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!