Peace!

• To families touched by violence and death, including many in Newtown, Connecticut . . .
• To co-workders touched by grief at the death of loved
  ones . . .
• To teachers who teach classes large and small with whatever resources the congregation will provide . . .
• To students who are distracted by many competing demands on their time and their hearts . . .

The angels near Bethlehem, and the angels near where you live, bring a message of peace on earth.

Not peace because we humans are good; we're not.

Peace because God is good; He is! He conquered our enemies of sin, death, and Satan through a bloody victory on the cross to win us forgiveness, new life, and eternal salvation.

I pray that you will have many opportunities to teach God's children that Good News in the week ahead.

A Class of One

It may be that some Sunday in the next month, many teachers will be faced with a very difficult situation . . . a class of one. It it not surprising that many will find this situation difficult of a couple of levels. Let's deal with two specific areas of concern.
Physically
In our present societal culture, my first piece of advice, when faced with a single student when it comes time to start your Sunday School class is this: don't.
I encourage all agencies of the Church to adhere to a two-deep policy: two adults present at all times with children. This is especially true when there is only one child in the class. How could anyone in the church be concerned about my conduct, you might ask. Tom Nummela must have a warped mind. None the less, for the protection of the volunteers involved as well as the children, this should be a  matter of policy. It is often mandated by your church's insurance carrier.
If you find there are just two of you in the room . . .

• Join another class, one level up or down as needed. The other teacher will probably be surprised, but things will sort out quickly and everyone will benefit.
• Recruit another adult or parent to join you. The child's parent would be ideal. Everyone will be more at ease.

In either case, explanations will be a whole lot easier if it is simply in response to the church's policy.
Educationally
Assuming that you have that extra body in the room and are going ahead with the lesson, consider these realities:

• Discussion may be difficult.
• The lesson will go very quickly.
• It is time to get personal.

Getting personal will help on several levels.
As the teacher, be personal. Share your story. Make sure the student knows that you teach about Jesus because you love Jesus and know He cares for you. Reveal enough about yourself to give the student some opportunities to relate to you.
With the student, get personal. Spend some time at the beginning of class to get to know the student. Ask fact questions about family, pets, school, hobbies, sports, and other interests. Even if you know the child well, get to know him or her even better. The point here is both to learn and to let the student practice talking to you. When the lesson discussion comes around you'll find it will go much better.
Read the Bible account, re-tell the account, and ask review questions. The review could be a two-person drama, perhaps. You'll have time to round up a few props, practice the lines, and really get it right.
Build your review and application questions like a pyramid. Lay a base of easy questions, ones with obvious answers. Structure the questions so that the student cannot answer in one or two words. (Remember, you want the student to get comfortable conversing with you.) After the base has been laid, look for the analysis questions that will unpack motivation, why the people in the story acted as they did, and why God acted as He did in this situation.
When it comes to application, lead the student to see that he or she is like the person God helps in the story, more than the one who helps (not the Good Samaritan, but the man who fell among thieves; not the shepherd or the woman who lost the coin or the father, but the lost sheep, coin, and son).
As you teach, decide whether the application activities in the lesson will work with just one student. Invent your own craft ideas as you go along. Invite the student to illustrate the story on the board, or draw a picture on paper to share with parents. Take the child along to the supply room to gather some cool stuff to create some take-home art.

Finally, be brave. Sing the songs suggested in the lesson; no one will hear but you and an audience of one. Try something new; if it doesn't work, your learning partner will be forgiving. Above all, let the Gospel shine clearly. The class of one is a rare opportunity to assure that child of God's love and forgiveness in a personal way. Make the most of it.

God bless you as you teach God's child His Word.

Children's Christmas Service or God's Word?

What will your Sunday School be doing for the next three Sundays? Teaching God's Word using the curriculum you've paid good money for? Or rehearsing for the annual children's Christmas service?

The children's Christmas service is a wonderful teaching opportunity in and of itself. It not only teaches God's Word, Law and Gospel, to the children (I hope and pray that this is so), but it provides an opportunity for the children to be the teachers, sharing God's wonderful Christmas Gospel with the congregation members, family, and friends who attend. It is an event that offers spectacular visibility for your Sunday School within the congregation and in your community. By all means, continue this tradition in your congregation or begin it.

But don't let it crowd out the Sunday School's agenda for teaching the Bible's salvation narrative in an organized sequence of lessons. Keep this main thing the main thing, even in December. Here are some tips for preparing for the Christmas service with a minimum or disruption.

• Use the musical selections of the service in school-wide or classroom openings and closing in December.
• Practice for the service outside of Sunday School time. I had mostly seen these rehearsals run on a couple of Saturday mornings in December. Yes, it is another family commitment during a very busy time of the year, but parents are usually highly committed to this event. If they understand that the Saturday rehearsals are the price of participating in it, they will usually bite the bullet and make it work. (And it can be a great kid-free shopping window, though you don't have to advertise it as such.)
• If using some Sunday time is essential to make it work, don't surrender the entire hour. Use a half hour. Or keep the kids for an extra 20 minutes after class for rehearsal.
• Send home unused Sunday School materials (leaflets and craft pages) with the children with a note suggesting how they can be used to teach or review the lesson at home. 

God bless you as you, and your children, teach His children His Word!

Since When?

When did it happen that clear presentation of the Gospel became just one of many criteria measured during the selection of material for teaching Sunday School lessons?

Those evaluating Sunday School material measure . . .
. . . cost per student.
. . . engaging activities.
. . . colorful illustrations.
. . . how well the lessons match the Church Year.
. . . activities to take the lesson into the home.
. . . developmental appropriateness.
. . . ease of teacher preparation.
. . . effectiveness in teaching the Gospel.

That's great! These things should be considered. Absolutely! But it seems often that these criteria, and others considered important in a given location, are given more or less equal weight. Cost per student or engaging activities may out-weigh the doctrinal content for the material when the final selection is made.

Obviously, I am not without bias. My life's work these days is to prepare Sunday School material that changes hearts and touches lives through the clear proclamation of the Gospel in every lesson. But it seems to me that the Gospel ought to count for more.

Given that God's Word of Law and Gospel, sin and grace, is at the heart of Scripture and the only means by which lives can be changed for good, is it really wise to choose any material in which the light of Gospel does not shine?

Thanksgiving

Our choir sang a choral gradual for Thanksgiving that will stick with me for a long time, I hope. It is a wonderful arrangement by Carl Schalk of a prayer by George Herbert:

"Thou [who] hast given so much to me,
Give one thing more, a grateful heart;
Not thankful when it pleaseth me,
As if Thy blessings had spare days,
But such a heart whose pulse may be Thy praise."

Thank God that His generousity, His gifts to us, are constant and plentiful, never sparse [spare], and not dependent on our prayers or our gratitude.

I have so much to be grateful for, and, sadly, am never so generous with my thanks as God is with His gifts.

God's grace at work!

Thank you for teaching God's children His Word.

Simple Truth, the Gospel Is Not Simple

Preparing lessons with clear proclamation of the Gospel heart and core is not an easy task. There are many ways in which things can fall short.

If a lesson has been written without clear proclamation of the Gospel, teaching it in a way that adds God's grace back in is even harder.

The Gospel needs to be the starting place not the optional accessory to the lesson.

Just saying.

God bless you as you teach God's Word of Gospel to His children.

Teacher, Resist the Temptation

Resist the temptation to cover everything in the teacher guide, lest you cover everything including the intended key point.

The publisher has probably delivered more than enough material to you, so that you have enough for that extended hour or small class that rips through the lesson in record time. This is good news! It gives you options.

But you are the one who decides. Keep the key point in mind, that kernel of Law and Gospel that will deliver the Good News of Jesus' love to your students. Choose the parts of the lesson that make the most sense for communicating that Gospel to the specific students you have in that specific classroom on Sunday. Adapt, review, invent, re-weave. Make the lesson your own. But don't try to teach it all! Teach the main thing in an engaging way.

Next week your students will be back to hear more!

God bless you as you teach God's children His Word!

Sunday School for the Small Church

What do folks mean when they ask for "Sunday School materials for the small church"?

• Material that works with ultra-small classes?
• Material that works with combined grades?
• Material for all students (preschool through upper grades) in the same room?
• Material for churches with just one or two teachers?
• Material that works in small classrooms, or where classes meet in close proximity without the benefit of walls and doors?
• Material for churches that can't afford copiers?
• Material for churches that can't afford to purchase leaflets?

I wonder at times whether what is really being asked for is material that requires little or no advance preparation and material that costs next to nothing to purchase.

Me? I'm always suspicious of the easy and cheap stuff. If it sounds too good to be true, it probably is (too good to be true).

Teaching God's children His Word is often, maybe even always, hard work that requires preparation to be most effective. And material that will make it happen is worth paying for.

What am I missing?

Maybe there is a "leaner and meaner" way to do Sunday School material?

I'd love to hear your ideas.

Would You Rather Have . . . ?

Would you rather have . . .

. . . full color printing for student material or reproducible pages?

. . . material on a CD that you can print or everything accessible on a well-organized Web site?

. . . too much material in the lesson plan the publisher gives you or enough for the average Sunday School class?

Would you pay more for . . .

. . . a teacher guide that included thumbnail images of the student materials?

. . . a teacher guide with half-size student pages with the answer typed in where applicable?

. . . a teacher guide PDF file on a CD or Web site with hyperlinks to student page and teacher tool images, song recordings, relevant Web sites, and other resources.

Your publisher frequently seeks data on questions like these through surveys. We sometimes makes assumptions about how customers would answer these questions. The "answers will vary" to these questions, but in reality the only answers that probably matter very much to you are your own.

So I'm curious!

What kinds of resources would really make sense in your Sunday School?

I'd love to hear your thoughts.

God bless you as you teach His children His Word.

Did Your Lesson Point to Christ?

How did you do on Sunday? Did your teaching opportunity go well? The crucial question you should be asking yourself is this one: did your lesson point to Christ?

A recent letter suggested to me that, while there were probably some good moral truths to be gleaned from lessons about the Tabernacle or the twelve spies in Canaan, we could better spend our time in Sunday School teaching the Creation account more frequently. I responded with two basic goals for Old Testament Sunday School lessons.

One is to teach as much as is practical about the narrative thread of the Bible, the history of God's plan of salvation for humankind. This will provide a Gospel skeleton, a framework, on which to hang each of the lessons we teach. The creation of the world, and of human beings, and the fall into sin set in motion events that took place over many generations and centuries according to God's specific plan.

The more important reason to teach these Old Testament accounts, though, is that each of them points us to Jesus. A lesson about the Tabernacle will remind us that just as God chose to live among His people during their years in the wilderness and as they claimed the land He has promised them, so He chose also to live among His people in human form as Jesus of Nazareth, and He promises to be among us today through the Means of Grace, His Word and Sacraments. The Tabernacle points to Jesus. Each Old Testament lesson should do the same.

Where was Christ is the lesson you taught on Sunday? A promise from God? A type? A fulfillment of a prophecy?

God's blessings as you teach God's children about Jesus even in your Old Testament lessons.

How Close Are We to a Technology Tipping Point?

A colleague reminded me last week of the reality of the "tipping point" when it comes to the adoption of technology in our society.

Mobil phone technology went from fantasy (remember Dick Tracy's wrist radio?) to clunky (with phones the size of small suitcases), and then in a few short years to commonplace, nearly ubiquitous.

Digital textbooks were unheard of (at least by me) just a few years ago. Today I hear predictions that virtually all public school textbooks will be digital by 2016.

In each case, the adoption of the technology followed a familiar bell curve, more or less.

But, the rate of adoption seems often to be a roller coaster, slowing creeping uphill to a "tipping point" and then racing down the slope to popularity.

It makes me wonder where we are in the use of technology by the Sunday School teacher and in the Sunday School classroom. How close are we to a tipping point?

I'm relatively certain that we are still on that uphill climb. Some might think we are still a long way from that tipping point. I wish I knew.

To be sure, there are some innovators and early adopters, places where Internet access, projectors, and Smart boards can be found. And I know that technology will bring some wonderful blessings (check out the Glo Bible at globible.com). But, my sense is that we are some way out from that tipping point.

What do you think? How soon will churches be willing to invest in technology for the Sunday School classroom?

Which will come first? The equipment being available (computers, screens, projectors, boards) or the media (digital TG, projectable posters and other media, links to on-line resources) embedded in the resources you buy?

Where are you on the technology curve? Where do you think our church body as a whole is?

How soon will you be ready for digital Sunday School resources?

God's blessings as you teach His children His Word!

You Are in the Customer Service Business

It struck me this morning, as I pondered a superintendent's comment that her teachers preferred "grab-and-go" lessons over ones that took "preparation." Our Sunday Schools---and their directors and teachers---are in the customer service business.

Each child who attends, and by extension their parents and families, are customers who come with definite expectations about the quality of the service they will receive.

That raises some questions.

• What are you doing to make sure that these customers are "repeat customers," loyal, and engaged?
• Are you taking the time to prepare lessons that are adapted for the educational needs and interest of your students?
• Are you ensuring that the Gospel is presented front and center rather than the moralistic junk that so many publishers provide?
• Are you treating your students as customers, being polite, pleasant, and engaging?

Make no mistake, customers notice quality and make choices about where and how often they "shop."

How do you make each Sunday School customer's visit "first class"?

God bless you as you teach your customers His Word!

The Impact of the Lectionary

How much does the lectionary impact your Sunday School?
Here at Concordia Publishing House, we have crafted our lesson sequence with two things in mind: (1) biblical literacy and (2) the three-year lectionary. The result is, of necessity, a compromise.

In pursuit of biblical literacy, we depart from the lectionary in significant ways. The readings of the lectionary do not incorporate a chronological look at the Old Testament; in fact, large swaths of the salvation narrative from the Old Testament are not included in the lectionary at all. In order to expose students to the key events in the salvation narrative, we teach Old Testament lessons in a chronological sequence in each fall quarter, dividing the Old Testament into four very unequal parts. Other departures from the lectionary occur in the spring quarters. The events of Holy Week cannot be adequately taught in just one Sunday School lesson, so some lessons before Easter often depart from the appointed Gospel reading. Similarly, the Book of Acts contains many events worth teaching in Sunday School, so other Gospel lessons are sacrificed. When all is said and done, students will study the appointed Gospel text about seventy percent of the time in our winter and spring quarters. And we've worked hard to have even this degree of congruence with the lectionary.

But then we have to ask: what about those who do not use the three-year lectionary? A portion of our LCMS congregations have retained the one-year lectionary. Another portion still worship out of an older hymnal, while our Sunday School lessons are pegged to the lectionary as revised in the Lutheran Service Book. And there are a fair number of congregations where the lectionary is unique to that congregation, where the pastor preaches series of sermons that do not use the historic lectionary and then chooses readings that support that sermon topic.

When it happens, teaching the Gospel lesson for the Sunday in Sunday School provides powerful reinforcement. It connects the worship and education experiences and allows them to support one another. It gives the family a solid core on which to build with devotions and discussions through the week. When it does not happen, the students still get a solid lesson, rooted in God's Word, that teaches salvation through faith in Christ each and every week. We seem to be on target for a lot of congregations. How about you?

Does your congregation use the three-year lectionary in your worship services? Another version of the lectionary? No lectionary at all?

What do you like, or not like, about the sequence of lessons in your current Sunday School curriculum?

What aspects of the curriculum are equally or more important than lesson sequence?

God's blessing as you teach His children His Word!

Is Sunday School Necessary?

Sunday School intends to complement the efforts of parents to teach the Holy Scriptures to their children. Even for a family where they gather daily around a family altar for Bible reading and devotions, attend Christian day school, and worship weekly in the Divine Service, God has more blessings to share each time we study His Word, including Sunday School. Sadly, such families are all too rare. All the more reason that families avail themselves of their congregation’s Sunday School.

Are there families in your church that don't need Sunday School? (Or who think they don't?)

How do you address that issue?

God bless you as you teach His children His Word.

One Size Does NOT Fit All

How big is your Sunday School? How does its size influence its structure and your choice of curriculum?

Small Sunday Schools
Two-thirds of the congregations of The Lutheran Church-Missouri Synod report an average worship attendance of less than 125 people. Assuming that Sunday School attendance is likely fifty percent of that figure or less, we're talking about a lot of congregations with less than 50 children age 3 through grade 8 in Sunday School.

The small Sunday School faces significant challenges. Among them is fewer paid staff (a pastor and a part-time secretary?), so little ability to customize curriculum. My guess is that the small church organizes Sunday School along traditional lines and purchases a traditional curriculum, adapting as needed for their local situation. That's good!

Large Sunday Schools
A couple of larger Sunday Schools in large congregations have come to my attention recently. The congregations are significantly larger than average (2500 and 5,000 members; worship attendance reported at more than 1,000 and more than 1700 people respectively). Sunday School statistics are not published but attendance for threes through grade 8 is likely 300 to 500 students.

The large congregation also faces significant challenges. It is more difficult to motivate members to participation beyond the Sunday morning worship service. As a percentage of worship attendance, Sunday School attendance is usually smaller for large congregations. There are more paid staff, however, some of whom have specific responsibility for Sunday School. The Sunday School is often structured along less traditional lines; a large group opening and Bible presentation followed by small group discussion is a frequent pattern. Material may be prepared locally from scratch or heavily customized to meet the specific needs of this one large congregation.

Theology Matters
It is to be hoped that both large Sunday Schools and small ones will give equal attention in their choice of curriculum materials to theological content, especially the faithful teaching of God's Word, Law and Gospel, sin and salvation.

Cross Explorations
CPH now has a curriculum designed for a less traditional Sunday School structure. It will work well in small Sunday Schools and large ones. It adheres to the doctrine expected by confessional Lutheran congregations. I hope our large congregations will check it out! (And our small ones, too.)

Would you describe your Sunday School as large? Small? Somewhere in between?

How does your size influence your structure? Have you made some unique adjustments?

How has your size influenced your choice of curriculum?

How to Prioritize

A Sunday School teacher recently asked a question I often hear: "Why do you provide two hours of materials for a one-hour Sunday School lesson, when I have only thirty minutes in which to teach it?" (Okay, truth, this is not a direct quote, but the gist is there; believe me.)

Some teachers, it seems, feel guilty if they do not cover everything in the lesson. My goal is always to absolve that teacher of guilt.

If your class is small, your students quiet and shy, or your Sunday School "hour" really seventy-five minutes long, you may be looking for that extra material. Or if you can't play that CD, or involve your students in that biblical drama, or risk disturbing nearby classes with that exuberant game, you may be forced to omit several minutes of the original outline. You see the dilemma: the publisher is under pressure to include more than enough material, rather than not enough material, for the broadest possible range of circumstances.

The result? The teacher becomes the final editor. You will have to adapt. And that's a good thing!

I suggest though that you prioritize your lesson choices in a thoughtful manner.

Priority One
Teach the Bible account and key point. Make sure your lesson includes an engaging presentation of the Scripture text. Use the Bible. Help the students find Jesus in the lesson (yes, even in the Old Testament lessons).

Priority Two
It bears repeating: engage the students. Edit the lesson to maximize the students' enjoyment of the Sunday School experience. It is a sin to bore children.

Priority Three
Guide the student to see themselves in the lesson. Luther reminds us that the "Holy Spirit has called me by the Gospel, enlightened me with His gifts, sanctified and kept me in the true faith." Help the Gospel reach into the lives of each of your students each Sunday.

How long is your Sunday School lesson time?

What are your favorite ways to shorten the lesson outline?

How could your material be more helpful when it comes to adapting the lesson?

God bless you as you teach God's children His Word!

Encouraging Participation

Our Sunday School materials at Concordia Publishing include an e-mail address for any and all questions our customers might have about their Sunday School. I received a request over the weekend for assistance in getting parents to bring/send their children to Sunday School.

I think I will break my response into two parts, (1) what message do you want to send and (2) how do you send the message?

What Message Do You Want to Send?

• Jesus loves children and wants them to come to Him (Matthew 9:14).
• Sunday School is a place where children and their parents meet Jesus every week through the clear proclamation of Law and Gospel, sin and grace. (It will boost the credibility of your message if this is really true about your Sunday School.)
• Children are forming now the habits and attitudes that will guide them throughout life; parents determine a child's attitude about Sunday School through their participation and investment in Sunday School. "As the twig is bent, so grows the tree."
• We never get too much of God's Word; the student who hears God's Word daily in the Lutheran day school or weekly in midweek or confirmation class can still benefit from hearing about God's love on Sunday in the worship service and Sunday School. There is always more to learn.

How Do You Send the Message?

• From the pulpit. The pastor's support and involvement is crucial.
• Personally. Face to face or at least voice to voice will be ten times more effective than bulk mail or bulletin announcements.
• Frequently. "We tried that once" doesn't cut it. "We did that last week" is still not a great excuse.
• Graciously. You may be able to get a family to Sunday School once or twice through guilt, but the Law is not your best weapon without healthy doses also of the Gospel.
• Through caring, well-equipped and well-prepared teachers.

Do parents seem to believe that their children won't learn anything new in Sunday School? Invite them to sit in as helpers or encourage them to serve as teachers.
Do parents believe that soccer or other sports are more important than Sunday School and church? Some Law may certainly be required; Luther's explanation of the Third Commandment is a good place to start.
Do parents complain that their children don't want to go to Sunday School? Encourage them to set a good example through their own attendance. Encourage your church to offer a broad range of Bible studies for adults as well as children.

How would you answer the question, "Why should I send my kids to Sunday School?"

How do you encourage attendance in your congregation?

Thanks for all you do to teach God's children His Word.

Learnings from "Second Grade Bible Sunday"

Our new congregation, St. Paul's Lutheran Church, Des Peres, MO, recognized second graders and their families with the gift of a Bible for each student as part of the worship service this past Sunday. At least 80 percent of the students, including (I was told) many who are not likely to attend Sunday School. Still attendance was good for this event. What can we learn from this event and apply to other aspects of the Sunday School?

Personal contact bears fruit. It was obvious that the families of each second grader had been contacted, made aware of the event, and invited to participate. I'd like to think that contact was personal (phone or visit) rather than just by mail or blanket e-mail.

People responded to the offer of a significant gift. The Bibles presented were not cheap (a $25.00 value). They were special and personalized for each child. (Okay, the personalization was to take place later and that could have been improved, but it was a big deal for these kids.)

Give the event and the participants visibility. The students and their parents were invited forward by name during the worship service, introduced, and applauded. It was a relatively big deal. I've seen in other congregations a connection made between this gift of the Bible and the parents' baptismal promises. It would have been nice if the pastor had prayed with these families at the altar, but he did pray for all parents and students just moments before. How many other times will a second grader get to stand in front of the congregation and be applauded just for being there?

The worship event was tied to participating in that morning's Sunday School class. The students were encouraged to be in Sunday School that morning with their new Bibles. The Bible would be personalized with name-plates and other information, the students would meet the regular Sunday School teachers. It was an attempt to make this one-time event the beginning of a habit of regular participation.

I hope it works for these children, that they become regular students of God's Word!

How could this kind of milestone event be leveraged into regular participation?

What other events of this kind could be added to the congregation's calendar to encourage parents and children to participate in Sunday School?

What great ideas do you have for making the most of "Second Grade Bibles Sunday"?

Rally Day

Does anyone even call it that any more? Christian education Sunday, maybe? A Sunday, usually near the end of August or the beginning of September, when the congregation focuses on Sunday School. Here are some objectives you might consider for your Rally Day.

State the Obvious!
We all need God's Word! Rally Day is an opportunity to remind the entire congregation that hearing God's Word and studying God's powerful message is at the heart of the Christian life. It is the way that God has chosen to be with His people in our time. Children, young people, parents, and all other members of the congregation benefit from being reminded.

Give Visibility!
Rally is an opportunity to give your Sunday School program prime face time with the worshiping congregation. Let the children sing, act out the Scripture lessons, and help the ushers. Recognize those who have agreed to teach and serve in other Sunday School roles though a rite of induction or commissioning.

Contact Students Personally!
At least once a year, every student eligible for Sunday School in your congregation should be contacted personally by his or her potential teacher or another volunteer with an friendly invitation to attend Sunday School regularly. The week before Rally Day is a great time to do this. Since your Sunday School operates during the summer (it does, doesn't it? If you wonder why check out this earlier post), you might legitimately focus on those who are not attending regularly or at all. But you cannot assume that notes in the weekly bulletin or church newsletter, or even a well-written e-mail, will have anything like the impact of a personal phone call or home visit.

Refresh the Premises!
Rally Day is a great excuse for major house-cleaning. Clean the cobwebs, light fixtures, walls, doors, windows, and floors. Take down dated, faded, or tattered posters and decorations. Paint rooms that need it. Scrub the furniture. Clean any classroom toys (now, but more than once a year). Examine the building with the eyes of a stranger, and post improved signs as needed.

Promote Students to Their New Classes!
Okay, I'm of mixed mind on this one. Rally Day is a great time to do this. It is an exciting step for almost every child, one they look forward to since it conveys a positive message of growth. It can be scary for some children, though. And, for many students, the entire summer is confusing, since they "graduated" from their last grade in May, but the church didn't seem to get the message. Promotion in June is a logical and appropriate alternative.

Rally Day, Christian Education Sunday, should not be the only time you give visibility to this crucial ministry in your congregation, but it is one you should not miss!

When do you promote your students?

What date do you prefer for Christian Education Sunday?

What other objectives do you have for your Rally Day?

God's blessings as you teach His children His Word!

Teachers Interaction Magazine

The Fall 2012 issue of Teachers Interaction magazine, the magazine for today's Sunday School, was released last month. Have you seen it? (E-mail me at tom.nummela@cph.org if you have never seen this magazine. Include your mailing address and I'll make sure you get a sample copy.) I had the privilege of editing this magazine for the past 14 years, but have recently turned the reigns over to my colleague Mark Sengele.

This issue centers on the topic of "Christology," the doctrines of the Church that unpack the person and work of Jesus Christ. It does so using language that volunteer teachers can understand and make their own. It is worth the "single copy" price of $5.50; it's even a better deal as part of a subscription. You can check it out at teachersinteraction.cph.org.

Here's a rundown on this issue: "Pastor Timothy Pauls introduces the topic in “Christology in Sunday School,” challenging us to teach clearly but to allow God’s mystery to be believed rather than understood. In “We Wish to See Jesus,” the editor presents the case for a Sunday School that is truly centered on Christ. Pastor Charles Lehmann looks at the lessons in this fall’s quarter of Growing in Christ Sunday School materials and succeeds in “Finding Christ in the Old Testament.” DCE James Lohman suggests ways our students can be involved in serving Christ as we serve others in “The Hands of Christ.” Reverend Scot Kinnaman provides a helpful look at some things we can share with our students about the Divine Service in “Our Worship Teaches Christ.”

Teachers Interaction is the only magazine of its kind, devoted exclusively to volunteer Sunday School teachers and those who support them. It can be a great supplement to your teacher training. It is tailor-made for those who teach God's children His Word. I hope you'll check it out!

What would make Teachers Interaction an even better value to you?

What topics do you think this magazine should tackle in future issues?

Thirty Days Prayer

Dear Lord,

It is now just thirty days from the beginning of a new year of Sunday School for many congregations, teachers, and students. As the first or second Sunday of September rolls around, I pray that You will bless all those involved in teaching the Word to children in the weeks and months ahead.

Especially, Lord, I pray . . .
. . . that this can be a time of fresh starts and new enthusiasm, even in churches where Sunday School is a year-round program.
. . . that congregations are led to find teachers with caring hearts and discerning minds, eager to share the Gospel.
. . . that pastors and Christian education leaders choose curriculum materials free from moralism and steeped in the doctrines of sin and salvation, Your Law and Gospel.
. . . that parents make full use of the opportunities they have for Christian education for their children through home devotions and attendance in Sunday School and midweek classes; and that they set a good example for their children by participation in adult Bible studies.
. . . that You bless Sunday School teachers with strong faith and dedication to prepare thoroughly and teach lessons that are relevant in their students' lives and true to Your Word.
. . . that You bless the new Cross Explorations curriculum as a tool for Sunday morning and midweek education.

These things I pray, that Your Church on earth can be strengthened and Your Church in heaven joined by many souls, though Jesus Christ, Your Son, our Lord. Bless all who teach Your children Your Word. Amen.

Clarifying the Gospel

When I saw a post recommending an article titled "Four Ways to Clarify the Gospel for Kids" from ChurchLeaders.com, my interested was piqued. I was eager to see the wider Church giving some focus to this crucial topic. I was not entirely disappointed. The author, Sam Luce, states among other things, "It is massively important that we are clear on what the gospel is and what it isn't." Those who know me, know I couldn't agree more. You can read the entire article here. In summary, Luce suggests that teachers (1) be real, letting kids know that they need God as much as their students do, (2) not oversimplify doctrine, (3) use diverse examples in application, and (4) "bring it back to Jesus." Explaining this fourth point, Luce writes, "The application of every story needs to come back to Jesus and what He has done that empowers us to go and do."

Christ-Centered
Thanks, Sam, to taking us this far. I'm going to suggest though that for the sake of clarity, Lutherans might seek to unpack what it means to "bring it back to Jesus."

We don't mean that Jesus is a great example of what we should strive for in Christian living. Jesus is God; we are not. He is perfect; we are not. The focus of each lesson should not be "What would Jesus do?" but "What did Jesus do?" Paul writes that "[The Gospel] is the power of salvation to all who believe" (Romans 1:16). The Gospel is not about what I should do, but about what God did for me in the sacrifice of His Son and continues to do for me as the Holy Spirit works daily through the Word to strengthen faith.

We don't mean that Jesus motivates us to greater personal effort in going and doing the work of our salvation. Scripture is clear: salvation is only by God's gracious gift of faith (Ephesians 2:-9).

We don't mean that God's gift of faith in Christ makes us "perfectly empowered Christians." Dr. Earl Gaulke, writing in "Principles of Christian Education for the Local Parish" (LCMS Board for Parish Services Bulletin 90582, undated), says "We confuse Law and Gospel when we . . . describe faith in a way that does not fit all believers at all times." Being real means acknowledging the continued presence and impact of sin in the lives of believers as well as unbelievers.

What Has Christ Done?
So then, as we teach God's children His Word, let's be clear about "what He has done." Christ has fulfilled the Law perfectly on our behalf, suffered the punishment we deserve for our sin even to death, rose from death as the first-fruit of all who believe. Through faith in Him, believers have forgiveness of sin, new life now and forever.

When we "bring it back to Jesus" in our Sunday School lessons, let's be sure that repentant sinners leave with clear consciences. Bring it back to the Gospel: forgiveness of sins and new life in Christ!

In what other ways can Sunday School teachers teach the Gospel with clarity?

What Makes Sunday School Material Lutheran?

I am frequently astonished at the willingness among Lutheran congregations to employ un-Lutheran material in their Sunday Schools and Christian education programs. What's up with that? It raises for me all sorts of questions.

Are they saying that the material we use doesn't make a difference?

Do they not understand the central place that the Sacraments have in the life of every Christian?

What do they expect volunteer teachers to do with un-Lutheran content?

Is the material really edited sufficiently to become Lutheran? Can it be?

What happens when un-Lutheran student material is taken home? Isn't a picture worth a thousand words? Are we in fact promoting heresy?

What is the long-term impact of using un-Lutheran material on the faith and life of teachers and students?

So, how do you know if material is Lutheran? Let's start with three basics.

Lutheran material teaches about sin and salvation, Law and Gospel, and God's forgiveness.
I occasionally hear complaints about the including so much discussion of sin and evil in our CPH Sunday School material. Without an understanding of sin however, and a realization that the world is tainted by it, the students have no real need or desire for God's forgiveness and the salvation He offers through His Son, Jesus.

Lutheran material teaches that God alone is able to work salvation and forgiveness.
God is the active ingredient in our faith relationship with Him. He is the potter; we, the clay. He is the giver; we are beggars who have nothing and bring nothing. He is life; we are dead in sin and unable to act in any way to merit His grace and mercy.

The Bible is the Word of God, contains no error or contradiction, and is the means by which God makes Himself known to us and shares His gifts with us.
Lutheran material will teach more than just Bible facts. It will teaches the meaning and message of the Scriptures.

(Last year I wrote about a simple tool for judging material; it is call "The Temple Test.")

The material you use as you teach God's children His Word will make a difference in their lives now and in eternity. I pray that God will guide those who make the crucial decisions about material. God bless you as you teach His children His Word.

The Sunday School Director

Directing a Sunday School is not an easy task. The Sunday School Revolutionary, Darryl Wilson, has posted recently and not so recently on his blog about the duties of a Sunday School Revolutionary, and his list is impressive. I've selected one worthy post; check it out, and browse the others if you wish. (It is worth noting that Mr. Wilson is a Baptist and "Sunday School" in his world view is primarily for adults.)

It strikes me that the Sunday morning experience is comprised of three primary components over which the SS director has some control, or should have: the teacher, the curriculum, and the classroom. (The fourth component, of course, is the student.)

The Teacher
The director works to have the very best teachers possible, offers them training and support, and directs their efforts for the benefit of the student. The teacher is a volunteer, but he or she is not a free agent; in accepting the position of teacher, he or she is agreeing to some specific duties and obligations, such as preparing adequately, using the curriculum provided, and following such policies are in place to guide his or her work.

The Curriculum
The curriculum must teach the faith and doctrine of the church. This is the top priority and should  not be overlooked. There are many curriculum choices available; very few of them teach God's Word clearly and accurately. The director should be able to resist pressure to use any material that does not meet this standard.

The Classroom
The director should know the spaces in which Sunday School classes are taking place, understand their good and bad features, and work with other congregational leaders to constantly improve them. He or she should be alert for overcrowding and plan for future growth.

Each of these areas is worthy of expansion, perhaps in future posts.

What do you think are the key concerns for the Sunday School director?

How does your director (or is that you?) spend most of his or her time? Is that how it should be?

Thanks, directors, for all you do so that others can teach God's children His Word.

Pastor, Step Up!

Pastor, you have a tough job. You preach the Gospel and administer the Sacraments according to God's Word. You accept responsibility for the spiritual care for dozens, hundreds, even thousands of people. You manage ministry teams of dozens of volunteers and paid staff members. You oversee a budget of hundreds of thousands of dollars, and encourage the stewardship that supports that work. Thank you, Pastor, for all you do. I don't pray for you often enough, and I resolve to do better.

I am bold, however, to ask one more thing of you. Please take the initiative to lead the processes for selecting and training the volunteers and choosing the curriculum for your congregation's Christian education programs. You are uniquely placed for this work. You have more theological training than anyone in your congregation. And you have a divine call from God to exercise this responsibility, not only for what is preached in the pulpit, but also what is taught in the congregation's classrooms. You don't want the impact of your preaching impaired or even contradicted by others who share the teaching ministry in your congregation.

Some will oppose you in this. They will not yet share your value for clear teaching of Law and Gospel and inclusion of Lutheran doctrines in their lessons. They will prefer the attractive, but often moralistic materials heavily marketed by non-Lutheran publishers. They won't get it. They will need patient instruction and occasionally firm guidance.

There will be many, though, who will value your involvement and support your decisions. They will want nothing less for the children of the congregation than that they learn each week of salvation through Jesus. And know that God desires that these little ones come to Him and will bless your efforts.

Thanks for all you do, Pastor, to support and encourage those who teach God's children His Word.

How involved is your pastor in the critical tasks of selecting and training teachers and choosing curriculum for your Sunday School?

How can we make the pastor's role in these matters easy and effective?

Cross Explorations, a New Model

Last week CPH celebrated the launch of a new Sunday School curriculum: Cross Explorations. (The material is in stock and is shipping today.) This is the first time in almost fifty years that CPH has published two Sunday School curricula simultaneously. Our customers now have a choice.

Cross Explorations is a hybrid curriculum: part large-group/small-group and part site rotation. It can be used effectively in large and small Sunday Schools. And it will work just fine in a traditional self-contained classroom. Check it out at cph.org/sundayschool.

All leader material for the curriculum is packaged in one convenient kit. Student material is purchased separately. All items in the kits can be purchased separately. The curriculum is designed for children grades one through six and includes an adult component for parents.

The curriculum follows the Growing in Christ scope and sequence, so a congregation can continue to use that curriculum for early childhood, junior high, and high school classes for a unified curriculum.

Cross Explorations uses a simple one, two, three process.

One: Engage
All students meet for a group opening, which can include parents.

Two: Explore
Students break out into age-level Bible study for grades one through three, four through six, and adults. A small congregation may have just two classes; larger congregations may offer more than one class at some levels.

Three: Express
Students rotate through two, three, or four sites to review the lesson and express themselves in drama, crafts, music, or other activities. Material is offered for all four sites each week, but the congregation can choose which sites to offer each week. The number of Express sites offered will depend on the local schedule and the number of students.

Cross Explorations is a new way to teach God's children His Word. And it's from CPH, so you know your students will hear the Gospel every week.

Is your congregation ready to try something new?

Which Express sites sound most likely for your congregation?

Evaluating Curricula

Last week, a colleague asked me about an instrument for evaluating Sunday School curricula. I was happy to point him to the documents that are my point of reference on this question (Sunday School Basic, 2005 CPH, www.cph.org; "How Good Is Your Curriculum?" Teachers Interaction, pp. 14-17, Summer 2012; the TI article is a redaction of a chapter in the book).
Some who choose to use these resources will quickly see, and perhaps object, that the evaluation questions have to do with theology and church practice, not with appearance and instructional methods. Here's why!

How NOT to Evaluate Religious Education Material
A common method for reviewing curriculum uses a series of characteristics, criteria, such as theology, appearance, active learning, cultural diversity, out-standing features. Each criteria is evaluated separately and equally, often with some kind of grading or points system. The curriculum receiving the highest number of points or the highest grade is assumed to be the best curriculum, the one you should purchase.

The problem with this method is that all criteria are not of equal importance in Christian education. (Note the emphasis! I'm not saying that some things may not be important; I'm saying they are not equally important.) In fact, when teaching theology, a curriculum's ability to teach the requisite theology is the first and foremost thing to judge. Imagine the "largest pumpkin" competition as the state fair. No matter how large, attractive, and tasty, the winning pumpkin cannot be a watermelon. You should not even enter a watermelon in the pumpkin contest.

Choosing Materials for a Lutheran Sunday School
Just so, when choosing curricula for your Lutheran Sunday School, you really first need to determine that the curriculum is in fact Lutheran, that it will teach Lutheran theology. There are some very attractive materials on the market from non-Lutheran and non-denominational publishers. And, in order to sell you their watermelons (non-Lutheran materials), they will argue that they should be considered in your pumpkin (Lutheran materials) contest. But they will not teach Lutheran theology. They will teach decision theology, moralism, salvation through works. They will not teach about Law and Gospel or the means of grace. Does it make a difference? You bet! An eternal one! (If you are still thinking that a watermelon might work, review my recent post "Theology Added?")

My argument is that the curriculum needs to meet these minimum standards. If you are able to find several curricula that teach Lutheran theology for Lutheran children, then by all means, choose the one that best fits your needs or most excites your volunteers.

You know that I work for a publishing house that strives to prepare the best possible resources for Lutheran Christian education. I am not without bias. But I am passionate about teaching God's children His Word.

The Fear Factor

Now is the time to start thinking about staffing for Sunday School in September (if you haven't already). Since your teachers are the most important variable in providing a quality experience for your children, it is good to get the best teachers you can find. Go for the very best candidates.

Fear is the biggest problem you will face when enlisting new volunteer teachers.

• Fear of Over-committing. Everyone is busy. We want to use our time efficiently. Our lives are scheduled full. Yes, we will make time for tasks that we deem to be worthwhile, even self-less ones like teaching other peoples' children. But to get on my schedule, I need to know the time-frame. What am I really committing to? Share an honest estimate of the commitment your are seeking with your candidates: the time they need to spend on Sunday morning, the time they need to spend training and preparing, and the duration of the assignment. (If you want to get a yes, you might consider starting small: a three-week assignment or a stint as a helper.)
• Fear of Being Stuck. What if I really don't like it or can't do it well? Starting with short durations will help here. You might also consider installing a "quick release lever" in your volunteer enlistment "contract." Make sure your candidate knows that you don't want them to feel stuck. If they want out, they can pull the lever, talk to you, and be assured of a guilt-free release.
• Fear of Failing. Nobody likes to fail. Consider every possible means to help each candidate be successful in their teaching task. Orient them carefully to your Sunday School curriculum and procedures. Train them well. Provide mentors, partners, and assistants. Promise them, and then give them, your full support. Check in, but don't hover. 

"Love casts out fear"? Love your teachers enough to overcome their fears.

What do you fear most about the teaching experience? About starting a new endeavor?

How do you overcome the fears of your teaching prospects?

Thanks for all you do to support those who teach God's children His Word!

Veggie Tales This Summer?

Those who know me will be able to predict my thoughts on any plan to use videos of talking vegetables as a substitute for teaching the Gospel in summer Sunday School classes.

My advice? Don't.

I'm not alone in my low opinion of the theology that underlies these videos. Check out Gene Veith's recent blog on the subject; it shares a "change of heart" from the VeggieTales creator himself.
http://www.geneveith.com/2012/06/06/veggietales-creator-repents-of-moralism/

Children do not need the Church to provide them entertainment on Sunday morning. If it is entertainment they are seeking, there are dozens of other activities they can choose from, and they often do.

How much better to invest that precious hour in teaching God's children His Word!

Teaching a Class of One

You've heard about "an army of one." How about a class of one?

In many Sunday Schools, especially as summer takes its toll, a class of a single student is a common experience. How do you teach a class of one? Let me start the list of things to consider.

• Leave the door open. This is an invitation for others to join, including late-arrivers or students who might be shy. It also is an alternative to the best practice of staffing two-deep. (One child and one teacher in a closed room will run counter to most child-safety policies.)
• Don't fret. Give your class of one the clear impression that it is "business as usual"; don't make your one student feel bad or odd for having come to hear God's Word.
• Make conversation, Part 1. You've talked to children one-on-one before (your own, a niece or nephew, the child of a visiting friend, and many others). Take the opportunity you've been given to get to know this child as a friend. Ask the student about his or her week, family, pets, favorite activities, plans for later in the day.
• Make conversation, Part 2. Work to make your class discussion an extension of this conversation. "I like to start each Sunday School lesson with prayer. Will you pray with me? Do you have anything we can pray about?" "This is the leaflet that goes with today's Bible lesson. What event from the Bible do you think this picture is capturing?"
• Watch for opportunities to extend the lesson. The lesson will fly with only one student to teach. Discussion will be brief; sharing will take place quickly. You will have extra time. Plan ways to use the extra time profitably.
• Take a field trip. Visit the sanctuary to see the baptismal font up close. Talk about the vocation of pastor and visit the church office area (where many students never get to go). Be sure to let your Sunday School director know where you and the child are going. Don't leave the building without a parent's permission.
• Don't ignore opportunities to use music. If you or your student are shy about singing, you will be tempted to skip using the songs or hymns that are associated with the lesson. Don't. Use the recordings as listening opportunities. Read the words together. Listen to the music as you do written activities.
• Solicit feedback. If your "class of one" is a talker, you have a tremendous boost. He or she will likely answer your questions willingly and perhaps even volunteer contributions to the conversation. If he or she is more reticent, find other ways to learn whether the student is assimilating the information you are sharing. Watch for non-verbal cues: nods, puzzled expressions, the light of understanding. Utilize non-verbal methods for feedback. "Point to the words in the Bible text/lesson leaflet that tell us why Jesus did this." "Let's draw a picture of how this event in Jesus' life ended."

What tips do you have for teaching a class of one?

God will bless your efforts to teach even just one of His children His Word!

Why Have Summer Sunday School?

I don't have hard data, but based on our experience here at Concordia Publishing House, it seems that substantial numbers of congregations "take a break" from Sunday School during the summer months. The reasoning for this generally invokes things like "families are always gone," "kids disappear during the summer," or "we can't find enough people to teach." These can be serious challenges. They will require work to overcome, perhaps hard work. Why bother? I can think of three reasons!

1. Children (and adults) still need to hear the Gospel.
God's Word is His promised source of life and strength for His people. We don't "take a break" from eating, or drinking, or breathing during the summer. What would we take a break from God's Word?

2. It is easier to maintain inertia.
Eighty percent of our effort often goes into getting something moving (especially my wheelbarrow full of dirt). Taking the summer off kills Christian education inertia. It speaks loudly about a relatively low priority for Sunday School, as opposed to trips to the lake. It lets families "get out of the habit" of spending two hours at church each weekend.

3. Visitors are plentiful.
Large numbers of families relocate during the summer while their children are out of school. These families are looking for new church homes and making decisions about where to re-establish roots. They are looking for churches that will meet the whole families' spiritual needs. They are looking for churches with great Sunday Schools. "Well, we don't have that right now, but if you come back in a couple of months . . ." won't impress them.

Will you have Sunday School this summer? Why? (or why not?)

How will you sell your choice?

Theology Added?

I hear it all the time from Christian education leaders in LCMS congregations: "I use [insert the name of a non-Lutheran publisher] material and add the Lutheran theology." Do they? Really?

Forget for a moment that LCMS congregations pledge as members of the snyod to use only doctrinally approved worship and education resources. How do you add Lutheran theology to heterodox material? A non-Lutheran lesson begins with a non-Lutheran premise, sets non-Lutheran goals and weaves them tightly into the lesson plan, and is designed from start to finish to teach something that is not Lutheran. A heterodox lesson with Lutheran theology added will still be a heterodox lesson.

Lay leaders in our congregations might be forgiven for not realizing this and should be instructed. Pastors, DCEs, and other professional church workers should know better.

Editing Christian education materials for theological content is very hard work. I know. I also admit that I am biased. I am not objective on this point. But it seems far easier to me to add the kind of creative activities you think a lesson lacks than to "add the Lutheran theology."

Am I missing something? Does what we teach on Sunday morning really matter?

Planning Can Combat Summer Slump

The Sunday School Revolutionary, Darryl Wilson, writes an interesting post about this subject. You can read it here, but let me share some of his thoughts and some of my own.

Why a Slump?
The Sunday School Revolutionary suggests these:

vacations

family visits

children's summer sports leagues

recreational outings, such as a weekend at the lake

late Saturday evening activities

Add to that all the normal reasons that families have difficulty making it to Sunday School consistently (the lure of the mattress, going out for breakfast, split custody of children, and more) and the problem magnifies.

What Can You Do?
Mr. Wilson offers a great list of ideas for combating the slump:

Invite your absentees each week.

Implement Saturday night calling of every member, guest, and prospect.

Focus on inviting guests every week.

Have a class or Sunday School-wide photo Sunday and work to have the whole class present.

Conduct a contact contest during one month or the entire summer between two halves of your Sunday School.

Plan a meal and fellowship immediately after Sunday School and worship.

Have a teacher/worker appreciation Sunday and encourage members to bring appreciation gifts to teachers/workers.

Provide breakfast; food is a guaranteed attraction. 

What Should You Avoid?

Skipping the lesson is a no-no; teaching the Gospel is the reason for Sunday School, so don't fail to provide substance.

Pass on videos of talking vegetables who teach moralism instead of salvation.

Don't leave the parents without an attractive study alternative; if the parents come to Sunday School, so will the kids.

Don't focus on unsustainable activities; water games will be fun, but unless you are going to do it every week, you will wind up disappointing your attendees somewhere down the line (also see the first item in this category).

Here's the point in a nutshell: you know that summer will present challenges for your Sunday School. Plan now (okay, it's almost too late) to combat the forces of attrition by creating reasons for families, students, and staff to be excited about Sunday School all summer long. Whatever investment you make is bound to pay off in more opportunities to teach God's children His Word.

What are the most common reasons your members will miss Sunday School this summer?

How will you combat Sunday School slump this summer?

Let's Review

Last week I wrote about "Sticky Lessons." A key point in that post was that repetition and review are important tools for making lessons stick, for moving information from short-term to long-term memory.

Did You Review?
So, let me ask, when you taught your most recent Sunday School lesson, did you review the lesson from the week before? Did you place the lesson you were teaching into the context of the Bible's narrative in a way that made sense? (A very different task for teaching three-year-olds than for teaching preteens.) After teaching the Bible account did you review it in some way before the end of the session, perhaps by letting the students retell the account while acting it out or creating a drawing about the event and telling their classmates about their picture? Or by playing a review game with the Bible Review Cards (part of every lesson in the Growing in Christ middle and upper grades materials)? Or by simply asking informational and analytical questions?

If You Reviewed
If you review the Bible account as part of your lesson last week, you increased the likelihood that your students will remember the key point and basic facts of the lesson next week, or next month, or the next time they encounter that lesson some day in the future. Good job!

If You Did Not Review
Plan now to include review in your next lesson plan. You and your students will be glad you did. It is sometimes difficult to include review. It may mean not doing something else in the precious window time you have available. But it is worth it! It is one of the significant ways you can make those lessons stick!

God bless you as you make His Word stick in the hearts and lives of His children!

Sticky Lessons

I recently fielded a critique from a pastor who was concerned that students in their Sunday School were not retaining the lessons that were being taught. He suspected that the curriculum was at fault. That was hard to hear, but it gets me thinking.

What Makes a Lesson Stick?
What are the keys to memorable lessons? How can we teach so that children retain the stuff we want them to learn? What is is that we want them to remember in the first place?

Gospel First
It is enough, I think, that children come away from Sunday School convinced that God loves them, that Jesus sacrificed Himself so that their sins are forgiven, their life restored, and a place prepared for them in heaven. Yes, I'd love for them to know how to live as God's children. I'd like them to be able to replay the Bible account and provide accurate details, even a week, month, or year later. I'd like them to be able to connect the Bible account to a chronological framework of the Bible, understand its context, and know the broader narrative for which it is a part. But it is enough if the children can honestly sing, "Jesus loves me! This I know, for the Bible tells me so."

Memorable Classroom Moments
What will make the lesson memorable? The possibilities are too numerous to list here, but some that top the list: connect the lesson to the child's life, be relational, involve emotional content, know and cater to the students' preferred learning styles, start with things the students know and add on that foundation with new knowledge that makes sense.

Repetition and Review
Moving knowledge from short-term memory to long-term memory is a subject worth tackling on its own and one that I won't try to write about with some personal study (not enough parked in my long-term memory). But repetition and review are tried and trued techniques. Our Growing in Christ lessons include some deliberate review tools and procedures. I wonder how many teachers skip them? The lessons I edit probably do not have enough specific instructions about review lessons from the last week or the weeks before that. That may be an oversight worth correcting. Growing in Christ repeats most Bible accounts on a three-year cycle; a student who is faithful in attendance will study a lesson three or four times in the course of his or her Sunday School career, each time in an age-appropriate way, building on previous knowledge. That review will reap a harvest. All review, however, depends on that faithful attendance. If I review a lesson three times, but the student is present only once, that's not much review.

So, I'm bold to ask:
What do you do to make Bible lessons stick?

What more can we do as your publisher to make memorable moments happen in your classroom?

God bless your efforts to teach God's children His Word!

Theology Matters

Those simple words come from my wife, who has joined me at CPH in the editorial division as editor of VBS and family life materials: "Theology matters."

Curriculum choice cannot be just a matter of which publisher promises the least amount of preparation time, the flashiest promotion material, the coolest gadgets, or the lowest price. If you choose material based on prep time, printing, gadgets, or cost, you may miss the essential purpose of Christian education.

The goal of a Lutheran Sunday School is not to entertain the children or go easy on the budget. It is to share the truth of God's Word through balanced teaching of Law and Gospel. We want to proclaim forgiveness of sins, new life, and salvation through Jesus Christ every week. If we want a curriculum that gets the job done, theology matters.

Why is this message so hard to communicate or, for some, to hear?

How is the Gospel touching lives around you as you teach God's children His Word?

Building Attendance

A conversation is occurring in another forum about helping families with small children and teens make it to both church and Sunday School in the face of busy lives.

Here was my contribution to that exchange:

Thanks to all of you for your concern in this area. It strikes me that the issue is the same for families with teens and those with small children, for families without children, singles, seniors, and . . . you get the point. The issue is priorities.

Satan works to crowd God out of our lives or marginalize Him (The Screwtape Letters by C. S. Lewis is an interesting read on this point).

Duty used to be a relatively strong motivator for many families; not so much any more. Guilt can work for some and for a time, and preaching both Law and Gospel is what the Church is all about. But if you are going to preach the Law, it is essential that it be followed with honest Gospel, or the result will be resentment not joyful service.

I would suggest that we haven't done a very good job in the Church in the past twenty years of effectively communicating what Sunday School is all about. Why should parents and others make Sunday School a priority over sports, breakfast out, and yes even sleep? Each Sunday we have the opportunity to encounter Jesus Christ in Word and Sacrament through Sunday School and the Divine Service. Such encounters prepare us, adults and children alike, to live as God's children in the world.

What are some ways to help marginal families understand this?

Bless us, Lord, as we teach God's children His Word.

What Do You Do with a Very Small Sunday School?

I'm getting hungry for some fresh statistics about Sunday School in the LCMS. I guess I'm going to have to bug our marketing people for some survey data.

The trend that I'd like to test with some research is that I'm hearing more concerns and comments these days from very small Sunday Schools, congregations where Sunday School is often one group of mixed-age children studying with just a single adult.

Needless to say, this often requires a high degree of flexibility in all areas: a teacher who can "roll with the punches" and teach a lesson for preschoolers or preteens, or perhaps one of each in that day's class; students who will endure the awkward initial moments when there are no friends in the class and no else his or her age; a curriculum that can shift with the flow of students and still work effectively.

Here are some things I know in my heart will be true about such a Sunday School.
* The teacher will be the key to its success. I know this because it is true of every Sunday School classroom. The personality, preparation, and practice of the teacher will outweigh other variables. What should you do? Invest the position of Sunday School teacher with high honor and importance. Pursue the very best candidate, even if it means enlisting the person who might otherwise be an elder, choir member, or leader of the women's group. Make Sunday School the highest priority.
* This Sunday School will require significant investment. It will more expensive to provide materials; the cost of the teacher's resources will be divided among just a few students. It will require people resources. What should you do? Don't short-change this critical ministry. It will be tempting to cut back and try to get by without good materials, especially if attendance is sporadic.
* Attendance will fluctuate. And the impact of even one family being gone may be huge. What should you do? Emphasize good communication, so that teachers have every opportunity to prepare for those who will be attending, rather than those who didn't come this week. Send unused student material to absent families to review at home; this is a great excuse to encourage and educate parents.
* God will be present and bless the study of His Word! The class that consists of just one teacher and one student, even if it lasts only 20 minutes because many activities are skipped or go quickly, is still the opportunity to teach one of God's children His Word. What should you do? Give thanks, make the most of even the smallest opportunity, and pray that God will send more children next week who are hungry to hear the Word.

God bless!

Will you use PowerPoint in Sunday School?

I'm not the cutting edge technology person I once thought I was. More and more, I'm relying on others for assistance in the technological parts of my work. But I'm striving to grow.

I'm doing workshops now using PowerPoint outlines. It really is a helpful tool.

The new Cross Explorations curriculum from CPH will offer several PowerPoint resources. The Explore openings will be available as PowerPoint programs, including the songs with linked music. The Express Music sessions will have the option of recorded music, lyrics on PowerPoint, and lyric PowerPoints with linked recordings. These resources, of course, will be beneficial only to congregations where projection systems are in place allowing the PowerPoint resources to be displayed in the assembly area or classroom.

To be frank, we don't really know how many of our customers will find those resources helpful or how many will simply be frustrated. I'm looking forward to the mail.

The point I'd like to make is this: technology is here to stay. To the degree that we fail to use it in Christian education, we risk being marginalized by the students and families for whom technology is fully integrated into their daily lives.

* What resources do you think our publishing house should be offering in digital formats or with digital components?

* Do you use projected PowerPoint resources in your Sunday School? When and how?

* What should be our top priority in this regard?

God's blessings as you use technology to teach God's children His Word!

Why Must We Talk about Sin?

I recently exchanged some e-mail messages with a parent who was concerned about the content of some material we publish here at Concordia Publishing House. The parent was upset that for several times in a row, we had chosen to address frankly with the target audience of the resource the issue of sin in our lives. Why did we have to keep bringing up this dreary, depressing topic? Children need to hear the Gospel, to hear about God's love!

I don't believe I got anywhere with this customer. What was wanted was not possible while remaining true to our Lutheran beliefs and what the Scriptures teach us about sin and grace.

Teaching the Gospel without first teaching the Law is ineffective, even spiritually dangerous. The Gospel message will be treated lightly ("God loves me; that's nice.") or even ignored ("That's probably fine for others, but I don't really need that right now."). Until the sinner (and the Bible is clear, that is all of us) is convicted of the sin and fully aware of the consequences of sin (God's wrath and eternal death), the promises of forgiveness, life, and salvation through the work of Jesus our Savior will have no sweetness. They will literally fall on deaf ears.

The goal of Christian education would seem to be making both the Law and Gospel as personal as possible for each student. Not just "Peter sinned" but "I sinned." Not just "God loves the world" but "God loves me and gave His Son Jesus for me."

Teach the Law each week. Find it in the Scripture text and in your own life and the lives of your student. Then teach the Gospel and apply it fully and richly. Make each lesson the cause of celebration. "Rejoice with me! That which was lost has been found!"

The Benefit of Color Printing

I had occasion at least twice this month to defend the use of full-color printed material in our Sunday School curricula at Concordia Publishing House. It seems that some churches, maybe many churches, are looking for materials for Sunday School that are completely reproducible locally on the church's copier or the teacher's home computer printer.

The Logic
From one perspective, this seems to be an attractive alternative. The publisher provides everything in one book or on one CD. The teacher makes only as many copies that he or she thinks will be needed that week (and, I guess, runs back to the copier if one extra student shows up). The church saves money, because they don't have to buy extra student material that they might not need.

The Reality
The publisher has to increase the price of the book or CD, because most of the cost of developing the material (thinking, writing, editing, producing, and even printing) still exists even for the black and white book pages or digital files on the CD. The church pays the office supply store for the student pages (paper and toner) instead of the publisher. The teacher makes a couple of extra copies, just in case, and still has extras, resulting in more cost not less (but not directly to the Sunday School budget line, I suppose).
And the students miss out: no full-color, realistic Bible art; no full-color activity pages; no stickers; no full-color posters.

The Question
Am I the only one who cares?

Would teachers, parents, students, and church leaders rather just have a mono-chrome curriculum?

Isn't this a matter of priorities for the congregation? How much is Christian education worth?

Is the educational contribution provided by full-color materials not worth the investment?

How much does color help you as you teach God's children His Word?

Improving Biblical Literacy

Following up on my last post, I just composed a response for a pastor whose congregation is considering a new model (modified workshop rotation) to increase biblical literacy. Here's what I wrote:
First, let me say that what you suggest is certainly possible. There has been, over the past decade a movement in some churches toward what you describe, usually called “workshop rotation,” so called because, when student numbers warrant it, students can be grouped and rotated through two or more workshop, one each week. The “workshop” leader teaches the same lesson in the same style (drama, cooking, crafts, etc) each week to a new group of students. CPH has not produced a “workshop rotation” curriculum. We are leery of the resulting narrow range of Bible accounts that are then studied in a given period of time. We think it requires more than just a few Bible accounts a year to teach the entire sweep of salvation’s plan. That is not to say that I prefer a shallow approach, in which a large number of lessons are taught superficially.

These are my premises:
• You and I, and most of the parents and students in you congregation, probably grew up in a Sunday School that taught a different lesson each Sunday. The lessons repeated every three years or so, and the result was at least a passing acquaintance with a large number of Bible accounts. That pattern is not inherently flawed.
• If Sunday School leaders and teachers spend the same amount on time improving their present system of curriculum, preparation, and teaching that they would spend in reviewing, choosing, and implementing a new system, the resulting improvement will be about the same. It is not the new system that makes the most difference, but the time and energy invested in any system.
• The material in a typical Sunday School curriculum today (and that includes Growing in Christ from CPH) provides enough teaching activities to fill more than an hour in a typical Sunday School. The teacher must pick and choose the activities that will be best for his or her students and focus on them in order to teach the main points effectively, while leaving time at the beginning of each lesson to review the key points of previous lessons, and at the end of the lesson to review the key points of the lesson just taught. The teacher that tries to cover everything in the teacher guide will wind up glossing over the key points, skipping the review, and still feel frustrated every week because “I wasn’t able to cover everything.” The students retain the material, not because the class covered everything, but because the activities that were chosen engaged the students and made connections between the Bible and contemporary life.
• Doing this final edit of any lesson—choosing and revising the activities so that they will engage your specific students—is hard work and requires preparation that too many teachers don’t invest each week.
• The whole process of retention, call it a lack of biblical literacy, is aggravated in our present day by the growing numbers of students who do not attend Sunday School every week. The depth and breadth of their biblical knowledge is not assisted by repeating lessons on multiple weeks, because they miss significant opportunities for learning new material and reviewing past lessons. The real solution is not to teach fewer lessons, but to get students into the classroom more often.

So, I’m not saying that what you propose is not possible; it is. Assuming that you plan carefully and student number to vacillate widely, you could in theory order the lessons you want when they are available and save the material until you need it. A 13-lesson quarter of material might last you for two or even three quarters. But it will be a lot of work figuring out how to extend the material over two or three weeks. You should be prepared for the extra work. And care will be needed to avoid sending the message that a student now only has to attend one week out of two or three since the lessons are repeated, which would result in even less biblical literacy than you currently faced.

I will admit that I am a traditionalist. I think that the traditional Sunday School can still work and thrive in most congregations.

Let me suggest another tool that you might want to promote in your congregation: biblequizzesonline.com. My wife built this Web site several years ago in response to her own concerns for biblical literacy among the students of our congregation. She continues to maintain it each week, providing a 10 question quiz that promotes accountable Bible reading. The Web site provides a way to read (or listen to) the Bible account for each lesson in Growing in Christ, followed by an on-line quiz with immediate feedback on correct and incorrect answers. This is one tool that teachers and families can use to promote biblical literacy.

I’m sorry if my response is not what you hoped for. I’m open to whatever follow-up questions you might have.

If you are looking for a new model for your Sunday School that incorporates a different form of rotation—“site rotation”—you might be aware that CPH is offering a second alternative for Sunday School in Fall 2012: Cross Explorations. This model combines large-group (“Engage”)/small-group (“Explore”) Sunday School with a rotation of sites in series of “Express” sites. You can learn more at http://sites.cph.org/sundayschool/.

Thanks for working hard for your Sunday School, Pastor. God will bless your efforts to teach His children His Word.

Covering Everything

I remember a line from a Christian education seminar I took many years ago (though I confess I don't remember the person who spoke it); it went something like this: "The teacher who insists on covering everything in a single session, usually covers up more than he or she reveals."

Is the point too subtle? Our task as Christian educators is to reveal the truth of God's Word to those we teach. We don't want to cover up, gloss over, or confuse. The teacher who tries to cram everything into the lesson, even if the teacher guide says it can be done, runs the risk of failing to teach the main points sufficiently.

It is for this reason that I always emphasize that the teacher is the final editor of any Sunday School lesson. It is a responsibility that you cannot ignore. Plowing blindly through every word of the teacher guide will leave little time to reflect on what the students are learning, or not learning. The publisher provides material for a long session with average students. You may have a much shorter session and you have very specific students for whom you can, and should, tailor that lesson.

The successful final edit identifies the main points, especially Law and Gospel, and the activities that will most be likely to teach these points to my class, while leaving enough time for the interaction that will tell me that the students got it.

Please, don't try to cover everything.

God's blessings as you teach His children His Word.

Proactive Discipline

Whenever I'm asked to lead workshops (and I'll be out again this weekend), discipline is the most common concern among volunteer teachers. They want to maintain control in their classroom and not have to deal with out-of-control students.

Winning the Contest
My take is that if the teacher has become engaged in a discipline contest with any student, he or she has already lost a lot of ground. It's not that I don't want to help that teacher, but how much better it would be to avoid the contest in the first place. The volunteer teacher has very few options in dealing with unruly students, almost no real power in the situation. The child who says "You can't make me!" is all too often absolutely correct. Let's try not to go there.

Avoiding the Contest
The keys to avoiding discipline contests are almost always found in the teacher's preparation.

• The teacher has thought through the lesson and the students who would be in class.
• She has planned to be present in the classroom before the first student arrives.
• She has removed or covered distracting elements in the classroom and provided constructive options for pre-session.
• He has planned to engage the students' interest immediately and guide interactions between students into positive activity (rather than allowing mischief that develops to fill a vacuum).
• She understands how she wants the lesson to progress and can move on if an activity fails to keep the students engaged.
• He is able to teach knowledgeably and in a manner that engages the students and keeps their interest.
• He is able to follow a tangent briefly when it benefits the students and reconnect seamlessly with the lesson.
• She has chosen ahead of time to omit or adapt activities that will not engage the students.

Another aspect of preparation will be that the congregation has prepared a procedure for dealing with an unruly or out-of-control child and that the teacher knows how he or she will handle those situations. (Some key points, in my opinion, might include not touching an out-of-control child unless necessary to protect the child or others, but maybe that's another blog.)

It's Not All about Teacher Preparation
But so much of classroom control depends on preparation. If the teacher is thoroughly prepared, the chances of a contest-free session are greatly increased.

Does this "proactive discipline" strike you as realistic?

How do you avoid, or deal with, discipline issues?

Thanks for teaching God's children His Word!