meets each quarter will depend on the needs of the participants.
• Class meets weekly for the entire quarter – If the teachers have never used the Engraving
Heavenly Truths curriculum, or if any of the teachers are inexperienced, the training class should
meet each week for the entire quarter. When the training class meets weekly, the lessons covered
in the class should correlate with the lessons to be taught the following quarter. This allows the
teachers to work up their lessons in a systematic way.
• Class meets designated times during the quarter – As the teachers become more experienced
in the classroom and more familiar with the EHT approach, the frequency of the training class
sessions can be adjusted. Some teachers prefer the last Wednesday of the quarter as “free time” to
complete last minute details before their classes begin the following Sunday. The amount of work
assigned to be completed outside of the training class should also be considered when
determining the frequency of the class. If assignments are made to prepare specific lessons and
teaching aids, more time between class meetings may sometimes be appropriate.
Class Meeting Place
One classroom should be designated for conducting the training class. This room should be equipped
with a chalk or dry erase board, and allow adequate space for displaying visual aids. Preferably, a
bulletin board highlighting the subject to be studied should be prominently displayed. Wall space
should also be available for other teaching aids, such as time lines, wall charts, maps, etc.
Class Study Materials
Since the time in the training class will be limited, the participants should begin studying before the
class begins. At least one week before the class begins, each participant should be given the following
• A loose-leaf notebook for handouts, lesson plans and notes. The notebook should include:
• An introduction to the class explaining the class format
• Assignments to be completed before the first class meeting
• A schedule of the classes for the quarter they will teach
• The Responsibility of the Bible Teacher, article by Wayne Jackson
• A Teacher’s Manual for the subject to be studied
• A copy of A Generation That Knows Not God by Bob and Sandra Waldron
Class Content
The objective of the training class should be to help teachers master the subject they will be teaching.
In order for this goal to be achieved, the focus of the class should be on the subject itself. Therefore,
every aspect of the class should relate to learning and presenting the subject at hand. The content of the
training class should include the following:
• Goals for the quarter should be determined. Specific objectives for various age levels should be
set. These goals should include both the memorization and application of facts.
• Memorization of the facts on the flash cards – Since the flash cards provide the main points of
the lessons, this is the first step in learning the subject matter. The participants should do this
memory work outside of class. Occasional drills and reviews conducted in the class will motivate
the teachers to memorize the cards and help them retain the information. The same drill methods
and review games that will be used in their classes, should be used in the training class. If the
class is preparing teachers for a wide range of age levels, the activities should be varied from
week to week to incorporate activities for all age levels.
• Application of the facts on the flash cards – The instructor should ensure that each participant
understands the proper application to be made for each lesson. Since the Bible text itself provides
the substance for the lessons, the principles to be taught come directly from the details found in
the scripture references on the flash cards, supplementary information, and context of those
passages. In some instances, the instructor may need to assign additional passages to be studied.
The instructor should point out the primary application to be made and, if a class outline is
provided, include the application on the outline.
• Additional Resources – Additional study materials on the subject may be provided to participants
in the form of handouts. These should be handed out as the cards are covered. Also, if a Teacher
Resource Room is available for the teachers’ use, time should be allowed to either tour the room
or describe the resources available and any other pertinent information pertaining to use of the
resource room.
• Lesson Plan Preparation – During the course of the training class, assignments should be made
for participants to prepare lesson plans for specific lessons they will teach the following quarter.
If time permits, each participant should briefly explain to the class how they intend to present the
lesson, including any teaching aids they will use. The reason for these assignments is twofold: to
motivate them to prepare their lessons, and to share ideas with other teachers.
• Teaching Aids – In addition to the lesson plans, participants should be assigned to prepare
teaching aids they will use to present specific lessons the following quarter. They should also
provide the pattern, instructions, words to songs, etc. so other participants can make copies for
their own use. These materials may also be placed in a Resource Notebook for use by the teachers
during the following quarter.
• A Generation That Knows Not God – A Teacher Training Manual by Bob and Sandra Waldron.
Every Bible teacher should strive to apply many of the principles presented in this book. Since the
training class sessions do not allow time for presenting this material in the class, participants
should be encouraged to work through the eighteen chapters of the book during the quarter. Study
questions for each chapter have been prepared, emphasizing those points that relate to the
Engraving Heavenly Truths approach.
Mini-cards and Flash Cards
These materials should be given to the teachers early enough in the quarter to allow the teachers time
to punch holes in the mini-cards and organize the cards for their classes.
Class Evaluation
Two weeks before the training class concludes, a Training Class Evaluation should be given to each
participant to be completed and returned to the instructor at the final class meeting. Getting input from
the teachers, and implementing appropriate suggestions, is vital to an effective training class.
Suggestions for Using
Engraving Heavenly Truths
The Engraving Heavenly Truths curriculum has proven to be a very effective means of increasing the
Bible knowledge of all ages, from two year olds through adults. This increased knowledge builds
stronger faith which leads to greater service in the kingdom. In order to obtain this level of spiritual
growth in your family and congregation, the following guidelines should be carefully followed:
• Teach the series in the suggested sequence, beginning with Survey of the Old Testament. Each
study is designed to be covered during one quarter and provides the foundation for the subsequent
study. The entire Bible is covered several times from different perspectives during the course of
• Teach the same study to all classes, from the two year olds through adults. When all ages study the
same subject at the same time, family Bible study becomes a very natural and enjoyable part of the
family’s home life.
• Use the mini-cards with pre-school through junior high, or even better, with all age groups. The
mini-cards are one of the best ways to memorize Bible facts, and they make family Bible studies
easy and enjoyable.
• Teach the same subject on Sunday and Wednesday. We recommend presenting the lesson on
Sundays and using Wednesdays to review with drills and games.
• The same teacher should teach on Sunday and Wednesday throughout the quarter. The teachers who
are not teaching should be attending a training class to learn the subject they will be teaching the
next quarter.
• Conduct an on-going Teacher Training Class. This class should spend an entire quarter preparing
teachers for the following quarter. The emphasis of the class should be on the subject matter to be
• Conduct an End-Of-Quarter Review for all classes on the last Wednesday of the quarter. All classes
should be assembled in one place and seated by class. Each class is asked a question from the flash
cards until all of the questions have been asked.
• Before the quarter begins, administer a pre-quarter test to all age groups from third grade through
adult to determine the present knowledge of the subject to be studied. The test should include all of
the facts covered on the flash cards.
• Administer the same test at the end of the quarter to determine the knowledge gained during the
study. Post and/or announce the before and after scores for each age group. The scores will
document growth in Bible knowledge and will also motivate each age group to learn more.
• The eldership (or in the absence of elders, the men of the congregation) should publicly endorse and
support the teaching program. This should include providing teachers with all resources (equipment,
materials, teaching aids, etc.) necessary to properly teach their classes.
Instructions for Bible Drills and Review Games
Using Engraving Heavenly Truths
Repetition, Repetition, Repetition:
Repetition is one of the most effective means of memorizing Bible facts. It has been determined that
thirty effective repetitions are required for a fact to become permanently fixed in one’s memory.
Reviewing with flash cards is a simple way to use repetition in teaching. Therefore, achieving thirty
exposures to a fact is relatively easy with flash cards. But for each exposure/repetition to be truly
effective, different techniques should be used to make the reviews interesting, challenging, and
enjoyable. The following suggestions for drills and review games will help accomplish the goal of
permanently implanting the knowledge of God’s word in the memory of your students.
One of the easiest review methods is to simply conduct a drill with the flash cards. Using a variety
of drill methods will keep the review more lively and interesting to the students. The following
suggested drills work well with a variety of ages, from preschool through adult.
Basic Drill Methods:
A simple way to add variety to drills is to change the way students respond. These three basic drill
methods can be used with any of the suggested drills.
• Simple Answer: The basic drill consists of the teacher showing the question side of the flash card
as she asks the question. The student responds giving the word for word answer as stated on the
card. This method is best used for a quick review at the beginning or end of class, and should be
used alternately with other methods described below.
• Tell Me More: For a more comprehensive review, the teacher can ask for more information than
is on the card. For example, SOT card #10 asks (what was created on) The Second Day. When the
answer Firmament is given, the teacher could ask, “What is the firmament?” SOT card #18 asks
The First Woman. The answer, Eve, could be followed by the question, “Why did Adam call his
wife ‘Eve’?” The answer is found in the scripture reference on the flash card – Gen. 3:20. Since
the purpose for the drill is to review the material which has already been taught, the teacher should
be certain that the information requested has been adequately covered in class.
• Answer With A Question: This is a variation of the simple question/answer drill. Rather than
asking a question, the teacher gives the answer and the student responds with the correct question.
For example, if the teacher says, “Twenty-seven,” the student would reply, “Books in the New
Testament.” Or, “Gideon” – “The judge with army of 300.”
• Spontaneous Answers: This method often works well with children, and is probably the simplest
way to conduct a drill. If the material has been adequately learned, the students usually enjoy
competing to see who can answer the fastest. But this lively response can cause too much noise
and commotion if the teacher does not maintain control. This method is probably best used for
short reviews at the beginning of class, or during the last few minutes of class.
• Raising Hands: This is an orderly, quieter method, but discourages the more timid students from
• Taking Turns: This method encourages all students to participate, but can easily become boring.
• By Name: The teacher calls on a specific student by name to answer. In this way, the teacher can
insure that all students participate in the drill. This method encourages the students to learn the
material so they will not be embarrassed when asked a question, but it may also discourage some
(especially teens and adults) who are not comfortable speaking out in class. The teacher should be
alert to the students’ reaction to this method and use discretion.
• By Description: The teacher describes the student whom he wants to answer. This is an
interesting variation to calling the student’s name. For instance, instead of calling on Barbara or
Dorothy to answer, the teacher might say, “I want the mother of a teenager to answer this
question.” Or, “You have to have a red-headed grandchild to answer this.” It helps if the teacher
knows something about his students, but it can make for a lively drill if the teacher just throws out
some descriptive phrases, such as, “You can answer this question if your birthday is this month.”
Or, “I want a veteran to answer this.” There may not be anyone in class who fits every description,
but that is part of the fun for both student and teacher. This method works particularly well with
large adult classes, but also works well with younger students.
• Silent Drill: Using a program such as Microsoft’s PowerPoint or Apple’s Keynote, enter the
questions and answers from the flash cards into a slideshow presentation. Answers to the questions
can be timed to appear a few seconds after the question. Set the slideshow to play automatically.
As students arrive, they can quietly drill themselves. Depending on the number of students and
size of the classroom, the slideshow can be shown on a computer or television, or projected on a
wall or screen. This method works very well with adults and older children and is best suited as a
before class review.
• Pass the Bible: This method adds a bit of excitement to classes of all ages. It also tends to expand
the comfort zone of older, more timid students. The teacher hands a small New Testament to a
student. That student passes it to the student next to him and so on around the classroom. At the
moment the teacher chooses, she rings a call bell which stops the passing. The student holding the
New Testament when the bell rings answers the question. The teacher can watch and ring the bell
when she wants a certain student to answer, or ring the bell randomly or at certain intervals.
NOTE: With younger students, a children’s Bible song can be played on a
tape or CD player instead of using the call bell. Rather than ringing the bell,
the teacher pauses the song to stop the passing. If possible, the theme of the
song should fit in with the lessons being taught. We recommend a cappella
recordings such as “Each Little Dewdrop” or “I’m Gonna Sing!,” produced by
Taylor Pubications (
Review Games – A Word of Caution:
The purpose for Bible review games is to utilize the highly effective principle of repetition to
implant knowledge. Games add an element of fun to this learning principle, so this makes review
games one of the best ways to learn Bible facts. However, caution must be used to prevent the game
itself from becoming the main focus of the class. Therefore, the following rules should be followed
when using games to review Bible lessons:
• All questions in the game must come directly from the flash cards or supplementary information
taught. This keeps the game focused on the Bible.
• The game must be simple to set up and play. Too much time in preparation or too much strategy
or activity required during the game takes attention away from the Bible and makes the game itself
the focal point of the class.
• Don’t play games just for fun. It’s okay to have fun in Bible class, but be sure the fun facilitates
learning the Bible!
• “Who Am I?” Label Game: Write the names of Bible characters being studied on adhesive
labels, one name on each label. Also write the names of the characters on a chalkboard. As
students enter the classroom, place a label on their foreheads (being careful not to allow them to
see the name on the label), and instruct them to find out who they are by asking classmates “Yes”
or “No” questions. The only “Yes” or “No” question not allowed is “Am I . . .?” Instead of asking
this question, if they think they know who they are, they write their name next to the character’s
name on the board. The teacher then informs them if they are right or wrong. The game may also
be played as “What Am I?” (Bible events) or “Where Am I?” (Bible places).
• “Fishing”: In a bowl or box, place several fish-shaped cutouts with two or three paper clips
attached to each. For the fishing pole, use a wooden dowel with a magnet attached to the end of a
string. When the child catches a fish, the teacher asks a question from the lesson. Questions or
flash card numbers may be written on pieces of paper attached to the back of the fish cutouts with
the paper clips, or the teacher may ask a question of her own choosing, determined by the
questions on which the child needs more review.
NOTE: Wooden puzzles such as the Melissa & Doug “Magnetic Fishing
Game” may also be used instead of a bowl or box. The questions or flash card
numbers written on pieces of paper may be taped under the puzzle pieces.
Another fun variation of this game is the “Let’s Go Fishin’ Game” by
Pressman Toy Corp. (, available at stores such as
Target and Wal-mart. In this game, plastic fish open and close their mouths as
they swim around the fishing pond. Children have to drop the hook in the
fish’s open mouth to catch it.
• Bible Review Box: In a cardboard box, place items which relate to the lessons being taught. For
instance, a piece of fleece (Gideon); a replica of a locust (Ten Plagues, Joel or John the Baptist);
an iron spike (Crucifixion of Jesus); a piece of cracker (Manna or Unleavened Bread); a piece of
purple cloth (Lydia). Flannel graph pieces used in the lessons may also be placed in the review
box. The child removes an item from the box, then the teacher asks him what the item reminds
him of, or asks more specific questions dealing with the lesson.
NOTE: Oriental Trading ( sells cardboard “Book
Boxes” (IN-48/2377). When painted black with the words “Holy Bible” on the
lid, these make an ideal “box” for this game.
• Hot Potato: This is a variation of the “Pass the Bible” drill. Instead of the students passing a Bible
to each other, a motion sensitive rubber ball is passed. When tapped on the table, the ball begins to
flash for a few seconds. The ball is passed until the flashing stops. Whoever is holding the ball
answers the question. These balls are available from Oriental Trading – (Flashing Bouncing Balls,
IN-12/2176) or The Trainers Warehouse ( - Flashing Timer Ball,
Product Code: BALLFT).
• Spin or Roll: Simplicity is often the key ingredient of an effective game. This game uses dice and
a spinner to determine how many points a student gets for answering a question correctly. If the
student answers the question correctly, he chooses to either roll dice or spin to make points. Use
the spinner or one or two die from a board game. Spinners and dice may also be purchased at
school supply stores. The Knowledge Tree ( carries a variety of
spinners and a unique item called “Double Dice” (KOP11703) – this is a hollow, transparent die
with a smaller die inside.
• Catch the Ball: Another very simple game, but a lot of fun for little ones. Using a plush or foam
ball, the teacher tosses or rolls it to the child. When the child catches it, the teacher asks a
• Bible Basketball: This game is fun for a wide range of ages. Use a small, plastic basketball hoop
and a plush or foam ball (available at most toy stores). Depending on the age of the students,
mount the hoop on a door, cabinet or table. If the student answers the question correctly, he tries to
toss the ball into the hoop. The teacher may determine how many points are scored by designating
certain areas in the room from which the student must shoot. For instance, a shot from the farthest
spot would score three points, and a shot from closer spots would score one or two points.
If playing in teams, the teacher may want to allow the player to consult with the rest of his team
before answering, perhaps with a time limit. This is especially helpful for visitors, who may not
know the answers, but should be included in the game.
• Bible Football: This game is played with two teams, following the regular rules of football.
Players on each team take turns answering questions while their team has possession of the ball.
On a metal-backed chalk or dry-erase board, mark off a 100 yard football field in ten yard
increments. A football shaped cutout made from laminated poster board with a piece of magnetic
tape on the back is used to show movement on the playing field. Flip a coin to see which team has
first possession. Play begins with the ball on the twenty yard line of this team. Questions may be
arranged according to difficulty, with the easier questions counting for less yardage. Ten, twenty,
thirty or more yards may be assigned to each question, depending on the difficulty. Players choose
which level of question they want to answer.
If a player answers a question correctly, his team moves the number of yards on the board
determined by the level of the question. Incorrect answers are fumbles, in which case a player on
the opposing team attempts to answer the question. If answered correctly, the opposing team gains
possession of the football and moves the appropriate number of yards. If answered incorrectly,
play moves back to the other team, with the next player attempting to answer the question.
Touchdowns count for six points. After a team scores a touchdown, one extra point may be
scored by answering an additional question, chosen by the teacher.
• Bible Baseball: This game also follows the rules of its namesake. A baseball diamond can be
drawn on a board and playing pieces representing the two teams used to show movement on the
field, or the classroom can be arranged with three bases and a home plate with players actually
moving from one base to another in the classroom. The teacher plays the pitcher by asking the
The questions should be arranged by difficulty and assigned as singles, doubles, triples or
homeruns. Players choose the difficulty level of the question. Correct answers allow players to
move the indicated number of bases. Homeruns count as one point. Incorrect answers count as
“outs.” After three “outs,” the opposing team comes to bat.
• Bible Quiz Board: This game can be easily played with any number of individual students. The
player with the highest score wins.
Construct a board as shown below using foam board. Mini-cards are placed in pockets attached
to the board. Small stationery envelopes with the flaps removed work well for the pockets.
Select questions for each of the five ‘point’ categories. Questions may be arranged according to
difficulty, with the 100 point questions being the easiest and the 500 point questions being the
most difficult. Or, to increase the “chance” element of the game, place the questions on the board
in random order. If desired, the teacher may place more than one question in each pocket. Make
sure that the numbers on the cards cannot be seen, as this would allow players to know what the
questions are before they are selected.
Players choose their question by informing the teacher from which pocket they want the
question to be taken. For instance, a player might say, “I’ll take ‘I’ for 300 points”; or, “Give me
the second ‘B’ for 500 points.” The teacher will then remove that mini-card from the pocket and
ask the question. If answered correctly, that question is retired. If answered incorrectly, the
question may be returned to the same pocket.
• Flash Jeopardy Review Game: This is one of several review games available at The site provides everything needed to create and play computer
review games. The tools are easy to use and completely free. In order to play the games offline,
the free, relatively small Flash Player file must be downloaded onto the computer you will use in
the classroom. Other games available at the site include the Speed Match Review Game and the
Flash Board Game.
Engraving Heavenly Truths
Quiz Cards
Using Quiz Cards is a fun and easy way to review Bible facts. The cards can be used with individual
students or groups of any size. The object of the games is to match the questions and answers correctly.
By applying magnetic tape to the backs of the cards, the games can be played on metal-backed chalk or
dry erase boards, or any smooth metal surface, such as storage cabinets or doors.
To prepare the Quiz Cards for use, laminate the sheets before cutting out the individual cards, then
apply an inch of magnetic tape to the back of each card. Card numbers are located on the back of the
cards so the teacher can quickly separate and arrange the cards for play. The question and answer cards
are in contrasting colors so players can easily distinguish between the two.
The number of cards used for a game depends on how many cards have been taught, how many
students are playing, and how much time is available. It is usually best to limit the number of cards
used. For a quick review with one or two students, ten cards will usually work well. With groups, more
cards can and should be used, but be aware that if more than 40 or so questions are on the board, the
game gets off to a slow start simply because it takes so much time to locate matching sets. For this
reason, I usually limit the number of questions used to 40. Also, be sure to use those questions that the
students need the most review on.
Individual Play:
For use with individual students, the teacher should place either the question or answer cards on the
board and give the student the corresponding cards to match. Once the students become familiar with
the facts on the cards, a timer can make the reviews more exciting. (Radio Shack sells an inexpensive
digital model with a magnetic back which allows the timer to be placed on the playing surface – Cat.
No. 63-878). Students can see how quickly they can match the cards, or the timer can be set for a
specific time for the students to beat.
Team Play:
For use with groups, divide the students into teams for a relay race, to see which team can make the
most matches. Separate the question and answer cards and place them in two or more “pools” on the
board from which players will draw. (Consider arranging the question and answer cards in groups of 8
or more cards, perhaps in different patterns. This will allow the players to locate matching sets faster.
See “Suggested Card Arrangements” below). Assign each team one side of the board or some other
metal surface to place their matching sets.
Each team forms a single file line. One player from each team goes to the board and selects one
question card and answer card from the “pool” and places them as a set on his team’s board, then takes
his place in the back of the line. The next player in line on each team follows, working as quickly as
possible to form the greatest number of correct matches. The teacher should continually monitor the
matches being made and keep up with the score. The team with the greatest number of correct matches
There are several different ways to play with teams. Add variety to the game by changing the rules
occasionally. Use the following suggestions, or develop your own rules. But remember, the purpose
for the game is to memorize Bible facts and reinforce the lessons being taught, not entertain. So be
careful not to make the game too action-packed.
• Allow play to continue until all of the cards have been matched.
• Using a timer, set an allotted time for the game.
• After the game, go over all of the matches with the class. Let the students help score the
game by determining which matches are correct and incorrect.
• Allow each player to move only two cards per turn – one question and one answer.
• If a player makes an incorrect match, a teammate who follows may correct it, but cannot
move more than two cards at a time.
• Allow each player to make a certain number of matches.
• Set the timer for a specific period each player can be at the board (such as 20 seconds).
• If the timer is used, each player may make as many matches as he can in the allotted time.
• If a player makes an incorrect match and the player on the opposing team needs the question
or answer card from that incorrect match, that player may draw the card from the other team.
Suggested Card Arrangements
Other Games Using Quiz Cards
Four In A Row Tic-Tac-Toe:
Players try to get four X’s or O’s in a row vertically, horizontally or diagonally while preventing their
opponents from doing so. This game can be played with individuals or teams.
On a metal-backed chalk or dry erase board, draw a tic-tac-toe grid with 16 sections rather than the
typical nine. Place a Quiz Card in each section. In order for a player to place an “X” or “O” in a
section, he must answer the question in that section correctly. For correctly answered questions, the
card is replaced with an “X” or “O”.
Individual players or teams compete to capture four adjacent squares forming a larger square, or some
other pre-determined arrangement, such as vertical, horizontal or diagonal rows.
This game is similar to tic-tac-toe, but with a larger playing field. On a metal-backed chalk or dry erase
board, draw a grid of parallel squares. The number of squares depends on the number of questions to
be used. 20 to 40 questions is a good number. Each square should be a little larger than a Quiz Card.
Place a Quiz Card in each square.
To capture a square, a player must answer the question in that square correctly. The card is then
removed and the captured square marked with either an “X” or “O” or some other designation using a
different color marker or chalk for each player or team.
Pass the Answer:
Players match answer and question cards within a time limit. In addition to Quiz Cards and a metalbacked board, a call bell and timer will be needed.
• Arrange the question Quiz Cards on the board. The number of cards used depends on the
number of players. The game is played in rounds, so if only one round is played, use the
same number of cards as there are players. For two rounds, use twice as many cards as
players, etc.
• Seat the players in a circle and give each one an answer card. Set the timer for the amount of
time you will allow for players to match their cards.
• Use the call bell to start the players passing the cards around the circle, either clockwise or
counterclockwise. After a few seconds, sound the bell to stop the passing. Start the timer and
instruct all players to go to the board and place the card they are holding next to the matching
question card. Play stops when the timer sounds.
• Check the matched cards.
• If playing more than one round, cards placed incorrectly are put back into play. Players still
holding their cards keep them for the next round. New answer cards are given to those
players who correctly matched their cards.
• The time allowed for players to go to the board and match their cards should be based on the
number of cards on the board. For more than 20 or so cards, 20 or 30 seconds would
probably be a good time. For fewer cards, allow 10 or 15 seconds. As the students become
more familiar with the facts, less time should be allowed for matching.
• If playing more than one round, consider lowering the time allotment by five seconds for
each subsequent round. Since fewer unmatched cards will be on the board, less time will be
required for matching.
Answer With A Question:
Give each student two or three question cards. Place the matching answer cards in a small box or jar.
The teacher draws an answer card from the container and reads it. The student with the corresponding
question card answers by reading the question on the card.
Study Questions For
A Generation That Knows Not God
Chapter 1 – “My People Perish For Lack of Knowledge…” (Hosea 4:6)
1. List the four characteristics of instruction that lead to failure in teaching our young people.
1) ____________________
2) ____________________
3) __________ __________ __________ __________
4) __________ __________ __________ __________
2. Memorizing facts for the sake of answering questions is called the _______________
3. What is one of the most dangerous results of the catechetic response? ___________________
4. The _______________ of the story teach the very lessons we are trying to impress.
5. The _______________ is always the best way to make principles live in the hearts of men.
6. What is required for a fact to become permanently fixed in one’s memory? ______________
_______________ _______________.
7. Each repetition must be as _______________ as possible, involving as many
_______________ as possible.
Chapter 2 – Teachers Cannot Do It Alone
1. Does the New Testament instruct the church to teach children?
2. To whom is the admonition in Ephesians 6:4 given to bring up children in the nurture and
admonition of the Lord? _______________
3. In the illustration given of the young Israelite father, why did he fail to teach his son
effectively? _________________________________________________________________
Chapter 3 – Relevance or Humanism?
1. List three tenets of Secular Humanism:
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
2. According to Secular Humanism, what is the highest level of achievement? ___________________
3. If the philosophy of Secular Humanism is true, then there is no __________.
4. In religion, humanism teaches that the highest goal is not the hope for eternal life in __________,
but being happy on __________, because the humanist believes that life here is all there is.
5. The humanist says that the only way to benefit from the Bible is to “make it __________.”
6. Our task as Bible teachers is not to teach __________ thoughts, but __________ thoughts.
7. Prophets and teachers throughout the Bible placed their emphasis primarily on what? ___________
Chapter 4 – Back to the Bible Story
1. The Bible is the recorded history of what? _____________________________________________
2. The entire Bible is the story of __________.
3. The Old Testament without the New Testament would be no more complete than a house without a
4. The New Testament without the Old Testament would be no more complete than a house without a
Chapter 5 – Philosophy Of Teaching
1. State in your own words the ultimate goal of teaching:
2. According to Jeremiah 31:31-34, where is God’s new covenant with His people written?
3. What is the danger of using workbooks, prepared lesson plans and other canned information?
4. Complete this sentence: “The teacher must become what he wants his students to be – ___________
_______________________________________________- before he knows what they should be.”
5. What two goals should a good teaching program have?
1) __________________________________________________________________________
2) __________________________________________________________________________
6. Teachers are not _______________; they are _______________.
Chapter 6 – The Teacher – The Basic Link
1. What is the most important factor in successful teaching? _________________________________
2. What is required to become a good teacher? ____________________________________________
3. List the three aspects of teaching:
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
4. What are the four requirements for good teaching discussed in this chapter?
1) ____________________
2) ____________________
3) ____________________
4) ____________________
5. On the average, what is the biggest problem that most Bible teachers face?
6. Clever technique and beautiful visual aids cannot be substituted for _________________________
7. If you have only limited time to prepare for your class, spend all your time studying ________
__________ __________.
8. Part of the power of Jesus’ teaching was that He both _______________ and _______________.
9. The great teacher is one who can _____ __________ __________, __________ __________,
and __________ __________ __________.
10. “The point we must keep ever before us as we prepare to teach any portion of the Bible is:
11. “It takes fully as much effort to teach _______________ well as it does to teach _____________.”
12. “While one teacher is telling the story, the second one [the helper] must ____________________
“The classroom is not the place to __________________________________________________.”
Chapter 7 – Choosing a Subject to Teach
1. What are the two basic reasons for widespread Bible ignorance?
1) __________________________________________________________________________
2) __________________________________________________________________________
2. Faith comes by __________ _____ __________ _____ _____.
What passage in the New Testament teaches this principle? ____________________
3. “It is time to teach our young people what the Bible __________.”
4. The Bible class is not the place to teach such necessary skills as reading, writing and arithmetic.
True False
5. I have not transmitted my faith in God to my child until I have told him:
• Who __________ _____
• What ______________________________________________________________________
• What ______________________________________________________________________
6. “Do not overestimate the _______________ the students have, because _______________ is
widespread. But do not _______________ their ability to learn.”
Chapter 8 – “Study To Show Thyself Approved…” (2 Timothy 2:15)
1. The most important rule in preparing a lesson is to __________ __________.
2. “There is no substitute for _______________ _______________.”
3. “Neither expensive equipment nor beautiful visual aids will hide a teacher’s ____________.”
4. What is one of the most valuable things a congregation can do for its teachers? ___________
5. The value of a teacher training class depends on what? ______________________________
6. Written activity sheets should not be used until the children can __________ and _________
fluently enough to use those skills for other learning.
Chapter 9 – Preparing Today’s Lesson
1. A teacher does not understand a passage well enough to teach it until he can do what?
2. A student has not been taught a passage until he can do what? _____________________________
3. “Mouthing a prescribed set of words does not insure ____________________.”
4. “Lessons we do not understand do not become part of our ________________ ________________
or a part of our ________________ of ________________.”
5. List the three steps involved in the teaching process:
1) Learn: ____________________________________________________________________
2) Present: ___________________________________________________________________
3) Persuade: _________________________________________________________________
Chapter 10 – Presenting the Lesson
1. “It is in our ________________ that we win or lose the hearts of our listeners.”
2. A lesson plan ensures that the teacher has ________________ the material carefully, that
she has an ________________ to follow, and that she does not ________________ some
major point or activity she meant to include.
3. “The child will begin to apply the lessons in his own life when he begins to ______________
with these characters in the Bible.”
4. Which of the following should a teacher do to help students concentrate on what is being said?
Speak louder ____
Keep eye contact ____
Move around the room ____
5. Using elaborate costumes or props to teach a lesson can actually detract from the primary point of
the lesson.
6. “If you have a poor reader in the class, avoid ____________ ____________.”
7. In order to tie the lessons together, the teacher should begin each class with an ________________.
8. “If there is no ________________ taking place, there is no ________________ being done!”
9. Some important rules to remember about visual and written aids are:
1) Be sure the aid helps present the _________________________________________.
2) Be sure it is an aid to learning, and not ____________________________________.
Chapter 11 – Some Specific Aids – Advantages and Disadvantages
1. What are three advantages of using workbooks in the Bible class?
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
2. List the seven disadvantages of workbooks discussed in this chapter.
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
4) __________________________________________________________________________
5) __________________________________________________________________________
6) __________________________________________________________________________
7) __________________________________________________________________________
3. Think of two outside assignments for older students (not discussed in this chapter) in the subject
you will teach next quarter, which could take the place of workbooks.
1) __________________________________________________________________________
2) __________________________________________________________________________
4. List the advantages of Bible storybooks for babies, beginning readers and teachers.
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
5. What are three disadvantages of using Bible storybooks in the classroom?
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
6. A very important question to ask before using a Bible storybook is, “Is it ___________________?”
7. When can Bible storybooks be used effectively in the classroom?
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
8. What are four benefits of using flannel graph in teaching the Bible?
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
4) __________________________________________________________________________
9. What are two drawbacks of using flannel graph?
1) __________________________________________________________________________
2) __________________________________________________________________________
10. “More often than not, a model will actually be a ________________ rather than a help.”
11. What two questions should be asked before using a model to teach a lesson?
1) __________________________________________________________________________
2) __________________________________________________________________________
12. Why are maps so essential to Bible study? ____________________________________________
13. When using a map, you should be sure that it is ________________ for the period of Bible history
you are studying.
14. List four reasons for using charts to teach Bible classes.
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
4) __________________________________________________________________________
15. What is the one big disadvantage of using charts? _______________________________________
16. Chalkboards are essential to effective teaching because we remember things we have ___________
better than things we have only ___________.
17. What are three good reasons for using songs in children’s Bible classes?
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
18. Why should songs from hymnals be used in children’s Bible classes? _______________________
Chapter 12 – Discipline
1. The foundation for spiritual growth is ________________ for God.
2. Children are happiest when:
• ___________________________________________________________________________
• ___________________________________________________________________________
3. In addition to punishment for misbehavior, discipline also includes _______________ and
4. “_____ to _____ contact does wonders to help ________ to ________ concentration.”
5. List the five general rules for good discipline discussed in this chapter:
1) ___________________________________________________
2) ___________________________________________________
3) ___________________________________________________
4) ___________________________________________________
5) ___________________________________________________
6. What is the one thing a teacher can do for the child whose parents do not bring him to church
services regularly? ________________________________________________________________
7. What is a teacher’s greatest source of information on dealing with a handicapped child?
8. Why are the parents of an undisciplined child often unable to help the teacher?
9. “The child from an unhappy home may be starved for ________.”
10. Why is it often hard to distinguish between undisciplined children and those who have learning
disabilities? _____________________________________________________________________
11. List the six suggestions given for dealing with discipline problems:
1) __________________________________________________________________________
2) __________________________________________________________________________
3) __________________________________________________________________________
4) __________________________________________________________________________
5) __________________________________________________________________________
6) __________________________________________________________________________
Chapter 13 – The Child’s Level
1. Regardless of the age of the students, the teacher must always carefully consider their __________
__________ when presenting the lesson and giving assignments.
2. “A child can respond on a much harder level of ___________ work than he can with ___________
3. What is the best way to determine the ability level of your students? ________________________
4. List the four suggestions given for determining the ability level of certain age groups.
1) _____________________________________________________________________________
2) _____________________________________________________________________________
3) _____________________________________________________________________________
4) _____________________________________________________________________________
5. When preparing lessons for a class which consists of different grade levels, the written work should
be on the level of the _______________ in the class, while the oral work should be on the level of
the _______________ in the class.
6. As a general rule, the time required to complete a homework assignment should be equal to the
amount of time the student is in the Bible class each week.
7. “The more ___________ the point is made at the time of presentation, the more likely it is to be
8. In order for facts from the lesson to be fixed in the student’s memory, every lesson should include
time for _______________.
9. What is the value in learning lists of Bible names, places or events? _________________________
10. “There has been no real teaching done until there has been real _______________ on the part of
the hearers.”
11. What are the “Three R’s” of learning? 1) ________________
2) ________________
3) ________________
12. How can the teacher make reviews interesting and effective? ____________________________
13. In what way can review games interfere with the learning of facts? _______________________
14. Why should tests not be used in classes that consist of more than one grade level? _________
15. Instead of testing in a small class, what is the easiest way to monitor a student’s progress? ______
16. “Methods that are based on an __________ ________________ and which include a variety of
________________ allow for a wider variation of __________ and ________________ in the
Chapter 14 – Parents and Babies
1. During the first ______ __________ of life, those things taught to be important tend to remain
important throughout life.
2. How can reading Bible stories to very young babies help develop teaching skills?
3. Why is learning how to behave in worship services so important in a child’s life?
4. In reality, the Bible class teacher is the parents’ __________ in teaching their child.
Chapter 15 – Bible Classes for the Pre-school Child
1. Pre-school children can learn an amazing amount if the material is presented on their ___________.
2. Since babies learn best by repetition and experience, who make the best teachers for this age group?
3. “If a child has not been talked to and read to regularly, then he has not learned to ___________.”
4. One of the primary lessons teachers of pre-schoolers must teach is how to ___________ and how
to ___________ in a Bible class.
5. In order to learn anything effectively, one must be able to do what three things?
1) ___________
2) _____________________________
3) ____________________________________________________________________________
6. The best way to teach pre-school children about God and the Bible is by teaching Bible stories
about ___________ of ___________.
7. ___________ a child draws his attention back to you faster than any other way.
8. “Talk ___________ as you tell the story.”
9. “The ___________ you are, the more ___________ the children tend to be.”
10. Visual aids used for teaching pre-schoolers should be very ___________ and ___________.
11. The only figures necessary in a visual aid for this age group are the ___________ ___________
performing the ___________ ___________ in the story, because these are what the child can
remember at this point in his development.
12. “Be sure your visual aid is stressing the ___________ ___________ of the lesson, not some
insignificant side point.”
13. Be sure the ________________ ___________ for a teaching aid is in proportion to the __________
it will be in the learning process.
14. “Your most effective visual aids will be objects they can ___________ or pictures they can
___________ – not pages for them to ___________.”
15. Even though pre-schoolers are not yet reading, writing the names of the main characters of the
story on the chalkboard will help them learn and remember.
16. Young children respond better to songs when ___________ are used.
17. “One of the most effective review methods for young children is to have them _______ _______
the story.”
18. Young children can learn lists of names easier than individual names. True
19. Briefly summarize the activities in the suggested lesson plan for a pre-school class:
1) _____________________________________________________________________________
2) _____________________________________________________________________________
3) _____________________________________________________________________________
4) _____________________________________________________________________________
5) _____________________________________________________________________________
6) _____________________________________________________________________________
7) _____________________________________________________________________________
8) _____________________________________________________________________________
9) _____________________________________________________________________________
10) ____________________________________________________________________________
11) ____________________________________________________________________________
12) ____________________________________________________________________________
Chapter 16 – The Elementary Child
1. One of the greatest failings in the Bible classes of this era is the failure to teach what?
___________ ___________.
2. It is during the elementary years that children are most eager to learn.
3. “The concept of ________ ________ ________ is one of the most important concepts we can
teach our children.”
4. “These [elementary ages] are the first years that the child will carry __________ ____________
into adulthood. He can remember an interesting statement you made to his grave, so be sure it is
5. “___________ ___________ helps to prevent boredom and lengthens the attention spans.”
6. “Never, never, never give an ________ ________ calling for a ___________ ___________
to elementary children.”
7. “________ are one of the best ways of all to show children that [Bible] events really happened.”
8. “Children do not need ________________ to keep them happy in a Bible class.”
9. “Be sure the time spent making and using the aid is directly proportional to its ___________ in
presenting the ___________ ___________ of the lesson.”
10. “All of us respond better to ___________ than to ___________, so take time to _____________
your students. [But] Pleasantly worded ___________ is appropriate.”
11. “These are excellent years to lay a solid foundation of ________________ ___________.”
12. In order to develop effective Bible study skills, one must memorize the ________ of the Bible,
and be able to locate a particular ________, ___________, and ________.
13. What is a good assignment to help children practice this skill? _____________________________
14. “A ___________ is always a ________________ child.”
15. “Do not be shocked if some question arises that hints of ___________. [Questions such as this
are not a sign of a] lack of faith, but a sign of ___________ in their ___________.”
16. By giving an answer from a specific Bible verse, you are teaching respect for the _____________
of God’s word.
17. “Say, ‘___ ___ ______ ________,’ rather than give an ________________ answer.”
18. “Do not make your lessons too hard for the ___________ child, but _____________that top one.”
19. “Just because one can give the correct answers to questions, or is afraid of hell, does not mean he
is ready to ________ the ________.”
20. Briefly summarize the activities in the suggested lesson plan for an elementary age class:
1) _____________________________________________________________________________
2) _____________________________________________________________________________
3) _____________________________________________________________________________
4) _____________________________________________________________________________
5) _____________________________________________________________________________
6) _____________________________________________________________________________
Chapter 17 – The Older Classes – Pre-Teen, Teen, and Adult
1. Pre-teens can learn complex lessons, provided they are presented by means of a __________
2. “A child’s personal awareness of sin comes through his own ________ ___________ _________.”
3. “Pre-teens lose respect for a ________ teacher fast.”
4. Which of the following behaviors could indicate a developing disinterest in the church:
____ Irreverence
____ Boredom
____ Disrespect
____ Refusal to do assignments
____ Missing services for any reason
____ All of the above
5. Questions that hint of unbelief should be dealt with in a ________, ___________, ____________
____ ________ way.
6. “Forbid misbehavior sternly. You will not drive the child away by your ___________.”
7. “The little child looks to his ___________ for their approval; the elementary child looks to his
___________; the junior high student looks to his ________ ___________.”
8. You have lost the battle with a problem teenager if you do what? ___________________________
9. When working with early teens, the teacher should appeal to their new-found ___________, and
ignore their ________________.
10. The teaching method used with early teens should involve very little ________ _______________
from the class.
11. “Even the least rebellious [older teen] must make the Bible principles he has been taught into his
own ________________.”
12. “[Older teens] need lots of help on how to handle specific problems that arise, but they need Bible
________ also. They cannot obey ________ they do not know exist.”
13. Since hearing a fact once is not enough to stamp it upon the memory, a good teacher will . . .
___________, ___________, ___________.
14. “A ___________ has as much responsibility to know the Bible as any ________ living.”
Chapter 18 – Jesus, The Master Teacher
1. “Jesus’ ________________ was fully as marvelous as His miracles.”
2. List three characteristics of Jesus’ teaching.
1) ________________
2) ________________
3) ________________
2. “Jesus moved in His teaching from the ___________ and ___________ to the ___________.”
3. Why did the Sadducees not believe in the resurrection from the dead (Matt. 22:29)? ____________
4. What two things played a vital role in making Jesus such a great teacher? ____________________
5. “________ for God’s word encourages ___________ and ________________ on it.”
6. “Understanding of the scriptures comes through _________________________, ___________, and
the __________________________________________________________________________.”
7. List the techniques Jesus used in His teaching:
1) _____________________________________________________________________________
2) _____________________________________________________________________________
3) _____________________________________________________________________________
4) _____________________________________________________________________________
5) _____________________________________________________________________________
8. What specific things can one do to become more like Jesus?
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